Title II, Part A: Needs Assessment, Equity and CLIP

Richard Woods, Georgia’s School Superintendent“Educating Georgia’s Future”

gadoe.org

Needs Assessment, Equity, CLIP Procedures

Elizabeth ZippererTitle II, Part A Program Specialist

Office of School Improvement404-290-8763

[email protected]

6/21/16 1

Julie NolandProgram Manager, Title II, Part A / TLE


[email protected]

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement

New Coordinators Training14th Annual Federal Programs Conference

June 21 , 2016

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future”gadoe.org


gadoe.org

Avis KingDeputy Superintendent

Office of School Improvement

Cindy SaxonAssociate Superintendent

Teacher and Leader Effectiveness Division

Julie NolandProgram Manager

Teacher and Leader Effectiveness Division

6/21/16 2





Agenda

This session will provide guidance to new Title II, Part A coordinators inDeveloping the FY17 LEA Equity Action PlanCompleting the FY17 Needs Assessment Adding required information to appropriate FY17 CLIP Descriptors (including information from the Equity Action Plan and the Needs Assessment)

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06/18/2015

Budgeting

Program Implementation

Monitoring

Needs Assessment

Planning

4

• Needs AssessmentEquity Gaps/ Interventions

• LEA Equity Action Plan• CLIP Grant Cycle





CLIP

Explanation of terms• Consolidated Application (ConApp) – web‐based comprehensive application (plans & budgets) for funding for several federal and state programs

• CLIP (Comprehensive LEA Improvement Plan) – plan for improving student achievement

• Descriptors – components of the CLIP (1‐31) where LEAs submit required information from various programs

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CLIP FY17 Timeline

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June 27, 2016 CLIP application opens; FLP application opens (LEAs may begin to enter data into the CLIP/ FLP Plan)

July 5, 2016 First day for CLIP submission

July 29, 2016 CLIP due to GaDOE

August 31, 2016 FLP Plan due to GaDOE

September 1, 2016 Deadline for submission on original Title I C budgets

October 1, 2016Deadline for submission of Title I, Part A; Title II, Part A Budget; and IDEA budgetsDeadline for Superintendent Prayer Certification





06/18/2015

Budgeting


Monitoring

Needs Assessment

Planning

7


• CLIP Grant Cycle





6/21/16

Noland Co.

Variable

FY17 LEA Equity Data Profile

8





FY17 LEA Equity Data Profile Variables

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Detailed definitions are located at the end of the FY17 LEA Equity Action Plan Template

• CCRPI • Principal Retention

• First Year Teachers • Graduation Rate (Regular & SWD)

• Teacher Average Years of Experience • Discipline: OSS/ ISS (Regular & SWD)

• Out‐of‐Field Teacher Assignments • Mean Growth Percentile (MGP)

• Teacher Average Days Absent • Teacher Effectiveness (FY18)

• Teacher Retention • Principal Effectiveness (FY18)

9





LEA Equity Action Plan Template(Located on Title II Part A Website)

6/21/16

LEA Equity Data Profile Variable Equity Gap Equity Gap Analysis

CCRPI GA All Schools ☐ Yes ☐ No LEA

High Poverty Schools ☐ Yes ☐ No PovertyHigh Minority

Schools☐ Yes ☐ No Minority

First Year Teachers GA All Schools ☐ Yes ☐ No LEA

High Poverty Schools ☐ Yes ☐ No PovertyHigh Minority

Schools☐ Yes ☐ No Minority

• Complete ALL calculations for EACH Variable

• Place calculations in column to the right

• Review EQ gaps with stakeholders

• Determine most significant areas of concern

• Select 2 EQ Gaps to monitor

10





LEA Equity Data Profile:High Poverty and High Minority Schools

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High Poverty and High Minority Schools: In alignment with both NCLB and ESSA

reauthorizations of ESEA, Georgia LEAs should prioritize funding for high poverty and high minority schools in order to reduce equity gaps impacting at-risk students. In Georgia, for the purposes of the LEA

Equity Action Plan, Title I Schools will be considered high poverty schools and schools with a minority population of 60% and above will be considered

high minority.

11





Questions to consider

•What is the root cause of the Equity Gap?• Is the Equity Gap significant? •How can you determine if identified equity gaps are primarily district wide or within specific schools?

