data collection for homeless education programs

Data Collection for Homeless Education Programs

Diana Bowman, NCHE

Carol Calfee, Santa Rosa School District (FL) Lynn Brown, Montgomery County Public

Schools (MD)

National Center for Homeless Education • www.serve.org/nche

Goals for Today’s SessionGoals for Today’s Session

A brief overview of using data collection for A brief overview of using data collection for program improvement:program improvement:

• Standards and Indicators for quality MV Standards and Indicators for quality MV programsprograms

• Planning for data collectionPlanning for data collection

• Analyzing dataAnalyzing data

• Managing dataManaging data


Standards and Indicators for Quality Standards and Indicators for Quality McKinney-Vento ProgramsMcKinney-Vento Programs

• Developed in 2001 by representative task forceDeveloped in 2001 by representative task force• Included in U.S. Department of Education Included in U.S. Department of Education

GuidanceGuidance• Pilot tested in 2002-2004Pilot tested in 2002-2004• Guidebook developed based on pilot test Guidebook developed based on pilot test

group’s experiencesgroup’s experiences• Revised in 2005 Revised in 2005 ((

http://www.serve.org/nche/products_list.php#st_and_ind_2006_rev )


A Good FrameworkA Good Framework

• 10 performance standards—3 groups: 10 performance standards—3 groups: outcomes, school/LEA support, collaborationoutcomes, school/LEA support, collaboration

• Based on federal lawBased on federal law• Reflect 5 years of effective practice in Reflect 5 years of effective practice in

implementing the McKinney-Vento Actimplementing the McKinney-Vento Act• Include items required for federal data collectionInclude items required for federal data collection

(# enrolled, services, # tested, proficiency, (# enrolled, services, # tested, proficiency, services, # served pre-K - 12)services, # served pre-K - 12)

• Utilize standard and indicator language that Utilize standard and indicator language that focuses on quantifiable outcomesfocuses on quantifiable outcomes

• SuggestedSuggested indicators for each standard indicators for each standard


Revised StandardsRevised Standards

Student Achievement and Performance Student Achievement and Performance OutcomesOutcomes

1. All homeless students, identified and enrolled 1. All homeless students, identified and enrolled at the time of the state assessment, take the at the time of the state assessment, take the state assessment required for their grade state assessment required for their grade levels.levels.

2. All homeless students demonstrate academic 2. All homeless students demonstrate academic progress.progress.


Standards cont.Standards cont.

School/LEA Support OutcomesSchool/LEA Support Outcomes

3.3. All children in homeless situations are All children in homeless situations are identified.identified.

4.4. Within one full day of an attempt to enroll in Within one full day of an attempt to enroll in school, homeless students are in attendance.school, homeless students are in attendance.

5.5. All homeless students experience stability in All homeless students experience stability in school.school.

6.6. All homeless students receive specialized and All homeless students receive specialized and comparable services when eligible.comparable services when eligible.



7. All preschool-aged homeless children enroll in 7. All preschool-aged homeless children enroll in and attend preschool programs.and attend preschool programs.

8. All homeless unaccompanied youth enroll and 8. All homeless unaccompanied youth enroll and attend school.attend school.



Collaboration OutcomesCollaboration Outcomes9. All parents (or persons acting as parents) of 9. All parents (or persons acting as parents) of

homeless children and youth are informed of the homeless children and youth are informed of the educational and related opportunities available educational and related opportunities available to their children and are provided with to their children and are provided with meaningful opportunities to participate in their meaningful opportunities to participate in their children’s education.children’s education.

10. LEAs help with the needs of all homeless 10. LEAs help with the needs of all homeless students through collaborative efforts both within students through collaborative efforts both within and beyond the LEA.and beyond the LEA.


Raising good questionsRaising good questions

• To what extent does our program align with the To what extent does our program align with the Standards for Quality McKinney-Vento Standards for Quality McKinney-Vento programs?programs?

• Are numbers or percentages increasing or Are numbers or percentages increasing or decreasing from year to year? What does that decreasing from year to year? What does that tell us?tell us?

• How does performance compare to the school How does performance compare to the school district average?district average?

• What strategies or activities support outcomes? What strategies or activities support outcomes? Are the strategies and activities appropriate or Are the strategies and activities appropriate or sufficient?sufficient?

• Are current data sources sufficient for informing Are current data sources sufficient for informing us about our program?us about our program?


Planning for Data CollectionPlanning for Data Collection

• Get buy-in for data collection– Get buy-in for data collection– “We’re “We’re direct service providers!” – direct service providers!” – Do your school Do your school district, funders, state department of district, funders, state department of education believe that this is time well education believe that this is time well spent? Do you?spent? Do you?

