collaborative comprehensive needs assessment (ccna)

Collaborative Comprehensive Needs Assessment (CCNA)

TEA CCNA Team

Spring 2021 ACET Conference

Collaborative Comprehensive Needs Assessment

Nez Paniagua-Jimenez

CCNA Presentation Agenda

❖Welcome - Nez Paniagua-Jimenez

❖General Information - Nez Paniagua-Jimenez

❖Introduction & Summary - Anita Villarreal & Didi Garcia

❖Program Summaries - Rickey Santellana

❖Description of the Collaborative Process - Idalia Ibanez & Jaime Huerta

❖Toolkit Resources - LaNetra Guess

❖Next Steps & Closure - Vivian Smyrl

CCNA Development TeamTeam Member Program

Anita Villarreal Federal Program Compliance Division Director

Didi Garcia Federal Program Compliance Assistant Division Director

Jaime Huerta Program Director, Title I, Part A

Gerardo Ramirez Program Coordinator, Title I, Part D

Idalia Ibanez Program Manager, Title I, Part C

Nez Paniagua-Jimenez Program Coordinator, Title I, Part C

CCNA Development TeamTeam Member Program

LaNetra Guess Program Director, Title IV, Part A

Vivian Smyrl Program Director, Title II, Part A

Rickey Santellana Coordinator, Title III, Part A

Alex Dominguez Coordinator, Statewide ESSA Title I, Part A Capacity Building Initiative - ESC 20

Jamie Goodwin Project Manager, Statewide ESSA Title I, Part A Capacity Building Initiative - ESC 20

General Information

Nez Paniagua-Jimenez

General Information

▪ This not a training.

▪ This is an opportunity for us to showcase this resource.

▪ The training and documents are inclusive of the ESSA programs listed.

▪ Final documents and training PowerPoint slides will be available on the FPC website in September.

▪ All documents and resources are in draft form and not for use nor distribution. We are sharing the content for your feedback.

General Information

▪Upon receiving feedback from ESCs and LEAs, TEA will finalize the documents and provide training.

▪ Statewide Training Series includes 2 sessions on CCNA:▪ CCNA - September 14, 2021 9:30 – 11:30 am

▪ CCNA FAQ - September 15, 2021 10:00 – 11:30 am

▪ At the end of the presentation, Vivian will be sharing how to access the documents and provide feedback.

Introduction & Summary

Anita VillarrealDidi Garcia

Why a Collaborative Comprehensive Needs Assessment (CCNA)?

PURPOSE

▪Purpose▪ Brings together Comprehensive Needs Assessment (CNA)

requirements and recommendations for the following programs:

▪ Title I, Part A

▪ Title I, Part C

▪ Title II, Part A

▪ Title III, Part A

▪ Title IV, Part A

▪Advantages of CCNA▪ LEAs work together

▪ Collaboratively with a common purpose

▪CCNA is not a TEA or program requirement

▪CCNA is a tool and a resource

▪LEA are free to decide which parts they would like to use as they develop the CCNA

▪The objective of engaging in a CCNA Process is to ensure:

▪ Federal Program Compliance

▪ Coordination of federal programs

▪ Efficient use of time rather than duplication of effort

▪ Ensure CCNA is comprehensive process rather than an event

▪ Establish a culture of continuous improvement to maximize the use of federal funds

