Comprehensive Needs Assessment - ESC16.NET. Whats Your Game Plan... · Comprehensive Needs Assessment Process January 30, 2020 9:00 am – 4:00 pm Welcome/Introductions Agenda Contact

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Comprehensive Needs Assessment

What’s Your Game Plan?

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Comprehensive Needs Assessment Process

January 30, 2020

9:00 am – 4:00 pm

Welcome/Introductions

Agenda

Contact Information

Handouts o What’s Your Game Plan? Comprehensive Needs Assessment o www.esc16.net (Services, Title I/SCE, Title I SCE Secure Documents, 2018-

2019 Training Handouts, Name of Workshop)

Comprehensive Needs Assessment (CNA) o TEA Strategic Priorities o What is a CNA?

Purpose of CNA ESSA Schoolwide Requirements

o Why Conduct a CNA? o How do we engage the CNA process?

Establishing a Schoolwide Planning Team Clarifying the Vision for Reform Creating the School Profile Identifying Data Sources Analyzing Data

o Next Steps and Resources o What’s Your First Steps/Work Time o Closure/Evaluations

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Title I/SCE

Vickie Ansley ~ Coordinator, Federal Programs

[email protected] 806-677-5134

o

Adonna Ballard ~ Education Specialist, Federal Programs


Carolyn Crow ~ Education Specialist, Federal Programs


Daphne Nazworth ~ Education Specialist, Federal Programs


Susan Poteet ~ Education Specialist, Federal Programs


Joy Self ~ Administrative Assistant


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Comprehensive Needs Assessment (CNA)

Every Student Succeeds Act (ESSA) Statute:

Schoolwide Program Plan- An eligible school operating a schoolwide program shall develop a comprehensive plan [ESSA Section 1114(b)].

A Schoolwide Program Plan is based on a comprehensive needs assessment of the entire school that takes into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of those children who are failing, or are at-risk of failing, to meet the challenging State academic standards and any other factors as determined by the local education agency [ESSA Section 1114(b)(6)].

The ultimate aim of the CNA is to increase student performance.

There are three required components of a schoolwide program that are essential to effective implementation:

Conducting a comprehensive needs assessment o What are our needs and where do we focus our efforts?

Preparing a comprehensive schoolwide plan o What strategies and activities will help us meet the needs?

Evaluating annually the schoolwide plan o Were we successful in addressing our needs and focus areas?

Source: Supporting School Reform by Leveraging Federal Funds in a Schoolwide Program, Non-Regulatory Guidance, September 2016

The CNA is the driving force that impacts the development of:

District/campus improvement plans District/campus parent and family engagement policies School-Parent Compact State and Federal Program Expenditures

Notes: __________________________________________________________

________________________________________________________________

________________________________________________________________

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CNA is a requirement of:

1. ESSA, Title I Program and Application 2. State Compensatory Education 3. ____________________________________________

4. ____________________________________________

5. ____________________________________________

6. ____________________________________________

7. ____________________________________________

How Do We Engage in the CNA Process?

Comprehensive Needs Assessment Process:

Step 1: Establishing a Schoolwide Planning Team

Step 2: Clarifying the Vision for Reform

Step 3: Creating a School Profile

Step 4: Identifying Data Sources

Step 5: Analyzing Data

Step 1: Establishing a Schoolwide Planning Team

Planning Team Members (ESSA Section 1114):

Community/Business Members Parents Principal(s) Pupil Services Personnel Paraprofessionals (instructional) Special Education Staff Students (Secondary) Teachers Technical Assistance Providers Any others: ________________________________________ __________________________________________________

__________________________________________________

Roles and Responsibilities of Planning Team Members:

Attend all scheduled meetings Participate at a high level Analyze data and make decisions Recommend solution

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Activity: Planning Team Selection

Demographics Student Achievement

Climate & Culture

Staff Quality, Recruitment and Retention

Curriculum and Instruction

Family and Community Involvement

School Organization

Technology

Who should be on committee? Special programs:








Notes:

Notes:

Notes:

Notes:

Notes:

Notes:

Notes:

Notes:

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Activity: CNA Committee Selection

District CNA Committee Members Campus CNA Committee Members

Who should be on committee? Special Programs:

Who should be on committee? Special Programs:

Notes:

Notes:

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Guiding Questions for Planning Team: Is there a committee or team with expertise in any focus areas? If not, which staff member will make the greatest impact on the committee or team? 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 or facilitate individual teams?

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Documentation:

Agenda (date, time and location) Minutes (date and summary) Sign-In Sheets (date, names and roles, location) CNA Summary for DIP/CIP with identified strengths and needs CNA process description, date and data sources reviewed

Notes: _______________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

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Step 2: Clarifying the Vision for Reform

District Vision Statement:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Guiding Questions for Vision/Mission:

What is our purpose here?

What are our expectations for students?

What are the responsibilities of the adults who work here?

How important are collaborations and partnerships?

How are we committed to continuous improvement?

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Step 3: Creating the School Profile

Schools need to understand its current status, a snapshot that will help illustrate the gap between where the school is now and where it wants to be when its vision is realized.

The School Profile provides that picture, a broad data overview. It is a data-driven description of the school’s demographics, programs, and mission of the students, staff and community. It will lead to the identification of Areas of Strength to continue and maintain and Areas of Concern (Need) to explore further.

The School Profile begins with collecting baseline information around the following focus areas:

o Demographics Characteristics or make-up of the school

o Student Achievement Degree to which students are acquiring the knowledge and skills

expected for each grade level and course of study o School Climate & Culture

Values, beliefs, traditions and customs which shape the climate of the school. Determines how parents, community, staff, and students feel about the school and how people interact with the school

o Staff Quality, Recruitment and Retention Level of high quality, highly effective staff. Focused on assessing

the effect of recruitment and retention strategies o Curriculum, Instruction and Assessment

Curriculum describes the teaching, learning, and assessment materials and resources available for course of study

o Family and Community Involvement Family and community members are informed, invested and involved

as partners in supporting the school community o School Context and Organization

Processes, structures, decision-making, and overall leadership aspects of the school, including how these address quality teaching and learning

o Technology Modeling and applying of digital tools and resources with students,

staff to advance teaching and learning and connect to real-world experiences

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Bernhardt’s Four Measures of Data

• Demographics data including, but not limited to, enrollment rates, retention rates, gender, race, ethnicity, disability, graduation and dropout rates

• Student Outcomes data including, but not limited to, results of state and local assessments, curriculum-based measures, demonstrations of proficiency, formative measures, behavior and social emotional health

• School Process data including, but not limited to, measures of instructional practices, continuous improvement, curriculum alignment, professional learning, staff evaluations, resource availability, technology integration, and program effectiveness

• Perceptions data including, but not limited to, climate surveys, communication data, parent and community involvement data, and focus groups

Checklist for Creating a School Profile

Decide what you want to measure and report

Determine who will be responsible for organizing, developing and updating the profile

Develop a management system for collecting and organizing the data in the profile

Be selective about the type and amount of data to collect

Take a baseline assessment of the data available in each area of focus

Determine any additional information that is needed and the procedures for collecting it

Write a narrative to support the story the data presents; use varied formats for illustrating the narrative with charts, graphs, and tables.

Source: NCLB Comprehensive Needs Assessment

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Guiding Questions for School Profile:

What data will we collect?

Does the data need to be reorganized in charts, graphs, tables, etc. to facilitate analysis?

Do data collection tools need to be developed?

How do we ensure that certain data are kept confidential and FERPA is not violated?

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Step 4: Identifying Data Sources

The planning team is charged with gathering and organizing data from the focus areas. Organize the data in easy to read formats for the planning team.

Types of Data:

Quantitative data such as student achievement results, enrollment counts, dropout rates and graduation rates

Qualitative data reveal attitudes and perceptions, team may gather this data using written surveys, face to face or telephone interviews, focus group or classroom observations

Data Sources

Demographics Review Date

Mobility/Stability

Special Program Participation

At‐Risk by Category

Teacher‐Student Ratios

College/University/Dual Credits/Advanced Placement Enrollment

Enrollment

Attendance

Ethnicity

Gender

Special Population (e.g. ESL, Migrant, Homeless, Foster Care, Military Connected, etc.)

Graduation, Completion, Dropout, and GED Rates

Student Achievement

State Assessment Data (e.g. STAAR, TAPR, Results Driven Accountability, etc.)

Standardized, Norm‐Reference, Criterion‐Referenced Test and Measures

SAT/ACT/PSAT Results

Advanced Course/Dual Enrollment Data

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Graduation, Completion, Dropout, and GED Rates; Diploma Types

Promotion/Retention Rates

Classroom and Program Assessments

TELPAS Results

Children’s Learning Institute (CLI) e.g. TPRI, Tejas Lee, iStation, etc.

