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To assist and encourage local as well as state planning for
continued improvement of MAERS and related MDCD policy, processes and services.
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To provide opportunities for sharing the most successful
strategies of local programs who are using the MAERS data to improve program
performance. (These may be shared by
web site posting and/or in training.)
Beginning a
new data reporting system can result in initial difficulties with data gaps and
errors. Many factors influence program
data and while outcomes will differ from one program to another, the most
important issue is that all programs should be seeking improvement over
time. Local programs are expected to be
applying what was learned from the PY 2000-01 data to their current PY 2001-02
processes and to the PY 2002-03 program planning.
PY
2000-01 MAERS Data
The MAERS
local program data and state aggregate data are now available on line in six
tables based on the National Reporting System (NRS) requirements. The six NRS tables with state and local
data are as follows:
·
Table 1 - Participants by Entering Educational
Functioning Level (EFL), Ethnicity and Sex
·
Table 2 - Participants by Age, Ethnicity and Sex
·
Table 3 - Participants by Program Type and Age
·
Table 4 - Educational Gains and Attendance by
Educational Functioning Levels
·
Table 5 - Core Follow-up Outcome Achievement
·
Table 6 - Participant Status and Program
Enrollment
These tables
are available on line at http://services.michworks.org. Retrieval instructions are as follows: The person running the reports must have the
Staff Class Code designation of Fiscal Agency Administration in order to run
the NRS reports. Once at the website,
the person must enter their user name and their password, select “Reports”,
select “Schedule”, select “New Report”, select the report to be obtained,
select whether you want the report for statewide or for your agency, select the
report to run “Online” and submit. Once
this process is complete, you must retrieve the reports, select “Retrieval”,
select “New Results”, select one of the tables for viewing, select “Print/Savable
Version”, you must format the page to “landscape before printing the
table. Your agency will want to run
each table by statewide and individual program (a total of 12 reports) for
analysis and comparison of data.
There are also a number of state defined reports for local
programs that may be useful in analyzing the program data. The reports are as follows:
·
Completers Characteristics (students who have exited)
Report – this report is a summary report containing totals for exits and all
statuses. It contains information about
students exited during the time period specified.
·
Program Characteristics Report – this report is a
summary containing totals for characteristics by program of enrollment. It contains information about students
enrolled during the time period specified.
·
Student Enrollment Report – this report contains all
information about a student’s participation in an adult education program. It contains enrollment, attendance hours,
assessment, goals and outcomes. It is
run for a period for time and all students enrolled during the time frame are
included.
·
Student Characteristics Report – this report is a
summary containing totals for enrollments and statuses. It contains information about students enrolled
during the time period specified.
These reports may be helpful in
analyzing your program for continuous improvement. These reports may be run for PY 2000-01 and for the PY 2001-02
through the current date. These reports
are found in the same manner as the NRS tables stated above. However for these reports, you must enter
the beginning and end dates; the program year (choose all) the funding source;
and for who (statewide or local) you want the report run. These reports are for usually more than 7
days of data therefore you must select “custom” and the report will run
overnight. The retrieval process is the
same as for the NRS tables above.
PY
2001-02 MAERS Data
Your agency
is probably using several strategies to improve the quality and usefulness of
current year data. The reports above
may also assist in those strategies. As one result of analyzing the data, some
programs are likely to identify additional local process improvements for the
remainder of this year.
It is
imperative that all adult education programs enter their student information
data on the MAERS. If Michigan does not report all adult education program data
to USDOE, there is a possibility of losing up to $16 million of federal funding
for adult education programs.
PY 2002-03
MAERS Data
The
inferences from your analysis of PY 2000-01 and PY 2001-02 data, will be needed
to complete the application for continuation of your federal adult education
grant from July 1, 2002 to June 30, 2003.
Those programs contracting for PAL funding also can be utilizing this
information for PAL contract negotiations.
Based upon the previous and existing MAERS data, planning for further
improvements in instructional strategies and administrative operations for the
next program year are beginning now in many areas.
For those
programs with State School Aid Act Section 107 funding for PY 2002-03, it
should be noted that the MAERS will be the ONLY mechanism for reporting data
to the Single Record Student Data Base (FTE count period information) and 10%
performance information.
