Creatively Funding TAP:

A District Perspective

Teddy W. Broussard, State TAP DirectorPatrice Saucier, Grants Consultant /

Calcasieu Parish

What is TAP?What is TAP?

Teacher Advancement Program

“The single most important factor in determining the achievement level

of a student is the quality of the classroom teacher.”

Comprehensive reform Adaptability to diverse schools Career choices and advancement

Four Elements of TAP

Multiple Career Paths

Ongoing, Applied Professional Growth

Instructionally Focused Accountability

Performance-based Compensation

Multiple Career Paths

Master Teacher: Share instructional leadership, demonstrate lessons, plan staff development, teach, plan curriculum, provide peer evaluations, plan cluster group activities (earns $5,000 to $10,000 addendum)

Mentor Teacher: Teach, help to lead cluster groups, provide peer assistance, model lessons, team teach, professional development (earns $1,500 to $5,000 addendum)

Career Teacher: Teach, collaborate with colleagues, team teach, professional development activities

Ongoing Applied Professional GrowthOngoing Applied Professional Growth

Identifyproblem or need.

Obtain new

teacher learning .

Developnew

teacher learning

Applynew

teacher learning

Evaluate impact on

student learning

Measurable in student outcomes and addresses student learning

Aligned to student need; formatted for classroom application; using credible sources and proven student growth

Support IN THE CLASSROM with demonstration,modeling, practice,team teaching, andpeer coaching with subsequent analysis of student work.

Step 1 Step 2 Step 4 Step 5Step 3

Apply IN THE CLASSROOM as evidenced inobservation,peer coaching, andself-reflectionapplied to student work

Evidence includesstudent assessment (post-test)aligned with data analysis and the new teaching strategies.

Cluster Group Meeting / New LearningCluster Group Meeting / New Learning

Cluster Group Meeting / Modeling with StudentsCluster Group Meeting / Modeling with Students

Cluster Group Meeting Cluster Group Meeting

Presenting Student Work / Formative AssessmentPresenting Student Work / Formative Assessment

Instructionally Focused AccountabilityInstructionally Focused Accountability

Planning InstructionInstructional Plans

Student WorkAssessment

Learning EnvironmentExpectations

Managing Student BehaviorEnvironment

Respectful Culture

ResponsibilitiesStaff Development

Instructional SupervisionSchool ResponsibilitiesReflecting on Teaching

Implementing InstructionStandards and Objectives

Motivating StudentsPresenting Instructional Content

Lesson Structure and PacingActivities and Materials

QuestioningAcademic FeedbackGrouping Students

Teacher Content KnowledgeTeacher Knowledge of Students

ThinkingProblem Solving

Performance Based CompensationPerformance Based Compensation

Individual Student Value-Added Achievement gains

30%

School-Wide Student

Value-AddedAchievement

20%Teacher Skills,

Knowledge, and Responsibilities

50%

Determined byEvaluations

Using TAP Rubrics

andResponsibility

Survey

Determinedby

ApprovedTesting

Louisiana TAP: Louisiana TAP: Status ReportStatus Report

TAP Growth: National ContextTAP Growth: National Context

2000 – 2001 2003 – 2004

Arizona Louisiana

2001 – 2002 2004 – 2005

South Carolina Minnesota

Ohio

2002 – 2003 2005 – 2006

Arkansas Texas

Colorado District of Columbia

Florida Nevada

Indiana

Number of TAP Schools Across U.S.Number of TAP Schools Across U.S.

