TITLE II-A PLANNING FOR 2013 - 14

August 2013Oregon Department of Education

TITLE II, PART A: PURPOSE

Increase student academic achievement by improving teacher and principal quality

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PART 1

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NEEDS ASSESSMENT

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COMPREHENSIVE NEEDS ASSESSMENT: WHY

“The purpose of the needs assessment is to determine the needs of the LEA’s teaching force in order to be able to have all students meet challenging State content and academic achievement standards. “ - Section D-11, Non-Regulatory Guidance

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COMPREHENSIVE NEEDS ASSESSMENT: WHO• Principals

• Teachers (including Title I teachers where appropriate)

• Paraprofessionals

Parents should be involved in preparing the plan and selecting activities

COMPREHENSIVE NEEDS ASSESSMENT: WHAT

1. Gather Data

• District-wide teacher/principal data

• Student Learning and Growth goals, surveys, interviews, focus groups, HQ and beginning/experienced teacher percentages

• District-wide student data

• State, district, classroom assessments; disaggregated data, attendance, behavioral data

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COMPREHENSIVE NEEDS ASSESSMENT: WHAT

2. Analyze data• Are there trends or gaps in performance for

students?

• How can teachers and principals be supported to address these trends and gaps?

3. Identify and prioritize needs• Highly Qualified Teachers

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HQT STATUTORY REQUIREMENTS

Must have a bachelor’s degree or higher

Must have full state licensure

Must have demonstrated subject matter competency

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HQT STATUTORY REQUIREMENTS

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WHEN MUST YOU BE HQ?Core teachers must meet HQ requirements at the time of assignment.

Non-HQ teachers on Individual Teacher Plans have one school year to become HQ.

Plans must be emailed to karen.garrison@state.or.us

NEEDS ASSESSMENT = APPLICATION OVERVIEW

Teacher/Principal Data (including HQ status)

+ Student Data

Prioritized Needs 11

ACTIVITY 1

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Review the Sample Overview• Highlight the required elements that were just discussed

What data were examined?What did the data show?What are the prioritized needs?

•Identify any missing components

•Indicate changes/additions needed to meet the requirements

PART II

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ACTIVITIES

SELECTING ACTIVITIES: WHAT IS ALLOWABLE?• Mechanisms/Strategies to recruit, hire, and

retain

• Professional development in:• Core academics (content and/or practice)• Classroom management activities• Meet the needs of students with different learning

styles• Increasing parental involvement • How to use data to inform instruction• Technology literacy

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SELECTING ACTIVITIES: WHAT IS ALLOWABLE?• Hiring to reduce class size (K-3 only,

caps of 18-20), if approvable (See Section E-17)

• Multiple career paths for exemplary teachers

Section E of Non-regulatory Guidance

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THE SUBSTITUTE QUESTION• Paying for subs is allowable for…• Teachers hired for class size

reduction using II-A funds• Teachers participating in II-A

funded professional development• The cost of the professional development itself is paid for with II-A funds 16

SO WHAT IS IIA FUNDED PROFESSIONAL DEVELOPMENT?• Some examples:• PD delivered by staff whose salary or

stipend is paid out of II-A• PD delivered by a contractor whose

services are paid out of II-A• Conferences attended where the

registration fee is paid out of II-ANOT AN EXCLUSIVE LIST

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NEW GUIDANCE FROM USED ON FOOD AS AN ALLOWABLE EXPENSE Very high burden of proof to show that paying for

food and beverages with federal funds is necessary to meet the goals and objectives of a federal grant.

Structure the agenda for the meeting so that there is time for participants to purchase their own food, beverages, and snacks.

Determinations will be made on a case-by-case basis, and there may be some circumstances where the cost would be permissible, it is likely that those circumstances will be rare.