• Assess your time and resources available Assess your time and resources available and develop a realistic plan to meet your and develop a realistic plan to meet your needs and purposesneeds and purposes

Collect all the data and only the data that Collect all the data and only the data that you will need.you will need.


Purposes for Data CollectionPurposes for Data Collection

Be explicit about intended uses of dataBe explicit about intended uses of data

• AccountabilityAccountability

• Program improvementProgram improvement

• AdvocacyAdvocacy

• Understanding trends and comparisonsUnderstanding trends and comparisons

• FundingFunding

Develop a plan that matches purpose, audience, and data


Planning What Data to CollectPlanning What Data to Collect

• A A logic modellogic model is a graphic representation of the is a graphic representation of the relationships among the key elements of a relationships among the key elements of a project (impact, outcomes, activities).project (impact, outcomes, activities).• Helps to articulate the key elements of the Helps to articulate the key elements of the

project.project.• Can lead to evaluation efficiency and Can lead to evaluation efficiency and

effectiveness.effectiveness.• Promotes stakeholder buy-in by helping clarify Promotes stakeholder buy-in by helping clarify

how the project works.how the project works.

Coffman, J. (1999). Coffman, J. (1999). Learning from Logic Models.Learning from Logic Models. Cambridge, MA: Harvard Cambridge, MA: Harvard Family Research Project.Family Research Project.


Logic Model for McKinney-Vento


Data Questions Based on the Data Questions Based on the Logic ModelLogic Model

Activity 1. Facilitate immediate enrollmentActivity 1. Facilitate immediate enrollment• Are new program participants enrolled in school Are new program participants enrolled in school

within one day?within one day?• Data needed: Date family first came to school to Data needed: Date family first came to school to

enroll the child; date child began attending classesenroll the child; date child began attending classes

Outcome A. Students do not miss daysOutcome A. Students do not miss days• How many days did students miss between How many days did students miss between

schools?schools?• Data needed: Last day attended school of origin and Data needed: Last day attended school of origin and

first day attended new schoolfirst day attended new school


ActivityActivity

Using the Logic Model template provided and the Using the Logic Model template provided and the handout on the MV Standards and Indicators,handout on the MV Standards and Indicators,

1.1. Choose one outcome (Standard)Choose one outcome (Standard)

2.2. Identify activities that will lead to this outcomeIdentify activities that will lead to this outcome

3.3. Develop questions for one of the activities that Develop questions for one of the activities that would indicate (Indicators) that this activity is would indicate (Indicators) that this activity is workingworking

4.4. Identify data that would enable you to answer Identify data that would enable you to answer these questionsthese questions

5.5. Share with your neighborShare with your neighbor


Types of Data

Quantitative Data Examples (How many)Quantitative Data Examples (How many)• Number of homeless students enrolled Number of homeless students enrolled • Type and number of services provided Type and number of services provided

Qualitative Data Examples (How well)Qualitative Data Examples (How well)• Open-ended responses to survey itemsOpen-ended responses to survey items• Interviews/Focus GroupsInterviews/Focus Groups• In-take formsIn-take forms

““In our school district, 54 percent of students identifiedIn our school district, 54 percent of students identified as homeless remained in their school of origin.”as homeless remained in their school of origin.”

What questions does this data raise?What questions does this data raise?What qualitative data would be helpful?What qualitative data would be helpful?

By what methods could you collect it?By what methods could you collect it?


Types of DataTypes of Data

Perceptive Data Examples (What do you see? Perceptive Data Examples (What do you see? What do people think?)What do people think?)• Likert Scale Surveys – SA-A-D-SDLikert Scale Surveys – SA-A-D-SD• ChecklistsChecklists

Informal dataInformal data• Five-minute conversationsFive-minute conversations• Phone logs and emailsPhone logs and emails

Anecdotal dataAnecdotal data• Stories that create awarenessStories that create awareness• AffectiveAffective


Analyzing DataAnalyzing Data

When and how often should we analyze When and how often should we analyze our data?our data?

Consider:Consider:

• Purpose for data collectionPurpose for data collection

• Time when the data will be most useful to Time when the data will be most useful to youyou

• Questions you’re addressingQuestions you’re addressing

• Resources and time available to analyzeResources and time available to analyze


Match the analysis to the type Match the analysis to the type of dataof data

QuantitativeQuantitative – frequencies, percentages, – frequencies, percentages, distributions, averages, statisticsdistributions, averages, statistics

QualitativeQualitative - simple coding, key words, identify - simple coding, key words, identify themes and trendsthemes and trends

PerceptivePerceptive – frequencies, percent, distributions – frequencies, percent, distributions

Youth SurveyYouth Survey

1. I feel like school is a place where I can find help 1. I feel like school is a place where I can find help with personal problems – SA(2)-A(5)-D(8)-SD(5)with personal problems – SA(2)-A(5)-D(8)-SD(5)

How would you analyze this data? What does How would you analyze this data? What does this tell you about your program?this tell you about your program?


