Improving Teacher Quality State GrantsJulie CoplinAcademic Improvement and Teacher Quality ProgramsOffice of Elementary and Secondary EducationU.S. Department of Education

August 17, 2006

The Goal of NCLB

Every student will be proficient in reading and math by the end of the 2013-14 school year.

The Purpose

To increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools.

High-Quality Professional Development

Improves teachers’ knowledge of the academic subjects they teach and enables them to become highly qualifiedGives teachers and principals the knowledge and skills to help students meet challenging State content standards and student achievement standardsIs sustained, intensive and classroom focusedIs not one-day or short-term workshops or conferences.

Highly Qualified TeacherDefinition: (NCLB 9101 (23)

Must have full State certification1;Hold a minimum of a bachelor’s degree; and Demonstrate subject-matter competency in subjects the teacher teaches.

1 Note: teachers in public charter schools must meet certification/licensure requirements, if any, in the State’s charter school law

Highly Qualified Teachers – Demonstrating Subject Competence

A “new” elementary school teacherHas demonstrated competence by passing a rigorous State test of subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum.

Highly Qualified Teachers – Demonstrating Subject Competence

A “new” middle or high school teacher can demonstrate competence by:Passing a rigorous State academic subject test in each academic subjects, ORSuccessfully completing, in each academic subject, of an academic major, a graduate degree, coursework equivalent to an undergraduate academic major, or advanced certification.

Highly Qualified Teachers – Demonstrating Subject Competence

For a veteran elementary or secondary school teacher, another option exists for demonstrating subject-matter competency:

HOUSSE – high objective State standard of evaluation

HQT and Special Education

IDEA 602(10): special education teachers who teach core academic subjects must be highly qualified. They mustHold a special education certificate Hold a bachelor’s degree Demonstrate subject-matter competency in each subject taught

Special Education Teachers who support regular instruction

Special educators who do not directly instruct students in core academic subjects or who provide only consultation to highly qualified teachers need not demonstrate subject competency. They must have special education certification.

Special Education flexibility

Special education teachers who teach core academic subjects exclusively to students who are assessed against alternative academic standards, must be highly qualified only at a subject matter level appropriate to the content and achievement standards of the students. IDEA 602(10)(C)

Special Education flexibilitySpecial education teachers new to the profession who teach multiple core academic subjects and are highly qualified in mathematics, language arts, or science at the time they are hired, have two additional years to become highly qualified in other academic subjects they teach. IDEA 602(10)(D)

Highly Qualified Paraprofessionals

All paraprofessionals—except individuals with non-instructional roles such as personal care services, clerical services, or cafeteria or playground supervision—must have a high school diploma or its equivalent

AND

Highly Qualified Paraprofessionals

Paraprofessionals who provide instructional support mustComplete two years of study at an institution of higher education ORObtain an associates (or higher) degree ORDemonstrate through a formal state or local assessment knowledge of, and ability to assist in instructing reading, writing, and mathematics

Improving Teacher Quality State Grants

Total Program funds-- $2,873,001,756

Total for RI--$13,751,559SAHE grants--$340,351LEA grants-- $12,933,342

State Activities-- 340,351

Eligible Partnerships

Partnerships must include three parties: An institution of higher education and

the division that prepares teachers and principals

A school of arts and sciences At least one high-need district

Who else may be in partnership?

Other districts or schoolsAdditional IHEsCharter schoolsNonprofit organizationsBusinessesPre-kindergarten programsTeacher organizations

What is a high-need district?

A district that serves not fewer than 10,000 children from families with incomes below the poverty line; ORFor which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line.

AND

Where there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; ORThere is a high percentage of teachers with emergency, provisional, or temporary certification or licensing.

Allowable Uses of Funds

Professional development in core academic subjects to teachers, highly qualified paraprofessionals, and principals (including knowledge of computer-related technology to enhance student learning).Instructional leadership skills for principals to assist them in effectively working with teachers to help students master core academic subject.

Allowable Uses of Funds

Provide sustained, high-quality professional development activities that ensure teachers, highly qualified paraprofessionals, or school principals can use challenging State academic content standards, and State assessments to improve instructional practices and student academic achievement.

Allowable Uses of Funds

May include intensive programs designed to prepare individuals who will return to a school to provide instruction related to the professional development.May include activities of partnerships between one or more LEA, one or more school within the LEA, and one or more IHEs for the purpose of improving teaching and learning.

Designing a Successful Project

Begin with a needs assessment of the high-need district. Find the gaps in academic achievement. Look at the content knowledge of the

teachers.

Discover what strengths the IHE partners can offer to the district.Seek out additional support if needed.Inquire with other districts or schools that may have similar needs.

Designing a Successful Project

Design a high-quality professional development program that meets the needs of the students and teachers in the district(s) and draws on the knowledge of the IHE (and other) partners.Evaluate the impact of the project.

Winning a Grant

Clearly define the goals of the project.Include a detailed needs assessment.Describe the scope of the project.Explain how the activities of the project will meet the needs of the district. Is there research to support this?

Discuss the evaluation methods including the expected impact.

The 50% Rule

The law requires that no single participant in an eligible partnership may “use” more than 50 percent of the subgrant.Focus is on who directly benefits from the funds, not who receives the funds.

Recordkeeping

Must keep records that fully show: The amount of the funds under the

grant; How the funds are used; The total cost of project activities; Cost provided from other sources; and Other records to facilitate an effective

audit.

Questions, Comments, Concerns

Thank you!