TITLE IIA –
PLANNING FOR
2015 - 16
Oregon Department of Education
May 18, 2015
OUTCOMES
Review the components and
requirements of II-A application


Present timeline for 2015-16 SY

Share resources

Answer questions
2
TITLE II, PART A: PURPOSE
Increase student
academic
achievement
by improving
teacher and
principal quality
3
CCSS & EDUCATOR EFFECTIVENESS
Consider
how to use II-A funds to support
professional learning for teachers and
administrators that:
•
increases the effective delivery of the CCSS
•
is informed by evidence collected through
educator evaluation and support systems
Guidance
on allowable activities related to
CCSS and Educator Effectiveness
www.ode.state.or.us/search/page/?id=2216
4
SUPPLEMENT, NOT SUPPLANT
“Funds received under this subpart shall
be used to supplement, and not supplant,
non-Federal funds that would otherwise
be used for activities authorized under
this subpart.”
5
DEFINITIONS: SUPPLEMENT,
NOT SUPPLANT
SUPPLEMENT - to enhance, expand,
increase, or extend the programs and
services offered with state and local
funds
SUPPLANT – to take the place of, or replace
state and local funds used to offer those
programs and services
TEA Supplement, Not Supplant Handbook, 2013
6
TESTS FOR SUPPLANTING
 Test
I: Are the services that the district wants
to fund with ESEA funds required under state,
local, or another federal law?

If they are, then it is supplanting.
 Test
II: - Were state or local funds used in the
past to pay for these services?

If they were, it is supplanting.
 Test
III: Are the same services being provided
in other schools paid for with state or local
funds?

