Title IIA – Planning for 2014 - 15

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/?id=2216

7. Part 1 NEEDS ASSESSMENT

8. Comprehensive Needs Assessment: Why “The purpose of the needs assessment is to determine theneeds 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

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

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/?id=2217

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. janet.bubl@state.or.us

19. HQT Reminders: Narrative Requirements • Non- 100% HQ districtsmust 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.pdf

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/?id=2216

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 @$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 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

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/?id=2009

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/?id=2217

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@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@state.or.us Susanne Daggett Susanne.daggett@state.or.us Rendy Jantz Rendy.jantz@state.or.us