Presentation on theme: "1 Ottumwa Needs Assessment Winter 2014 School Improvement Needs Assessment Conducted by the Iowa Association of School Boards (IASB)"— Presentation transcript:
1 Ottumwa Needs Assessment Winter 2014 School Improvement Needs Assessment Conducted by the Iowa Association of School Boards (IASB)
2 Needs Assessment Components Characteristics Common to High Performing Schools Clear shared vision, purpose, and goals High expectations for student learning Leadership and teamwork at all levels Rigorous content standards and a comprehensive assessment system
3 Needs Assessment Components (Cont’d) Characteristics Common to High Performing Schools High quality instruction Professional development focused on improvement Access to and use of data Family and community connections
4 Survey Respondents 7 Board Members 21 Administrators 245 Teachers 49 Other Staff Members 171 Parents/Community Members 837 Students
5 Roles of the Board/Leadership Teams Set clear expectations & create urgency around the need to improve. Create conditions for success. Hold the system accountable to the expectations. Build public will. Learn together as a team.
6 Findings The results of the Needs Assessment are displayed graphically in the next sets of slides. Results are compared for district board members and staff, district parents and community members, and students.
7 Caution The survey results represent peoples perceptions/opinions about the current district status. It is not uncommon for perceptions to be different than reality.
8 Goals and Expectations
9 Indicators of High Expectations 1.People indicate that they can get better. 2.There are ambitious/stretch goals. 3.There is a lack of excuses.
10 Percentage of Students Believed to be at Grade-Level
11 Survey Item#1 - "The current level of student achievement is about what we can expect."
12 Survey Item#2 - "This district does not make or accept excuses for the current level of student achievement."
13 Survey Item#6 - "Virtually all children can learn at high levels."
14 Survey Item#11 - "Student achievement barriers, such as poverty and lack of family support, can be overcome by quality teaching & learning."
15 Indicators of Goals & Priorities 1.There are clear goals with measurable targets. 2.At least one goal identified as highest priority. 3.There is a shared understanding of what the district is trying to improve.
16 Survey Item#3 - "There is a shared understanding of what we are trying to improve in this district."
17 “Top Priorities” from Parent Survey Implementing/meeting standards8 Improved instruction8 Improved achievement scores7 Improved student attitudes/behavior6 Graduation rate6 Meeting individual student needs5 Smaller class size5 Reading/Literacy4 Parent communication3 Writing3 Safety2 Parent involvement2 Textbooks/Materials2 Math2 Student engagement in learning2 College readiness2 Grading and report cards2 Teacher professional development2 Technology2 Bussing2
19 “Top Priorities” from Student Survey Mutual respect among students13 Improved teaching8 Anti-bullying8 Student achievement5 Lunch improvements5 Diploma/Graduation5 Student behavior4 Student activities4 Sports3 Technology3 Better teacher materials/supplies/textbooks3 Math3 Technology3 Reading3 Student engagement2 Individual student help2 Gym activities/exercise2 Real world applications2 Facilities2 Less homework2 More instructional time2 Increase passing time2
20 Goals and Expectations Strengths: 1.All respondent groups believe that more students can be expected to achieve at grade level. 2.Board members and administrators strongly agree that virtually all students can achieve at high levels and that barriers can be overcome. 3.Most staff and students believe there is a shared understanding of what the district is trying to improve.
21 Goals and Expectations Recommendations: 1.Create urgency around the belief that virtually all students can learn at high levels, that barriers can be overcome, and that major improvements can and will be made in student achievement. 2.Identify one or two top priorities, based on student achievement data and ensure that all publics are informed and are in support.
22 Leadership and Teamwork
23 Indicators of Leadership and Teamwork 1.District leadership teams are established. 2.People can identify how they have a voice. 3.Everyone is clear on roles and responsibilities. 4.Leaders protect the focus and ensure goals are met.
24 Survey Item#16 - "We have effective leadership teams in this district."
25 Survey Item#4 - "I have a voice in decision making."
26 Survey Item#14 - "Local school boards can impact their school system in ways that improve student achievement."
27 Leadership and Teamwork Strengths: Staff and parents strongly believe that the school board can make a positive difference on student achievement. Most students and staff believe that the district has strong leadership teams.
28 Leadership and Teamwork Recommendations: 1.It should be made clear how all have a voice in decision making and can participate on leadership teams. 2.All stakeholders should help to determine priorities, based on data.
