Title II, Part A,
Foundations
for New Coordinators
Virginia Department of Education
Office of Program Administration and Accountability
2017 Coordinators’ Technical Assistance Academy
Roanoke: July 11-12, 2017
Williamsburg: July 25-26, 2017
Disclaimer: The academy was planned under a
grant from the U. S. Department of Education
(USED). However, the content does not
necessarily represent the policy of the USED,
and you should not assume endorsement by
the federal government.
Introductions
• Carol – Regions 1, 2, 4, and 7
• Michael – Regions 3, 5, 6, and 8
Overview
•
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•
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Purpose of the Title II, Part A, program
Qualified (and effective) teachers
Expectations for Title II, Part A, coordinators
Use of funds overview
Application basics
Program administration overview
Private school participation
Technical assistance
Program Basics and Expectations
History of Title II, Part A
Elementary and
Secondary Education
Act of 1965
Federal
Eisenhower
Program
(2001)
Federal
Class-Size
Reduction
(2001)
Every Student
Succeeds Act of 2015
Title II, Part A
(No Child Left
Behind Act of
2001)
Purpose of Title II-A Funds
• The purpose of Title II is to provide funding to:
– increase student achievement consistent with
challenging state academic standards;
– improve the quality and effectiveness of teachers,
principals, and other school leaders;
– increase the number of teachers, principals, and
other school leaders who are effective in improving
student academic achievement in schools; and
– provide low-income and minority students greater
access to effective teachers, principals, and other
school leaders.
What is Title II, Part A?
Teacher/Leader Quality Focus
Teacher,
Principal, and
Paraprofessional
Qualifications
Instructional
Leadership
Teacher and
Principal
Effectiveness
Recruitment
and
Retention of
Qualified
and Effective
Personnel
How does Title II, Part A, compare?
Title IV, Part A
Title I, Part
Title
Part A, Title
III, Part A, programs?
IDEA ensures
toII, other
federal
provides support 1)
A, supports
the teaching
and learning
of at-risk
students in
order to
meet
academic
standards
developed
by the state.
ensures that
students are
taught by
qualified and
effective
teachers, who
are supported
by effective
school
leaders, in
order to
improve
student
achievement.
helps English
language
learners attain
English
proficiency, so
they may
access the
academic
curriculum
and obtain the
knowledge
and skills to
meet state
academic
standards.
that students
for a well-rounded
with
education for
disabilities
students; 2) to
receive a free
improve conditions
appropriate
for learning; and 3)
public
to support
education in
technology in
the least
learning
Title IV, Part B
restrictive
supports the
environment
creation of
and that the
opportunities for
rights of
academic
children with
enrichment during
non-school hours for disabilities
children, particularly and parents of
students who attend children are
protected.
high-poverty and
low-performing
schools.
Teacher Quality
Teacher Quality under the
Every Student Succeeds Act of 2015
Teachers in Virginia must:
Hold a minimum of a bachelor’s degree;
Hold a Virginia license with an endorsement
in the content area being taught.
See Teacher Licensure web page for licensure and endorsement
requirements in Virginia.
Reporting Teacher Quality Data
Instructional Personnel and Licensure (IPAL) report
• Reported in coordination with Master Schedule Record
Collection to the Office of Teacher Education and
Licensure
• Uses:
– Planning/assessing needs
– Completing the consolidated/individual application
– Targeting efforts when considering special groups of
teachers and individual school results for federal
program monitoring (a critical component)
Responsibilities of the School Division
• Focus efforts on ensuring all teachers are properly
licensed and endorsed for assigned classes
– Refer to Instructional Personnel and Licensure
(IPAL) report;
• Must ensure that students in high poverty/high
minority schools have equitable access to qualified,
experienced and effective teachers; and
• Use a variety of data sources in development of
program activities, to include teacher and principal
evaluation results.
Expectations for Title II, Part A, Coordinators
• Conduct stakeholder consultations annually to determine
needs and set priorities;
• Develop application and ensure program
implementation to comply with federal and state
requirements.
• Interface with human resources, school/division leaders,
and Title I staff members for appropriate hiring,
scheduling, and notifications;
• Ensure equitable services to private school personnel
(professional development);
• Interface with fiscal staff for appropriate and timely
drawdown of funds;
• Determine program effectiveness; and
• Maintain records for federal program monitoring.