Arkansas 14 Colorado 15 Florida 5 Indiana 8 Louisiana 32 Minnesota 12

Nevada 1 Ohio 4 South Carolina 11 Texas 3 Washington, DC 1

Calcasieu…………….A.A. Nelson Elementary School

(25 new schools started 05-06)

Jefferson……………..Frederick Douglass Elementary

Hazel Park Elementary

East Baton Rouge…...Cedarcrest/Southmoor Elementary

Crestworth Middle School

Rapides ……………..Forest Hill Elementary School

Caddo……………….South Highlands Elementary

(new for 05-06)

Louisiana TAP Louisiana TAP Demonstration SitesDemonstration Sites

Preparing for Success in a TAP School Preparing to Become a Certified TAP

Evaluator Becoming a Certified TAP Evaluator Yearly updates and re-certification Start-Up of School Workshop TAP Summer Training Institute

Training for TAP School Leadership TeamsTraining for TAP School Leadership Teams

TAP Phases of ImplementationTAP Phases of Implementation 2003- 2004 Practice/Preparation Year for 5 original Louisiana TAP schools (5

total)

2004 – 2005 First Full Year of Implementation for 5 original schools; Practice/Preparation Year for one new school in Rapides Parish, Forest Hill (6 total)

2005 – 2006 Second Full year of Implementation and First Payout based on 04-05 Growth for 5 original schools; First Full Year of Implementation for Forest Hill; Practice/Preparation for 26 new schools (32 total)

2006 – 2007 Thirty-two schools continue in next year of TAP; 6 Algiers Charter Schools begin Practice/Preparation Year (38 total)

TAP: Early ResultsTAP: Early ResultsLouisiana Accountability

System

TAP Value-Added System

Louisiana Accountability SystemLouisiana Accountability System School Performance Scores: Five of the

six TAP schools exhibit growth Two demonstrate Exemplary Academic

Growth Two demonstrate Recognized Academic

Growth One demonstrates Minimal Academic Growth

TAP Foundation Program Review 2005TAP Foundation Program Review 2005

Program Review Scores: 1 – Unsatisfactory 3 – Proficient 5 – Exemplary

Quantitative Structure (Training, Certification, Implementation of 4 principles) Louisiana Schools 4.0 (scores ranged from 3.4 to 4.4) National Average 4.1

Qualitative Processes (Clusters, IGPs, Leadership Team meetings, Classroom support) Louisiana Schools 3.3 (scores ranged from 2.5 to 3.6) National Average 3.0

Based on a complex, research-based statistical model developed by William Sanders

Differs from Louisiana Accountability System that compares performance of one student group in a year to the performance of another student group in the next year (e.g., performance of fourth graders in 2004-2005 is compared to performance of fourth graders in 2003-2004)

Value-added compares the growth in the same set of students from one year to the next (e.g., performance of fourth grade students in 2004-2005 is compared to the performance of those same students as third graders in 2003-2004)

TAP Value-Added SystemTAP Value-Added System

Sanders Value-Added Model analyzes student growth against the predicted growth for the student based on past record of performance and other statistical variables

In TAP, the Value-Added Model is used to calculate a School Value-Added Score and, when applicable, a Teacher Value-Added Score

Value-Added Scores in the TAP range from 5 to 1, with 5 being high and 1 being low.

TAP Value-Added SystemTAP Value-Added System

5: Two standard deviations above an expected full year’s growth

4: One standard deviation above an expected full year’s growth

3: An expected full year’s growth

2: One standard deviation below an expected full year’s growth

1: Two standard deviations below an expected full year’s growth

TAP Value-Added SystemTAP Value-Added System

TAP Value-Added GainsTAP Value-Added Gains Four of the Five Original TAP Schools Obtained

a School Value-Added Score of 3 or more Value-Added Score of 5: 1 School Value-Added Score of 4: 1 School Value-Added Score of 3: 2 Schools

99 of 119 Teachers Obtained a Value-Added Score of 3 or more.

TAP Bonus Payouts ranged from a low of $190 to a high of $4,800, with a typical payout of about $1800

Webster defines pioneer as one of a group of foot soldiers detailed to make roads and dig trenches in advance of the main body to prepare the way for a group.

TAP Pioneers … Early SuccessTAP Pioneers … Early Success

… Preparing the way for future teachers and students … giving meaning to “thinking out of the

box.”

