Molokai LIVE

Program Evaluation School Year 2015-16 June 5, 2015 to May 26, 2016 Submitted on December 21, 2016 by: Laura R. Peterson, Program Evaluator

EXECUTIVE SUMMARY

The evaluation was designed to determine progress Molokai LIVE has made towards meeting objectives and to determine outcomes. It has been determined that significant progress has been made in all three of the project goals:

1. To support the education provided by the schools in meeting and further supporting student academic development. 2. To develop student interest and aspirations through enriched learning and college and career readiness. 3. To partner with parents, community, and educators to expand student learning opportunities and support.

PROGRAM IMPLEMENTATION

⋅ Molokai LIVE was open 16 hours a week, 5 days a week, and 7 weeks over summer 2015, and after school 21 hours a week, 5 days a week, and 38 weeks over the 2105-16 School Year. ⋅ Students were supported as never before, with 174 students served during the Summer of 2015, and 336 students served during the 2015-16 School Year. ⋅ The average increase shown by both 30-day and 60-day attendees was 71% in reading and 47% in math on school universal screeners. ⋅ There were 9% more 60 day attendees that showed growth in Lexile scores and 17% more 60 day attendees that showed growth in math measures than 30 day attendees, indicating that longer attendance in the program leads to more student improvement in reading and math. ⋅ Of the regular attendees, students showed improvement in reading/language, math, and behavior in increasing percentages for 30, 60, and 90-day students (with the exception of 90 day students in math), according to teacher reports and student grades. ⋅ Various Enrichment classes were offered in the categories of Arts and Music and Physical Activities in order to engage students. ⋅ College and Career Readiness supports were offered in the academic class categories of STEM, Tutoring, and Homework Help, as well as a Parent/Student Academy. ⋅ Molokai LIVE engaged 155 adults and family members in various programs. In addition, one-time events became a venue for increased parent and family participation with events such as the twice-annual Family Fair. ⋅ Event surveys consistently reflect high satisfaction, for example in the Parent/Student Academies, 95% expressed high levels of satisfaction with the monthly academies, including overall level of satisfaction, comfort with the college process, and impact on college planning. ⋅ Administrators gave positive feedback for collaborations with the principals and staff, especially excelling in the areas of including students and parents, communicating with all stakeholders, inclusion in decision- making, and timely and appropriate responsiveness. ⋅ The core team continued to cultivate 14 Partnerships to ensure growth and success of the program. ⋅ Molokai LIVE provided extended hours into the evening for Family Learning time. ⋅ Molokai LIVE employed 10 staff members over the summer, 22 in the fall, and 15 in the spring, plus volunteers. Both staff and volunteers consisted of school day teachers, non-teaching school day staff, community members, students, and parents. ⋅ Between the adjacent public feeder schools of MHS and MMS, Molokai LIVE served 68% of the student population, reaching the 60% goal for this reporting period (not including the private school Aka‘ula). ⋅ Including Aka‘ula, Molokai LIVE served 48% of the total student population, an increase from 44% of total students from last reporting period (14-15 SY). ⋅ Just over 20% of enrolled students attained 30-day participation, meeting the 20% goal for this reporting period. ⋅ The demographic information collected reflects the student population, with the students being 81% Native Hawaiian, 15% Filipino, 3% White and 1% Other. ⋅ Molokai LIVE also served Males, Females, English Language Learners, and Special Education students consistent with school population percentages. This indicates that all populations were served and felt welcome.

EVALUATION SUMMARY

Results will be utilized in order to address challenges for this reporting period:

1. Hiring and retention of personnel for program needs and development. 2. Limited student participation in enrichment class offerings. 3. Building “Family Engagement and Empowerment” to support student learning and achievement. 4. Effective communication about program activities and events that increase participation. 5. Opportunities for student internship, job shadowing, and employment are limited due to the socio- economic factors within the community. 6. Systems in place that expedite timely formative (quarterly) program data.

MAJOR FINDINGS AND RECOMMENDATIONS

Recruitment:

Activate interest by utilizing social media with the Molokailive.com website, a Facebook page, and a quarterly Molokai LIVE Newsletter in order to increase participation.

To continue to forge partnerships with MHS teachers and athletic department coaches in order to increase high school participation (11% less than middle school) as a requirement or incentive from within the school.

Continue with efforts to innovate pathways for Aka‘ula participation such as hosting a remote site and inclusion in activities that lead to increased student opportunities.

Program Offerings:

Innovate and restructure the delivery of enrichment offerings in order to boost participation in classes. Try a variety of engagement opportunities for students and experiment with setting, length, duration, and frequency.

Incorporate into program planning for classes the concepts of learning new skills for females and sharpening skills for males (from Summer 2015 student survey). 3

College and Career Readiness:

To increase college and/or career transition services in order to boost participation of high school seniors (10% of total students served compared to 16-21% of other grade levels), and high school students in summer school.

Retention:

Consider shorter run classes as well as new classes each quarter; as long running classes decrease in attendance as the year progresses.

Track matriculation of students from class to class within the program in alignment with grant goals.

Capitalize on the feelings of safety (54% MMS, 20% MHS) students find while in the program through the continuation of strategies such as selling snacks, signing in, ample options for seating, patrolling hallways, and having small adult to student ratios.

Personnel:

Restructure position duties, offer workshops rather than classes, create student internships, and publicize and recruit committed volunteers in order to meet personnel challenges.

Continue to provide additional supports (in the form of personnel that can accomplish selected tasks) for the site coordinator, freeing time to continue the high level of support for instructors.

Train staff in relationship building strategies appropriate for high school students in order to increase indicators for “a sense of belonging” with this age group (from “I sort of like the program, it’s okay” to “I really like the program, it’s great”). Also for this indicator, build up social opportunities for enrichment that appeal to high school students.

Family Engagement:

Create more opportunities during the program’s Family Learning Center time to include College Bound Families workshops, individual or small group support, STEAM Emporium, typing, reading skill building, and technology classes in order to build family engagement.

Evaluation:

Significantly (10%) more students improved grades in both math and language arts when they had 30 days of attendance accrued by the Fall term rather than the Spring term. This suggests that early regular attendance in Molokai LIVE is more likely to favorably impact grades, underscoring the importance of timely formative data in order to make program improvements

4 PROGRAM DESCRIPTION ORIGIN

In its second year, Molokai LIVE continues deliveries at its designated sites: Molokai High School, Molokai Middle School, and Aka‘ula School in a collaborative effort to support the school’s academic and student focuses. MHS and MMS are the only public schools responsible for secondary education on Molokai. Aka‘ula School, a private school serves students in the 5th - 12th grade. Molokai LIVE is based in the library shared by Molokai High School and Molokai Middle School less than one mile away from Aka‘ula School.