TEA Strategic Plan

All programs referenced in the CCNA process support TEA’s Strategic Plan

CNA Federal Requirements

Program Statutory Requirement

Strongly Recommended

Title I, Part A

Title I, Part C

Title II, Part A

Title III, Part A

Title IV, Part A

Continuous Improvement Cycle

▪ Engage in timely and meaningful consultation▪ Families

▪ Students

▪ Educators

▪ Community Partners

▪ Examine relevant data

1. Identify Local Needs

▪Determine interventions that best serve LEA needs

2. Select Relevant, Evidence-

Based Interventions

▪ Implementation plan components▪ A logic model

▪ Well-defined, measurable goals

▪ Clearly outlined roles and responsibilities

▪ Implementation timelines

▪ Resources

▪ Strategies to monitor performance

3. Plan for Implementation

▪ Impacts ultimate success of an intervention

▪ Should have ways to collect information on implementation

4. Implement

▪ Performance Monitoring

▪ Rigorous Evaluations

5. Examine and Reflect

Program Summaries

Rickey Santellana

Program Summaries

Title I, Part A

Improving Basic Programs Operated by Local Educational Agencies

Title I, Part C

Education of Migratory Children

Title II, Part A

Supporting Effective Instruction

Title III, Part A

English Language Acquisition, Language Enhancement, and Academics

Achievement Act

Title IV, Part A

Student Support and Academic Enrichment Grants

Program Summaries Cont’d

Each Program Summary Provides

Program Description

Comprehensive Needs

AssessmentCitation

Stakeholders Involved

Timeline for Continuous

Improvements

5 Minute Short

Description of the Collaborative Process

Jaime HuertaIdalia Ibañez

The Collaborative Process

Step 5:

Connect the CCNA to the LEA/campus

improvement plan development and

review process

Step 1:Review the

purpose and

outcomes for

conducting the CCNA

Step 4:Determine

areas of priority and summarize

Step 3:Determine

which types of data will be

collected and analyzed by

committee to develop the

school profile

Step 2:Establish

focus area committees

for each area of the CCNA

Step 1:Review the

purpose and

outcomes for

conducting the CCNA

Step 1: Review the purpose and outcomes for conducting the CCNA

ActivitiesThat May

OccurDuring this

Questions to Consider

Key Considerations

Toolkit Resources

• Define the purpose and intended outcomes of the needs assessment process

• Determine the guiding questions that the needs assessment should answer

• Establish actions, timelines, and responsibilities for all related activities

• Identify relevant stakeholders, plan for their involvement, and invite them to participate, beginning with planning process

• Articulate the content (what the needs assessment will cover), the process (how the needs assessment will be accomplished), and the presentation (what the school or LEA will use and how the results will be conveyed)

ActivitiesThat May

OccurDuring this

• What do we want to accomplish with this process?

• How will we ensure that it is a process, not an event?

• How will we get multiple stakeholders involved in the process?

• How will we share the purpose and outcomes with those involved?

• What are the short- and long-term timelines?Questions to Consider

Key Considerations

• Needs-Driven and Context-Specific Approach

• Rigorous Data Analysis

• Stakeholder Engagement

• Collaborative Identification of Improvement Needs

Step 2:Establish

focus area committees

for each area of the CCNA

Step 2: Establish focus area committees for each area of the CCNA

Key Considerations

Toolkit Resources

Focus Area Committee

Committee Focus Areas

Meaningful Stakeholder Engagement

• Is there a committee or team with expertise in any of the areas?

▪ If not, which staff members will make the greatest impact on the committee or team?

• How will team members be recruited, selected, and potentially replaced?

• How do we ensure there is diversity on each team to challenge assumptions

and stretch the group?

• Which team member is best suited to lead and facilitate individual teams?▪ How do we ensure that the team member leading the group is skilled in group

facilitation, consensus building, leading conversations regarding data/analysis,

collaboration, and others?

▪ How will coordination among committees occur?

• Guiding Questions▪ Will the stakeholders be involved in this process on an ongoing

basis?▪ Are the processes tailored to solicit meaningful input and feedback

from all stakeholders?▪ Are there outreach activities for stakeholder input and feedback?▪ Do the planning activities include goal setting and development of

ideas and activities rather than just one-way communication for information sharing purposes?

Meaningful Stakeholder Engagement

• Demographics

• Student Achievement

• School Culture and Climate

• Staff Quality, Recruitment and Retention

• Curriculum, Instruction and Assessment

• Parent, Family and Community Engagement

• School Context and Organization

• Technology

Demographics refer to the characteristics or make-up of the school and

help us understand who we are currently working with and how we

implement strategies, initiatives, programs, and services to meet their

needs.

1. Review the probing questions noted in Step 3

2. Identify multiple data sources to review and analyze that will assist the

committee in answering the probing questions

3. Gather the data needed to answer the probing questions

4. Review and analyze the data from the multiple data sources

a. Look for patterns in the data that reveal trends or insights about the LEA/school

b. Write a brief statement for each of the dimensions as it helps introduce or frame the

discussion of trends which emerge in the data, particularly across data sources

5. Answer the probing questions based on the data review and analysis

6. Reflect on the process by completing the Committee Self-Assessment/Reflection

Key Considerations

• LEA

• Campus

• Shared Service Arrangement

Step 3:Determine

school profile

Step 3: Determine which types of data will be collected and analyzed by committee to develop the school profile

Toolkit Resources

Probing Questions

Types of Data Needed

• What data will we collect?

