1. Title II, Part A: Highly Qualified Teachers and Overview of the Instructional Personnel and Licensure Report Virginia Department of Education Title II, Part A, University Series March 8, 2016

2. Overview of Presentation Highly Qualified Teachers: No Child Left Behind (NCLB) vs. Every Student Succeeds Act (ESSA) Introduction to the Instructional Personnel and Licensure Report Program Planning with IPAL

3. Highly Qualified Teachers and the Law

4. Definition of “Highly Qualified Teacher” Under NCLB [ESEA, Section 2123] Teachers must: Hold a minimum of a bachelor’s degree; Hold full Virginia license in the content area being taught; and Demonstrate content-area knowledge by: Passing a rigorous content-area test (Praxis II); or Completing content major in the specific core content area being taught. See Informational Supt’s Memo # 43, February 23, 2007. See Informational Supt’s Memo # 43, February 23, 2007

5. Who must be highly qualified (HQ) under NCLB? All teachers in federal core content areas [ESEA, Section 9101(11)] English/Language Arts/Reading Mathematics Science Social Science Foreign Language Arts (Music, Art) Special Education (as outlined in IDEA regulations) Economics History Civics Geography Government

6. HQT Under NCLB ◦ Highly Qualified Requirements  All teachers in federal core areas  All teachers and paraprofessionals in Title I schools  All class-size reduction teachers funded by Title IIA ◦ Reporting and Notifications  Annual Data Collection  Parental Notifications [ESEA, Section 2123]

7. Teacher Quality Under ESSA ◦ HQT requirements are eliminated as of August 1, 2016. ◦ Teachers STILL must be properly endorsed and licensed per Virginia law. ◦ “Four Weeks Letters” for HQT will not be required in 2016-2017 school year. However, “Four Weeks Letters” for state licensure/endorsements most likely will be required in 2017-2018. ◦ Superintendent’s Memo will be released Spring 2016 to detail HQT changes under ESSA.

8. Teacher Quality Data Collections ◦ Data will still be collected for licensure and endorsements in 2016-2017. ◦ IPAL report will change for 2016-2017 data collection to focus on teacher licenses and endorsements. HQT designations and calculations will be eliminated. ◦ Additional information will be forthcoming.

9. Reporting Highly Qualified Teachers Instructional Personnel and Licensure (IPAL) report ◦ Use for planning/assessing needs ◦ Use to complete the consolidated/individual application ◦ Use when considering special groups of teachers and individual school results for targeting efforts ◦ Use for federal program monitoring (a critical component) ◦ Reported in coordination with Master Schedule Record Collection

10. Instructional Personnel and Licensure Report (IPAL)

11. What is the IPAL Report? ◦ A snapshot of instructional personnel as of October 1 of each year. ◦ Useful for program planning and evaluation ◦ Completed by school divisions to verify teachers’ licenses and endorsements match up to teaching assignments ◦ Part of the Fall Master Schedule Data Collection (MSC)

12. Timeline ◦ Window opens in October ◦ Data submitted by December ◦ Verification reports due by January  Corrections/updates to data should be corrected prior to window closing period ◦ Data finalized in March/April

13. Sample IPAL Data 1

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17. IPAL Data

18. 2010-2011 Coordinators' Academy

19. IPAL Data

20. IPAL Areas of Possible Analysis ◦ What progress is being made at the division level? ◦ What progress is being made at the school level? ◦ How are schools’ HQT percentages in comparison to the state average? ◦ Are there particular grade spans that appear to have more HQT issues than others? ◦ What are the data trends per school over several years?

21. IPAL Areas of Possible Analysis ◦ Which content areas have the greatest number of non-highly qualified teachers? ◦ Are particular teachers showing up as non-HQ several years in a row? Why? ◦ Are there any unlicensed teachers? Why? ◦ What is the HQ status of Title I schools?

22. If IPAL indicates need for HQT, how may Title II funds be targeted? ◦ Recruitment  Relocation expenses (particularly in hard-to-fill positions)  Recruitment materials in targeted areas  Financial incentives (recruitment/retention)  Mentoring expenses  Signing bonuses (hard-to-fill positions)  Retention bonuses (highly effective personnel) ◦ Highly qualified status/additional endorsements  Coursework  Praxis/assessment support  Incentives for additional endorsements [ESEA, Section 2123]

23. Scenarios

24. Scenario 1 Division A: SchoolHQTGrade/Content Area (s) Notes Elem. School 1 (Title I) 100 Elem School 2985 th gradeNo license on file, teacher has NK-4 license Elem. School 3100 Middle School100 High School98.12Earth Science (2) Chemistry Physics Geometry Physics teacher with no license on file. Earth Science and Chemistry teachers lacking endorsements Geometry taught by teacher with Photography endorsement

25. Scenario 2 Division A: SchoolHQTContent Area (s)Notes Elem. School 1 (Title I) 95.245 th Grade (3 teachers) KG (1 teacher) All 4 teachers need to pass the Praxis Elem School 2100 Elem. School 3100 Middle School100 High School98.12Earth ScienceAssigned teacher has Art endorsement

26. Scenario 3 Division A: SchoolHQTContent Area (s)Notes Elem. School 1100 Elem School 2100 Middle School 198.2English 8Assigned teacher is endorsed in History Middle School 297.3History Physical Science Assigned teacher is endorsed in English Physical Science teacher is endorsed in Biology and Chemistry High School98.12BiologyAssigned teacher endorsed in Physical Science

27. Tips ◦ Review frequently for accuracy  Involve Human Resources, federal programs office, and principals ◦ Submit corrections prior to close of spring verification reports ◦ Develop individual plans with teachers, with timelines for addressing issues. ◦ Target funding from Title II, Part A (and/or other sources) to assist teachers with necessary assessments or coursework. ◦ Incentivize additional endorsements.

29. References Superintendents’ Memo #269-15, Fall 2015 Master Schedule Data Collection, October 30, 2015 http://www.doe.virginia.gov/administrators/superintendents_memos/2015/2 69-15.shtml Master Schedule Data Collection (includes additional presentations) http://www.doe.virginia.gov/info_management/data_collection/ma ster_schedule_collection/index.shtml http://www.doe.virginia.gov/info_management/data_collection/ma ster_schedule_collection/index.shtml Title II, Part A, Improving Teacher Quality Non-regulatory Guidance document (revised October, 2006) from the United States Department of Education may be found at: http://www.ed.gov/programs/teacherqual/guidance.pdf

30. Upcoming Webinars Title II, Part A, Application Originally Scheduled for Tuesday, April 5, 2015. WILL BE RESCHEDULED. DATE TBD Local Teacher Equity Data Analysis and Strategy Development Tuesday, May 17, 2016 10:30 a.m.

31. Contact Information Brian Mason Project Specialist for Teacher Education and Licensure (804) 225-2823 Brian.Mason@doe.virginia.gov Carol Sylvester Title II, Part A, Coordinator (804) 371-0908 Carol.Sylvester@doe.virginia.gov Tiffany Frierson Title II/IV Specialist (804) 371-2682 Tiffany.Frierson@doe.virginia.gov