Needs+Assessment+&+Action+Plan+-+NG

Needs Assessment & Action Plan

 __Students involved (My Classroom)__: Throughout the course of one school day, my teaching schedule consists of three seventh grade sections which meet for eighty minute, block-scheduled periods. Reading and writing are the only subjects in the school that follow block scheduling. In reading, the curriculum is focused on reading comprehension strategies, studying various genres of literature, and practicing vocabulary. The writing portion concentrates on writing, grammar, and spelling skills.

In total, I meet with 68 seventh grade students in a heterogeneous reading and writing classroom, who are all members of the same academic team, daily. The racial/ethnic background of the students in my classroom consists of the following: 30.9% White, 7.3% African-American, 54.4% Hispanic, 2.9% Asian/Pacific Islander, 0% Native American, and 4.4% Multi-Racial/Ethnic. According to data provided from our feeder elementary schools, nearly 70% of our seventh graders were reading below grade level at the start of the 2009-2010 school year.

__What we have__: In attempts to intervene and raise student achievement, a school philosophy was put into practice called the No Excuses University. At a No Excuses University, students are surrounded with college awareness and paraphernalia, college life days, and a common understanding that all students are learning content-rich curriculum which will keep them on the track to college. Essentially, the program is designed to promote college for all students regardless of cultural background or socioeconomic status.

Another program recently established in our school is the Advancement Via Individual Determination (AVID) program. The AVID program targets under-performing students who have the potential to be placed in honors and advanced placement courses in high school, but who are not performing to the levels of which they are capable. In the AVID classroom, the students learn note-taking techniques, study skills, and weekly tutoring from teachers-in-training.

My point for mentioning the above programs is to show the level of commitment our staff has shown to enhance the lives of each of our students but also to compare our philosophies and intervention programs to the use of technology. For year research has proven that the use of technology can raise achievement, motivation, and productivity in the classroom. Well, our school has technology available to students and teacher; however, we are in dire need of a technological makeover. Currently, our school possesses the following technology:

 To some, this list may look extensive, but in today’s day and age, we are barely scratching the surface of all the technology we have at our fingertips. Obviously, we have many technological advances at our disposal; however, those technologies come with a hefty price tag.
 * flat-panel desktop computers for teachers
 * two computer labs with the same computers and software for student use (only one can be used at a time due to a computer class)
 * one Smart board in the computer lab that is not utilized for computer classes but often occupied for MAP testing
 * another Smart board in a teacher’s classroom
 * 60 student laptops that no longer work due to battery drainage
 * mounted ceiling projectors in some of the academic classrooms (math, social studies, and science)
 * two document cameras
 * a television with an attached VCR in each classroom
 * 3 projector carts
 * DVD players that do not work

__What I would like to enhance__: Obviously, we have many technological advances at our disposal; however, those technologies come with a hefty price tag. If I were to create a technology wish list for our school it would include the following: Smart boards in all academic classrooms, student issued laptops for those who may not otherwise have computer access, blogging accessibility, Skype, and Flip cameras.

Personally, I would like to increase the amount of technology used in my classroom and enhance the technology utilized in our building as well. I feel the incorporation of such technologies will lend itself to a higher level of learning for both students and staff. The frequent use of technology could promote and encourage critical thinking, actively engage students in the learning process, build retention, provide visual representations of graphic organizers, peak student interest, and ultimately allow for students to take ownership of their learning. Perhaps the inclusion of updated technology could directly effect standardized test scores, grades, reading levels, and motivation.

Imagine the possibilities.