TITLE II, Part A, Improving Teacher Quality

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TITLE II, Part A, Improving Teacher Quality

• PAFPC Conference
• April 15, 2013
• Don McCrone
• Program Manager

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Title II, Part A, Improving Teacher Quality

• USDE NCLB Website
• www.nclb.gov
• USDE Guidance
• www.ed.gov
• http//www2.ed.gov/about/overview/budget/budget11/
  summary/edlite-section3a.htmleit

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Title II A Purpose

• increase student achievement
• improve teacher and principal quality
• insure teachers are highly qualified
• professional development-college credit
  reimbursement-core content
• class-size reduction-core content
• supplement/supplant

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Title II A Core Academic Subjects

• English, Reading/Language Arts
• Mathematics, Sciences, Foreign Languages
• Music and Art
• Social Studies History, Economics, Geography,
  Civics, and Government

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Highly Qualified Teachers - NCLB

• all teachers-not just Title I buildings
• core academic subjects-alt, special ed.
• end of 2005-06 school Year
• HQT Plan must be in place
• Section 2141 requirements

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Section 2141

• By the end of the 2005-06 school year, all LEAs
  were required to have 100 of their core academic
  teachers highly qualified. Section 2141 of the
  Elementary and Secondary Education Act, as
  amended by No Child Left Behind, sets forth the
  technical assistance and accountability
  provisions for LEAS who fail to have 100 highly
  qualified educators for core academic subjects.

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Section 2141

• Section 2141 requires an LEA that does not have
  100 highly qualified educators in core academic
  subjects for two consecutive years, to create an
  updated Improvement Plan. Furthermore, if for
  three consecutive years an LEA fails to maintain
  100 of its core academic teachers as highly
  qualified and also fails to make adequate yearly
  progress (AYP), the PDE and LEA are required to
  enter into a written agreement regarding the use
  of that LEAs Title I and/or Title II funds.

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Title IIA Title I Set-Aside

• Districts that do not have all core academic
  teachers HQ must set aside 5 of Title I
  allocation to provide opportunities for teachers
  to become HQ
• Title I schools in Improvement must spend 10 of
  Title I on PD focused on whatever got you into
  Improvement
• PDE 425 Principal Attestation

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Title II A Assurance Needs Assessment

• All expenditures charged to Title IIA must be
  consistent with needs assessment.

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Title II A Targeting of Funds

• LEAs must target program funds to schools
• With the lowest proportion of HQ teachers,
• With the largest class sizes, or
• Identified for school improvement

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Title II A Budget eGrants

• Title II, Part A Nonpublic Share
• Nonpublic Must Receive Equitable Share of Funds
  Spent on Professional Development
• eGrants Calculates Additional Amount Due NP Based
  on Title II, Part A Funds Budgeted for SD
  Professional Development
• Any additional amount to be shared with NP listed
  on carryover section of budget and DFP Website

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Title II A Use of Funds CSR

• only highly qualified teachers
• reduce class size
• any grade level, any building
• team teach in a single classroom
• meaningful reduction for all of the students in
  the class on a regular basis.

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Title II A Use of Funds - Materials

• Title II funds cannot be used to purchase
  materials for students unless materials are
  necessary for professional development activities
  which can then be used within classrooms

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Title IIA Use of Funds - PD

• distance learning
• parent involvement PD
• substitute costs for attending IIA PD
• additional Praxis (PAPA) tests
• reasonable and necessary admin and RICR
• classroom management, curriculum
• administrators leadership and management

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Equitable Teacher Distribution

• Requirements and Expectations

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What is an equitable distribution plan

• 2 provisions of ESEA help us understand the
  purpose of and responsibilities associated with
  an equitable distribution plan
• Section 1111(b)(8)(C) of the ESEA (pertains to
  State Education Agencies)
• Section 1112(c)(1)(L) of the ESEA (pertains to
  LEAs)

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Section 1112(c)(1)(L) of the ESEA states that
each LEA plan must include an assurance that the
LEA will ensure, through incentives for
voluntary transfers, the provision of
professional development, recruitment programs,
or other effective strategies, that low-income
students and minority students are not taught at
higher rates than other students by unqualified,
out-of-field, or inexperienced teachers.
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Who Must Develop an Equitable Teacher
Distribution Plan?

• All LEAs must develop an equitable teacher
  distribution plan
• Even if they have
• Achieved 100 HQT and
• Met AYP

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What Does an Equitable Distribution Plan Look
Like?

