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Spring 2008 Metro RESA Needs Assessment
Spring 2011 Metro RESA Needs Assessment
Description of the Needs Assessment Process
A Needs Assessment was conducted during the 2011 school year regarding Metro RESA services that will be needed in the FY 2012 school year. SurveyMonkey was employed to collect and analyze responses to questions of perceived need. Two groups were polled:
1. Teachers (406 teachers responded by rating their system’s need for 18 Professional Development Programs provided at or through Metro RESA). Two open-ended questions were also asked:
a. “If you indicated that online courses are critical or needed, in what content area/subject is this most needed”?
b. “How can Metro RESA better meet your professional learning or school improvement needs?”
2. Central Office and Administrator Staff (166 administrators replied with their perceived need for the following MRESA services/programs):
a. School Improvement Programs (9 programs)
b. GA Pyramid/Response to Intervention…RtI…(7 Interventions)
c. Special Education Programs (4 programs)
d. English Language Learners Programs (10 programs)
e. Professional Development Programs (17 programs)
f. Endorsements (7 endorsements)
g. Cross-Systems Collaboration Services (3 services)
h. Job Alike Groups (19 groups)
The administrators were additionally asked “How can Metro RESA better meet your professional learning or school improvement needs?”
Three times as many teachers responded in FY 2011 than did the previous year and two times as many administrators completed the online response form than did the FY 2010 group.
Explanation of the Needs Assessment Form:
Teachers and administrators who took advantage of and/or signed up for MRESA services during FY 2011 were encouraged to evaluate that assistance via the online SurveyMonkey process, which employed the following Likert Rating scale: 1=Not needed by my school or system, 2=Needed- but not critical, and 3=Critical Need. This was done to obtain a better picture of future need.
Analysis of the Needs Assessment Results:
Two variables were calculated and used to prioritize needs: (1) the percentage of individuals marking each of the three Likert choices and (2) the average Likert rating for specific MRESA services (the closer to a 3.0…or Critical Need… the better).
Page 19
MRESA services identified as the greatest needs
The next two tables rank Metro RESA professional development programs and other services (training sequences/modules) in order of greatest need identified by each of the two respondent groups (teachers and administrators)… based on the various questions contained in the total survey instrument.
Table 1: Highest Ranked Metro RESA Professional Development Programs
(406 teachers responded)
Programs to assist “Struggling Learners” was the top identified need in this table, as far as teachers are concerned. Next in order of importance, are the “Research-Based Practices in GPS”…Math, Science, and Social Studies. Also of significance, is that16 of the 18 programs had an average rating at 2.00 or above…which is in the “Needed” to “Critical” range.
Table 2: Highest Ranked Professional Development Programs
(166 Administrators/Central Office Staff responded to the overall survey, but 11 skipped this section)
Programs to assist “Struggling Learners” was the top identified need in Table 2. Next in order of importance, are the “Research-Based Practices in GPS”…Math, Science, and English Language Learners (ELL). Also of significance, is that all 17 of the listed programs had average ratings above 2.00 …in the “Needed” to “Critical” range.
Comparison of Teachers & Administrators on the need for Professional Development Programs
There is substantial agreement between the rankings of the teacher and administrator groups as far as most needed professional development programs. The top three rated programs were identical for both groups. As for the lowest five rated programs, there was also strong agreement. The only divergence between the two rater groups was for:
Classroom Management (rank 12 vs. 5)
Metro RESA Differentiation Module (rank 5 vs. 12)
Reseach-based Practices in GPS Social Studies (rank 4 vs. 9)
All other items are within three ranks of each other.
Teacher Survey Results
Four hundred and six (406) teachers responded to the Metro RESA SurveyMonkey Needs Assessment. The table below contains the distribution of teachers across the metro school systems. [Some respondents did not identify school system].