•Discuss and identify strategies to close this gap •How can you revise your needs assessment process to discuss and identify strategies to close equity gaps?

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FY17 LEA Equity Action PlanSelect two equity interventions to monitor

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Program Component

Corresponding Equity Interventions to Support Equitable Access to an Excellent Education

Two Equity Interventions for

Monitoring

ProfessionalLearning

PL‐1. Provide Targeted School Personnel Training on Student Supports and Interventions PL‐2. Provide Targeted Teacher Development on Content and Pedagogy PL‐3. Provide Targeted School Leader Development PL‐4. Offer Professional Growth Opportunities Designed to Produce Teachers and/ or School Leaders Prepared to Promote the Success of

All Students

☐ PL‐1☐ PL‐2☐ PL‐3☐ PL‐4

Personnel

P‐1. Identify & Recruit Effective Teachers & School LeadersP‐2. Support the Retention of Effective Teachers P‐3. Support the Retention of Effective School LeadersP‐4. Equitably Distribute Effective Teachers in High Needs SchoolsP‐5. Equitably Distribute Effective Leaders in High Needs SchoolsP‐6. Schedule Teachers for In‐field Assignments

☐ P‐1☐ P‐2☐ P‐3☐ P‐4☐ P‐5☐ P‐6

Factors that Impact the Learning and Working

Environment

E‐1. Schedule Class Size Reduction Teachers at a Level That is Evidence BasedE‐2. Provide Equitable Access to Student Support Programs and InterventionsE‐3. Promote the Engagement and Education of Parents, Families, Community and Business PartnersE‐4. Evaluate and Monitor the Working Environment in Support of a Positive School Climate

☐ E‐1☐ E‐2☐ E‐3☐ E‐4

Title II, Part AAdministration

A‐1. Include a Cross‐ Representation of Stakeholders for Equitable Involvement in the Needs AssessmentA‐2. Implement and Follow Protocols that Support Practices which Promote Equitable Access to Excellent EducatorsA‐3. Prioritize the Distribution and Coordination of Federal Funds to Promote Equitable Educational Opportunities

☐ A‐1☐ A‐2☐ A‐3

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FY17 LEA Equity Action Plan

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• Enter EQ Gap #1• Intervention selected to monitor• Implementation• Monitoring of implementation• Measure for Effectiveness of

Intervention• Resources allocated for Intervention

• REPEAT for EQ Gap #2

14





FY17 LEA Equity Action Plan Resources

6/21/16

Resources LocationFY17 LEA Equity Action Plan Template Website - ResourcesFY17 LEA Equity Action Plan SAMPLE Website - ResourcesFY17 LEA Equity Action Plan Webinar PPT Website - ResourcesFY17 LEA Equity Action Plan Webinar Recording Website - Resources

Title II, Part A Specialist Website – Title II, Part A Main Page

15





06/18/2015

Budgeting


Monitoring

Needs Assessment

Planning

16

Equity Gaps/ Interventions

• LEA Equity Action Plan• CLIP Grant Cycle





Serves as a process to collect and examine a breadth of information about district/school issues in order to provide depth of understanding and then utilizes that data in structured decision making in response to the academic needs of all students for improving student achievement and meeting challenging academic standards that will determine priority goals, develop a plan, and allocate often limited funds and resources.

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gadoe.org

What will the comprehensive needs assessment inform in implementing

the Title II, Part A Program?

LEA EQUITYACTION PLAN

CONSOLIDATEDLEA

IMPROVEMENTPLAN (CLIP)

TITLE II, PARTA BUDGET &

COORDINATIONOF FUNDS

DETERMININGEFFECTIVENESS

OF FUNDEDSTRATEGIES

MONITORING

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gadoe.org

TimelineCOLLABORATEDetermine which stakeholders will be involved in each part of the process.

Ongoing

COLLECTGather and summarize data from various and input from sources.

Ongoing

ANALYZEExamine the summary data to determine strengths and weaknesses. January - May

PRIORITIZERank identified needs. May - June

PLANIdentify which strategies for meeting prioritized needs will have the greatest impact on student learning.

