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Comprehensive NeedsAssessment
NCLB
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People without inormation cannot act. People with inormation cannothelp but act. Ken Blanchard
State and ederal law both outline the requirement or schools to conduct a comprehensive
needs assessment (CNA) as part o the planning and decision-making process. exas
Education Code (EC) Sections 11.252(a)(1-2) and 11.253 related to campus planning state
that the plan must include provisions or a comprehensive needs assessment addressing
student perormance on the student achievementindicators, and other appropriate measures
o perormanceCampus-level committees must assess the academic achievement or each
student in the school using the student achievementindicator system.
Likewise, No Child Le Behind (NCLB) Public Law 107-110, Section 1114 (b) (1) (A)
requires that a itle I schoolwide program include a comprehensive needs assessment
o the entire school, including the needs o migrant students, based on inormation that
includes how students are meeting the states challenging academic content and achievement
standards. For targeted assistance programs, Section 1115 (A) and (B) states that a school
operating a targeted assistance program may only use itle I unds or programs that
provide services to eligible children and denes eligible children as those identied by the
school as ailing, or most at risk o ailing, to meet the states challenging student academic
achievement standards on the basis o multiple, educationally related, objective criteria
established by the local educational agency and supplemented by the school, except thatchildren rom preschool through grade 2 shall be selected solely on the basis o such criteria
as teacher judgment, interviews with parents, and developmentally appropriate measures.
Tereore, in a targeted assistance school, the needs assessment process is also critical to
determine, based on data, which students are most in need o itle I services and the types
o services which will provide the greatest impact. Te process must be objective and include
multiple measures to identiy students most in need and establish a priority list or services.
argeted assistance schools are also expected to be able to document the student selection
process and evaluate student progress as part o the needs assessment or the subsequent
year.
Tus, the purpose o a CNA is to examine multiple sources o data to identiy the priorityneeds and direction or the school. Tis critical process is the prework to the development
o the district and campus improvement plans and decisions regarding the justication
or use o NCLB and other unds. Te data helps schools monitor and assess the impact o
programs, instruction, and other resources related to student achievement by developing a
school prole. When conducted thoroughly, the CNA tool provides schools with identied
strengths and weaknesses and species priorities or addressing student achievement and
meeting challenging academic and perormance standards. Conducting a CNA is a process,
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not an event. While there may be specic times during the school year when targeted data
analysis occurs, the data collection and analysis process is ongoing to ensure that progress
toward the schools objectives, goals, mission and vision are being realized.
Tis NCLB CNA tool ocuses on several areas:
demographics; studentachievement;
schoolcultureandclimate;
staquality,recruitmentandretention;
curriculum,instructionandassessment;
familyandcommunityinvolvement;
schoolorganization;and
technology.
o acilitate the process and ensure buy-in rom stakeholders, it is recommended that thedistrict/schoolorganizeallstaandotherpotentialmembersintocommittees,eachfocused
on gathering data or their assigned category area. Te committees ideally are comprised
o members that are required under NCLB to carry out the campus plan: parents and other
members o the community, teachers, principals, administrators (including administrators
o NCLB programs), and i appropriate, pupil services personnel, technical assistance
providers,schoolsta,andiftheplanrelatestoasecondaryschool,studentsfromsuch
a school.
Data analysis should not be just about gathering data. It is very easy toget analysis paralysis by spending time pulling data together and notspending time using the data. Victoria L. Bernhardt
Te committees determine which data should be collected to provide the most inormation
regarding the strengths and needs o the district/school. Te team must be purposeul about
gathering sufcient key data sources to assess the strengths and needs o the system without
gathering so much data that it becomes difcult to acilitate the process. Inormed decisions
and decision-making regarding the school prole are, thereore, based on data, rather than
assumptions or perceptions.
