Basic Steps for Comprehensive Needs Assessment Process
1) Dialogue with staff regarding how they believe our variety of data will look.
2) Print the current CNA to view the questions in order to create an awareness of the type of conclusions to be drawn and to highlight responses that most likely need to be updated.
3) Create small groups of teachers to analyze different sections of the CNA and different content areas using the Data-Driven Dialogue Protocol and the accompanying Data-Driven Dialogue spreadsheet.
4) Examine all local sources of data tied to health and social-emotional Whole Child supports such as MiPHY, WIDA, ACES, attendance and mobility, disciplinary referrals, free/reduced lunch count, programming, BMI through your physical education class, ASCD school improvement, and perception surveys. Also identify your community resources that are available for programming and support.
5) Utilize MiSchoolData.org to look at enrollment and schools of choice data across subgroups; also identify achievement trends compared to state or ISD averages per grade level per content.
6) Drill down beyond global data found on MI School Data to include timely, diagnostic, and local data such as SAT, PSAT, M-STEP, Mi-Access, Delta Math, KRA, DIBELS, benchmark data etc. Also include HS Strand and EL/MS GLCE historical trend reports most likely available on a local data warehouse (IGOR, IRIS, Illuminate, Data Director, EIDEX, etc.). Also look at your elementary data such as KRA, and early literacy and mathematics benchmark assessment.
7) Once all of the data is gathered, lift key findings and report out to the larger group. Celebrate your strengths and successes! Facilitate a discussion regarding causality which will lead to brainstorming possible solutions. Remember, when identifying causes, focus on the factors which the staff controls or at least over which they have influence.
8) REPORT the updated "answers" to the questions on the CNA in mid-April.
9) You have now identified the target areas necessary to determine whether or not to "keep" the strategies in your current school improvement plan; proceed to the SIP page to begin your planning process. Remember your SIP is due by September 1 each year!
For further support, view the old video demonstrating the above process (old MEAP data) (20 minutes w/ the first 3 minutes setting the stage, 15 minutes navigating MI School Data and the final 2 minutes accessing the Google Doc)
2) Print the current CNA to view the questions in order to create an awareness of the type of conclusions to be drawn and to highlight responses that most likely need to be updated.
3) Create small groups of teachers to analyze different sections of the CNA and different content areas using the Data-Driven Dialogue Protocol and the accompanying Data-Driven Dialogue spreadsheet.
4) Examine all local sources of data tied to health and social-emotional Whole Child supports such as MiPHY, WIDA, ACES, attendance and mobility, disciplinary referrals, free/reduced lunch count, programming, BMI through your physical education class, ASCD school improvement, and perception surveys. Also identify your community resources that are available for programming and support.
5) Utilize MiSchoolData.org to look at enrollment and schools of choice data across subgroups; also identify achievement trends compared to state or ISD averages per grade level per content.
6) Drill down beyond global data found on MI School Data to include timely, diagnostic, and local data such as SAT, PSAT, M-STEP, Mi-Access, Delta Math, KRA, DIBELS, benchmark data etc. Also include HS Strand and EL/MS GLCE historical trend reports most likely available on a local data warehouse (IGOR, IRIS, Illuminate, Data Director, EIDEX, etc.). Also look at your elementary data such as KRA, and early literacy and mathematics benchmark assessment.
7) Once all of the data is gathered, lift key findings and report out to the larger group. Celebrate your strengths and successes! Facilitate a discussion regarding causality which will lead to brainstorming possible solutions. Remember, when identifying causes, focus on the factors which the staff controls or at least over which they have influence.
8) REPORT the updated "answers" to the questions on the CNA in mid-April.
9) You have now identified the target areas necessary to determine whether or not to "keep" the strategies in your current school improvement plan; proceed to the SIP page to begin your planning process. Remember your SIP is due by September 1 each year!
For further support, view the old video demonstrating the above process (old MEAP data) (20 minutes w/ the first 3 minutes setting the stage, 15 minutes navigating MI School Data and the final 2 minutes accessing the Google Doc)
Understanding the Intersections
Upon completion and analysis of the School Data Profile, teams must choose appropriate strategies to address target areas. While academic data is almost always the focus for such decision-making, there are three other types of data gathered and studied in the profile that should be taken into consideration: demographic, perception, and process.
This Intersection Activity from Victoria Bernhardt's Data Analysis for Comprehensive Schoolwide Improvement provides easy-to-use support for utilizing the four types of data together to make the best decisions possible for your students.
The featured graphic succinctly illustrates and describes the various data points provided through an analysis of how each of the four types of data intersect. Also included in the link is a blank form of the graphic for use with staff--scaffolding for the introduction of the represented concepts.
This Intersection Activity from Victoria Bernhardt's Data Analysis for Comprehensive Schoolwide Improvement provides easy-to-use support for utilizing the four types of data together to make the best decisions possible for your students.
The featured graphic succinctly illustrates and describes the various data points provided through an analysis of how each of the four types of data intersect. Also included in the link is a blank form of the graphic for use with staff--scaffolding for the introduction of the represented concepts.
