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
Data Collection and Analysis
(AKA - Needs Assessment)
Demographic
Student & Teacher
Student Learning
Perception
Process
Needs Assessment and Planning
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.
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/NoChildLeft
Behind/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
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)
Consolidated Application
Updated
Information in
Appropriate
Descriptors
Expedites
CLIP
Approval
Process
Allows Timely
Budget
Submission
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
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 Aemailed to you by your Title II, Part A Education
Specialist
• Your Title II, Part A Education Specialist
Planning an Effective Title II, Part A Budget
Conduct Annual
Needs
Assessment
Identify and
Prioritize System
Needs
Design Strategies
to Address Needs
Expend Funds as
Budgeted
Allocate Funds to
Implement
Strategies
(Budget)
Design System
for Evaluating
Effectiveness of
Strategies
Planning an Effective Title II, Part A Budget
Conduct Annual
Needs
Assessment
Identify and
Prioritize System
Needs
Academic
Title
II-A
Content
Funded
Standards
Design Strategies
to Address Needs
Strategies
Expend Funds as
Budgeted
Allocate Funds to
Implement
Strategies
(Budget)
Design System
for Evaluating
Effectiveness of
Strategies
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.
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
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
FY12
Titlehere
II A Budget
FY12 Allocation
Carryover Funds
Additional
Allocation
Total Grant
Funds
LEA Must Expend from
Jul 1, 2011-Sep 30, 2012
50,000
All
$369,750
At a minimum
50,000
72,000
All
72,000
$435,000 At Least 85%
carryover +
additional funds +
$557,000 85% of FY12
Allocation
$491, 750
Allowable carryover to FY13: 15% of $435,000 = $65,250
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
Highly Qualified
Who must be Highly Qualified (HiQ)?
What are the Title II-A requirements
related to HiQ?
How do you know if a teacher or
paraprofessional is HiQ?
What resources are available to
support HIQ?
Who Must Be Highly Qualified?
• All Teachers who teach core
academic subjects and are the
teacher of record
• Paraprofessionals with
instructional duties
What Are Core Academic Subjects?
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
How do you know who is HIQ?
• 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.
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/GNETS 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.
Title II-A Requirements
Related to HiQ
• 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
Resources
• Title II-A Handbook
• CAPS (www.gapsc.com)
• Title II-A Timeline
• Title II-A Education Specialist
• System CPI Administrator
• HIQ2 System
CAPS
CAPS (www.gapsc.com)
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 protected]
The “Portal”
www.gapsc.org
www.gapsc.org - the “Portal”
So what if…
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.
Parent Notification Requirements
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.”
Guidance and Tools for Parent Notices
and Remediation Plans
• Sample Remediation Plans – Section V
• Sample Letters - Section V
• Parent Notification Requirements - Section V
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
Fiscal
Responsibilities
Required
Documentation
• Review Current Budget and
Anticipated Expenditures
• Deadline for Submission of
Completion Report – October 31
• Ensure program
implementation requirements
are properly documented
Let’s Recap
IMMEDIATELY
Check FY12 expenditures
ASAP
Establish files for Compliance Documentation
July 10 – Aug 30
Superintendent’s Sign-off on HiQ data
July - June
Develop 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
GaPSC Title II-A Staff Directory
Name
Title
Telephone
Number
Email Address
Anne Marie Fenton
Program Director
(404) 232-2654
[email protected]
Emily Bolton
Education Specialist
(404) 291-9714
[email protected]
Sharon Brown
Education Specialist
(404) 561-4888
[email protected]
Pam Daniels
Education Specialist
(404) 290-7577
[email protected]
Angie Davis, Ed.D.
Education Specialist
(404) 290-5054
[email protected]
Ann Hatchell
Education Specialist
(404) 291-3062
[email protected]
Gerri Heard
Education Specialist
(404) 290-0332
[email protected]
Leslie Morrison, Ed.D.
Education Specialist
(404)
[email protected]
Carolyn Rainey
Education Specialist
(404) 291- 3054
[email protected]
Elizabeth Zipperer
Education Specialist
(404) 290-8763
[email protected]
Jackson Alley
Data Analyst
404-232-2639
[email protected]
Paulette Martin
Budget Analyst
404-232-2644
[email protected]
Orlando Phillips
Data Specialist
404-232-2648
[email protected]
Mary-Ellen Snow
Operations Specialist
404-232-2643
[email protected]
Descargar

Slide 1