MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT

Table of Contents Suggestions for Use ....................................................................................................... 2 Definition, Purpose(s) & Legal Requirements.................................................................. 3 Essential Components..................................................................................................... 4 Action Planning Checklist ............................................................................................... 5

Appendix/Examples Data Areas for Needs Assessment...............................................................................6-7 Classroom Needs Assessment Examples ....................................................................8-9 MDE Comprehensive Needs Assessment Process....................................................... 10 MDE Flowchart – Assessment Processing .................................................................... 11 Resources ..................................................................................................................... 12

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Suggestions for Use 1.

Review the definition of a needs assessment on page 3 with your team to ensure that they all understand the expectations. The team should also discuss and select the purpose(s) of this needs assessment – the most common purposes are listed on page 3. Review the legal requirements to ensure they are met.

2.

Once your team has established their needs assessment purpose(s), review the common steps in developing and using a needs assessment. Different methods may be used to identify needs and establish goals, but regardless of the specific process chosen, staff interaction is the key. The process usually includes: a. b. c. d. e.

Selecting an effective team to serve as the school steering committee; Identifying needs that a building considers important to its success; Prioritizing which needs are the most important to be addressed; Establishing target area goals to meet those needs; and Identifying initial action strategies for accomplishing the goals.

3.

The essential components of a needs assessment are summarized on page 5. Review these with your committee.

4.

There is a list of data areas for needs assessment in the appendix on pages 7 and 8 that might be useful for giving the team ideas for possible areas to assess.

5.

The action-planning checklist on page 6 summarizes the steps in conducting a building (or district) needs assessment. These steps should be followed when conducting your needs assessment.

6.

Examples of a standards-based classroom needs assessments can be found in the appendix on pages 9 and 10. The sheets are based on local (state-aligned) standards that can be used to record rubrics (scale points) or simple pass/fail checks.

7.

Page 11 is a summary of the MDE Comprehensive Needs Assessment Process for schoolwide projects. The five steps are well-defined, and can serve as a checklist for key steps in conducting your team’s needs assessment.

8.

Other toolkits can be very useful in the completion of the needs assessment. The following toolkits can be used as references: • • • •

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Data Gathering and Analysis – “Assessment and Evaluation” Organizing and Sharing – “Public Reporting and School Profiles” Developing Goals and Strategies – “School Improvement” Standards-based Student Needs Assessment – “Curriculum”

MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Definition, Purpose(s) & Legal Requirements Definition “It involves the gathering of data in order to determine the…strengths and weaknesses of a school (or district)”. Simply put, it is the “difference between where you are and where the mission statement says you want to be” (L. Lezotte). A comprehensive needs assessment of the entire school is based on information on the performance of children in relation to state content and student performance standards. Remember that a needs assessment can actually take place on three levels: District, building, and classroom on core curriculum standards for each student.

Purpose(s) A needs assessment helps a staff to: • Identify where they are in meeting their students’ needs, specifically “the subjects and skills for which teaching and learning must be improved” (USDOE) • Identify problem areas to focus on in future school improvement planning • Gather data needed for selecting appropriate strategies • Get feedback on effectiveness of implemented strategies • Establish a method/process for good self-analysis • Meet Title I and other program requirements

Legal Requirements Both schoolwide program schools and targeted assistance schools require that a needs assessment be conducted: Section 1114 requires schoolwide programs to conduct a comprehensive needs assessment of all students’ performance related to the state’s content and performance standards. Section 1115 requires targeted assistance schools to conduct a needs assessment to determine students eligible for Title I assistance. The Michigan Department of Education “On-Site Review Study Guide” requirements include: ‰ Item 4(a) “Students are served based on a comprehensive needs assessment process relative to core academic standards.” Evidence exists that that a comprehensive needs assessment in the core academic area is “present and used in each classroom by each teacher”. Program services reflect the students needs identified by the assessment data. o Examples listed were checklists, running records, unit grades, teacher observation, pre- and post-tests, and MLPP. Education Yes Self-Assessment Criteria include: • “Collecting and analyzing data surrounding student achievement and school process data (2.3 A) for the evaluation (and planning) of school improvement”.

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Essential Components ‰

Comprehensive student needs assessment data on the academic achievement on state academic standards in language arts, mathematics, science and social studies is present and used by each teacher. (This is often called a classroom needs assessment – student progress is tracked by mastery of standards.)

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Data is collected, disaggregated, and reported on all students and subgroups which is used as part of a consistent, defined process for identifying eligible students for Title I assistance.