Overall Allowable Uses of Funding
• Recruitment and retention of qualified and effective
teachers and principals;
• Coursework and professional development for
teachers, principals, paraprofessionals,
superintendents, and other school-based leaders;
• New teacher mentoring;
• Materials necessary for professional development;
• Salaries for certain personnel (instructional coaches,
mentors, professional developers); and
• Reducing class sizes.
“Evidence-Based” Activities
• Title II requires certain interventions to be evidencebased to the extent that the state determines that
evidence is reasonably available
• Four levels of evidence-based interventions:
– Strong evidence
– Moderate evidence
– Promising evidence
– Demonstrates a rationale
• What Works Clearinghouse contains listings of many
evidence-based interventions
Title II, Part A, Allowable Use of Funds
Allowable uses of funding include:
• Personalized, evidence-based professional
development for teachers, principals, and other
school leaders to improve effectiveness, particularly
in working with:
– English learners
– Disadvantaged students
– Minority students
– Students with disabilities
– Gifted students
Title II, Part A, Allowable Use of Funds
• Teacher and principal leadership programs:
– Residency programs
– Preparation academies
• Teacher, principal, school leader evaluation
systems
• Activities to increase teacher/principal/school
leader effectiveness
• Activities to increase teacher equity and
improve access to effective teachers
Title II, Part A, Allowable Use of Funds
• Differential pay for recruitment/retention
• Recruiting/retaining effective
teachers/principals, especially from
underrepresented minority groups and
teachers with disabilities
• Screening/early hiring initiatives
Title II, Part A, Allowable Use of Funds
• Career opportunities
– Career paths: coaching, mentoring, school
leadership/school improvement teams
• New teacher/principal/school leader induction/mentoring
• Compensation to teachers for increased leadership roles
and responsibilities, including: collaborative planning,
curriculum writing, peer observations, and leading trainings
(which may involve using substitute teachers to cover
classes during the school day)
• Professional development that is peer-led, to promote
teacher leadership
• Professional learning community (PLC) activities
Title II, Part A, Allowable Use of Funds
• Implementation of working conditions surveys (data
to be publicly posted)
• Hiring of effective teachers to reduce class size, when
evidence-based
• Training in STEM, including computer science
• Training/certifications for dual enrollment programs
• Integrating CTE into academic instruction and
workforce readiness/postsecondary programs
• Training to establish early childhood transition
programs
Title II, Part A, Allowable Use of Funds
• School safety, trauma, mental health; alcohol/drug
abuse prevention
• Training to recognize/prevent child sexual abuse
• Training to increase family engagement
• Training to implement experiential learning
• Training in PBIS and tiered systems of support
• Training on effective/appropriate use of data,
including FERPA
• Supporting effective library programs
Stakeholder Involvement/
Assessing Needs
Stakeholder Consultations
• Involve key stakeholders
– Teachers (include Title I teachers, different grade
levels and subject areas)
• Recommend teacher advisory committee
– Principals
– Paraprofessionals
– Central office staff (e.g., human resources,
professional development staff, instruction)
– Parents
– Private school officials
Stakeholder Consultation
• Must be conducted on an annual basis
• Must involve multiple stakeholders
• Use of funds must be tied to results of needs
assessment
• Should involve the analysis of multiple data
elements
Stakeholder Consultation
– Review prior year’s goals and strategies
• Were goals achieved?
• Which activities provided strongest evidence
of impact?
• Collect impact data on student achievement
• Review teacher quality data to determine
strengths/areas for improvement
• Review survey data or other impact
statements regarding efficacy of strategies
– Elicit support from stakeholders in collecting
necessary data/impact statements/surveys, etc.
Assessing Needs
(examples of data sources)
IPAL Report
Teacher
Turnover/Attrition
Retirement
Private school
Projections
needs
Staff
Development
Surveys Private school
needs
Class Size
Analysis
Student
Achievement
Results
Teacher/Leader
Performance
Data
Private school
needs
Private school
needs
Points to Keep in Mind
• Where are we? Where do we want to go?
