TITLE I 201 PLANNING, INITIATING AND COMPLETING YOUR COMPREHENSIVE NEEDS ASSESSMENT (CNA)

Transcription

1 F O R T W O R T H I S D TITLE I 201 A G U I D E T O PLANNING, INITIATING AND COMPLETING YOUR COMPREHENSIVE NEEDS ASSESSMENT (CNA) REVISED FEBRUARY 2018

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3 F O R T W O R T H I S D TITLE I 201 A G U I D E T O PLANNING, INITIATING AND COMPLETING YOUR COMPREHENSIVE NEEDS ASSESSMENT (CNA)

4 PURPOSE The needs assessment guides the development of the comprehensive schoolwide plan and suggests benchmarks for its evaluation, and, as such, is closely linked to all aspects of schoolwide program implementation. U.S. Department of Education, Designing Schoolwide Programs: Non-regulatory guidance (2006) In this guide we refer to the Comprehensive Needs Assessment (CNA) as a continuous cycle of improvement as we guide you through the steps of CNA completion. EVALUATE NEEDS ASSESSMENT T H E P L A N N I N G P R O C E S S The planning process for each school year starts with the completion of your Comprehensive Needs Assessment (CNA). Per Texas Education Code, every school is required to develop, complete and assess a CNA IMPLEMENT CEIP BUDGET to run an effective campus. Both state and federal law outline the requirement for schools to conduct a CNA (Texas Education Code, TEC Sections (a)(1-2) and ). After your campus conducts a CNA, the Campus Educational Improvement Plan (CEIP) will serve as the blueprint for how your campus will actually address the needs identified. Although the planning process begins with the CNA, it must be a continuous cycle of improvement that is revisited every year. The planning process for the initiation of the CNA should begin at the latest in January, before the upcoming school year. 4

5 T H E P L A N N I N G P R O C E S S FORT WORTH ISD TITLE I PLANNING TIMELINE DATE ACTION JULY New school year budget becomes active AUGUST - SEPTEMBER Review/elect fourteen Site-Based Decision Making (SBDM) committee members Plan and conduct action as needed Upload final copy of CEIP for FWISD School Board to approve OCTOBER - NOVEMBER Monitor Title I payroll expenditures DECEMBER Title I grant budget revisions due JANUARY Certify Time & Effort for Title I personnel (fall semester) Initiate planning for next year s Title I CNA Review and update CEIP FEBRUARY Hold planning meetings for Title I CNA Title I preliminary allocation budget analysis Last month to submit requisitions for library books and technology MARCH Consult with SBDM and review all Title I documents (i.e., parental involvement policies, compacts, professional development for teachers) Finalize CNA and upload to portal APRIL Finalize next year s Title I budget input with alignment to CNA MAY Last month for Title I expenditures Submit all out-of-state travel requests for the following school year Upload CEIP draft for the following school year to the portal JUNE Last month to submit all travel, including summer travel Certify Time & Effort for Title I personnel (spring semester). 5

6 STEPS FOR COMPLETION OF COMPREHENSIVE NEEDS ASSESSMENT 1 E L E C T S C H O O L W I D E P L A N N I N G T E A M 2 I D E N T I F Y A N D A N A L Y Z E D A T A 3 C R E A T E C A M P U S P R O F I L E 4 I D E N T I F Y P R I O R I T I E S 5 D E T E R M I N E O B J E C T I V E S 6 D E V E L O P S T R A T E G I E S 1. E L E C T S C H O O L W I D E P L A N N I N G T E A M The first step in initiating the CNA is establishing a schoolwide planning team. The formal team should be in place to lead the process of developing the schoolwide program. Primarily, this team should organize and oversee the needs assessment process; lead the staff in developing the schoolwide plan; and conduct or oversee the program s annual evaluation. Fort Worth ISD uses the Site-Based Decision Making (SBDM) Committee as the Schoolwide Planning Team for developing and revising the CNA. The composition of the Schoolwide Planning Team (SBDM Committee) should follow these guidelines (there should be a total of 14 members): Four teachers elected by teachers, with the election supervised by the Campus Coordinating Committee One professional non-teaching staff member One district-level staff member Three parents Two community representatives Two business representatives Principal 6

