Title II-A Regional Meetings

August-September 2012

Title II, Part A Training for New LEA Coordinators

Purpose of Title II, Part A

To help school districts ensure that all students have effective teachers who have the subject matter knowledge and the teaching skills to help all of their students achieve at high academic standards, regardless of individual learning styles or needs.  

Title II, Part A Focus:Teacher Effectiveness

•Recruit, train, and retain highly qualified teachers, paraprofessionals, and principals

•Provide high quality professional learning opportunities

Title II, Part A Focus:Equity

•Ensure that poor and minority children are not taught by inexperienced, unqualified, or mis-assigned teachers at higher rates than other children

•Ensure that children in low performing schools in all geographic regions of the state have access to experienced, qualified, effective, and appropriately assigned teachers on an equitable basis

The purpose of the LEA annual needs assessment is to determine the needs of the school system in order to maintain an up-to-date action plan of improvement. The system must assure that information is gathered concerning the needs of its teaching force in order to be able to have all students meet challenging State content and academic achievement standards.

An effective needs assessment process is critical to the successful implementation of the Title II, Part A program.

LEA Needs Assessment and Planning

The system annually completes a Needs Assessment that addresses each of the following:

a) Recruitment

b) Retention

c) Professional learning and training for teachers, paraprofessionals, and school and system leaders, including meeting diverse student needs

d) Class size reduction, if funding

e) Non-HiQ teachers and paraprofessionals

f) Equitable opportunities for all students, including poor and minority) in the areas of:

1) Teacher quality

2) Teacher experience

3) Class size

LEA Needs Assessment and Planning

Data Collection and Analysis (AKA - Needs Assessment)

Student Learning

Demographic Student & Teacher

Perception Perception Process

The needs assessment and planning processes are done in collaboration with principals, teachers (including those teaching students with varied needs), paraprofessionals, other relevant school personnel, community / business members, higher educational units, and parents.

Needs Assessment and Planning

• Section VI of the Title II Part A Handbook (Needs Assessment and Planning)

• Needs Assessment Worksheet (Section VI)

• http://www.gapsc.com/EducatorPreparation/NoChildLeftBehind/home.html

Guidance and Tools for Completing a Needs Assessment

Title II, Part A of ESEA requires that all students, including poor and minority, have equitable opportunities with respect to quality instruction, teachers’ instructional experience, class size, and teachers’ ability to meet the diverse learning needs of all students.

The needs assessment drives the development of the Equity Plan.

Address all equity indicators (as seen on the next slide) and determine the rating for each indicator for your system (the LEA must select at least one equity indicator to move from “Adequate” or below to “Target” on Georgia’s Equity Rubric).

Equity Plans for FY13

LEA Self-Review of System Equity Plan:Poor and Minority Student Equity Rubric Indicators

Annual Needs Assessment Including Required Equity Components

Equity of Stakeholder Involvement

Highly Qualified Teacher Equity

Teacher Experience and Effectiveness Equity

Class Size Equity

Teacher Preparation and Ability to Meet Diverse Needs of Students

Retention of Highly Qualified, Effective Teachers

Recruitment and Placement of Highly Qualified, Effective Teachers

XI. Equity Indicator Selected for FY13 Focus

I. Equity Indicator Selected for FY13 Focus

FY13 Equity Indicator(s) Selected for Focus: 1) ________________________ 2) ________________________

Include a statement of school/system equity needs (including identifying at least one equity indicator that will be a focus for movement to” Target”). Note: If the Highly Qualified Teacher equity indicator is selected, an additional indicator must also be selected for focus.

Note: Include in the System Implementation Plan (SIP) the action plan for the above equity indicator(s) containing:

Actions/Strategies/ Interventions or Programs

Correlation to School Keys

Professional Learning (Include funding source and cost.)

Resources or Materials Needed (Include funding source and cost.)

Person or Position Responsible for Monitoring and Evaluation

Timeline For Implementation

Means of Evaluation (What will be used to evaluate the action, strategy, intervention, or program?)

Monitoring of Intervention (Artifacts)

Monitoring of Impact (Student Learning Data)

Specific information required by the Title II-A program must be included in Descriptors 1, 15, 18, 19, and 21

Most of the information requested in Descriptors 1, 15, and 18 for the Title II, Part A portion of the FY13 ConApp should have been included in your approved FY13 Equity Plan. Cut and paste required information from your approved FY13 Equity Plan to your FY13 ConApp.

