1 / 93

Ottumwa Needs Assessment Winter 2014

Ottumwa Needs Assessment Winter 2014. School Improvement Needs Assessment Conducted by the Iowa Association of School Boards (IASB ). Needs Assessment Components Characteristics Common to High Performing Schools. Clear shared vision, purpose, and goals

naava
Télécharger la présentation

Ottumwa Needs Assessment Winter 2014

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. OttumwaNeeds AssessmentWinter 2014 School Improvement Needs Assessment Conducted by the Iowa Association of School Boards (IASB)

  2. Needs Assessment ComponentsCharacteristics Common to High Performing Schools • Clear shared vision, purpose, and goals • High expectations for student learning • Leadership and teamwork at all levels • Rigorous content standards and a comprehensive assessment system

  3. Needs Assessment Components (Cont’d)Characteristics Common to High Performing Schools • High quality instruction • Professional development focused on improvement • Access to and use of data • Family and community connections

  4. Survey Respondents • 7 Board Members • 21 Administrators • 245 Teachers • 49 Other Staff Members • 171 Parents/Community Members • 837 Students

  5. Roles of the Board/Leadership Teams • Set clear expectations& create urgency around the need to improve. • Create conditions for success. • Hold the system accountable to the expectations. • Build public will. • Learn together as a team.

  6. Findings The results of the Needs Assessment are displayed graphically in the next sets of slides. Results are compared for district board members and staff, district parents and community members, and students.

  7. Caution The survey results represent peoples perceptions/opinions about the current district status. It is not uncommon for perceptions to be different than reality.

  8. Goals and Expectations

  9. Indicators of High Expectations • People indicate that they can get better. • There are ambitious/stretch goals. • There is a lack of excuses.

  10. Percentage of Students Believed to be at Grade-Level

  11. Survey Item#1 - "The current level of student achievement is about what we can expect."

  12. Survey Item#2 - "This district does not make or accept excuses for the current level of student achievement."

  13. Survey Item#6 - "Virtually all children can learn at high levels."

  14. Survey Item#11 - "Student achievement barriers, such as poverty and lack of family support, can be overcome by quality teaching & learning."

  15. Indicators of Goals & Priorities • There are clear goals with measurable targets. • At least one goal identified as highest priority. • There is a shared understanding of what the district is trying to improve.

  16. Survey Item#3 - "There is a shared understanding of what we are trying to improve in this district."

  17. “Top Priorities” from Parent Survey

  18. “Top Priorities” from Staff Survey

  19. “Top Priorities” from Student Survey

  20. Goals and ExpectationsStrengths: • All respondent groups believe that more students can be expected to achieve at grade level. • Board members and administrators strongly agree that virtually all students can achieve at high levels and that barriers can be overcome. • Most staff and students believe there is a shared understanding of what the district is trying to improve.

  21. Goals and Expectations Recommendations: • Create urgency around the belief that virtually all students can learn at high levels, that barriers can be overcome, and that major improvements can and will be made in student achievement. • Identify one or two top priorities, based on student achievement data and ensure that all publics are informed and are in support.

  22. Leadership and Teamwork

  23. Indicators of Leadership and Teamwork • District leadership teams are established. • People can identify how they have a voice. • Everyone is clear on roles and responsibilities. • Leaders protect the focus and ensure goals are met.

  24. Survey Item#16 - "We have effective leadership teams in this district."

  25. Survey Item#4 - "I have a voice in decision making."

  26. Survey Item#14 - "Local school boards can impact their school system in ways that improve student achievement."

  27. Leadership and TeamworkStrengths: • Staff and parents strongly believe that the school board can make a positive difference on student achievement. • Most students and staff believe that the district has strong leadership teams.

  28. Leadership and Teamwork Recommendations: • It should be made clear how all have a voice in decision making and can participate on leadership teams. • All stakeholders should help to determine priorities, based on data.

  29. Student Achievement

  30. Indicators of Student Achievement • The percentage of students meeting standards is high • There are improvement trends over time • Achievement gaps closing

  31. Iowa Student ProficiencyIowa Assessment vs National Assessment

  32. Average Daily Attendance

  33. Graduation Rate

  34. Graduates’ Future Plans

  35. ACT Scores

  36. Student AchievementStrengths: • The daily attendance rate is high. • The graduation rate is high. • The poverty gaps for students eligible for free/reduced lunch are relatively small. • The district ACT average is above the national average.

  37. Student AchievementNeeded Improvements: • Many five-year achievement trends are flat or declining. • Many students are not meeting the relatively low state proficiency standard. • Many more students should be college-intending and fewer should be “unknown”.

  38. Three Curricula • Written Curriculum – Standards and Grade-level Expectations • Assessed Curriculum – Tests and Other Achievement Measures • Taught Curriculum – Teaching and Learning

More Related