Campus Needs Assessment And Planning Texas

Summary

PURPOSE
This document provides guidance on conducting a
needs assessment and developing a plan aligned to
the Effective Schools Framework for campuses with a
state or federal accountability identification that
requires the campus to develop, implement, and
retain a Targeted Improvement Plan locally (D in a
domain or overall, Additional Targeted, Targeted)

CAMPUS NEEDS Division of School Improvement
[email protected]
ASSESSMENT AND 512.463.5226
PLANNING
Process Guidance
Campus Needs Assessment and Planning Guidance
Table of Contents
Purpose Page 2
Intervention Process Overview Page 4
Part 1: Introduction to the Effective Schools Framework (ESF) Page 6
Part 2: Campus Needs Assessment Page 7
Component 1: Campus Data Reflection Page7
Component 2: ESF Self-Assessment Page 8
Component 3: District Commitments Theory of Action Page 10
Part 3: Developing a Targeted Improvement Plan (TIP) Page 11
Part 4: TIP Implementation and Monitoring Page 14
Appendix A: ESF Introduction Reflection Page 16
Appendix B: Campus Needs Assessment Process Reflection Page 18
Appendix C: TIP Development Reflection Page 20
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Campus Needs Assessment and Planning Guidance
Purpose
The purpose of this document is to guide campuses with one of the following designations through required
interventions:
• Campuses with an overall D or a D in any Domain under state accountability
• Campuses identified as in need of Targeted or Additional Targeted Support under federal accountability
Campuses with an F in any Domain are strongly encouraged to engage in this process. Campuses with an overall F rating
or that are identified for Comprehensive support will attend in-person training on intervention processes at their local
region Education Service Center (ESC)

Intervention Requirements
Campuses that are required to engage in interventions:
• conduct a needs assessment,
• develop a Targeted Improvement Plan, and
• implement and monitor the Targeted Improvement Plan

This process document provides step-by-step instructions for each of these intervention activities. All intervention
activities are aligned to the Effective Schools Framework, the Texas Education Agency’s framework for continuous
campus improvement

Specific intervention requirements based on your campus’ designation can be found on the Campus Accountability
Interventions and Guidance page on the Division of School Improvement website

The activities described in this guidance are conducted by the Campus Leadership Team, which includes the principal
and other campus leaders. The District Coordinator of School Improvement (DCSI) oversees the process and plan
implementation on the campus. The needs assessment and planning process should be conducted in partnership, with
the DCSI/Principal Supervisor working collaboratively with the campus principal and leadership team to facilitate the
steps in the process. To build the strongest possible improvement plan based on the results of the needs assessment, it
is critical to have all members actively participate in the needs assessment to ensure that all team members share a
common understanding of the results

How to use this document
This guidance document is divided into four sections. Each section provides step-by-step guidance for that part of the
process. First, campuses will become familiar with the Effective Schools Framework (ESF), as this is the anchor for the
needs assessment and planning process. In the second section, the campus team will conduct the needs assessment by
looking at student and teacher data, as well as campus and district practices in relation to the ESF. The third section of
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Campus Needs Assessment and Planning Guidance
this document provides guidance on developing the Targeted Improvement Plan (TIP) based on the results of the needs
assessment, and the final section includes guidance on monitoring the implementation of the plan

Some sections of this document include a note taking guide (found at the end of this document) to support the team’s
learning. Through the reflection document, campus teams will have an opportunity to review an exemplar document,
which is a tool or template that has been completed based on a sample campus, to learn more about the process and
the outcomes of the needs assessment and planning processes

Timeline
The time it takes each campus to conduct the needs assessment and develop the Targeted Improvement Plan will vary

Each section of this process guidance includes the general timeframe when the activities in that section should occur

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Campus Needs Assessment and Planning Guidance
Intervention Process Overview
Section Purpose
This section provides a high-level overview of the actions the campus team will take to assess their needs, develop a
plan for the year, and implement and monitor the plan

