the proof is in the process: data-driven program implementation rose lee felecia johnson tonya...

The Proof is in The Process: Data-Driven

Program ImplementationRose Lee

Felecia JohnsonTonya 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?