Title II, Part A LCAP Addendum Criteria & Guidance

Instructions

The following provisions of the Every Student Succeeds Act (ESSA) must be addressed with a narrative response within the LCAP Federal Addendum. Guidance and resources are provided below to support LEAs in developing complete, thoughtful responses. There is no standard length for responses. Addendum reviewers will evaluate whether the LEA met the criteria below for each provision. LEAs are encouraged to review the Title II, Part A LCAP Addendum Reviewer Criteria to evaluate their responses before they submit their addendum.

April 19, 2019 Clarification: All LEAs applying for Title II, Part A funds must respond to all Title II, Part A LCAP Federal Addendum provisions.

LCAP Addendum Title II Frequently Asked Questions

Professional Growth and Improvement | Prioritizing Funding | Data and Ongoing Consultation | Transferring Funds

Professional Growth and Improvement

LCAP Federal Addendum Provision

ESSA Section 2102(b)(2)(B) : Provide a description of the LEA’s systems of professional growth and improvement, such as induction for teachers, principals, or other school leaders; opportunities for building the capacity of teachers; and opportunities to develop meaningful teacher leadership.

Criteria

To meet this requirement, LEAs must provide a description of the following:

• The LEA’s systems of professional growth and improvement for teachers, principals, and other school leaders.

Complete responses will:

• Address principals, teachers, and other school leaders separately.
• Explain how the systems promote professional growth and ensure improvement, including how the LEA measures growth and improvement.
• Describe how the systems support principals, teachers, and other school leaders from the beginning of their careers, throughout their careers, and through advancement opportunities.
• Describe how the LEA evaluates its systems of professional growth and improvement and makes adjustments to ensure continuous improvement within these systems.

Guidance

In meeting this requirement, LEAs are encouraged to review the alignment between their professional growth and improvement systems to California's Quality Professional Learning Standards. Descriptions of high-quality professional growth and improvement systems will address:

• Data: Sources and kinds of information that guide professional learning (PL) priorities, design, and assessments.
• Content and Pedagogy: Ways in which PL system enhances educators’ expertise to increase students’ capacity to learn and thrive.
• Equity: How the PL system addresses equitable access, opportunities, and outcomes for all students, with an emphasis on addressing achievement and opportunity disparities between student groups.
• Design and Structure: Use of evidence-based approaches such as focused, sustained learning that enables educators to acquire, implement, and assess improved practices.
• Collaboration and Shared Accountability: How PL facilitates the development of a shared purpose for student learning and collective responsibility for achieving it.
• Resources: The dedicated resources for PL and how they are adequate, accessible, and allocated appropriately toward established priorities and outcomes.
• Alignment and Coherence: How the PL contributes to a coherent system of educator learning and support that connects district and school priorities and needs with state and federal requirements and resources.

Resources

Building Systems of Support for Excellent Teaching and Leading (PDF)
U.S. Department of Education Non-Regulatory Guidance for Title II, Part A. LEAs are encouraged to review this document to strengthen Title II, Part A planning in terms of:

• Induction and mentorship
• Evaluation and support
• Teacher leadership
• School Leadership
• Educator equity including recruitment and retention in high-need schools
• Strengthening Title II, Part A Investments

Induction Resources

Educator Professional Standards
Information about professional standards for educators.

California Teacher Induction
California Commission on Teacher Credentialing Web page regarding induction programs.

Characteristics of High Quality Professional Learning

Quality Professional Learning Standards
Quality professional learning standards identify characteristics of professional learning that are most likely to support educators in building individual and collective capacity to meet professional, school, and student performance expectations.

Curriculum Frameworks
Each California curriculum framework includes chapters or sections regarding professional learning that will support high quality instruction.

Quality Schooling Framework: Professional Learning
The Quality Schooling Framework is the California educator’s destination for timely tools and practices to guide effective planning, policy, expenditure, and instructional decisions at all schools and districts. It is a collection of evidence-based tools, practices and resources for California schools and districts to ensure that all students learn and thrive in a global economy.

Professional Learning Resources for Educators

Curriculum Areas
Professional learning resources for teachers, principals, paraprofessionals and other staff in English language arts, history-social science, mathematics, physical education, science, visual and performing arts, and world language.

Common Core State Standards
Information and frequently asked questions about the academic content standards for English language arts, literacy, and mathematics adopted by the State Board of Education in 2010.

National Certification for Teachers
Information regarding how to achieve advanced certification from the National Board for Professional Teaching Standards.