Materials Needed
No additional materials are needed for this section

Section Timeframe
Review prior to starting the needs assessment; no later than end of August
Process Overview
In this section, you will review the overall steps that the campus team, led by the DCSI, will take to conduct the needs
assessment and develop the Targeted Improvement Plan. Each of these steps is described in detail in the following
sections of this guidance document. Click on each section header to go to the corresponding section of this guidance
document

1. Introduction to the 3. Develop a 4. Plan
2. Campus Needs
Effective Schools Targeted Implementation and
Assessment
Framework Improvment Plan Monitoring
Part 1: Introduction to the Effective Schools Framework
In this step, you will review and reflect on the content and organizations of the Effective Schools Framework (ESF)

Part 2: Campus Needs Assessment
In this step, you will become familiar with the three components of the campus needs assessment and the tools you will
use to support this needs assessment. In the needs assessment, campuses will review their practices in relation to the
five foundational essential actions and Data Driven Instruction in the ESF. The three components of the needs
assessment and associated tools are:
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Campus Needs Assessment and Planning Guidance
Campus Data Reflection
• The campus will gain an understanding of campus and teacher performance before digging into the practices
that led to these results

• The DCSI and campus team will use the Campus Data Reflection Tool and the A-F Estimator to complete this
step

ESF Self-Assessment
• This step supports campuses in reflecting on current practice in relation to the ESF in order to determine the
highest leverage focus areas for improvement

• The DCSI and campus team will use the ESF Self-Assessment Tool to complete this step

District Commitments Theory of Action
• Once the campus has identified their focus areas for improvement, the DCSI and campus team will work
together to identify what actions the district will take to support the campus’ work in those focus areas

• The DCSI and campus team will use the District Commitment Theory of Action Tool to complete this step

• Note that this tool is also a tab in the ESF Self-Assessment Tool. Campuses and districts can use this tool
as a standalone or within the self-assessment tool

Part 3: Developing a Targeted Improvement Plan (TIP)
In this step, you will develop a plan for the campus and district to address the gaps identified in the needs assessment

• There are 4 steps in the TIP development process, and each step aligns to one or two tabs in the template

• Record the findings from the needs assessment
• Set the vision/desired outcome for the year, including student outcome goals
• Identify 90-day outcomes based on annual outcomes
• Create the detailed action plan, with milestones and metrics, for each 90-day cycle that describes the
specific steps you will take to achieve the desired outcome

• The DCSI and campus team will use the Campus Targeted Improvement Plan to complete this step

Part 4: TIP Implementation and Monitoring
In this ongoing step, you will implement the actions in the plan and track your progress towards milestones

• At the end of each 90-day cycle, you will reflect on the activities from that cycle and make any necessary
planning updates

• At the end of the third 90-day cycle, you will reflect on progress through the school year and develop a plan for
the summer (June through August) to set the campus up for success in the next school year

• The DCSI and campus team will use their own Targeted Improvement Plan in this step

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Campus Needs Assessment and Planning Guidance
Part 1:
Introduction to the Effective Schools Framework
Section Purpose
In this section, you will review the content and organization of the Effective Schools Framework

Materials Needed
Computer or other device to access TexasESF.org
ESF Introduction Reflection
Section Timeframe
Review prior to starting the needs assessment; no later than end of August
Steps:
1. Using the links provided, answer the questions in the ESF Introduction Reflection

• Your team can do this work individually (before you meet). Make sure to plan time to debrief your individual
responses as a group

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Campus Needs Assessment and Planning Guidance
Part 2: Campus Needs Assessment
Section Purpose
This section provides step-by-step guidance for conducting the three components of the Campus Needs Assessment:
1. Campus Data Reflection
• In this subsection, you will learn the steps in the data reflection process and how to use the Campus
Data Reflection tool to identify goals for the year and support your work in the self-assessment

2. ESF Self-Assessment
• In this subsection, you will learn how to build a Self-Assessment evidence collection plan, how to
determine the campus’s highest leverage focus areas for improvement, and how to facilitate a barrier
analysis conversation

3. District Commitments Theory of Action
• In this subsection, you will learn the purpose of and process for creating a District Commitments Theory
of Action

The results of the Needs Assessment will be used as the foundation of the Targeted Improvement Plan

