2013-2014 State 21st Century Community Learning Centers (CCLC) Independent Evaluation

I. Background/Context Community Description: While extremely rich in cultural diversity and natural beauty, the City of Omak, population 4,835 (2014), lies at the foot of the high desert hills of rural isolated North Central WA. Omak is the largest city in the physically largest county (Okanogan) in Washington (size comparable to Connecticut). Omak School District catchment area exceeds 500 sq. miles (USA.com, 2014) and includes the West end of the Colville Indian Reservation. Omak is in a remote part of the “wild frontier,” with the closest major cities 100 miles North or South.

Socioeconomically, Omak is distinguished by low income, high unemployment, low educational achievement, social anomalies and geographic isolation. Approximately 25% of the district lives below the poverty level; 36% are children. Estimated median household income is $30,545 compared to the state average of $56,835 (2011). The estimated per capita income is $17,083 (2011). The entire population of Okanogan County is about 41,000 people, making WA’s County smaller in population than many small WA cities, while sized similarly to the state of Connecticut. There is no public transportation. Average families’ private autos are often lame and expensive to drive. No YMCA or public fitness center exists in Omak. A distinct lack of services and opportunities in Omak adds to local austerity.

Agriculture and forestry were previously the main industries in the area. The economic challenges persist as declining agriculture, forest and wood-products industries trickle down throughout the entire community economy. The Tribes’ lumber mill opens, closes, re-opens and older orchards are removed from production adding to high unemployment levels. While summer and early fall unemployment is reduced to 7-8% when seasonal low wage jobs are available, WA State Employment Security Department expects the unemployment level to be 11%+ at other times of the year. Tribal enterprises have increased some employment opportunities with the new gas/convenience store on the highway and the expansion of tribal Casinos. The extremely low level of educational achievement led the former Director of Public Health for Okanogan County to rank “Lack of Education” as one of the top five public health risks for Okanogan County. Tellingly, of 2013-2014 total Xtreme Challenge student attendees, 76% qualified for free and reduced lunch.

Diversity abounds in Omak and enriches the community. Many Latino families attracted decades ago (and now) to the Okanogan Valley by agriculture-related work, the proximity of headquarters for the Colville Confederated Nation’s Reservation (1M+ acres), and hardworking but predominately poor white population make up the valley. Recently retirees have begun choosing Omak area for the low cost of living and low taxes.

Diversity by race/ethnicity of total Xtreme Challenge student attendees in 2013-2014: Native American Indian 32% Hispanic 26% White 39%

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Diversity by race/ethnicity of regular Xtreme Challenge student attendees in 2013-2014: Native American Indian 25% Hispanic 28% White 30%

School District Demographics: Omak School District still ranks in the bottom 10% School Districts in Washington State (US School Rankings by state). Omak School District consists of 5 sites/ comprehensive programs: North Omak Elementary (PreK--gr 2), East Omak Elementary (gr 3-5), Omak Middle School (gr 6-8), and Omak Alternative High School (both grades 9-12). There is also a virtual on-line academy serving elementary, middle school and high school needs which is not included in the Xtreme Challenge Program since it is completely online and the students do not necessarily reside in the Omak School District.

Project Vision: Xtreme Challenge provides enriched learning experiences for students using a project-based design in a safe and secure learning environment.

Mission: Xtreme Challenge provides extended learning opportunities that embed core academic skills and content in a project-based setting to increase student learning experiences and achievement.

Omak’s 21st CCLC (Xtreme Challenge) served 292 students on a regular basis in 2013-14:

 North Omak Elementary (grades PreK-2) School-wide Title I school o 2014 enrollment – 388 o 2014 Numbers Served: 157 Students (50- K, 52-1st gr, 55-2nd gr.) o Xtreme Challenge Students Total served: 157 Total Regular Attendees: 109 70%>30 days 30%< 30days o Free/Reduced Meals 70.1% of school enrollment o XC students on F/R Meals 69% o American Indian XC students 40 o Hispanic XC students 50 o White XC students 61 o Black or African American XC 5

 East Omak Elementary (grades 3-5) School-wide Title I school o 2014 enrollment – 289 o 2014 Numbers Served: 106 Students (42-3rd gr, 34-4th gr, 30-5th gr o Xtreme Challenge Students Total served: 106 Total Regular Attendees: 78 76%>30 days 24%< 30days o Free/Reduced Meals 77% of school enrollment o XC students on F/R lunch 85% (81 + 9 undet.) o American Indian XC students 35

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o Hispanic XC students 31 o White XC students 38

 Omak Middle School (grades 6-8) LAP targeted assistance school o 2014 enrollment – 309 o Xtreme Challenge Students Total served: 67 Total Regular Attendees: 36 (23-6th gr, 24-5th gr, 25-6th gr) 54% > 30 days 46% < 30days o Free/Reduced Meals 63.4% of school enrollment o XC students on F/R Meals 69% (46) o American Indian XC students 25 o Hispanic XC students 13 o White XC students 27

 Omak High School (grades 9-12) LAP targeted assistance school o 2014 enrollment – 356 o Xtreme Challenge Students Total served: 91 Total Regular Attendees: 57 (16-9th gr, 21-10th gr, 21-11th gr, 25-12th gr) 63%>30 days 37%< 30days o Free/Reduced Meals 57.8% of school enrollment o XC students on F/R Meals 60% (50 + 5 undet.) o American Indian XC students 31 o Hispanic XC students 14 o White XC students 35

 Omak Alternative High School (grades 9-12) NOTE: As in previous years no students from the Alternative HS participated in XC this year because 2012-13 year OSD transferred these students to the Virtual Academy.

Xtreme Challenge targets all students at the School-wide Title I and LAP schools. If the program fills its enrollment capacity, a ranking using state test data, free/reduced meals and teacher recommendations will be used to prioritize students for inclusion. Since XC inception (2009), this has not been needed as all-comers are welcomed and none are turned away. Nearly all elementary students are eligible for free/reduced lunch as the district is a high poverty area. At the middle and high school, students are targeted from those attending LAP classes; those eligible for free/reduced meals; those who have not met state testing standards in reading, writing, science, or math; and other reasons that precipitate teacher recommendations. The Xtreme Challenge C 21st Century Learning Center Program also willingly accepts and encourages students who are parent or staff-referred.

In the evaluator’s on-site interviews with students and staff (Spring, 2014), it was clear again this year -- that many, especially younger, students who attend Xtreme Challenge do so to avoid difficult situations at home (staff cite this factor as the main reason concerned adults teach in the program), to learn new things, to make/have fun with friends, to be with “cool” teachers and adults, and (no small incentive) to eat nutritious snacks.

