1. PAFPC CONFERENCE MAY 4, 2015 DON MCCRONE PROGRAM MANAGER TITLE II, Part A, Improving Teacher Quality 1

2. Resources USDE NCLB Website  www.nclb.gov www.nclb.gov USDE Guidance  www.ed.gov www.ed.gov  http://www2.ed.gov/about/overview/budget/budget11/sum mary/edlite-section3a.html#eit http://www2.ed.gov/about/overview/budget/budget11/sum mary/edlite-section3a.html#eit 2

3. Title II A Purpose 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 3

4. 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!

5. Title II A Core Academic Subjects English, Reading/Language Arts Mathematics, Sciences, Foreign Languages Music and Art Social Studies – History, Economics, Geography, Civics, and Government 5

6. Which Teachers 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. 6

7. Highly Qualified Teachers - NCLB 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 7

8. Title IIA – Title I Set-Aside 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 8

9. Title II A assurance – Needs Assessment All expenditures charged to Title IIA must be consistent with needs assessment. Staff at individual schools Parent participation Focus on high risk children 9

10. Title II A Use of Funds – CSR 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. 10

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

12. Title IIA Use of Funds - PD 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. 12

13. Continued 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) 13

14. Continued 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. 14

15. Equitable Teacher Distribution Requirements and Expectations 15

16. 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) – RA-edequity@pa.govRA-edequity@pa.gov  Section 1112(c)(1)(L) of the ESEA (pertains to LEAs) 16

17. 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.” 17

18. Who Must Develop an Equitable Teacher Distribution Plan? All LEAs must develop an equitable teacher distribution plan  Even if they have:  Achieved 100% HQT 18

19. 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 19

20. 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 20

21. LEAs and SEAs must analyze data to: 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. 21

22. PA’s 2012-2013 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 22

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24. 2012-2013 PIMS Data School TypeCore Course Section Count HQT Section Count NHQT Section Count 1All schools360,719347,5895,256 2High-poverty Section Count58,8632,623 3Low-poverty Section Count120,384507 24

25. Distribution of Elementary NHQT Classes 2012-2013 25

26. Distribution of Secondary NHQT Classes 2012-2013 26

27. Resources to Assist LEAs… National Comprehensive Center for Teacher Quality (www.ncctq.org)www.ncctq.org America’s Challenge: Effective Teachers for At-Risk Schools and Students available at http://www.ncctq.org/publications/NCCTQBiennial Report.php America’s Challenge: Effective Teachers for At-Risk Schools and Students http://www.ncctq.org/publications/NCCTQBiennial Report.php 27

28. Monitoring Emphasis on Needs Assessment Supplement/Supplant 28

29. Questions? 29