The 2015-16 combined enrollment was 336 students, of which the largest ethnic group was Native Hawaiian (81%), followed by Asian (primarily Filipino) (15%), this data approximately mirroring Molokai’s population of 7,258 residents (2010 U.S. Census). There were also 155 adults and family members served, both in classes and family College and Career Readiness events.

Rural and isolated, Molokai has a unique set of strengths and barriers that set it apart from the rest of the state. The island has earned a statewide reputation for fiercely protecting its resources and a lifestyle rejecting of industry and tourism. At the same time, the educational system is tasked with helping the students on Molokai catch up in 21st Century educational literacy and preparing students to participate in the larger global community. The barriers of economic hardship, limited life experiences, and the deprivation of enrichment opportunities further isolate students and impact student achievement opportunities.

GOALS

Molokai LIVE’s overarching goal is to build strong partnerships within the community to create and sustain a Molokai Certificate program linked to job, career, and college readiness. The foundation of the program is community centered and focused on community building by investing in our youth’s preparation for career and/or college. In support of this vision, the program design addresses:

This is aligned with the United States Department of Education 21st CCLC goal to “…provide students with academic enrichment opportunities along with activities designed to complement the students’ regular academic program,” including:

⋅ Offering families of students literacy and related educational development ⋅ Providing a range of high-quality services to support student learning and development ⋅ Providing a safe environment for students during non-school hours or periods when school is not in session

WHO Attends Molokai LIVE?

167 169

males females

Axis Title

58 69 57 65 53 34 7th 8th 9th 10th 11th 12th

number of Molokai LIVE parcipants by grade level

CLIENTS

The total number of students served for School Year 2015-16 is 336, which represents 68% of all secondary students in school on Molokai. The number of students by grade level comprises 72% of the student body of Molokai Middle School and 63% of the student body of Molokai High School. The increased percentage of participation at the middle school is due in part to mandatory homework help provided by Molokai LIVE as part of the popular UPLINK after-school program. Aka‘ula School has a student body of 36 secondary students. Three students, or 8.5% of the student body participated in Molokai LIVE. This is perhaps due to the historical lack of collaboration between public and private schools, the longer Aka‘ula school day ending at 3:30 pm, and the 20 minute walk from Aka‘ula School to the Molokai LIVE program.

Of the 336 students, 169 males and 167 females, the most prevalent racial/ethnic group is Native Hawaiian at 81%, followed by Asian/Filipino at 15%, 3% White, and 1% Other. The Other category contains all racial/ethnic groups that were identified with three students or less. The student demographics are an accurate reflection of the island as a whole.

Of these students, 6 (2%) have Limited English Proficiency, and 45 (13.5%) have been identified as IDEA under the law. These numbers are consistent and reflective of the demographic percentages of gender, ELL, and Special Education at both Molokai Middle and Molokai High. For the 15-16 School Year, all public school students qualified for Free and Reduced Lunch status as part of a Hawaii Department of Education and Department of Agriculture pilot program for economically disadvantaged areas. “To qualify for the Community Eligibility Provision program, a district, grouping or school must have a minimum of 40 percent or more of its students eligible for free or reduced-price meals through the National School Lunch Program” (www.hawaiipublicschools.org). For this reason, the data regarding FRL percentage (100%) is not a true representation, although the percentage is usually in the high 70s (traditionally high) in the community.

Summer Program 2015; Molokai High School campus

Freedom Schools’, Molokai CORAL funded by the Native Hawaiian Education Council grant offered its first of a 3 year award to provide summer programming for students K - 12 on Molokai. As their monies and design provided for an extensive summer offering, Molokai LIVE optioned to partner with CORAL to provide literacy skill building to their secondary students rather than compete and divide the benefits and opportunities that both programs had to offer. All CORAL 6 - 12th graders were offered one hour of daily Achieve 3000 reading comprehension and writing skill building. In addition, Molokai LIVE offered its Football Scholars fitness and academic skill building summer program during the last weeks of July.

The total number of students served for Summer 2015 is 154, again with the prevalent racial/ethnic group of Native Hawaiian, followed by Asian/Filipino, then White, and then Other. The sample of demographic information obtained reflects accurately the demographics of the School Year Program. The sample also shows similarities (within 2% range) in both of the percentages of Special Education and English Language Learners (ELL):

⋅ Summer Special Education 12%, School Year Special Education 13.5% ⋅ Summer English Language Learners 0%, School Year English Language Learners 2%

Again, these numbers are consistent and reflective within two percentage points of the demographic percentages of ELL, and Special Education at both Molokai Middle and Molokai High.

Molokai LIVE, Summer Program served grades three through twelve. The average number of students representing each grade level decreases as the students increase in age. The average is 17 students per grade level for elementary, 15 students per grade level for middle school, and 12 students per grade level for high school.

MATERIALS AND RESOURCES

The program materials used were primarily those purchased to support student academic learning; computers, iPads, printer, and supplies for student projects. Sound and projection equipment were used for the larger functions and events such as the monthly College Bound Families workshops, Ohana Nights spotlighting specific student learning focuses, and the bi-annual Family Fair events.

Molokai LIVE is funded solely by the 21st CCLC grant and relies on the use of the high and middle school facilities and resources for its program operations and deliveries. Molokai High School has provided the program with office space and the use of the library, classrooms, cafeteria, weight room, gym, outdoor courts and athletic fields. The program also uses the school’s copier, computers, and equipment to supplement our own resources. School administration, counseling, faculty, custodial, and support staff provide assistance and support as needed. The success of Molokai LIVE is largely due to the support, cooperation, and collaboration between Molokai High and Molokai Middle Schools with the program.

Program funds are used primarily for personnel, equipment, supplies, and off island travel for student experience and exposure. Expenditure of funds are aligned with the program goals and objectives and comply with both the DOE and 21st CCLC fiscal spending requirements.

