Needs Assessment & Evaluation/Local Annual Review CESA 10 March 5, 2014

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

Questions or Concerns

snelson@cesa10.k12.wi.us720 - 2057

pharms@cesa10.k12.wi.us720 – 2049