Transcript Slide 1

Needs Assessment &
Evaluation/Local
Annual Review
CESA 10
March 5, 2014
THE MESSAGE OF THE DAY…
Transparency
And
Accountability
STUDENT ACHIEVEMENT
Program
Compliance
Reporting
Requirements
NEEDS ASSESSMENT &
EVALUATION/LOCAL ANNUAL REVIEW
1.
Comprehensive Needs Assessment
District Level Planning
 Schoolwide Planning
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2.
3.
4.
5.
6.
7.
8.
Annual Measureable Objectives (AMOs)
Needs Assessment and Targeted Assistance
Student Identification Process
Title I & RtI
Evaluation/Local Annual Review
Spring Meeting
Required Documentation
NEEDS ASSESSMENT &
EVALUATION/LOCAL ANNUAL REVIEW
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).
NEEDS ASSESSMENT &
EVALUATION/LOCAL ANNUAL REVIEW
 Two
types of needs assessment
1.
Comprehensive needs assessment for
district planning and schoolwide planning
2.
Needs assessment to identify children for
Title I services in targeted assistance
programs and those children needing
“effective, timely service” in schoolwides
IS THIS TRUE??????????????????


The federal law does not require a specific format be
used for Title I needs assessment purposes.
True! Although, you must have a documented process
in place.
1. COMPONENTS OF A COMPREHENSIVE
NEEDS ASSESSMENT:
DISTRICT LEVEL PLANNING
 Why do districts need to do district level
planning?

To determine how their federal ESEA (Elementary
and Secondary Education Act aka No Child Left
Behind) funds will be spent
Title I
 Title IIA-Professional Development and Class-Size
Reduction
 Title III-English Language Learners


For Improvement Planning
1. COMPONENTS OF A COMPREHENSIVE
NEEDS ASSESSMENT:
DISTRICT LEVEL PLANNING
Might include an analysis of:
 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
1. COMPONENTS OF A COMPREHENSIVE
NEEDS ASSESSMENT:
DISTRICT LEVEL PLANNING
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.
1. COMPREHENSIVE NEEDS ASSESSMENT:
SCHOOLWIDE PLANNING

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

1. COMPREHENSIVE NEEDS ASSESSMENT:
SCHOOLWIDE PLANNING
◦
Annual identification of students (for eligibility &
service) is not required
BUT
◦
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”
1. COMPREHENSIVE NEEDS ASSESSMENT:
SCHOOLWIDE PLANNING

Comprehensive Needs Assessment analyzing
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Student information
School conditions
Teacher data
School family relationships
Community information
Difference between the comprehensive district needs
assessment and the comprehensive needs
assessment for schoolwide planning is the SW is
focused on one building/school.
IS THIS TRUE??????????????????
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.
2. ANNUAL MEASUREABLE OBJECTIVES
AMOS
 The
comprehensive needs assessment
planning must address AMOs and funds
must be included in the Title I budget for
this purpose.
 So….what are AMOs?
2. ANNUAL MEASUREABLE OBJECTIVES
AMOS


Starting with the 2011-12 school report card,
AMO data is reported publicly but not factored
into the accountability index.
AMO data for all subgroups are presented on the
last page of the School Report Card.
READING AMOS
2. ANNUAL MEASUREABLE OBJECTIVES
AMOS
MATH AMOS
2. ANNUAL MEASUREABLE OBJECTIVES
AMOS
2. ANNUAL MEASUREABLE OBJECTIVES
AMOS
The AMOs expect an increase of 1% or more in
proficiency rates annually. This assures that the
top-performing subgroups continue to make
progress.
 The six-year targets of 49.9% proficiency in
reading and 65.3% proficiency in mathematics
reflect dramatic increases in performance for
most subgroups.
 Dramatic increases in performance will
require dramatic effort.

3. NEEDS ASSESSMENT AND
TARGETED ASSISTANCE PROGRAMS

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
IS THIS TRUE??????????????????


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.
IS THIS TRUE??????????????????
The needs assessment process should be conducted for
both reading and math?
True!
The needs assessment
process should be conducted
in grades K-12.
True!
IS THIS TRUE???????????????????


When conducting a needs assessment to identify
eligible children in a targeted assistance program,
PreK-Grade 2 students must be assessed using normreferenced 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.”
IS THIS TRUE???????????????????


In Targeted Assistance Schools, students must be
served in rank order based on need.
True!
3. NEEDS ASSESSMENT AND
TARGETED ASSISTANCE PROGRAMS
Must be an objective process
 Must include multiple measures to identify those
students most in need
 Must establish a priority list for service

4. A PROCESS TO IDENTIFY STUDENTS
Form A: Evidence of Collaboration
Establish a Needs Assessment Committee
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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
4. A PROCESS TO IDENTIFY
STUDENTS
Collect the data:
√ K-2 teachers complete Form B for Reading & Math
√ 3-12 teachers complete Form C for Reading &
Math
FORM B:
K-2 IDENTIFICATION OF STUDENTS AT RISK
1.
2.
3.
4.
5.
6.
List students at risk of failure including all
special education students (teacher judgment)
Identify special education students along with
primary area of disability
Determine additional objective assessments
focused on essential components of
reading/math per grade level and establish
cut-off score
Record level of performance
Highlight lowest scores for each assessment
Prioritize lowest-achieving students
FORM B:
K-2 IDENTIFICATION OF STUDENTS AT RISK

