t itle iia – p lanning for 2015 - 16 oregon department of education may 18, 2015
TRANSCRIPT
TITLE IIA – PLANNING FOR 2015 - 16
Oregon Department of EducationMay 18, 2015
OUTCOMES Review the components and
requirements of II-A application
Present timeline for 2015-16 SY
Share resources
Answer questions
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TITLE II, PART A: PURPOSE
Increase student academic achievement by improving teacher and principal quality
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CCSS & EDUCATOR EFFECTIVENESSConsider how to use II-A funds to support
professional learning for teachers and administrators that:
• increases the effective delivery of the CCSS
• is informed by evidence collected through educator evaluation and support systems
Guidance on allowable activities related to CCSS and Educator Effectiveness www.ode.state.or.us/search/page/?id=2216
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SUPPLEMENT, NOT SUPPLANT
“Funds received under this subpart shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this subpart.”
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DEFINITIONS: SUPPLEMENT, NOT SUPPLANT
SUPPLEMENT - to enhance, expand, increase, or extend the programs and services offered with state and local funds
SUPPLANT – to take the place of, or replace state and local funds used to offer those programs and services
TEA Supplement, Not Supplant Handbook, 2013
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TESTS FOR SUPPLANTINGTest I: Are the services that the district wants to
fund with ESEA funds required under state, local, or another federal law? If they are, then it is supplanting.
Test II: - Were state or local funds used in the past to pay for these services? If they were, it is supplanting. Test III: Are the same services being provided
in other schools paid for with state or local funds?
If they are, then it is supplanting. 7
TESTS FOR SUPPLANTING
Using more than one federal fund to support the cost of a program or activity does not meet the definition of supplanting
Districts can overcome the presumption of supplanting
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PART 1
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OVERVIEW
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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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OVERVIEW REQUIREMENTS
1. Data Sources
2. Data Analysis
3. Prioritized Needs
4. Process
COMPREHENSIVE NEEDS ASSESSMENT: WHAT
1. Gather Data
• District-wide teacher/principal data
• Surveys, interviews, focus groups; HQ and beginning/ experienced teacher percentages
• Evaluation and Support System data
• District-wide student data
• State, district, classroom assessments; disaggregated data, attendance, behavioral data
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COMPREHENSIVE NEEDS ASSESSMENT: WHAT
2. Analyze and summarize 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, prioritize, and number needs for professional learning• Support for educators that will result in
increased student academic achievement 13
COMPREHENSIVE NEEDS ASSESSMENT: WHAT
4. Describe:
• the district process for developing and preparing the local plan, and
• How parents and other relevant school personnel, including paraprofessionals where appropriate, were engaged in this process
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Needs Activities
WHERE? Overview WHERE? Narrative
WHAT? Broad statements about the support teachers and administrators need
WHAT? Specific statements of how needs will be met
HOW? Determined through data analysis
HOW? Research-based/effectively proven programs
NEEDS VS. ACTIVITIES EXAMPLE
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Need: Improve the rigor and relevance in ELD classesRelated Activities:•Implement Constructing Meaning training to improve access to academic language in core academic subjects •Increase the presence of culturally responsive practices to support academic achievement of all learners in core academic areas through SIOP
NEEDS ASSESSMENT RESOURCES• Multiple Measures of Data
• Sample Overview
• Learning Forward Workbook and Tools
• ODE Professional Learning Guidance
• Updated Educator Surveys
www.ode.state.or.us/search/page/?id=2217 17
PART II
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BUDGET NARRATIVE
DESCRIBING ACTIVITIES
WHATWHOHOW
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BUDGET NARRATIVE: WHAT TO INCLUDE• WHAT are you doing?• Prioritized need the activity addresses• A description of the professional development
• What knowledge and skills will staff receive as a result of the activity?
• Identify who is providing the PD• For FTE
• What PD will the person provide?• What is the % of FTE?• How many staff does the FTE support?
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BUDGET NARRATIVE: WHAT TO INCLUDE• WHO will participate?• Number of staff participating, including
subject and grade level
• HOW is the money being spent?• Include object codes• FTE associated with any staff position
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BUDGET NARRATIVE: SEPARATE LINE ITEMS• For purposes of clarity, please…• Do not group activities by need• Do not group activities by function
code
• Narratives with multiple activities in one line item may be rejected
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BUDGET NARRATIVE: SEPARATE LINE ITEMS
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BUDGET NARRATIVE EXAMPLE
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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 dialogues 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. ACME Educational Consulting will be providing the training to staff.
