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Needs AssessmentKaren Rochon & Karin Stringer

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Needs Assessment for ________ Elementary, ________ School District

Action Plan Assignment

EDU 6600

Karen Soine

Seattle Pacific University

Winter 2010

March 10, 2010

Karen Rochon & Karin Stringer


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School Context and Demographics

The information given from the OSPI website reflects the 2008-2009 year. ________ Elementary is located in the ________

School District and has a population of approximately 227 students with 16 classroom teachers. The student population is 74.8%

American Indian/Alaska Native, 0.5% Asian, 0.9% Pacific Islander, 1.4 % Asian/Pacific Islander, 3.7% Hispanic, and 13.6% white.

Approximately 82.8% of students receive free or reduced-price meals. We have 18.1 % Special Education and 4.0% Transitional

Bilingual. Some other information that impacts the school context is unexcused absence rate at 3.3%. Of the 16 classroom teachers

62.5% have a least a master’s degree and all meet NCLB highly qualified definition.

Overview of Recent Student Achievement Information

The following data is the 2008-2009 WASL results reflecting the recent student achievement information for ______ Elementary.

We can see that all students in the areas of reading, math, writing and science scored below 50% in all areas, with the exception of 4th

grade reading, which had a percent of 52.8%. The percentage of students scores over the last several years have been in the lower

quartile for state standards. As a result, the state has targeted _____ Elementary as a school that is in the bottom 5% of performing

schools in the state of _________.


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http://reportcard.ospi.k12.wa.us/

2008-09 WASL Results (Administration Info) Grade Level Reading Math Writing Science3rd Grade 21.2% 24.2% 4th Grade 52.8% 25.0% 42.4% 5th Grade 35.5% 9.1% 3.1%


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School Improvement Plan

The staff completed a survey for The Center for Education Effectiveness (CEE) v9.0 for _______ Elementary on April 28, 2009.

The results were compiled and detailed by the CEE for staff to analyze and in combination with the average of the WASL scores over

the last three years the school improvement plan was revised. The improvements address the areas of reading, writing, math, safe

learning environment, cultural competency and technology. This survey includes data collected from the participants addressing the

Nine Characteristics of High-Performing Schools. There was total of 11 participants in this survey. The staff completed a survey for

The Center for Education Effectiveness (CEE) v9.0 for ___________ Elementary on April 28, 2009.


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Overall Results-Nine Characteristics of High Performing Schools

Clear and Shared Vision

The data from the CEE shows that 60% of the staff work towards, understands and demonstrates commitment to the

mission/purpose of the school. Approximately 55% of the surveyed staff reported that __________ Elementary has a data-driven

school improvement plan, and their performance goals are set based on the mission/purpose of this school. However, approximately

55% of the surveyed staff reported that important decisions are not based on the mission/purpose of the school and 63% reported that

the mission/vision of the school and district are not aligned with each other. Overall the staff is committed to the mission and purpose

of the school.

High Standards and Expectations

82% of the staff reported that the _______ Elementary staff demonstrates commitment to quality education. 45% of the staff

believes that all students can meet state reading and math standards. However, only 18% of the _____ staff believes that their colleges

believe that all students can meet state reading and math standards.

Effective School Leadership

There was an overall consensus that the building leadership was ineffective. The survey reported an overwhelming 73% reported

that they did not believe the principal was committed to quality education, listened to teacher ideas and concerns, or was comfortable


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presenting new ideas to the staff and the staff was not comfortable presenting new ideas to the principal. Only, 9% of the staff

believed that the principal cared about them as a person and only 9% believed that staff at all levels were treated fairly.

High Levels of Collaboration and Communication

The results reported that 63% of the staff collaborates to improve student learning. However, 73% of the staff reports that if there is

a problem in the school they do not discuss how to solve it or even have a willingness to address conflict. In addition, 73% of the staff

believes that the staff does not meet regularly to monitor implementation of the school improvement plan. Next, 82% of the staff

reported that there was not collaboration between the district and school based upon trust and respect and the communication is

ineffective. Also, 82% of the staff did not believe students understand the expectations and standards of the school. Finally, 100% of

the staff did not believe parents and the community understand the expectations and standards of the school.

Curriculum, Instruction, & Assessment Aligned with Standards

________ implements common assessments to inform instruction and the reading program that is taught is aligned with state

learning standards are believed by 91% of the staff. 81% of the staff report that regular assessments are used to monitor student

progress. 72% of teachers report that the school provides curriculum that is relevant and meaningful, teachers integrate literacy and

numeracy concepts into their teaching, the math program used is aligned with the state learning standards, the district uses assessments

aligned to standards and instruction, and the staff demonstrates a thorough of state learning standards for math. A slightly less


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percentage of 64% believe the staff demonstrates a thorough understanding of state learning standards for reading. Finally, 54% or

slightly more than half of the staff believe that instruction is personalized to meet the needs of each student.