7 2. I D E N T I F Y A N D A N A L Y Z E D A T A Knowing where to find data will help you launch your analysis. You can use the seven areas of the CNA as an outline for organizing your data, identifying the root causes of your needs, and determining how to address them. THE SEVEN AREAS OF THE CNA 1. Demographics 2. Student Achievement 3. School Culture and Climate 5. Curriculum, Instruction and Assessment 6. Family and Community Involvement 7. School Context and Organization 4. Staff Quality, Recruitment and Retention Once you have created your outline, you can explore the following sources for data to identify your campus needs. DEMOGRAPHICS POTENTIAL DATA SOURCES At-Risk by Category Attendance College/University/Dual Credit/Advanced Placement Enrollment Course/Class Assignments Enrollment Gender Graduation, Completion, Dropout and GED Rates Mobility/Stability Special Program Participation Teacher-Student Ratios STUDENT ACHIEVEMENT POTENTIAL DATA SOURCES Advanced Course/Dual Enrollment Data Classroom and Program Assessments and Other Data Course/Class Grades Graduation, Completion, Dropout and GED Rates; Diploma Types Promotion/Retention Rates SAT/ACT/PSAT Results Standardized, Norm-Referenced, Criterion-Referenced Tests and Measures State and AYP Data Tables State Assessment Data Student Work TELPAS and AMAO Results Texas Success Initiative (TSI) Data 7

8 I D E N T I F Y A N D A N A L Y Z E D A T A SCHOOL CULTURE AND CLIMATE POTENTIAL DATA SOURCES Classroom and School Walkthrough Data Feedback Data Focus Groups Interviews Parent Conferences, Meetings and Involvement Questionnaires Surveys STAFF QUALITY, RECRUITMENT AND RETENTION POTENTIAL DATA SOURCES Course/Class Completion, Grades and Other Data Graduation, Completion, Dropout and GED rates Paraprofessional and Other Staff Qualifications PDAS and/or Other Staff Effectiveness Data Professional Development Data Recruitment and Retention Strategies and Other Data Special Program Qualifications (e.g., Bilingual/ESL, Special Education) Staff Effectiveness in Relation to Student Achievement Staff Mobility/Stability Teacher Certification/Qualification Data Teacher-Student Ratios CURRICULUM, INSTRUCTION AND ASSESSMENT POTENTIAL DATA SOURCES Class, School and Special Program Schedules Collaborative Horizontal and Vertical Team Alignment Processes Common Benchmark Assessments and/or Other Assessments Enrichment Course/Class Materials Foundation Course/Class Materials Instructional Design/Delivery, High-Yield Strategies Lesson Study/Delivery Processes Scope and Sequence, Pacing Guides and/or Other Focus Documents Standards-Based Curriculum Resources and Materials Student-Specific/Differentiated Strategies and Processes Technology 8

9 I D E N T I F Y A N D A N A L Y Z E D A T A FAMILY AND COMMUNITY INVOLVEMENT POTENTIAL DATA SOURCES Community Service Agencies and Support Services Demographic Data Family and Community Participation Counts by Type of Activity Family Mobility/Stability Parent Activity Evaluations and Feedback Parent and Community Partnership Data Parent Volunteer Information SCHOOL CONTEXT AND ORGANIZATION POTENTIAL DATA SOURCES Communication (Formal and Informal) Decision-Making Processes Duty Rosters Leadership: Formal and Informal Master Schedule Program Support Services (e.g., Extracurricular Activities, After-School Programs) Schedule for Student Support Services (e.g., Counseling, Social Work, Library) School Map and Physical Environment School Structure (e.g., Teaming, Looping) Supervision Structure Support Structures: Mentor Teachers 9

