Perception Survey Report 2009

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					SAN DIEGO            PERCEPTION SURVEY REPORT
AFTER SCHOOL
CONSORTIUM                     2009


     Hoffman Clark & Associates | www.hoffmanclark.org
                                                         1
                         San Diego After School Consortium

                                 Perception Survey Report

                                          September 2009




Contact Persons:        Daymon Beach

                        Program Manager

                        SDCOE Safe Schools Unit

                        619-718-6780



                        Christina Prado

                        The Children’s Initiative

                        858-581-5883




Evaluator:              Hoffman Clark & Associates

                        731 S. Hwy. 101 Suite 19

                        Solana Beach, CA 92075

                        858-350-9507



                        PDF of report and PowerPoint available at:

                        www.hoffmanclark.org




Cover art courtesy of ARTLINK After School Art Program • The Children’s Initiative


                                                                                     2
Program Background

       The After School Education and Safety Program (ASES) established by Assembly Bill
AB 2284 in 1998, is a California Department of Education competitive grant program providing
funding for before and after school programs. The San Diego After School Consortium is a
collaborative of San Diego County school districts, the San Diego County Office of Education,
and The Children’s Initiative which has received funding under this program since its inception.
The San Diego After School Consortium has provided leadership, technical assistance, and
evaluation for ASES programs.

       In addition to academic goals, before and after school programs are mandated to
provide youth with a safe and nurturing environment before school and after school
supplemented with enrichment programs that increase student resiliency and improve
neighborhood safety. Perception surveys are conducted annually to gather multiple
perspectives of program quality from students, parents, school principals, after school staff, and
program administrators.




Key Findings

      94% of all students rated the after school program activities as great to okay.

      90% of parents believed the after school program provided a variety of enrichment

       activities and 78% of parents noticed an improvement in their child’s academic

       performance.

      There was an increase of principals who rated the after school’s alignment with the

       regular school day as great.

      71% of after school district contacts reported that their program performs well at

       providing diverse activities that meet student academic, social and cultural needs.

      There were statistically significant differences reported in program quality indicators

       between staff directly employed by school districts and staff employed by community

       based organizations (CBOs).




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Survey Results

       The independent evaluation firm of Hoffman Clark & Associates was hired to conduct a
local evaluation. As part of the overall evaluation plan, annual satisfaction/perception surveys
are collected to meet program objectives and measure student improvements in academic and
behavioral outcomes, and stakeholder satisfaction. This report summarizes the countywide
aggregated data collected during the 2008-2009 school year. Individual district and school
information is provided to districts upon request. Yearly revisions are made to best meet the
needs of programs while maintaining cross year data comparability.

       Surveys were collected from a purposive sample of students, parents, principals,
program staff, and after school district contacts. The survey protocol instructed principals,
program staff and after school district contacts to complete surveys online. Schools were also
given the option for students and parents to complete online surveys (i.e. via school’s computer
lab or emailed links to parents). Table 1 displays the numbers of surveys collected by
respondent type. Literature regarding the use of mixed methods to conduct surveys has shown
no threat to the validity of data collected via mixed formats (Dillman, 2007).


Table 1 Respondent Type and Number

 Respondent Type                                              Number of Surveys
 Students (grades 3-9)                                             6,515
 Parents                                                           5,583
 Principals                                                         189
 School Staff (After School Program staff & school staff)          1,045
 After School District Contacts                                      24

       Tables and charts are included for outcome and program quality areas (see Appendix
A). After school staff success stories that reflect differences made in the lives of students and
parents as a result of the program are also included (See Appendix B). This summary of survey
results provides a snapshot of program satisfaction and program quality. The summary can also
provide a focus for dialogue around future opportunities.




                                                                                                    4
Trend Data

        Specific questions from each survey group were examined for overall trends related to
ASES grant objectives. There are two main variables that are being tracked over time. Figures 1
& 2 display results from surveys beginning in 2003 to 2009. Since 2003, there has been a
significant increase in the percentage of students who reported they felt safe in the after school
program. The percent of principals who rated the after school performance as ‘improved’
remained steady over time.

