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Needs Assessment

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Needs Assessment Local Annual Review Workshop CESA 10 March 11, 2010 – PowerPoint PPT presentation

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Title: Needs Assessment


1
  • Needs Assessment
  • Local Annual Review Workshop
  • CESA 10
  • March 11, 2010

2
The Message of the day
  • Transparency
  • And
  • Accountability

3
Student Achievement
4
Needs Assessment
  • Overview
  • Components of a Needs Assessment
  • District Level Needs Assessment
  • Needs Assessment for Schoolwide Planning
  • Needs Assessment and Targeted Assistance Programs
  • Resources
  • Local Annual Review

5
Overview
  • Needs Assessment is a term that describes both
    the process that a Local Educational Agency (LEA)
    or district conducts to review overall needs in
    order to make decisions about
  • the allocation of resources
  • including all ESEA funds
  • AND work to be done at the school level

6
Overview Work at the School Level
  • Develop an educational plan
  • OR identify students to serve with Title I dollars

7
A Comprehensive Needs Assessment is
  • Planning tool
  • That includes an analysis of broad concerns and
    issues facing the district or school
  • Related to academic achievement
  • Other important student outcomes
  • Program priorities

8
1. Components of a Needs Assessment
  • There is no single model or template for a needs
    assessment.

9
General Characteristics of the Process
  • Include consideration of a wide variety of needs
    and issues
  • Information is gathered from a variety of sources
  • Valid and reliable data are used to the maximum
    extent possible
  • The analysis results in the development of plans
    and goals
  • The plans and goals are used as the basis for
    resource allocation

10
Results in a Plan and Strategies to Improve
Student Achievement
  • Ideally, there should be REGULAR FOLLOW-UP and
    EVALUATION of the plans and strategies.
  • -Wisconsin Title I Guidelines

11
A comprehensive needs assessment might include an
analysis of
  • Student information
  • achievement results,
  • classroom work,
  • attendance data,
  • student transfer data,
  • dropout data,
  • language and ethnicity data,
  • and gender data
  • Test results including results disaggregated by
    student group and test item analysis

12
A comprehensive needs assessment might include an
analysis of
  • School conditions including
  • student access to books and supplies,
  • Extended learning opportunities
  • Numbers of full-time teachers
  • Class size
  • Instructional dollars per pupil
  • Supplementary grants and funds
  • Support staff
  • Technology available in the school
  • Relevant curriculum
  • Staff professional development opportunities

13
A comprehensive needs assessment might include an
analysis of
  • Teacher data
  • Including language fluency
  • Experience
  • Degrees
  • Credentials
  • Special certification

14
A comprehensive needs assessment might include an
analysis of
  • School/family relationships
  • Participation and satisfaction with the school
    and parent involvement program planning and
    implementation
  • Frequency of education and training
  • Resources for training
  • Frequency of contacts

15
A comprehensive needs assessment might include an
analysis of
  • Community information
  • Poverty rates and other demographics
  • Housing, employment and business opportunities
  • Protective, social, and public health services
  • Services for homeless or migrant families
  • Connections with tribal councils
  • Access to transportation and parks and recreation

16
Wisconsin Information Network for Successful
Schools (WINSS)
  • One source of information about needs assessment
    tools and school improvement strategies
  • http//www.dep.wi.gov/sig/improvement/index.html

17
Characteristics of Successful Schools Needs
Assessment Surveys
  • Overview
  • Vision
  • Leadership
  • High Academic Standards
  • Standards of the Heart
  • Family, School, and Community Partnerships
  • Professional Development
  • Evidence of Success

18
Sample Survey High Academic Standards
  • Answer the following questions about your school.
      Strongly Agree, Agree, Neutral, Disagree,
    Strongly Disagree
  • 1. Academic standards align with state and
    national standards.
  • 2. Standards are the foundation for curriculum
    and instruction.
  • 3. Modifications are made to help special needs
    students reach the standards.
  • 4. Staff demonstrate high expectations for all
    students in instruction, course content, and
    advising.
  • 5. Teachers are competent in and use a variety of
    teaching strategies that meet the needs of all
    students.
  • 6. Students actively participate in planning,
    evaluating, and taking responsibility for their
    own learning.

