Title II, Part A is intended to increase student academic achievement by improving teacher and principal quality. This includes increasing the number of Highly Qualified teachers in classrooms, improving the skills of principals and assistant principals in schools, and increasing the effectiveness of teachers and principals.
- Recruiting, Hiring, and Retaining Highly Qualified Teachers and Principals
- Programs and activities designed to improve the quality of the teaching force
- Teacher advancement initiatives that emphasize multiple career paths and pay differentiation.
- Professional development activities that improve the knowledge of teachers, principals and superintendents
- Hiring Highly Qualified teachers to reduce class size
- Each LEA shall conduct an assessment of local needs for professional development and hiring (with the involvement of teachers).
- There should be a clear connection between identified needs and Title II, Part A activities (Section 2122(b)(8) and 2122(c)).
- Title II, Part A activities must be:
- Aligned with state academic content standards and student academic achievement standards.
- Based on a review of scientifically based research.
- Designed to have a substantial, measurable, and positive impact on student achievement and used as part of a broader strategy to eliminate the achievement gap (Section 2122(b)(1)&(2)).
- LEAs must target funds to schools that have:
- The lowest proportion of highly qualified teachers,
- The largest average class size, OR
- A Priority Improvement or Turnaround Plan Type Assignment (Section 2122(b)(3)).
- Each LEA must develop a professional development plan that addresses the needs of teachers and principals (section 2122(b)(5)(9)).
- LEAs must ensure that teachers, paraprofessionals, principals, other relevant school personnel (including charter schools), and parents collaborate in the planning of Title II, Part A activities (Section 2122(b)(7)).
- LEAS shall use Title II, Part A funds to get core content teachers and Title I paraprofessionals highly qualified, if necessary (Section 2122(b)(10)).
- LEAs shall ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers (Section 1111(b)(8)(C)).
- Guidelines For Use of Title II, Part A Funds
Needs Assessment Resources
Mandates and Sanctions
LEAs accredited with a Priority Improvement or Turnaround Plan must enter into a financial agreement with the LEA on its use of Title IIA program funds. Title IIA funds should support professional development strategies the district will use to address its Priority Performance Challenges and Major Improvement Strategies. Identified districts must develop plans using the Unified Improvement Plan template and Title IIA addendum.
Equitable Distribution of Teachers
LEAs must examine and address the issue that less experienced and qualified teachers are more likely assigned to teach poor and minority students. Equitable Distribution of Teacher (EDT) displays are available on SchoolView to assist with this analysis. The display enables users to examine the distribution of staff within a district by student (i.e., poverty, minority) and staff (i.e., teacher experience, Highly Qualified status) variables. The display also incorporates student growth ratings, recognizing that data on teacher qualifications and experience, without an examination of school performance, can have limited utility for understanding the impact of teacher equity gaps on student learning.
- State Equity Plan and Resources for Districts
- Detailed Directions for accessing EDT Display on SchoolView
- How to analyze the Schoolview EDT display
The Federal Programs Unit is proud to release its state level Title IIA evaluation summary. CDE, in partnership with OMNI Research, Inc, conducted a state-wide assessment of Title II, Part A activities. The main focus of the study was to examine districts’ spending patterns with their Title IIA funds. In comparing early spending patterns (2003-04) with more recent patterns (2008-09), CDE was able to confirm that many districts did shift their budgets as encouraged. More than half of the available Title IIA dollars are invested in professional development (e.g., coaching, mentoring, ongoing training).
Legislation and Guidance
- Title II, Part A Legislation
- Colorado ESEA Flexibility Waiver
- USDE Title II, Part A Non-regulatory Guidance
- Non-public School Guidance
- Equitable Services to Nonpublic School Students
- Equitable Services to Nonpublic School Students - Frequently Asked Questions
- CDE’s Highly Qualified Teacher Plan (Approved by USDE - November 2006)
- Amendments to State Plan (Approved by USDE - January 2009)
- Amendments to State Plan (Approved by USDE - July 2012)
High Quality Professional Development
The term professional development includes activities that:
- Improve and increase teachers' knowledge of the subjects they teach and enable teachers to become Highly Qualified
- Are an integral part of broad schoolwide and districtwide educational improvement plans
- Are high quality, sustained, intensive, and classroom-focused
- Are not 1-day or short-term workshops or conferences
- Advance teacher understanding of effective instructional strategies that are based on scientifically based research
- Full NCLB definition of high-quality professional development
Additional Teacher and Principal Quality Resources
The Quality Teacher Recruitment Program provides funding to organizations that have partnered with Colorado school districts to recruit, train, support and retain highly qualified teachers to teach in hard to serve areas. For more information about this grant program, please click here.
- Effective Induction Programs - NTC Resource
- The Center for Teaching Quality
- Colorado Association of School Executives
- Colorado Association of School Boards
- Learning Forward: The Professional Learning Association
- Quality Teacher Commission Report
- Educator Effectiveness
For Additional Information Contact:
Jennifer Phillips Simons
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