New York State’s Teacher/Leader Quality Partnerships (TLQP) Program April 26, 2007

TLQP is based on No Child Left Behind, Title II, Part A, Subpart 3 Overall Goal: To improve student achievement in core academic subjects Means: By improving the quality of teachers and administrators

TLQP – Important Concepts Improved Performance Participants and Students Scientifically-based Research Uniformity and Collaboration Partners and Participants Increased Accountability Partners and Participants

Th is Year, Focus on These: 1.High Quality Professional Development—and Its Results 2.Evaluation of Student Academic Performance 3.Tracking Participants’ Retention in Education

REAPPLICATION PROCESS Basic requirements and concepts still hold: Every project has three required partners; The partners work together to design the project and its activities; and The teacher education program must not be operating under a corrective action plan during the grant year.

TLQP – Eligible Participants 1.Teachers—inservice and/or preservice 2.Principals and Assistant Principals —inservice and/or preservice 3.Highly Qualified Paraprofessionals who help with instruction

TLQP – Project Activities Required Focus on a Core Academic Subject— English, reading, language arts, Foreign languages Arts Mathematics Science Civics and government History or geography

TLQP – Project Activities (cont.) Optional additional foci: Technology Leadership skills Pedagogical skills Pedagogical skills needed for special groups of students

RE-APPLICATION FORMAT Before the main narrative: 1.Cover Page - Correct Project Number: Year; therefore __ 2. Project Profile 3. Timeline - Professional Development Activities, not administrative meetings - Chronological Order: first September, then October, then November, etc.

Main Narrative: Essentially the same instructions as for last year: a.Two-page Abstract 1.Overview of cycle 2.How focus fits in 3.If a change, what and why b. Performance Standards

Performance Standards and Measures Instructions for this section are the same as in last year’s re-application, but keep these points in mind: * For Standard 1, the grant year activities should include at least 14 contact hours in the school buildings of the participants; * Standard 2 will be met if the list of partners shows that at least 50 percent meet the high-need criteria;

Performance Standards and Measures (cont.) * For Standard 6, the grant year activities should include at least 16 contact hours of non-traditional activities.

Main Narrative (cont.): 2.Same as last year’s but with additional information: a.Evaluation—Add detailed description of how the project will collect measurable data on and evaluate the academic progress of students taught by participants. b.Recruiting and Retention—Add description of how the project will track participants. c.Project Staffing—Add material only if there is/will be a change.

Evaluation of Student Achievement The formative and summative evaluation to be incorporated in activities must include a description of the kind of measurable data the project will gather on student achievement and how these data will be gathered. * Possible examples: Behavior in class/school, attitude towards subject as shown by homework completion, etc. * Preferred examples: Academic improvement during the grant year(s) as revealed through the students’ later academic choices, improvements in the students’ own test scores or pre- and post-tests; comparison with scores or academic choices of students not taught by TLQP participants; etc.

Recruitment and Retention, Project Staffing If Recruitment and Staffing will be the same in as they were in your proposal or in your re-application, just say so. If there are/will be any changes, however, please describe each change, explain why it will occur, and include as an attachment the résumés of any new staff members. Regardless of changes, include a description of how the project will track retention of participants. Note: “Retention” here refers to whether TLQP participants remain in education, not just in the TLQP program.

The Slippery Slope of Non-Retention 1.The teacher (principal) continues as teacher (principal) at the same high-need LEA. 2.(For pre-service teachers: the participant teaches at a high-need LEA after graduation.) 3.The teacher leaves that high-need LEA, but teaches at a similarly high-need LEA. 4.The teacher continues to teach, but no longer at a high-need LEA.

The Slippery Slope (cont.) 5.The teacher leaves teaching, but continues to work in a school environment (e.g., librarian, assistant principal, counselor). 6.The teacher is no longer teaching because of layoffs in his or her district, but is actively seeking a teaching position. 7.The teacher voluntarily leaves teaching, but plans to make it a temporary absence (e.g., to raise children). 8.The teacher leaves teaching and doesn’t plan to return.