Table 4 – School Systems represented
When asked to rate their system’s need for Professional Development programs, comprised of 17 possible programs, Table 1 on Page 2 presented the ranking of most needed (rank ordered by the average rating: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Synopsis of Table 1 results: Programs to assist “Struggling Learners” was the top identified need in this table, as far as teachers are concerned. Next in order of importance, are the “Research-Based Practices in GPS”…Math, Science, and Social Studies. Also of significance, is that16 of the 18 programs had an average rating at 2.00 or above…which is in the “Needed” to “Critical” range.
Teachers were also asked: “If you indicated that online courses are critical or needed, in what content area/subject is this most needed? There were 169 responses to that question. These are summarized below (e.g., 77 respondents indicated math is most needed):
Table 5 – In what content area/subject are online courses most needed
77 Math
10 Tech integration into instruction
53 Science
8 Language Arts
23 All areas or core areas
8 Online courses
22 Reading
6 Struggling learners
21 Social Studies
6 GPS
15 Writing
15 ELA or ELL
“How can Metro RESA better meet your professional learning or school improvement needs” was the final question on the Teacher Survey. One hundred and sixty-seven (167) teachers responded, with 239 skipping the question. A summarization of the replies is presented below:
MRESA Related Concerns
1. Low or no cost requests (or need for financial assistance)18
2. Provide training at local schools (or variety of sites)18
3. MRESA does a good job/wonderful opportunities/great classes14
4. Requests for after-school, summer, Saturday workshops12
5. More online classes11
6. Continue opportunities/keep up your support11
7. More awareness of MRESA needed (improve communication)10
8. More courses/multiple dates or times 8
Staff Development Related Requests
1. More hands-on instruction/practical activities 9
2. Lessons focused on differentiation 8
3. Struggling learners management (co-teaching models ?) 8
4. Best Practices research-based in content areas 5
5. More modeling of lessons 4
6. Not enough time to practice strategies 4
Content Related Needs
1. Math Endorsement (or math content & manipulatives)10
2. Reading Endorsement (or reading based training) 7
3. Science Endorsement (plus Earth Science/ Science training) 7
4. More technology/technology resources (recent not Excel/Word) 5
5. ESOL/ELL training needs 4
6. Misc. TAPP issues (e.g., more info, better contacts, feedback) 4
Central Office and Administrator Staff Survey Results
One hundred and sixty-six (166) central office or administrator staff responded to the Metro RESA SurveyMonkey Needs Assessment. Table 6 contains the distributions of administrators across the metro school systems. [19 respondents skipped this item].
Table 6 – School Systems represented
[19 respondents skipped this item]
Table 7 – Administrator’s Position Level
[28 respondents skipped this item]
When asked to rate their system’s need for the following School Improvement programs, comprised of 9 possible programs, the following table presents the 9 programs ranked as most needed (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 8 - Survey Question 1: Please rate your system's need for the following School Improvement Programs:
Central Office and Administrator Staff Responses
High to Low Rankings
“Effective Assessment Practices”…of the School Improvement listing…was the biggest need in the table above (2.34 average rating), as far as administrators are concerned. Also of importance, is that all 9 of the above programs had an average rating at 2.01 or above…which is in the “Needed” to “Critical” range.
When asked to rate their system’s need for training programs with regard to the Georgia Pyramid/Response to Intervention (RtI), comprised of 7 possible training sequences, Table 9 presents the 7 training sequences ranked as most needed (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 9 – Survey Question 2: Please rate your school or system's need for the following training with regards to the Georgia Pyramid/Response to Intervention (RtI)
Central Office and Administrator Staff Responses
High to Low Rankings
“Effective Math” and “Effective Behavioral Interventions & Resources” were the top rated training sequences (2.60 and 2.48 average ratings). All 7 of the above interventions and/or resources programs had an average rating at 2.16 or above…which is in the “Needed” to “Critical” range.
When asked to rate your system’s need for the following Special Education programs comprised of 4 possible modules, the following table presents the 4 modules ranked in order of most needed (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 10 – Survey Question 3: Please rate your school or system's need for the following Special Education programs:
High to Low Rankings
Central Office and Administrator Staff Responses
The Special Education module for ”Struggling Learners” was the highest ranked need both in the above table and across the whole survey, attaining an average rating of 2.58. All 4 modules listed in the above table were rated at 2.14 or above.