Managing Data Collection

Ensure that quality data is collected –Ensure that quality data is collected –• Provide clear guidelines for data collection - Provide clear guidelines for data collection -

provide training, guidebook provide training, guidebook • No estimates; avoid using “unknown” as a No estimates; avoid using “unknown” as a

choicechoice• Use a clear data collection form; easy input Use a clear data collection form; easy input

(online); pilot test your form and/or instrument (online); pilot test your form and/or instrument • Clarify terminology and methodology when Clarify terminology and methodology when

working with other agenciesworking with other agencies• Spot check for errors; provide analysis to Spot check for errors; provide analysis to

submitters to review submitters to review


Accommodate Changing Data Needs

Set up a “flexible” database to meet changing Set up a “flexible” database to meet changing needs and requirementsneeds and requirements• Federal requirements will changeFederal requirements will change• Data needs for program decision making Data needs for program decision making

will changewill change• Make changes before the school year Make changes before the school year

beginsbegins


Working with Collaborators

Strategies for sharing information across programs Strategies for sharing information across programs and agenciesand agencies

• Agree on what can and cannot be sharedAgree on what can and cannot be shared• Reinforce how all will benefit – “win-win”Reinforce how all will benefit – “win-win”• Note where definitions align/differNote where definitions align/differ• Create awareness of MV program and data Create awareness of MV program and data

needsneeds• Be organized and efficient in order to make Be organized and efficient in order to make

the smallest demands on their timethe smallest demands on their time


Accessibility

Making data easily available for decision-makingMaking data easily available for decision-making• Who has the data? Can we get it from one source? Who has the data? Can we get it from one source? • What analyses and reports exist?What analyses and reports exist?• How quickly can the data be made available? Is it in How quickly can the data be made available? Is it in

a useful format?a useful format?• Are there staff capacity issues for pulling data Are there staff capacity issues for pulling data

together? together? • Confidentiality issues? Are data-sharing agreements Confidentiality issues? Are data-sharing agreements

in place?in place?• Are there data that have not been collected that we Are there data that have not been collected that we

need to impact decision making? How might we need to impact decision making? How might we obtain this data? (Short-term, long-term)obtain this data? (Short-term, long-term)


Would you be prepared?

A local foundation that is setting its budget A local foundation that is setting its budget priorities for the year contacted you to ask for priorities for the year contacted you to ask for information on the needs of homeless youth. information on the needs of homeless youth. The board needs this information for a meeting The board needs this information for a meeting by the end of the week.by the end of the week.

• What should you have on hand to provide on What should you have on hand to provide on short notice?short notice?

• What should be in place to ensure that you can What should be in place to ensure that you can access data quickly from various sources?access data quickly from various sources?

• How can you ensure that the data would be in a How can you ensure that the data would be in a usable format on short notice?usable format on short notice?


NCHE’s Data Collection NCHE’s Data Collection Networking Group 2008Networking Group 2008

• Online meetings, trainings, panel Online meetings, trainings, panel discussionsdiscussions

• Networking with colleaguesNetworking with colleagues

• Guiding NCHE in technical assistance Guiding NCHE in technical assistance offerings in data collection for homeless offerings in data collection for homeless education programseducation programs

Email: Email: [email protected]

Deadline – December 10Deadline – December 10


Presenter Contact InformationPresenter Contact Information

Diana BowmanDiana BowmanNational Center for Homeless EducationNational Center for Homeless EducationSERVE Center, UNCGSERVE Center, [email protected] S. CalfeeCarol S. CalfeeDirector of Federal ProgramsDirector of Federal ProgramsSanta Rosa District Schools (FL)Santa Rosa District Schools (FL)850-983-5001; (Fax) 850-983-5011850-983-5001; (Fax) [email protected] [email protected] Lynn T. Brown, Ph.D.Lynn T. Brown, Ph.D.Coordinator of Enrollment and Attendance ComplianceCoordinator of Enrollment and Attendance ComplianceDepartment of Reporting and Regulatory AccountabilityDepartment of Reporting and Regulatory AccountabilityMontgomery County Public Schools (MC)Montgomery County Public Schools (MC)301-279-3211; (Fax) 301-279-3849301-279-3211; (Fax) [email protected] [email protected]

data collection for homeless education programs

Documents

homeless students

homeless situations

parents of homeless

data collectionget

federal data collection

homeless unaccompanied

data collectionbe explicit

standards cont