If they are, then it is supplanting.
7
TESTS FOR SUPPLANTING
 Using
more than one federal fund to support
the cost of a program or activity does not
meet the definition of supplanting
 Districts
can overcome the presumption of
supplanting
8
PART 1
OVERVIEW
9
COMPREHENSIVE NEEDS
ASSESSMENT: WHY
“The purpose of the needs assessment is
to determine the needs of the LEA’s
teaching force in order to be able to have
all students meet challenging State
content and academic achievement
standards. “ - Section D-11, Non-Regulatory
Guidance
10
OVERVIEW REQUIREMENTS
1. Data Sources
2. Data Analysis
3. Prioritized Needs
4. Process
11
COMPREHENSIVE NEEDS
ASSESSMENT: WHAT
1. Gather Data
• District-wide teacher/principal data
• Surveys, interviews, focus groups; HQ and
beginning/ experienced teacher percentages
• Evaluation and Support System data
• District-wide student data
• State, district, classroom assessments;
disaggregated data, attendance, behavioral
data
12
COMPREHENSIVE NEEDS
ASSESSMENT: WHAT
2. Analyze and summarize data
• Are there trends or gaps in performance for
students?
• How can teachers and principals be
supported to address these trends and gaps?
3. Identify, prioritize, and number needs
for professional learning
•
Support for educators that will result in
increased student academic achievement
13
COMPREHENSIVE NEEDS
ASSESSMENT: WHAT
4. Describe:
• the district process for developing and
preparing the local plan, and
• How parents and other relevant school
personnel, including paraprofessionals
where appropriate, were engaged in
this process
14
Needs
WHERE? Overview
Activities
WHERE? Narrative
WHAT? Broad
WHAT? Specific
statements about the statements of how
support teachers and needs will be met
administrators need
HOW? Determined
through data analysis
HOW? Researchbased/effectively
proven programs
15
NEEDS VS. ACTIVITIES EXAMPLE
Need: Improve the rigor and relevance in
ELD classes
Related Activities:
•
Implement Constructing Meaning training to
improve access to academic language in core
academic subjects
•
Increase the presence of culturally responsive
practices to support academic achievement of all
learners in core academic areas through SIOP
16
NEEDS ASSESSMENT RESOURCES
• Multiple Measures of Data
• Sample Overview
• Learning Forward Workbook and Tools
• ODE Professional Learning Guidance
• Updated Educator Surveys
www.ode.state.or.us/search/page/?id=2217
17
PART II
BUDGET
NARRATIVE
18
DESCRIBING ACTIVITIES
WHAT
WHO
HOW
19
BUDGET NARRATIVE: WHAT TO
INCLUDE
• WHAT are you doing?
•
•
Prioritized need the activity addresses
A description of the professional development
•
•
•
What knowledge and skills will staff receive as a
result of the activity?
Identify who is providing the PD
For FTE
What PD will the person provide?
• What is the % of FTE?
• How many staff does the FTE support?
•
20
BUDGET NARRATIVE: WHAT TO
INCLUDE
•
WHO will participate?
•
•
Number of staff participating, including
subject and grade level
HOW is the money being spent?
•
•
Include object codes
FTE associated with any staff position
21
BUDGET NARRATIVE: SEPARATE
LINE ITEMS
•
For purposes of clarity, please…
Do not group activities by need
• Do not group activities by function code
•
•
Narratives with multiple activities in
one line item may be rejected
22
BUDGET NARRATIVE: SEPARATE
LINE ITEMS
23
BUDGET NARRATIVE EXAMPLE
Reciprocal Teaching (Relates to Need #2)
Reciprocal teaching is a research-based methodology
designed to reduce the achievement gap for language
minority students and students from poverty. Teachers learn
how to develop dialogues with students regarding segments
of text for the purpose of constructing meaning from the
text. Four specific strategies are used in this method:
questioning, clarifying, summarizing and predicting. ACME
Educational Consulting will be providing the training to staff.
Trainer for 7 days = $17,500 (310)
Subs = $4,800 (8 secondary teachers across content x 3 days
@$200 each) (12X)
24
SELECTING ACTIVITIES: WHAT IS
ALLOWABLE?
• Mechanisms/Strategies to Recruit, Hire, and
Retain
• Professional development in:
• core academics (content and/or practice)
• classroom management activities
• meeting the needs of students with different
learning styles
• increasing parental involvement
• how to use data to inform instruction
• technology literacy
25
SELECTING ACTIVITIES: WHAT IS
ALLOWABLE?
• Hiring to reduce class size (K-3 only, caps of
18), if approvable (See Section E-17)
• Multiple career paths for exemplary teachers
(e.g., mentoring)
Section E of the non-regulatory guidance
outlines allowable costs
http://www2.ed.gov/programs/teacherqu
al/guidance.pdf
26
THREE COMMON QUESTIONS…
SUBS
STUFF
SUSTENANCE
27
THE SUBSTITUTE QUESTION
•
Paying for subs is allowable for…
Teachers hired for class size
reduction using II-A funds