Materials Needed
Additional materials are referenced within each tool

Needs Assessment Process Reflection ESF Self-Assessment Tool
Campus Data Reflection Tool Exemplar ESF Self-Assessment Tool
Exemplar Campus Data Reflection Tool District Commitments Theory of Action Tool
A-F Estimator Exemplar District Commitments Theory of Action Tool
Section Timeframe
Complete prior to developing the Targeted Improvement Plan; no later than mid-September
Steps:
Process note: campuses can review all the exemplars and answer the reflective questions (steps 1, 6, and 14) for all three
components prior to beginning the needs assessment work

Component 1: Campus Data Reflection
1. Open the Exemplar Campus Data Reflection Tool. Review all three tabs, and answer questions 1 and 2 in the Needs
Assessment Process Reflection

2. Download the Campus Data Reflection Tool

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Campus Needs Assessment and Planning Guidance
3. Review Tab 1: Student Outcome Data Trends. This tab allows you to see high-level trends in student performance
over time

a. Enter the grade levels and subjects tested on your campus in columns A and B. At a minimum, include
STAAR tested grade levels

b. Gather student outcome data sources. For STAAR tested grades, find student data for the last two years on
the campus’ Texas Academic Performance Report (TAPR). Find current year student performance data in the
accountability data tables in the Accountability application in TEAL. Collect student data for non-STAAR
tested grade levels from any local data collections you maintain

c. Enter the percent of students at the Meets Grade Level for the last three years in columns C, D, and E. For
non-STAAR tested grades, enter the percent of students at the campus- or district-selected level of
proficiency

d. Select the trend from the drop-down menu in column F

4. Review Tab 2: Teacher Level Data. This tab provides context around teacher practice and can help you identify grade
or subject area teams to observe during the self-assessment

a. Enter teacher names in column A

b. Enter the grade levels and subject areas for each teacher in columns B and C. If a teacher taught more than
one grade level and/or subject area in the last school year, enter multiple lines for that teacher

c. Gather teacher data and enter:
i. the percent of students that teacher taught in the previous school year that were at Meets Grade
Level or above (or at campus determined proficiency level if not a STAAR tested area) in column D

ii. the percent of students the percent of students that teacher taught in the previous school year with
Expected or Accelerated Progress, if applicable, in column E

d. Add any context or notes about that teacher or the data points that will help your team best understand
that teacher’s performance in column F

5. Review Tab 3: Domain Reflection. This tab has guiding questions to support the campus team in developing
accountability goals for the year, and it provides a space to record the values you enter into the A-F Estimator

a. Click on the A-F Estimator link, select campus report, and enter your campus name or number. Click View
Report, and the tool will be populated with your campus’ data

b. Answer the questions in Tab 3: Domain Reflection by changing values in the Estimator tool

Component 2: ESF Self-Assessment
6. Open the Exemplar ESF Self-Assessment Tool. Review all tabs, and answer questions 3 and 4 in the Needs
Assessment Process Reflection

7. Download the ESF Self-Assessment Tool

8. Create your evidence collection plan in the Evidence Collection Plan tab:
a. For each of the six Essential Actions that you are assessing, you will identify what you will observe and what
artifacts you will gather that will help you determine the campus’ current level of implementation of that
Essential Action. Review the Essential Actions and Key Practices in the ESF to support your planning

b. For each Essential Action included in the Self-Assessment, identify the following:
i. Identify potential observations and artifacts to conduct/collect to gather evidence on current
campus practice. Select observation/artifact sources from the drop-down menu in column A

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Campus Needs Assessment and Planning Guidance
ii. Determine when the observations will be conducted and artifacts collected. Indicate the timeline in
column B. Keep in mind that you should have your evidence collection completed by mid-
September to allow time to analyze the evidence, select focus areas for improvement, and to write
the Targeted Improvement Plan before October

iii. Determine who will be responsible for conducting the observations, collecting the artifacts, and
reviewing the evidence. Indicate the owner in column C

