Conducting a Needs Assessment Idaho Statewide Title I Conference Susan Durón, Ph.D. [email protected] April 7, 2011 1.

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Conducting a Needs Assessment

Idaho Statewide Title I Conference Susan Durón, Ph.D. [email protected]

April 7, 2011

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Session objectives

• Learn how to design a comprehensive needs assessment

• Develop a needs assessment tool to use in your own classroom, school, or district

• Learn practical applications of needs assessment results

• Practice needs assessment techniques

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Agenda

1:00-1:15 Introductions, agenda and materials review, overview of needs assessment

1:15-1:45 Activity: Why assess needs? 1:45-2:15 3-phase process for assessing needs2:15-2:45 Break2:45-3:00 Real live example: Assessing the needs of

migrant students in Idaho 3:00-3:45 Activity: Developing needs assessment tools and sharing with the group3:45-4:00 Activity: Mapping needs assessment to the

9 Characteristics of Highly-Effective Schools4:00-4:15 Wrap up, Q&A, session evaluation

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Why assess needs?

• What do YOU think?• Turn to a neighbor and give them one good

reason.• You each have

minute!

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Why needs assessment?

• Provides direction for programs, projects, and activities

• Allows staff to determine priorities and allocate resources

• Creates cohesions through the alignment of goals, strategies, professional development, and desired outcomes

• Enables benchmarking and monitoring of implementation and impact

• Assists with continuous improvement activities

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The assessment of needs is the first step in planning

services. In the real world, there is never enough money

to meet all needs. CNA is conducted to help identify

and select the right students and the right programs to

meet needs.

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Comprehensive Needs Assessment

• Informs and guides all aspects of program plan-ning and implementation because all students need to meet State performance targets

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• CNA provides a basis for the allocation of funds to students with the greatest need.

• Also consider the degree to which needs are not being met through the general program, other services, as well as the availability of other programs.

• That information will help you develop a plan for services.

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There is no single model or template for a needs

assessment; the exact components will depend on a

school or district's specific context, human and fiscal

resources, and needs.

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Needs assessment activity

• Your table will be responsible for assessing the level of needs for the scenario that follows.

• You have 15 minutes.• We will debrief as a group to discuss targeting

needs to Title I children (Part A, Part C)

• The scenario follows . . .

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Targeting needs scenario

• There are four plants described on the next slide, all have needs for water; but you only have so much water.

• At your table, discuss what percentage of water you will give each of the plants and why.

• Be prepared to share your decisions with the group.

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Needs targeting scenario (con’t)

• Plant A is healthy.• Plant B is starting to wilt.• Plant C is seriously wilted.• Plant D is shriveled up.You have only enough water to give one plant the moisture it needs, but you can divide up the water. What will you do?

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Needs targeting scenario (con’t)

• Plant A is healthy.• Plant B is starting to wilt.• Plant C is seriously wilted.• Plant D is shriveled up.You have only enough water to give the equivalent of one plant the moisture it needs. Or you can divide up the water to give each plant a percentage.

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Debrief

• Plant A is healthy percentage _____• Plant B is starting to wilt _____• Plant C is seriously wilted _____• Plant D is shriveled up _____

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What “is” v. what “needs to be”

• Overall purpose of the needs assessment is to identify gaps between what “is” and what “needs to be.”

• Needs assessment should include:1. Establishing a needs assessment planning team2. Identifying a needs assessment framework3. Identifying data sources4. Collecting and analyzing data5. Conducting a “gap analysis”6. Creating a data profile7. Using the results to plan and improve services

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Title I legislative requirements

• A needs assessment is required under ESEA, including Title I-A programs [Sections 1114(b)(2)(B) and 1115(a)], school libraries (Title I-B, Section 1251), education of migratory children (Title I-C, Section Sec. 1306), local use of comprehensive school reform (CSR) funds (Title I-F, Section 1606), teacher and principal quality (Title II-A, Subparts 2 & 5), the education of homeless children and youth (Title X, Section 723), and private schools (1118).

• Also, schools and districts may be required to engage in needs assessment activities in fulfillment of local and state mandates.

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Who should be on the CNA committee?

• Title I requires the plan be developed with the involvement of parents and other members of the community to be served and individuals that will carry out the plan including teachers, principals, administrators, and, if appropriate, pupil services personnel, technical assistance providers, school staff, and if the plan relates to a secondary school, students from such schools.

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Examples of who might be on the committee

• Community Representative(s)

• Principal

• Teachers/tutors

• Administrators

• Parents/community members

• Recruiters/clerks

• Technical Assistance Providers

• School Services Personnel

• Others?