Te school prole begins with collecting baseline inormation (or comparison data when
baseline data already exists) so the committees can identiy "statements o need" or each
respective area. Te data is easier to interpret and analyze when it is presented in varied
ormats, including graphs, charts, tables, and other user-riendly versions. Data should be
disaggregated based on applicable groups, and may be examined longitudinally (across
multiple years), by grade levels, classrooms, or schools to identiy patterns, trends, strengths,
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and needs. Once the data is reviewed by each committee, members may determine whether
additional data should be collected and analyzed. Varied sources and types o inormation
rom each area will yield the most accurate assessment o the needs. By using multiple data
sources to compare the data, priority needs should emerge to support inormed decisions
or continuous improvement, the development o the district/campus improvement plan,
and justiy decisions regarding how NCLB unds will be used to ensure that all students
meet challenging academic and perormance standards.
A Checklist or Creating a School Prole Decide what you want to measure and report.
Determine who will be responsible or organizing, developing, and updating
the prole.
Develop a management system or collecting and organizing the data in the prole.
Be selective about the type and amount o data to collect.
ake a baseline assessment o the data available in each area o ocus.
Determine any additional inormation that is needed and the procedures or
collecting it.
Writeanarrativetosupportthestorythedatapresent;usevariedformatsfor
illustrating the narrative with charts, graphs, and tables.
Source: Victoria L. Bernhardt
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Comprehensive Needs Assessment Process
Step 1: Review the purpose and outcomes or conducting the CNA.Whatdowewanttoaccomplishwiththisprocess?
Howwillweensurethatitsaprocess,notanevent?
Howwillwegetmultiplestakeholdersinvolvedintheprocess?
Howwillwesharethepurposeandoutcomeswiththoseinvolved?
Whataretheshort-andlong-termtimelines?
A 5-Step ProcessTe NCLB CNA includes this 5-step processwhich ultimately links the CNA to the review
and development o the district and campus improvement plans. Provide copies o this CNA
booklet to each committee member to ensure they have a ull picture o the CNA process.
Step 3Determine which
types o data
will be collected
and analyzed by
committee to
develop the school
profle.Step 2Establish committees
or each area o the
CNA.
Step 5Connect the CNA to
the district/campus
improvement plan
development and
review process.
Step 4
Determine areaso priority and
summarize needs.
Step 1Review the purpose
and outcomes or
conducting the CNA.
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Step 2: Establish committees or each area o the CNA. (Areas: Demographic, student achievement, etc.)
Isthereacommitteeorteamwithexpertiseinanyoftheareas?
Ifnot,whichstamemberswillmakethegreatestimpactonthecommitteeorteam?
Howwillteammembersberecruited,selected,andpotentiallyreplaced?
Howdoweensurethereisdiversityoneachteamtochallengeassumptionsandstretchthegroup?
Whichteammemberisbestsuitedtoleadandfacilitateindividualteams?Howdowe
ensure that the team member is skilled in group acilitation, consensus building, leading
conversationsregardingdata/analysis,collaboration,andothers?
Howwillcoordinationamongcommitteesoccur?
Step 3: Determine which types o data will be collected and analyzed by the committee to developthe school profle.
Whatdatawillwecollect?
Doesthedataneedtobereorganizedincharts,graphs,tables,etc.,tofacilitateanalysis?
Dodatacollectiontoolsneedtobedeveloped?
HowdoweensurethatcertaintypesofdataarekeptcondentialandFERPAis
notviolated?
Howdoweensurethatcommitteesfollowtheprocessandrefrainfromidentifyingsolutions?
Step 4: Determine areas o priority and summarize needs.
Whatarethestrengthsandneedsofourdistrict/schoolanditsrepresentativegroups?Whatevidencesupportsthestrengthsandneeds?
Whatarethepriorities?
Whatarewelearningaboutourdistrict/school,andwhatconnectionsarewemaking?
Step 5: Connect the CNA to the district/campus improvement plan development and review process.
WhatarethendingsintheCNA?
Howarethendingsreectedinsummarystatements?
