Needs Assessment 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.
If selected for monitoring, KDE will require evidence to be submitted to show a needs assessment is being conducted annually by the district and facility coordinator to ensure current needs are met. Student data should help inform the needs identification process for the program. The completed needs assessment document 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 as well. 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 need 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.)
Local education agencies (LEAs) with a program for 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. The purpose of the evaluation is to measure the program’s effect on the ability of participants to do the following:
- Improve and continue educational achievement;
- Earn credits that meet state requirements;
- Transition into a regular program (or other education program) operated by an LEA;
- Complete secondary school (or secondary school equivalency requirements);
- Become employed after leaving the correctional facility or institution for neglected or delinquent youth and pursue postsecondary education and job training;
- LEAs must use multiple measures of student progress and complete the annual performance report (which submits evaluation results to the state agency and the U.S. Department of Education);
- Use evaluation results to plan and improve programs for participating youth.
Title I, Part D programs should be focused on ensuring that youth have the opportunity to meet the same challenging state academic standards as all children. Evaluations should be tied to the same standards and assessments that the school district has in place for all students.
During monitoring, KDE will require evidence to be submitted to show that an annual program evaluation is being conducted.
Title I, Part D Coordinators' Year at a Glance - Spring
April:
- Conduct other shareholder consultations on the development of the local education agency/school Title I plan.
- Collect signed Time and Effort records for staff who work on multiple cost objectives.
- Submit requests to amend grants, as needed.
May:
- Conduct program evaluation and develop a summary of the results.
- Conduct needs assessment based on findings of program evaluation.
- Determine roles and responsibilities of appropriate LEA representatives
- Meet with district financial staff to reconcile fiscal issues prior to the end-of-year closeout.
- Collect signed Time and Effort records for staff who work on multiple cost objectives.
- Submit requests to amend grants, as needed.
June:
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