1. Investing your Title IIA & IVA funds in evidence-based PD
Nancy Labrie & Rebecca Shor
June 6, 2019

2. Title IIA & IVA Overview
Contents 01
Title IIA & IVA Overview 02
Priority Partners (& Targeted Assistance Vendors) 03
MTSS Academies
CONTENTS 04
DIY Ideas 05
Questions, Sharing, & Feedback

3. Title IIA & IVA Overview01

4. Title IIA Priorities
Fund Code 140: Building Systems of Support for Excellent Teaching and Leading
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 equitable access to effective teachers, principals, and other school leaders

5. Title IIA Fund Use
Training, recruiting, and retaining high-quality educators:
High quality professional development
Mentoring and Induction
Advancing and recognizing educators
Cultivating a pipeline of educators through partnerships with preparation providers
Stipends for district teams to plan/map/align curriculum
Substitutes (for educators attending HQPD funded by Title IIA)
Class Size Reduction

6. Title IIA Fund Use Bottom Line: Title IIA is a grant for educators
Teachers
Administrators
Paraprofessionals
Support Personnel: guidance counselors, nurses, psychologists, etc.
Title IIA funds can NOT be used
For anything to be used in the classroom
By students
Reminder: Funds must supplement, not supplant, any non-federal funds that would otherwise be used to pay for the activity

7. Title IVA Priorities
Fund Code 309: Creating Safe, Healthy and Supportive, High-Quality Educational Learning Environments for All
Provide all students with access to a well-rounded education;
Improve school conditions for learning to ensure safe and healthy students; and
Improve the use of technology to improve academic achievement

8. Well-Rounded Education
Funds can be used to increase access to and/or improve the quality of learning opportunities across disciplines, including:
civic learning and engagement
STEM
the arts
comprehensive health and physical education
…and more.
Activities may include but are not limited to hiring staff and providing professional development.

9. Safe and Healthy Learning Environments
Funds can support evidence-based programming and other services that help to create safe and healthy learning environments for all students.
Activities may include but are not limited to
implementing prevention and/or intervention programs
providing school-based mental health services and counseling
Activities may include but are not limited to hiring staff and providing professional development.

10. Effective Use of Technology
Funds may support access to technology resources and to train and support educators in their use.
Activities may include but are not limited to:
delivering specialized, rigorous curricula using technology;
building technology infrastructure;
carrying out blended learning projects;
hiring staff; and
providing professional development.

11. Title IVA Fund Use
Districts receiving $30,000 or more must conduct a comprehensive needs assessment and must expend:
At least 20% on supporting a well-rounded education;
At least 20% on supporting safe and healthy students; and
At least some amount on improving the use of technology
Districts receiving less than $30,000 are:
Encouraged, but not required, to conduct a comprehensive needs assessment
May allocate funds to one or more of the priority areas

12. Titles IIA & IVA: Equitable Participation of Private Schools
Must consult with all private schools located within district boundaries to determine their professional development needs
Equitable share calculation (workbook will do this for you!)
Allocation – Admin costs  Participating school(s) enrollment
School enrollment based on all students in the private school, not just the students that live in the district
Supplies/materials
IIA can not be used to purchase
IVA can be used purchase but district must maintain ownership
Charter Schools and Voc Techs exempt from private school participation

13. Priority Partners & Targeted Assistance Vendors02

14. 16MARSSKJ1:. Pre-qualified list of Vendors Supporting
16MARSSKJ1: Pre-qualified list of Vendors Supporting Sustainable District and School Improvement
Through this BID, organizations are vetted according to four different types of provider categories:
Targeted Assistance Providers
Short- or long-term services provided at varying levels of intensity.
Priority Partners for Turnaround
Embedded, longer-term assistance in turnaround contexts
School Turnaround Operators
Manage and operate underperforming or chronically underperforming schools
DESE Consultants
Provide a range of services directly to ESE
These provider types are further broken out into 6 assistance categories
*** Partners may be approved under multiple categories

15. 6 Assistance Categories for TAPs and PPfTs
Adapted from DESE’s Turnaround Practices in Action

16. TAPs and PPfTs: Similarities
Description of Qualification/Experience
Targeted Assistance Provider
Priority Partner for Turnaround
Track record of delivering high-quality services using evidence-based or evidence- informed practices that directly support the School- or District- based category.
Required
Staff have the requisite experience, knowledge, and skills to deliver the services proposed.
Bidder presents evidence of meaningful outcomes that can be credibly linked to the services provided (i.e., qualitative or quantitative evidence that is based on more than client satisfaction with services).