9. Collect the artifacts and make the observations as indicated in your evidence collection plan

10. For each Essential Action tab (EA 1.1, 2.1, 3.1, 4.1, 5.1, and 5.3):
a. Gather the evidence collected in relation to that Essential Action and reflect on current campus practice in
relation to relevant Key Practices. Enter your notes about the evidence you collected in column C

b. The Success Criteria listed in column B describe what each key practice looks and sounds like when
implemented with fidelity. Using the Success Criteria as a guide, determine your campus's current
implementation of each Key Practice. Select the descriptive statement which best describes the campus's
current implementation: “substantially in place and functioning,” “work is underway,” or “not yet started”
from the drop-down menu in column D

c. Once you have given each Key Practice a current implementation level, determine the overall
implementation level of the Essential Action, answering the guiding question in the Essential Action
Reflection box at the bottom of each tab. Select an implementation level from 1 (Not Yet Started) to 5 (Fully
Implemented) in column D of the box, using your current implementation levels for each Key Practice as a
guide

11. Use the Focus Area Identification tab to identify 2-3 areas for improvement. These will serve as the foundation for
your Targeted Improvement Plan

a. Review the Essential Action Implementation Summary in Rows 5-7. The document will have automatically
populated the implementation levels indicated in each Essential Action's analysis page

b. Sort the Essential Actions by their implementation levels in Rows 9-17. Under each implementation level
number, use the drop-down menus in Rows 12-17 to indicate the Essential Actions at that implementation
level. This allows the campus to have a clearer view of the distribution of Essential Actions across
implementation levels

c. Essential Actions at an Implementation Level of 1-3 may be considered “bigger” or more significant gaps in
current campus practice. Essential Actions at an Implementation Level of 3-4 may be considered “smaller”
gaps in current campus practice. Reflect upon which Essential Actions fall under each category

d. Review the reflection questions in Rows 22-23 and determine if the campus will take a “Bigger Gap,”
“Smaller Gap,” or “Blended” approach. Indicate the approach and rationale in Row 27

e. Based on the campus decision around the approach, identify the specific 2-3 Essential Actions the campus
will address in the Targeted Improvement Plan as focus areas for improvement. If the campus's “Bigger Gap”
or “Smaller Gap” approach includes more than 3 focus areas, the campus should identify the 2-3 that, when
addressed, would have the biggest impact on campus improvement. Indicate the 2-3 focus areas (Essential
Actions) and the rationale for their selection in Rows 29-31

12. Conduct the Barrier Analysis and record your findings in the Barrier Analysis tab. The purpose of the Barrier Analysis
Tool is to name the specific barriers that may arise or may have arisen in the past when working to implement a
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Campus Needs Assessment and Planning Guidance
given Essential Action with fidelity. By naming these barriers proactively, the campus can effectively build structures
and actions into their Targeted Improvement Plan to address them

a. The focus areas the campus identified will automatically populate in column A

b. Gather relevant stakeholders to discuss potential barriers. For each focus area, consider:
i. What mindsets (beliefs/opinions) may have contributed the gap between current practice and
strong implementation? What mindset shift needs to occur for strong implementation to occur?
ii. What behaviors (actions or lack of action) may have contributed the gap between current practice
and strong implementation? What behaviors have to change for strong implementation to occur?
iii. What resources was the campus/district lacking that may have contributed the gap between current
practice and strong implementation? What resources are needed to implement this action?
c. Indicate the barriers surfaced for each Focus Area in columns B, C, and D

13. Note that the District Commitments Theory of Action tool is included as a tab in the ESF Self-Assessment tool

Campuses can complete the next steps in the process in this tab or in the standalone tool (link in Component 3
below)

Component 3: District Commitments Theory of Action
14. Open the Exemplar District Commitments Theory of Action Tool, and answer questions 5 and 6 in the Needs
Assessment Process Reflection

15. Download the District Commitments Theory of Action Tool. You can skip this step if you are using the tab in the ESF
Self-Assessment Tool

16. The purpose of the District Commitment Theory of Action is to identify which commitments the district needs to
address to support the campus' implementation of their identified focus areas for improvement (essential actions),
and this tool will support the campus and district team in making decisions about which commitments to prioritize