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The growing sense of community is evident through the students’ appreciation for their site directors’ knowing them and their stories, the homework help they get when needed, their pride and enthusiasm for projects like building birdhouses, germinating seeds for the Community Garden, the school store at the High School, the jewelry hand-made by after-school artists and the enthusiastic leadership observed at the High School for the student-run Magic tournament as a sponsored work of XC. Some of these topics as well as Cooking, Art, Yoga and Power Lifting have stimulated students’ interests in skills and practices assisting in life and students’ job- readiness during and after their school years. The High School store “teacher/boss” of students using their store work to garner outside skill-related paid employment. Employers report that the school store shows training and work-readiness. They look forward to students as employees.

Goals and Objectives – Omak School District Xtreme Challenge:

Goal 1: All qualified students regularly attending after school programs for a minimum of 30 days will increase academic achievement in math, reading, writing, and science.

Measurable objective #1.1: By the end of the year, 50% of regularly attending students will increase their math scores evidenced by grades, MAPs testing, and/or state assessment results. Outcome: MATH Objective was met through progress made on this important objective. 77% (224/292) of regularly attending students increased their math scores based on grades, state assessments, and MAPs.  Activity #1: All sites embed elements from core curriculum and grade level equivalents identified by school day teachers into experiential classes using hands-on math exploration, problem-solving exercises, and real life math application experiences.  Activity #2: All sites integrate math concepts into a minimum of 75% of the classes offered each year in the after school program.

Evaluation: Continuing from 2013, East Elementary School focused school-wide on Math performance daytime and after school beyond the fact that each site embeds math elements (using recommendations from school day teachers and administrators) into a minimum of 75% of the classes offered during the year. East school-wide efforts produced good results in Math. All XC classes at all sites are project-based using hands-on learning to meet or exceed the expectations of the activities listed. Using MAPs assessment data and student grades for regularly attending students, the aggregated attendees made the following increases in their math scores:

North – 95% (115/121 students) increased their scores in math based on grades and MAPs (2nd grade). 79% (School Year) and 75% (Summer) activities included Math education.

East - 91% (71/78 students) increased their scores in math based on grades and MAPS. 82% of activities included math elements during the school year and 100% in Summer. The entire school put a big push into Math the past 2 years

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Middle School - 33% (12/36 students) increased their scores in math based on grades and MAPs. This is a decline from the previous year. One change was a decrease in student enrollment in the Math Whiz class. Performance data does show that 100% of students participating in Math Whiz make increased gains in math. 86% (school year) and 100%% (Summer) of activity embedded math into all the learning.

HS – More than tripled their increase over last year with 46% gaining (26/57 students) compared to 13% the previous year based on grades, MAPs, and state assessments. Some students (about 18% at OHS) do not take math and are not tested and therefore have no math score to measure. HS reported 80% (school year) and 67% (Summer) of activities embedded math education.

Examples: Again this year, the Math Test Prep class by Xtreme Challenge was instrumental in raising the pass rate at Omak HS again after doubling the pass rate in 2012 when Omak HS increased 34 points while the statewide increase was only 10 pts. To increase performance on the end of the year Math Test (at the High School), Xtreme Challenge continued the Math Prep XC Class after school. Teachers referred poorly scoring students in math to the after-school class and the regular teachers rotated into the after-school classroom. Availability of this drop-in class helped to increase the Omak HS scores again Spring of 2014.

Once again faithful High School students working in the Student Store (and taking Store Business class) talked about selecting inventory, counting change, adding costs (including how their ability to add “in their heads” has increased). Again students in the OHS Store mentioned their fear of practical math receding due to working with numbers constantly at the store under pressure. This awareness has assisted in creating some budding young business people for jobs in the local economy.

At East, both Math Whizz and the Engineering Lab continue to pay high dividends in mathematics. XC staff continues to emphasis STEM activities. The computer labs give practical demonstration that math can be fun with the interactive math software so desirable to young learners. This increase in learning really energizes students, families and staff in working with grades 3, 4, 5 and adds to the culture of a stronger math environment. With low educational attainment marking the adult population, some parents learn Math from their children now!

At North the elementary students are given play money and the local newspaper grocery ads to compare prices and to plan a meal. Some funny nutritional choices result but practical math gets reinforced and the concept of budgeting is taught. Always popular, the kids are given token incentives for completing assignments and “spend” this at the teachers’ store on small rewards. Site director reports student pride in their buying skills. They seem to get the math straight when it involves their buying power!

The application of real mathematics to project-based learning (business plan for the store, construction math and chemistry for building projects, calculating amounts of materials needed

5 in glass making and auto mechanics, etc.) was noted to the evaluator by students. Students expressed a real awareness of applied math in the real world.

Measurable objective #1.2: By the end of the year, 50% of regularly attending students will increase their reading scores evidenced by grades, MAPs testing, and/or State assessment results. Objective 1.2 Reading was met with 77% (224/292 students) of regularlyt attending students increasing their scores in reading based on grades, MAPS and/or state assessments.

 Activity #1: All sites will embed elements from core curriculum and grade level equivalents identified by school day teachers using hands-on reading games and exploration as well as real life reading experiences.  Activity #2: All sites will integrate reading concepts into a minimum of 50% of the classes offered each year in the after school program.

Evaluation: Each site embeded reading elements (using recommendations from school day teachers and administrators far beyond the minimum of 50% of the classes offered during the year. All classes are project-based using hands-on learning meeting the learning goals of the activities listed. Using MAPs assessment data and student grades regularly attending students made the following increases in reading:

North – 97% (117/121 students) gained based on Dibels & teacher feedback; 75% activities incl. reading in both the school year and summer activities.

East – 88% (69/78 students) gained based on grades and MAPS assessment. Fully 82% (school year) and 100% (summer) activities embedded reading in XC curricula.

MS -- 33% (12/36 students) gained based on grades and MAPs assessment which is a decrease from the previous year. The school, overall, had a decrease in student reading performance with 39% of students scoring below proficiency. Reading inclusion increased to 93% (school year) 100% (Summer) XC activities included reading.

HS -- Measured with English class grades, state assessments, and MAPs, 46% (26/57 students) gained over double the 18% that gained in reading the previous year. Reading inclusion increased by 20% to total 90% (school year) 67% (Summer) where activities included reading. Note: As before, not all HS students have English two semesters so there is not supporting data for each one each semester.

