2015-2016 21 Century Community Learning Center Reach Annual...Perry Local Schools (Lake County) IRN# 047902 Page 1 Perry Elementary School REACH Program Grant # 6927 2015-2016 21st

Perry Local Schools (Lake County) IRN# 047902 Page 1 Perry Elementary School REACH Program Grant # 6927

2015-2016

21st Century Community Learning Center

PERRY LOCAL SCHOOLS IRN# 047902

Perry Elementary School

REACH Program Grant # 8188

prepared by

Katherine K. McWatters August 1, 2016


Table of Contents

Introduction and Methodology ............................................................................................. 3

Program Description ................................................................................................................. 4 2015-2016 Objectives and Outcomes……………………………………………………………5 Summary of Achievement……………………………………………………………….…..………11 2017 Program Recommendations……………………………………………………………….12 Appendix……………………………………………………………………………………………………13


INTRODUCTION AND METHODOLOGY

The program review and evaluation of objectives and outcomes was conducted by Katherine McWatters,

McWatters Consulting, LLC, 7711 Redman Lane, Reynoldsburg, OH 43068.

Following the National Center for Research on Evaluation, Standards, and Student Testing (CRESST)

Model for effective afterschool programming, the program evaluation used both internal (formative) and

external (summative) methods for measuring program outcomes.

Evaluation methods included review of data collected during the 2015-2016 school year that included

but was not limited to student program attendance records, pre and post local assessment results, pre and post

developmental asset survey results, site visit observations, administrators interviews and results of survey

instruments used measure program satisfaction of stakeholders including teachers, parents and students. This

collected information provided data to measure program outcomes and analyze the success of the program.

This data review also identified areas for strategic improvement asking the questions: Have we met the

program performance objective? What can improve? Are participants satisfied? What barriers exist? What

additional partners are needed to meet the program performance objectives? Should changes in program

activities and offerings be implemented? The outcome results and answers to the questions are applied to

recommendations for continuous program improvement.

Ms. McWatters has thirty five years of experience in management and program development with the

last twenty five years in after school programs program administration, development and evaluation in public

and private school settings. Ms. McWatters has a Bachelor of Science Degree in Education from Ohio

University.

Others working to gather and track information for this report from Perry Local School

District for this report include:

Christine M. DeNicola, MA Ed./NBCT, Grants Coordinator, Perry Local Schools


PROGRAM DESCRIPTION

Perry Local Schools, 21st Century Community Learning Center Program at Perry Elementary School is

ending the second year of a three year grant cycle.

Mission of 21st Century Community Learning Center Program at Perry Local Schools is to implement a

comprehensive school and community response to academic at risk students. The 21st CCLC Program at Perry

Elementary School, known as the REACH Program, will operate before school, after school and in the summer.

Academic intervention, homework support, a variety of hands on learning activities and youth development

programs will address academic interests and social/emotional needs of students. The REACH program will

serve 75 students. 85% of students served will be considered at risk academically and economically

disadvantaged.

(PPO #1 READING and PPO#2 MATH)

The REACH Program will improve academic achievement of at risk students so that 60% of students

participating 30 or more days who showed negative academic growth in previous years will show progress

towards meeting benchmarks in their individual academic plan.

PPO#1 and PPO#2 Activities will included:

* Tutoring (individualized intervention and instruction)

* Homework Support and Help

(PPO #3 YOUTH DEVELOPMENT)

The REACH Program will increase students' assets and enhance pro-social development by providing quality

skill based youth development programs so that 75% of program participants attending the program 30 days or

more will be able to determine and demonstrate increase in developmental assets.

PPO#3 Activities will included:

* 40 Developmental Assets Program

* Reading Mentors

* Project-based Enrichment Learning Centers

(PPO #4 PARENT ENGAGEMENT)

The REACH Program will provide opportunities for family engagement/social networking/skill based learning

and access to community resources so that all families will participate in at least one family engagement event

increasing their skills/knowledge and support networks and 75% of families will indicate a good to excellent

satisfaction rating on surveys/evaluations.

