Title II-A Planning Guidance for Georgia LEAs

1. Title II-A Planning Guidancefor Georgia LEAs Orientation Workshop for Newly Appointed LEA Personnel September 9, 2005

2. Purpose of Title II-A To increase student achievement by improving teacher and principal quality To increase the number of highly qualified teachers in the classroom and the number of highly qualified principals and assistant principals in the schools To hold systems and schools accountable for improvement in student achievement NCLB emphasizes teacher quality as a major factor in improving student achievement. The focus of Title II-A activities is recruitment, training/preparation, retention, and professional development.NCLB emphasizes teacher quality as a major factor in improving student achievement. The focus of Title II-A activities is recruitment, training/preparation, retention, and professional development.

3. LEA Planning Annual Needs Assessment Local Plan Consolidated Application Title II, Part A of NLCB requires systems to develop a local plan based on a current assessment of their needs. In Georgia, the needs assessment and local plan to meet these requirements are done in conjunction with other parts of NCLB and reported as part of the Consolidated Application. The school system is to develop a consolidated application based on a needs assessment. Here we will discuss the requirements for the annual needs assessment and plan for Title II-A, but school systems are encouraged to connect this needs assessment and plan with needs assessments and planning done for Title I, school improvement, and professional learning as well as other Titles under NCLB. There is a requirement to coordinate the Title IIA plan with other federal, state and local programs to target recruitment, retention, professional learning, technology training, parent involvement and other Title II-A needs.Title II, Part A of NLCB requires systems to develop a local plan based on a current assessment of their needs. In Georgia, the needs assessment and local plan to meet these requirements are done in conjunction with other parts of NCLB and reported as part of the Consolidated Application. The school system is to develop a consolidated application based on a needs assessment. Here we will discuss the requirements for the annual needs assessment and plan for Title II-A, but school systems are encouraged to connect this needs assessment and plan with needs assessments and planning done for Title I, school improvement, and professional learning as well as other Titles under NCLB. There is a requirement to coordinate the Title IIA plan with other federal, state and local programs to target recruitment, retention, professional learning, technology training, parent involvement and other Title II-A needs.

4. Annual Needs Assessment Must Address: Highly qualified teacher and paraprofessional goals/needs Recruitment goals/needs Retention goals/needs Training goals/needs Professional learning goals/needs Class size reduction goals/needs if funded Process for addressing teacher quality equity between low income and minority students and other students Process for addressing class size comparability between low income and minority students and other students Other teacher quality goals/needs The purpose of the annual needs assessment is to identify system needs related to the goal of ensuring that all students have effective teachers who have both subject matter knowledge and teaching skills to help all their students achieve at high academic standards. Current data should be carefully reviewed to determine the needs in each of these areas. Which teachers and paras do not meet the requirements for being �highly qualified�? What requirements must they meet? What is the system�s recruitment/retention needs related to Title II-A goals � highly qualified principals, teachers of core academic content, and paraprofessionals in Title I schools? System may not have overall recruitment needs, but may have needs in one or two certification fields. What teachers are leaving the system and why? What are the training needs for teachers to become highly qualified and/or fully certified? Professional learning goals should enable teachers to: teach to the needs of students with different learning styles � particularly students with disabilities, students with special learning needs (including those who are gifted and talented), and those with limited English proficiency improve student behavior in the classroom involve parents in their child�s education understand and use data and assessments to improve classroom practice and student learning integrate technology into the curriculum and the classroom to improve teaching and learning If class size reduction is funded with Title II-A, systems must show a need for CSR. Two ways schools/grade levels could be designated for CSR: on the basis of student achievement data and/or average class size. If a grade/school has a larger percentage of students who Do Not Meet standards on the CRCT than either the system or the state, that grade/school could show a need for CSR. If a school/grade has higher class size average than the system class size average for the grade level, that school/grade level could show a need for CSR. In considering teacher quality equity, consideration should be given to �highly qualified� status, certification level, and years experience. As part of the IIA plan, the system should have a written process describing how it will address teacher quality equity between low income and minority students and other students. Similarly, as part of the IIA plan, the system should have a written process for how it will address class size comparability. Current system data should be used to evaluate needs in each of these areas. The purpose of the annual needs assessment is to identify system needs related to the goal of ensuring that all students have effective teachers who have both subject matter knowledge and teaching skills to help all their students achieve at high academic standards. Current data should be carefully reviewed to determine the needs in each of these areas. Which teachers and paras do not meet the requirements for being �highly qualified�? What requirements must they meet? What is the system�s recruitment/retention needs related to Title II-A goals � highly qualified principals, teachers of core academic content, and paraprofessionals in Title I schools? System may not have overall recruitment needs, but may have needs in one or two certification fields. What teachers are leaving the system and why? What are the training needs for teachers to become highly qualified and/or fully certified? Professional learning goals should enable teachers to: teach to the needs of students with different learning styles � particularly students with disabilities, students with special learning needs (including those who are gifted and talented), and those with limited English proficiency improve student behavior in the classroom involve parents in their child�s education understand and use data and assessments to improve classroom practice and student learning integrate technology into the curriculum and the classroom to improve teaching and learning If class size reduction is funded with Title II-A, systems must show a need for CSR. Two ways schools/grade levels could be designated for CSR: on the basis of student achievement data and/or average class size. If a grade/school has a larger percentage of students who Do Not Meet standards on the CRCT than either the system or the state, that grade/school could show a need for CSR. If a school/grade has higher class size average than the system class size average for the grade level, that school/grade level could show a need for CSR. In considering teacher quality equity, consideration should be given to �highly qualified� status, certification level, and years experience. As part of the IIA plan, the system should have a written process describing how it will address teacher quality equity between low income and minority students and other students. Similarly, as part of the IIA plan, the system should have a written process for how it will address class size comparability. Current system data should be used to evaluate needs in each of these areas.