Examples: Reading opportunities are reported by all levels in 100% of XC classes. Stories are read, crafts are developed about the stories, directions are read to complete projects and it is evident that children read for the information they know they need or want and can use. Newspapers used for grocery ads show connections between reading and daily decision making in the real world. Animal Class involved experiencing ABCs through hands on with animals (Omak children at North especially enjoy B is for Bear each year. They love the hides brought into their class by a hunter grandfather from the Colville Nation). Students HEAR stories and then write their own increasing their receptive and expressive language skills. Local Native

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American storytellers especially are highlighted by staff and enjoyed by Omak students. Not measured, but evaluator-perceived was an increased comfort level in reading aloud in small groups when the purpose of the reading was to impart important information about moving the group and the outcome forward. Last year a high school student shared that he did not remember ever reading aloud to anyone before Xtreme Challenge.

Measurable objective #1.3: By the end of the year, 50% of regularly attending students will increase writing scores evidenced by grades, MAPs testing, and WASL results (Note: WA State no longer uses WASL so it is not considered in this outcome any longer.) Outcome: WRITING Objective was met with 75% (174/292) students increasing their scores in writing based on grades, MAPs, and/or state assessment.

 Activity #1: All sites will embed elements from core curriculum and grade level equivalents identified by school day teachers using hands-on writing games and exploration, and real life writing experiences.  Activity #2: All sites will integrate writing concepts into a minimum of 50% of the classes offered each year in the after school program.

Evaluation: Each site embeds writing elements (using recommendations from school day teachers and administrators) into a minimum of 50% of the classes offered; and all classes are project-based using hands-on learning meeting the expectations of the activities listed. Using MAPs assessment data and student grades, regularly attending students made the following increases in writing:

North – 98% (118/121 students) increased their performance in writing based on classroom-based assessments.

East – 79% (62/78 students) gained based on grades and MAPS assessment which was a significant increase from 46% the previous year.

MS – 33% (12/36 students) gained in writing as measured by grades, classroom- based assessments and state assessments. This is a decline from the previous year which was the trend with all students in all subject areas across all grades for 2013-14.

HS – 46% (26/57 students) increased their scores in writing based on grades, MAPs, and classroom-based assessments. The changes in school district assessment practices is helping capture more student performance measures.

Examples: See Examples in previous objective as evidence of writing skills taught and resulting from reading and storytelling. All students are encouraged at all levels to write about their XC projects in all areas of the curriculum. Writing about a project also is done in most student evaluations of all learning activities.

Measurable objective #1.4: By the end of the year 50% of regularly attending students will increase their science scores evidenced by grades, MAPs testing, and/or state assessment results.

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Outcome: Science Objective 1.4 was met with 60% (174/292 students) increasing their scores in science based on grades, state assessments, and classroom-based assessments.

 Activity #1: All sites embed elements from core curriculum and grade level equivalents identified by school day teachers using science exploration and real life scientific experiences.  Activity #2: All sites integrate science into a minimum of 75% of the classes offered each year in the after school program.

Evaluation: Each site embeds science elements (using recommendations from school day teachers and administrators) into a minimum of 75% of the classes offered during the year; and all classes are project-based using hands-on learning meeting the expectations of the activities listed. Using MAPs assessment data and student grades, regularly attending students made the following increases in science:

North – 83% (100/121 students) increased their performance in science measured by grades and classroom-based assessments. Again, with K – 2nd graders, the continual presentation of new information increases developmental knowledge in new areas like science. 100% of school year and 75% of summer activities included Science. Children love science!

East – 46% (36/78 students) gained based on grades and MAPs assessment which is a small decline from the previous year. 41% of activities at East included Science elements in school year and 75% in Summer. Engineering was popular again.

MS – 33% (12/36 students) increased their scores in science based on grades and assessment data. This is a decrease from the 54% in 2012-13. OMS raised their science to 78% of activities included science education in school year and 100% of activities in summer demonstrated science inclusion. STEM activities include an Engineering class.

HS – 46% (26/57 students) gained based on classroom-based assessments, state assessments, and grades. This is a significant increase from 11%in 2012-13. 68% of activities reported Science content. XC classes cite 60% in school year and 67% in summer of activities that embedded science learning.

Outcome: Measurable Objective #1.4 Science was met with students improving their science scores. (Again, note: not all students take science each quarter.) It needs to be recognized that the number of students showing improvement is quite possibly higher due to no measurement at North and the pass/fail grading system for the majority of students at East Omak Elementary. Especially East is “into” STEM activities for XC classes and the Science emphasis grows as the Math does at East. Engineering and Robotics were introduced at East this year – rousing successes!

Examples: Kids in the Lego engineering and Robotics classes led much of the guided class. An adult volunteer who has Autism assisted in the Lego classes this year. Budding Paleontologists

8 at North still dig for fossils in the sand. They unearth lots of cleanly boiled bones that were then identified (all were found to be chicken bones), recorded and classified. (How many Paleontologists can the Omak economy assimilate?) After studying dinosaurs, they made clay replicas of their favorite dinos. Studying the Ocean, children learned about the Pacific Ocean, sea life therein and the foods that come from the ocean. They taste several foods the ocean provides. As is true each year, Cooking is a favorite class throughout all levels of the program. Kids and often their families measure and read, and are guided toward local healthful foods year round and family classes are part of the popular Winter Wellness series. This combines Nutrition Classes in the Home Ec lab before or after Exercise Classes in the Fitness Center. The North kids make a recipe booklet of everything they cooked – building nutrition reference and memory skills. Copies of recipe books go home to stimulate the replication of healthy food preparation and eating at home with families. Cooking lessons also teach measurement and recording, classification and other science skills across the curricula at all levels. Parent Night at North notes the elements of science learned by the children as they prepared food for their parents. Parents attend when their kids make the snack!

Middle School students blend the elements to make their own paper in XC and share computers in the science classroom to extend their learning from regular science class. High School students, in making jewelry and in doing auto mechanics, note chemical components and reactions as they learn and work.

Goal 2: The after school programming will provide a menu of interesting (student/parent requested) and motivating experiential classes to increase student and parent attendance in the after school program and related activities. For all of goal 2 the denominator was the total # of students who attended. Those who showed up at least 5 days (but not much more) seriously skew the data in objectives 2.1 and 2.2

Measurable objective #2.1: Outcome: Objective 2.1 was met this year. By the end of the year, 80% of participating elementary students will attend a minimum of 60 days evidenced by daily program attendance records.