• Evaluate current practices:
– What is working and needs to be continued?
– What is NOT working and needs to be
changed/eliminated?
• Identify NEEDS before determining strategies
• Identify available data sources to determine needs:
division, school, and classroom level
• What evidence is available to support implementation of
strategies?
Needs Assessment: How may needs
be addressed as a result of…
IPAL Report
Teacher
Turnover/
Private school
needs
Staff
Development
Surveys
Attrition
Retirement
Projections
Class Size
Analysis
Student
Achievement
Results
Private school
needs
Teacher/Leader
Performance
Data
Private school
needs
Private school
needs
IPAL Report
IPAL Report
IPAL Report
Sylvester, Carol
Courtney, Michael
IPAL Areas of Possible Analysis
– What progress is being made at the division level?
– What progress is being made at the school level?
– Are there particular grade spans that appear to have more
licensure/endorsement issues than others?
– What are the data trends per school over several years?
– Which content areas have the greatest number of teachers
not properly licensed or endorsed for their job
assignments?
– Are particular teachers showing up as unlicensed or not
properly endorsed several years in a row? Why?
– What is the teacher quality status of Title I schools and how
do these data compare with non-Title I schools?
If IPAL indicates need for qualified
teachers, how may funds be targeted?
– Recruitment
• Relocation expenses (particularly in hard-to-fill positions)
• Recruitment materials in targeted areas
• Financial incentives (recruitment/retention)
• Mentoring expenses
• Signing bonuses (hard-to-fill positions)
• Retention bonuses (highly effective personnel)
– Licensure/Endorsement
• Coursework
• Praxis/assessment support
• Incentives for additional endorsements
Needs Assessment: How may needs
be addressed as a result of…
IPAL
Report
Teacher
Turnover/Attrition
Retirement
Projections
Staff Development
Surveys
Private school
needs
Private school
needs
Class
Size
Analysis
Teacher/Leader
Performance Data
Student
Achievement
Results Private school
needs
Private school
needs
If staff development surveys, staff performance data,
and/or student achievement results indicate areas of
need, how may funds be targeted?
For public and private schools
– Coursework/training for teachers and principals
– Stipends for participation in training (during noncontractual time)
– Leadership development (principals and teacher
leaders)
– Materials necessary for training purposes
– Registration/travel expenses related to
workshop/conferences if part of comprehensive
professional development plan and
– Training for improved teacher/principal evaluations
If staff development surveys, staff performance data,
and/or student achievement results indicate areas
of need, how may funds be targeted?
• Salaries of instructional coaches in targeted content areas (to
plan/provide professional development)
– Note: Divisions may pay for these services to be provided on
behalf of private schools as well; however, the
coach/contractor must be hired by public school
• Substitutes for teachers attending professional development
(not available for private schools)
• Salaries/stipends for Title II, Part A, administrative staff (not
available for private schools)
• Performance incentives (not available for private schools)
• Add-on endorsements
• National board certification (training portion available for
private schools, but not incentives)
Allowable Use of Funding
Professional Development
High quality professional development is
personalized, ongoing, and
evidence-based.
See:
– Criteria for High Quality Professional
Development
– Non-Regulatory Guidance: Using Evidence to
Strengthen Educational Investments
(September, 2016)
Conferences
• Must be part of sustained, ongoing focus with a clear
follow-up plan.
• Must be tied to evidence-based practices.
• Should not be a one-day workshop or a random event.
• Provide evidence of implementation and follow-up.
• Must be reasonable and necessary to meet program
goals.
• Adhere to state and federal travel regulations.
Keywords: State Travel Regulations
Needs Assessment: How may needs be
addressed as a result of…
IPAL Report
Teacher
Turnover/
Private school
needs
Attrition
Retirement
Projections
Class Size Analysis
Staff
Development
Surveys
Private school
needs
Teacher/Leader Private school
Performance Data
needs
Student
Achievement
Private school
Results
needs
If class size analysis indicates need for additional
teachers how may funds be targeted?
For public schools only
– Teachers hired for class-size reduction (CSR) MUST be
effective at the time of hire
– Use of funds for ongoing CSR efforts must show evidence of
improved student performance.
