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For more information about:

 Title II, Part A -
 title2quality@k12.wa.us
 360-725-6340
 360-586-3305 Fax

 

TitleII Part A

Allowable Costs

Title II, Part A is a U.S. Department of Education (ED) grant program that provides supplemental funding to help support effective instruction. ED awards Title II, Part A funds to state educational agencies (SEAs), such as the Office of Superintendent of Public Instruction (OSPI), which then sub-grant funds to local education agencies (LEAs).

The Title II, Part A program offers an LEA the flexibility to design and implement a wide variety of activities that can promote a teaching staff that meets applicable state certification and licensure requirements and increases the number of teachers who are effective in improving student achievement consistent with state learning standards. Funds can also be used to provide principals and other school leaders with the knowledge and skills necessary to lead their schools’ efforts in increasing student achievement.

Download this page as a PDF document, Instructions for Allowable Use of Title II, Part A Funds to Support Effective Instruction

 

+ Purpose, Program Requirements, Developing a Plan, Grant Application

Purpose of the Title II Program
In general, Title II funds can be used to provide supplemental activities that strengthen the quality and effectiveness of teachers, principals, and other school leaders. The purpose of Title II is to:

  1. Increase student achievement consistent with state standards,
  2. Improve the quality and effectiveness of teachers, principals, and other school leaders,
  3. Increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools, and
  4. Provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

For federal non-regulatory guidance on the Title II program, please see Non-Regulatory Guidance for Title II, Part A: Building Systems of Support for Excellent Teaching and learning (September 2016).

Program Requirements
In Washington state, Title II funds support three broad goals:

  1. Get good teachers through recruitment and hiring practices.
  2. Support and grow new teachers using effective induction strategies.
  3. Keep, develop, and sustain teachers through retention practices, class-size reduction, and effective and continual professional development.

View a summary of research (PDF) on Title II program-funded strategies.

Develop a Plan
Each LEA develops and submits a plan to OSPI that addresses their needs for professional development and the recruitment, induction, and retention of teachers. There should be a clear connection between identified needs and Title IIA activities. LEAs are to consult with state-approved private schools within their LEA boundaries that have chosen to participate in Title II to develop a plan based on their needs.

Allowable Use of Funds
LEAs annually submit an application through iGrants Form Package 239 (EDS) for Title II funding, as well as an End-of-Year report on how the funds were used (iGrants Form Package 284). A table of eligible and non-eligible use of funds can be found under the Eligible and None-Eligible Expenditures tab.

 

+ Professional Development and Educator Growth

Title II offers an LEA the flexibility to design and implement a wide variety of activities that can promote staff to meet the individual needs of educators based on educator practice and student learning. Professional development opportunities support the development of all school personnel including teachers, principals, and other school leaders and may be individualized to effectively support new and early career educators to advance their professional practice and improve their ability to produce positive student outcomes including the following:

High Quality Professional Development
The Every Student Succeeds Act (ESSA) promotes the implementation of high-quality, personalized, evidence-based professional development for teachers, instructional leadership teams, principals, or other school leaders that is focused on improving teaching and student learning. Under ESSA, professional development should be sustained, personalized, and job-embedded initiatives that address identified needs gaps rather than stand-alone, one-day, or short-term professional development. ESSA states this professional development may include training teachers, principals, or other school leaders to:

  • Effectively integrate technology into curricula and instruction,
  • Use data to improve student achievement (ensuring individual student privacy under FERPA),
  • Effectively engage parents, families, and community partners and coordinate services between school and community,
  • Help all students develop the skills essential for learning readiness and academic success,
  • Develop policy with school, local educational agency, community, or State leaders, and
  • Participate in opportunities for experiential learning through observation.

Evaluation/Support Systems
ESSA supports the development of improvement of a rigorous, transparent, and fair evaluation, and support system for teachers, principals, or other school leaders that is based on evidence of student achievement and may include student growth. It should also include multiple measures of educator performance and provide clear, timely, and useful feedback to teachers, principals, or other school leaders.

Effective Teaching of English Language Learners
ESSA supports the development of programs and activities that increase the ability of teachers to effectively teach English language learners.

Effective Teaching of Children with Disabilities
ESSA supports the development of programs and activities that increase the ability of teachers to effectively teach children with disabilities, including children with significant cognitive disabilities. This may include the use of multi-tier systems of support and positive behavioral intervention and supports.

Increased Knowledge/Ability to Teach Early Childhood
ESSA promotes the development and use of programs and activities that may be geared toward increasing the knowledge base of teachers, principals, or other school leaders on instruction in the early grades and on strategies to measure whether young children are progressing. This may include increasing 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 eight, which may include providing joint professional learning and planning activities for school staff and educators in preschool programs that address the transition to elementary school.