Objective 2.1 This objective was met at North this year continuing its improvement over previous years! It was also met at East with 80% attended 30+days; progress is being made in this standard at East. While attendance is highest at the elementary level, it is still a presenting problem as kids get older into grades 3 – 5; attendance is receiving ongoing emphasis with staff and administration.  Activity #1: Student attendance is tracked daily and after three consecutive absences the site coordinator contacts the parent and/or the student to encourage student attendance and inquire about the reason for absences. Often these contacts alone assist in ameliorating the problem. School-day teachers are often also consulted about an absent student with the school following up with the student’s home. Gender Split: Male and Female students were about equal (some, but not much variance).

Evaluation: Activity #1 is supported by Xtreme Challenge program procedures. Using attendance records, student attendance for 30 and 60 days is reported for both elementary sites:

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Measurable objective #2.2: Outcome: Objective 2.2 HS and MS attendance was NOT met. This target was that by the end of the year, 80% of participating secondary students will have attended a minimum of 60 days evidenced by daily program attendance records. While 30 day attendance was challenging, 60 day retention proved really difficult at the HS and MS. Progress has been made continuing from last year’s need to change personnel at the Site Coordinator level in both the MS and HS program. This continues to be an uphill climb. New staff emphasized ongoing recruitment and increased the relational context necessary between XC staff and students for program enhancement. Progress continues to be made on this element.

 Activity #1: Student attendance is tracked daily and after three consecutive absences the site coordinator contacts student and parents (if appropriate) to encourage student attendance and to inquire about the reason for absences and investigate barrier removal. The program assists in ameliorating the problem whenever possible. Evaluation: Activity #1 is supported by PPICS. Using attendance records, student attendance for 30 and 60 days for each of the sites:

 Omak Middle School Students TOTAL: Summer and School year 67; School year only 44; Summer only 9 Students attending fewer than 30 days: 31 (46%) Students attending 30– 60 days: 36/67 (54%)

 Omak High School Students TOTAL: Summer and School year 91; School year only 84; Summer only 2 Students attending fewer than 30 days: 34/91 (37%) Students attending 31 – 60 days: 57/91 (63%)

Secondary gender split continues to be about even with some activities mostly appealing to boys skewing the data a bit. At OHS more male than female students were regular attendees, likely due to selected offerings (Power Lifting, Fitness Center, Magic Tournament play, etc.).

Teachers and building staff try to push the program for students but it is really difficult as the students and their parents believe students get to choose what they do after school. Among older students, some advocate (often unsuccessfully) with their peers for classes that are short on enrollment. Changing the types of students involved in the program has helped with this objective…..no easy task at the Middle and High Schools. Continuing improvement persists in progressing on this objective since 2012. Hats off to Wendy!

Measurable objective #2.3: By the end of the year, 10% of participating elementary and secondary students’ parents will attend one after school class or event evidenced by attendance/sign in sheets. Measurable Objective #2.3 was met with by all 4 schools’ participating parents/guardians attending.

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 Activity #1: Parents receive personal invitations to attend events and classes from program staff, building principal, and their students with participation tracked using sign in sheets at each event.

Evaluation: Activity #1 is supported by Xtreme Challenge program procedures (sign in sheets and evidence of invitation). Parent/guardian participation data is supported by registration and sign-in sheets for the various activities. The data collection process was continued from last year (for event attendance where there was a joint activity between the school day and after school programs) to provide accurate information on all parent attendees since they could now be cross-referenced to the parent/guardian list of Xtreme Challenge students which allowed clearer evidence of meeting of the parent-attendance objective. Parents of North and East students attend the end of term parent nights to learn for themselves about their children’s accomplishments (and to eat the cookies their children made and decorated in XC along with vegetables the students have prepared).

Goal 3: The parents/guardians of participating students are offered access to classes that will increase the parents’ skills and involvement with school.

Measurable Objective 3.1: Parent learning Outcome was met. Parents of participating students will be offered classes to increase their skills based on input data from potential participants evidenced by classes listed for each enrollment period.  Activity #1. Parents were surveyed for skill development needs.  Activity #2. At least one adult skills class is offered each enrollment period.

Evaluation: Surveys were given to parents of participating students to ascertain areas of interest for classes that could be offered. The best attended classes were: the OSD fitness center (located in the High School), weight lifting and correlative nutrition classes, winter wellness, food handler’s card training (partnered with Public Health). Because written surveys have a low rate of return, they were distributed during school conferences this year again for higher return rate. This increased the information gathered from parents. The majority of parents are unable/unwilling to participate in evening or after school classes.

Measurable Objective 3.2: Increased Parent Interaction with Child - Outcome was met. Parents of participating students increase their interaction in learning experiences with their child evidenced by enrollment in program classes, and involvement in school events or activities measured by attendance and parent survey. Research says reading with children is the best predictor of school success so Family Literacy is compelling for Xtreme Challenge.  Activity #1. At least one combined parent and child together class is offered each quarter.

Evaluation: Family Literacy events and parent enrollment in classes exceeded requirements across the Omak District levels. XC is making a difference in how often parents attend school events! Examples: Embedding skills into learning is important for parent events too. East, again hosted evening events that were well attended by parents. Winter Wellness with parents and students

11 is successful annually with families reading and writing recipes and ingredient ideas, recording their workouts (not mandatory), and measuring and calculating performance. Minimal writing, but more reading, is included in the Food Handler’s Training. Families attend Back to School Nights and literacy fairs. At East and North, parents are treated to programs where their children show their accumulated learnings and come to understand what XC is providing their children above and beyond childcare and snacks.

Measurable Objective 3.3: Outcome: Objective was met. Parents of participating students become more involved in the educational process with their child as recorded at student/parent/ teacher conference attendance.

Evaluation: Happily, all schools report higher attendance by parents at the student conferences (goal is 75%). At each site, Xtreme Challenge site managers were also in attendance at conferences, displayed a showcase of student projects and were available for consultation with parents. Children like introducing their parents to XC staff and showing their extended day accomplishments!

Extensive surveys were done at end of this year with Students and with Parents. Combining parent and student survey results with External Evaluator’s interviews with both, results indicate this summary of opinions about XC providing the following, in priority order: 1. Safe environment for students after school, and less hardship on families 2. Engaging activities and projects 3. Improved school attendance and academic performance Note: 100% of students would be “sad” or “very sad” if the program did not continue.

