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Needs Assessment: A focus on Title I, Part A Jan Mahowski

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Presentation on theme: "Needs Assessment: A focus on Title I, Part A Jan Mahowski"— Presentation transcript:

1 Needs Assessment: A focus on Title I, Part A Jan Mahowski
Senior Coordinator Evaluation, Title I, Pinellas County Public Schools Richard Janiak, Ph.D. Title I Evaluator Charlotte County Public Schools

2 Needs Assessment Overview of Title I Part A, Needs Assessment Intro
Ten Components Needs Assessment Intro Explanation

3 Needs Assessment Building on Florida’s complimentary model for school improvement Step Zero 8 Step Problem Solving Model 5 Essentials CIMS website (hands-on) Hands On

4 Title I Primary focus The Elementary and Secondary Education Act (ESEA) requires all Title I schools to include the following: Why we are here

5 (Annual Documentation)
Ten Components (Annual Documentation) Comprehensive Needs Assessment Reform Strategies Instruction by Highly Qualified Teachers (HQT) High Quality Professional Development Strategies to Attract HQT Strategies to Increase Parent Involvement Transition Teacher Decision Making Regarding Assessments Effective and Timely Assistance to Students Coordination and Integration of Federal, State, and Local Services and Programs What we already do

6 Needs Assessment Title I, Part A
Required: (A) A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309(2)) based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111(b)(1). Quick reminder

7 But FIRST….. How comfortable are you working with data?
Is it just another 4 letter word?

8 Activity #1: Synectics Purpose: To determine a baseline for your current comfort level in discussing data/evaluation.

9 Test Your Knowledge

10 Activity #2: Term Match In small groups, match the data terms with the correct definitions. Refer to Data Terms handout for clarification and confirmation.

11 Hmmm…. What is a Comprehensive Needs Assessment (CNA)?
Quick review – applies to schools and to the Title I district as a whole – project application

12 What is a Need? First things first

13 “Need” = gap or discrepancy between a present state (what is) and a desired state (what should be). The need is neither the present nor the future state; it is the gap between them. Desired Current Need 65% Reading Proficiency (AMO) 59% Reading Proficiency 6% More Reading Proficient Gap is more manageable than the whole

14 Do you currently conduct a Title I Needs Assessment?
Quick survey 20 seconds

15 Does it look like this? Needs assessments can be very frustrating – very political, everybody wants a piece

16 • In the real world, there is never enough money to meet all needs
• In the real world, there is never enough money to meet all needs. Needs assessments are conducted to help program planners identify and select the right job before doing the job right. Title I needs to be strong or money will not be prioritized. Needs Assessments are the most political aspect of the components because the need gets the money. This is why it is political and frustrating. ART TEACHERS needs assessments.

17 A CNA… • A “needs assessment” is a systematic set of procedures that are used to determine needs, examine their nature and causes, and set priorities for future action.

18 Focus on the end……. NEEDS are not Solutions
Needs Assessment focuses on the ends (i.e., outcomes) to be attained, rather than the means (i.e., process). For example, reading achievement is an outcome whereas reading instruction is a means toward that end. That is why Component 1 is the needs and 2-10 is the process

19 Overarching Phase Descriptor
The Needs Assessment Model (Phases & Key Steps) Phase Phase 1 Pre-Assessment Phase 2 Assessment Phase 3 Post-Assessment Overarching Phase Descriptor Focusing the NA and What do we know about possible needs? Do we need to know more, will we have to conduct a much more intensive data collection effort, and do we have ideas about what are the causes of needs? Are we ready to take action and have we learned enough about the need to feel comfortable with our proposed actions? Key Steps Focusing the Needs Assessment Forming a NAC Committee Learn as Much as we can about preliminary what should be and what is conditions from available data sources Moving to Phases 2 and/or 3 or Stopping Conducting a Full NA about what should be and what is conditions Identifying Discrepancies (Levels 1, 2, and 3) Prioritizing Discrepancies Causally Analyzing Needs Preliminary Identification of Solution Criteria and Possible Solution Strategies Moving to Phase 3 Making Final Decisions to Resolve Needs and Selecting Solution Strategies Developing Action Plans for Solution Strategies, Communicating Plans, and Building Bases of Support Implementing and Monitoring Plans Evaluating the Overall NA Endeavor (document with an eye to revisit and reuse) Copy is full page, for reference only, will post link to pdf book on our website Altschuld & Kumar (2010) Sage Publishing

