Alternate Route Block Grant

June 2015 (Revised: June 30,2015) MATERIALS AVAILABLE WEEK OF JULY 13, 2015

Educator Programs and Pathways

Agenda I.

Overview of Alternate Route to Teacher Certification

II. Overview of the alternate route block grant III. Knowledge of the Para to Teacher Pathways IV. Creative Solutions to Support Alternate Route Pathways V. Questions

What’s an Alt Route? •

2001 – Legislature Created •

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Since 2002 – Partnerships between school districts and preparation programs – Full-time, classroom-based mentored internships; some as teacher of record – Career-changers and experience para-educators – Loan forgiveness for service in shortage areas

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1,461 completers teaching in WA schools

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More diverse (25% nonwhite compared to 8%)

Key Features include: – – – –

individualized instruction residency model open exit targeted populations of candidates – Learning to teach while teaching

Programs Alternate Route Program Characteristics: • • •

• • •

Residency based, full year mentored internship; Guided by Individualized Teacher Development Plan for each candidate; The majority of candidates exit the program with multiple endorsements and/or endorsed in content specific areas such as Math and Sciences; All day, everyday placement in classrooms with trained mentor teachers; Provides more clinical experience than traditional programs; Cost effective- Required to be package priced below traditional programs.

Programs Alternative Route Program Characteristics: • Learning to teach while teaching – Residency based, full year mentored internship; with supports • Alternative Route for Individuals with Subject-Matter Expertise in Shortage Areas

– Conditionally certified, enrolled in program with supports • Alternative Route for Individuals Teaching with Conditional Certificates

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Guided by Individualized Teacher Development Plan for each candidate; – Teachers can be at different academic levels, AAS, AA, BA, BAS, MIT – Provide credit for prior learning

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Cost effective- Required to be package priced below traditional programs.

Alt Route design • Key Features include: – – – – –

individualized instruction residency model open exit targeted populations of candidates Learning to teach while teaching

Alternate Routes •

Washington has the following alternate routes to becoming certified to teach:

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More information about the alternative routes may be found at the following site: http://pathway.pesb.wa.gov/alternative_routes/alt_rte

Who can offer Who Can Offer

Community Colleges

Districts

Why offer To meet demand for highly qualified teachers in shortage areas To develop district staff to become teachers

Colleges and Universities

Non-profits and other community agencies

Grow your own model has more success developing and retaining teachers for district Move teachers off conditional certification in line with assignment policy

Districts can & should drive production Alternate routes allow for demand to align with supply-

Alternate Routes allow for districts to partner with colleges, universities and other agencies including themselves to assist in meeting production

Design • Design: Alternate Routes for individuals engaged by the district as Resident Intern in a mentored internship •

Design: Alternative route for individuals teaching with conditional certificates

• Design must engage priority populations

Next Generation Alt routes Provides support services to candidates

Create prestige in residency learning for teachers

• Focus on recruitment partnerships, curriculum, retention and support

Targets shortage areas and candidate populations that have been underserved

Supports a Grow Your Own teacher model

Engage the most diverse students

Alternate Routes are the leading innovation lab for exemplary program design in Washington State

Evaluate and provide credit for prior learning

Approaches to Prioritize • Regional work • Priority Populations

• Innovative Design • Collaborative Recruitment Selection

• Strong partnerships

Priority Populations

• Paras becoming Teachers

• Special Education Teachers • Bilingual Teachers • High School Teacher Academy students • First Generation College Students • STEM • Locally identified shortage areas- by assignment

Recruitment Report

Strategy Overview

Activities to Consider

Important Considerations

Examples of Successful Programs

Teaching Academies Teaching Academies Show Innovative Practice • Recruiting Washington Teachers Program and CTE Careers in Education, a combined resource •

Incentives for recent grads to join the pipeline as paras in process to become teachers

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Districts offer guarantee interview for students that go through a careers in education class

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Transferrable college credit while in high school

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Conditional admission to colleges

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What else can districts do?