June- October

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gadoe.org

STUDENT ACHIEVEMENT

PROFESSIONALLEARNING

PERSONNELFACTORS THAT IMPACT

THE LEARNING ANDWORK ENVIRONMENTS

TITLE II, PART A ADMINISTRATION

• STUDENT SUPPORT & INTERVENTIONS• TEACHER DEVELOPMENT• LEADER DEVELOPMENT• PROFESSIONAL GROWTH

• RECRUITMENT• RETENTION• EFFECTIVENESS

• CLIMATE• SUPPORT PROGRAMS

& INTERVENTIONS

• PRIORITIZING FUNDS• NEEDS ASSESSMENT/

CONSULTATION• INTERNAL CONTROLS

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TITLE II, PART A COMPONENTS

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FY17 Title II, Part A Needs Assessment Worksheet

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Student AchievementSuggested Sources of Documentation: Local Assessments, National Assessments, State AssessmentsSuggested Stakeholders to Include: BOE, Business Partners, Community Partners, Families, District Staff, School Staff, Students

Guiding Questions LEA Summary and Analysis• In which content areas, grade levels, subgroups do student

achievement results indicate room for improvement?• How do current student achievement results for cohorts

compare with past student achievement results for the same cohorts?

• Is the LEA monitoring student cohort progress to ensure groups of students, especially poor and minority

Possible Actions and Funding Sources Data Sources

21




gadoe.org

BOEBusiness PartnersCommunity PartnersFamiliesDistrict StaffSchool StaffStudents

Business PartnersCommunity PartnersCurriculum DirectorIHEPL DirectorPrincipalsRESATeachersSpEd DirectorStud. Supp. Personnel

BOEBusiness PartnersCommunity PartnersDistrict LeadersFamiliesIHESchool LeadersStudentsSchool Staff

Curriculum DirectorFederal ProgramsFinance DirectorHR DirectorPL DirectorPrincipalsSpEd DirectorStud. Supp. PersonnelTitle II, Part A Coord.

HR DirectorPL DirectorPrincipalsSuperintendentTeachersTitle II, Part A Coord.

STUDENTACHIEVEMENT


PERSONNEL

FACTORS THATIMPACT THE LEARNING

AND WORKENVIRONMENTS


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EXAMPLES OF STAKEHOLDERS BY TITLE II, PART A COMPONENT

22




gadoe.org

Local AssessmentsNational AssessmentsState Assessments

Demographic DataEquity Data ProfilePL Course SchedulePL EvaluationsPL Focus WalksPL ParticipationStakeholder SurveysStud. Ach. DataStudent AttendanceStudent DisciplineTKES/ LKES Obs.

Attendance Data CCRPIDemographic DataDiscipline DataProgram DataStakeholder Surveys

Audit ReportsEffectiveness DataEquity Data ProfileInternal ControlsMonitoring ReportsProgram DataSchool DataSI School ListStakeholder Surveys

Equity Data ProfileExit SurveysHR FeedbackInduction FeedbackMySPAStaff AttendanceStakeholder SurveysTEM/ LEM ScoresTKES ObservationsLKES Observations

STUDENTACHIEVEMENT


PERSONNEL

FACTORS THATIMPACT THE LEARNING

AND WORKENVIRONMENTS


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SAMPLE DATA SOURCES

23






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Program Component Data Says We NEED…

The STRATEGY We Chose to address the need…

Professional Learning:• Student Supports and Interventions• Teacher Development• Leader Development• Professional Growth

Personnel:• Recruitment• Retention• Effectiveness

Factors that Impact the Learning and Work Environment:• Climate• Support Programs and Interventions

Title II, Part A Administration• Prioritizing Funds• Needs Assessment/ Consultation• Internal Controls

24






6/21/16

Prioritizing NeedsPrioritized Title II, Part A

Program Needs• How is each NEED tied to student achievement?• How can the goals of the Title II, Part A program support the LEA’s identified needs? • What are the implications for not prioritizing or addressing a need? Could it impact

student achievement and/or other stakeholders, increase risk, or decrease revenue?• Which needs align to the mission and vision of the district/ school?• Which needs are the most urgent according to data collected? How might deadlines

impact the prioritization of needs? Are any equally important? Are any required to be addressed?

