TITLE II-AHighly Qualified Teachers

2011-12 Complex Area Superintendent and Business

Manager Meeting

September 7, 2011

Today’s Agenda

• HQT Data Review • HQT Online Tools• HQT Timelines• Principal’s Handbook• 2011-12 Allocations• Use of Funds• Quarterly Reporting• Monitoring• Performance Indicators• Induction and Mentoring• Moving from Highly Qualified to Highly Effective• Making sure Professional Development is Making a Difference

2

3

Percentage of Classes Taught by HQTs

EOY 2007-08 EOY 2008-09 EOY 2009-10 EOY 2010-11

Elementary 91% 91% 94.62% 96.34%Secondary 65% 68% 76.38% 82.88%All Schools 70% 73% 80.20% 85.70%

Number of Classes Taught by HQTs

EOY 2007-08 EOY 2008-09 EOY 2009-10 EOY 2010-11Elementary 5,410 5,481 5,344 5,418Secondary 13,981 15,426 16,309 17,577All Schools 19,391 20,907 21,653 26,831

Hawaii is Seeing Growth in the StatewideNumber and Percentage of Classes Taught by HQTs

How Does Your Complex Area Compare?End of School Year 2010-11

Total Classes

HQT Classes

HQT Percent

HQ Teachers

NHQT Classes

NHQT Percent

NHQ Teachers

Aiea Moanalua Radford 1978 1798 90.90% 728 180 9.10% 49Baldwin Kekaulike Maui 2243 1978 88.19% 702 265 11.81% 74Campbell Kapolei 2123 1811 85.30% 709 312 14.70% 67Castle Kahuku 1221 1022 83.70% 430 199 16.30% 49Farrington Kaiser Kalani 2184 1946 89.10% 721 238 10.90% 60Hana Lahainaluna Lanai Molokai 944 825 87.39% 251 119 12.61% 28Hawaii West 1618 1387 85.72% 479 231 14.28% 71Hilo Laupahoehoe Waiakea 1315 1184 90.04% 395 131 9.96% 26Kailua Kalaheo 1094 896 81.90% 351 198 18.10% 42Kaimuki McKinley Roosevelt 2416 2061 85.31% 730 355 14.69% 78Kapaa Kauai Waimea 1365 1214 88.94% 423 151 11.06% 35Kau Keeau Pahoa 1277 1137 89.04% 299 140 10.96% 25Leilehua Mililani Waialua 2689 2292 85.24% 819 397 14.76% 95Nanakuli Waianae 1169 917 78.44% 385 252 21.56% 58Pearl City Waipahu 1851 1634 88.28% 694 217 11.72% 58Charter Schools 1304 864 66.26% 360 440 33.74% 149Statewide Total 26831 22995 85.70% 8500 3836 14.30% 969

4

How Does Your Complex Area Compare?Beginning of the 2011-12 School Year

Total Classes

HQT Classes

HQT Percent

NHQT Classes

NHQT Percent

Aiea Moanalua Radford 2045 1830 89.49% 215 10.51%Baldwin Kekaulike Maui 2258 1933 85.61% 325 14.39%Campbell Kapolei 2187 1804 82.49% 383 17.51%Castle Kahuku 1197 965 80.62% 232 19.38%Farrington Kaiser Kalani 2233 1916 85.80% 317 14.20%Hana Lahainaluna Lanai Molokai 960 781 81.35% 179 18.65%Hawaii West 1625 1370 84.31% 255 15.69%Hilo Laupahoehoe Waiakea 1243 1111 89.38% 132 10.62%Kailua Kalaheo 1067 802 75.16% 265 24.84%Kaimuki McKinley Roosevelt 2358 1932 81.93% 426 18.07%Kapaa Kauai Waimea 1464 1263 86.27% 201 13.73%Kau Keeau Pahoa 1222 1028 84.12% 194 15.88%Leilehua Mililani Waialua 2652 2169 81.79% 483 18.21%Nanakuli Waianae 1144 874 76.40% 270 23.60%Pearl City Waipahu 1908 1614 84.59% 294 15.41%Charter Schools 1689 883 52.28% 806 47.72%Statewide Total 27252 22275 81.74% 4977 18.26%

5

6

Why is “Teacher Quality” Important?

