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Indiana’s Alternative Education Profile Project. Accountability for Confirming Success. OBJECTIVES. PARTICIPANTS WILL: Learn about Indiana’s alternative education program Learn about Indiana’s profile project Learn about Indiana’s developing accountability system for alternative education

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indiana s alternative education profile project
Indiana’s Alternative Education Profile Project

Accountability for Confirming Success

objectives
OBJECTIVES
  • PARTICIPANTS WILL:
    • Learn about Indiana’s alternative education program
    • Learn about Indiana’s profile project
    • Learn about Indiana’s developing accountability system for alternative education
    • Learn strategies that could be used in Oregon
ic 20 30 8
IC 20-30-8
  • Alternative Education Program must:
      • Be an educational program for eligible students that instructs them in a different manner than in the manner of instruction in a traditional school setting.
  • Implement Individual Service Plans (ISPs)
  • Operate the minimum session time of two consecutive hours
student eligibility ic 20 30 8
Student Eligibility (IC 20-30-8)
  • Grades 6-12
  • Must fit into one of five categories:
    • Withdrawn or intending to withdraw
    • Failing academically
    • Required employment
    • Pregnant or parenting
    • Disruptive student
student eligibility demographics
Student Eligibility Demographics

School Year 2006-2007

  • Withdrawn/intending to withdraw: 7.8%
  • Failing academically: 48.4%
  • Required employment: 1.8%
  • Pregnant or parenting: 4.6%
  • Disruptive student: 37.4%
indiana department of education policy
Indiana Department of Education Policy
  • No greater than 15:1 teacher/student ratio
  • Programs should embrace best practices for alternative education
  • Programs should generally be the child’s primary educational placement
indiana s goals for alternative education
Indiana’s Goals for Alternative Education
  • Increase the percentage of alternative education programs meeting program goals.
  • Increase the percentage of 12th grade students in alternative education programs who graduate.
  • Increase the percentage of students served by alternative education programs who achieve positive outcomes.
  • Decrease the number of dropouts in school districts with alternative education programs.
  • Decrease the number of expulsions in school districts with alternative education programs.
sy 2006 07
SY 2006-07*

Number of Programs 229

Number of Students Served 28,078

Number of Counties Represented 66 (72%)

Number of Participating Districts 191 (58%)

*SY07-08 data not yet available

types of programs
Types of Programs
  • 8% (19) Short-term placement that keeps students involved in education.
  • 33% (76) To bring academically failing students back to grade level.
  • 21% (48) To deal with students with behavioral/discipline issues.
  • 38% (86) To prepare students for life after school as productive citizens.
06 07 alternative education demographics11
06-07 Alternative Education Demographics

Poverty

Free Lunch: 49%

Reduced Lunch: 9%

Paid Lunch: 42%

Special Education

Special Ed: 19%

General Ed: 81%

Grade

Grade 6: 4%

Grade 7: 11%

Grade 8: 14%

Grade 9: 19%

Grade 10: 17%

Grade 11: 16%

Grade 12: 19%

Gender

Male: 57%

Female: 43%

sy06 07 student outcomes
SY06-07 Student Outcomes

POSITIVE OUTCOMES (67%)

  • 10% received a High School Diploma
    • (47% of 12th graders received diplomas)
  • 24% attained ISP goals
  • 32% made progress toward ISP goals
  • 1% earned a GED

NEGATIVE OUTCOMES (9%)

  • 6% dropped out of school
  • 3% were expelled from school

NEUTRAL OUTCOMES (25%)

  • 13% transferred to another educational setting prior to completion
  • 12% did not make progress toward ISP goals (but remained in school attached to an educational program)
origin of the profile project
Origin of the Profile Project
  • PROBE
    • Governor’s Office of Management & Budget
    • All funded programs examined
    • Goals, accountability, mission, purpose, effectiveness
    • Indiana alternative education rating: ADEQUATE (barely)
origin of the profile project14
Origin of the Profile Project
  • Funding cuts
    • Statute allows up to $750 per FTE
    • Currently receiving $551 per FTE
    • Block grants
purpose of the profile project
Purpose of the Profile Project
  • Appropriate accountability measures
  • Tell the programs’ stories
  • Make information more accessible to parents and the community
desired outcomes
Desired Outcomes
  • Increase accountability
  • Increase understanding of effective practices
  • Increase community awareness of alternative education effectiveness
  • Persuade legislators of the positive impact of alternative education
partnership to build the profiles
Partnership to Build the Profiles