Project Description

Partnerships: Omak loves it children and invests its scarce resources in their future! Despite its demographic and socio-economic challenges, Xtreme Challenge has two strongly active partnerships with community coalitions of dedicated organizations in the community. The Advisory Board for Xtreme Challenge is broadly based with partner agencies and organizations that provide volunteers, collaboration for family/parent events, offer parent training, summer programs, incentives and classes with needed supplies that augment the Xtreme Challenge classes.

The two coalitions are: 1) Okanogan County Community Coalition- primary partner with the higher amount of direct funding and in-kind funding -- $34,000 for 2014-15. 2) Fit for Life Community Coalition – sharing volunteers and volunteer hours, estimated at 900 hours for 2014-15, valued at $18,000. These are made up of multiple partner agencies who share similar mission passion and often, share families served. Local dieticians regularly donate time and food for teaching about cooking, nutrition and shopping skills. Three Washington Reading Corps AmeriCorps volunteers help at East Elementary from 3-5:00 PM Monday through Thursday and every other Friday. Healthy Kids is a multiple

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agency partnership to which XC belongs and provides leadership. At the Omak Farmer’s Market, Bingo Cards for participating XC families yield “Veggie Dollars” which add to Farmer’s Market family participation, fun and nutrition.

In 2013-14 Omak’s two partner Coalitions each represent more than 20 organizations. Contributions exceeded $50,000 in serving the Xtreme Challenge Program. These partnerships are valued by the schools and the two coalitions’ 24+ member agencies.

 Operations: The Omak Schools after school program, Xtreme Challenge, operates 120 days per year, two hours per day, with 30-33 days per quarter in active programming. Summer Program was offered at the max of days and hours funded and augmented by two small federal supplemental grants. Parents and families rely on the after-school and summer learning program as a safe, desirable, inclusive and friendly place for their children. At first, the learning is a bonus…and the snack and childcare are lifelines! One mother interviewed in Spring, 2014 said “After School Program at East is a significant part of my child’s happiness. She loves the teachers. Her grades have improved and she nearly always comes off the bus in a good mood.” Parents also report increased special teacher bonds as important for participating children outside the regular school day.

 Annual Schedule: The 2012-2013 schedule was continued into 2013-2014. The start date remained an earlier (September) start date and ending earlier -- in mid-May before the end-of-the-year activities tend to take over at all sites and Spring sports take over the town.. This schedule change helped address the heretofore noted slump in Spring attendance, however there is still an attrition rate especially at the secondary level. Despite the change in 2012-13, the Spring reduction in enrollment persisted but to a lesser extent .

 Intensity and duration of services: The program continued to run two-hours per day five days per week after school. It operated from the time each building dismisses until two hours later. Due to school day bussing needs, buildings dismiss on approximately ten-minute rolling intervals starting with North Omak Elementary at 2:40 and concluding with Omak Middle and High Schools at 3:00. This rolling bus schedule resumes, for the same reasons, at the end of the Xtreme Challenge program days. Note that the bus service in Omak is extremely important especially in the cold and dark of winter and the extreme heat of summer.

Xtreme Challenge in the elementary schools have two 50 minute sessions each day. In the middle school, students attend a 90-minute class first then conclude with the 30- minute homework/extended library time. At the high school students begin with a 30- minute homework/extended library time and finish with their 90-minute class. Sports can be accommodated with a slight change of program time allowing athletes to get homework help if needed through Xtreme Challenge and then be off to sports practice.

 Staffing: Omak’s most success for after school teacher recruitments has been with community members in activity-specific areas, school district para-educators who know

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the students and who like giving the students additional help along with a few adult college students and parents recruited for specific activity expertise. Return rate among the college student population is high while they remain students at the local community college branch campus or in on-line higher education programs (an increasingly popular option for this rural population). Key to their success, many instructors in the program are parents themselves. Some school day teachers will instruct occasionally, but are not regular program instructors as their full-time work is demanding and absorbs their time after school hours. The exception is at the high school where some school day teachers choose to fill after-school instructor positions. The “bonus” to having school day teachers instruct in the program is that they tend to be popular teachers who recruit many of the target students who need (or will especially benefit) from the extended programming. Whether they teach in WC or not, engaged teachers support students needing more attention after school.

 Coordinator Commitment: In each school, the Project Director chooses and then nurtures “just the right person” for the Xtreme Challenge after-school program coordination for each building. Hats off to:

Vicki James at East Elementary, whose skills in motivating one student and one instructor at a time are especially noted. Vickie resonates with students and parents. Bobbi Nessly (a former teacher who has always been North’s XC coordinator) whose ability to track each child’s story is inspiring along with her ability to find instructors for everything, Wendy Hensarling, is creative and insightful about Middle Schoolers and keeping the peace in a complicated site, especially after resignations from two MS coordinators in two years and in light of difficult building-specific cooperation. Wendy Hensarling, who, with Director Racie McKee, literally saved Omak High School’s 21st Century Learning Center Program at OHS in 2013 (previous yr). In an effort to revive the lagging HS program, Wendy (who had been teaching in the Store) was promoted to Coordinator of the OHS XC. She continued the turn-around in enrollment and staff and student satisfaction over the last two years and is appreciated for her one-on-one attention to needy teens.

These committed coordinators succeed in being vigilant about their diverse students’ developmental needs, school and community social needs. Each specific building keeps its special ‘flavor’ with a full panoply of site-specific quirkiness in each site. With strong programs now at North, East, and High School and a developing program at Middle School, one sees increasing carryover from previous years’ XC even when students physically move to the next school level: North to East to Middle School to High School.

Each Coordinator leads her program with the students’ best interests. Principals at all sites are highly aware of (and therefore usually supportive of) XC Programs. This has been neither easy nor accidental on the district administrator’s part. Because she understands the community and its youth extraordinarily well, Project Director Racie McKee knows what is needed and who the key leaders are to make the program work against the odds. She assists coordinators in finding and engaging quality instructors – the largest continuing challenge for XC as the

14 curriculum drives the attendance! And, (no small impact) the community trusts her! Site Directors report their relationship with and admiration of Ms. McKee as what keeps them going in their jobs. Racie nurtures her staff and retains them at high rates. When changes in staff are needed, she moves quickly to prevent disruption in services delivery. The stability in leadership by Ms. McKee, in the evaluator’s opinion, is the lifeline of the XC Program.

