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2006-2010 Performance Standards for Community Adult Learning Centers. Donna Cornellier, MASSACHUSETTS DEPARTMENT OF EDUCATION. Performance Measure: Attendance. Definition: Total number of rate-based attended student hours divided by the total number of planned student hours Exclusions:

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2006 2010 performance standards for community adult learning centers

2006-2010 Performance Standards for Community Adult Learning Centers

Donna Cornellier, MASSACHUSETTS DEPARTMENT OF EDUCATION

performance measure attendance
Performance Measure: Attendance

Definition:

  • Total number of rate-based attended student hours divided by the total number of planned student hours

Exclusions:

  • Non-rates based classes

Standard:

  • Programs ensure that students attend between 66% and 76% of total planned student hours.

Purpose:

  • Promotes effective outreach, screening, orientation, assessment, placement procedures
  • Promotes instruction that is relevant to students’ needs
performance measure attendance1
Performance Measure: Attendance
  • State Averages in Community Adult Learning Centers
  • FY 2006 72.59%
  • FY 2005 71.70%
  • FY 2004 70.65%
  • FY 2003 71.35%
  • FY 2002 68.27%
  • FY 2001 67.42%

Find this data at SMARTT Cognos ReportNet

  • Adhoc Reports>> Performance Standards Reports for Community ALC
performance measure average attended hours
Performance Measure: Average Attended Hours

Definition:

  • Total number of actual attended student hours divided by the total number of students(Attended hours includes rates based, non-rates based, and volunteer match hours.)

Standard:

  • Programs ensure that students attend between 117 and 131 average attended hours per year.

Purpose:

  • Promotes student persistence and learner gain
  • Measures intensity of students’ instructional time
performance measure average attended hours1
Performance Measure: Average Attended Hours
  • State Averages in Community Adult Learning Centers
  • FY 2006 127.34
  • FY 2005 122.81
  • FY 2004 125.73
  • FY 2003 125.77
  • FY 2002 110.83
  • FY 2001 107.08
  • Find this data at SMARTT Cognos ReportNet
    • Adhoc Reports>> Performance Standards Reports for Community ALC
performance measure pre and post test percentage
Performance Measure: Pre and Post Test Percentage

Definition:

  • Total number of students who are pre and post tested divided by the total number of students enrolled in a program for the year (based on student’s primary assessment)

Exclusions:

  • Students with < 12 hours attendance
  • Students with an initial scale score in TABE Language > 584
  • Students with an initial scale score in MAPT >599
  • Students with an intake date after 4/1

Standard:

  • Programs ensure that between 66% and 76% of eligible students are pre- and post-tested.

Note:

  • If a program post tests less than 50% of eligible students, performance points for the Learner Gains performance standard are reduced by 50%.

Purpose:

  • Promotes retention of students so that students remain in programs long enough to achieve learning gains and goals
performance measure pre and post test percentage1
Performance Measure: Pre and Post Test Percentage
  • State Averages in Community Adult Learning Centers
  • FY 2006 68.5%
  • FY 2005 71.2%
  • Find this data at SMARTT Cognos ReportNet
    • Adhoc Reports>> Performance Standards Reports for Community ALC
performance measure learner gains
Performance Measure: Learner Gains

Definition:

  • Total percent of students who demonstrate learner gain on TABE, MAPT, REEP, or BEST Plus assessments (based on student’s primary assessment)
  • Significant learner gain for each assessment is defined as:
  • TABE: 27 scale score points
  • REEP: .4 scale score points
  • BEST Plus: 33 scale score points
  • Other: 1 GLE (grade level equivalent) for Beginning Literacy

Notes:

  • Beginning in FY 2007, the TABE for ABE reading and math was replaced by the MAPT.
  • MAPT and TABE Level L (literacy) data will be reviewed by UMass to determine significant learner gain.
  • If a program post tests less than 50% of eligible students, performance points awarded for Learner Gains are reduced by 50%

Standard:

  • Programs ensure that between 47% and 56% of students demonstrate significant gain as defined in the table above.

Purpose:

  • To capture the learning gains that students achieve
performance measure learner gains1
Performance Measure: Learner Gains
  • State Averages in Community Adult Learning Centers
  • FY 2006 51%
  • FY 2005 50%
  • Find this data at SMARTT Cognos ReportNet
    • Adhoc Reports>> Performance Standards Reports for Community ALC
using your performance standards data for program improvement
Using Your Performance Standards Data for Program Improvement

In this workshop, we will review the data for small, medium, and large programs that have met or exceeded the performance standards for learning gains, pre/post percentage, average attended hours, and attendance. The workshop will focus on ways to analyze current performance standards data and determine ways to use the data for program improvement.

Participants will be asked to break into small groups and to focus first on retention (e.g. average attended hours) and look at the programs that have met or exceeded the performance target in that area. Then participants will be asked to review data for the other performance areas for the same programs and fill in the chart provided at the workshop. Each group will be asked to answer the following questions:

using your performance standards data for program improvement1
Using Your Performance Standards Data for Program Improvement
  • When reviewing all the performance data, what conclusions can be drawn? How do the performance standards data relate to each other ---or not? What differences do you see between small, medium, and large programs? For this exercise, use this definition for small, medium, and large programs.

Small Size Programs: 125 or less Students

Medium Size Programs: 126 - 300 Students

Large Size Programs: > 300 Students

using your performance standards data for program improvement2
Using Your Performance Standards Data for Program Improvement
  • For the programs that met or exceed most of the performance target areas, what might the programs be doing well that can be shared with others? What good practices do you think need to be in place?
  • What recommendations can be given for program improvement in each area:

Learning Gains:

Pre Post Testing:

Average Attended Hours:

Attendance:

Student Goals:

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FY06 Performance Standard Report for Program Specialist Implications for FY2007 Continuous Improvement Plans