When asked to rate your system’s need for the following English Language Learner programs comprised of 10 possible programs, the following table presents the 10 programs ranked in order of most need (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 11 – Survey Question 4: Please rate your school or system's need for the following English Language programs:
Central Office and Administrator Staff Responses
High to Low Rankings
“RTI and ELLS” and “Scaffolding Instruction for ELLs” were the top rated training sequences (2.34 and 2.33 ratings). Nine of the 10 above interventions and/or resource programs had an average rating at 2.00 or above…which is in the “Needed” to “Critical” range. [“Technical Support to Systems” was just under 2.0].
When asked to rate your system’s need for the following Professional Development programs comprised of 17 possible programs, the following table presents the 17 modules/programs ranked in order of most needed (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need
Table 12 – Survey Question 5: Please rate your school or system’s need for the following English Language programs:
High to Low Rankings
“Struggling Learners” and “Research-based Practices in GPS Math” (both rated 2.53) were the two top needed items. Next in line was “Research-based GPS Science” (2.47). All 17 of the above programs had an average rating of 2.02 or above.
When Administrators were asked: “If you indicated that online courses were critical or needed, in which content area/subject is this most needed?” Fifty-four administrators (54) replied…many with multiple responses.
Table 13 – In what content area/subject are online courses most needed (Question 6)
30 Math
2 Social Studies
15 Science
1 Tech integration into instruction
11 All areas or core areas
1 Classroom Management
9 Reading or Language Arts
6 ELA
4 Exceptional Education
3 Writing
The order of needs in the preceding table is almost identical to the order of the teacher response listing.
When asked to rate their system’s need for the following Endorsements, comprised of 7 endorsements, the following table presents the endorsements ranked as most needed (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 14 – Survey Question 7: Please rate your system's need for the following Endorsements:
High to Low Rankings
The highest rated endorsement was K-5 Math (2.31 rating). All endorsements except the Teacher Support Specialist were rated over 2.00. [It was slightly under].
When asked to rate their system’s need for the following Cross-Systems Collaboration Services, comprised of 3 services, the following table presents the services ranked in order of need (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 15 – Survey Question 8: Please rate your system's need for the following Cross-Systems Collaboration Services:
High to Low Rankings
As might be expected in a period of teacher furloughing, layoffs, and budget cuts, such Metro RESA services were not of the greatest concern. They were ranked near the 2.00 or below value. Forty percent (40%) of the Central Office Staff respondents were Instructional Coaches, and it is unlikely that they would be overly concerned about recruitment efforts in the next year.
When asked to rate their system’s need for the following Metro RESA Job Alike Groups, comprised of 19 groups, the following table presents the services ranked in order of need (ranking determined by this assignment: 1 = Not Needed by my school/system, 2=Needed-but not critical, and 3=Critical Need).
Table 16 – Survey Question 9: Please rate your system's need for the following Job Alike Groups:
High to Low Rankings
As mentioned before, forty percent (40%) of the respondents of the Central Office Staff survey were Instructional Coaches, and it is uncertain as to their knowledgeable of the full range of Metro RESA Job Alike groups. The same might be true regarding the Principal/Assistant Principal subset of respondents…representing an additional 33% of the respondent group. Consequently, the top rated Job Alike groups were those that directly impacted Instruction, the Classroom, and School Improvement …and which were typically the concerns of previous years. Various school system Job-Alike (support-related) groups received ratings below 2.00.
“How can Metro RESA better meet your professional learning or school improvement needs” was the final question on the Administrator Survey. Thirty-two (32) central office staff/administrators responded and 134 skipped the question. A summarization of the replies is presented below:
Wonderful experience/great job4
More classes/more frequently within school year4
Continue to keep us informed2
Continue workshops at local schools2
CCGPS standards training is helpful2
[Miscellaneous other replies were recorded.]