5. Identify Needs Using Current Data: Teacher and paraprofessional assignment and certification data Recruitment and retention data (HR records, personnel exit surveys, principal input, etc) Student achievement data (GCRCT, GHSGT, EOC) and AYP reports School improvement plans (including SACS, restructuring, etc) Teacher and principal performance evaluations Class size data by school and grade level Input from teachers, principals, paraprofessionals, parents, as well as private school principals Other data as appropriate HiQ, the web-based teacher and para quality inventory tool will be helpful in identifying teacher/para HiQ needs. Look not only at recruitment/retention by system, but by school and teaching field as well. Will want to review student achievement data by subgroups and grade levels at school and district levels. Any existing plans that were developed based on an assessment of need will help to identify teacher training and professional development needs. Teacher and principal performance evaluations may help to identify professional development needs. Class size data along with student achievement data may indicate a need for reduced class sizes Input from teachers, etc. can be in the way of surveys, focus group meetings, existing committees or groups such as school improvement or leadership teams, system improvement teams/superintendent advisory groups, school councils, PTAs, etc. HiQ, the web-based teacher and para quality inventory tool will be helpful in identifying teacher/para HiQ needs. Look not only at recruitment/retention by system, but by school and teaching field as well. Will want to review student achievement data by subgroups and grade levels at school and district levels. Any existing plans that were developed based on an assessment of need will help to identify teacher training and professional development needs. Teacher and principal performance evaluations may help to identify professional development needs. Class size data along with student achievement data may indicate a need for reduced class sizes Input from teachers, etc. can be in the way of surveys, focus group meetings, existing committees or groups such as school improvement or leadership teams, system improvement teams/superintendent advisory groups, school councils, PTAs, etc.

6. Prioritize Needs Based On Their Importance in Meeting Title II-A Goals: Recruit and retain highly qualified teachers and principals Ensure 100% of teachers teaching core academic content are highly qualified by end of 2005-06 Ensure 100% paraprofessionals in Title I schools are highly qualified by end of 2005-06 Increase the number of teachers receiving �high quality professional development� Increase student academic achievement by improving teacher quality Which needs, if addressed, would have the greatest impact on the IIA Goals. The system should identify and prioritize those needs that if addressed are most likely to make a positive impact in teaching practices and the achievement of all students. High quality professional development � sustained, intensive, and classroom-focused are not one-day or short-term workshops advance teacher understanding of effective instruction strategies that are based on scientifically based research are developed with extensive participation of teachers, principals, parents, and administrators The law identifies some skills teachers need: teach and address the needs of students with different learning styles: students with disabilities; student with special learning needs (including the gifted and talented); students with limited English proficiency improve student behavior in the classroom and identify early and appropriate interventions to help students learn involve parent�s in their children�s education understand and use data and assessments to improve classroom practice and student learning Which needs, if addressed, would have the greatest impact on the IIA Goals. The system should identify and prioritize those needs that if addressed are most likely to make a positive impact in teaching practices and the achievement of all students. High quality professional development � sustained, intensive, and classroom-focused are not one-day or short-term workshops advance teacher understanding of effective instruction strategies that are based on scientifically based research are developed with extensive participation of teachers, principals, parents, and administrators The law identifies some skills teachers need: teach and address the needs of students with different learning styles: students with disabilities; student with special learning needs (including the gifted and talented); students with limited English proficiency improve student behavior in the classroom and identify early and appropriate interventions to help students learn involve parent�s in their children�s education understand and use data and assessments to improve classroom practice and student learning

7. School System Must Target Funds To Schools That: Have the lowest proportion of highly qualified teachers, Have the largest average class sizes, or Are identified for school improvement under Title I After conducting the needs assessment and examining system needs, the system must target its funds.After conducting the needs assessment and examining system needs, the system must target its funds.

