A fictional needs assessment on a fictional school created for a grad program project.

1. Emerald City Elementary
Needs Assessment
Molly Calvert, Emily Smith, Shay Thompson, Brad Townsend, Michelle Walker

2. Overview & Procedure

3. Overview & Procedure
Newly constructed K-3 campus in rural East Texas
Approximately 675 students (2011-2012)
Demographics:
79.7% White, 11.5% Hispanic, 5.4% African-
American, and 44.1% Economically Disadvantaged
2010-2011 AEIS reports: 49%- Commended in Reading,
45%- Commended in Math

4. Overview & Procedure (cont.)
38 Classroom Teachers, 2 Reading Interventionists, 2 Math Interventionists
1 Principal, 1 Assistant Principal, 1 Counselor
Self-contained classrooms include: 9 Kindergarten classes (1 co-teach),
2 First Grade classes (1 co-teach), 1 Second Grade class (1 co-teach)
Teaming classrooms include: 7 Second Grade classes, 8 Third Grade classes-
(1 co-teach)
Data sources used to assess the curricular,
instructional, and assessment needs include:
AEIS (2006-2011) reports, DMAC data
(Region VII), Campus Improvement Plan,
and Interviews (sampling of teachers)

5. Summary of Strengths

6. Summary of Strengths
2006-2007 : Gold Performance
Acknowledgements: Commended in Reading and Math
2007-2011 : Gold Performance
Acknowledgements: Commended in Reading and Math
Use of to analyze data, view trends, & RtI
documentation, K-12.
DMAC reveals: Common assessments and
Benchmarks in Math (K-3), Common assessments
in Reading (2-3), and Benchmarks
in Reading (3rd only)

7. Summary of Strengths (cont.)
DRA2s administered: beginning, middle, and end of
year, K-3
Teacher interviews suggest the presence of a strong
collaboration amongst curriculum creators
E.C.E.S. selected as a PLC model
school by
Because the staff follows the PLC model, a strong
collaboration is present in lesson planning
Written curriculum for Math, Reading/ELA, Science, and
Social Studies, K-3

8. Summary of Strengths (cont.)
According to Interviews: RtI is monitored closely
Teachers meet with administrators every 2 weeks to
discuss students and progress
Chosen to participate in study examining RtI process for
the D.O.E. by
All K-3 classrooms equipped with Smart Boards, voice
projection systems, data projectors, student computers,
and iPods

9. Summary of Needs

10. Summary of Needs
Based on AEIS report, DMAC data, DRA2 scores, &
teacher interviews: it was determined there are areas
in need of improvement at E.C.E.S.
The following elaborates on the needs and
recommendations for curricular, instructional, and
assessment improvements…

11. Comprehensive Needs Assessment

12. Curricular
Targeted Needs:
Curriculum document is not user friendly
Curriculum document is not supported by teachers
No “big understandings” in the curriculum

13. Curricular (cont.)
Recommendations for Improvement:
Adopt a new format for the curriculum document
Accountability for using and bringing the curriculum
document to meetings
Include “big understandings” to tie together content areas

14. Instruction
Targeted Needs:
Unbalanced time for Math and Language Arts
instruction
Interventions not consistent
Too many “non-negotiables”
Lack of quality in workstations

15. Instruction (cont.)
Recommended Improvements:
Balance out the class load between teachers or
self-contained
Teach interventions with fidelity
Shorten the list of “non-negotiables”

16. Assessment
Targeted Needs:
Lack of alignment on benchmarks and common
assessments in Reading
Need to raise the commended state assessment
scores
Lack of authentic assessment

17. Assessment (cont.)
Recommended Improvements:
Create appropriate assessments and put on calendar
More enrichment opportunities for students that are excelling
Create and keep student portfolios

18. Emerald City Elementary School
Needs Assessment
East Texas Baptist University 2012
Curriculum Leadership
Molly Calvert, Emily Smith, Brad Townsend, Shay Thompson, Michelle Walker