Holistic Needs Assessment

Holistic Needs Assessment By: Amanda Morton
(Used data from the “Detailed Examination Report and School Profile ”
1. What are the most pressing challenges or needs of this school (academic and
other needs)? How do you know?
While gathering quantitative and qualitative data about Washington GT Magnet
Elementary School (WES) for the Detailed Examination Report, I noticed there were two major
areas of need. The first need is for the school to increase their proficiency in math, reading, and
science when looking at students with disabilities (SWD) or SPED students, English as a second
language (ESL), economically disadvantaged students (EDS), and African American/Black sub
groups. From the interviews/conversations and the Teacher Working Conditions Survey (TWCs)
staff members do believe students are capable of reaching proficiency but the test scores don't
really reflect the abilities of our students. Our students with disabilities are not making enough
growth in math, reading, and science. Therefore, WES has not met their long term growth goals
in reading and math where all students are growing. This concern has been a major concern and
focus for the school to provide support to ensure all groups of students are excelling and
growing. Grade level proficiency has steadily increased and remains higher than the district.
The second need is to address the low ratings on the TWCs in two areas. The first
concern is that teachers regularly assigns homework that requires access to the internet to
complete and teachers regularly assign homework that requires access to a digital device to
complete. Overall, I know these two areas will grow to become more of a concern has since this
year students are remote learning and more than 75% of our students are virtual academy. The
TWC will create more challenges as teachers are feeling the struggles of remote learning and the
groups of students we are concerned about on a normal basis will be even more of a top priority.
2. What student performance trends can you identify?
Some performance trends are found in whether or not the school met growth and the
school grade. WES has been a B school but two years before last year they were a C for two
years. Now the school is back to serving as a B School. The school community would like to
improve their letter grade as they are sitting on a percentage that is closer to being a C school
grade than a B. The school continued to meet growth over the past 6 years. Another trend I saw
was in the interviews I did in how similar all of the answers were when I asked about community
and their greatest asset. Everyone spoke about the great community they have and how
supportive it is. They also stated the great things students are doing and the families from the
community. It was great to see how proud the school staff is of their school community.
3. What teacher working conditions trends can you identify?

In, the Teacher Working Conditions (TWC) Survey; the highest percentages of
satisfaction come from the community section. Staff feels parents/guardians know what is going
on in the school and they are supportive of the school as a whole. Also, staff members believe
there is good communicating, decision making, and volunteering from parents/guardians.

Overall, Washington staff feel their school is a great place to work and learn, feel supported by
their administrative leaders, feel supported by families, believe their schools are clean and well
maintained, and that their school feels safe and welcoming.This is a trend as you can see in the
TWC data it was for the three years that is showing in the results. Staff feel welcomed, their
leadership values them and their instructional practices, given time to plan with their teams, and
have a difference in a student's life. Staff feel that other teachers have students working hard,
effectively using digital resources, and using assessments and data to drive their instruction.
Families feel like students are treated fairly, school communication is great, and the school
provides families with opportunities and information to get involved in the school and their
child's education. Lastly, new teachers felt supported to the point their instruction improved and
their students were impacted from that great support. After conducting the interview with staff, it
is no surprise to me that WES scored very high on the TWC. There were only two areas of
concern that were below 60%. However, there were some areas that were not as strong as some
but WES scored higher than the district and the state in those areas.
4. Based on what you answered in the collection and analysis of the previous
sections, identify potential barriers for innovation and improvement in the
school. How do you know? Provide specific data sources to support your
claims. (Include achievement and culture data).
I personally believe all of the staff at WES are working so hard to make sure these
potential barriers are solved. To help support this claim these challenges are stated in the School
Improvement Team goals to help solve these pressing needs. I am curious to see the new Teacher
Working Conditions Survey results to see how well the school improved in the needed areas or if
there are still areas of concern. WES can benefit from improving in the two major areas of the
TWC data but they can also grow in other areas that are not as high as some of the scores that are
over 90%.. As a B school, WES can strive to grow as a school to a higher B score or an A. But
currently it is a low B school about to be in the C school range. Another barrier the school is
working on is building more diversity among their staff. WES also agrees this is a huge must and
they strive to incorporate more diverse staff with every interview they do. The school population
is very diverse (see below) and students are able to experience a variety of cultures. I believe this
is a great asset that could work even more in supporting and breaking down the barrier of
inequitable representation of a diverse staff population. Right now during this time the biggest
barrier for staff and students is remote learning. Some staff are excelling at the new platform, but
the students who were a concern in the first place are becoming more of a concern as remote
learning continues.
In my opinion, WES’s greatest asset is the magnet program, staff, community, students,
and effort to grow the gifts and talents of all students. From the interviews I conducted you can
see the pride in the way they build community and the need to have a collaborative and
welcoming environment. Children are the primary focus of Washington's school community. In
this safe, positive and child-centered atmosphere, students are free to learn, grow, and excel.
Administrators, teachers, parents, and children work collaboratively to facilitate our innovative
instructional program which challenges all children to reach their full potential. In addition to our
core academics, Washington's magnet electives nurture our children's unique educational needs
and interests. This exciting learning community prepares students to take an active and
productive role in their futures.

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Holistic Needs Assessment By: Amanda Morton

3. What teacher working conditions trends can you identify?

there is good communicating, decision making, and volunteering from parents/guardians.

productive role in their futures.

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