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Connecting the Data to the Dollars

Overview . This presentation will explain how locally generated program data are used in Florida's adult education funding

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Connecting the Data to the Dollars

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    1. Connecting the Data to the Dollars Mark Baird, Ph.D. Division of Career and Adult Education Summer Symposium June 2009

    2. Overview This presentation will explain how locally generated program data are used in Florida’s adult education funding & accountability systems

    3. The Funding Streams Three funding streams with distinct accountability and quality assurance systems State funding for school districts State funding for colleges Federal funding (both school districts and state college system)

    4. State Funding - Workload Both districts and the state college system have workload and performance-based formulas, but the workload formulas distribute the lion’s share (98%+) of the money The workload models estimate the amount of funds required for districts and institutions to provide services based on enrollment and program cost factors

    5. State Funding - Performance Performance dollars are generated by adult education programs based on Literacy Completion Points (LCPs) earned ALL LCPs COUNT IN THIS MODEL! Special populations served Placement and continuing education Found through the Florida Education Training Placement Information Program (FETPIP)

    6. Federal Funding New RFP process ties dollars requested to NRS reported completions Applicants determine Amount requested up to maximum county allocation Target number of students enrolled and EFL completers by level These numbers determine dollars per completer and completion rate Low cost per completer and high completion rate rewarded in grant proposal scoring

    7. Actual aggregated completion rate of 40%+ and cost per completer less than or equal to $233 makes grantee eligible to apply for incentive funds in 2010-11 continuation year End of year performance reconciliation– not meeting proposed targets may result in program improvement plan or changes to continuation year

    8. How We Get the Numbers Data are collected locally, then transmitted at regular intervals linked to academic calendar to Districts - Workforce Development Information System (WDIS) State Colleges – Community College Student Database (CCSDB)

    9. The bureau that manages the data at FDOE is Community College & Technical Center MIS (CCTCMIS) There are advisory committees comprising local MIS staff that meet regularly to discuss state workforce data issues Districts – WEDDAC State Colleges – MISATFOR You should know who your representatives to these committees are!

    10. EFLs: Where the Rubber Meets the Road The core outcome measure of instructional performance in the NRS are Educational Functioning Level (EFL) gains EFL gains can be realized different ways depending on a student’s initial functioning level and program area Determinations are made through programming logic that uses key data elements from WDIS/CCSDB to select and aggregate EFLs

    11. Selection Criteria Programmers at FDOE create rules that select and calculate EFLs Example selection criteria to calculate an EFL Low-level ABE student based on program enrollment and lowest functioning level 12+ instructional hours LCP earned in the skill area with the lowest functioning level

    12. More rules are applied to produce the NRS report The key performance indicator is Column H in Table 4 “Percent Completing Level” This is the number of students who earned an EFL (Column D) over the total number of students (Column B) Column H measures breadth of performance, not depth– each student can generate only one EFL

    13. Post-Tests Table 4B is a subset of Table 4, so more selection rules are applied to the data Only students who have been both pre- and post-tested Post-testing by definition requires a pre-test using the same instrument – TABE, CASAS, BEST, BEST Plus GED may not be reported as a post-test Begun discussion about new data elements to capture pre- and post-test type, date, & outcome

    14. Goals & Follow-up Outcomes Starting in 2009-10, WDIS and CCSDB will allow for reporting of multiple goals with default academic/literacy goals set by program Students may generate more than one outcome on Table 5 Each additional goal is an opportunity for another gain in the numerator, but it also increases the denominator by one All goals should be attainable by the student in the program year, otherwise your denominator will grow faster than your numerator

    15. Resources NRS Implementation Guidelines: http://www.nrsonline.org/reference/index.html WDIS Data Handbooks: http://www.fldoe.org/arm/cctcmis/pubs/techs/handbk_main.asp CCSDB Data Dictionaries: http://www.fldoe.org/arm/cctcmis/pubs/ccdictionary/dictionary_main.asp Adult Ed & Family Literacy federal grant page inc. Q & As: http://www.fldoe.org/workforce/dwdgrants/adulted.asp Florida NRS reports archive: http://www.fldoe.org/arm/cctcmis/pubs/nrs/nrs.asp Florida Adult Ed & GED: http://www.fldoe.org/arm/cctcmis/pubs/nrs/nrs.asp

    16. Contacts Accountability & Reporting Craig.Winger@fldoe.org , 850-245-9059 Mark.Baird@fldoe.org , 850-245-9060 State Budget Districts – Tara.Goodman@fldoe.org , 850-245-9002 State Colleges – John.Holdnak@fldoe.org , 850-245-9764 Federal Grants Your regional program specialist

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