Needs Assessments and Data
Needs assessments can be conducted for a variety of reasons and at different levels by the state educational agency (SEA), state agency, local educational agency (LEA) or facility. They can focus on a single area of interest (e.g., transition) or take a broader perspective to identify gaps throughout a system.
The needs assessment should be completed annually. Student data should help inform the needs identification process for the program. The completed needs assessment document also should be kept on file at the facility and sent to the state agency or LEA – depending on subpart – to be kept on file there. A needs assessment document template is provided under related documents in GMAP.
Student data should be reviewed a minimum of three times a year (beginning, middle and end) to ensure the educational program needs are being evaluated and to determine any necessary changes.
The needs assessments will be submitted to the Kentucky Department of Education with the application, through GMAP. There is a needs assessment template on the Title I, Part D webpage if you do not have a tool to use. For more information, contact your state coordinators.
(This guidance is issued by the Title I, Part D: Neglected, Delinquent and At-Risk Youth; Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent or At-Risk (N or D). Although issued under No Child Left Behind, the U.S. Department of Education still considers this a valid resource.)
R-1. What are the program evaluation requirements for Subpart 1 and 2 programs?
Each state agency or local education agency (LEA) that conducts a program for children and youth who are neglected, delinquent or at-risk under Subparts 1 and 2 must evaluate the program, disaggregating data on participation by gender, race, ethnicity and age, not less than once every three years to determine the program’s effect on the ability of participants to:
- Maintain and improve educational achievement;
- Accrue school credits that meet state requirements for grade promotion and secondary school graduation;
- Make the transition to a regular program or other education program operated by an LEA;
- Complete secondary school (or secondary school equivalency requirements); and
- Obtain employment after leaving the correctional facility or institution for neglected or delinquent children and youth and, as appropriate, participate in postsecondary education and job training.
In conducting each evaluation, a state agency or LEA shall use multiple and appropriate measures of student progress.
Each state agency and LEA must:
- Submit evaluation results to the state education agency and the U.S. Department of Education by completing the annual performance report; and
- Use the results of evaluations to plan and improve subsequent programs for participating children and youth.
Part D programs should be designed with the expectation that children and youth will have the opportunity to meet the same challenging state academic content and academic achievement standards that all children in the state are expected to meet. To the extent feasible, evaluations should be tied to the standards and assessment system that the state or school district has developed for all children.
Virtual Monitoring Tips
- Relax, this is an opportunity for KDE to provide technical assistance.
- Use the TIPD Subpart 2 monitoring checklist when gathering documentation for the visit; required documentation is included for each section.
- Collect and organize documentation to support the Part D program at the district level prior to the visit.
- Make sure evidence is uploaded to SharePoint within two weeks of the date of the visit; the SharePoint link will be sent by Windy Newton.
- Please reference the monitoring PowerPoint for additional information
- Contact your state coordinators if you have questions.
Program Highlights and Collaboration
If your program has an effective strategy that you’d like to share with other coordinators, please let us know!
Also, if you haven’t already joined our Title I, Part D Google Classrooms, please email us and we’ll be happy to add you. Our Title I, Part D Google Classroom is a space for coordinators to collaborate, share effective strategies, find relevant resources and ask questions.
For more information, email Monica Higgins (subpart 1) or Wes Blake (subpart 2).
Strategies: The Arts as an Engagement Strategy
Many of you already know that employing the arts can be a valuable strategy to help authentically engage neglected and delinquent students in learning.
The Arts Education Partnership, in conjunction with the U.S. Department of Education and the Massachusetts Department of Youth Services, recently held a webinar on the impact of the arts in juvenile justice education settings. A recent study, “Arts Education and the High School Dropout Problem,” found a correlation between reduced dropout rates and arts education. Another recent study, “The arts and achievement in at-risk youth: Findings from four longitudinal studies,” found correlations between arts engagement and achievement in at-risk youth, specifically. This report explores research and programs that employ the arts along the juvenile justice continuum: in prevention, intervention, transition and healing.
One student involved in the arts education initiative for juvenile justice programs in Massachusetts described the experience in the following way: “Arts give me the ability to express my emotions that cannot be said, and to inspire others. My art is used to help heal. I want others to know that they are not alone, and you can always find hope.” Staff involved in the arts initiative in juvenile justice education program described the strategy as “a rich opportunity to engage young people” and an innovative and creative way to help students feel good about learning again after their previous fractured educational experiences have often left them not feeling good about themselves in the classroom.
Some key practices included empowering staff within the facility and district to be leaders in the arts initiative and partnering with community groups. For example, some programs enlisted local artists and theater groups to be involved and also encouraged existing staff who felt compelled to be leaders in the program. They included content teachers at the facility and arts teachers within the district.
On March 18, NDTAC provided a webinar focusing on best practices. Several coordinators mentioned a resource called Unsung, which they described as engaging and popular with students. This resource gives students the ability to collaboratively create music and compete in a national songwriting contest.
For April, a month-long poetry initiative is available to help foster engagement and expression called Words Unlocked, which includes curricular materials, optional lessons and a poetry competition. Lastly, during June and July there is a summer book club called Unfiltered, which allows students to consider and express their thoughts on topics relevant to them.
How have you used arts to engage your N&D students and help them feel good about learning? Please email us if you’d like us to share your strategy with other coordinators!
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