Title II, Part A: Introduction for New Coordinators Office of Program Administration and Accountability Coordinators’ Technical Assistance Academy 2018

Disclaimer The academy was planned under a grant from the U. S. Department of Education (USED). However, the content does not necessarily represent the policy of the USED, and you should not assume endorsement by the federal government.

Introductions Carol Sylvester, Title II, Part A Coordinator Regions 1, 2, 4, and 7 Michael Courtney, Education Specialist Regions 3, 5, 6, and 8

Objectives Describe the primary purpose and allowable uses of Title II, Part A funds. Describe the role of the Title II Coordinator. Describe the components of the applications and the differences between the two types. Describe the purpose of federal program monitoring.

Program Overview

Purpose of Funds Increase student achievement consistent with challenging state academic standards; Improve the quality and effectiveness of teachers, principals, and other school leaders; Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and Provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

Comparison of Federal Programs Title I , Part A Title II, Part A Title III, Pat A Title IV, Part A Title IV, Part B Supports the teaching and learning of at-risk students in order to meet academic standards developed by the state Ensures that students are taught by qualified and effective teachers, who are supported by effective school leaders, in order to improve student achievement. Helps English language learners attain English proficiency, so they may access the academic curriculum and obtain the knowledge and skills to meet state academic standards. Provides support 1) for a well-round education for students; 2) to improve conditions for learning, and 3) to support technology in learning Supports the creation of opportunities for academic enrichment during non-school hours for children, particularly students who attend high-poverty and low-performing schools.

Transition to the Every Student Succeeds Act of 2015 Full implementation in 2018-2019 Title II, Part A, Changes Elimination of “highly qualified” teachers and paraprofessionals. Teachers must be fully licensed and endorsed. Paraprofessionals in Title I schools must have: Secondary school diploma or equivalent; AND Two years of study at institution of higher education; OR Associate’s degree; OR Successful passing of Parapro assessment.

ESSA Continued Title II, Part A, changes (continued) All teachers to be properly licensed and endorsed (rather than “highly qualified”) Focus on effectiveness and equity Expanded uses of funds beginning in 2017-2018 “Four Weeks Letters” Equitable services to private schools Timeline changes Value of services calculations Additional consultation and planning requirements Extensive stakeholder involvement required at state and local levels

Teacher Quality (ESSA 2015) Teachers in Virginia must: Hold a minimum of a bachelor’s degree Hold a Virginia license with an endorsement in the content area being taught

Teacher Quality Data Instructional Personnel and Licensure (IPAL) report Reported in coordination with Master Schedule Record Collection to the Office of Teacher Education and Licensure Uses: Planning/assessing needs Completing the application Targeting efforts Federal Program monitoring

Responsibilities of the School Division Focus efforts on ensuring all teachers are properly licensed and endorsed for assigned classes Refer to Instructional Personnel and Licensure (IPAL) report; Must ensure that students in high poverty/high minority Title I schools have equitable access to qualified, experienced and effective teachers; and Use a variety of data sources in development of program activities, to include teacher and principal evaluation results.

Role of Title II Coordinator Conduct stakeholder consultations annually to determine needs and set priorities; Develop application and ensure program implementation to comply with federal and state requirements. Interface with human resources, school/division leaders, and Title I staff members for appropriate hiring, scheduling, and notifications; Ensure equitable services to private school personnel (professional development); Interface with fiscal staff for appropriate and timely drawdown of funds; Determine program effectiveness; and Maintain records for federal program monitoring.

Allowable Uses of Funding Recruitment and retention of qualified and effective teachers and principals Coursework and evidence-based professional development for teachers, principals, paraprofessionals, superintendents, and other school-based leaders Teacher, principal, school leader evaluation systems New teacher and principal induction/mentoring Salaries for certain personnel (instructional coaches, mentors, professional developers) Reducing class sizes, when evidence-based

Allowable Uses of Funding, slide 2 Activities to increase teacher equity and improve access to effective teachers Teacher and principal leadership programs: Residency programs Preparation academies Training for STEM, dual enrollment, early childhood, and integrating CTE Training in school safety, trauma, mental health, family engagement, experiential learning, PBIS and tiered systems of support Supporting effective library programs Training on effective uses of data

Evidence-based Professional Development Personalized, evidence-based professional development for teachers, principals, and other school leaders to improve effectiveness, particularly in working with: English learners Disadvantaged students Minority students Students with disabilities Gifted students