Retooling Program for Current Educators •

$3,000 dollar scholarships to support current educators adding an endorsement

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Current approved endorsements eligible for the Retooling Conditional Loan Scholarship include all Math and Science endorsements

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Candidates need to teach in the added subject area for two years

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Legislature has requested program to address additional endorsements including ELL, Sped, Bilingual, Early Childhood, Computer Science and Environmental Science 15

Overview of Block Grant • Includes Funding for: – program recruitment and support services of candidates – scholarship of candidates – district professional development, support and navigation

• Block grant must align with the vision for alternate routes and prioritize target populations

Alternate Route Approval Form

• Must come before PESB board for Alternate Route Program approval

• Must be approved on or before March 2016 PESB Board Meeting • Board meeting timeline available online- contact Educator Pathways for more information to schedule review.

Step 1: Identify Partners • Who will be the approved teacher prep program?

• What district(s) will be a part of the Block Grant? • What other organizations should be a part of the block grant consortium?

Example Consortium Scenarios 1

Teacher Prep Program

District A

Example Consortium Scenarios 2 Teacher Prep Program

District A

Partner Organiz ation

Example Consortium Scenarios 3 District A

Teacher Prep Program

District B

District C

Partner Organiz ation

Step 2: Decide Route(s) Based upon the priority needs of the district(s) the route(s) for the block grant should be decided. •

Use district employment data to help determine hiring needs

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Project out the need at least five years using retirement and retention analysis

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Use district strategic plan program growth information

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Survey staff to identify how many people might be interested in the program now or in the future

Route 1 • Classified & Paraprofessional staff with a minimum of an Associates degree

• Two year program to obtain a BA or BAS in teaching and Residency Teaching Certificate • 1 Cohort in the program over the two year biennium •

Can apply for Block Grant up to $350,000 for each year

Route 2 • Classified Staff and Emergency Cert Subs with a minimum of a BA degree

• One year program to obtain a postbac or MA in teaching and Residency Teaching Certificate • 2 Cohorts, one running each year of the biennium • Can apply for Block Grant up to $350,000 for each year in the biennium

Route 3 •

Staff or outside of district in expertise shortage area

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Candidates must have a minimum of a BA

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One year program to obtain a postbac or MA in teaching and Residency Teaching Certificate

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2 Cohorts , 1 cohort running each year for the biennium

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Can apply for Block Grant up to $350,000 for each year in the biennium

Route 4 •

• • • •

A person with an Emergency Substitute Certificate or Conditional Certificate acting as the teacher of record Candidates must have a minimum of a BA One year program to obtain a postbac or MA in teaching and obtain Residency Teaching Certificate 2 Cohorts , 1 cohort running each year for the biennium Can apply for Block Grant up to $350,000 for each year in the biennium

Alt Route Requirement Per RCW 28A.660.040 Passing of West-B upon entry Passing of West-E / NES upon entry Required Summer Teacher Academy Subject matter shortage areas and areas with shortages due to geographic location Required endorsements in special education, bilingual education, or English as a second language Must be employed with the district at the time of application, in associated route Has a district conditional teaching or emergency substitute certificates Can serve as the teacher of record while in the Alt Route teacher program Minimum of transferrable AA degree Minimum of a Bachelor’s degree or higher, from a regionally accredited institution Full-year mentored internships Candidate eligible for residency teacher certification after successful completion of the program Meets the age, good moral character, and professional fitness requirements District or building validation of qualification, including one year of successful interaction and leadership (as a classified instructional employee; classified staff; External validation of qualifications, including demonstrated successful experience with students or children, such as reference letters and letters of support from previous employers Flexible program Applicants for alternative route programs who are eligible veterans or national guard members and who meet the entry requirements for the alternative route program for which application is made shall be given preference in admission.

