Instructional Design ADTED 506 Needs Analysis

Running head: NEEDS ANALYSIS






Need Analysis and Learner Analysis
for Monterey County Office of Education,
Alternative Education
at Wellington Smith Jr. School

Louise Berry
Penn State University, World Campus


Introduction
This paper will answer critical questions about students at Wellington Smith Jr. School. Included in this analysis is a closer look at general student ability, attitude, learning style and current level of knowledge.
Using several tools, a gap analysis was done to determine if in fact instruction or training is needed. Priorities and importance stakeholders assigned to skills and outcomes are discussed. The cause of performance problems and the exploration of actual opportunities was sumized. In conclusion a proposal for a possible solution and growth opportunities for both students and staff has been suggested.

The Learner Analysis
1. General Learner Characteristics
1.1. Student’s at Wellington Smith Jr. School general age ranges from 12 to 18 years old. This translates to 7th through 12th grade.
1.2. Many students have little or no work experience.
1.3. Usual student attitude is poor about school. Student’s often see it as a waste of time and have frequently failed but don’t know why. They have little or no expectation of success in the traditional educational setting.
1.4. Many students have special learning needs and have Individual Educational Plans (IEPs) in place from other schools or districts.
1.5. Approximately half of our population are second language learners and about 10% of those are beginning English learners.
2. Many students in this age range are not reading at grade level. Preparation for mathematics including ability to add or subtract quickly and multiply are often lacking.
3. Description of process used to complete learner analysis
3.1. Brief research of cumulative files for each learner.
3.2. Review of standard test scores included in these files.
3.3. Parent/teacher conferences.
3.4. Informal interviews with students.
3.5. Close work with students during instruction, one-on-one.
3.6. Close observations and notes from classroom interactions and instruction.

The Gap Analysis
1.1 Current Situation
The students served by Alternative Education and MCOE at Wellington Smith School are under-performing on their academic standards in all subject areas. This information is reported in student STAR test results. Upon entering Wellington Smith Jr. School each student is assessed using this test to determine reading, language and mathematical ability as a grade level comparison. CDE. (2008)
1.2 Further Assessment
Student performance, specifically in mathematics was measured. The CSU math diagnostic for Algebra readiness test results reported all students scored below 40% on the tests for algebra readiness.
Test questions determine student ability to compute basic problems including decimals, fractions, and integers, to solve equations and simple geometry problems. The level of complexity is based on California State Mathematics standards for 7th graders. CSU/UC Mathematics Diagnostic Testing Project. (2008)
1.3 Student Attitude
As a group these teenagers do not like school, do not attend school, are frequently truant or become suspended or expelled from regular school. However, in the classroom students can be engaged and are interested in learning. (Personal observation and Interviews)

1.4 Desired Situation
Students are expected to be able to perform basic math. Students need skills like; computing rates, percentages, interest, finding discount and markup, taking and using measurements, finding area, volume and employing mathematics to solve real life problems.

Priorities and Importance
2 Legal mandates
2.1 Federal Mandates, NCLB and Test Scores
The Federal Mandate No Child Left Behind requires that all schools in every state increase their API scores every year. These scores are based on student test results. The major tests are English language and Mathematics. California students are expected to be testing at proficient and above by the year 2010 (Wikipedia, 2008)
2.2 State Mandates and California State Test Scores
There are two basic types of tests for California High School Students other than College qualifying exams. The first is the California High School Exit Exam, fondly referred to the CAHSEE (pronounced “Casey”). It consists of three sections, a writing section, a language/grammar/reading section and a mathematics section. The Mathematics section of the CAHSEE consists of primarily basic mathematical computations such as percentages, discounts, rates, volume etc. ETS. (2008)
2.3 California Higher Education
According to Tom Reisz, EAP Coordinator for the CSU system, Executive Order 665 requires students who fail entrance exams to take remedial courses, if students do not prove proficient in English and Mathematics they will be dropped from their programs. Remediation programs at the CSU system, were expected to be discontinued by 2007. (2008)

