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Needs Assessment CIP Part I
CIP Needs Assessment • Needs Assessment Drives the Plan • Data to be Analyzed • How to Write Strengths & Weaknesses • Helpful Tools • Who Does the Needs Assessment?
The Needs Assessment The Driving Force of the Continuous Improvement Plan
Exploring the Plan Page The plan has been started. Once you have completed all sections you may submit your plan for review. Assurance box will need to be rechecked with each revision.
Needs Assessment Part IB – Academic Data: • AHSGE • ARMT • Science Assessment • Stanford 10 (N/A) • DIBELS Part IC – Other Data: • ADAW (N/A) • ACCESS • AAA • Local Data: • School & Grade Level Assessments • Surveys (Parent, Student, Teacher) • Program specific Info (V-Math, Think Link, etc.State Initiatives and Vendor Data • RtI Information • Career Tech Information • Educate Alabama Part ID – Culture Data Demographics – student and teacher attendance, student discipline, and drop out graduation rate information Perception – parent perceptions, Pride survey information Process – curricula and personnel issues related to EL and information related to curriculum alignment, instructional strategies, reform strategies, and extended learning opportunities
Better way: Seventy four percent of all eight graders scored proficient in math on the ARMT. This is eleven percent below the AMO for 2011 – 2012. Areas of concern: • All students proficiency index moved in a negative direction from -7.14 in 2010 to -12.72 in 2012. • Black subgroup proficiency index moved in a negative direction from – 9.23 in 2010 to -13.38 in 2012. • Special Ed subgroup proficiency index moved in a negative direction from -29.33 in 2011 to – 53.65 in 2012. • These numbers represent a downward trend in regards to student achievement.
Using What You Learned… AHSGE Only 60% of all Juniors passed the AHSGE; this is 26% below the required AMO of 86%. Only 2 of 10 (20%) of 11th grade special education students passed the reading and math portions of the AHSGE. Data indicates a decline in proficiency of all subject areas: •Reading, 60%, an 8% decline from Spring 2010 and 32% from the AMO of 92%. •Math: 69% a 10% decrease from Spring 2010 and 17% from the AMO goal of 86%. •Language: 53%, an 11% decline from Spring 2010. •Social Studies: 63%, a 9% decline from Spring 2010. •Biology: 88%, an 8% decline from Spring 2010.
School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance). Discipline Infractions/Suspensions: SIR Data: 3,132 infractions resulting in In-School Suspensions/Retract, Out-of-School Suspensions, Alternative School Placements Average Suspension Rates: •Sixth Grade: 59% •Seventh Grade: 67% •Eighth Grade: 62% •All Students: 63% Attendance: •Average Daily Attendance: •Sixth Grade: 91% •Seventh Grade: 90% •Eighth Grade: 90% •All Students: 90% Tardies (average per day): •Sixth Grade: 6% •Seventh Grade: 9% •Eighth Grade: 7% •All Students: 7% The average suspension rate for 2011 is 63%. This is a 3% decline from the 2010 school year.
EducateAL or other Professional Evaluation Profile Information: Based on the teachers’ self assessments, an overall weakness was identified in the area of: •Standard 2a: Organization and Management of Learning: •2a.1 Classroom organization/management built upon expectations and research-based strategies for positive behavior •2a.2 Creates a climate that promotes fairness and respect •2a.3 Creates a safe, orderly, and stimulating learning environment that engages and motivates learners
ACCESS for English Language Learners (ELLs): Sixth grade EL students did not reach the goal of making progress on 2012 ACCESS for ELLs in the following areas: •Reading: 75% (6 of 8) scored at or below 3.9. •Writing: 100% (4 of 4) scored at or below 3.9. Eighth grade EL students did not reach the goal of making progress on 2012 ACCESS for ELLs in the following area: •Reading: 81% (13 of 16) scored at or below 3.9. Overall Weaknesses for sixth through eighth grade EL students include the following: •60% (12 of 20) of EL students did not make APLA (.5 CL growth) – goal was to reach 46% making APLA. •89% (25 of 28) of EL students did not score the 4.8 Composite needed to exit the EL program – goal was to reach 14% exiting with a 4.8.
Three Components Proficiency: 0.00 + (Partial Credit) 40 to make Sub Group but still count at school and district AYP Report includes HELP! See your Interpretive Guide to completely understand HELPS! Visit our website for a complete tutorial on how to read the AYP report
Needs Assessment Informs Part 2 Academic Goals , Part 3 EL Goals, Part 4 Culture, and Part 7 PD Informs Part 2 Academic Goals, Part 3 EL Goals, and Part 7 PD Informs Primarily Part 4 Culture Goals and Part 7 PD Academic Data: • _______________ • AHSGE • ARMT • Science Assessment • Stanford 10 • DIBELS Other Data /Local Data/ Career Tech Plan Information _______________ • Other Data: • Educate Alabama • Technology Plan • Local Data: • Surveys (Parent, Student, Teacher) • Program specific Info (V-Math, Think Link, etc. • RtI Information • Career Tech Information • Educate Alabama Demographics – student and teacher attendance, student discipline, and drop out graduation rate information Perception – parent perceptions, Pride survey information Process – curricula and personnel issues related to ELL and information related to curriculum alignment, instructional strategies, reform strategies, and extended learning opportunities