NORTH VALLEY EXTENDED SCHOOL PROJECT
The children of working families in Grafton, Midway, Minto, North-Border-Walhalla, Northwood, and St. Thomas, North Dakota are kept safe, engaged in learning, and on the path to success in life at times when they would otherwise be unsupervised. Local schools keep them from risk by opening their doors earlier and keeping them open later. The North Valley Extended School Project provides daily activities that improve academic skills, student behavior, health, and esteem. Adults are provided opportunities to learn. Many organizations take leadership roles in the development and implementation of all activities.
Partners Bring Quality to Programs:
A primary goal of our North Valley Extended School Project is to stimulate development and coordination among the appropriate organizations also serving the target population in order to 1) reduce gaps in current programming; 2) give students access to real-world experiences and additional caring and committed adults; 3) to expose students to the larger community to better understand its strengths and needs; and 4) to provide experiences and community connections that could lead to future life and career opportunities.
21st Century Community Learning Center
Site Evaluations - Narrative
2017-2018 School Year
North Valley Career Tech. Center
Conducted June 21-22 and September 14, 2018
Westwood Research & Statistical Services
Bismarck North Dakota
As part of the 21st Century Community Learning Center (CCLC) evaluation process, a standardized set of quality indicators is used to assess, plan, design, and implement strategies for ongoing quality improvement. This process provides CCLC grantee staff and stakeholders a uniform means for identifying challenges, strengths, and opportunities for improvement.
The standardized set of quality indicators used for North Dakota’s CCLC program evaluation process is the Colorado Department of Education’s Monitoring and Quality Improvement Tool (MQIT). The instrument is specifically designed to:
1. Serve as a self-assessment tool to improve the quality of CCLC programs; and
2. Serve as a monitoring tool for the North Dakota Department of Public Instruction.
The MQIT is organized into eight categories:
A. Grant Management and Sustainability
B. Program Management
C. Staffing and Professional Development
E. Center Operations
G. Health and Safety
H. Evaluation/Measuring Outcomes
Section A: Addresses the grantees’ performance level with regard to individual grant requirements (accountability). This section includes examples of evidence and performance ratings for each grant expectation.
Sections B – H: Addresses program quality in a broader sense. These sections include examples of evidence, performance ratings, and timeframes for improvement for each quality indicator.
During the grantee-specific site visits each of the MQIT’s standardized set of quality indicators is examined by the State CCLC Program Evaluator and the grantee (two to four hours). In addition, visits are made to a minimum of three randomly selected schools to further assess the CCLC’s out-of-school day programs/activities and interactions between student and teacher/staff (approximately one hour).
Subsequently, the State CCLC Program Evaluator, as evidenced by documentation provided by the grantee and school-specific site visits, arrives at a rating (score) for each of the standardized set of quality indicators and an overall rating (score). In addition, the State CCLC Program Evaluator identifies strengths and opportunities for improvement and if appropriate recommends plans of action and timeframes for completion of “lower” rated quality indicators. Any questions regarding the results of the evaluation are addressed by the State CCLC Program Evaluator and grantee.
This report summarizes: visit details; MQIT results (narrative); program strengths; and opportunities for improvement and associated timeframes for action. Detailed MQIT results (tabular) are available by contacting the Project Director.
Report prepared by:
Larry L. Graf MBA
President and Senior Research Analyst
Westwood Research & Statistical Services
1727 N Grandview Lane #120
Bismarck ND 58503
MQIT Visit Date, Location and Program Staff Involved
- September 14, 2018 - Grafton ND
1. Lori Zahradka, Project Director
Site Visit Dates, Locations and Program Staff Involved
- June 21, 2018-Northwood Elementary (Northwood ND)
1. Tonya Olson, Lead Teacher
- June 22, 2018-Grafton Public Schools (Grafton, ND)
1. Jaci Niemann, Site Coordinator
- September 14, 2018 – Park River Area Schools (Park River ND)
1. Melissa Irvine, Site Coordinator
MQIT Results (Narrative)
Grant Management and Sustainability
1. North Valley Career and Tech. Center (NVCTC) continues to identify and serve eligible students and their families consistent with the grant application. Students and families benefit from an experienced and dedicated staff and involved school districts and partners, among others. The staff and programs are committed to improve academic skills, student behavior, health, and self-esteem. The grantee emphasizes project-based learning and STEM. Nearly all attendees are offered the afterschool programs at no cost, with the exception of one site which charges a minimal fee.
