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Planning Needs Assessment & Plan Requirements

Planning Needs Assessment & Plan Requirements. 2015 ESEA Directors Institute. August 27, 2015. Consolidated Planning & Monitoring. Renee Palakovic Director of Planning. Renee.Palakovic@tn.gov. Objectives. Objectives. What does a comprehensive needs assessment look like?

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Planning Needs Assessment & Plan Requirements

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  1. Planning Needs Assessment & Plan Requirements 2015 ESEA Directors Institute August 27, 2015

  2. Consolidated Planning & Monitoring Renee Palakovic Director of Planning Renee.Palakovic@tn.gov

  3. Objectives

  4. Objectives • What does a comprehensive needs assessment look like? • Identifying and prioritizing needs • Creation of goals, strategies, and action steps • Required school-wide plan components • Required targeted assistance plan components • Important planning contacts

  5. Comprehensive Needs Assessment

  6. What is a needs assessment? • First, what is a need? • A discrepancy or gap between “what is” and “what should be” • Therefore, a needs assessment is a systematic set of procedures used to determine needs, examine the nature and root causes, and set priorities for action

  7. Comprehensive Needs Assessment • An assessment that takes into account all parts of the whole, not just one targeted aspect or group • Data analysis includes: • Student academic performance • Staff characteristics • School climate and culture • Parent & family engagement • Centerpiece of the planning process • Conducted by a school planning team • Broad representation among stakeholders • Reveals the priority needs for which the plan will focus and where resources will be allocated

  8. Determining Prioritized Needs • Things to consider when determining the 3-5 priority needs to be addressed by the plan: • Magnitude of difference between “what is” and “what should be” • Causes and contributing factors to the need • Degree of difficulty in addressing the need • Consequences of not addressing the need immediately • Effects on other areas if the need is not met • Cost of implementing strategies to address the need

  9. Determining Prioritized Needs • Planning team must clearly understand why the need exists in order to address it • What factors contribute to the need? • What stands in the way of meeting the need? • Priority needs should be things that can be reasonably addressed in the coming year • Break down the need into smaller pieces • Aim high, but don’t set yourself up for failure

  10. Needs Assessment in ePlan • Pre-populated data tables • Achievement • Accountability • Enrollment & attendance • Discipline • College & career ready (ACT, graduation rate) • Tables for input of staff characteristic data • Summary of what is working, challenges, and root causes following data tables • Reflection on progress on RTI2, teacher recruitment, parent involvement, and professional development

  11. Goals, Strategies, & Action Steps

  12. Goals, Strategies, and Action Steps • The goals are based on “What should be” • Should be SMART • Strategies are the solutions that the planning team believes will best address the prioritized needs identified by the goal • The need represents the gap between “what is” and “what should be” • Strategy is a plan of action designed to achieve the goal • Game plan, grand design, master plan • Action steps are the “verb” in the plan • Concrete • Causes change • Can be measured

  13. Goals, Strategies, & Action Steps in ePlan • In order to align LEA and school plans • Schools inherit goals and strategies from the LEA plan • Schools can extend LEA goals and strategies to allow a connection to school-specific needs • Goals and strategies inherited from the LEA plan can be marked “Not Applicable” in the school plan • Each strategy requires action steps

  14. Goals, Strategies, & Action Steps in ePlan • Action steps require • Description that supports the strategy • Benchmark indicators • Person responsible • Estimated completion date • Action steps can be linked to • Funding source(s) • Plan component(s) • (required Title I school-wide or target assistance plan components)

  15. Required Title I School-wide Plan Components

  16. Ten Title I School-wide Plan Components • Comprehensive needs assessment • School reform strategies • Instruction by highly qualified teachers • Professional development • Strategies to attract highly qualified teachers • Strategies to increase parent engagement/involvement • Strategies for transition of preschool students to elementary school • Teachers included in assessment decisions • Effective, timely assistance to students experiencing difficulty attaining proficiency • Coordination/integration of services and programs

  17. School-wide Reform Strategies • Effective practices that strengthen the core academic program and address learning needs of all students • RTI2 • Extended learning time • Flexible grouping • Increasing the length of the school day/year • Technology as a learning tool • PreK programs • Curriculum mapping to align to academic standards

  18. Instruction by Highly Qualified Teachers • A highly qualified, highly effective teacher must be provided to all students • Documentation regarding the highly qualified status of all teachers and paraprofessionals • Incentives for continuing education • Teacher mentoring programs • Frequent teacher observations • Master teachers • New teacher induction programs • Policies and procedures to ensure equity of assignment of new and low performing teachers