19
2. District Level Needs Assessment ESEA Planning
  • A comprehensive needs assessment process must be
    employed to identify indicators of need in
    selected areas of concern related to student
    learning,
  • to analyze the gaps between what is and what
    should be,
  • to prioritize needs,
  • and to identify potential solution strategies to
    meet those needs.

20
2. District Level Needs Assessment
  • The Title I law (section 112 (d) (1) requires
    that the district plan for use of Title I money
    be developed in consultation with teachers,
    principals, the administrators of other ESEA
    programs, other appropriate school personnel, and
    the parents of the children in Title I eligible
    schools.
  • ESEA Tentative dates May 5, 6, 17, or 25

21
Five Major GoalsFocus of ESEA Funds
  1. By 2013-14, all students will reach high
    standards, at a minimum attaining proficiency or
    better in reading/language arts and mathematics
  2. All limited English proficient students will
    become proficient in English and reach high
    academic standards
  3. By 2004-05, all students will be taught by highly
    qualified teachers
  4. All students will be educated in learning
    environments that are safe, drug free, and
    conducive to learning
  5. All student will graduate from high school

22
Needs Assessment for Schoolwide Planning
  • School with poverty rate of 40 or more
  • Great deal of flexibility regarding use of Title
    I funds
  • Also more responsibility for comprehensive
    planning and overall school improvement

23
Needs Assessment for Schoolwide Planning
  • The law (section 114(b)(1)(A)) requires that a
    schoolwide program include a comprehensive needs
    assessment of the entire school, including the
    needs of migratory and homeless children, and
    will be based on information which includes
    academic achievement of children in relation to
    the State academic achievement standards.

24
Student achievement data
  • Data retreat
  • Teachers review test scores
  • Determine general academic needs and strengths of
    students
  • By grade and subject
  • Analyze test items to identify needs for changes
    in curriculum or instructional methods

25
  • Must also include
  • Reform strategies
  • To address the needs
  • of ALL students
  • And plans for

26
  • Timely and effective support for students not yet
    proficient
  • Attracting and retaining highly qualified
    teachers
  • High quality professional development
  • Involvement of teachers in decision-making
  • Transitions between preschool and kindergarten,
  • Parent involvement

27
Other Considerations
  • Identification of students (for eligibility) is
    not required but care must be taken to ensure
    that the needs of those farthest from meeting the
    states student academic achievement standards
    are met.

28
Other Considerations
  • Services to children in Schoolwide programs must
    be supplemental in nature, not supplanting
    services.
  • Schools with Schoolwide programs that consolidate
    and use funds from different federal programs are
    not required to maintain separate fiscal
    accounting records, by program.

29
Needs Assessment and Targeted Assistance Programs
  • The law (section 1115 (a) says that a school
    operating with the Targeted Assistance model may
    only use Title I funds for programs that provide
    services to eligible children and defines
    eligible children as those

30
Needs Assessment andTargeted Assistance Programs
  • identified by the school as failing, or most at
    risk of failing, to meet the states challenging
    student academic achievement standards on the
    basis of multiple, educationally related,
    objective criteria established by the local
    educational agency and supplemented by the
    school, except that children from preschool
    through grade 2 shall be selected solely on the
    basis of such criteria as teacher judgment,
    interviews with parents, and developmentally
    appropriate measures.

31
Needs Assessment andTargeted Assistance Programs
  • Process of determining the overall grades and
    subjects where the greatest academic deficits
    exist
  • Process of identifying the children most in need
    of academic support services
  • Might include data retreat to analyze overall
    academic performance
  • Surveys of teachers and parents
  • Comparison of school performance to district goals

32
Targeted Assistance Programs Identify Students
to Serve
  • Typically includes a review of student assessment
    data from spring testing
  • Using state, district, or school-developed
    instruments
  • Teacher observations K-2
  • Parent interviews

33
Targeted Assistance Programs Identify Students
to Serve
  • Process must be objective and
  • Must include multiple measures to identify those
    students most in need
  • Establish a priority list for service

34
Targeted Assistance Schools
  • Expected to be able to document the student
    selection process
  • Include any reasons for not including particular
    children
  • Evaluate students progress as part of the needs
    assessment for the next year