Route 1

Route 2

Route 3

Route 4

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X X

X X X

X

X X X X

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X

X

X X

X X X

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X

X

X X

X X

X X

X X

X X

X X

X

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X

X

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X X

X

X

Sample Cost Structure Per Candidate Cost Proposal must look the same for both years of biennium. Your proposed number of candidates should be the same both year. If you apply for Route 1, candidates in your program will receive the scholarships twice. All other routes are required to have a new cohort year 2 and candidates can only receive the scholarship one time.

Funding Formula Per Year # of candidates

Dollars per candidate for scholarship

Dollars per candidate for preparation program

Dollars per candidate for district

10-20

$8000

$4000

$3000

More than 20 $8000

$3000

$2000

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Cost Structure: Example Rt 1 One Cohort of 10 for the two year biennium Candidate Scholarship Receives: $8,000 Teacher Prep Program Receives: $4,000 District Receives: $3,000 Total $15,000 $15,000 per candidate X 10= $150,000 X 2 years= $300,000

Cost Structure: Example Rt 3 Two Cohorts of 23 , one cohort a year for the two year biennium Candidate Receives Scholarship: $8,000 Teacher Prep Program Receives: $3,000 District Receives: $2,000 Total $13,000 $13,000 per candidate X 23= $299,000 Cohort 1:Year 1 $13,000 per candidate X 23= $299,000 Cohort 2: Year 2 Total 2 years= $598,000

Cost Structure Notes: • For routes 2,3, and 4 it might take more than one year to develop teachers for certain subject areas, such as, special education. • Districts can consider if they can or will use Title dollars. Ask for more information regarding • Cost structure is still in draft form and will be finalized as soon as budget has been approved

Cost Structure • Scholarship for candidates • Partnership plan • Mentorship • PLC • District support • Program support

Step 3: Start Planning Specifics • Start compiling district Best practice is to and regional data now have all partners be part of the • Must participate as a conversation early on. team on the Technical When appropriate, the Assistance Day ‘whole system’, candidates, mentor September 24th teachers, unions, prep program and district coordinators should be involved in the design.

Step 4: Pay Attention to Dates • Week of July 13: Application Materials available • September 18: Letter of interest due

• September 24: Technical Assistance Day • November 20: Alt Route application due • January 2016: Final block grant awardees approved by the board • February 1: Awardees announced

• March 2016: Anticipated start date

PESD ALTERNATIVE ROUTE BLOCK GRANT

Ideas and best practices for helping paraeducators pursue

advanced education

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What are current issues ? Lack of Articulated Paraeducator to Teacher Pathway •

Lack of awareness and communication related to existing pathways.

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Prior course work that paraeducators complete are often not transferrable to accredited institutions.

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No credit retrieval for work experience.

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Limited district support or incentives to pursue more education

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What are current issues? Lack of Acknowledgment of Paras as Contributing Professionals •

Job responsibilities of paraeducators are increasing each year.

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As responsibilities change, more staff development is required and career ladder opportunities made available

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Paraeducators need to be considered a valued member of the instructional delivery team and worth developing by investing time and district resources 37

What are Current Issues? •

Lack of support and respect for Paraeducator’s role

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Teachers and administrators lack understanding of what is necessary to prepare and support paraeducators

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School districts that build a strong team atmosphere and invest in paraeducators development ultimately see increased job performance and satisfaction among paraeducators

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Alternative Route Block Grant District can partner and implement innovative practices to support current district paraeducators on becoming teachers and successfully fill their vacant positions in the district.

How can this be accomplished? . 39

Why Teacher Certification for Paraeducators? • Demographics of paraeducators more closely aligned with student population

• Live and work in the community • More linguistically diverse

• Seen as a trusted advocate • Veteran school employees

• Understand school culture 40

Current Barriers to Teacher Certification for Paraeducators • Financial: Loss of salary/benefits while paying for tuition, fees, books.

• Family Responsibilities: Loss of time with family while in class in addition to the loss of income and benefits. • Geographical: Community where paraeducator lives may be far from teacher preparation program. 41

Current Barriers to Teacher Certification for Paraeducators •

Program Preparation: Many paraeducators have been out of school for years and need support for entrance exams. Some bilingual paraeducators may have confidence speaking yet need support in reading and writing proficiency.

