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Needs Assessment |
Needs Assessment Overview
The first step in our project was to conduct a needs assessment, in order to tailor a set of programs to fit the individual needs of the school. Specific activities include:
- Identification of current needs within the school (specific populations, behaviors, curricular needs).
- Prioritization of current needs.
- Identification of existing resources (programs already in place in the school).
- Identification of existing community/agency resources and possible school community linkages (e.g., Big Brother programs, legal aide, parenting resources, shelters, mentors, service clubs and organizations interesting in developing programs)
- Specification of gaps between existing resources and existing prioritized needs.
This process was completed in the following five phases:
Five Phases in Needs Assessment
Phase 1 -- Process Development
Phase 2 -- Data Gathering (Forms)
Phase 3 -- Preliminary Hypotheses
Phase 4 -- Feedback and Goal Setting
Phase 5 -- Final Program Goals
Phase 1 -- Process Development
Discussed observations procedures for school administrators, teachers, students, and school as a whole.
Discussed interview procedures for school principal, assistant pricipal, teachers, and students.
Created questionnaires for administrators and teachers.
Phase 2 -- Data Gathering
Conducted systematic observations in school setting of daily personnel and student activities.
Interviewed principal, assistant principal, and curriculum coordinator.
Interviewed specific teacher and student focus groups.
Distributed administrator and teacher questionnaires.
See the needs assessment interview and questionaire forms we used here.
Phase 3 -- Preliminary Hypotheses
Reviewed all data gathered which resulted in five problem areas:
Disruptive Behaviors
Low Parental Involvement
Tardiness and Absenteeism
Teaching Effectiveness
Poor Academic Readiness
Identified possible causes and solutions.
Phase 4 -- Feedback and Goal Setting
Discussed five problem areas and possible causes and solutions with administrators.
Prioritized problem areas based on all information reviewed.
Formulated goals.
Determined course of intervention implementation development.
Phase 5 -- Final Program Goals
Created two solution teams:
Behavior management team:
Social Skills Training
Discipline / Incentives Program
Preferred Activity Time (PAT)
Rules and Procedures
Parent / Community volunteers team
Summary of Info Gathered in
Needs Assessment at Sabal Palm
| Identified Problem Area | Possible Causes | Possible Solutions |
| Behavioral Disruptions | No consistent in-class or school-wide management plan | Need to work on
conflict management Need consistent school-wide skills that everyone will work on Re-structure in-school suspension Have behavior specialist work on prevention rather than remediation |
| Academic Readiness | Teaching not
engaged Parents not participating or motivated Kids too disruptive Teachers don't have enough support Kids not interested in school |
More time spent in
basic reading More parent volunteers to help with teacher's work, do xeroxing, read to kids, do data entry Need more fun learning activities Less teacher time spent on record keeping and data entry Training / better utilization of aides Institute behavior management plans |
| Tardiness | Inconsistent
monitoring of attendance No attendance charts in classrooms Inconsistencey in complying with regulations (e.g. send letters home, call parents) |
Better monitoring
and consequences Behavioral incentive plan Utilize social worker more effectively? |
| Lack of Parent Involvement | Low involvement,
low interest Don't get kids up in the morning Don't check on what kids are doing at school Don't volunteer at school |
More parent
volunteers to help with teacher's work, do
xeroxing, read to kids, do data entry Utilize social worker more effectively? Rewards for parents |
| Poor Morale | Lots of turnover Spend too much time managing discipline problems Too much chaos Not enough support (from parent volunteers) |
More parent
volunteers to help with teacher's work, do
xeroxing, read to kids, do data entry Less teacher time spent on record keeping and data entry Support for new teachers Support for all staff, staff disillusioned Training / better utilization of aides |