Students are engaged in planning for their future as part of a more comprehensive 131 23 13 14 27 24 college and career readiness program. The program supports and provides 140 2 1 9 30 58 continuity with classroom instruction. Students are given opportunities to 139 0 1 8 29 62 demonstrate their learning. Educators are given opportunities to provide 141 0 1 6 28 65 feedback to students. Educators are given opportunities to provide 139 2 14 31 29 25 feedback to parents/guardians. Parents/guardians are given opportunities to 134 2 18 28 26 25 provide feedback to educators. Educators are given time to plan, revise and 140 2 4 12 39 43 evaluate program services. Educators are given time to update EPPs 128 16 14 20 36 13 based on student progress. Note. Response options also included The percentage of respondents who selected is listed below, but these respondents “Don’t Know”. ‘Don’t Know’ were not used to calculate the percentages reported in the table. Qa. 3%, Qb. 1%, Qc. 6%, Qd. 0%, Qe. 1%, Qf. 0%, Qg. 1%, Qh. 3%, Qi. 1%, and Qj. 8%. Practices Implemented in Academic Support Programs, Allocation Awardees, SY16 Never Rarely Sometimes Often Always N (%) (%) (%) (%) (%) Educators Educational use students’ Proficiency Plans (EPP) and/or individual 112 7 10 16 42 25 success plans to identify individual knowledge gaps and target instruction. Educators are involved in planning engaging, 115 3 1 11 30 55 hands-on, relevant curriculum. Students are engaged in planning for their future as part of a more comprehensive college 105 28 15 14 25 18 and career readiness program. The program supports and provides continuity 114 3 1 9 30 58 with classroom instruction. Students are given opportunities to demonstrate 113 0 2 8 30 60 their learning.
Students are engaged in planning for their future as part of a more comprehensive college and career readiness program. 131 23 13 14 27 24 The program supports and provides continuity with classroom instruction. 140 2 1 9 30 58 Students are given opportunities to demonstrate their learning. 139 0 1 8 29 62 Educators are given opportunities to provide feedback to students. 141 0 1 6 28 65 Educators are given opportunities to provide feedback to parents/guardians. 139 2 14 31 29 25 Parents/guardians are given opportunities to provide feedback to educators. 134 2 18 28 26 25 Educators are given time to plan, revise and evaluate program services. 140 2 4 12 39 43 Educators are given time to update EPPs based on student progress. 128 16 14 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. 6%, Qd. 0%, Qe. 1%, Qf. 0%, Qg. 1%, Qh. 3%, Qi. 1%, and Qj. 8%. Practices Implemented in Academic Support Programs, Allocation 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. 112 7 10 16 42 25 Educators are involved in planning engaging, hands-on, relevant curriculum. 115 3 1 11 30 55 Students are engaged in planning for their future as part of a more comprehensive college and career readiness program. 105 28 15 14 25 18 The program supports and provides continuity with classroom instruction. 114 3 1 9 30 58 Students are given opportunities to demonstrate their learning. 113 0 2 8 30 60
06ASPEval.docx