The program activities supported the goal of the program in preparing students for jobs, college, and careers. All program activities are voluntary for student participation and include: Academic Support: Daily Study Hall with tutoring and 1 - 1 academic mentoring, athletes academic support (Football Scholars, Girls’ Volleyball), and project based support for Science Fair and National History Day; Enrichment and STEM Classes: VEX Robotics, Chess, Sewing, Graphic Design, Media Arts, Community Band, Wushu-Kung Fu, Tai Chi, Fitness and the Zone, and Cheer 4 Life. Also for College and Career Readiness; College Bound Student classes and College Bound Families workshops.

Molokai LIVE earmarked funds specifically for student travel due to the importance of exposing students to different opportunities not available on our island and in preparing them for levels of competition and excellence being achieved within our state to aid them in being college and career ready.. (for enrichment activities and to 8 provide opportunities for College and Career Readiness advancement.) Events such as the VEX Robotic ECUH Maui Tournament, VEX Competition Oahu, VEX State Championship Oahu, Cheer 4 Life Maui College Trip, Scholastic Chess Federation Tournament Oahu, President’s Sectionals Scholastic Tournament Oahu, and 2 Oahu College and Career Explorations were just some of the opportunities.

The procedures followed by staff were under the direction of the Site Coordinator and addressed general student safety, engagement, and accountability to program and class goals/objectives. The program continues to refine staff and program procedures. In addition to orientation, FERPA training, and compliance training, staff was provided with opportunities for enrichment, including “Restorative Justice,” “Engaging Families in Career and College Readiness,” and “Most Likely to Succeed.” The program utilized web trainings offered by the 21st CCLC Program Manager as appropriate to the program and staffing needs.

The program was administered through the guidance of the Project Director, responsible for monitoring Molokai LIVE to ensure that programs are being implemented with fidelity. The Project Director, along with the Site Coordinator monitor all aspects of the program, including (from the 21st CCLC Sub-grantee Handbook): ⋅ Program occurrence; program development and schedule of deliverables ⋅ Student enrollment; daily program attendance to classes, deliveries, and events ⋅ Student engagement; measured by attendance and utilizing student interviews, evaluation, and surveys. ⋅ Alignment/congruence to school day; assessed quarterly in principal meetings with MHS and MMS and bi-annual meeting with principals from Aka’ula ⋅ College and Career Readiness; success and attendance of the College Bound Students ⋅ Improved academic achievement in math, reading and science; screener results in math and reading

STAFF AND OTHERS

Who&works&at&Molokai&LIVE?&

Summer&2015&Staﬀ& School&Year&2015/16&Staﬀ&

Other&Non/ Teaching& Volunteers& School&Day& & Staﬀ&&

School&Day& School&Day& Teachers& Teachers& Community& Community& Members& Members& & Parents& Parents& & Volunteers&

Summer 2015 (June 8 to July 28, 2015): 10 employees and 4 volunteers Fall 2015 (July 29 to March 15, 2016): 22 employees and 1 volunteer. Spring 2016 (March 16 to May 26, 2016): 15 employees and 1 volunteer.

Staffing was comprised of instructors, tutors, program administrators, and support personnel. The summer program deliveries spanned 7 weeks, Monday - Friday for 16 hours a week. During the 2015-16 school year, the program operated Monday - Friday for 21 hours a week, for 38 weeks. Instructional staff worked between 4 and 17 hours a week as Part-time Teachers, hours dependent on classes, responsibilities, and deliveries.

Program monitoring and technical support were provided by 21st CCLC Project Manager, Daniel Williams of the Hawaii State Department of Education through face-to-face meetings, informational webinars, monitoring calls, and supported with resource materials. Complex-level oversight and monitoring was provided quarterly by Specialist Alison Place, along with the guidance of the program’s Advisory Council comprised of the MHS and MMS School Community Councils (consisting of administrators, parents, teachers, students, support staff, and community members) during their monthly meetings.

Partnerships are a strong component and focus of Molokai LIVE. For both the Summer and School Year 2015-16, the dedicated partners helped to support the program’s development and goals. The partnerships are as follows:

Academic Support for students: Americorps volunteer mentors/tutors, Molokai High School Response to Intervention grant provided tutors as well as referral of students for services. MMS UPLINK utilized the academic support of Molokai LIVE for “targeted at risk students.”

College and Career Readiness (CCR) for students and their families: Early College High School Grant at MHS, Ho‘oku‘i Native Hawaiian college financial aid, Ke Kukui Mohala college information program for students and parents, Running Start dual credit college program, and Upward Bound college exploration program provided resources and student referrals to our program services. University of Maui College, Molokai Campus provided resources and college prep presentations to our students and families during our College Bound Families monthly workshops. MMS UPLINK also provided funding support and worked with Molokai LIVE on several of the College Bound Families workshops that were pertinent to middle school families. Molokai LIVE worked together with Molokai College and Career Tour Club students prior to their mainland tour to help maximize student preparation and opportunities for learning by offering CCR instruction and presentation skills. Alu Like and the state Department of Labor provided resources and were a part of the discussion to develop the CCR classes and development of Molokai LIVE’s internship program.

Enrichment Opportunities for students: Molokai Arts Center provided instruction in the arts and resources for our violin classes. MMS UPLINK provided funding support and worked with Molokai LIVE to provide the bi-annual Family Fair, a family learning event showcasing student work. Molokai High School Athletics Department provided resources to help the program develop and support student fitness and core strength building. Na Pu‘uwai Native Hawaiian Health Care, Kumu Farms, and Sustainable Molokai/Food Corp provided resources that supported student wellness and nutrition.

Summer Program: Molokai LIVE partnered with Freedom Schools’ Molokai CORAL summer program to offer literacy skill building support.

EVALUATION DESIGN & RESULTS

PURPOSE

The program evaluation was designed to determine the impact of the 21stCCLC program on student success, as measured by student grades and teacher surveys. A formative evaluation cycle ensured progress towards meeting objectives and to determine outcomes. The program goals: 1. To support the education provided by the schools in meeting and further supporting student academic development. 2. To develop student interest and aspirations through enriched learning and college and career readiness. 3. To partner with parents, community, and educators to expand student learning opportunities and support. 4. To prepare students for post high school graduation success in entering college and career opportunities.

Evaluation was conducted to assure quality, effectiveness, and inclusiveness of the program. This annual evaluation encompasses the first full year of program. The evaluation from last year served as formative data to improve program implementation in the first full year of the 2015-16 School Year.

