2020_2021_ConcreteSD_Executive Summary

The BERC Group EXECUTIVE
SUMMARY 2021
21 st Century Community Learning Center:
Concrete School District
Cohort 15
YEAR 3 EXECUTIVE SUMMARY
KERI LEVINSON M.ED.
RONAK PATEL, PH.D.
STACY MEHLBERG, PH.D.
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Executive Summary
Beginning in 2018, the Boys & Girls Clubs of Skagit County (BGCSC) partnered with
the Concrete School District to expand 21 st Century Community Learning Center (21 st
CCLC) programming to youth and teens in eastern Skagit County. BGCSC has been
active in the local community for several years, and currently supports seven 21 st CCLCs
throughout their service area. Although Concrete School District did not meet the
requirement for racial diversity, with less than 15% of their population identifying as nonwhite,
program leaders worked for 18 months to secure funding by using data and
research to articulate the needs of this small school district serving approximately 500
students.
The mission of the BGCSC is to “enable all young people, especially those who need us
most, to reach their full potential as productive, caring, responsible citizens” (BGCSC
Annual Report, 2018). The organization prioritizes three areas: Academic Success,
Healthy Lifestyles, and Good Character and Citizenship. The main goals of the program
include providing services and promoting academic growth for low income and high need
students within the Concrete school district. The grant proposal states a range of expected
outcomes, including:
• Improved academic performance
• Enriched learning experiences
• Increased family engagement
The 21 st CCLC in the Concrete School District has operated at two sites: Concrete
Elementary School and Concrete Middle School. There is a program director to manage
both sites, with between seven and nine support staff for the two programs. Both schools
are school-wide Title I schools with somewhat similar demographics. Concrete high
school had an enrollment of 202 students during the 2020-2021 school year, while the
elementary school had 292 students enrolled.
During Year 3, the Concrete 21 st CCLC met on-site, utilizing a 1:10 staff to student ratio
to cohort students. Compared to prior years, attendance was low, with approximately
8-12 students participating regularly between the elementary and secondary cohorts. Both
groups met in the BGCSC trailer, utilizing separate rooms. The program director shared
that they were trying to maintain consistency with prior years, but the poor attendance
made that challenging.
Program leaders and staff expressed pride in their programming this year, noting that they
focused on Social Emotional Learning (SEL) to meet their goals around student behavior,
family connection, and academic support. Students, they proposed, were struggling to
participate in school, and needed more support and guidance on how to re-acclimate to
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SUMMARY 2021
social and academic pressures and expectations. Once attendance increased slightly,
program staff offered a range of activities, keeping in mind the restrictions in place for
social distancing. One staff member noted, “I believe [SEL] is a strong foundation for
academics, and has been more of a focus this year because of COVID. [Our] kids coming
to club after hours and hours on the computer was rough. Our ability to help those kids
build coping mechanisms was huge. COVID gave us an excuse to really focus on it, and I
hope we can keep it going, since we have had great results.”
In response to COVID and overall student well-being, the 21 st CCLC staff introduced a
Healthy Habits program with their students, as hygiene and personal space became such
an impactful part of the club experience. Staff conducted a series of lessons focused on
hygiene using the Healthy Habits curriculum. One staff commented, “We gave them the
space to know that beyond all of the COVID restrictions, [there are hygiene aspects] we
do every day. The kids responded pretty positively.” Staff also spoke highly of the
organized and thorough COVID protocols that were in place, making it possible for
students to participate safely throughout the year without being anxious about getting
sick.
During Year 3, factors that impacted the ability for program to operate at capacity
included issues around staffing, transportation, technology, and COVID restrictions.
There were several staffing challenges during the 2020-2021 school year that impacted
programming. Roles within the BGCSC changed, and leadership of the 21 st CCLC shifted
accordingly. Additionally, it was a challenge to find staff interested in working in the
program, due to location and salary.
In addition to challenges with hiring and retaining staff, the lack of transportation
available to students was a significant barrier throughout the year. Students who were not
in school did not have a way to participate. The program director commented, “With
transportation, we would have had more kids and more robust programming.”
Technology use was another challenge during Year 3. Program staff expressed their
concerns about the impact of so many hours in front of computer screens during the
pandemic, noting effects on students’ social, emotional, and academic well-being.
Finally, the pandemic created new challenges to implementing 21 st CCLC programming.
Staff recognized the time and resources dedicated to complying with COVID policies and
procedures. They also acknowledged that it required creative thinking to develop and
implement COVID-safe programming. Staff shared several examples of games they
played during the year, including pool noodle tag, Ship to Shore, and Red-Light Green
Light. The program director shared, “some games were familiar, but they were all created
fresh since the old challenges weren’t COVID compliant.”
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To continue to make improvements, we suggest the following recommendations:
• Continue to build capacity for community and family partnerships.
• Increase student reflection in projects.
• Collect and Use Data
• Continued Focus on Program Activities and Expectations that Align with the
Vision
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SUMMARY 2021
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