Figure 1 Students Perceived Safety by Grade Level 3-6

             "Do you feel safe in the after school program?"


  100%                                                                              92%
                                                          85%                                    89%
   80%                           78%
                                              73%                      83%
   60%              54%
   40%
   20%                                                                                     Yes
    0%
             2003         2004         2005         2006        2007         2008         2009




Figure 2 Program Improvement by Principal

              "As compared to last year, how would you rate the
            performance of the after school program at your site?"
 100%
                                                     Much Improved              Improved
  80%

  60%                                                                         51%
                                  47%         42%               47%
              40%                                                                                48%
  40%
                             40%                                 25%                25%
  20%               22%                                                                          17%
                                                    15%

   0%
            2004           2005           2006             2007              2008          2009



                                                                                                       5
Student Results Summary (3rd – 9th grade)


      Over 6,500 student surveys were collected during 2009 among students in grades 3-9
(n=6,515). Figure 3 displays the percent of students by school type (elementary and middle).
The survey contained items of program satisfaction, homework assistance and safety. Figure 3
shows that 73% of students surveyed were elementary (grades 3-6) and 27% were middle
(grades 6-9).


Figure 3 Percent of Surveys by Elementary and Middle


                                                            Elementary

                                                            Middle
      100.0%
       80.0%
       60.0%
       40.0%
       20.0%
        0.0%
                                % of Students



       A little more than half of all students (55%) rated their after school program as ‘great’
and 40% of students responded to ‘okay’. Sixty-one percent rated the program staff as ’great’.
When asked to rate the activities, a combined 94% of students rated them as ‘great to okay’. A
new item was added for students to rate their satisfaction with the homework help. Over half
(51%) think the homework help is ‘great’ (Table 2).


Table 2 Satisfaction of after school program, staff, activities and homework help

                                                                Great       Okay        Not Okay
The after school program at my school is . . .                  55%         40%           5%
The after school program staff are . . .                        61%         35%           4%
The activities (music, arts, sports, computers) are . . .       63%         31%           6%
The homework help is . . .(New!)                                51%         41%           8%


       A series of yes/no questions were asked about perceived skills, homework assistance,
safety and perceived academic performance. Eighty-eight percent reported they feel safe in the


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after school program and 85% said they get help with homework while in the after school
program. Seventy-eight percent reported learning new things in the after school program and
77% feel good about themselves while in the program. Sixty-seven percent of students said
they do better in school when they come to the after school program (Figure 4).


Figure 4 Students Perceived Skills, Homework Assistance and Safety


                                                              I feel safe in the after school
   100%                                                       program.

     80%                                                      I get help with my homework in
                                                              the after school program.
     60%
                                                              I learn new things in the after
     40%                                                      school program

     20%                                                      I feel good about myself in the
                                                              after school program
      0%
                                                              I do better in school because
                            % Yes                             of the after school porgram




Parents Results Summary

       A total of 5,583 parent surveys were collected during the 2008-09 survey period. Sixty-
eight percent to 80% of all parents reported various aspects of the after school program as
‘great’. This included the overall quality, homework assistance and promoting their child’s
positive and social behaviors (Table 3). Figure 5 displays the percent of parents who responded
positively to after school academics, enrichment and safety. Ninety percent believe the after
school program provides a variety of enrichment activities, 78% percent had noticed an
improvement in their child’s academic performance and 70% think the program decreases their
child’s exposure to unsafe activities.




                                                                                                 7
Table 3 Parent Satisfaction Responses

                                                                      Great     Okay     Not Okay
 Relationship between your child and program staff                    80%       20%        0%
 Quality of academic activities                                       74%       25%        1%
 Quality of homework assistance                                       68%       29%        3%
 Quality of enrichment activities                                     74%       25%        1%
 After school program's success in promoting your child's             77%       22%        1%
 positive behavior
 After school program's success in promoting your child's social      77%       22%           1%
 skills
 Overall quality of your school's after school program                80%       19%           1%




Figure 5 Parent’s Perception of Academics, Enrichment and Safety




   100%
                                                             The after school program
                                                             provides a variety of
    80%
                                                             enrichment activities such as
                                                             music, sports, arts, dance,
    60%                                                      computers.
                                                             Noticed improvement in your
    40%                                                      child's academic performance
                                                             since joining the after school
    20%                                                      program.

