Extended Core Curriculum: Need Assesment
- 1. Steps in ECC Development 爐朽た爐伍爐むぞ爐萎た爐 爐爐爐逗た爐鉦ぐ爛爐 爐爐鉦爛爐萎爐爛爐萎ぎ 爐朽た爐爐鉦じ 爐爛 爐爐逗ぃ
- 2. Extended Core Curriculum 爐朽た爐伍爐むぞ爐萎た爐 爐爐爐逗た爐鉦ぐ爛爐 爐爐鉦爛爐萎爐爛爐萎ぎ Compensatory or functional skills 爐爛爐劇い爐逗お爛爐むた爐 爐爐ムさ爐 爐爛爐萎た爐爐鉦い爛爐爐 爐爛爐謹げ Sensory efficiency 爐伍爐朽爐爛 爐爛 爐謹げ爐逗ぞ Orientation and mobility 爐爐爛爐伍爐ムぅ爐むた 爐踱朽 爐爐迦げ爐劇爐爛爐逗ぞ Social interaction skills 爐伍ぞ爐爐鉦じ爛爐逗 爐爐爐:爐爛爐萎た爐爐 爐爛爐謹げ
- 3. Assistive technology 爐伍す爐鉦く爐 爐逗爐爛爐爛 Independent living skills 爐ムさ爐逗爐む爐 爐むえ爐朽た爐項え 爐爛爐謹げ Recreation and leisure skills 爐爐爛爐萎爐逗え 爐踱朽 爐爐朽爐鉦ざ 爐伍う爛爐爐爛爐 爐爛爐謹げ Career education 爐朽爐爐朽じ爐鉦く 爐伍ぎ爛爐爐爛爐о 爐迦ざ爐爛爐劇ぞ Self-determination 爐爐む爐爐爛爐
- 4. Needs Assessment 爐爐逗ざ爛爐萎爐爐むぞ 爐爐爐爐迦た Just as good physicians get to know their patients and make diagnoses before undertaking treatment. 爐爐逗じ 爐爛爐萎爐鉦た 爐踱 爐爐爛爐爐 爐÷爐爛爐爐 爐爐爐逗 爐逗爐爛 爐爛 爐爐爐爐鉦た 爐伍 爐爛爐逗く 爐爛爐爐鉦た爛 爐爛 爐爐項爐鉦た 爐爐逗た爛 爐爛 爐迦げ爐 爐爐逗爛爐爐鉦じ爛 爐項爐むぞ 爐項| Good Curriculum planners must get to know the population under study and define its problems before recommending actions. 爐爐伍 爐爛爐萎爐鉦た 爐踱 爐爐爛爐爐 爐爐鉦爛爐萎爐爛爐萎ぎ 爐爐逗ぎ爐鉦く爐むぞ 爐爛 爐爐爐逗 爐爐鉦げ爐爛爐 爐爛 爐爐鉦た爛 爐爛爐 爐逗ぞ爐逗た爐 爐爐鉦す爐項|
- 5. Needs Assessment 1. N.A. is a systematic process for determining and addressing needs, or "gaps" between current conditions and desired conditions or "wants". 爐爛爐爛 爐踱 爐朽爐萎爐逗爐伍爐逗い 爐爛爐萎爛爐萎爛爐萎ぐ爛爐 爐項 爐爐逗じ爐伍 爐爐逗ざ爛爐萎爐爐むぞ 爐爐 爐爐逗ぇ爐鉦く爐逗ぃ 爐項爐むぞ 爐項 爐爐逗た爐 爐逗い爐爐爐鉦た 爐爐伍爐逗え爐 爐むた爐 爐逗ぞ爐爐爐爐 爐爐伍爐逗え爐 爐爛爐 爐爐爐むた 爐爐萎爐鉦く爐萎爐 爐逗ぞ爐むぞ 爐項|
- 6. 2. The discrepancy between the current condition and wanted condition must be measured to appropriately identify the need. 爐爐爐爐 爐爛爐萎爐鉦ぐ 爐伍 爐爐朽ざ爛爐爐爐逗ぞ 爐爛 爐むえ爐оぞ爐逗ぐ爐 爐爛 爐迦げ爐 爐朽た爐逗ぎ爐鉦え 爐逗ぅ爐 爐朽ぞ爐爐むた爐 爐伍爐ムぅ爐むた 爐爛爐 爐朽さ爐伍爐爐むた 爐爐 爐爐鉦お爐 爐爐萎え爐 爐爐鉦す爐項|