– Funding and teacher assignments must be targeted, based on
annual needs assessment
– Not limited to K-3, but allowable for K-12, based on needs
analysis
– Funding for CSR is only allowed to reduce class sizes BELOW
the ratios outlined in Virginia’s Standards of Quality
Needs Assessment: How may needs
be addressed as a result of…
IPAL Report
Staff
Development
Surveys
Teacher
Turnover/Attrition
Retirement Projections
Private school
needs
Private school
needs
Teacher/Leader
Performance Data
Class Size
Analysis
Private school
needs
Student
Achievement
Results
Private school
needs
If teacher attrition/retirement projections indicate need for
additional new teacher support, how may funds be used?
For public and private schools
– Salaries of full-time/part-time mentors for quality
mentoring program (only services may be provided to
private schools, no salaries)
– Targeted professional development for new teachers
– Training for mentors
– Materials for mentoring program (NOT new teacher
“celebrations”)
Checking for Understanding…
Courtney County Public Schools identifies reading as
an area of great need. Which of these activities would
not be allowable under Title II, Part A, guidelines to
help address this need?
A. Signing bonus for a middle school reading specialist
with demonstrated effectiveness
B. Reading teacher whose primary role is to work
directly with students on remediation
C. Full-time reading coach to provide embedded
professional development
Checking for Understanding…
Courtney County Public Schools identifies reading as
an area of great need. Which of these activities
would not be allowable under Title II, Part A,
guidelines to help address this need?
A. Signing bonus for a middle school reading specialist
with demonstrated effectiveness
B. Reading teacher whose primary role is to work
directly with students on remediation
C. Full-time reading coach to provide embedded
professional development
Checking for Understanding…
Which of these are NOT allowable under Title II, Part
A, guidelines?
A.
B.
Textbook for teacher’s graduate course in mathematics
Set of mathematics textbooks for students to use after
the teacher has attended professional development on
the content
C. Materials for training notebooks for teachers to use in
a professional development activity
D. iPad for each teacher involved in training to take back
and use in the classroom with students
E. Books for new teachers to use while involved in
mentoring activities
Checking for Understanding…
Which of these are NOT allowable under Title II, Part
A, guidelines?
A.
B.
Textbook for teacher’s graduate course in mathematics
Set of mathematics textbooks for students to use after
the teacher has attended professional development on
the content
C. Materials for training notebooks for teachers to use in
a professional development activity
D. iPad for each teacher involved in training to take back
and use in the classroom with students
E. Books for new teachers to use while involved in
mentoring activities
Program and Application Development
Application Development Cycle
1. Stakeholder
Consultation/
Needs Analysis
4. Evaluation
of Results
2. Application
Development
3. Program
Implementation
Timeline
• Applications due July 1, 2017, in OMEGA system.
• Final allocations to be released via Supt’s Memo in fall.
(Applications should be amended to reflect final
allocations soon after this release.)
• Funds are available as of the date of submission in
OMEGA.
• Funds are available for encumbrance until September 30,
2019 (27 months of availability).
• Final reimbursements for 2017-2018 award are due by
November 15, 2019.
Terms
• Original application: Due by July 1 of each year
• Revised application: An application that has been
denied for programmatic or budgetary reasons
• Amended application: An application that has received
initial programmatic approval but is submitted at any
time during the award cycle for budgetary or
programmatic changes
Application Development
 Individual vs. Consolidated applications
 Archived webinar assistance available at:
http://www.doe.virginia.gov/federal_programs/esea/applicati
ons/index.shtml
 Common elements
 Cover page
 Program overview
 Coordination of services
 Measurable objectives
 Budget
 Applications due July 1 of each award cycle
 IMPORTANT: Save as “Excel Macro-Enabled Workbook
(*.xlsm)”
Measurable Objectives for
Teacher Quality (examples)
• By June 2018, 100 percent of teachers and
paraprofessionals will be properly licensed and endorsed
as measured by the IPAL report.
• By June 2018, at least 95 percent of teachers and
principals will receive a summative rating of Proficient or
Exemplary on annual staff evaluations.
• By June 2018, retention of new teachers receiving a
Proficient or Exemplary evaluation will increase from 85
percent to 95 percent.
