Presentation on theme: "Needs Assessment: A focus on Title I, Part A Jan Mahowski"— Presentation transcript:
1Needs Assessment: A focus on Title I, Part A Jan Mahowski Senior Coordinator Evaluation, Title I,Pinellas County Public SchoolsRichard Janiak, Ph.D.Title I EvaluatorCharlotte County Public Schools
2Needs Assessment Overview of Title I Part A, Needs Assessment Intro Ten ComponentsNeeds Assessment IntroExplanation
3Needs AssessmentBuilding on Florida’s complimentary model for school improvementStep Zero8 Step Problem Solving Model5 EssentialsCIMS website (hands-on)Hands On
4Title I Primary focusThe 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 AssessmentReform StrategiesInstruction by Highly Qualified Teachers (HQT)High Quality Professional DevelopmentStrategies to Attract HQTStrategies to Increase Parent InvolvementTransitionTeacher Decision Making Regarding AssessmentsEffective and Timely Assistance to StudentsCoordination and Integration of Federal, State, and Local Services and ProgramsWhat we already do
6Needs 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
7But FIRST….. How comfortable are you working with data? Is it just another 4 letter word?
8Activity #1: SynecticsPurpose: To determine a baseline for your current comfort level in discussing data/evaluation.
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.DesiredCurrentNeed65% Reading Proficiency (AMO)59% Reading Proficiency6% More Reading ProficientGap is more manageable than the whole
14Do you currently conduct a Title I Needs Assessment? Quick survey 20 seconds
15Does 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.
17A 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.
18Focus 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
19Overarching Phase Descriptor The Needs Assessment Model (Phases & Key Steps)PhasePhase 1Pre-AssessmentPhase 2AssessmentPhase 3Post-AssessmentOverarching Phase DescriptorFocusing 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 StepsFocusing the Needs AssessmentForming a NAC CommitteeLearn as Much as we can about preliminary what should be and what is conditions from available data sourcesMoving to Phases 2 and/or 3 or StoppingConducting a Full NA about what should be and what is conditionsIdentifying Discrepancies (Levels 1, 2, and 3)Prioritizing DiscrepanciesCausally Analyzing NeedsPreliminary Identification of Solution Criteria and Possible Solution StrategiesMoving to Phase 3Making Final Decisions to Resolve Needs and Selecting Solution StrategiesDeveloping Action Plans for Solution Strategies, Communicating Plans, and Building Bases of SupportImplementing and Monitoring PlansEvaluating 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 websiteAltschuld & Kumar (2010) Sage Publishing
203 PHASES of Needs… Explore “What IS?” Gather and Analyze Data Make Decisions
21Phase 1: Explore “What IS? PRE-ASSESSMENTinvestigate 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 implementationPhase 1: Explore “What IS?School grades, test scores, etc.
22Key Elements of Phase 1 Form a Needs Assessment committee Create a timelineIdentify Major ConcernsDetermine 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 SBLTIdentify the concernsWhat is the data we need – pro ed for math (where are we?)Students need to be proficient in reading, math, science, writing, etc.
23Phase 2: Gather/Analyze Data ASSESSMENTPhase 2: Gather/Analyze DataDocument “what is” of the concerns/issuesCompare “what is” to “what should be”Determine magnitude of the needs and their causesDevelop 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.
24Key Elements of Phase 2Determine target groups (3rd grade students, parents)Gather dataPrioritize the needs (based on the data)Root cause*****Summarize and shareTarget groups=subgroups, teams prioritize
25Gather Data Title I Audit Box Title I Application Demographics Student AchievementSchool Culture and ClimateStaff Quality Recruitment and RetentionCurriculum, Instruction, and AssessmentFamily and Community InvolvementTechnologyTitle I ahead through application process and audit boxes, this is more in-depth data to give life to the root cause
26Root 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.