State and Federal Data

Texas Success Initiative (TSI) Data

CTE Courses and Participation Rates

Course/Class Grades

Student Work

Discipline Referral Data

School Climate & Culture

Surveys

Questionnaires

Classroom and School Walkthrough Data

Parent Conferences, Meetings, etc.

Focus Groups

Interviews

Feedback Data

Staff Quality, Recruitment & Retention

Teacher Certification/Qualification Data

Paraprofessional and Other Staff Qualifications

Staff Effectiveness in Relation to Student Achievement

T‐TESS and/or Other Staff Effectiveness Data

Special Program Qualification (e.g. Bilingual/ESL, Special Education, etc.)

Course/Class Completions, Grades

Staff Mobility/Stability

Professional Development Data

Teacher‐Student Ratios

Recruitment and Retention Strategies

Teacher surveys

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Curriculum & Instruction

Standard‐Based Curriculum Resources and Materials

Scope and Sequence; Pacing Guides; and/or Other Focus Documents

Instructional Design/Delivery; High‐Yield Strategies

Collaborative Horizontal and Vertical Team Alignment Processes

Common Benchmark Assessments and/or Other Assessments

Class, School and Special Programs Schedules

Foundation Course/Class Materials

Enrichment Course/Class Materials

Technology

Lesson Study/Deliver Processes

Family & Community Engagement

Family and Community Participation Counts by Type of Activity

Parent Volunteer Information

Parent Activity Evaluations and Feedback

Parent and Community Partnership Data

Community Service Agencies and Support Services

Parent Surveys

Mobility/Stability

Demographic Data

School Context & Organization

School Structure or Make‐Up, e.g. Teaming, Looping, etc.

Schedule for Student Support Services e.g. Counseling, Social Work, Library, etc.

Program Support Services e.g. Extra‐curricular Activities,, After School Programs, etc.

Decision‐Making Processes

Master Schedule

Support Structures: Mentor Teachers

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Duty Roster

School Map & Physical Environment

Communication: Formal and Informal

Leadership: Formal and Informal

Technology

Technology Infrastructure, Networks, etc.

Technology Hardware and Software

Classroom Technology Needs by Area, Class, Department, etc.

Professional Development/Teacher Preparation Needs in Technology

Leadership and Administrative Support Structures for Technology Implementation

Assessment of Technology Skills for Students, Staff and Other Stakeholders

Resource Allocations

Technology Plan

Technology Policies and Procedures

Possible Fund Sources:

□ Title I, Part A Improving Basic Services

□ Title I, Part C Migrant

□ Title I, SIP School Improvement Program

□ Title II, Part A Supporting Effective Instruction

□ Title III, Part A Bilingual/ESL

□ Title IV, Part A Student Support and Academic Enrichment

□ Title V, Part A Subpart 2 Rural and Low‐Income School

□ SRSA Small and Rural School Achievement

□ State Funding: State Compensatory Education

Other: ________________________________________________

______________________________________________________

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Linking Concerns, Needs, and Data Table (with Examples)

Concern Statement Needs Indicator Source of Data We are concerned that economically disadvantaged children enter kindergarten lacking literacy skills. Gap: Literacy skills economically disadvantaged children have upon entering kindergarten and literacy skills all other children in our district have upon entering kindergarten.

Percentage of kindergarteners who pass readiness screening in literacy skills.

Existing Data: State assessment score in kindergarten screening. Data Needed:

We are concerned that EL children may not have sufficient self‐esteem to take challenging academic courses. Gap: Level of self‐esteem that EL children have in selecting academic courses and level of self‐esteem that a sample of students who take AP courses have in selected academic courses.

Percentage of EL children who report that lack of self‐esteem prevents them taking higher level courses.

Existing Data: Data Needed: EL Student Survey. Comparison group of students who take challenging academic courses and their level of self‐esteem.

We are concerned that families do not understand graduation requirements. Gap: The knowledge needed for graduation requirements and the knowledge that families have of graduation requirements.

Percentage of parents who report a lack of understanding about graduation requirements.

Existing Data: Data Needed: Parent Survey

We are concerned that students identified as homeless do not graduate on time due to failure in the core requirement of Algebra I. Gap: Failure rates in Algebra I for homeless children and failure rate in Algebra I for the general student population.

Number and percentage of homeless children who are secondary students who take Algebra I during their freshman or sophomore year and their passing rates.

Existing Data: Student transcripts of homeless children and state assessment data. Data Needed:

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Step 5: Analyzing Data

Data analysis is an essential step in moving from information gathering to the creation of a CAN that accurately and realistically addresses the key issues the school faces.

As the planning team analyzes the data it has collected, the gap between the school’s vision for itself and its current state becomes more clear and the team can begin to recognize issues that have a significant impact on student achievement.

After thorough analysis, the planning team should summarize the data that have been gathered, conclusions that have been drawn, and strengths and needs that have emerged in all focus areas. (CNA Summary)

This information should be shared with all stakeholders in as many ways as possible because it will be used as the basis for the goals and strategies that will be developed

Guiding Questions for Analyzing Data:

What are the strengths and needs of our district/school and its representative groups?

What evidence supports the strengths and needs?

What are the priorities?

What are we learning about our district/school, and what connections are we making?

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Identifying Strengths/Needs and Determining Priorities

Gallery Walk

• Post each data point on a chart with a column for strengths and needs

• Members choose their top two strengths and needs for each data point

• Review and agree on the top three needs identified for each data point

• Gather more data, if needed, to support these identified needs

• As a group, review and agree on top needs in each area.

Brainstorming

• Brainstorm around the question or statement, such as “Where are we now?” or “The greatest challenges for our students are….”

• State their ideas briefly without explanation, and no judging ideas

• Capture every idea on chart paper

• Generate a list of concerns or needs that the team feels should be addressed

• After generation phase, determine which ideas resonated with the group (prioritize) by giving each team member three to five sticky dots to place on the ideas they feel are most important.

• The ideas with the most dots are the ones that should form the basis for further discussion.

Think, Pair, Share

Step 1. Provide a prompt, such as a statement, set of data

Step 2. Ask each member to reflect on the statement and note ideas in writing. Facilitator provides

member with paper with questions to consider.

Step 3. Ask members to pair up and discuss their ideas.

Step 4. After pairs shared their ideas, ask for voluntary comments on what they learned from each other.

The sharing may generate further discussion on the topic that will provide more insight.

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SWOT (Strengths, Weaknesses, Opportunities, and Threats

• 4 Charts with headings‐ Strengths, Weaknesses, Opportunities and Threats

• Ask a prompt question for each area:

Strength Example‐ What are the best features of our program that we can build on?

Weakness Example‐ What are the greatest areas of needed improvement in our program?

Opportunities Example‐ What untapped resources exist for our students?

Threats Example‐ What are the barriers to students succeeding in school?

• Similar to brainstorming, record all ideas quickly. Then group can prioritize the ideas by placing

colored dots by the idea that they feel are the most important. Facilitator will debrief and

summarize what was learned from the activity.

Taking a Deeper Dive into the Data

The Five Whys Worksheet (With Example)

Simple brainstorming tool that can help identify the root cause of a problem.

Record the identified Area of Concern and start asking why related to the problem.

Keep asking why in respond to each suggested cause and use data to support

reasoning.

Area of Concern (Need): Not all teachers apply consistent high‐quality instructional practices in mathematics in PK‐3rd grade.

Why is this happening?

Lack of common understanding of what high‐quality instructional practices in math and what they like in practice.

How do you know? Supporting Data: Teacher surveys, Teacher interviews, PLC Meeting Minutes

Why is that?

We have not received the appropriate Professional Development in these specific areas.

How do you know? Supporting Data: Professional Development Audit, Professional Development Attendance Records

Why is that?

We didn’t know what relevant professional development was needed as we were implementing the new standards and curriculum.

How do you know? Supporting Data: Interview and Surveys

Identified Root Cause: Lack of specific and relevant professional development that helps to identify the skills and practices needed to deliver high quality instruction in early mathematics.

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Fishbone Diagram (Cause and Effect Diagram)

It is used to examine and visually display possible causes of a certain effect or problem.

• Categories of causes:

• Resources (human, financial, and material)

• Skills (pedagogy, instructional methods, leadership)

• Knowledge (content, processes, systems)

• Measures/Data (formative, summative, all data collection)

• Environment (physical environment, physical well-being, social-emotional health, school culture and climate, socio-economic influences, school governance)

• Processes (policies, procedures, communication)

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Next Steps

Annual Review

o The CNA is an on-going process of review, revision, improvement, and clarifying the vision/mission of the district

o Each goal and strategy is reviewed for effectiveness in closing the gaps on student performance

o It captures evidence of what worked and what didn’t to address and identify continued needs or new needs

Links to District/Campus Improvement Plan

The CNA process links the CNA to the review and development of the district and campus improvement plans.