- 7. 3. Needs Assessment focuses on the outcomes to be attained, rather than the process. Reading achievement : Outcome Reading instruction : Process 爐爛爐爛 爐爐萎た爐爐鉦ぎ爛爐 爐爐 爐爐逗ぐ爛爐爐 爐爐逗い爐 爐項 爐 爐爛爐萎 爐爛爐萎爛爐萎爛爐萎ぐ爛爐 爐爐| 爐爐爐 爐爐爐迦じ爛爐оぇ : 爐爐萎ぐ爐爐鉦ぎ 爐爐爐 爐爐爛爐爛爐 : 爐爛爐萎爛爐萎た爐爐
- 8. 4. N.A. gathers data by means of established procedures and methods designed for specific purposes. 爐爛爐爛 爐爛爐 爐朽た爐迦ぐ爛爐劇爐 爐爐爛爐爛爐謹爐萎爛爐 爐爛 爐迦げ爐 爐爛爐逗く 爐爐逗ぇ爐鉦く爐萎た爐 爐爛爐萎爛爐萎爛爐萎ぐ爛爐鉦爐 爐むた爐 爐朽た爐оぇ爐萎爛爐 爐爛爐逗ぞ爐逗ぞ 爐爐爐爐÷ 爐踱爐む爐 爐爛爐萎爐萎爛 爐逗ぞ爐む 爐項|
- 9. 5. N.A. sets priorities and determines criteria for solutions so that Curriculum designers can make sound decisions. 爐爛爐爛 爐爛爐萎ぞ爐逗げ爐爐爐むぞ爐萎爛爐 爐むぐ爛 爐爐逗い爐 爐項 爐むた爐 爐伍ぎ爐鉦ぇ爐鉦た 爐項爐む 爐爐鉦た爐爐爐 爐爐逗ぇ爐鉦く爐萎た爐 爐爐逗い爐 爐項 爐爐逗じ爐伍 爐爐鉦爛爐萎爐爛爐萎ぎ 爐爐逗ぎ爐鉦く爐むぞ 爐爐爛爐爛 爐爐逗ぃ爐爐萎 爐迦 爐伍爛 |
- 10. 6. N.A. sets criteria for determining how best to allocate available money, people, facilities, and other resources. 爐爛爐爛 爐爐伍 爐爐鉦た爐爐爐 爐爐逗ぇ爐鉦く爐萎た爐 爐爐逗い爐 爐項 爐爐逗じ爐伍 爐萎爐 爐爐逗ぇ爐鉦く爐萎た爐 爐爛爐萎爐萎爐 爐逗ぞ 爐伍爛 爐爛爐萎 爐爐爐迦が爛爐 爐爛爐伍, 爐朽爐萎爐爐爛爐, 爐伍爐朽た爐оぞ爐萎爛爐 爐むた爐 爐爐爛爐萎 爐伍爐伍ぞ爐оた爛爐 爐爛 爐爛爐萎爐 爐爛爐萎爐鉦た 爐伍が爐伍 爐爐爛爐爛 爐むた爐 爐爛爐萎ぐ爛爛爐 爐爛爐萎爐萎爐 爐逗ぞ 爐伍爛 |
- 11. 7. N.A. leads to action that will improve teaching-learning process. 爐爛爐爛 爐踱 爐爐伍 爐爐鉦ぐ爛爐爐逗ぞ爐項 爐爛 爐伍爐爐逗爐謹爐爐 爐爐逗い爐 爐項 爐爐逗じ爐伍 爐迦ぐ爛爐爛爐劇ぃ 爐爐оぇ爐爐 爐爛爐萎爛爐萎爛爐萎ぐ爛爐 爐爛爐 爐伍爐оぞ爐 爐項 爐伍爛 |
- 12. Basic assumptions in N.A. 爐爛 爐爛 爐爛爐 爐爐оぞ爐逗ぐ爛爛爐 爐爐萎た爐爐迦爐爐逗ぞ爐踱 Need is a discrepancy or gap between what is and what should be. 爐爐逗ざ爛爐萎爐爐むぞ 爐逗 爐項 爐むた爐 爐逗 爐項爐逗ぞ 爐爐鉦す爐項 爐爛 爐爐о爐萎 爐爐爐むた 爐爛 爐爐萎爐鉦く爐むぞ 爐項| N.A. is a systematic set of procedures that are used to determine needs, examine their nature and causes, and set priorities for future action. 爐爛 爐爛 爐踱 爐朽爐萎爐逗爐伍爐逗い 爐爛爐萎爛爐萎爛爐萎ぐ爛爐 爐爐 爐伍ぎ爛爐 爐項 爐爐逗じ爐伍 爐爐逗ざ爛爐萎爐爐むぞ 爐爐 爐爐逗ぇ爐鉦く爐逗ぃ, 爐爐伍爛 爐爛爐萎爛 爐爐 爐むた爐 爐爐鉦た爐 爐爛 爐逗ぞ爐鉦爐, 爐むた爐 爐萎爐朽た爐劇爐萎 爐爛 爐迦げ爐 爐爛爐萎ぞ爐逗げ爐爐爐むぞ爐萎爛爐 爐むぐ爛 爐爛 爐逗ぞ爐む 爐項|