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The comprehensive needs assessment focuses on data relative to at-risk factors impeding student achievement.

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Building Title I planning and programming is based on student needs assessment data.

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Baseline data includes demographic information on: o School History o Students o Staff o Achievement o Curriculum and Instruction o School Organization o School Climate/Discipline o Parents o Resources o Community o Stakeholders Perceptions.

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A summary of the data is presented in clear, concise format (e.g., school profile) and shared with staff, parents, and the community.

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Results are analyzed and prioritized for decision-making.

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Goal and strategy development is based on the needs assessment (i.e., school improvement planning).

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Documentation is kept on the process used, results found, conclusions drawn, and the participation of affected staff.

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A professional development needs assessment is used to design activities for staff that will ultimately help all students meet the state’s content standards.

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Action Planning Checklist I.

Preparation ‰ Build staff awareness of the need to know more about their school. ‰ Select central steering committee to guide process: o Building-wide representation o Cross-grade and cross-content o Stakeholders represented, including staff

II.

Questioning ‰ Identify areas of concern and the scope of the needs assessment o Formulate questions to help gather information o Gather data from a variety of sources that might include test scores, student records, school history, school culture and climate, demographics, and interviews and surveys of students, staff, community, etc. o Select inquiry techniques o Develop and use surveys for perceptual information as needed

III.

Subcommittees ‰ Share list of questions and inquiry techniques with entire staff o Gain staff approval and buy-in o Review list for completeness ‰ Assign major areas of concern to subcommittee(s) (responsibility for gathering and organizing data) o Delineate responsibilities and timelines o Provide time, resources, and organizational outline ‰ Organize and make preliminary analysis (by subcommittee) and report to central committee ‰ Final analysis of data and drawings of conclusions (by central committee)

IV.

Reporting to Staff ‰ Organize subcommittee information into presentation for staff (can be reported by subcommittee or central committee) ‰ Share summarized results and conclusions with entire staff Discuss results and determine additional needs, if any ‰ Prioritize areas of concern ‰ Develop initial goals (begin development of school improvement plan) Generate action strategies to meet established goals ‰ Begin development of school improvement plan

Note: The toolkits “School Profiles and Public Reporting” and “Assessment and Evaluation” have many ideas for collecting, organizing, analyzing, and reporting this data. The toolkit “School Improvement” will further clarify this criti cal planning process.

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Appendix Data Areas for Needs Assessment Described below are some suggestions for gathering baseline information. Once you begin, you will think of lots more to gather. As you can see, baseline information covers everything about a school, not simply test scores. School History When was the school built? Was it originally an elementary school? Why was it built? Other questions Students How many children enter your school on grade level? ready to start school? How many students have had pre-school? How many bilingual students do you have? How many ethnic/cultural groups are represented at your school? What socio -economic levels are represented in your school? Are students in classes with an equal mix of cultures? How many students does your school retain each year? What is the student attendance rate? What are your students' needs? What are your students' strengths? Other questions .... Achievement How many of your sixth graders leave elementary school achieving on grade level? How do your students fare in middle school? What are your overall test scores? Disaggregated scores? How do your scores compare with the national average? with similar schools in the district? In what particular areas do students achieve higher? lower? at grade level? How do the different populations at your school compare in their achievement? Curriculum and Instruction Describe the school's curriculum, programs and instructional approaches. Does the staff have high expectations for all students? Does the staff encourage active learning? Are students grouped heterogeneously? If not, how often does a student move from one group to another? How extensive is tracking in your school? within classes? Does the staff typically use a lecture format? Does the staff do any interdisciplinary teaching? Does the staff ever pilot any new programs? How often do students write? make presentations? Other questions ....