• Do data collection tools need to be developed?

• Do the data need to be reorganized in charts, graphs, tables, etc., to

facilitate analysis?

• How do we ensure that certain types of data are kept confidential and

Family Educational Rights and Privacy Act (FERPA) is not violated?

• How do we ensure that we follow the process and refrain from

identifying solutions?

• Data Types by Committee Focus Areas

▪ Demographics

▪ Student Achievement

▪ School Culture and Climate

▪ Staff Quality, Recruitment and Retention

▪ Curriculum, Instruction and Assessment

▪ Parent, Family and Community Engagement

▪ School Context and Organization

▪ Technology

• Sample Potential Data Types for the Demographics Focus Area

▪ At-Risk by Category▪ Attendance▪ College, Career and Military Ready (CCMR)▪ College/University/Dual Credit/Advanced Placement Enrollment▪ Course/Class Assignments▪ Enrollment▪ Ethnicity▪ Gender▪ Graduation, Completion and Dropout Rates▪ Mobility/Stability▪ Special Program Participation▪ Teacher-Student Ratios

Probing Questions

• Probing Questions by Committee Focus Areas

▪ Demographics

▪ Student Achievement

▪ School Culture and Climate

▪ Staff Quality, Recruitment and Retention

▪ Curriculum, Instruction and Assessment

▪ Parent, Family and Community Engagement

▪ School Context and Organization

▪ Technology

Probing Questions

• Sample Probing Questions for the Demographics Focus Area

1. What do enrollment numbers indicate?2. What is the breakdown by ethnicity, gender, or

other category?3. How has the enrollment changed over the past three years?4. What is the number of students in each special program? How

do these program numbers look broken up by ethnicity, gender, or other category? Are we over- or underrepresented in certain groups? Why?

5. What are the data for special programs over time?

Step 4:Determine

Step 4: Determine areas of priority and summarize needs

Key Considerations

Toolkit Resources

• What are the strengths and needs of our LEA/school and its

representative groups?

• What evidence supports the strengths and needs?

• What are the priorities?

• What are we learning about our LEA/school, and what connections

are we making?

• How will coordination among committees occur?

• Analyze the data collected from the multiple data sources in step 3 to

▪ Identify areas of strength and develop 3 to 5 areas of strength summary statements

▪ Identify areas of need and develop 3 to 5 areas of need summary statements▪ Prioritize areas of need and develop 3 to 5 priority statements

• Complete the CCNA Planning Sheet/CCNA Prioritization Tool• Gather all the data collected and analyzed to create an electronic or

hard-copy data binder• Reflect on the process by completing the Committee Self-

Assessment/Reflection

Key Considerations

• LEA

• Campus

Toolkit Resource

Step 5:

review process

Step 5: Connect the CCNA to the LEA/campus improvement plan development and review process

Key Considerations

Toolkit Resources

Committee Tasks

• What are the findings in the CCNA?

• How are the findings reflected in summary statements?

• How are the CCNA strengths addressed in the LEA/campus improvement plans as strategies and activities which will be continued and sustained to build on these strengths?

• How are the CCNA needs addressed in the LEA/campus improvement plans through strategies and activities designed to improve student outcomes?

• How do priorities and needs correlate with justifications for ESSA program expenditures?

Committee Tasks

• Engage in the improvement planning process

• Ensure that the results of the CCNA are the basis for the

goals and strategies utilized to guide the improvement

planning process

Key Considerations

• LEA

• Campus

Step 5:

review process

Step 1:Review the

purpose and

outcomes for

conducting the CCNA

Step 4:Determine

Step 3:Determine

school profile

Step 2:Establish

committees for each area of the CCNA

5 Minute Short

Toolkit Resources

LaNetra Guess

Sample Meeting Templates

▪ Agendas and Meeting Templates▪ Step 1 Steering Committee

▪ Step 2 Campus Leadership Team

▪ Step 3 CCNA Focus Area Committee

▪ Step 4 CCNA Focus Area Committee

▪ Step 5 Steering Committee

▪Meeting Sign-In Sheet

▪Quick Reference Sheets

▪ PowerPoint Training Templates

Toolkit Samples:Meeting Agenda Templates

CCNA Steps 1-5

Step 1: Steering Committee

Sample Document

Step 2: Campus Leadership Team

Sample Document

Step 3: CCNA Focus Area Committee

Sample Document

Step 4: CCNA Focus Area Committee

Sample Document

Step 5: Steering Committee

Sample Document

Toolkit Sample:Meeting Sign-In Sheet

Sample Meeting Sign-In Sheet

Toolkit Sample:Quick Reference Sheets

Continuous Improvement Timeline

Program Timeline

Title I, Part A – Improving Basic Programs Operated by Local Educational Agencies

Initially the CNA should be completed prior to the certification and submission of the ESSA Consolidated Federal Grant Application. Each LEA shall periodically review and, as necessary, revise its plan per Section 1112(a)(5).

Title I, Part C – Education of Migratory Children

Periodically reviewed and revised, as necessary, to ensure the needs of the migratory children are being met. It is recommended to conduct a CNA every three years or more frequently if necessary, or whenever there is evidence of a change in the needs of the state’s population of migratory children.

Types of Data

Demographics •Enrollment•Attendance•Ethnicity•Gender•Mobility/Stability

•Special Program Participation•At-Risk by Category•Teacher-Student Ratio•Course/Class Assignments

•Graduation, Completion, Dropout, and GED rates•College/University/Dual Credit/Advanced Placement Enrollment

School Culture and Climate

•Staff Surveys & Questionnaires•Staff Focus Groups•Feedback Data

•Parent/Guardian Conferences, Meetings, etc.•Staff and Student Interviews

•Classroom and Walkthrough Observations•Discipline and Disproportionality Data

CCNA Considerations Specific to LEAs, Campuses, and Shared Services Arrangements

Requirement Best Practice

Documentation:

The process should generate the necessary documentation organically.

•Have a report template for each subcommittee:•List data sources reviewed. This should include evaluations from last year’s programs.•List 3-5 identified strengths•List 3-5 identified needs

•Do a full-committee group consensus activity that reviews each sub-committee’s findings and prioritizes the identified needs.

•A narrative description of the LEA’s CCNA process, including the names and roles of the committee and sub-committee members, the data sources reviewed, the identified strengths and needs (prioritized) should be part of the LEA’s Improvement Plan.

Toolkit Samples:PowerPoint Training

Templates

Next Steps & Closure

Next Steps

▪Draft CCNA documents available for preview from April 30 through May 14, at:

http://bit.ly/TEACCNA

Next Steps

▪Draft CCNA documents available for preview from April 30 through May 14, at:

http://bit.ly/TEACCNA

▪ Survey for providing feedback:

Next Steps

▪ Statewide Training sessions▪ September 14, 2021, 9:30 – 11:30 am (CCNA Overview)

▪ September 15, 2021, 10:00 – 11:30 am (FAQ Session)

Next Steps

▪Documents to be available in September 2021, as tools for 2022-2023 school year

Questions

▪ ESSASupport@TEA.Texas.gov

Showcase Document & Toolkit Resources

Jaime Huerta

collaborative comprehensive needs assessment (ccna)

Documents

divorce process options - mediate.com · collaborative...

petroleum conservation research · pdf filetender documents...

cisco certified network associate ccna -...

specialist training· ccna security ccna voice ccna...

ccna training » ccna access list sim.pdf

ccna training » ccna vtp sim question

specialist training· ccna security ccna voice …ccna...

developing collaborative comprehensive case plans: a web

practical nurse collaborative curriculum keyano …...

literacy collaborative® · 2014-08-05 · literacy...

specialist training· ccna security ccna voice ccna · pdf...

the walker collaborative: ”a proposal to prepare the...

compass points for comprehensive, collaborative initiatives:...

ccna overview 1 © 2009 cisco systems, inc. all rights...

comprehensive collaborative initiative the vibrant...

secure, collaborative submissions · 2019-11-27 · secure,...

ccna v7.0 scope and sequence 15nov2019...industry or hope to...

ccna routing and switching scope and sequence …€¦ ·...

a comprehensive approach to designing collaborative work

ccna cl ccna cloudoud - sevenmentor