Guiding Questions for Linking to DIP/CIP:

What are the findings in the CNA?

How are the findings reflected in summary statements?

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

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

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Attachments:

Sample Agenda for Management Team Meeting:


Administration Team Meeting

Date:

Location: Time: _______

Discussion Topics:

1. Welcome and Introduction of CNA Committee members

a. Overview of CNA Process

b. Roles and Responsibilities

c. Brainstorm the categories of stakeholders to be represented on the

committee(s)

i. Specific recommendations of individuals should be noted.

ii. Determine the size for your committee(s)

2. Proposed Meetings and Activities Calendar

a. Review the tasks in the CNA planning process

b. Set meeting dates to ensure a realistic timeline for the CNA process

3. Follow‐Up Assignments

a. Identify team assignments for recruiting committee(s) members

b. Assign tasks for preparing plan for the first meeting

Sign‐In Sheet for Administration Team Meeting

Name Role

Facilitator’s Signature: ______________________________________

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Sample Agenda for CNA Planning Team Meeting

CNA Planning Team Meeting Date: ____________________________ Time: ___________________ Location: ______________________________________________

Meeting Purpose: To orient team members to the Comprehensive Needs Assessment (CNA) process and identify concerns related to student performance in State academic assessments.

1. Welcome and Introduction of Committee Members

a. Overview of the CNA process

i. Establishing a Schoolwide Planning Team

ii. Clarifying the Vision for Reform

iii. Creating the School Profile

iv. Identifying Data Sources

v. Analyzing the Data

2. Clarifying the Vision for Reform

a. Review the district vision and mission statements

b. Discuss the Guiding Questions:

i. What are our expectations for students?

ii. What are the responsibilities of the adults who work here?

iii. How are we committed to continuous improvement?

3. Creating a School Profile

a. Collect and review baseline information for each focus area:

i. Demographics

ii. Student Achievement

iii. Climate and Culture

iv. Staff Quality, Recruitment and Retention

v. Curriculum and Instruction

vi. Family and Community Involvement

vii. School Organization

viii. Technology

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4. Identifying Data Sources

a. Committee members will group into eight (8) focus areas per their assignment and review data related to their focus areas.

i. Have each group discuss the following: What surprised you in the data presented? What concerned you the most? What trends or patterns emerged from the data? What additional data do you think is needed to make the profile more comprehensive?

5. Analyzing the Data

a. Each group will identify the strengths and areas of concern (needs) from the data review.

b. Groups will use the “Linking Concerns, Needs, and Data Table” worksheet to document their identified area(s) of concern (needs).

c. Write the areas of concerns (needs) identified from each group on chart paper. Provide ten (10) sticker dots to committee members to note the areas of concern they feel are the highest priority.

d. For each prioritized area of concern (need), the group will use the “Five Whys” worksheet to identify the root cause and refine the need statement.

e. Summarize the prioritized need statements identified through the CNA process.

6. Debrief the Meeting

a. Meeting Outcome: List of Prioritized Need Statements

b. What went well? What could be improved?

7. Next Steps

8. Adjourn

Facilitator’s Signature: ___________________________________________

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Committee Agenda Documentation Form

Date: ________________ Time: ____________ Facilitator: _____________________________

District/Campus Name: _________________________________________________________________

Sign‐In Name, Role and Signature

Name Role Signature

CNA Discussion Topic(s)

Topic

Minutes

Topic

Minutes

Topic

Minutes

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CNA District Snapshot

Documentation Form

District/Campus Name: ______________________________ Date: __________________

Total Student Enrollment for School Year: __________________________________________

Student Population Percentage

African American/Black

Hispanic

Caucasian/White

Native American

Asian/Pacific Islander

American Indian

Two or More Races

Total should be 100%

Economically Disadvantaged

Limited English Proficiency

At‐Risk

Special Education

Gifted and Talented

Student Population Number of Students

Migrant Students

Homeless Students

Foster Care Students

Military Connected Students

Staff Population Total

Teachers

Paraprofessionals

Administrators

Total Campus Staff

Turnover Rate for Staff (%)

Data Sources: ________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Sample Questions for Teacher Survey Student Achievement

1. What strategies did you use in your classroom, with the lower level students, to help close the gap? Please be specific.

2. For those students entering your class reading below grade level, what did you do to try and close the gap?

3. ELA teachers‐ Did your students show a year’s growth with their reading levels? If not, what could you do different to obtain more growth?

4. What strategies were successful in helping the ESL students? 5. What did you do in your classroom to challenge the higher students?

School Culture and Climate 6. Communication is always an issue, how can we improve communication between:

a. Principal and staff b. Superintendent and staff c. Special programs and staff

7. What would you do to improve the school climate?

Staff Quality, Recruitment and Retention 8. Did you feel I (principal) was in your classroom an adequate amount of time? 9. What could I (principal) have done to help you in the classroom? 10. What do you need to grow more as a teacher? 11. Do you feel we need to improve our intervention program? If so, please give suggestions. 12. Do you feel we need to improve our ESL program? If so, please give suggestions.

13. Do you feel we need to improve our Special Education program? If so, please give suggestions.

School Context and Organization 14. How was your schedule this year? 15. What can or should be done to improve your schedule this year? 16. Has the structure of our tutorials this year benefitted the students? If you would make changes to the

tutorial program, what would they be? 17. What type of changes would you recommend to the tutorial program?

Family and Community Involvement 18. What kinds of communication do you have with parents? 19. How do you encourage parents to work with their children? 20. How can parent involvement and engagement be increased or improved?

Curriculum, Instruction and Assessment 21. What is something that worked well in your classroom this year? This may be new technology, new

strategy, new resources, etc. 22. What were the strengths and weaknesses with AR this year?

Technology 23. What are some problems with technology that you experienced on a regular basis? 24. If you have computers in your classroom, how are they working? 25. Are your iPads or Chromebooks continuing to work in your classrooms? 26. Do you feel you need more iPads/Chromebooks in your classrooms? 27. These are regular computer programs we purchase. Do you want to continue with them?

a. List programs

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Sample Questions for Parent Survey

1. The school considers communication with me to be an essential part of my student’s education. 2. Teachers reach out to notify me of my student’s progress/problems more often than just the 3

and 6 weeks progress report/report card. 3. The school thinks it is important to work with me in decisions made about my student’s

education. 4. I have been informed of the school’s discipline policy. 5. Parents and school personnel talk to each other frequently. 6. Parents are encouraged to share ideas for school improvement with administration and staff. 7. I feel comfortable and welcomed at the school. 8. Parents receive good news about the achievement and behavior of their children. 9. Parents receive information when a student’s achievement or behavior is below expectations. 10. Teachers are available for conferences at a time that is convenient for parents. 11. Teachers provide me with suggestions on how I can help my son/daughter at home. 12. The principal encourages positive and frequent communication between staff and parents. 13. The principal is willing to listen to parent concerns. 14. The school uses a variety of methods to keep me informed about what is happening at school. 15. I am encouraged by the teachers to discuss schoolwork with my child. 16. I believe that teachers use a variety of approaches to meet the needs of my child. 17. My son/daughter is able to complete his/her homework with limited assistance. 18. School staff members set high, but appropriate and achievable goals for students. 19. My student’s teachers believe he/she can do well in school. 20. Teachers set high expectations for student work. 21. The school does a good job of adjusting to my student’s needs. 22. The school regards classroom instruction as the most important school priority and offers

excellent instruction in all core subjects (reading, writing, math, science, and social studies) 23. My student is not challenged at school. 24. The school staff treats students with respect. 25. I am encouraged to give my time to support school activities. 26. I feel welcomed at my student’s school. 27. Students are taught to behave in a safe and responsible manner. 28. The school celebrates the success of all students. 29. Success is expected of all students regardless of social or cultural differences. 30. Teachers have a positive attitude towards school. 31. The school and parents work together to achieve school goals. 32. The school provides a variety of opportunities for involving parents in their student’s education. 33. The teachers informs my son/daughter of what he/she needs to do to improve. 34. My student feels that his/her feelings matter to teachers. 35. My student has at least one adult at school he or she can turn to when there is a problem. 36. My student is able to get extra help when he or she needs it.

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Demographics

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.

Potential Data Sources:

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

Data Sources Reviewed:

List the actual data sources reviewed below:

______________________________ ________________________________

______________________________ ________________________________

______________________________ ________________________________

______________________________ ________________________________

Findings/Analysis

Look for patterns in the data that reveal trends or insights about the district/campus. A brief statement helps introduce or frame the discussion of trends which emerge in the data, particularly across data sources. Identify below statement about the strengths, as well as the priority need areas of the district/campus.