Collaboration

Required to determine essential assessments

Required if more than one classroom at a grade level
FORM B:
K-2 IDENTIFICATION OF STUDENTS AT RISK
Assessments of Essential Strategies/Skills-Reading
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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
FORM B:
K-2 IDENTIFICATION OF STUDENTS AT RISK
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

FORM C:
GRADES 3 AND UP IDENTIFICATION OF STUDENTS AT
RISK
1.
2.
3.
4.
5.
6.
Determine multiple objective assessments
focused on essential components of
reading/math per grade level and establish
cut-off score
Record level of performance
Record names of students performing below
standard for each assessment including all
special education students (list student name
once)
Identify special education students along with
primary area of disability
Highlight lowest scores for each assessment
Prioritize lowest-achieving students
FORM C:
GRADES 3 AND UP IDENTIFICATION OF
STUDENTS AT RISK
 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
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FORMS B & C: PRIORITIZING

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.
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FORM D: AT-RISK STUDENT DATA
TABLE


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?

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
Special education
Recommended for Title I support
What percentage of students are not having their
needs met in the core program?
FORM E:
OBSERVATION, DISCUSSION, AND DOCUMENTATION
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Look at all forms
Observations
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Observe data patterns
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Discuss what is observed
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Write data findings on
Form E
Record statements of fact
FORM E:
OBSERVATIONS, DISCUSSION, AND
DOCUMENTATION
 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?
FORM F: PRIORITIZED NEEDS
REPORT

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

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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
FORM F: COLLABORATION
REQUIREMENTS-SHARE RESULTS

Plan to present recommendations from
to all stakeholders (TAS and SW)

Turn in agenda/meeting notes to CESA 10
Form F
TIME TO ANALYZE THE DATA!


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)
5. TITLE I & RTI
Where on this graphic would you place Title I support?
Why?
FIRST THINGS FIRST!
Are 80% of your students successful within your CORE
programming?
 What does ‘successful’ mean?

5. TITLE I & RTI
TURN & TALK
What is the role of the Title I teacher in your
school?
 Who determines what interventions should be
used?
 How does the current Title I Needs Assessment
Process that is used to identify children who need
additional support fit with your school’s RtI
system?
 What are Title I responsibilities related to the
new SLD rule?

5. TITLE I & RTI
TURN & TALK

Does the Title I program in your school need to
change in any way to better support the
implementation of RtI?

What are your challenges as a Title I teacher in an
RtI system?
6. EVALUATION/LOCAL ANNUAL REVIEW
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?
6. EVALUATION/LOCAL ANNUAL REVIEW
Evaluation Checklist
1.
2.
Evaluation Report
Parent/Community Participation and
Involvement
•Updated District Policy
•Updated School Policy
•Compacts
3.
4.
•Annual Meeting
•Rubric
•Activities for the
Year
Extended Day Program Form
Title I Narrative Report for Annual Review
7. SPRING MEETING FOR NEEDS
ASSESSMENT AND EVALUATION/LOCAL
ANNUAL REVIEW

1.
2.
Using the data for two purposes:
Looking behind at the current year….how effective
have services been? What changes need to be made?
Looking ahead at the next year…planning for services
What should the agenda for this spring meeting include?
6. EVALUATION/LOCAL ANNUAL
REVIEW
Schools must share the results of their Local
Annual Review
 Discuss ways this might be accomplished

8. REQUIRED DOCUMENTATION

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 newlyidentified priority needs

Spring Meeting Agenda, Minutes and Signature
TEN REQUIRED COMPONENTS
1.
2.
3.
4.
5.
Comprehensive Needs
Assessment
Schoolwide reform
strategies
Highly qualified teachers
High qualify professional
development
Strategies to attract
highly qualified teachers
6. Strategies to increase
parent involvement
7.
Ensure struggling
students are provided
assistance
8.
Transition preschoolers
9.
Strategies to include
teachers in decisions
regarding the use of
academic assessments to
improve achievement
10. Coordination of funds
8. REQUIRED DOCUMENTATION
Schoolwide Programs
 Formative or benchmark assessment data used
to determine student needs
 Identification of reading and mathematics
interventions
 Intervention data
8. REQUIRED DOCUMENTATION
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
PUTTING IT ALL TOGETHER
Program
Compliance
DUE DATES
Needs Assessment
due June 6, 2014

Title I Evaluation/Local Annual Review
due June 6, 2014

Pals 2nd gr. Training Day- August 28 or Sept. 29, 2014
 Title I Fall Kickoff - Sept. 23, 2014
 Red LLI Sept. 11 & 12, 2014
 Book Study: First Semester TBD
 Needs Assessment & Evaluation/Annual ReviewMarch 6, 2015
 Technical Assistance

Questions or Concerns
[email protected]
720 - 2057
[email protected]
720 – 2049