HowaretheCNAstrengthsaddressedinthedistrict/campusimprovementplansasstrat-egiesandactivitieswhichwillbecontinuedandsustainedtobuildonthesestrengths?
HowaretheCNAneedsaddressedinthedistrict/campusimprovementplansthrough
strategiesandactivitiesdesignedtoimprovestudentoutcomes?
HowdoprioritiesandneedscorrelatewithjusticationsforNCLBprogramexpenditures?
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Probing QuestionsEach area o the CNA tool is noted below, along with probing questions to acilitate
dialogueaboutthedata;determinestrengthsandneeds;anddeveloppriorityandsummary
statements or each area. Tere may be other critical district-and campus-specic questions
whicharenotreectedbelow.Committeemembersmaygeneratealistofadditionalquestions based on what do we want to know, why do we want to know and what data
dowehaveorneedtoaddressthequestions?
We want to gather and analyze data that will help us understand the system that
produces the results we are getting. We also want to move our district continuous
improvement eorts rom random acts o improvement to ocused improvement that
centers on our ultimate purposeimproving learning or all students.
Victoria Bernhardt
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Demographics
Demographic data are very important or us to understand as they are part o our
educational system over which we have no control, but rom which we can observe
trends and learn or purposes o prediction and planning. Victoria Bernhardt
1.Whatdoenrollmentnumbersindicate?
2.Whatisthebreakdownbyethnicity,gender,orothercategory?
3.Howhastheenrollmentchangedoverthepastthreeyears?
4.Whatisthenumberofstudentsineachspecialprogram?Howdotheseprogram
numberslookbrokenupbyethnicity,gender,orothercategory?Areweover-or
underrepresentedincertaingroups?Why?
5.Whatisthedataforspecialprogramsovertime?
6.Whatdoesthedatareectregardingstudentswhoexitfromspecialprograms?
Howmany?Whoarethey?Whattrendorpatterndowesee?
7.Whoareourat-riskstudents?Whatistheirat-riskcategory?
8.WhoareourMigrantstudents?
9.Whatisthemobilityrateforthiscampus?Whatisthestabilityrate?Howarethese
numbersrepresentedforMigrantstudents?
10.Whatareaofthecommunitydothesestudentscomefrom?
11.Whatarethestademographics?
12.Whataretheteacher/studentratios?Howdotheseratioscomparetoperformance?
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Student Achievement
We want to gather and analyze data that will help us understand the system that
produces the results we are getting. We also want to move our district continuous
improvement eorts rom random acts o improvement to ocused improvement thatcenters on our ultimate purposeimproving learning or all students.
Victoria Bernhardt
1.Howisstudentachievementdatadisaggregated?
2.Howdoesstudentachievementdatacomparefromonedatasourcetoanother?
3. What does the data indicate when disaggregated by ethnicity, gender, socioeconomicstatus,specialprogram,orothercategory?
4.Inwhichareasareweshowinggrowth?Atwhatrate?Comparedtowhichstandard
ofachievement?
5.Whichstudentsaremakingprogress?Why?
6.Whatimpactareinterventionprogramshavingonstudentachievement?Whichstudents
arebenetingornot?Why?
7.Whatdoesthelongitudinalstudentachievementdataindicate?
8.Whatdoesthedatareectwithinandamongcontentareas?
9.Whatdoesthedateindicatewhendisaggregatedatvariouslevelsofdepth?
10.Whichstudentsaremakingannualprogress?Whichonesaremakingprojectedgrowth?Whoarethesestudents?Howdoesthisdatacompareacrossprograms,contentareas,
subgroups,etc.?
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School Culture and Climate
Culture is the underground stream o norms, values, belies, traditions, and rituals
that builds up over time as people work together, solve problems, and conront
challenges. Tis set o inormal expectations and values shapes how people think,eel, and act in schools. Author Unknown
1.Howdostudentsdescribetheschoolclimate?Howdoesthiscomparetosta?
2.Whatevidenceistherethatstudentsandstaarecollectivelyalignedwiththevision
andmissionoftheschool?