Strengths Needs

_______________________________ ________________________________

_______________________________ ________________________________

_______________________________ ________________________________

_______________________________ ________________________________

See probing Questions related to Demographics

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Demographics:

What do enrollment numbers indicate?

What is the breakdown by ethnicity, gender, or other category?

How has the enrollment changed over the past three years?

What is the number of students in each special program? How do these programs numbers look broken up by ethnicity, gender, or other category? Are we over- or underrepresented in certain groups? Why?

What is the data for special programs over time?

What does the data reflect regarding students who exit from special programs? How many? Who are they? What trend or pattern do we see?

Who are our at-risk students? What is their at-risk category?

Who are our Migrant students?

What is the mobility rate for this campus? What is the stability rate? How are these numbers represented for Migrant students?

What are the staff demographics?

What are the teacher/student ratios? How do these ratios compare to performance?

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Student Achievement

Student Achievement data refers to the annual and longitudinal reviews from varied sources of formal and informal data. These data provide insights about the degree to which students are acquiring the knowledge and skills expected for each grade level and course of study.


State Assessment Data TELPAS and AMAO Results SAT/ACT/PSAT Results Advanced Course/Dual Enrollment Data Texas Success Initiative (TSI) Data Course/Class Grades Graduation, Completion, Dropout, and GED Rates: Diploma Types Promotion/Retention Rates Classroom and Program Assessments and Other Data Student Work



______________________________ ________________________________

______________________________ ________________________________

______________________________ ________________________________

______________________________ ________________________________

Findings/Analysis


Strengths Needs

_______________________________ ________________________________

_______________________________ ________________________________

_______________________________ ________________________________

_______________________________ ________________________________

See probing Questions related to Student Achievement

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Student Achievement

How is student achievement data disaggregated?

How does student achievement data compare from one data source to another?

What does the data indicate when disaggregated by ethnicity, gender, socioeconomic status, special programs, or other category?

In which area are we showing growth? At what rate? Compared to which standard of achievement?

Which students are making progress? Why?

What impact are intervention programs having on student achievement? Which students are benefitting or not? Why?

What does the longitudinal student achievement data indicate?

What does the data reflect within and among content areas?

What does the data indicate when disaggregated at various levels of depth?

Which students are making annual progress? Which one are making projected growth? Who are these students? How does this data compare across programs, content areas, subgroups, etc.?

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School Culture and Climate

School culture refers to the organization’s values, beliefs, transitions, and customs which shape the personality and climate of the organization. It determines how parents, community, staff and students feel about the school and affects how people interact within the system.


Surveys Questionnaires Focus Groups Interviews Feedback Data Classroom and School Walkthrough Data Parent Conferences, Meetings, etc.



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Findings/Analysis


Strengths Needs

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See probing Questions related to School Culture and Climate

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School Climate & Culture

How do students describe the school climate? How does this compare to staff?

What evidence is there that students and staff are collectively aligned with the vision and mission of the school?

How do students and staff describe attitudes, respect, relationships, belonging, support, etc.? How does this data compare across groups? Which groups respond in which manner?

What does the data reflect regarding student behaviors, discipline, etc.?

To what degree do students and staff feel physically safe?

What do students and staff indicate about expectations: academic, behavioral, social, extracurricular, etc.?

Which students are most satisfied with the school’s culture and climate? How does this compare to the students’ attendance, tardies, and other behaviors?

What does the data indicate regarding classroom management and organization? How does this compare to classroom student achievement data?

What does the data reflect regarding gang, substance abuse, weapons, and other safe schools areas? Who are the students involved? What do we know about these students? What services have these students received?

What students are involved in extracurricular activities, clubs, and other areas? Who are these students? What does student achievement reflect about these students versus others who are not involved?

What are the students’ and staffs’ perceptions of facilities and the physical environments? What is the impact of the facilities on culture and climate?

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Staff Quality, Recruitment and Retention refers to the school organization’s level of high-quality, highly effective staff, particularly in high-poverty schools. This area is also focused on assessing the effect of recruitment and retention strategies on staffing patterns.


Teacher Certification/Qualifications Data Paraprofessional and Other Staff Qualifications Staff Effectiveness in Relation to Student Achievement Staff Mobility/Stability Special Program Qualifications, e.g. Bilingual/ESL, Special Education, etc. Professional Development Data Teacher-Student Ratios Graduation, Completion, Dropout, and GED Rates Course/Class Completions, Grades and Other Data Recruitment and Retention Strategies and Other Data



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Findings/Analysis


Strengths Needs

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See probing Questions related to Staff Quality, Recruitment and Retention

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What are the teacher qualifications, certifications, etc.? Paraprofessionals?

What does the general data reflect regarding teacher quality on the campus?

How are follow-up data regarding teacher performance provided to teachers?

How are we recruiting high quality and effective staff?

What is our staff attendance rate? Retention rate? Turnover rate?

How is highly effective staff assigned to work with the highest need students?

What is the impact/effect of our teacher mentor program?

How is new staff supported? What feedback do they provide?

What systems are in place to build capacity and support the notion of continuous improvement?

How are we using data to determine professional development for staff?

How are collective and individual decisions regarding professional development determined?

What types of professional development has staff attended? How is implementation monitored? What impact has it had on performance? What is the follow-up?

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Curriculum, Instruction and Assessment

The curriculum/curricula collectively describes the teaching, learning, and assessment materials and resources available for a given course of study. These are aligned with the TEKS and other standards, incorporating instruction and assessment processes..


Standards-Based Curriculum Resources and Materials Foundation Course/Class Materials Enrichment Course/Class Materials Technology Instructional Design/Delivery; High-Yield Strategies Lesson Study/Delivery Processes Collaborative Horizontal and Vertical Team Alignment Processes Student-Specific Strategies and Processes Common Benchmark Assessments and/or Other Assessments Class, School and Special Program Schedules



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See probing Questions related to Curriculum, Instruction and Assessment

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Curriculum, Instruction and Assessment

What evidence exists to determine that the curriculum is clearly linked to the TEKS and other standards for student learning?

How is data used to inform curriculum, instructions, and assessment decisions?

What does the data reflect about how curriculum, instruction, and assessment are aligned? How are they focused on supporting and challenging all students?

How are curriculum, instruction and assessment aligned with 21st Century Learning Skills?

What evidence is there that there is a process for monitoring, evaluation, and renewing the curriculum to meet the needs of all learners?

How are instructional strategies and activities aligned with student learning needs and expected outcomes for achievement? How consistent is this across the district/school? What is the impact on specific student groups?

What evidence supports the implementation of high impact/high yield additional interventions for students who need assistance beyond primary classroom instruction? Which students need this type of instruction? What has the effect been over time?

How does instructional design and delivery maximize student engagement, a positive learning climate, higher order thinking skills, problem solving, critical thinking, etc.?

Is there evidence that assessments are aligned with clearly specified and appropriate achievement expectations? How are they developed and linked to measure the effect of curriculum and instruction?

How do we know assessments are designed, developed, and used in a fair and equitable manner that eliminates biases? How do students perceive these assessments?

How does the scope of assessments provide a comprehensive and representative sampling of student performance that allows for confident conclusions about achievement?

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Family and Community Involvement refers to how these stakeholders are informed, invested and involved as partners in supporting the school community to maintain high expectations and high achievement for all students.


Family and Community Participation Counts by Type of Activity Parent Volunteer Information Parent Activity Evaluations and Feedback Parent and Community Partnership Data Mobility/Stability Demographic data Community Service Agencies and Support Services Translation Procedure



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See probing Questions related to Family and Community Involvement

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What evidence exists that families and community members are involved in meaningful activities that support students’ learning? What are the activities? Which parents and community members are involved? What trends and patterns do we observe?

How are families and the community members involved in school decisions?

What types of services are available to support families, community members, and students to encourage healthy relationships?

If families speak languages other than English, what are these languages? How does the school communicate in those languages? What does the Translation Procedure state as methods to determine languages to offer translation for parents and families?

What types of services are available to support students in special programs?

What types of community partnerships exist to support families and students?

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School Context and Organization

School Context and Organization refers to the processes, structures, decision-making and overall leadership aspects of the organization, including how these areas address quality teaching and learning.


School Structure and Make-Up e.g. Teaming, Looping, etc. Decision-Making Processes Master Schedule Leadership: Formal and Informal Supervision Structure Support Structures: Mentor Teachers Duty Rosters Schedule for Student Support Services e.g. Counseling, Social Work, Library, etc. School Map and Physical Environment Program Support Services e.g. Extracurricular Activities, After School Programs,

etc. Communication: Formal and Informal



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Findings/Analysis


Strengths Needs

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See probing Questions related to School Context and Organization

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School Context and Organization

To what degree does the district/school support the organization and how?