35
Targeted Assistance Program Components - Examples
  • 1. Delivery models that give primary
    consideration to providing intensive extended
    learning time beyond the school day
  • Extended day kindergarten
  • After-school homework programs
  • Extended-week and or extended-year programs
  • 2. Accelerated, high-quality curriculum

36
  • Minimize removal of children from the regular
    classroom during regular school hours, to the
    extent possible
  • Coordinate with and support regular education
    program
  • Assist preschoolers in transition
  • Services that supplement, not supplant
  • Highly qualified teachers
  • Strategies to increase parent involvement such as
    family literacy initiatives, home visits, and
    family resource centers

37
  • 3. Minimize removal
  • Review the progress of participating children on
    an ongoing basis, and revise the progress to meet
    the states challenging academic standards

38
No single model or template
  • Essential strategies/skills
  • Collaboration
  • Multiple assessments
  • High quality instructional practice
  • Easily identifiable information

39
Data Analysis Task Sequence
  • Data table
  • Graphic representation
  • Observations, discussion and documentation
  • Hypotheses
  • Classroom connections
  • Judy Sargent, Comprehensive Data Retreat
    Workbook, pg. 37 Data Analysis section

40
Form A Evidence of Collaboration
  • Needs Assessment Committee
  • Document meeting dates
  • Agendas with signatures

41
Needs Assessment Committee Requirements
  • Individuals represent a wide variety of interests
    relevant expertise in language and literacy
    including special education
  • Include private school representatives
  • Meaningful and timely consultation
  • Include parents

42
Form BK-2 Identification of Students At Risk
  • List students at risk of failure including all
    special education students (teacher judgment)
  • Identify special education students along with
    primary area of disability (count only once)
  • Determine additional objective assessments
    focused on essential components of reading/math
    per grade level and establish cut-off score
  • Record level of performance
  • Highlight lowest scores for each assessment
  • Prioritize lowest-achieving students

43
Collaboration
  • Required to determine essential assessments
  • Required if more than one classroom at a grade
    level

44
Assessments of Essential Strategies/Skills for
Reading
  • Kindergarten
  • Phonemic Awareness
  • Letter name
  • Letter sound
  • Grade 1
  • Guided reading level
  • Sentence dictation
  • High frequency words

45
Assessments of Essential Strategies/Skills for
Reading
  • Grade 2
  • Guided reading level
  • High frequency words
  • Phonics word blending
  • Fountas and Pinnell Benchmark Assessment System
  • Instructional Text Level Goals
  • Instructional Level Expectations for Reading

46
Assessments of Essential Strategies/Skills for
Math
  • Scholastic Math Inventory
  • Student Numeracy Assessment Progressions (SNAP)
  • OrigoMath System (pre- post- assessments)
  • Everyday Math Mary Freytag, Consultant
  • Assessing Mathematics Concepts Kathy Richardson
  • Created Assessments Based on Standards (CABS)
  • Measures of Academic Progress (MAP)
  • STAR Math
  • Assessments directly linked to current program

47
Assessments of EssentialStrategies/Skills for
Math
  • Review content strands in math
  • Number operations
  • Geometry
  • Measurement
  • Statistics Probability
  • Algebraic Relationships
  • Mathematical Processes
  • Problem solving

48
Form CGrades 3 and Up Identification of
Students At Risk
  1. Determine multiple objective assessments focused
    on essential components of reading/math per grade
    level and establish cut-off score
  2. Record level of performance
  3. Record names of students performing below
    standard for each assessment including all
    special education students (list student name
    once)
  4. Identify special education students along with
    primary area of disability
  5. Highlight lowest scores for each assessment
  6. Prioritize lowest-achieving students

49
Assessments of Essential Strategies/Skills for
Reading Grades 3 and up
  • Grade 3
  • Guided Reading level
  • High frequency words
  • Comprehension
  • WKCE basic and minimal
  • Grade 4 and up
  • Guided Reading level / Lexile
  • Fluency
  • Comprehension
  • WKCE basic and minimal
  • Grades D F

50
Tier 3 Targeted Specialized Individualized Syste
ms for High-Risk Students
Multi-Tier Model of Prevention and Intervention
5
Tier 2 Selected Specialized Group Systems for
At-Risk Students
15
Tier 1 Universal School/Classroom- Wide Systems
for All Students, Staff, Settings
80 of Students
51
Form DAt-risk Student Data Table
  • Complete the table to identify prevalence rate
    for special education and students identified
    at-risk on Form B C.
  • How many students need additional time and
    support in your school?
  • Special education
  • Recommended for Title I support
  • What percentage of students are not having their
    needs met in the core program?