PLAN

Implementation Evaluation Plan - The core team met monthly with the evaluator to discuss:

⋅ Whether the grant was being implemented as planned in the grant application ⋅ Challenges implementing the program ⋅ Updates on community-based partnerships ⋅ Whether program activities were interesting and valuable to students, teachers, administrators, and community partners ⋅ Reviewed data to develop "next steps" in meeting identified needs and areas of identified focus based on program goals

Outcome Evaluation Plan – The outcome evaluation addresses eight program outcome indicators, based on four objectives established by the U.S. Department of Education for the 21st CCLC program. The objectives are as follows:

The eight program outcome indicators are as follows:

From Objective 1, Student Benefits, the students will: 1 Show improvements in school attendance and classroom performance.

From Objective 2, Range of Services, the program will: 2 Offer high-quality services in at least one core academic area. 3 Offer enrichment and support activities. 4 Establish and maintain partnerships. 5 Offer services to family members of students enrolled in the program. 6 Offer services both during the school year and when school is not in session.

From Objective 3, Greatest Need, the program will be: 7 Located in a high-need community.

From Objective 4, Academic Improvement, the students will: 8 Demonstrate academic improvement.

SCHEDULE

For each outcome of interest, at minimum the following data is collected, utilizing the specified instruments and schedule:

From Objective 1, Student Benefits, the students will show improvements in school attendance and classroom performance. ⋅ Data Collected: teacher-reported improvement in attending class regularly and classroom behavior ⋅ Instrument: teacher surveys, distributed and collected by evaluator ⋅ Schedule for collection: April – May

12 From Objective 2, Range of Services, the program will offer high-quality services in at least one core academic area. ⋅ Data Collected: offer high quality services in at least one core academic area, such as reading and literacy, mathematics, and science ⋅ Instrument: class descriptions (example below), attendance records, provided by administrative team ⋅ Schedule for collection: August, October, December, March, May

Sample of Class Description:

From Objective 2, Range of Services, the program will offer enrichment and support activities. ⋅ Data Collected: Program schedule of enrichment activities such as art, music, technology, and recreation and academic support (activities such as academic assistance) ⋅ Instrument: Program schedule of deliveries, class descriptions, attendance records (example below), provided by administrative team ⋅ Schedule for collection: August, October, December, March, May

Sample of Attendance Record:

From Objective 2, Range of Services, the program will establish and maintain partnerships. ⋅ Data Collected: evidence of community collaboration in planning, implementing, and sustaining programs ⋅ Instrument: program planning documents (collaborations in red below) and meeting minutes provided by administrative team ⋅ Schedule for collection: Monthly Evaluation Meeting

Sample of planning meeting for Parent Academy:

From Objective 2, Range of Services, the program will offer services to parents and other family members of students enrolled in the program. ⋅ Data Collected: Activities and Events that offer services to parents and other family members enrolled in the program ⋅ Instrument: flyers, class descriptions, event logs (see Family Fair and Scholarship Saturdays below), and attendance records provided by administrative team ⋅ Schedule for collection: Monthly Evaluation Meeting

14 Sample of Event Log showing Family Fair and Parent Academy:

From Objective 2, Range of Services, the program will offer services at least 12-16 hours per week on average during the school year and provide services when school is not in session. • Data Collected: Program schedule of classes showing days, times, and frequency for school year and deliveries provided when school is not in session, such as during the school intersessions and summer • Instrument: Program schedule of classes, flyers, class descriptions, event logs, and attendance records provided by administrative team • Schedule for collection: Monthly Evaluation Meeting

Sample of flyer for summer offerings:

From Objective 3, Greatest Need, the program will be located in a high-need community. ⋅ Data Collected: Demographic information (title 1 data and free or reduced school lunch) ⋅ Instrument: attendance data, feeder school demographics collected by evaluator (formative sample below) ⋅ Schedule for collection: August, December, May

From Objective 4, Academic Improvement, the students will demonstrate academic improvement. ⋅ Data Collected: Semester 1 and Semester 2 reading/language arts and/or math grades, reading and math universal screener scores ⋅ Instrument: report cards collected by evaluator (and then compiled, see below), Achieve 3000 and STAR Renaissance scores ⋅ Schedule for collection: December, May

In addition, there were other instruments administered at the direction of the Program Director, and executed by the Site Coordinator and class instructors, such as event surveys, class surveys, instructor evaluations, and observations. Also, partners or third parties administered evaluations containing information useful to determine program results. These sources shall be cited in this report. In addition, the evaluator conducted stakeholder interviews.

IMPLEMENTATION

The grant application (screenshot below) contained the three overarching goals of ownership, preparedness, and persistence/perseverance:

In addition, the grant application (edited screenshot below) contained the three areas of emphasis, including Assuring Academic Achievement, Practicing Problem Solving and Planning, and Integrating Investment Interests:

Conference Calls between the Grantee (State of Hawaii) and Sub-Grantee (Molokai LIVE) dated 3/7/16 and 5/10/16 detailed program implementation details that support both the overarching goals and areas of emphasis. First, excerpts from the Notes/Comments:

⋅ Program implementation is meeting expectations and student enrollment and participation is growing. ⋅ Program offerings are of high quality and provide students great opportunity to have a variety of high quality offerings. ⋅ Program offerings are providing real world experience and giving students opportunity for perseverance. ⋅ Program is continuously looking to see it can assist school with its school improvement efforts by providing offerings that are needed. ⋅ Program is offering professional development for program improvement. ⋅ Project Director is continuing to use Program Observation Form and is using it to help provide feedback for improvement.

Secondly, from the Commendation Section:

⋅ Program offerings are of high quality, provide students great opportunity to have a variety of high quality offerings and professional development is being provided.

In addition, there was an Application for Additional Funding submitted for expanded STEM, Summer Bridge, College/Career Readiness, and Professional Development opportunities. For the purpose of the 2015-16 School Year, the funds were granted to support a full summer program as described below:

There were several instruments utilized (and shared with permission) to gauge whether program activities were interesting and valuable to students, teachers, administrators, and community partners. Starting with Summer Program 2015, sources of data are the Children’s Defense Fund (CDF) Freedom Schools National Assessment for the academic program in collaboration with Molokai CORAL, as well as internal pre and post surveys for the enrichment programs of Fit for Life and Football Scholars.