Attachment
1indicates the Performance Data Report Outline that must be used for completing
and submitting this report to the Office of Adult Education.
Attachment
2 provides Program Performance charts that must be completed and returned with
the report.
This report
must be sent to the following address no later than May 10, 2002:
Adult Education Annual Performance Report Coordinator
Michigan Department of Career Development
Office of Adult Education
P.O. Box 30714
201 North Washington Square, Victor Center, 3rd
Floor
Lansing, Michigan 48913
If you have any questions regarding the completion of this
report, please contact Sandy Thelen at thelensj@michigan.gov. If you have any questions regarding the
content of the MAERS data, please contact Shirley Martell at martells@michigan.gov.
PERFORMANCE DATA REPORT OUTLINE
I. COVER PAGE
·
Include
the name, address and district or recipient code of the fiscal agent.
·
Include
the adult education director’s name, title, phone number and email address.
·
Include
the contact person’s name, title, phone number and email address.
·
Include
the name and title of the person writing the report.
·
Include
the service provider(s) and funding source(s) this annual performance report
addresses.
II. ANALYSIS OF LOCAL PERFORMANCE DATA
Review
your local performance data and provide a brief analysis, in narrative format,
addressing the following items:
A. Accuracy
of the Data
Consider
the following topics:
- Mechanics of Reporting:
i.e., how data is collected and reported; completeness and accuracy of data;
consistency, validity and reliability of data collection and reporting, other.
-Major System or Reporting Errors: i.e., time frame for reporting; training; local input errors; the
number of students not receiving a pre-test or post-test; using the “soft exit”
resulting in missing data; other
Answer the following
questions and provide supporting data:
1. What have you already done to improve data accuracy?
2. How
are you planning to improve future data accuracy?
3. Briefly
describe any “best practice” to be shared with other local programs.
4. What
recommendations for improving data accuracy do you have for the MDCD?
B. Educational
Gains and Attendance by EFL (NRS Table 4):
Consider the following topics:
- Local versus state EFL gain results: What may account
for current results? i.e., intensity of
instruction and average hours of instruction; the affect of retention and
dropout rate to reported student achievement; low post-testing at certain
levels; other.
- Strengths and weaknesses of specific programs (Literacy, GED, HSC,
ESL, etc.) as shown by local data results: i.e., different methods of delivery of instruction; intensity of
instruction and average hours of instruction; the affect of retention and
dropout rate to reported student achievement; low pre- and/or post-testing at
certain levels; other.
- Methods of assessment for the various EFL levels and their affect
on results: i.e., the degree of
validity of scores and how assessments were conducted; is data aligned with
assessments; were assessments aligned with instruction; were assessments
conducted properly and consistently within programs and classes; other.
)
Answer the following questions and provide supporting data:
1. What
have you already done to improve the total number of EFL gains and/or number of
EFL gains per instructional hour? (Consider both instructional and
administrative strategies.)
2. How
are you planning to increase the total number of EFL gains and/or number of EFL
gains per instructional hour?
3. Briefly
describe any “best practice” to be shared with other programs.
4. What
recommendations for improving EFL gains and/or number of EFL gains per
instructional hour do you have for the MDCD?
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ATTACHMENT
2
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PROGRAM PERFORMANCE - EFL GAIN
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ADULT BASIC EDUCATION (ABE)
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PERFORMANCE MEASURES
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2000-01 NEGOTIATED STATE GOALS
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2000-01 ACTUAL % OF learners
ADVANCING AT EACH LEVEL
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2000-01 ACTUAL % OF learners
ADVANCING AT EACH LEVEL
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2001-02 PROJECTED PERFORMANCE GOALS
-- % OF learners
ADVANCING AT EACH LEVEL
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(STATE LEVEL)
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(STATE LEVEL)
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(LOCAL LEVEL)
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(LOCAL LEVEL)
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ABE
Beginning Literacy: The percentage of adult learners
enrolled and assessed at this level (validated by standardized assessment)
who will acquire the basic skills needed to complete and advance one or more
educational functioning levels.
