The purpose of this document is to assess needs and create an action plan that will positively impact student achievement. When planning expenditures, be sure to take all possible funding sources into account.
Completing this document is optional, however these tasks must be completed prior to logging on to the ESEA application.
Data Analysis Action Plan TI A TI C TI D T X TII A T III Other
Funding
ESEA Needs Assessment Data
Collection
Teachers Use Multiple Sources of
Assessment Data
Teachers are included in decisions regarding the use of academic assessments. In addition to state assessment results, teachers use current and ongoing assessment data that describe student achievement (progress monitoring) for ALL subject area. Data from less formal assessments such as observation, performance assessments, or end-of-course tests are used. Teachers are provided with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.
District Needs Assessment Review
Data retreat documentation
(WKCE, ACCESS for ELL, DIBLES, AIMSweb,
STAR, MAP, Fountas and Pinnell benchmark assessment, DRA, QRI, locally developed assessments, surveys)
Wisconsin RtI Center School-wide
Implementation Review (SIR)
Wisconsin PBIS –Team Implementation
Checklist (TIC) Benchmark of Quality (BoQ)
Data
Collected
(Evidence)

The purpose of this document is to assess needs and create an action plan that will positively impact student achievement. When planning expenditures, be sure to take all possible funding sources into account.
Completing this document is optional, however these tasks must be completed prior to logging on to the ESEA application.
Curriculum Review
CCSS common assessments
Attendance Records of data retreats
District Demographic data
Homeless data
Parent Involvement data
ESEA Needs Assessment Data
Collection
School Improvement Plan
Based on Analysis of data retreat results
Parents are involved with the creation of the Plan
Data is analyzed by school and accessible to all school staff
Strategies are developed resulting in school improvement and tied to student achievement
Timelines, personnel, resources are identified and allocated
High Quality Professional Development
(Ongoing & Support)
Linked to School Improvement Plan
Needs Assessment Results used to determine PD
Effectiveness of PD is evaluated
PD is linked to student achievement/behavior/English Language
Acquisition as identified through data analysis
Data
Collected
(Evidence)
Data Analysis Action Plan TI A TI C TI D T X TII A T III Other
Funding

The purpose of this document is to assess needs and create an action plan that will positively impact student achievement. When planning expenditures, be sure to take all possible funding sources into account.
Completing this document is optional, however these tasks must be completed prior to logging on to the ESEA application.
PD is culturally relevant
PD is research/evidence based
Districts ensure all paraprofessionals in Title
I Schoolwide are highly qualified
Districts ensure all Title I paraprofessionals in Title I Targeted assistance are highly qualified
ESEA Needs Assessment Data
Collection
Data
Collected
(Evidence)
Data Analysis Action Plan TI A TI C TI D T X TII A TIII Other
Funding
Title I Building Level Needs Assessment
SCHOOLWIDE ONLY
Copies of Schoolwide plans that demonstrate compliance with the 10 required components:
1.
Results of a comprehensive needs assessment
2.
Schoolwide reform strategies
3.
Evidence that instruction is provided by Highly Qualified Teachers
4.
High quality professional development for teachers, principals and paraprofessionals
5.
Strategies to attract highly qualified teachers
6.
Strategies to increase parent involve
7.
Activities to ensure struggling students are provided assistance
8.
Plans to assist preschool children in the transition from early childhood programs to local elementary programs
9.
Strategies to include teachers in the decisions regarding the use of

The purpose of this document is to assess needs and create an action plan that will positively impact student achievement. When planning expenditures, be sure to take all possible funding sources into account.
Completing this document is optional, however these tasks must be completed prior to logging on to the ESEA application. academic assessments to improve achievement
10.
Coordination of federal, state and local funds and services
Interventions are in place to ensure that struggling students are better able to meet state standards.
1.
Formative or benchmark assessments used to determine student needs
2.
Examples of Reading and Mathematics interventions
Data demonstrating the impact of the interventions and if interventions are unsuccessful, evidence that other interventions are provided
ESEA Needs Assessment Data Collection Data Collected
(Evidence)
Data Analysis Action Plan TI A TI C TI D T X TII A T III Other
Funding
Title I Building Level Needs Assessment
TARGETED ASSISTANCE ONLY
In targeted assistance schools multiple academic achievement measures were used to determine which students were the furthest from meeting the standards in reading and math appropriate for all children.
The district ensured that the students getting Title I services were those most in need.
Interventions were in place to ensure that struggling students are better able to meet standards.
1.
Copies of reading and math

The purpose of this document is to assess needs and create an action plan that will positively impact student achievement. When planning expenditures, be sure to take all possible funding sources into account.
Completing this document is optional, however these tasks must be completed prior to logging on to the ESEA application. assessment instruments and assessment plan used in targeted assistance schools
2.
Samples of lists of Title I eligible students in priority order identifying those most in need of service.
3.
Examples of reading and or mathematics interventions
4.
Data demonstrating the impact of the interventions and if interventions are unsuccessful, evidence of other interventions are provided
5.
Criteria used to determine which students may exit the Title I program
6.
School schedule that documents when and how Title I services are delivered