     0%
                          % Yes



Staff Results Summary

       The After School Staff survey link was given to of both after school staff and regular
school day staff at each school site (n=1,045). Seventy-three percent of respondents were after
school program staff and after school program supervisors were the second largest response
group (16.6%). Almost 10% of surveys were completed by regular school day teachers and less
than one percent of school administrators and counselors participated (Figure 6).




                                                                                                   8
Figure 6 Percent of Surveys by School Position



                                                             After School Program Staff
      100.0%
                                                             After School Supervisor
        80.0%
                                                             School Teachers
        60.0%
                                                             Administrators
        40.0%
                                                             Counselors
        20.0%

         0.0%
                                      % of Respondents




       New this year was the addition of scale constructs in order to refine the ability to
measure program components and contribute to future research effort. The staff survey
contained 4 subscale constructs: Support and Facilities, Relationships with School and
Community, Skill Building, and Participant and School Climate Impact. A separate section
regarding training and technical assistance needs was also added. The results of the former
section were reported to the SDCOE for planning purposes. Reliability tests were conducted
and alpha coefficients are reported in Table 4. All subscales contained a rating of 1 to 3; a
higher mean score denotes a positive result. Participants who responded ‘don’t know’ were not
included. Mean scores ranged from 1.37 to 1.65 (Figure 7).



Table 4 Survey subscales and coefficients

 Subscale                                        Scaling                          # of Items    Alpha
 Support & Facilities                            Needs Improvement to Great            5          .78

 Relationships with School and Community         Needs Improvement to Great               5      .81

 Skill Building                                  Needs Improvement to Great               4      .83

 Participant and School Climate Impact           Declined to Improved                     4      .82




                                                                                                  9
Figure 7 Mean scores by subscale



                                                                Particpant impact
          3                                                     Support & Facility
                                                                Relationships
        2.5
                                                                Skill Building
          2

        1.5

          1
                                    Mean Score




Principals Results Summary
       One hundred and eighty-nine principals completed an after school survey online. Over
90% of all principals reported they had 3 or more years of experience with the after school
program at their school site. Over half of principals rated most of the statements as ‘great’
(quality of program, enrichment component, variety of activities and alignment with regular
school day). Only 30% of principals rated the quality of the academic component as ‘great’ with
22% reporting ‘needs improvement’ (Table 5).


Table 5 Principal Satisfaction Results

                                                             Great       Adequate       Needs
                                                                                     Improvement
 Overall quality of after school program                      57%            39%          4%
 Quality of academic component                                30%            48%         22%
 Quality of enrichment component                              55%            37%          8%
 Variety of enrichment activities                             53%            35%         12%
 Alignment with regular school day                            52%            34%         14%




                                                                                                10
Figure 8 Improved School Climate/Safety as a result of Before/After School by Principals

                                                      Much Improved
                                                      Improved
     100%
                                                      No Change
       80%
                                                      Decline in Quality
       60%

       40%

       20%

        0%
                 Before School Progam          After School Program




District Contact Results Summary

       Twenty-four After School District Contacts completed a 2009 perception survey. A
majority (54%) responded that the quality of academic enrichment in their program(s) is
‘outstanding’ and 56% reported that the program’s success in positive student behavior
management skills was also ‘outstanding’. When asked about the quality of resources provided
by the After School Consortium, 44% reported ‘outstanding’, while 39% said the resources and
support were ‘good’. (Table 6). Figure 9 displays the percent of district contacts that rated their
program performing really well at providing a diverse array of activities that meet student
academic, social and cultural needs; their staff provides safe, fair, supportive environments
across sites and programs; and, there are organizational policies that promote and retain high
quality staffing and retention.



