Kendall Middlecamp

ISTC 667

Needs Analysis

Model Used: Smith and Ragan (2004) Discrepancy-Based Needs Assessment Model

Why I chose it: This model seems to fit best for my grade level and learning goal. As a first

grade teacher, students often are on various levels with many varying needs. This model allows

you to determine the gaps, prioritize them, and then decide where to go from there. I have found

in my three years of teaching that what works for one class, may not work for another. This is the

same when implementing major lessons in first grade (p. 52).

Five Phases

1. List the goals of the instructional system (p.52)

• Students will solve story problems within 20 by using a variety of strategies. They

will be able to explain the strategies they used to solve the problem and show

their work.

2. Determine how well the identified goals are already being achieved (p.52)

• Students have been taught addition and subtraction strategies. Students orally

listen to story problems aloud in the morning during Calendar Math.

• Students will complete a pre-assessment where they will be given both an

addition and a subtraction story problem. They will be asked to solve the story

problem by providing an accurate matching equation and be able to share and

show their strategies.

3. Determine the gaps between “what is” and “what should be” (p.52)
 • What is: the students have difficulty understanding what the story problem is

asking. Will they be combining/adding or taking away/subtracting? Is there a

missing part? Will they end with more or fewer than they started with?

• What should be: the students will be able to understand numbers and their value

from 1-20. They will also understand how to add and subtract and understand the

story problem routine. Students need to explain how they solved the story

problem by showing their work and sharing their strategies.

4. Prioritizing gaps according to agreed-upon criteria (p.52)

• After the students complete the pre-assessment, the teacher will assess which

students are having difficulty with what aspect. Are some students having

difficulty comprehending what the story problem is asking? Do they need to act it

out? Some students still may not have a basic understanding of their numbers. Do

they need practice counting? Adding? Subtracting? The teacher will create small

groups in order to practice specific skills needed for the students to meet with

success.

5. Determine which gaps are instructional needs and which are most appropriate for design

and development of instruction (p.52)

• By understanding what the children are specifically struggling with, the teacher

will be able to develop instruction to meet their individual needs. The teacher will

determine which students need practice with their basic number sense, and create

activities and direct instruction to meet their needs. The students struggling with

the difference between addition and subtraction should receive additional support

in order to understand the symbols and their exact meanings. The teacher may
 practice story problems by engaging the students in the story problem. For

example, including their own names in the story problem.

Brown, A. & Green, T. G. (2016). The essentials of instructional design: Connecting fundamental

principles with process and practice (3rd ed.). New York: Routledge.