 Activities: The list of activities classes and events is varied and continuously changing based on local site age-appropriateness and student feedback. Classes are selected based on student surveys and focus groups, as well as parent and teacher suggestions. “What’s hot now?” surfaces and proves to be most successful with secondary students, especially. Whereas the big deal two years ago was making cool skateboards after school, the “hot” thing this year again was the “Magic” (card game) tournament -- all student run. XC Classes utilize project-based experiential learning with core academic content integrated/embedded. Importantly, the classes do not look or “feel like” school day classes, and they provide additional opportunities for students to use school day concepts in hands-on learning opportunities.

Highlight classes 2013-14 were: North – Kid Zumba, All Art Stuff, Dinosaurs, “Animals, Animals,” Math, Creative Dance and PE, Native Culture/Native Arts.

East – Cooking, Engineering, PE, and the continuous music classes related to keyboard, guitar and percussion. (Summer classes in Reading, Math and Science/Engineering all had 35 students this year.)

MS – This year a new repertoire elicited interest from students: Duct Tape Design, Outdoor Design, Weapons of Mass Destruction!

HS – Power Lifting (34 kids! And winning performances at State!!), Magic Tournaments, Glass Art (love those blow torches), Fitness Center, Long Board Building and Design and the Store/Business Classes. Mixed Fine Arts -- a small group as special community for artists and writers.

Special Classes: Cooking class at Middle and Elementary School bring out poignant stories of food-insecure students noting nutritious affordable foods for low income households. Local nutritionists and practitioners continue to volunteer and return year after year to help with this mission-driven work. Elementary and middle school kids tell the cooking teacher about cooking eggs of the chickens in their yards being a change they have initiated to feed younger children healthier foods. Parents gain nutrition and cooking skills in the Winter Wellness evenings through well-attended XC family program. The OHS’ Basic Auto Class taught oil change, checking tires, tire rotation. These classes wax and wane in enrollment year to year. A local master artist teaches a glass art class, hands on with blow torches, metal and stone to HS a few committed learners. Evaluator observed very impressive master’s level one-on-one teaching of this skill and succumbed to the marketing pressure to buy glasswork from each student. While cacophonic, the music (keyboard/guitar/percussion classes) at East is a delight for

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new and experienced learners most of whom would not be offered music lessons outside XC.

 Feeder Schools: There are no newly identified feeder schools as all District buildings are served by the XC program. Each school building feeds into its own and the next level’s Xtreme Challenge Expanded Learning Program. In the sense that students who experienced positive programming at the previous level may enroll again, there is carry- over interest to the next level hoping for the help and stimuli the student experienced in the previous school’s after-school program. Increased and targeted marketing to former participants is an important effort continuously being emphasized though it also remains a challenge at the higher school levels.

II. DATA COLLECTION

All necessary data has been entered into and certified by the PPICS (Profile and Performance Information Collection System) for 21st Century Community Learning Centers. Specific data are discussed for each Measurable Object for the three major goals in Section I of this report. Additionally, the following elements are added per the guidelines for reporting:

 Recruitment: Student recruitment for North and East Elementary Schools were directed to the entire school(s) population as both are Title I. The evaluator evidenced (through files) invitations/letters to all parents each quarter at the elementary level. For the Middle and High Schools, letters were sent inviting all students who qualified for free/reduced meals and LAP classes. Site managers delivered personal invites to all students as they visited LAP classrooms at their school. Data on file include schedules for each period. Required data were filed in PPICS as required.

The best recruitment of students is high quality programs experienced by current and former participants, followed by word of mouth recommendations (with an added element of “cool” or “hip” stuff. School staff help increase marketing efforts as they experience students who need academic or social help.

While XC expects that each enrolled student will attend a minimum of 30-days (preferably 60 days), retention is an on-going problem for students of families with very complex lives. Incentives like field trip rewards for attendance, celebrations of the community formed and showcases from activities have enticed students to stay and increased parent participation. Still, in Spring, attendance typically wanes.

XC tracks and files attendance at all levels as documentation. Site managers fastidiously provide required data at end of each enrollment period. Family expectations for caring for their younger children often pull older students away when parents accept much-needed seasonal employment. Secondary students have sports, employment, studies and family responsibilities that call them away from afterschool programs. The list of students qualifying for Field Trips is filed with the data at each site. Alternative rewards for age level adaptations have been initiated as

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appropriate. For example, North Elementary students would not be safe at the water-slide park, so a more controlled water-play day is substituted at North as a more age-appropriate incentive activity.

Grades: Depending on the site level, grades are collected for reading, writing, language arts, communications, English, math, and science. Grades were contrasted to Xtreme Challenge’s measurable objectives to validate gains/losses in core content areas of reading, writing, math and science. Not all schools in the program give letter grades so some increases cannot decisively be measured. These exceptions are noted in the report.

Student Achievement Data: Measure of Academic Progress (MAP) assessment data was used to determine MS and HS qualifications for target populations sought whenever available. Again this year MAP data is used to measure academic growth if appropriate data could not be identified through grades. For students attending 30+ days this data was used in measurable objective reporting. Additional personal attention and check-ins are made by the Site Coordinators to students whom regular-school teachers refer to XC Program if grades or behavior need improving.

GPRA Summary 2014 Observations/Reports of Student Behavior and Attitudes for regular attendees by regular school teachers:

 Behavior Improvements school day teachers reported for regular attendees: East 48% improvement in behavior North 59 % improvement in behavior MS 59 % improvement in behavior High School 82% improvement in behavior  Increased ability to get along with others reported for regular attendees: East 48% improvement in ability to get along with others North 59% improvement in ability to get along with others MS 59% improvement in ability to get along with others High School 81% improvement in ability to get along with others  Increased participation in class and homework completion for regular attendees: East 57% improvement in participation and 53% homework North 48% improvement in participation and 50% homework (little homework due to age) MS 60% improvement in participation and 63% homework High School 92% improvement in participation and 92% homework  Increased academic performance for regular attendees East 72% improvement in performance North 80% improvement in performance MS 70% improvement in performance HS 100% improvement in performance  Increased Motivation for regular attendees East 42% increased motivation

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North 80% increased motivation MS 71% increased motivation HS 82% increased motivation

EXAMPLES influencing GPRA outcomes: The Middle School Baby Sitting Class (while not as popular this year since last year’s classes were packed) offered an energetic demonstration of behavior and positive attitude by Middle Schoolers for the children for whom they give care at home and in their neighborhoods. Students appreciate the “Kid’s Stuff Bag” given to them as the child care class goes on. Adding one thing each class, kits eventually have discipline coaching tips, stories, books, art materials, snack ideas/recipes, etc. at the ready for each middle school child-caregiver. Both the materials and these skills pay benefits beyond babysitting now as they will influence their parenting skills later in life. It was especially impressive to observe the MS boys’ enthusiasm in the childcare classroom and it was nice to see girls and boys having fun together while learning. Peanut Butter Play Dough…Yummy Fun! Plus, good babysitters make better parents! Attitudes change for the better due to information and skill.

