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									    Using NRS Data for
 Adult Education Grants and
Local Program Improvement

          ACE Conference
               Sept 24, 2008

    Florida Adult Education Programs and GED
Workshop Overview

   Welcome and Introductions
   NRS Performance Measures
       Educational Functioning Levels
       National Averages
       Negotiated USDOE Benchmarks
   Educational Gains by EFL
       Table 4
   NRS data vs FLDOE Grants
       Deliverable Schedule/EFL Forms
       Corrected EFL Forms for 2008-09 grants
   Use of Data for Local Program Improvement
       Using the Data Pyramid
   NRS Contact Information

           Florida Adult Education Programs and GED
     Educational Functioning Levels

   Adult Basic Education (4 EFLs)                            Grade Levels
        Beginning Literacy                                     0.0 – 1.9
        Beginning Basic Education                              2.0 – 3.9
        Low Intermediate Basic Education                       4.0 – 5.9
        High Intermediate Basic Education                      6.0 – 8.9

   Adult Secondary Education (2 EFLs)
        Low Adult Secondary Education                          9.0 – 10.9
        High Adult Secondary Education                        11.0 – 12.0

                   Florida Adult Education Programs and GED
     Educational Functioning Levels

   English as a Second Language (6 EFLs)                    CASAS Scale
        Beginning ESL Literacy                                0 – 180
        Low Beginning ESL                                    181 – 190
        High Beginning ESL                                   191 – 200
        Low Intermediate ESL                                 201 – 210
        High Intermediate ESL                                211 - 220
        Advanced ESL                                         221 – 235

                  Florida Adult Education Programs and GED
           ABE Educational Functioning
              Levels by Scale Score
     EFL        Grade       NRS       Reading         Total      Lang
                Level       Level                     Math
ABE Beginning    0 – 1.9      1        0 – 367       0 – 313     0 – 389
                                        LCP A         LCP E       LCP J
ABE Beginning   2.0 – 3.9     2       368 – 460     314 – 441   390 – 490
                                        LCP B         LCP F       LCP K

ABE             4.0 – 5.9     3       461 – 517     442 – 505   491 – 523
                                        LCP C         LCP G       LCP M
ABE             6.0 – 8.9     4       518 – 566     506 – 565   524 – 559
                                        LCP D         LCP H       LCP N
                Florida Adult Education Programs and GED
                NRS Performance Measures
           PERFORMANCE             2006-2007        2006-2007         2008-09    Required Change
            MEASURES            National Average     Actual         Negotiated    vs Negotiated

ABE Beginning Literacy                39%             24%              32%             8%

ABE Beginning                         40%             28%              34%             6%

ABE Low Intermediate                  40%             30%              35%             5%

ABE High Intermediate                 35%             31%              33%             2%

ASE Low                               37%             49%              50%             1%

ASE High                              N/A              N/A             N/A            N/A

ESL Beginning Literacy                38%             28%              33%             5%

ESL Low Beginning                     40%             31%              36%             5%

ESL High Beginning                    46%             28%              37%             9%

ESL Low Intermediate                  42%             28%              35%             7%

ESL High Intermediate                 40%             27%              34%             7%

ESL Advanced                          22%             32%              32%             0%

Entered Employment                    45%             55%              56%             1%

Retained Employment                   55%             62%              64%             2%

GED or High School Completion         53%             65%              65%             0%

Further Education and Training Florida Adult Education Programs and GED 90%
                                         43%              96%                         -6%
                                      NRS Table 4
                                 Educational Gain by EFL
                                                                        Number        Number
                                  Total         Total      Number      Completing    Separated     Number     Percentage
  Entering Educational           Number      Attendance   Completing   One or More     Before     Remaining   Completing
   Functioning Level             Enrolled       Hours       Level        Levels      Completing    in Level      Level
            (A)                    (B)          (C)          (D)           (E)           (F)         (G)         (H)