Table 6 After School District Contacts Satisfaction Results

                                                       Outstanding         Good        Needs
                                                                                    Improvement
The quality of academic enrichment provided by              54%            42%          4%
your after school program
Program's success in implementing positive                  56%            35%           9%
student behavior management skills
The quality of resources and support provided by            44%            39%           17%
the After School Consortium




                                                                                                  11
Figure 9 After School Service Provision Practices


                                                                 Provide a diverse array of
  100%                                                           activities that meet student
                                                                 academic, social and
   80%                                                           cultural needs.
                                                                 Staff provide safe, fair,
   60%                                                           supportive environments
                                                                 across sites and programs.
   40%
                                                                 Organizational policies that
   20%                                                           promote and retain high
                                                                 quality staffing.
    0%
                    % Positive Responses




   Staffing has continued to be an area of concern as the demand for staff has outstripped
supply. An exploratory analysis examined differences between programs ran by district and by
agency with 4 subscale constructs: Support and Facilities, Relationships with School and
Community, Skill Building, and Participant and School Climate Impact There were 57% of staff
who reported themselves as a district employee and 43% who were contracted by an after
school provider agency. Results of subscale means showed the following:

    Programs run by district employed staff reported more favorably towards after school
       program Support & Facilities as compared to provider agency staff. This was found to be
       statistically significant (t=-2.57, p=.01)


    Programs run by district employed staff reported more favorably towards after school
       program Relationships with School and Community as compared to provider agency
       staff. This was found to be statistically significant (t=-2.60, p=.009).
    Programs run by provider agency staff reported more favorably towards after school
       program Participant Impact and School Climate compared to district employed staff. This
       was found to be statistically significant (t=2.75, p=.006).
    There was no statistical difference between the two groups for Skill Building (t=1.26,
       p=.205). Figure 10 displays the mean scores by group for each subscale.




                                                                                                12
Figure 10 Mean scores by subscale and by staffing group


         3                                                           District Employed Staff
                                                                     Provider Agency Staff

        2.5


         2


        1.5


         1
              Particpant Impact Support & Facility   Relationships        Skill Building




Recommendations

   Recommendations for the upcoming year are intended to further enhance evaluation
utilization and program improvement efforts, and include:

       Actively use data in discussion with staff and participants to reflect on program progress
       and to then plan areas of programming and staff training. Schedule focused discussion
       around data topics of interest.


       Create a strategy for incorporating Perception surveys into City Span system so that
       programs can access data in real time and print district and site specific reports directly
       from the website.


      Review Consortium goals and objectives and update Continuous Improvement Program
       Plan (now required to be on file and reviewed every three years).


      Target technical assistance and training to address needs identified by the perception
       survey, site visits and staff needs assessments.


      Increase public awareness of program success by developing marketing strategies and
       disseminate results to the community.


                                                                                                 13
   In the face of all things uncertain in the field of education, after school has been a consistent
force for improving student academic achievement and providing opportunities for enrichment.
California has led the nation in providing after school programming over the past decade and
San Diego County was the first collaborative effort that pooled resources to garner countywide
funding. This is important to note because although other California districts added programs
and schools throughout the ASES program’s history, the San Diego Collaborative for After
School provided extensive county coverage of after school funding for small and rural districts
and those districts without the resources to apply for funding. Recent county data demonstrates
county wide increases in math and reading scores provide evidence of program impact over
time. Additional analysis is needed to infer direct causation.




