2. OUR PURPOSE
An afterschool program would benefit all students at Gable Middle School. In
particular, we would like to target at risk students determined by analyzing testing
data. This program will bring opportunities for families and community members
to have a positive influence on our students’ lives. The afterschool program will
help change the culture of the school by showing the students that there is a safe
and welcoming environment where they can come after school to improve their
own study and time management skills.
3. DATA-EVIDENCED STUDENT NEED
• 73.1% of Gable students received “Met” or above on the English/Language Arts (ELA)
state assessment (South Carolina State Department of Education, 2014).
• 74.8% of Gable students received “Met” or above on the Mathematics state assessment
(South Carolina State Department of Education, 2014).
• African American students had an ELA mean of 609.6, which was 30 points lower than
the mean of Caucasian students (South Carolina State Department of Education, 2014).
• A 27.5 point difference between African American students and Caucasians in
Mathematics (South Carolina State Department of Education, 2014).
• The average ELA score of disabled students is 29.3 points lower than Caucasian students
(South Carolina State Department of Education, 2014).
• The average ELA score of disabled students is 51.7 points lower than Caucasian students
(South Carolina State Department of Education, 2014).
4. VISION FOR PARTNERSHIP
• I envision this partnership as a community within the school which will be working to provide
our students a place where they can grow and develop not only their study and time
management skills, but also a place where we can help our students develop educational and
lifetime goals.
• This community will work as a team and strive to reinforce the positive information that the
students are learning in class and will also equip them with valuable habits that will prepare
them for their future educational and lifetime experiences.
• This partnership will give our students the opportunity to take control of their own learning
experiences.
5. IMPACT ON STUDENT ACHIEVEMENT
This after school program is to help our students grow academically and to equip them with skills
needed to become more socially and emotionally prepared in becoming successful young adults.
• The Afterschool Alliance (as cited in Hall, Williams, & Daniel, 2010) found that “spending time in
afterschool programs is related to improvements in students’ test scores, social behavior, attendance,
and graduation rates” (p.12)
• After-school programs provide students with safe places, positive relationships with other students
and adults, and opportunities for active learning beyond the classroom (Kugler, 2001, p. 44).
• Huang (2001) found that academic achievement and social-emotional development are the two most
important student outcomes of after-school programs (p. 49).
6. PROPOSED ACTIVITIES/STRATEGIES
• Program will provide students with a positive learning environment where homework can be
completed, students can study, and enrichment activities can take place.
• Program will operate 3 days a week
• Provide assistance in completing homework and retaking of tests.
• Provide enrichment activities in ELA and Math to help struggling students build the necessary
skills needed to succeed academically. Enrichment activities will be planned and designed to
meet the needs of individual learners.
7. PROPOSED PROCESS FOR PLANNING
AND IMPLEMENTATION
1. Present idea to school principal and PTSO president
2. Contact potential stakeholders for initial meeting
3. Secure program funds
4. Secure volunteers for program
5. Meet with Gable faculty to develop enrichment activities
to be used in the program
6. Identify students to be in the program
8. PROPOSED EVALUATION
PROCESS
The main goal of our program is to help students improve their overall academic performance
and life skills. We will be constantly evaluating and examining this program to make sure that we
have met our number one goal. We will use three goals to measure the success of our program.
1. Maintain a 75% student attendance rate for this program for all of the students who sign up
for the after school program during the first year.
2. Have 80% of the students involved in the program improve their overall core subject grade
or their end of the year standardized test scores.
3. Have at least 75% of the school’s faculty volunteer a minimum of six hours of service to this
after school program.
9. WHAT WE WANT FROM AUDIENCE
• Support through volunteering to help with the program
• Support through financial contributions
• Support via spreading the word to other potential contributors
• Feedback and suggestions based on the presentation
10. REFERENCES
Hall, K. W., Williams, L. M., & Daniel, L. G. (2010). An afterschool program for economically disadvantaged
youth: Perceptions of parents, staff, and students. Research in the Schools, 17(1), 12-28. Retrieved from
http://search.proquest.com/docview/808527948?accountid=31683
Huang, D. (2001). An after-school evaluation system for middle and high school programs.
National Association of Secondary School Principals. NASSP Bulletin, 85(626), 45-61. Retrieved from
http://search.proquest.com/docview/216049386?accountid=31683.
Kugler, M. R. (2001). The why and how of after-school programs. The Education Digest,
67(3), 44-50. Retrieved from http://search.proquest.com/docview/218165701?accountid=31683.
South Carolina Department of Education. (2014). Palmetto assessment of state standards test scores [PDF
Document]. https://ed.sc.gov/data/report-cards/2014/middle/c/m4206056.pdf