Summary of the Results
The previous tables listed Metro RESA services, modules, and sequences which were ranked from most needed to least needed…as determined via the Average Rating column. The top three identified needs (“Struggling Learners” and “Research-based Practices in GPS Math” and “Research-based Practices in GPS Science”) were rated “Critical” by almost 40% of the respondent groups…and in some cases by 50%. Math and Science continue as the academic content areas of greatest need.
Stopped here
Open-Ended Question (“How can Metro RESA better meet your professional learning or school improvement needs?)
Eighty-six (86) persons responded to the above question (40% of the total group). A summarized capsule of replies is presented below:
· Good job, keep up what you are doing (13 responses)
· Need for more on-site training, not just at MRESA (7 responses)
· More math classes and hands on (5 replies)
· More student behavioral modification/class management training (5 replies)
· Lower the cost, more cost effective training (4 replies)
· Keep me better updated, become more visible (4 replies)
· More Professional Development in Science (3 replies)
· More online classes, online chats (3 replies)
Table 3: Rate your system's need for the following Professional Development programs (Teachers vs. Administrators)
Teachers (406 teachers)Administrators
Needed - but notCritical
Administrator Rank
Needed - but notCritical
critical toneed for my
Rating
critical toneed for my
Rating
my schoolschool or
Avg.Teacher Rank
my schoolschool or
Avg.
or systemsystemor systemsystem
1
Struggling Learners
15538.2%19848.8%2.42
11
Struggling Learners
5535.5%8856.8%2.53
2
Reseach-based Practices in GPS
Math
13934.2%17543.1%2.34
22
Reseach-based Practices in GPS
Math
5132.9%8957.4%2.53
3
Reseach-based Practices in GPS
Science
16039.4%15437.9%2.33
33
Reseach-based Practices in GPS
Science
5736.8%8252.9%2.47
4
Reseach-based Practices in GPS
Social Studies
17543.1%13232.5%2.25
46
Reseach-based Practices with
ELLs
6642.6%6843.9%2.39
5
Metro RESA Differentiation
Module
16741.1%14836.5%2.24
512
Classroom Management
6441.3%7045.2%2.34
6
Reseach-based Practices with
ELLs
15538.2%13032.0%2.20
69
Assessment Practices
6743.2%6642.6%2.34
7
Best Practices in GPS
Reading/Language Arts/Writing
18244.8%13032.0%2.20
710
Reading and Writing Across the
Curriculum
6441.3%6843.9%2.33
8
Integration of Technology into
Instruction
18345.1%13433.0%2.17
88
Integration of Technology into
Instruction
7145.8%6743.2%2.33
9
Assessment Practices
19147.0%12430.5%2.16
94
Reseach-based Practices in GPS
Social Studies
7850.3%5837.4%2.30
10
Reading and Writing Across the
Curriculum
17342.6%13032.0%2.15
107
Best Practices in GPS
Reading/Language Arts/Writing
6743.2%6441.3%2.30
11
Use of Interactive White Boards
in Instruction
17643.3%13132.3%2.14
1111
Use of Interactive White Boards
in Instruction
7045.2%6340.6%2.30
12
Classroom Management
18345.1%11327.8%2.09
125
Metro RESA Differentiation
Module
6240.0%6340.6%2.27
13
Teaching the Elements and
Genre of Writing
18445.3%10626.1%2.08
1316
Online Classes in various
content areas
7246.5%5032.3%2.15
14
Metro RESA Best Practices
Modules
19046.8%9623.6%2.06
1415
Reader's/Writer's Workshop
7447.7%4629.7%2.13
15
Reader's/Writer's Workshop
16841.4%10225.1%2.05
1517
Instructional Coaches Training
6743.2%4529.0%2.11
16
Online Classes in various
content areas
15638.4%10626.1%2.02
1614
Metro RESA Best Practices
Modules
7447.7%4327.7%2.08
17
Instructional Coaches Training
13332.8%10124.9%1.99
1718
Lesson Study
6340.6%4227.1%2.02
18
Lesson Study
15838.9%6917.0%1.8713
Teaching the Elements and
Genre of Writing
Not on Administrator Form
Response
Response
Count
Percent
1
Atlanta Public Schools
42
10.6%
2
Buford City Schools
3
0.8%
3
Clayton County Schools
25
6.3%
4
Cobb County Schools
62
15.7%
5
Decatur City Schools
3
0.8%
6
Dekalb County Schools
90
22.7%
7
Douglas County Schools
29
7.3%
8
Forsyth County Schools
11
2.8%
9
Fulton County Schools
36
9.1%
10
Gwinnett County Schools
22
5.6%
11
Marietta City Schools
17
4.3%
12
Rockdale County Schools
32
8.1%
13
Other
24
6.1%
Total
396
* Some respondents did not respond.
