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Program Description

Overview CHAMPS is a program designed to add an academic enrichment component to existing after school programs in the School District of Palm Beach County (SDPBC) in Florida. CHAMPS’ objectives are to (a) increase after school program staff’s skills in facilitating academic enrichment curriculum and (b) increase CHAMPS participants’ academic achievement.
Start Date fall 2002
Scope local
Type after school
Location suburban
Setting public schools, community-based organizations
Participants kindergarten and elementary school students (grades K–6)
Number of Sites/Grantees 10 in 2002–2003; 40 in 2003–2004; 38 in 2004–2005
Number Served 892 in 2002–2003; 3,771 in 2003–2004; 3,775 in 2004–2005
Components CHAMPS is designed to be implemented in the same way across all program sites. During the after school programs at the sites, youth rotate through a variety of activities—including snack time, free time to play outdoors, homework assistance, CHAMPS activities, and indoor recreational activities—tailored to meet the interests of youth and resources of each site. Youth participate in CHAMPS for 1 hour per day, 4 days per week. On average, youth complete one CHAMPS lesson per day.

CHAMPS operates under the guidance of CHAMPS staff and a head teacher at each program site. Each school principal and after school director selects a certified school-day teacher to act as the head teacher for the CHAMPS program site for a total of 8 hours per week. This head teacher mentors the instructors and performs the following duties: (a) reviewing the instructors’ lessons, (b) overseeing implementation of the lessons in the classroom, (c) observing and coaching instructors with regard to their teaching skills, (d) preparing materials for the instructors, (e) assisting teachers who need help with facilitation techniques, (f) completing CHAMPS program paperwork, and (g) requesting CHAMPS supplies. CHAMPS instructors complete training in facilitative teaching strategies prior to implementing the program.

CHAMPS activities consist of the implementation of academic curricula in existing after school programs. In the 1st year of implementation, after school program staff facilitated the curriculum Foundations Travels, in the 2nd year, the curriculum Foundations Celebrates, and in the 3rd year, the curriculum Blast Off. The content and activities of all sets of curricula were aligned to the state of Florida’s Language Arts Literacy and Mathematics standards by the curricula developers. Although the curricula were designed for students in third grade and above, instructors reduced the complexity of the curricula so that the content and activities were developmentally appropriate for students in lower grade levels as well.

CHAMPS was implemented in the following three settings:

1. School Age Child Care Programs (SACCs): SACCs are financially self-supporting programs in which participating families pay a fee for each child who attends. To encourage youth from lower income families and underserved groups to participate in the program, CHAMPS provides scholarships that are distributed based on the judgment of the administration at each school. SACC staff must hold high school or general education diplomas, complete first aid and CPR training, and training to care for preschoolers.

2. Beacon Programs: Beacon schools partner with community-based organizations to offer after school childcare and additional programs that create positive changes in youth development, academic achievement, and healthy family functioning. Youth from the community, who do not necessarily attend the Beacon school during the day, are eligible to participate in after school programs offered at Beacon schools. Youth participate in CHAMPS at no cost.

3. Community Based Organizations (CBOs): CBOs are designed to serve the individual needs of the communities in which they are located. Each organization’s mission and operating procedures are unique, although all provide after school programs for school-aged children.
Funding Level $382,600 in 2002–2003; $1.35 million in 2003–2004; $1.35 million in 2004–2005
Funding Sources The Toppel Family Foundation, the Children’s Services Council of Palm Beach County, and the Picower Foundation

Evaluation

Overview The evaluation sought to understand how the addition of an academic enrichment component to after school programs supports improved student achievement and increased professionalism of after school staff.
Evaluators Kimberly A. Knutson, School District of Palm Beach County
Evaluations Profiled Evaluation of the CHAMPS After-School Program: FY2003

CHAMPS SACC Program Evaluation Report

CHAMPS After-School Program Outcome Evaluation Year Two: FY2004
Evaluations Planned CHAMPS’ academic outcomes will be evaluated through the 2004–2005 school year. The final evaluation will address the question of how the effect on student achievement produced by CHAMPS compares to the effect on student achievement produced by (a) the standard academic enrichment activities offered through the district SACC program and (b) standard district after school care with homework help and no academic enrichment activity component.
Report Availability Knutson, K. A. (2003). CHAMPS SACC program evaluation report. Coral Springs, FL: Author.