Professional Learning Opportunities
The CDE Professional Learning Opportunities Web site offers a list of in-person and online statewide professional learning opportunities sponsored by the CDE, county offices of education, local educational agencies, and institutions of higher education as well as other not-for-profit agencies.

Leadership and Career Development Resources

California Subject Matter Project
The California Subject Matter Project is a network of nine discipline-based statewide projects that support on-going quality professional development. Activities and programs are designed by university faculty, teacher leaders, and teacher practitioners to improve instructional practices and lead to increased achievement for all students.

National Certification for Teachers
Information regarding how to achieve advanced certification from the National Board for Professional Teaching Standards.

New Leaders
New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country.

Center on Great Teachers and Leaders
The Center on Great Teachers and Leaders (GTL Center) is based at American Institutes for Research and funded through a cooperative agreement by the Office of Elementary and Secondary Education at the U.S. Department of Education. Formerly called the National Comprehensive Center for Teacher Quality, the GTL Center supports state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students.

The MET Project
The MET Project is a research partnership of academics, teachers, and education organizations committed to investigating better ways to identify and develop effective teaching.

Leading from the Front of the Classroom: A Roadmap for Teacher Leadership that Works (PDF)
In this paper, Leading Educators and the Aspen Institute propose a roadmap to empower teachers to lead from the front of the classroom. The paper outlines key phases that system administrators will need to consider as they build teacher leadership systems that address their highest priorities.

Prioritizing Funding

LCAP Federal Addendum Provision

ESSA Section 2102(b)(2)(C) : Provide a description of how the LEA will prioritize funds to schools served by the agency that are implementing comprehensive support and improvement (CSI) activities and targeted support and improvement (TSI) activities under Section 1111(d) and have the highest percentage of children counted under Section 1124(c) .

Criteria

To meet this requirement, LEAs must provide a description of the following:

• How the LEA determines funding that prioritizes CSI and TSI schools and schools serving the highest percentage of children counted under Section 1124(c) .

Complete responses will:

• Describe the LEA’s process for determining Title II, Part A funding among the schools it serves.
• Describe in detail how CSI and TSI schools and schools that have the highest percentage of children counted under Section 1124(c) that the LEA serves receive priority in Title II, Part A funding decisions compared to other schools the LEA serves.

Guidance

In its process to prioritize Title II, Part A funding to high-needs schools, LEAs should consider:

• The authorized uses of Title II, Part A funding .
• How the LEA determines the needs of schools that are identified for CSI and TSI.
• How the LEA will determine if priority funding is adequate in order to support high-needs schools.
• How the LEA meaningfully consults with the following stakeholders regarding prioritizing Title II, Part A funding for high needs schools:
  • Teachers
  • Principals and other school leaders
  • Paraprofessionals
  • Specialized instructional support personnel
  • Parents
  • Community partners
  • Organizations or partners with relevant and demonstrated expertise in programs and activities
• How Title II, Part A funding will be used strategically with other funding streams to support CSI and TSI activities.
• How priority funding will be continuously evaluated for contributing to positive outcomes for high-needs schools.
• How the LEA considers sustainability for activities supported by priority funding.

Charter Schools and Single-School Districts

As this provision addresses the distribution of funds among an LEA's schools, charter schools and single-school districts are not required to provide a substantive response. Charter schools or single-school districts should use the following appropriate responses:

• Not applicable. LEA is a charter school.
• Not applicable. LEA is a single-school district.

LEAs Not Serving Schools Identified for CSI and TSI

Each LEA, except charter schools and single-school districts, must address this provision so that is clear to the state that the LEA will have a process in place to prioritize funds should schools that the LEA serves be identified for comprehensive or targeted support.

Resources

Building Systems of Support for Excellent Teaching and Leading (PDF)
U.S. Department of Education Non-Regulatory Guidance for Title II, Part A. LEAs are encouraged to review this document to strengthen Title II, Part A planning in terms of:

• Attracting and Retaining Excellent Educators in High-Need Schools

Title II, Part A Funding
Information regarding the program including funding results, contacts, and guidance.

California Accountability Model & School Dashboard
Here you will find information regarding the state’s multiple measures accountability system. The California School Dashboard contains reports that display the performance of LEAs, schools, and student groups to assist in identifying strengths, challenges, and areas in need of improvement.

Local Control Funding Formula
Here you will find information regarding the state’s funding formula with links to information about the Local Control and Accountability Plan, apportionments, and related resources.