3. Howdostudentsandstadescribeattitudes,respect,relationships,belonging,support,etc.?
Howdoesthisdatacompareacrossgroups?Whichgroupsrespondinwhichmanner?
4.Whatdoesthedatareectregardingstudentbehaviors,discipline,etc.?
5.Towhatdegreedostudentsandstafeelphysicallysafe?
6.Whatdostudentsandstaindicateaboutexpectations:academic,behavioral,social,
extracurricular,etc.?
7.Whichstudentsaremostsatisedwiththeschoolscultureandclimate?Howdoesthiscomparetothestudentsattendance,tardies,andotherbehaviors?
8.Whatdoesthedataindicateregardingclassroommanagementandorganization?
Howdoesthiscomparetoclassroomstudentachievementdata?
9.Whatdoesthedatareectregardinggang,substanceabuse,weapons,andothersafe
schoolsareas?Whoarethestudentsinvolved?Whatdoweknowaboutthesestudents?
Whatserviceshavethesestudentsreceived?
10.Whatstudentsareinvolvedinextracurricularactivities,clubs,andotherareas?Who
arethesestudents?Whatdoesstudentachievementreectaboutthesestudentsversus
otherswhoarenotinvolved?
11.Whatarethestudentsandstasperceptionsoffacilitiesandthephysical
environments?Whatistheimpactofthefacilitiesoncultureandclimate?
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Sta Quality, Recruitment and Retention(Note confdentiality requirements regarding specifc teacher appraisal and observation data)
An empowered organization is one in which individuals have the knowledge, skill,
desire, and opportunity to personally succeed in a way that leads to collectiveorganizational success. Stephen Covey
1.Whataretheteacherqualications,certications,etc.?Paraprofessionals?
2.Whatdoesthegeneraldatareectregardingteacherqualityonthecampus?
3.Howarefollow-updataregardingteacherperformanceprovidedtoteachers?
4.Howarewerecruitinghighlyqualiedandeectivesta?
5.Whatisourstaattendancerate?Retentionrate?Turnoverrate?
6.Howishighlyeectivestaassignedtoworkwiththehighestneedstudents?
7.Whatistheimpact/eectofourteachermentorprogram?
8.Howisnewstasupported?Whatfeedbackdotheyprovide?
9. What systems are in place to build capacity and support the notion o continuous
improvement?
10.Howareweusingdatatodetermineprofessionaldevelopmentforsta?
11.Howarecollectiveandindividualdecisionsregardingprofessionaldevelopment
determined?
12.Whattypesofprofessionaldevelopmenthasstaattended?Howisimplementation
monitored?Whatimpacthasithadonperformance?Whatisthefollow-up?
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Curriculum, Instruction and Assessment
Tere are three kinds o curricula; they must be considered together and improved
together: written curriculum, taught curriculum, and tested curriculum.
Fenwick English
1. What evidence exists to determine that the curriculum is clearly linked to the EKS
andotherstandardsforstudentlearning?
2.Howisdatausedtoinformcurriculum,instruction,andassessmentdecisions?
3.Whatdoesthedatareectabouthowcurriculum,instruction,andassessmentare
aligned?Howaretheyfocusedonsupportingandchallengingallstudents?
4.Howarecurriculum,instruction,andassessmentalignedwith21stCentury
LearningSkills?
5. What evidence is there that there is a process or monitoring, evaluating and
renewingthecurriculumtomeettheneedsofalllearners?
6.Howareinstructionalstrategiesandactivitiesalignedwithstudentlearningneeds
andexpectedoutcomesforachievement?Howconsistentisthisacrossthedistrict/
school?Whatistheimpactonspecicstudentgroups?
7. What evidence supports the implementation o high impact/high yield additional
interventionsforstudentswhoneedassistancebeyondprimaryclassroominstruction?
Whichstudentsneedthistypeofinstruction?Whathastheeectbeenovertime?
