REPORTING AND EVALUATION
ADDRESSING LOW ACADEMIC ACHIEVEMENT
SMALL GROUP ACTIVITY
Divide into small groups. Each group will (1) be assigned a practice area from NDTAC’s
“Individual Academic and Behavioral Approaches Strategy Guide” (see below) and (2) be
provided a copy of the applicable section in the strategy guide. With this information in
hand, use the template below to brainstorm program evaluation criteria for the practice
area assigned to your group. For each strategy list identify:
1. Inclusion/Exclusion Criteria. These refers to a list of activities, characteristics,
policies, or procedures that must (inclusion criteria) and/or should not (exclusion
criteria) be in place for a subgrantee’s implementation of the strategy that the SEA
deems or rates as effective and sound. Inclusion and exclusion criteria are the
nonnegotiables that the subgrantee must minimally meet. These items indicate
whether a subgrantee is successfully carrying out the strategy.
2. Potential Evidence/Subgrantee Activities. These are activities the SEA should
look for when evaluating the extent to which a subgrantee is effectively implementing
the strategy. These items indicate how a subgrantee is meeting the
inclusion/exclusion criteria.
Practice 1 has been completed for you as an example.
Practice 1—Collect and Use Data To Identify Needs and Develop Plans

Strategy I. Provide a systematic process for using data to identify needs, screen for
indicators of larger issues, monitor outcomes, and make educational decisions.

Strategy II. Develop and maintain personalized learning plans (PLPs).

Strategy III. Share Information across all stakeholders to facilitate students’ success and
well-being.
GROUP 1: Practice 2—Implement Procedures To Ensure Smooth Transitions

Strategy I. Include transition activities in student PLPs.

Strategy II. Establish formal mechanisms for exchange of educational data and records.

Strategy III. Prioritize and allocate funds for transition supports and programs.

Strategy IV. Conduct ongoing monitoring and continuous quality improvement of transition
efforts.
GROUP 2: Practice 3—Address Gaps in Academic Skills and Accelerate Learning

Strategy I. Base instruction on functional and curriculum-based evaluation of student needs.

Strategy II. Provide tiered academic intervention programs.

Strategy III. Use explicit scaffolded instruction.
GROUP 3: Practice 4—Instruct Students in Ways That Engage Them in Learning

Strategy I. Personalize the learning environment and instructional content.

Strategy II. Build conditions and opportunities that demonstrate to students their success.

Strategy III. Provide engaging, interactive, and hands-on learning opportunities.

Strategy IV. Engage youth in educational decisionmaking.
GROUP 4: Practice 5—Address Behavioral and Social Needs to Promote Educational
Success

Strategy I. Manage student behavior with positive rather than punitive approaches.

Strategy II. Engage the family to gain greater insight into youth’s behavioral needs.

Strategy III. Create a structured learning environment.