Deadline for submitting the Consolidated Application - July 31

Consolidated Application

• Title II, Part A Guidance for Completing the FY13 Consolidated Application CLIP- emailed to you by your Title II, Part A Education Specialist

• FY13 CLIP Review Guidelines for Title II, Part A- emailed to you by your Title II, Part A Education Specialist

• Your Title II, Part A Education Specialist

Guidance for Completing the Title II, Part A Requirements in the Consolidated Application

Planning an Effective Title II, Part A Budget

Planning an Effective Title II, Part A Budget

Academic Content

Standards

Title II-A Funded

Strategies

1) The effective implementation of the Title II-A program in a Local Education Agency (LEA) is a process that begins with an annual needs assessment through which the LEA determines its status in achieving the Title II-A goals.

2) The LEA must prioritize the needs that have been identified through the needs assessment process.

3) To address its needs, the LEA is allowed the flexibility to design and develop a number of different activities or strategies that address one or more of its annual prioritized needs that will best assist the LEA in achieving Title II-A goals.

Steps to Ensure Effective Use of Funds

4) The LEA must budget its allocated Title II-A funds to implement the strategies and/or activities that are designed to address one or more of its annual identified, prioritized needs.

5) The LEA must expend its Title II-A funds as budgeted.

6) The LEA must evaluate and document the effectiveness of the activities and/or strategies funded by Title II-A toward addressing its annual prioritized need(s) and making progress in reaching the goals of Title II-A.

Steps to Ensure Effective Use of Funds

Required Use of Funds

Non-highly qualified teachers or paraprofessionals in meeting the requirements to become highly qualified

Implementation of the Equity Action Plan to move at least one equity indicator rated as “Adequate” or below on Georgia’s Equity Rubric to “Target”

Professional learning needs of teachers and school administrators at each school identified as Priority, Focus or Alert unless the LEA can document the professional learning needs for one or more of these schools are adequately funded through other sources

One More LEA Set Aside

Section 9501 of the ESEA requires the LEA to set aside Title II, Part A funds for professional development for private school teachers and other appropriate staff at an amount equal to that set aside for public school teachers and staff on a per‐pupil basis taking into account the number and educational needs of the children to be served.

Authorized Use of Funds

Professional Development

Recruitment of HQ Teachers

Retention of HQ Teachers

Class Size Reduction

• Title II-A funds must be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under Title II-A

• It is presumed supplanting has occurred in the following circumstances:

• LEA uses Title II-A funds to provide services that were

required under other federal, state, or local laws

• LEA uses Title II-A funds to provide services that were

provided with non-Title II-A funds in the previous year

Considerations for Use of Funds

Expenditures of Title II-A funds must be• necessary to implement a strategy/activity, • designed to meet one or more of the annual prioritized needs,• reasonable in cost, and• allowable to the Title II-A program.

• Consolidate with other fund sources to address prioritized needs

Considerations for Use of Funds

• LEAs must expend at least 85% of the Title IIA allocation in the fiscal year funds are made available (i.e., 85% of FY12 allocation must be expended by Sept 30)

• Any carryover and additional funds in the fiscal year budget must also be expended in that fiscal year

REMINDERS for FY12: Budget and Anticipated Expenditures

insert chart here

Calculate Allowable Carryover

FY12 Title II A BudgetLEA Must Expend from

Jul 1, 2011-Sep 30, 2012

FY12 Allocation $435,000 At Least 85%$369,750

At a minimum

Carryover Funds 50,000 All 50,000

Additional Allocation

72,000 All 72,000

Total Grant Funds

$557,000

carryover + additional funds +85% of FY12 Allocation

$491, 750

Allowable carryover to FY13: 15% of $435,000 = $65,250

• Section VIII of the Title II, Part A Handbook

• FY13 Budget Review Checklist

Due date for submission of FY13 budgets - October 1

Guidance for Budget Planning

Highly Qualified

 

• All Teachers who teach core academic subjects and are the teacher of record

• Paraprofessionals with instructional duties

Who Must Be Highly Qualified?

Elementary (P-5) – – Reading – Language Arts, – Mathematics – Broad-field Science – Broad-field Social Science – Foreign language– Visual Arts– Music – Band – Chorus

Middle Grades (4-8) – Same as Elementary

What Are Core Academic Subjects?

High School (6-12) – – English

– Reading

– Mathematics

– Broad-field Science (ex: Physics, Biology, Chemistry, Earth Space Science..)

