1. Title II, Part A, Updates Under the Every Student Succeeds Act of 2015 .
Office of Program Administration and Accountability
2018 Coordinators’ Technical Assistance Academy
Roanoke: July 9-11, 2018
Williamsburg: July 23-25, 2018

2. 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.

3. Session Overview Title II, Part A, Allocations Requirements Under ESSA
Uses of Funds
Application Updates
Transferability
Equitable Services
Federal Program Monitoring

4. Allocations

5. Preliminary Allocations
Total Title IIA to all states: $2,025,095,342
To Virginia: $36,715,691
2018 Preliminary Allocation
Total to all states: $2,025,095,342
To Virginia: $37,199,642
Difference: $483,951
Percent difference to Virginia:+1.3%
Based on 2016 Census estimates (to be updated in June 2018; estimated figures will change)

6. Program Requirements and use of funds

7. Transition to the Every Student Succeeds Act of 2015
Full implementation in
Title II, Part A, changes
Elimination of “highly qualified” teachers and paraprofessionals. Teachers must be fully licensed and properly 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.

8. Transition to the Every Student Succeeds Act of 2015, Title II, Part A
Focus on effectiveness and equity
Expanded uses of funds beginning in
“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
Evidence-based requirements for class-size reduction and professional development

9. Stakeholder Consultations
Involve key stakeholders
Teachers (include Title I teachers, different grade levels and subject areas)
Recommend teacher advisory committee/teacher quality workgroup
Principals
Paraprofessionals
Central office staff (e.g., human resources, professional development staff, instruction)
Parents
Private school officials

10. Title II, Part A, Allowable Use of Funds, slide 1 of 8
Allowable uses of funding include:
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

11. Title II, Part A, Allowable Use of Funds, slide 2 of 8
Teacher and principal leadership programs
Residency programs
Preparation academies
Teacher, principal, school leader evaluation systems
Activities to increase effectiveness of teachers/principals/school leaders
Activities to increase teacher equity and improve access to effective teachers

12. Title II, Part A, Allowable Use of Funds, slide 3 of 8
Differential pay for recruitment/retention
Recruiting/retaining effective teachers/principals, especially from underrepresented minority groups and teachers with disabilities
Screening/early hiring initiatives

13. Title II, Part A, Allowable Use of Funds, slide 4 of 8
Career opportunities
Career paths: coaching, mentoring, school leadership/school improvement teams
New teacher/principal/school leader induction/mentoring
Compensation to teachers for increased leadership roles and responsibilities including: collaborative planning, curriculum writing, peer observations, and leading trainings (which may involve using substitute teachers to cover classes during the school day)
Peer-led professional development activities
Professional learning community (PLC) activities

14. Title II, Part A, Allowable Use of Funds, slide 5 of 8
STEM training, including computer science
Training/certifications for dual enrollment programs
Integrating CTE into academic instruction and workforce readiness/postsecondary programs
Early childhood transition program training

15. Title II, Part A, Allowable Use of Funds, slide 6 of 8
School safety, trauma, mental health, alcohol/drug abuse prevention
Training to recognize/prevent child sexual abuse
Family engagement training

16. Title II, Part A, Allowable Use of Funds, slide 7 of 8
Experiential learning training
PBIS and tiered systems of support training
Training on effective/appropriate use of data, including FERPA
Supporting effective library programs

17. Title II, Part A, Allowable Use of Funds, slide 8 of 8
Working conditions surveys (data to be publicly posted)
Hiring of teachers to reduce class size, when evidence-based

18. “Evidence-Based”
Four tiers of evidence (likely to have a statistically significant effect on improving student outcomes):
Tier 1: Strong evidence available from at least one well-designed/well-implemented experimental study
Tier 2: Moderate evidence available from at least one well-designed/well-implemented quasi-experimental study
Tier 3: Promising evidence available from at least one well-designed and well-implemented correlational study with statistical controls for selection bias
Tier 4: Demonstrates a rationale based on high-quality research findings and includes ongoing efforts to examine the effects of the activity, strategy, or intervention

19. Evidence Based Resources
What Works Clearinghouse
Best Evidence Encyclopedia
Evidence for ESSA

20. Evidence-Based Scenario Activity

21. Application updates

22. Program Overview NEW: The plan must describe:
Process for engaging stakeholders in application development process;
The school division’s system of professional growth and improvement, such as induction for teachers, principals, or other school leaders and opportunities for building the capacity of teachers and opportunities to develop meaningful teacher leadership;

23. Program Overview, slide 2 of 2
Process for selecting activities that are evidence based;
How the school division will use data and ongoing consultation to update and improve activities; and
How the division will use funds to address the learning need of all students, including students with disabilities, English learners, and gifted students.

24. General Education Provisions Act (GEPA)
The final ESSA state plan template released by USED on March 13, 2017, included a “Notice to All Applicants” about Section 427 of GEPA.
Each application must include a description of the steps the applicant will take to ensure equitable access to, and participation in, federally-assisted programs for students, teachers, and other program beneficiaries with special needs.
The statute highlights six types of barriers that can impede equitable access or participation: gender, race, national origin, color, disability, or age.

25. GEPA
Based on local circumstances, the applicant should determine whether these or other barriers may prevent students, teachers, etc., from such access or participation in the federally-funded project or activity.
The description in the application of steps to be taken to overcome these barriers need not be lengthy; the application may provide a clear and succinct description of how the applicant plans to address those barriers that are applicable to their circumstances.

