Educators are given opportunities to provide 115 0 1 7 28 64 feedback to students. Educators are given opportunities to provide 113 3 12 31 27 27 feedback to parents/guardians. Parents/guardians are given opportunities to 108 3 20 31 27 19 provide feedback to educators. Educators are given time to plan, revise and 115 0 5 10 42 44 evaluate program services. Educators are given time to update EPPs based 103 18 13 20 36 13 on student progress. Note. Response options also included The percentage of respondents who selected is listed below, but these “Don’t Know”. ‘Don’t Know’ respondents were not used to calculate the percentages reported in the table. Qa. 3%, Qb. 1%, Qc. 7%, Qd. 0%, Qe. 1%, Qf. 0%, Qg. 2%, Qh. 4%, Qi. 0%, and Qj. 9%. Practices Implemented in Academic Support Programs, Work and Learning Awardees, SY16 Never Rarely Sometimes Often Always N (%) (%) (%) (%) (%) Educators Educational use students’ Proficiency Plans (EPP) and/or individual 6 0 0 33 33 33 success plans to identify individual knowledge gaps and target instruction. Educators are involved in planning engaging, 6 0 0 0 17 83 hands-on, relevant curriculum. Students are engaged in planning for their future as part of a more comprehensive college 6 0 0 0 33 67 and career readiness program. The program supports and provides continuity 6 0 0 17 50 33 with classroom instruction. Students are given opportunities to demonstrate 6 0 0 17 17 67 their learning. Educators are given opportunities to provide 6 0 0 0 0 100 feedback to students. Educators are given opportunities to provide 6 0 17 17 33 33 feedback to parents/guardians. Parents/guardians are given opportunities to 6 0 0 17 33 50 provide feedback to educators. Educators are given time to plan, revise and 6 0 0 0 17 83 evaluate program services. Educators are given time to update EPPs based 5 0 0 20 60 20 on student progress.
Educators are given opportunities to provide feedback to students. 115 0 1 7 28 64 Educators are given opportunities to provide feedback to parents/guardians. 113 3 12 31 27 27 Parents/guardians are given opportunities to provide feedback to educators. 108 3 20 31 27 19 Educators are given time to plan, revise and evaluate program services. 115 0 5 10 42 44 Educators are given time to update EPPs based on student progress. 103 18 13 20 36 13 Note. Response options also included “Don’t Know”. The percentage of respondents who selected ‘Don’t Know’ is listed below, but these respondents were not used to calculate the percentages reported in the table. Qa. 3%, Qb. 1%, Qc. 7%, Qd. 0%, Qe. 1%, Qf. 0%, Qg. 2%, Qh. 4%, Qi. 0%, and Qj. 9%. Practices Implemented in Academic Support Programs, Work and Learning Awardees, SY16 N Never (%) Rarely (%) Sometimes (%) Often (%) Always (%) Educators use students’ Educational Proficiency Plans (EPP) and/or individual success plans to identify individual knowledge gaps and target instruction. 6 0 0 33 33 33 Educators are involved in planning engaging, hands-on, relevant curriculum. 6 0 0 0 17 83 Students are engaged in planning for their future as part of a more comprehensive college and career readiness program. 6 0 0 0 33 67 The program supports and provides continuity with classroom instruction. 6 0 0 17 50 33 Students are given opportunities to demonstrate their learning. 6 0 0 17 17 67 Educators are given opportunities to provide feedback to students. 6 0 0 0 0 100 Educators are given opportunities to provide feedback to parents/guardians. 6 0 17 17 33 33 Parents/guardians are given opportunities to provide feedback to educators. 6 0 0 17 33 50 Educators are given time to plan, revise and evaluate program services. 6 0 0 0 17 83 Educators are given time to update EPPs based on student progress. 5 0 0 20 60 20
06ASPEval.docx