The CDF Freedom Schools overview of program impact for Hawaii consisted of two sites, one in Kona, Hawaii, and the other Molokai LIVE. Out of the total number of students surveyed, the Molokai LIVE student count (unknown if they were all surveyed) made up approximately half. The academic outcomes were as follows:

In terms of socio-emotional skills, the outcomes were as follows:

Finally, parent perception regarding the Summer Program was as follows:

Also for Summer Program 2015 internal pre and post surveys for the enrichment programs of Fit for Life and Football Scholars asked among other things about the General Learner Outcomes (GLOs). The GLOs ask how often students:

1. Take responsibility for learning 2. Work with others to achieve a task 3. Demonstrate critical thinking and problem solving skills 4. Communicate effectively 5. Use technology effectively and ethically

Findings from the internal survey include:

20 ⋅ While the majority of the Fit for Life group (all girls) signed up in order to learn something new, the majority of the Football Scholars group (all boys) signed up in order to sharpen skills. ⋅ While the majority of the Fit for Life group rated themselves as utilizing the General Learner Outcomes consistently, the majority of the Football Scholars group rated themselves as utilizing the General Learner Outcomes usually. ⋅ Particularly notable was the 9% increase in the Football Scholars responses from pre to post in how often they perceived themselves as consistently working with others to achieve a task.

For School Year 2015-16, the Data Summary shared from a UH School of Social Work survey reflected whether program activities were interesting and valuable to middle school and high school students separately. The majority of MMS and MHS students reported that they:

1. Started attending the program in August 2. Attended three or more days per week

These facts establish that the same students are there the entire school year, and attending the afterschool program more days than not. These circumstances are perfect for the goal included in the original grant proposal that specified that 75% of the participants will matriculate into other LIVE activities and/or courses or training programs provided by partnering agencies and groups. This may have happened already, however that data was not tracked for the 2015-16 School Year.

While the majority of students would otherwise be at home with a parent or other adult, 10% of middle school students and 20% of high school students would be home by themselves. However 54% of MMS students and 20% of MHS students reported feeling A lot safer when they were at the program.

Enthusiasm diminishes for the high school students. While the majority of MMS students chose I really like the program – it’s great!, the majority of MHS students chose I sort of like the program – it’s okay. A factor may be the partnership between Molokai LIVE and Uplink for the middle school program, where Uplink provides a multitude of enrichment opportunities ranging from sports to cooking in addition to the homework help portion. For the high school program, the bulk of participation is with academic study hall.

I"agree"a" I"agree"a" I feel like I belong here li-le..." LOT!" " I feel like " my ideas count here " I feel like I am successful in the program " This place is a comfortable place to hang I feel like out I matter" here "

Similarly, the Sense of Belonging diminishes for the high school students. Higher rates of MMS students indicated that they Agreed a lot with the statements illustrated above. For the same descriptors higher rates of MHS students indicated that they Agreed a little. The same perceptions for both schools held true for Climate and Culture. Indicators such as people caring about each other, students helping each other, positive relationships between adults and students, and feeling more like a part of the larger school were rated higher by middle school students.

There were other instruments administered such as event surveys, personal interviews, Molokai LIVE instructor evaluations, and administrator evaluations to gauge whether program activities were interesting and valuable to students, teachers, administrators, and community partners. Some highlights are as follows:

⋅ The event surveys consistently reflect high levels of satisfaction with events, for example:

!!!Parent/Student!Academies!

! 95%!! Expressed(high(levels(of( sa1sfac1on(with(the(monthly( academies,(including:( • Overall(level(of( sa1sfac1on( • Comfort(with(the(college( process( • Impact(on(college( planning(

⋅ 85% of the instructors reported a spectacular level of support from the site coordinator

22 !!!The!Molokai!LIVE!Team!

! 85%!! of#the#instructors#reported#a# spectacular*level#of#support# from#the#site#coordinator#

⋅ 80% of the instructors reported indicators of student improvement in social, emotional, or cognitive development. w w w

How do you believe that VEX Robotics has made a difference? “It has made stronger the skill of working together as a team to get stuff done.”

How do you believe that Chess Club has made a difference? “It has helped me exercise critical thinking, and it has also helped me to make new friends that share my interests.”

w w w

⋅ Administrators “strongly agreed” that Molokai LIVE collaborated with the principals and staff at each site, and excelled in the areas of including students and parents, communicating with all stakeholders, inclusion in decision-making, and timely and appropriate responsiveness.

w w w

Did Molokai LIVE program delivery support the school academic focus? “Absolutely. Through student supports to assist in reading and math, academic support provided through technology…In addition, enrichment classes provided for student interest. I appreciate all of the classes that have been created for all students. I also appreciate the collaboration and communication…”

What differences were noted at the school as a result of having the after school program? “Students enjoyed academic support and the ability to explore such things not limited to culinary arts, art, screen printing, and sewing. The academic support and exploratory opportunities have been a huge highlight for our students.”

w w w

Plans to ensure effective program implementation for the 2016-17 SY include addressing challenges faced by Molokai LIVE for the 2015-16 SY:

1. Challenge: Hiring and retention of personnel for program needs and development: ⋅ Vacant program positions due to limited work force on island, limited hours and seasonal nature of work, skill set required, and working with the challenges presented by adolescents. ⋅ Lack of teachers willing to work after school to provide academic support and enrichment.

Resolution: ⋅ Innovate and reclassify position duties to simplify skill sets required so that more people are qualified to apply and can be trained if suited and interested for account and program clerk positions. ⋅ Offer workshops vs classes as instructors and students value having time and are not always available for commitment to longer stretches of time. ⋅ Create student internships within the program to mentor students and potentially enable student employment within the program. ⋅ Publicize and recruit committed volunteers with skill sets that are suited to adolescent interests.

2. Challenge: Limited student participation in enrichment class offerings. Students are not interested in making a commitment to learn and develop skills but are willing to “try” something of interest to them.

Resolution: ⋅ Innovate and restructure the delivery of enrichment offerings. Trial a “STEAM Emporium” for a semester located in the school cafeteria with multiple engagement offerings for student shoppers. The atmosphere would offer students a place to socialize with live or taped music while enticing them to stop at tables to play Chess, create something in the Makerspace, do a bit of art, sew something, play educational computer games in a daily challenge, learn to sing and play a new song, and/or enter a quarterly “Research It” forum for discussion and project development toward a chance to win a donated “computer”. ⋅ Classes would be developed so that there would be something new everyday for “dabblers” and advanced work for engaged students. Note: Classes such as College Bound, etc. would follow a traditional delivery due to the nature and purpose of the class. ⋅ Open a cafe with baked goods and smoothies created by the culinary class and operated by student interns as part of building their college and career readiness resumes.

