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Nuts and Bolts of the Title II, Part AApplication
Virginia Department of EducationCoordinators’ AcademyJuly 22 – July 24, 2015
2015 Coordinators' Academy
Agenda
Overview of Available Resources Application Elements
Narrative and Detail Budget Tab Summary Budget Tab HQT Teacher Tab Private School Tab
Demonstration
2015 Coordinators' Academy
Title II, Part A, Application for Federal Funds Video Series
Resources located on the ESEA Applications for Federal Funds Web page
2015 Coordinators' Academy
Application Development
Archived webinar assistance available at: http://www.doe.virginia.gov/federal_programs/esea/applications/index.shtml
Common elements Cover page Program overview Coordination of services Measurable objectives Budget
See mechanics module for details on entering information.
See webinar module oncommon elements for
details on these components.
2015 Coordinators' Academy
Application Development Cycle
3. Program Implementation
4. Evaluation of Results
2. Application Development
1. Needs Analysis
2015 Coordinators' Academy
Application Elements
Program Overview Coordination of Services Measurable Objectives Detail Budget Summary Budget Program Specific Pages
2015 Coordinators' Academy
Program Specific Pages (Overview)
Highly qualified teachers (HQT) and paraprofessionals
Equitable distribution of highly qualified and experienced teachers
Private school participation
2015 Coordinators' Academy
Program Overview
Describe needs assessment process and findings. Outline key findings. For Title II, Part A, this should include:
division highly qualified teacher (HQT) data; summaries of teacher/principal evaluations; results of professional development surveys or data used to determine professional development needs; student achievement gaps; class size data.
Describe proposed strategies for use of funds to address indicated needs.
If strategies have been implemented previously, describe results of the efforts.
2015 Coordinators' Academy
Coordination of Services
Describe how Title II, Part A, program is coordinated with other federal programs.
Describe other partnerships or efforts that contribute to teacher and principal quality. (e.g., university partnerships, outside grants, foundation funding, regional professional development activities)
2015 Coordinators' Academy
Measurable Objectives for Teacher Quality (examples) By June 2016, 100 percent of teachers and paraprofessionals will
be highly qualified as measured by the IPAL report. By June 2016, class sizes in grade 2 will decrease from 24:1 to 18:1. By June 2016, all instructional personnel in federal core content
areas will participate in at least five professional development activities as evidenced by participation logs, artifacts, etc.
By June 2016, retention of new teachers will increase from 85 percent to 95 percent.
By June 2016, at least 90 percent of teachers in federal core content areas will receive a summative rating of Proficient or Exemplary on the end of year teacher evaluation.
2015 Coordinators' Academy
Summary Budget Tab
Green cells denote value of private school services, based on retroactive services.
2015 Coordinators' Academy
Summary Budget Tab
Yellow cells indicate activities with professional development focus.
2015 Coordinators' Academy
Program Specific Pages: Equitable Distribution of Highly Qualified Teachers
Analyze data between schools at each grade span.HQT distributionTeacher experience distribution
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 highly qualified, experienced teachers.
[ESEA, Section 2123(a)(2-4)] 2015 Coordinators' Academy
Program Specific Pages: Equitable Distribution of Highly 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
Work with a partner to analyze data chart.
Where are the greatest concerns?What other information may be helpful?What are some possible strategies to address identified concerns?
[ESEA, Section 2123]2014-2015 Coordinators' Academy
Program Specific Pages: Equitable Distribution of Highly 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
Title II, Part A, TabEquitable Distribution of Teachers
• Outline strategies used to improve distribution issues, including:
• Support for inexperienced teachers;• Support for ineffective teachers;• Targeted efforts to improve recruitment in
specific schools or subjects.
2015 Coordinators' Academy
How to Document Revisions and Amendments
Provide a concise description of changes.
Check the appropriate box and include the date. Note an amendment must always precede a budget transfer request.
2015 Coordinators' Academy
Title II, Part A, ApplicationReminders and Clarifications
Clarifications Revisions and amendments descriptions Program overview narrative Summary budget line items Private school page – enrollment line Private school page – retroactive services
2015 Coordinators' Academy
Ensuring an Approval
Make sure all pages are complete.Common issues:
Cover page completion; HQT page completion; Private school page completion; and Budget alignment.
2015 Coordinators' Academy
VDOE Contact Information for Title II, Part A
Carol Sylvester, Title II, Part A, [email protected]
Phone: (804) 371-0908
Tiffany Frierson, Title II/IV [email protected]
Phone: (804)371-2682
2015 Coordinators' Academy