NEEDS ASSESSMENT

Lindsey Hornbuckle
EDAS 5760
Reflective Journal
Field Experience C
I conducted a Common Core State Standards Needs Assessment for the English
department who teach the new freshmen SpringBoard Curriculum. This new curriculum was
implemented last year, but was fully implemented and evaluated this current year. The dilemma
and reason why this needs assessment was created for this group are that this new curriculums
foundation is based upon the new Common Core State Standards (CCSS), and the freshmen
students are still tested over the Tennessee State End-of-Course Standards (TSS/EOC).
This needs assessment asked teachers to mark 1- Need in-depth training, 2- Need some
training, or 3- No training needed on each section. The sections are in two parts. The first part
covered the English Language Arts Common Core State Standards specific Key Ideas for all of
the subgroups: Reading: Literature and Informational Text, Writing, Language, and Speaking and
Listening. The second part asked the same 1,2,3 mark response for the following areas:
Writing Strategies, Reading Strategies, Building Academic Vocabulary, Cooperative Learning,
Student Discourse through Questioning, Whole Class Engagement Techniques, Using Formative
Assessments, Using Summative Assessments, Developing and Using Performance Assessments,
Proficiency-based Teaching and Learning, and general SpringBoard Curriculum.
The results were pretty uniform among the teachers because these discussions have been
taking place for over a year. The first part of the needs assessment resulted in the average
response being Need Some Training when it comes to the Common Core State Standards. We,
myself included, all feel that we are competent professionals with the ability to understand what
these standards are asking; however, we would like more applicable training for our lessons and
differentiated instruction. This need for more training in the application of the Common Core
State Standards aligns with our school improvement plan. I was on the committee to help write

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the goals and professional development section. One of the goals was to provide meaningful
professional development to train all teachers who receive new curriculum for classes. This
survey supplies evidence that the teachers need more applicable training in the professional
development sessions which a current goal for this school year and next.
The results also stated that in the area of Informational Text, the consensus is Need InDepth Training. More evidence to this need is the End-of-Course data provided that our
freshmens lowest area scored was the Informational Text with the school scoring a 54 and the
state a 51. Even though we are above the states standards, that is our lowest area and
improvement is necessary. The schools data and improvement plan support the areas that the
teachers marked on this section of the needs assessment. The professional development does not
have to begin the training from the beginning; however, it needs to stop being surface training
and go in depth with application.
The second part of this needs assessment outlined the topics for professional development
ideas and opportunities that these teachers marked with the 1,2,3 system. These topics receive
varied responses because some teachers did not want any training (whether they do not care or
do not use this method), need some training, or need in-depth training. The areas of Writing
Strategies, Reading Strategies, and Building Academic Vocabulary, the teachers, overall, would
like some training. The main focus for the training focus would be to differentiate these
strategies to reach those students who struggle in these areas. The categories of Cooperative
Learning and Student Discourse through Questioning were all marked with need in-depth
training. The teachers explained that they knew what these terms were but have never really seen
these strategies implemented in the classroom setting. The area of Whole Class Engagement
Techniques was marked with no training needed; however, the Using Formative Assessments
was marked with need in-depth training. One teacher explained that she understood what

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Formative Assessments were, but she does not know how to use them effectively and efficiently
in her class. Using Summative Assessments and Developing and Using Performance
Assessments were both marked with no training needed. Proficiency-based Teaching and
Learning was marked with need some training because teachers believe they are doing this and
doing it well until assessment results are compiled. Finally, when it came to the SpringBoard
Curriculum training, we all agreed that we need in-depth training. We have been trained two
separate times; however, it is not embedded into our classrooms because of the difficult balance
between with two sets of standards. The previous trainers have said that it is impossible to get
through the entire text in a semester, so if important information is left out, who decides and
how are those gaps made up for the students.
There is a realization that the Common Core State Standards are not fully adopted or
implemented, and as a result, our districts initiative to get out in front of the upcoming change
by purchasing and implementing a curriculum that is not what our students are being tested over
backfired in this area. The teachers are struggling to teach two curriculums (CCSS and EOC) and
really be effective in the classroom. Through the discussions of this needs assessment and
curriculum, the teacher morale is very low among the English department. One teacher stated, I
cant do it all. I cant teach this SpringBoard curriculum page-by-page like we were told to do in
training because it doesnt make sense otherwise, prep them for the End-of-Course test, have
them practice for the MIST Writing Assessment, and do a good job at the same time. Something
has to give and soon. This is too much, and my scores dropped last year because of this.
My recommendations based on this needs assessment is to begin with one focus on
curriculum. An immediate change recommendation is to lift the implementation of the new
SpringBoard Curriculum and allow English teachers to remain focused on the End-of-Course and
Tennessee State Standards for the remainder of this school year. My next recommendation is to

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implement a new curriculum, if necessary once the standards change/confusion is over. I also
recommend professional development opportunities to align with the results of this assessment,
but again, this may be best utilized once the curriculum confusion is settled. However, there are
some areas that the professional develop can go ahead and be scheduled for areas like Formative
Assessments and Reading/Writing Strategies.
I also believe this needs assessment would be very effective to give to the entire English
department because the specific curriculum issues could be isolated to just specific sections or
grade-levels. This assessment was very good about opening up dialogue opportunities that could
be easily used in a PLC or department meeting as well.

References
CCSS toolkit: administrators-professional development needs assessment (2014). Retrieved from
http://www.ode.state.or.us/search/page/?id=3513

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