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Working together, each school team will review their areas of improvements. Create steps for improvements, along with a Creating a plan of implementation towards improving your school structure by implementing characteristics of a STEM Academy.
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Assessment Literacy Module - Assessment Literacy Workshop in Kazakhstan (ENG...
This document provides an overview and guidance for an assessment toolkit. It discusses:
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2. Four general learning outcomes for stakeholders in assessment: recognizing assessment types and purposes, understanding how assessments support instruction, identifying effective assessment components, and adapting relevant practices from other systems.
3. A four-phase framework for implementing an effective assessment program: planning goals and tools, designing and administering assessments, collecting and evaluating data, and reporting results. Guidance is provided for each phase and stakeholder roles.
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Assessment Literacy Module - Assessment Literacy Workshop in Kazakhstan (ENG...
This document provides an overview and guidance for an assessment toolkit. It discusses:
1. The collaboration between UNESCO Bangkok and Pearson to develop an assessment literacy module.
2. Four general learning outcomes for stakeholders in assessment: recognizing assessment types and purposes, understanding how assessments support instruction, identifying effective assessment components, and adapting relevant practices from other systems.
3. A four-phase framework for implementing an effective assessment program: planning goals and tools, designing and administering assessments, collecting and evaluating data, and reporting results. Guidance is provided for each phase and stakeholder roles.
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The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
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This document summarizes the key changes to the teacher appraisal process in the UK beginning in September 2012. It notes that performance will now be assessed against revised teaching standards. Objectives must be specific, measurable, achievable, realistic and time-bound. The appraisal period will run for 12 months and involve setting objectives, observations, feedback and an annual assessment of performance against objectives and standards. It provides examples of good and poor objectives and outlines the timeframe for implementing the new appraisal process.
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This document discusses formative evaluations, which are used to strengthen the learning process. Formative evaluations are an essential part of the learning process and provide immediate feedback. They should be conducted throughout the course development process. Effective formative evaluations include designing instructional strategies, conducting one-on-one and small group evaluations with learners, and field trials to test materials in real-world contexts. Specialist reviews are also important. The goal of formative evaluations is to improve both teaching materials and learner understanding through an iterative process of analysis, data collection, and revision.
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A goal analysis identifies the steps required to achieve a goal by sequencing the major operations and decisions. It involves two steps: identifying and sequencing the steps, and classifying the goal statement. The analysis also determines the skills and knowledge needed to complete the goals using Gagne's domains of learning, which include intellectual skills, cognitive strategies, verbal information, attitudes, and motor skills. These are analyzed and a flowchart is created to chart the steps in the most efficient order through a step-by-step description of achieving the goal. Not all goals follow a traditional sequential process, as some like analyzing verbal information are achieved by topic rather than discrete steps.
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2. Alspach's model focuses on satisfaction, learning, application, and impact.
3. The Consumer-oriented model distinguishes between formative and summative evaluation to improve programs or assess value.
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Assessment systematically collects data to monitor student learning and achievement, while evaluation is a judgment of whether intended outcomes were met. Assessment determines what students learned, how they learned, and their approach to learning. There are several types of assessment: diagnostic assesses prior knowledge; formative is incorporated during instruction to adjust teaching and motivate students; and summative evaluates learning periodically and program effectiveness. Both formative and summative assessments are important for a balanced system that guides instruction and measures achievement.
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1. The document discusses using data to guide decision making and continuous improvement through collecting the right data, using it properly, and involving the right people.
2. Key data to collect includes test scores, unit/course results, attendance, discipline, and surveys disaggregated by student subgroups.
3. Data should be used by teachers to identify student strengths/weaknesses and guide curriculum, instruction, and assessment changes through collaborative meetings.
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Evaluation serves three main functions: to provide objective evidence that a program has met its desired objectives, to provide an opportunity for program planning and decision making, and to serve as a means of communication among stakeholders. It also defines expectations for counselors and guidance teachers and provides a systematic way to measure their performance against program expectations. Finally, evaluation determines what outcomes a program achieves by measuring student awareness, satisfaction with individual counseling, and satisfaction with classroom and extracurricular guidance activities.
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Instructional analysis is a process to determine the skills and knowledge needed to achieve a learning goal. It breaks the goal down into smaller steps and identifies other parts needed. The result is a learning map. The process involves classifying learning outcomes, determining goal steps, and analyzing subordinate skills needed for each step through hierarchical or cluster analysis approaches. The subordinate skills analysis identifies supporting information learners need to perform each goal step and achieve the intended outcomes.