Highly qualified teachers have demonstrated knowledge and skills in four areas:

1. Content: The in-depth knowledge in the subject matter to be taught;

2. General Pedagogy: The understanding of, and the ability to skillfully use knowledge about, how children learn;

3. Content Specific Pedagogy: Expertise in effective instructional, assessment and intervention practices that are specific to each individual subject; and

4. Positive Learning Environment: Teachers connect with, engage and support their students in learning.

See Doc. 1b

7

Why is “Highly Qualified” Important?

Highly Qualified is the foundation for

HighlyEffective

Highly Effective is the next federal requirement in Teacher Quality…

… including an annual measurement of individual student growth.

NCLB Core Academic Content Areas

English/Language Arts Civics

Mathematics Economics

Science Geography

Art History

Foreign Languages

Elementary Special Education*

8

*SPED teachers must be licensed in SPED & HQ in every CA taught Other teachers who teach many different classes also have high bars to meet. For example, TESOL and alternative education teachers must be HQ in every CA taught.

See Doc. 1c

All teachers must be highly qualified if teaching any of the following core content areas:

Requirements for HQ Teachers• A bachelor’s degree and• Full Hawaii state licensure and • Assignment match to grade level of license and• Either:

– Demonstrated content expertise through:• Passing scores on the PRAXIS II in each core academic

subject area taught, or• Be National Board certified, or• For secondary teachers only, a major or the equivalent in

the content area• Or:

– For those teachers with ONE or more years of teaching experience meet the requirements of HOUSSE

9See Doc. 1c

New: Temporary HQ for teachers enrolled in approved alternative routes to licensure

programs • Or

– Be enrolled in a state approved alternative teacher education program, and

– have evidence of passing score on the Praxis II for each core academic subject taught, and

– Be within the first three years of employment as a teacher, and

– Be approved for temporary HQ by OHR.

New HQ for Substitute Teachers• USDE Recommends that substitute teachers be allowed to

earn the HQ designation• HQ requirements same as contracted teachers• HQ documentation same as contracted teachers (was due

to DOE August 1st)• Most current principal signature required• May qualify for HOUSSE w/180 days of service• List of 2010-11 HQ preferred substitutes posted on PDE3• NHQT letter to parents not required if on HQ list in

content area assigned

11See Memo May 3, 2010

Electronic Access to HQT Data

• Complex Area Superintendents view their complex area and component school data

• Principals and Designees access HQT reports for their teachers and school

• SBE and DOE use for allocation, auditing, federal and state reporting

12

See Doc. 1j

Login Screen PDE3: https://pde3.k12.hi.us

Click here for Login Video

HQT Principal Report

Click here for help video

Click on Teacher Name to See Status Report

15

PDE3 Teacher Status Report – Page 1

16

PDE3 Teacher Status Report – Page 2

Administrator HQT Report(school level)

Click on Subject to see list of names

Administrator HQT Report(by individual teacher)

• September 1 - Official Non-HQT List Posted on PDE3

• September 1-15 - Letters to parents• September 30 - HQ documents or Professional

Development Plans due to DOE for every NHQT

2011-12 HQT Timeline

19See Doc. 3a

Overview2011-12 Principal’s Handbook

Section 1: HQT ResourcesSection 2: HQT ToolkitSection 3: School PlanningSection 4: FundingSection 5: Professional Development

20

Section One: HQT Resources• 1a How to get help• 1c HQT Guidelines• 1d HQT Flowcharts• 1e ACCNs• 1g-i Praxis Information• 1j-k Accessing HQT Reports• 1m Frequently Asked Questions

21

Principal’s Handbook

Section Two: HQT Toolkit (new forms)• 2a HQ Documentation Coversheet• 2b-c HOUSSE• 2d-e Course Identification• 2f-g Temporary HQ• 2h Out of State Verification• 2i-k Professional Development Planning