29The 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 ElevatorsQUICK EXCERCISE
30You’re not getting wet because it’s raining… Problem StatementDATA COLLECTIONYou’re not getting wet because it’s raining…You’re getting wet because your umbrella has a hole in it.5 WHYSRoot Cause
31Phase 3: Decision Making POST-ASSESSMENTPhase 3: Decision MakingBridge from the analysis to action—to use needs assessment findingsIt answers important questions:What needs are the most critical? What are some possible solutions? Which solutions are best?
32Key Elements of Phase 3 Prioritize Identify possible solutions Select solutionsPropose Action Plan (SIP) (Title I Application)Priority – the super is focused on math (pro ed was reading)
33Florida’s Complimentary model for Assessing and addressing Needs
34The Continuous Improvement Management System (CIMS) Data visualizations for needs assessment and goal developmentSchool and district improvement plansSchool Improvement Grant 1003(g) proposalsRegistration for BSI-hosted professional development opportunitiesResources, tools and guidance to support continuous improvementWe supplement, not supplant, so we need to leverage what is available from the district and state
35CIMS 5 Essentials 8 Step Planning and Problem Solving Step Zero Effective LeadershipSupportive EnvironmentAmbitious Instruction/LearningCollaborative and Public TeachingInvolved Families and Community EngagementProblem IdentificationProblem AnalysisData Analysis Visualization ToolStrategic Goal Formulation5 essentials =sound familiar?
368 Step Planning & Problem Solving CriteriaCollaborative NatureDistrict FamiliarityFlexibilityExplicit StructuresIt 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 planData Source: FLDOE
37Problem Analysis (why) Strategic Goal Formulation 8 Step Planning & Problem Solving: EvolutionNEEDS ASSESSMENTStep ZeroProblem Analysis (why)5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational AwarenessProblem ID(what)Data visualizations;Guiding QuestionsStrategic Goal FormulationPOWERFUL criteriaStep zero is the needs assessment foundation
38How does it All fit together? SWP 10 Components5 EssentialsStep ZeroCNA
40Phases 1 and 2 CNA Review the 5 Essentials Focus on elements/ facets Develop guiding questionsExamine possible data sourcesEstablish useful indicators
41Examine components of an “essential” Supportive EnvironmentTeacher Support for StudentsSafetyHigh Expectations for Student SuccessStudent-Teacher Trust
42Develop 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
43Consider Possible Data Sources Climate surveysParent surveysStudent surveys• Do the school leadership and faculty have high expectations for the success of all students?List of interventions and support programsMTSS procedures• Does the school implement support systems and procedures such as MTSS that most effectively support student success in the classroom?
44Develop Useful indicators • Do the school leadership and faculty have high expectations for the success of all students?Climate surveysParent surveysStudent surveysSurvey results showing school leadership and teachers support the academic success of all students
45Suggestions Assign data collection roles Seek multiple data sources Use available – plan for futureExtend and add to questions
46Navigating CIMSBuilding on Florida’s complimentary model for school improvementHands On
47FLDOE CIMS https://www.floridacims.org/ LOGIN DISTRICTS School Performance Data
49Problem Analysis (why) Strategic Goal Formulation Step ZeroProblem Analysis (why)5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational AwarenessProblem ID(what)Data visualizations;Guiding QuestionsStrategic Goal FormulationPOWERFUL criteriaDoes 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?
58Sample CNA Template Aligned to 10 components Lists 5 Essentials and elementsFollows the process describedIncludes a worksheetAdapt as needed
59A Part of the school improvement process “But Wait, That’s not all….” EvaluationSWP 10 Components5 EssentialsStep ZeroCNA
60Needs Assessment KIT (2010) Books1: Needs Assessment: An Overview Altschuld & Kumar2: Needs Assessment Phase I: Getting StartedAltschuld & Eastmond3: Needs Assessment Phase II: Collecting Data Altschuld4: Needs Assessment: Analysis & PrioritizationAltschuld & White5: Needs Assessment Phase 3: Taking Action for ChangeStevahn & King (A is editor)Witkin & Altschuld (1995), A & W (2000), and New Directions Issue (2014), Altschuld & Watkins (Eds) with chapter by Engle and A