                                                                                                  14
Appendix A – 2009 Survey Results for Program Results by Program Goals and
Respondents


Figure 10 Quality of Enrichment Activities by Students, Parents & Principals


   100%            Great     Adequate    Okay

    80%
    60%
    40%
    20%
     0%
              Students         Parents          Principals



Figure 11 Program's Ability to Support Staff in Providing a Full Complement of
Enrichment Activities by Staff


                   Great    Adequate     Needs Improvement

    100%
     80%
     60%
     40%
     20%
      0%
                           % of Staff




                                                                                 15
Figure 12 Quality of Academic Component by Parents & Principals


                   Great     Adequate    Needs Improvement
  100%

   80%

   60%

   40%

   20%

    0%
                 Parents                  Principals

Figure 13 Program’s Success in Promoting Student Positive Behavior by Parents & Staff


               Great     Adequate   Needs Improvement
  100%

   80%

   60%

   40%

   20%

    0%
               Parents                  Staff


Figure 14 Perception Homework Help/Completion by Student, Parent & Principal


                                                Parents who rated
  100%                                          homework assistance
                                                as 'great'
   80%

   60%                                          Principals who rated
                                                student's homework
   40%                                          completion as
                                                'improved'
   20%                                          Students who reported
                                                they get help with
    0%
                                                homework
            % Positive Responses




                                                                                    16
Figure 15 Overall Quality of After School Program by Students, Parents & Staff


   100%         Great    Adequate   Needs Improvement

    80%

    60%

    40%

    20%

     0%
              Students          Parents          Staff




                                                                                 17
APPENDIX B – After School Staff Success Stories

The following appendix is a representative summary of comments for reporting purposes.

Please relate a brief positive impact story about participants and their families as a result of the
before or after school program.
Some kids have parents that are divorced and sometimes they don’t get the support or
attention they need to complete homework and other school tasks. Here we strongly enforce
homework and help those complete school tasks that otherwise might have not been
completed.
It is amazing how so many of the students that seem to be lost, find a great outlet in the
program, they use the skills in group cooperation as a family would be.... I love the way they
take to the gardening, guitar, and homework tutoring....
The robotics club has increased the confidence of a male student, who considered himself
"different". Now he displays a great deal of confidence and expertise in our science class.
Our Special Ed students that participate have received the extra caring attention they look for
and it has helped build their confidence.
The kids did such a great job on planting and cultivating the garden at our school that they
have now expanded it to another area. The kids have taken great pride in creating and
sustaining the garden. It is absolutely fabulous and they have learned to appreciate fresh
organic food and what it means for their body.
By having the after school program it allows children in our community to have an opportunity
to achieve certain goals or do certain things that they may have not have been given the
opportunity to do so before. Mainly giving them different experiences other than what they are
used to.
A student that had been demonstrating poor behavior that had progressively been getting
worse. Our staff and advisor took an extra interest in trying to turn his behavior around. In just
about one week we had his behavior changed and he now has a much better attitude.
One student in the 6th grade has extreme behavior issues during the regular school day. This
student has a history of defying the rules and being very disrespectful. However, since starting
in the after school program, he has calmed down and actually interacts with the staff well. I feel
as if the after school program is preventing him from doing "bad" things after school.
One student in my group was very shy at the beginning of the year, he had little friends, he did
not want to participate. Now I feel like he has improved his social skills. He has friends he can
talk to, he participates in all of our activities and he is a pleasure to have in class. Before it was
like he wasn’t even there, now he reads out loud in class and is very helpful through the day.


I've gotten positive feedback from parents and/or teachers for certain whose homework levels
were low... they have been showing significant improvement. It has also been the case for
some behavior issues we've had with students.
The program has positively impacted participating students with tutoring and peer relations.
I believe we work as a family and have great communication, which is essential to the success
of the program and the students. In each and every individual case we have with each student
The staff and site supervisor equally contribute to the successful outcome of the situation. I
believe the families we service are happy with the work that we do.