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. . . remember . . . Parents must be involved in an “organized, ongoing, and timely way, in the planning…of Title I programs.” (Title I-A, D-4)

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Needs assessment focus

“The assessment of needs should focus on those factors that have the

potential to impact the achievement of students.”

Southwest Comprehensive Center, 2008

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3-Phase Model of needs assessment

————— ————— —————�

Prepare a Man- Determine Target� Set Priority� agement Plan Groups Needs

� Identify Major Gather Data to� Identify possible� Concerns Define Needs Solutions � Determine Meas- Prioritize Needs� Select Solutions� urable Indicators Identify & � Propose Action Plan�� Consider Data Analyze Causes Sources Prepare Summary � Summarize�

or Report� Decide Prelimi- Findings

inary Priorities

I Explore

“What Is”

IIGather &

Analyze Data

IIIMake

Decisions

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BREAK

2:15 – 2:45 p.m.

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Real life example: “Assessing the needs of migrant students in Idaho”

• The State, as the grantee, is required to conduct a comprehensive needs assessment (CNA). Idaho sub-allocates funds to local operating agencies (LOAs) and requires that LOAs conduct local needs assessments.

• A broad-based committee was appointed by the State to collect and review performance data and other outcome data on migrant students. The CNA committee met over the course of 1½ years.

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Real life example: “Assessing the needs of migrant students in Idaho” (con’t)

• The CNA Committee prepared “concern statements” (recommendations based on assessment results, surveys, and interview data as found on the next page).

• The CNA report included concern statements, a summary of the data illustrating the needs, recommendations, and a migrant student profile.

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Concern Statements

• We are concerned that migrant students are behind in: • school readiness• reading• mathematics • accrual of credits toward high school graduation.

• We are concerned that migrant students and families lack access to coordinating supportive services (e.g., health, dental, transportation).

• We are concerned that parents are not involved in home-school partnerships.

• We are concerned that teachers/tutors lack strategies to meet the identified needs of migrant students related to their mobility and interrupted schooling.

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Real life example: “Assessing the needs of migrant students in Idaho” (con’t)

• Practical Application: The results of the CNA were used to help develop a statewide service delivery plan (SDP).

• What are some other practical applications of using the results of needs assessments?

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Program objective areas

• Academic Achievement (School Readiness, Reading, Math, Graduation)

• Staff Professional Development• Migrant Parent Involvement• Career/Post Secondary Preparation for

High School-aged Youth

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CNA Results

Possible MPOs Solutions

Strategies Resources Evalua- tion

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Data to collect• Quantitative Data

– Student demographics– Student achievement results – Participation information/enrollment counts– Dropout rates/graduation rates– Eligibility data (for migrant students)– Other?

• Qualitative Data

– Student, staff, parent surveys– Interviews– Focus groups– Other

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Using the data• Collect the data and follow-up with non-responders• Review the Idaho State website for comparison data• Organize the data by identified focus area• Analyze and summarize the data • Display the results

– Charts– Tables– Tally Sheets

• Review the findings—get outside help, if needed• Share the findings with stakeholders including

parents and the community

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Activity: Developing NA tools

• Using the templates handout and what you know about your own local situation, put together a needs assessment survey to share with the group.

• You have 20 minutes.• Select someone from your table or team to give

a 2-3 minute presentation on your tool. Include challenges, solutions , and any questions.

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9 Characteristics of High-Performing Schools

1. Clear and shared focus2. High standards and expectations for all students3. Effective school leadership4. High levels of collaboration and communication5. Curriculum, instruction, and assessment aligned with

standards6. Frequent monitoring of learning and teaching7. Focused professional development8. Supportive learning environment9. High levels of family and community involvement

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Activity: Mapping needs assessment and the 9 Characteristics of High-Performing Schools

• Look at the 9 Characteristics/needs handout.• Consider what you’ve learned about needs assessment

and how it can help better serve your students.• You have 5 minutes to discuss the characteristic assigned

to your table and brainstorm how needs assessment correlates. Complete the 2 questions in the handout.

• When possible, be specific.• Select a reporter who will have 1 minute to report to

the group.

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Quick review about needs assessment — True or False?

• A need is a discrepancy or gap between what IS and what SHOULD BE

• It is an “I want” or “I wish” assessment• It has systematic procedures to deter-

mine needs and set service priorities• It looks at other needs identified in

other parts of the “system”

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Wrap-up

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• Did we meet our objectives? - Learn how to design a comprehensive needs

assessment - Develop a needs assessment tool to use in your

own classroom, school, or district - Learn practical applications of needs

assessment results - Practice needs assessment techniques

• Questions?• Session evaluation• Thanks for your participation!!