Annual Report 2011-12 | Page 43

Evidence of performance and progress Provide a summary of the Adult Education/GED Accountability Plan measures On May 16, 2011, the District of Columbia Public Charter School Board (PCSB) approved the Adult Education/GED Accountability Plan submitted by the Carlos Rosario School. During the 2011-12 school year, the Adult Education/GED Accountability Plan served as the official framework used to gauge student performance and hold the School accountable for student performance. The Adult Education/GED Accountability Plan has four major indicators: Student Progress, Student Achievement, Gateway and Leading Indicators. Student Academic Performance Student Progress This performance indicator provides data on student performance on the Supera Test: Evaluaciones Essenciales, a standardized assessment administered to beginning Spanish GED students classified by our school as Spanish GED 100 and 200 students. This measure reports on the percentage of students making one grade level progress in language arts by the end of the school year. 44 Student Achievement Two separate performance measures were approved for Student Achievement. The first measure deals with student performance on the Test of English Language Achievement for Adult Learners (TEAAL). For the purposes of this Accountability Plan, the combined performance of students in ESL Level 2 and ESL Level 6 is reported as a yearly rate aggregating two semesters (fall and spring). A target cut score of 70 is the standard by which achievement is measured. The second measure deals with student performance on the CASAS Test and revolves around developing productive citizens who give back to the community. A hallmark of productivity for adults is having the life skills necessary for navigating the world of work and the larger world as they conduct their affairs. Thus, the school uses the CASAS test, a nationally standardized reading assessment for adult ESL students, to measure students’ life skills knowledge, skills and abilities. For the purposes of the Accountability Plan, the performance of students in ESL Level 1 and ESL Level 4 are reported on a combined and year-long basis. The performance rate of these students on this test is tracked for fall and spring semesters. Gateway Two separate performance measures were developed for this indicator. The first Gateway measure provides data on student performance on the Official GED test administered at the University of the District of Columbia’s (UDC) Testing Center. To pass the GED test, students are required to pass all five portions of the test with a minimum of 410 for any section and a composite average score of 450. The second Gateway measure delves deeper into the concept of productive citizens, connecting student learning to industry certifications as a pathway to employment, self-sufficiency and ultimately giving back to family and the larger community. The second Gateway measure uses the ServSafe Certification test administered to culinary arts students as the measure of achievement. Leading Indicators To reach this leading indicator measure, the ratio, written as a percentage, of days present to days enrolled for all full-time students. See chart to the right for a full view of the Carlos Rosario International Public Charter School’s Accountability Plan for School Year 2011-2012.