- 13. There is never enough money to meet all needs. N.A. is conducted to help us to identify and select the right job before doing the job right. 爐伍ぐ爛爛 爐爐逗ざ爛爐萎爐爐むぞ爐爐 爐爛 爐爛爐逗ぞ 爐爐逗た爛 爐爛 爐迦げ爐 爐оた 爐爐萎爛 爐爐萎爐鉦く爐爛爐 爐逗す爛爐 爐項爐むぞ| 爐伍す爛 爐爐鉦く爐 爐爛 爐爐逗た爛 爐伍 爐爛爐逗く 爐爐鉦く爐 爐伍す爛 爐爐逗た爛 爐爛爐 爐爛 爐爛 爐爐爐 爐爐逗い爐 爐項|
- 14. Balancing the Need for Information With Time and Financial Constraints. 爐逗ぞ爐逗爐鉦ぐ爐逗ぐ爛爛爐 爐爛 爐爐逗ざ爛爐萎爐爐むぞ 爐爛 爐伍ぎ爐萎 爐むた爐 爐爐оた爐爐 爐爐鉦ぇ爛爐萎爐むぞ爐爐 爐伍 爐伍爐む爐迦げ爐 爐爐逗た爐 爐項爐むぞ 爐項| Types of Information 爐伍爐爐逗ぞ爐爐 爐爐 爐爛爐萎爐鉦た Demographics and Setting (gender, age, race/ethnicity, and geographic location/inner city/urban, suburban, or rural). 爐逗た 爐伍ぞ爐爐爐爐萎爐爛 爐むた爐 爐朽爐萎爐逗じ爛爐逗ぞ (爐迦げ爐爐, 爐爐萎爛, 爐爛爐萎た爐鉦え爐/爐逗ぞ爐爐, 爐萎爛爐爛爐迦げ爐 爐爐伍爐逗え爐, 爐萎爐項た爛/爐爛爐萎ぞ爐爛爐 爐爐項う) Risk and Protective Factors: 爐逗爐爐逗ぎ 爐むた爐 爐伍爐逗爛爐劇ぞ爐む爐爐 爐爐鉦た爐 School Risk Factors. 爐朽た爐爛爐萎爐鉦げ爐萎爛 爐逗爐爐逗ぎ 爐爐鉦た爐 Community Risk Factors 爐伍ぞ爐爛爐爐鉦え爐萎爐 爐逗爐爐逗ぎ 爐爐鉦た爐 Process of Need Assesment 爐爛 爐爛 爐爛 爐爛爐萎爛爐萎爛爐萎ぐ爛爐
- 15. School Risk Factors 爐朽た爐爛爐萎爐鉦げ爐萎爛 爐逗爐爐逗ぎ 爐爐鉦た爐 Act implementation norms. 爐爐оぇ爐爐逗ぐ爛爐 爐爐鉦ぐ爛爐鉦く爐爛爐逗ぐ爛爐 爐爛 爐爐鉦た爐 Availability of resources in or near the school. 爐朽た爐爛爐萎爐鉦げ爐萎 爐爛爐 爐むた爐 爐伍ぎ爛爐 爐伍爐伍ぞ爐оた爛爐 爐爛 爐爐爐迦が爛爐оい爐 Poor school academic climate. 爐爐逗ぎ爛爐 爐伍爐むた爛爐萎 爐朽た爐爛爐萎爐鉦げ爐萎爛 爐萎爛爐爛爐劇爛爐劇 爐逗ぞ爐むぞ爐逗た爐 Lack of, unclear, or poor enforcement of school policies related integrated/inclusive education. 爐伍ぎ爛爐爛爐萎爐/爐伍ぎ爐鉦た爛爐迦ぐ爛爐 爐迦ぐ爛爐爛爐劇ぞ 爐伍ぎ爛爐爐爛爐о 爐萎爛爐逗た爐鉦爐 爐爛 爐爐爛/爐爐伍爐爐劇爐爐むぞ/爐爐逗ぎ爛爐 爐伍爐むた爛爐萎 爐爛爐萎た爐むく爐
