Title IIA Needs Assessment

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Title II-A Needs Assessment PlanningTitle II,
Part A Handbook Section VI

• No Child Left Behind Act of 2001 Title II Part A
• Preparing, Training, and Recruiting High Quality
  Teachers and Principals
• Workshop for LEA Title II-A Coordinators
• Other Key Personnel
• September 2008
• Georgia Professional Standards Commission

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Importance of Teacher Quality

• NCLB places a major emphasis upon teacher quality
  as a factor in improving student achievement.
  (Title I Section 1119)
• Title II-A requirements exist in order to improve
  student achievement and meet Title I goals.

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Teacher Quality Goals

• 2002-03 - All teachers hired after the first day
  of the 2002-03 school year and teaching in a
  program supported by Title I funds must be
  highly qualified.
• 2005-06 All teachers teaching in core academic
  subjects must be highly qualified by the end of
  the 2005-06 academic year.

4
Measurable Objectives

• School systems must establish annual measurable
  objectives that demonstrate progress in meeting
  the 2005-06 goal.
• Increase percentage of highly qualified
  teachers teaching core subjects
• Increase the number of teachers receiving high
  quality professional development
• Increase the number of highly qualified
  paraprofessionals
• Systems must develop annual Title II-A Plan based
  on a current assessment of their needs.

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Title II-A Focus

• Highly Qualified Teacher
• ? Recruitment
• ? Training/Preparation
• ? Retention
• ? Professional Learning

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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

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

• Title II, Part A Needs Assessment Worksheets
  (Title II, Part A Handbook Section VI pgs 14-27)
• Ga Implementation Guidelines (Title II, Part A
  Handbook Section II)
• HOUSSE assessments (Title II, Part A Handbook
  Section III)
• Guidance for use of funds (Title II, Part A
  Handbook Section VII)

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

• HiQ2 information (teacher certification, PRAXIS
  II/GACE, teaching assignments (www.gapsc.org)
• Paraprofessionals (www.gapsc.org)
• Title I SWP/Targeted Assistance
• GaTAP lists

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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

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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

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Who must be involved in this process?

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

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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

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What is the process?

• 2. Brainstorm possible actions to address
  identified needs
• Consider activities in the areas
• Training
• Professional development (learning)
• 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.

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What is the process?

• Consider implications and impacts of each
  possible action.
• 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.)
• 5. 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 and attaining /
  maintaining AYP?

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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.

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What is the process?

• 8. Evaluate
• A. Formative Evaluate/reassess the plan
  periodically throughout the year. (4 times?)
• readjust as needed
• B. Summative
• 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
• percentage of highly qualified paraprofessionals
• the effectiveness of the needs assessment, the
  plan, and the process

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What is the process

• 9. Revise

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Timeline for the Process

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