District Improvement Team (DIT) > Comprehensive Campus Needs Assessment

Comprehensive Campus Needs Assessment

Comprehensive Campus Needs Assessment

State and federal law both outline the requirement for schools to conduct a comprehensive needs assessment (CNA) as part of the planning and decision-making process. Texas Education Code (TEC) Sections 11.252(a)(1-2) and 11.253 related to campus planning state that “the plan must include provisions for a comprehensive needs assessment addressing student performance on the student achievement indicators, and other appropriate measures of performance…Campus-level committees must assess the academic achievement for each student in the school using the student achievement indicator system.”
 
Likewise, No Child Left Behind (NCLB) – Public Law 107-110, Section 1114 (b) (1) (A) requires that a Title I schoolwide program include a comprehensive needs assessment of the entire school, including the needs of migrant students, based on information that includes how students are meeting the state’s challenging academic content and achievement standards. For targeted assistance programs, Section 1115 (A) and (B) states that a school operating a targeted assistance program may only use Title I funds for programs that provide services to eligible children and defines eligible children as those “identified by the school as failing, or most at risk of failing, to meet the state’s challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures.” Therefore, in a targeted assistance school, the needs assessment process is also critical to determine, based on data, which students are most in need of Title I services and the types of services which will provide the greatest impact. The process must be objective and include multiple measures to identify students most in need and establish a priority list for services. Targeted assistance schools are also expected to be able to document the student selection process and evaluate student progress as part of the needs assessment for the subsequent year.
 
Thus, the purpose of a CNA is to examine multiple sources of data to identify the priority needs and direction for the school. This critical process is the prework to the development of the district and campus improvement plans and decisions regarding the justification for use of NCLB and other funds. The data helps schools monitor and assess the impact of programs, instruction, and other resources related to student achievement by developing a school profile. When conducted thoroughly, the CNA tool provides schools with identified strengths and weaknesses and specifies priorities for addressing student achievement and meeting challenging academic and performance standards. Conducting a CNA is a process, not an event. While there may be specific times during the school year when targeted data analysis occurs, the data collection and analysis process is ongoing to ensure that progress toward the school’s objectives, goals, mission and vision are being realized.
 
Longview ISD Comprehensive Campus Needs Assessment focuses on:
  • demographics;
  • student achievement;
  • school culture and climate;
  • staff quality, recruitment and retention;
  • curriculum, instruction and assessment;
  • family and community involvement;
  • school organization; and
  • technology.
Comprehensive Needs Assessment Process
 
Longview Isd has adopted the NCLB Comprehensive Needs Assessment Process developed by the TEA in Conjunction with Region 20 Education Service Center which expounds on a  5-Step Process.  The tool kit provided by the TEA and Region 20 ESC outlines this 5-step process—which ultimately links the CNA to the review and development of the district and campus improvement plans.
 
Step 1: Review the purpose and outcomes for conducting the CNA.
  • What do we want to accomplish with this process?
  • How will we ensure that it’s a process, not an event?
  • How will we get multiple stakeholders involved in the process?
  • How will we share the purpose and outcomes with those involved?
  • What are the short-and long-term timelines?
 
Step 2: Establish committees for each area of the CNA. (Areas: Demographic, student achievement, etc.)
  • Is there a committee or team with expertise in any of the areas?
  • If not, which staff members will make the greatest impact on the committee or team?
  • How will team members be recruited, selected, and potentially replaced?
  • How do we ensure there is diversity on each team to challenge assumptions and stretch the group?
  • Which team member is best suited to lead and facilitate individual teams? How do we ensure that the team member is skilled in group facilitation, consensus building, leading conversations regarding data/analysis, collaboration, and others?
  • How will coordination among committees occur?
Step 3: Determine which types of data will be collected and analyzed by the committee to develop
the school profile.
  • What data will we collect?
  • Does the data need to be reorganized in charts, graphs, tables, etc., to facilitate analysis?
  • Do data collection tools need to be developed?
  • How do we ensure that certain types of data are kept confidential and FERPA is not violated?
  • How do we ensure that committees follow the process and refrain from identifying solutions?
Step 4: Determine areas of priority and summarize needs.
  • What are the strengths and needs of our district/school and its representative groups?
  • What evidence supports the strengths and needs?
  • What are the priorities?
  • What are we learning about our district/school, and what connections are we making?
Step 5: Connect the CNA to the district/campus improvement plan development and review process.
  • What are the findings in the CNA?
  • How are the findings reflected in summary statements?
  • How are the CNA strengths addressed in the district/campus improvement plans as strategies and activities which will be continued and sustained to build on these strengths?
  • How are the CNA needs addressed in the district/campus improvement plans through strategies and activities designed to improve student outcomes?
  • How do priorities and needs correlate with justifications for NCLB program expenditures?