- 16. Community Risk Factors 爐伍ぞ爐爛爐爐鉦え爐萎爐 爐逗爐爐逗ぎ 爐爐鉦た爐 Lack of positive afterschool academic programming. 爐朽た爐爛爐萎爐鉦げ爐萎爛爐爐逗ぞ爐爐 爐伍爐鉦た爐鉦い爛爐爐 爐萎爛爐爛爐劇爛爐劇 爐萎爛爐逗た爐 爐爛 爐爐爛 Lack of positive afterschool and weekend recreational programming. 爐朽た爐爛爐萎爐鉦げ爐萎爛爐爐逗ぞ爐爐 爐踱逗 爐伍お爛爐むぞ爐項ぞ爐爐 爐伍爐鉦た爐鉦い爛爐爐 爐爐逗爐逗爐逗た 爐爐鉦ぐ爛爐爐爛爐萎ぎ爛爐 爐爛 爐爐爛 Low levels of law/Act enforcement. 爐爐逗ぐ爛爐/爐爐оぇ爐爐逗ぐ爛爐 爐爛爐萎爛爐萎ぐ爛爐鉦え爛爐逗ぐ爛爐 爐爛爐 爐爐爛 Attitudes. 爐爛爐爐劇爐爐爛爐 Poverty. 爐爐逗爐爛
- 17. Needs Assessment is a way of assessing problems - a way to define the differences between the way things are and the way we wish they were (actuals and optimals), and to help determine what solutions will "close the gap". It is a systematic effort to gather facts, opinions and ideas from a variety of sources. The goal of a needs assessment is to be able to derive learning objectives and strategies- if training is the right solution to the problem.
- 19. Explore What is Prepare a Plan 爐萎爛爐逗た爐 爐爐逗ぞ爐逗ぞ Identify Concerns 爐伍爐爐萎爛爐 爐爛 爐爐項爐鉦た Determine Measurable Indicators 爐爐鉦お爐 爐萎爛爐爛爐萎 爐爛爐爐鉦た爛爐 爐爐 爐爐逗ぇ爐鉦く爐逗ぃ Consider Data Sources 爐爐爐爛爛 爐伍爐萎爐 爐爐 爐朽た爐爐鉦た Decide Preliminary Priorities 爐爛爐萎ぞ爐逗爐迦ぐ爛爐 爐爛爐萎ぞ爐逗げ爐爐爐むぞ爐爐 爐爐 爐爐逗ぃ爐爐萎
- 20. Purpose of Phase I To investigate what is already known about the needs of the target group; to determine the focus and scope of the needs assessment; and to gain commitment for all stages of the assessment; including the use of the findings for program planning and implementation. 爐朽た爐劇ぐ爛爛 爐爛 爐爛爐逗く 爐爛爐爐鉦い 爐爐逗ざ爛爐萎爐爐むぞ爐爐 爐爐 爐爐爛爐逗爐劇ぃ; 爐爛 爐爛 爐爐 爐爛爐 爐爛爐 爐むた爐 爐爛爐劇爐む爐 爐爐 爐爐逗ぇ爐鉦く爐逗ぃ 爐踱逗 爐爐爐爐迦た 爐爛 爐伍ぐ爛爛 爐爐逗ぃ爛爐 爐爛爐 爐爛爐萎え爐むが爐爛爐оい爐; 爐爐鉦ぐ爛爐爐爛爐萎ぎ 爐萎爛爐逗た爐 爐むた爐 爐爛爐萎爛爐萎ぐ爛爐鉦え爛爐逗ぐ爛爐 爐項爐む 爐爐逗し爛爐爐劇爐 爐爐 爐爛爐萎ぐ爛爛爐 爐爐 爐伍爐爛爐爐迦た|
- 21. Gather & Analyze Data 爐爐爐爛爛爐 爐爐 爐伍爐爛爐萎す爐 爐踱逗 爐朽た爐謹爐迦爐劇ぃ Determine Target Groups 爐朽た爐劇ぐ爛爛 爐伍ぎ爛爐 爐爐 爐爐逗ぇ爐鉦く爐逗ぃ Gather Data to Define Needs 爐爐逗ざ爛爐萎爐爐むぞ 爐爛 爐爐萎た爐萎爐鉦さ爐劇い 爐爐逗た爛 爐項爐む 爐爐爐爐÷ 爐伍爐爛爐萎す爐 Prioritize Needs 爐爐逗ざ爛爐萎爐爐むぞ爐爐 爐爐 爐爛爐萎ぞ爐оた爐迦ぎ爐爛爐爐逗ぃ Identify & Analyze Causes 爐爐鉦た爐爛爐 爐爛 爐爐項爐鉦た 爐むた爐 爐朽た爐謹爐迦爐劇ぃ Summarize Findings 爐爐逗し爛爐爐劇爐 爐爐 爐伍ぞ爐逗ぞ爐爐萎