29 Student Achievement
30 Indicators of Student Achievement 1.The percentage of students meeting standards is high 2.There are improvement trends over time 3.Achievement gaps closing
43 Iowa Student Proficiency Iowa Assessment vs National Assessment
44 Average Daily Attendance
45 Graduation Rate
46 Graduates’ Future Plans
47 ACT Scores
48 Student Achievement Strengths: 1.The daily attendance rate is high. 2.The graduation rate is high. 3.The poverty gaps for students eligible for free/reduced lunch are relatively small. 4.The district ACT average is above the national average.
49 Student Achievement Needed Improvements: 1.Many five-year achievement trends are flat or declining. 2.Many students are not meeting the relatively low state proficiency standard. 3.Many more students should be college-intending and fewer should be “unknown”.
50 Three Curricula 1.Written Curriculum – Standards and Grade-level Expectations 2.Assessed Curriculum – Tests and Other Achievement Measures 3.Taught Curriculum – Teaching and Learning
51 Standards and Benchmarks
52 Indicators of Standards/Benchmarks 1.Attainable? - The number and content of expectations must be such that learners and teachers have enough time to ensure mastery. 2.Comprehensive? – All major content of the Iowa Core must be included. 3.Rigorous? – There must be a good distribution across the levels of cognitive demand (Bloom’s Taxonomy, revised 2001).
53 Survey Item#5 - "Our district standards are clear and rigorous."
54 Survey Item#7 - "Important areas of student learning are missing in our current curriculum."
55 Standards and Benchmarks Strength: Most students and staff believe that the district standards are clear and rigorous. This is an indication that the clear and rigorous Iowa Core Curriculum standards are being embraced in the district.
56 Standards and Benchmarks Recommendations: 1.Align to both the content and rigor of the Iowa Core Standards (Common Core). 2.Prominently display the standards expectations in classrooms, on the website, and in parent documents. 3.Use the standards to drive classroom instruction at the secondary level.
57 Assessment System
58 Indicators of Assessments 1.Aligned to standards? – The assessment system must measure the student expectations in the ICC. 2.Rigorous? – The assessment items must have a blend of cognitive demand to match the ICC. 3.Balanced? – There must be multiple formats (e.g. multiple-choice and performance tasks) and criterion- referenced items.
59 Survey Item#17 - "Our district's assessments do a good job of measuring important student learning."
Assessment System Strength Most students believe that the district assessments do a good job of measuring student learning. 60
61 Assessment System Recommendation: Carefully design a comprehensive assessment system, of multiple formats, aligned to the content and rigor of the ICC.
63 Classroom Instruction and Professional Development
64 Indicators of Classroom Instruction 1.Instruction actively engages the students. 2.There is evidence of research-based instructional practices. 3.Instructional tasks include a blend of cognitive demand/rigor.
65 Survey Item#9 - "Our students are actively engaged in classroom learning tasks."
66 Survey Item#15 - "We use research-based instructional practices in this district."
67 Indicators of Professional Development 1.Student learning needs drive the professional development. 2.Adequate time is allocated for collaboration. 3.Professional development is focused on improving instruction.
69 Survey Item#10 - "We have adequate time for teacher collaboration."
70 Survey Item#12 - "We need to focus major attention on improving professional teaching practices in the classroom."
71 Instruction & Professional Development Strengths: Most board members, administrators, and teachers believe that the students are actively engaged, that teachers use research-based instructional practices, and that learning needs drive professional development.
72 Instruction & Professional Development Needed Improvements Efforts should continue to improve instructional rigor and relevance and student engagement. More time should be provided for teacher collaboration.
73 Board and Staff Perceptions of Parental Involvement and Satisfaction
74 Indicators of Parental Involvement/Satisfaction 1.Parents are satisfied with the school. 2.Parents report being involved in their child’s education. 3.Parents report being informed of their student’s progress.
75 Survey Item#13 - "Parents and community must be partners with the school district in order to improve student learning."
76 Survey Item#18 - "Our parents are informed of their student's progress."
77 Parent/Community Involvement Strengths (As perceived by Parents & staff): Staff and parents overwhelmingly believe that parents must be partners in improving student learning. Strong majorities of all response groups believe that parents are well informed of their students’ progress.
78 Parent/Community Involvement Needed Improvements School leaders and teachers should continue their efforts to communicate with parents and elicit their support.