10 3. C R E A T E C A M P U S P R O F I L E Now that you have data on the seven areas of the CNA, you must review the data and begin the process of identifying the Strengths, Needs, and Priorities that should be included in the CNA. Indicators such as student engagement, school climate and safety, and student access to and completion of advanced coursework are evidence-based school improvement strategies that allow schools to use multiple measures. It is important to use data as the source of interpretation. Present the data to the SBDM and other appropriate stakeholders and allow them to analyze and interpret the data and draw their conclusions. Think about the environment and personal interactions at your campus. Patterns may emerge as the data is organized and analyzed. These patterns may align with the school staff s perception about the strengths and weaknesses of school programs. The campus profile should be used to determine the focus and scope of the needs assessment, and those findings will be used for program planning and implementation. Use reliable information that is data driven to develop a clear, common vision and mission for the school program. Consider and take into account the unique needs of the students and community. In the real world, there is never enough money to meet all needs. Needs assessments are conducted to help program planners identify and select the right job before doing the job right. 10

11 C R E A T E C A M P U S P R O F I L E COMPREHENSIVE NEEDS ASSESSMENT SUMMARY OF STRENGTHS SUMMARY OF NEEDS PRIORITIES AREA REVIEWED What were the identified strengths? What were the identified needs? How are we going to intervene? If addressed, this need will create the most impact. DEMOGRAPHICS Priority 1. STUDENT ACHIEVEMENT Priority 2. SCHOOL CULTURE AND CLIMATE Priority 3. STAFF QUALITY / PROFESSIONAL DEVELOPMENT Priority 4. CURRICULUM, INSTRUCTION AND ASSESSMENT Priority 5. FAMILY AND COMMUNITY INVOLVEMENT SCHOOL CONTEXT AND ORGANIZATION 11

12 4. I D E N T I F Y P R I O R I T I E S Now it s time to document the status, the what is of the concerns/issues, and compare the status with the vision of what should be and determine the degree of the needs and their causes. The goal in this stage is to set the needs in tentative order of priority, based on the criticality of the need and its causes. A need is a discrepancy BEST PRACTICE TO IDENTIFY TOP PRIORITIES: or gap between what is and what should be. 1. Prioritize Needs Based on Data List needs in order of importance: School affiliation English language Course completion, etc. Within each area of need, separately rank the identified priorities: Counselor-student contact Peer network Extracurricular activities, etc. 2. Identify and Analyze Causes Determine general and specific causes of high priority needs. (In general, try to answer the question: why does this need persist?) Identify strategies that will impact your program. 3. Summarize Findings Document CNA in your CEIP. Share the results with the SBDM, school personnel and other key stakeholders. IMPORTANT: Prioritize the highest ranking needs within each reviewed area in order for campus efforts to positively impact student achievement. 12

13 5. D E T E R M I N E O B J E C T I V E S School performance objectives identify expected results or outcomes for all student populations served. These objectives target observable behaviors that provide indicators for measuring change, such as student performance. State statute requires all districts to adopt measurable district performance objectives for all appropriate state indicators and student populations. QUESTIONS TO CONSIDER: 1. What is the relationship between the goals and the objectives? 2. How will meeting an objective move the organization closer to the goals? 3. How will objectives be measured? 4. What are the set specific federal and state targets? 5. How do they address student performance for all student populations served? 6. How do the objectives close achievement gaps? 13

14 6. D E V E L O P S T R A T E G I E S Strategies are carefully devised action steps that provide direction to achieve a goal. They are statements that indicate how resources will be used to accomplish identified goals and annual performance objectives. Strategies include specific action steps that support implementing the strategy. Strategies should link the selected measurable performance objectives to accomplish the desired district or campus goals. QUESTIONS TO CONSIDER: 1. How are the strategies aligned with measurable performance objectives and specific goals? 2. How can we document that the strategy or initiative is research-based? 3. If the strategy is funded through federal funds, how do we justify that the strategy is supplemental? 4. In what ways do the strategies address the schoolwide and/or targeted assistance components? 5. How does the CEIP identify a sufficient and reasonable number of strategies to address meeting the performance objectives and goals? 14

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