Knutson, K. A. (2003). Evaluation of the CHAMPS after-school program: FY2003. Coral Springs, FL: Author.

Knutson, K. A. (2004). CHAMPS after-school program outcome evaluation year two: FY2004. Coral Springs, FL: Author.

Knutson, K. A. (2005). CHAMPS after-school program outcome evaluation year three: FY2005. Coral Springs, FL: Author.

Contacts

Evaluation Kimberly A. Knutson, Ed.D.
Specialist, Testing and Evaluation
School District of Palm Beach County
3370 Forest Hill Blvd., Suite 228
West Palm Beach, FL 33406-5871
Tel: 561-434-8782
Fax: 561-963-3842
Email: Knutson@palmbeach.k12.fl.us
Program Judy Nee
Director, CHAMPS Program
8487 155th Place North
Palm Beach Gardens, Florida 33418
Tel: 561-741-4641
Email: judynee@bellsouth.net
Profile Updated January 5, 2006

Evaluation 2: CHAMPS After-School Program Evaluation Report


Evaluation Description

Evaluation Purpose To answer two questions: (a) What project site implementation activities are helping CHAMPS instructors to acquire and improve their skills at facilitating the academic enrichment curriculum, and (b) what activities are helping CHAMPS instructors to support improved academic achievement for youth participating in SACC programs?
Evaluation Design Non-Experimental: Data were collected from staff and youth at all nine sites through interviews, focus groups, and surveys.
Data Collection Methods Interviews/Focus Groups: Phone interviews were conducted with all nine SACC program directors about CHAMPS’ impact on the SACC program and their professional development.

Focus groups, conducted with 39 CHAMPS instructors across the nine sites, dealt with staff’s role changes since becoming CHAMPS instructors and what activities were helpful as they developed as CHAMPS instructors.

Surveys/Questionnaires: All nine head teachers and 41 out of 52 CHAMPS instructors at the nine CHAMPS schools completed surveys. The survey asked questions concerning CHAMPS instructors’ professional development activities, the skills needed to be a CHAMPS instructor, CHAMPS instructors’ levels of responsibility and professionalism, program implementation, feelings about the program’s success, and student achievement.

All 892 youth participants were asked to complete a survey. A total of 440 surveys were returned from CHAMPS participants across the nine sites. The youth survey focused on demographic background characteristics, feelings about CHAMPS, and perceptions of CHAMPS’ impact.
Data Collection Timeframe Interviews were conducted November through December 2002. Surveys were collected in January 2003. Focus groups were conducted in March 2003.


Findings:
Formative/Process Findings

Staffing/Training Nine of the 10 schools hired a certified teacher who taught at an SDPBC elementary school to be the lead teacher for the program. The 10th hired the CHAMPS curriculum coordinator, who was a certified teacher but not an SDPBC teacher, as the lead teacher.

The curriculum coordinator evaluated each instructor’s performance on five skills during the first half of the year: planning, instruction, classroom environment, professionalism, and overall experience for youth. Of the CHAMPS instructors evaluated, 64% were rated above average, 23% average, and 13% below average. Instructors performing below average received corrective feedback that included being closely monitored by the head teacher and/or being paired with another instructor.

Eighty-seven percent of CHAMPS instructors and 89% of head teachers thought the in-service CHAMPS training prior to implementation was helpful for preparing SACC staff to implement the academic enrichment curriculum.

