Family & Community Adult Education Adult & Community Learning Services
Adult and Community Learning Services

2006 Performance Standards for Community Adult Learning Centers

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

Benchmarks:

State Averages for Attendance in Community Adult Learning Centers:

Where This Data Can Be Found:
SMARTT Cognos ReportNet

• Adhoc Reports>> Performance Standards Reports for Community ALC

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

Benchmarks:

State Averages for Average Attended Hours in Community Adult Learning Centers:

Where This Data Can Be Found:
SMARTT Cognos ReportNet

• Adhoc Reports>> Performance Standards Reports for Community ALC

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

Benchmarks:

State Averages for Pre and Post Test Percentage in Community Adult Learning Centers:

Where This Data Can Be Found:
SMARTT Cognos ReportNet

• Adhoc Reports>> Performance Standards Reports for Community ALC

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

Benchmarks:

*Program must post test at least 50% of eligible students to be awarded performance points as above.

State Averages for Learner Gains in Community Adult Learning Centers:

Where This Data Can Be Found:
SMARTT Cognos ReportNet

• Adhoc Reports>> Performance Standards Reports for Community ALC

Performance Measure: Setting and Meeting Student Goals

Definition:

• Total number of goals set divided by the number of students enrolled in the program
• Total number of goals met divided by the number of students enrolled in the program

Standard:

• Programs set, on average, at least 2 goals per student per year.
• Programs meet, on average, at least 1 goal per student per year.
• Programs are eligible for Column A, B, and C goal attainment points as noted below.

Notes:

• Programs document goals met according to the Countable Outcomes Definitions and Required Documentation Chart or the Student Goal Sheet.

Purpose:

• Encourages students from across the program to set and meet goals
• Ensures that student goals drive curricula and instruction

Point scoring:

Benchmarks for Student Goals

Where This Data Can Be Found:
SMARTT Cognos ReportNet

• Adhoc Reports >> Performance Standards Reports for Community ALC

Performance Measure: Educational Functioning Level Completion

Definition:

• The total number of students completing an Educational Functioning Level (EFL) divided by the total number of enrolled students.

Exclusions:

• High ASE level
• Students with less than 12 hours attendance

Standard:

• Programs meet or exceed the annual state EFL target as negotiated with USDE /li>

Notes:

• ACLS negotiates performance targets annually with USDE based on state performance data from table 4.

Purpose:

• To meet USDE reporting requirements that measure program effectiveness at the state level

Benchmarks for Fiscal Year 2007:

State Targets for Educational Functioning Level Completion in Community Adult Learning Centers:

Where This Data Can Be Found:
SMARTT Cognos ReportNet

• Federal Reports >> Table 4 :- Educational Gains and Attendance by Educational Functioning Level