2.4 GED Test Scores
General Educational Development tests compare scores from students taking the test to those graduating high school. Students who are 17 and incarcerated, or if not incarcerated and 60 days from their 18th birthday are eligible. In order to pass a student must score higher than 40% when compared to graduating High School Seniors nationwide. There are 5 exams. They cover Mathematics, English as writing, English as grammar and reading, Social Studies, and Science. The Mathematics tests covers basic mathematical computation and problem solving, much like other tests discussed in this paper.
2.5 MCOE requirements
According to Dr. Nancy Kotowski, Superintendent, (2008) The Monterey County Office of Education works closely with 24 school districts, the local institutions of higher education, and the many diverse communities of interest. The MCOE provides service, leadership, and support designed to advance education in Monterey County to world-class standards.
2.6 Alternative Education requirements
The mission of Alt. Ed. is to prepare students for future success by providing a supportive school environment that focuses on increasing academic and pro-social behaviors and skills, while providing functional life skills instruction.

3 Business and Community Mandates
3.1 Job or employer requirements
It used to be that having a High School Diploma meant that the basic skills were learned. Unfortunately that is not true today. An example of this change is reflected in the business community employment applications often include a section to check math ability. A local example is Trader Joe’s employment application. This application includes seven or eight math problems on it just to check basic addition, subtraction, multiplication and division of their applicants. Trader Joe’s (2008)
According to an article sponsored by Micron Technology, many professions employ mathematics. Exposing students to these professions will demonstrate the importance and relevance of real-world math challenges. (2008)
3.2 Parental expectations
“I want my child to succeed in learning, I want him to be able to have what ever kind of career he wants. I just can’t help her with her homework because I don’t know how to do it.” This quote is typical of the comments of parents to teachers in school. Parents want the best for their children and believe the school will be able to provide that. (Parent/Teacher conference, 2004)
3.3 Stakeholders:
The people affected by this are the general citizenry of Monterey County, including parents, community members, business owners, and individual residents.

4 Types and Causes of Performance Problems
4.1 Specific Math Problems
Assessing the students with the University of California Math Diagnostic test to pinpoint mathematical and computational shortfalls. The MDTP is a widely accepted and valid test used in California Middle and High Schools to diagnose readiness for Algebra, Geometry, and other higher-level math courses. Individual student reports are provided for teachers to determine the areas a student needs further study or review and indicate the areas students did well in. (MDTP) Mathematics Diagnostic Testing Project (2008)
4.2 Skills Tested and Findings
4.2.1 Decimals, their operations and applications; Percents.
Student average score 24%
4.2.2 Simple equations and operations with literal symbols.
Student average score 23%
4.2.3 Exponents and square roots.
Student average score 31%
4.2.4 Fractions, their operations and applications.
Student average score 25%%
4.2.5 Geometry and graphing.
Student average score 19%
4.2.6 Integers their Operations and Applications.
Student average score 31%
4.3 Math Attitude
The California Department of Education states in its Remediation section; “Overcoming student learning problems in mathematics requires giving attention to the background of the individual students and to the nature of their previous instruction. As reviewed by Chapman (1988), some students who need remediation perceive their low abilities to be unchangeable, expect to fail in the future, and give up readily when confronted with difficult tasks. Their continued failure confirms their low expectations of achievement, a pattern that perpetuates a vicious cycle of additional failure. What are needed are instructional programs that create steady measurable progress for students, showing them that whatever difficulties they might have had in the past, they are learning mathematics now.”
4.4 Learning Style Inventory
A Learning Style Inventory was administered in printed form. See Table 1.
The majority of students described themselves as Visual Learners and also described themselves as Physical or Kinesthetic Learners. Unexpectedly about 20% of students described themselves as Solitary Learners. In the classroom they often help each other get the right answers, although they can get competitive.
Table 1. Learning Inventory Results by Percent
Visual Verbal Aural Physical Social Solitary

