1. 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

2. 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.

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

4. 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.

5. 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.

6. 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.

7. 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

8. 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

9. 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

10. 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)

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

12. 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.

13. 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.

14. 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.

15. 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.

16. 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

17. 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

18. 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.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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

24. 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.

25. 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.

26. 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.

27. 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,

28. 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.

29. 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 Bremo Road
Henrico, VA 23226

30. Contact Information
Tiffany Frierson
Title I Specialist
Office of Program Administration and Accountability
Virginia Department of Education
(804)