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The document appears to be a course evaluation questionnaire that asks students to rate their agreement with 15 statements about their lecturer and course. Students are asked to choose one response on a scale from "I totally agree" to "I totally disagree" or "I have no idea" for statements about the lecturer announcing course goals, lessons being planned, highlighting important points, the course's usefulness, using effective tools/materials, providing active participation opportunities, understandable speech, taking time outside class for topics, content relating to topics and goals, measuring success relating to content and goals, informing about exams/assignments/projects, regular attendance, classroom management, being a good role model, and effective student presentations.
AUS Action plan 2012-13
The Arab Unity School action plan for 2012-2013 contains the following key points in 3 sentences:
The plan aims to improve student attainment in Islamic Education and Arabic, ensure teaching meets the needs of all students through better assessment and support for special needs students, provide appropriate challenges, improve teacher recruitment and training, and ensure student safety. It also focuses on accurate self-evaluation, allowing greater parent, teacher, and student input, and providing necessary resources and training to implement the plan. The success indicators outline how improvements will be measured in areas like attainment levels, student and teacher skills, engagement, and progress monitoring.
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This document outlines the process of curriculum evaluation and the differences between process and outcome evaluation. It discusses the six basic steps to conduct an evaluation, which are to assemble a team, prepare, develop a plan, collect information, analyze the information, and prepare a report. Process evaluation helps answer why outcomes were or weren't achieved, while outcome evaluation is both qualitative and quantitative in nature.
Curriculum evaluation
This document discusses evaluation of curriculum and the teaching-learning process. It defines evaluation as the systematic process of determining if changes in student behavior are occurring as intended. Evaluation is an ongoing, continuous process that assesses programs, individuals and institutions, and helps make decisions about students, teaching methods, and objectives. It includes both measurement of outputs and qualitative considerations to suggest improvements. The document also discusses the meaning and need for curriculum evaluation, its various methods and techniques, levels of formative and summative evaluation, factors that influence curriculum changes, and outlines a curriculum evaluation plan.
Levels evaluation models
This document outlines several models for evaluating activities and educational programs:
1. Abruzzese's model includes process, content, outcome, impact, and total program evaluation.
2. Alspach's model focuses on satisfaction, learning, application, and impact.
3. The Consumer-oriented model distinguishes between formative and summative evaluation to improve programs or assess value.
4. The Countenance model considers intents, goals, plans of students and planners using multiple data sources and analyses.
Curriculum evaluation rubrics
The document discusses curriculum evaluation, which refers to collecting and analyzing information to understand student learning and program effectiveness. Curriculum evaluation is important to assess the strengths and weaknesses of a curriculum and determine if it fulfills its intended purpose. It can involve evaluating student assessment results, classroom instruction, curriculum materials, and more. The document also discusses formative versus summative evaluation and methods for curriculum evaluation, including rubrics to objectively assess student work.
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This summary provides an overview of the key points from a PowerPoint presentation on planning and control in management:
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Curriculum evaluation models
Curriculum evaluation: The assessment of the merit and worth of any program curriculum.
Curriculum evaluation is an attempt to toss light on two questions: Do planned programs, courses, activities, and learning opportunities as developed and organized actually produce desired results/learning outcomes? How can the curriculum offerings best be improved?
Curriculum Evaluation Models: How can the merits and worth of such aspects of curriculum is determined? Evaluation specialists have proposed an array of models, an examination of which can provide useful background for the process curriculum evaluation.
Curriculum and istruction
This document discusses curriculum evaluation and the CIPP model for evaluation. It begins by defining curriculum evaluation as making judgments about changes needed in students by using information to change teaching and curriculum. It then discusses different types of evaluation, including formative evaluation for ongoing program improvement and summative evaluation at a program's completion to determine effectiveness. The CIPP model is introduced as a comprehensive framework for guiding curriculum evaluation, including context, input, process, and product evaluations to assess needs, resources, implementation, and outcomes.
Curriculum evaluation
The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
Assessment and evaluation
Assessment systematically collects data to monitor student learning and achievement, while evaluation is a judgment of whether intended outcomes were met. Assessment determines what students learned, how they learned, and their approach to learning. There are several types of assessment: diagnostic assesses prior knowledge; formative is incorporated during instruction to adjust teaching and motivate students; and summative evaluates learning periodically and program effectiveness. Both formative and summative assessments are important for a balanced system that guides instruction and measures achievement.
