contents: module 2 the needs assessment needs assessment drives the plan data to be analyzed

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Contents: Module 2The Needs Assessment

• Needs Assessment Drives the Plan

• Data to be Analyzed• How to Write Strengths &

Weaknesses• Helpful Tools• Who Does the Needs

Assessment?

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The Needs Assessment

The Driving Force of the Continuous Improvement Plan

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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.

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Needs Assessment Part IB – Academic Data:

AHSGEARMTScience AssessmentStanford 10DIBELS

Part IC –Other Data:

ADAWACCESSAAALocal Data: School & Grade Level AssessmentsSurveys (Parent, Student, Teacher) Program specific Info (V-Math, Think Link, etc. State Initiatives and Vendor DataRtI Information Career Tech InformationEducate Alabama

Part ID – Culture DataDemographics – student and teacher attendance, student discipline, and drop out graduation rate informationPerception – parent perceptions, Pride survey informationProcess – curricula and personnel issues related to EL and information related to curriculum alignment, instructional strategies, reform strategies, and extended learning opportunities

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Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses: Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

73% of all 11th graders scored proficient in reading on the AHSGE

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ANNUAL MEASURABLE OBJECTIV ES Percentage of Proficient Students(ARMT & AHSGE Baseline Standards)

READING

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Grade 3 73 73 77 77 81 85 88 92 96 100

Grade 4 68 68 73 73 77 77 82 86 91 95 100

Grade 5 73 73 77 77 81 85 88 92 96 100

Grade 6 74 74 78 78 81 81 85 89 93 96 100

Grade 7 63 63 68 68 74 79 84 89 95 100

Grade 8 43 43 51 51 59 59 67 76 84 92 100

Grade 11 81 81 84 84 86 86 89 92 95 97 100MATHEMATICS

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Grade 3 63 63 68 68 74 79 84 89 95 100

Grade 4 61 61 67 67 72 72 78 83 89 94 100

Grade 5 59 59 65 65 71 77 82 88 94 100

Grade 6 39 39 48 48 56 56 65 74 83 91 100

Grade 7 40 40 49 49 57 66 74 83 91 100

Grade 8 48 48 55 55 63 70 78 85 93 100 Grade 11 68 68 73 73 77 77 82 86 91 95 100

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Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).

Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide instruction and how their assignments most effectively address identified academic needs.

Number and percentage of teachers Non-HQT:

Number and percentage of Classes Taught by Non-HQT:

Alabama High School Graduation Exam (AHSGE):

Strengths:

Weaknesses: Alabama Reading and Mathematics Test (ARMT):

Strengths:

Weaknesses:

Better way: Seventy three percent of all eleventh graders scored proficient in reading on the AHSGE. This is nineteen percent below the AMO for 2010 – 2011. Areas of concern:• All students proficiency index moved in a negative direction from -7.14 in 2010 to -12.72 in 2011.• Black subgroup proficiency index moved in a negative direction from – 9.23 in 2010 to -13.38 in 2011.• Special Ed subgroup proficiency index moved in a negative direction from -29.33 in 2010 to – 53.65 in 2011.These numbers represent a downward trend in regards to student achievement.

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Using What You Learned…

ARMT – • No special education population tested met

AMO in reading• Special Education students in grades 3, 4, 8 did

not meet AMO in MathALABAMA SCIENCE ASSESSMENT –• 7th grade – 39% of students did not master

standard 11

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Using What You Have Learned…

EDUCATE ALABAMA• Standard 3-b1 Instructional strategies appropriate to

learning areas to improve learning skills in fluency/ vocabulary/ comprehension

STUDENT ATTENDANCE• In grades 7 – 12, 102 students with 25 or more

absences were involved in 3,819 absences and 1,046 Tardies

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Other Sources of Data

Data sources supported by SI Team

AYP Longitudinal StudySystem: School:

Based on 2006-2007

2007-2008

Based on 2007-2008

2008-2009

Based on 2008-2009

2009-2010

Based on 2009-2010

2010-2011

Goals Met 17/17 15/17 16/17 14/17Overall Status Made AYP Did Not Make

AYPDid Not Make

AYPDid Not

Make AYP

Not in SI Not in SI SI Year 1 SI Year 2 Reading Status Made AYP Did Not Make

AYPDid Not Make

AYPDid Not

Make AYP

Not in SI Not in SI SI Year 1 SI Year 2All Students 7.02 -0.37 CI -0.19 CI -3.78Special Ed -41.89 NA -55.57 NA -67.83 NA -54.85 NA

