NEW YORK STATE’S TEACHER/LEADER QUALITY PARTNERSHIPS (TLQP) PROGRAM

May 13, 2004

TLQP BACKGROUNDNO CHILD LEFT BEHIND ACT OF 2001

Signed in January 2002Amends the Elementary and Secondary Education Act of 1965 (ESEA)Changes the major Federal programs supporting our schools’ effort to educate their studentsHas strong focus on Measurable Student Outcomes

TLQP BACKGROUNDTITLE 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 BACKGROUNDTITLE II

OVERALL GOAL:To improve student academic performance

FOCUS IN PART A:Improving student academicperformance by means of improving the quality of teachers & principals

TLQP – IMPORTANT CONCEPTS1. Improved Performance2. Increased Accountability3. Scientifically-based Research4. Uniformity and Collaboration

These underlie and run through thetreatment 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 projects1) 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 schools2. Interested private schools3. Only for professional

development4. Look at the needs

of teachers and students

HOW TO DETERMINE INTEREST

1. Contact schools annually2. 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 benefitsSubstitute 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 pedagogy2) in integrating technology in teaching a core academic

subject3) in teaching methods of improving student behavior or

involving parents more effectively4) in leadership development or management training

for principals5) in core academic subjects6) 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 certification2. Teachers may need pedagogy or

knowledge of core subject3. 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:

4th and 8th grade ELA and Math scoresNumber 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 roleThe 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 contentResearch-basedHigh-quality, intensive, and sustainedFocus on classroomAligned with State Standards and District Professional Development Plans

TLQP-QUALITIES OF THE PROJECT ACTIVITIES (cont.)

Includes equity trainingIncludes experience in analyzing disaggregated student achievement dataCreates a learning community

REAPPLICATION FORMAT

Some material before main narrative:CoverProject Profile and Information ChecklistTimeline

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 pagesAbstractActivities/Services

- 10 sub-narratives, one for each performance measure

EvaluationRecruiting & RetentionProject Staffing & Management

PERFORMANCE STANDARDS & MEASURES

1. Professional development is intensive, sustained, and ongoing.

2. Professional development serves teachers in highestneed 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 tobe incorporated in 2004-2005 activities must include some measurable data onstudent achievement outcomes. Examples:

AttitudeBehaviorAcademic performance during the grant yearLater choicesComparison with others

RECRUITMENT & RETENTION

1. If policies and activities are unchanged, use materials from 2003-08 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 andexplain.

Include as an attachment the resumes of any new staff.

PREPARING TO MAIL APPLICATION

Postmarked by July 2, 2004One original and two copiesOriginal indicated by having original signatures—in blue ink

– Signatures by CEO or designee– If designee, include CEO

letter naming that person as designee

The End