EVALUATION OF THE

Kentucky 21st
CCLC Initiative
ELEMENTARY/MIDDLE SCHOOL SITE VISIT SUMMARY REPORT:

MCNABB ELEMENTARY SCHOOL

PADUCAH COUNTY

September 2014

1900 East Tenth Street, Bloomington, Indiana 47406

tel: 1.800.511.6575 fax: 1.812.856.5890 web: ceep.indiana.edu

Focus Area 1: Program activities are geared toward rigorous academic enrichment
Site Visitor Rating
1

NR

Must
Address
and Improve

Some
Progress
Made

Satisfactory

Excellent

Cannot rate
based on
information
gathered

NR

Elements of Strong Programs

1. HIGH QUALITY HOMEWORK TIME: Program

provided appropriate space and climate for homework
completion, alternatives for those without homework, and
individual assistance for those who needed it.

Homework help was administered in classrooms on the day of the site visit. Students were divided based on grade-level.
There was appropriate academic support offered to all students who needed it. Students who finished homework early were
encouraged to play educational games, or to work with others to help them with homework.
2. SUPPLEMENTAL ACADEMIC ENRICHMENT:
Academic activities other than homework were offered to
students that promoted engagement and stimulated
thinking.

NR

On the day of the site visit, seven supplemental activities were offered. Most of these activities were academic in nature, and
students were signed up for the activities ahead of time. Activities included Computer lab, art, and board games for
nd
rd th
Kindergarten through 2 grade. For 3 -5 grades the activities were: science explorers, chess club, video club, and fun with
food.
3. OPPORTUNITIES FOR ACTIVE LEARNING:
Students were active participants and frequently
engaged in hands-on activities which had a clear link to
the real world.

NR

All activities included youth engaging with and involved in hands-on activities. Clear links to real-world concepts could clearly
be made, and were discussed with the participants.

Focus Area 2: Program activities are linked to the regular school day
4. LINKS TO THE SCHOOL DAY CURRICULUM/
SCHOOL STANDARDS: Program staff incorporated
school curriculum into after school programming and
aligned activities with school standards.

NR

Homework help was a direct link to the school day. Some tutoring was offered to students by school day teachers. Academic
standards were utilized in the planning of activities as well. Program staff maintained regular communication with school day
staff for behavior and academic issues.
5. SCHOOL PERSONNEL ACTIVELY INVOLVED
WITH THE PROGRAM: School-day teachers and other
school personnel participated directly or indirectly in the
administration of the program to support academic
enrichment.

NR

School personnel were actively engaged with the after school program. Six school day teachers worked directly for the
afterschool program, and others were available to substitute if needed. Other school personnel were available and helped
out with the after school program as well.
6. ACADEMIC ACTIVITIES TAILORED TO
INDIVIDUAL STUDENT NEEDS: Program staff
systematically identified students in need of academic
support and utilized school data to plan programming.

NR

Student level data was available for use by the after school program staff, and was used in the tailoring of tutoring
opportunities for the students. The students reading/math skills were examined, and that data was used to help program
staff know which academic areas needed more in depth focus during programming activities.

McNabb Elementary School 2014

Focus Area 3: Program provides youth individual support and positive interactions
Site Visitor Rating
1

NR

Must
Address
and Improve

Some
Progress
Made

Satisfactory

Excellent

Cannot rate
based on
information
gathered

NR

Elements of Strong Programs

7. OPPORTUNITIES FOR INDIVIDUAL SUPPORT:

Individual, small group tutoring or one-on-one time was
available for students who needed additional academic
or emotional support.

Individual students received mentoring from several sources during programming, including United Way Reading Pals,
Junior Rotary Club members, and summer youth workers. Tutoring and on-on-one instruction was also said to be offered to
students during the after school program from program staff as needed.
8. OPPORTUNITIES FOR POSITIVE INTERACTION
WITH ADULTS: Program staff created an environment
that allowed youth to receive support and
encouragement.

NR

Students were treated respectfully, and staff seemed relaxed and respectful on the day of the site visit. Staff used a
consistent and positive tone of voice. Staff appeared to engage with all students and the ratio of staff to student was low
enough that allowed for individual interactions to take place as needed.
9. OPPORTUNITIES FOR POSITIVE INTERACTION
WITH PEERS: All students were provided the
opportunity to get to know each other and build positive
social skills with peers.

NR

Participants seemed to be familiar with one another and all observed interactions were inclusive on the day of the site visit.
The after school program was said to have a Peer court, during which participants could bring issues to the court to have
them heard by their peers in order to mediate any conflict.

Focus Area 4: Program builds relationships with schools, parents, and community partners
10. PROGRAM IS WELL-INTEGRATED WITH
SCHOOL AND SHARES SCHOOL RESOURCES:
Program staff regularly communicated with school day
teachers, had access to school resources, and spent
ample time in the school during the school day.

NR

The after school program had access to most of the school building during their program. In addition, the site coordinator
had an office, email address, place for supplies, and in addition the small groups had access to many classrooms for
enrichment and homework activities.
11. PROGRAM STAFF INITIATE REGULAR
COMMUNICATION WITH PARENTS: Program staff
communicated regularly with parents and provided
opportunities for program involvement.

NR

The after school program utilized newsletters, Facebook, flyers, family night, bulletin boards, and phone calls to increase
communication with parents. The after school program participated in quarterly family nights and engagement with parents
of participants regularly.
12. PROGRAM STAFF ACTIVELY DEVELOP
RELATIONSHIPS WITH COMMUNITY PARTNERS:
Program staff conducted outreach activities to engage
community partners and involve them in the program.

NR

The after school program boasts connections with numerous local businesses and other community agencies. All of the
agencies volunteered their time and services for the afterschool program.