Louisiana TAP Schools and TeachersLouisiana TAP Schools and Teachers

Creatively Funding TAP Calcasieu Parish

Al Burguieres CPSS Director of Federal Programs

Patrice Saucier CPSS Grant Consultant

The Teacher Advancement Program (TAP) …

…a Catalyst for Comprehensive Reform

Challenges in the District There is no District School Improvement Framework in place

that provides administrators, central office personnel, and school-wide personnel with the knowledge and skills to develop, implement, and support the SIP.

There is no District plan in place that provides administrators with job-embedded opportunities to build capacity for becoming effective instructional leaders and support the SIP.

Job descriptions do not reflect the requirements of the SIP and all of the LA Components of Effective Teaching.

District Personnel evaluation instruments are not aligned with the SIP and all of the LA Components of Effective Teaching.

Low level implementation of on-going, job-embedded, classroom support and follow-up components of PD does not allow for complete alignment with NSDC Standards for PD.

Challenges in Student Achievement

Of the four indicators that determine the DPS, the LEAP 21/GEE 21 index is the lowest and has shown little movement from 2001-2005.

One-third of all students in grades 4, 8, and 10 consistently scored below Basic in all content areas from 2000-2005.

At grades 4, 8, 10, students with disabilities subgroup scored below the AMO status of 47.4% in ELA and failed to make AYP in 2005.

At grades 4, 8, 10, the percent of students scoring unsatisfactory in mathematics is the highest in the four content areas.

Challenges in Teacher Quality

Classroom instruction and assessment are not aligned and or not at the cognitive level of the LEAP 21 Assessment.

Low level implementation of ongoing, job-embedded, classroom support and follow-up components of PD do not allow for complete alignment with NSDC Standards.

Student data is rarely used to direct classroom instruction and assessment.

The level of implementation of effective research-based teaching strategies is low.

Unique Solution

Teacher Advancement Program

Goal: Increase Student Achievement

Method: Maximize Teacher Quality

How: Attract, Develop, Motivate and Retain High Quality Teachers

Multiple Career Paths: Roles and Responsibilities

Career Teacher: Teach, collaborate with colleagues, team teach, professional development activities, work 182 days

Mentor Teacher: Teach, help to lead cluster groups, provide peer assistance, model lessons, team teach, 1:7 Mentor to Teacher, paid an additional $3,000, work 187 days

Master Teacher: Share instructional leadership, demonstrate lessons, plan staff development, teach, plan curriculum, provide peer evaluations, plan cluster group activities, 1:15 Master Teacher to Teacher, paid an additional $7,000, work 192 days

Curriculum Assistant: Provide instructional leadership, evaluate teachers, share the responsibility of developing curriculum and overseeing professional development activities at the school

Instructionally Focused Accountability

Comprehensive system for evaluating teachers Based on clearly defined instructional

standards and rubrics Multiple evaluations by more than one trained,

certified evaluator Teachers held accountable for their classroom

instructional practice and achievement, growth of students in classroom and school

Ongoing, Applied Professional Growth

Restructures school schedule so teachers can meet bi-weekly during the school day

Focus on improving instruction Uses student data to identify

instructional needs Over 160 hours spent in PD activities

Performance-based Compensation

Higher pay is granted for: Excellent teacher performance, as judged by multiple

trained/certified evaluators Student achievement grains (Value-added)

Performance-based Compensation: 50% based on teacher skills and knowledge 30% based on classroom achievement gains 20% based on school achievement gains

TAP in Calcasieu TAP-26 Schools 11,335 Students 39.8% White 59.2% Black 1% Other 15% Sp. Ed. 75.7% Free/Reduced 19 Title Schools 23 LINCS Schools

District-59 Schools 32,149 Students 64.5% White 33.8% Black 1.7% Other 13.8% Sp. Ed. 49.5% Free/Reduced 33 Title Schools 29 LINCS Schools