• There is no set format, but including the
  following type of information is essential
• Teacher and Student Data, as well as an Analysis
  of these Data
• Staffing Problems and Barriers
• Recruitment and Retention Strategies

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What Does an Equitable Distribution Plan Look
Like?

• Action Steps, Responsible Personnel and Target
  Dates
• Review Process to Determine if Strategies Are
  Working
• Differentiated Supports for Novice Teachers

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LEAs and SEAs must analyze data to

• identify why teachers are not highly qualified
• determine if novice (less experienced) teachers
  are concentrated in specific schools

• measure progress
• determine if strategies in the plan are working
  or should be changed
• revisit the plan regularly and update as needed.

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PAs 2008-2009 NHQT Data Tell Us

• Schools in urban areas are more likely to have
  higher numbers of NHQT classes
• High-poverty schools have the greatest proportion
  of classes taught by NHQTs
• As poverty-level and the proportion of core
  academic classes taught by NHQTs increase, the
  mean of students reading and math performance
  gradually decline

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PAs 2008-2009 NHQT Data Tell Us

• As the percentage of minority students increases,
  NHQT classes also increase
• PA high-poverty elementary schools have 6 times
  more core academic classes taught by teachers who
  do not meet PAs HQ teacher requirements than do
  low-poverty elementary schools (61)

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PAs 2008-2009 NHQT Data Tell Us

• PA high-poverty secondary schools have 2 times as
  many core academic classes taught by teachers who
  do not meet PAs HQ teacher requirements than do
  low-poverty secondary schools (21)

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PAs 2004-2006 NHQT Data Tell Us

• Schools not making AYP had the greatest
  percentage of assignments taught by NHQTs
• v Social Studies (15) v Math (9)
• v Science (13) v English (6)
• v Foreign Languages (10)

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2008-2009 PIMS Data
  School Type Core Course Section Count HQT Section Count NHQT Section Count
1 All schools 368,480 360,612 15,264
2 High-poverty elementary schools 17,678 16,603 1,053
3 Low-poverty elementary schools 29,518 29,080 438
4 All elementary schools 101,069 98,286 3,113
5 High-poverty secondary schools 40,688 36,061 4,627
6 Low-poverty secondary schools 10,128 98,479 2,527
7 All secondary schools  267,411 255,550 11,868
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Distribution of Elementary NHQT Classes 2007-2008
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Distribution of Secondary NHQT Classes 2007-2008
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Resources to Assist LEAs

• National Comprehensive Center for Teacher Quality
  (www.ncctq.org)
• Americas Challenge Effective Teachers for
  At-Risk Schools and Students available at
  http//www.ncctq.org/publications/NCCTQBiennialRep
  ort.php

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Monitoring

• Written Equitable Teacher Distribution Plans will
  be reviewed by federal program monitors during
  the monitoring cycle beginning in 2009.
• Reinforced in ARRA legislation and included in
  NCLB reauthorization by Obama administration.

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The Future of Title IIA

• The proposed Excellent Instructional Teams
  authority would have 3 components
• The Effective Teachers and Leaders State grants
  program
• The Teacher and Leader Innovation Fund
• The Teacher and Leader Pathways program.

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Continued

• Effective Teachers and Leaders State grants would
  make formula grants to States and LEAs to promote
  and enhance the teaching profession recruit,
  prepare, support, reward, and retain effective
  teachers, principals, and other school leaders,
  especially in high-need LEAs, schools, fields,
  and subjects design and implement strong teacher
  evaluation systems ensure the equitable
  distribution of effective teachers and
  principals increase the effectiveness of
  teachers and principals

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Continued

• improve the preparation of teachers and
  principals by developing, supporting, and
  expanding effective pathways to the education
  profession improve instruction and help ensure
  that teachers have the knowledge, skills, data,
  and support needed to be effective in the
  classroom promote collaboration and the
  development of instructional teams that use data
  to improve practice and improve the management
  of human capital in States and LEAs.

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Continued

• The Teacher and Leader Innovation Fund would make
  competitive awards to States and LEAs willing to
  implement bold approaches to improving the
  effectiveness of the education workforce in
  high-need schools by creating the conditions
  needed to identify, reward, retain, and advance
  effective teachers, principals, and school
  leadership teams in those schools, and enabling
  schools to build the strongest teams possible.

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Continued

• The Teacher and Leader Pathways is a new program
  with a focus on student outcomes that would
  support the creation or expansion of high-quality
  pathways, including university- and LEA-based
  routes as well as alternative routes, into the
  teaching profession, and the recruitment,
  preparation, and retention of effective
  principals and school leadership teams who are
  able to turn around low-performing schools.

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Questions?