3. Challenge: Build “Family Engagement and Empowerment” to support student learning and achievement. ⋅ The “one stop shop” concept of service delivery for family engagement is not always sufficient to produce the outcomes desired. Also, ELL families are not always comfortable within the general population due to language, cultural, and skill development barriers and therefore do not attend many of the meetings, functions, or events that would give them the information and opportunities that could be beneficial.

Resolution: ⋅ Innovate and create more opportunities for relevant services to be delivered during the program’s Family Learning Center. Continue to offer general College Bound Families workshops with additional individual or small group support offered by appointment during the Family Learning Center. ⋅ Offer the STEAM Emporium for one night a week during the Family Learning Center to encourage families to participate with younger siblings. Typing, reading skill building, and technology classes offered at the same time so that students and parents can increase their skills.

4. Challenge: effective communication about program activities and events that increase participation. ⋅ Informing students, families, and the community about classes, events, and program deliveries remain a challenge despite the efforts of the program to utilize the schools’ websites, posters on school and community bulletin boards, flyers given to students, articles in The Dispatch (weekly Molokai newspaper), and the school’s automated phone messaging system.

Resolution: activate interest, viewership and readership on a Molokai LIVE site, utilize the popularity of social media. ⋅ Created the Molokailive.com website in December to provide information about classes, events, and to showcase the program offerings. ⋅ Created a Facebook account and page for Molokai LIVE that has 123 followers that include students, parents, and the broader community. ⋅ Create a quarterly Molokai LIVE Newsletter featuring upcoming program deliveries, events and showcasing student learning, writing, achievement, and work.

5. Challenge: Opportunities for student internship, job shadowing, and employment are limited due to the socio-economic factors within the community. As internship and job shadowing are important for strong student resumes and required components of the certificate program, solutions must be developed.

Resolution: ⋅ Build internship and job shadowing opportunities with agencies and government. Create a directory of businesses and agencies in the community that align to different career pathways. Under the mentorship of the program, students will identify and build internship possibilities within the community. ⋅ Create internship possibilities within the program by planning for direct student involvement, learning, and contribution in program development.

OUTCOMES

The results of youth and program outcomes serve to address the program performance indicators established by the U.S. Department of Education for the 21st CCLC program. For Objective One, participants need to demonstrate educational and social benefits and exhibit positive behavioral changes. The Outcome Indicator is that Students participating in the program will show improvements on measures such as school attendance and classroom performance.

Teacher surveys assessed three components of homework/classwork completion and three components of classroom behavior, including attendance, for students that attended the program 30 days or more (considered 25

regular attendees). Teacher survey data demonstrates improvement in both homework completion/class participation measures and classroom behavior measures in increasing percentages for 30, 60, and 90-day students.

The$percent$of$regular$a0endees$that$ improved$in:$

% ! %! ! !% ! !% ! ! % 11%$$ % average!gain!per! ! increase!from!30!to!60! %!! to!90!day!program! par?cipa?on!! !30!DAY ! !60!DAY ! !90!DAY! ! !STUDENTS !STUDENTS !STUDENTS!

! For Objective Two, Molokai LIVE needs to offer a range of high-quality educational, developmental, and recreational services. The Outcome Indicators are as follows:

1 Offer high-quality services in at least one core academic area. 2 Offer enrichment and support activities. 3 Establish and maintain partnerships. 4 Offer services to family members of students enrolled in the program. 5 Offer services both during the school year and when school is not in session.

For Outcome Indicator one, Molokai LIVE reported STEM, Tutoring, Homework Help, and College and Career Readiness (CCR) academic activities. The largest scale academic activity is Homework Help, under which high school study hall and middle school study hall both fall under and share the same physical space. Tutoring was also held during that time. The majority of the 52 adult participants attended the Parent Academy (later renamed as College Bound Family) with their student to help prepare for College and Career.

When asked regarding academic area Bright Spots, the Program Director reported:

1. Academic Support: The success of the program efforts were seen in the growing number of referrals for struggling students to the program’s tutoring and study hall services by the school’s counselor, teachers, and parents seeking additional support for student learning. 2. Academic Support: The study hall support provided to the football boys helped to keep the majority of the team and the key players out of academic probation throughout the season. As a result, Molokai High won the eight- man MIL Championship against their archrival, Seabury Hall for the first time in the past five years. 26 3. College and Career Preparation ⋅ Students successfully completed Tier 1 of the College and Career Preparation identified toward the Molokai LIVE certificate ⋅ 2 separate groups of students who completed their College Bound classes traveled to Oahu for a College and Career Exploration ⋅ Cheer 4 Life students completed a college tour of UH Maui campus and 2 girls made a commitment to attend UH Maui with interest in the culinary program, where as they did not have any identified post graduation plans prior to the trip ⋅ Beginning in October, the program offered College Bound Family monthly workshops to help support the preparation of students and their families for college entrance. The majority of the participants were 1st generation college bound. ⋅ Scholarship Saturdays were offered from December through March to support and meet scholarship availability and deadlines.

For Outcome Indicator two, Molokai LIVE reported Chess, Sewing for Our Times, Brass & Woodwinds, Slam Poetry, Fit for Life, Tai Chi, Wushu Kung Fu, Community Band, Graphic Design, Media Arts, Simple & Focused (meditation), and Fitness the Zone enrichment activities. This section reported 23 Adult Family Member participants, although there was one class (Tai Chi) more popular with teachers and community members than students, and included many other adults. As reported by the Project Director the Bright Spots in the enrichment category were as follows:

⋅ Cheer 4 Life (Fit for Life): 23 students gained self-confidence, physical strength, and stamina through their dance routines, cheers, and built connections and bonding with each other and the community. The Cheer 4 Life class participated in cheering and dance routines at the football home games, pep and spirit rallies at the school, as well as in all of the community parades (Aloha Week and Christmas). The benefit of participating as stated by students: “The spirit that it brings back to the school. That’s what inspired me to join,” “We’re supposed to carry it outside and get people around us to be good spirited and happy at school and at home.” “I wanted to be a part of bringing spirit back to our school.” and Instructor Nicole Kahale: “It’s about self-esteem and confidence. I tell them that they’re ambassadors of goodwill and they’re actually the connection between the student body, the 27

athletic department and the community.” Following a tour of UH Maui College, an elderly couple conversing with some of the girls in the elevator to the restaurant for lunch, picked up the lunch tab unbeknownst to the group until it was time to settle the bill. The Cheer 4 Life girls asked permission of the restaurant to do a chant in Hawaiian to thank the couple and wowed the other guests as well with their style and sincerity.

