District Survey

Study of Title II-A Use of Funds:

District Survey 2021–22

The Study of Title II-A Use of Funds is examining how states and districts are using their Title II, Part A funds provided through the Elementary and Secondary Education Act (ESEA). The study includes surveys of officials from all state education agencies and from a representative sample of school district officials from each state. The purpose of this survey is for the U.S. Department of Education to gain a better understanding of how school districts are using their Title II, Part A funds. The United States (U.S.) Department of Education is sponsoring this study. While participation in the LEA survey is not mandatory, it is strongly encouraged in order to provide the Title II, Part A program office with information important that the Department can use to benefit to the program.

The study, including this survey, is being conducted by Westat.

Paperwork Reduction Act of 1995

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this information collection is 1810-0618. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is voluntary. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the status of your individual survey, please contact directly Elizabeth Witt, U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20024 or email [email protected] and reference the OMB Control Number 1810-0618. Note: Please do not return the completed survey to this address.

Notice of Confidentiality

Responses to this data collection will be used only for statistical purposes. The reports prepared for the study will summarize findings across the sample and will not associate responses with a specific district or individual. We will not provide information that identifies you or your district to anyone outside the study team, except as required by law.

Survey on the Use of Funds Under Title II, Part A

Supporting Effective Instruction Grants – Subgrants to Districts

District: [ DISTRICT NAME ]

State: [ ST ]

NCES ID: [ NCES ID ]

Instructions

Answer each question and click the "Save" button or the "Save and Mark as Complete" button. When you click the "Save" button, the responses you entered will be saved without navigating you away from the page. The "Save and Mark as Complete" button will check your responses for potential errors, and, if there are none, navigate you back to the List of Survey Questions. You may return to any question by clicking “List of Survey Questions” at the top of the screen. You may enter or change answers to questions any time prior to submission, even if a question is marked as complete.

You do not have to complete the survey all at once. You may return at a later time to complete the survey.

To fill out this survey, it will be useful to access your district’s Title II, Part A financial data. Additional resources that may be helpful in answering questions about the use of funds include: your Title II, Part A plan, consolidated grant application, your district’s professional development plan, and the number of teachers and principals/other school leaders.

Please refer to the table below to determine the questions you should complete. All districts should complete Question 1 before completing the remaining questions, as the applicability of Questions 2-13 depend on your response to Question 1.

Contact information	All districts
Question 1	All districts
Question 2	Districts that received Title II, Part A funds in SY 2021-22
Question 3	Districts that received Title II, Part A funds in SY 2021-22
Question 4	Districts that received Title II, Part A funds in SY 2021-22
Question 5	Districts that received Title II, Part A funds in SY 2021-22
Question 6	Districts that received Title II, Part A funds in SY 2021-22
Question 7	Districts that received Title II, Part A funds in SY 2021-22
Question 8	Districts that received Title II, Part A funds in SY 2021-22
Question 9	Districts that received Title II, Part A funds in SY 2021-22
Question 10	Districts that received Title II, Part A funds in SY 2021-22
Question 11		Districts that received Title II, Part A funds in SY 2021-22
Question 12		All districts
Question 13		Districts that received Title II, Part A funds in SY 2021-22 and that have used strategies to address inequities

Once you have completed and marked all questions as complete, please be sure to click on the “Submit Completed Survey” button.

For assistance, please call 1-855-817-1704 or send an e-mail to [email protected].

Contact information

Please provide the following contact information for the individual completing the survey.

First Name:

Last Name:

Position:

Phone:

5. mail:

Question 1: Title II, Part A funding in SY 2021–22

1. Did your district receive Title II, Part A funding in school year 2021-22?

Yes	If you selected “yes,” continue to Question 2.
No	If you selected “no,” you do not need to complete this survey.

Question 2: Total teachers and principals

2. Please provide the total count of full-time equivalents (FTEs) in your district in SY 2021-22, for teachers and for principals and other school leaders.

