Needs Assessment

1. Title I Needs Assessment/ Program EvaluationTitle I Technical Assistance & Networking SessionOctober 5, 2010

2. Needs Assessment Requirement Districts are required to conduct annual needs assessments for each Title I school (both Schoolwide and Targeted Assistance programs) that include data on student achievement relative to State standards, and input from parents and educators.

3. Components There is no single model or template for a needs assessment; the exact components will depend on a school or district's particular context.

4. Components (Continued) In general, a needs assessment: • Considers a Range of Needs and Issues • Student Needs • Curriculum and Instruction • Professional Development • Family and Community Involvement • School and District Context and Organization

5. Components (Continued) • Includes Information Gathered from a Variety of Sources Quantitative Data, such as: student achievement results, enrollment counts, dropout rates, graduation rates from school and district records and reports, and demographic statistics from community- based or other organizations. Qualitative Data that reveal attitudes and perceptions, such as: written surveys, face-to-face or telephone interviews, focus groups, or classroom observations.

6. Components (Continued) • Uses Valid and Reliable Data • Involves Many Individuals Representing a Range of Knowledge, Skills, and Expertise • Results in the Development of Goals and Action Plans • Is Used as the Basis for Resource Allocation • Includes Regular Follow Up and Evaluation of Plans and Strategies

7. Conditions for School EffectivenessSelf-Assessment http://www.doe.mass.edu/sda/ucd/CSESelf-Assesment.pdf

8. Level 3 (districts with one or more schools among the lowest-performing 20% based on quantitative indicators): Schools in Level 3 are required to complete a self-assessment process aligned with Essential Conditions for School Effectiveness. Level 3 districts will be given high priority for Department assistance, including resources to assist their efforts to implement the Essential Conditions at each identified school.

9. CSE Self-Assessment School Improvement Plan revision

10. Example 1 IV. Effective instruction: Instructional practices are based on evidence from a body of high quality research and on high expectations for all students and include use of appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice.

11. Example 2 VII. Professional development and structures for collaboration:Professional development for school staff includes both individually pursued activities and school-based, job-embedded approaches, such as instructional coaching. It also includes content-oriented learning. The school has structures for regular, frequent collaboration to improve implementation of the curriculum and instructional practice. Professional development and structures for collaboration are evaluated for their effect on raising student achievement.

12. Continuous Improvement Program Evaluation Needs Assessment

13. Program Evaluation The Title I Program Evaluation is an annual review of the strategies in the Title I plan to determine if they are contributing to the desired outcomes: • Improved student achievement • Greater parental involvement • More high quality professional development There is no single model or template for a Title Program Evaluation; the exact components will depend on a school or district's particular context.

14. What it does Title I Program Evaluation: • Measures the efficacy and impact of the district's Title I program • Documents the impact of Title I services on student learning • Informs school and district planning • Is an advocacy tool • Is conducted at the end of a program year

15. Why do it • Understand, verify, or increase the impact of services for students • Improve delivery mechanisms to be more efficient and effective • Identify program strengths and weaknesses to improve the program • Verify that you are doing what you say/ think you are doing

16. Requirements • Federal legislation requires that a school operating a Title I program annually evaluate the implementation of, and results achieved by, the Title I program. • ESE Title I program review requires written program evaluation procedure document and program evaluation summary document.

17. How – Key Questions • Has the Title I program been effective? • What has worked well in the Title I program? • What has not worked well in the Title I program? • How should the Title I program be refined?

18. Don’t forget to evaluate: • PRIVATE SCHOOL SERVICES • PARENTAL INVOLVEMENT • CONSULTANCY SERVICES

19. For more information Need Assessment statutory requirements and suggested components: http://www.doe.mass.edu/titlei/programs/needs.html Conditions for School Effectiveness Self-Assessment: http://www.doe.mass.edu/sda/ucd/CSESelf-Assesment.pdf District and School Assistance Centers (DSACs): http://www.doe.mass.edu/sda/regional/ Title I Program Evaluation procedure and summary samples are located at: http://www.doe.mass.edu/titlei/monitoring E-mail: titlei@doe.mass.edu Phone: 781-338-6230