needs assessment & evaluation/local annual review cesa 10 march 5, 2014
TRANSCRIPT
Needs Assessment & Evaluation/Local Annual Review
CESA 10March 5, 2014
THE MESSAGE OF THE DAY…
TransparencyAnd
Accountability
STUDENT ACHIEVEMENT
NEEDS ASSESSMENT & EVALUATION/LOCAL ANNUAL REVIEW
1. Comprehensive Needs Assessment District Level Planning Schoolwide Planning
2. Annual Measureable Objectives (AMOs)3. Needs Assessment and Targeted Assistance4. Student Identification Process5. Title I & RtI6. Evaluation/Local Annual Review7. Spring Meeting8. 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 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.
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 OBJECTIVESAMOS
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 OBJECTIVESAMOS
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 OBJECTIVESAMOS
MATH AMOS
2. ANNUAL MEASUREABLE OBJECTIVESAMOS
2. ANNUAL MEASUREABLE OBJECTIVESAMOS
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 assessmentprocess should be conductedin 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 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.”
IS THIS TRUE???????????????????
In Targeted Assistance Schools, students must be served in rank order based on need.
True!
3. NEEDS ASSESSMENT ANDTARGETED 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
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. 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
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 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 forMath 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. 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
FORM C: GRADES 3 AND UP IDENTIFICATION OF
STUDENTS AT RISK Assessments of Essential Strategies/Skills
for Reading Grades 3 and upGrade 3
Guided Reading levelHigh frequency wordsComprehensionWKCE basic and minimal
Grade 4 and upGuided Reading level / LexileFluencyComprehensionWKCE basic and minimalGrades D & F
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.
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? 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
Look at all forms
Observe data patterns
Discuss what is observed
Write data findings on Form E
Record statements of fact
Observations
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
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 Form F to all stakeholders (TAS and SW) Turn in agenda/meeting notes to CESA 10
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 & RTITURN & 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 & RTITURN & 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. 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
7. SPRING MEETING FOR NEEDS ASSESSMENT AND EVALUATION/LOCAL
ANNUAL REVIEW
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?
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 newly-identified priority needs Spring Meeting Agenda, Minutes and Signature
TEN REQUIRED COMPONENTS
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 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
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 Review- March 6, 2015 Technical Assistance