Good examples of Student Behavior and Attitudes is from the HS “store students” Focus Group held each Spring. Omak HS has the student store located in the center of “The Commons” which bumps out from the busiest hall at OHS. Students are paid a small stipend for their work and are highly invested in product selection, preparation and cashiering. Students show excitement about “Marketing Meetings” where they decide the specials, what to order, etc. Each year it seems one especially engaged student chooses the Store as a Senior Project. The store is a privilege that exists at the high school, so students work to keep it profitable and available. As is true each year, there are students for whom the store made them more social, less isolated at school and got them more involved. The Coordinator is skilled at attending to kids who need this inclusion and experience. Samples of student comments over the five years:  “I wrote my first resume and filled out real applications here. With the store as experience, and the teacher recommendation, I got a job starting in June.”  “We learn a lot about business. We get training.”  “Employee Handbook and Emergency Plan preparation, while boring, taught us good business habits.”  “I noticed the Store helps increase the number of students who hang out in the Commons – so it is the cool place.”  Nearly every student interviewed mentioned Wendy, store “teacher/boss” now the HS XC Site Coordinator, as the person who knows them best and encourages them to persist.  Again this year, there were students for whom the Store is why they come to school.

Power Lifting Team (6 girls and 8 boys) attended their second time at State, placing 4th (girls) and 6th (boys) overall. Some individuals pulled 1st place awards. Local press makes note of the Power Lifting team as if it is a regular school-sponsored sport. In fact, it only exists because of Xtreme Challenge! It has become an important offering to kids that keeps them in school and attracts kids who don’t usually elect to participate in XC. One 2014 graduate, a champion power lifter, says that Power Lifting KEPT her there to graduate.

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Student engagement (active involvement in the classes) and student attitude (appearance of enjoyment) were factors observed on site with all staff reporting enthusiastically to the evaluator. Project Director experienced 9 observations and Evaluator did approximately 15 classroom observations. Qualitative data were primary outcomes from visitations and included:  East Garden student grew Spring lettuce for the cooks to include in the school day lunch!  Poignant story about a child in foster care blossoming in XC who then returned to her home, stopped XC and “shriveled up again.”  High School students ran their own special “Magic” (card game) tournament in the library after school. XC provided the needed special cards and the students did the rest! It was an exciting example of cooperative leadership and collaboration between students involved, the student leadership working with the Program Coordinator and the Library staff to hold the tournament in the school library. Notably, bright Middle Schoolers who practice this game with the HS students feel a sense of “belonging” in the HS library because they are invited to take part. Now there are 2 younger boys integrated fully into the HSers game appropriately. The older boys were kind but not patronizing. The first boy to play up from MS said this was the “best thing about school.”  Middle School distilled science, art, math, writing and reading into one class using cotton, old paper, fiber, seeds, water and a blender to produce homemade paper with seeds in it for growing!  High School XC students are hired in summer at the Elementary School for XC 4 week Program. They learn skills for work with children and to support local children’s programs. They earn a wage they are proud of and build community as they work.  An elder from the Tribes brought hides of real animals to the “Dead Animals” Class and the Animals, Animals class.  North enthused over “plastic bag ice cream.” Beautiful multi-cultural treats at East fed the school’s Family Night. Cooking teacher articulated to evaluator that her priorities are safety, nutrition and using commodities that students from poorer homes have available. Black bean burgers…Yummmmm! Eggs in many iterations help kids see nutrition possibilities based on the chickens around them at home.  Teaching sportsmanship is paramount in working together doing gym activities and while kids have music and dance experiences. Sportsmanship is an important skill in life whether kids join organized sports or not!  Power lifting and Fitness are popular and life-giving. The community at large is involved in the Winter Wellness sponsored by XC.  Diversity was modeled in learning Native American Arts and Culture classes taught by local native elders. Non-native students really enjoy learning about Indian traditions.  Samples of comments heard this year include: o “I made 2 friends here.” o “This is funner than the other school!” “This is gooder than watching tv and home cuz I get a snack here.” o “I am not afraid to read out loud here.” o Activity teacher: “These are sweet kids and I know I make a big difference for them.” o (In Babysitting Class) “I know more important safety stuff now. I take it more seriously. The bag they give us is getting fuller with good stuff. Before I watched tv with the kids, now we do active stuff from the bag.” “The kids’ mom likes me now.”

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o “There are not so many silly rules in this class.” o “My gramma brings me here special.” (child is otherwise home schooled) o “I like gym. They tell us to get our wiggles out after school. Most teachers do not say that and I have lots of wiggles.” o “I like games in Spanish. Because of Bingo, I know my numbers in Spanish!

III. Findings Summarized Detail in Section I summarized as follows:

#1.1 Met Goal with Outcome: increase in Math Scores #1.2 Met Goal with Outcome: increase in Reading Scores #1.3 Met Goal with Outcome: increase in Writing Scores #1.4 Met Goal with Outcome: increase in Science where measured (not measured at North/not applicable for all Omak HS attendees) #2.1 Met Goal with Outcome: Attendance improved, Progress noted. #2.2 Missed Goal with Outcome: 60 day SECONDARY School attendance however, Progress was made. HS Program is in upward pattern after 2012 severe decline. #2.3 Met Goal with Outcome: elementary parents attend activities in excess of goal. #3.1, 3.2, 3.3 All #3 Measurable Objectives were met! All parent commitments were met through classes offered and approximately 90% of parents at conferences

Program Quality Assessment:

Xtreme Challenge uses a logic model to guide continuous improvement program-wide. Continuous qualitative data between all participants (Students/Parents/Teachers/Instructors/ Administration) provides input for guided changes and decision making at program and site levels. Instructors are both formally and informally evaluated by their site Directors and are encouraged to make useful/applicable professional development choices. Professional Development for teaching staff in XC is encouraged by the Program, District and building administrations. Instructor quality determines continuation of employment for all instructors.

Additionally, the external evaluator meets with almost all the instructors while doing site visits each year. When data indicates serious problems for the program goals and objectives, the external evaluator discusses problem areas with the Project Director. If deemed appropriate, the evaluator will interact with the site director about the problem and assist in the development of remediation planning with the Project Director and, if requested, with the problematic employee. Continuous quality improvement by all involved is a cornerstone of the Xtreme Challenge.