57% 28% 24% 31% 0.05% 21%

4.5 Motivation
“Clearly, students who do not see a reason for studying a subject, apply little effort to that endeavor. Connecting learning to the world of work helps students see how knowledge is applied and acts to motivate them. It helps students see how what they learn relates to life beyond school so that young people can be better prepared for the rapidly changing world.” CA Dept of Ed. (2007).
4.6 Confidence
Overcoming student learning problems in mathematics requires giving attention to the background of the individual students and to the nature of their previous instruction. As reviewed by Chapman (1988), some students who need remediation perceive their low abilities to be unchangeable, expect to fail in the future, and give up readily when confronted with difficult tasks. Their continued failure confirms their low expectations of achievement, a pattern that perpetuates a vicious cycle of additional failure. What are needed are instructional programs that create steady measurable progress for students, showing them that whatever difficulties they might have had in the past, they are learning mathematics now. CDE (2008). Appendix E.

5 Possible Solutions and Growth Opportunities
5.1 Recommended Development
This recommendation will include the instructional organization, staff and students. In entails a purposeful and meaningful, integration of applicable life skills into and across the curriculum will provide students with the opportunity to see the usefulness, and continuum of learning for their future. Instruction that combines computation, and communication with scientific and historical knowledge as it is applied in the workforce will engage the learner and create a momentum from one class to the next.
This focus will create an instructional day rather than a series of instructional periods. During the day the teachers will act as guides and mentors, as the student explores careers and prerequisite skills and/or knowledge for specific job and interest sectors.
The ability to research, scrutinize, synthesize, record and apply information from a combination of sources and disciplines will be beneficial to students now and in their future.
5.2 Organization Development Activities
The heart of this transition will be the connection, electronically, of one classroom with the next. The ability of each student to access their work from any classroom at Wellington Smith Jr. School, (WSS) modify that work, and save a new version for later access. The brain of this transition will be the imagination and knowledge base intrinsic in our instructors and assistant instructors at WSS. Several factors will come together for this transition, strategic planning, organizational restructuring, individual and group performance management and feedback. This will rely on effective team building.
5.3 Specific Opportunities
There are many vocational areas where mathematics is applied. Cosmetology, Sales, Most Service positions, Hospitality and Management, Horticulture, Engineering, both mechanical and industrial; Contracting specialties, areas such as plumbing and electrical, framing, cabinetry making, dry wall finishing, painting, heating, ventilation and air conditioning, (HVAC); Automotive services, like maintenance, auto body repair, and auto design. Students get excited when they connect with something they think they might do in life.
5.4 Cost Effectiveness
5.4.1 What are the costs if no solution is applied?
Because the direct costs of no solution are not immediately quantifiable an inductive approach will be used for this analysis. The cost of this problem is loss of production here in Monterey County. As students graduate and enter the workforce they must be trainable but have basic skills. If many students are not prepared for the workforce, employers will have to shoulder the cost of remedial education. The cost of remediation in the community colleges and adult learning institutions includes; instructor’s salary, tutoring and skill center staff wages, in addition to the allocation of building space and other resources. These costs are not immediately measurable, but the $21.00 per unit that students pay at a California Community College does not begin to cover costs.
In the event students do not choose remediation, often the cost translates to increased crime and destruction of property, which is not directly measurable. It costs about $45,000 per year to house an inmate in California and the statistics show that many return juvenile offenders advance within the justice system, and eventually become inmates.
5.4.2 What are the costs of conducting programs to change the situation?
The infrastructure is in place. The electronic connectivity serves 75% of the classrooms and new wiring for the one building not served by the current wireless system has been ordered. The central server is operational and stable. Training sessions will be required for staff in addition to meeting sessions where staff can brainstorm and integrate curriculum. The hours for setting up the Learning Management System and the various programs and components may run into the 100’s. All told, the cost will certainly be less than housing two inmates for even 1 year in the state of California.

