Title II, Part A Training for New LEA Coordinators Title II-A Regional Meetings August-September 2012
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
LEA Needs Assessment and Planning 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
Demographic Student & Teacher Student Learning Perception Process Data Collection and Analysis (AKA - Needs Assessment)
Needs Assessment and Planning The needs assessment and planning processes are done in collaboration withprincipals, teachers (including those teaching students with varied needs), paraprofessionals, other relevant school personnel, community / business members, higher educational units, and parents.
Guidance and Tools for Completing a Needs Assessment • 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
Equity Plans for FY13 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).
LEA Self-Review of System Equity Plan:Poor and Minority Student Equity Rubric Indicators
Consolidated Application 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 approvedFY13 Equity Plan to your FY13 ConApp. Deadline for submitting the Consolidated Application - July 31
Guidance for Completing the Title II, Part A Requirements in the 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
Plan Academic Content Standards Title II-A Funded Strategies Do Act Check Planning an Effective Title II, Part A Budget
Steps to Ensure Effective Use of Funds 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.
One More LEA Set Aside Section 9501 of the ESEA requires the LEA to set aside Title II, Part A funds for professionaldevelopment for private school teachers andother appropriate staffat 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.
Considerations for Use of Funds • 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
REMINDERS for FY12: Budget and Anticipated Expenditures • 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
Calculate Allowable Carryover insert chart here
Guidance for Budget Planning • Section VIII of the Title II, Part A Handbook • FY13 Budget Review Checklist Due date for submission of FY13 budgets - October 1
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
TitleII-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? email@example.com
So what if… HiQ
Develop Remediation Plan 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
Monitor 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.