- Systematic program evaluations for continuous school improvement are conducted at exemplary nontraditional or alternative schools.
- Data triangulation is employed with three different sources of data:
- o program implementation ratings o student achievement data
- and student/parent surveys
- All sources of data are gathered and used to assess quality, provide a course for improvement, and direct future activities of the school.
Indicators of Quality Programming
10.1 Routine, yearly evaluations to determine progress toward meeting the vision and mission of the program and plans for continuous school improvement are conducted at nontraditional or alternative schools.
10.2 Evaluation measures include a review of program implementation ratings (based on observable and measurable data). Ratings are given based on alignment with state specific standards and the NAEA Evaluation Rubric.
10.3 Student outcome data (graduation rates, credits earned, grades, attendance, disciplinary data, and dropout statistics) is gathered as a means to evaluate the success of the nontraditional or alternative school.
10.4 On a yearly basis, student, parent/guardian, staff and community surveys are administered by the nontraditional or alternative school to assess school improvement.
10.5 Staff surveys are administered to assess attitudes and opinions about school culture and climate, the learning environment, staff-administrator/staff-staff relations, perceptions of program effectiveness and success relative to students’ academic, behavioral, and social progress.
10.6 Transition services are routinely evaluated to determine the program’s effectiveness in preparing the student for the next educational setting or workforce.