Jackie mania

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Title I Schoolwide PlanningComprehensive Needs
Assessment

• Jackie mania
• Program specialist, school support
• Jackie_Mania_at_sde.state.ok.us
• 405-522-3263

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Goals

• Define comprehensive needs assessment.
• Describe the steps staff should take in
  conducting the comprehensive needs assessment.
• Provide guiding questions for the comprehensive
  needs assessment.
• Prepare teams to write the comprehensive
  schoolwide plan.

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Review

• A schoolwide program is a comprehensive reform
  strategy designed to upgrade the entire
  educational program in a Title I school.
• The emphasis of a schoolwide program is on
  serving all students, improving all structures
  that support student learning, and combining all
  resources, as allowed, to achieve a common goal.
• The three core elements of a schoolwide program
  are 1) the comprehensive needs assessment, 2) the
  comprehensive schoolwide plan, and 3) the annual
  review.

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Comprehensive Needs Assessment

• The needs assessment is critical to developing a
  schoolwide program.

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Comprehensive Needs Assessment

• Based on academic information about all students
  in the school
• Guides the development of the written
  comprehensive schoolwide plan
• Suggests benchmarks for evaluating the
  comprehensive schoolwide plan

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Five Steps

• Step 1 Establish a Schoolwide Planning Team.
• Step 2 Clarify the Vision for Reform.
• Step 3 Create the School Profile.
• Step 4 Identify Data Sources.
• Step 5 Analyze Data.

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Step 1

• Establish
• Schoolwide Planning Team

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What does the planning team do?

• Leads the process of developing the schoolwide
  program
• Organizes and oversees the needs assessment
  process
• Identify member roles and responsibilities
• Identify and involve key stakeholders
• Recruit additional members, as necessary
• Organizes the teams work
• Communicate the plan
• Conducts needs assessment, creates the written
  plan, and conducts the annual review

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Who should be on the planning team?

• Title I requires the plan be developed with the
  involvement of parents and other members of the
  community to be served and individual who 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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Who should be on the planning team?

• Parent(s)
• Community Representative(s)
• Principal
• Teachers
• Administrators

• Student Services Personnel
• Technical Assistance Providers
• Secondary School Students

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What roles do members play?

• Chair coordinates planning
• Assistant Chair guides planning activities
• Data Coordinator identifies data collection
  instruments, leads data analysis
• Facilitator identifies resources
• Teacher Representative - informed about meeting
  the educational needs of students

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What roles do members play?

• Special Education Liaison coordinates special
  education activities with regular program
• Paraprofessional Liaison informed about
  paraprofessional roles and needs
• Staff Development Representative identify staff
  needs, plan professional development
• Parent Representative reports activities of the
  team to parent groups, informed about parent roles

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Step 2

• Clarify the
• Vision for reform

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What is a vision for reform?

• The vision for reform is the
• engine that drives school reform.

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How do we develop our vision?

• Discuss what the reformed school will look like
  in terms of students success.
• Discuss how that visions differs from the current
  school.
• Answer these important questions
• What is our purpose here?
• What are our expectations for our students?
• What are the responsibilities of the adults who
  work here?
• How are we committed to continuous improvement?
• Use the discuss to identify strengths and
  challenges.

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Step 3

• Create the
• School profile

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What is the school profile?

• A snapshot that will help illustrate the gap
  between where the school is now and where it
  wants to be when the vision is realized.
• A data-driven description of the schools
  student, staff, and community demographics,
  programs, and mission.
• Suggests critical areas that might be addressed
  in the schoolwide plan

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What information do we collect?

• Designing Schoolwide Programs Non-Regulatory
  Guidance, pages 11-13
• http//sde.state.ok.us/NCLB/pdf/Title1/Designing.p
  df
• OSDE Web site
• http//sde.state.ok.us/NCLB/pdf/Title1/GuidingQues
  tions.pdf

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Step 4

• Identify data sources

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What data do we collect?

• Quantitative Data
• Student Achievement Results (OCCT, EOI,
  Benchmarks)
• Enrollment Counts
• Dropout Rates
• Graduation Rates
• Demographic Status
• Qualitative Data
• Surveys
• Interviews
• Focus Groups

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What do we do with the data?

• Collect the data and follow-up with those who do
  not respond
• Organize the data into identified focus areas
• Tabulate the data and display the results
• Charts
• Tables
• Tally Sheets

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Step 4

• Analyze the data

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Why analyze the data?

• Identify gaps between the schools established
  vision for reform and the current operating
  state.
• Issues that have a significant impact on student
  achievement will become clear.
• Identify priority areas to be addressed in the
  written comprehensive schoolwide plan.

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What questions do we ask?

• What are the strengths and challenges of the
  current school program?
• Does the evidence gathered support staff
  assumptions about strengths and needs?
• Are there information gaps? What more do we need
  to know?
• What priorities does the information suggest?
• Schoolwide Program Guiding Questions
• http//sde.state.ok.us/NCLB/pdf/Title1/GuidingQues
  tions.pdf

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What do we do with the results?

• Carefully review the data and findings. Recruit
  outside eyes as appropriate.
• Summarize the data, findings, and priority needs.
• Share this information with all stakeholders in
  as many ways as possible.

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Resources
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OSDE Web Site

• Designing Schoolwide Programs Non-Regulatory
  Guidance
• Schoolwide Planning Timeline
• Schoolwide Program Guiding Questions
• http//sde.state.ok.us/NCLB/Title1PartA.html
• Nine Essential Elements Performance Indicators
  Survey
• http//sde.state.ok.us/Curriculum/Essential/defaul
  t.html

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Contact Information

• Mary Pearson
• Executive Director, School support
• Mary_Pearson_at_sde.state.ok.us
• 405-522-3253
• JACKIE MANIA
• PROGRAM SPECIALIST, SCHOOL SUPPORT
• Jackie_Mania_at_sde.state.ok.us
• 405-522-3263