For example, an FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 means that the worker is only half-time. Two teachers working half-time each would each be .50 FTE for a total of 1.0 FTE

Note: Other school leaders may include assistant principals or other staff responsible for instructional leadership and management in an elementary or secondary school building.

	Total FTEs in SY 2021-22
Teachers
Principals and other school leaders

Question 3: Transfers to and from Title II, Part A

3a. Your State Education Agency (SEA) provided the amount of Federal FY 2021 Title II, Part A funds made available to your district in SY (2021-22).

This does not include carryover funds. If this allocation is incorrect, please contact Westat at [email protected].

3b. Please provide the amount of Federal FY 2021 funds transferred from Title II, Part A. Do not include carryover funds.

Title II, Part A funds transferred to Title I, Part A	$
Title II, Part A funds transferred to Title I, Part C	$
Title II, Part A funds transferred to Title I, Part D	$
Title II, Part A funds transferred to Title III, Part A	$
Title II, Part A funds transferred to Title IV, Part A	$
Title II, Part A funds transferred to Title V, Part B	$
Total amount of Title II, Part A funds transferred to another program under ESEA funding transferability provisions (ESEA section 5103)	$
3c. Provide the total amount of FY 2021 funds transferred to Title II, Part A from another Federal program. Do not include carryover funds.	$
Total amount of Title II, Part A funds available to your district in SY 2021- 22 after transfers:	$

Question 4: Allocation of Title II, Part A funds

For reference, in Question 3 you answered that the total amount of Title II, Part A funds available to your district in SY 2021-22 AFTER TRANSFERS was:	$xxx,xxx.xx

4a. Please provide the amount of Title II, Part A funds your district budgeted for the following activities in SY 2021-22, after transfers, as well as funds not yet budgeted for the following activities. Do not include carryover funds. You can estimate if you do not have exact figures. Note: Please include any funds used for services in private schools in the categories for which funds were budgeted.

Hiring, recruiting, and retaining effective teachers, principals, and other leaders (such as support with screening candidates and early hiring, recruiting individuals from other fields, differential and incentive pay, leadership opportunities and multiple pathways for teachers, induction or new educator mentoring programs, or improving school working conditions)	$
Evaluation systems (such as designing or revising systems, helping teachers and leaders to understand the system, help with using the results for high stakes decisions, or guiding professional development planning)	$
Class size reduction	$
Professional development (such as in–service seminars, coaching, university courses, or support for professional learning communities)	$
Other	$
Funds not yet budgeted at the time of response	$
Total amount of SY 2021-22 Title II, Part A funds budgeted:	$

4b. In the table below, please provide an estimate of the percentage of all Title II, Part A funds budgeted in your district in SY 2021-22 to support teachers and the percentage of funds budgeted to support principals and other school leaders.

Note: Percentages do not need to sum to 100 percent. For example, some uses of funds may serve both teachers and school leaders, leading to a total of greater than 100 percent.

Note: Other school leaders may include assistant principals or other staff responsible for instructional leadership and management in an elementary or secondary school building.

Teachers	Principals and other school leaders
%	%

Question 5: Strategies to hire, recruit, or retain effective teachers and leaders

5. Using Title II, Part A funds, what strategies has your district used or will your district use to hire, recruit, and retain effective teachers, principals, and other school leaders? Of the strategies used, indicate the two with the highest funding amounts.

Strategy	Check all that apply	Check two highest-funded strategies
Support with screening candidates and early hiring for teachers
Recruiting individuals from other fields to become teachers or leaders
Differential and incentive pay of teachers and leaders
Emphasis on leadership opportunities and multiple career pathways for teachers
Induction or new teacher and leader mentoring programs
Targeting and tailoring professional development to individual teacher or leader needs
Feedback mechanisms to improve school working conditions
Other (describe: )

Question 6: Class size reduction

6. During SY 2021-22, in total, how many full-time equivalents (FTEs) are funded by Title II, Part A for the purpose of class size reduction?

For example, an FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 means that the worker is only half-time. Two teachers working half-time each would each be .50 FTE for a total of 1.0 FTE.

