3 Why Is Data Quality Important? Trusting your data is important for informing: Funding and other decisionmaking Technical assistance (TA) needs Subgrantee monitoring Student programming
4 Factors Affecting Data Quality Clarity of what to report/definitions Changes to items/collection Data culture (e.g., data use, nonuse) Dedicated time/staff for data collection and reporting Staff turnover and change in staff roles Data reporting/collection system(s)
5 Role of the Part D Coordinator Ultimately, coordinators cannot “make” the data be of high quality, but you can implement systems that make it more likely by: Understanding the collection process Providing TA in advance Developing relationships Developing multilevel verification processes Tracking problems over time Using the data Linking decisions (funding, hiring, etc.) to data evidence
8 Clarifications to the Consolidated State Performance Report (CSPR) for SY 2013–14
9 Clarifications for Transition Services (Tables 126.96.36.199.1 and 188.8.131.52.1, File Spec 182) In the first row of the table below, indicate whether programs/facilities receiving Subpart 1 funds within the State are legally permitted to track student outcomes after leaving the program or facility by entering Yes or No. In the second row, provide the unduplicated count of students receiving transition services that specifically target planning for further schooling and/or employment. If not, provide more information in the comment field. FAQ on facilities collecting data on student outcomes after exit: If only some, but not all, facilities in the State can collect data on student outcomes after exit, enter “yes” for the first question and provide a comment indicating why some facilities are unable to collect these data.
10 Clarifications for Academic and Vocational Outcomes (Tables 184.108.40.206.2 & 220.127.116.11.2, File Specs 180 & 181) In the table below, for each program type, first provide the unduplicated number of students who attained academic and vocational outcomes while enrolled in the State agency program/facility and next provide the unduplicated number of students who attained academic and vocational outcomes within 90 calendar days after exiting. If a student attained an outcome once in the program/facility and once during the 90-day transition period, that student may be counted once in each column separately as appropriate. For “Enrolled in their local district school” use the “90 days after exit” columns to provide the number of students who enrolled, or planned to enroll, in their local district school after exit.
11 Clarifications for Academic Performance in Reading and Mathematics (Tables 18.104.22.168 & 22.214.171.124, File Specs 113 & 125) In the table below, provide the unduplicated number of long-term students served by Title I, Part D, Subpart 1 who participated in reading pre- and posttesting. Students should be reported in only one of the four change categories. Report only information on a student’s most recent testing data. Students who were pretested prior to July 1, 2013, may be included if their posttest was administered during the reporting year. Students who were posttested after the reporting year ended should be counted in the following year. Below the table is an FAQ about the data collected in this table.
12 Change: File Spec 135 Eliminated Academic Performance in Reading/Mathematics (Tables 126.96.36.199 & 188.8.131.52) Of the students reported in row 2 above, indicate the number who showed: *The unduplicated number of long-term students will no longer be calculated via the academic performance files, but rather entered as a number (like students served) through the participation file specifications—File specs 119 and 127.
14 SY 2014–15 Outcome Table Updates (1) (Tables 184.108.40.206.2 & 220.127.116.11.2, File Specs 180 & 181) The table of academic and vocational outcomes is reorganized into three smaller tables to group outcomes by (1) the setting in which the outcomes are achieved (in facility vs. out of facility) and (2) how many times students can achieve them. The instructions for the tables have been altered to reflect the new groupings: The first table includes outcomes a student can achieve only after exit. In this table, provide the unduplicated number of students who enrolled, or planned to enroll, in their local district school within 90 calendar days after exiting. A student may be reported only once, per program type.
15 Academic and Vocational Outcomes (2) The second table includes outcomes a student can achieve only one time. In this table, provide the unduplicated number of students who attained the listed outcomes either while enrolled in the LEA program/facility column (“in fac.”) or in the “90 days after exit” column. A student may be reported only once across the two time periods, per program type.
16 Academic and Vocational Outcomes (3) The third table includes outcomes that a student may achieve more than once. In the “in fac.” column, provide the unduplicated number of students who attained academic and vocational outcomes while enrolled in the LEA program/facility. In the “90 days after exit” column, provide the unduplicated number of students who attained academic and vocational outcomes within 90 calendar days after exiting. If a student attained an outcome once in the program/facility and once during the 90-day transition period, that student may be reported once in each column.
18 NDTAC’s CSPR Collection Tool (cont. 1) Online collection tool for Subpart 1 and Subpart 2 SEAs collect data from subgrantees
19 NDTAC’s CSPR Collection Tool (cont. 2) Updated for SY 2013–14 Customizable for individual State collections Survey Gizmo –SEA fee: $75/month or $810/year Contact NDTAC if you are interested (email@example.com)firstname.lastname@example.org