LCFF Priorities/Whole Child Resource Map
This page provides LCFF priorities and whole child resources and supports to help LEAs, schools, and families serve the needs of the whole child.

Data and Ongoing Consultation to Support Continuous Improvement

LCAP Federal Addendum Provision

ESSA Section 2102(b)(2)(D) : Provide a description of how the LEA will use data and ongoing consultation described in Section 2102(b)(3) to continually update and improve activities supported under Title II, Part A.

Criteria

To meet this requirement, LEAs must provide a description of the following:

• How the LEA uses data to continually update and improve activities supported under Title II, Part A.
• How the LEA uses ongoing consultation described in Section 2102(b)(3) to continually update and improve activities supported under Title II, Part A.

Complete responses will:

• Describe the sources of data the LEA monitors to evaluate Title II, Part A activities and how often it analyzes this data.
• Describe the ways in which the LEA meaningfully consults with the following stakeholders to update and improve Title II, Part A-funded activities:
  • Teachers
  • Principals and other school leaders
  • Paraprofessionals (including organizations representing such individuals)
  • Specialized instructional support personnel
  • Charter school leaders (in a local educational agency that has charter schools)
  • Parents
  • Community partners
  • Organizations or partners with relevant and demonstrated expertise in programs and activities
• Explain how often the LEA meaningfully consults with these stakeholders.
• Explain how the LEA coordinates its Title II, Part A activities with other related strategies, programs, and activities.

Guidance

As an LEA reviews its processes for using data and ongoing consultation to continuously improve Title II, Part A activities, it should consider:

• Outreach to a diverse representation of stakeholders from across the LEA, especially those who work in high-needs schools and in early education, during the development of plans for Title II, Part A funds.
• Flexible consultation with stakeholders by holding meetings or conferences outside the regular school day hours or by using a variety of communications tools, such as electronic surveys.
• Informing stakeholders of past and current uses of Title II, Part A funds and their effectiveness, as well as research or analysis of the new uses being proposed.
• Adapting consultation materials to specific stakeholder audiences.
• Genuinely considering concerns identified during consultation and addressing those concerns with concrete explanations and plans.
• What are reasonable expectations for success and how can success be measured?
• What are interim progress and performance milestones that can be tracked?
• Is there the need or capacity to examine the effectiveness of activities through research or correlational study, or would use of performance data suffice?
• Are the necessary data being collected and examined at the right frequency to monitor performance and make needed adjustments? Are the data high quality?
• What have participants in the activities shared about their experience and how the activities were implemented?
• How could knowledge about these activities be shared with the variety of stakeholders and inform future decision-making?
• What do stakeholders think the information suggests about how to improve activities going forward?

Resources

Building Systems of Support for Excellent Teaching and Leading (PDF)
U.S. Department of Education Non-Regulatory Guidance for Title II, Part A. LEAs are encouraged to review this document to strengthen Title II, Part A planning in terms of:

• Strengthening Title II, Part A Investments

Quality Professional Learning Standards
Quality professional learning standards identify characteristics of professional learning that are most likely to support educators in building individual and collective capacity to meet professional, school, and student performance expectations.

Curriculum Frameworks
Each California curriculum framework includes chapters or sections regarding professional learning that will support high quality instruction.

Quality Schooling Framework: Professional Learning
The Quality Schooling Framework is the California educator’s destination for timely tools and practices to guide effective planning, policy, expenditure, and instructional decisions at all schools and districts. It is a collection of evidence-based tools, practices and resources for California schools and districts to ensure that all students learn and thrive in a global economy.

Continuous Improvement Resources
Resources and tools to assist local educational agencies, schools, and local stakeholders as they plan and implement their continuous improvement efforts through their Local Control and Accountability Plan or other improvement planning processes.

Transferring Funds from Title II, Part A

Title II, Part A funds may be transferred to other ESSA programs as authorized by ESSA Section 5103(b) . If the LEA elects to transfer a portion or all of its Title II, Part A funds, please indicate in each Title II, Part A LCAP Addendum response which program into which you will be transferring your Title II, Part A funds. Before an LEA may transfer funds from Title II, Part A, it must meet the requirements of ESSA Section 5103(e)(2) and Section 8501 regarding consultation with appropriate private school officials concerning equitable services for private school teachers. For example, for each provision, an appropriate response would be: "The LEA has elected to transfer its Title II, Part A funds to Title III, Part A, and has met all requirements concerning equitable services for private school teachers."