- 22. Make Decisions 爐むえ爐爐逗く爐 Set Priority Needs 爐爛爐萎ぞ爐逗げ爐爐 爐爐逗ざ爛爐萎爐爐むぞ爐踱 爐爛 爐爐逗ぇ爐鉦く爐萎た爐 爐爐逗た爐 Identify Possible Solutions 爐伍爐萎爐鉦さ爐逗い 爐項げ 爐爛 爐爐項爐鉦た Select Solution Strategies 爐伍ぎ爐鉦ぇ爐鉦た 爐逗ぃ爐逗爐爐むぐ爛爛爐 爐爐 爐爐萎爐 Propose Action Plan 爐爛爐萎爛爐萎ぐ爛爐 爐萎爛爐逗た爐 爐爛 爐爛爐萎じ爛爐むぞ爐朽た爐 爐爐逗た爐 Prepare Report 爐萎た爐爛爐爐 爐爐逗ぞ爐逗ぞ
- 23. What Kind of Information Do I Get from a Needs Assessment? 爐爛 爐爛 爐伍 爐爛爐萎爐 爐爛爐萎爐鉦ぐ 爐爛 爐逗ぞ爐爐爐鉦ぐ爛 爐爛爐萎ぞ爐爛爐 爐項爐爛? Your learners' current performance 爐爐鉦げ爐 爐爐 爐逗い爐爐爐鉦た 爐爛爐萎う爐萎爐爐 爐伍爐むた Desired performance levels - what learners should be able to do. 爐逗ぞ爐爐爐爐 爐爛爐萎う爐萎爐爐 爐伍爐むた- 爐爐鉦げ爐 爐爛爐萎爐 爐爐 爐伍爐むぞ 爐項| Causes of poor performance - what the learners and others think is causing problems with performance. 爛爐逗ぞ爐 爐爛爐萎う爐萎爐爐 爐爛 爐爐鉦た爐- 爐爐鉦げ爐 爐踱逗 爐爐爛爐萎 爐爛 爐爐逗爐伍ぞ爐| Solutions - what the learners and others think might solve the problems 爐伍爐萎爐鉦さ爐逗い 爐伍ぎ爐鉦ぇ爐鉦た- 爐爐鉦げ爐 爐踱逗 爐爐爛爐萎 爐爛 爐爐逗爐伍ぞ爐| Impressions, reactions, opinions, and priorities of learners & others. 爐爐鉦げ爐 爐踱逗 爐爐爛爐萎 爐爛 爐爐, 爐爛爐萎え爐む爛爐萎爛爐萎ぐ爛爐, 爐朽た爐爐鉦た 爐踱逗 爐爛爐萎ぞ爐逗げ爐爐爐むぞ爐萎爛爐
- 24. 5-Step Approach to Needs Assessment 爐爛 爐爛 爐爐 爐爐爐 爐ムた爐萎爐 爐爐爐鉦爐 Step 1: Consider the context and people affected by the curriculum 爐爐鉦爛爐萎爐爛爐萎ぎ 爐伍 爐爛爐萎ぐ爛爐鉦さ爐逗い 爐項爐逗 爐逗ぞ爐迦 爐爐 爐伍え爛爐爐萎爐 爐むた爐 爐爐鉦げ爐爛爐 爐爐 爐朽た爐爐鉦た Step 2: Involve others. 爐爐爛爐萎 爐爛 爐伍爐爛爐爐迦げ爐 爐爐逗た爐 Step 3: Plan your needs assessment. 爐萎爛爐逗た爐 Decide: What questions to ask Who to ask/what to look at (sources of information) How to ask them (techniques) Step 4: Conduct your needs assessment 爐爛 爐爛 爐爐逗た爐 Step 5: Analyze and communicate your results. 爐爐萎た爐爐鉦ぎ爛爐 爐爐 爐朽た爐謹爐迦爐劇ぃ 爐踱逗 爐爐伍 爐伍爐о爐 爐爐逗た爐|