Trainer for 7 days = $17,500 (310)
Subs = $4,800 (8 secondary teachers across content x 3 days @$200 each) (12X)
SELECTING ACTIVITIES: WHAT IS ALLOWABLE?• Mechanisms/Strategies to Recruit, Hire, and
Retain
• Professional development in:• core academics (content and/or practice)• classroom management activities• meeting 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), if
approvable (See Section E-17)
• Multiple career paths for exemplary teachers (e.g., mentoring)
Section E of the non-regulatory guidance outlines allowable costs
http://www2.ed.gov/programs/teacherqual/guidance.pdf
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THREE COMMON QUESTIONS…
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SUBSSTUFF
SUSTENANCE
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 28
SO WHAT IS IIA FUNDED PD ?• Some examples:• PD delivered by staff whose salary/stipend is
paid with IIA funds• PD delivered by staff whose training was
initially paid for out of IIA (train the trainer)• PD delivered by a contractor whose services
are paid with IIA funds• Conferences attended where the registration
fee is paid with IIA fundsNOT AN EXCLUSIVE LIST
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SUPPLIES AND MATERIALS
The guidance says…“Title II, Part A funds may be used to purchase materials and supplies used in professional development activities, including the materials that a teacher will need in order to apply the professional development in a classroom setting.“ E- 10
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WHAT ABOUT FOOD? 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.
http://www.ode.state.or.us/search/page/?id=2216 31
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HQT REMINDERS: 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 REMINDERS: NARRATIVE REQUIREMENTS
• Core teachers must meet HQ requirements at the time of assignment or hire.
• Any districts with non-HQ teachers must contact Janet Bubl to resolve HQ issues.
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HQT REMINDERS: NARRATIVE REQUIREMENTS• Non- 100% HQ districts must create a line item
including:• Confirmation of contact with Janet• Agreed upon activities/plan and associated funding to resolve non-HQ status
• 100% HQ districts encouraged to allocate some funds to ensure they remain HQ
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 district 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 IIA requirements
• Non-Allowable• Salaries/benefits• Substitutes
• Districts may not reimburse private schools directly!
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EQUITABLE SERVICES– RESOURCES
• Self-calculating Equitable Services Worksheet
• USDE webinar PowerPoint
• Sample Professional Development planning form for private schools
www.ode.state.or.us/search/page/?id=2216
PART IV
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ALLOCATIONS AND
TIMELINES
ALLOCATIONS• Districts should estimate a 10%
reduction from 2014-15 amounts
• Preliminary allocation information posted on the ESEA Allocations webpage
www.ode.state.or.us/search/page/?id=2009
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TIMELINE FOR FUNDS• Grant funds available for 27 months
• July 1, 2015 until September 30, 2017
• Funds not obligated by September 30, 2016 become “Carryover” funds
• All activities funded through Carryover must be completed by September 30, 2017
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CARRYOVER REQUIREMENTS• Current narrative must be in process before
carryover requests can be reviewed
• Activities in carryover request must be tied to needs from current year’s narrative
• Include explanation for why funds were not spent
• Same requirements for allowable activities
TIMELINE FOR APPLICATIONS• August 15 – 2015-16 application opens
online (approximate date)
• November 1 - Monthly submission reminder emails begin
• March 1– Current and Carryover applications received after March 1 will experience a significant delay in response and ODE does not guarantee a date for completion.
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TOOLS AND SUPPORT• Guidance Documents
• Federal Non-Regulatory Guidance
• Narrative & Carryover Guidance
• II-A Cliff Notes, CCSS & EE briefs, FAQs (New!)
• Sample Overviews and Narrative Items
• Equitable Services Worksheet & Professional Development template (New!)
• Technical assistance appointments
www.ode.state.or.us/search/page/?id=2217 45
2015 ODYSSEY SESSIONS
August 11 – 13, Portland
August 18 – 20, Sunriver
•Title II-A: Developing a Successful Application
•Leveraging Title II-A to Implement a Comprehensive Educator Evaluation and Support System
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