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Conducting a Comprehensive Needs Assessment. Objectives Identify the components of a comprehensive needs assessment Classify the types of data collected.

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Presentation on theme: "Conducting a Comprehensive Needs Assessment. Objectives Identify the components of a comprehensive needs assessment Classify the types of data collected."— Presentation transcript:

1 Conducting a Comprehensive Needs Assessment

2 Objectives Identify the components of a comprehensive needs assessment Classify the types of data collected in a comprehensive needs assessment Practice organizing, analyzing, and displaying data to inform an improvement plan Share this information with the Working Systemically specialists on Day 2, from 8:15 to 9:00 A.M.

3 Working Systemically Phases Phase I Phase II Phase III Phase V Phase IV

4 Where are we? Working Systemically Phase I Phase II Phase III Phase IV Phase V Comprehensive needs assessment should be a systemic organizational ongoing strategy* *USDOE (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pg. 8

5 Comprehensive Needs Assessment USDOE Step 1: Establishing a schoolwide planning team –Phase II (Analyzing the System): Form the district/school leadership teams* * WS tool available USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 8–9 Working Systemically Phase I Phase II Phase III Phase IV Phase V

6 USDOE Step 2: Clarifying the vision for reform –Phase II (Analyzing the System): Formulate a problem statement,* create an ideal state* * WS tool available Comprehensive Needs Assessment Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 9–10

7 USDOE Step 3: Creating the school profile –Phase II (Analyzing the System): Collect additional data (survey data,* focus group data,* conversation data*) * WS tool available Comprehensive Needs Assessment Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10–13

8 USDOE Step 4: Identifying Data Sources Comprehensive Needs Assessment Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 13–14

9 Student Learning Demographic Perceptions School Processes Bernhardt’s Data Categories Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

10 What should be the focus? USDOE suggest reviewing data at minimum of the following areas: –Student needs –Curriculum and Instruction –Professional Development –Family and Community Involvement –School Context and Organization USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14 Working Systemically Phase I Phase II Phase III Phase IV Phase V

11 Where is the data? Creating the School Profile USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs FactorDataType of Data Student NeedsPossible Sources 1.How well are students achieving on state assessments, in general, in identified subgroups and individually? 2.Are there measurable goals for achievement that are known by parents, teachers, and students? 3.How does the school identify individual student needs? StudentLearning Demographic Perceptual Process Handout 2

12 Where is the data? Creating the School Profile USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10–13 FactorDataType of Data Student NeedsSource 1.How well are students achieving on State assessments, in general, in identified subgroups and individually? 2.Are there measurable goals for achievement that are known by parents, teachers, and students? 3.How does the school identify individual student needs? StudentLearning Demographic Perceptual Process Handout 2

13 What should be the focus? As a group select one focus area: –Student needs –Curriculum and instruction –Professional development –Family and community involvement –School context and organization USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14 Working Systemically Phase I Phase II Phase III Phase IV Phase V

14 What should be the focus? In the next 20 minutes— Complete the selected focus area. Feel free to add additional information at the end of the chart. Working Systemically Phase I Phase II Phase III Phase IV Phase V

15 What are the results? In the next 5 minutes determine the following: –What type of data is most common? (Demographic? Process? Etc.) –What type of data is represented the least? –Why is it important to collect different types of data? Record your information on chart paper with the focus area identified. Post the information on the wall. Working Systemically Phase I Phase II Phase III Phase IV Phase V

16 What are the results? Reporters (tallest person at each table) Share –One “original” reason why it is important to collect data from the four categories described by Bernhardt Working Systemically Phase I Phase II Phase III Phase IV Phase V

17 What are we going? All five areas in the school profile are used together to create a picture of the school that is supported with data. They are not five different segments or portions of the profile. Working Systemically Phase I Phase II Phase III Phase IV Phase V

18 USDOE Step 5: Analyzing Data SST considerations to facilitate data analysis are how to –array data in understandable format, –analyze quantitative data, –analyze qualitative data, –identify and prioritize the problem, and –turn data into appropriate action. USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pg. 14 Working Systemically Phase I Phase II Phase III Phase IV Phase V Comprehensive Needs Assessment

19 Quantitative Data Grade 10 English Language Arts Working Systemically Phase I Phase II Phase III Phase IV Phase V

20 Quantitative Data Alternate display of 10th grade Language Arts, Met Proficiency % Met Standard Spring Spring 2007

21 Quantitative Data % Met Standard Spring Spring 2007 Alternate display of 10th grade Language Arts, Met Proficiency

22 Quantitative Data Alternate display of 10th grade Language Arts, Met Proficiency % Met Standard Spring Spring 2007

23 Qualitative Data What are some possible sources of qualitative data? –Survey questions –Focus groups –Interviews –Others?

24 Qualitative Data – Sample Survey question: –What are the challenges you face to improve student achievement? Responses from 44 participants: –“Teaching to the tests” –“My challenge is to teach a class of 28 children with diverse backgrounds and varying degrees of competency” –“ESL students falling behind” –“Too much standardized testing too often” –“Recognizing how children learn and modifying to that purpose” –Etc.

25 Qualitative Data – Your turn… Survey question: What are the challenges you face to improve student achievement? In the next 20 minutes –Sort the responses into logical categories –Develop a name for each category –Record questions raised by your group Handout 3

26 Qualitative Data What is one question the responses raised in your group? This type of data often raises a lot of questions! Verify data summaries with “outside eyes”

27 Qualitative Data Resources Time Diverse learners Family and community

28 Qualitative Data As a table group quickly brainstorm— –What are some of the advantages of this type of data? –What are some of the disadvantages?

29 USDOE Step 5: Analyzing Data –What are the strengths & challenges of the current school program? –Does the evidence support assumptions? –Are there information gaps? –What priorities does the data suggest? USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14 Working Systemically Phase I Phase II Phase III Phase IV Phase V Comprehensive Needs Assessment

30 USDOE Step 5: Analyzing Data –Review interpretations with other teachers & administrators to ensure agreement –Share information with all stakeholders –Prioritize needs USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs Working Systemically Phase I Phase II Phase III Phase IV Phase V Comprehensive Needs Assessment

31 Working Systemically - Phase II Steps in Working Systemically, Phase II Date 1. Form the district leadership team 2008 Forum 2. Collect additional data (CNA) 2008 Forum & Summit 3. Conduct a gap analysis2008 Forum 4. Create a problem statement 2008 Forum & review at Summit 5. Describe the ideal state2008 Summit Working Systemically Phase I Phase II Phase III Phase IV Phase V

32 Sharing with your colleagues Tomorrow –8:15–9:00 A.M. (45 minutes) –Table group sharing with Working Systemically Specialists –3 Rooms (Concurrent sessions) 1.Regions 1, 2, 14 2.Regions 6, 9, 13, 15, 16, 17, 18, 19, 20 3.Regions 3, 4, 5, 7, 8, 10, 11, 12

33 Planning to share (30 minutes) Determine –Who will be responsible for each part? –What and where are the resources? Refer to Facilitator’s Guide – Handout 5, page 4

34 Planning to share (30 minutes) Key Points: CNA is part of Phase II in Working Systemically Collect data from 5 areas Data should be user friendly Verify data summaries with outside eyes Share data freely

35 Questions?


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