Oregon Department of Education Student Services

Evaluating a Title ID Subpart 2 Program

Evaluating a Title ID Program is challenging because students come into educational programs with a wide range of academic needs and levels of achievement. Districts are encouraged to use a wide range of assessment activities to measure student achievement.

Title ID funding may support:

  • District contract with facility for providing academic program
  • District provided academic program provided for students residing in facility
  • District program for students returning from a facility
  • District program for drop out prevention

Suggestions for measuring student academic achievement:

  • Pre and post tests
  • Meeting individual student academic goals
  • Credit accrual
  • Progress toward earning a GED
  • High school graduation
  • Earning a GED
  • Progress on meeting Oregon Benchmarks measured by teacher made or other classroom assessments
  • Meeting IEP student goals
  • Performance based assessments

Suggestions for measuring successful student transition into the regular school program or a district alternative program:

  • Attendance
  • Academic progress in regular or alternative program
  • Meeting behavioral goals
  • Meeting IEP goals
  • Parents, if appropriate, participate in assisting students to succeed in school

Suggestions for measuring vocational/employment goals

  • Attendance in vocational programs
  • Participation in vocational programs
  • Successful entry into apprenticeships
  • Successful employment
  • Participation in Community College vocational programs
  • Participation in career exploration

Suggestions for measuring success of drop out prevention programs:

  • Credit accrual
  • Progress toward earning a GED
  • High school graduation
  • Earning a GED
  • Reduction of drop out rate
  • Student attendance
  • Students meeting behavioral goals
  • Student participation in programs
  • Successful parent involvement in assisting students to remain in school

Suggestions for measuring successful implementation of district contracted academic program:

The contracted program:

  • Coordinates the students education with the public school
  • Notifies the district if the student needs special education services
  • Provides transition assistance, including coordination of services for the family, counseling, assistance in accessing drug and alcohol abuse prevention programs, tutoring, and family counseling (if feasible)
  • Provides support programs encouraging students to reenter school once their term at the correctional facility has been completed
  • Works to ensure that the correctional facility staff is trained to work with students with disabilities
  • Ensures that educational programs in the correctional facility are related to assisting students to meet high academic achievement standards
  • Uses technology to assist in coordinating educational programs between the correctional facility and the community school
  • Involves parents (if appropriate) in efforts to improve the educational achievement of their children and prevent the further involvement of such children in delinquent activities
  • If appropriate, work with local businesses to develop training, curriculum-based youth entrepreneurship education, and mentoring programs

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