Title IIA – Planning for 2013 - 14

TITLE IIA – PLANNING FOR 2013 - 14

May 22, 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

OVERVIEW EXAMPLE

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What teacher/principal data was collected and analyzed?• Professional Development Teacher Survey • Leadership Meeting Minutes •Professional Development Principal Survey• District Teaching Assignment Reports

2012-13 • HR Department Records

OVERVIEW EXAMPLE

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What student data was collected and analyzed?

• ELPA Data 2011-12 • Aprenda Data 2011-12 • District Report Cards 2011-12 • Longitudinal Data • Director Reports • Student Discipline Reports

OVERVIEW EXAMPLE

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Who was involved in the analysis of data?

A collaborative analysis of district-wide student data was completed by the entire district and building administrative staff during the August Retreat and K-12 Administrative Meetings. During the professional development planning process, which included representation from teachers, principals, paraprofessionals, and parents, student achievement data was reviewed and was foundational in our prioritization of district PD initiatives.

OVERVIEW EXAMPLE

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As the result of the data analysis what student learning needs were identified?Mathematics and reading continue to be a priority identified through analysis of current and historical data, especially in our Migrant, ELL, Special Education and female sub groups. Although our reading trend data shows improvement of reading scores, we are still dissatisfied with the gap found within the specified subgroups and additionally the poor performance of mathematics across the board.

OVERVIEW EXAMPLE

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As a result of the data analysis what teacher learning needs were identified?All district staff but 15 are Highly Qualified (HQ). In coordination with ODE, 100% of staff will be HQ by December 2013. Survey results indicated that teachers need support in instructing ELL students, strategies for increasing student engagement, and continued work with PLCs.

Based on the needs of specific student subgroups in math and reading as well as the survey results, four prioritized needs were identified.

OVERVIEW EXAMPLE

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What are the prioritized needs?

1. Instructional Leadership training to aid administrators in leading PD work for teachers.

2. PD in literacy and the teaching skills needed for tiered instruction.

3. Supporting teachers to become HQ and increasing teachers’ endorsements in areas of great focus and need, especially ESOL.

4. PD in math, both conceptual understanding and best practices around the teaching of mathematics at the elementary grades.

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 the non-regulatory guidance

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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 21

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

stipend is paid out of IIA• PD delivered by a contractor whose

services are paid out of IIA• Conferences attended where the

registration fee is paid out of IIANOT AN EXCLUSIVE LIST

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NEW GUIDANCE FROM USDE 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? 25

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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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 28

BUDGET NARRATIVE EXAMPLE

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Reciprocal Teaching (Relates to Need #2)Reciprocal teaching 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)

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 IIA requirements

• Non-Allowable• Salaries/benefits• Substitutes

NOTE: District assures that the activities selected by the private school meet the requirements of IIA

PART IV

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ADDITIONAL GUIDANCE

SEQUESTRATION• U.S. Department of Education estimate

indicates a 9.4% reduction to Oregon’s IIA 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 35

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 36

REGIONAL TECHNICAL ASSISTANCE – SUMMER 2013

COSA Conference – June 21 (Seaside)

Malheur Institute – July 23 (Vale)

Summer Institute – Aug 2 (Eugene)

Odyssey – Aug 6 (Bend - AM only)

Odyssey – Aug 13 (Portland - AM only)37

REGIONAL TECHNICAL ASSISTANCE – SUMMER 2013• Request that you contact ODE by June

15 if you plan to make an appointment at any of these conferences

• Bring a draft of your application with you

Contact Karen Garrison to make an appointment karen.garrison@state.or.us

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TIMELINE FOR 2013-2014• 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

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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 40