Educating Homeless Children and Youth: Conducting Needs Assessments and Evaluating Services Deon Quinn Operations Analyst Homeless Education Education Support and Improvement dquinn@doe.k12.ga.us 404-657-9962 FY 2011 Data Collections Conference September 1-3, 2010
Content GaDOE Strategic Plan McKinney-Vento Act LEA Responsibilities State Homeless Data Needs Assessment Program Evaluation Questions
GaDOE Strategic Plan Brad Bryant, State Superintendent of Schools 3
GaDOE Strategic Plan
GaDOE Strategic Plan Goal 1: Increase high school graduation rate, decrease high-school dropout rate, and increase post-secondary enrollment rate Strategy: Develop an improved comprehensive system of student support and advisement focusing on graduation, postsecondary options and careers Increase access to supplemental educational support Ensure access to ACT and SAT fee waivers Inform students of financial aid eligibility Encourage participation in NAEHCY LeTendre Scholarship* *http://www.naehcy.org/letendre_app.html
GaDOE Strategic Plan Goal 5: Improve the SAT, ACT, and achievement scores of Georgia students. Student performance data indicate that homeless students are improving their success on state assessments. Grantees 2008 Non Grantees 2008 Grantees 2009 Non Grantees 2009 Grantees 2010 Non Grantees 2010 Math CRCT 64% 62% 68% 68% 67% 73% Math GHSGT 76% 47% 75% 55% 77% 80% Reading CRCT 83% 79% 83% 82% 84% 88% ELA CRCT 75% 76% 77% 75% 80% 83% ELA GHGST 73% 36% 66% 47% 75% 71%
McKinney-Vento Act
McKinney-Vento Act Program Purpose Ensure homeless children and youth (HCY) have equal access to the same free, appropriate public education, including public preschool education, as provided to other children and youth Ensure access to education and other services needed to ensure that HCY have an opportunity to meet the same challenging State student academic achievement standards to which all students are held Facilitate the enrollment, attendance, and success in school of HCY Review and revise laws, regulations, practices, and policies that may act as barriers to the enrollment, attendance, and success in school of HCY
McKinney-Vento Act Definition of Homeless Students Individuals whose nighttime residence is NOT: Fixed Regular, or Adequate (42 U.S.C. 11434A(2)(B)(i))
Local Education Agency (LEA) Responsibilities Brad Bryant, State Superintendent of Schools 10
LEA Responsibilities Homeless Liaison works with LEA Student Information System (SIS) specialist to ensure that the system includes fields for accurate reporting of required data Homeless Liaison assists LEA SIS specialist with training and disseminating information to appropriate personnel in schools
LEA Responsibilities Data Collection ENVIRONMENT CODE indicates the type of residential environment in which a student resides or the type of school the student attended at anytime during this school year at this school. Code only those students for whom one of the codes below apply. For students where codes do not apply, leave blank. *** Used to apply only to Title I students now applies to ALL students. *** Data Element ID: STU045 Layout ID: C045 Environment Code Description 1 Resides in a local institution for neglected 2 Resides in a local institution for delinquent 3 Is homeless 4 Unaccompanied Youth
LEA Responsibilities Primary Nighttime Residence Shelters Transitional housing, Awaiting Foster Care Doubled-up Living with another family Unsheltered Cars, Parks, Campgrounds, Abandoned buildings, Temporary trailer Hotels/Motels There is no Other category
State Homeless Data Brad Bryant, State Superintendent of Schools 14
State Homeless Data 40,000 Number of Homeless Students Reported FY05-FY10 35,000 30,000 25,000 20,000 15,000 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 10,000 5,000 0 33,870 13,311 15,700 23,724 27,338 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 Brad Bryant, State Superintendent of Schools 15
State Homeless Data City School Districts Atlanta Public Schools Bremen City Buford City Calhoun City Carrollton City Cartersville City Chickamauga City Commerce City Dalton City Decatur City Dublin City Gainesville City Jefferson City Marietta City Pelham City Rome City Social Circle City Thomasville City Trion City Valdosta City Vidalia City Legend 1-50 51-149 150-299 300-500 501-1000 1001-1999 2000+ White Background = 0 Homeless Students Reported State Total = 27,338
Needs Assessment 17
