The Proof is in The Process: Data-Driven Program Implementation Rose Lee Felecia Johnson Tonya Johnson

Presentation Goals & Objectives  As a result of this presentation, participants will be provided the opportunity to develop understanding in the following areas:  Increased knowledge of the Principles of Effectiveness for implementing the Title IV Program, as outlined by the No Child Left Behind Act  Effective analysis of available instruments used to collect objective data for a needs assessment

Presentation Goals & Objectives (cont’d)  As a result of this presentation, participants will be provided the opportunity to develop understanding in the following areas:  Identification of attainable performance measures based on data  Selection of "scientifically based" programs/ strategies based on needs  Design of evaluations to determine the "fidelity" of implementation and level of impact of programs  Ways to involve all stakeholders in implementing an effective Title IV Program

NCLB Title IV Program Principles of Effectiveness  Principle 1: Conducting a needs assessment  Principle 2: Setting measurable goals, objectives and performance indicators  Principle 3: Utilizing scientifically based research in program implementation  Principle 4: Evaluating program implementation  Principle 5: Ongoing consultation with and input from parents and others

Principle 1: Conducting A Needs Assessment  A grant recipient shall base its program on a thorough assessment of objective data about the drug and violence problems in the schools and communities served.  Risk factors  Protective factors  Buffers  Assets

Sample Data Sources  Louisiana Caring Youth Survey (formerly Communities That Care Survey)  Title IV Performance Measures  Incidence  Prevalence  Age at onset  Perceptions of health risks  Pre- and Post-Tests of Specific Programs

Sample Data Sources cont’d  Louisiana Student Information System (SIS)  Suspensions/Expulsions related to drugs or violence  Other disciplinary data  LA DOE Firearms Incidents Report  Standardized Testing Data  LEAP, iLEAP,  GEE 21, GEE

Sample Data Sources cont’d  School Improvement Plan Data Summary Report  School Analysis Model (SAM) Domains  Louisiana Needs Analysis (LANA)  Southern Association of Colleges and Schools (SACS) Report  Self-Report Surveys  Students  Administrators & Faculty  Parents

Principle 2: Setting Measurable Goals & Objectives  A grant recipient shall, with the assistance of parents and community representatives, establish a set of measurable goals and objectives, and design its activities to meet those goals and objectives.

Title IV Goals, Objectives & Performance Indicators  Goals  Are broad statements of measurable long- term impact  Are developed at the federal and state levels

Title IV Goals, Objectives & Performance Indicators  NCLB Title IV Performance Goal  “All students will be educated in learning environments that are safe, drug-free, and conducive to learning.”  (State) Louisiana Title IV Goal  “To help ensure that all schools are drug- free/ safe and disciplined by promoting implementation of high quality alcohol, tobacco, and other drug/violence prevention programs”

Title IV Goals, Objectives & Performance Indicators  Objectives  Are developed by LEAs  Are aligned with federal and state goals and local needs assessments  Are specific, measurable, and time bound  Are an expression of a desired outcome  Are comprised of three components  Nature of change  Behavior, attitude, or factor addressed  Population served

Title IV Goals, Objectives & Performance Indicators  Performance Indicators  Are measures for which data is available to help quantify the achievement of a desired result  Are comprised of four components:  Time frame  Indicator(s)  Amount of change  Means for measuring change

Title IV Goals, Objectives & Performance Indicators  Sample Title IV Objective/Performance Indicator  By May 2007, the prevalence of first time drug use reported by students on the Louisiana Caring Youth Survey will be reduced by 5%.  By May 2007, disruptive student behavior will decrease by 15% from reported year 2006, as measured by discipline referrals to administration. This targeted decrease will result in no more than 170 referrals over the course of the school year. Note: Percent of change for indicators may be specified by grade levels.

Principle 3: Scientifically Based Research Programs  Based on scientifically based research demonstrating that the program to be used will reduce violence and illegal drug use.

Principle 4: Program Evaluation  Based on an analysis of the data reasonably available at the time, of the prevalence of risk factors, including high or increasing rates of reported cases of child abuse and domestic violence; protective factors, buffers, assets; or other variables identified through scientifically based research that occur in schools and communities

Program Evaluation (cont.)  Periodic Evaluations must be conducted.  Evaluation is the systematic collection and analysis of data needed to make decisions.  Pre- and Post-Test  Use results from evaluations to refine, improve, and strengthen the program, as well as to refine the performance measures.

Principle 5: Parent Consultation What role do parents play in implementing programs and activities with state grants program funds?

Questions/Concerns?