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This document discusses different forms and approaches to program evaluation. It describes five forms of evaluation: 1) Proactive Evaluation which occurs before program design to synthesize knowledge for decisions, 2) Clarificative Evaluation which occurs early in a program to document essential dimensions, 3) Participatory/Interactive Evaluation which occurs during delivery to involve stakeholders, 4) Monitoring Evaluation which occurs over the life of an established program to check progress, and 5) Impact Evaluation which assesses the effects of a settled program. It also outlines several evaluation approaches including behavioral objectives, four-level training outcomes, responsive, goal-free, and utilization-focused evaluations.
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This document discusses curriculum evaluation based on several models and frameworks. It describes Stufflebeam's CIPP model which evaluates the context, inputs, processes, and products of a curriculum. The document also provides a suggested six-step plan for conducting curriculum evaluation, including focusing on objectives, collecting information, organizing data, analyzing information, reporting findings, and providing continuous feedback for improvements.
Program evaluation 20121016
This document summarizes a chapter from the book "Program Evaluation: Methods and Case Studies" by Emil J. Posavac and Raymond G. Carey.
The chapter discusses selecting criteria and setting standards for program evaluation. It explains that criteria should reflect a program's purposes and be influenced by the program staff. Criteria also need to be measurable reliably and validly. Goals should include implementation, intermediate, and outcome goals. Evaluation criteria and questions should assess whether a program matches stakeholder values and needs. Developing a program theory can help define how a program's components will achieve its goals. Assessing a program theory examines its logic, plausibility, and alignment with research. Practical limitations like budget and
Program evaluation
Program evaluation is a systematic process to determine if a program achieved its intended outcomes. It involves defining goals and measurable objectives, designing an evaluation plan to collect relevant data, gathering both quantitative and qualitative data according to the plan, analyzing the results, and reporting findings to stakeholders. The overall process helps assess program effectiveness and inform future planning and implementation.
Levels 1-4 Evaluation
The document discusses the Four Levels of Evaluation model developed by Donald Kirkpatrick in 1959 to evaluate training programs. The four levels are: 1) learner reactions, 2) learning, 3) job behavior or transfer, and 4) observable results or impact. Level 1 evaluates learner opinions immediately after training. Level 2 assesses knowledge and skills learned. Level 3 evaluates on-the-job application of skills. Level 4 examines long-term business impact. Each level provides benefits for improving training and identifies weaknesses, though higher levels present more challenges to isolate the effects of training.
Failure Is N O T An Option D A T A
1. The document discusses using data to guide decision making and continuous improvement through collecting the right data, using it properly, and involving the right people.
2. Key data to collect includes test scores, unit/course results, attendance, discipline, and surveys disaggregated by student subgroups.
3. Data should be used by teachers to identify student strengths/weaknesses and guide curriculum, instruction, and assessment changes through collaborative meetings.
Escano functions of evaluation
Evaluation serves three main functions: to provide objective evidence that a program has met its desired objectives, to provide an opportunity for program planning and decision making, and to serve as a means of communication among stakeholders. It also defines expectations for counselors and guidance teachers and provides a systematic way to measure their performance against program expectations. Finally, evaluation determines what outcomes a program achieves by measuring student awareness, satisfaction with individual counseling, and satisfaction with classroom and extracurricular guidance activities.
Cipp model for curriculum evaluation
The document discusses the CIPP model for curriculum evaluation developed by Daniel Stufflebeam. The CIPP model guides evaluators and stakeholders in systematically assessing a curriculum at four stages: context, input, process, and product. Context evaluation involves analyzing needs and goals. Input evaluation considers resources and design. Process evaluation monitors implementation. Product evaluation judges outcomes against anticipated results to determine if the curriculum should continue, be modified, or discontinued. The model helps answer four questions: what should we do, how should we do it, are we doing it as planned, and did the program work.
The Benefits Of Utilizing Kirkpatrick’S Four Levels Of
The document outlines Kirkpatrick's four levels of evaluation that can be used to assess the effectiveness of safety training programs for supervisors. The four levels are: Level I) evaluate participant reaction; Level II) evaluate learning; Level III) evaluate behavior change; and Level IV) evaluate results including organizational goals and safety impacts. It provides details on the tools that can be used at each level and recommends starting with Level I and working through all four levels sequentially. The document applies this framework to evaluate the current monthly supervisor safety training program at SOCHD using reaction questionnaires, pre-and post-tests, on-the-job observations, and analyzing results.
