Title II, Part A: High Quality Teachers and Principals

Additional Information

• Year at a Glance
• CDE's evaluation of trends in Title II, Part A funded activities (PDF)
• Equitable Distribution of Teachers
• Additional Resources & Tools
• Non-Regulatory Guidance for Title II, Part A
• Direct and Indirect Cost Guidance

Purpose

Title II, Part A of the Every Student Succeeds Act (ESSA) of 2015 is intended to increase student academic achievement consistent with challenging State academic standards, improve the quality and effectiveness of educators, increase the number of educators who are effective in improving student academic achievement in schools, and provide low-income and minority students greater access to effective educators.

Program Requirements

Activities supported with Title II, Part A funds must be planned through consultation with teachers, school leaders, paraprofessionals, special service providers, charter school leaders, parents, and community partners. The LEA must also engage in continued consultation with these stakeholders to improve supported activities. Descriptions of funded activities in the Consolidated Application must address alignment with the Colorado Academic Standards.

The amount of Title II, Part A funds allocated to LEAs is calculated using the same US census data that is used to calculate Title I, Part A. Eighty percent of the LEA’s Title II, Part A allocation is based on poverty and the remaining twenty percent is based on total population. Title II, Part A is also REAP-Flex eligible. REAP-Flex provides eligible LEAs with greater flexibility in using the formula grant funds they receive under certain State-administered federal programs.

Each LEA accepting Title II, Part A funds must also:

1. Implement a system of professional growth and improvement for educators, including opportunities to develop meaningful teacher leadership;
2. Prioritize Title II, Part A funds to schools that have been identified for comprehensive and targeted support and improvement;
3. Provide equitable services to eligible non-public school teachers;
4. Coordinate Title II, Part A funded professional development activities with professional development activities provided through other Federal, State and local programs; and

Ensure Title II, Part A funded activities address the learning needs of all students, including children with disabilities, English learners, and gifted and talented students.

Use of Funds

Activities may be carried out through a grant or contract with a for-profit or non-profit entity or in partnership with an institution of higher education or an Indian tribe or tribal organization.

Supplement, Not Supplant

Title II, Part A funds must only be used to provide additional services, staff, programs, or materials that are not provided with State or local resources absent federal funds; federal funds cannot pay for resources that would otherwise be purchased with State and/or local funds.

Supplanting is presumed if any of the following is true, according to federal fiscal guidance (2 CFR Part 200, Appendix XI):

• A district uses federal funds to provide services that are required under other federal, state, or local laws.
• A district uses federal funds to provide services that the district provided with non-federal funds in the prior year.
• A district uses federal funds to provide services that the district would otherwise provide without federal funds.

Allowable uses of Title II, Part A funds include:

1.Providing high-quality, personalized professional development that is evidence-based

2.Developing or improving a rigorous, transparent, and fair evaluation and support system for teachers, principals or other school leaders that is based in part on evidence of student achievement, which may include student growth, and shall include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders

3.Developing and implementing initiatives to assist in recruiting, hiring, and retaining effective teachers, particularly in low-income schools with high percentages of ineffective teachers and high percentages of students who do not meet the challenging State academic standards

4.Recruiting qualified individuals from other fields to become teachers, principals, or other school leaders, including mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinction who demonstrate potential to become effective teachers, principals, or other school leaders

5.Reducing class size to a level that is evidence-based

6.Developing programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities, and English learners

7.Providing programs and activities to increase the ability of principals or other school leaders to support teachers, teacher leaders, early childhood educators and other professionals to meet the needs of students through age 8

8.Supporting the instructional services provided by effective school library programs

9.Developing feedback mechanisms to improve school working conditions, including through periodically and publicly reporting results of educator support and working conditions feedback

10.Carrying out other evidence-based activities that meet the purpose of Title II, Part A

For Additional Information Contact:

Rachel Echsner
ESEA Title I & II Specialist
303-681-6486 (c)
[email protected]