Each spring, Thomaston-Upson Schools conducts a needs assessment in order to make critical planning decisions for each of the following areas:

- District Strategic Plan
- School Continuous Improvement Plans
- Professional Learning Plans
- Federal Program Budgets and Plans including Title I, Part A Improving the Academic Achievement of the Disadvantaged; Title I, Part A Academic Achievement Awards; Title I, Part A School Improvement;  Title I, Part A Foster Care Program; Title I, Part A Family-School Partnership Program;  Title I, Part C Education of Migratory Children; Title I, Part D Neglected & Delinquent; Title II, Part A Supporting Effective Instruction; Title III, Part A Language Instruction for English Learners and Immigrant Students; Title IV, Part A Student Support and Academic Enrichment; Title V, Part B Rural Education Initiative; and Title IX, Part A McKinney-Vento Homeless Assistance Act.
- The Individuals with Disabilities Education Act (IDEA) and Student Support Imagine the Possibilities (SSIP)

Your input is important. Please help with our needs assessment by completing this quick survey.

* 1. I am a teacher at:

* 2. How prepared are you to effectively and consistently implement each of the following components of standards-based instruction in your classroom?

  Very prepared Prepared Somewhat prepared Not prepared N/A
Feedback to students
Formative assessments
Summative assessments
Performance-based assessments
Using assessment data to guide instruction
Inquiry Based Learning
Using student exemplars
Using the language of the GSE
Best practices for literacy instruction
Best practices for numeracy instruction
Specialized learning strategies
Essential Questions/I Can Statements

* 3. How prepared do you feel to meet the needs of English Learners in your classroom in the following ways?

  Very prepared Prepared Somewhat prepared Not prepared N/A
Integrating WIDA Standards and content standards into classroom instruction
Consulting WIDA's CAN DO Descriptors to determine appropriate linguistic expectations for classroom instruction and assessment
Communicating with parents of ELs

* 4. Which other topics for professional learning would most enhance your ability as a teacher to improve student outcomes/achievement? (Please select your top 3-5 choices.)

* 5. Please rate each of the following as it relates to the Instructional Coach(es) (Academic and Technology) in your school.

  Strongly Disagree Disagree Agree Strongly Agree
Models instructional practices in my classroom
Gathers resources for my lessons
Designs and facilitates effective professional learning opportunities for faculty and staff
Analyzes student data to help me with differentiation
Plans units/lessons with me
One on one coaching sessions
Exhibits a deep knowledge of a wide variety of instructional practices
Fosters a safe, trusting environment for teachers
Builds relationships effectively
Spends the majority of his/her time working on activities that most impact student learning
Helps me to reflect on and improve my practice through coaching
Plays an active role in improving curriculum and instruction

* 6. Rate the following as it relates to your ability to successfully integrate technology into your instruction/curriculum.

  Strongly Disagree Disagree Agree Strongly Agree
Instructional support for technology is excellent.  
Technical support for technology is excellent.
Professional development related to technology is adequately available.
Blended learning (Google Classrooms)
Google Apps Use with Students (Drive, Docs, Sheets, Slides, Classroom)

* 7. TUCS provides every student equal access to experienced, highly qualified teachers.

* 8. The training offered at my school related to the Teacher Keys Evaluation System is of high quality and meets my needs.

* 9. I receive information in a timely manner, allowing me to do my job effectively.

* 10. Administrators at my school are visible, approachable, and helpful.

* 11. I have opportunities to share ideas and collaborate with my colleagues.

* 12. I have opportunities to give input and play a part in the continuous school improvement process (e.g. data analysis, developing or revision school goals).