FY15 AEFLA Annual Performance Report - July 1, 2014 through June 30, 2015
Directions: Provide only the information requested. Attach additional pages as necessary to
complete the Annual Performance Report (APR), but do not include or attach additional graphs,
tables, or charts. Please submit this form as a Word document, NOT a PDF.
Note: As part of your FY15 Annual Performance Report, you will also be completing the
“Connecting Standards of Quality to WIOA Strategies” crosswalk. This crosswalk should be
submitted at the same time as your APR.
1. Submit the completed APR via e-mail to JulieMarie Shepherd at:
shepherd_j@cde.state.co.us
2. And mail the original signed hard copy with attachments to:
Colorado Dept. of Education Adult Education Initiatives | 201 E. Colfax Ave. | Room 300 |
Denver, CO 80203 | Attn: ANNUAL PERFORMANCE REPORT
Due Date: The FY15 Annual Performance Report is due via e-mail by 4:00 PM, Friday October
30, 2015. The signed hard copy should be postmarked by October 30, 2015.
Program Name
Program Director
Address
City
ZIP
Phone
Fax
Director’s e-mail
Web Site / URL
Program Director’s Signature
Date
The signature above is certification that the information provided in the FY15 Annual Performance Report accurately represents
the program’s performance and activities.
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Part I: Enrollment, Assessment, and Learner Outcomes
Download, print, and attach:
Table 4-Educational Gains and Attendance by EFL
Table 4B-Educational Gains and Attendance for Pre- and Post-tested Students by EFL
A. Table 4: Enrollment Narrative
If the program fell short of or exceeded its projected total enrollment by more than 5%, provide a
narrative to explain the difference between anticipated and actual enrollment. Describe any efforts the
program made toward reporting 100% of learners served. (Up to ½ page)
B. Table 4: Level Completion Narrative
1. If the program did not meet or exceed the level completion target(s) for one or more Educational
Functioning Levels shown on Table 4, provide a narrative explanation for each level at which the target
was not met. Include whether the program reported a significant increase in the number of learners
served at any of the levels at which the target was not met. (Up to ¼ page for each level addressed)
2. Describe the effectiveness of the program’s instructional activities and support services based on level
completions. What strategies were employed that contributed to meeting or exceeding level
completion targets? (Up to ½ page)
C. Table 4B: Assessment Narrative
Describe any challenges the program encountered in implementing the minimum required number of
instructional hours between pre- and post-test. What strategies did the program implement to
maximize the pre/post test rate? What was the program’s process for requesting and approving posttest exceptions? (Up to ½ page)
Note: You may complete Part I A-C above before final data close-out with CDE; but you may be asked
to revise if data review prior to close-out shows significant discrepancies.
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Part II: Adult Education Personnel by Function and Job Status
A. Enter an unduplicated count of personnel by function and job status.
Total Number of
Total Number of
Function
Part-time
Full-Time
Personnel
Personnel
(A)
(B)
(C)
Administrative/Supervisory/
Ancillary Services
Unpaid
Volunteers
(D)
Teachers
Counselors
Paraprofessionals*
Teachers’ Years of Experience in Adult Education
Less than one year
One to three years
More than three years
Teacher Certification
No certification
CO
Other
CO
Other
Adult Education Certification
K-12 Certification
Special Ed Certification
TESOL Certification
Column B: count one time only each part-time employee of the program who is being paid out of federal, state, and/or local
funds.
Column C: count one time only each full-time employee of the program who is being paid out of federal, state, and/or local
funds.
Column D: report the number of volunteers (personnel who are not paid) who served in the program.
Report adult education experience and certification for paid teachers only, not volunteers. The total number of teachers for
which experience is reported must equal the total number of teachers reported in Columns B and C.
For certification, report all certifications a teacher has. Multiple responses are allowed. Report teachers who lack certification in
the “No certification” category.
*Paraprofessionals are individuals who provide instructional support and/or assist with classroom management for classroom
teachers under the supervision of the teacher and/or program director. Aides, assistants, or tutors who engage in instructional
support and/or classroom management are considered to be paraprofessionals. Individuals who work solely in noninstructional roles are not considered to be paraprofessionals.
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B. If you had any significant staffing changes during the program year, please briefly explain
below. In your explanation, please note if there were any major budgetary implications and any
impacts to your programming. (Up to ½ page)
Part III: Teacher Observation
A. How many teachers received a formal observation of their instruction of adult learners? (A formal
observation is scheduled in advance, includes a pre-observation conference between teacher and
observer, the observation, and a post-observation conference.) Do not count or report brief,
unannounced, walk-through observations.