52
Form D At-risk Student Data Table
  1. Record total of students identified as SPED in
    Column 1 and total recommended for Title I in
    Column 2 from Form B and C.
  2. Add Column 1 ( SPED) Column 2( Title I) and
    record in Column 3.
  3. Record total of students in each grade level in
    Column 4.
  4. Divide Column 3 (SPED Title I) by Column 4
    (total students) and record at-risk in Column
    5.
  5. Follow same procedure to determine at-risk in
    your school using the totals at the bottom of the
    table.
  6. How does your multi-tier model look?

53
Time to Analyze the Data!
  • What are your observations of the data at each
    grade level?

54
Form E Observation, Discussion, and
Documentation
  • Look at all forms
  • Observe data patterns
  • Discuss what is observed
  • Write data findings on the Form E
  • Record statements of fact

55
Who Should Complete Form E?
  • Determine desired level of collaboration in your
    process
  • Teams of teachers at each grade level
  • Needs Assessment Committee
  • Reading Specialist
  • Title I Teacher / Literacy Leader
  • Title I Coordinator

56
Form EObservations, Discussion, and
Documentation
  • How many students or are identified SPED?
  • How many students or have been recommended for
    Title I support?
  • How many students or are below cut-off score
    for each assessment?
  • Are there any specific areas identified in need
    of improved teaching and learning?
  • How do needs compare for reading and math?

57
Form FPrioritized Needs Report
  • Collaboration required
  • Include parents
  • Identify areas/students with greatest need
  • Describe service delivery and content to meet the
    needs of those at-risk at each grade level
  • Determine priority
  • Consider all components of effective programming

58
Collaboration RequirementsShare results
  • Plan to present recommendations from Form F to
    all stakeholders (TAS and SW)
  • Turn in agenda/meeting notes to CESA 10
  • Publish general results for community
  • Conduct Title I schoolwide meeting

59
Frequently Asked Questions
  • Do I have to do the needs assessment for reading
    and math in all grade levels?
  • What if I dont have 3 sources of data especially
    at MS/HS?
  • Do I have to assess children specifically for the
    needs assessment?
  • Do I include special education students on Forms
    B C? Do Speech Language count as special
    education?

60
Frequently Asked Questions
  • Is collaboration required when determining
    services for next year (Form F)?
  • When should we involve parents in the needs
    assessment process?
  • Why do we have to complete the needs assessment
    so early in May?

61
Needs Assessment begins with review of current
program!
  • How are our students responding to our current
    efforts?
  • Monitoring of ESEA Consolidated Programs
  • Title I Local Annual Review

62
Monitoring of ESEA Consolidated Programs
  • Title I Part A Building Level Needs
    Assessment/Program Design
  • REQUIREMENT Annually, each Title I school will
    conduct a comprehensive needs assessment for the
    purpose of making data-driven decisions regarding
    students with greatest needs subject areas and
    grade levels to be serve, by both Targeted
    Assistance (according to Sec. 1115) and
    Schoolwide (according to Sec. 1114).

63
Guiding Questions 7.2
  • In targeted assistance schools, what were the
    different academic achievement measures used to
    determine which students were the furthest from
    meeting the standards appropriate for all
    children? How does the district ensure that the
    students getting Title I services were those most
    in need?

64
Required evidence includes
  • Copies of the assessment instruments and
    assessment plan used in targeted assistance
    schools
  • Samples of lists of Title I eligible students in
    priority order identifying those most in need of
    service

65
Guiding Question 7.3
  • In targeted assistance schools, what
    interventions are in place to ensure that
    struggling students are better able to meet state
    standards?