The DCSI will identify which district level stakeholders need to be involved in determining the district commitments
to prioritize; the DCSI will also collect these stakeholders’ input. The completed theory of action will be included in
the campus’ Targeted Improvement Plan

17. To complete this tool:
a. In the “Focus Areas for Improvement” section (Rows 6-10), choose the Essential Actions that the campus
identified in the self-assessment from the drop-down menu. Then select the Prioritized Levers under which
these Essential actions fall

b. In the section titled “District Commitments to Support the Implementation of Focus Areas for
Improvement,” use the drop-down menus in Rows 13-17 to select 1-3 district commitments from each of
the Prioritized Levers that the campus' focus areas fall under

i. Consider your district’s current practices, priorities, and any current initiatives when making these
decisions

ii. Note that you will only select district commitments that align to the Essential Actions that the
campus has identified as focus areas for improvement

iii. Ultimately, you should have 3-5 district commitments in the Theory of Action

c. Develop the if/and statements in the “District Commitment Theory of Action” section based on the district
commitments you selected in the section above

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Campus Needs Assessment and Planning Guidance
Part 3: Developing a Targeted Improvement Plan
Section Purpose
In this section, you will review the purpose and major components of the Targeted Improvement Plan and understand
the process for the completion of each component so the team can develop a strong Targeted Improvement Plan for the
current school year

Materials Needed
The campus’ completed Data Reflection tool Campus Targeted Improvement Plan Template
The campus’ completed ESF Self-Assessment Tool Exemplar Campus Targeted Improvement Plan
The campus’ completed District Commitments Theory
of Action Tool
Section Timeframe
Complete after conducting the needs assessment; no later than the beginning of October
Steps:
1. Open the Exemplar Campus Targeted Improvement Plan, and complete the TIP Development Reflection

2. Download the Campus Targeted Improvement Plan Template and complete the campus information at the top
(Rows 2-4). Do not complete the Assurances section (Rows 5-9) until the entire plan is complete

3. Record the findings from the needs assessment the campus team conducted in the Foundations tab:
a. Use the campus’ completed Campus Data Reflection Tool, tab 3 (Domain Reflection) to answer the Data
Analysis questions in Rows 11-13

b. Use the campus’ completed ESF Self-Assessment Tool to complete the section titled “Self-Assessment
Results”
i. For each Essential Action in Rows 17-22, enter the implementation level you gave that Essential
Action. You can find this number in the ESF Self-Assessment Tool, Focus Area identification tab,
Row 7 (Essential Action Implementation Summary)

ii. Use the drop-down menus in Row 24 to select the 2-3 Essential Actions the campus has chosen
to focus on. You can find these actions in the ESF Self-Assessment Tool, Focus Area identification
tab, Rows 29-30. If you selected two focus areas for improvement, you can leave the third
column, Prioritized Focus Area #3, blank

iii. For each Prioritized Focus area:
1. Enter the rationale for selecting that Essential Action in Row 25. You can find the
rationale you have already identified in the ESF Self-Assessment Tool, Focus Area
identification tab, Rows 29-30

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August 14, 2019

Implementation on the campus. The needs assessment and planningprocess should be conducted in partnership, with the DCSI/Principal Supervisor working collaboratively …

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Frequently Asked Questions

What is the texas assessment student portal?

The Texas Assessment Student Portal is designed to provide students and parents with online access to a student’s state assessment scores. This portal will assist a student and his or her parents with tracking assessment information throughout the student’s academic career.

What are student needs assessments?

A Student Needs Assessment (SNA) is a diagnostic tool intended to identify developmental needs of a student in a school environment. There are two primary types of SNAs that are typically administered individually. The first examines general development needs of the student as a growing youth.

What is a campus improvement plan?

(Check one.) Each school year, the principal of each school campus, with the assistance of the campus-level committee, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs.

What are the campus planning guidelines?

CAMPUS PLANNING GUIDELINES The Campus Planning Guidelines are organized around campus districts. The districts are described by architectural characteristics and programs and by specific elements of the campus planning structure. The guidelines describe the Contex