79 Major Findings and Conclusions
80 “District does well” - Parent Survey Hire quality, caring teachers19 Parent communication17 Math instruction4 Recognize student achievements4 Gifted education3 Teacher professional development3 Meet individual student needs3 Facilities3 Student activities2 Balanced course offerings2
81 “District does well” - Staff Survey Teacher professional development30 Math instruction19 Promote educational research findings15 Hire quality, caring teachers14 Curriculum alignment/Standards11 Communication10 Meet individual student needs5 Sports programs5 Strive for improvement4 Literacy/Reading instruction4 School safety4 Teacher collaboration3 Welcome students and parents3 School climate3 Support teachers2 Data-driven decisions2 Parent involvement2 Hire quality, caring administrators2 Fiscal planning and management2
82 “District does well” - Student Survey Quality teaching38 Meet student needs8 Math instruction7 School spirit7 Maintain order/rules7 Lunch program5 Student activities4 Special Education3 Course offerings3 School safety3 Teaching for understanding2 Anti-bullying2 Communication2
83 Major Strengths: Board members and administrators strongly agree that virtually all students can achieve at high levels and that barriers can be overcome. Staff and parents overwhelmingly believe that the school board can make a positive difference on student achievement. Average daily attendance and graduation rates are high.
84 Major Strengths (Cont’d): The vast majority of staff and parents believe that parents must be partners in improving student learning. Strong majorities of all response groups believe that parents are well informed of their students’ progress.
85 “Need to Improve” - Parent Survey Leadership15 Communication7 Parent involvement4 Find quality teachers3 Meeting student needs3 Implementing standards3 Curriculum management2 Anti-bullying2 Reduce early outs2 Behavior management2 Class size2 Challenging students2 Parking and traffic flow2 Grading policies2
86 “Need to Improve” - Staff Survey Leadership26 Communication14 Teacher input12 Grading policies12 Collaboration time10 Professional development8 Student discipline7 Staff morale6 District assessments5 Improve poor teachers4 Implement standards4 Literacy curriculum4 School culture/climate3 Technology3 Consensus-Building/Trust2 Student responsibility for learning2 Meet student needs2 Class size2
87 “Need to Improve” - Student Survey Lunch program13 Student behavior11 Quality teaching9 Anti-bullying9 High expectations for students6 Technology4 Free time4 Homework4 Student activities3 Course offerings3 Meet student needs2 Passing time2 Sports2 District assessments2
88 Major Improvement Recommendation #1 Create urgency around the need for improvement. How to get started – Make a presentation to teachers, to students, and to parents. Include the sobering data that show far too many students not achieving and the lack of progress over time. Describe examples of schools that have become high performing, made major improvement, and closed the achievement gap. Describe the actions those schools took, and you will take, to make major improvement.
89 Major Improvement Recommendation #2 Design an assessment system to align to the rigor and content of the Iowa Core. How to get started – To make progress, teachers, students, and parents must know how students are preforming. Download the Guide to Districtwide Assessment from Select or create new assessments and first pilot them with a few volunteer teachers. Implement rigorous performance assessments for early reading (e.g. BRI or DRA), for writing, for math problem solving, and for science inquiry.www.ia-sb.org
90 Major Improvement Recommendation #3 Ensure that all instruction overtly identifies standards from the Iowa Core, is rigorous and relevant, and engages students. How to get started – Require teachers to write the Iowa Core standard for each lesson on the board and on student materials. Enlist students to focus on mastery of the standards, to self-assess, to set goals, and to track their own progress. Set up a system to regularly monitor the rigor of instruction and student engagement.
91 Major Improvement Recommendation #4 Design professional development focus on improved student achievement. How to get started – Provide time for teacher collaboration, at least twice a month for at least 90 minutes. Organize teachers in professional learning teams of three to five by grade and/or content. Each time require teachers to identify a student standard, to bring student work samples, and to submit a brief action plan based on their learning.
92 Major Improvement Recommendation #5 Ensure that parents know the Iowa Core standards expected of their student and enlist their support and help to attain mastery. How to get started – Parents want their child to succeed. Provide each parent with a copy of the Iowa Core standards for their student. Ask the parents to help assess and ensure their student’s mastery of those standards. Report student progress to the parent regularly.
93 Ottumwa Needs Assessment Winter 2014 School Improvement Needs Assessment Conducted by the Iowa Association of School Boards (IASB)