• Are there multiple needs that can be effectively addressed through overlapping program purposes and objectives, interventions and/ or funding streams?

• What difficulties (fiscal, personnel, time, effort, implementation quality) would need to be considered in addressing a particular need?

• If chosen, are there strategies and or resources readily available to address the need?

1.

2.

3.

4.

5.

25





FY17 Title II, Part ANeeds Assessment Resources

Resources LocationFY17 Needs Assessment Worksheet (*New) WebsiteGeorgia Needs Assessment Guidance (*New) HandbookSAMPLE Surveys (*New) WebsitePrivate School Needs Assessment WebsiteTraining PowerPoint(s) (*New) WebsiteTitle II, Part A Specialist Website

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06/18/2015

Budgeting


Monitoring

Needs Assessment

Planning

27


• LEA Equity Action Plan

Grant Cycle



CLIP - Title II, Part AThe following descriptors must be addressed in the Consolidated Application for the Title II, Part A Program:

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Descriptor CLIP Descriptor Focus Title II, Part A ContributionAttachment FY17 Equity Action Plan

Review of LEA Equity Data ProfileSelection of TWO Equity Interventions for MonitoringEquity Gap #1Equity Gap #2

Descriptor 1 Analysis of Needs • Needs Assessment Process• Summary and Analysis of Needs• Prioritized List of Title II, Part A Funding Needs for FY17

Descriptor 18 HiQ Requirements Required Parent Notification

Descriptor 19 Providing PL Description of Providing PL

Descriptor 21 Coordination of Funds Coordination of Funds to Meet PL Needs





CLIP - Title II, Part A

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Descriptor Descriptor Focus Title II, Part A Requirement

1 Analysis of Need

Summary of how the needs assessment is conducted Identify data sources used to determine Title II, Part A Needs Describe how stakeholders are involved in the needs

assessment process

Brief summary of results and analysis of LEA’s FY17 Title II, Part A Needs for each Title II, Part A Component and Subcomponent

List which of the Title II, Part A Components including selected Equity Interventions your LEA is prioritizing for funding in FY17. If your LEA selects PL, identify the specific topics. Example: PL – Teacher Dev.: Differentiated InstructionExample: Personnel: Support the Retention of Effective Teachers (P‐2 Equity Intervention)






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18 HiQ Requirements

List the procedures for how the LEA and/ or school notify parents in a timely manner of their right to request the professional qualifications of their student’s teachers and paraprofessionals.






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19 Providing PL

A description of how the LEA will provide training and/or incentives to enable teachers to: • Teach to the needs of students, particularly students with

disabilities, students with special learning needs (including those who are gifted and talented), and those with limited English proficiency;

• Improve student behavior in the classroom; • Involve parents in their child’s education; and • Understand and use data and assessments to improve

classroom practice and student learning. • Become and remain technologically literate.






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21 Coordination of Funds

Describe how the LEA coordinates PL using Federal, State and Local funding – including Title II, Part A ‐ to address the professional learning needs of the LEA. The description should list the FY17 PL being funded and corresponding funding sources used to support each one.



FY17 CLIP Title II, Part A Resources

Resources LocationFY17 Title II, Part A CLIP Checklist

Title II, Part A Website –Resources

FY17 Consolidated Application Webinar PowerPointFY17 CLIP Webinar Recording – All ProgramsThe Georgia Department of Education Portal Login

Title II, Part A Specialist Website –Main Page

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• Map

34

Specialists Email

Carly Ambler [email protected]

Saralyn Barkley [email protected]

Sharon Brown [email protected]

Pam Daniels [email protected]

Greg Petersen [email protected]

Terri Still [email protected]

Elizabeth Zipperer [email protected]

Julie [email protected]

Program ManagerDivision of Teacher and Leader Effectiveness

Map and Specialists

6/21/16


gadoe.org

Needs Assessment, Equity, CLIP Procedures

Elizabeth ZippererTitle II, Part A Program Specialist


[email protected]

6/21/16 35

Julie NolandProgram Manager, Title II, Part A / TLE


[email protected]

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement

New Coordinators Training14th Annual Federal Programs Conference

June 21 , 2016

Title II, Part A: Needs Assessment, Equity and CLIP

Documents