Response
Response
Count
Percent
1
Atlanta Public Schools
14
9.5%
2
Buford City Schools
1
0.7%
3
Clayton County Schools
8
5.4%
4
Cobb County Schools
17
11.6%
5
Decatur City Schools
2
1.4%
6
Dekalb County Schools
46
31.3%
7
Douglas County Schools
17
11.6%
8
Forsyth County Schools
3
2.0%
9
Fulton County Schools
10
6.8%
10
Gwinnett County Schools
8
5.4%
11
Marietta City Schools
5
3.4%
12
Rockdale County Schools
9
6.1%
13
Other
7
4.8%
Total
147
* Some respondents skipped this item.
Response
Response
Count
Percent
1
Principal
26
18.8%
2
Assistant Principal
16
11.6%
3
Superintendent
1
0.7%
4
Associate/Assistant
Superintendent
5
3.6%
5
Director
16
11.6%
6
Coordinator
14
10.1%
7
Instructional Coach
51
37.0%
8
Other
9
6.5%
Total
138
* Some respondents skipped this question.
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Effective Assessment Practices
22
13.3%
62
37.3%
77
46.4%
5
3.0%
2.34
166
2
Georgia Pyramid/Response to Interventions (RtI)
23
13.9%
69
41.6%
66
39.8%
8
4.8%
2.27
166
3
Parental Involvement
27
16.3%
63
38.0%
70
42.2%
6
3.6%
2.27
166
4
Leadership Training
28
16.9%
72
43.4%
63
38.0%
3
1.8%
2.21
166
5
School Improvement Planning
37
22.3%
55
33.1%
69
41.6%
5
3.0%
2.20
166
6
Test Score/Data Analysis
32
19.3%
67
40.4%
62
37.3%
5
3.0%
2.19
166
7
System Improvement Planning
34
20.5%
58
34.9%
58
34.9%
16
9.6%
2.16
166
8
School Keys/GAPSS Analysis System Training
35
21.1%
69
41.6%
52
31.3%
10
6.0%
2.11
166
9
Awareness Walks Training
41
24.7%
71
42.8%
42
25.3%
12
7.2%
2.01
166
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Effective Math Interventions and Resources
9
5.5%
45
27.3%
103
62.4%
8
4.8%
2.60
165
2
Effective Behavioral Interventions and Resources
11
6.7%
59
36.2%
85
52.1%
8
4.9%
2.48
163
3
Effective Written Interventions and Resources
12
7.3%
64
38.8%
82
49.7%
7
4.2%
2.44
165
4
Implementing Interventions, Progress Monitoring and
Fidelity
17
10.3%
56
33.9%
86
52.1%
6
3.6%
2.43
165
5
Effective Reading Interventions and Resources
17
10.4%
67
40.9%
74
45.1%
6
3.7%
2.36
164
6
RTI Assessment: Universal Screening, Building Tier 1
Supports and Progress Monitoring
26
15.7%
58
34.9%
74
44.6%
8
4.8%
2.30
166
7
Overview of RTI/ The Georgia Student Achievement
Pyramid of Interventions: Building capacity in your
school/system
36
21.8%
61
37.0%
61
37.0%
7
4.2%
2.16
165
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Struggling Learners
9
5.5%
49
29.9%
102
62.2%
4
2.4%
2.58
164
2