Total funded (FTEs)

_____

Question 7: Teachers participating in professional development

7. Please estimate the percentage of teachers and principals or other school leaders in your district expected to participate in Title II, Part A-funded professional development activities during SY 2021-22.

Note: other school leaders may include assistant principals or other staff responsible for instructional leadership and management in an elementary or secondary school building.

	Percentage of [prefill total FTEs from previous question here] who will participate in Title II-A funded professional development activities in SY 2021-22
Teachers
Principals and other school leaders

Question 8: Types of professional development for teachers

8. Please complete the table below regarding all teacher professional development provided during SY 2021-22 (at least in part funded by Title II, Part A including planned professional development). Which of the following types of professional development and support to teachers is your district providing during SY 2021-22? Of the types of professional development provided, indicate the two with the highest funding amounts.

Types of teacher professional development (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded types
Short-term (3 days or less) single-session professional development, conducted virtually or in-person by an external provider
Short-term (3 days or less) single-session professional development, conducted virtually or in-person by district or school-level staff
Longer-term (4 or more days) professional development with connected content, conducted by an external provider or coach
Longer-term (4 or more days) professional development with connected content, conducted by district or school-level staff
Longer-term (4 or more days) one-on-one support from teacher leaders or coaches
Longer-term (4 or more days) Internet-based professional development (e.g., video library, skill-building modules, online coaching)
Longer-term (4 or more days) group support (e.g., lesson study, peer-to-peer communities of practice)
Professional conferences or organizations
University or college courses; traditional, course-based curriculum
Alternative (non-traditional) preparation pathways to certification (e.g., microcredentials or job-embedded), either university or non-university-based)
Professional certifications (e.g. NBPTS certification, state-level credentials or endorsements)
Other (describe: )

Question 9: Topics of professional development for teachers

9. Please complete the table below regarding all teacher professional development provided during SY 2021-22 (at least in part funded by Title II, Part A including planned professional development). Which of the following topics are covered by teacher professional development in your district in SY 2021-22? Of the professional development topics provided, indicate the two with the highest funding amounts.

Teacher Professional Development Topic (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded topics
Teacher content knowledge in ELA
Teacher content knowledge in STEM (science, technology, engineering, mathematics, or computer science)
Teacher content knowledge in subjects other than ELA or STEM
Instructional strategies for academic subjects
Instructional strategies for classroom management or student behavior management
Using data and assessments to guide instruction
Providing instruction and academic support to English learners
Providing instruction and academic support to students with disabilities or developmental delays
Identifying gifted and talented students
Understanding state content standards and instructional strategies to meet them
Understanding teacher evaluation systems and resulting feedback
Engaging parents and families
Using technology
Integrating academic content, career and technical education, and work-based learning (as appropriate)
Offering joint professional learning and planning activities that address transition from early childhood to elementary school
Identifying students with referral needs (such as sexual abuse, mental health issues, drug or alcohol abuse)
Other (describe: )

Question 10: Types of professional development for principals and other school leaders

10. Please complete the table below regarding all principal and other school leaders professional development provided during SY 2021-22 (at least in part funded by Title II, Part A including planned professional development). Which of the following types of professional development and support to principals and other school leaders is your district providing during SY 2021-22? Of the types of professional development provided, indicate the two with the highest funding amounts.

Check here if your district did not provide any type of professional development to principals or other school leaders during SY 2021-22, funded at least in part by Title II, Part A.

Types of principal and other school leaders professional development (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded types
Short-term (3 or less days) professional development, conducted virtually or in-person, either by external provider or district-level staff
Longer-term (4 or more days) group professional development, conducted by district-level staff
Longer-term (4 or more days) group professional development, conducted by an external provider
Longer-term (4 or more days) one-on-one professional development, conducted by district-level staff
Longer-term (4 or more days) one-on-one professional development, conducted by an external provider
Longer-term (4 or more days) group support (e.g., learning communities, district monthly or quarterly principal meetings)
Professional conferences or organizations, external to the district or state
University or college courses, traditional course-based curriculum
Alternative (non-traditional) preparation pathways to certification (e.g., job-embedded leadership preparation or support for teacher candidates), either university or non-university-based
State leadership conferences or trainings
Leadership certifications (e.g., state-level credentials or endorsements)
Other (describe: )

Question 11: Topics of professional development for principals and other school leaders

11. Please complete the table below regarding all principal and other school leader professional development provided during SY 2021-22 (at least in part funded by Title II, Part A including planned professional development). Which of the following topics are covered by principal and other school leader professional development in your district in SY 2021-22? Of the professional development topics provided, indicate the two with the highest funding amounts.

