Needs Assessment & Evaluation/Local Annual Review CESA 10 March 7, 2012.

Needs Assessment & Evaluation/Local Annual Review

CESA 10March 7, 2012

TransparencyAnd

Accountability

1.Comprehensive Needs Assessment◦ District Level Planning◦ Schoolwide Planning

2.Needs Assessment and Targeted Assistance3.Title I & RtI4.Student Identification Process5.Evaluation/Local Annual Review6.Spring Meeting7.Required Documentation

Title I Part A – Building Level Needs Assessment/Program Design

REQUIREMENT: Each Title I school will conduct a needs assessment for the purpose of making data-driven decisions regarding students with greatest needs; subject areas and grade levels to be serve, by both Targeted Assistance (according to Sec. 1115) and Schoolwide (according to Sec. 1114).

Two types of needs assessment

1. Comprehensive needs assessment for district planning and schoolwide planning

1. Needs assessment to identify children for Title I services in targeted assistance programs and those children needing “effective, timely service” in schoolwides

Although the federal law does not require a specific format be used for Title I needs assessment purposes, the State of WI does require a specific model.

“There is no single model or template for a needs

assessment.”

Might include an analysis of information:

Student achievement data e.g., test results, local assessment data, classroom work classroom work

Demographic data e.g., socioeconomic status, language proficiency, mobility, etc.

School conditions e.g., class-size, climate, access to resources, curriculum, professional development

Teacher data e.g., degrees, experiences, special certifications

School/Family relationships e.g., participation, satisfaction, involvement

The Title I law (section 112 (d) (1) requires that the district plan for use of Title I money be developed in consultation with teachers, principals, the administrators of other ESEA programs, other appropriate school personnel, and the parents of the children in Title I eligible schools.

School with poverty rate of 40% or more◦ Great deal of flexibility regarding use of Title I

funds◦ Also more responsibility for comprehensive

planning and overall school improvement

Schoolwides only need to conduct a comprehensive needs assessment at the time they develop their schoolwide plan…

The schoolwide conundrum:

◦ Annual identification of students (for eligibility & service) is not required

◦ Schoolwides are required to “address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards who are members of the target population of any program that is included in the schoolwide program”

Comprehensive Needs Assessment analyzing◦ Student information◦ School conditions◦ Teacher data◦ School family relationships◦ Community information

Difference between the comprehensive district needs

assessment and the comprehensive needsassessment for schoolwide planning is the SW isfocused on one building/school.

Because of the added flexibility of schoolwide projects, they do not need adhere to the

supplement not supplant requirement of Title I.

False! All Title I services and activities, including schoolwides, must be supplemental.

When conducting a needs assessment to identify eligible children in a targeted assistance program, PreK-Grade 2 students must be assessed using norm-referenced standardized tests……..

False! “…except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.”

Eligible children include:◦ Children who attended Heat Start or Title I

Preschool at any time in the preceding two years◦ Children who received services under Title I

Migrant Program◦ Children in a local Neglected & Delinquent

institution◦ Children experiencing homelessness

◦ Children who are economically disadvantaged, are migrant, or ELL are selected on the same basis as other children

Because special education students are already receiving services, they do not need to be included on the Title I needs assessment.

False! Special education may not be be excluded from the needs assessment process.

Must be an objective process Must include multiple measures to identify

those students most in need Must establish a priority list for service

Where on this graphic would you place Title I support? Why?

What questions do you have about the role of Title I in an effective RtI system?

What is the role of the Title I teacher? What assessments may be used in Title I? What assessments must be used in Title I? Who determines what interventions should

be used? What are Title I responsibilities related to

the new SLD rule?

“Universal Screening is a process in which data from multiple sources are analyzed to determine whether each student is likely to meet, exceed, or not meet benchmarks….a screener is an assessment given as one part of the screening process to establish a baseline: ◦ from which students are beginning and◦ to align the instructional starting point.”

WI Response to Intervention: A Guiding Document

What data is your school using for RtI screening purposes? For Title I needs assessment purposes?

Guiding Questions:

◦ Which students are not meeting expectations?

◦ What interventions are in place to ensure that struggling students are better able to meet state standards?

Form A: Evidence of Collaboration Establish a Needs Assessment Committee

◦ Teacher representatives, including special ed◦ Parent representatives◦ Private school representatives◦ Guidance, principal, and/or school psych

Explain Needs Assessment Process to committee and staff

Document meeting dates with agendas and signatures

The needs assessment process must be conducted for both reading and math?