26. GEPA Application Tab
In the space provided on the GEPA tab, describe the steps the division will take to ensure equitable access. You may consider the following examples in your description:
Ensuring that events are held in accessible facilities;
Ensuring that materials are appropriate and accessible to all participants;
Translating documents into other languages as needed;
Conducting outreach or other activities to address gender and/or race inequities in mathematics, science, or other programs; or
Ensuring that diverse stakeholders are involved in program planning and implementation

27. transferability

28. Transferring Funds under ESSA
Section 5103 (b)(2) of ESSA allows divisions to transfer up to 100 percent of funds awarded from two program areas:
Title II, Part A
Title IV, Part A

29. Transfer to Title I, Part A Title I, Part C Title I, Part D
Title II, Part A
Title III, Part A
Title lV, Part A
Title V, Part B

30. Transferability Request Form
If the division intends to use Transferability to move funds into or out of Title II, Part A, a Transferability request form must be submitted.
If funds will be transferred into Title IIA, complete Section A and the budget for the transferred funds on the Transferability tab.
If funds will be transferred out of Title IIA, complete Section B.

31. Transferability Tab of Application
Summary Budget
Indicate the amount that will be transferred into the Title II, Part A, program
Indicate how funding will be budgeted by object code
Detail Budget
Describe how the activities the funds will support Title II, Part A, objectives
Check for the red “Yes” in both budgets

32. Transferability Impact on Equitable Services
Consultation
If a division plans to transfer funds into or out of Title IIA, consultation must occur with private schools to discuss potential impact
Budgeting for Additional Services if funds are transferred INTO Title IIA
Complete summary budget in Transferability tab
Refer to Private School tab for additional services as a result of Transferability
Adjust Transferability budget sections to reflect calculated values

33. Transferability Funds
Transferred funds will be made available in OMEGA under the program from which the funds are transferred.
These funds will essentially act as a separate award, under the award code of the original funding source, but with a new project code to reflect the new funding allowabilities under Title II, Part A (receiving fund).
Budget transfer requests (BTR) for the transferred funds and subsequent reimbursement requests will be made under the indicated transferability award code.

34. Equitable services

35. Consultation and Planning
Ombudsman responsible for collecting documentation on annual basis from school divisions:
Intent to Participate forms
Agreement of Services, to include Affirmation of Consultation (outlines plan of services and timeline)

36. Formula Changes: Calculating Value of Services for Private Schools
The equitable services allocation for Title II, Part A, must be calculated on the basis of the LEA’s total Title II, Part A, allocation.
Administrative costs (e.g., indirect costs; administration of Title II-A program) are still taken “off the top.”

37. Method for Calculating Value of Services for Private Schools
The LEA’s equitable services allocation is determined by first calculating the amount of Title II, Part A, funds available on a per-pupil basis, based on the total of all public and private school students (enrolled in participating private elementary and secondary schools), in schools located within the geographic boundaries of the school division - regardless of a student’s residency.
This amount is then multiplied by the number of students enrolled in participating private schools.

38. Federal program monitoring

39. FPM Focus Areas Prior Monitoring Teacher Quality
Stakeholder Engagement and Plan Development
Use of Funds
Fiscal Processes
Parental Notifications
Equitable Services

40. Stakeholder Engagement and Plan Development
Stakeholder Engagement for Title IIA planning
Determining priorities
Evidence-based decision making
Use of data for determining impact of Title IIA activities

41. Fiscal Practices: Time and Effort Certifications
Semi-annual certifications must be kept on file for any positions paid with federal funds, including:
Class size reduction teachers
Title IIA coordinators
Professional development staff
Instructional coaches
Full-time mentors

42. Fiscal Practices: Monthly Personnel Activity Reporting
For positions paid with combinations of federal funds and/or local funds, working on multiple cost objectives, a monthly Personnel Activity Report (PAR) must be completed.
Examples:
Federal coordinator, 75% from Title I and 25% from Title II
Instructional coach 75% from Title IIA; Classroom teacher, 25% from local funds

43. Fiscal Practices: Timely Submission and Drawdown
Timely submission of initial application, revisions, and amendments
Timely drawdown of funds throughout award cycle

44. Notice of Non-Qualified Teachers (4 Weeks Letter)
If a child is taught for four or more weeks by any teacher lacking proper qualifications (licensure/endorsement) in a Title I school, a letter of notification must be sent home to parents.
Examples:
Teachers with provisional licenses who have not passed Praxis II
Long-term substitutes who are not properly licensed or endorsed
Teachers of record teaching out of their area(s) of endorsement
Refer to IPAL report.

45. Questions

46. Title II, Part A, Coordinator Title II/IV Specialist
Contact Information
Carol Sylvester
Title II, Part A, Coordinator
(804)
Michael Courtney
Title II/IV Specialist
(804)

47. References Application Instructions, Guidelines, and Assurances
OMEGA Help Guide
State Travel Regulations
Non-Regulatory Guidance: Title II, Part A, Improving Teacher Quality

48. Resources
Non-Regulatory Guidance: Using Evidence to Strengthen Educational Investments (September, 2016)
Criteria for High Quality Professional Development
Virginia Standards of Quality