  19. Professional Development • Professional development must be sustained, high-quality, and ongoing • Professional development calendar • Built-in time for regular teacher collaboration and planning • Book study groups, Professional Learning Communities (PLCs) • Allow attendance at relevant conferences and workshops • Rotating substitutes to allow teachers to attend meetings • Monitoring for implementation of strategies in classrooms • Must address the priority needs identified through the needs assessment • Extends, as appropriate, to principals, paraprofessionals, and parents

  20. Attracting Highly Qualified Teachers • Plans must describe the strategies to be implemented to attract and retain highly effective, highly qualified teachers • Broad range of advertisement when teachers are needed • Partnership(s) with colleges and universities • Mentoring programs • Salary incentives • Hard to staff positions • Teaching at low-performing schools • Additional certifications • Attendance at job fairs

  21. Parent Engagement/Involvement • Parent engagement/involvement is regular, two-way, meaningful communication regarding student academic learning and school activities • Regular communication to parents in a language and format easily understood • Inclusion of parents in planning teams • Face-to-face parent/teacher interactions • Meetings at times convenient for parents and families • Information to parents regarding effective ways to promote learning at home • Parent involvement policies and parent compacts

  22. Student Transition Strategies • Plans and strategies to assist preschool students in the successful transition from early childhood programs to elementary programs • Aligning preschool programs with elementary curriculum • Supporting parents in providing learning experiences at home • Coordination of preschool and elementary professional development • Classroom visits for teachers between preschool and elementary • Communication regarding student needs and sharing of portfolios with future kindergarten teachers

  23. Teacher Inclusion in Assessment Decisions • Schools should include teachers in decisions regarding the use of academic assessments in order to improve instruction • Opportunities for teachers to work together to develop student assessments • Regular time for teacher collaboration and evaluation of student assessments • Professional development for teachers regarding effective assessment and data analysis • Teachers as active members of school-wide planning team and other data teams

  24. Effective, Timely Assistance to Students • Timely assistance must be provided to students who have difficulty attaining proficient and advanced levels of academic achievement • RTI2 (tiered interventions) • Extended learning activities • Computer assisted learning programs • School counseling services • Small group instruction • Flexible grouping • Professional development for effective strategies • Parent assistance for obtaining outside services (counseling, mentoring programs, etc.)

  25. Coordination/Integration of Services • Effective school-wide programs utilize the flexibility available to integrate services and programs to upgrade the entire educational program to help ALL students be successful • Consolidation of funds into a single pool (blending of funds) • Braiding of funds to ensure coordination of services • Evidence of communication and collaboration across programs within the school • Title programs • Nutrition programs • Homeless liaison • Parent engagement coordinator • Preschool programs

  26. Required Targeted Assistance Plan Components

  27. Eight Targeted Assistance Plan Components • Use Title I resources to assist participating children to meet academic achievement standards • Incorporate planning for targeted students into existing school planning process • Use effective methods and instructional strategies that • Provide extended learning time • Provide accelerated, high-quality curriculum • Minimize removal of children from regular classroom

  28. Eight Targeted Assistance Plan Components • Coordinate with and support regular education program, which may include transition services for preschool children • Provide instruction by highly qualified staff • Provide opportunities for professional development with Title I funds • Incorporate strategies to increase parent involvement • Coordination of federal, state, and local services

  29. Important Planning Contacts • School Plan Process Questions • Renee.Palakovic@tn.gov • Eve.Carney@tn.gov • Technical Assistance for School Plans • Corey.Currie@tn.gov • Janet.Mansfield@tn.gov • Bridgett.Carwile@tn.gov • Jacki.Wolfe@tn.gov • Courtney.Woods@tn.gov • Deborah.Thompson@tn.gov • Eplan Help • Linda.Stachera@tn.gov

  30. QuestionsFeedbackTASL Credit Keyword

  31. Questions?

  32. Feedback Survey • At the end of each day, please help us by providing feedback. • Today, please use the survey link below. • https://www.surveymonkey.com/r/2015-ESEA-Aug-27

  33. TASL Credit • In order to receive 14 TASL credits for the 2015 ESEA Directors Institute, the participant must attend two full days, August 26 – 27. • Partial credit cannot be earned. • Use the form provided at the back of the agenda to collect keywords throughout the conference. • After the conference, go online to https://www.surveymonkey.com/r/2015-ESEA-TASLand enter your information. • You will not receive credit if you do not complete the online form by September 4, 2015.

  34. FRAUD, WASTE or ABUSE • Citizens and agencies are encouraged to report fraud, waste or abuse in State and Local government. • NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity which you consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline: • 1-800-232-5454 • Notifications can also be submitted electronically at: • http://www.comptroller.tn.gov/hotline

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