Received one formal observation
in FY15
Received two (or more) formal
observations in FY15
Number of teachers
B. Provide the names and positions of individuals who conducted formal observations of teachers in
FY15.
C. Describe the types of follow-up and support provided to teachers who were formally observed. (Up to
1 page)
D. Describe how observations for the Adult Basic Education Authorization Portfolio are incorporated
into the formal observation process. (Up to 1/2 page)
Part IV: Professional Development
Complete, print, and attach the AEFLA Program Annual Professional Development Summary – FY15.
The Summary is an Excel spread sheet. Download it from the CDE/AEFL Web site at:
http://www.cde.state.co.us/cdeadult/PDPolicy.htm or download it directly by clicking on the link above. Be sure to save the
spread sheet to your own computer, then open the saved document and complete the summary. Print and attach the
completed summary.
Part V: Waiting List Report
Complete the table below. Estimates may be provided if exact figures are unavailable. If you had no
learners on a wait list, indicate with a “0”; do not leave the table blank.
1) A. Number of persons on waiting list for services or who were turned away
because the program did not have the capacity to serve them during the
FY15 program year
2) B. Percentage (of number on waiting list) that was waiting for each of the
services below: (percentages should total 100%)
ABE
ASE/GED
ESL or EL/Civics
TOTAL:
Page 4 of 6
______
Number on waiting list
_____%
_____%
_____%
100%
Part VI: Workforce / Workplace Partnerships
A. Partnerships Narrative (Responses to questions 2 and 3 should be up to one page total)
1. Provide the names of the employers, agencies or organizations with which you have a workforce/
workplace partnership.
2. Provide a brief description of how collaboration with workforce/workplace agencies (including
employers) supported the program’s goals and increased its effectiveness.
3. Describe any successful partnerships that helped to prepare learners for the workforce or improved
their employment opportunities.
Definitions
Workplace: any efforts or new contracts with employers to provide on-site adult education instruction.
Workforce: any efforts with local workforce (one-stop) centers or regional workforce investment boards.
Partnerships: any collaborative efforts with another agency to support workforce development.
Part VII: Transition Strategies (up to ½ page)
Please respond to the following four questions:
A. How were the knowledge and skills needed to be successful in postsecondary education and/or
careers incorporated into program practice?
B. To what extent was the expectation that learners will transition to postsecondary education and/or
career reflected in the program’s orientation process?
C. How did teachers align classroom expectations and practices with those that learners will encounter
in postsecondary education, training programs and jobs?
D. Identify any community partners that supported your learners’ transitions to postsecondary
education and/or career.
Part VIII: EL/Civics Narrative (up to 1 page)
If the program received EL/Civics funding, include a description of how civics content was integrated into
English language instruction. Identify which classes were supported with EL/Civics funds, at which sites
and at which levels. Describe 3-4 program highlights such as classroom projects addressing the U.S
political system, economic system, and American history; civic participation activities conducted outside
the classroom; the development and/or use of special curriculum units; and noteworthy
accomplishments by learners that are attributable to their EL/Civics instruction.
Part IX: Standards Based Instruction (up to ½ page)
Please answer the three sections below regarding your program’s familiarity with the College and Career
Readiness Standards (CCRS). In FY15, state support for the shift to the CCRS was available to some
programs and the questions below are intended as an assessment of need. If not yet implementing,
please share any concerns or challenges to implementation in the space provided under question three.
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1) Rate each statement by placing an “x” in the appropriate box.
Doing this
well
Could use
some
minimal
consultation
We need a
lot of
training and
consultation
Instructional materials for use in the classroom are aligned
to the CCRS
Lesson plans are designed around CCRS
Professional development structures promote gradual and
continuous improvement around CCRS
CCRS key shifts can be observed in the classroom
Student work is analyzed for evidence of the CCRS key shifts
Program structure supports leveled progressions for learners
2) Provide an estimated percentage of your instructional staff that fits within each description:
What percentage of your instructional staff:
%
-is familiar with the key shifts in the CCRS
-has received internal or external training related to the CCRS
-is comfortable incorporating the CCRS into lessons and across curricula
-is comfortable training staff in the key shifts of the CCRS
3) Please use the section below to provide any best practices, challenges, and/or concerns in regards to
standards-based instruction:
Part X: Supplemental Narrative (optional, up to 1 page)
Provide a brief narrative describing any new directions, significant events, innovative initiatives, or new
community partnerships undertaken by the program this year.
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