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SELECTING ACTIVITIES = APPLICATION BUDGET NARRATIVE

WHATWHOHOW

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BUDGET NARRATIVE: WHAT TO INCLUDE• WHAT are you doing?• Which prioritized need the activity addresses• A description of the professional development

activity• What knowledge and skills will staff receive as a

result of the activity?• For FTE

• What PD will the person provide?• What is the % of FTE? 20

BUDGET NARRATIVE: WHAT TO INCLUDE?• WHO will participate?• Number of staff participating, including

subject and grade level• Indicate the number of staff impacted by FTE

• HOW is the money being spent?• Include object codes• FTE associated with any staff position 21

REMINDER: SUPPLEMENT, NOT SUPPLANTThe state and districts cannot use federal

funds to supplant , or take the place of, funds that would have been spent on Title II if Title II funds were not available.

Activities and services that are determined to be supplanting are not allowable under Title II.

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SUPPLEMENT, NOT SUPPLANT: ADDITIONAL ODE GUIDANCE• ESEA waiver has effectively added

federal requirements for CCSS and Educator Evaluation • Adoption of College and Career Readiness

Standards

• Development of guidelines for local evaluation and support systems

www.ode.state.or.us/search/page/?id=2216 23

BUDGET NARRATIVE EXAMPLE 1

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Reciprocal Teaching (Relates to Need #2)Reciprocal teaching is a research-based methodology designed to reduce the achievement gap for language minority students and students from poverty. Teachers learn how to develop dialogs with students regarding segments of text for the purpose of constructing meaning from the text. Four specific strategies are used in this method: questioning, clarifying, summarizing and predicting.

Trainer for 7 days = $17,500 (310)

Subs for 8 secondary teachers across content = $4,000 (12X)

8 kits = $906 (4XX)

BUDGET NARRATIVE EXAMPLE2

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One Instructional Coach to support the improvement of instruction district-wide. This coach is focused on improving instruction in classrooms, modeling lesson delivery and supporting teachers to improve in their practices. This coach is also trained in PLC work and student data analysis to track and improve student performance.

Salary = $70,000 (111)Benefits= $29,000 (2XX)

PART III

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EQUITABLE SERVICES

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EQUITABLE SERVICES – PRIVATE SCHOOLS• Teachers and principals in private schools

within the geographic boundaries of the school division are eligible to participate in Title II, Part A, professional development services

• See Section G of the Non-Regulatory Guidance for a full discussion of Private Schools

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PRIVATE SCHOOLS - CONSULTATION

• District annually contacts private school to make them aware of their eligibility to participate

• District calculates equitable service amounts for each private school

• All private school activities must be based on an assessment of their needs

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PRIVATE SCHOOLS – ACTIVITIES

• Allowable• Anything that meets II-A requirements

• Non-Allowable• Salaries/benefits• Substitutes

NOTE: District assures that the activities selected by the private school meet the requirements of II-A

PART IV

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ADDITIONAL GUIDANCE

SEQUESTRATION• USED estimate indicates a 9.4%

reduction to Oregon’s II-A allocation from the 2012 amount

• Districts should estimate a 10% reduction from 2012-13 amounts

• Preliminary allocation information posted on the ESEA Allocations webpage

www.ode.state.or.us/search/page/?id=2009 31

TOOLS TO HELP• Non-Regulatory Guidance

• Narrative Guidance

• CCSS & EE Guidance

• Equitable Services Worksheet

• Needs Assessment & Survey Examples

• HQT Individual Teacher Plan Formwww.ode.state.or.us/search/page/?id=2217 32

TIMELINE FOR 2013-2014• August 15 – II-A Application opens online

• All applications received by September 15 will get 1st review and feedback by November 1

• 1st review of applications received after September 15 will take a minimum of 6 weeks after their submission

• Goal for 2nd reviews will be within 2 weeks of district resubmission

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QUESTIONS AND CONTACTS

Mark Freed mark.freed@state.or.us

Tanya Frisendahl tanya.frisendahl@state.or.us

Sarah Martin

sarah.martin@state.or.us 34