Center for Evaluation & Education Policy (CEEP)

  • Indiana University—years of experience with alternative education
  • Create/pilot surveys, maintain sites, develop profiles
  • Help develop evaluation system
  • Initial cost: $50,000; further years: $16,500
accountability components
Accountability Components
  • Administrator Survey
  • Teacher Survey
  • Student Survey
  • Site Visits
  • DOE-AL Report
administrator survey
Administrator Survey
  • Program description
  • Goals-program specific
  • Program components
  • Services
  • Entrance/exit criteria
goals
Goals
  • Academic Goals
  • Behavioral Goals
  • Self-managed Goals
  • Measurable & more standardized
  • Set by program
  • Report progress annually
  • Able to link to type, services and outcomes
teacher survey
Teacher Survey

Purposes:

  • Identify usages of assessment data and service plans
  • Verify instructional strategies
  • Identify perceived levels of student support
  • Identify professional development opportunities
  • Identify perceived levels of community and parent outreach and support
teacher survey results 06 07
Teacher Survey Results (06-07)
  • ISP’s are used frequently, but not always (as required by law)
  • Programs frequently use heterogeneous student grouping, one-to-one tutoring, and interactive learning
  • Types 2, 3, and 4 programs often share decision making with parents & community partners; Type 1 programs rarely do so
  • The majority of teachers report a strong sense of school community (lowest in Type 2)
student survey
Student Survey
  • Identify perceived levels of instructional support
  • Verify instructional strategies and uses
  • Identify perceived levels of student success and engagement
initial student survey issues
Initial Student Survey Issues
  • Low student participation
  • Survey too long
  • Survey complicated for younger students
  • Survey law/policies
  • Appropriate questions for all program types

SOLUTIONS:

  • Earlier opening date
  • Cut questions
  • Simplify questions
  • Rephrase questions or create type-specific questions
student survey results 07 08
Student Survey Results (07-08)
  • 62.1% of participating students plan to go to post-secondary education

Since I’ve come to the alternative school:

  • I feel respected and supported: 3.7 (agree)
  • I care about my alternative school: 3.6 (agree)
  • I think it is important to get good grades: 4.4 (agree/strongly agree)
student survey results continued
Student Survey Results (continued)
  • Type 4 programs tended to score highest across the board
  • Type 1 programs tended to score lowest
  • A couple of surprises:
    • Preparing for college: Type 2
    • Understanding yourself: Type 1
    • Continuing your education: Type 2
site visits
Site Visits
  • See the program in action!
  • All new programs; others on a 5-year cycle
  • Rubric (evidence required)
  • Results posted to Website
  • Will become part of profile
doe al report
DOE-AL Report
  • Student data connected to Student Test Number (STN)
  • Report eligibility criteria & outcome for each student
  • Can be tied to graduation, ISTEP+ & GQE, suspension/expulsion, race/ethnicity, special education, gender, free/reduced lunch, etc.
putting it all together the program profile
Putting It All Together (The Program Profile)
  • Connect surveys, site visit reports, and outcome data (DOE-AL) to present a local profile.
  • Create “report card” for alternative ed programs
  • Connect outcome data to program type to determine effective formats and components.
slide34
Dr. Ken Springer ACCESS School

Mission Statement

Purpose of the Program

What makes this program unique?

Student/Teacher Ratio

Goals of the Program

slide35

Each alternative education school/program in the state of Indiana is evaluated by staff of the Indiana Department of Education’s Office of Student Learning Choices. Each alternative education school/program receives a letter grades based on the following: Customer Satisfaction; Service Delivery; and Program Effectiveness.

Evaluation Report

Outcomes

next steps
Next Steps
  • Work with CEEP to create/post profiles
  • Develop accountability indicators
  • Create searchable database related to programming, program type, and outcomes
  • Implement research-based interventions
  • Create exemplary program award
contact information
CONTACT INFORMATION

Molly Chamberlin

317-232-0579 or mchamber@doe.in.gov

Kim Clement

kclement@doe.in.gov