Effective Behavior Management
16
9.8%
52
31.7%
92
56.1%
4
2.4%
2.48
164
3
Co-Teaching
22
13.4%
64
39.0%
73
44.5%
5
3.0%
2.32
164
4
Autism
29
17.7%
73
44.5%
50
30.5%
12
7.3%
2.14
164
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
RTI and ELLs
19
11.9%
59
37.1%
69
43.4%
12
7.5%
2.34
159
2
Scaffolding Instruction for ELLs
16
10.1%
66
41.5%
65
40.9%
12
7.5%
2.33
159
3
Writing with ELLs 6-12 Grades
18
11.3%
60
37.7%
53
33.3%
28
17.6%
2.27
159
4
ELLs Research-Based Strategies for Mainstream
Teachers
20
12.6%
66
41.5%
54
34.0%
19
11.9%
2.24
159
5
Balanced Literacy for ELLs (K-5)
19
11.9%
66
41.5%
44
27.7%
30
18.9%
2.19
159
6
Strategies for working with SIFE (student with
interrrupted formal education) students
28
17.6%
64
40.3%
48
30.2%
19
11.9%
2.14
159
7
Spanish for Educators
29
18.2%
75
47.2%
43
27.0%
12
7.5%
2.10
159
8
CLIMBS Institute (Content & Language
Integration as a Means of Bridging Success)
29
18.2%
62
39.0%
40
25.2%
28
17.6%
2.08
159
9
ELLs: Connecting language, literacy, and culture
training through ASCD videos
27
17.0%
72
45.3%
38
23.9%
22
13.8%
2.08
159
10
Technical Support to Systems
37
23.3%
69
43.4%
35
22.0%
18
11.3%
1.99
159
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Struggling Learners
8
5.2%
55
35.5%
88
56.8%
4
2.6%
2.53
155
2
Reseach-based Practices in GPS
Math
10
6.5%
51
32.9%
89
57.4%
5
3.2%
2.53
155
3
Reseach-based Practices in GPS
Science
11
7.1%
57
36.8%
82
52.9%
5
3.2%
2.47
155
4
Reseach-based Practices with
ELLs
11
7.1%
66
42.6%
68
43.9%
10
6.5%
2.39
155
5
Classroom Management
18
11.6%
64
41.3%
70
45.2%
3
1.9%
2.34
155
6
Assessment Practices
16
10.3%
67
43.2%
66
42.6%
6
3.9%
2.34
155
7
Reading and Writing Across the
Curriculum
18
11.6%
64
41.3%
68
43.9%
5
3.2%
2.33
155
8
Integration of Technology into
Instruction
16
10.3%
71
45.8%
67
43.2%
1
0.6%
2.33
155
9
Reseach-based Practices in GPS
Social Studies
13
8.4%
78
50.3%
58
37.4%
6
3.9%
2.30
155
10
Best Practices in GPS
Reading/Language Arts/Writing
19
12.3%
67
43.2%
64
41.3%
5
3.2%
2.30
155
11
Use of Interactive White Boards
in Instruction
18
11.6%
70
45.2%
63
40.6%
4
2.6%
2.30
155
12
Metro RESA Differentiation
Module
23
14.8%
62
40.0%
63
40.6%
7
4.5%
2.27
155
13
Online Classes in various
content areas
27
17.4%
72
46.5%
50
32.3%
6
3.9%
2.15
155
14
Reader's/Writer's Workshop
27
17.4%
74
47.7%
46
29.7%
8
5.2%
2.13
155
15
Instructional Coaches Training
30
19.4%
67
43.2%
45
29.0%
13
8.4%
2.11
155
16
Metro RESA Best Practices
