Title IIA Planning Guidance for Georgia LEAs

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Title II-A Planning Guidancefor Georgia LEAs

• October 2006

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Purpose of Title II-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.
• Focus of Title II-A Activities
• Recruitment, training/preparation, retention
• Professional development

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Needs Assessment and Planning

• Done in conjunction with other federal and state
  programs and reported in the Consolidated
  Application
• Annual needs assessment resulting in a Plan to
  meet Title II-A goals is required
• Needs assessment and plan will guide the systems
  actions and expenditure of funds

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Needs Assessment Must Address

• Highly qualified teacher and paraprofessional
  needs
• Recruitment needs
• Retention needs
• Professional learning needs
• Equity in quality of instruction needs
• Low income students and minority students are not
  taught at higher rates than other students by
  unqualified, out-of-field, or inexperienced
  teachers
• Class sizes for low income students and minority
  students are comparable with those of other
  students
• Class size reduction needs, if funded

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Assessing Needs

• Highly qualified teacher and paraprofessional
  needs
• Possible data sources
• HiQ data base
• Teacher assignment and certification records
• Paraprofessional certificates and HR records

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Assessing Needs

• Recruitment needs
• Possible data sources
• HR records
• Student enrollment data/trends
• HiQ data base
• Principal input
• Retention needs
• Possible data sources
• HR records
• Teacher exit surveys/interviews
• Focus group reports

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Assessing Needs

• Professional learning needs
• Possible data sources
• Student achievement data (AYP reports,
  state/local assessment data)
• School improvement plans
• Results from focus walks, other classroom
  observations
• Input from principals, academic coaches
• Teacher/principal interviews
• Teacher and/or parent surveys
• Input from private school administrators, if
  private schools participate

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Assessing Needs

• Equity in quality of instruction needs
• Low income students and minority students must
  not be taught at higher rates than other students
  by unqualified, out-of-field or inexperienced
  teachers
• Class sizes for low income students and minority
  students are comparable with those of other
  students
• Possible data sources
• HiQ data base, HR records
• Low income and minority student enrollment data
• Class size data by grade levels/schools

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Assessing Needs

• Class size reduction needs, if funded
• Possible data sources
• Class size data by grade/school
• Student achievement data by grade/school

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Prioritizing Needs

• Highly qualified teacher and paraprofessional
  needs
• Target schools that
• Have the lowest proportion of highly qualified
  teachers
• Have the largest average class sizes, or
• Are identified for school improvement under
  section 1116(b) of Title I Part A
• Equity of quality of instruction needs

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LEA Plan

• Includes Activities/Strategies to Address Needs
• Aligned to prioritized needs
• Based on scientific research or evidence of
  success leading to increased student achievement
• Included in Consolidated Application
  Implementation Plan

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Plan Includes Evidence Of

• Collaboration in the development of needs
  assessment plan principals, teachers,
  paraprofessionals, other relevant school
  personnel and parents
• Professional development and other activities
  based on scientific research or evidence of
  success leading to increased student achievement
• Activities to close achievement gap between low
  income and minority students and other students,
  implement state curriculum, and support state
  testing program
• Planning for improved teacher quality, including
  a plan for ensuring 100 HiQ compliance by
  beginning for 2006-07 school year

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Timeline for Planning

• Winter/Spring
• Assess Needs as part of system comprehensive
  needs assessment
• Prioritize Needs
• Spring/Summer
• Develop plan in conjunction with other programs
  for the Consolidated Application
• Ensure necessary components for Title II-A are
  included in the Descriptors
• Ensure Title II-A activities/strategies included
  in the Implementation Plan
• Summer/Fall
• Submit Consolidated Application

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Guidance for System Planning

• Title II, Part A Handbook A Guide for Advancing
  Teacher Quality in Georgia Schools, Section VI
• http//www.gapsc.com/nclb/home.html
• GADOE 2006-2007 Three Year Comprehensive LEA
  Improvement Plan Planning Guidance
  http//public.doe.k12.ga.us/tss.aspx?PageReqTSSCo
  nsApp