Frequent Monitoring of Learning and Teaching

54% of the staff reported that assessment data is used to identify student needs and appropriate instructional intervention, data from

peer observations leads to meaningful change in instructional practice, and reflections upon instructional practices are used to inform

conversations about improvement, and teachers collaboratively plan lessons. Slightly less at 45% of staff reported that they are

encouraged to participate in classroom observation. 18% of staff that they believed that struggling students receive early intervention

and remediation to acquire skills. Finally, 91% of the staff feel they are not frequently informed about how well they are doing.

Focused Professional Development

72% of the staff reported that they participate in a professional learning community focused on improving student learning, and

that teachers engage in professional development activities to learn and apply reading skills and strategies. As compared to 63% of the

staff reporting teachers engage in professional development activities to learn and apply math skills and strategies. 63% reported that

they are provided with training to collaborate on improving student learning, and the training they have attended in the district has

helped them do their job better. An overwhelming 73% of the staff do not believe they are provided training to support a culturally


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responsive learning environment, or that they have opportunities to learn effective teaching strategies for the cultures represented in

the school.

Supportive Learning Environment

The ______ staff reported that 82% had someone at work that they could confide in and 72% reported that there are people at work

who care about them as a person, 63% felt they have a good or best friend at work. However, an overwhelming 73% do not believe

staff in the school can depend on one another, or honor agreements made with each other and receive recognition or praise for a job

well done. In addition, 73% of the staff reported they do not believe their colleagues enforce consistent behavior expectations and

consequences in their classrooms. 82% of staff reported the school is not orderly or supports learning and does not have a system for

celebrating student success. Finally, 100% of staff reported they do not believe students in the school are engaged in learning.

High Levels of Family & Community Involvement

A positive percentage 72% of the staff report the school has activities to celebrate the cultures of its people. Slightly less but still

robust percentage of 63% of staff believes teachers effectively communicate student progress to parents. 54% of staff believes the

school encourages parent involvement. However, an overwhelming 82% of staff do not believe important decisions are collaborated

with parents and the community, or that the curriculum taught reflects the cultures of the community they serve. Finally, 91% of staff

do not believe the school communicates effectively to families of all cultures.


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Conclusion

Overall there are three areas of need that stand out. One, the survey results of effective school leadership. This has been addressed

by the district in replacing the school principal for the 2009-2010 year. Two, there is a need for improvement in some areas of high

levels of collaboration and communication. Finally, ______ Elementary has a need for improvement in several areas of supportive

learning environment, which include the content areas listed in the school improvement plan; reading, writing, math, safe learning

environment, cultural competency and technology. The following action plans are built around the foundation of ______ Elementary

School Improvement Plan including research and rationale.

Action Plan


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List SMART Goal: 75% of the students in grades K-3 will meet year-end benchmarks on the DIBELS and Fountas and Pinnell Benchmark assessments. Students in grades 3, 4, and 5 who scored between 385-400 on the Spring 2009 WASL (focus students) will meet proficiency on the Spring 2010 MSP.

Goal Champion (Who will take the lead?): ________ Elementary Principal, ________ Liaison, Literacy Coach, Special Education Teacher, Title 1 Reading Teacher

Description of Proposed Action/Activity (What is going to be

done to address this goal?)

Research/Rationale For Activity (Explain how best

practices and needs assessment data justify this

activity)

Results

(What will be the evidence of the impact

on the goal)

Person(s)

Impacted

(Who will be

involved?)

Resources(What will be needed?)

Timeline(When will the activity occur?)

*The principal, classroom teachers, literacy coach, special education and intervention (Title 1) teacher will ensure that at least 90 minutes of literacy instruction is occurring in all classrooms. Students who score below benchmark will receive additional support in areas of need.

*Teachers in grades K-5, Special Education Teacher and Intervention

Schools similar to _____ Elementary demographics are addressed in an article called, “High Performance in High Poverty Schools: 90/90/90 and Beyond” by Douglas B. Reeves. These schools are consistent with regard to the following areas of emphasis:

*Writing-students write frequently in a variety of subjects. This will be

Progress monitoring for students below benchmarks and periodic monitoring for students at or below benchmark indicate sufficient student progress being made to meet end-of-year standards in reading (F & P levels and DIBELS)

Students

Teachers

Principal

Special Ed and Intervention Teachers

Literacy Coach

(CEL

DIBELS and Fountas and Pinnell materials.

Remaining 2010 school year and ongoing.


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(Title 1) teacher attend professional development on differentiating instruction through a variety of Balanced Literacy components including small group work and using assessment data (benchmark assessments, running records, conferring, etc..) to plan strategic instruction provided by ________School District (_SD) throughout the remaining 2010 school year and ongoing. Teachers participate in focused individual coaching cycles.

