Comprehensive Needs Assessment Training Workshop for Georgia LEAs

1. Title I Program Needs Assessment and Program Evaluation FY16 Training Workshop for Georgia LEAs

2. Margo DeLaune Title Programs DirectorSchool Improvement & District Effectiveness Federal Programsmdelaune@doe.k12.ga.us(404) 657-1796 Presenters Robyn PlanchardTitle I, Part A Education Program Specialist School Improvement & District Effectiveness Federal Programsrplanchard@doe.k12.ga.us (404) 985-3808 Randy Phillips Title I, Part A Program ManagerSchool Improvement & District Effectiveness Federal Programsrphillips@doe.k12.ga.us(404) 463-3467 Jennifer Davenport Title I, Part A Program ManagerSchool Improvement & District Effectiveness Federal Programsjedavenp@doe.k12.ga.us(404) 463-1955

3. SCHOOL IMPROVEMENT & DISTRICT EFFECTIVENESS

4. Agenda • Welcome and Introductions • Title I Comprehensive Needs Assessment • Gathering Data • Contributing Factors • Data Review Process • Timeline for Implementation • Conclusion • Accessing Resources for Use in Your Area • Questions and Answers

5. What is a Comprehensive Needs Assessment (CNA) and Why is it so Important? February 2016 GCEL

6. Session Goals/Objectives Gain an understanding of what a comprehensive needs assessment is and why it’s crucial for any school/LEA Title I Plan(s), including school improvement planning Become equipped to facilitate a deep and meaningful comprehensive needs assessment in your school through; a process of data triangulation to identify areas of strength and challenge, and discovery of root causes (contributing factors) impacting student outcomes Gain access to tools and resources to help you engage in the comprehensive needs assessment process at your school/LEA

7. Title I Statute - ESEA Title I statute § 200.26 states: Core elements of a schoolwide program. (a) Comprehensive needs assessment. (1) A school operating a schoolwide program must conduct a comprehensive needs assessment of the entire school that—(i) Is based on academic achievement information about all students in the school, including all groups under § 200.13(b)(7) and migratory children as defined in section 1309(2) of the ESEA, relative to the State’s academic standards under § 200.1 to—(A) Help the school understand the subjects and skills for which teaching and learning need to be improved; and (B) Identify the specific academic needs of students and groups of students who are not yet achieving the State’s academic standards; and (ii) Assesses the needs of the school relative to each of the components of the schoolwide program under § 200.28. (2) The comprehensive needs assessment must be developed with the participation of individuals who will carry out the schoolwide program plan. (3) The school must document how it conducted the needs assessment, the results it obtained, and the conclusions it drew from those results.

8. Title I Statute - ESSA Title I statute - Section 1008 (b)(1)(B)(6) Schoolwide Program Plan is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging state academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging state academic standards and any other factors as determined by the local educational agency; (2) is developed with the involvement of parents and other members of the community to be served and individuals who will carryout such plan, including teachers, principals, other school leaders, paraprofessionals present in the school, administrators (including administrators of programs described in other parts of this title), the local educational agency, to the extent feasible, tribes and tribal organizational present in the community and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, if the plan relates to a secondary school, students and other individuals determineded by the school;

9. Title I Statute - ESSA Title I statute - Section 1008 (5) if appropriate and applicable, is developed in coordination and integration with other federal, state and local services, resources, and programs, such as programs support under this Act, violence prevention programs, nutrition programs, housing programs, Head Start programs, adult education programs, career and technical education programs, and schools implementing comprehensive support and improvement activities or targeted support and improvement under section 1111(d)

10. Title I Needs Assessment Requirements LEAs are required to conduct annual needs assessments that include data on student achievement relative to state standards LEAs are required to conduct annual needs assessments that include input from parents, educators and outside stakeholders Title I program planning must be based on LEA and school needs assessment The Elementary and Secondary Education Act of 1965 (ESEA) and more currently the Every Student Succeeds Act of 2016 (ESSA) Title I program review requires written needs assessment procedures

11. Why Conduct a Needs Assessment? It is not possible to succeed with a brilliant idea and superb execution of the wrong strategy… John O’Tool Author, Advertising

12. Definition of Key Terms Needrefers to the gap or discrepancy between a present state (what is) and a desired state (what should be). The need is neither the present nor the future state; it is the gap between them. Desired Results - Current results = Need Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

13. Definition of Key Terms • Target Group • Needs assessments are focused on particular target groups in an LEA/school • Common target groups in education settings include students, parents, teachers, administrators, and the community at-large • Ideally, needs assessments are initially conducted to determine the needs of the people (i.e., service receivers) for whom the organization or LEA/school exists (e.g., students) Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

14. Definition of Key Terms Target Group (continued) However, a comprehensiveneeds assessment often takes into account needs identified in other parts of a school/LEA For example, a needs assessment might include the concerns of the service providers (e.g. teachers, guidance counselors, or school principals—the people who have a direct relationship with the service receivers) or school/LEA issues (e.g., availability of programs, services, and personnel; level of program coordination; and access to appropriate facilities) Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

15. Definition of Key Terms A needs assessment is a systematic approach that progresses through a defined series of phases A needs assessment focuses on the ends (i.e., outcomes) to be attained, rather than the means (i.e., process). For example, reading achievement is an outcome whereas reading instruction is a means toward that end A needs assessment gathers data by means of established procedures and methods designed for specific purposes. The kinds and scope of methods are selected to fit the purposes and context of the needs assessment Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

16. Definition of Key Terms A needs assessment sets priorities and determines criteria for solutions so that planners and managers can make sound decisions A needs assessment sets criteria for determining how best to allocate available money, people, facilities, and other resources A needs assessment leads to action that will improve programs, services, organizational structure and operations, or a combination of these elements Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

17. The Needs Assessment Narrows our Focus Inquiry process produces a strong beam of thought directed to illuminate a focused area of studentneedand adult practice.