Overview of Instructional Analysis (Conduct Instructional Analysis)
Instructional analysis is a process to determine the skills and knowledge needed to achieve a learning goal. It breaks the goal down into smaller steps and identifies other parts needed. The result is a learning map. The process involves classifying learning outcomes, determining goal steps, and analyzing subordinate skills needed for each step through hierarchical or cluster analysis approaches. The subordinate skills analysis identifies supporting information learners need to perform each goal step and achieve the intended outcomes.
Course evaluation questionarie example
The document appears to be a course evaluation questionnaire that asks students to rate their agreement with 15 statements about their lecturer and course. Students are asked to choose one response on a scale from "I totally agree" to "I totally disagree" or "I have no idea" for statements about the lecturer announcing course goals, lessons being planned, highlighting important points, the course's usefulness, using effective tools/materials, providing active participation opportunities, understandable speech, taking time outside class for topics, content relating to topics and goals, measuring success relating to content and goals, informing about exams/assignments/projects, regular attendance, classroom management, being a good role model, and effective student presentations.
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"Table 5.7 Teacher–Mentor Professional Development Plan Documenting Progress Teachers and Mentors Comments 1. Implementing: Documenting Action Steps After They Occur (Example: Observed, documented, reviewed information, discussed choices, put into practice, offered feedback . . .) Observations: Review of documentation, information collected: Put into practice: 2. Status: What happened? Check-in date(s): Progress toward goals: Facilitation of learning: 3. Reflection Mentee reflects on observations, documentation, and actions chosen. Summary of mentor feedback: 4. Changes needed and next steps: What was accomplished? What has changed? What still needs to occur? What needs to change? Next steps: Evidence of making progress or meeting goals: What should change about the mentoring process? Next steps: Do you have any new insights into what short-term goals and program conditions are necessary to produce longer term outcomes? What resources are needed to begin the activities that you identified and to maintain the program supports necessary for the activities to be effective?"
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Professional Learning Strategic Group
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Data Driven Instructional Decision MakingA framework.docx
Data Driven
Instructional Decision Making
A framework
Data –Driven Instruction
Data-driven instruction is characterized by cycles
that provide a feedback loop
in which teachers plan and deliver instruction, assess student
understanding through the collection of data, analyze the data, and
then pivot instruction based on insights from their analysis.
From: Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-TeachersKnowBest-MakingDataWork.pdf
Data-Driven Decision Making Process Cycle
Data Planning
and
Production
Data Analysis
Developing
an Action
Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data is used
From : Teachers know best: Making Data Work For Teachers and Students
Bill & Melinda Gates Foundation
https://s3.amazonaws.com/edtech-production/reports/Gates-
TeachersKnowBest-MakingDataWork.pdf
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Data –Driven Instruction Feedback Loop
Data Planning
and
Production
Data Analysis
Developing an
Action Plan
Monitoring
progress
Measuring
Success
Implementing
the Action
Plan
Instructors need to
facilitate this data –driven
instruction decision loop
in a timely and smooth
fashion
…and on an ongoing basis
• Per student
• Per class
• Per group
Data –Driven Instruction Feedback Loop
Roles Inherent in the Data-Driven Instruction
Decision Making Loop
• Planner
• Data Producer
• Data Analyst
• Monitor
• Reporter
• Data End User
• IT
• Operations and Logistics
Data Planning and Production Questions
• What questions are to be addressed in future data-informed
conversations? Which questions are more important?
• What information (metrics) are needed to answer these question?
• Is the information available and feasibly attainable?
• Are the necessary technology and resources available?
• How can current non-data based instructional decision making be
mapped to data-based instructional decision making process?
• What are the costs associated with this endeavor?
• What are the timelines ?
• How and when will the data be collected and stored?
Data Analysis Questions
• What relations exists between the metrics? What patterns do
the data reveal?
• How many levels of the metric are needed to answer the
questions?
• Do the original questions need to be revised or expanded?
• Do the original metrics need to be redefined or expanded?
• What analytical tools are currently available? What tools
need to be designed to support the analysis?
• What method of analysis or evaluation will be used?