*Literacy coach will work with teachers in lesson planning, demonstration and side-by-side lessons, assessment analysis, and coaching cycles with a particular focus on classroom environment, student engagement, and intentional purpose based on monthly Units of Study.

addressed in the 90 minute block of literacy instruction.

*Performance Assessment-the predominant method of assessment is performance assessment. This includes progress monitoring with F & P Benchmarks, DIBELS, running records and student teacher conferring notes.

*Collaboration-teachers routinely collaborate, using real student work as the focus of their discussion. The literacy coach working with teachers in side-by-side planning lessons, assessment analysis, and coaching cycles addresses this collaboration.

Students will meet grade level benchmarks as measured by the DIBELS and F & P benchmark assessments.

Students participating in higher level of conversation and engagement during Read Aloud and Shared Reading, students engaged in independent reading in text appropriate for their individual reading level taking on the reading work related to skills learned during whole group and small-group lessons and individual conferring sessions

consultant)

Literacy Coach, Principal and Classroom Teachers

Classroom library, Units of Study

Weekly individual planning times and literacy blocks.


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with the teachers.

Action Plan

List SMART Goal: For the remainder of the 2010 school year, the staff at _______ Elementary will focus on increased student learning time, as a result of a decrease in disciplinary action, measured by a decrease of 25% in office behavior referrals.

Goal Champion (Who will take the lead?): Principal, School Counselor and Teacher on Special Assignment (TOSA) Vice-Principal

Description of Proposed Action/Activity (What is going to be

done to address this goal?)

Research/Rationale For Activity (Explain how best

practices and needs

Results

(What will be the evidence of the impact

Person(s)

Impacted

Resources(What will be needed?)

Timeline(When will the activity


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assessment data justify this activity)

on the goal)(Who will

be involved?)

occur?)

*Create rules and CHAMPS plans for classroom, cafeteria, assemblies, computer lab, library and playground. Staff can deliver “Orca Wows” for students who self-correct or use appropriate behavior. Teachers give class-wide recognition for related appropriate behaviors; school-wide recognition for appropriate self-control during monthly respect assemblies; bi-monthly PRIDE RIDE luncheons with_______ Police Department for recognized students by class.

*Review ___________values at monthly respect assemblies and teach new value, recognizing students who were examples of “living the value”.

*The ______ Elementary Respect Team initiates an inquiry model based on the belief that success is built around knowing each student as a whole child,

CHAMPs-A wide body of evidence from the field that the strategies embodied in the safe and civil schools are showing effectiveness in managing student behavior. Data from schools and districts throughout the country show increases in student respectfulness, responsibility, and motivation. Data is quantified by reductions in referrals, decline in tardy rates, increasing in student attendance and connectedness, and perceptions of increased safety and civility.

www.safeandcivilschools.com

According to Peterson

Students will demonstrate the values taught by _____ Staff and _____ Members.

Decrease in Office referrals.

Student rate of progress using data tools such as DIBELS, running records, F & P Benchmarks, MSP,

_____ Members, Liaison, Principal, School Counselor, TOSA, Police Department, Teachers

Principal, Respect Team, staff, District Respect

Tokens of recognition, time scheduled for assemblies, cooperation of _____ Members and Police Department, CHAMPS program.

Observation paperwork

Remaining of the 2010 school year and ongoing.

http://www.safeandcivilschools.com/

http://www.safeandcivilschools.com/


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not just academically, but socially and emotionally, both within the school setting and in the community. Struggling students referred for intervention to the School Improvement Team (SIT) are observed throughout their day. _______ Liaisons and Advocates provide the same observation through home visits and communication with family members. All staff observations and discussions begin with students assets. Suggestions for intervention are based on those assets.

(2002), school culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the “persona” of the school (Zepeda, 2008).

Healthy school cultures and climates thrive in environments built through collaboration, trust, and care for the members of the school, and Bogler and Somech (2004) believe it is critical for learning communities to develop “shared norms and values, a focus on student learning, reflective dialog with colleagues, and peer collaboration.” (p. 285) (Zepeda, 2008).

conferring notes, example of student classroom work.

Student interview and follow-up notes

Office documentation of discipline referrals.

Committee members, Building Level SIT members, _________Liaisons and Advocates.


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Reference

Reeves, D. (2003). High Performance in High Poverty Schools: 90/90/90 and Beyond. Center for Performance Assessment. Retrieved March 10, 2010, from www.leadandlearn.com/90-90-90

Sprick, R. (2010). Randy Sprick’s Safe & Civil Schools-Practical Solutions, Positive Results! Safe and Civil Schools. Retrieved March 10, 2010, from http://www.safeandcivilschools.com/scs_efficacy/index.php

Zepeda, S. (2008). Professional Development: What Works. New York: Eye on Education.

http://www.safeandcivilschools.com/scs_efficacy/index.php

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