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Institutional: Non-traditional students with years of coursework and experience. Districts and universities not conditioned to work in partnership to support needs of working paraeducator. 42

Strategies to Address Barriers Strategies for Financial Support • Create awareness of conditional loan and scholarship opportunities • Maintain salary and benefits for paraeducator while in program • Create partnership with community resources for afterschool and child care scholarships

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Strategies to Address Barriers Strategies for Financial Support • Provide conditional certificated contract upon successful completion of program • Provide University and Financial Aid Application support • Consider creative partnerships with Collective Bargaining Agreement for funding avenues

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Strategies to Address Barriers Strategies for University/College Support •

Mentor and help with University/College preparation -Pre-candidacy WEST-B and NES test preparation

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Mentoring in language skills or preadmission course to build language skills (oral and written) 45

Strategies to Address Barriers Strategies for University/College Support • Create a cohort program atmosphere to support and encourage completion • Provide high quality mentoring at the building/district level • Offer evening/weekend coursework and online opportunities

• Allow credits for prior experience/courses 46

Strategies to Address Barriers Strategies for Institutions • Create a district/college partnership

• Establish a selection criteria in district • Create a district/college Advisory Committee to help oversee partnership • Bring the program close to attendees • Include families in information sessions 47

Career Ladder Model of Success The PAR²A Center University of Colorado •

Transitioned over 300 paraeducators and other diverse non-traditional students to teachers mainly in high-need subject areas (special education, bilingual, math, and science)

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Partnered with 124 high-need districts including 93 which are rural districts to recruit, prepare, and retain highly qualified, home-grown teachers.

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Career Ladder Model of Success California Paraprofessional Teacher Training Program •

State-funded paraeducator career ladder program leading to teacher preparation program credential.

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Over the past seventeen years the PTTP has produced more than 2,200 educators for the State of California. The number of successful, fully-credentialed program graduates and their areas of certification demonstrate a dedication and commitment to the education of California’s children.

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Retention rate for California service is 97% 49

Career Ladder Model of Success Alternative Routes in Washington Seattle Public Schools partnered with City University and University of Washington Seattle Teacher Residency program •

SEA and the Classified and Certificated Task Force under the guidance of the Professional Development Steering Committee identified and funded a certification/degree program to assist Paraprofessionals and SAEOPS in becoming certificated employees

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Program started in 2008 50

Seattle Public Schools Classified to Certificated Program

Endorsements for 43 graduate

Employment Status of 40 graduates

SPED/ELEM 1

4

Cert in SPS

1

4

SPED/Middle Level Math

4

Paraeducato r in SPS

ELEM/ELL 34

Math

35

No Longer Employed in SPS

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Seattle Public Schools Classified to Certificated Program Race/Ethnicity of graduates

Gender of graduates

19%

White 44%

Asian

9% 53%

Black

56%

Male Female

Hispanic 19%

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Recommended Practices for Districts •

Create awareness of conditional loan and scholarship opportunities

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Consider creative Collective Bargaining Agreements for funding avenues and resources

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Maintain salary and benefits for paraeducators while in mentored internship

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Recommended Practices for Districts • Provide placement priority to move a paraeducator into a classroom where they can experience a successful mentored internship • Provide conditional certificated contract upon successful completion of program with expectation to teach at least 3 years

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Recommended Practices for Alternative Routes •

Create district, community college, and university partnerships and establish oversight committee

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Offer tutoring or preadmission course to build language skills and test-taking strategies for re-entry success

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Provide high quality mentors at district and college

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Ensure placement for internship will be a good match and fit for everyone involved

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Allow for flexible scheduling and over lapping time to complete college assignments 55

What “ IF” Steps and ideas! Step 1: Look at your current district plan to improve student learning and identify professional development of paraeducators as a strategy to increase instructional support for Title I and ELL students and or Special Education. Establish the Block Grant as a district strategy and prioritize implementation for schools in improvement under Step 1 and 2 (aligned for ESEA accountability)

