Title II, Part A Allowable Expenses Middle Tennessee Federal Directors Conference September 24, 2009.

Title II, Part AAllowable Expenses

Middle Tennessee Federal Directors’ Conference September 24, 2009

Title II, Part A

Teacher Quality accountability status under NCLB (Section1119(a)(2)) is based on benchmarks for:

•Highly Qualified Teachers (HQ)•Professional Development (PD)

Title II, Part A To support activities that improve teacher

quality To increase the number of highly qualified

teachers, paraprofessionals, and principals in Tennessee schools.

To provide all students, including poor and minority, equitable opportunities to instruction by highly qualified, effective teachers.

Address the GAP between quality of teachers in high poverty schools compared with low poverty school

Title II, Part A

Ultimate goal is to increase student understanding and achievement in academic subjects

To comply with NCLB requirements, Local Title IIA programs must:

Be aligned with state standards and assessments and be grounded in ‘scientifically based research’

Focus on core subjects Be based on a ‘needs assessment’ of local needs -

professional development, recruitment, hiring, retention Be designed to help teachers and paraprofessionals meet

the qualification requirements set under Title I and help schools recruit and retain HQ teachers

Be integrated with activities funded by Title II, Part D to support teacher technology training to help teachers meet the needs of students with different learning styles, including disabled, gifted, and limited English proficient students

Include activities designed to help teachers improve student behavior and use data to improve instruction

Use of Funds

Systems have flexibility to develop and implement activities to address areas identified in their annual needs assessment that: result in a teaching staff that is highly qualified

and able to help all students achieve high academic standards

provide principals with the knowledge and skills to lead their schools’ efforts to increase student achievement

Use of Funds

Professional Development Activities

Recruitment/Employment/Retention Activities

Teacher Advancement Initiatives

Class Size Reduction

Professional Development Activities

Designed to improve the quality of the teaching force

Praxis preparation and testing Standards Training Alternative Preparation Technology literacy

Recruitment/Retention Model Development

Developing and implementing a mechanism to assist schools to effectively recruit and retain highly qualified teachers, principals, and specialists in core academic areas.

Recruitment/Employment/Retention Activities

Providing monetary incentives for scholarships, signing bonuses, or differential pay for teachers in academic subjects or schools in which LEA has shortagesRecruiting teachers of special needschildrenRecruiting qualified paraprofessionals an teachers with special skills for working with high poverty and/or minority students

Recruitment/Employment/Retention Activities

Retaining highly qualified teachers and principals, particularly in schools of low-achieving students induction and support for new teachers and

principals during their first three years – including mentoring

financial incentives to retain teachers and principals with a record of helping students to achieve academic success

Providing routes to teacher certification for paraprofessionals

Teacher Advancement Initiatives

•Initiatives that promote professional growth and emphasize multiple career paths, such as: mentor teacher lead teacher academic coach

Class Size Reduction

Hiring highly qualified teachers to reduce class size, particularly in the early grades (must be based on greatest need of student numbers or student performance)

Regular classroom teacher Co-teacher part-time or 100% Resource teacher for a particular

subject(s) reducing regular class numbers on continuous basis

Must be supplemental in nature

Professional Development Activities Private Schools

Annual notification of eligibility to participate in Title II-A

Calculation of equitable participation Private school(s) included in annual

needs assessment Private school opportunity for input in

planning

Title II-A Funds

Should be coordinated with other funding sources to meet system needs

Must be used to supplement, not supplant, state and local funds

LEA must demonstrate effective use

Title IIA Summary Points

Know what is allowable and reasonable Include all stakeholders in process &

document Plan collaboratively based on assessed

needs Budget collectively based on action plan Monitor remediation of non-HQ Develop and monitor effective use of funds

Title IIA State Level Activities

Title IIA State Level Activities

Supporting activities to ensure that teachers are able to use State academic content and achievement standard and State assessments to improve instructional practices and student achievement.

Title IIA State Level Activities

Developing or assisting LEAs in the development of proven, innovative strategies to deliver intensive professional development activities that are both cost effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning.

Title IIA State Level Activities

Supporting the training of teachers and administrators in effectively integrating technology into curricula and instruction.

Title IIA

Questions/Comments

Title IIA 1. Professional Development Benchmarks

The percentage of instructional personnel receiving high-quality professional development:

Exceeds the previous year’s percentage or Averaged over three years exceeds the 2002-03

baseline.

A response rate of 30% or more on the professional development survey (Tennessee Professional Development Teacher Questionnaire)

Title IIA 2. Highly Qualified Teachers Benchmark

100% of core academic courses are taught by highly qualified teachers

Lagged Data

IIA Status for school year 2009-10 will be based on data from 2008-09.

The HQ percentages determining IIA status for school year 2009-10 will be from the 2008-09 HQ snapshot.

The same 2008-09 HQ %s will appear on the 2009 Tennessee State Report Card (opens in fall 2009).

HQ Data Snapshot

Once the HQ Snapshot is taken, the HQ data freeze.

