CHAPTER 4
Determining a School's Literacy Needs
and Developing a Plan
VIGNETTE: What would you do if you, as a literacy coach, were asked by the principal to coordinate the school's program, but further exploration revealed that, although most teachers felt the plan wasn't working, they were divided on what type of program would work? The school demographics include 1100 students, 72% of whom are Limited English Proficient, and 75% of whom qualify for free or reduced lunch. Where do you begin and what do you do to develop a literacy plan?
Assessing the School Literacy Program Needs
Designing a Needs Assessment
A needs assessment begins with questions about beliefs, practices, programs, resources, and students. Vogt and Shearer caution schools to use a broad array of factors, not just test results, on which to define needs and that collaboration and planning will yield the best results.
Decide what information to collect, what you will do with it, and with whom you will share it.
What methods will you use to collect information? Where will the information be found and who will collect it and how?
Organize and analyze the information. Decide how to consolidate, prioritize, and present it.
Create a school profile demographic for the district, students, professionals, and for parents, families, and the community.
Decide what information to collect, what you will do with it, and with whom you will share it.
What methods will you use to collect information? Where will the information be found and who will collect it and how?
Organize and analyze the information. Decide how to consolidate, prioritize, and present it.
Create a school profile demographic for the district, students, professionals, and for parents, families, and the community.
Components of the Needs Assessment
Gather data for each area of focus: demographics, vision statement, Literacy Team members, description of school literacy program, resources, parent and community factors, analysis and written summary, how the assessment will be used.
Create a short assessment survey that is quick and easy to fill out. Use a Likert Scale and allow space for comments or explanations and for teachers to acknowledge what they do well, as well as areas needing professional development.
Format the survey and add an introduction explaining the purpose and where the survey should be turned in and the due date. Include space for demographic information of the respondents.
Obtain approval of the survey and its distribution from the site administrator.
Calculate the percentages for each response and then analyze the data, looking for patterns, differences, and themes. Identify strengths before focusing on needs.
Create a short assessment survey that is quick and easy to fill out. Use a Likert Scale and allow space for comments or explanations and for teachers to acknowledge what they do well, as well as areas needing professional development.
Format the survey and add an introduction explaining the purpose and where the survey should be turned in and the due date. Include space for demographic information of the respondents.
Obtain approval of the survey and its distribution from the site administrator.
Calculate the percentages for each response and then analyze the data, looking for patterns, differences, and themes. Identify strengths before focusing on needs.
The Report
In a public document, share the findings of the assessment, highlighting the strengths and then focusing on the needs that will direct future planning and goals. Remember to reflect the issues in a diplomatically professional manner.
Two-Year Plan/Grid
Create a step-by-step comprehensive layout of activities over the next two years that will incorporate the developed components of the literacy plan, moving from each need identified in the assessment to the intended goal or target.
The grid identifies the people, resources, and professional development related to each identified need.
Divide the two-year period into four semesters. Spreading the tasks over the allotted time, begin the first semester with the biggest needed change, the second semester with the next biggest, etc.
Incorporate specific points at which recorded evidence from authentic resources, such as informal assessment, observations, anecdotal records, and student project samples, will be evaluated. Incorporate staff development and pertinent topics.
Evaluate the process of change. How was the collaboration? Did the team improve? Who is taking ownership in applying the plan?
The grid identifies the people, resources, and professional development related to each identified need.
Divide the two-year period into four semesters. Spreading the tasks over the allotted time, begin the first semester with the biggest needed change, the second semester with the next biggest, etc.
Incorporate specific points at which recorded evidence from authentic resources, such as informal assessment, observations, anecdotal records, and student project samples, will be evaluated. Incorporate staff development and pertinent topics.
Evaluate the process of change. How was the collaboration? Did the team improve? Who is taking ownership in applying the plan?
Suggested Online Resources
www.dpi.state.nd.us/grants/needs.pdf A step-by-step guide to creating a needs assessment from North Dakota.
http://dpi.wi.gov/winss/templates/cesa.html Guidelines on implementing the data retreat developed by Cooperative Educational Services Agencies of Wisconsin.
http://'www.docstoc.com/docs/2622106/Tennessee-School-Improvement-Planning-Process-%28TSIPP%29-SIP-Templates Template samples for needs assessments from Tennessee.
http://dpi.wi.gov/winss/templates/cesa.html Guidelines on implementing the data retreat developed by Cooperative Educational Services Agencies of Wisconsin.
http://'www.docstoc.com/docs/2622106/Tennessee-School-Improvement-Planning-Process-%28TSIPP%29-SIP-Templates Template samples for needs assessments from Tennessee.