Comprehensive Needs Assessment

Critical Needs Assessment  (CNA)

The CNA was conducted in August 2023.  The instructional staff was broken up into small groups, typically four individuals, to complete assigned sections. Following this process, results were shared out to the whole group for discussion.  

Highest Scoring Tenets:  Elementary

Educator Effectiveness- 3.45

Variety of assessments, informal and formal, utilized in the classrooms to check for 

understanding and guide future instruction. A more recent focus on utilizing high quality instructional materials.

Community and Relationship Builder- 3.33

Student needs addressed on a case-by-case basis.  Collaboration time set aside 

to develop collective responsibility for meeting goals.

Transitions- 3.29

Collaboration between grade levels involving curriculum and discussion on student 

Progress.  Lessons developed to address various learning styles.

Highest Scoring Tenets:  Secondary

Positive Partnerships, Relationships, and Success- 3.67

Celebrations noting student success done throughout the year.  Teachers regularly 

         communicate with parents using the student management system (JMC). 

Improvement and Resource Management Leader- 3.50

Staff given opportunities for leadership and ownership in decision making. 

feedback gathered from staff, often informally.  Professional development opportunities supported

Transitions- 3.29

Instructional staff and the guidance counselor share ideas for students regarding 

postsecondary options.  Differentiated instruction occurs within classes.  Sixth grade year is transitional with the students receiving core instruction from one teacher within the confines of a bell schedule.

Lowest Scoring Tenets:  Elementary

Instructional Leadership- 2.67

Administration supports the identification and training of instructional leaders but more feedback is needed on the quality of their efforts.  Staff have access to student data but more time could be allocated for analysis.

Improvement and Resource Management Leader- 2.75

Staff is given opportunities to develop leadership skills and participate in decision 

making.  Some concern that resources could be better allocated in making staffing 

and professional development decisions. 

Postsecondary, Career, and Civic Ready- 3.10

While noting some improvement, instructional staff suggested the processes for 

selecting high quality instructional materials need to become more ingrained and 

possibly documented in school policy.  In regards to curriculum, the general consensus is that the written curriculum is mostly aligned with standards and mostly instructed in the classroom.

Lowest Scoring Tenets:  Secondary

Instructional Leadership- 2.00

Communication of professional learning events occurs, a suggestion is to target 

this information more to individual teachers.  As with the elementary, the wish for more feedback on instruction is noted. 

Student Achievement and Growth- 2.13

Teachers note a need for professional development on developing and 

understanding the results of assessments. Question on whether MAP testing 

should be utilized in the 9th and 10th grades.

Community and Relationship Builder- 2.67

Praise given to administration and instructional staff in promoting the vision that all 

students can learn and deserve continual opportunities for growth.  Suggestion for 

more professional development time focusing on establishing and meeting both 

student and staff goals.