What does the data reflect about classes, schedules, and student/staff teams?

How is adequate time devoted to subjects in which students perform poorly?

How do teachers have a voice in decision making and school policies?

What role do teachers have in deciding what assessments will be used to evaluate individual students or the program as a whole?

Do school committees and decision making bodies make it easy for teaches, parents, paraprofessionals, support staff, and students to be heard and, in turn, for all groups to be a part of solutions to identified problems?

What are the students’ , parents’ and community perceptions of the school?

What do school expectations reveal?

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Technology

Technology refers to modeling and applying digital tools and resources for students, staff, and other stakeholders to advance teaching and learning, and connect to real-world experiences, including post-secondary opportunities.


Technology Infrastructure, Networks, etc. Technology Hardware and Software Classroom Technology Needs by Area, Class, Department, etc. Professional Development/Teacher Preparation Needs in Technology Leadership and Administrative Support Structures for Technology Implementation Resource Allocations Technology Policies and Procedures Technology Plan Assessment of Technology Skills for Students, Staff and Other Stakeholders



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Findings/Analysis


Strengths Needs

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See probing Questions related to Technology

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Technology

What technology do we have?

What is the technology proficiency for staff and students?

How does staff feel about technology?

What are some barriers that potentially prevent effective use of technology? When it’s working, why is that so? When it’s not working, why not?

In which content areas are we using technology and how? What is the effect?

How does the design of the network provide for the users it supports?

How is technology utilized to support curriculum, instructions and assessment integration and implementation?

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Comprehensive Needs Assessment Summary of Priority Needs

Demographics •

Student Achievement •

School Culture and Climate

•

Staff Quality, Recruitment & Retention •

Curriculum, Instruction & Assessment •

Family and Community Involvement •

School Context & Organization •

Technology •

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Concern Statement Needs Indicator Source of Data We are concerned that economically disadvantaged children enter kindergarten lacking literacy skills. Gap: Literacy skills economically disadvantaged children have upon entering kindergarten and literacy skills all other children in our district have upon entering kindergarten.

Percentage of kindergarteners who pass readiness screening in literacy skills.

Existing Data: State assessment score in kindergarten screening. Data Needed:

We are concerned that EL children may not have sufficient self‐esteem to take challenging academic courses. Gap: Level of self‐esteem that EL children have in selecting academic courses and level of self‐esteem that a sample of students who take AP courses have in selected academic courses.

Percentage of EL children who report that lack of self‐esteem prevents them taking higher level courses.

Existing Data: Data Needed: EL Student Survey. Comparison group of students who take challenging academic courses and their level of self‐esteem.

We are concerned that families do not understand graduation requirements. Gap: The knowledge needed for graduation requirements and the knowledge that families have of graduation requirements.

Percentage of parents who report a lack of understanding about graduation requirements.

Existing Data: Data Needed: Parent Survey

We are concerned that students identified as homeless do not graduate on time due to failure in the core requirement of Algebra I. Gap: Failure rates in Algebra I for homeless children and failure rate in Algebra I for the general student population.

Number and percentage of homeless children who are secondary students who take Algebra I during their freshman or sophomore year and their passing rates.

Existing Data: Student transcripts of homeless children and state assessment data. Data Needed:

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Concern Statement Needs Indicator Source of Data

Source: Comprehensive Needs Assessment Toolkit/Funded by the U.S. Department of Education

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The Five Whys Worksheet

Area of Concern (Need): Not all teachers apply consistent high‐quality instructional practices in mathematics in PK‐3rd grade.


Lack of common understanding of what high‐quality instructional practices in math and what they like in practice.

How do you know? Supporting Data: Teacher surveys, Teacher interviews, PLC Meeting Minutes

Why is that?

We have not received the appropriate Professional Development in these specific areas.

How do you know? Supporting Data: Professional Development Audit, Professional Development Attendance Records

Why is that?

We didn’t know what relevant professional development was needed as we were implementing the new standards and curriculum.

How do you know? Supporting Data: Interview and Surveys

Why is that?

How do you know? Supporting Data:

Identified Root Cause: Lack of specific and relevant professional development that helps to identify the skills and practices needed to deliver high quality instruction in early mathematics.

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The Five Whys Worksheet

Area of Concern (Need):



Why is that?


Why is that?


Why is that?


Identified Root Cause:

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Sample CNA (Include Date CNA Revised, Description of CNA Process, and Planning Team

members/roles. CNA Summary will be placed in the DIP/CIP that includes identified strengths and needs.)

Demographics Demographics Summary: The 2018 – 2019 ABC ISD student data indicates a total enrollment of 547 students at the end of the 2017 ‐ 2018 school year. This number represents a 1% increase from the previous year. Based on the 2017 ‐ 2018 district Texas Academic Performance Report (TAPR), student ethnicity population consists of 13% White, 3.8% African American, 82.1% Hispanic, 0.5% Asian, 0.4% Two or More Races, 0.2% American Indian/Alaskan, and 0% Hawaiian/Pacific Islander. For four years we have had stability in subpopulation make‐up, with an overall total student growth of around 5%. Specific demographic populations evaluated, due to the impact these student groups have on both the state and federal accountability systems, were the economically disadvantaged, English Learners (EL), and special education populations. Based on the 2017 – 2018 TAPR, the district reported that 96.2% of the total population is identified as economically disadvantaged. This percentage is based on the number of participants in the Free and/or Reduced Price Lunch Program within the district. The continued high percentage in the economically disadvantaged population over the last few years requires the district to enhance efforts to build greater understanding of cultural diversity and acknowledge the impact poverty has on students coming from disadvantaged home environments where factors may prevent students from being "school‐ready." Some studies have identified students from economically disadvantaged environments as being school dependent; meaning that the only academic and sometimes physical and emotional resources available and accessible to them are those afforded by the school. So the challenge becomes the facilitation of targeted professional development for all staff to meet the needs of this population. The EL population in recent years reveals a steady increase in numbers. For the 2018 ‐ 2019 school year, ABC ISD had to apply for a Bilingual Exception for its 16th consecutive year. Meaning, the district has had at least 20 students speaking the same language other than English, at a single grade level, and has not been able to hire bilingual certified teachers for 15 years in a row. It continues to be difficult, if not impossible, for the district to secure an appropriate number of bilingual certified teachers. The growing population of EL students, representing the Spanish home language, has prompted district and campus administrators to explore various interventions and strategies made available through the coordination of state and federal funds. Student enrollment by special program is as follows:

Bilingual/ESL Education 30.9% Career and Technical Education 26.5% Gifted and Talented Education 0.4% Special Education 6.4%

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Demographic Strengths:

Student academic performance remains stable, if not slightly improved, in most academic areas in spite of increasing rigor on state assessments; and

CTE participation and completion rates have increased Demographic Needs:

Increased interventions to address growing numbers of both economically disadvantaged and EL students;

Greater cultural awareness and diversity training is still needed for all staff; Increased opportunities and support for students who are identified as being gifted; Training and implementation of a wider array of collaborative learning and differentiated instructional models for teachers; and

Increased recruitment and employment of bilingual and ESL teachers to strengthen the learning and vocabulary gap with the Hispanic and EL student population

Student Achievement Student Achievement Summary: The Texas Academic Performance Report (TAPR) report for 2018 ‐ 2019 was reviewed and analyzed in the needs assessment process. The needs assessment process for student performance focuses on consistent attendance, STAAR/EOC pass rates, and assessment test data. Focus also includes student demographic information and at‐risk data to better define student needs in the pursuit of academic excellence and sustainability. ABC ISD’s STAAR scores are improving each year, as is the rigor of state assessments. STAAR EOC scores for English I, Biology, and U.S. History show a static to very slight upward trend over the past few years. However, English II and Algebra I were a little bit lower that previous year averages. Intensive tutorials and academic assistance will continue to be implemented and monitored throughout the year to focus on increasing success rates. In regards to our 3 ‐ 8 grades, overall science, social studies, and writing scores increased. However, reading and mathematics scores decreased in some of these grade levels. District‐wide efforts made by each of our teachers in regards to differentiated teaching styles and practices and a continued focus on the TEKS are priorities this year. To assist in this endeavor, the addition of pacing guides and access to the TEKs Resource System are intended to assist both teachers and students towards a higher level of academic progress. Mathematics, reading, and writing are of district‐wide concern. In order to strengthen these areas, the Daily 5 will continue to be implemented in Grades K‐4 for reading. Guided reading training and activities will be coupled with the Daily 5 to strengthen these students reading comprehension and fluency. Consultants have been secured to work with our teachers on how to implement the Daily 5 in these grades levels through workshops and modeling in the classroom. Additionally, a Writing Specialist will continue to visit English/Language Arts (ELAR) classrooms in grades 6‐10 for training and in‐class modeling this year. Specific training in writing has been made available through writing programs. In order to provide additional support for our math and reading teachers, a K‐6 math and a K‐6 reading intervention specialist work with both teachers and students on methods to increase student performance in those who demonstrate below‐level skills in reading and math. As another means of ensuring high‐quality instruction, teachers diligently revise their specific grade/subject level scope and sequence and lesson plan designs. Adding to the current scope and sequence, the district is introducing the TEKs Resource System to teachers as an additional resource. This system provides a strong pacing guide, suggestions for when to teach specific units, and offers additional