• What are the data limitations, strengths, challenges, context?
Monitor Questions
• How are the metrics evolving as the learning and instructional
processes evolve.
Foro 2. grupo 6
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Collecting Information Please respond to the followingUsi.docx
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
Week3 rainey chapter_6
This chapter discusses organizational goals and effectiveness in public organizations. It covers different models that have been used to assess effectiveness, including goal models, resource models, and stakeholder satisfaction models. The chapter notes that goals in public organizations tend to be more vague than in private firms. It also discusses challenges in measuring effectiveness, such as conflicting goals and the difficulty converting goals into measurable outcomes. Finally, it addresses issues with comparing public and private sector effectiveness.
Hrd ppt
The document discusses training evaluation and its purposes. It outlines that training evaluation assesses the effectiveness of training programs by examining how well training inputs achieve intended outcomes. It identifies three types of training outputs - relating to course planning and delivery, job skills transfer, and changes in mindset. The main purposes of evaluation are identified as feedback, research, control, and intervention to determine alignment between actual and expected outcomes.
Training for Trainers course free sample
This document provides an overview of training principles and planning. It discusses:
- The objectives of training, which include developing training skills and knowledge of effective methods.
- Key principles like applying concepts, providing feedback, balancing compact and lengthy training, and considering individual differences.
- The components of an effective training system, including needs assessment, planning, implementation, and evaluation.
- Steps for training needs analysis like revising objectives, collecting performance data, analyzing data, and translating problems into training needs.
- Developing training plans by prioritizing needs, setting objectives, determining requirements, and designing programs.
HRM RV Chapter 5.ppt
This document discusses training and development in organizations. It defines training as helping employees improve skills for their current jobs, while development prepares managers for future roles. The key processes of training include determining needs, setting objectives, developing curriculum, evaluation, and feedback. Training methods can be on-the-job, like apprenticeships, or off-the-job like lectures. Management development focuses on improving conceptual and interpersonal skills for future leadership roles. Evaluating training effectiveness involves measuring reactions, learning, behavior changes, and results like productivity.
Performancemgtguidelinesandprocessfinal
This document provides guidelines for supervisors on implementing an effective performance management process at a university. It discusses preparing for and conducting performance planning with employees to establish expectations and objectives. Regular coaching and feedback are emphasized to support employees' success. A performance review evaluates employees' performance against the agreed upon objectives. The goal is to improve staff performance, support development, and align compensation with organizational goals.
A guide for comprehensive needs assessment
A comprehensive needs assessment should identify gaps between a school's current performance and its goals. It provides direction by determining priorities and resources to maximize impact. The assessment involves gathering both qualitative and quantitative data from multiple sources to develop goals and monitor implementation. It is critical for a planning team to conduct the needs assessment and analyze the data to identify root causes and priorities. The results should be used to create SMART goals and select strategies to meet identified needs.
A guide for comprehensive needs assessment
A comprehensive needs assessment should identify gaps between a school's current performance and its goals. It provides direction by determining priorities and resources to maximize impact. The assessment involves gathering both qualitative and quantitative data from multiple sources to develop goals and monitor implementation. It is critical for a planning team to conduct the needs assessment and analyze the data to identify root causes and priorities. The results should be used to create SMART goals and select strategies to meet identified needs.
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Action plan
- 1. School Design: Strategic Plan of Action
- 2. Stage 1—Desired Results Goals: (List three goals for improvement needs. What is your vision for this reform? What do you want to accomplish?) 1st 2nd 3rd Understanding(s): What understandings and attitudes do teachers, administrators, parents, policymakers, and others need for these goals to be met?
- 3. Desired Results Essential Question(s): What essential questions about teaching, learning, results, and change should guide your improvement actions? Knowledge: What knowledge and skills will teachers, administrators, policymakers, parents, and students need for this vision to become a reality?
- 4. Stage 2—Assessment Evidence Direct Evidence: What will count as evidence of success? What are the key observable indicators of short- and long-term progress? Indirect Evidence: What other data (e.g., achievement gaps; staff understandings, attitudes, and practices; organizational capacity) should be collected?
- 5. Stage 3 – Implementation of The Action Plan What short- and long-term actions will it take to achieve your goals (in curriculum, assessment, instruction, professional development, policy, and resource allocation)? What strategies will help your team achieve the desired results? Who will be responsible? What resources will be needed?