2. Each site offers approximately three hours of programming daily, which includes breakfast, homework assistance, academic enrichment, and socialization/snack. Individual sites submit “Plans of Work” regarding programming for the current year. NVCTC has access to STEM Program Kits provided by the Dakota Science Center. Kits are available to all schools. The STEM approach is aimed at supporting the teaching of subject areas such as math and science by incorporating technology and engineering into the regular curriculum. During 2016-17 the grantee purchased MakerBots 3D printers, with two additional printers purchased during the 2017-18 school-year. The printers, using specialized computer software, create three-dimensional objects in which layers of material are formed to produce the final product. Educators suggest that by using the MakerBots students can tackle real-world problems, inspire STEAM creativity, and prepare themselves for future innovation and advancement. It should be noted that the MakerBots are extremely popular and highly valued by the students.
3. The grantee identifies and conducts outreach to eligible participants. Each site has developed and disseminated a “Family Handbook”, one which describes: the program mission, program site information, partnership agreement (staff/family/student.), sessions, times and dates, release of students, snacks, field trips, medication/emergency treatment, etc. Handbooks are updated periodically. Schools also conduct outreach via individual school newsletters, brochures, Facebook, open houses for students/families, the NVCTC website, school-specific websites, and newspaper articles, etc.
4. NVCTC continues its progress toward meeting goals and objectives set out in the original grant application as evidenced by the “North Valley Extended School Project – Progress in Meeting Goals Report.” Goals include:
a. Stimulate development and coordination among the appropriate organizations while also serving the target market;
b. Provide opportunities for core educational services and academic enrichment, including tutorial services to help students meet North Dakota standards in reading/literacy, math, and science, along with STEM and college-career readiness;
c. Provide families of ESP students, project staff members, and regular school day teachers opportunities relating to parenting, career planning, job training, literacy, adult basic education, nutrition, and professional development; and
d. Establish a system for continuous improvement and evaluation. School districts in the NVCTC are using the afterschool program as a tool to meet specific goals within AdvancEd.
5. The grantee incorporates RTI (Response To Intervention) and RTI:B (Response To Intervention for Behavior) programs designed to provide early and effective assistance to youth who are having difficulty learning and display behavior problems/tendencies. These two programs continue to demonstrate a profound positive impact on the difficult learning/behavior problem youth. For example: through RTI-B training, staff is unifying Grafton Century Elementary by using common language when teaching behavior expectations. Goals clearly display what students are supposed to know and can do behaviorally.
In some instances, students do not display expected behavior at school, consequently staff confer with students to teach and reteach the expected behavior. There may be a warning communicated or a consequence handed when a student displays problem behavior. Certain warnings and/or consequences are significant enough to warrant immediate contact with the parent/guardian. When a behavior incident occurs a School Wide Information System (SWIS) summary is completed and entered into the behavior management system. The SWIS data system records office discipline referrals (data includes problem behavior, time of day, location, possible motivation, others involved, and administrative decision taken as a result of the problem behavior).
Students learn there are consequences for inappropriate behavior. For example, the student signs and participates in a “fix-it” plan which identifies the fact that they may not have taken care of “themselves”, “this place”, or “others” through their action. Most often the plan aids them in taking responsibility for their actions. Additionally, the program also has an acknowledgement and reward system for great behavior, which includes getting Super Spoiler Stickers, a post card sent home, intrinsic gratification and assemblies. This progressive team approach seems to make a great school even better.
6. NVCTC’s program provides numerous opportunities for parent/family activities such as: family nights, which allows them to meet 21st CCLC staff, ask questions, and engage in literacy activities; “Lights on Afterschool”; and family night suppers. Interested adults are offered CNA training, QuickBooks, welding, CDL, parenting, career planning, job training, literacy, para-professional certifications, adult basic education, nutrition, and professional development.
7. The grantee provides a sustainability plan addressing issues if federal funding be discontinued or should school buildings no longer be eligible to receive funding. The plan is updated periodically and currently focuses on the level of financial/in-kind support received from local, state, and federal partners, such as: the integration of program activities into ongoing school infrastructure, operations, and budget; prospective local dollars; and evaluating program outcomes which contribute to state level efforts to expand funding for afterschool programs. In addition, the grantee continues to have strong support from school districts as evidenced by their commitment to aid in funding sites. The grantee continues to recognize the need to work with legislators and on legislation to provide funds for afterschool programs. Furthermore, the Project Director is the Chair of the leadership team for the Statewide Afterschool Partnership.