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rigorous assessments to check for student comprehension and mastery. The TEKS Resource tool helps to ensure a high‐level of rigor is being used in the classroom and that teachers are accurately pacing their instruction. Assessments and data analyses also support the need for non‐English/bilingual speaking students to develop their academic language and reading fluency. A significant factor to our student’s achievement is an overall attendance rate of 96.6% for both the 2017–2018 and 2018‐2019 school years. The needs assessment review also included data and discussion regarding chronic health conditions, communicable diseases, and special circumstances such as pregnancy and parenting. A challenge to improvements in student achievement is the number of students with one or more designations as at‐risk of dropping out of school. ABC ISD acknowledges that academic challenges may result in social challenges just as social challenges may negatively affect academics. However, five of the fourteen categories of at‐risk designations are stated in academic terms. Those five at‐risk categories are: reading readiness in elementary schools, low course averages in secondary schools, retention rates for all grade levels, state assessment performance ‐ such as STAAR, and the number of students with Limited English Proficiency. Information reviewed shows a need for:

An aggressive writing intervention program;

An aggressive reading intervention program;

Maximum planning, instruction, and learning time for teachers and students; and

Focused efforts to address academic needs for at‐risk students Based upon both the raw and scale scores for 3rd ‐ 11th grades on STAAR assessments, data suggests that more critical thinking skills, access to real‐world applications, and increased classroom rigor still needs to be added to the curriculum and instructional practices. Some of the strategies implemented this year will involve campus administrators closely monitoring the depth to which students are being taught and assessed as evidenced through walk‐throughs, routine assessment data analysis, and review of benchmark test performance. Additionally, during each 6‐week period, rigorous assessments are given in each core subject area. These assessments are then analyzed to review which TEKS/student expectations have or have not been mastered successfully. TEKS not mastered must then be retaught and reassessed for student mastery. During 2018–2019, ABC ISD provided training for teachers in grades K‐6 through “The Writing Academy” on how to approach successful writing. This writing curriculum is being implemented with the hopes of vertically aligned writing strategies and styles. During 2018 ‐ 2019, the district plans for additional staff in grades 1 ‐ 6 to be trained on this curriculum. Additionally, ABC ISD will continue services offered through writing programs. The continuance of weekly district‐wide curriculum‐driven meetings will allow teachers and campus administrators to further analyze student performance data, review intervention plans, assess student achievement, update scope and sequences, focus on rigorous questioning strategies, and meet as vertical and horizontal teams. These meetings have also been set aside for grade/subject level meetings assist teachers in strategies that promote higher student engagement, increase instructional practices, and answer questions from the staff. In addition, working with small groups of teachers to assist them in learning how to utilize all aspects the TEKs Resource system has to offer. As a result of these weekly meetings, the district’s staff development will be more attuned to what teachers discover are needs. As evidenced on the accountability summary, ABC ISD received the accountability rating of “B” for the 2018‐2019 school year. In addition, the district was able to secure its first Distinction Designation in “Postsecondary Readiness.” ABC ISD once again scored consistently higher than the target score for each Performance Index.

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On Performance Index I, Student Achievement, ABC ISD obtained 69 points, 9 points above the state’s target score. In regards to Performance Index 2, Student Progress, a score of 38 points was obtained, 21 points above the target score. ABC ISD scored 40 points, that being 10 points above the target score for Index 3, Closing Performance Gaps. For the final Performance Index 4, Post‐Secondary Readiness, ABC ISD earned 68 points or 8 points over the target score. Upon comparison of student performance data in the all grades and subjects combined category, the 2018 ‐ 2019 data shows each subpopulation’s performance increased from previous years. When reviewing reading among our student subpopulations, the only subgroup to decrease in performance were EL’s. In regards to mathematics, all subgroups decreased in performance ranging from 4% to 12% lower than the previous year. Writing and science performance for all subgroups increased by as much as 20% within certain populations. The final subject analyzed, social studies, showed increasing trends in performance for all students assessed. Dropout Prevention: Data for 2018 ‐ 2019 shows a decrease in the number of ABC ISD secondary students dropping out of school over the last two years. ABC ISD feels secure in current practices that are in place to increase retention rates and student’s success until graduation. The number of students at ABC ISD entering ninth grade and graduating either four years later or at a 5‐ year extended longitudinal rate has increased. This increase in graduation rate was comparable to smaller increases at both the regional and statewide levels. Both secondary and elementary data show approximately 388 at‐risk students. Five of the at‐risk categories denote academic challenges that can be addressed through an individualized approach to teaching and learning, as required by the guidelines for State Compensatory Education. Eight of these categories denote social, emotional or behavioral challenges, and require early identification, prevention, intervention, counseling, and support activities as encouraged in both State Compensatory Education and ESSA Title I, Part A guidelines. ABC ISD improvement efforts include a continued focus on early identification and interventions for students struggling academically. Cohort monitoring and management efforts track student progress toward graduation within four years. Annual credit acquisition is documented and a plan for credit recovery is established for students behind in the cohort. Student Achievement Strengths:

Economically disadvantaged, EL’s, White, and Hispanic student performance increased in the “ALL subject areas” category;

The percentage of graduates remains constant at 100% for the past two years;

Students achieving at Advanced Standards in all subjects and social studies increased district‐wide; Percent of students who met or exceeded progress in all subjects increased in 2018 as compared to 2017;

Increased number of students participating in either ACT or SAT assessments;

Distinction Designation earned in Postsecondary Readiness; Increased percentage of students completing advanced/dual‐credit courses;

Increased number of graduates who completed a CTE coherent course sequence;

Greater number of students who are college‐ready graduates and college and career ready graduates; and

Increased number of student who are enrolling in Texas institutions of higher education

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Student Achievement Needs:

Interventions targeting all students whose performance decreased in mathematics;

Increase SAT/ACT average test results so they are equal to or higher than either regional or state averages;

Increased focus on data driven instructional interventions and differentiated instruction in an effort to meet student needs and improve student performance among all low‐performing groups;

Continued training on how to use resources available through the TEKS Resource System;

Improve overall student performance in mathematics, reading, and writing; and

Increased support for at‐risk and economically disadvantaged students in danger of dropping out

District Culture and Climate District Culture and Climate Summary: ABC ISD provides a warm and welcoming environment. ABC ISD staff, parents, and the community have high expectations for our students ‐ both academically, behaviorally, and socially. Each strives to meet the needs of all students and prepare them from the day they enter the district to be college or work‐place ready upon graduation. In addition, ABC ISD staff and students are able to feel safe and supported in the school environment. Through various safety drills, the staff are all prepared in the event of an emergency. ABC ISD also has tremendously low rates of student discipline issues, as well as high student attendance rate. Our district prides itself in being able to offer students multiple opportunities to be involved in extracurricular activities. Parents and community members are welcomed and encouraged to participate in the educational process through a variety of avenues such as PTO, booster club, and district committees. Each ABC ISD campus publishes safety rules, dress codes, discipline codes, and emergency response protocol. Campus assemblies, along with motivational speakers are employed to encourage student safety while stressing the importance of making healthy choices. Various medical services are made available in conjunction with the district’s registered nurse. These include health screenings, information about healthy choices, information about drug and alcohol abuse, as well as information on other risky behaviors. Campus administrators and the PEIMS Coordinator track and report referrals and placements by campus and type of offense. The top categories for the disciplinary placements are as follows: cutting class, conduct and student code violations, and disruptive behavior. The overwhelming majority of all offenses on each campus were reported as violations of student code of conduct. The responsibility for labeling the causes for referrals lies with the campus administrator. One label may not encompass the entire incident. Detailed information is gathered on the referral to better inform the receiving teachers, counselors, and administrators in developing an individual plan for a student. Documentation of referrals include a brief narrative of the incident as well as grade level, age of the student, and any notations about the student in terms of any type of special services they may receive. In order to remediate and address specific misconduct, students may serve time in an in‐school suspension, create a social contract or behavioral plan between student and administrator/teacher, be reassigned to another classroom setting, or be provided with professional counseling. District Culture and Climate Strengths:

Strong community and parent support;

Student involvement;

Safe and orderly district; Well maintained and clean campus buildings; and

Minimal disciplinary referrals

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District Culture and Climate Needs:

Increasing parental involvement in academics;

Instilling the importance of education and collegiate/trade/technical school completion to parents and community members;

Developing academic support for parents so they are able to assist their students in regards to homework and academics; and

Increasing leadership skills of current staff

Staff Quality, Recruitment, and Retention Staff Quality, Recruitment, and Retention Summary: ABC ISD requires all teachers and paraprofessionals to be high quality. They must be in an approved alternative teaching program or have a certified teaching certificate in their teaching field with a degree of BS, BA, Master's, or Doctoral. A complete background check and fingerprinting is required of all new employees. Teachers will be evaluated under the evaluation and support system called Texas Teacher Evaluation and Support System (T‐TESS). Administrators are required to consistently provide information and feedback from routine walk‐throughs and observations to each teacher and the superintendent. The evaluation system focuses on teachers developing habits of continuous improvement where both administrator and teacher focus on evidence‐based feedback and professional development through ongoing dialogue and collaboration. Teachers meet with their administrator at the beginning of the year to outline goals during a preconference, undergo observations during the year, and at the end of the year a post‐conference is held to discuss the year and future goals. In regards to professional development, teachers utilize DMAC software to assist in assessing and analyzing student performance and focus on which TEKS/student expectations are not being mastered. Analysis of this data allows teachers and administration to identify specific areas of needed staff development. In addition, ABC ISD has worked closely with the Region XVI ESC to implement regular classroom visits by content specialists. These specialists observe, model, provide feedback, and co‐teach with the staff. Through this arrangement, teachers have great support and access to specific professional needs addressed during visits. It is evident that teachers enjoy ABC ISD and usually complete their entire teaching tenure within the district. Another highlight for staff at ABC ISD is a strong mentoring program for first year and new teachers to the district. This allows the new staff members to succeed and feel welcomed to the district and the education profession. ABC ISD has had 100% certified teachers and highly qualified and certified instructional aides for the 2018 ‐ 2019 school year. ABC ISD employs around 50 teachers, with 12 or 26.2% holding advanced degrees. Of the 50 teachers, 36 have more than five years of classroom teaching experience. Average tenure within ABC ISD is 6.7 years. The district averages one teacher per 11.5 students. This average does include core grade levels and classes with smaller elective or alternatively structured classrooms. Average pay for classroom teachers shows ABC ISD salaries continue to be lower than the state average in all categories of years of experience, roughly $10,000 per category. Unfortunately, a reported turnover rate of approximately 19.5% was reported for the 2017 ‐ 2018 school year. The state percentage is at 16.5%. Exit interviews have been implemented to address this unusually high turnover and discover any specific reasons teachers choose to leave the district. ABC ISD continually monitors recruiting practices and employee placements to ensure positions are filled with the certified staff members who are committed to staying and building relationships within the school community.

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ABC ISD is committed to quality staff development providing every teacher the opportunity to achieve and maintain proper qualifications, as well as the classroom effectiveness necessary for exemplary teaching and learning. Staff development participation is managed and documented through the curriculum department, campus principals, and Region XVI ESC. For the 2018 ‐ 2019 school year, over 2,071 hours of staff development were documented through the Region XVI ESC for ABC ISD teachers and administrators. New teachers and new teachers to the district are required to attend new teacher in‐service training at the beginning of each year. If they are new to the profession, a selected master teacher is assigned to serve as a mentor during the first year. Each year, ABC ISD revises staff development plans to include required trainings, differentiated instructional practices, activities to serve the gifted, collaborative learning models, writing initiatives, and more intensive English Learner (EL) based instructional strategies. Finally, ABC ISD promotes online and web‐based learning environments allowing staff members to participate and engage in professional development that is delivered in methods other than face‐to‐face sessions.

High quality designations are based on criteria regarding proper certifications for teaching. Highly effective designations are more challenging to define and measure. As noted in both the curriculum and instruction and technology sections of this needs assessment, strategies are needed to support and monitor the efforts of teachers in the implementation and effectiveness of staff development concepts in the classroom. Improved delivery methods to address changing student needs are a priority. For example, approximately 70.9% of the entire student body is designated as at‐risk while 96.2% are designated as economically disadvantaged. Effective instructional delivery for these students require specialized strategies, methods of instruction, and interventions gained through specialized staff development and training.

Staff Quality, Recruitment, and Retention Strengths:

Low teacher to student ratio of 1 teacher per every 11.5 students; Minimal discipline issues;

Administrative support for teachers who seek specialized staff development;

Mentoring program providing new staff with support from master teachers within their assigned subject/grade level;

Teacher appraisers and campus leadership set goals, give timely feedback, and focus on continuous cycles of improvement;

Summer instructional professional development days can be used as comp time throughout the year;

Staff engage as active participants in data analysis to better understand low performing areas and target individual student needs

Staff Quality, Recruitment, and Retention Needs:

Increased teacher retention; Teacher salaries that are more competitive with local districts in order to attract teacher applicants;

More effectively recruitment of bilingual and ESL certified teachers;

Increase opportunities for individualized professional development;

Increase trainings on effective instructional practices for working with ELs, at‐risk, and economically disadvantaged;

Continued support from Regional Service Center specialists in modeling, effective instructional methods, collaborative learning, and research‐based strategies for all subject and grade levels; and

Effectively assessing exit interviews to address working conditions/environments that lead to potential staff turnover

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Curriculum, Instruction, and Assessment Curriculum, Instruction, and Assessment Summary: The ABC ISD administration is responsible for ensuring fidelity in the implementation of the TEKS in the foundation and enrichment curriculum. Curriculum development, implementation, and pacing has been collaboratively designed utilizing strong partnerships with ABC ISD stakeholders. In addition, the TEKs Resource System has been added as an available resource for our teachers. This system allows teachers to gauge the effectiveness of their curriculum, ensure proper pacing, and provides access to rigorous questioning strategies and assessments. The needs assessment process for curriculum and instruction includes the review of core and enrichment curriculum, methods of delivery and strategies, as well as monitoring efforts to determine effective implementation of current scope and sequences. The TEKS Resource System provides tools that allow teachers to view vertical alignment, pacing guides, sample questioning, and an assessment bank. This resource is meant to serve as a method to ensure correct pacing and instructional content is delivered through cohesive units. TEKS Resource System also assists the teachers in spiraling in the TEKS throughout various times of the year. Access to TEKS Resource has created opportunities for lessons to be delivered with a higher degree of rigor and complexity while aligning to the TEKS/SEs. District‐wide assessments to check student mastery are given based upon each six weeks’ scope and sequence or unit plan. Most assessments are created either through the TEKS Resource System or DMAC TEKscore software. In addition, DMAC offers numerous analysis tools for teachers to use in assessing specific student mastery. At the end of each six weeks, principal led meetings are held by grade level/subject area/department level to discuss findings and trends from these analyses. STAAR assessment and student performance data reveals a need for continued review and revision of current scope and sequences in all core subject areas to ensure appropriate sequencing and pacing of instruction, as well as the implementation of effective instructional strategies to meet the level of rigor and depth of knowledge in which students are assessed. Increasing instructional effectiveness and student achievement will increase the likelihood that our student population has access to higher education, the ability to attend a trade or technical school, or have the skills necessary to be successful in the workforce upon graduation. With an increased focus on a cohesive writing curriculum and instruction in K‐12, coupled with more effective guided reading in our elementary classrooms, the district is striving to solidify stronger writing and reading skills within the student population. Student achievement data supports the need for more effective delivery of instruction and increased opportunities to check for student understanding. With large populations of students receiving special services through special education, gifted and talented, Limited English Proficiency, and at‐risk, there is a need for a variety of instructional delivery methods. Continued training and assistance from Region XVI Specialists are allowing our teachers to see and put into practice a variety of instructional methods. ABC ISD teachers are learning to check for understanding more often to assess mastery and to identify students who are in need of specific interventions. Identifying students in need of intervention allows for re‐teach opportunities and individualized assistance for struggling learners. These efforts also support the State Compensatory Education requirements of addressing needs of students designated at‐risk of dropping out of school, particularly in the five areas previously noted as academic categories. Early identification of student needs will accelerate Response to Intervention (RtI) efforts and support individualized instructional plans for teaching and learning.

