Comprehensive Needs Assessment and Root Cause Analysis Monday

Comprehensive Needs Assessment and Root Cause Analysis Monday April 1st

Conducting a Comprehensive Needs Assessment 1 2 Select a comprehensive needs assessment (LEA) Identify and gather data (LEA) 3 Present data to the collaborative team (LEA presents to school and CAB) 4 Prioritize indicators for root cause analysis (school and CAB)

1 Select a comprehensive needs assessment (LEA) Rhode Island Model Needs Assessment Georgia Department of Education Comprehensive Needs As sessment Moving Your Numbers District Self Assessment Guid e Global Best Practices 2nd Edition (Secondary schools only)

2 Identify and gather data (LEA) For every indicator, data should be: Triangulated Contextualized Visualized/Summarized

Thinking Broadly About Data Test scores are necessary but not sufficient A robust needs assessment includes many factors that help paint a rich picture of teaching and learning

3 Present data to the collaborative team (LEA presents to school and CAB) LEA builds collaborative team’s capacity to understand and analyze data LEA should emphasize equity of voice in ensuring all members of the CAB and school team can meaningfully engage Protocols can be helpful, should be tailored to needs and desires of the CAB, School, and LEA Collaborative team asks questions: Additional data? Clarifying questions? Avoids making judgements, proposing solutions

Individual or groups of indicators are analyzed and evaluated on two axes: Each collaborative team should end with 3-5 High Priority, Weak Performance indicators Strong performance Current performance 4 Prioritize indicators for root cause analysis (school and CAB) Low priority, strong performance: Minor Area of Strength High priority, strong performance: Major Area of Strength Low priority, low performance: Minor Area of Weakness High priority, Weak Performance: Major Area of Focus Weak performance Low priority Priority High priority

Conducting a root cause analysis RCA allows us to: Sharpen Focus Solve the right problem Prioritize factors within our control

Conducting a root cause analysis Math curriculum is low quality Ineffective Lessons Math instruction doesn’t meet student need Lack of instructional resources Students are unmotivated Inadequate instructional time Students are not proficient in math Priority Indicator: Low Performance on Math Assessments Students are proficient but test poorly in math Students are unfamiliar with test format Students are distracted Poor Testing Environment

Process 3-5 High Priority Needs with identified Root Causes EvidenceBased Interventions Designed to Address Root Causes Now Through Early May ( 5 weeks) Comprehensiv e School Improvement Plan And Funding Application (Due 5/15)

Questions? Email: [email protected] Web: www.ride.ri.gov/improvement Requests for technical assistance from the School Improvement team may be submitted here: https:// docs.google.com/forms/d/1A-3liJ53xDbGh04jaUV0 Ohitse9FC7UFAaJz37ImDOU/viewform?edit reques