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Title IIA

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Title: PowerPoint Presentation Author: Sarah Martin Last modified by: Administrator Created Date: 4/23/2013 7:56:04 PM Document presentation format – PowerPoint PPT presentation

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Title: Title IIA


1
Title IIA Planning for 2014 - 15
  • May 12, 2014
  • Oregon Department of Education

2
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

3
Title II, Part A Purpose
  • Increase student academic achievement
  • by improving teacher and principal quality

4
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

5
Reminder Supplement, Not Supplant
  • The 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.

6
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/?id2216

7
Part 1
NEEDS ASSESSMENT
8
Comprehensive Needs Assessment Why
The purpose of the needs assessment is to
determine the needs of the LEAs 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

10
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

11
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

12
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

13
Needs vs. Activities
Needs Activities
Overview Narrative
Broad statements Specific statements
Determined through data Vehicle for meeting needs
14
Needs vs. Activities Example
  • Need Improve the rigor and relevance in ELD
    classes
  • Related Activity
  • Implement Constructing Meaning training to
    improve access to academic language in core
    academic subjects

15
Needs vs. Activities Example
  • Need Improve the rigor and relevance in ELD
    classes
  • Related Activity
  • Increase the presence of culturally responsive
    practices to support academic achievement of all
    learners in core academic areas through SIOP

16
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/?id2217

17
HQT Reminders Statutory requirements
Must have a bachelors 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.

janet.bubl_at_state.or.us
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

20
PART II
ACTIVITIES
21
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

22
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.p
    df

23
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

24
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 funds
  • NOT AN EXCLUSIVE LIST

25
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/?id2216

26
Activities Budget Narrative
  • WHAT
  • WHO
  • HOW

27
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?

28
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

29
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

30
Budget Narrative Separate Line Items
31
Budget Narrative Example
  • 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 _at_200 each) (12X)

32
PART III
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!

36
PART IV
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 years 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

39
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/?id2009

40
Tools to Help
  • Non-Regulatory Guidance
  • Narrative Carryover Guidance
  • II-A Cliff Notes
  • CCSS EE Guidance
  • Sample Overviews and Narrative Items
  • Equitable Services Worksheet
  • www.ode.state.or.us/search/page/?id2217

41
Regional Technical Assistance Summer 2014
  • COSA Conference June 19 (Seaside)
  • Malheur Institute July 21 (Ontario)
  • Odyssey Aug 4 (Portland)
  • Odyssey Aug 12 (La Grande)

42
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
    sarah.martin_at_state.or.us

43
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

44
Questions and Contacts
  • Sarah Martin
  • sarah.martin_at_state.or.us
  • Susanne Daggett
  • Susanne.daggett_at_state.or.us
  • Rendy Jantz
  • Rendy.jantz_at_state.or.us
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