2007 Performance Standards for Community Adult Learning Centers
1. Attendance
Definition:
Total number of rate-based attended student hours divided by the total number of planned student hours. (Excludes non-rates based classes)
Standard:
Programs ensure that students attend between 66% and 76% of total planned student hours.
Benchmarks:
| | # of points | Cut Points for Attendance |
| Advanced | 3 | 77% and above |
| Meets Standard | 2 | 66%-76% |
| Needs Improvement | 1 | 55%-65% |
| Remedial Action | 0 | 54% and below |
2. Average Attended Hours
Definition:
Total number of actual 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 70 and 79 average attended hours for the period of September - December 2006.
Exclusions:
- Students enrolled only in GED fast track classes
Benchmarks:
| | # of points | Cut Points for Average Attended Hours |
| Advanced | 3 | 80 and above |
| Meets Standard | 2 | 70 - 79 |
| Needs Improvement | 1 | 60-69 |
| Remedial Action | 0 | 59 and below |
3. 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 enrolled only in GED fast track classes
- Students with < 12 hours attendance
- Students with an initial scale score in TABE Language > 584
- Students with 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.
Benchmarks:
| | # of points | Cut Points for Pre and Post Testing |
| Advanced | 3 | 77% and above |
| Meets Standard | 2 | 66%-76% |
| Needs Improvement | 1 | 55%-65% |
| Remedial Action | 0 | 54% and below |
4. Learner Gains
Definition:
Total percent of all students who demonstrate learner gain on MAPT, TABE Literacy, TABE Language, REEP, or BEST Plus assessments (based on student's primary assessment)
Meaningful or average learner gain for each assessment is defined as:
MAPT 21 scale score points (meaningful gain)
TABE Literacy 30 scale score points (meaningful gain)
TABE Language: 27 scale score points (significant gain)
REEP: .4 scale score points (significant gain)
BEST Plus: 33 scale score points (significant gain)
Exclusions:
- Students enrolled only in GED fast track classes
- Students enrolled only in Pre Literacy ESOL I,II,III classes
- Students with < 12 hours attendance
- Students with an initial scale score in TABE Language > 584
- Students with initial scale score in MAPT > 599
- Students with an intake date after 4/1
Standard:
Programs ensure that between 35% and 49% of students demonstrate meaningful or average gain as defined in the table above.
Benchmarks:
| Advanced | 9 | 55% and above |
| Advanced | 8 | 50% - 54% |
| Meets Standard | 7 | 45% - 49% |
| Meets Standard | 6 | 40% - 44% |
| Meets Standard | 5 | 35% - 39% |
| Needs Improvement | 4 | 30% - 34% |
| Needs Improvement | 3 | 25% - 29% |
| Remedial Action | 2 | 20% - 24% |
| Remedial Action | 1 | 15% - 19% |
| Remedial Action | 0 | 14% and below |
5. 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.
Benchmarks:
| | # of points | Cut Points for Learner Gain |
| Goals Set | 1 | Set at least 2 goals/student |
| Goals Met | 2 | Meet at least 1 goal/student |
| Column A/B Goals | 3 | If majority (50%+) of met goals are Column A&B goals, and if the program meets at least 1 goal/student, program earns 3 Column A/B points. |
| Column A/B Goals | 2 | If majority (50%+) of met goals are Column A&B goals, and if the program meets less than 1 but at least .5 goals/student, program earns 2 Column A/B points. |
| Column C Goals | 1 | If program meets at least 1 Column C goal/student, program earns 1 Column C point. |
| | # of points |
| Advanced | 5-6 |
| Meets Standard | 3 - 4 |
| Needs Improvement | 1-2 |
| Remedial Action | 0 |
Note: maximum performance points in any combination of the above are 6.
6. NRS Educational Functioning Level Completion
Definition:
The total number of students completing the eleven Educational Functioning Levels (EFL) divided by the total number of enrolled students.
Exclusions:
- High ASE level (EFL completion is defined as passing GED test.)
- Students with less than 12 hours attendance
Standard:
Program meets or exceeds the annual state target as negotiated with USDOE.
Note:
ACLS negotiates performance targets annually with USDOE based on state performance data for the eleven educational functioning levels (excluding High ASE).
Benchmarks:
| | # of points | Cut Points for Completing One EFL |
| Meets Standard | 1 | At least 33% of students complete one EFL |
| Does Not Meet Standard | 0 | Less than 33% of students complete one EFL. |
last updated: May 21, 2008
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