TAP in Calcasieu

1 -- District Coordinator 1 -- District Master Teacher 17 -- Curriculum Assistants 67 -- Master Teachers123 -- Mentor Teachers 20 -- FTE Teachers 15 -- Elementary Schools 10 -- Middle Schools 1 -- High School

TAP Salaries and Augmentation Local Level: Title I Part A School-wide program $ 2,540,092 Title I Part A PD District $ 662,842 Title I Part A Section 1113 $ 331,436 Title II Part A Improving TQ $ 756,252 IDEA- Early Intervening Requirements $ 271,325State Level: K-3 Reading and Math $ 158,704 Education Excellence Fund $ 391,991 Title I Part F CSR Fund $ 1,618,097

Total $ 6,730,739

“Turf” issues Lack of awareness of reallocation

guidelines Little or no accountability of the use of

resources on student achievement

Barriers

Why Reallocation Is Important

Addresses fragmentation of services

Creates efficiencies and reduces duplication of efforts

Reduces the number of competing services and allows for the coordination of services, thereby strengthening the entire educational program

Provides the leverage needed to produce changes in instructional design

Reallocation efforts are a strong and visible symbol of the belief of a school district in its ability to teach all children.

Most Compelling Answer to Why?

 Elementary

Middle School

High School Total

Title 1 $297,290 $200,705 $ 224,000 $721,995

CSRD $100,100 $84,300 $ -

$184,400

LINCS $12,450 $11,280 $ 12,610 $36,340

EEF $9,138 $9,138 $ 9,138 $27,414

Title II $7,857 $7,857 $ 7,857.00 $23,571

Total $426,835 $313,280 $ 253,605 $993,720

Identify Resources

Conduct an Assessment of Local Needs and Student Achievement

LEAP Test Results -- Grade 4 -- ELA Percent of Students Scoring Below Basic

45%

41%43% 42%

41%

36%

29%

25%

28%

32%30%

26%

61%

47%

65%

72%

51%

45%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2000 2001 2002 2003 2004 2005

State

District

Title I School

LEAP Test Results -- Grade 4 -- Math Percent of Students Scoring Below Basic

51%

47%49%

43%

47%

39%41%

33%

38%

33%

37%

31%

80%

59%

82%

72%

69%

64%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2000 2001 2002 2003 2004 2005

State

District

Title I School

Evaluate the Effectiveness of Resourceson Student Achievement

Align Staffing Patterns with PrioritiesTitle I School-Wide Salaries Expenditure Comparison

$0

$20,000

$40,000

$60,000

$80,000

$100,000

2004-05 $35,050 $0 $93,064 $2,000 $19,616

2005-06 $69,000 $66,000 $13,174 $2,000 $17,000

Coach/Master FTE Tutors Bus Driver Sub/Stipend

Recommendations for Others

Identify District resources and conduct resource analysis

Conduct an assessment of local needs for PD and student achievement

Identify and evaluate the effectiveness of District resources on student achievement

Create District Improvement Plan

Student Achievement at A. A. Nelson Elementary “Pays Off”

Students achieved a school-wide gain score of 5 on a scale of 1-5

This score reveals growth of students at 2 standard deviations above a full year’s growth, which would be represented by a value added gain score of 3.

Payouts range from $2,100 to $3,900

The school made adequate yearly progress (AYP) in all subgroups and was eligible for reward status with the State Accountability System.

By allowing schools/districts to integrate their resources, strategies, and programs, TAP can become a catalyst for comprehensive reform of the entire instructional program children receive rather than only serving as an add-on to the existing program.

Addressing the Needs of All Children

Contact Information

Teddy W. Broussard, State TAP Director Louisiana Department of Education teddy.broussard@la.gov 225-342-6975

Patrice Saucier, Grants Consultant Calcasieu Parish Schools patrice.saucier@cpsb.org 337-491-1693