20 3 PHASES of Needs… Explore “What IS?” Gather and Analyze Data
Make Decisions

21 Phase 1: Explore “What IS?
PRE-ASSESSMENT investigate what is already known about the needs of the target group (students, parents, teachers) determine the focus and scope of the needs assessment; gain commitment for all stages of the assessment; including the use of the findings for program planning and implementation Phase 1: Explore “What IS? School grades, test scores, etc.

22 Key Elements of Phase 1 Form a Needs Assessment committee
Create a timeline Identify Major Concerns Determine data (what do we need) Committee to break down the elements – focus on parent engagement, student achievement, etc. Timeline for gathering information to report to SBLT Identify the concerns What is the data we need – pro ed for math (where are we?) Students need to be proficient in reading, math, science, writing, etc.

23 Phase 2: Gather/Analyze Data
ASSESSMENT Phase 2: Gather/Analyze Data Document “what is” of the concerns/issues Compare “what is” to “what should be” Determine magnitude of the needs and their causes Develop a set of needs statements in tentative order of priority, based on the criticality of the need, and its causes. Needs groups by department, etc.

24 Key Elements of Phase 2 Determine target groups (3rd grade students, parents) Gather data Prioritize the needs (based on the data) Root cause***** Summarize and share Target groups=subgroups, teams prioritize

25 Gather Data Title I Audit Box Title I Application Demographics
Student Achievement School Culture and Climate Staff Quality Recruitment and Retention Curriculum, Instruction, and Assessment Family and Community Involvement Technology Title I ahead through application process and audit boxes, this is more in-depth data to give life to the root cause

26 Root Cause Analysis: Five Whys
Asking the question ‘Why’ 5 times, can help identify the root cause of the need. Steps: Identify the need. Ask why the need exists. Repeat 5 times – 5 ‘Whys’, until the essential cause of the need is identified.

27 Five Whys

28 Handout 1 (Yellow Folder)

29 The Case of the Pokey Elevators
“Well,” he began, “you told me that your problem was slow elevators. What that said to me was that your solution to tenant complaints was faster elevators. But that wasn’t really your problem. What those folks were trying to tell you is that they are bored stiff while waiting for the elevators. That’s your real problem.” So for less than $1,000, mirrors were installed beside the elevators on every floor. Women straightened their hair, men their ties. There were no more complaints. The Case of the Pokey Elevators QUICK EXCERCISE

30 You’re not getting wet because it’s raining…
Problem Statement DATA COLLECTION You’re not getting wet because it’s raining… You’re getting wet because your umbrella has a hole in it. 5 WHYS Root Cause

31 Phase 3: Decision Making
POST-ASSESSMENT Phase 3: Decision Making Bridge from the analysis to action—to use needs assessment findings It answers important questions: What needs are the most critical? What are some possible solutions? Which solutions are best?

32 Key Elements of Phase 3 Prioritize Identify possible solutions
Select solutions Propose Action Plan (SIP) (Title I Application) Priority – the super is focused on math (pro ed was reading)

33 Florida’s Complimentary model for Assessing and addressing Needs

34 The Continuous Improvement Management System (CIMS)
Data visualizations for needs assessment and goal development School and district improvement plans School Improvement Grant 1003(g) proposals Registration for BSI-hosted professional development opportunities Resources, tools and guidance to support continuous improvement We supplement, not supplant, so we need to leverage what is available from the district and state

35 CIMS 5 Essentials 8 Step Planning and Problem Solving Step Zero
Effective Leadership Supportive Environment Ambitious Instruction/Learning Collaborative and Public Teaching Involved Families and Community Engagement Problem Identification Problem Analysis Data Analysis Visualization Tool Strategic Goal Formulation 5 essentials =sound familiar?

