Presentation on theme: "BARROW COUNTY SCHOOL SYSTEM NEEDS ASSESSMENT ANNUAL PLANNING FY 2016 Title I Title II-A Title III Professional Learning."— Presentation transcript:
BARROW COUNTY SCHOOL SYSTEM NEEDS ASSESSMENT ANNUAL PLANNING FY 2016 Title I Title II-A Title III Professional Learning
Title I OVERVIEW Title I, Part A is a federally funded program under the Elementary and Secondary Education Act (ESEA) of 1965. The purpose of Title I under ESEA is to ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education and succeed on challenging state academic achievement standards and state academic assessments.
Title II-A OVERVIEW The purpose of the Title II-A program is to increase academic achievement by improving teacher, paraprofessional, and principal quality. Title II-A funds are used to address areas related to teacher quality, including teacher preparation, recruitment and hiring, induction, professional development, teacher retention, and/or the effectiveness of school leaders.
Title III OVERVIEW The purpose of the Title III program is to ensure that students who are learning English (English Learners, or ELs), including immigrant children and youth, (a)meet the same high academic achievement standards that other students are expected to meet and (b)develop English proficiency. – For Title III purposes, immigrant children and youth are defined as students who were born outside of the U.S. and Puerto Rico and have attended school in the U.S. for less than three years.
Title III OVERVIEW (cont’d) Title III funds are used to provide professional development, supplemental instructional materials and programs, and family literacy services and parent outreach.
Comprehensive Needs Assessment (CNA) Total Enrollment at HMMS720 Multiracial- 3% Hispanic- 17% White- 62% Black- 13%
Comprehensive Needs Assessment (CNA) Our School’s Data: Based on the 2013-2014 CRCT data Reading (97% M/E, 49% Exc) English Language Arts (95% M/E, 39% Exc) Math (92% M & E, 38% Exc) Science (84% M/E, 36% Exc) Social Studies (88% M/E, 52% Exc)
Comprehensive Needs Assessment (CNA) 2013-2014 Average Daily Attendance of 96% 2014-2015 Average Daily Attendance of 95.3%
Comprehensive Needs Assessment (CNA) Parents responded to the Title I survey indicated: 98% My school creates an environment that helps my child learn 89% School provides meaningful way to be actively involved in my child’s academic progress 95% Email is the best way to communicate
Comprehensive Needs Assessment (CNA) 100% of the staff is highly qualified. Bachelors Degree- 37% Master’s Degree- 55% Education Specialist- 6% Doctorate – 2%
Comprehensive Needs Assessment (CNA) How we retain teachers: 1)New Teacher Induction Program 2)Mentors assigned to new teachers 3)Ongoing high quality professional learning at faculty, grade, and content meetings. 4)Shared governance model where all teachers have a voice in decision making 5)Survey of faculty for input in the School Improvement process
Needs Assessment: Student Success 1.Based on an analysis of all available and most current student performance data, identify the top academic concerns for your school. – What evidence supports these concerns? – What are the strengths of our school and its representative groups? What evidence supports the strengths? – What are our priorities?
Needs Assessment: Student Success – Identify any achievement gaps, especially those that separate low-income and minority students from other students. – Identify the top academic and/or English development concerns for the EL subgroup in your school. (Include ACCESS data.) – What have you found to be the most critical needs (academic or non-academic) of immigrant students in your school?
Needs Assessment: Professional Learning 2.Based on an analysis of student performance data, survey results, and demographic data, identify the top professional learning needs of your teachers, paraprofessionals, and administrators. – Professional learning needs should be targeted to the academic needs of the students.
Needs Assessment: Family Outreach 3.Based on an analysis of student performance data, survey results, and demographic data, identify any family literacy services and outreach needs of the families of students in your school.
Needs Assessment: Equity 4.Do all grade levels and content areas have highly qualified, effective teachers (as measured by the teacher evaluation process)? – Do all students, including poor and minority students, have equitable access to highly qualified, experienced, and effective teachers and paraprofessionals?
Needs Assessment: Equity 5.Does the school ensure that no student will receive an inexperienced, ineffective teacher two years in a row? – How is this practice monitored?
Needs Assessment: Teacher Retention 6.Does the school have a plan in place to reward and retain highly qualified and effective teachers?