Journal Reflection 2

After reading through chapters 5-7, I learned that there are varying differences between the needs, task, and learner analyses. I was under the assumption that these analyses were far more complicated and quantitatively driven. I wondered how often these analyses were conducted in classrooms as I believe they are great tools for educators.

As I read through the chapters a second time, I was able to place an instance in which each particular analysis could’ve been used to assist me in the classroom or as an IEP case manager. I did find it tough, however, to remember each analysis and the steps that went along with them. Even after summarizing the steps and writing them in my own words, I found it difficult.

I was able to reflect on the readings and considered a situation in which I’ve been in for two years where I’ve informally implemented a needs and task analysis. My experience is below:

I act as the IEP SuperUser in my building. I’m responsible for disseminating information provided by county representatives about IEP changes and regulations to my team at the school. In addition, I’m the first point of contact when troubleshooting is needed with our IEP program.

This is my second year acting as the SuperUser. Last year I quickly learned the differences in each case manager’s skills with maneuvering through the online program and writing effective IEPs. I began to notice the large number of errors in IEPs we had as a department. Quarterly, error lists are distributed to the entire county for everyone to see. At the end of last year, I knew the following year had to be different.

In the beginning of this school year, I quickly and informally assessed the skills and knowledge of my team members. I found that one department member has difficulty with maneuvering through the program, has no troubleshooting skills, and has very little understanding of how to write an IEP. Another department member is skilled in the program as well as troubleshooting, but has very little knowledge of how to write an effective IEP. A third team member is shaky on all grounds.

By November, after fixing over 100 errors in the IEP system, I realized I had to act fast. So, I created a training session for the two individuals that needed extra assistance with troubleshooting and maneuvering. In addition, I came up with a cheat sheet to keep at their desks that outlined the most common trouble shooting instances.

I found it difficult to broach the topic of how to write an effective IEP with a particular team member. Instead of meeting one-on-one and singling anyone out, I prepared examples of properly written IEPs and provided copies to each member of the team at a department meeting. I shared that a suggestion was made to all SuperUsers that we review the example IEPs with our teams to ensure that everyone is on the same page.

If I had used Mager’s Performance Analysis when conducting my needs analysis, I would’ve taken the 12 steps to determine if a difference existed between what the team members are currently doing and what they should be doing and then find the reason for it. Additionally, if I had used the Dick, Carey and Carey’s Instructional Analysis as my task analysis, I would’ve identified the subordinate skills needed to achieve the goal of 100% compliance.