If your district’s HQ % is less than 100%, explain why in your IIA Improvement Plan.

IIA Status for School Year

Good Standing - met the IIA benchmarks Target – failed to meet one or more of the

IIA benchmarks (missed PD or HQ or both) Title II A Improvement - failed to meet a

Title II A benchmark for 2 consecutive years Title II A Corrective Action - did not meet

one of the Title II A benchmarks AND the LEA is high priority (i.e. did not make Adequate Yearly Progress (AYP) for 3 consecutive years)

Section 2141 Requirements

LEAs identified as IIA Improvement are required to develop Improvement plans.

The plans: identify problems that prevented achievement of

the benchmarks and specify actions that will be taken to achieve the

benchmarks.

LEAs identified as IIA Corrective Action are required to enter into more extensive improvement agreements with SEA.

IIA Improvement Plan Template

Title II-A Accountability Improvement Plan LEA: _______________________

Instructions: Complete and submit to your NCLB Consultant only the sections for which the LEA was identified as II-A Improvement for SY 2008-09 (based on prior year data).

HQPD Requirement: Increase in Instructional Personnel Receiving High Quality Professional Development (HQPD) % of instructional personnel receiving high quality professional development: ____ 2002-03 Baseline ____ Average of 2005-06, 2006-07, 2007-08 Strategies and Actions Taken or that Will be Taken to Achieve an Increase in Instructional Personnel Receiving HQPD (Add as many rows as necessary.)

Reasons for SY 2008-09 Status (based on prior year data)

Strategies and Action Step(s) Timeframe Documentation

Response Rate Requirement: 30% or More of Instructional Personnel Respond to the Professional Development (PD) Survey _____% of instructional personnel responding to the Professional Development Survey during 2007-08 Strategies and Actions Taken or that Will be Taken to Achieve a 30% Response Rate on the PD Survey (Add as many rows as necessary.)

Reasons for SY 2008-09 Status (based on prior year data)

Strategies and Action Step(s) Timeframe Documentation

IIA Improvement Plan Template HQ Teacher Requirement: 100% of Core Academic Courses Taught by HQ teachers ___ % of core academic classes taught by HQ teachers during SY 2007-08 (based on August 29, 2008 Snapshot). Subsequent Progress: ____ Check this box if the LEA subsequently achieved the 100% benchmark.

Strategies and Actions Taken or that Will be Taken to Achieve the 100% HQ Teachers Benchmark (Add as many rows as necessary.)

Reasons for SY 2008-09 Status (based on prior year data)Strategies and Action Step(s)TimeframeDocumentation Sample Reasons for SY 2008-09 HQ Teachers Status

Inaccurate data was provided to the state through EIS. Teachers who did not meet HQ requirements were assigned to core academic subjects. Sample Strategies for HQ Teachers Ensure Accurate Data in EIS and on the Preliminary Report. Assign Core courses to HQ teachers. Hire Teachers that are HQ. Assist teachers to meet HQ requirements as soon as possible. Sample Action Steps for HQ Teachers (Actions that will or are being taken to achieve the benchmarks) Revise the data collection process to enhance tracking of HQ status and improve accuracy of course coding. Insure that class assignments are accurate in EIS and the Preliminary Report. Initiate a screening procedure prior to making class assignments to ensure teachers are HQ for core courses assigned. Develop and implement a system to determine HQ status prior to employment such as including HQ documentation in application

packets. Insure that special courses with core subjects in the title are assigned to teachers HQ in the core subject. Include in the Principals’ Fall Training: information on class assignments, completing the preliminary report and Title II –A

Accountability. Develop Individual Action Plans for teachers to achieve HQ status. Promote small study groups or hold prep sessions for teachers completing Content Area or Praxis exams. Reimburse teachers for graduate course tuition or for PRAXIS test fees to help teachers attain HQ status. Notify teachers who have not documented HQ status that they will not be rehired unless they meet HQ requirements. Do not rehire teachers who do not meet HQ status. Sample Documentation for HQ Teachers HQ website, Written description of process or procedure, Principals’ Training Agenda, List of Contents of Application Packet

Taking Action – Improve Record Keeping

Revise data collection process to enhance tracking of HQ status.

Insure that class assignments are accurate from the earliest Preliminary Report.

Enter teachers and assignments accurately in EIS.

Develop and implement a system to determine HQ status prior to employment.

Enhance Application of HQ Requirements

Apply HQ requirements to Special Course assignments.

Provide additional training and guidelines to principals to insure that HQ teachers are assigned to core academic subjects.

Assist Teachers Seeking HQ status

Meet with individual teachers to evaluate progress on Individual Action Plans.

Promote small study groups / hold preparation sessions for teachers completing Content Area and Praxis requirements.

Reimburse teachers for Praxis exam fee.

Title IIA

Questions/Comments

Contact Information

Karen Moody, Accountability, Teaching and Learning, [email protected]

Trish Kelly, Federal Programs, [email protected]