Student had improved behavior after being helped deal with situations and working with the
parent.
I had two students who were not getting along, so I spoke to both the students’ parents and my
supervisor took the students to talk to the principal. They are now good friends.
I helped a student with his homework every day and he improved in class, he also became
more sociable, the parents were very happy. But, they moved me with a different group, so he
was then taken out of the program by his parents.
Improving a student's self-confidence is one of the examples that have taken place at the after
school program.
Some of the students behaviors have improved at the after school program. They seem to
follow directions as well as helping fellow peers.
When a parent comes at 6 PM to pick up their child, and that child responds "aw man, wait
until 6:30 at least", you know that the child is VERY interested in the program quality that we
conduct at the site.
I have a student that has a speech problem and since he started the after schools program his
teacher and I noticed a big improvement in his speech as well as his interaction with other
students.
The children in the after school program are provided help with homework and in addition are
given after school work so that they may strengthen their academic skills.
It provides quality care and helps develop the skills needed for children to do well in the world.
Great trainings and other sources are provided as well.
Some of the kids that join this program come from homes without a father figure or a mother
figure. Being a male staff, sometimes I feel like I can be there for that kid as a male role model.
Well I have this girl that does not like to do her homework, but I encourage her to do so. I tell
her how important is for her to do her homework and practice her math. After working with her
for several weeks, now she does her homework and I don’t have to tell her.
This program is a big help to a lot of families that need assistance for before and after school
care. I believe that this program needs to improve on the trainings they offer to the staff, such
as putting staff with a special needs child and the staff not having any training at all, nor any
previous experience dealing with children that need special assistance.
Great and safe place for children of working parents
A student always would say that they didn't have homework. I found out that the student didn't
understand the homework so I sat down and helped her with it, I could see her eyes light up
and say oh this is easy.
The students and I have been able to meet and relate with students who are not on our own
specific school teams and thus build relationships with fellow readers who want to share and
talk about good literature.




Hoffman Clark & Associates 2009                                                                       2
I have been the one-on-one for a child with special needs enrolled at our site. At the beginning
of the year this child sat off to the side, and did not interact with any staff or students
whatsoever. This child would run around the run as he pleased. However, now that I have
been working with the student, he has enjoyed playing games with other students throughout
the day, enjoys the routine he runs, and even sits attentively on the carpet with the other
students.
I had a family who had lost their jobs and medical insurance. The mother came in and was
stressed about finding and paying for her son to go to the doctor. I told her about all the
community resources which are available. She came in the next day happy to announce that
she had signed up for Healthy Families and she did get approved she told me at a later date.
She didn't know that our program could help her and her family in this way.
We have seen a large amount of students school attendance get better because of the after
school program
I have seen many students benefit by achieving higher grades, which, in turn, has increased
self esteem and overall confidence in how they conduct themselves in class.
Our program provides homework help for those children, who do not have assistance at home.
It offers social building activities for students with limited supervision at home or funding for
sports activities. One of my special education students has participated in all of the activities
that were provided to him. Without the free activities, he would have been at home with nothing
to do. This student is now on the honor roll. He now feels a part of this school. Many studies
have shown that increased participation in after school activities increase the academic grades
and overall positive attitude toward school.

After school was a place/time where kids would 'hang out' and get in more trouble. Now they
have a place to be with supervision and activities to keep them on task. It has also allowed us
to maintain our after school sports program in conjunction with the PE activities offered during
school.
One time we had the kids sit in a circle and take turns encouraging one another. The students
learned positive reinforcement and how to build each other up.
We give them love, listen to their needs, and give them a sense of security. Strive to make
them honest and caring children, which will carry through the rest of their lives.
Parent nights and Olympic games
We provide a safe, learning place for our students while parents attend school or work.
I have had the opportunity to talk with a few students one on one to improve their math skills.
There is a group we have called girl talk where the students are allowed to express any issues
they are having in their community, home, school, or individual needs. Most of the girls who
attend have definitely showed improvement in their self esteem, and I believe that they know
that if needed we are here for them to talk to if they have no one else they can turn to.
The ability for kids to explore artistic, athletic and academic heights without being put down by
peers.
Students are more willing to do their homework when the staff takes the time to help them and
teach them how to do their homework. The older students are more willing to help the younger
students with their homework when given the chance.
I started an all girls tennis club, which ran on Tuesdays and Thursdays. Some of the girls really
enjoyed just having it an all girls club and they became really close and bonded through this
club.