– History

– Political Science

– Geography

– Economics

– Foreign Language

– Visual arts

– Music

– Band

– Chorus

What Are Core Academic Subjects?

• What is the teaching assignment for each segment of the day?

• What fields are indicated on the certificate?

• Do these match?Note: Charter school teachers and paraprofessionals must still meet the HiQ

requirements even if certification is not required.

How do you know who is HIQ?

Teaching Assignments and HiQ

• Art and Music Teachers (6.23) working in a departmentalized model must have appropriate certification to be “HiQ” to teach art or music

• Reading Teachers (6.15)– Who hold ECE, P-5 certification are HiQ to teach

reading in grades P-5

– Who hold MG, 4-8 Reading Concentration are HiQ to teach reading in grades 4-8

– Who hold Reading Endorsement are HiQ to teach reading at the grade levels of their base certificate

– Who hold the P-12 Reading certificate are HiQ to teach reading at all grade levels P-12

Teaching Assignments and HiQ

• Teachers in Early Intervention Programs (6.11) (EIP) who are teachers of record for any academic content must meet requirements to be “highly qualified.”

• Teachers in Pre-K Programs (6.09), including preschool special education programs are not required to meet HiQ requirements.

• Teachers in Hospital/Homebound Programs (6.08)– Not required to meet HiQ requirements if students are not

absent from school 20 or more consecutive school days– If student absent from school 20 or more consecutive school

days, a “highly qualified” teacher must be identified for core academic subjects as teacher of record and must supervise content instruct through a collaborative model.

Teaching Assignments and HiQ• English to Speakers of Other Languages (ESOL)

Teachers (6.23)– Who teach core academic content subjects must meet HiQ

requirements for each content area.• English ESOL I, II, III, and IV are English content courses

– Who hold ESOL (P-12) are in-field to teach any ESOL course in P-12 (course prefix “55”).

– Who hold ESOL endorsement are in-field to teach any ESOL course (course prefix “55”) at the grade levels of their base certificate.

• Teachers of Gifted Students (6.21)– Who hold the gifted in-field endorsement are HiQ in the

teacher’s base field of certification only.

– Who hold the gifted K-12 certification must be “highly qualified” to teach assigned content.

Teaching Assignments and HiQ

• Teachers in after-school, intersession, and evening-school (3.02) must meet HiQ requirements.

• Connections teachers (6.22) who teach core academic content subjects must meet HiQ requirements

Teaching Assignments and HiQ

• Teachers who teach in SAT preparation programs (6.12) do not have to meet HiQ requirements.

• Teachers in in-school suspension programs (6.02) are not required to meet HiQ requirements.

• Teachers who provide academic interventions as part of an RTI framework (6.11) must meet HiQ requirements if the student(s) is (are) scheduled for a segment of instruction in a core academic content area.

Teaching Assignments and HiQ

• Teachers in alternative schools and G-NETS programs (6.01, 6.02. 6.03)

– Teacher of Record for content• Must meet HiQ requirements for content area and

grade level(s)OR

• Participate in meaningful consultation with the highly qualified home school teacher – Consultative Model

– Minimum of two consultations per month– Consultations documented on Alternative Education/G-

NETS Conference Record form (Section 5, Georgia Title II-A Handbook)

– Facilitator of technology-based programs

Teaching Assignments and HiQ

• Teachers in technology-based programs (6.07)– Responsible for meeting HiQ requirements if

delivering instruction to students– District must document quality, rigor and alignment

with state curriculum of programs– District/school must document student performance

data

• Long-term (20 or more consecutive days) substitute teachers (6.25) are not “HiQ” unless they are certified in Georgia in the field in which they are teaching.

• Parent ‘Right To Know’ Notification

• Non-HIQ Teacher Notification Letter

• Remediation Plans for all non-HIQ Teachers and paraprofessionals and core academic subject teachers who do not hold a clear renewable certificate.

Title II-A Requirements Related to HiQ

• Principal Attestations

• HIQ Data Review

• Annual Principal/Administrator Training

Title II-A Requirements Related to HiQ

• Title II-A Handbook

• CAPS (www.gapsc.com)

• Title II-A Timeline

• Title II-A Education Specialist

• System CPI Administrator

• HIQ2 System

Resources

CAPS (www.gapsc.com)

CAPS

CAPS

What is “HiQ2”?

• HiQ2 is an online educator inventory system...

…to determine if an educator meets the Federal definition of “highly qualified” when placed in a particular teaching assignment

…and to gather annual data for reporting to GaDOE and USDOE.

