Transcript Remarks by: Kevin Corcoran

TITLE II, Part A, Improving Teacher
Quality
PAFPC Conference
April 15, 2013
Don McCrone
Program Manager
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/bu
dget11/summary/edlite-section3a.html#eit
Title II A Purpose
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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
Title II A Core Academic Subjects
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English, Reading/Language Arts
Mathematics, Sciences, Foreign Languages
Music and Art
Social Studies – History, Economics,
Geography, Civics, and Government
Highly Qualified Teachers - NCLB
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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
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.
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 LEA’s
Title I and/or Title II funds.
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
Title II A Assurance – Needs
Assessment
• All expenditures charged to Title IIA must be
consistent with needs assessment.
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
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
Title II A Use of Funds – CSR
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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.”
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
Title IIA Use of Funds - PD
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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
Equitable Teacher Distribution
Requirements and Expectations
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)
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.”
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
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
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
LEAs and SEAs must analyze data to:
identify why teachers  measure progress;
are not highly
 determine if strategies
qualified;
in the plan are working
determine if novice
or should be changed;
(less experienced)
 revisit the plan
teachers are
regularly and update
concentrated in
as needed.
specific schools
PA’s 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
PA’s 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 PA’s HQ teacher
requirements than do low-poverty elementary
schools (6:1)
PA’s 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 PA’s HQ teacher
requirements than do low-poverty secondary
schools (2:1)
PA’s 2004-2006 NHQT Data Tell Us…
• Schools not making AYP had the greatest
percentage of assignments taught by NHQTs:
√ Social Studies (15%) √ Math (9%)
√ Science (13%)
√ English (6%)
√ Foreign Languages (10%)
2008-2009 PIMS Data
School Type
1
All schools
2
Core Course Section
Count
HQT Section
Count
NHQT Section
Count
368,480
360,612
15,264
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
Number of NHQT Classes
Distribution of Elementary NHQT
Classes 2007-2008
1094
1200
1000
783
800
600
400
200
173
138
Sp Ed No
Content
Emerg.
Permit
0
0
No
Content
Out of
Field
Reasons for NHQT
Total
Number of NHQT Classes
Distribution of Secondary NHQT
Classes 2007-2008
14000
11484
12000
10000
8000
5913
6000
4000
3036
2535
2000
0
0
Out of Field Sp Ed - No
Content
Emerg.
Permit
Other
Reasons for NHQT
Total
Resources to Assist LEAs…
• National Comprehensive Center for Teacher Quality
(www.ncctq.org)
• America’s Challenge: Effective Teachers for At-Risk
Schools and Students available at
http://www.ncctq.org/publications/NCCTQBiennialRe
port.php
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.
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.
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
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.
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.
Continued…
• The Teacher and Leader Pathways is a new
program with a focus on student outcomes that
would support the creation or expansion of highquality pathways, including university- and LEAbased 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.
Questions?