22

Principal’s Handbook

Section Three: School Planning• 3a-b Timelines (new)• 3c Role Designation in e-HR • 3 d-g Exemptions and Validation• 3i Technical Assistance to NHQTs• 3k Letters to Parents (due September 15)• 3m Notice of Request for Qualifications• 3n-o Monitoring

23

Principal’s Handbook

Section Four: Funding• 4a Allowable Use of funds• 4b Direct Payments Chart• 4c Spending AgreementsMore Specifics on:

– Use of Funds Tier One and Tier Two– Program Identification Numbers – (New)– Expenditure Categories, Descriptions & Examples

24

Principal’s Handbook

Section Five: Professional Development• 5a Content Specific PD (Hand-out)• 5b PD 360• 5c PDE3 Professional Development• 5d PBS TeacherLine (new)• 5e How to Calculate Workshop Points for

HOUSSE Credit (new)

25

Principal’s Handbook

26

Title II A Funds Timeline

• September 1, 2011 – 1st Allocation 2011-2012 funds

• September 30, 2011– 2009-10 funds lapse

• Quarterly Reports due for 2011-12 funds – Oct 30, Jan 30, Apr 30, Jul 30

• December 30, 2011 – Last payments using 2009-10 funds

28

Allowable Use of Funds

• Revised 09/01/2011• Updated document will be posted on the

teacher quality website at:

hqt.k12.hi.us

Tier One Funds20696 Asst to NHQT to HQT

• May only be used to support activities described and approved in Teacher HQ Professional Development plans that will result in progress toward HQ in assigned core academic subject areas

Rule of Thumb: Dedicated to NHQ teachers working toward becoming HQ for a current assignment.

Allowable Use of Tier One Funds1. Reimbursement for passed PRAXIS II2. Reimbursement for passed PLT and PPST

exams3. PRAXIS preparation4. Content area (not pedagogy or methods)

college coursework)5. Professional development eligible for

HOUSSE credit toward HQ (including textbooks and related fees)

Allowable Use of Tier One Funds Cont.

6. Substitute pay to cover time for NHQ teacher to participate in PD Plan professional development or coursework

7. Fees for additional licenses8. In-state travel 9. Payment for a class (instructor and materials)

for a group of NHQ teachers10.Incentives to teachers for passing PRAXIS II

exams prior to hire

32

Reimbursement Policy

• Teacher must be employed with the Hawaii Department of Education as a teacher to receive the reimbursement

• All coursework reimbursements must be accompanied by documentation that identifies:– date of course– Passing grade– course number– course name– Provider

• For Tier I funds:– Teacher must have been identified as NHQT in the content area – Praxis II exam must be for area that teacher is identified as NHQT– Activity must have been identified on an approved Professional Development Plan

 Note: Compliance with other complex area reimbursement requirements

Tier Two Funds20697 High Quality PD

20698 Support to New Teachers & Principals

• May be used for activities which support sustained, intensive, classroom-focused professional development that is an integral part of the school Academic and Financial Plan and/or complex area HQT Plan

Rule of Thumb: Used to support the professional development needs of all teachers and administrators.

Allowable Use of Tier Two Funds

1. Non-college credit PD to improve and increase teachers’ knowledge of core subjects

2. College courses specifically designed to increase teachers’ knowledge of core subjects

3. Non-college credit PD to improve student behavior in the classroom and identifying appropriate interventions

4. Non-college credit PD to provide administrators with leadership skills

Allowable Use of Tier Two Funds Cont.