Hoffman Clark & Associates 2009                                                                     3
Our program held a potluck that both the students and their families participated in. It visibly
made family and staff bonds with each other stronger and created a sense of community.
We receive feedback letters from our students and in mostly all of them have encouraging
words to the staff. Our kids want to come back daily due to the staff, activities, and would
rather stay in the program the full amount of hours vs. going straight home after school.
I have noticed how our positive attitudes and authoritative style of interaction with the kids has
had a significant impact on their behavior and their attitudes. For instance, one of the children
that is in my group has had trouble adjusting with his peers, but daily interactions with him
have helped him to behave better.
One student, who is an only child and a deaf parent, had little opportunity to interact at home.
Here we give him many activities, including art, playtime, homework help, etc, that he could not
have at home. He has many teachers as well as students to interact here. He loves coming
here and when his mom comes, he never wants to leave
A child who came that was very shy and over the course of the year he has improved his
social skills and is now always involves himself in every activity.
We help them when they are going through rough times, not only academically but also
mentally and emotionally.
Olympics is one of the best activities students love and our school Idol program is also a great
family night for all the students and family.
I have notice how the kids boost their self esteem and their communication skills outside
campus even with their parents.
The after school program has helped bilingual students improve on their English skills like,
reading, writing and speaking. It has helped the students feel more secure, and increased their
ability to be more out-going and interactive.
We had a student this year that has greatly improved. His family told us that his social skills
greatly improved from our team building games and our inclusion activities.
I have one child in my class is more social and his reading levels have improved immensely.
My students are able to understand the lessons better because they were in the after school
program.
I have noticed in one of my students a jump in his reading ability!!! Several others have
increased in self confidence!
I have students who want to spend more time with us and are beginning to talk about problems
that they have during school with other kids that they usually do not hang around it with.
I think it is great that a lot of the kids are getting a lot of personal attention from afternoon
school program teachers.
We have a student that never turned in homework. Her parents didn't know to how to help her.
We spoke to the teacher, found out and started monitoring student's homework. She now
brings her homework every day, sits down and starts working on it as soon as we sit down and
turns it in consistently.




Hoffman Clark & Associates 2009                                                                      4
There is a student in the after-school program that came to this country 1 1/2 ago. She did not
speak English and was a disciplinary issue during school as a result of her lack of language
skills. She has been in this program almost since she was enrolled in school. Today she is
speaking almost fluently and is working above grade level in language arts and math. Although
I would never detract from the hard work and dedication of her teachers and parents, I know
that part of her success is attributed to her being able to have conversations with her peers
and also to get homework help while big supplied the academic language that is important to
her success.
I had a student of which had lots of problems at home with family and growing up. He had a
temper problem and trusted no one. After attending the after school program he was able to
gain confidence and open up as well as manage his behavior properly. His teacher was very
grateful and thanked the program for taking their time and effort to help him. She stated that
improvement was definitely noticeable during class, because of the after school program.

When there was a case of bullying, the students were shown a caring attitude by sharing with
them about respect and fairness. This resulted in a positive attitude between the two students.

When students learn to communicate effectively with their peers and deliver respect to adults it
is conclusive the after school program is positively impacting the student.
I think that I have helped a number of students to feel better and more confident by supporting
them with positive reinforcement. Helping them with their homework and encouraging them to
do their best.
This year we were able to pass out new backpacks that were donated to our school. They
were given to kids that either did not have a backpack, could not afford one. I thought this was
really cool to have these donations to be given out to the kids. I am sure that all the parents
were very grateful during these hard times.
We had a student who will be telling his story to the staff of a celebrity Golf tournament next
week. He was a student that was in trouble early-on in the school year (fights, suspensions,
wrong choice of peers). He joined flag football and baseball team and began to stay out of
trouble. He has kept his grades up and will continue to play football and baseball in the high
school.
We have a huge program here afterschool for which the parents and students participate and
enjoy together. These programs include our community fair, open house, parent night, and
credit recovery for students who need to bring their grades up. homework club etc.
I feel it’s a very positive place for the development in a youth maturing and growing through the
middle school years.




Hoffman Clark & Associates 2009                                                                     5