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Title II Non-Regulatory Para PD Guidance Question 1: May an Local Education Agency (LEA) use Title II, Part A funds to assist paraprofessionals to become highly qualified and meet the requirements for Title I paraprofessionals in Section 1119 of ESEA? Answer: Yes, but only if the training or support given to the paraprofessionals is consistent with the allowable activities under Title II. Part A. To the extent that helping paraprofessionals meet the required qualifications is consistent with the professional development goals listed below, then Title II, Part A funds may be used for that purpose.

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The law allows LEAs to use these funds to provide professional development activities “that improve the knowledge of teachers and principals, and, in appropriate cases, paraprofessionals” concerning:

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One or more core academic subjects that teachers teach [Section 2123(a)(3)(A)(i)]; 57

Title II Non-Regulatory Para PD Guidance Cont… •

Effective instructional strategies, methods, and skills, and use of challenging content and academic achievement standards and State assessments to improve teaching practices and student academic achievement [Section 2123(a)(3)(A)(ii)];

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Training in how to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency [Section 2123(a)(3)(B)(ii)];

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Training in methods of improving student behavior in the classroom and identifying early and appropriate interventions to help special-needs children learn [Section 2123(a)(3)(B)(iii)];

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Training in how to understand and use data and assessments to improve classroom practice and student learning [Section 2123(a)(3)(B)(v)]. 58

Title I Non-Regulatory Para PD Guidance LEAs also may use their Title I funds “to support ongoing training and professional development to assist teachers and paraprofessionals” in order to meet the teacher quality and paraprofessional requirements of Section 1119(h). Provided that an LEA maintains records of the amount of Title I and Title II, Part A funds used for these professional development activities, and the Title I funds are used as permitted in the Title I statute and regulations, Title I and Title II, Part A funds may be used jointly for this purpose.

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For More Title Information Contact Title II:

Title I:

Deborah Parriott, Program Supervisor

Larry W. Fazzari, Program Supervisor

OSPI, Title IIA

Old Capitol Building

Title I, Part A/Learning Assistance Program (LAP)

Phone: 360.725.6340

OSPI Capitol Building

[email protected]

360-725-6189 [email protected]

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What “IF” Steps and Ideas • Step 2: Look at your current instructional coaches and explore the options of having IC support the professional development and mentoring component of the Block Grant participants.

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What If steps and Ideas! Step 3: Explore how to use Title II funding to provide release time and support for teacher/para teams to improve their instructional delivery of targeted interventions while gaining college credit and achieving requirements for Block Grant

Step 4: Explore opportunity and funding from Title I to cover Instructional Coaches with support from Block Grant for extended stipend. Extended stipend would be used to support mentoring and continued support of Paraeducators 62

What “If” Steps and Ideas! Step 5: Consider extending the paid hours for paraeducators to allow for coaching and professional development that count for certfication/program credits. Example:

Frost Elementary is a Title I school and is in Step 2 of school improvement. Frost elementary has 4 paras interested in pursuing their teaching credentials. 63

What “IF” Steps and Ideas • Frost Elementary decides to extend the hours of the 4 paraeducators from 6 hours to 7 hours using Title I and II funds. Paraeducators work in the classroom from 8:30am-3:00pm and from 3:00 to 4:00 pm they are working with the Instructional Coach for targeted training M 3-4:00 PD with Coach Th 3-4:00 Credit course T 3-4:00 Credit Course F 3-4:00 PD with Coach W 3-4:00 PD with Coach 64

Questions? Need technical support or help? Contact:

Alexandra Manuel Director of Educator Pathways [email protected] Dr. Jonelle Adams Paraeducator Project Director [email protected] Victoria Moreland Special Projects Coordinator [email protected]

Visit PESB Alt Route Block Grant Site: http://pathway.pesb.wa.gov/educator-preparation-providers/alternateroute-block-grants

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