⋅ Community Band students continue to perform for community events during Christmas, Earth Day, and the program’s Family Fairs, expanding the community’s musical exposure to strings and brass band sounds.

⋅ Art Integration provided design thinking and creation of student’s graphic prints onto wearable art. Students were able to participate in the Mamo Fashion Show on Oahu and walk the runway modelling their custom made scarves as accents to other local designer wear. The experience in helping to set up for the fashion show, being back stage, and on the runway within the local fashion industry was the highlight and culminating activity for the students. One of the students interested in art as a career, decided to use her talents in fashion merchandising as a result of her experiences.

For Outcome Indicator three, Molokai LIVE needs to establish and maintain partnerships. An outstanding strength of Molokai LIVE are the partnerships with the community in order to increase student, program, and community success. Community partners included Freedom School’s Molokai CORAL for the implementation of the program’s reading skill development during CORAL’s summer program; UH Maui, Molokai Campus, UPWARD Bound, Interval House (Americorps), and Molokai High School Counseling Dept. for continued student development and support for College and Career Readiness; Sustainable Molokai, Food Corps, Alu Like, and Hawaii State Department of Labor for the development of the certificate program; and the Molokai Middle School UPLINK Afterschool Program for College Bound Family workshops, Family Fairs, and other joint events.

For Outcome Indicator four, Molokai LIVE needs to offer services to family members of students enrolled in the program. The school library resources and classes in Band, Sewing, and Graphic Arts were available to parents and other family members through the program’s Family Learning Center on Tuesdays and Thursdays from 5:00 – 7:00 p.m. College Bound Families workshops held monthly from 5:30 – 7:00 p.m. helped students and their parents prepare for college entry. Topics included college search, financing college, scholarships, and tips from guest speakers with hands on activity based computer searches and informational scavenger hunts.

As reported by the Project Director the Bright Spots in family engagement were as follows:

⋅ College Bound Family workshops encouraged parents and students to work together on computers to research and complete college preparation worksheets and searches. Students and parents shared their findings to the group to expand and build awareness of information discovered and support of the process. ⋅ Family Fairs held in November and April drew an average of 235 participants to each of the events celebrating student learning. Student work, presentations, and performances were showcased, with interactive activities for the whole family that included art, video making, and educational computer games. The events also supported fundraising for student-involved activities at the high and middle schools.

Outreach to the Filipino community, the 2nd largest ethnic population on island to offer additional reading and academic skill building support for families began in March. With the help of the President of the Filipino Community Association and the high school ELL teacher, 10 families and their students attended a meeting on May 18 to discuss how the program could support their children’s educational goals. The meeting went well and participants were willing to work together to develop viable academic enrichment and support for their students.

28 For Outcome Indicator five, Molokai LIVE needs to offer services both during the school year and when school is not in session. Molokai Live provided 15 hours a week of services during our first summer program in June 2015 and 21 hours a week of program services to students and their families during the school year.

For Objective Three, Molokai LIVE will serve children and community members with the greatest need for expanded learning opportunities. The Outcome Indicator is that the program is located in a high need community, as evidenced by whether the school is eligible for Title I and has a high percentage of students eligible for free or reduced lunch. In addition to both of the public feeder schools being eligible for Title I, as stated in the Program Description section, for the 15-16 School Year all public school students qualified for Free and Reduced Lunch status and free bus services as part of pilot programs for economically disadvantaged areas. Over 74% of the total MHS/MMS students qualified for free or reduced meals before the beginning of the pilot program, during the 2014- 15 SY.

For Objective Four, participants will demonstrate academic improvement based on formative and summative assessments given throughout the school year. The Outcome Indicator is that program participants demonstrate academic improvement in language arts and/or math. Universal Screeners utilized by the high school reinforce teacher-reported and report card findings collected for federal data entry purposes. Achieve 3000 Lexiles and Renaissance Star Math scores from the fall and spring indicate the following:

⋅ The average increase shown by both 30-day and 60-day attendees was 71% in reading and 47% in math. ⋅ There were 9% more 60 day attendees that showed growth in Lexile scores and 17% more 60 day attendees that showed growth in math measures than 30 day attendees, indicating that longer attendance in the program leads to more student improvement in reading and math. ⋅ 90-day attendees were not calculated into these results, as there was too little data to support conclusions.

Summative measures also show students improved in both language arts and math based upon Semester 1 and Semester 2 grades. For language arts, 30% of the students that attended program 30 days or more, 46% of the students that attended 60 days or more, and 55% of the students that attended 90 days or more improved in their language arts grades. For math, 20% of the students that attended 30 days or more and 60% of students that attended 60 days or more improved in their math grades. Students that attended program 90 days or more did not show improvement in math grades.

The$percent$of$regular$a0endees$that$ improved$in:$

% ! !% ! %! ! !%! ! !% 35%$$ ! average!gain!in! % ! math!and!language! % arts!grades!per! ! %!! increase!from!30!to! 60!to!90!day! !30!DAY ! !60!DAY ! !90!DAY! aBendees! ! !STUDENTS !STUDENTS !STUDENTS! ! ! In addition to Observation Forms completed by the Site Coordinator, there is evidence of high quality programs as tied to alignment to the Regular School Day. Molokai LIVE is aligned to the regular school day in several ways. First, Molokai LIVE planning team is committed to the current DOE Strategic Plan goals of Student Success, Staff Success, and Successful Systems of Support, as well as the cornerstone of College and Career Readiness.

Another way that Molokai LIVE is aligned to the regular school day is providing opportunities to increase student success in schoolwide endeavors through classes and events. The SAT/ACT Prep and College Bound classes, for example, assist students in becoming College and Career ready. Teachers provide rationale as to how their classes link to helping students to increase College and Career readiness. Study Hall focuses on offering support to Common Core State Standards based school projects such as Science Fair and National History Day through collaboration with staff on timelines and due dates.

A final way that Molokai LIVE is aligned to the regular school day is by providing tier two supports on the Multi- Tiered System of Supports as part of the Comprehensive Student Support continuum. All three feeder schools, Molokai High School, Molokai Middle School, and Aka‘ula private school, have little to offer in the way of schoolwide support for both students that are struggling and students that need enrichment.

Tier two offers both students that are struggling and students that need enrichment services in small groups of 10- 15 students. Molokai LIVE had expanded the opportunities in all schools with targeted study hall services, and engaging enrichment opportunities such as those offered in VEX Robotics.