Modules
31
20.0%
74
47.7%
43
27.7%
7
4.5%
2.08
155
17
Lesson Study
39
25.2%
63
40.6%
42
27.1%
11
7.1%
2.02
155
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
K-5 Math Endorsement
24
15.6%
42
27.3%
64
41.6%
24
15.6%
2.31
154
2
Reading Endorsement
31
20.1%
58
37.7%
57
37.0%
8
5.2%
2.18
154
3
K-5 Science Endorsement
28
18.2%
54
35.1%
51
33.1%
21
13.6%
2.17
154
4
Teacher Leader Endorsement
31
20.1%
61
39.6%
54
35.1%
8
5.2%
2.16
154
5
ESOL Endorsement
38
24.7%
51
33.1%
49
31.8%
16
10.4%
2.08
154
6
Gifted Endorsement
42
27.3%
55
35.7%
46
29.9%
11
7.1%
2.03
154
7
Teacher Support Specialist Endorsement
42
27.3%
65
42.2%
33
21.4%
14
9.1%
1.94
154
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Salary Studies
42
28.8%
44
30.1%
43
29.5%
17
11.6%
2.01
146
2
Teacher Recruitment
46
31.5%
51
34.9%
32
21.9%
17
11.6%
1.89
146
3
Metro Area Teacher Recruitment Consortium
(MATReC)
46
31.5%
52
35.6%
28
19.2%
20
13.7%
1.86
146
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Professional Learning
28
20.0%
45
32.1%
57
40.7%
10
7.1%
2.22
140
2
Discipline and School Safety
25
17.9%
48
34.3%
52
37.1%
15
10.7%
2.22
140
3
Metro Area Instructional
Leaders (Curriculum Leaders)
25
17.9%
56
40.0%
46
32.9%
13
9.3%
2.17
140
4
ESOL
22
15.7%
58
41.4%
42
30.0%
18
12.9%
2.16
140
5
Title I/School Improvement
26
18.8%
56
40.6%
43
31.2%
13
9.4%
2.14
138
6
Literacy Consortium
37
26.4%
47
33.6%
34
24.3%
22
15.7%
1.97
140
7
Professional Development
Directors
39
27.9%
41
29.3%
35
25.0%
25
17.9%
1.97
140
8
Finance Directors
44
31.4%
34
24.3%
35
25.0%
27
19.3%
1.92
140
9
Media Specialists/Public
Libraries
41
29.3%
45
32.1%
30
21.4%
24
17.1%
1.91
140
10
Legislative Liaisons
41
29.7%
43
31.2%
27
19.6%
27
19.6%
1.87
138
11
M.A.I.L.(Curriculum Directors)
43
31.2%
42
30.4%
28
20.3%
25
18.1%
1.87
138
12
Personnel Directors
43
30.7%
41
29.3%
28
20.0%
28
20.0%
1.87
140
13
Facilities Directors
46
32.6%
39
27.7%
28
19.9%
28
19.9%
1.84
141
14
Purchasing Directors
47
33.6%
36
25.7%
27
19.3%
30
21.4%
1.82
140
15
Transportation Directors
45
33.8%
35
26.3%
24
18.0%
29
21.8%
1.80
133
16
Charter Schools
48
34.0%
43
30.5%
18
12.8%
32
22.7%
1.72
141
17
Pandemic Coordinators
46
32.9%
43
30.7%
15
10.7%
36
25.7%
1.70
140
18
AATD
39
28.9%
28
20.7%
12
8.9%
56
41.5%
1.66
135
19
Athletic Directors
53
37.9%
39
27.9%
14
10.0%
34
24.3%
1.63
140
Needed -
Not Needed
but not
Critical
by my
critical to
need for my
Rating
Response
school or
my school
school or
Avg.