True

Collect the data:√ K-2 teachers complete Form B for Reading &

Math√ 3-12 teachers complete Form C for Reading & Math

1. List students at risk of failure including all special education students (teacher judgment)

2. Identify special education students along with primary area of disability

3. Determine additional objective assessments focused on essential components of reading/math per grade level and establish cut-off score

4. Record level of performance5. Highlight lowest scores for each assessment6. Prioritize lowest-achieving students

Collaboration

◦ Required to determine essential assessments

◦ Required if more than one classroom at a grade level

Assessments of Essential Strategies/Skills-Reading

Kindergarten◦ Phonemic Awareness◦ Letter name◦ Letter sound◦ Text level goals

Grade 1◦ Guided reading level◦ Sentence dictation◦ High frequency words

Grade 2◦ Guided reading level◦ High frequency words◦ Phonics word blending

Assessments of Essential Strategies/Skills for

Math Scholastic Math Inventory Student Numeracy Assessment Progressions

(SNAP) OrigoMath System (pre- & post- assessments) Assessing Mathematics Concepts – Kathy

Richardson Created Assessments Based on Standards (CABS) Measures of Academic Progress (MAP) STAR Math Assessments directly linked to current program

1. Determine multiple objective assessments focused on essential components of reading/math per grade level and establish cut-off score

2. Record level of performance3. Record names of students performing below

standard for each assessment including all special education students (list student name once)

4. Identify special education students along with primary area of disability

5. Highlight lowest scores for each assessment6. Prioritize lowest-achieving students

Assessments of Essential Strategies/Skills for Reading Grades 3 and up◦Grade 3

Guided Reading level High frequency words Comprehension WKCE basic and minimal

◦Grade 4 and up Guided Reading level / Lexile Fluency Comprehension WKCE basic and minimal Grades D & F

Collaborate to prioritize students at risk.◦ If a one section school, each teacher prioritizes by

grade level◦ If more than one section, teachers prioritize

students together.

Activity: Examine Form C sample. Discuss and prioritize students.

Complete the table to identify prevalence rate for special education and students identified at-risk on Form B & C.

How many students need additional time and support in your school?◦ Special education◦ Recommended for Title I support

What percentage of students are not having their needs met in the core program?

Look at all forms

Observe data patterns

Discuss what is observed

Write data findings on Form E

Record statements of fact

Observations

How many students or % are identified SPED?

How many students or % have been recommended for Title I support?

How many students or % are below cut-off score for each assessment?

Are there any specific areas identified in need of improved teaching and learning?

How do needs compare for reading and math?

Based on your observations, discussions, and documentation of the data (Form E), what will services look like for the next fall (Form F)?◦ Collaboration required

Include parents◦ Identify areas/students with greatest need◦ Describe service delivery and content to meet the

needs of those at-risk at each grade level◦ Determine priority

Consider all components of effective programming

Plan to present recommendations from Form F to all stakeholders (TAS and SW)◦ Turn in agenda/meeting notes to CESA 10

Examine the data on Form E

Discuss: Based on the data presented, which grade levels would you serve in priority order and what might those services look like? (Form F)

How are our students responding to our current efforts?

How do we know if services are effective?◦ Academic data◦ Teacher surveys◦ Student surveys◦ Parent surveys/focus groups

Based on our data, what changes need to be made?

Evaluation Checklist

1.Evaluation Report2.Parent/Community Participation and

Involvement•Updated District Policy •Annual Meeting

•Updated School Policy •Rubric •Compacts •Activities for the

Year

3.Extended Day Program Form4.Title I Narrative Report for Annual Review

Schools must share the results of their Local Annual Review

Discuss ways this might be accomplished

Using the data for two purposes:1.Looking behind at the current year….how

effective have services been? What changes need to be made?

2.Looking ahead at the next year…planning for services

What should the agenda for this spring meeting include?

Schoolwide Programs◦ Copies of schoolwide plans that demonstrate

compliance with the ten required components◦ Documentation of a plan to review and assess the

scope and quality of the plan Spring Meeting Agenda, Minutes, and Signatures

◦ Description of changes made to schoolwide plan based on student achievement data or newly-identified priority needs Spring Meeting Agenda, Minutes and Signature

1. Comprehensive Needs Assessment

2. Schoolwide reform strategies

3. Highly qualified teachers

4. High qualify professional development

5. Strategies to attract highly qualified teachers

6. Strategies to increase parent involvement

7. Ensure struggling students are provided assistance

8. Transition preschoolers9. Strategies to include

teachers in decisions regarding the use of academic assessments to improve achievement

10. Coordination of funds

Schoolwide Programs Formative or benchmark assessment data

used to determine student needs Identification of reading and mathematics

interventions Intervention data

Targeted Assistance Programs Copies of the assessment instruments and

assessment plan used in targeted assistance schools

Samples of lists of Title I eligible students in priority order identifying those most in need of service

Identification of interventions Data demonstrating the impact of interventions Exit criteria

Needs Assessment due May 25, 2012

Title I Evaluation/Local Annual Review due May 25, 2012

Title I Fall Kickoff: Focus on interventions - Math

Good Habits Great Readers – Burzynski & Harms

Needs Assessment & Evaluation/Annual Review-Forseth

Technical Assistance

Questions or Concerns

tburzynski@cesa10.k12.wi.us720 - 2036

forseth@cesa10.k12.wi.us720-2045

pharms@cesa10.k12.wi.us720 – 2049