8. Local Plan Must Include: Prioritized list of needs from Needs Assessment Activities/strategies to address needs Aligned to prioritized needs Aligned to consolidated application and budget Plan for assessing the effectiveness of activities/strategies in addressing each need Expected outcomes for each activity/strategy Method(s) to be used to evaluate effectiveness Not all needs identified in the needs assessment must be addressed in the plan. You may not have the funding or other resources such as time and personnel to address all of the identified needs. Activities and strategies should be identified that will help the system ensure that all of its teachers are highly qualified and that teachers and principals are effective in helping all students achieve academically to the fullest extent. As each strategy to address needs is identified, plan how you will measure its effectiveness in addressing the need. Not all needs identified in the needs assessment must be addressed in the plan. You may not have the funding or other resources such as time and personnel to address all of the identified needs. Activities and strategies should be identified that will help the system ensure that all of its teachers are highly qualified and that teachers and principals are effective in helping all students achieve academically to the fullest extent. As each strategy to address needs is identified, plan how you will measure its effectiveness in addressing the need.

9. Plan must include evidence of: Coordination with other federal, state, and/or local programs supporting II-A goals Collaboration with principals, teachers, paraprofessionals, other relevant school personnel, and parents Professional learning activities based on scientific research or evidence of success leading to increased student achievement and % of staff participating in these activities Activities to close the achievement gap, implement the state curriculum, and support state testing goals Alignment of Needs Assessment, Plan, CFA budget, and expenditures Percentage of teachers & paraprofessionals highly qualified and planning to ensure 100% HiQ compliance by the beginning of 2006-07 Coordination � Title I, Title II-D, other federal programs, state professional development, local funds for recruitment, etc. Collaboration in the development of the needs assessment and the plan � agendas and/or minutes for group meetings (school improvement committees, school councils, etc) and sign-in rosters or list of those in attendance, copies of completed surveys Professional learning � for parents, supt, principals, teachers, and paras. For each activity need documentation it is based on scientific research or evidence of success leading to increased student achievement Alignment � Make the plan a working document that guides your efforts and expenditures. Detailed expenditure report from finance office should be aligned with budget � plan � needs assessment. System should have a plan that addresses how each teacher and para who are not HiQ will become HiQ. Coordination � Title I, Title II-D, other federal programs, state professional development, local funds for recruitment, etc. Collaboration in the development of the needs assessment and the plan � agendas and/or minutes for group meetings (school improvement committees, school councils, etc) and sign-in rosters or list of those in attendance, copies of completed surveys Professional learning � for parents, supt, principals, teachers, and paras. For each activity need documentation it is based on scientific research or evidence of success leading to increased student achievement Alignment � Make the plan a working document that guides your efforts and expenditures. Detailed expenditure report from finance office should be aligned with budget � plan � needs assessment. System should have a plan that addresses how each teacher and para who are not HiQ will become HiQ.

10. Consolidated Application will include: Prioritized needs Activities/strategies designed to address each need Title II-A budget Assurances Consolidated Application � web based application for all federal programs and state professional learning System needs and corresponding activities/strategies related to each program will be entered into the consolidated application. You will want to work closely with the Consolidated Application Coordinator in your system to ensure the Title II-A goals/strategies are included. If you have combined the planning efforts for Title II-A with those of other federal programs and professional development, you will probably have needs that may be addressed by one or more of those programs. The Title II-A budget will be entered as a separate component of the consolidated application. The more specific you are in the item description for each budget entry, the easier it will be for you to show alignment from the budget to expenditures and from the budget back to the plan and needs assessment. For example, teacher stipends is a very general item description; teacher stipends for Learning Focused Schools Training is more specific and much easier to track back to your plan and needs assessment. Of course, the more specificity, the more budget details you will need to enter but it will serve you well in the long term. Assurances - your superintendent will be asked to sign the application assuring certain general requirements for applying for federal funds will be met. Also, specific requirements pertaining to the IIA program. As you prepare to enter the IIA needs, activities, budget into the consolidated plan, review each part to be sure the required Consolidated Application � web based application for all federal programs and state professional learning System needs and corresponding activities/strategies related to each program will be entered into the consolidated application. You will want to work closely with the Consolidated Application Coordinator in your system to ensure the Title II-A goals/strategies are included. If you have combined the planning efforts for Title II-A with those of other federal programs and professional development, you will probably have needs that may be addressed by one or more of those programs. The Title II-A budget will be entered as a separate component of the consolidated application. The more specific you are in the item description for each budget entry, the easier it will be for you to show alignment from the budget to expenditures and from the budget back to the plan and needs assessment. For example, teacher stipends is a very general item description; teacher stipends for Learning Focused Schools Training is more specific and much easier to track back to your plan and needs assessment. Of course, the more specificity, the more budget details you will need to enter but it will serve you well in the long term. Assurances - your superintendent will be asked to sign the application assuring certain general requirements for applying for federal funds will be met. Also, specific requirements pertaining to the IIA program. As you prepare to enter the IIA needs, activities, budget into the consolidated plan, review each part to be sure the required

11. Timeline Summer/Fall > Submit Consolidated Application Spring > Administer Needs Assessment > Develop Title II-A Local Plan

12. Guidance for System Planning Title II, Part A Handbook: A Guide for Advancing Teacher Quality in Georgia Schools Section VI www.gapsc.com/nclb/Admin/Files/IIA_handbook.pdf Guidelines Needs Assessment & Planning Worksheets Example Templates for a Plan Sample Plans from Georgia school systems