Nuts and Bolts of the Title II, Part A Application Virginia Department of Education Coordinators’ Academy July 22 – July 24, Coordinators' Academy

Agenda Overview of Available Resources Application Elements  Narrative and Detail Budget Tab  Summary Budget Tab  HQT Teacher Tab  Private School Tab Demonstration 2015 Coordinators' Academy

Title II, Part A, Application for Federal Funds Video Series Resources located on the ESEA Applications for Federal Funds Web pageESEA Applications for Federal Funds 2015 Coordinators' Academy

Application Development Archived webinar assistance available at: ons/index.shtml ons/index.shtml Common elements Cover page Program overview Coordination of services Measurable objectives Budget See mechanics module for details on entering information. See webinar module on common elements for details on these components Coordinators' Academy

Application Development Cycle 2. Application Development 3. Program Implementation 4. Evaluation of Results 1. Needs Analysis 2015 Coordinators' Academy

Application Elements Program Overview Coordination of Services Measurable Objectives Detail Budget Summary Budget Program Specific Pages 2015 Coordinators' Academy

Program Specific Pages (Overview) Highly qualified teachers (HQT) and paraprofessionals Equitable distribution of highly qualified and experienced teachers Private school participation 2015 Coordinators' Academy

Application Tabs 2015 Coordinators' Academy INDIVIDUAL APPLICATION CONSOLIDATED APPLICATION

Important Reminders of Application Due Date 2015 Coordinators' Academy

Program Overview Describe needs assessment process and findings. Outline key findings. For Title II, Part A, this should include: division highly qualified teacher (HQT) data; summaries of teacher/principal evaluations; results of professional development surveys or data used to determine professional development needs; student achievement gaps; class size data. Describe proposed strategies for use of funds to address indicated needs. If strategies have been implemented previously, describe results of the efforts Coordinators' Academy

Coordination of Services Describe how Title II, Part A, program is coordinated with other federal programs. Describe other partnerships or efforts that contribute to teacher and principal quality. (e.g., university partnerships, outside grants, foundation funding, regional professional development activities) 2015 Coordinators' Academy

Measurable Objectives for Teacher Quality (examples) By June 2016, 100 percent of teachers and paraprofessionals will be highly qualified as measured by the IPAL report. By June 2016, class sizes in grade 2 will decrease from 24:1 to 18:1. By June 2016, all instructional personnel in federal core content areas will participate in at least five professional development activities as evidenced by participation logs, artifacts, etc. By June 2016, retention of new teachers will increase from 85 percent to 95 percent. By June 2016, at least 90 percent of teachers in federal core content areas will receive a summative rating of Proficient or Exemplary on the end of year teacher evaluation Coordinators' Academy

Make It Better Activity 2015 Coordinators' Academy

Summary Budget Tab 2015 Coordinators' Academy

Summary Budget Tab Green cells denote value of private school services, based on retroactive services Coordinators' Academy

Summary Budget Tab Yellow cells indicate activities with professional development focus Coordinators' Academy

Program Specific Pages: Equitable Distribution of Highly Qualified Teachers Analyze data between schools at each grade span.  HQT distribution  Teacher experience distribution Compare data for high-poverty and/or high-minority schools with low-poverty and/or low-minority schools. Outline strategies used to ensure equitable distribution of highly qualified, experienced teachers. [ESEA, Section 2123(a)(2-4)] 2015 Coordinators' Academy

Program Specific Pages: Equitable Distribution of Highly Qualified Teachers (example) Grade Span School NamePovertyPercent Minority HQT Percentage Average Teacher Experience Summative Teacher Evaluation (Percent proficient or higher) K-2School A K-2School B School C School D School F School G School H School I

Work with a partner to analyze data chart. Where are the greatest concerns? What other information may be helpful? What are some possible strategies to address identified concerns? [ESEA, Section 2123] Coordinators' Academy

Program Specific Pages: Equitable Distribution of Highly Qualified Teachers (example) Grade Span School NamePovertyPercent Minority HQT Percentage Average Teacher Experience Summative Teacher Evaluation (Percent proficient or higher) K-2School A K-2School B School C School D School F School G School H School I

Title II, Part A, Tab Equitable Distribution of Teachers Outline strategies used to improve distribution issues, including: Support for inexperienced teachers; Support for ineffective teachers; Targeted efforts to improve recruitment in specific schools or subjects Coordinators' Academy

Private School Tab 2015 Coordinators' Academy

How to Document Revisions and Amendments Provide a concise description of changes. Check the appropriate box and include the date. Note an amendment must always precede a budget transfer request Coordinators' Academy

DEMONSTRATION 2015 Coordinators' Academy

Title II, Part A, Application Reminders and Clarifications Clarifications  Revisions and amendments descriptions  Program overview narrative  Summary budget line items  Private school page – enrollment line  Private school page – retroactive services 2015 Coordinators' Academy

Ensuring an Approval Make sure all pages are complete.  Common issues: Cover page completion; HQT page completion; Private school page completion; and Budget alignment Coordinators' Academy

VDOE Contact Information for Title II, Part A Carol Sylvester, Title II, Part A, Specialist Phone: (804) Tiffany Frierson, Title II/IV Specialist Phone: (804) Coordinators' Academy