8. NVCTC maintains appropriate documentation for employees as evidenced by timesheets, background checks, etc. In addition, the grantee exceeds the seven-hour average per week requirement at each site.
The grantee houses programs in safe and accessible facilities/environments. Further details can be found in the “Health and Safety” section of
- The grantee’s organizational structure is well-defined and provides coordinators at each site to supervise staff and oversee daily programming.
- NVCTC staff is provided with a comprehensive “Employee Handbook” which addresses policies and procedures specific to its operations such as: the program mission and vision, program goals and objectives, program information (calendar, funding, time cards, etc.), dress code, active involvement, curriculum, communication (with parents/guardian), accidents/illness/behavior guidelines, programs, evaluation, nondiscrimination statement, sexual harassment statement, and access to student records. The handbook is updated periodically. In addition, the grantee furnishes summer teachers a “Summer School Teacher Handbook”, one which includes topics such as: daily schedules, program time and dates, staff telephone numbers, forms, dress code, summer program presenters, recess and commons supervision, completing attendance slips, staff information, supervisory skills, supply lists, detailed student information, student expectations, and letters to parents, etc.
- Student/staff ratios for NVCTC schools are appropriate for all program activities and meet student needs.
- The grantee holds quarterly meetings with site coordinators; the Project Director reports to the North Valley Governing Board, meeting with them on an annual basis. Communication/collaboration between school day and afterschool teachers is ongoing, benefiting both the student and program.
- Each of the grantees’ schools have a single advisory board. Typically, these boards meet on a bi-annual basis and include community partners, parents, and students.
- The grantee documents contributions by partners as evidenced by the “21st CCLC Monthly Reimbursement Form/Spreadsheet” and quarterly reports from individual sites.
- NVCTC promotes their program through numerous means including: school newsletters, brochures, school-specific websites, the NVCTC website, Facebook, daily school program/activity schedules, “Family Handbook”, “Staff Handbook”, “Summer School Teacher Handbook”, newspaper articles, family celebrations, various school year and summer student/family activities/events, and on-line PowerPoint presentations, among others.
Staffing and Professional Development
1. The grantee’s Project Director and program staff are highly qualified, competent, and experienced as confirmed by their job descriptions/requirements. All new staff participates in “new staff orientation.” All employees must pass federal background checks. These typically include criminal history, fingerprinting and may include credit history and security clearance.
2. NVCTC staff evaluations continue to be conducted annually to provide the grantee with detailed feedback for continuous performance improvement. School principals evaluate site coordinators, while the remaining none-site coordinator staff self-evaluate, with a subsequent review of the self-evaluations by the site coordinators. Should areas of concern surface, a written performance improvement plan is established, one which identifies courses of action for successful performance (“directions for success”). In addition, many staff can speak both Spanish and English.
3. During site visits staff were noted to be extremely sensitive to culture and language disparities. NVCTC provides a statement in staff evaluation documents pertaining to sensitivity regarding culture and language disparities.
4. The grantee provides programs (day school, afterschool, migrant school, summer school, ELL, Title I) for migrant students where academics and behavior management alignment are critical. Although students typically arrive in April and leave in late October, they are able to make continual academic progress during their attendance at the afterschool programs. For example, to tackle the language concerns, the grantee has numerous aides working at sites who are bi-lingual (English and Spanish), resulting in improved communication with students and families. Furthermore, family nights, a large part of the CCLC program, are an excellent avenue for ELL families to become acquainted with day and afterschool programs along with demonstrating to those families that they are welcome in the communities.
5. Staff are provided handbooks and policies/procedures and offered professional development opportunities. They are aware and can explain the relationship between program goals and the activities carried out to reach the goals. The NVCTC conducts formal training needs assessments, with the results of the assessments varying by school. During the 2017-18 school-year 18 staff/teachers attended/participated in the annual CCLC statewide conference in Fargo. ESP staff were also provided professional development with regard to mental health issues (mental health panel discussion and zones of regulation) and 4C’s training, among others.
