Mid_YEAR_NEEDS_ASSESSMENT

TEACHER AS RESEARCHER & IMPROVEMENT LEADER: At Mid-Year it is time to reflect on teaching, learning, instruction, methods, modes, and procedures. These reflections should be shared with your principal, departments, grade levels, and team members. This Needs Assessment Process should help you initiate that procedure. Begin by asking these questions:

(1) Are all students "on target"?

--If yes, are they able to achieve distinguished scores on state tests or complete state approved certifications? If yes, then place N/A in the blanks on the survey.

--If no, what is needed to get them to their highest level of achievement?

--If no, how are we differentiating instruction?

(2) Data: What does the data tell us about students who are falling behind or who have fallen behind? What are the specific areas of concern for the most common gap(s)?

(3) Research: What instructional materials, methods, procedures have proven to be best practices for filling the gap between where students are and where they need to be? Concentrate on the most common gap. Do not try to overcome all areas of concern at this time of year. (Note: TEA has purchased instructional materials for schools to close the gap. Do you know how to find these?)

--Use multiple primary resources -journals, not vendors advertisements to find proven and documented solutions.

--Are there demographically similar successful schools that can become resources for this research?

--Determine what is possible, not what is unrealistic as far as scheduling, software, tutorials, instructional materials, processes or procedures.

------Personalized Learning (quick reading): It is often unrealistic to think that a teacher is able to differentiate instruction for 22 students during a single class period. This is where technology, small grouping, peer tutoring, instructional centers, and one-on-one conferencing can assist.

(4) Field Test (Definition): Anytime we begin a new procedure (process, software, instructional package or curriculum), it is important to recognize that until it is proven (with solid data) it is still a "field test" -- not a solution. Begin with benchmarks and collect empirical data to share with your team. If the new procedure is a real solution, then the team must dedicate time and funding to keep the procedure in place. It should not be dropped if it is working. There must be a continuous process of monitoring effectiveness for each new set of students.

--Just an Example: EyeQ software was purchased and used for dyslexic students several years ago. Recommended procedures for using the software were also put into place. These students all improved in their reading comprehension and fluency. They all passed their state tests. Yet, in following years, the recommended process was dropped and then the software was dropped as faculty changes occurred (which, of course, is inevitable).

----Other packages purchased and dropped: Shurley Method, MultiSensory Structured Language Methods (MTS/MTA),

AR Reading and STAR Math 3rd-12th, New Jersey Writing, and many other packages including online software.

---What are we currently using? How do we know if it is working? What improvements might be needed? (time on task, closer monitoring, better process - multi-modal, hands-on, project-based, relevancy)

----Keeping records of what works and what does not work or no longer produces the results needed, should become the norm with all instructional materials and for all instructional teams.

----Is it the instructional material that is failing or the procedure we use while deploying the software/material? How might we achieve improvement?

(5) Continuous Improvement Cycle (Short read about 5 Principles): Each set of students will present their own set of challenges. Continuous data collection, monitoring, adjusting, reflection, and research must become our norm.

--If we do not have a way to collect current, relevant, conclusive data, then this should be our first priority. How can we gain this data? What is available? What is useful? What realistically can fit into our class procedures?

--If we collect data, how is it used? What do we DO with that data? Assessing students in any way, shape or form must result in the analysis of that assessment affecting the way we plan daily instruction.

With these steps in mind, please fill out the Needs Survey below. This will be shared with your campus administration for further consideration.