Transcript Slide 1

Needs Assessment &
Evaluation/Local Annual Review
CESA 10
March 7, 2012
Transparency
And
Accountability
Program
Compliance
Reporting
Requirements
1. Comprehensive
Needs Assessment
◦ District Level Planning
◦ Schoolwide Planning
2. Needs
Assessment and Targeted Assistance
3. Title I & RtI
4. Student Identification Process
5. Evaluation/Local Annual Review
6. Spring Meeting
7. 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).
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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
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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:
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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.
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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
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Schoolwides only need to conduct a
comprehensive needs assessment at the time
they develop their schoolwide plan…
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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”
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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.
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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.
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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.”
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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
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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.
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Must be an objective process
Must include multiple measures to identify
those students most in need
Must establish a priority list for service
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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
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What data is your school using for RtI
screening purposes? For Title I needs
assessment purposes?
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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
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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
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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
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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
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Collaboration
◦ Required to determine essential assessments
◦ Required if more than one classroom at a grade
level
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
Assessments of Essential Strategies/Skills for
Math
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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
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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
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Assessments of Essential Strategies/Skills
for Reading Grades 3 and up
◦ Grade 3
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Guided Reading level
High frequency words
Comprehension
WKCE basic and minimal
◦ Grade 4 and up
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Guided Reading level / Lexile
Fluency
Comprehension
WKCE basic and minimal
Grades D & F
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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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Activity: Examine Form C sample. Discuss and
prioritize students.
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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
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What percentage of students are not having their
needs met in the core program?
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Look at all forms
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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
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Record statements of fact
Observations
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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?
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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
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Consider all components of effective
programming
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Plan to present recommendations from
Form F to all stakeholders (TAS and SW)
◦ Turn in agenda/meeting notes to CESA 10
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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)
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How are our students responding to our
current efforts?
How do we know if services are effective?
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Academic data
Teacher surveys
Student surveys
Parent surveys/focus groups
Based on our data, what changes need to be
made?
Evaluation Checklist
1. Evaluation
Report
2. Parent/Community Participation and
Involvement
•Updated District Policy
•Updated School Policy
•Compacts
3. Extended
•Annual Meeting
•Rubric
•Activities for the Year
Day Program Form
4. Title I Narrative Report for Annual Review
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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
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What should the agenda for this spring
meeting include?
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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
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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
Schoolwide Programs
 Formative or benchmark assessment data
used to determine student needs
 Identification of reading and mathematics
interventions
 Intervention data
Targeted Assistance Programs
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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
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Title I Evaluation/Local Annual Review
due May 25, 2012
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Title I Fall Kickoff:
Focus on interventions - Math
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Good Habits Great Readers – Burzynski &
Harms
Needs Assessment & Evaluation/Annual
Review-Forseth
Technical Assistance
Questions or Concerns
[email protected]
720 - 2036
[email protected]
720-2045
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