Omak School District 2013-2014 Washington State 21St Century Community Learning Centers (CCLC) Independent Evaluation

Omak School District 2013-2014 Washington 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% 1 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), Omak High School 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 2 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. 3 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.

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