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Basic Education Program Performance Measures

Basic Education Program. 1989430 pagesStandards and Indicators (Inputs)201042 pagesRequires functional systems Output and outcome measures. . School Functions. . LEA Functions. RttT Systems of Support. ALIGNING THE EDUCATIONAL SUPPORT SYSTEM. LEA Functions. LEA Capacities. LEA Functions. BEP Performance Measures .

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Basic Education Program Performance Measures

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    1. Basic Education Program Performance Measures

    2. Basic Education Program 1989 430 pages Standards and Indicators (Inputs) 2010 42 pages Requires functional systems Output and outcome measures

    4. LEA Functions

    5. LEA Capacities

    6. LEA Functions

    7. BEP Performance Measures

    8. Performance Measures

    9. BEP Performance Measures

    10. Performance Measure

    11. Composite Indicator

    12. Composite Indicators by BEP Section

    13. Framework for Cost Analysis Core Instructional Amount from funding formula provides guidance for adequate, aggregate funding level: 8295*RADM + 8295*40%*FRPL Performance measures determine compliance, not minimum funding. Uniform Chart of Accounts (UCOA) mapped to BEP so that expenditures can be examined when a district fails to meet a performance indicator. -Districts may be in compliance with the BEP even if they spend less than the calculated Core Instructional Amount provided that the performance indicators demonstrate success. -Failure to meet a performance measure is not assumed to be a failure of funding. -Comparisons to other districts based on expenditures and success on performance measures. -UCOA expenditure data is part of a larger set of information used to assess whether the indicators reveal programmatic failure, inefficiencies, and/or failure to invest wisely to achieve the goals of the BEP. -UCOA can identify successes as well as failures. This data can identify districts which are exceeding BEP expectations for low costs. -Districts may be in compliance with the BEP even if they spend less than the calculated Core Instructional Amount provided that the performance indicators demonstrate success. -Failure to meet a performance measure is not assumed to be a failure of funding. -Comparisons to other districts based on expenditures and success on performance measures. -UCOA expenditure data is part of a larger set of information used to assess whether the indicators reveal programmatic failure, inefficiencies, and/or failure to invest wisely to achieve the goals of the BEP. -UCOA can identify successes as well as failures. This data can identify districts which are exceeding BEP expectations for low costs.

    14. UCOA Mapping

    15. Because both the indicators and UCOA are mapped to the BEP, we can include the relevant UCOA expenditure alongside our data points. Our analysis will be able to include the process and output data that drives performance measures alongside expenditure data. Example: A district is analyzing their infrastructure performance measure aimed at recruiting, supporting, and retaining highly effective staff. The indicator they are interested in is planning and allocating resources for professional development. Therefore, we are pulling up UCOA codes which include salaries for curriculum coordinators, in-service teacher training staff, contracted labor and equipment pertaining to these employees, and materials for these services (only salary codes on slide). This will allow us to compare an LEAs resource allocation in this area to other LEAs to help inform their decisions as they aim for success. This process should help to identify innovative LEA practices, from a process, cost, and outcomes perspective, which we can leverage to help drive transformation across the state.Because both the indicators and UCOA are mapped to the BEP, we can include the relevant UCOA expenditure alongside our data points. Our analysis will be able to include the process and output data that drives performance measures alongside expenditure data. Example: A district is analyzing their infrastructure performance measure aimed at recruiting, supporting, and retaining highly effective staff. The indicator they are interested in is planning and allocating resources for professional development. Therefore, we are pulling up UCOA codes which include salaries for curriculum coordinators, in-service teacher training staff, contracted labor and equipment pertaining to these employees, and materials for these services (only salary codes on slide). This will allow us to compare an LEAs resource allocation in this area to other LEAs to help inform their decisions as they aim for success. This process should help to identify innovative LEA practices, from a process, cost, and outcomes perspective, which we can leverage to help drive transformation across the state.

    16. Potential Uses

    17. Rhode Island Data Platforms

    18. Role of the Board of Regents

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