Data Analysis Methods
5.5 A review of relevant literature regarding mathematics and other academic performance levels in current school populations was revealing in that many focus mainly on motivation and attitude of learners rather than skill building as was popular in the 90’s.
5.6 Personal observation and informal interviews with students were effective in discovering what students think about math and school in general.
5.7 Interviews with Administration helped to ascertain what programs had been used in the past that were effective and that got students excited about school.
5.8 Interviews with other teachers and instructional assistants on site resonated with the observations in the classroom and what students were sharing about their experiences in and with school before arriving at Wellington Smith Jr.
5.9 Diagnostic testing was useful to verify classroom observations of current mathematical ability and acuity. CSU/UC Mathematics Diagnostic Testing Project. (2008).
5.10 The Learning style survey generated further results that fortified classroom observations and delineated learning styles and preferences. Mimletics Accelerated Learning Styles Inventory. (2008).
5.11 Online document searches for Socio-economic information, crime statistics, and STAR test results for Wellington Smith School and other nearby schools, provide valid and concrete facts and figures for comparisons.

References

California Department of Education. (2008). Standardized Testing and Reporting (STAR) Results. Retrieved June 2, 2008 from http://star.cde.ca.gov/

California State Board of Education. Curriculum Development and Supplemental Materials Commission. Mathematics Framework for California Public Schools, Kindergarten Through Grade Twelve (2005). Appendix E: Mathematics Intervention and Algebra Readiness Instructional Materials. Pg. 338. Sacramento, CA. Retrieved on April 9, 2008 from http://www.cde.ca.gov/ci/ma/cf/index.asp

Chapman, James W. and McAlpine, Donald D. (1988). Students' perceptions of ability. Gifted Child Quarterly, Winter; 32: 222 - 225.

CSU/UC Mathematics Diagnostic Testing Project. (2006). Retrieved June 12, 2008 from http://mdtp.ucsd.edu/highschool.shtml

ETS. (2007 results). California High School Exit Exam. Retrieved July 2, 2008 from http://eap2007.ets.org/

Kotowski, Nancy. (2008) Letter from the Monterey County Superintendent of Schools, Monterey County Office of Education. Retrieved April 8, 2008 from http://www.monterey.k12.ca.us/county_superintendent/index.htm

Mathematics Diagnostic Testing Project (MDTP), California State University, San Bernardino. History of MDTP. Retrieved June 30, 2008 from http://www.math.csusb.edu/mdtp/History%20of%20MDTP.htm

McKellar, Danica. (2007). Math Doesn’t Suck. How to survive middle school math without losing your mink or breaking a nail. Hudson Street Press. NY, NY.

Mimletics Accelerated Learning Styles Inventory. (2008). Retreived May 28, 2008 from http://www.learning-styles-online.com/

Micron Technology. (2008). Math In the workplace. Boise Idaho. Retrieved June 9, 2008 from http://www.micron.com/k12/math

Parent/Teacher Conference, (2005). Room A3, Fitch Middle School, Seaside, CA.

Reisz, Tom. EAP Coordinator. www.calstate.edu/eap PowerPoint presentation. Retrieved June 9, 2008. www.sjsu.edu/eas/docs/EAP_Presentation.ppt

Trader Joes Employment Application. Available at: Pacific Grove, 1170 Forest Avenue, Pacific Grove, CA 93950

Uppman, Mike. Principal of Court Schools. Interview on May 2, 2008.

Vincent, Gary. Director of Alternative Education. (2008). Interview on January 8, 2008.

Vincent, Gary. Director of Alternative Education. (2008). Mission Statement for Alternative Education. Retrieved June 2, 2008 from http://www.monterey.k12.ca.us/alternative_education/index.htm

Wikipedia. NCLB. (2007). Retrieved June 18, 2008 from http://en.wikipedia.org/wiki/No_Child_Left_Behind

Wikipedia. GED. (2008). Retrieved June 30, 2008 from http://en.wikipedia.org/wiki/GED

Yahoo Answers. Cost to house an inmate per year? Retrieved July 1, 2008 from http://answers.yahoo.com/question/index?qid=20060830072230AAokWcK