NEW YORK STATE’S TEACHER/LEADER QUALITY PARTNERSHIPS (TLQP) PROGRAM May 13, 2004

TLQP BACKGROUND NO CHILD LEFT BEHIND ACT OF 2001 Signed in January 2002 Amends the Elementary and Secondary Education Act of 1965 (ESEA) Changes the major Federal programs supporting our schools’ effort to educate their students Has strong focus on Measurable Student Outcomes

TLQP BACKGROUND TITLE II, PART A — USE OF FUNDS Most go to State Education Agencies, to be distributed to local school districts, using a formula that takes into account the school-age population and the number of children in the district. Small portion goes to State Agencies for Higher Education (SAHE), to be distributed on a competitive basis through subgrants to partnerships. In New York State, the program distributing these funds is the Teacher/Leader Quality Partnerships (TLQP) Program

TLQP BACKGROUND TITLE II OVERALL GOAL: To improve student academic performance FOCUS IN PART A: Improving student academic performance by means of improving the quality of teachers & principals

TLQP – IMPORTANT CONCEPTS 1.Improved Performance 2.Increased Accountability 3.Scientifically-based Research 4.Uniformity and Collaboration These underlie and run through the treatment of Partners Participants Project Activities

TLQP – PARTNERS 1.Department/division/school of Education – required 2.School/division/department of Arts and Sciences – required 3.High-need Local Education Agency – required 4.Others, as optional partners

TWO “CLARIFICATIONS” 1.The required high-need LEA must be a school district 2.The “equitable participation” requirement from Title IX applies to choice of schools that the project works with in the required high-need LEA

EQUITABLE PARTICIPATION Participation is equitable if the projects 1)assess, address, and evaluate the needs and progress of public and private school teachers in the same manner, 2)provide the same amount of training to teachers with similar needs, 3)spend an equal amount of money per student for the two groups of teachers, and 4)provide private school teachers an equitable opportunity to participate in program activities.

IMPORTANT RESTRICTIONS WITH THIS REGULATION 1.Non-profit private schools 2.Interested private schools 3.Only for professional development 4.Look at the needs of teachers and students

HOW TO DETERMINE INTEREST 1.Contact schools annually 2.If schools belong to a central organization, can contact just that organization, such as the Catholic schools in a diocese. 3.Send “Letter of Interest to Participate,” describing project and asking if interested. 4.Consult with those who are interested.

FUNDS CANNOT BE USED FOR THESE: Teacher’s salary or benefits Substitute teachers Administrative costs of private schools are not to be included when determining if equal amounts are being spent on a private school teacher or a public school teacher

With private schools, grant funds can be used only for professional development: 1)in pedagogy 2)in integrating technology in teaching a core academic subject 3)in teaching methods of improving student behavior or involving parents more effectively 4)in leadership development or management training for principals 5)in core academic subjects 6)in training in the use of data and assessments to improve instruction and students outcomes.

NEEDS OF TEACHERS IN NONPROFIT PRIVATE SCHOOLS 1.Teachers don’t need certification 2.Teachers may need pedagogy or knowledge of core subject 3.The need may be measured in terms of the academic achievement of school’s students

SED HAS THIS INFORMATION ABOUT NEED IN PRIVATE SCHOOLS: K-8 Schools: 4 th and 8 th grade ELA and Math scores Number of free and reduced lunches High Schools: Regents Exam Scores

To sum up: Go where there is the greatest need. Determine need by contacting nonprofit, private schools, consulting with them, and using data from SED and elsewhere; Then integrate these schools into your project if their need is equal to or greater than that of the public schools you are working with in your required high-need LEA partner district.

REAPPLICATION PROCESS Basic requirements and concepts still hold: All partners must have a programmatic role The teacher education program partner must not be operating under a corrective action plan during the grant year

TLQP-PARTICIPANTS 1.Teachers—inservice and/or preservice 2.Principals—inservice and/or preservice 3.Highly qualified 4.Paraprofessionals

TLQP-PROJECT ACTIVITIES Required focus on a core academic subject –English, reading, language arts, –Mathematics, science, –Foreign languages, –Civics and government, –Arts, –History or geography

TLQP-PROJECT ACTIVITIES (cont.) Optional additional focus –Technology, pedagogical skills, leadership skills, –Pedagogical skills needed for special groups of students Use of “scientifically-based research” Alignment with State Learning Standards, assessment standards, and District Professional Development Plans

TLQP-QUALITIES OF THE PROJECT ACTIVITIES Strong in academic and pedagogical content Research-based High-quality, intensive, and sustained Focus on classroom Aligned with State Standards and District Professional Development Plans

TLQP-QUALITIES OF THE PROJECT ACTIVITIES (cont.) Includes equity training Includes experience in analyzing disaggregated student achievement data Creates a learning community

REAPPLICATION FORMAT Some material before main narrative: Cover Project Profile and Information Checklist Timeline Some material after: Budget trio (FS-10, TLQP Budget Form, Budget Narrative) Two attachments  Set of MOAs (photocopies okfor existing partners), with list of names and addresses  Resumes for any new staff members

NARRATIVE Maximum of 10 double-spaced pages Abstract Activities/Services - 10 sub-narratives, one for each performance measure Evaluation Recruiting & Retention Project Staffing & Management

PERFORMANCE STANDARDS & MEASURES 1.Professional development is intensive, sustained, and ongoing. 2.Professional development serves teachers in highest need schools and districts.

PERFORMANCE STANDARDS & MEASURES (cont.) 3.Professional development activities are responsive to teaching and learning needs identified in LEA professional development plans. 4. Professional development activities develop teacher collegiality and expertise.

PERFORMANCE STANDARDS & MEASURES (cont.) 5. Professional development activities support the development and growth of learning communities focused on improving student achievement. 6.Professional development activities provide opportunities for active learning.

PERFORMANCE STANDARDS & MEASURES (cont.) 7.Professional development content and/or pedagogical activities are based on scientifically-based research. 8. Professional development content activities are aligned with the NYS Learning Standards.

PERFORMANCE STANDARDS & MEASURES (cont.) 9.Professional development activities incorporate equity strategies. 10. Partner teacher preparation programs exhibit attributes of effective professional development and effectively prepare teachers for placement and retention in high- need districts.

PROJECT EVALUATION The formative and summative evaluation to be incorporated in activities must include some measurable data on student achievement outcomes. Examples: Attitude Behavior Academic performance during the grant year Later choices Comparison with others

RECRUITMENT & RETENTION 1.If policies and activities are unchanged, use materials from proposal. 2.If policies and activities have changed, describe the change and explain the reason for it. Note: “Retention” here refers to a teacher’s remaining in the teaching profession, not remaining in the TLQP program.

PROJECT STAFFING/MANAGEMENT If unchanged from last year’s proposal, simply say so and include a copy of that section of that proposal. If there are changes, describe and explain. Include as an attachment the resumes of any new staff.

PREPARING TO MAIL APPLICATION Postmarked by July 2, 2004 One original and two copies Original indicated by having original signatures—in blue ink –Signatures by CEO or designee –If designee, include CEO letter naming that person as designee

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