6. In addition, numerous staff and stakeholders attended the annual Afterschool Summit in February. These individuals included Wendy Holkesvig and Tonya Olson from Northwood, Melissa Irvine and Jennifer Burchill from Park River Area Schools, and Lori Zahradka, NVCTC Project Director. Lori also facilitated a breakout session showcasing the Developing Leaders Club in Grafton. Furthermore, Lori was invited as a panel member of the “Afterschool Alliance – CTE Caucus and Senate Afterschool Caucus Briefing” to be held in September 2018 in Washington DC. In the briefing, attendees will hear directly from State Superintendents, program directors, and students regarding how to leverage the out-of-school community programs to help create flexible and responsive motivating pathways to CTE related careers.
1. NVCTC continues to recruit new partners while maintaining existing ones to address unmet needs. Current partnerships include a variety of public, private, and governmental sector agencies. Partners are generally aware of program goals via the dissemination of a “Goal Summary/Plan of Work”, for example, one which includes: goals; program elements; desired immediate, intermediate, and long-term outcomes; data sources; and performance measures. In addition, they also receive “North Valley Extended School Project Quarterly Reports.”
2. The grantee regularly collaborates/communicates and seeks input from its partners. For example, partners/entities such as local school districts. Funding is available for technical assistance from the Dakota Science Center, NDSU Extension Service, and Red River Regional Council.
3. NVCTC stresses its conviction that legislators need to be regarded as partners and must better educate them as to the programming/activities at the sites. To that end, for example, legislators and other government officials are invited to “Lights On.”
4. The grantee enters into formal agreements with subcontractors, via MOU’s.
5. NVCTC enhances its current programs/partnerships/staffing/professional development by taking advantage of the University of North Dakota, North Dakota State University, and Northland Community College (Thief River Falls Minnesota). Moreover, the grantee partners/collaborates, in terms of utilizing many other educational resources to complement the grantee’s current afterschool program. Specifically, the Dakota Science Center, Job Service of North Dakota (adult education) and Motivation Education & Training, Inc. (MET Inc.) which provides academic and vocational training to migrant and seasonal farmworkers with the objective of furthering participants’ economic self-sufficiency.
1. Program hours, schedules, locations, activities, services, etc. are available and promoted through various methods, including: school-specific activity schedules/lesson plans, school newsletters, brochures, School-specific websites, the NVCTC website, online PowerPoint presentations, open houses for students/families, and newspaper articles, for example.
2. NVCTC’s standards of behavior for participants are communicated clearly and encourage parental involvement. Deviations from these standards are documented and reported to the school principal, site coordinator and parent/guardian. Documentation includes: location/site, possible motivation, individuals involved, problem behavior, action taken, and a “fix it plan”, etc.
3. The grantee’s program encourages parental involvement in decision making regarding program operations and provides activities for student families as evidenced by family nights, family celebrations of learning, and through advisory boards/committees. The well attended family nights are essential in the success and sustainability of the program, with the 2017-18 school-year family participation outstanding as usual. During 2017-18 for example, various student/family activities/events were held including: Park River fun day, where families came to see what makes “Kid’s Choice” enrichment time during ESP exciting and so much fun and Midway had another successful Bingo night, with more than 200 attending, with families providing potluck, and donating more than $600.00 to the ESP Community Scholarship. In addition, there were various other family night activities at all NVCTC sites.
1. NVCTC continues to provide a variety of evidence-based academic and enrichment programs/activities. As indicated previously, each site offers approximately three hours of programming daily, which includes breakfast, homework assistance, academic enrichment, and socialization/snack. Individual sites submit “Plans of Work” regarding programming for the current year.
2. All programs/activities have an appropriate schedule, flow and duration. Many schedules detail specific academic and enrichment activities by day, time of day, grade, room number, and teacher and assistant responsible for the academic/enrichment activity. Furthermore, each community served by an afterschool program was also offered and provided a summer school program during 2017-18 school-year.
