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Targeting Title II Funds

Strategic Planning

While West Virginia schools districts target funds in uniquely powerful ways, the process for determining needs and planning the use of funds is similar. As a federal programs director, it is one's responsibility to use the county and school strategic planning processes as a tool for creating an effective work plan for each federal program. Strategic planning provides school districts with an opportunity to invite all stakeholders impacted by the educational process (administrators, teachers, parents, students, community leaders, etc.) to identify core beliefs and create a mission statement. It also provides county level personnel the opportunity to educate stakeholders about how federal funds may be used in collaboration to enhance the effectiveness of the educational system and improve the methods by which they are braided to accomplish the mission.

Data Analysis and Identified Priorities

Data analysis identifies internal and external factors that affect student achievement and school culture. While there may be a number of of areas in which a district hopes to enhance each student's education, only a few items may be selected as the district's identified priorities for continuous school improvement. These identified priorities shape each district's use of federal funds.

Example of Targeting Funds

If a district identifies deficiencies in mathematics as one of their identified priorities, it may choose to set a goal statement to enhance test scores in the area of mathematics. A measurable objective for that goal may be to raise Westest Scores by 5%. The school district may then want to consider the following in how it plans action steps for every federal program:

  1. Where does mathematics fall on the list of identified priorities, in order of importance?
  2. What are the sources of mathematics deficiencies?
    • Are 100% of the district's math teachers highly qualified?
    • Do the lowest math scores come from one school or a combination of schools?
    • How does the district's goal for raising math scores align to the school's identified priorities?
    • At which grade levels are the lowest scores?
    • Which subgroups require the most support?
    • How do internal and external factors affect performance?
    • Has the district identified professional development needs at every level (county, schools and teachers)?
    • Has the district conducted surveys to find our more about the needs of teachers, students and the community?

Once these questions have been answered, appropriate action steps may be taken to target funds in areas of greatest need. These action steps must align to the federal requirements in law an policy. Eligibility may be determined by adherence to the decision filter and Title II, Part A or Title VI resources.

Title VI

If the LEA is identified for improvement, the district must be able to provide evidence that it has targeted the funds at the issues causing them to be identified during monitoring.

The Office of Federal Programs makes every effort to maintain and update research-based accurate information on this website. The Office of Federal Programs cannot guarantee the accuracy or content of the links provided on this website; they are provided without warranty or guarantee of any kind. These links are provided as related resources to be utilized as the user deems appropriate. If you have any questions about this disclaimer, please contact the Office of Federal Programs at 304-558-7805 or e-mail Melanie Purkey.