5. Non-college credit PD to provide teachers with the knowledge and skills to help students meet standards

6. Non-college credit PD in effective instructional strategies

7. Mentoring and induction activities8. Academic coaching and modeling of lessons9. Lesson study activities10. Building common knowledge, skills and language

that are critical expectations of teaching

Allowable Use of Tier Two Funds Cont.11. Curriculum alignment activities12. Development and analysis of common formative

and summative assessments13. Collection, management and analysis of data to

improve teaching and student learning14. Collaboration time for teachers and administrators15. Non college credit PD in effective instructional

practices that address the needs of students with different learning styles, disabilities, special needs, and limited English proficiency

37

Expenditures Not Allowed

• School level administrators or teachers funded by Title II A • Computer equipment• Student level instructional materials• Student level assessments• Food purchases• Non-HQT personnel positions• Lack of time & effort payroll certifications• Non content-based college courses (master’s programs in education,

Ed classes)• Tier I funds used for other than NHQ teachers or for activities not

included in PD Plans

38

Quarterly ReportingProgram ID 1st Allocation 2nd Allocation Total Received QUARTER DUE:

20696 -$ Jul 1 - Sep 30 October 30, 201120697 -$ Oct 1 - Dec 31 January 30, 201220698 -$ Jan 1 - Mar 31 April 30, 2012

Total Allocation -$ -$ -$ Apr 1 - Jun 30 July 30, 2012Submit to: Title II A, OHR

Program ID Date Description of Activity

Type of Transaction (Payment,

Transfer, or Encumberance)

Amount Paid or Transferred

Remaining Balance

Amount Encumbered

Estimated Remaining

BalanceInitial Allocation Allocation -$ 0 -$

Enter Prog Id Enter Date

Title II A Quarterly Report - Status Report

OHR COMPLEX AREA:

DescriptionAssistance to NHQT to HQT

High Quality Professional DevSupport to New Teachers & Prin

39

Justifying Use of Tier II Funds

 

DATE: PROGRAM ID: AMOUNT: TITLE OF ACTIVITY: LOCATION OF ACTIVITY: DATES OF ACTIVITY: PURPOSE OF THE ACTIVITY: DESCRIPTION OF ACTIVITY: POPULATION IMPACTED, AND HOW: EXPECTATIONS, GOALS, OBJECTIVES, AND ALIGNMENT TO HQT REQUIREMENTS:

Submit with Quarterly Report

40

Title II Monitoring CycleEach complex area is monitored at least once every three yearsNote: Subject to Change

2008-09 2009-10 2010-112011-12 2012-13 2013-14

FallCampbell-Kapolei Farrington-Kaiser-Kalani Hilo-Laupahoehoe-Waiakea

Pearl City-Waipahu Kaimuki-McKinley-Roosevelt

Honokaa-Kealakehe-Kohala-Konawaena

Nanakuli- Waianae Kapaa-Kauai-Waimea Kau-Keaau-PahoaSpring

Hana-Lahainaluna-Lani- Molokai

Aiea-Moanalua-Radford Kailua-Kalaheo

Baldwin-Kekaulike-Maui

Leilehua-Mililani-Waialua

Castle-Kahuku

See Doc. 3l

41

– Not fully expending all Title II funds

– Title II funds were not used as allowed (See Expenditures Not Allowed slide)

– Approved PDPs were not in place within 30 days

– Title I schools have hired NHQTs without documenting reasons for hiring or did not have the newly hired NHQT on a PDP that would result in HQ within one year

Common Monitoring Findings

Common Monitoring Findings

– The complex area did not monitor the hiring and assignment of long term substitute teachers in core content classes

– Schools did not send NHQ letter home

– Schools’ AFPs did not include actions to meet the HQT goal of 100% core classes taught by HQ teachers or the NHQ levels have not improved

43

Payroll Certifications• Funds may be used to collect, analyze and report Title

II data to improve and accelerate student learning. – Includes limited personnel costs for technical assistance to

schools in recordkeeping, reporting, and professional development planning.

– Must be directly associated with Title IIA regulatory work.– No Title II A funds may be used for school level

administrators or teachers.– See also Memo of July 11, 2010: Payroll Certifications of

Employees Paid with Federal Funds Effective for Fiscal Years 2010-11 and 2011-12 – REVISED 08-03-2011.