Principal and Other School Leader Professional Development Topic (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded topics
School improvement planning or identifying interventions to support academic improvement
Strategies and practices to advance organizational development (e.g., a focus on setting a shared school mission; creating a safe and respectful environment for learning; improving school climate and culture; fostering communication and collaboration among teachers and parents; distributing leadership responsibilities; ensuring efficient use of available funding and instructional time; and deploying resources aligned with strategic goals)
Strategies and practices to help teachers improve instruction (e.g., performance data use, teacher evaluation, feedback and coaching on instruction, instructional planning support, curriculum materials selection, and curriculum alignment with state standards)
Strategies and practices to develop and manage the school’s workforce (e.g., a focus on recruiting, hiring, and retaining effective teachers; selecting professional development tailored to teachers’ needs; effectively assigning teacher talent to students; and establishing pathways for developing teacher leaders and assistant principals as instructional leaders)
Strategies to engage parents and the community
Other (describe: )

Question 12: Teacher Quality/Effectiveness and Equity

12a. Has your district examined information about the distribution of teacher quality or effectiveness to assess whether low-income or minority students were served at disproportionate rates by inexperienced, ineffective, or out-of-field teachers?

Yes, and inequities were found	If you selected “yes,” complete the remainder of this question below.
Yes, but no inequities were found	If you selected “yes,” complete the remainder of this question below.
No	If you selected “no,” click on “Save and Mark as Complete” and continue to Question 13.

12b. Which of the following types of information were used to define teacher quality or effectiveness in the examination of the distribution of teachers? Check all that apply.

Type of information used to define teacher quality	Check all that apply
Teacher evaluation ratings
Teacher effectiveness, as measured by value added measures or student growth percentiles
Teacher effectiveness, as measured by student learning objectives or student growth objectives
Teacher experience
Teacher certification
Teacher education
Assignment of teachers to a grade or classes consistent with their field of certification
Other (describe: )

Question 13: Strategies used to improve equitable access

13a. During SY 2021-22, has or will your district use Title II, Part A funds to improve within-district equity in the distribution of teachers?

Yes	If you selected “yes,” complete the remainder of this question below.
No	If you selected “no,” click on “Save and Mark as Complete”.

13b. What strategies has your district used or will your district use to address any substantial inequities found in access to effective teachers for low-income and minority students? Check all that apply.

Strategy to address inequities	Check all that apply
Offering more compensation for qualified or effective teachers who move to or stay in schools with lower levels of teacher quality or effectiveness compared to other schools
Developing career ladders or teacher leadership roles to attract and retain teachers in schools with lower quality/less effective teachers
Beginning the hiring process earlier for vacancies at schools with lower levels of teacher quality or effectiveness compared to other schools
Increasing external recruitment activities such as hosting open houses and job fairs for schools with lower levels of teacher quality or effectiveness compared to other schools
Improving teaching and learning environments (e.g., lower teaching loads, more resources, or improved facility quality) at schools with lower levels of teacher quality or effectiveness compared to other schools
Offering more professional development for teachers in schools with lower levels of teacher quality or effectiveness compared to other schools
Limiting the ability of teachers who are inexperienced or low performing to transfer to or be placed in schools with lower levels of teacher quality or effectiveness compared to other schools
Making exceptions in contracts or regulations to protect the most qualified or effective teachers from layoff in schools with lower levels of teacher quality or effectiveness compared to other schools
Other (describe: )

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