ABE Beginning Literacy
ABE Beginning Basic
ABE Intermediate Low
ABE Intermediate High
ASE High*
ESL Beginning Literacy
ESL Low Beginning
ESL High Beginning
ESL Intermediate Low
ESL Intermediate High
ESL Advanced
                                         Florida Adult Education Programs and GED
        Multiple Impact of
    NRS Performance Measures
   2008 -09 Aid to District Grants include
    NRS measures as benchmarks
   Adult General Education effectiveness
    rankings based on these measures is
    being developed
   Monitoring risk analysis model includes
    these measures

           Florida Adult Education Programs and GED
              FLDOE Grant Deliverables
                 (refer to handouts)
   Local expected performance by EFL derived by
    comparing local performance history to:
       EFL National Average
       Florida’s EFL Targets
   Educational Gain Grant Definitions
       Mirror NRS definitions but include educational gains for
        a student in all three content areas
            Only lowest EFL used to determine educational gain in NRS
            2008-09 grants use NRS definitions but limit follow-up
             measure timeframe to project period
                    Florida Adult Education Programs and GED
             NRS vs. FLDOE Grants

   Reporting periods overlap but not identical
       Grants – July 1st to Jun 30th of Project Year
            2008-09 Grant Year: Jul 1, 2008 to Jun 30, 2009
       NRS – Data reported in the Fall for prior Program Year
            2008-09 NRS Year: Jun 1, 2008 to May 31, 2009
   Grant reporting method changes
       Grants (2008-09) – Instead of mid-year report:
            2007-08 NRS Data collected in Fall 08 (Sep/Oct) will be used
             to gauge mid-year performance progress for 2008-09 grants

                     Florida Adult Education Programs and GED
Can NRS Data Be Useful?

   Standardized data definitions
   Input, Process, and Output data are available
       Input:             Demographic data
       Process:           Attendance Hour, Post-test, and
                           Enrollment Number data
       Output:            Completion data, Follow-Up data
   NRS data now also used for
       Grant deliverables
       Monitoring risk analysis
   Should be used for local program improvement

            Florida Adult Education Programs and GED
     On Data Overload??

You’ve got the data…now what?
      Don’t be a DRIP

   Data
   Rich
   Information
   Poor
                  Commit to Analyzing
                  and Using Your Data
Using NRS Data for Local
Program Improvement
   Start with local NRS data
   Drill down from institutional level to:
       School/campus/site level
       Classroom level
       Individual teacher level
   Identify trends, improvement
    opportunities, worst practices
   Use the data pyramid to focus efforts
           Florida Adult Education Programs and GED
Using the Data Pyramid
                                                          Level 1
               Step 1:                                           Step 2:              Step 3:             Step 4:
Examine Data to Assess Where You Are                          Identify Goal        Plan Strategy       Implement &
                                    Level 1: Improve Data Quality: Data Systems and Error Checks
                          Why does Graphing completion Reduce wide            Train staff to look at   Set specific
                          the       rates over the last 5  year to year       completion level data    target for
 Do you trust the data?

                          performa year shows there is     variability in     and identify             reducing
                          nce of    wide year to year      data.              suspicious year-to-      variability.
                          some      variability (more than                    year variability.        After a two
                          programs 10% swings each                            Create plan to           years of the
                          vary      year) that seem                           improve data             initiative
                          widely    unrelated to actual                       collection and           reexamine the
                          from year program                                   reporting and provide    year-to-year
                          to year? performance.                               incentives for           completion
                                                                              improvement.             rates.
                                                                         Level 2
                       Step 1:                                                       Step 2:                 Step 3:                   Step 4:
        Examine Data to Assess Where You Are                                      Identify Goal           Plan Strategy             Implement &
                                                                 Level 2: Improve Data Quality: Policies and Procedures
                                           Are           Two charts            Increase               Increase onsite           Compare the
Do you have policies and procedures that

                                           programs      comparing             compliance with        monitoring for programs   programs’ rates of
work and are in compliance with NRS