3. As in past years, students participating in the NVCTC program had numerous opportunities to expand their knowledge in various subject areas. Curriculums such as: Accelerated Reader, Study Island, MindWorks, GEMS, LEGO Education, Lego StoryStarters, and VEX Robotics; computer programs such as Nitro Type, ABCYA, and Animal Jam; and fitness programs such as Skillastics. VEX Robotics, a relatively new curriculum for the grantee, engages students in STEM through the challenge of building and programming of robots. Robotics is a branch of engineering that involves the conception, design, manufacture, and operation of robots. Spearheaded by the Red River Regional Education Association, each NVCTC site was asked to participate in VEX competitions. During the 2017-18 school-year, Grafton, Midway, Minto, and Park River “clubs” participated in such an endeavor. In VEX Robotics competition, teams of students are tasked with designing and building a robot to play against other teams in a game-based engineering challenge. Other “clubs” included FIRST FLL (robotics) and Kit Car for high school age students.
4. Minto’s ESP summer program attendees were able to take a field trip to Sully’s Hill National Game Reserve to focus on local habitat. Using Global Treasures MindWorks curriculum, they were able to walk through nature trails and nature preserves, applying knowledge learned from the curriculum. The curriculum teaches students critical thinking, narrative skills, and technical skills, and places them in charge of their own learning. These individuals are able to create and upload the photos, audio, video and location-based questions for the treasure trails. When they create their own interactive walking trail apps they gain a sense of ownership, which leads to appreciation and sustainability of tourism destinations and attractions.
5. Many students participated in various community service learning and family-based projects. For example: St. Thomas ESP students decorated the window (artwork) at the Post Office monthly; Grafton ESP made Christmas decorations at family night, with each family keeping one decoration, with the remaining decorations brought to a local nursing home so residents could enjoy the spirit of the season; Minto students had the “Great Bedtime Story Pajama Drive” aligned with the day school students to donate pairs of pajamas to those less fortunate; Midway families worked together to help the Salvation Army through the “Hour of Giving”, while Midway students spread holiday cheer throughout their school with their cookie service project. In addition, Northwood ESP students started a Brownies Girl Scout Club.
6. All schools met the mandated objective requiring that more than 65.0% of daily programming offered at each site be of high quality in the core academic areas of reading/literacy, math, science, technology/computer, and arts/music.
7. The program continues to accommodate students with special needs as evidenced by the registration/attendance records.
8. Depending on need, specialized teachers and interpreters can provide direct support or act as a resource for afterschool students.
Health and Safety
1. NVCTC area school essential health and safety issues are attended to as required; for example: safe spaces/areas for program activities, daily nutritional snacks, addressing unique health issues (such as allergies), clearly defined procedures for participant pick-ups, emergency contact information and readiness plans, internet access (firewall, etc.), fire/safety drills during the afterschool program, and first aid/CPR certified staff.
2. Each site also makes available a school-specific “School Crisis Plan”, one which specifies: school emergency team rosters, evacuation to alternate site procedures, safety/lockdown procedures, telephone emergency procedures, bomb threat procedures, fire and emergency procedures and civil disaster procedures. In addition, every site possesses a Universal Precautions Kit.
3. As mentioned previously, the grantee houses programs in safe and accessible facilities/environments (in schools). Family members/visitors of the afterschool programs have access to the school by only a single entrance, one which is typically staffed by an individual who “checks-in” persons entering the school or has a controlled access feature where family members/visitors are “buzzed-in.”
4. In addition, community law enforcement is aware that afterschool programs are in session before and/or after the regular school-day starts/finishes, should any security/safety issues arise.
1. NVCTC applies evaluation processes using both qualitative and quantitative information, via teacher, student, parent, partner surveys, and other means to measure outcomes. All sites conducted required stakeholder surveys, in addition, nine partners responded to the partnership survey. The grantee’s evaluation process includes examining results from these surveys with outcomes being shared with the respective stakeholders via periodic staff meetings/collaborations. The evaluation findings are regularly and effectively communicated to other stakeholders such as school boards, etc. School boards are extremely attentive to these outcomes, in part, because of their 25 percent contribution to each site.
2. Site coordinators continue to complete quarterly reports for the Project Director. After review, the Project Director provides feedback regarding the reports to administration, principals, and site coordinator. The reports include: staffing, daily/weekly calendars, student demographics, family involvement, family night sign-up sheets, media, advisory functions, budget, and conclusion(s).
3. As in past years, during the 2017-18 school-year, the grantee made use of the MindWorks curriculum which allowed for pre-and post-test results to be analyzed, measuring whether aspects of the curriculum were in fact having an impact.