PPO#4 Activities will included:

* Parent Events (Orientation/Open House, Progress Conferences, Social Networking Events, Fitness/Wellness

Program and English for Adults Program)

* Community Referrals that link families to local educational opportunities, health and social services and other

community events

* 21st CCLC Program Advisory Group


YEAR-TO-YEAR PROGRAM COMPARISON ATTENDANCE AND STUDENT DEMOGRAPHIC INFORMATION Attendance is a basic, yet critical element of any after school program. Students are able to make significant

gains in skills from academic interventions and youth development programming when they receive enough of

the intervention. Thirty or more days of attendance are required by the Ohio Department of Education for

students to be considered “regular attendees.”

ATTENDANCE AND STUDENT DEMOGRAPHIC OBJECTIVE: The REACH program will serve 75 students.

85% of the students served will be economically disadvantaged.

85% of students participating in the program will be identified as at risk (LEP, IEP, danger of failing

current coursework)

DEMOGRAPHIC OUTCOME: Student Attendance

Days of Attendance

STUDENTS

2015 2016 2017

>30 days 97 62

30 days to 59 days 117 10

60 days to 89 days 34

90 days or more 74

TOTAL 214 180

Student Gender

Gender

Total Student

Attendees

Regular Student

Attendees

(30 days or more)

2015 2016 2017

2015 2016

2017

Male 104 98 62 69

Female 109 82 54 49

Unknown 1 0 1 0

Total 214 180 117 118

Student Grade Level

All Student Attendees Regular Student Attendees

(30 days or more)

2015 2016

2017

2015 2016 2017

Pre K 12 19 0 0

Kindergarten 33 39 18 19

1st grade 47 36 28 21

2nd grade 41 42 24 35

3rd grade 46 24 26 23

4th grade 33 20 20 20

Unknown 2 0 1 0

Total 214 180 117 118


Student Special Services

Special/Services Program Total Student Attendees

Regular Student

Attendees

(30 days or more)

2015 2016 2017 2015 2016 2017

Students identified as at risk 175 147 90 114

Includes Limited

English Proficiency 33 28 27 28

Includes economically

disadvantaged 109 88 66 66

Includes Special Needs

or Disabilities 21 9 16 8

Racial-Ethnic Group

Total Student Attendees

9th-12th grade

Regular Student Attendees

9th-12th grade

(30 days or more)

Race/Ethnicity 2015 2016

2017

2015 2016

2017

American Indian or Alaska Native 0 0

0 0

Asian or Pacific Islander 1 2

0 1

Black or African American 14 5

8 4

Hispanic or Latino 53 45

34 35

White 145 121

74 72

Unknown 1 7 1 6

Total 214 180 117 118

ATTENDANCE AND STUDENT DEMOGRAPHIC FINDINGS: The REACH Program enrolled 180 students. 118 students attended the program 30 days or more. 49% were

economically disadvantaged. And 82% were identified as at risk.

The REACH Program is meeting attendance outcomes and approaching demographic outcomes.

Efforts must be made to engage those target students who are at the program less than 30 days to participate in

program activities.

ATTENDANCE AND STUDENT DEMOGRAPHIC LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.

______________________________________________________________________________________________ PPO #1 READING and PPO#2 MATH Opportunities for learning occur in the hours children spend outside of school. Good out of school time

programs use instructional practices that actively engage students' attention and commitment to learning. The

REACH Program at Perry Elementary School intends to increase student’s learning time in core subject areas

(Reading and Math) by providing with access to academic activities that include: Tutoring (individual

intervention), Homework Help and Enrichment.


PPO #1 READING and PPO#2 MATH OBJECTIVES: The REACH Program will improve academic achievement of at risk students so that 60% of students

participating 30 or more days who showed negative academic growth in previous years will show progress

towards meeting benchmarks in their individual academic plan.

PPO #1 READING and PPO#2 MATH OUTCOME:

MATH

Number of regular

student attendees

(30 days or more)

whose pre and post

grades were

available

Percentage of regular

student attendees

(30 days or more)

whose showed

growth

Number of regular

student attendees

(30 days or more)

whose post MAP

scores were available

Level of regular student attendees

(30 days or more)

whose post MAP scores were available

Below On pace

within grade

level

Exceeded

2015 108 8.3%* 113 68 35 10

2016 113 100%* 117 47 55 15

2017

* Percentage of students who attended the program 30 days or more demonstrated some academic increase in

math assessment scores but they may not have moved their scores significantly enough to meet/exceeds grade

level expectations.

