Caitlin

Taylor

Teaching For Transformation II: Secondary Content

25 March 2018

Summary of Needs Assessment Findings

The goal of my Needs Assessment Plan was to gather quantitative and

qualitative data from students and families by focusing on resources and

opportunities existing, or not existing, at Woodward Career Technical High School

that prepare students for success after high school. During the implementation of

the Needs Assessment Plan, I collected qualitative and quantitative data through a

student focus group with students with disabilities and their same-age peers, a

student and family town hall meeting, a survey similar to The Intersection (2013)

that students and families participated in, and a survey similar to the McKinney-

Vento survey (1998) that families and partners with the school completed. Survey

results from the Resource Availability Survey and Pathways to Success Survey serve

as the quantitative data for the Needs Assessment Plan. Quotations and summary

notes from the Student Focus Group and Transition Town Hall serve as the

qualitative data from the Needs Assessment Plan.

Quantitative Data

Based on the results from the quantitative data in the Resource Availability

Survey (see Appendix A, and Appendix A-Part II), students and families believe all of

the resources available at Woodward are “important” or “very important,” but gave

all academic programs and post-secondary support programs at the school an

average rating of “unsatisfied” to “very unsatisfied.” In addition, school partnership

resources received a satisfaction rating of “satisfied” to “very satisfied,” and

partners at the school solely operate the programs listed. Based on the averaged

ratings from students and parents, it is clear that while all resources at the school

are important and valued, the school is not matching the support the academic

programs need. Based on the results of the Resource Availability Survey, I will share

this data summary with families and students to open up space for advocacy

(Fletcher & Varvus, 2006) while also sharing the findings with administration and

motioning for a spot on the next Instructional Leadership Team Meeting to share

this data with the entire staff and develop a school improvement plan in the

satisfaction of resources with our students and families. Similar data was obtained

from the Pathways to Success Survey (see Appendix B, and Appendix B-Part II),.

Based on the averaged ranking from this survey, students and families feel that 9 of

the 20 topics listed are “needs not addressed” and 8 of the 20 topics listed are

“needs addressed but needs support.” In total, only 3 of the topics listed were

ranked as “need well addressed” and all 3 topics are run by school partners or

government partners. In summary, Woodward is not supporting the needs of

students on pathways to success in school and parents and students recognize that

based on their experiences or their exposure to programs at the school. In addition

to the Resource Availability Survey, I will present these results as additional support

at the Instructional Leadership Team Meeting and communicate the results to

families and students for additional action and feedback (Fletcher & Varvus, 2006).

Qualitative Data

Relational data was collected with families and students through Student

Focus Groups (see Appendix C, and Appendix C-Part II), and the Transition Town

Hall (see Appendix D, and Appendix D- Part II). In the data summaries for both the

Student Focus Groups and Transition Town Hall, some common themes that

emerged included students and families asking for more support in academic

classes for success in post-secondary education and careers. In addition, students

and families both called for more support in communication from the school and

teachers around academic opportunities, academic expectations, and IEP

information. Consistent with the results of the Resource Availability Survey and the

Pathways to Success Survey, areas of growth all stem from additional support from

the school and more communication to students and families.

Confirmed Beliefs and Feelings

Some pre-conceived notions from students and families that were affirmed

during this process were that students and families care and want the most out of

their education at Woodward, but feel at a loss for how to access Woodward fully or

feel as if complete support is not available at the school. In addition, families and

students feel that Woodward has many opportunities and resources and recognizes

them, however, families and students know that the resources are not fully available

or supported for students.

Engagement

I included 7th, 8th, and 9th grade students in the data collection process

because I know many of the 9th grade students from last year and currently teach 7th

and 8th grade students. I had 48 total families and students complete the

quantitative surveys and I invited 70 families and students to complete the surveys,

equaling 68% of family and student participation. I had students deliver the surveys

to other students and their families in order to boost student-led participation. I

think if I continued this process over time, I would have more participation but

because Woodward has a culture of not communicating with parents, I feel that

family participation is reflected in the culture of the school. In addition, 63 family

members and student attended the Transition Town Hall, out of 100 total invited.

Again, I feel that if this Town Hall was repeated; more families and students would

attend, building a new culture. I had students and families I am close with share the

information for the event on Facebook and one parent created a Facebook event

private to Woodward families.

