Presentation on theme: "Title IIA Accountability: The State of Play Trish Kelly Director, Data and Research Federal Programs Tennessee Department of Education Federal Programs."— Presentation transcript:
Title IIA Accountability: The State of Play Trish Kelly Director, Data and Research Federal Programs Tennessee Department of Education Federal Programs Director Training Murfreesboro, TN 10/23/09
Agenda Title IIA Requirements and Benchmarks PD Data: PD Survey HQ Classes Data: CSPR ARRA Metrics
Title II, Part A Teacher Quality accountability status under NCLB (Section 1119(a)(2)) is based on benchmarks for: Professional Development (PD) Highly Qualified Teachers (HQ)
Title IIA 1. Professional Development Benchmarks The percentage of instructional personnel receiving high-quality professional development: Exceeds the previous years percentage or Averaged over three years exceeds the 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 will be based on data from The HQ percentages determining IIA status for school year will be from the HQ snapshot. The same 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 districts 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
HQ Teacher Requirement: 100% of Core Academic Courses Taught by HQ teachers ___ % of core academic classes taught by HQ teachers during SY (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 Status (based on prior year data)Strategies and Action Step(s)TimeframeDocumentation Sample Reasons for SY 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
Professional Development Survey Respondents57,34160,649 Respondents - 1 or more PD activity 55,970 (97.6%) 59,491 (98.0%) Respondents – No PD activities 1,371 (2.4%) 1,158 (2.0%)
Number of PD Activities (%) (%) or more Did not reply
Number of Total PD Days (%) (%) or more Did not reply
Types of PD Activities (%) (%) Coaching or mentoring by another teacher Coaching or mentoring by non-peer (e.g., specialist, expert) Training program or institute – more than 1 day in total time College course related to teaching role On-line or self-paced course Completed National Board Certificate requirements Other
Attributes of PD Activities %* Ave. Rtg Ave. Rtg. Improved knowledge of academic subjects Part of school or district improvement plan Improved ability to prepare students Positive and lasting impact on instruction Advanced understanding of effective instructional strategies Aligned with content, achievement and assessment standards Included data and assessment practices * Sum of Strongly Agree and Agree
Attributes of PD Activities * Sum of Strongly Agree and Agree %* Ave. Rtg Ave. Rtg. Improved classroom management Developed with extensive participation of teachers, administrators, and parents Designed to help ESL teachers improve instruction Promoted the use of technology to aid instruction and learning Evaluated the impact on teaching and learning Provided training methods for teaching children with special needs Provided more effective ways to work with parents
Overall Rating: Proportion of High Quality Activities None Some Most All Did not reply1.0
Core Academic Classes Taught by Highly Qualified Teachers (CSPR, 1.5.1) School Type % of Core Academic Classes Taught by HQ Teachers % of Core Academic Classes NOT Taught by HQ Teachers All Schools Elementary High Poverty Low-Poverty Secondary Level High Poverty Low-Poverty
ARRA – SFSF Metrics Achieving Equity in the Distribution of Teachers Core HQ classes by poverty quartile Description of evaluation systems for teachers and principals by LEA Indicate whether achievement outcomes are a criterion in teacher and principal evaluations If performance ratings are available for teachers and principals, provide the number and percentage in each performance category are school level data available to the public in an accessible manner? Improving Collection and Use of Data 12 elements of America Competes Act Teacher Effect Scores for Math & RLA Assessments
ARRA – SFSF Metrics Standards and Assessments Evaluation of assessments including for IDEA and ELL students 4-year Adjusted Cohort Graduation Rate High School Graduates Enrolled in Higher Education High School Graduates Earning College Credits within 2 years Supporting Struggling Schools Schools in Improvement, Corrective Action or Restructuring turned around, consolidated or closed (additional data for lowest 5% schools) Charter Schools authorized, operated, closed over last 5 years
Contact Information Trish Kelly, Federal Programs,