Effective Instruction of Science, Technology, Engineering, and Math (STEM)
ESSA supports the development and provision of professional development and other comprehensive systems of support for teachers, principals, or other school leaders to promote high-quality instruction and instructional leadership in science, technology, engineering, mathematics, and computer science.

Implementation of Formative Assessments
ESSA supports the training, technical assistance, and capacity-building in LEAs to assist teachers, principals, or other school leaders with selecting and implementing formative assessments, designing classroom-based assessments, and using data from such assessments to improve instruction and student academic achievement, which may include providing additional time for teachers to review student data and respond.

Supporting Students Affected by Trauma and/or Mental Illness
ESSA supports the provision of in-service training for school personnel in techniques and support related to identifying and supporting students affected by trauma or mental illness, including the use of referral mechanisms, partnerships with outside organizations, or addressing school conditions for learning such as safety, peer interaction, drug and alcohol abuse, and chronic absenteeism.

Identification and Support of Gifted Students
ESSA supports the provision of training to identify students who are gifted and talented, including high-ability students who have not been formally identified for gifted education services, and implementing instructional practices that support the education of such students, such as:

  • Enrichment, acceleration, and curriculum compacting activities
  • Dual or concurrent enrollment programs in secondary school and post-secondary education

Instructional Services Provided by Libraries
ESSA supports professional development intended to improve the instructional services provided by effective school library programs.

Training to Recognize/Prevent Sexual Abuse
ESSA supports the provision of training for all school personnel, including teachers, principals, other school leaders, specialized instructional support personnel, and paraprofessionals, regarding how to prevent and recognize child sexual abuse.

Feedback Mechanisms to Improve Working Conditions
ESSA supports the development of feedback mechanisms to improve school working conditions, including through periodically and publicly reporting results of educator support and working conditions feedback.

Career Readiness Education
ESSA supports training teachers, principals, or other school leaders on strategies to integrate rigorous academic content and provide effective career/technical education and work-based learning to help prepare students for post-secondary education and the workforce.

Recruitment, Placement, and Retention of Effective Educators
Allowable activities for LEAs to: 1) attract the most effective educators to LEAs and the schools that need them, 2) develop a systematic, coordinated approach to provide new and sustained leadership opportunities with additional compensation, recognition, and job-embedded professional development for teachers and administrators to advance excellent teaching and learning, as well as 3) the use of evaluation data in development, compensation, and employment decisions.

Recruiting/Retaining Effective Teachers
ESSA supports the development and implementation of 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, to improve within-LEA equity in the distribution of teachers, such as:

  • Providing expert help in screening candidates and enabling early hiring
  • Offering differential and incentive pay for teachers, principals, or other school leaders in high-need academic subject areas and specialty areas, which may include performance-based pay systems
  • Teacher, paraprofessional, principal, or other school leader advancement and professional growth, and an emphasis on leadership opportunities, multiple career paths, and pay differentiation
  • New teacher, principal, or other school leader induction and mentoring programs that are designed to improve classroom instruction and student learning and achievement, and increase the retention of effective teachers, principals, or other school leaders

Recruiting Individuals from Other Fields
ESSA supports recruiting mid-career professionals from other occupations, former military personnel, and recent graduates of institutions of higher education with records of academic distinctions who demonstrate potential to become effective teachers, principals, or other school leaders.

Reducing Class Size
ESSA supports the use of Title IIA funds to reduce class size to a level that is evidence-based, to the extent the State (in consultation with LEAs) determines that such evidence is reasonably available, to improve student achievement through the recruiting and hiring or additional effective teachers.

 

+ Other Evidence-Based Activities, Transferability, and Private Schools

Carrying Out Other Evidence-Based Activities
ESSA supports carrying out other activities that are evidence-based, to the extent the State (in consultation with LEAs) determines that such evidence is reasonably available, and identified by the LEA that meet the purpose of Title II.

Transferability
Under ESSA, LEAs can transfer up to 100 percent (100%) of Title II funds into:

  • Title I, Part A ─ Improving Basic Programs
  • Title I, Part C ─ Migrant
  • Title I, Part D ─ Neglected and Delinquent
  • Title III, Part A ─ Bilingual
  • Title IV, Part A ─ Student Support and Academic Enrichment
  • Title V, Part B ─ Rural and Low-Income Schools (RLIS)

Private School Checklist

  • For Title II, equitable participation applies to all state-approved private schools within LEA boundaries that have chosen to participate in Title II as indicated in the Private Participation in Federal Programs application (EDS).
  • LEA contacts the eligible private school early for timely and meaningful consultation to determine the professional development needs of its teachers and students.
  • LEAs cannot simply offer private school educators to attend LEA-sponsored professional development activities.
  • LEAs remain in control of the funds (no money goes directly to the private schools).

