Analysis+A+&+D1+Revisions

 **A & D1 REVISION FOR ****WEEK 3 ANALYSIS REPORT **

**Project Description **

**Needs Analysis **

**Learner Analysis **

**Primary Audience **

Chicago Public High School Employees

Teachers Total: 21,320 African-American: 29.7% White: 49.7% Latino: 16.1% Asian/Pacific Islander: 3.6% Native American: 0.9%

Principals Total: 529 The following are CPS statistics for its employees populations depicting ethnic and racial composition <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">African-American: 49.8% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">White: 30.8% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Latino: 17.5% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Asian/Pacific Islander: 1.5% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Native American: 0.3%

**<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Secondary Audience ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Inner City Public High School Students and multiple constituents and representatives per school <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Parent: 6 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Community: 2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Teachers: 2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Principal: 1 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Student: 1 (high school only)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Chicago Public Schools serves [|417,855 students in 675 schools]. It is the nation’s third-largest school district. CPS public school district has 122 high schools with various purposes for existence—depending on the neighborhood thus audience. For example magnet schools (5), alternative schools (8), special education (5), and career Academies (8).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The target audience that CPS caters to in the secondary school level (9-12) number approximately one hundred twenty thousand students having the following ethnic and racial configuration: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">African-American: 45% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Latino: 41% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">White: 9% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Asian/Pacific Islander: 3.6% <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Native American: 0.2%


 * General Learner Characteristics **

**<span style="font-family: 'Arial','sans-serif'; font-size: 14pt; line-height: 115%;">Age: varies between 13-65 ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Education: The majority of CPS employees have either matriculated or graduated from universities with Bachelors and Masters degrees. Some parent volunteers may have not graduated from high school but most have not. Note: school employees will train targeted students who will, in turn apply skills learned in their lives at school, workplace, and at home (one components of the process is employability/employment opportunites).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">This training is focused for staff-development training opportunity purposes. Most CPS employees are unable to put themselves in their students’ shoes or have difficulty-identifying students at-risk for conflict and eventual violence victimization. This training will place those (employees) in simulated role-playing activities and skills building activities that will promote a better understanding and knowledge base to apply appropriate safety procedures for students at risk of engaging in peer-to-peer conflict or becoming victims of peer-on-peer conflicts. The cause of this concern became apparent when an honors student was beaten to death right outside the school doors. Most employees come from a different cultural identity. All are educated upper middle-class adult employees that work for Chicago Public Schools.
 * Specific Entry level Characteristics **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Learning styles vary among CPS employee population; however, all are educated adults that are to train the targeted audience—inner city pubic high school youth.
 * Learning Styles **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Teachers will provide necessary input as to the make-up of the student body that are at risk of bullying or being bullied that will be eventual targets of this training package. Besides teacher input, information is provided by student CUM Cards and CPS district headquarters. Our focus of training are not the children but rather the adult employee working for the school system. Therefore, the principles of adult learning theory is in full effect, along with principles of constructivism and metacognitive skills building.
 * Academic Information **


 * Personal and Social **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The target audience for this training module are responsible, highly educated adult employee populations that are accountable to CPS administration, parents, constituents, and taxpayers. They are to ensure the care, safety, and welfare of CPS student populations by creating, maintaining, and sustaining safe and orderly school environments.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">At this point in time, we are unaware of any trainees having special accessibility needs. For example, large print, Braille, etc. We assume that if there are, those employees issues have already been taken on with the school district—especially considering schools are public institutions that adhere to the policies and terms of the Americans With Disabilities Act (1965).
 * Learners with Disabilities **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Peer-to-peer violence is nothing new to the school district; however lately the problem has taken on a new life with newer employees having the slightest clue of what to do about the problem. All do agree that something has to be done to solve the problem, however. The new Superintendent being an ex-chief of police does not want to bring guns into the schoolhouse. His solution has nothing to do with guns or armed guards at all. In fact, his plan is to empower youth via training teachers in the district to identify and train students and provide job opportunities for most students within the identifiable target group. In that this is a mandatory staff development, training opportunity the motivation for learning is high as it regards further employment with CPS. Needless to say, training will not bore our clients. Moreover, organizational change will happen only when knowledgable others (principles of adult & social learning) are trained via staff development; thus, they make "change" institutionalized--embed the nature of "change" throughout the schools' cultural environments (Beach, 2006).
 * Attitudes & Motivational Characteristics **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The performance of peer-to-peer violence in Chicago for CPS students far outnumber any school district with similar populations in the nation. Thus, the goal of staff development training is to train staff that are well endowed as educators and with profound knowledge of the students under their guidance to become powerful tools in implementing our training course to the student they teach that are identified as at-risk.
 * Performance Gap **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Reference <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Chicago Public School. Retrieved January 28, 2011, from [|[[http://www.cps.edu/About_CPS/At-a-glance/Pages/Stats_and_facts.aspx]]]

Saulny, S. (2009, October 6). Focus in Chicago: Students at Risk of Violence. The New York Times, p. 1:2, para 1. Retrieved January, 2011 from, []

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Revision done by Trevae Golden-Oloye