Key Takeaways

This activity showed me what it would take to engage students and families

in the needs of the school and gather meaningful data to present to teachers and

administrators to make building-wide change and create space for student advocacy

and family advocacy. This activity also showed me how much hard work it takes to

create surveys and spaces for students and families, but the valuable results that

arise from such an important process. In the future, I want to include each of the

surveys mentioned three times a year, as well as student focus groups three times a
year. As students and families advocate for their needs, I want to track how student

and family responses change on surveys, as well as in focus groups and the Town

Hall setting.

References

Fletcher, A. & Vavrus, J. (2006). The guide to social change led by and with

 young people. CommonAction. Retrieved from

https://adamfletcher.net/wp-

content/uploads/2015/06/SocialChangeGuide.pdf

Fox, K., Bedford, M., & Connelly, B. (2013). Student voice and resilience in

learning. ASCD Express, 8 (25). Retrieved

from http://www.ascd.org/ascd-express/vol8/825-fox.aspx

The Intersection. (2013). Community needs survey: East Baltimore.

Sample Needs Assessment Survey. Retrieved

from http://olms.cte.jhu.edu/olms2/data/ck/sites/2284/files/Sam

ple%20Needs%20Assessment%20Survey.pdf

Oklahoma State Department of Education. (1998). McKinney-Vento

homeless education: Sample needs assessment. Retrieved December

23, 2013, from http://ok.gov/sde/sites/ok.gov.sde/files/Homeless-

NeedsAssess.pdf

University of Kansas, Work Group for Community Health and

Development. (2010). Assessing community needs and resources,

section 6: Conducting focus groups. In Community tool box.

Retrieved from http://ctb.ku.edu/en/table-of-

contents/assessment/assessing-community-needs-and-

resources/conduct-focus-groups/main







 Appendix A

Resource Availability Survey
Available Resources at Woodward Career Technical High School

Instructions: Please complete the following survey assessing two things: how
important each resource for families/students is to you at Woodward Career
Technical High School, and how satisfied you are with each resource (The
Intersection, 2013).

Please circle the appropriate score using the following scale:
Importance Rating: Satisfaction Rating:
1=completely unimportant 1=completely unsatisfied
2-unimportant 2=unsatisfied
3=important 3=satisfied
4=very important 4=very satisfied

Name of Resource Importance Satisfaction
Rating Rating

Children’s Home Therapy Services

Community Full-Service Clinic (located inside of

Woodward)

Project Connect (McKinney-Vento Act)

Urban League After School Tutoring and

Programming

Cincinnati Youth Collaborative

(connecting young people to mentors and
internships)

AP course availability (3 courses offered)

Student Counseling and Schedule Guidance

(scheduling, post graduation planning)

Career Tech Options (IT, Construction, Nursing, PT)

ACT Preparation and Events

FAFSA Training and Q&A

Credit Recovery and Summer School

Special Education Services

After-school Tutoring

Metro Transportation Services

Free and Reduced Lunch Programming

School sports (fall, winter, spring)

College Tours and Visitations

Career Prep (resume building, mock interviews)

1. I am a Student Family Member/Parent

2. Year of student at Woodward

7th Grade 8th Grade Freshmen Other

3. Has the student attended any other high schools in Cincinnati Public Schools
before or during their time at Woodward?

Yes No

 Appendix A- Part II

Resource Availability Survey Results

Total Participants: 48

Grade Level # of Student Participants # of Family
Participants
7th Grade 8 6

8th Grade 10 7

9th Grade 7 10

Results of Averaged Rankings:

Name of Resource Importance Satisfaction
Rating Rating

Children’s Home Therapy Services 3.7 3.1

Community Full-Service Clinic (located inside of 3.8 3.0

Woodward)

Project Connect (McKinney-Vento Act) 3.0 2.2

Urban League After School Tutoring and 3.9 3.5

Programming

Cincinnati Youth Collaborative 3.0 3.2

(connecting young people to mentors and
internships)

AP course availability (3 courses offered) 3.7 1.2

Student Counseling and Schedule Guidance 3.8 0.8

(scheduling, post graduation planning)

Career Tech Options (IT, Construction, Nursing, 3.7 1.3

PT)