17. TAPs and PPfTs: Key Differences
Description of Qualification/Experience
Targeted Assistance Provider
Priority Partner for Turnaround
Experience delivering services to low-performing, underperforming or chronically underperforming schools.
Not required
Required
Experience delivering intensive, embedded targeted assistance over an extended period of time that is designed to build capacity and lead to sustained, systemic change in districts or schools.
Experience successfully collaborating with multiple stakeholders and/or coordinating the services of other key service providers working in the same district or school context.
Bidder presents evidence of improved student outcomes in low-performing, underperforming or chronically underperforming schools that can be credibly linked to the services provided.

18. COMMBUYS: Additional information about the 16MARSSKJ1 BID
To Dig Deeper…
COMMBUYS: Additional information about the 16MARSSKJ1 BID
Information about the Priority Partners on
Sample Priority Partner Profile
DESE’s SYSTEMS FOR STUDENT SUCCESS SITE

19. MTSS Academies
MTSS Academies 02

20. New MTSS Blueprint (goo.gl/kUX2ji)
INCLUSIVE TIER 1
INSTRUCTION
TIERED MATH
&
TIERED LITERACY
PBIS
SYSTEMIC STUDENT SUPPORT
SEL / MENTAL HEALTH

21. Common Threads Across the Academies
Aligned with and help operationalize/implement key components of the MTSS framework
Involve a combination of professional development, capacity building for coaches, virtual support, and in-district technical assistance
Multi-year commitments (generally 3 years)
Multi-disciplinary team structure
Free to participating schools/districts (Inclusive &
PBIS Academies have relatively low-cost options
for schools we can’t support)

22. Example: Inclusive Academy Overview & Themes
Internationally recognized leaders focus on the use of Universal Design for Learning (UDL) in inclusive settings and support integration of SEL & PBIS
Strong emphasis on meeting the instructional needs of all students (including students with disabilities and English learners), culturally responsive pedagogy, and designing systems (e.g., PD, staffing models, and schedules) to implement long range plans to support Inclusive Practices.
Year /20
Year /21
Year /22
Special Education and Inclusive Classrooms
Multi-Tiered Systems of Support
Culturally Sustaining Education

23. Team Composition
Each school must commit to full participation by the following team members:
1 district level administrator
1 school principal
3-5 teachers (inclusive of special education staff and EL staff)
1 instructional coach (recommended)
1 student support staff (e.g. social worker/adjustment counselor) (recommended)
1 assistant principal (if there is one) (recommended)
“...Today was so incredibly powerful for me, it is hard to name just one important take-away... but I do have to say, I have realized today that UDL is mindset shift. Both presenters were so effective in delivering strategies and analogies to get us to fully understand UDL.”

24. Summary of Annual Trainings & Support
Sample Successes
School 1 Accountability percentile went from 12th percentile in 2015 and 10th percentile in (2017 not reported) to 74th percentile in when our academy work started with them. Their overall accountability score was 94% meeting targets in 2018.
School 2 Received an overall accountability score of 91% meeting targets in Economically disadvantaged students were in the 92nd percentile for overall performance in 2018
School 3 Next-Generation ELA MCAS: Achievement for Economically Disadvantaged students increased by 8.5 in 2018 over Next-Generation Math MCAS Economically Disadvantaged students increased by 8.4 in over 2017.
Training and Support Summary
3 UDL 101 PD Days (Marlboro Area)
3 Theme Based PD Days (Marlboro and Foxboro Locations)
2 regional planning sessions (Marlboro and Foxboro Locations)
30 virtual training modules (Online)
3 Onsite TA Sessions Per Team
2 train-the-trainer online book groups (Online)
1 train-the-trainer graduate course (Hybrid)