NVCTC collects site-specific stories and photos about the afterschool program’s impact on the students/families, as documented by numerous newspaper articles and photo/story albums. Furthermore, the grantee shares appropriate articles for North Dakota’s “Title” newsletter. NVCT also shares and requests promising practices internally and among the remaining regions in North Dakota.
1. The grantee’s organizational structure is well-defined and provides coordinators at each site to supervise staff and oversee daily programming.
2. The grantee’s Project Director and program staff are highly qualified, competent, and experienced. All new staff participates in “new staff orientation.” NVCTC holds quarterly meetings with site coordinators. The Project Director, who reports to the North Valley Governing Board, meets with them on an annual basis. Communication/collaboration between school day and afterschool teachers remain ongoing, benefiting both the student and program.
3. NVCTC students and families continue to benefit from an experienced and dedicated staff and involved school districts, legislators, parents and partners, among others. The staff and programs are committed to improve academic skills, student behavior, health, and self-esteem. The grantees emphasis relates to project-based learning and STEM. All attendees are offered the afterschool programs at no cost.
4. Each site offers approximately three hours of programming daily, which includes breakfast, homework assistance, academic enrichment, and socialization/snack. Individual sites submit “Plans of Work” regarding programming for the current year. NVCTC has access to STEM Program Kits provided by the Dakota Science Center. Kits are available to all schools.
5. The grantee continues to provide programs (day school, afterschool, migrant school, summer school, ELL, Title I) for migrant students where academics and behavior management are aligned. Although students typically arrive in April and leave in late October, they seemingly make continual academic progress during their attendance at the afterschool programs. For example, to tackle the language concerns, the grantee continues to provide aides at the sites who are bi-lingual (English and Spanish), resulting in improved communication with students and families. Furthermore, family nights, a large part of the CCLC program, are an excellent avenue for ELL families to become acquainted with day and afterschool programs along with demonstrating to those families that they are welcome in the communities. It also allows them to meet CCLC staff, ask questions, and engage in literacy activities. Interested adults are offered CNA, QuickBooks, welding, CDL, parenting, career planning, job training, professional certifications, literacy, adult basic education, nutrition, and professional development.
6. NVCTC promotes their program through numerous means including: school newsletters, brochures, school-specific websites, the NVCTC website, Facebook, daily school program/activity schedules, “Family Handbook”, “Staff Handbook”, newspaper articles, family celebrations, and on-line PowerPoint presentations, among other unique means to promote the ESP program and foster community awareness.
7. The grantee provides staff a comprehensive “Staff Handbook” and “Summer School Teacher Handbook, while parents receive an in-depth “Family Handbook.”
8. Each of the grantees’ schools have a single advisory board. Typically, boards meet on a bi-annual basis and include community partners, parents, and students.
9. As in past years, NVCTC staff are offered numerous professional development opportunities in addition to updating and informing stakeholders of after school endeavors, accomplishments, and challenges.
10. NVCTC continues to stress that legislators need to be regarded as partners and must better educate them as to the programming/activities at the sites. To that end, for example, legislators and other government officials are invited to “Lights On” in addition to holding open houses them in the region.
As in the previous year, the grantee employs evaluation processes using both qualitative and quantitative information, via teacher, student, parent, partner surveys, and other means to measure outcomes. The grantee’s evaluation process includes examining results from these surveys, among others. Results are regularly and effectively communicated to all stakeholders including school boards. Such boards are extremely attentive to these outcomes. Furthermore, site coordinators also complete quarterly reports for the Project Director. After review, the Project Director provides feedback regarding the reports to administration, principals, and site coordinator.
Opportunities for Improvement and Timeframes for Action
The following recommendations are based on the information/observations/discussions provided/made during the MQIT completion and site visit phases of the NVCTC visit. Most of these recommendations are based on 21st CCLC grant award requirements. The following should be addressed and completed during the 2018-19 school-year.
1. The NVCTC ESP remains an innovative and committed quality program, employing dedicated staff, and taking full advantage of hands-on partnerships. As in past years, the program has been a model example of quality, uniformity, and stability. There is no doubt this will continue under the leadership of the current Project Director, supportive staff; and buy-in from attendees, families, and partners. The key to continued success is to maintain the positive qualities of the program, explore new opportunities which may enhance the program, and maintain the dedicated and knowledgeable staff which provides the best for the program’s attendees, families, and other stakeholders.