For more information about equitable services and private schools, please visit the OSPI Private Education website (http://www.k12.wa.us/ESEA/PrivateSchools.aspx).

 

+ Eligible and Non-Eligible Expenditures

Title II, Part A eligible expenditures should be the result of needs identified by LEA and stakeholders.

Title II funds may not be used to develop, align, map, or revise curriculum, or assessments; Title IIA funds may be used to provide professional development, training, resources to teach/train on how to design, develop, align, map, or revise curriculum or assessments.

Line Item

Eligible Activities/Expenditures

Non-Eligible Activities/Expenditures

Instructional/Professional Staff

  • Academic/Instructional Coaches
  • Development and support for LEA-based preparation programs for administrators
  • Differential pay for teachers in high need districts
  • Signing bonuses
  • Salary for in-field teacher for Class Size Reduction (CSR)
  • Stipends; see below for more information

  • Paid time to design, develop, align, map or revise curriculum or assessments
  • Salary for inexperienced (less than five years of teaching experience) or out-of-assignment teacher for Class Size Reduction (CSR)

Administrator Salaries

Program Administrator, Grant Manager, Professional Development Coordinator – only the portion of the salary that provides direct support of Title II allowable activities

Entire salary unless the administrator’s entire responsibility is Title II

Support Staff Salaries

Support staff for Title II grant work – only portion of salary that provides direct support of Title II allowable activitie

Entire salary unless the support staff’s entire responsibility is Title II

Stipends

  • Teacher stipends to lead or participate in workshops or trainings that improve content knowledge or classroom practice
  • Teacher stipends for participation in Title II professional development activities
  • Stipends for teacher mentors or teacher mentor coordinators

  • Stipends or salaries for paraprofessionals
  • Stipends for tutors

Fringe Benefits Contracted Services

  • Reasonable benefits proportionately linked with salaries
  • Consultants to provide professional development to improve content knowledge or classroom practice of teachers, principals, and other school leaders
  • Consultants to improve student behavior in the classroom and identifying early and appropriate interventions to help students with special needs
  • Consultants to provide training to improve content knowledge or classroom practice of paraprofessionals
  • Consultants to provide professional development to support or facilitate National Board certification
  • Substitutes for teachers, principals, or other school leaders to attend Title II funded professional development

  • Substitutes for teachers not attending Title II funded professional development
  • Consultants for first aid training

Supplies and Materials

  • Supplies or materials to be used strictly for professional development such as books or instructional resources
  • Professional development activity supplies, such as chart paper, pens, binders, easels
  • Printing or copying for professional development activities

  • Supplies to be used in the classroom or by students
  • Anything not directly connected to Title II funded professional development activity
  • Books, software, instructional technology for private schools

Travel (Registration)

  • Conference registration for Title II funded professional development activities
  • Expenses for transportation, per diem, and lodging if the costs are reasonable and necessary

  • Any direct reimbursement to a private school
  • Food and refreshments, including working lunches

Other Costs

  • Cost of state tests to fulfill teaching certificate endorsement requirements (teachers)
  • Cost of ETS ParaPro assessment (paraeducators)
  • Professional development memberships or subscriptions
  • Advertising to recruit effective educators
  • Space rental for professional development activities
  • Private school allocation for professional development

  • Any materials, travel expenses, or supplies that are not directly connected to Title II funded professional development
  • Cost of National Board candidate or assessment fees

Indirect Costs

  • District indirect cost rates can be found at: https://eds.ospi.k12.wa.us/iGrants/(S(yefafg55kcnbgyvi30wunb45))/WebPages/HomePages/IndirectRates/IndirectRatesHome.aspx

  • Indirect rate greater than the percentage assigned to district

Equipment

  • Portion of software or digital content used as part of a Title II funded professional development activity

  • Equipment (hardware, computers, or other devices)
  • Software or licenses
  • Hardware or software for student use

 

+ Technical Assistance

Quick Checks Before Submitting iGrants FP 239 Grant Application

  • Contact information: Verify that all contact information is accurate.
  • Complete all Required Pages: Complete all required pages (pages 1-4) and all applicable pages in grant application.
  • Budget Page/Budget Matrix: Make sure all objects referenced on the budget page include a brief narrative and match the Object of Expenditure categories on the Budget Matrix.
  • Private School Information: Be sure you provided timely and meaningful consultation with eligible private school(s) in your boundaries. The affirmation of consultation must be uploaded to the Private Participation in Federal Programs application (EDS).
  • iGrants Form Package 239 (17-18) is due Monday, October 16, 2017.

If you need technical assistance or have questions regarding the use of Title II funds, please contact the Title II, Part A program office at title2quality@k12.wa.us or 360-725-6340.

 

Resources

   Updated 9/12/2017

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