30 CONCLUSIONS & RECOMMENDATIONS

CONCLUSIONS

The evaluation was designed to determine progress towards meeting objectives and to determine outcomes. It has been determined that significant progress has been made in all three of the project goals:

1. To support the education provided by the schools in meeting and further supporting student academic development.

2. To develop student interest and aspirations through enriched learning and college and career readiness.

⋅ Various Enrichment classes were offered in the categories of Arts and Music and Physical Activities in order to engage students. ⋅ College and Career Readiness supports were offered in the academic class categories of STEM, Tutoring, and Homework Help, as well as a Parent/Student Academy.

3. To partner with parents, community, and educators to expand student learning opportunities and support.

⋅ Molokai LIVE engaged 155 adults and family members in various programs. In addition, one-time events became a venue for increased parent and family participation with events such as the twice-annual Family Fair. Event surveys consistently reflect high satisfaction. ⋅ The core team continued to cultivate 14 Partnerships to ensure growth and success of the program. ⋅ Molokai LIVE provided extended hours into the evening for Family Learning time. ⋅ Molokai LIVE employed 10 staff members over the summer, 22 in the fall, and 15 in the spring, plus volunteers. Both staff and volunteers consisted of school day teachers, non-teaching school day staff, community members, students, and parents.

Other notable results include: ⋅ Between the adjacent public feeder schools of MHS and MMS, Molokai LIVE served 68% of the student population, reaching the 60% goal for this reporting period (not including the private school Aka‘ula). ⋅ Including Aka‘ula, Molokai LIVE served 48% of the total student population, an increase from 44% of total students from last reporting period (14-15 SY). ⋅ Just over 20% of enrolled students attained 30-day participation, meeting the 20% goal for this reporting period. ⋅ The demographic information collected reflected the student population, with the students being 81% Native Hawaiian, 15% Filipino, 3% White and 1% Other. ⋅ Molokai LIVE also served Males, Females, English Language Learners, and Special Education students consistent with school population percentages. This indicates that all populations were served and felt welcome.

The following improvements were made based on evaluation recommendations from the 2014-15 School Year:

1. Procedures were strengthened so that all students were enrolled and attendance was more consistently documented. 2. Recruitment efforts were increased to ensure a greater number of participants. 3. Classes were adjusted to encourage returning participants and ensure alignment with academics. 4. Efforts were made to ensure that all students knew about and could access the ongoing services, afterschool classes, and informational activities through closer collaboration with the schools and the development of the program website and Facebook accounts. 5. Communication protocols were established regarding data and program details both internally for program monitoring and with the evaluator, while a cycle of continuous improvement was implemented. 6. All program activities attempted to include evidenced-based interventions: ⋅ student interest-centered ⋅ emphasis on relationship ⋅ integration of technology ⋅ outreach to families ⋅ reinforcement of academics

In addition, the following improvements were made based on internal evaluation recommendations from the 2014-15 School Year: 1. Completed prior to the start of this school year: ⋅ Program policies and procedures: included monitoring and oversight. ⋅ Job description for instructors. ⋅ Class description worksheet with goals/objectives, included Common Core Standards. ⋅ Master schedule for classes and activities. ⋅ Quarterly orientation of all staff. 2. Academic Support strengthened to include Science Fair, service-learning classes. 3. New partnerships identified to broaden support of program delivery and students. 4. College and Career Readiness strengthened: MHS student delivery and parent learning support. 5. Molokai LIVE Certificate Program: community, faculty, parent, and student input gathered. Included discussion on culture and citizenship values with implementation scheduled for following School Year. 6. The program met the 60% enrollment goal of MHS and MMS students, but had only 9% enrollment from Aka‘ula School. 7. Continued to focus on student retention and matriculation.

UTILIZING RESULTS

Results will be utilized in order to address challenges for this reporting period:

1. Hiring and retention of personnel for program needs and development 2. Limited student participation in enrichment class offerings. 3. Building “Family Engagement and Empowerment” to support student learning and achievement. 32 4. Effective communication about program activities and events that increase participation. 5. Opportunities for student internship, job shadowing, and employment are limited due to the socio- economic factors within the community. 6. Systems in place that expedite timely formative (quarterly) program data.

RECOMMENDATIONS

Recruitment:

Activate interest by utilizing social media with the Molokailive.com website, a Facebook page, and open an Instagram account in order to increase communication and participation.

To continue to forge partnerships with MHS teachers and athletic department coaches in order to increase high school participation (11% less than middle school) in study hall as a requirement for a team sport or teacher offered extra credit incentive from within the school.

Continue with efforts to innovate pathways for Aka‘ula participation such as hosting a remote site and inclusion in activities that lead to increased student opportunities.

Program Offerings:

Incorporate into program planning for classes the concepts of learning new skills for females and sharpening skills for males (from Summer 2015 student survey).

College and Career Readiness:

Build internship and job shadowing opportunities, create a directory of businesses in the community that align to different career pathways, and create internship possibilities within the program in order to create opportunities for students. Work with the high schoolʻs Career and Technical Education (CTE) teacher to collaborate in building out of school time support for student advancement and skills development; entrepreneur and internships.

Retention:

Consider shorter run classes as well as new classes each quarter; as long running classes decrease in attendance as the year progresses.

Track matriculation of students from class to class within the program in alignment with grant goals.

Capitalize on the importance of feelings of safety (54% MMS, 20% MHS) students find while in the program through the continuation of strategies such as selling snacks, ample options for seating, having small adult to student ratios with a focus of forming relationships and connections to staff and peers.

Personnel:

Restructure position duties, offer workshops rather than classes, create student internships, and publicize and recruit committed volunteers in order to meet personnel challenges.

Continue to provide additional supports (in the form of personnel that can accomplish selected tasks) for the site coordinator, freeing time to continue the high level of support for instructors.

Family Engagement:

Create more opportunities during the program’s Family Learning Center time to offer a STEAM Emporium, typing, reading skill building, and technology classes in order to build family engagement while continuing College Bound Families workshops, individual and/or small group support.

DISSEMINATION

The evaluation results will be disseminated to the public on the Molokai LIVE website linked to the Molokai High School webpage and supplement the 21st CCLC grant proposal at all schools and at both the public and the MHS/MMS school libraries. In addition, annual evaluations are posted on the 21st CCLC grants section on the Hawaii Public Schools website (www.hawaiipublicschools.org).