18. Needs Assessment Purpose Establishes priorities for action Informs decisions about allocation of resources (people, materials, time, and fiscal) Informs decisions on where/how resources (including Title I) should be distributed and utilized in the LEA

19. Goals The Needs Assessment is a Critical First Step in the Planning Process The needs assessment should serve as the foundation for the schoolwide plan. All strategies and activities must be informed by and aligned with the data. Random Acts of School Improvement Aligned Acts of School Improvement No Needs Assessment Needs Assessment Completed

20. Needs Assessment Components • In general, a needs assessment: • Considers a range of needs and issues regarding: • Student needs • Curriculum and instruction • Professional development • Family and community involvement • School and LEA context and organization • Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

21. Needs Assessment Components Includes information gathered from a variety of sources Quantitative datasuch 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 Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

22. Types of Needs Assessment Data

23. Types of Needs Assessment Data

24. Types of Needs Assessment Data

25. Which Data Do I Use? When determining which sources of data to use, think about the following questions: • Are the data sets relevant to the area under study? • Do the data points selected give you differing perspectives or lenses through which you can answer key questions? • How does each of the data points (sources of data) help you answer key questions?

26. Purpose of CNA Data Choices

27. Identifying and Gathering Data Data Quality The state of completeness, validity, consistency, timeliness and accuracy that makes data appropriate for a specific use.

28. Identifying and Articulating Patterns and Trends in Key Data Points Data Triangulation Using three (or more) sources of data in order to increase the validity of the needs assessment The goal of data triangulation is NOT to arrive at consistency across data sources. In fact, the inconsistencies may shed light on the strengths of different approaches. This allows opportunity to uncover deeper meaning in the data

29. Contributing Factors

30. Contributing Factors

31. Tip for success The purpose of the needs assessment is to determine what is happening in the school that is impacting learning and hypothesize on what the root causes might be. During your data review process – avoid the temptation to blame/finger point and the temptation to move into goal setting or problem solving. In other words, this is not the time or place to address ways to FIX the problem!

32. Check Point

33. Summary of Foundation Concepts A needis a discrepancy or gap between “what is” and “what should be” A needs assessment is a systematic set of procedures that are used to determine needs, examine their nature and causes, and set priorities for future action In the real world, there is never enough money to meet all needs. Needs assessments are conducted to help program planners identify and select the right job before doing the job right Materials adapted from “Planning and Conducting Needs Assessments: A Practical Guide” (1995)

34. Needs Assessment Procedures Written procedure includes: • How are quantitative/qualitative data collected and analyzed? • Who is involved in analysis? • How priority needs are determined? • How school improvement plans and other documentation relate to this process?

35. A Three-Phase Model of Needs Assessment …a systematic approach that progresses through a defined series of phases

36. Needs Assessment Is A Continuous Improvement Cycle

37. Summary About A Needs Assessment • Comprehensive Needs Assessment: • There is no one correct needs assessment model or procedure • The active use of a Needs Assessment Committee is one important method for obtaining expert advice and gaining commitment to the process and using the results • Make sure needs focus on desired outcomes and are listed as the gaps between “what is” and “what should be” • Before you gather data, spend the time to investigate what is known about the needs of the target group—to identify all of the concerns • Develop measurable need indicators to guide your data collection process

38. Summary About A Needs Assessment Comprehensive Needs Assessment (continued): • Perform a causal analysis—Ask “why” does this need still exist? To solve a problem, planners must understand it first • Share information with decision makers, policymakers, and stakeholders throughout the needs assessment process. Frequent communication with these groups is important for the “buy in” needed to use the needs assessment results • Document the research base for potential solutions • Prepare a written report that describes the methods and results of the needs assessment

39. Pulling it all TogetherWriting the CNA Report The CNA Report serves as the introductory pages to the school improvement plan. It is the opportunity to share the narrative, story or overview of what is and has been occurring at the school: Who we are: student body, faculty, demographics, etc. What we do: curriculum, program opportunities Areas of strength: things we’re good at Areas of challenge: things we need to do better Once finalized, the CNA report will be utilized in phase 2 of the school improvement plan process which is goal setting and action planning.

40. Conclusion & Next Steps What did we accomplish so far today? Learned step-by-step process for conducting a CNA Learned about data triangulation, data quality, and how to ID root causes affecting student performance Learned how to “pull it all together“ to write the CNA Report Learned how/where to access resources to help facilitate the process in your school What comes next? School Improvement Planning:

42. Title I, Part A Education Program Specialists Contact Information

43. Title I, Part A Education Program Specialists Contact Information

44. What is a Comprehensive Needs Assessment (CNA) and Why is it so Important? February 2016 GCEL