Site Visits: Both the External Evaluator and the Project Director conduct formal and informal site visits annually. All classes at all sites held were visited in Spring, 2014 over two days by the external evaluator. On other occasions, the Project Director observed at each site, usually in different classes each time. Drop-in visits by the Project Director happen regularly and are welcomed and on-going. Sites are open to permitted visitors looking at the programs and are at ease about asking for assistance with specific concerns as they arise. The Project Director is exceedingly responsive to XC program needs at all levels! Again, Racie McKee’s relational context, developed over time with the Coordinators, building Principals and the community at

20 large is extraordinary and likely the most supportive contributing driver to program quality and success.

IV. Discussion

Strengths: Students have safe, secure environment with stimulating learning activities and Community Partnerships are strong for the XC Program primarily due to:  Sustained belief in the power of project-based, experiential, hands-on learning model for ALL types of learners is at the heart of the Xtreme Challenge Program at all levels.  Program Personnel -- from the highly involved hands-on Project Director to the instructors to the custodial staff who accommodate outside-school-times learning to keep the program meaningful for kids and their parents and the community.  Developmental learning is constantly embedded in core activities of each class in appropriate ways for each learning level.  The Partnerships chosen for the Xtreme Challenge Program have withstood the test of time by this 5th year. Promising practices continue to be brought forward through the community partnerships as each one fulfills its mission in ways that are shared on behalf of children and youth in the Okanogan Valley. Partner organizations, parents/ guardians, instructors, contributing merchants, etc. – continuously participate TOGETHER in an attempt to serve children and youth for a better future.  Winter Wellness programs (Fit for Life, Hoofin and Woofin, Jingle Bell Jog, etc.) --with such a great turnout and so many people working together – give the community life!  Elementary Staff Trainings are opened to Paschal Sherman Indian School staff as well as XC program schools’ staffs whenever possible.  Ongoing continuous quality improvement for all classes and practices program-wide keep the program vital and energized for students in age-appropriate interesting learning activities with continuous quality improvement.  Local building “quirks” emphasize the fact that these classes do not look and feel like “MORE regular school after school.”  In the one elementary and the middle school, there is participation by home-school students which could be generalized across other levels of the program.  Appreciation is felt, expressed, shared and celebrated at all levels: Children, families, teachers and staff appreciate the XC Program! They choose to be there, and they speak up to keep it good and make it better!

Challenges:  Enrollment and retention: While numbers usually improve annually, XC had some dips this year. The biggest concern this year the middle school participation level.  The pull of extra-curricular school activities, especially sports and organized school activities, but even just leaving school grounds for studying or being “on the streets” continues to attract teens.  Professional Development still continues to be a challenge with such small staff. To be gone from one’s class is nearly impossible when there are so few adults in the program. Cancelling program is difficult because kids and parents rely on the program. Even for

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21 CCLC mandatory trainings, scheduling is difficult. Training staff in content areas is a challenge that influences hiring instructors. Omak’s remote location also inhibits the part time staff from trainings as travel is a significant time/fiscal commitment.  Increase participation of counter-cultural kids: The jazzier portions of Xtreme Challenge are marketed heavily to “counter-cultural” students in an effort to combat leaving school. The power-lifting program and the “Magic” tournament at the MS and HS are highly successful examples of classes that hold appeal for two segments of students not traditionally attracted to formal education.  Building on successes is difficult with personnel changes year to year. Building relationships with kids in the halls seems to be crucial to sustain enrollment.  XC should negotiate for the HS Leadership Class and some others, perhaps, to see how XC can insinuate itself into the after-school portion of what is already successful at the HS for more traditional kids. This has the potential to increase the demographic mix of student-types who enroll in XC over time.  As has been true all 5 years, Xtreme Challenge Coordinators and instructors express need for dedicated space in each building! STORAGE is a big problem at all 4 sites. All sites need space for materials as the programs build and acquire “important stuff!” As relationships with the school day teachers increase, teachers see the need and offer bits of “their” space to the XC’s staff. XC staff cars become traveling offices!  Privacy for individual consultation or behavior modification is a continuing difficulty because not reprimanding kids in front of others remains a concern for keeping the feel different from regular school, and is the right thing to do whenever possible.  With problem employees it is hard to let people go as the VERY part time “teacher” is not readily replaceable in Omak. \  Most of all, refunding is the biggest challenge!!

Recommendation for Improvements concerning Sustainability:

District funds remain stretched beyond reasonable limitations. The capacity of small school districts to serve their children in rural isolated places via enrichment learning programs continues to be stretched in the current budget constriction climate. Based on the State’s and the District’s budgets, this pressure continues into the foreseeable future. Sustainability is important for students who need safe, secure, challenging learning outside regular school times rather than go home to often sub-standard, unsafe and un-/under-stimulating environments. The Omak School District’s Xtreme Challenge program continues to explore alternatives in order to survive, let alone sustain. Local civic groups and the community in general would benefit from beginning to build transferable expectations into the community at large, rather than continuing to believe the Omak School District will be able to sustain the program long into the future on its own.

There is a continuing need to tell the story better and more frequently to the community. XC needs a Marketing Plan. News stories providing coverage of events, regular updates made to the School Board by students who benefit from the program, presentations to local community groups and local civic organizations --- and appeals to parents to speak to the importance of the Xtreme Challenge Program while needed, presume there is community money with which to fund XC.

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Especially this summer of 2014, the shadow of the worst fire devastation in the state’s history casts a long pall over economies of this large-in-size school district. Many families lost businesses, homes, precious possessions and livelihoods. Local resources have been tapped far beyond their limits. While the Omak HS Coordinator continues pointing out that some students would not stay in HS without Xtreme Challenge, the program has proven critical to community and district success due to the economic and social conditions in which the school district operates. The schools, the students and parents, await news of possible refunding of this powerful augmentation to local students’ education and development.

External Evaluation provided by: Mary Margaret Doherty 441 Hillcrest Dr. Port Angeles, WA 98362 Please note NEW contact information: [email protected] (360) 457 6219 (610) 952 6026 cell Retired, Dean of Omak Campus, and Retired, Director of Education and Employment Programs for Colville Confederated Tribes

Thank you again, for the opportunity to add real quality to the community through direct influence on the lives of local children, youth and their families outside regular school times. The Omak School District is stronger because of your high impact investment!

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