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Contents: Module 2 The Needs Assessment Needs Assessment Drives the Plan Needs Assessment Drives the Plan Data to be Analyzed Data to be Analyzed How to.

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Presentation on theme: "Contents: Module 2 The Needs Assessment Needs Assessment Drives the Plan Needs Assessment Drives the Plan Data to be Analyzed Data to be Analyzed How to."— Presentation transcript:

1 Contents: Module 2 The Needs Assessment Needs Assessment Drives the Plan Needs Assessment Drives the Plan Data to be Analyzed Data to be Analyzed How to Write Strengths & Weaknesses How to Write Strengths & Weaknesses Helpful Tools Helpful Tools Who Does the Needs Assessment? Who Does the Needs Assessment? 1

2 The Needs Assessment The Driving Force of the Continuous Improvement Plan 2

3 Exploring the Plan Page The plan has been started. Once you have completed all sections you may submit your plan for review. Assurance box will need to be rechecked with each revision. 3

4 Needs Assessment Part IB – Academic Data: AHSGE ARMT Science Assessment Stanford 10 DIBELS Part IC – Other Data: ADAW ACCESS AAA Local Data: School & Grade Level Assessments Surveys (Parent, Student, Teacher) Program specific Info (V- Math, Think Link, etc. State Initiatives and Vendor Data RtI Information Career Tech Information Educate Alabama Part ID – Culture Data Demographics – student and teacher attendance, student discipline, and drop out graduation rate information Perception – parent perceptions, Pride survey information Process – curricula and personnel issues related to EL and information related to curriculum alignment, instructional strategies, reform strategies, and extended learning opportunities 4

5 Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs. Number and percentage of teachers Non-HQT: Number and percentage of Classes Taught by Non-HQT: Alabama High School Graduation Exam (AHSGE): Strengths: Weaknesses: Alabama Reading and Mathematics Test (ARMT): Strengths: Weaknesses: 73% of all 11 th graders scored proficient in reading on the AHSGE 5

6 ANNUAL MEASURABLE OBJECTIV ES Percentage of Proficient Students (ARMT & AHSGE Baseline Standards) READING Grade Grade Grade Grade Grade Grade Grade MATHEMATICS Grade Grade Grade Grade Grade Grade Grade

7 Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data). Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs. Number and percentage of teachers Non-HQT: Number and percentage of Classes Taught by Non-HQT: Alabama High School Graduation Exam (AHSGE): Strengths: Weaknesses: Alabama Reading and Mathematics Test (ARMT): Strengths: Weaknesses: Better way: Seventy three percent of all eleventh graders scored proficient in reading on the AHSGE. This is nineteen percent below the AMO for 2010 – Areas of concern: All students proficiency index moved in a negative direction from in 2010 to in All students proficiency index moved in a negative direction from in 2010 to in Black subgroup proficiency index moved in a negative direction from – 9.23 in 2010 to in Black subgroup proficiency index moved in a negative direction from – 9.23 in 2010 to in Special Ed subgroup proficiency index moved in a negative direction from in 2010 to – in Special Ed subgroup proficiency index moved in a negative direction from in 2010 to – in These numbers represent a downward trend in regards to student achievement. 7

8 Using What You Learned… ARMT – No special education population tested met AMO in reading Special Education students in grades 3, 4, 8 did not meet AMO in Math ALABAMA SCIENCE ASSESSMENT – 7 th grade – 39% of students did not master standard 11 8

9 Using What You Have Learned… EDUCATE ALABAMA Standard 3-b1 Instructional strategies appropriate to learning areas to improve learning skills in fluency/ vocabulary/ comprehension STUDENT ATTENDANCE In grades 7 – 12, 102 students with 25 or more absences were involved in 3,819 absences and 1,046 Tardies 9

10 Other Sources of Data Data sources supported by SI Team by SI Team 10

11 AYP Longitudinal Study System: School: Based on Based on Based on Based on Goals Met17/1715/1716/1714/17 Overall StatusMade AYP Did Not Make AYP Not in SI SI Year 1SI Year 2 Reading StatusMade AYP Did Not Make AYP Not in SI SI Year 1SI Year 2 All Students CI-0.19 CI-3.78 Special Ed NA NA NA NA American Indian/Alaskan Native No Data Asian Pacific Islander~~~~ Black UA Hispanic~~~~ White Limited English Proficient~~~~ Free/Reduced SH

12 GroupPercent Tested (1) Percent of Students in Each Achievement Level (2) Percent in Group (3) Level I & IILevel IIILevel IV All Students ( ) All Students ( ) Sp Ed Students ( ) * * * 9.80 Sp Ed Students ( ) * * * 7.69 Gen Ed Students ( ) Gen Ed Students ( ) Male ( ) Male ( ) Female ( ) Female ( ) Black ( ) Black ( ) Non-Migrant ( ) Non-Migrant ( ) Non-Limit Eng Prof ( ) Non-Limit Eng Prof ( ) Free Lunch ( ) Free Lunch ( ) Reduced Lunch ( ) * * * 3.92 Reduced Lunch ( ) * * * 1.92 Non Poverty ( ) * * * 3.92 Non Poverty ( ) * * * 9.62 Poverty ( ) Poverty ( )

13 Grade Where we are… (2010 results) Where we need to be! (2011 AMO) % of difference Grade Level Reading Goal 388 To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 88%. 486 To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 86%. 588 To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 89%. 784 To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 84%. 876 To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 76% To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the AHSGE to 92%. 13

14 Needs Assessment Academic Data: ________________ AHSGE ARMT Science Assessment Stanford 10 DIBELS Other Data /Local Data/ Career Tech Plan Information ________________ Other Data: Educate Alabama Technology Plan Local Data: Surveys (Parent, Student, Teacher) Program specific Info (V- Math, Think Link, etc. RtI Information Career Tech Information Educate Alabama Demographics – student and teacher attendance, student discipline, and drop out graduation rate information Perception – parent perceptions, Pride survey information Process – curricula and personnel issues related to ELL and information related to curriculum alignment, instructional strategies, reform strategies, and extended learning opportunities 14 Informs Part 2 Academic Goals, Part 3 EL Goals, and Part 7 PD Informs Part 2 Academic Goals,Part 3 EL Goals, Part 4 Culture, and Part 7 PD Informs Primarily Part 4 Culture Goals and Part 7 PD

15 Who Does the Needs Assessment? 15


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