Presentation on theme: "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."— Presentation transcript:
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
Needs Assessment Overview of Title I Part A, Ten Components Needs Assessment Intro
Needs Assessment Building on Florida’s complimentary model for school improvement Step Zero 8 Step Problem Solving Model 5 Essentials CIMS website (hands-on)
Title I Primary focus The Elementary and Secondary Education Act (ESEA) requires all Title I schools to include the following:
1. Comprehensive Needs Assessment 2. Reform Strategies 3. Instruction by Highly Qualified Teachers (HQT) 4. High Quality Professional Development 5. Strategies to Attract HQT 6. Strategies to Increase Parent Involvement 7. Transition 8. Teacher Decision Making Regarding Assessments 9. Effective and Timely Assistance to Students 10. Coordination and Integration of Federal, State, and Local Services and Programs Ten Components (Annual Documentation)
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).
But FIRST….. How comfortable are you working with data? Is it just another 4 letter word?
Activity #1: Synectics Purpose: To determine a baseline for your current comfort level in discussing data/evaluation.
Test Your Knowledge
Activity #2: Term Match In small groups, match the data terms with the correct definitions. Refer to Data Terms handout for clarification and confirmation.
Hmmm…. What is a Comprehensive Needs Assessment (CNA)?
What is a Need?
“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. DesiredCurrentNeed 65% Reading Proficiency (AMO) 59% Reading Proficiency 6% More Reading Proficient
Do you currently conduct a Title I Needs Assessment?
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.
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.
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.
The Needs Assessment Model (Phases & Key Steps ) Phase Phase 1 Pre-Assessment Phase 2 Assessment Phase 3 Post-Assessment Altschuld & Kumar (2010) Sage Publishing 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 1. Focusing the Needs Assessment 2. Forming a NAC Committee 3. Learn as Much as we can about preliminary what should be and what is conditions from available data sources 4. Moving to Phases 2 and/or 3 or Stopping 1. Conducting a Full NA about what should be and what is conditions 2. Identifying Discrepancies (Levels 1, 2, and 3) 3. Prioritizing Discrepancies 4. Causally Analyzing Needs 5. Preliminary Identification of Solution Criteria and Possible Solution Strategies 6. Moving to Phase 3 1. Making Final Decisions to Resolve Needs and Selecting Solution Strategies 2. Developing Action Plans for Solution Strategies, Communicating Plans, and Building Bases of Support 3. Implementing and Monitoring Plans 4. Evaluating the Overall NA Endeavor (document with an eye to revisit and reuse)
3 PHASES of Needs… 1. Explore “What IS?” 2. Gather and Analyze Data 3. Make Decisions
Phase 1: Explore “What IS? 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 PRE-ASSESSMENT
Key Elements of Phase 1 Form a Needs Assessment committee Create a timeline Identify Major Concerns Determine data (what do we need)
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. ASSESSMENT
Key Elements of Phase 2 Determine target groups (3 rd grade students, parents) Gather data Prioritize the needs (based on the data) Root cause***** Summarize and share
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
Root Cause Analysis: Five Whys Asking the question ‘Why’ 5 times, can help identify the root cause of the need. Steps: 1. Identify the need. 2. Ask why the need exists. 3. Repeat 5 times – 5 ‘Whys’, until the essential cause of the need is identified.
Handout 1 (Yellow Folder)
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.
5 WHYS DATA COLLECTION You’re not getting wet because it’s raining… You’re getting wet because your umbrella has a hole in it. Problem Statement Root Cause
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? POST-ASSESSMENT
Key Elements of Phase 3 Prioritize Identify possible solutions Select solutions Propose Action Plan (SIP) (Title I Application)
Florida’s Complimentary model for Assessing and addressing Needs
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
CIMS 8 Step Planning and Problem Solving Step Zero 5 Essentials Problem Identification Problem Analysis Data Analysis Visualization Tool Strategic Goal Formulation Effective Leadership Supportive Environment Ambitious Instruction/Learning Collaborative and Public Teaching Involved Families and Community Engagement
8 Step Planning & Problem Solving Criteria Collaborative Nature District Familiarity Flexibility Explicit Structures It fit the bill! Data Source: FLDOE
8 Step Planning & Problem Solving: Evolution Problem ID (what) Data visualizations; Guiding Questions Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Step Zero Strategic Goal Formulation POWERFUL criteria NEEDS ASSESSMENT
HOW DOES IT ALL FIT TOGETHER? SWP 10 Components 5 Essentials Step Zero CNA
Handout 2 (Yellow Folder)
Phases 1 and 2 CNA Review the 5 Essentials Focus on elements/ facets Develop guiding questions Examine possible data sources Establish useful indicators
Examine components of an “essential” Supportive Environment Teacher Support for Students Safety High Expectations for Student Success Student-Teacher Trust
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
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?
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
Suggestions Assign data collection roles Seek multiple data sources Use available – plan for future Extend and add to questions
Navigating CIMS Building on Florida’s complimentary model for school improvement
FLDOE CIMS https://www.floridacims.org/ LOGIN DISTRICTS School Performance Data
Problem ID (what) Data visualizations; Guiding Questions Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Step Zero Strategic Goal Formulation POWERFUL criteria PHASE 1 PHASE 2 PHASE 3
Problem ID (what) Data visualizations; Guiding Questions Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Step Zero 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? 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?
Problem ID (what) Data visualizations; Guiding Questions Problem Analysis (why) 5 Whys; Guiding Questions Organized by 5Essentials Domains; Situational Awareness Step Zero Strategic Goal Formulation POWERFUL criteria
Explore – PHASE 1 Click on PROBLEM ID Select “ACCEPT” Problem ID (what) Data visualizations; Guiding Questions
Handout 3 (Yellow Folder)
Handout 4 – Yellow Folder
Handout 5 – Yellow Folder
Handout 6 – Yellow Folder
Handout 7 – Yellow Folder
Last Handout– Yellow Folder
Sample CNA Template Aligned to 10 components Lists 5 Essentials and elements Follows the process described Includes a worksheet Adapt as needed
A Part of the school improvement process “But Wait, That’s not all….” Evaluation SWP 10 Components 5 Essentials Step Zero CNA
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