What is “HiQ2”?

• HiQ2 is a database

– Updated annually using GaDOE’s Fall CPI data set

– School systems edit HiQ2 beginning with the opening of HiQ2

– Continuously updated from the GaPSC’s Certification Information System

HiQ2

How do you get an account on www.gapsc.org?

certhelp@gapsc.com

The “Portal”www.gapsc.org

www.gapsc.org - the “Portal”

So what if…

A remediation plan for each non-HiQ teacher and paraprofessional and core academic subject teachers who do not hold a clear renewable certificate must be developed in collaboration with the teacher at the time of hire.

– signed by the teacher, the principal, and the Title II-A coordinator (remediation plans for special education teachers should also be signed by the special education director)

– must include time lines and target dates

– must identify the teacher by name and the subject for which he/she is not HiQ

Develop Remediation Plan

• The plan must include timelines and target dates that will enable:

– the non-highly qualified teacher or paraprofessional to attain highly qualified status as soon as possible

– the teacher who does not hold a clear renewable certificate to attain a clear renewable certificate as soon as possible.

• Written documentation indicating the progress made by each teacher or paraprofessional must be maintained by the LEA.

Monitor Remediation Plan

1. LEAs are required to notify parents that they may request information about teacher qualifications.

2. LEAs are required to notify parents if a teacher(s) (including long-term substitutes) who is not “highly qualified” is teaching their child a core academic content course for four consecutive weeks (20 days) or more.

Parents must be notified via standard mail. Notification must contain

– Name of teacher

– Core academic content area in which teacher is not HiQ

– Statement that the teacher is not highly qualified Notification may contain other qualifications of the teacher. Parental notification is not required for teachers who are not the

teacher of record for core academic subjects or paraprofessionals who are not “highly qualified.”

Parent Notification Requirements

• Sample Remediation Plans – Section V

• Sample Letters - Section V

• Parent Notification Requirements - Section V

Guidance and Tools for Parent Notices and Remediation Plans

Getting Organized

 

Compliance Resources

 Section V

Title II-A Handbook

Documentation

 

Monitoring

  On-Site Monitoring or Self-Monitoring

(Title II-A Handbook Section V)

Closing Out Current Fiscal Year

Let’s RecapIMMEDIATELY Check FY12 expenditures

ASAP Establish files for Compliance Documentation

July 10 – Aug 30 Superintendent’s Sign-off on HiQ data

July - JuneDevelop and/or confirm evaluation process for Title II-A funded activities

July 31 Deadline for ConApp submission

July - August Develop remediation plans

July – June Monitor remediation plans

July - August Parents’ “Right to Know” notification

July - August 20-Day notification letter mailed to parents

July – October Work with CPI coordinator

October 1 Deadline for budget submission

Resources: Section I of Title II, Part A Handbook

1 Emily Bolton

2 Pam Daniels

3 Gerri Heard

4 Sharon Brown

5 Ann Hatchell

6 Elizabeth Zipperer

7 Leslie Morrison

8 Carolyn Rainey

9 Angie Davis

Name TitleTelephone

NumberEmail Address

Anne Marie Fenton Program Director (404) 232-2654 annemarie.fenton@gapsc.com

Emily Bolton Education Specialist (404) 291-9714 emily.bolton@gapsc.com

Sharon Brown Education Specialist (404) 561-4888 sharon.brown@gapsc.com

Pam Daniels Education Specialist (404) 290-7577 pam.daniels@gapsc.com

Angie Davis, Ed.D. Education Specialist (404) 290-5054 angie.davis@gapsc.com

Ann Hatchell Education Specialist (404) 291-3062 ann.hatchell@gapsc.com

Gerri Heard Education Specialist (404) 290-0332 gerri.heard@gapsc.com

Leslie Morrison, Ed.D. Education Specialist (404) leslie.morrison@gapsc.com

Carolyn Rainey Education Specialist (404) 291- 3054 carolyn.rainey@gapsc.com

Elizabeth Zipperer Education Specialist (404) 290-8763 elizabeth.zipperer@gapsc.com

Jackson Alley Data Analyst 404-232-2639 jackson.alley@gapsc.com

Paulette Martin Budget Analyst 404-232-2644 paulette.martin@gapsc.com

Orlando Phillips Data Specialist 404-232-2648 orlando.phillips@gapsc.com

Mary-Ellen Snow Operations Specialist 404-232-2643 maryellen.snow@gapsc.com

GaPSC Title II-A Staff Directory