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TITLE II-A Highly 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

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title ii a highly qualified teachers

TITLE II-AHighly Qualified Teachers

2011-12 Complex Area Superintendent and Business Manager Meeting

September 7, 2011

today s agenda
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
hawaii is seeing growth in the statewide number and percentage of classes taught by hqts
Hawaii is Seeing Growth in the StatewideNumber and Percentage of Classes Taught by HQTs
why is teacher quality important
Why is “Teacher Quality” Important?

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

  • Content: The in-depth knowledge in the subject matter to be taught;
  • General Pedagogy: The understanding of, and the ability to skillfully use knowledge about, how children learn;
  • Content Specific Pedagogy: Expertise in effective instructional, assessment and intervention practices that are specific to each individual subject; and
  • Positive Learning Environment: Teachers connect with, engage and support their students in learning.

See Doc. 1b

why is highly qualified important
Why is “Highly Qualified” Important?

Highly Qualified is the foundation for



Highly Effective is the next federal requirement in Teacher Quality…

… including an annual measurement of individual student growth.

nclb core academic content areas
NCLB Core Academic Content Areas

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

*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

requirements for hq teachers
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

See Doc. 1c

new temporary hq for teachers enrolled in approved alternative routes to licensure programs
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
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

See Memo May 3, 2010

electronic access to hqt data
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

See Doc. 1j

login screen pde3 https pde3 k12 hi us
Login ScreenPDE3:https://pde3.k12.hi.us

Click here for Login Video

hqt principal report
HQT Principal Report

Click here for help video

Click on Teacher Name to See Status Report

administrator hqt report school level
Administrator HQT Report(school level)

Click on Subject to see list of names

2011 12 hqt timeline
2011-12 HQT Timeline
  • 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

See Doc. 3a

overview 2011 12 principal s handbook
Overview2011-12 Principal’s Handbook

Section 1: HQT Resources

Section 2: HQT Toolkit

Section 3: School Planning

Section 4: Funding

Section 5: Professional Development

principal s handbook
Principal’s Handbook

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
principal s handbook1
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
principal s handbook2
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
principal s handbook3
Principal’s Handbook

Section Four: Funding

  • 4a Allowable Use of funds
  • 4b Direct Payments Chart
  • 4c Spending Agreements

More Specifics on:

    • Use of Funds Tier One and Tier Two
    • Program Identification Numbers – (New)
    • Expenditure Categories, Descriptions & Examples
principal s handbook4
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)
title ii a funds timeline
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

allowable use of funds
Allowable Use of Funds
  • Revised 09/01/2011
  • Updated document will be posted on the teacher quality website at:


tier one funds 20696 asst to nhqt to hqt
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 funds
Allowable Use of Tier One Funds
  • Reimbursement for passed PRAXIS II
  • Reimbursement for passed PLT and PPST exams
  • PRAXIS preparation
  • Content area (not pedagogy or methods) college coursework)
  • Professional development eligible for HOUSSE credit toward HQ (including textbooks and related fees)
allowable use of tier one funds cont
Allowable Use of Tier One Funds Cont.
  • Substitute pay to cover time for NHQ teacher to participate in PD Plan professional development or coursework
  • Fees for additional licenses
  • In-state travel
  • Payment for a class (instructor and materials) for a group of NHQ teachers
  • Incentives to teachers for passing PRAXIS II exams prior to hire
reimbursement policy
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 funds 20697 high quality pd 20698 support to new teachers principals
Tier Two Funds20697 High Quality PD20698 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 allteachers and administrators.

allowable use of tier two funds
Allowable Use of Tier Two Funds
  • Non-college credit PD to improve and increase teachers’ knowledge of core subjects
  • College courses specifically designed to increase teachers’ knowledge of core subjects
  • Non-college credit PD to improve student behavior in the classroom and identifying appropriate interventions
  • Non-college credit PD to provide administrators with leadership skills
allowable use of tier two funds cont
Allowable Use of Tier Two Funds Cont.
  • Non-college credit PD to provide teachers with the knowledge and skills to help students meet standards
  • Non-college credit PD in effective instructional strategies
  • Mentoring and induction activities
  • Academic coaching and modeling of lessons
  • Lesson study activities
  • Building common knowledge, skills and language that are critical expectations of teaching
allowable use of tier two funds cont1
Allowable Use of Tier Two Funds Cont.
  • Curriculum alignment activities
  • Development and analysis of common formative and summative assessments
  • Collection, management and analysis of data to improve teaching and student learning
  • Collaboration time for teachers and administrators
  • 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
expenditures not allowed
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
justifying use of tier ii funds
Justifying Use of Tier II Funds

Submit with Quarterly Report

title ii monitoring cycle
Title II Monitoring Cycle

Each complex area is monitored at least once every three years

Note: Subject to Change

See Doc. 3l

common monitoring findings
Common Monitoring Findings
  • 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 findings1
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
payroll certifications
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
key performance indicators 20696 assistance to nhqt to hq
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.
key performance indicators 20697 high quality professional development
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.
key performance indicators 20698 support to new teachers and principals
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

Acceptable Induction and Mentoring Activities

  • A 3-yearcomprehensive 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

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


25% of Funds released 09/01/2011

75% of Funds released upon approval of plan

moving from hq to he
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)
moving from hq to he1
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
moving from hq to he2
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
ensuring our efforts are making a difference
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?
  • 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