American Indian/Alaskan Native

No Data No Data No Data No Data

Asian Pacific Islander ~ ~ ~ ~Black 2.90 -6.12 UA -7.76 -9.47

Hispanic ~ ~ ~ ~White 14.70 8.74 11.79 5.91

Limited English Proficient ~ ~ ~ ~Free/Reduced 1.27 -11.00 -8.15 SH -11.68

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Group PercentTested

(1)

Percent of Students in EachAchievement Level (2)

Percentin Group

(3)

Level I & II Level III Level IV

All Students (2009-2010) 100.00 37.25 58.82 3.92 100.00All Students (2008-2009) 98.11 42.31 57.69 0.00 100.00Sp Ed Students (2009-2010) 100.00 * * * 9.80 Sp Ed Students (2008-2009) 80.00 * * * 7.69

Gen Ed Students (2009-2010) 100.00 30.43 65.22 4.35 90.20

Gen Ed Students (2008-2009) 100.00 39.58 60.42 0.00 92.31

Male (2009-2010) 100.00 44.00 56.00 0.00 49.02 Male (2008-2009) 100.00 47.83 52.17 0.00 44.23 Female (2009-2010) 100.00 30.77 61.54 7.69 50.98 Female (2008-2009) 96.67 37.93 62.07 0.00 55.77 Black (2009-2010) 100.00 37.25 58.82 3.92 100.00 Black (2008-2009) 98.11 42.31 57.69 0.00 100.00 Non-Migrant (2009-2010) 100.00 37.25 58.82 3.92 100.00 Non-Migrant (2008-2009) 98.11 42.31 57.69 0.00 100.00 Non-Limit Eng Prof (09-2010) 100.00 37.25 58.82 3.92 100.00 Non-Limit Eng Prof (08-2009) 98.11 42.31 57.69 0.00 100.00

Free Lunch (2009-2010) 100.00 40.43 57.45 2.13 92.16 Free Lunch (2008-2009) 97.87 43.48 56.52 0.00 88.46 Reduced Lunch (2009-2010) 100.00 * * * 3.92 Reduced Lunch (2008-2009) 100.00 * * * 1.92 Non Poverty (2009-2010) 100.00 * * * 3.92 Non Poverty (2008-2009) 100.00 * * * 9.62 Poverty (2009-2010) 100.00 38.78 57.14 4.08 96.08 Poverty (2008-2009) 97.92 42.55 57.45 0.00 90.38

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122932131853111Reading1823456789101112131415161718

GradeWhere we

are… (2010

results)

Where we need to be! (2011 AMO)

% of difference Grade Level Reading Goal

3 88To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 88%.


5 88To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the ARMT to 88.




11 92To increase the percent of students scoring proficient (Levels III and IV) by ___% in reading on the AHSGE to 92%.

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Needs Assessment

Academic Data:

________________AHSGEARMTScience AssessmentStanford 10DIBELS

Other Data /Local Data/ Career Tech Plan Information________________Other Data:Educate AlabamaTechnology PlanLocal Data: Surveys (Parent, Student, Teacher) Program specific Info (V-Math, Think Link, etc.RtI Information Career Tech InformationEducate Alabama

Demographics – student and teacher attendance, student discipline, and drop out graduation rate informationPerception – parent perceptions, Pride survey informationProcess – curricula and personnel issues related to ELL and information related to curriculum alignment, instructional strategies, reform strategies, and extended learning opportunities

Informs P

art 2 Academic

Goals, Part 3

EL Goals,

and Part 7 PD

Informs P

art 2 Academic

Goals ,Part 3

EL Goals,

Part 4

Culture, and Part 7

PD

Informs P

rimarily

Part

4 Culture Goals a

nd

Part 7 PD

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Who Does the Needs Assessment?

contents: module 2 the needs assessment needs assessment drives the plan data to be analyzed

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