1. Region 8 Education Service Center

2.  Develop an understanding of the characteristics and requirements of a CNA.  Develop an understanding of the CNA process.  Provide/overview resources to assist in conducting a CNA.

3. It’s a process, not an event…

4.  A systematic use of data to acquire an accurate, thorough picture of the strengths and weaknesses of a school community.  Used for the purpose of prioritizing needs and providing direction for the school.

5.  A CNA provides the documentation necessary to validate Federal and State requirements.  The pre-work for District and Campus Improvement Plans  Part of the Continuous Improvement Process Cycle.

6. 6 Needs Assessment Data collection Analysis Narratives/Summaries Goals & Objectives Strategies & Activities Implementation Who? What? What do we need? Professional Development & Sustained Support Ongoing Formative Evaluation Summative Evaluation Student Performance

7.  It is legislated in the Texas Education Code- TEC Sec. 11.252 The district improvement plan must include the following: ◦ A comprehensive needs assessment addressing district student performance on the student achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the district, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs under Subchapter A, Chapter 29

8.  It is legislated in No Child Left Behind ◦ A school-wide program [Public Law 107-110, Section 1114 (b) (1) (A)] shall include a comprehensive needs assessment of the entire school that is based on information on the performance of children in relation to the state content standards and the state performance standards. ◦ In a targeted assistance school [Section 1115 (A) and (B)], the CNA process is useful in determining which students are most in need of Title I services.

9. It’s Good Practice!  Serves as a review process for determining the effectiveness of educational programs for all student populations.  Serves as a review process for determining the effectiveness of current DIP and CIPs.  Provides the justification for Goals, Objectives, Strategies, and Actions for future DIP and CIPs.  Provides “focus” for school improvement and maintenance efforts and allocation of resources; time, money, human, etc.  Serves as a primary audit document.

10.  SBDM Committee  Administrators  Staff  Students  Parents  Community Members  Business Representatives  A cross-section of all Stakeholder groups

11.  Continuous  SBDM Meetings  Staff Meetings  Department Meetings  PLC Meetings

12.  Comprehensive Data Collection  Review and Analysis of Data  Determine Strengths and Weaknesses  Write Narratives/Summaries of Findings  Develop Goals from Findings

13.  Proactive vs. Reactive.  Provides mandated documentation.  Ties the Goals, Objectives, Strategies, and Actions of the DIP and CIPs to data.  Promotes adult responsibility for student achievement. (Who carries out the DIP and CIPs? Adults? Students?)  Positively impacts student achievement.

14. 1. Demographics 2. Student Achievement 3. School Culture and Climate 4. Staff Quality, Recruitment and Retention 5. Curriculum, Instruction and Assessment 6. Family and Community Involvement 7. School Organization 8. Technology

15. The journey from data to results…

16. 1. Review the purpose and outcomes for conducting a CNA. 2. Establish committees for each area of the CNA. 3. Determine the types of data to be collected and analyzed. 4. Determine areas of priority and summarize needs. 5. Connect the findings of the CNA to DIP and CIPs.

17.  Communicate clear expectations for what is to be accomplished.  Ensure regular times to meet for the purpose of analyzing data and summarizing findings.  Invite stakeholders who are meaningful for the data at hand.  Establish tools and methods for sharing data and findings.  Establish a timeline for the process.

18.  Capitalize on what is already in place! SBDM committees PLCs Staff Meetings Departmental Meetings Parent Meetings  Create additional committees as needed.

19.  Qualitative and well as quantitative.  Longitudinal data to look for trends.  Organize data in meaningful ways…charts, tables, graphs, etc.  Multiple sources for each area of the CNA.  Emphasis is on “findings” not prescribing solutions.