                                           following the programs to the       state and NRS          with poor compliance      and timeframe for
                                           new policies state average          policies for pre and with pre-posttest           pre and posttesting
                                           of pre and    show that some        posttesting            policies. Provide         before and after
                                           posttesting programs have                                  incentives for programs   implementing
                                           students      low pre and                                  that improve their pre-   strategy.
                                           within the    posttesting rates                            posttesting during the
                                           prescribed    and/or are not                               year.
                                           time?         administering pre
                                                         and posttests

                                                         within the
                                                         timeframe set by
                                                         state assessment
                                                                              Level 3
               Step 1:                                                                       Step 2:              Step 3:              Step 4:
Examine Data to Assess Where You Are                                                      Identify Goal        Plan Strategy        Implement &
                                                                                  Level 3: Manage Performance
                                                       Are programs    While county      Improve          Meet with local           After PD has
Do you use data to manage and improve your programs?

                                                       in the county   census data       performance on programs in the             been in place,
                                                       serving the     shows that the    ABE              county to examine         reexamine
                                                       needs of all    percentage of     completions      the data and the          completion
                                                       age groups in   adults within                      possible causes of        rates by age
                                                       the target      the 25 to 54                       the decline in            to see if they
                                                       population as   age range and                      completion rates 25-      have
                                                       reflected in    those over 25                      to 54-year-olds and       improved for
                                                       completion      with less than                     discuss possible          25- to 54-year-
                                                       rates?          a high school                      strategies to improve     olds.
                                                                       diploma are                        it. Provide programs
                                                                       increasing, a                      with intensive PD
                                                                       graph of ABE                       around serving
                                                                       level                              students in this age
                                                                       completion                         group. Reward
                                                                       rates by age                       programs that show
                                                                       indicates that                     improved attainment
                                                                       the completion                     rates with certificates
                                                                       rates for 25                       of recognition.
                                                                       through 59
                                                                       year olds are
                                                                                       Level 4
               Step 1:                                                                           Step 2:               Step 3:              Step 4:
Examine Data to Assess Where You Are                                                          Identify Goal         Plan Strategy        Implement &
                                                                                      Level 4: Innovate and Evaluate
                                                         Are students    A chart              Improve the       Provide local            Monitor
                                                         with more       comparing            intensity of      programs with the        implementatio
                                                         instructional   completion rates instruction-the       information on the       n by seeing if
Do you use data for strategic planning and evaluation?

                                                         hours more      relative to          frequency of      impact of increased      local
                                                         likely to       attendance rates instruction not       intensity of             programs
                                                         complete a      shows that           just the total #  instruction. Work with   have altered
                                                         level?          completions start of instructional     local programs on        their
                                                                         to decline after     hours.            scheduling to see if     schedules.
                                                                         100 instructional                      intensity of             Revisit
                                                                         hours. Another                         instruction can be       retention and
                                                                         graph shows that                       increased.               completion
                                                                         students in                                                     data to see
                                                                         longer courses                                                  what changes,
                                                                         tend to have                                                    if any, have
                                                                         lower completion                                                occurred.
                                                                         rates. A final
                                                                         graph indicates
                                                                         that greater
                                                                         intensity of
                                                                         instruction (more
                                                                         hours per week)
                                                                         completion rates.

   Accurate NRS reporting is important
       Impacts continued federal funding
       Grant deliverables are now EFL driven
       Basis for adult education effectiveness measures
       Input to monitoring risk-analysis determination
       Can drive local program improvement if
            Data is accurate
            Commitment is in place to use data to assess where
             you are and help focus efforts to manage programs
             and improve performance gaps

              Florida Adult Education Programs and GED
Contact and Web Information

   Program NRS Contact
        Craig Winger, (850) 245-0720
   CCTCMIS NRS Contacts
         Debbie Fitzpatrick, (850) 245-9508
         April Card, (850) 245-9518

   FLDOE Grants Administration
        Gloria Spradley-Brown, (850) 245-9053
   Florida NRS Web Site:

               Florida Adult Education Programs and GED

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