– Submit Copy with your Title II A Quarterly Report along with copy of Position Description

44

Key Performance Indicators20696 Assistance to NHQT to HQ

• 100% of NHQT have an approved professional development plan on file at their school.

 • Number of Classes: 5% increase in the number of core

content courses taught by HQT within the Complex Area or Charter School Administrative Office from the prior school year. (EOY 2010-2011 to EOY 2011-2012)

• Number of Teachers: 4% increase of HQT teaching core academic courses form the Beginning of Year (BOY) baseline data to the EOY data for SY 2011-2012.

45

Key Performance Indicators20697 High Quality Professional Development• 100% of professional development trainings are high quality,

sustained, intensive and classroom-focused that will have a positive and lasting impact on classroom instruction or are an integral part of broad schoolwide and districtwide educational improvement plans or give teachers and principals the knowledge and skills to help students meet challenging State academic standards.

• 100% of all professional development offerings paid from Title IIA are entered into PDE3 system.

• 100% compliance with allowable use and documentation of use of funds.

46

Key Performance Indicators20698 Support to New Teachers and Principals• 100% of funds must target efforts and initiatives to retain

highly qualified teachers and principals through induction and support for new teachers and principals during their first three years and to provide sustained mentoring activities that will have a lasting impact.

• 100% of induction and mentoring activities must target efforts to improve the quality of teachers and school administrators.

• 100% of induction and mentoring activities must be aligned to the Statewide Induction and Mentoring Standards.

• 100% compliance with allowable use and documentation of the use of funds.

Acceptable Induction and Mentoring Activities

Induction program plans will be required to address these induction components as well as those outlined in the Hawai'i Teacher Induction Program Standards:

• A 3-year comprehensive induction program for every beginning teacher

• A system pairing each beginning teacher with a trained mentor

• An observed ratio of beginning teacher to full-released mentor of 15:1

• Research-based mentor training for mentors of beginning teachers

•On-going mentor support via mentor forums and PLCs

• PD/PLCs designed to meet the unique needs of the beginning teacher

• Induction program completion requirements for all beginning teachers

• Data collection to assess implementation and impact for continuous program

improvement

Projected Timeline9/16/11 Presentation of Induction Program

Standards to Superintendent for approval

10/12/11 Induction Institute

10/26/11 Complex area induction plans due

10/31/11 Complex area induction plans reviewed and submitted for approval

25% of Funds released 09/01/201175% of Funds released upon approval of plan

49

Moving from HQ to HE

• BOY 2011-12 we have 1,329 non-HQ teachers in classrooms teaching 5,175 classes (19%)

• Non-HQT national average is 5%• Must attend to the HQ basic qualifications and

assignment in proper lines • HQT Professional Development Plans are

funded through dedicated Tier-One $ ($250 per NHQ teacher)

50

Moving from HQ to HE

• Highly Effective means– Deep content knowledge– Strong teaching skills– Collaborative and reflective– Reflective, comprehensive evaluation– Professional growth– Measurable student growth

51

Moving from HQ to HE

• Highly Effective is going to be harder to reach than Highly Qualified

• It will take focused, strategic, statewide effort– Recruitment– Induction and Mentoring– Professional Development– Common Core and High Expectations for Students– High Expectations for Staff– Effective Evaluation and Support Mechanisms– Leadership

52

Ensuring Our Efforts are Making a Difference

• How do we know….– Is our professional development resulting in more

effective teachers?– Is our professional development resulting in greater

student learning?– Is our administrator and leader support system

resulting in more effective administrators and leaders?

– Are our efforts resulting in increasing the graduation rate?

Questions?

• Contact HQT Team via Lotus Notes at HQT@notes.k12.hi.us

• Contact HQT Team via phone at 586-4077

• Contact Everett Urabe, Acting Administrator Title IIA, at 586-4077 or via Lotus Notes

• Where to access all HQT data:– PDE3: https://pde3.k12.hi.us

• Where to access all HQT resources:– http://hqt.k12.hi.us

THANK YOU!53