“Evidence-based” Activities Title II requires certain interventions to be evidence-based to the extent that the state determines that evidence is reasonably available Four levels of evidence-based interventions: Strong evidence Moderate evidence Promising evidence Demonstrates a rationale What Works Clearinghouse contains listings of many evidence-based interventions

Activity and Break

Stakeholder Involvement/ Assessing Needs

Stakeholder Consultations Teachers (include Title I teachers, different grade levels and subject areas) Principals Paraprofessionals Central office staff (e.g., human resources, professional development staff, instruction) Parents Private school officials

Consultation Process Must be conducted on an annual basis Use of funds must be tied to results of needs assessment Should involve the analysis of multiple data elements Must involve multiple stakeholders Various methods used Advisory committees Focus Groups Surveys

Examples of Data Sources Instructional Personnel and Licensure Report (IPAL) Staff Development Surveys Teacher/Leader Performance Data Student Achievement data Teacher Turnover/Attrition/Retirement projections Class size analysis Private school needs assessment data

Analyze Prior Year’s Goals Were goals achieved? Which activities provided strongest evidence of impact? Collect impact data on student achievement Review teacher quality data to determine strengths/areas for improvement Review survey data or other impact statements regarding efficacy of strategies Elicit support from stakeholders in collecting necessary data/impact statements/surveys, etc.

Points to Keep in Mind Where are we? Where do we want to go? Evaluate current practices: What is working and needs to be continued? What is NOT working and needs to be changed/eliminated? Identify NEEDS before determining strategies Identify available data sources to determine needs: division, school, and classroom level What evidence is available to support implementation of strategies?

IPAL Report What progress is being made at the division level? What progress is being made at the school level? Are there particular grade spans that appear to have more licensure/endorsement issues than others? What are the data trends per school over several years? Which content areas have the greatest number of teachers not properly licensed or endorsed for their job assignments? Are particular teachers showing up as unlicensed or not properly endorsed several years in a row? Why? What is the teacher quality status of Title I schools and how do these data compare with non-Title I schools?

Targeting Funds for Qualified Teachers Recruitment Relocation expenses (particularly in hard-to-fill positions) Recruitment materials in targeted areas Financial incentives (recruitment/retention) Mentoring expenses Signing bonuses (hard-to-fill positions) Retention bonuses (highly effective personnel) Licensure/Endorsement Coursework Praxis/assessment support Incentives for additional endorsements

Targeting Funds for Professional Development

Public and Private Schools Coursework for teachers and principals to Meet requirements for licensure Add an endorsement Obtain required professional knowledge for job function Stipends for participation in training (during non-contractual time) Leadership development (principals and teacher leaders) Materials necessary for training purposes Training for improved teacher/principal evaluations Salaries of instructional coaches The coach/contractor must be hired by the public school Registration/travel expenses related to workshop/conferences if part of comprehensive professional development plan

Conferences Must be part of sustained, ongoing focus with a clear follow-up plan. Must be tied to evidence-based practices. Should not be a random event. Provide evidence of implementation and follow-up. Must be reasonable and necessary to meet program goals. Adhere to state and federal travel regulations. (Keywords: State Travel Regulations)

Public Schools Only Substitutes for teachers attending professional development Salaries/stipends for Title II, Part A, administrative staff Performance incentives Add-on endorsements National board certification training portion available for private schools, but not incentives

Targeting Funds for Class Size Reduction Teachers hired for class-size reduction (CSR) MUST be properly licensed/endorsed at the time of hire and show evidence of effectiveness Use of funds for ongoing CSR efforts must show evidence of improved student performance. Funding and teacher assignments must be targeted, based on annual needs assessment Not limited to K-3, but allowable for K-12, based on needs analysis Funding for CSR is only allowed to reduce class sizes BELOW the ratios outlined in Virginia’s Standards of Quality

Targeting Funds to Support New Teachers Salaries of full-time/part-time mentors for quality mentoring program (only services may be provided to private schools, no salaries) Targeted professional development for new teachers Training for mentors Materials for mentoring program (NOT new teacher “celebrations”)

Program and Application Development

Timeline Applications due July 1, 2018, in OMEGA system. Final allocations to be released via Supt’s Memo in fall. (Applications should be amended to reflect final allocations soon after this release.) Funds are available as of the date of submission in OMEGA. Funds are available for encumbrance until September 30, 2020 (27 months of availability). Final reimbursements for 2018-2019 award are due by November 15, 2020.

