Using Data to Monitor Title I, Part D Office of Program Administration and Accountability 2018 Coordinators’ Technical Assistance Academy Roanoke: July 9-11, 2018 Williamsburg: July 23-25, 2018

Disclaimer The Coordinator’s Academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

Agenda Purpose of Title I, Part D Data overview Needs assessment Program implementation Program evaluation

Purpose of Title I, Part D (1) to improve educational services for children and youth in local, tribal, and State institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging State academic standards that all children in the State are expected to meet; (2) to provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment; and (3) to prevent at-risk youth from dropping out of school, and to provide dropouts, and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth, with a support system to ensure their continued education and the involvement of their families and communities.

Impact of Title I, Part D Funding In Virginia, Title I, Part D, Subpart 2 funding ranges from approximately $36,000 to $272,000 per Local Education Agency (LEA). Although funding may have a small impact, the accountability remains the same.

Accountability All students benefiting from Title I, Part D funds should have the opportunity to meet the same challenging State academic standards that all children in the State are expected to meet. Title I, Part D Coordinators should work with the facilities and programs receiving services to ensure that the goal of academic achievement is met.

Support to Facilities and Programs Includes services and resources provided directly through the grant Includes consultation or coaching to meet the academic needs of students Includes sharing school division resources, such as professional development opportunities

Where to Begin? With data of course Standard or required data that is expected for all programs; and Program specific data that will vary by program and will be used to analyze program success more critically

Standard or Required Data There are standard or required data that should be used to monitor your Title I Part D program. October Count Consolidated State Performance Report (CSPR) Academic and vocational outcome data Academic performance data in reading and math Needs assessment Measurable objectives

Program Specific Data There are program specific data that should be used to monitor your Title I Part D program. Examples include but are not limited to . . . Attendance and/or truancy data Drop-out rates Course grades Number of discipline referrals or infractions Parent participation in child’s education Improved social skills Surveys (student, teacher, family)

LEA Program Specific Data Coordinators: Please share program specific data for your specific program.

October Count The October Count is an annual count of the number of neglected and delinquent students living in neglected and delinquent facilities in Virginia. It is used to determine amount of funding for eligible school divisions. The number of students receiving services may be different from the number of students in the October Count.

Tips for Conducting the October Count Refer to the Count information from the previous year. Maintain a list of residential neglected and delinquent facilities and contact information each year. Establish a relationship with guidance counselors, directors of local at-risk programs, social services, etc. to help track when facilities open, close, or move.

More Tips for Conducting the October Count Explain the purpose of the Count. Explain that the Count is required. Funding will be provided for any neglected students reported through Title I, Part A. Funding is usually provided for school divisions that report 20 or more delinquent students. Establish a timeline for consultation with the facilities in the spring.

CSPR CSPR data is reported to the United States Department of Education to evaluate program outcomes. Academic and vocational outcome data is measured while the students are living in the facility and 90 days after the students exit the facility. Pre and post-test data in math and reading is recorded to measure instructional growth for students receiving services under Title I, Part D.

CSPR - Academic and Vocational Outcomes Measured once per student Measured once per student per time period Earned a GED Obtained a high school diploma Earned high school course credits Enrolled in a GED program Accepted and/or enrolled in post-secondary education Enrolled in job training Obtained employment

CSPR – Academic Performance Math and reading performance is measured using pre and post-test assessment data for long-term students With a negative grade level change With no grade level change With improvement up to one full grade level With improvement of more than one full grade level

Tips for Collecting CSPR Data During the consultation process, explain to the facility or program director benefiting from services that data will to be collected throughout the year and reported the following fall. Share the potential data elements as soon as possible so that the data can be collected over time.

More Tips for Collecting CSPR Data During the intake process or entry into the program, ask program directors to secure contact information from students, families, and/or home schools. Explain to students and families that they will be contacted to collect information about their academic decisions and progress made 90 days after they leave the program. Share that the questions will be used determine the effectiveness of the strategies they learned and to determine academic success. It may be encouraging to know that someone wants to check on them.

Even More Tips for Collecting CSPR Data Pre and post-test data for reading and math assessments is collected for CSPR. Determine or establish the testing procedures for when students enter or exit the program. Work with the facility to set up a process or procedure to administer the pre and post-test. Maintain records of the number of students that take the pre and post-tests and the growth demonstrated.

Measurable Objectives Measurable objectives are tied to funding, grant requirements, and program goals. Progress toward measurable objectives should be tracked and monitored quarterly by each school division. Progress toward measurable objectives will be monitored in the application and during federal program monitoring every three years.

Tracking Program Specific Data Use spreadsheets, charts, graphs, or other tools to track program specific data. Track short term goals. Track goals over time (longitudinal data). Make note of data trends and progress in the application and during the evaluation process.

Tips for Collecting Program Specific Data Program specific data includes measurable objectives Establish a timeline to track program specific goals Establish who will be responsible for collecting and analyzing program specific data Determine who will implement action steps based on the data

Collecting Data for a New Program or a New Goal Interview the coordinator and/or teachers to determine student needs. Conduct classroom observations If permissible by a trained reading or math specialist Provide the director with an observation form. Collect data on the academic as well as the social-emotional needs of the students. Review data from previous school placements. Respect student privacy, individual student names and data may not be necessary to collect.

Needs Assessment Use the data collected to formalize the needs assessment process and to establish priorities and goals. Analyze current outcomes, results, and challenges Establish or revise goals Determine the root cause of poor outcomes Create action steps, funding sources, a timeline, and determine stakeholder involvement Reassess or analyze data regularly Refine goals and celebrate successes A suggested needs assessment template has been provided and can be modified to meet the needs of the program.

Program Implementation Use the data from the needs assessment to determine program goals. Needs may determine a change in the program structure. Prioritize program goals and work with the director of the program to implement the goals. Think of ways to fund program goals in partnership with other federal, state, and local funds and resources.

Case Study Read the narrative, the STAR reading assessment data, the CSPR data, and the measurable objectives. Work in partners to brainstorm ways to improve the program and complete the needs assessment document. The Title I, Part D grant budget is $89,508.06.

Program Evaluation Evaluating the instruction in the facilities and/or program is a component of the Title I, Part D program. (Section 1431 of ESEA, as amended) The goal of the program is academic achievement. The goal of program evaluation is to determine if the program is having a positive impact on students. Use an evaluation tool to determine if the goals of the program are being met.

Title I, Part D Coordinator’s Meeting Purpose: To discuss Virginia’s implementation of the program goals and objectives outlined in the ESSA State Plan. Date: October 3, 2018 Time: 10:00 a.m. – 2:30 p.m. Location: Virginia’s CTE Resource Center 2002 Bremo Road Henrico, VA 23226

Contact Information Tiffany Frierson Title I Specialist Office of Program Administration and Accountability Virginia Department of Education Tiffany.Frierson@doe.virginia.gov (804) 371-2682