ACT Preparation and Events 3.9 0.5

FAFSA Training and Q&A 3.8 0.2

Credit Recovery and Summer School 3.5 1.4

Special Education Services 3.9 3.4

After-school Tutoring 3.5 3.3

Metro Transportation Services 3.8 3.7

Free and Reduced Lunch Programming 3.9 3.9

School sports (fall, winter, spring) 2.9 3.4

College Tours and Visitations 3.8 0.2

Career Prep (resume building, mock interviews) 3.7 1.3

Color Coding Key:

Green= 3-4: important-very important/satisfied-very satisfied

Yellow= 2-3: unimportant-important/unsatisfied-satisfied

Red= 1-2: completely unimportant-unimportant/completely unsatisfied-satisfied

 Appendix B

Pathways to Success Survey

Instructions: In the following table, rate the extent to which your school currently
prepares students for success to and through high school graduation (Oklahoma
State Department of Education, 1998).

School Service Need Not Need Need Well Not an
Addressed Addressed Addressed Identified
But Needs Need
Support

Remedial Classes

Tutoring (during school

and after school)

Mental Health Services

for Students

Clinical Health Services

for Students

Supplemented Needs
(breakfast/lunch/
school supplies/uniform)

Parent Information
Sessions on School
Programming

Parent Information
Sessions on Post-
Secondary Education

Parent Information
Sessions on Careers After
High School

Life Skills Training

Sexual Education

Job Placement Services

Parent Information
Sessions on IDEA
(Individuals with
Disabilities Act)

Services for Students

with Disabilities

Speech, Occupational,
and Physical Therapy
Services

Services for English

Language Learners

School Sports

Job Shadowing

College Visitations and

Speakers

ACT/SAT Preparation

Ohio State Graduation

Preparation

2. I am a Student Family Member/Parent

2. Year of student at Woodward

7th Grade 8th Grade Freshmen Other

3. Has the student attended any other high schools in Cincinnati Public Schools
before or during their time at Woodward?

Yes No





 Appendix B- Part II

Pathways to Success Survey Results

Total Participants: 48

Grade Level # of Student Participants # of Family
Participants
7th Grade 8 6

8th Grade 10 7

9th Grade 7 10

Results of Averaged Rankings:

School Service Need Not Need Need Well Not an
Addressed Addressed Addressed Identified
But Needs Need
Support

Remedial Classes

Tutoring (during school

and after school)

Mental Health Services

for Students

Clinical Health Services

for Students

Supplemented Needs
(breakfast/lunch/
school supplies/uniform)

Parent Information
Sessions on School
Programming

Parent Information
Sessions on Post-
Secondary Education

Parent Information
Sessions on Careers After
High School

Life Skills Training

Sexual Education

Job Placement Services

Parent Information
Sessions on IDEA
(Individuals with
Disabilities Act)

Services for Students

with Disabilities

Speech, Occupational,
and Physical Therapy
Services

Services for English

Language Learners

School Sports

Job Shadowing

College Visitations and

Speakers

ACT/SAT Preparation

Ohio State Graduation

Preparation

 Appendix C

Student Focus Group Questions

Total Participants: 18

Student Focus Group Make-Up: 9 students with disabilities and 9 same-age peers
chosen at random from an online name-picker. 3 students from each sub-group of
students are from the 7th, 8th, and 9th grade.

Student Focus Group Questions and Script (University of Kansas, Work Group for
Community Health and Development, 2010).

Today you will be sharing your thoughts, feelings, and feedback about your
experience at Woodward. I will be asking a series of questions and posing
statements about resources (the services and opportunities you have access to) and
your experience (what being a student at Woodward is like). If you would like to
share your thoughts, please raise your hand and wait until I call on you or answer if
I ask you a question directly.

1) Tell me about what it’s like to be a student at Woodward.

2) What is the most helpful resource at Woodward? Why?

3) Tell me about a resource or opportunity you wish you had at Woodward.

4) How could Woodward be the best school in Cincinnati?

5) Share any other thoughts, feelings, or feedback you have.

 Appendix C- Part II

Student Focus Group Quotations and Summaries

1) Tell me about what it’s like to be a student at Woodward.

