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Goal 3: Increase standards-based content area knowledge, with a focus in the Life Sciences <br />and Nature of Science domains, for 75% of participants after the completion of the <br />elementary after school enrichment program as measured by pre and post assessment data. <br />Result: Working within the structure of the extended day program, ELC Educators conducted <br />Entrance and Exit Polls to assess student growth. As students were picked up throughout the <br />program, participant numbers varied greatly from the start of the program until the end, always <br />decreasing by the time the exit poll was conducted. Group polls allowed for a quick assessment of <br />student knowledge while maximizing instruction time. Four program sites were selected in <br />collaboration with the Extended Day Program Supervisor, Barbara Musselwhite: Glendale <br />Elementary, Sebastian Elementary, Pelican Island Elementary and Treasure Coast Elementary. <br />Each site included two cohorts/student-groups, one K-2 group and one 3-5 group. Over the <br />course of three months, each cohort participated in five hands-on, standards-based lessons <br />designed to incorporate outdoor time as part of the curriculum. Across all four program sites, <br />data from K-2 cohorts show a 47% improvement of student -group content -based knowledge <br />from the pre -survey to post -survey. Survey data shows a 58% improvement in student -group <br />content -based knowledge for the 3-5 cohorts from the same four program sites. Over the course <br />of the five lessons, students made large gains in content -based knowledge. Individual lessons <br />also show large gains in student -group content knowledge. Seven of the eight cohorts show at <br />least a 40% gain in knowledge for each lesson. The one exception, the K-2 group at Treasure <br />Coast Elementary, showed knowledge gain in two of the five lessons. Pre -survey scores for the <br />remaining three lessons show student -group content knowledge was already quite high with pre - <br />survey scores above 60%. As an example of lesson success, survey data from the K-2 cohortfrom <br />Sebastian Elementary shows a 90% student -group knowledge gain for a lesson focused on <br />observation, habitat requirements, and camouflage. The students were shown a photo of a coral <br />snake and asked if the snake was displaying a type of camouflage. Pre -survey data shows zero <br />students answered the question correctly and by the end of the lesson, eighteen out of twenty <br />students answered correctly. <br />ELC Educators report great student enthusiasm. One student exclaimed their love for leaf <br />rubbings and even mentioned they were excited to go home to teach this skill to their younger <br />siblings. Students were introduced to scientific tools, including binoculars. This lesson was quite <br />popular and several students mentioned they were going to ask Santa to bring binoculars for <br />Christmas. Several students were so enthused by their experience that they asked their adults to <br />bring them to the ELC for a visit. These students were spotted at ELC for a day visit and for our <br />holiday celebration, Winter Green Night Lights. <br />Goal 4: Increase career readiness skills: Surveys, both pre-program and post -program, will <br />be used to measure confidence and ability in workforce skills in addition to monitoring <br />progress towards workforce skill development by ELC program staff members. 50% of <br />applicants will self-report increased confidence or ability in key workforce skills. Data <br />reported for middle and high school three-day school break programs. <br />Result: Survey results show participants reported a 95% increase in their confidence that they <br />143 <br />