Title II-A Needs Assessment

1
Title II-A Needs Assessment Planning

• No Child Left Behind Act of 2001 Title II Part A
• Preparing, Training, and Recruiting High Quality
  Teachers and Principals
• March 2005
• Georgia Professional Standards Commission

2
Who does Title II-A affect?

• Teachers of core academic subjects
• Principals
• Paraprofessionals
• Title II-A also affects those who work with
• Assigning teachers
• Evaluation of teachers
• Recruitment hiring
• Staff development/Professional learning
• Student achievement and test data
• Title I
• School improvement

3
What should be considered when assessing Title
II-A needs and planning?

• Georgia Implementation Guidelines HOUSSE
  assessments
• Title II-A needs assessment and use of funds
  guidance
• HiQ2 information (teacher certification, PRAXIS
  II, teaching assignments, parapros)
• Title I SWP/TAP lists

4
Also important to consider

• AYP reports
• Student achievement test data
• School improvement plans
• School profiles/restructuring plans
• Staff development/professional learning plans
• SACS plans
• Other plans REA, PRISM, etc.

5
As well as

• Teachers staff development records
• Teacher and principal evaluations
• Teachers college transcripts
• Recruitment needs and efforts to date
• Retention concerns and efforts to date

6
Who must be involved in this process?

• LEA Title II-A Coordinator
• LEA Administrators
• School Leaders
• As well as
• Teachers
• Paraprofessionals
• Parents Private school administrators (re
  professional development for their teachers)

7
What is the process?

• Identify teacher quality needs using
• HiQ and other teacher/parapro data
• AYP, test score reports, and school
  improvement/restructuring plans
• Staff development plans and records
• Recruitment information
• Retention data
• Input from teachers, paraprofessionals, parents,
  private school administrators

8
What is the process?

• 2. Brainstorm possible actions to address
  identified needs
• Consider activities in the areas
• Training Professional development
• Retention Recruitment
• Consider actions for teachers, principals, and
  paraprofessionals
• Review existing plans for strategies that address
  the identified needs
• Brainstorm other actions/strategies that will be
  effective and do-able.

9
What is the process?

• Consider implications and impacts of each
  possible action.
• Prioritize! Determine where efforts should be
  focused for the upcoming year.
• What does the data tell you?
• What matters the most toward reaching Title II-A
  goals?
• Collect input from others regarding needs and
  possible actions.
• Identify exactly where in the process this
  should be done. Consider using surveys, focus
  groups, school meetings, etc.

10
What is the process?

• 6. Develop an action plan for the upcoming year
  (with timeline, resources needed, etc. for each
  action)
• 7. Continue LEA team planning to finalize and
  adjust plans as needed and guide implementation.

11
What is the process?

• 8. Evaluate
• outcomes based on identified needs and the annual
  action plan
• outcomes based on what will be reported
• annual target of highly qualified teachers
  (Title I and non-Title I)
• number engaged in high quality professional
  development
• the effectiveness of the needs assessment, the
  plan, and the process

12
Timeline for the Process

• Jan-Mar Complete needs assessment and develop
  Title II-A plan for spring-to-spring
  implementation
• Feb/Mar Begin implementation of the plan for
  upcoming 12 months
• Apr-June Review status and action plan for
  summer/fall
• May-June Consolidated application
• Oct CPI reporting
• Dec/Jan HiQ2 available begin needs assessment