Why Do State and Federal Programs Require a Needs Assessment?

1. Why Do State and Federal Programs Require a Needs Assessment?

2. Comprehensive Needs Assessment • Begins Planning • Facilitates School Improvement • Identifies All Student and Program Needs • Determines Use of All Resources • Required for many funding sources

3. Needs Assessment Focus Areas • Student Achievement • Curriculum and Instruction • High Quality Professional Staff • Family and Community Involvement • School Context and Organization • Aligned with the School Improvement Framework

4. Sources of Information and Methods of Data CollectionExample: Student Achievement Self Assessment Group Discussions Observations School Records Interviews/Surveys Student Work Evaluation/Data Reports Other Information

5. Analyzing Needs and Setting GoalsExample: Student Achievement • Strengths and Evidence • Needs, Challenges and Evidence • Possible Issues • Possible Solutions • Proposed Program Goals

6. Needs Assessment Relates to Funding Sources Title I, Parts A, C and D Title II, Parts A and D Title III Title V Title VI Section 31a Section 41

7. Program Evaluation • Must conduct an annual evaluation • Using data from site assessments and other indicators of academic achievement • Determine program effectiveness • Revise plan as necessary

8. What is the LEA Planning Cycle Application?

9. LEA Planning Cycle Application Defined as… A summary of needs, goals, objectives and strategies derived from a comprehensive needs assessment by the Local Educational Agency. It is based on identified needs of the district after an analysis of achievement trends in its local schools.

10. LEA Planning Cycle Application Purpose … • Target goals, objectives and strategies to address identified challenges based on your needs assessment • These goals, objectives and strategies are the foundation for: • program design • use of resources

11. LEA Planning Cycle Application MEGS LEA Goals – How will you measure achievement of targets used to address identified needs? Goals as defined in Grade Level Content Expectations (GLCEs): “Based on a careful analysis of data, a goal defines the priority area(s) for a school/district’s improvement activities”

12. LEA Planning Cycle Application Goals are … S Strategic and specific M Measurable (Being able to measure change in results because of those actions) A Attainable (Within the realm of influence and control, and doable given current resources) R Results-based and Realistic (Aimed at specific outcomes that can be measured or observed) T Time-bound (Having a time element helps to keep it a priority)

13. LEA Planning Cycle Application Strategic goals are linked to strategic priorities • Part of a larger vision of success for the entire school district • Have both broad-based andlong-term impact because they are focused on the specific student needs

14. LEA Planning Cycle Application LEA Goals Must … • Have at least one goal for each need • Relate to the stated need • Lead to improved student academic achievement • Be realistic • Clearly reflect the goal summary in the goal title • Be measurable • Appropriately support the stated needs through Consolidated Application funds

15. LEA Planning Cycle Application Goal – By June 2009, the number of students who meet or exceed state achievement standards in ELA as assessed by local norm and criterion-referenced assessments, will increase by 10% Goal Title – Increased ELA Achievement for Identified Subgroups

16. LEA Planning Cycle Application

17. LEA Planning Cycle Application LEA Needs Assessment – What are the academic challenges? • Challenges based upon an analysis of LEA achievement data and other information • Challenges related to outcomes of the Comprehensive Needs Assessment (CNA)

18. LEA Planning Cycle Application LEA Needs Assessment – 1. References source of data (achievement, demographic and perception) 2. Contains relevant and measurable statement of needs3. Focuses on improving academic achievement

19. LEA Planning Cycle Application Michigan Electronic Grants System (MEGS) – Needs Assessment … • The LEA must have a minimum of three, and a maximum of five summarized needs • The title must clearly identify the need • The source of data for determining the need must be indicated • Consolidated Application funds must clearly support stated needs

20. LEA Planning Cycle Application LEA Needs Example … • Needs Title – Low Achievement of subgroups of students receiving Title I support in ELA • Need – “Our analysis of MEAP and local assessments indicates that our subgroups receiving Title I support are not meeting state standards in writing”

21. LEA Planning Cycle Application

22. LEA Planning Cycle Application LEA Objectives are linked to goals. They identify the knowledge, skills, outcomes and results that are measurable, observable and quantifiable.

23. LEA Planning Cycle Application LEA Objective… Example: By June 2009, there will be an increase of 10% of the number of students in our subgroups who will meet or exceed state standards as measured by the appropriate writing rubric

24. LEA Planning Cycle Application

25. LEA Planning Cycle Application Strategies are specific, planned research-based programs and instructional actions that focus on maximizing each student’s growth and individual success – something that is done to or with students to develop a specific result with students. Strategies are also a means to an end, specifically something to be done to accomplish the goal and objective.

26. LEA Planning Cycle Application LEA Strategies Examples: • The district will implement process-writing, with focus on organization and details • Professional development will support the process-writing initiative • Writing coaches will provide assistanceand direct support to instructional staff across disciplines • Quarterly assessments will be used to assess writing progress at each grade level

27. LEA Planning Cycle Application

28. LEA Planning Cycle Application • Goal – By June 2009, the number of students who meet or exceed state achievement standards in ELA as assessed by local norm and criterion-referenced assessments, will increase by 10% • Need – Our analysis of MEAP and local assessments indicates that our subgroups receiving Title I support are not meeting state standards in writing

29. LEA Planning Cycle Application • Objective – By June 2009, there will be an increase of 10% of the number of students in our subgroups who will meet or exceed state standards as measured by the appropriate writing rubric • Strategies – • The district will implement process-writing, with focus on organization and details • Professional development will support the process-writing initiative • Writing coaches will provide assistance and direct support to instructional staff across disciplines • Quarterly assessments will be used to assess writing progress at each grade level

30. LEA Planning Cycle Application Review of the LEA Planning Cycle Application: • Is there at least one goal for each need? • Are the goals, objectives and strategies related to the stated need(s)? • Are titles clearly reflective of needs, goals, objectives and strategies? • Are goals and objectives measurable and focused on student achievement? • Can the reviewer recognize how specific budget items within the Consolidated Application reflect and/or support stated goals, objectives and strategies?

31. What is Equitable Access?

32. Equitable Access In federally funded programs for students, staff and beneficiaries with special needs, there must be a plan that outlines steps to ensure equitable access and participation in program services. Each description should reflect the local circumstances and specify how equitable access will be ensured in both programs and services for stakeholder groups included in the budget detail of the Consolidated Application.

33. Equitable Access Example: Students – Currently there are no physical or programmatic barriers identified that would hinder student equitable access. Students are selected by examining results from assessments, attendance, behavioral referrals and at-risk surveys. Students are identified for participation and needing of intervention after falling below the following assessment benchmarks: Reading below grade level; scoring a 3 or 4 on our formative and summative assessments.

34. Assurance Statement An assurance statement is a declaration that the organization will not discriminate against any person on the basis of race, color, religion, national origin or ancestry, age, sex, marital status or handicap. The person responsible for the content of the application affirms the declaration on the Assurance and Certification screen in the Consolidated Application.