Title II-A is the only dedicated source of federal funding for preparing, training, and recruiting high-quality school leaders and educators. The purpose and intent of Title IIA is to:

• Increase student achievement consistent with the challenging State academic standards;

• Improve the quality and effectiveness of teachers, principals, and other school leaders;

• Increase the number of teachers, principals and other school leaders who are effective in improving student academic achievement in schools; and

• Provide low-income and minority students greater access to effective teachers, principals, and other school leaders.

Per ESEA Section 8101 (44), the term “school leader” means a principal, assistant principal, or other individual who is (A) an employee or officer of an elementary school or secondary school, local educational agency, or other entity operating an elementary school or secondary school; and (B) responsible for the daily instructional leadership and managerial operations in the elementary school or secondary school building.

Professional Development
The statutory definition of “professional development” is defined in section 8101(42) and these requirements ensure that professional development is ongoing, comprehensive, and directly related to improving educational outcomes; Activities that are an integral part of school and LEA strategies to provide educators with the knowledge and skills necessary to help students succeed in a well-rounded education and to meet challenging State academic standards; and Activities that are sustained, rather than consisting of stand-alone, one-day, or short-term workshops, and it must be intensive, collaborative, job-embedded, data-driven, and classroom-focused.

Evidenced-Based
The statutory meaning of “evidenced-based” is defined in section 8101(21); An activity, strategy, or intervention that demonstrates a statistically significant effect on improving student outcomes or other relevant outcomes based on strong to promising evidence; and Activities that could include an activity, strategy, or intervention that “demonstrates a rationale based on high-quality research findings or positive evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes, and which includes ongoing efforts to examine the effects of such activity, strategy, or intervention.”

Equitable Services Requirement
Generally, only private school teachers, principals, and other school leaders (that meet the definition provided in ESEA section 8101(44)) are eligible to receive equitable services under Title II, Part A that fall within the county/district jurisdiction. Please reach out to the Equitable Services Ombudsman Barbara Bidell Barbara.Bidell@doe.nv.gov or the Title II-A State Director for additional support with the Equitable Services requirement. Additional guidance can be found under the resources section.

Monitoring
Under Uniform Guidance Part 2 CFR § 200.332(c), an SEA must evaluate each subrecipient’s fraud risk and risk of noncompliance with Federal statutes, regulations, and the terms and conditions of the subaward for purposes of determining the appropriate subrecipient monitoring.

Monitoring subrecipients of Federal funds is to ensure that the subrecipient: (1) achieves the goals and objectives of the award, and (2) complies with Federal statutes, regulations, and the terms and conditions of the awards.

LEAs will use Title1 Crate to upload the completed Monitoring Toolkit and supporting documentation. Please review the Monitoring Checklist to aid in preparation.

Proposed Monitoring Schedule
I. FY2024 monitoring period of performance: 7/1/2023-6/30/2024
II. FY2025 monitoring period of performance: 7/1/2024-6/30/2025
III. FY2026 monitoring period of performance: 7/1/2025-6/30/2026

The Every Student Succeeds Act (ESSA) includes provisions related to the equitable distribution of teachers, aiming to ensure that all students, regardless of their background or location, have access to qualified and effective teachers. However, the law also allows states and districts considerable flexibility in how they define and measure this equitable distribution and, in the policies, implemented to address disparities.

Nevada Department of Education’s ESSA State Plan identifies the following definitions**:

Ineffective teacher *: An ineffective teacher is defined as one who receives either a “developing” or “ineffective” rating on the Nevada Educator Performance Framework during the prior academic year. (Note the change in language due to passage of AB320 by 2017 Legislature.)

Out-of-field teacher *+: An out of field teacher is defined as one who holds licensure in an area other than the grade level or subject area of the current teaching assignment. This may include, but is not limited to, one who is issued a conditional or provisional license or one who is teaching Special Education via the Nevada Alternative Route to Certification (ARC)/Option Program.

Inexperienced teacher *+: An inexperienced teacher is defined as one who has less than three full years of licensed, contracted teaching experience.

Low-income student: Low-income is defined as student who is eligible for the free or reduced-price lunch program.

Minority Student: A minority student is defined as one who is identified as a member of a minority race or ethnicity, e.g., African American, Hispanic, Asian, American Indian, Pacific Islander.

+Definitions of these terms must be consistent with the definitions that a State uses.
*Definitions of these terms must provide useful information about educator equity.

** Nevada’s ESSA State Plan in currently under review