Once instructors began implementing CHAMPS, 83% found one-on-one coaching with the head teacher to be very helpful, 85% reported that the evaluation of their performance with the CHAMPS curriculum coordinator gave them feedback on their teaching skills, and 79% reported that this evaluation was helpful.

The majority of CHAMPS instructors reported that the head teacher supported them in the following ways: (a) providing materials on a daily basis (98%), (b) modeling activities as they needed help (93%), (c) observing their classroom activities on a regular basis (93%), (d) providing regular feedback on their skill implementing the curriculum (90%), and (e) providing information on each topic covered in the curriculum (85%).

The majority of head teachers and instructors reported discussing the following issues at their school on a daily basis: (a) helping children communicate effectively with each other (78%), (b) classroom management to help students behave positively (69%), (c) planning and implementing educational activities (65%), (d) planning social skill building exercises (63%), and (e) planning instruction to meet multiple learning styles of students (61%).

Eighty-three percent of CHAMPS instructors reported that working in CHAMPS improved their professional development and improved their confidence, and 80% strongly agreed that their work in CHAMPS was a positive experience.

CHAMPS instructors agreed that the skill needed to be a CHAMPS instructor was equal to the skill needed to be a teacher (85%) and exceeded the skill needed to be a teacher’s aide (65%) or childcare worker (75%). Head teachers agreed that the skill needed to be a CHAMPS instructor was equal to the skill needed to be a teacher (56%) or a teacher’s aide (100%) and was equal to or above the skill needed to be a childcare worker (100%).

CHAMPS instructors reported that the responsibility of CHAMPS instructors was equal to or higher than the responsibility of a teacher (92%) and exceeded the responsibility of a teacher’s aide (70%) or childcare worker (68%). Head teachers reported that the responsibility of a CHAMPS instructor was equal to a teacher (67%) and a teacher’s aide (100%) and exceeded the responsibility of a childcare worker (68%).

CHAMPS instructors reported that the professionalism of CHAMPS instructors was equal to the professionalism of a teacher (85%), equal to or above the professionalism of a teacher’s aide (98%), and exceeded the professionalism of a childcare worker (60%). Head teachers reported that the professionalism of a CHAMPS instructor was equal to a teacher (85%) and a teacher’s aide (99%) and was above the professionalism of a childcare worker (60%).


Summative/Outcome Findings

Academic The majority of CHAMPS head teachers and instructors agreed that CHAMPS youth showed moderate to great improvement in critical thinking (92%), listening (92%), and visual presentation skills (90%).

CHAMPS head teachers and instructors reported seeing improvement of youth’s verbal communication (90%) and writing skills (84%).

CHAMPS head teachers and instructors reported that CHAMPS improved youth’s reading performance (76%).

CHAMPS head teachers and instructors reported that CHAMPS had no effect to moderate improvement on youth’s math performance (90%).

When asked how they felt while at CHAMPS, the majority of youth participants reported being good “always” or “sometimes” at math (91%), thinking (90%), listening (90%), reading (88%), art (86%), writing (83%), and science (78%).

Youth reported that when they came to CHAMPS they always or sometimes enjoyed learning (87%) and coming to school (83%).
Youth Development CHAMPS head teachers and instructors reported that CHAMPS either greatly or moderately improved youth’s ability to work cooperatively with other youth (92%), attitude toward learning (90%), attention and behavior (88%), attitude toward school (86%), self-confidence in learning (84%), self-esteem (84%), time on task (83%), and interest in school (78%).
Youth reported that because of the work they did in CHAMPS, they always knew they could learn new things (77%), were always proud of their work (74%), and always felt smart (64%).

A slight majority of youth (53%) reported that they always paid attention and followed rules and that they always worked well with other youth (66%) when they were at CHAMPS. Additionally, 60% of youth reported that since coming to CHAMPS, they always liked to work with other students in their regular school-day classes.

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Published by Harvard Family Research Project