READING

Number of regular

student attendees

(30 days or more)

whose pre and post


Percentage of regular

student attendees

whose showed

growth

Number of regular

student attendees

(30 days or more)

whose post MAP


Level of regular student attendees

(30 days or more)

whose post grades were available

Below On pace

within grade

level

Exceeded

2015 108 26%* 113 65 35 13

2016 111 99%* 115 56 38 21

2017

* Percentage of students who attended the program 30 days or more demonstrated some academic increase in

reading assessment scores but they may not have moved their scores significantly enough to meet/exceeds grade

level expectations.

Teachers surveys provide information help determine if teachers are aware of the student’s participation

in the program and if student’s participation in the program activities have an impact on the day school

performance. According to Perry Elementary School Teacher Surveys:

51% of classroom teachers believe that students participating in the program improved in

academic performance.


participating in class.


completing homework.

33% of classroom teachers believe that students participating in the program improved in coming

to school prepared and ready to learn. *see Appendix for Teacher Survey results


PPO #1 READING and PPO#2 MATH FINDINGS: The REACH Program provided students with academic activities that included: Tutoring (individualized

intervention and instruction), Homework Support and Help and Project Based Enrichment Learning Centers

(experiential activities in reading, math, art, science and technology). Academic activities provided students

with the opportunity to practice skills, build on previously learned skills and help make links between the

learned skills and the program activities.

Of the 118 students attending the REACH Program 30 days or more 99% of students increased assessment

scores in reading and 100% of students increased assessment scores in in math but only 18% of students met or

exceed grade level expectations in reading and 13% of students meet or exceeded grade level expectations in

math. The REACH Program is approaching academic outcomes in reading and meeting academic outcomes in

math.

Responses on teacher surveys indicate that there still a need for students to change behaviors to meet teachers’

classroom performance expectations.

PPO #1 READING and PPO#2 MATH LIMITATIONS: Fall and Spring Grades in Reading and Math were not available for 7 students so increases or decreases in

grades could not be determined for those students. Teachers responded on teacher survey to individual

student’s performance in the program therefore results of these surveys are not necessarily generalizable to all

students but they do provide us with topics for discussion on program improvement.

________________________________________________________________________________________ PPO # 3 YOUTH DEVLOPMENT A student must acquire developmental assets by high school to be on track for positive and contributing

citizenship. These assets include positive sense of self and involvement with family, school and community.

PPO # 3 YOUTH DEVLOPMENT OBJECTIVE: The REACH Program will increase students' assets and enhance pro-social development by providing quality

skill based youth development programs so that 75% of program participants attending the program 30 days or

more will be able to determine and demonstrate increase in developmental assets.

PPO # 3 YOUTH DEVLOPMENT OUTCOME:

Students participated in a variety of Learning Centers and Community Service Learning Projects.

Students participated in the Mighty Girls Club and Character Building Program.

P-Fit activities provided students access to healthy life style activities including Fitness, Aerobics and

Team Sport Programs.

A variety of enrichment programs were provided by Lake County Metro Parks and YMCA.

According to Developmental Assets Survey:

All students who responded to the survey demonstrated knowledge about healthy lifestyles.

87% of students who responded to the survey had sometimes secured or had secured

developmental assets needed for good self-concept.

88% of students who responded to the survey were had sometimes secured or had secured

developmental assets needed for good family relationship.



developmental assets needed for good community relationship.


developmental assets needed for good school relationship. *Please see Appendix for all Survey results

Teachers surveys provide information help determine if teachers are aware of the student’s

participation in the program and if student’s participation in the program activities have an impact

on the day school performance. According to Perry Elementary School Teacher Surveys:


getting along well with other students. *see Appendix for Teacher Survey results

PPO # 3 YOUTH DEVELOPMENT FINDINGS: Staff has created a safe and comfortable environment for students to feel successful. Students in the REACH

Program participated in hand on literacy activities literacy focused on character education and

health/nutrition, recreation and community service learning programs. The programs were structured to

provide a stimulating environment where students gain a positive identity, increase their self-esteem and can

explore in ways unavailable them during school. Students’ perception of themselves and relationships with their families, their community and school is meeting

youth development outcomes in the REACH Program but there is room to improve and expand students’

experiences and opportunities. Activities should specifically link to strengthen student’s developmental assets

that have not yet been fully secured.

Responses on teacher surveys indicate that there still a need for students to change behaviors to meet teachers’

classroom performance expectations.

