Remarks by: Kevin Corcoran

Report
TITLE II, Part A, Improving
Teacher Quality
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PAFPC CONFERENCE
MAY 4, 2015
DON MCCRONE
PROGRAM MANAGER
Resources
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 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
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 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
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 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
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 English, Reading/Language Arts
 Mathematics, Sciences, Foreign Languages
 Music and Art
 Social Studies – History, Economics, Geography,
Civics, and Government
Which Teachers
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 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
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 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
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 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
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 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
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 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
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 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
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 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
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 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
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 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…
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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…
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 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?
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 All LEAs must develop an equitable
teacher distribution plan

Even if they have:
 Achieved 100% HQT
What Does an Equitable Distribution Plan
Look Like?
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 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?
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 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:
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 identify why teachers
 measure progress;
are not highly qualified;  determine if strategies
 determine if novice
in the plan are working
(less experienced)
or should be changed;
teachers are
 revisit the plan
concentrated in specific
regularly and update as
schools
needed.
PA’s 2012-2013 NHQT Data Tell Us…
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 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
3
Core Course Section
Count
360,719
HQT Section
Count
NHQT Section
Count
347,589
5,256
High-poverty Section Count
58,863
2,623
Low-poverty Section Count
120,384
507
Distribution of Elementary NHQT Classes
2012-2013
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700
600
500
400
300
200
100
0
does not have valid certification
does not hold appropriate certification
Distribution of Secondary NHQT Classes
2012-2013
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4500
4000
3500
3000
2500
2000
1500
1000
500
0
does not have valid certification
does not hold appropriate certification
Resources to Assist LEAs…
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 National Comprehensive Center for Teacher Quality
(www.ncctq.org)
 America’s Challenge: Effective Teachers for At-Risk
Schools and Students available at
http://www.ncctq.org/publications/NCCTQBiennial
Report.php
Monitoring
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 Emphasis on Needs Assessment
 Supplement/Supplant
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Questions?

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