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Conducting a Comprehensive Needs Assessment

Conducting a Comprehensive Needs Assessment. Objectives. Identify the components of a comprehensive needs assessment Classify the types of data collected in a comprehensive needs assessment Practice organizing, analyzing, and displaying data to inform an improvement plan

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Conducting a Comprehensive Needs Assessment

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  1. Conducting aComprehensive Needs Assessment

  2. Objectives • Identify the components of a comprehensive needs assessment • Classify the types of data collected in a comprehensive needs assessment • Practice organizing, analyzing, and displaying data to inform an improvement plan • Share this information with the Working Systemically specialists on Day 2, from 8:15 to 9:00 A.M.

  3. Working Systemically Phases Phase I Phase II Phase III Phase V Phase IV

  4. Where are we? Working Systemically Phase I Phase II Phase III Phase IV Phase V Comprehensive needs assessment should be a systemic organizational ongoing strategy* *USDOE (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pg. 8

  5. Comprehensive Needs Assessment • USDOE Step 1: Establishing a schoolwide planning team • Phase II (Analyzing the System): Form the district/school leadership teams* * WS tool available Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 8–9

  6. Comprehensive Needs Assessment • USDOE Step 2: Clarifying the vision for reform • Phase II (Analyzing the System): Formulate a problem statement,* create an ideal state* * WS tool available Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 9–10

  7. Comprehensive Needs Assessment • USDOE Step 3: Creating the school profile • Phase II (Analyzing the System): Collect additional data (survey data,* focus group data,* conversation data*) * WS tool available Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10–13

  8. Comprehensive Needs Assessment • USDOE Step 4: Identifying Data Sources Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 13–14

  9. Demographic School Processes Perceptions Student Learning Bernhardt’s Data Categories Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

  10. What should be the focus? • USDOE suggest reviewing data at minimum of the following areas: • Student needs • Curriculum and Instruction • Professional Development • Family and Community Involvement • School Context and Organization Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14

  11. Where is the data? Handout 2 Creating the School Profile Demographic Perceptual Student Learning Process USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10-13

  12. Where is the data? Handout 2 Creating the School Profile Demographic Perceptual Student Learning Process USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10–13

  13. What should be the focus? • As a group select one focus area: • Student needs • Curriculum and instruction • Professional development • Family and community involvement • School context and organization Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14

  14. What should be the focus? In the next 20 minutes— • Complete the selected focus area. • Feel free to add additional information at the end of the chart. Working Systemically Phase I Phase II Phase III Phase IV Phase V

  15. What are the results? • In the next 5 minutes determine the following: • What type of data is most common? (Demographic? Process? Etc.) • What type of data is represented the least? • Why is it important to collect different types of data? • Record your information on chart paper with the focus area identified. • Post the information on the wall. Working Systemically Phase I Phase II Phase III Phase IV Phase V

  16. What are the results? Reporters (tallest person at each table) Share • One “original” reason why it is important to collect data from the four categories described by Bernhardt Working Systemically Phase I Phase II Phase III Phase IV Phase V

  17. What are we going? All five areas in the school profile are used together to create a picture of the school that is supported with data. They are not five different segments or portions of the profile. Working Systemically Phase I Phase II Phase III Phase IV Phase V

  18. Comprehensive Needs Assessment • USDOE Step 5: Analyzing Data SST considerations to facilitate data analysis are how to • array data in understandable format, • analyze quantitative data, • analyze qualitative data, • identify and prioritize the problem, and • turn data into appropriate action. Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pg. 14

  19. Quantitative Data • Grade 10 English Language Arts Working Systemically Phase I Phase II Phase III Phase IV Phase V

  20. Quantitative Data • Alternate display of 10th grade Language Arts, Met Proficiency % Met Standard Spring 2004 - Spring 2007

  21. Quantitative Data • Alternate display of 10th grade Language Arts, Met Proficiency % Met Standard Spring 2004 - Spring 2007

  22. Quantitative Data • Alternate display of 10th grade Language Arts, Met Proficiency % Met Standard Spring 2004 - Spring 2007

  23. Qualitative Data • What are some possible sources of qualitative data? • Survey questions • Focus groups • Interviews • Others?

  24. Qualitative Data – Sample • Survey question: • What are the challenges you face to improve student achievement? • Responses from 44 participants: • “Teaching to the tests” • “My challenge is to teach a class of 28 children with diverse backgrounds and varying degrees of competency” • “ESL students falling behind” • “Too much standardized testing too often” • “Recognizing how children learn and modifying to that purpose” • Etc.

  25. Qualitative Data – Your turn… Handout 3 Survey question: What are the challenges you face to improve student achievement? • In the next 20 minutes • Sort the responses into logical categories • Develop a name for each category • Record questions raised by your group

  26. Qualitative Data • What is one question the responses raised in your group? • This type of data often raises a lot of questions! • Verify data summaries with “outside eyes”

  27. Qualitative Data 0 1 2 3 4 5 6 7 Resources Time Diverse learners Family and community

  28. Qualitative Data • As a table group quickly brainstorm— • What are some of the advantages of this type of data? • What are some of the disadvantages?

  29. Comprehensive Needs Assessment • USDOE Step 5: Analyzing Data • What are the strengths & challenges of the current school program? • Does the evidence support assumptions? • Are there information gaps? • What priorities does the data suggest? Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14

  30. Comprehensive Needs Assessment • USDOE Step 5: Analyzing Data • Review interpretations with other teachers & administrators to ensure agreement • Share information with all stakeholders • Prioritize needs Working Systemically Phase I Phase II Phase III Phase IV Phase V USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7-14

  31. Working Systemically - Phase II Working Systemically Phase I Phase II Phase III Phase IV Phase V

  32. Sharing with your colleagues • Tomorrow • 8:15–9:00 A.M. (45 minutes) • Table group sharing with Working Systemically Specialists • 3 Rooms (Concurrent sessions) • Regions 1, 2, 14 • Regions 6, 9, 13, 15, 16, 17, 18, 19, 20 • Regions 3, 4, 5, 7, 8, 10, 11, 12

  33. Planning to share (30 minutes) • Determine • Who will be responsible for each part? • What and where are the resources? • Refer to Facilitator’s Guide – Handout 5, page 4

  34. Planning to share (30 minutes) Key Points: • CNA is part of Phase II in Working Systemically • Collect data from 5 areas • Data should be user friendly • Verify data summaries with outside eyes • Share data freely

  35. Questions?

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