-”People think you go to a bad school.”
-”Sometimes I don’t want to come to school because I know there's gonna be drama
and we is gonna fight.”
-”Some of the teachers is really nice and some seem like they don’t like us.”
-”We only have gym and computers for fun classes.”

Students expressed generally negative connotations with being a student at
Woodward due to school climate, friendships, teacher relationships, and lack
of electives.

2) What is the most helpful resource at Woodward? Why?

-”Children’s Home because I get to see my therapist.”
-”Ms. Rogers (school psychologist) because I go talk to her when sometimes I don’t
feel like I wanna be on this Earth.”
-”I like that my teachers are always there if I need to talk to someone.”
-”I love going to tutoring and dinner after school.”

Students expressed helpful resources at Woodward are staff support
members and the after school programs available.

3) Tell me about a resource or opportunity you wish you had at Woodward.

-”I wish we got to see more colleges and leave Avondale. I want to go to college but
like what does it look like?”
-”We don’t have anything fun to do at school like art or theatre. We don’t have the
same classes as other schools.”
-”We’re in middle school but no one talks about the future and I know there are kids
that don’t make it out of here and I don’t want that to be me.”

Students expressed they wish they had access to more electives, college
information and visits, and to feel more secure about being successful in high
school and beyond.

4) How could Woodward be the best school in Cincinnati?

-”Treat us like any other kids in this city. Give us the best so we can do more.”
-”Give our school money and help our teachers so we can have classes that will help
us go to college.”
-”Let teachers teach fun classes more.”

Students expressed that they wish Woodward had more opportunities for
unique classes, school and teacher support, and financial support and belief in
all students.

5) Share any other thoughts, feelings, or feedback you have.

-”We know we are poor and this is a poor school but they can’t expect things to get
better because they give all their money to Walnut Hills.”
-”I just want to go to college but we need help, you know, my mom doesn’t know
what she needs to do.”
-”I wish no one made fun of IEP kids because like we are all the same at the end of
the day.”

 Appendix D

Transition Town Hall

Total Participants: 63

Town Hall Setup: The Student and Family Transition Town Hall purpose is to give
students, families, parents, and guardians space to ask questions about IEPs, ETRs,
and transition services for students with IEPs. At the beginning of the meeting, our
school case coordinator and myself will introduce our student services staff and the
purpose of the Town Hall being a space for families and students to voice their
comments, concerns, and questions in an open and safe space (Fox, Bedford,
Connelly, 2013).

Opening Script: Good afternoon families and students! We are so excited that you
were able to make it to our first Transition Town Hall and are excited to help and
answer questions in any way possible. My name is Caitlin Taylor and I am a Middle
School Intervention Specialist and this is our school case coordinator. Today we will
split our time into three segments: 20 minutes for discussion about IEPs and
students entering high school, 20 minutes discussing transition goals and services
on the IEP, and 20 minutes discussing student IEP support after the age of 18. Our
goal today is have students and parent lead this conversation, and myself and the
case coordinator will step in whenever we have a direct answer to a question,
however, please share your experience and knowledge. We would like to start off by
opening the floor up to any students or family members who have questions and
concerns/comments about the IEP process or IEPs for students entering high
school.

Norms for Town Hall Meetings:

1. Allow the current speaker to finish their thought before responding
2. Contribute thoughtful and important comments that will deepen or enhance
the conversation
3. Ask clarifying questions if a speaker’s point is unclear
4. Write down or suggest follow-up questions or comments after the Town Hall
if they do not fit into the current conversation









 Appendix D- Part II

Summary of Questions:

1) How will our students with IEPs get help in high school? Each year?
2) Does the IEP become different in high school?
3) Will my student have one intervention specialist in high school or more?
4) How will my student get help getting a job?
5) How will my student get help getting into college?
6) Are there scholarships for students with IEPs in college?
7) Are there IEPs in college?
8) How long can my student be in high school with an IEP?
9) What are graduation options for students with IEPs?
10) What can I expect from the transition from middle school to high school?

Summary of Concerns:
• Worried about support moving from middle school to high school and
students changing intervention specialists
• Concerned about lack of communication from administration about school
• Wishing there was more communication regarding jobs training and college
information
• Worried about lack of school programs and school support
• Concerned about lack of communication from intervention specialists