Terms Original application Revised application Amended application First time application is submitted. Due by July 1 of each year. Revised application An application that has been denied for programmatic or budgetary reasons Amended application An application that has received initial programmatic approval but is submitted at any time during the award cycle for budgetary or programmatic changes

Application Development Individual vs. Consolidated applications Common elements Cover page Program overview Coordination of services Measurable objectives Budget Transferability GEPA IMPORTANT: Save as “Excel Macro-Enabled Workbook (*.xlsm)”

Measurable Objectives Application allows up to 8 objectives Support items budgeted in the application Outcomes should be measurable Time bound

Examples By June 2019, 100 percent of teachers and paraprofessionals will be properly licensed and endorsed as measured by the IPAL report. By June 2019, at least 95 percent of teachers and principals will receive a summative rating of Proficient or Exemplary on annual staff evaluations. By June 2019, retention of new teachers receiving a Proficient or Exemplary evaluation will increase from 85 percent to 95 percent. By June 2019, class sizes in Grade 2 at Courtney Elementary School will be reduced below the Standards of Quality staffing ratio from 22:1 to 17:1.

Program Specific Pages

Individual vs Consolidated Teacher Quality Private Schools Consolidated Title II, Part A Teacher Quality Private Schools All federal program changes must be approved to make revisions or amendments to Title II portions

Teacher Quality Qualified teachers and paraprofessionals Equitable distribution of qualified, effective, and experienced teachers Analyze teacher qualification, teacher experience, and teacher effectiveness data at each school. Compare high poverty/high minority school data with low-poverty/low minority schools. Identify gaps. Outline strategies used to ensure equitable distribution. (examples: early hiring; signing bonuses; professional development related to poverty or diversity, etc.

Private Schools Indicate if private non-profit schools serving K-12 students resided within the geographic area of the school division. Value of services is determined based on a per-pupil calculation (K-12 public school enrollment plus enrollment of participating private schools), using full allocation (minus administrative costs). School division maintains control of the funds. Private schools do NOT receive an “allocation” or any direct funding. Public schools may not reimburse private schools for expenses; however, individual teachers may be reimbursed if activity is pre-approved. Public schools must invite private schools to engage in meaningful consultation regarding use of funds and desired professional development activities. Divisions must seek private schools intent to participate and obtain an affirmation of consultation for participating schools. All activities must be discussed and approved in advance.

Activity

Fiscal Requirements

Time-bound Considerations Upload initial application by July 1 of award year. Ensure funding is drawn down on a regular basis throughout 27 month period of availability. (i.e., July 1, 2017-September 30, 2019) Refer to Spenddown Calendar Report in OMEGA Ensure all funds are encumbered by September 30 of award closing cycle. VDOE June deadlines only apply if division wants to receive funds by the end of the fiscal year.

Additional Considerations Ensure funding supplements, and does not supplant operating budget. Ensure expenditures align to budget in application. Ensure that fiscal staff have access to most recent application. Ensure reimbursements are aligned with activities outlined in grant application. Submit application amendments prior to budget transfer requests. Communicate with participating private schools on an ongoing basis to ensure activities are provided and paid for in a timely manner.

Federal Program Monitoring (FPM)

Purpose of FPM To ensure compliance with the law To offer technical assistance To identify effective practices

Protocol Focus Areas Prior Monitoring Teacher quality Licensure/Endorsement Status Equitable distribution of qualified, experienced, and effective teachers between Title I and non-Title I schools Teacher and principal evaluations Stakeholder Engagement, Evidence of Impact, & Professional Development Allowable uses of funding Fiscal requirements Public reporting Private school participation

A Few Tips…

Best Practices Develop a support team Consider a Title II, Part A, advisory team (to include: HR, professional development, Title I, teacher leader(s), principal(s), fiscal personnel, private school representation) Develop documentation system (electronic files, folders, notebooks, etc.) Consider using Federal Program Monitoring protocol as a guide Develop calendar Consider setting electronic “reminders” See sample timeline Participate in webinars and academy

Follow-up Sessions Equitable Services for Private Schools (all programs) Title II, Part A, Application Fiscal Considerations Title II, Part A, Updates EdCamp Teacher Equity Panel

Check for Understanding Describe the primary purpose and allowable uses of Title II, Part A funds. Describe the role of the Title II Coordinator. Describe the components of the applications and the differences between the two types. Describe the purpose of federal program monitoring.

QUESTIONS

Contact Information Carol Sylvester, Title II, Part A Coordinator Regions 1, 2, 4, and 7 Carol.sylvester@doe.virginia.gov 804-371.0908 Michael Courtney, Education Specialist Regions 3, 5, 6, and 8 Michael.Courtney@doe.virginia.gov 804-371-2934