8.Howdoesinstructionaldesignanddeliverymaximizestudentengagement,apositive
learningclimate,higherorderthinkingskills,problemsolving,criticalthinking,etc.?
9. Is there evidence that assessments are aligned with clearly specied and appropriate
achievementexpectations?Howaretheydevelopedandlinkedtomeasuretheeect
ofcurriculumandinstruction?
10.Howdoweknowassessmentsaredesigned,developed,andusedinafairandequitable
mannerthateliminatesbiases?Howdostudentsperceivetheseassessments?
11.Howdoesthescopeofassessmentsprovideacomprehensiveandrepresentativesam-
plingofstudentperformancethatallowsforcondentconclusionsaboutachievement?
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Family and Community Involvement
Te amily is changing, not disappearing. We have to broaden our understanding o
it, look or the new metaphors. Mary Catherine Bateson
1. What evidence exists that amilies and community members are involved in meaningul
activitiesthatsupportstudentslearning?Whataretheactivities?Whichparents
andcommunitymembersareinvolved?Whattrendsandpatternsdoweobserve?
2. Howarefamiliesandthecommunitymembersinvolvedinschooldecisions?
3. What types o services are available to support amilies, community members, and
studentstoencouragehealthyfamilyrelationships?
4. IffamiliesspeaklanguagesotherthanEnglish,whataretheselanguages?Howdoes
theschoolcommunicateinthoselanguages?
5. Whattypesofservicesareavailabletosupportstudentsinspecialprograms?
Whataretheresults?
6. Whattypesofcommunitypartnershipsexisttosupportfamiliesandstudents?
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School Context and Organization
Create the kind o climate in your organization where personal growth is expected,
recognized and rewarded. Author Unknown
1. Towhatdegreedoesthedistrict/schoolsupporttheorganizationandhow?
2. Whatdoesthedatareectaboutclasses,schedules,andstudent/stateams?
3. Howisadequatetimedevotedtosubjectsinwhichstudentsperformpoorly?
4. Howdoteachershaveavoiceindecisionmakingandschoolpolicies?
5. What role do teachers have in deciding what assessments will be used to evaluate
individualstudentsortheprogramasawhole?
6. Do school committees and decision making bodies make it easy or teachers, parents,
paraprofessionals,supportsta,andstudentstobeheardand,inturn,forallgroups
tobepartofsolutionstoidentiedproblems?
7. Whatarethestudents,parentsandcommunityperceptionsoftheschool?
8. Whatdoschoolexpectationsreveal?
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Technology
Te traditional way we do school will change as students have more access to the
world around them. I we are producing globally competitive students, we have to
adapt to the world they will encounter. Superintendent
1. Whattechnologydowehave?
2. Whatisthetechnologyprociencyforstaandstudents?
3. Howdoesstafeelabouttechnology?
4. Whataresomebarriersthatpotentiallypreventeectiveuseoftechnology?Whenitsworking,whyisthatso?Whenitsnotworking,whynot?
5. Whattypesoftechnologyprofessionaldevelopmenthaveweprovided?Whatwasthe
impactforstaandstudents?
6. Inwhichcontentareasareweusingtechnologyandhow?Whatistheeect?
7. Howdoesthedesignofthenetworkprovidefortheusersitsupports?
8. Howistechnologyutilizedtosupportcurriculum,instruction,andassessmentintegra-
tionandimplementation?
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Committee Sel-Assessment/Refection
CNAcommitteemembersusethisdocumenttoreectontheprocess.
Date: _______________________________
1. GiventhegoalsandoutcomesoftheCNAprocess,whatwasmostbenecialandwhy?
2. Whatmightweimproveandhow?
3. Howisourorganizationbetterasaresultofthisprocess?
Committee Area:
Demographics
Student Achievement
School Culture and Climate
StaQuality,Recruitment,andRetention
Curriculum, Instruction, and Assessment
Family and Community Involvement
School Context and Organization
echnology
Name Signature Position
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