Phase 1: Getting Started
Getting Started
What should I know before starting this phase?
The purpose of the needs assessment is to take stock by gathering a wide range of information that will inform and drive decisions about the community school’s programming and operations. Conducting an Assets and Needs Assessment should be one of the core functions of the community school’s Advisory Council.
When educators, families, students, and community partners share responsibility for understanding needs and developing the resources that address the unique needs of their schools and communities, they create conditions for working together that enable them to make transformative changes (ECST). In this Phase, you will determine if your team is ready to begin the Assets and Needs Assessment process, what key roles your team members should fulfill, dive in to collecting data for an archival data review and resource inventory, and conduct an initial analysis to identify patterns, see connections between your need indicators and begin to narrow the focus of your assessment. Here you will find tasks and tips for each step in this phase to help you prepare for success.
Are We Ready?
Before beginning your Assets and Needs Assessment, gain an understanding of the conditions for success, and determine if your team is prepared to begin the process.
TASKS:
- Convene the Advisory Council
- Revisit the Advisory Council’s mission/purpose and consider whether to add members
- Conduct a Readiness Self-Assessment
TIPS:
- Use the Readiness Self-Assessment Worksheet to determine which Stage of Development your community school is in for each of the listed Capacities, and identify what would need to happen or change to move your community school to the next stage.
- One person should be selected to act as the project manager to keep track of the overall process and keep team members accountable.
Building Your Team
There are critical roles, skills, and populations that should be represented on your team. When building or refining your team, you will understand what those critical components are, if they are met by current members, and what gaps you need to fill with future recruitment efforts.
TASKS:
- Convene the Advisory Council
- Revisit the Advisory Council’s mission/purpose and consider whether to add members to fulfill missing roles or skills
TIPS:
- Whether you have an existing Advisory Council before beginning your A&N or not, there are key roles for team members to hold that will help you complete the process.
- Consider the existing diversity of experience, skills and perspectives of the Advisory Council members. Use the Building Your Team Worksheet to help you identify which potential new members you need.
Archival Data Review
Gather and record information from existing data sources, then review the data with a critical lens that will provide insight into how your school community aligns with key measures of Community School Impact Areas.
TASKS:
- Gather and record key information from existing data sources (such as attendance—both average daily and chronic absenteeism; grades; school suspension rates/behavior incidents; after-school attendance; community health statistics; median income; crime rates, demographics; culture and climate ratings; etc.)
- Manipulate existing data sources to deepen your understanding (determining the chronic absence rates of English Language Learners, for example, will require some reworking of existing data sets)
- Complete the Archival Data Collection Worksheet
TIPS:
- Make full use of the data reports provided by Local and State Education Agencies and other public and private sources (US Census data; collective impact initiatives; community action associations; foundations; etc.)
- As you collect and record each datum, new questions will likely come to mind, as might concerns about the accuracy of the data. Record those questions, concerns and other thoughts on the Worksheet.
- Add Need Indicators to the worksheet as needed and appropriate. Blank rows have been inserted for this purpose.
Resource Inventory & Asset Mapping
An important step for school and community leaders seeking to create or expand community school partnerships is to assess the broad range of resources and assets that are currently available within or connected to their school.
TASKS:
- Gather and record key information from existing data sources and key stakeholders
- Complete the Community Asset Mapping protocol and Resource Inventory Worksheet
TIPS:
- Speak with a range of community stakeholders to gain a deeper understanding of community assets. Community Assets may include but are not limited to businesses, institutions, community associations, funding sources, individuals with skills and knowledge, etc.
- As you collect and record each datum, new questions will likely come to mind, as might concerns about the accuracy of the data. Record those questions, concerns and other thoughts on the Worksheet.
Initial Analysis
In the initial analysis, you will bring together your archival data, resource inventory and asset map to determine where the needs and assets overlap and generate further questions and data needs.
TASKS:
- Convene Advisory Council to review the Archival Data
- Identify the top five high priority needs that emerge from the review and indicate them on the Initial Analysis Worksheet
- Brainstorm particular questions that should be considered for the survey, interview and focus group steps
- Identify the key stakeholders to be interviewed in Phase 2: Gathering Voices
TIPS:
- Utilize the Archival Data Collection Worksheet and the Resource Inventory Worksheet
- Remember that this is an initial analysis and that you are not expected to have findings at this point. The purpose, instead, is to collectively identify patterns, see connections between the need indicators and begin to narrow the focus of your needs assessment.
- All of the information and questions uncovered during your Initial Analysis will inform your Final Analysis and Reporting