66
Possible evidence includes
  • Examples of Reading interventions
  • Examples of Mathematics interventions.
  • Data demonstrating the impact of the
    interventions
  • Form F

67
Guiding Questions 7.4
  • What review process does the district use to
    ensure that new Schoolwide plans were based on a
    comprehensive needs assessment and fully address
    the 10 required program components? How often are
    continuing schoolwide programs required to review
    and update their plans? Please describe the
    schoolwide plan review process.

68
Required evidence includes
  • Copies of schoolwide plans that demonstrate
    compliance with the ten required components

69
Ten Required Components
  1. Comprehensive Needs Assessment
  2. Schoolwide reform strategies
  3. Highly qualified teachers
  4. High qualify professional development
  5. Strategies to attract highly qualified teachers
  • 6. Strategies to increase parent involvement
  • Ensure struggling students are provided
    assistance
  • Transition preschoolers
  • Strategies to include teachers in decisions
    regarding the use of academic assessments to
    improve achievement
  • Coordination of funds

70
Local Review of Assessments Section 116(A)(1)(A)
  • The law requires any LEA receiving Title I funds
    to review the results on the state assessments to
    determine if all schools are making adequate
    yearly progress.

71
Possible evidence includes
  • Description of training provided for schools
    planning for entry into schoolwide model
  • Copy of criteria utilized for approving
    schoolwide plans and process employed to review
    and assess scope and quality of plans
  • Evidence programs are designed to address the
    priority needs
  • Description of changes made to schoolwide plans
    based on student achievement data or
    newly-identified priority needs

72
Guiding Question 7.5
  • In schoolwide programs, what interventions are in
    place to ensure that struggling students are
    better able to meet state standards? Is there an
    example of how instructional practices or
    programming were changed to improve student
    achievement?

73
Required evidence includes
  • Formative or benchmark assessments used to
    determine student needs
  • Examples of Reading and Mathematics interventions
  • Data that demonstrates that the interventions
    have been successful

74
Local Review of Assessments Section 116(A)(1)(B)
  • The LEA is also permitted to use, for the
    purposes of this required review, the results of
    local assessments or other indicators identified
    in its local Title I plan.

75
Local Review of Assessments Section 116(A)(1)(B)
  • Reviewing, on an ongoing basis, the progress of
    participating children and revising the program,
    if necessary, to provide additional assistance to
    enable such children to meet

76
Local Review of Assessments Section 116(A)(1)(C)
  • The LEA must then publish the results of that
    review and distribute the information to parents,
    school staff members and the community so that
    teachers, principals, other staff, and schools
    can continually refine, in an instructionally
    useful manner, the program of instruction to help
    all children served

77
Local Review of Assessments Section 116(A)(1)(D)
  • Review the effectiveness of the actions and
    activities the schools are carrying out under
    this part with respect to parental involvement,
    professional development, and other activities
    assisted under this part.

78
Form D At-risk Student Data Table and Local
Annual Review
  • Compare data to last years data table
  • Is the number of students indentified as at risk
    of failure without additional time and support
    decreasing?
  • Compare this years first grade to kindergarten

79
Title I Evaluation Checklist
  • Schools identified for improvement
  • Parent Involvement Policy
  • Building Parents Capacity for Involvement
    Title I LEA and School Requirements
  • Extended Day Program Form
  • Title I Narrative Report for Annual Review
  • Title I Evaluation Report for Annual Review

80
Due Dates
  • Needs Assessment due May 14, 2010
  • Currently available on our website
  • Title I Evaluation Report for Local Annual Review
    due May 21, 2010
  • Will be emailed out next week
  • Available on website as well

81
Frequently Asked Questions
  • If we have more than one Title I teacher, can we
    complete one Narrative Report for Annual Review?
  • Do I have to use different assessment tools for
    Title I students to evaluate performance on the
    Title I Evaluation Report for Annual Review?
  • Why is it important for a knowledgeable
  • Title I representative to be on the ESEA
    Planning Committee?

82
CESA 10 Regional Title I Needs Assessment Survey
  • Department of Public Instruction Survey done CESA
    by CESA
  • Title I Network Services
  • Professional development
  • ALL TITLE I TEACHERS SHOULD COMPLETE THE SURVEY

83
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