Needs Assessment Purpose: Essential in early decision making about ongoing development of a successful homeless education program Informs the provision of an array of coordinated services that address fully the barriers faced by homeless children and youth Evaluation plan gives program leaders formative data to inform mid-course decisions and the summative data that demonstrates the success of the program Brad Bryant, State Superintendent of Schools 18
Needs Assessment Conducting a comprehensive needs assessment involves the collection of data across a wide range of influencing factors. Acknowledging that collaboration is a fundamental part of the process, overarching questions guiding the examination of the quality of program components include some version of the following: What is the strength of our collaboration relative to this component?, Who are the key partners? Is anyone missing? Are we communicating regularly and effectively? Which of our partners have information about this program component? Where do the actual data reside? Are there any barriers or challenges to sharing important data? Brad Bryant, State Superintendent of Schools 19
Needs Assessment Step 1: Getting Started A necessary first step is the creation of a Needs Assessment Committee Step 2: Collecting the Information Gathering data is a shared responsibility Each Needs Assessment Committee member will have access to important data elements and should provide access to those data Brad Bryant, State Superintendent of Schools 20
Needs Assessment Step 2: Collecting the Information (continued) Sources of data: State and local student achievement data; local and state census, demographic, and economic data; data from HUD initiatives; data from surveys, interviews, focus groups; technical assistance and barrier tracking logs from state and local homeless program personnel Committee members should compile a list of questions that will capture needed data. Begin with asking: What data are we already collecting (e.g. student achievement, enrollment, Title I setasides, free school meals, etc.)? What additional data elements are needed to capture the full picture? What data collection instruments that are suitable to our needs are available? What other forms of data collection are needed? Who will collect the needed data and how? How can we combine resources to accomplish data collection tasks? Do we have the needed access to the data storage system in our district/state? Do we have data from state or federal monitoring reports? Do we have data from our customers (parents, youth)? Brad Bryant, State Superintendent of Schools 21
Needs Assessment Step 3: Organizing and Analyzing Information For the purposes of needs assessment, while statistics and demographics are an important part of the picture, it will be most helpful first to take a broad view of your program, considering the data in the aggregate, with questions such as: What do these data tell us about the success of homeless students in our state/district/school? Are we addressing all the legal requirements (McKinney-Vento, Title IA, and other relevant legislation) in implementing our program? Are there any findings, recommendations, or corrective actions resulting from any monitoring reports? How can we be sure that we are drawing accurate conclusions and making credible statements regarding proficiency data for our highly mobile student population? What is the strength of our collaboration among programs within the SEA or LEA? What is the strength of our collaboration within the network of organizations and individuals who address homelessness in our state or community? Are we missing any important connections? Brad Bryant, State Superintendent of Schools 22
Needs Assessment Step 4: Develop A Plan of Action This is the step that makes the difference in quality program implementation. Analysis of results will help to identify what is in place and working well in each category and where gaps still exist. What are the most critical needs? What strategies will be used to find solutions? Brad Bryant, State Superintendent of Schools 23
Program Evaluation Brad Bryant, State Superintendent of Schools 24
Program Evaluation Program evaluation is a powerful tool in the process of assessing the quality of any educational program and in making decisions about how the program can be improved The process of program evaluation can be used to monitor programs, and make adjustments as needed during implementation (formative evaluation) The process is also valuable in judging the effectiveness of the program and drawing conclusions about program impact (summative evaluation) Brad Bryant, State Superintendent of Schools 25
