School Leadership, Uncategorized

Needs Assessment

Every campus has needs. Each campus has strengths, of course, but they also have needs. How do we identify and address those needs? One solution is a needs assessment.

The first item to be addressed with my faculty would be purpose of a needs assessment. The purpose of any needs assessment is the same, whether it be for an individual classroom, a department, a school, or a district. The purpose should include the fulfillment of vision and mission and meet the goals outlined by SBDM (TEA, Needs Assessment Guidance). When discussing a needs assessment it’s always important to use the concept of backwards design. This prompts questions such as: “what results do we want to see? What information do we want to uncover? and How can we use the information we find to drive planning?” (TEA, Needs Assessment Guidance, pp. 3).

Next, I would discuss with my staff how we would gather data.  Numerous sources exist to gather and analyze data such as TELPAS, STAAR, Discipline referrals, etc. As a team, we can also decide if other types of data should be collected like surveys from students, parents, or staff (Needs Assessment Guidance).

As we analyze the data, trends, impacts, and insights will be revealed. The data analysis process outlined in the Data Analysis Guidance gives clear directions for guiding the team. First, we would identify the data topic and what sources will be collected. Next, we would decide how the data will be organized for review (if not already organized such as in TAPR and STAAR results). Then we would determine which process would be used to analyze data. Lastly, we would define how the team will record findings and cultivate problem statements (TEA, Data Analysis Guidance).

The most important part of improvement planning and evaluating and making adjustments to the plan. With that being said, the plan as to be made. The plan should be made once again using backwards design. The priorities and goals should be established before developing the plan. Within the plan, there should be strategies, interventions, and check points confirmed to check the progress of the plan. As data is continually collected, the plan should be evaluated and adjusted if necessary. How often the data is collected will determine how often adjustments need to be made. If the primary source of data is TAPR, then data is collected once a year. If the primary source of data is discipline referrals, the data could be analyzed once or month (TEA, Improvement Planning Document).

References

Texas Education Agency (TEA). (n.d.). Data Analysis Guidance. Guidance for the Texas Accountability Intervention System. Retrieved from https://luonline.blackboard.com/bbcswebdav/courses/13322.201790/Course%20Documents/Data%20A

Texas Education Agency (TEA). (n.d.). Needs Assessment Guidance. Guidance for the Texas Accountability Intervention System. Retrieved from https://luonline.blackboard.com/bbcswebdav/courses/13322.201790/Course%20Documents/Data%20A

Texas Education Agency (TEA). (n.d.). Improvement Planning Guidance. Guidance for the Texas Accountability Intervention System. Retrieved from https://luonline.blackboard.com/bbcswebdav/courses/13322.201790/Course%20Documents/Improvement

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