Learner FIRST 

COVID Needs Assessment

What is a COVID Needs Assessment?

Schools across North America are working to identify the steps necessary to overcome the obstacles that have been presented as a result of COVID-19 globally. Some schools have been in person since the beginning of the 2020-21 school year, while other schools have not returned to in-person learning since last March. This reality has created a nightmare for schools to figure out the potential gaps and needs that exist within their schools.

How Does the Needs Assessment Work?

If you are interested in having a team member from FIRST Educational Resources work with your school to provide a COVID-19 Needs Assessment, we begin with an initial free consultation to discuss logistics pertaining to the needs assessment, the best format to conduct the assessment (virtual or in-person) and the steps involved in the entire process. During this consultation, pricing is established based on the approach used and an agreement is sent for review and signature. Once a contract is in place, the consultant working with your school or district will schedule the first round of dates to begin gathering evidence for the assessment.

Evidence-Based Assessment

FIRST Educational Resources has a solution to assess each school’s evidence based reality directly tied to the impact of COVID-19 in their schools. The COVID-19 Needs Assessment is an assessment of the main components necessary for schools to have success. During this assessment, the following topics will be reviewed, analyzed and rated in relation to the schools reality. Topics examined include: Assessment, Collaboration, Culture and Efficacy, Leadership, Literacy, Mathematics, Response to Intervention/MTSS, Social and Emotional Learning


Each of these topics have five indicators of success that would be examined as a part of this needs assessment. All five indicators are examined for each topic and provided a rating based on the scale below. After all topics and indicators have been reviewed and assigned a score, the consultant working with your school or district will provide a series of recommendations on next steps to begin addressing the greatest needs from the assessment. 

Needs Assessment Rating Scale


There is an abundance of evidence that shows the school is a model organization for this indicator


There is evidence that the school is utilizing best practices in this indicator.


There is little or conflicting evidence of the school’s practices in this indicator.


There is no evidence or evidence of suboptimal practices in this indicator.


Sample Needs Assessment Indicators

Below you will find a sample indicator from each area of the Needs Assessment. Each topic has five indicators in the full needs assessment.

  • Assessment


    The school/district has a clear record and understanding of assessments used to measure student progress (state, local diagnostics/progress monitoring, classroom Summatives). Processes are used to make decisions of support based on data gathered.

    Sources of Evidence: 

    Provided by school leaders (examples include google sheets, excel sheet, data dashboards) 

  • Collaboration


    We assess the reality of our classrooms in our context by collecting data about the teaching and learning taking place in our classrooms and analyzing the resultant achievement data.

    Sources of Evidence:

    Provided by school leaders (examples include classroom observations, task analysis, google sheets, excel sheet, data dashboards,), Teacher Surveys

  • Culture and Efficacy


    There is a culture of high expectations in which teachers believe that all students are capable of achieving at high levels.

    Sources of Evidence:

    Level of rigor in tasks teachers assign to students, conversations

  • Leadership


    Principals are able to deliver effective feedback to teachers around their instructional performance

    Sources of Evidence:

    Teacher survey, classroom observation documents

  • Literacy


    Instructional leaders possess strong knowledge of best practices in literacy instruction and use that knowledge to provide feedback and support to teachers.

    Sources of Evidence:

    Interview with building leader

  • Mathematics


    To ensure access to a high-quality education for all, teaching and learning must be aligned to rigorous college- and career-ready standards that prepare youth for success. There is a well developed plan to move students through higher level math courses. (Access and Equity)

    Sources of Evidence:

    Course guide, sequence, data on math credits, acceleration vs honors structure, co-teaching

  • RtI/MTSS Structures


    The school identifies students with significant deficits in foundational skills in a timely manner (e.g., before the end of a school in preparation for the following school year) so that proactive supports can be within a scaffolded core as well as intensive supports

    Sources of Evidence:

    Provided by school leaders (examples include classroom observations, task analysis, google sheets, excel sheet, data dashboards)



Tel. 920-479-6504

5881 Seven Elms Drive, 
Winneconne, WI 54986


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