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Curriculum, Instruction, and Assessment Strengths:

Utilize and share successful intervention strategies and programs across grade levels/subject areas;

Adequate teaching supplies and materials;

Campus visits from Region XVI Education Service Center Specialists who coach, model, observe, and provide feedback on instructional delivery and resources;

Deconstructed TEKS, scope and sequence, and curriculum‐based meetings to address needs; and

Addition of TEKS Resource System to assist core teachers with pacing, vertical alignment, sequencing, and rigorous assessments Curriculum, Instruction, and Assessment Needs:

Increase teacher familiarity with usage of TEKS Resource System to ensure correct vertical alignment and common‐based assessments for grade/subject levels;

Increase time for teachers to plan and incorporate the usage of TEKS Resource System into current instructional frameworks/scope and sequences;

Increase training on proper pacing to ensure coverage of all required TEKS; Increase student critical thinking skills to develop deeper synthesis of core content; Vary instructional strategies to increase student’s ability to use textual evidence; Increase staff’s time to effectively create interventions targeting low‐performing students;

Provide uniform Response to Intervention (RtI); and

Design lessons that engage and motivate students to learn

Family, and Community Involvement Family, and Community Involvement Summary: ABC ISD is committed to a full partnership with parents and community members through providing optimum teaching and learning experiences for students. The needs assessment process for this area includes a review of previous and current levels of parent and community participation in school activities. Additionally, feedback from parents and community members via online surveys were discussed along with any useful information administrators collected from these educational stakeholders. Activities and events for parent and community participation include meetings offered after school hours to provide parent/student learning activities and information on other relevant school events. ABC SISD’s School Health Advisory Council (SHAC) partner with community, state, and federal organizations to offer community health fairs and blood drives. Families and community members can be involved in meaningful activities that support students’ learning and campus needs such as PTO and Booster Club meetings, and UIL academic and athletic events. Other examples of parent and community activities include 6‐week celebrations, book fairs, meet the teacher, Fall Festival, Thanksgiving Feast, holiday performances, organizational events, and award ceremonies. More parent and community activities are sponsored through our Afterschool programs such as movie night, fitness classes, specialized events, and English language acquisition courses. Parents are encouraged to be involved in the decision‐making process through membership on various committees. These include but not limited to: Site‐Based Decision‐Making Committee, School Health Advisory Council, Language Proficiency Assessment Committee, Booster Club, and the Parent‐Teacher Organization. Parents are informed of the importance of consistent attendance at campus‐based activities through newsletters, parent/teacher conferences, email, phone calls, Facebook, Twitter, and the Remind app. The district website is updated with current news and informational items that all interested parties can access. ABC ISD always seeks new opportunities that will increase parental engagement and student success. Analyses of state assessments and localized instruments indicate our Limited English Proficiency (LEP) students are more at‐risk due to language barriers.

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A top priority for ABC ISD is to reduce the language barrier by supporting LEP students’ parents through efforts targeting the improvement of their child’s education. Parents of LEP students often do not have the educational background needed to support their child’s academic needs, thus creating barriers between school and home relationships. The district strives to offer various programs and activities that will increase parental knowledge and skills. By working to increase these parents’ fluency and knowledge base, our students will have stronger academic support at home and a culture centered on the importance of education will begin to emerge. As parent involvement programs and activities are reviewed for effectiveness, concerns center around consistent attendance and completion rates at meetings, language barriers, and long parental work hours. To address these concerns, district administrators will focus on the following:

Improving communication with parents in previously underrepresented groups, such as special education and Hispanic students, by ensuring documents and information sent out to parents are both English and Spanish;

Varying times of scheduled meetings;

Increasing number of available translators at meetings/events;

Improving communication efforts between program administrators, campus administrators, and staff regarding the importance of parent and community participation in school activities;

Increasing opportunities for parents to increase their fluency in the English language; and Offering academic support to parents who cannot effectively provide academic assistance to their students Parent, Family, and Community Engagement Strengths:

Parent and Family Engagement Policy;

Attendance and participation at district‐wide events; Positive feedback from parents; and

Strong community support Parent, Family, and Community Engagement Needs:

Seek non‐traditional methods of communication for non‐English speaking populations;

Bilingual liaisons who focus on developing trust and relationships with limited English speaking families;

Increased response to parental and community surveys; and

Increased attendance and feedback at strategic planning meetings

School Context and Organization School Context and Organization Summary: ABC ISD is a structured, well‐organized school system that has created a positive academic and extracurricular image within the community. Administration, faculty, and staff are all friendly, qualified, and professional during the academic school day and at afterschool events. Expectations are set high by all members of the ABC ISD team to ensure students are successful in preparing for life and graduating college and/or career ready. District administration works diligently to meet the needs of the teachers and staff in each aspect of the school environment. Additionally, all teachers and staff are focused on making the school environment one that is inviting, clean, and inspiring for our students. While maintaining a welcoming environment full of high expectations, stakeholders strive to utilize time spent in the schools serving the academic and extracurricular need of our students. ABC ISD is a rural, relatively small district where student class options are somewhat limited, schedules may be hard to accommodate, and finding the same grade/subject level colleague may be difficult.

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However, the small size allows for a smaller teacher to student ratio (1:11.5), ease of access to teachers, and the opportunity for staff to provide more targeted assistance for students who may be struggling in some manner. Since there is a smaller number of teachers and students, more time can be spent with students who are performing poorly or need additional clarification. In turn, this allows for teachers to have a much clearer understanding of each students’ academic and social needs. This valuable input can then be evaluated and appropriate measures put into place for interventions. Additionally, many families and students from area school districts seek to transfer to ABC ISD so they can have a more personalized academic experience. School Context and Organization Strengths:

Small teacher to student ratios;

Positive climate and culture exhibited through all educational stakeholders;

High expectations of administration, faculty, staff, and students; and

Positive community/parental image School Context and Organization Needs

Increased community and parental awareness and involvement;

More opportunities for faculty professional development on new and innovative instructional approaches to reach every student on every level;

Increased support of second language learners through enhanced/differentiated instructional strategies;

Develop consistency in instruction; Increased time for teachers to collaborate, plan for more rigorous instruction, and have vertical/horizontal team meetings;

Increased course selections; and Increased collegiality with staff of neighboring districts for access to and conversations with grade/subject level teaching counterparts

Technology Technology Summary: ABC ISD has worked diligently to improve available technology resources for staff and students. A needs assessment utilizing teacher/student surveys, interviews, and inventories were conducted to analyze the current status of technology in the district and determine future needs. Items analyzed included: infrastructure, hardware, software, programs, student achievement, technology resources, staff development, and technical support. Findings from this needs analysis are as follows: Currently in place at ABC ISD:

Direct connection to the Internet is via a 100 MB connection; wireless connection to the Internet is 20 MB;

District‐wide Wi‐Fi access points;

District website and intranet in place providing district information and instructional services;

Website & technology training provided to teachers by qualified staff members;

Written procedures in place on acceptable use of the Internet and network management;

Distance learning labs available for students, staff, and community members;

Firewalls in place to help protect student access to unauthorized websites via Lightspeed Systems Software;

Teachers have access to a dedicated computer;

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Windows and Mac teacher and student computers and labs;

All campuses have computer projectors for classroom checkout or permanently affixed in classrooms;

Majority of classrooms have a Smartboard; Junior high and high school student usage of personal devices as approved by teacher; Junior high and high school MacBook loaner program (1:1);

Odyssey Ware software for both credit recovery and tutorial purposes;

District employee email accounts and network storage space;

One technology director and instructional technology specialist available for assistance; and Teachers are expected to integrate relevant technology material into their lessons ABC ISD High School:

CTE strands are available affording students a variety of learning opportunities; Teachers are provided a ChromeBook at the beginning of each school year;

All students in 9th through 12th grade are invited to participate in ChromeBook loaner program at the beginning of the school year; and

At least two open access labs are available for students and teachers ABC ISD Junior High:

Teachers are provided a MacBook at the beginning of each school year;

Students in 7th and 8th grade are invited to participate in MacBook loaner program at the beginning of the 2016 ‐ 2017 school year; and

One Mac Lab with open access is available for students and teachers

ABC ISD Elementary:

At least two open access labs are available for students and teachers; and PK ‐ 6 th classrooms have access to mobile device carts

The needs assessment analysis noted a need for increased number of Wi‐Fi access points and greater Internet bandwidth in order to speed up wireless access speeds, additional access to distance learning in multiple locations, and more one‐on‐one technology in lower grade levels. The analysis also indicated a need for a replacement cycle plan for out of date equipment, the need for more rigorous and software applications to supplement classroom learning in secondary schools to enhance learning opportunities. Further study also revealed some staff members are not adequately trained in using hardware and software, therefore not effectively utilizing technology in the classroom. Due to this lack of knowledge, teacher training on hardware and software usage needs to be offered.

Technology:

Multiple computer labs available for students, staff, and community;

Data security; Classroom and staff technology resources;

Junior high and high school 1:1 ratio of ChromeBooks for teachers and students; and

Student and staff access and training on two different types of computer platforms

Technology:

Increased Wi‐Fi access points and Internet bandwidth;

Staff technology training for more effective utilization and integration of technology during instruction and assessments;

Replacement/recycle plan for outdated equipment;

More rigorous academic intervention and supplement content support software