• By June 2018, class sizes in Grade 2 at Courtney
Elementary School will be reduced below the Standards of
Quality staffing ratio from 22:1 to 17:1.
Program Specific Pages
(Overview)
• Qualified teachers and paraprofessionals
• Equitable distribution of qualified, effective, and experienced
teachers
– Analyze teacher qualification, teacher experience, and
teacher effectiveness data at each school.
– Compare high poverty/high minority school data with lowpoverty/low minority schools. Identify gaps.
– Outline strategies used to ensure equitable distribution.
(examples: early hiring; signing bonuses; professional
development related to poverty or diversity, etc.
• Private school participation
– Determine value of services; include within budget pages
Program Specific Pages
Equitable Distribution of Qualified Teachers
• Analyze data between schools at each grade span.
– HQT distribution (or other teacher quality indicator)
– Teacher experience distribution
– Teacher evaluation summaries by school, if available
• Compare data for high-poverty and/or high-minority
schools with low-poverty and/or low-minority schools.
• Outline strategies used to ensure equitable distribution
of qualified, experienced, and effective teachers.
– Examples
• Incentives for voluntary transfers to high-needs schools
• High-quality, targeted new teacher mentoring programs
• Targeted recruitment
Program Specific Pages
Equitable Distribution of Qualified Teachers (example)
Grade
Span
School
Name
Poverty
Percent
Minority
HQT
Percentage
Average
Summative
Teacher
Teacher
Experience Evaluation
(Percent
Proficient
or Higher
K-2
School A
52.7
52
100
10
87
K-2
School B
39.1
10
98
12
95
3-5
School C
83.4
66
100
15
95
3-5
School D
45.2
42
100
12
93
6-8
School F
33.0
88
95
8
85
6-8
School G
25.3
52
100
17
97
9-12
School H
15.1
85
90
4
96
9-12
School I
9.2
12
95
15
95
Program Specific Pages
Equitable Distribution of Qualified Teachers (example)
Grade
Span
School
Name
Poverty
Percent
Minority
HQT
Percentage
Average
Teacher
Experience
Summative
Teacher
Evaluation
(Percent
Proficient or
Higher
K-2
School A
52.7
52
100
10
87
K-2
School B
39.1
10
98
12
95
3-5
School C
83.4
66
100
15
95
3-5
School D
45.2
42
100
12
93
6-8
School F
33.0
88
95
8
85
6-8
School G
25.3
52
100
17
97
9-12
School H
15.1
85
90
4
96
9-12
School I
9.2
12
95
15
95
Program Specific Pages
Equitable Distribution of Qualified Teachers
Work with a partner to analyze data chart.
– What are the greatest concerns?
– What other information may be helpful?
Program Specific Pages
Equitable Distribution of Qualified Teachers (example)
Grade
Span
School
Name
Poverty
Percent
Minority
HQT
Percentage
Average
Teacher
Experience
Summative
Teacher
Evaluation
(Percent
Proficient or
Higher
K-2
School A
52.7
52
100
10
87
K-2
School B
39.1
10
98
12
95
3-5
School C
83.4
66
100
15
95
3-5
School D
45.2
42
100
12
93
6-8
School F
33.0
88
95
8
85
6-8
School G
25.3
52
100
17
97
9-12
School H
15.1
85
90
4
96
9-12
School I
9.2
12
95
15
95
Program Specific Pages
Equitable Distribution of Qualified Teachers
• What are some potential strategies to address
indicated concerns?
Checking for Understanding…
Which of these situations might result in a denial?
A.
Using the following as a measurable objective: “We will
hire class-size reduction teachers.”
B. Indicating a salary for a mathematics coach to work
with teachers, but not indicating a need or a
measurable objective.
C. Not including the calculated value of services for
participating private schools within the budget pages.
D. Leaving the dates off the cover page.
E. All of the above.
F. None of the above.
Checking for Understanding…
Which of these situations might result in a denial?
A.
Using the following as a measurable objective: “We will
hire class-size reduction teachers.”
B. Indicating a salary for a mathematics coach to work
with teachers, but not indicating a need or a
measurable objective.
C. Not including the calculated value of services for
participating private schools within the budget pages.