Strategy IV. Align behavior management approaches across settings and domains.
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2012 NDTAC National Conference
Program Evaluation Criteria
PRACTICE 1— COLLECT AND USE DATA TO IDENTIFY NEEDS AND DEVELOP PLANS
Strategies
Inclusion/Exclusion Criteria
Potential Evidence/Subgrantee Activities
Strategy I: Provide a systematic
process for using data to identify
needs, screen for indicators of larger
issues, monitor outcomes, and make
educational decisions.
 At least one staff member must proactively manage
student records. This must be a core job function of the
designated staff member per his or her job description.
 A transition coordinator/navigator or intake specialist is
on staff.
 Academic and behavioral screening assessments, course
placement tests, pre-post tests, and the like to identify
student needs have been institutionalized.
 Tools are in place to support analysis of student data and
application of assessment results to instruction (e.g., an
online dashboard).
 Documentation and training must be in place to support
use of the system.
 The subgrantee has created or modified an online
system and/or other electronic data systems to
increase access to student data.
 The subgrantee has developed and documented
systematic processes and procedures that stipulate
when, how, and with whom to transfer or share
student records.
 The subgrantee has an assessment center in place
 All staff members are required to participate in an
annual data system training.
 The LEA or SA has an early warning system.
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2012 NDTAC National Conference
PRACTICE 1— COLLECT AND USE DATA TO IDENTIFY NEEDS AND DEVELOP PLANS (CONTINUED)
Strategies
Inclusion/Exclusion Criteria
Potential Evidence/Subgrantee Activities
Strategy II: Develop and maintain
personalized learning plans (PLPs).
 The PLP must be reviewed and updated periodically by
appropriate personnel.
The PLP includes:
 There must be a process in place for managing PLPs
within and across settings that details where the PLP will
be housed, who is responsible for maintaining the PLP,
who is responsible for reviewing the data for quality
assurance in the PLP, and who is responsible for ensuring
that the PLP is made available to the student.
 The student, his/her family, and other appropriate
community stakeholders who are not facility staff are
engaged in the PLP development and review process.
 Academic data
 Disciplinary data
 Mental health assessment and outcome data
 PLP meeting notes
 Student goals and desired outcomes
 School transcript(s) (all academic settings)
 Accumulated course credits (across academic settings)
 Information on any academic or behavioral
interventions in place
 Tools and templates are available to help the student
and family actively partner in the goal setting process.
Strategy III. Share information
across all stakeholders to facilitate
students’ success and well-being.
 A formal mechanism for data and information sharing is
in place.
 A database is in use with built-in user permission level/
data access controls.
 A privacy and/or confidentiality policy is in place.
 There is evidence that privacy and confidentiality
policies are being enforced (e.g., LEA keeps electronic
records of citations).
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2012 NDTAC National Conference
PRACTICE 2 — IMPLEMENT PROCEDURES TO ENSURE SMOOTH TRANSITIONS (THAT PROMOTE ACADEMIC ACHIEVEMENT)
Strategies
Inclusion/Exclusion Criteria
Potential Evidence/Subgrantee Activities
Strategy I. Include transition
activities in student PLPs.
Strategy II. Establish formal
mechanisms for the exchange of
educational data and records.
Strategy III. Prioritize and allocate
funds for transition supports and
programs.
Strategy IV. Conduct ongoing
monitoring and continuous quality
improvement of transition efforts.
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2012 NDTAC National Conference
PRACTICE 3 — ADDRESS GAPS IN ACADEMIC SKILLS AND ACCELERATE LEARNING
Strategies
Inclusion/Exclusion Criteria
Potential Evidence/Subgrantee Activities
Strategy I. Base instruction on
functional and curriculum-based
evaluation of student needs.
Strategy II. Provide tiered academic
intervention programs.
Strategy III. Use explicit scaffolded
instruction.
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2012 NDTAC National Conference
PRACTICE 4 — INSTRUCT STUDENTS IN WAYS THAT ENGAGE THEM IN LEARNING
Strategies
Inclusion/Exclusion Criteria
Potential Evidence/Subgrantee Activities
Strategy I. Personalize the learning
environment and instructional
content.
Strategy II. Build conditions and
opportunities that demonstrate to
students their success.
Strategy III. Provide engaging,
interactive, and hands-on learning
opportunities.
Strategy IV. Engage youth in
educational decision making.
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2012 NDTAC National Conference
PRACTICE 5 — ADDRESS BEHAVIORAL AND SOCIAL NEEDS TO PROMOTE EDUCATIONAL SUCCESS
Strategies
Inclusion/Exclusion Criteria
Potential Evidence/Subgrantee Activities
Strategy I. Manage student behavior
with positive rather than punitive
approaches.
Strategy II. Engage the family to
gain greater insight into youth’s
behavioral needs.
Strategy III. Create a structured
learning environment.
Strategy IV. Align behavior
management approaches across
settings and domains.
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2012 NDTAC National Conference
Breakout Session Notes
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2012 NDTAC National Conference