Slide 1

FROM DATA COLLECTION TO GRADUATION: SUPPORTING STUDENT SUCCESS Christina Endres National Center for Homeless Education cendres@serve.org

Slide 2

GET TO KNOW NCHE Operates U.S. Department of Educations technical assistance and information center. Comprehensive website: www.serve.org/nchewww.serve.org/nche Helpline: Call 800-308-2145 or e-mail homeless@serve.org homeless@serve.org Listserv: visit www.serve.org/nche/listserv.php for subscription instructionswww.serve.org/nche/listserv.php Free resources: Visit www.serve.org/nche/products.php www.serve.org/nche/products.php

Slide 3

GET TO KNOW THE ROOM Whos in the room? How comfortable are you with data?

Slide 4

WHAT DATA CAN TELL US Where are we now? Where do we want to go? How will we get there? How will we know we are there? How can we keep it going? Asking the Right Questions: Tools for Collaboration & School Change Edie L. Holcomb

Slide 5

DO YOU THINK ABOUT A LIST OF ACTIVITIES Every activity is equally important No priorities; all must be done Short term focus Success measured by completion, not by achieved level of change Often independent from district priorities or goals

Slide 6

OR A PROGRAMMATIC APPROACH? Limited set of goals Focused on needs or areas for growth Drive activities Results in long-term planning Eliminates the unnecessary; prioritizes time & energy Success measured by level of change achieved

Slide 7

USE DATA TO DREAM BIG Four simple ways to approach this task 1. Ask yourself what you want to know 2. Look at what you already know about students 3. Identify what bragging rights you want 4. Include program, grant, or district requirements Just brainstorm- you can sort bad ideas out later

Slide 8

USE DATA TO MAKE THE DREAM REAL Which things on your list are Specific? Measurable? Attainable? Reasonable? Timely? Once you cross the rest off your list, youll have the foundation for your goals

Slide 9

ONE LAST LOOK AT GOALS I will train all teachers on homelessness. 100% of special education teachers will receive training on homelessness. The district will lower suspensions related to IEP identified needs of students by 5%.

Slide 10

WHAT DATA TO USE McKinney-Vento data Districts submit to SEAs SEAs submit to US ED via EDFacts or CSPR NCHE reviews data, creates national summary http://center.serve.org/nche/ibt/aw_statistics.php ESEA: collect, analyze, & use student achievement data to improve school outcomes Includes requirement for state report cards

Slide 11

AVAILABLE EDFACTS & CSPR DATA Suspensions & expulsions, with reasons for expulsions Attendance & poverty rates Participation in gifted and talented programs Number of students with Individualized Education Plans & why Number who graduated & type of diplomas earned Number who dropped out & reasons why Participation & performance in advanced placement classes Participation in school meal programs Number served by Title I, Part A

Slide 12

WHAT DATA TO USE Hunger, poverty, unemployment, foreclosures Bureau of Labor Statistics: www.bls.govwww.bls.gov Kids Count: datacenter.kidscount.orgdatacenter.kidscount.org Conference of Mayors: usmayors.org/publicationsusmayors.org/publications Grants & programs Which do you have What outcomes do they report

Slide 13

REVIEWING DATA Accurate, Complete, Timely (A.C.T.) Avoid a skewed perspective Look at multiple data sources Look at comparison data Talk to multiple stakeholders Look for anomalies Establish checks & balances Who reviews data, when, & how

Slide 14

SKEWED OR ACCURATE DATA In reviewing your districts data for homeless students, you notice that homeless students are doing significantly better on math assessments than reading. Additionally, in years that your homeless students improve in math, the state average on the same math assessments drops. Is the data skewed or accurate? Who might you need to talk to?

Slide 15

UNEXPECTED OUTCOMES Your district provides after school tutoring to homeless students. However, in reviewing the data on grades and academic performance, you notice they really arent improving. Youre baffled because you know you hired solid teachers as tutors. What could be the issue? What do you need to do next?

Slide 16

JUSTIFY ACTIVITIES Your district wants to provide school supplies because a large number of students do not have what they need when the school year starts. As you begin to send a message to the treasurer about the budget for this expense, you remember: DOE wants academic outcome data to support expenditures. What data can you use?

Slide 17

WORK WITH OTHERS Your city gets HOME funds. The city has decided to take another look at how they are spending the funds. They cant decide if they should build housing or use existing housing. Theyre also deciding where the housing should be located and who should benefit from it. In the past, they focused the funds on single men. What would you tell the city & how would you support your argument?

Slide 18

WORK WITH OTHERS Your districts Title I director told you the homeless set-aside will be budgeted for tutoring, but only about 60% of the amount set aside last year will be budgeted for this year. You think the students need counseling services instead of tutoring & that the amount is too low. How will you make your case?

Slide 19

WORK WITH OTHERS What stands out to you? What can you identify as a possible cause? Who do you need to talk to & why? All StudentsHCY StudentsYour DistrictYour StateYour DistrictYour State With Disabilities (IDEA) 15%13%21%11%

Slide 20

PRESENTATION MATTERS Your DistrictYour State SubgroupHCY Percent of HCY HCY Percent of HCY With Disabilities (IDEA) 55527%200,95016% All StudentsHCY StudentsYour DistrictYour StateYour DistrictYour State With Disabilities (IDEA) 15%13%21%11%

Slide 21

LINKING DATA AND ACTIVITIES Which activities will have the greatest impact? Which activities are unrelated to your goals? Which activities can be reasonably completed? If an activity requires participation of anyone in addition to the liaison, is it realistic? Is the activity concrete in nature?

Slide 22

USE DATA TO RE-EVALUATE Change your goals if You discover they are unreasonable You achieve them New, more pressing needs emerge Change your activities if Outcomes are undesirable New, more effective practices become available

Slide 23

RESOURCES Needs Assessment Guide center.serve.org/nche/pr/na_eval.php center.serve.org/nche/pr/na_eval.php Standards & Indicators for Quality Programs center.serve.org/nche/downloads/st_and_ind_2006_rev.doc center.serve.org/nche/downloads/st_and_ind_2006_rev.doc Homeless Liaison Toolkit (Chapter 13) center.serve.org/nche/pr/liaison_toolkit.php center.serve.org/nche/pr/liaison_toolkit.php Data Collection Guide center.serve.org/nche/pr/fed_data_coll_guide.php center.serve.org/nche/pr/fed_data_coll_guide.php

Slide 24

CONTACT INFO Christina Endres Program Specialist cendres@serve.orgcendres@serve.org or (336) 315-7438 National Center for Homeless Education homeless@serve.orghomeless@serve.org or (800) 308-2145 http://center.serve.org/nche/