D. Leaving the dates off the cover page for when the
superintendent and board chair reviewed/approved
the application.
E. All of the above.
F. None of the above.
Federal Program Monitoring
Purposes of Federal Program Monitoring (FPM)
• To ensure compliance with the law
• To offer technical assistance
• To identify effective practices
FPM Basics
• Scheduled on a five year cycle, generally in the spring
• Conducted via onsite visits or by telephone on a
mutually agreeable date and time
Phone and On-site Monitoring
Protocol focus areas:
1. Teacher quality
• Licensure/Endorsement Status
• Equitable distribution of qualified, experienced, and
effective teachers
• Teacher and principal evaluations
2. Stakeholder involvement, evidence of impact, and
professional development planning
3. Allowable uses of funding
4. Fiscal requirements
5. Public reporting and parental notification
6. Private school participation
Federal Program Monitoring Session
Wednesday
10:45 a.m. - noon
Turin Salon B/C (Roanoke)
Rooms A/B (Williamsburg)
Equitable Services to Private Schools
Equitable Services Overview
• Private non-profit schools serving K-12 students within
the geographic area of the school division must be offered
the opportunity to participate in equitable services through
Title II, Part A, on an annual basis.
• Value of services is determined based on a per-pupil
calculation (K-12 public school enrollment plus enrollment
of participating private schools), using full allocation (minus
administrative costs).
• Public schools must invite private schools to engage in
meaningful consultation regarding use of funds and
desired professional development activities.
• Agreement of Services must be developed in consultation
with participating private schools.
Equitable Services Overview
• Services must be secular, neutral, and nonideological.
• School division maintains control of funds at all
times and is responsible for arranging services,
negotiating contracts and fees, and paying for
services on behalf of private schools.
• All activities must be discussed and approved in
advance.
• Public schools may not reimburse private schools for
expenses they incur; however, individual teachers
may be reimbursed if activity is pre-approved.
Equitable Services Session
Equitable Services Overview
(all programs)
Tuesday
1:30 – 2:45 p.m.
(Repeated 3 – 4:15 p.m.)
Turin Salon A (Roanoke)
Room 17 (Williamsburg)
Chris Kelly
Fiscal Considerations
Fiscal Considerations
• Ensure initial application is uploaded by July 1 of
award year.
• Ensure funding supplements, and does not supplant
operating budget.
• Ensure expenditures align to budget in application.
• Ensure funding is drawn down on a regular basis
throughout 27 month period of availability.
(i.e., July 1, 2017-September 30, 2019)
Refer to Spenddown Calendar Report in OMEGA
• Encumber all funds by September 30 of award closing
cycle.
Spenddown Timeline
Year of Grant
Award
Total Grant
Award Period
Deadline to
Obligate 100
Percent of
Award
FFY 2015
(2015-2016)
July 1, 2015 –
Sept. 30, 2017
Sept. 30, 2017 Nov. 15, 2017
FFY 2016
(2016-2017)
July 1, 2016 –
Sept. 30, 2018
Sept. 30, 2018 Nov. 15, 2018
FFY 2017
(2017-2018)
July 1, 2017Sept. 30, 2019
Sept. 30, 2019 Nov. 15, 2019
(For private school
services: July 1,
2017-Sept. 30, 2018)
2017 Coordinators’ Academy
(For private school
services: Sept. 30,
2018)
Deadline to
Request
Reimbursement
for ALL funds
Fiscal Considerations
• Ensure that fiscal staff have access to most recent
application.
• Ensure reimbursements are aligned with activities
outlined in grant application.
• Submit application amendments prior to budget
transfer requests.
• Communicate with participating private schools on an
ongoing basis to ensure activities are provided and
paid for in a timely manner.
Fiscal and Administrative
Considerations Session
Day 2
9:15 - 10:30 a.m.
Turin Salon B/C (Roanoke)
Rooms A/B (Williamsburg)
Carol Sylvester and Michael Courtney
.
Parental Notifications
(in schools receiving Title I funding)
Annual School Report Cards
(School Quality Profiles)
– Parents must be provided with a copy (or information on
how to obtain a copy) of the school’s report card.
