Remarks by: Kevin Corcoran

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Transcript Remarks by: Kevin Corcoran

TITLE II, Part A, Improving Teacher Quality

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PAFPC CONFERENCE MAY 4, 2015 DON MCCRONE PROGRAM MANAGER

Resources

2  USDE NCLB Website  www.nclb.gov

 USDE Guidance   www.ed.gov

http://www2.ed.gov/about/overview/budget/budget11/sum mary/edlite-section3a.html#eit

Title II A Purpose

3  In general: Improve teacher and principal quality.

  Insure teachers are highly qualified.

Professional development-college credit. reimbursement - core content.

   Class-size Reduction - core content.

Supplement/supplant – exception: ESEA waiver activities and “required by law” test.

Recruitment and retention

Updates, areas of emphasis

4     IIA remains in effect and is not part of ESEA waiver – except for Section 2141 – LEAs not making AYP and not having HQT for three consecutive years.

Will be able to transfer 100% of IIA into IA with waiver. All allowable uses, including CSR will remain allowable until full NCLB reauthorization.

Non-Public allocations based on 2002 Eisenhower PD fund budgeted amount in 2270. Additional amounts may be due based on current year 2270 amounts – released in Spring. Be aware!

Title II A Core Academic Subjects

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

Which Teachers

6      Elementary level (grades K-6) teachers who teach all subjects to a particular grade; Middle- and secondary-level (grades 7-12) core content area instructors; Special education teachers who provide direct instruction in one or more core content areas; English as a second language (ESL) teachers who provide direct instruction in one or more core content areas; and Alternative education teachers who provide direct instruction in one or more core content areas. Sign language – only if teaching a core subject, not sign language itself.

Highly Qualified Teachers - NCLB

7     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

Title IIA – Title I Set-Aside

8  Districts that do not have all core academic teachers HQ can 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 – Gone with waiver PDE 425 Principal Attestation

Title II A assurance – Needs Assessment

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

 Staff at individual schools   Parent participation Focus on high risk children

Title II A Use of Funds – CSR

10  Only Highly Qualified teachers.

  Reduce class size.

Any grade level, any building.

  Team teaching in a single classroom.

Dividing students among core and CSR for sustained blocks.

 “Meaningful reduction for all of the students in the class on a regular basis.”  Time Certification applies.

Title II A Use of Funds – Materials and Hiring 11  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.

 Recruit, Hire, and retain HQT and principals.

Title IIA Use of Funds - PD

12  Distance learning.

  Parent Involvement PD.

Substitute costs for attending IIA PD.

  Assistance for teachers and paras to become HQT, including additional Praxis (and PAPA) tests.

“reasonable and necessary” admin and RICR.

 Classroom management, curriculum.

Continued

13  Technology literacy   Use of data and assessments.

Administrators – leadership and management, and safety.

  Recruitment of HQT (including moving expenses).

Recruitment of Pupil Support Services (2000 Function)

Continued

14  Strategies for retention of HQT and principals.

   Schools with low achieving students Mentoring and induction (supplemental).

Financial incentives to teachers with proven record of success.

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Equitable Teacher Distribution

Requirements and Expectations

What is an equitable distribution plan…

16 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) – [email protected]

 Section 1112(c)(1)(L) of the ESEA (pertains to LEAs)

Section 1112(c)(1)(L) of the ESEA states that… 17  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?

18  All LEAs must develop an equitable teacher distribution plan  Even if they have:  Achieved 100% HQT

What Does an Equitable Distribution Plan Look Like?

19  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?

20  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:

21  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.

PA’s 2012-2013 NHQT Data Tell Us…

22  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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2012-2013 PIMS Data

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School Type 1 All schools 2 High-poverty Section Count 3 Low-poverty Section Count Core Course Section Count 360,719 HQT Section Count 347,589 58,863 120,384 NHQT Section Count 5,256 2,623 507

700 600 500 400 300 200 100 0 Distribution of Elementary NHQT Classes 2012-2013 25 does not have valid certification does not hold appropriate certification

4500 4000 3500 3000 2500 2000 1500 1000 500 0 Distribution of Secondary NHQT Classes 2012-2013 26 does not have valid certification does not hold appropriate certification

Resources to Assist LEAs…

27  National Comprehensive Center for Teacher Quality ( www.ncctq.org

) 

America’s Challenge: Effective Teachers for At-Risk Schools and Students

Report.php

available at http://www.ncctq.org/publications/NCCTQBiennial

Monitoring

28  Emphasis on Needs Assessment  Supplement/Supplant

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Questions?