103.00 Long-Range Needs Assessment
Long-range needs assessment enables the school district to analyze assessment data, get feedback from the community about its expectation of students and determine how well students are meeting student learning goals. The Board will conduct an ongoing and in-depth needs assessment, soliciting information from business, labor, industry, higher education, and community members regarding their expectations for adequate student preparation.
In conjunction with the in-depth needs assessment of the school district, the Board will authorize the appointment of a committee representing administrators, employees, parents, students, and community members, to make recommendations and assist the board in determining the priorities of the school district in addition to the basic skills areas of the education program.
It is the responsibility of the superintendent to ensure the school district community is informed of students’ progress on state and locally determined indicators. The superintendent will report annually to the Board about the means used to keep the community informed.
As a result of the Board and committee’s work, the Board will determine major educational needs and rank them in priority order; develop long-range goals and plans to meet the educational needs; establish and implement short-range and intermediate-range plans to meet the goals and to attain the desired levels of student performance; evaluate progress toward meeting the goals and maintain a record of progress under the plan that includes reports of student performance and results of school improvement projects; and annually report the school district’s progress made under the plan to the committee, community and Iowa Department of Education.
Legal Reference: Iowa Code §§ 21; 256.7; 280.12 (2013). 281 I.A.C. 12.8(1)(b).
Date of Adoption: January 25, 2000
Reviewed & Revised: May 21, 2001; March 7, 2006; January 18, 2010; January 19, 2015; December 21, 2020
Colfax-Mingo Community Schools
Vision for Assessment
- measure student progress toward achieving standards and benchmark expectations
- use a multi-dimensional approach, including traditional tests, portfolios, real-life (authentic) tasks, and/or demonstrations (performance tasks)
- provide data regarding student needs
- be used to measure student growth
- be developmentally appropriate
- be used to demonstrate student knowledge and application of skills
- provide data for the evaluation of curriculum, instruction, and methodology
January 19, 2015