25. Intensive Academy Option
Tier 2: Targeted
Tier 3: Intensive
13 full day onsite technical assistance sessions
3-6 off-site trainings
1 train-the-trainer graduate course
2 train-the-trainer book groups
2 regional planning sessions
30 virtual training modules
Price per team: $10,000/year
23 full day onsite technical assistance sessions
Price per team: $20,000/year

26. Other Things to Consider
Information about all of the Academies available HERE
Spaces still available for Tiered Literacy, PBIS, & Systemic Student Support Academies
Inclusive & PBIS Academies also have relatively low-cost paid options for schools we can’t accommodate
Even if you have schools in the free version of an Academy, you may want to use funding for stipends, travel, supplemental materials to support the work, etc.

27. DIY Ideas
DIY Ideas 03

28. Vetting Your Own Partners
For 16MARSSKJ1, vendors submit:
Organizational Narrative/Background
Organizational structure and capacity
Financial capacity
Staff information
Costs and Duration of Services and/or Products
Evidence of Successful Coordination with Other External Partners (PPfTs only)
References from Current/Recent Clients
More on DESE’s “How Do We Know” Initiative
For each relevant assistance category, TAPs/PPfTs also submit:
Overview/description of services/strategies/approaches
District and School Readiness
Assessment, Monitoring, and Reflection
Evidence of Effectiveness

29. The Possible Challenge of Partnerships
Every one of the 2010 “underperforming” schools that successfully exited “Level 4” status was supported by one or more Priority Partner that injected experience, tools, implementation know- how, and individual expertise.
However, the majority of the 2010 “underperforming schools” that did NOT exit “Level 4” status were also supported by one or more Priority Partner - many of which were the same vendors that worked with the successful schools!

30. Exploring the “Conditions & Habits” of Successful Partnerships
Interviews with stakeholders:
Began with districts (4) and partners (6)
Continued with other Experts and ESE representatives (7)
Research:
SISEP (UNC Chapel Hill, District Capacity Assessment)
Mass Insight (Turnaround Practices in Action, Lead Partner Playbook)
Root Cause (e.g., Performance Metric Guidance)
The Kellogg Foundation (e.g., Logic Models)
Public Impact (e.g., Competencies for Turnaround Success)
Feedback:
Priority Partners Network meeting
State assistance leads

31. Resulting Products Successful Partnerships Framework
Aligned Tools to Support Implementation
Standards Related to the Following Organizing Themes
Alignment of Strategic Priority and Objectives
Appropriate and Sufficient Resources
Clear Metrics Established
Communication, Progress Monitoring and Collaboration
Readiness Checklist
Conditions
Contract Supplement
Meeting Agenda
Habits
Conditions & Habits of Successful Partnerships Toolkit
(available on

32. Sample Crosswalk Organizing Theme
Correlated Standards from the Framework
Correlating Section of the Readiness Checklist
Alignment of Strategic Priority and Objectives
The work of the partner directly aligns to the district’s strategic priorities.
The work of the partner complements and is coordinated with the work of other district initiatives and/or partners.
The partner and district work together to build district and school capacity for long-term impact.
Stakeholders have a voice in the process of establishing readiness and creating an implementation plan.
Partner and district can demonstrate and articulate clear strategic alignment.
The district has a visual map of initiatives and partnerships.
Each party (district, school and partner) has a stake in success, identifying in 3-4 sentences a clear rationale for why the work should be a priority as well as an incentive for success.
School leaders will have a voice in the early stages of partnership development; involvement by other stakeholders is considered as necessary (i.e., school committee, parent groups).

33. Questions, Sharing & Feedback05

34. Your Thoughts, Ideas, and Feedback
Experiences with vetting, initiating, and/or managing really strong partnerships (or partners we should know about!)
Additional ways you’ve leveraged Title IIA or IVA funds to ensure strong implementation of evidence based approaches
Other questions or suggestions for us?

35. Thank you
THANK YOU
Nancy Labrie - Federal Grants Specialist & Rebecca Shor - Director, Systems for Student Success
(Nancy)
(Becca)
75 Pleasant Street, Malden, MA 02148