36 8 Step Planning & Problem Solving
Criteria Collaborative Nature District Familiarity Flexibility Explicit Structures It fit the bill! Same as component 1 comprehensive needs assessment – 8 step model is in your packet, we will not be going over the 8 steps, we are concentrating on step zero which is the needs assessment portion of the plan Data Source: FLDOE

37 Problem Analysis (why) Strategic Goal Formulation
8 Step Planning & Problem Solving: Evolution NEEDS ASSESSMENT Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria Step zero is the needs assessment foundation

38 How does it All fit together?
SWP 10 Components 5 Essentials Step Zero CNA

39 Handout 2 (Yellow Folder)

40 Phases 1 and 2 CNA Review the 5 Essentials Focus on elements/ facets
Develop guiding questions Examine possible data sources Establish useful indicators

41 Examine components of an “essential”
Supportive Environment Teacher Support for Students Safety High Expectations for Student Success Student-Teacher Trust

42 Develop Needs assessment Question(s) for each component
High Expectations for Student Success • Do the school leadership and faculty have high expectations for the success of all students? • Does the school implement support systems and procedures such as MTSS that most effectively support student success in the classroom? Supportive Environment

43 Consider Possible Data Sources
Climate surveys Parent surveys Student surveys • Do the school leadership and faculty have high expectations for the success of all students? List of interventions and support programs MTSS procedures • Does the school implement support systems and procedures such as MTSS that most effectively support student success in the classroom?

44 Develop Useful indicators
• Do the school leadership and faculty have high expectations for the success of all students? Climate surveys Parent surveys Student surveys Survey results showing school leadership and teachers support the academic success of all students

45 Suggestions Assign data collection roles Seek multiple data sources
Use available – plan for future Extend and add to questions

46 Navigating CIMS Building on Florida’s complimentary model for school improvement Hands On

47 FLDOE CIMS https://www.floridacims.org/ LOGIN DISTRICTS School
Performance Data

48 Problem Analysis (why) Strategic Goal Formulation
PHASE 2 PHASE 1 PHASE 3 Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria

49 Problem Analysis (why) Strategic Goal Formulation
Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria Does our strategic goal form a credible theory of action? That is, is it causal? Will reaching our goal serve students by making teaching better? Can we measure progress toward our strategic goal? Could our goal arguably have a positive impact on outcomes in multiple grades and subjects? Would effective implementation result in improvements across multiple 5Essentials domains?

50 Problem Analysis (why) Strategic Goal Formulation
Step Zero Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Problem ID (what) Data visualizations; Guiding Questions Strategic Goal Formulation POWERFUL criteria

51 Explore – PHASE 1 Click on PROBLEM ID Select “ACCEPT” Problem ID
(what) Data visualizations; Guiding Questions

52 Handout 3 (Yellow Folder)

53 Handout 4 – Yellow Folder

54 Handout 5 – Yellow Folder

55 Handout 6 – Yellow Folder

56 Handout 7 – Yellow Folder

57 Last Handout– Yellow Folder

58 Sample CNA Template Aligned to 10 components
Lists 5 Essentials and elements Follows the process described Includes a worksheet Adapt as needed

59 A Part of the school improvement process “But Wait, That’s not all….”
Evaluation SWP 10 Components 5 Essentials Step Zero CNA

60 Needs Assessment KIT (2010)
Books 1: Needs Assessment: An Overview Altschuld & Kumar 2: Needs Assessment Phase I: Getting Started Altschuld & Eastmond 3: Needs Assessment Phase II: Collecting Data Altschuld 4: Needs Assessment: Analysis & Prioritization Altschuld & White 5: Needs Assessment Phase 3: Taking Action for Change Stevahn & King (A is editor) Witkin & Altschuld (1995), A & W (2000), and New Directions Issue (2014), Altschuld & Watkins (Eds) with chapter by Engle and A


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