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15%
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12%
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_______%
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_______%
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ABE
Beginning Basic Education: The percentage of adult learners
enrolled and assessed at this level (validated by standardized assessment)
who will acquire the basic skills needed to complete and advance one or more
educational functioning levels.
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16%
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14%
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_______%
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_______%
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ABE Low
Intermediate Basic Education: The percentage of adult learners
enrolled and assessed at this level (validated by standardized assessment)
who will acquire the basic skills needed
to complete and advance one or more educational functioning levels.
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17%
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18%
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_______%
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_______%
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ABE
High Intermediate Basic Education: The percentage of adult learners enrolled and assessed at
this level (validated by standardized assessment) who will acquire the basic
skills needed to complete and advance one or more educational functioning
levels. A GED student with no
GED tests taken or a HSC student with no credits earned, must start at this
level.
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18%
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34%
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_______%
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_______%
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Low
Adult Secondary Education (Includes High School Diploma and GED): The percentage of adult learners enrolled and assessed at
this level (GED student with at least one test passed; HSC student with
less than 50% credits) who will advance to the next educational
functioning level (validated by standardized assessments).
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20%
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21%
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_______%
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_______%
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High
Adult Secondary Education (Includes High School Diploma and GED): The percentage of adult learners enrolled and assessed at
this level (GED student with at least three tests passed; HSC student
with 50% or more credits) and who completes the level (pass all GED
tests or obtains high school diploma).
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44%
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_______%
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_______%
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Average
percent achievement of all students advancing one or more levels in 2000-01
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_______%
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Projected
performance goal for all ABE students advancing at least one EFL during the
2001-02 program year.
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_______%
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8
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PROGRAM PERFORMANCE - EFL GAIN
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ENGLISH AS A SECOND LANGUAGE (ESL)
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PERFORMANCE MEASURES
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2000-01 NEGOTIATED STATE GOALS
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2000-01 ACTUAL % OF learners
ADVANCING AT EACH LEVEL
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2000-01 ACTUAL % OF learners
ADVANCING AT EACH LEVEL
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2001-02 PROJECTED PERFORMANCE GOALS
-- % OF learners
ADVANCING AT EACH LEVEL
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(STATE LEVEL)
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(STATE LEVEL)
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(LOCAL LEVEL)
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(LOCAL LEVEL)
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Beginning
ESL Literacy: The percentage of adult learners
enrolled in Beginning Literacy (ESL) who will acquire (validated by
standardized assessment) the level of English languague skills (speaking,
listening, reading and writing) needed to complete and advance one or more
educational functioning levels.
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15%
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26%
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_______%
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_______%
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ESL
Beginning: The percentage of adult learners enrolled
in Beginning ESL who will acquire (validated by standardized assessment) the
level of English languague skills (speaking, listening, reading and writing)
needed to complete and advance one or more educational functioning levels.
the level
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16%
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22%
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_______%
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_______%
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ESL
Intermediate, Low: The percentage of adult learners
enrolled in ESL Intermediate Low who will acquire (validated by standardized
assessment) the level of English languague skills (speaking, listening,
reading and writing) needed to complete and advance one or more educational
functioning levels.
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19%
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32%
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_______%
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_______%
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ESL
Intermediate, High: The percentage of adult learners
enrolled in ESL Intermediate High who will acquire (validated by standardized
assessment) the level of English languague skills (speaking, listening,
reading and writing) needed to complete and advance one or more educational
functioning levels.
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20%
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29%
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_______%
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_______%
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ESL Low
Advanced: The percentage of adult learners
enrolled in ESL Low Advanced who will acquire (validated by standardized
assessment) the level of English languague skills (speaking, listening,
reading and writing) needed to complete and advance one or more educational
functioning levels.
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18%
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15%
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_______%
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_______%
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ESL
High Advanced: The percentage of adult learners
enrolled in ESL High Advanced who will acquire (validated by standardized
assessment) the level of English languague skills (speaking, listening,
reading and writing) needed to complete this level.
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18%
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44%
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_______%
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_______%
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Average
percent achievement of all students advancing one or more levels in 2000-01
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_______%
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Projected
performance goal for all ABE students advancing at least one EFL during the 2001-02
program year.
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_______%
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9
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