[If applicable] For programs that serve at-risk 8th graders and 9th graders, how does the program(s) facilitate their transition to high school? How does the program(s) facilitate success in high school? If time allows: What have been the biggest challenges in implementing the programs funded through your [award/grant type inserted here]? What strategies have you or your colleagues used in attempting to overcome those challenges? What advice would you give to other districts facing similar issues? Is there any other advice you would like to share that would be useful for districts implementing these types of programs? Any advice for districts who are thinking about starting a program? Probe: Promising practices? Lessons learned? [If interviewee mentions successes above] Are there any other factors not yet described that have facilitated the success? programs’ OR [If interviewee does not mention successes above] What factors have facilitated the programs' success? Has the program resulted in any additional positive "ripple effects" for students, teachers, or administrators in your school/district? Is there anything else you would like to add that we haven't covered? Appendix G: Survey Tables The body of the report presents survey results across all grant types. This appendix presents outcomes across all grant types and by grant type. Tables from across all grants include responses. Those that “Not Applicable” (NA) are grant specific exclude NA responses. Q3 How often does your district implement the following practices in your Academic Support Services grant – funded program(s) this year? Practices Implemented in Academic Support Programs, All Awardees, SY16 Never Rarely Sometimes Often Always N (%) (%) (%) (%) (%) Educators Educational use students’ Proficiency Plans (EPP) and/or individual 137 8 10 20 37 25 success plans to identify individual knowledge gaps and target instruction. Educators are involved in planning engaging, 141 2 1 10 28 59 hands-on, relevant curriculum.
[If applicable] For programs that serve at-risk 8th graders and 9th graders, how does the program(s) facilitate their transition to high school? How does the program(s) facilitate success in high school? If time allows: What have been the biggest challenges in implementing the programs funded through your [award/grant type inserted here]? What strategies have you or your colleagues used in attempting to overcome those challenges? What advice would you give to other districts facing similar issues? Is there any other advice you would like to share that would be useful for districts implementing these types of programs? Any advice for districts who are thinking about starting a program? Probe: Promising practices? Lessons learned? [If interviewee mentions successes above] Are there any other factors not yet described that have facilitated the programs’ success? OR [If interviewee does not mention successes above] What factors have facilitated the programs' success? Has the program resulted in any additional positive "ripple effects" for students, teachers, or administrators in your school/district? Is there anything else you would like to add that we haven't covered? Appendix G: Survey Tables The body of the report presents survey results across all grant types. This appendix presents outcomes across all grant types and by grant type. Tables from across all grants include “Not Applicable” (NA) responses. Those that are grant specific exclude NA responses. Q3 – How often does your district implement the following practices in your Academic Support Services grant funded program(s) this year? Practices Implemented in Academic Support Programs, All 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. 137 8 10 20 37 25 Educators are involved in planning engaging, hands-on, relevant curriculum. 141 2 1 10 28 59
06ASPEval.docx