• Examples: Letter home to parents; newsletter; student
handbook
– A link should also be placed on each Title I school’s
webpage. (recommend linking to report cards on VDOE
site)
– Information must be provided to parents of all students
attending schools receiving Title I funding.
– Information must be provided on an annual basis.
– Report cards are available at
https://p1pe.doe.virginia.gov/reportcard/.
(Keyword: School Quality Profile)
Teacher Qualifications
– Parents in schools supported by Title I funds must
be notified that they have the right to inquire about
the qualifications of their child’s teacher.
– Notification must be provided to parents of all
students attending schools that receive Title I
funding.
– Notification must be provided on an annual basis.
– Notification may be provided via letter or included
in a student handbook.
Notice of Non-Qualified Teachers
(4 Weeks Letter)
• In 2017-2018, if a child is taught for four or more weeks
by any teacher lacking proper qualifications
(licensure/endorsement) in a Title I school, a letter of
notification must be sent home to parents.
• Examples:
– Teachers with provisional licenses who have not
passed Praxis II
– Long-term substitutes who are not properly licensed
or endorsed
– Teachers of record teaching out of their area(s) of
endorsement
• Refer to IPAL report.
Transition to the Every Student
Succeeds Act of 2015
• Full implementation in 2017-2018
• Title II, Part A, Changes
– Elimination of “highly qualified” teachers and
paraprofessionals. Teachers must be fully licensed and
endorsed.
– Paraprofessionals in Title I schools must have:
• Secondary school diploma or equivalent; AND
• Two years of study at institution of higher
education; OR
• Associate’s degree; OR
• Successful passing of Parapro assessment.
Transition to the Every
Student Succeeds Act of 2015
• Title II, Part A, changes (continued)
– Focus on effectiveness and equity
– Expanded uses of funds beginning in 2017-2018
– “Four Weeks Letters”
– Equitable services to private schools
• Timeline changes
• Value of services calculations
• Additional consultation and planning requirements
• Extensive stakeholder involvement required at state and
local levels
A Few Tips…
Survival Tips
• Develop a support team
– Consider a Title II, Part A, advisory team (to include:
HR, professional development, Title I, teacher
leader(s), principal(s), fiscal personnel, private school
representation)
• Develop documentation system (electronic files,
folders, notebooks, etc.)
– Consider using Federal Program Monitoring protocol
as a guide
• Develop calendar
– Consider setting electronic “reminders”
– See sample timeline
Follow-up Presentations
• Equitable Services for Private Schools
– Tuesday, 1:30-2:45 and 3-4:15
• Turin Salon A (Roanoke) or
• Room 17 (Williamsburg)
• Effective Title II-A Administrative and Fiscal Practices
– Wednesday, 9:15-10:30
• Turin B/C (Roanoke) or
• Rooms A/B (Williamsburg)
• Preparing for Title II Federal Program Monitoring
– Wednesday , 10:45-noon
• Turin B/C (Roanoke) or
• Rooms A/B (Williamsburg)
Technical Assistance
Technical Assistance and Training
• Title II, Part A, Webpage
– Title II, Part A, University Series
– Teacher Equity Webinar Series
• Applications for Federal Funds Webpage
• Equitable Services Webpage
• Virginia Association of Federal Education Program
Administrators will hold their 22nd VAFEPA
Institute October 16-18, 2017, in Williamsburg,
VA
Resources
References
• Title II, Part A, Non-Regulatory Guidance, Building
Systems of Support for Excellent Teaching and Leading
(September 2016) Keywords: Title II-A Non-Regulatory
Guidance
• Title II, Part A, Improving Teacher Quality Non-Regulatory
Guidance document (revised October, 2006) from the
United States Department of Education Keywords: Title
II-A Non-Regulatory Guidance
• Application Instructions and Guidelines Keywords:
Federal Applications
• Criteria for High Quality Professional Development
Keywords: High Quality Professional Development
• Virginia Standards of Quality Keywords: Virginia Standards
of Quality
Questions?
Contact Information
Carol Sylvester
Title II, Part A, Coordinator
(804) 371-0908
[email protected]
Michael Courtney
Title II/IV Specialist
(804) 371-2934
[email protected]