PPO # 3 YOUTH DEVELOPMENT LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.

Even though not all teachers responded on teacher survey to individual student’s performance in the program

the surveys do provide us with topics for discussion on program improvement.

______________________________________________________________________________________________ PPO#4 FAMILY INVOLVEMENT The most consistent predictors of children's academic achievement and social adjustment are parent

satisfaction with their child's education at school. (National PTA Program Standards of Excellence).

Identifying and integrating resources and services from the community and building parents' community

networks strengthen family practices changing home environments and have a strong influence on children's

school performance. (Strengthen What Happens Outside School to Improve What Happens Inside, Harvard

Family Research Project, 2009)

Family program activities will encourage parent’s involvement in their student's education and will increase

the assets, skills/knowledge and support networks of parents/ guardians.

PPO#4 FAMILY INVOLVEMENT OBJECTIVE: The REACH Program will provide opportunities for family engagement/social networking/skill based learning

and access to community resources so that all families will participate in at least one family engagement event


increasing their skills/knowledge and support networks and 75% of families will indicate a good to excellent

satisfaction rating on surveys/evaluations.

PPO#4 FAMILY INVOLVEMENT OUTCOME:

Staff contacted all parents of target students to encourage student enrollment in program. Program

mission, vision and requirements were discussed.

All parents were offered the opportunity to attend school and community events which included:

August 17, 2015- REACH Parent Meeting

October 1, 2015- Family Fun Night

December 10, 2015- December Holiday Music Concert

December 10, 2015 - Parent Advisory Board Meeting

May 16, 2016 -Young Author’s Night

According to Parent Surveys:

86% of the parents who responded to the parent survey agreed that the REACH Program was a

positive learning experience for their child that provided their children with a safe, well

supervised environment, an opportunity to feel successful, interesting activities, and an

opportunity to improve in school.

49% of the parents who responded to the parent survey also agreed that the REACH Program

Parent events increased their knowledge about educational opportunities for their children and

programs in the community. *see Appendix for Parent Survey results

COMMUNITY INVOLVEMENT OUTCOME: 6 community partners were identified as providing resources to program to support the implementation

of components:

Parker Place Assistant Living,

Big Brothers and Big Sisters of Northeast Ohio

Perry Fire Department

Lake County Metro Parks

Good News Club

Lake County YMCA

PPO#4 FAMILY INVOLVEMENT FINDINGS: All families participated in at least one family engagement event and 86% parents who responded to parent

survey indicated of the parents who responded to the parent survey agreed that the REACH Program was a

positive experience for their child and 49% agreed the REACH program increased their knowledge about

educational opportunities for their child and programs in the community. The REACH at Perry Elementary

School met family involvement outcomes.

PPO#4 FAMILY INVOLVEMENT LIMITATIONS: There were no limitations to the data collection and analysis that may affect the validity of the findings.

Results of parent surveys provide us with topics for discussion on program improvement.


Summary of Achievement

Results

Served students with the greatest need in the

community 180 students participated in the REACH Program at

Perry Elementary School. 118 students attended the

program 30 days or more.

49% of all participants receive free or reduced lunch

82% of students were identified as at risk

Increased participating student’s academic

achievement. Of students in the REACH Program at Perry

Elementary School 99% of students did increase

assessment scores but only 18% met or exceeded grade

level expectations in reading and 13% met or exceeded

grade level expectations in math.

According to teacher surveys 51% of students improved

in academic performance, 39% of students improved in

participating in class, 63%% of students improved in

completing homework and 33% of students improved

in coming to school prepared and ready to learn.

Provided students with opportunities to increase

developmental assets. According to 2016 Youth Assets Surveys:

87% of students who responded to the survey

have an overall positive perception of

themselves.


have an overall positive perception of their

relationship with their family.



relationship with their community.



relationship with their school.

Provided benefit to families of participating

students

86% of the parents who responded to the parent survey

agreed that the REACH Program was a positive

experience for their child

49% agreed the REACH program increased their

knowledge about educational opportunities for their

child and programs in the community.

Increased community involvement 6 community partners were identified as providing

resources to program to support the implementation of a

variety of program components.


2016- 2017 PROGRAM RECOMMENDATIONS

A quality program is one that is reflective, willing to improve, change, grow and believes in successful

outcomes for its participants. Program recommendations were determined by reviewing all of the information

and data collected during annual program review and evaluation. This collected information provided data to

analyze the success of the program components and make the following recommendation for continuing

program improvement.

