t itle iia – p lanning for 2014 - 15 may 12, 2014 oregon department of education
TRANSCRIPT
TITLE IIA – PLANNING FOR 2014 - 15
May 12, 2014Oregon Department of Education
OUTCOMES Review the components and
requirements of II-A application
Highlight changes for the 2014-15 SY
Share resources for districts related to II-A and professional learning
Answer questions
TITLE II, PART A: PURPOSE
Increase student academic achievement by improving teacher and principal quality
3
TITLE II-A PURPOSE: CCSS & EDUCATOR EFFECTIVENESS
• Consider 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 evaluation and support systems
4
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.
5
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 6
PART 1
7
NEEDS ASSESSMENT
8
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
9
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
• 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
10
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 11
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
12
NEEDS VS. ACTIVITIES
13
Needs ActivitiesOverview NarrativeBroad statements Specific statementsDetermined through data
Vehicle for meeting needs
NEEDS VS. ACTIVITIES EXAMPLE
14
Need: Improve the rigor and relevance in ELD classesRelated Activity:•Implement Constructing Meaning training to improve access to academic language in core academic subjects
NEEDS VS. ACTIVITIES EXAMPLE
15
Need: Improve the rigor and relevance in ELD classesRelated Activity:•Increase the presence of culturally responsive practices to support academic achievement of all learners in core academic areas through SIOP
NEEDS ASSESSMENT RESOURCES – NEW!• Multiple Measures of Data
• Sample Overviews (late Spring)
• Learning Forward Workbook and Tools
• ODE Professional Learning Guidance (late Spring)
www.ode.state.or.us/search/page/?id=221716
17
HQT REMINDERS: STATUTORY REQUIREMENTS
Must have a bachelor’s degree or higher
Must have full state licensure
Must have demonstrated subject matter competency
18
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.• Failure to contact Janet in a timely manner may
result in funds being put on hold.
19
HQT REMINDERS: NARRATIVE REQUIREMENTS• Non- 100% HQ districts must create a line item
including:• date 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 II
20
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• meeting the needs of students with different
learning styles• increasing parental involvement • how to use data to inform instruction• technology literacy
21
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 22
THE SUBSTITUTE QUESTION• Paying for subs is allowable for…• Teachers hired for class size
reduction using IIA funds• Teachers participating in IIA
funded professional development• The cost of the professional development itself is paid for with IIA funds 23
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
24
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 25
ACTIVITIES = BUDGET NARRATIVE
WHATWHOHOW
26
BUDGET NARRATIVE: WHAT TO INCLUDE• WHAT are you doing?• Which prioritized need the activity addresses• A description of the professional development
• 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?• How many staff does the FTE support?
27
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
28
BUDGET NARRATIVE: SEPARATE LINE ITEMS• Every activity must be included as a
separate line item• Do not group activities by need• Do not group activities by function code
• Narratives with multiple activities in one line item may be rejected for clarity
29
BUDGET NARRATIVE: SEPARATE LINE ITEMS
30
BUDGET NARRATIVE EXAMPLE
31
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.
Trainer for 7 days = $17,500 (310)
Subs = $4,800 (8 secondary teachers across content x 3 days @$200 each) (12X)
PART III
32
EQUITABLE SERVICES
33
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
34
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
35
PRIVATE SCHOOLS – ACTIVITIES
• Allowable• Anything that meets IIA requirements
• Non-Allowable• Salaries/benefits• Substitutes
• Districts may not reimburse private schools directly!
PART IV
36
CARRYOVER
37
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
38
CARRYOVER - TIMEFRAME• Grant funds available for 27 months
• July 1, 2014 until September 30, 2016
• All activities must be completed by September 30
• Carryover “opens” mid November
ALLOCATIONS• Districts should estimate a 5% reduction
from 2013-14 amounts
• Preliminary allocation information posted on the ESEA Allocations webpage
www.ode.state.or.us/search/page/?id=2009
39
TOOLS TO HELP• Non-Regulatory Guidance
• Narrative & Carryover Guidance
• II-A Cliff Notes
• CCSS & EE Guidance
• Sample Overviews and Narrative Items
• Equitable Services Worksheetwww.ode.state.or.us/search/page/?id=2217 40
REGIONAL TECHNICAL ASSISTANCE – SUMMER 2014
COSA Conference – June 19 (Seaside)
Malheur Institute – July 21 (Ontario)
Odyssey – Aug 4 (Portland)
Odyssey – Aug 12 (La Grande)
41
REGIONAL TECHNICAL ASSISTANCE – SUMMER 2014• Request that you contact ODE by June
15 if you plan to make an appointment at any of these conferences
• Can bring a draft or come with questions
Contact Sarah Martin to make an appointment [email protected]
42
TIMELINE FOR 2014-2015• August 15 – IIA 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
43