Count
system
or system
system
N/A
1
Struggling Learners
34
8.4%
155
38.2%
198
48.8%
19
4.7%
2.42
406
2
Reseach-based Practices in GPS
Math
50
12.3%
139
34.2%
175
43.1%
42
10.3%
2.34
406
3
Reseach-based Practices in GPS
Science
38
9.4%
160
39.4%
154
37.9%
54
13.3%
2.33
406
4
Reseach-based Practices in GPS
Social Studies
44
10.8%
175
43.1%
132
32.5%
55
13.5%
2.25
406
5
Metro RESA Differentiation
Module
58
14.3%
167
41.1%
148
36.5%
33
8.1%
2.24
406
6
Reseach-based Practices with
ELLs
60
14.8%
155
38.2%
130
32.0%
61
15.0%
2.20
406
7
Best Practices in GPS
Reading/Language Arts/Writing
56
13.8%
182
44.8%
130
32.0%
38
9.4%
2.20
406
8
Integration of Technology into
Instruction
69
17.0%
183
45.1%
134
33.0%
20
4.9%
2.17
406
9
Assessment Practices
65
16.0%
191
47.0%
124
30.5%
26
6.4%
2.16
406
10
Reading and Writing Across the
Curriculum
73
18.0%
173
42.6%
130
32.0%
30
7.4%
2.15
406
11
Use of Interactive White Boards
in Instruction
77
19.0%
176
43.3%
131
32.3%
22
5.4%
2.14
406
12
Classroom Management
80
19.7%
183
45.1%
113
27.8%
30
7.4%
2.09
406
13
Teaching the Elements and
Genre of Writing
77
19.0%
184
45.3%
106
26.1%
39
9.6%
2.08
406
14
Metro RESA Best Practices
Modules
73
18.0%
190
46.8%
96
23.6%
47
11.6%
2.06
406
15
Reader's/Writer's Workshop
85
20.9%
168
41.4%
102
25.1%
51
12.6%
2.05
406
16
Online Classes in various
content areas
99
24.4%
156
38.4%
106
26.1%
45
11.1%
2.02
406
17
Instructional Coaches Training
103
25.4%
133
32.8%
101
24.9%
69
17.0%
1.99
406
18
Lesson Study
115
28.3%
158
38.9%
69
17.0%
64
15.8%
1.87
406
Not Neededbut notCritical
by mycritical toneed for myRatingResponse
school ormy schoolschool orAvg.Count
systemor systemsystemN/A
1
Struggling Learners
85.2%5535.5%8856.8%42.6%2.53155
2
Reseach-based Practices in GPS
Math
106.5%5132.9%8957.4%53.2%2.53155
3
Reseach-based Practices in GPS
Science
117.1%5736.8%8252.9%53.2%2.47155
4
Reseach-based Practices with
ELLs
117.1%6642.6%6843.9%106.5%2.39155
5
Classroom Management
1811.6%6441.3%7045.2%31.9%2.34155
6
Assessment Practices
1610.3%6743.2%6642.6%63.9%2.34155
7
Reading and Writing Across the
Curriculum
1811.6%6441.3%6843.9%53.2%2.33155
8
Integration of Technology into
Instruction
1610.3%7145.8%6743.2%10.6%2.33155
9
Reseach-based Practices in GPS
Social Studies
138.4%7850.3%5837.4%63.9%2.30155
10
Best Practices in GPS
Reading/Language Arts/Writing
1912.3%6743.2%6441.3%53.2%2.30155
11
Use of Interactive White Boards
in Instruction
1811.6%7045.2%6340.6%42.6%2.30155
12
Metro RESA Differentiation
Module
2314.8%6240.0%6340.6%74.5%2.27155
13
Online Classes in various
content areas
2717.4%7246.5%5032.3%63.9%2.15155
14
Reader's/Writer's Workshop
2717.4%7447.7%4629.7%85.2%2.13155
15
Instructional Coaches Training
3019.4%6743.2%4529.0%138.4%2.11155
16
Metro RESA Best Practices
Modules
3120.0%7447.7%4327.7%74.5%2.08155
17
Lesson Study
3925.2%6340.6%4227.1%117.1%2.02155