Why Do State and Federal
Programs Require a Needs
Assessment?
Comprehensive Needs
Assessment
• Begins Planning
• Facilitates School Improvement
• Identifies All Student and Program
Needs
• Determines Use of All Resources
–Required for many funding sources
2
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
3
Sources of Information
and Methods of Data Collection
Example: Student Achievement
Self Assessment
Group Discussions
Observations
School Records
Interviews/Surveys
Student Work
Evaluation/Data Reports
Other Information
4
Analyzing Needs and Setting
Goals
Example: Student Achievement
• Strengths and Evidence
• Needs, Challenges and Evidence
• Possible Issues
• Possible Solutions
• Proposed Program Goals
5
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
6
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
7
What is the LEA Planning
Cycle Application?
8
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.
9
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
10
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”
11
LEA Planning Cycle Application
Goals are …
S
M
A
R
T
12
Strategic and specific
Measurable (Being able to measure
change in results because of those
actions)
Attainable (Within the realm of
influence and control, and doable
given current resources)
Results-based and Realistic (Aimed
at specific outcomes that can be
measured or observed)
Time-bound (Having a time element
helps to keep it a priority)
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 and
long-term impact because they are
focused on the specific student needs
13
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
14
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
15
LEA Planning Cycle Application
16
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)
17
LEA Planning Cycle Application
LEA Needs Assessment –
1. References source of data
(achievement, demographic and
perception)
2. Contains relevant and measurable
statement of needs
3. Focuses on improving academic
achievement
18
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
19
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”
20
LEA Planning Cycle Application
21
LEA Planning Cycle Application
LEA Objectives are linked to
goals. They identify the
knowledge, skills, outcomes and
results that are measurable,
observable and quantifiable.
22
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
23
LEA Planning Cycle Application
24
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.
25
LEA Planning Cycle Application
LEA Strategies
Examples:
1. The district will implement process-writing,
with focus on organization and details
2. Professional development will support the
process-writing initiative
3. Writing coaches will provide assistance
and direct support to instructional staff
across disciplines
4. Quarterly assessments will be used to
assess writing progress at each grade level
26
LEA Planning Cycle Application
27
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
28
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 –
1. The district will implement process-writing, with
focus on organization and details
2. Professional development will support the processwriting initiative
3. Writing coaches will provide assistance and direct
support to instructional staff across disciplines
4. Quarterly assessments will be used to assess writing
progress at each grade level
29
LEA Planning Cycle Application
Review of the LEA Planning Cycle Application:
1. Is there at least one goal for each need?
2. Are the goals, objectives and strategies
related to the stated need(s)?
3. Are titles clearly reflective of needs, goals,
objectives and strategies?
4. Are goals and objectives measurable and
focused on student achievement?
5. Can the reviewer recognize how specific
budget items within the Consolidated
Application reflect and/or support stated
goals, objectives and strategies?
30
What is Equitable Access?
31
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.
32
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.
33
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.
34