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 [email protected] 225-342-6975
Patrice Saucier, Grants Consultant Calcasieu Parish Schools [email protected] 337-491-1693