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Debra Landvik Rebecca Garay Heelan ESEA Area Directors

Professional Development or Class Size Reduction? Public or Non-Public Use of Title II, Part A Funds?. Debra Landvik Rebecca Garay Heelan ESEA Area Directors. education.state.mn.us. What is Title II, Part A?. Questions I have about the use of Title II, Part A, funds…. At the school level…

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Debra Landvik Rebecca Garay Heelan ESEA Area Directors

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  1. Professional DevelopmentorClass Size Reduction?Public or Non-Public Use of Title II, Part A Funds? Debra Landvik Rebecca Garay Heelan ESEA Area Directors education.state.mn.us “Leading for educational excellence and equity. Every day for every one.”

  2. What is Title II, Part A? • Questions I have about the use of Title II, Part A, funds…. • At the school level… • At the district level… • Non-public level… education.state.mn.us

  3. SESSION DESCRIPTION • The session will focus on ensuring that school districts and charter schools are in compliance with the Title II, Part A, regulations. • In particularly with the requirements of… • 1) conducting a needs assessment prior to making decisions on how to use the funds, • 2) non-public equitable distribution, and • 3) ESEA definition of professional development activities. education.state.mn.us

  4. Section 2101. PURPOSE (SEA-MDE) • (1) increase students achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers* in the classroom and highly qualified principals* and assistant principals in the schools; and • (2) hold local educational agencies and schoolsaccountableforimprovements in student academic achievement. • *(MN law…Principal Evals 2013-14, Teacher Evals 2014-15) education.state.mn.us

  5. Section 2122. Local (districts) Applications and Needs Assessment • (b)…based on needs assessment… • (1)(A) A description of the activities…and how these activities will be aligned with— “(i) challenging State academic content standards and student academic achievement standards, and State assessment; and “(ii)the curricula and programs tied to the standards describe in clause (i) education.state.mn.us

  6. WHAT DO WE NEED TO DO… • Build on the work that has been done since NCLB was authorized in 2001, ESEA • Promote research-based practices which increase student achievement • Emphasize need HQ teachers in every classroom • Provide clarification on some components • Focus on “learning gap” continues to challenge our ability to be effective with all learners education.state.mn.us

  7. WHAT WE GLEANFROM APPLICATIONS • Conscientious about following the Title program law • Increased use of state and local data which drive improvement efforts • Lots of resources are being targeted to professional development (PD) • PD mostly focused on adults • Increased levels of Parental involvement • Collaboration with other improvement efforts, especially literacy plans—see planning tools. education.state.mn.us

  8. Title II, Part A, Application 1.1 Description 2.1 Comprehensive Needs Assessment 3.1 Description PD -state standards 4.1 Class Size Reduction 5.1 High Quality PD - School Plan 6.1 Non-Public Distribution Program & Budget Updates education.state.mn.us

  9. - PROGRAM DESCRIPTION Describe program highlights and changes - vendor programs/ benchmarks - identify learning gaps by subgroup - connection to Reading/Math State standards - student achievement/progress being made - evaluation of instructional model/materials to promote/discontinue usage. education.state.mn.us

  10. COMPREHENSIVE NEEDS ASSMT.(Title I & II) • Must be systemic • Must use data to determine needs • Examine nature & causes • Sets program targets for action • Uses qualitative & quantitative data • Include student demographics • Must have input from all stakeholders education.state.mn.us

  11. Review & Refocus • Strategic use of multiple assessments • Multi-Tiered System of support for learners • Connection between data and how it informs instruction? • Teaching strategies that results from teachers talking about “their kids.” • PLC, time for school professionals to identify needs of “their students”. • Implementation/evaluation of new strategies/models to ensure students are learning at higher levels. education.state.mn.us

  12. PROFESSIONAL DEVELOPMENTLEA Application • “the proposed activity will support implementation of challenging content and academic achievement standards, be based on scientifically based research, and have a strong, measureable, and positive impact upon student achievement.” (content--what) • Coordination with other federal, state and local resources.(how) education.state.mn.us

  13. Section 9101 (34) ESEA • …includes activities that-- • (v)(I) are high quality, sustained, intensive, and classroom—focused in order to have a positive and lasting impact on classroom instruction and the teacher’s performance in the classroom. • (xii)..are regularly evaluated for their impact on increased teacher effectiveness and improved academic achievement, with the findings of the evaluations used to improve the quality of professional development. education.state.mn.us

  14. CLASS SIZE REDUCTION • Please give rationale for selecting this option. • Short term solution • Benefits small group of students • Administrative expediency • Not an option for Non-Publics education.state.mn.us

  15. HIGH QUALITY PROFESSIONAL DEVELOPMENT (PD) • PD Plan for school year • Plan must satisfy 9101 (34) definition of PD. • Focuses on research-based delivery models • Particularly demonstrating that it is not a one-time or short-term activity. • Must show connection to Title I & II needs assessment. • Follows Continuous Improvement process education.state.mn.us

  16. NON-PUBLIC TITLE II, PART A, PPFU • Public and non-public schools in participating public school attendance areas: • Total amount of funds set aside for Section 1119 Professional Development. $18,031.64 2. Total number of children in public and non-public schools (379+4213) divided by $18,031.64 3. Equals $ 4.28 PPFU education.state.mn.us

  17. education.state.mn.us

  18. PROGRAM & BUDGET UPDATES • ESEA Title Programs Updates—emails roster • SERVS Webinar, 2nd Wednesday of each month MDE.ServsFinancial@state.mn.us or call (651) 582-8500 • UFARS fiscal contact: • mde.ufars-accounting@state.mn.us • ESEA Area Director or mde.esea@state.mn.us 651-582-8579 http://education.state.mn.us/MDE/SchSup/ESEA/FedAcc/index.html Please be sure to update school contact info in SERVS education.state.mn.us

  19. RESOURCES • Reading Well By 3rd Grade website. Includes Effective Practices, Self-Assessment Rubric for Plan Development, Checklist for Literacy Plan, Multi-Tiered Systems of Support, PK-3 Reading Assessment Guide, other excellent resources www.education.state.mn.us/MDE/EdExc./049769 • Model Adolescent Reading Intervention Plan http://mra.onefireplace.org/Default.aspx?pageId=1222634 • The Language Diversity and Literacy Development Research Group at Harvard University offers Lead for Literacy -- a series of weekly one-page memos written for leaders dedicated to children’s literacy development from birth to age 9. http://isites.harvard.edu/lesaux (check out parent materials) education.state.mn.us

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