Remember! When tracking the retention of TLQP participants and writing down the results, the scales will balance only if you write down the number of participants who are in each of the retention categories.

Re- application Format (cont.) Material after the main narrative Four Attachments, put in this order: 1. List of Partners, arranged alphabetically by county and alphabetically within each county; separate lists for private schools, charter schools, and “Others”; indicate if high-need 2. MOAs (photocopies of MOAs for three required partners; new MOAs for new partners or partners with changed agreements) 3. Résumés for new staff 4. Budget Trio

Lists of Optional LEA Partners Alphabetical by County and, within each county, by the Name of the School or District; also whether each LEA meets the high-needs criteria. Public, then Private. E.g., Public Schools: Albany County Albany High School YES Harriet Gibbons High School YES Rensselaer County Troy School District YES Private Schools: Albany County:Albany Academy for GirlsNO

Items after the Narrative (cont.) Budget Trio 1.FS-10, with partner benefit notations 2.Two-page summary proposed budget 3.Budget Narrative, covering both grant and matching funds

FS-10 with Partner Benefit Notations E.g.:Code 40 – Purchased Services DescriptionProviderCalc.of CostExpenditure PublicityVarious local Varies$1,000 venders It’s easiest for the reviewer if you name the partner either at the beginning of each line item or at the end: ½ TPPublicityVarious localVaries$1,000 ¼ LEA 1venders ¼ LEA 2 OR PublicityVarious localVaries $1,000 ($500 TP) venders ($250 LEA1) ($250 LEA2)

Budgets: A Miscellany of Points Math 1.Accuracy – Have your multiplication agree with ours; Multiply to 4 decimal spaces and then round up or down 2. Clarity – Make your results comprehensible 3.50 Percent Rule

Check for Accurate Calculations Multiplying 3,260 x 12  39,012 But o ne glance tells me that this has to be wrong, because the answer has to end in zero. Adding Code 1567,000 Code 16 1,243 Code 40 3,501 Code 45 0 Code Total72,274 Quickly add the right- hand column; note that 3, 1, and 9 do not add up to a number ending in 4.

CLEAR EXPLANANTIONS Explain each sum—especially in Codes 40, 45, and 46—so that people outside the project can understand how it will be spent. Examples: Lunch for 20—College Caterer—$5 each = $100 Staff to Math Conference—300 miles at $.31 and 2 x [$50 reg + 3 x ($60 hotel + $40 meals)] = $793

Calculating Employee Benefits Don’t compute by Social Security, Medicare, etc. Instead, give the percentage that your institution allows for benefits (or the percentage of benefits that the grant will pay for)—e.g., 31% of $42,000 in Code 15 and 15% of $8,000 in Code 45. Maximum Fringe rate as of today: 45.03%.

The 50 Percent Rule “No single participant... may use more than 50 percent of the funds made available to the partnership.” Use the partner benefit notations on the FS-10. Their totals should agree with the totals on the first page of the Summary Proposed Budget.

An FS-10 Change from Last Year: Used to Be: An item of equipment that cost $1,000 or more went under Code 20 (Equipment); only items costing less than $1,000 could go under Code 45 (Supplies and Materials). Now: An item of equipment goes under Code 20 only if it costs $5,000 or more; items costing $1,000-$4,999 now join their less expensive cousins in Code 45.

Explanations 1.Why Code 20 comes after Code 90 on the FS-10 (Code 90 computes Indirect Costs, and there are no indirect costs on Code 20 items.) 2.Why we ask for CEO signatures in blue ink (Think of the traditional test for an original signature.) 3.What each project number means (Program number, fiscal year, project number)

Preparing to Mail Re-application *Postmarked by June 30, 2007 *One original and two copies *Original indicated by having original signatures—in blue ink - Signatures by CEO or designee - If designee, include copy of CEO letter designating that person

And it’s... The End