20. 1. Demographics 2. Student Achievement 3. School Culture and Climate 4. Staff Quality, Recruitment and Retention 5. Curriculum, Instruction and Assessment 6. Family and Community Involvement 7. School Organization 8. Technology

21.  TAPR  RTI Data  TPRI /TEJAS  TELPAS  CTE  Attendance Reports  Curriculum Alignment Documents  Disaggregated STAAR/EOC Data  Summary of Student Progress  Special Programs Evaluations  Multi-Year Trends  Failure Lists  Drop-out Rates  Completion Rates  Graduation Records  Student Products  Report Card Grades  Semester Exam Grades  Promotion/Retention Rates  ACT/SAT Data  Federal Program Guidelines  Parental Involvement Policy  District Policies  PEIMS Reports  PBM Risk Levels  Special Student Population  Homeless Students  Mobility Rates  Community Demographics  Growth Projections  Parent Participation  Standardized Tests  Discipline Referrals  Highly Qualified Staff  Teacher Turnover Rates  Staff Development Survey and Interviews of Students/Staff/Parents  Safety Audit Report  Maintenance Records  Community Input  Professional Development  Student Transfer Records  ???  __________________

22. NCLB Documentation: Program Series

23.  Identify both Strengths and Weaknesses.  Tie the evidence (data sources) to identified needs.  Compile a list of needs or problem statements.  Prioritize the list of needs or problem statements.

24.  Begin the process writing Goal statements from the list of prioritized needs.  Write measureable Objective(s) for each Goal Statement.  Define the Strategies that will allow Objective to be met successfully.  Determine and define the necessary Action steps for each strategy.

25. Some definitions…  Problem Statement: A statement that summarizes key findings relating to needs in a particular area.  Ideal State: A description of how the system would function if the identified problems were solved. Restates the Problem Statement as “solved”.  Goal: An observable and measureable end result having one or more objectives to be achieved within a more or less fixed timeframe.

26. Are goals that are…  Specific  Measurable  Attainable  Relevant  Time-bound

27. Let’s Practice…  Write a Problem Statement for the following findings. ◦ ELAR teachers have varied understandings of state standards. ◦ ELAR teachers are not familiar with current research- based literacy practices. ◦ ELAR teachers are afforded little time for collaboration. ◦ ELAR lesson design and instruction varies widely from classroom to classroom within the same course or grade level. ◦ Student outcomes for ELAR vary widely by teacher.

28. Sample…  The school needs to be proactive in providing opportunities for collaboration among ELAR teachers in order to learn research-based literacy practices, commonly plan lessons that align to state standards, and implement best practices of instruction.

29.  Problem Statement: ◦ The school needs to be proactive in providing opportunities for collaboration so that ELAR teachers know and use research-based literacy practices while planning lessons that align to state standards.  Ideal State: ◦ The school has mechanisms in place to provide opportunities for collaboration among ELAR teachers in order to learn research-based literacy practices, commonly plan lessons that align to state standards, and implement best practices of instruction.

30.  Ideal State: ◦ The school has mechanisms in place to provide opportunities for collaboration among ELAR teachers in order to learn research-based literacy practices, commonly plan lessons that align to state standards, and implement best practices of instruction.  Goal Statement: (One Example…) ◦ By the end of the current school year, 100% of teachers will know and use at least four research- based literacy practices, and they will collaborate monthly to align instruction to state standards.

31.  Goal Statement: (One Example…) ◦ By the end of the current school year, 100% of teachers will know and use at least four research- based literacy practices, and they will collaborate monthly to align instruction to state standards. How many measureable objectives are in the stated goal?

32.  Goal Statement: (One Example…) ◦ By the end of the current school year, 100% of teachers will know and use at least four research- based literacy practices, and they will collaborate monthly to align instruction to state standards. How many measureable objectives are in the stated goal? What are they? ◦ 100% of teachers will know at least four… ◦ Teachers will collaborate monthly to… ◦ 100% of teachers will use at least four …

36. Region 10 ESC  http://www.region10.org/capacity-building- initiative/quicklinks/nclb-publications/ http://www.region10.org/capacity-building- initiative/quicklinks/nclb-publications/