1. Promoting Data Collection and Evaluation in Title I, Part D, Programs Stephanie Lampron, NDTAC; John McLaughlin, Program Officer; and Bobbi Stettner-Eaton, Program Manager, EDFacts

2. From a State perspective: Role and importance of data to you Overview of ideal data processes Suggestions for how Part D coordinators can affect the process From a Federal perspective: Importance of data to Part D Current status of Part D programs 2 Reporting and Evaluation Overview

3. 3 Data: The Big Picture Collection of Quality Data (CSPR and other data) Data Use Improved Educational Outcomes for Students Who Are Neglected, Delinquent, and At-Risk

4. 4 Part I: Thinking about data-related activities at the State level…

5. Data are a highly versatile tool for targeting and improving educational outcomes and are an essential part of Part D programmatic activities. Needs assessment Monitoring Program evaluation Federal reporting requirements 5 You Use Data All the Time!

6. 1. Streamlined and Comprehensive Collection and Reporting Processes Important/needed data are collected. Clear processes, definitions, and requirements are provided. Strong communications exist. Flexible and user-friendly data systems are developed. Student-level and longitudinal analyses are available.* *See the Data Quality Campaign for key elements of a longitudinal data system: www.dataqualitycampaign.orgwww.dataqualitycampaign.org 6 Three Aspects of a Well-Developed Data Process

7. 2. Prioritization and Emphasis on Data Quality Multiple data verification checks exist. Feedback is given regularly to data providers. Data quality is incentivized (i.e., data use by State). Local programs use and value data. 7 Three Aspects of a Well-Developed Data Process

8. 3. Regular Data Usage Limitations are understood. Data are actively used at all levels. Data are used for various purposes. Baselines and targets are established. 8 Three Aspects of a Well-Developed Data Process

9. Coordinators are in a unique position to improve all aspects of the data process: Through technical assistance (TA) and training By establishing requirements, setting high standards, and making expectations clear By developing relationships with others in the State education agency (SEA) responsible for data collection and reporting (For more on the specific roles and responsibilities of Part D coordinators, refer to NDTAC’s New Coordinators Handbook) 9 What Should a Part D Coordinator Do?

10. 10 Part II: Thinking about data-related activities at the Federal level…

11. Data are used to estimate program performance. Funding and budget decisions are based on performance results.  Government Performance Results Act (GPRA)  PART Data are shared among Federal interagency working groups. 11 Money Only Grows on Data Trees

12. 12 Title I, Part D: Where Are We Now?

13. 13 Part D Data Quality Over Time

14. Promoting Data Collection and Evaluation in Title I, Part D, Programs John McLaughlin, Federal Program Coordinator, Title I, Part D

15. Where do requirements come from? Elementary and Secondary Education Act, amended in 2001 (No Child Left Behind) – Purpose of Title I, Part D (Sec 1401) – Program Evaluation for Title I, Part D (Sec 1431) How are they used? Government Performance and Results Act (GPRA) Monitoring 15 Federal Part D Evaluation Requirements

16. Data Collection and Reporting – CSPR and EDFacts (mini session) Data Quality and Utility – Data Quality (breakout) – Pre-Post Testing (mini session) Data Use – Data Use (breakout) – State Report Cards (mini session) 16 Today’s Data and Evaluation Sessions