REDESIGN Program Academic Activities Program activities should address specific learning topics that are linked to school day goals but provide a

different variety of project based learning models and activities. The program activities should not to

replicate students' school activities.

EXPAND Family Engagement Programs Family events should increase the awareness of the value of the education and provide opportunities for

educational related experiences.

Family events should increase the awareness of community resources and provide opportunities for

experiences in the community.

Program staff should create formal and informal methods of communication with families. A program

newsletter is highly recommended.

INCREASE Community Involvement Program should expand relationships with community partners for purpose of enhancing program

components. These partners should include arts, cultural, universities and other community institutions.

Program should provide opportunities for community partners to be engaged in program development

and design, marketing and implementation. Involving community partners in the Program Advisory

Group is recommended

ASSURE Long Term Program Sustainability District administrators must develop and plan for long term sustainability of the program. The plan

should include vision, mission, objectives, strategies and action steps.

District administrators should consider development of 21st CCLC grant applications for SFY 18

submission by gathering data to determine target schools/students, set new goals and establish measures

for Academic Intervention, Youth Development, Parent and Family Engagement/ Support and create

effective linkages with school administrators/principals/ teachers/ parents/community partners.


Appendix


2015-2016 DEVELOPMENTAL ASSET SURVEY

87 students responded to the survey.

ALL ABOUT ME NOT YET SOMETIMES ALWAYS

1. I tell the truth even when it is not easy.

2

41

44

2. I can say no even when someone wants me to do something I

know is wrong.

11

28

48

3. I try to do the right thing even if my friends make fun of me.

9

22

56

4. I think about my future.

10

26

51

5. I have friends who care about me.

2

18

67

6. I can be friends with someone even if they are different from

me.

5

16

65

7. I can solve problems without hitting or using hurtful

language.

8

30

49

8. I like myself.

2

13

72

MY FAMILY NOT YET SOMETIMES ALWAYS

9. My family loves me.

0

5

82

10. I talk to my parents about things that bother me.

10

27

50

11. My parents talk to me about what is right and what is

wrong.

4

22

61

12. In my family there are rules about what I can and cannot do.

5

13

69

13. I enjoy spending time with my family.

1

8

78

14. I feel safe at home.

1

12

74

MY COMMUNITY NOT YET SOMETIMES ALWAYS

15. I feel safe in the neighborhood where I live.

7

23

57

16. In my neighborhood, I know adults who are not in my family

who care about me.

9

17

81

17. In my neighborhood there are things for me to do.

8

24

55


18. I participate in community activities (sports, clubs, church)

that have nothing to do with school.

9

23

55

19. I think helping other people is a good thing.

1

9

77

MY SCHOOL NOT YET SOMETIMES ALWAYS

20. I like school and like coming to my school.

8

27

52

21. I feel safe at school.

2

23

62

22. I have friends at school.

0

7

80

23. I know the teachers at school care about me.

0

14

73

24. I can talk to my teachers if I have a problem.

6

21

60

25. I participate in activities (sports, clubs, music, theater, or

other arts) at school.

5

24

58


2015-2016 CLASSROOM TEACHER SURVEY

Classroom Teachers completed 49 surveys.

In my opinion this student …

Improved in completing homework.

Improved in participating in class.

Improved in academic performance.

Improved in coming to school prepared and

ready to learn.

Improved in getting along well with other students.

TEACHER’S COMMENTS:

She has struggled with homework and readiness all year, with little noticeable change.

She has always been a good student all year, so REACH wasn’t needed to improve her classroom

performance.

Having homework support has really helped him.

He is much better at turning in his homework on time, not perfect but better.

She is much better at turning in his homework since joining REACH and it has boosted her confidence in

class.

She works on her homework at REACH but not at home.

Better at turning in homework but not all of it. Homework was not all completed at REACH. And not

finished at home. He seemed confused about this and perhaps mom thought that all of the homework was

being completed at REACH. He is a struggling student who needs extra time to complete all of his

assignments. REACH time alone is not enough support for him to complete all of his homework

assignments.

I saw noticeable improvements in her preparedness for school. There was an improvement in her

homework as well as taking responsibility for her belongings if they were misplaced. She always came to

ask for an extra copy if she did not have what he needed. She also worked out arrangements with the

REACH staff to keep her work with her until it was competed, instead of taking it home.