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Appendix Data Areas for Needs Assessment School Organizations How many students are in your school? Has this changed lately? Are community organizations involved at the school site? How do you interact with the central office? What type of schedule do you use? Does it allow for creative instruction? Governance and staff relationships: ¾ Do teachers talk among themselves about school-related issues? ¾ Where and when do the staff meet to talk? ¾ Are staff meetings fruitful? ¾ Do teachers give input on major school decisions regarding curriculum and instruction? ¾ Do teachers feel the principal listens to their ideas? ¾ Are parents or students ever involved? ¾ Other questions .... School Climate/Discipline How well are your students behaved? Do you have a good system for dealing with discipline problems? Are teachers free to try new ideas? Is there any forum for teachers to explore new approaches? Are all cultures validated? Are students able to function productively after lunch? What subjects do you teach after lunch? Other questions .... Parents Are parents involved? How? When? Does your school have a plan for involving parents? Are parents from each of the major representational groups involved? Is parent involvement equal among grade levels? Do parents come to conferences? Do parents clearly support their children's education? Do you provide any type of training for parents in skills they would need to be supportive? Does the school provide multiple opportunities for two-way communication? Other questions .... Resources How good is your library? Are the supplies you need readily available? Do you use textbooks? Have you updated your texts lately? How do they compare with the most innovative teaching materials? Other questions .... Community Who makes up your community? (residents, businesses, government, private agencies, public services, Rotary Club, Boy and Girl Scouts, YMCA, churches, etc.) What resources do you take advantage of? What resources are there that you could take advantage of? Other questions .... Other Areas and Questions? Characterizations of the school by its staff Each staff member writes a page on what they like and dislike about the school. Page 7 of 12

MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Appendix/Classroom Examples

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Appendix/Classroom Examples STUDENT NAMES 3RD GRADE LANGUAGE ARTS 2000-01 TEACHER___________ _ 3:1

Read & compare fiction to non-fiction.

3:2

Read 250 words, summarize and answer questions.

3:3 Read fluently with expression.

3:4

Spell high frequency and frequently misspelled words.

3:5

Write in print and cursive.

3:6

Write two or more paragraphs about a personal experience.

3:7

Write a report about an interest.

3:8

Orally present a research project.

3:9

Listen to a presentation to ask questions and record information.

3:10

Demonstrate and self assess interpersonal communication skills.

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Appendix/Classroom Examples MDE Comprehensive Needs Assessment Process Step 1: Define the focus of the needs assessment: ‰ Identify target populations and performance variables ‰ Ensure that the required focus on student achievement is met while also assessing the needs of the entire school ‰ Include the following focus areas as appropriate: o Student achievement data (required): ƒ For all content areas ƒ Disaggregated MEAP test results ƒ AYP progress data o Curriculum and instruction o Professional development o Family and community involvement o School context and organization (e.g. time studies, class size, school improvement team knowledge, structure, etc.) ‰ For schoolwide planning, collect and analyze data relative to the 10 essential planning components Step 2: Design the data collection method: ‰ Collect and review records and files, including student achievement results ‰ Identify and administer surveys, interviews, questionnaires, and establish focus groups as needed Step 3: Collect the data: ‰ Collect and verify data ‰ Prepare for data analysis, including summarizing open-ended responses and entering data into data bases Step 4: Analyze the data: ‰ Identify and confirm trends ‰ Determine/verify current strengths and weaknesses ‰ Review needs of all subgroups ‰ Determine additional needed information, if any (and procure) ‰ Write a summary of data, including charts and graphs ‰ Establish priorities based on information ‰ Develop goals, progress benchmarks, and measurable outcomes Step 5: Develop recommendations for improvement with program/goal action steps: ‰ Explore and verify underlying causes for issues ‰ Select appropriate solutions and goals ‰ Prioritize areas of focus based on urgency of problems ‰

Adapted from: “Title I Schoolwide Program Planning: Comprehensive Needs Assessment Process” MDE

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT TOOLKIT Appendix/Classroom Examples Assessing Needs of Schools Define Focus Analysis

Target Population

Performance Variables?

Design Data Collection Method

Questionnaires

Interviews

Focus Groups

Achievement Results

Collect Data

Analyze Data

Identify Trends

Compare Trends With Past Information

Confirm Results

Develop Recommendations

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MASFPS Toolkits

SECOND EDITION - SEPTEMBER 2005

NEEDS ASSESSMENT RESOURCES 1) Michigan Department of Education: “Schoolwide Needs Assessment”, “Assessing Needs of Schools”, MI-Map Toolkits www.mi.gov/mde 2) US Department of Education: “An Idea Book on Planning, Vol.1” www.ed.gov 3) NCREL: Data Tutorial www.ncrel.org/toolbelt.tutor.htm 4) NCREL: Needs Assessment Process www.ncrel.org/pd/needs.htm 5) NCREL: Needs Analysis www.ncrel.org/tand/plan2.htm 6) Victoria Bernhardt materials: “Data Analysis”, “The School Portfolio” and “Toolkit”, Designing and Using Databases for School Improvement”, and “The Example School Portfolio” Eye Of Education www.eyeoneducation.com 7) Deborah Wahlstrom materials: “Using Data To Improve Student Improvement”, “Successline SMART Strategies series” www.successline.com

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