Program Evaluation NAEHCY Standards and Indicators: Standard 1: Standard 2: Standard 3: Standard 4: Standard 5: All homeless students identified and enrolled at the time of the state assessment take the state assessment required for their grade level All homeless students demonstrate academic progress All children in homeless situations are identified Within one day of an attempt to enroll in school, homeless students are in attendance All homeless students experience stability in school
Program Evaluation NAEHCY Standards and Indicators: Standard 6: Standard 7: Standard 8: Standard 9: Standard 10: All homeless students receive specialized and comparable services when eligible All preschool-aged homeless children enroll in and attend preschool programs All homeless unaccompanied youth enroll in and attend school All parents (or persons acting as parents) of homeless children and youth are informed of the educational and related opportunities available to their children and are provided meaningful opportunities to participate in their children s education LEAs help with the needs of all homeless children and youth through collaborative efforts both within and beyond the LEA
Program Evaluation Step 1: Convene an Evaluation Committee Step 2: Select a Program Evaluation Coordinator Step 3: Develop Data Collection Instruments Surveys, electronic and paper Attitude scales (Likert-type scales with even-numbered choices) Norm-referenced test scores (disaggregated for homeless students?) Criterion-referenced test scores (disaggregated for homeless students?) Informal testing results Interviews Focus groups Checklists Observation protocols/checklists Analysis of existing documents Brad Bryant, State Superintendent of Schools 28
Step 4: Decide Who Will Collect the Data/Information and When Data Collection Tips: Program Evaluation Use reliable data that has already been collected, whenever possible Use data that has been collected by community agencies and other stakeholder groups, when possible Collect data that aligns with your stated goals, objectives, strategies, and desired outcomes; be clear about what you are not looking at and why Assess your resources to determine what is doable for your program; some questions might best be saved for next year s evaluation Brad Bryant, State Superintendent of Schools 29
Program Evaluation Step 5: Data Analysis, Conclusions, and Recommendations Analysis of data should answer the following questions: Are homeless children and youth experiencing success in school? What activities, strategies, and services are seemingly associated with success? How effective is our program in providing these activities, strategies, and services? Are Title IA and McKinney-Vento sharing the load? Are other departments, divisions, and organizations involved appropriately? Are we achieving the desired outcomes? What do we need to do differently or better? Brad Bryant, State Superintendent of Schools 30
QUESTION TIME!!!!
Additional Resources McKinney-Vento full text and Policy Guidance: www.serve.org/nche/m-v.php GaDOE McKinney-Vento Title X Part C http://www.gadoe.org/tss_title_grant.aspx?pagereq=tsstitlexb National Association for the Education of Homeless Children and Youth (NAEHCY) www.naehcy.org National Center for Homeless Education (NCHE) www.serve.org/nche National Law Center on Homelessness and Poverty (NLCHP) www.nlchp.org Brad Bryant, State Superintendent of Schools 32
GaDOE Homeless Staff Contact Information Charles Barker, Ed.D Grants Program Consultant (South Georgia Consultant) Homeless Education Twin Towers East, Suite 1866 205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 (404) 656-2004 Office (404) 656-9111 Fax cbarker@doe.k12.ga.us Erica Glenn Grants Program Consultant (North Georgia Consultant) Homeless Education Twin Towers East, Suite 1866 205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 (404) 844-8786 Cell (404) 656-9111 Fax eglenn@doe.k12.ga.us Joanna Johnson Grants Program Consultant (Metro Area Consultant) Homeless Education Twin Towers East, Suite 1866 205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 (404) 844-8752 Office (770) 344-4526 Fax jjohnson@doe.k12.ga.us Deon Quinn Operations Analyst Homeless Education Twin Towers East, Suite 1866 205 Jesse Hill Jr. Drive SE Atlanta, GA 30334 (404) 844-7636 Office (770) 344-4465 Fax dquinn@doe.k12.ga.us
Educating Homeless Children and Youth: Conducting Needs Assessments and Evaluating Services Deon Quinn Operations Analyst Homeless Education Education Support and Improvement dquinn@doe.k12.ga.us 404-657-9962 FY 2011 Data Collections Conference September 1-3, 2010