• Teachers participating in II-A
funded professional development
•
•
The cost of the professional development
itself is paid for with II-A funds
28
SO WHAT IS IIA FUNDED PD ?
•
Some examples:
•
•
•
•
PD delivered by staff whose salary/stipend is
paid with IIA funds
PD delivered by staff whose training was
initially paid for out of IIA (train the trainer)
PD delivered by a contractor whose services
are paid with IIA funds
Conferences attended where the registration
fee is paid with IIA funds
29
NOT AN EXCLUSIVE LIST
SUPPLIES AND MATERIALS
The guidance says…
“Title II, Part A funds may be used to purchase
materials and supplies used in professional
development activities, including the
materials that a teacher will need in order to
apply the professional development in a
classroom setting.“ E- 10
30
WHAT ABOUT FOOD?
 Very
high burden of proof to show that paying for
food and beverages with Federal funds is necessary
to meet the goals and objectives of a Federal grant.
 Structure
the agenda for the meeting so that there is
time for participants to purchase their own food,
beverages, and snacks.
 Determinations
will be made on a case-by-case basis,
and there may be some circumstances where the cost
would be permissible, it is likely that those
circumstances will be rare.
31
http://www.ode.state.or.us/search/page/?id=2216
HQT REMINDERS: STATUTORY
REQUIREMENTS
Must have a bachelor’s degree or
higher
Must have full state licensure
Must have demonstrated subject
matter competency
32
HQT REMINDERS: NARRATIVE
REQUIREMENTS
•
Core teachers must meet HQ
requirements at the time of
assignment or hire.
•
Any districts with non-HQ teachers
must contact Janet Bubl to resolve HQ issues.
janet.bubl@state.or.us
33
HQT REMINDERS: NARRATIVE
REQUIREMENTS
•
Non- 100% HQ districts must create a line
item including:
Confirmation of contact with Janet
• Agreed upon activities/plan and associated
funding to resolve non-HQ status
•
•
100% HQ districts encouraged to allocate
some funds to ensure they remain HQ
34
PART III
EQUITABLE
SERVICES
35
EQUITABLE SERVICES =
PRIVATE SCHOOLS
• Teachers and principals in private schools
within the geographic boundaries of the
school district are eligible to participate
in Title II, Part A, professional
development services
• See Section G of the Non-Regulatory
Guidance for a full discussion of Private
Schools
36
PRIVATE SCHOOLS CONSULTATION
• District annually contacts private school
to make them aware of their eligibility to
participate
• District calculates equitable service
amounts for each private school
• All private school activities must be
based on an assessment of their needs
37
PRIVATE SCHOOLS – ACTIVITIES
• Allowable
• Anything that meets IIA requirements
• Non-Allowable
• Salaries/benefits
• Substitutes
• Districts may not reimburse private
schools directly!
38
EQUITABLE SERVICES– RESOURCES
• Self-calculating Equitable Services
Worksheet
• USDE webinar PowerPoint
• Sample Professional Development
planning form for private schools
www.ode.state.or.us/search/page/?id=2216
39
PART IV
ALLOCATIONS
AND TIMELINES
40
ALLOCATIONS
• Districts should estimate a 10%
reduction from 2014-15 amounts
• Preliminary allocation information
posted on the ESEA Allocations webpage
www.ode.state.or.us/search/page/?id=2009
41
TIMELINE FOR FUNDS
• Grant funds available for 27 months
• July 1, 2015 until September 30, 2017
• Funds not obligated by September 30,
2016 become “Carryover” funds
• All activities funded through Carryover
must be completed by September 30,
2017
42
CARRYOVER REQUIREMENTS
• Current narrative must be in process before
carryover requests can be reviewed
• Activities in carryover request must be tied
to needs from current year’s narrative
• Include explanation for why funds were not
spent
• Same requirements for allowable activities43
TIMELINE FOR APPLICATIONS
• August 15 – 2015-16 application opens
online (approximate date)
• November 1 - Monthly submission
reminder emails begin
• March 1– Current and Carryover
applications received after March 1 will
experience a significant delay in
response and ODE does not guarantee a
date for completion.
44
TOOLS AND SUPPORT
• Guidance Documents
• Federal Non-Regulatory Guidance
• Narrative & Carryover Guidance
• II-A Cliff Notes, CCSS & EE briefs, FAQs (New!)
• Sample Overviews and Narrative Items
• Equitable Services Worksheet & Professional
Development template (New!)
• Technical assistance appointments
www.ode.state.or.us/search/page/?id=2217
45
2015 ODYSSEY SESSIONS
August 11 – 13, Portland
August 18 – 20, Sunriver
• Title II-A: Developing a Successful
Application
• Leveraging Title II-A to Implement a
Comprehensive Educator Evaluation and
Support System
46
QUESTIONS AND CONTACTS
Susanne Daggett
Susanne.daggett@state.or.us
Rendy Jantz
Rendy.jantz@state.or.us
Sarah Martin
sarah.martin@state.or.us
47