Conducting aComprehensive 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

• Share this information with the Working Systemically specialists on Day 2, from 8:15 to 9:00 A.M.

Working Systemically Phases

Phase I

Phase II

Phase III

Phase V Phase IV

Where are we?

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

Comprehensive needs assessment should be a systemic organizational ongoing strategy*

*USDOE (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pg. 8

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

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 8–9

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

• USDOE Step 2: Clarifying the vision for reform – Phase II (Analyzing the System): Formulate a problem statement,* create an ideal state*

* WS tool available

Comprehensive Needs Assessment

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 9–10

• 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

Comprehensive Needs Assessment

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10–13

• USDOE Step 4: Identifying Data Sources

Comprehensive Needs Assessment

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 13–14

Student Learning

Demographic

Percep

tion

sS

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Pro

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Bernhardt’s Data Categories

Bernhardt, V. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

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

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

Where is the data?Creating the School Profile

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10-13

Factor Data Type of Data

Student Needs Possible Sources

1. How well are students achieving on state assessments, in general, in identified subgroups and individually?

2. Are there measurable goals for achievement that are known by parents, teachers, and students?

3. How does the school identify individual student needs?

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Handout 2

Where is the data?Creating the School Profile

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 10–13

Factor Data Type of Data

Student Needs Source

1. How well are students achieving on State assessments, in general, in identified subgroups and individually?

2. Are there measurable goals for achievement that are known by parents, teachers, and students?

3. How does the school identify individual student needs?

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Handout 2

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

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

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 SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

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 SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

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 SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

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 SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

• 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.

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pg. 14

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

Comprehensive Needs Assessment

Quantitative Data

• Grade 10 English Language ArtsWorking Systemically

Phase IPhase IIPhase IIIPhase IVPhase V

Quantitative Data

• Alternate display of 10th grade Language Arts, Met Proficiency

0102030405060708090

100

2004 2005 2006 2007

All StudentsAfrican AmerHispanicEco Dis

% MetStandard

Spring 2004 - Spring 2007

Quantitative Data

0102030405060708090

100

AllStudents

AfricanAmer

Hispanic Eco Dis

2004200520062007

% MetStandard

Spring 2004 - Spring 2007

• Alternate display of 10th grade Language Arts, Met Proficiency

Quantitative Data

• Alternate display of 10th grade Language Arts, Met Proficiency

0102030405060708090

100

2004 2005 2006 2007

All StudentsAfrican AmerHispanicEco Dis

% MetStandard

Spring 2004 - Spring 2007

Qualitative Data

• What are some possible sources of qualitative data?

– Survey questions– Focus groups– Interviews– Others?

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.

Qualitative Data – Your turn…

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

Handout 3

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”

Qualitative Data

0 1 2 3 4 5 6 7

Resources

Time

Diverse

learners

Family and

community

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?

• 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?

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7–14

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

Comprehensive Needs Assessment

• USDOE Step 5: Analyzing Data – Review interpretations with other

teachers & administrators to ensure agreement

– Share information with all stakeholders– Prioritize needs

USDOE. (2006). Designing Schoolwide Programs, Non-Regulatory Guidance, March 2006, pgs. 7-14

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

Comprehensive Needs Assessment

Working Systemically - Phase II

Steps in Working Systemically, Phase II

Date

1. Form the district leadership team

2008 Forum

2. Collect additional data (CNA)

2008 Forum & Summit

3. Conduct a gap analysis

2008 Forum

4. Create a problem statement

2008 Forum & review at Summit

5. Describe the ideal state

2008 Summit

Working SystemicallyPhase IPhase IIPhase IIIPhase IVPhase V

Sharing with your colleagues

• Tomorrow– 8:15–9:00 A.M. (45 minutes)– Table group sharing with Working Systemically Specialists

– 3 Rooms (Concurrent sessions)1.Regions 1, 2, 142.Regions 6, 9, 13, 15, 16, 17, 18, 19, 20

3.Regions 3, 4, 5, 7, 8, 10, 11, 12

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

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

Questions?