I did not see any changes in this student however, he already had strong supported at home. He begged

his parents to go to REACH for social aspects and see his friends. It was a positive social outlet for him.

He needs quiet space to complete homework, so homework help was difficult for him at REACH.

Yes No No

change

31

7 11

16

7

26

25

5

20

16

9

24

17

2

30


Inconsistent homework completion. Socially REACH helped welcome him to the school and made him feel

safe and included. I think he really enjoyed REACH and helped him feel like a part of the community

Great program for her. She is able to get homework done with support and be in an environment with

other students where she feels comfortable. She has made a lot of growth

She dropped the program because her mother felt all she did was play on the iPad. There was conflicting

information on how time was spent and her homework was not completed during her enrollment at

REACH. I had other student’s that came down during the REACH time and asked for extra homework,

but she was never one of them.

It was a long day for him and it is difficult for him to concentrate without sensory breaks. Teachers have

been great communicating what problems he is having.

He needed all the support REACH gave in order to accomplish his academic goals.

He made a year’s progress worth of growth in reading and he is excited to go to REACH.

It was nice for him to make new friends in other classes.

She only participated first semester. She would have benefited all year if the spots were available.

He asked his parents to be a part of REACH. Very self-motivated to learn.

He enjoys participating in the program.


2015- 2016 PARENT SURVEY 35 parents with students in the REACH (Elementary) program responded to the survey.

The results are indicated below.

In our experience the program provides my child with….

a safe, well supervised environment.

an opportunity to feel successful.

interesting activities.

opportunities to improve in school.

As a participant in the parent engagement events…

the activities increased my knowledge about

opportunities for my child.

I discovered new things about my community.

I meet other parents.

PARENT COMMENTS:

As a parent I received no feedback about what happens at REACH. I received no Data which was said at the

orientation that was to be shared with the parents throughout the school year. Also I received no

communication at all through the entire school year about my children. Very disappointed about the lack of

communication.

I would like my child to have some of her homework done before she comes home from the program.

The REACH program is great I see improvements.

Both of my boys wanted to participate in the program to get homework done and they are both frustrated, but

there was not much help or time.

One big concern was my child’s homework was often done but it was wrong so we redid it. It really didn’t

matter what the subject was. My child said that someone always helped him.

Strongly

Agree

Agree Disagree Strongly

Disagree

Unsure

20 15

15 14 5 1

13 18 2 2

18 12 1 2 2

Strongly

Agree

Agree Disagree Strongly

Disagree

Unsure

7

18

1

1

5

3

17

6

1

5

5

11 6 2 6


My grandson does not like the REACH program and he says it is boring.

I would like to see tutoring set forth in REACH as a help to someone who struggles so much at the end of the

day to help kids with their homework.

It is such a long day it makes it extremely hard to get anything out of these kids after school.

It would be a thought to maybe have some high school kids after school to come and help these kids in

REACH.

If I were to let my son come home from school on a regular day he would just lay around, watch TV, play

video games and do absolutely no school work.

I have a hard time getting anything out of him as it is. Hope this could be a possibility in the near future.


2015-2016 STUDENT PROGRAM SURVEY

CIRCLE ONE ANSWER

YES NO

Do you like coming to the after school program? 64 12

Do you feel safe in the program? 77 9

Do you have friends in the program? 83 3

Do you think you are doing better in school since you started

coming to the program? 72 14

Do you like the activities at the program? 75 11

What activities do you like the most?

Reading, Recess; P Fit; going outside, using I Pads; play games, going on the monkey bars, coloring, gym,

library, thermostat soccer, Rock wall, playing with friends, technology/computers, reading, basketball, movies,

getting homework done, service learning projects and library

What activities do you like the least?

Taking so long to get back home, Reading; snack time, it is so loud and crowded, homework help, waiting for

the bus, playing with Legos because they fall apart, throwing a ball at my face. gym, technology, math,

exercising, library, cardio, jump ropes, watching television, football, outside, technology because we have to

learn learning games, youth development specials and enrichments classes

2015-2016 21 Century Community Learning Center Reach Annual...Perry Local Schools (Lake County) IRN# 047902 Page 1 Perry Elementary School REACH Program Grant # 6927 2015-2016 21st

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