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New Professional Development funding for Math and Science Improvement
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3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
Purpose of Funding
Legislative Sec. 513 (7) $13,058,000 of the education Sec. 513 (6) $8,950,000 of the Sec. 513 (8) $17,491,000 of the education
Language legacy trust fund appropriation is provided education legacy trust account legacy trust fund appropriation is provided
solely for allocations to districts for appropriation is provided solely for solely for allocations to districts for
Substitute salaries and benefits for the equivalent of allocations to districts for salaries and specialized professional development in
House Bill three additional professional development benefits for the equivalent of two math for one math teacher and one
1128 days for middle and high school math additional professional development science teacher in each middle school
teachers and the equivalent of three days each school year for fourth and and one math teacher and one science
additional professional development days fifth grade teachers. The allocations teacher in each high school. The
for middle and high school science shall be made based on the calculations allocations shall be based on five
teachers. The office of the superintendent of certificated instructional staff units for additional professional development days
of public instruction shall develop rules to fourth and fifth grade provided in per teacher and an additional allocation
determine the number of math and section 502 of this act and on the per teacher of $1,500 for training costs. In
science teachers in middle and high calculations of compensation provided order to generate an allocation under this
schools within each district. Allocations in sections 503 and 504 of this act. subsection, a teacher must participate in
made pursuant to this subsection are Allocations made pursuant to this specialized professional development that
intended to be formula-driven, and the subsection are intended to be formula- leads to the implementation of
office of the superintendent of public driven, and the office of the mathematics and science courses that
instruction shall provide updated superintendent of public instruction shall add new rigor to the math and science
projections of the relevant budget drivers provide updated projections of the course offerings in the school. Allocations
by November 20, 2007, and by November relevant budget drivers by November made pursuant to this subsection are
20, 2008. Districts may use the funding to 20, 2007, and by November 20, 2008. intended to be formula-driven, and the
support additional days for professional In the 2007-08 school year, the office of the superintendent of public
development as well as job-embedded professional development activities instruction shall provide updated
forms of professional development, funded by this subsection shall be projections of the relevant budget drivers
consistent with the following: (a) For focused on development of by November 20, 2007, and by November
middle school teachers during the 2007- mathematics knowledge and 20, 2008.
08 school year the additional math instructional skills and on improving
1 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
professional development funded in this instruction in science. In the 2008-09
subsection shall focus on development of school year, the additional professional
basic mathematics knowledge and development shall focus on skills
instructional skills and the additional related to implementing the new
science professional development shall international mathematics and science
focus on examination of student science standards and curriculum. Districts may
assessment data and identification of use the funding to support additional
science knowledge and skill areas in need days for professional development as
of additional instructional attention. For well as job-embedded forms of
middle school teachers during the 2008- professional development.
09 school year the additional math
professional development shall focus on
skills related to implementing the new
international mathematics standards and
the additional science professional
development shall focus on skills related
to implementing the new international
science standards. (b) For high school
teachers during the 2007-08 school year
the additional math professional
development funded in this subsection
shall focus on skills related to
implementing state math learning
modules, the segmented math
class/assessment program, the collection
of evidence alternative assessment, and
basic mathematics knowledge and
instructional skills, and the additional
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* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
science professional development shall
focus on skills related to examination of
student science assessment data and
identification of science knowledge and
skill areas in need of additional
instructional attention. For high school
teachers during the 2008-09 school year
the additional math professional
development shall focus on skills related
to implementing the new international
mathematics standards and the additional
science professional development shall
focus on skills related to implementing the
new international science standards.
Providing opportunities for professional Providing opportunities for professional Providing an additional 5 total days of
Summary of
development, including job-embedded, in development, including job-embedded, professional development for one math
Purpose
the following areas: in the following areas: and one science teacher (or math
/science coach) in each middle and high
school for the specific purpose of
Middle school math 2007-08 math and science - basic math
implementing math and science courses
knowledge and instructional skill and
2007-08 - basic math knowledge and that add new rigor to the school’s course
instructional skill improving science instruction
offerings.
2008-09 – implementing new international 2008-09 math and science –
math standards implementation of new international
math and science standards and
curriculum
Middle school science
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* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
2007-08 - analysis of science assessment
data and identification of science
knowledge and skills needed
2008-09 – implementing new international
science standards
High school math
2007-08 - state math learning modules,
segmented math class/assessment
program, collection of evidence alternative
assessment, basic math knowledge and
instructional skill
2008-09 – implementing new international
math standards
High school science
2007-08 - analysis of science assessment
data and identification of science
knowledge and skills needed
2008-09 - implementing new international
science standards
Use of Funds Funds may be used for specific training, Same as adjacent “3 Days” Funds may be used to foster
as well as to support math and science math/science teacher leadership in
content coaching and other job- development and implementation of
embedded professional development advanced placement, international
activities (student work analysis, peer baccalaureate, or other advanced
observations/coaching, lesson study, courses, as well as increasing rigor of
4 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
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3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
collaborative action research, etc.). Note current course offerings.
that the specific topics of training detailed
in the legislation must be accomplished,
and some topics may not be compatible
with all strategies of delivery.
Allocation of Funds
Are the new No. The Legislature did not include supplement / supplant language in the budget. School districts have full authority to
days required substitute the local funds they are currently using to pay for teacher time and/or learning improvement days. However, the new
to be in time/days must be in addition to the current 2 state-funded Learning Improvement Days. Further, the district must use the new
addition to state funds to accomplish the purpose as required by law.
local levy
funded
days/time?
When will Funding will be allocated with the regular apportionment schedule, beginning with September apportionment (legislative notes
OSPI allocate indicate intent to fund this on a school year basis). However, districts may provide the training July – August 2007.
funding?
Can training No. The funds are not appropriated and available for expenditure until July 1, 2007. Therefore, we believe it improper to
delivered in attribute expenses prior to this date to the funding.
May or June
2007 qualify?
How is a Not applicable (budget language ties this Not applicable Generally middle and high schools are
school funding to teachers, not schools) eligible. However, many configurations
5 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
defined for and school sizes exist; often very small
purposes of schools are embedded within schools. If
this funding a school is not the largest of its type in a
calculation? district, it must have a minimum of 20
student FTEs to qualify.
How is middle For purposes of this allocation, middle Not applicable For purposes of training two teachers
school school is defined as grades 6-8; high from each middle and high school, K-6
defined? school grades 9-12. Some commonly schools are not designated as a middle
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used configurations would place 6 grade school by virtue of the 6 grade inclusion.
in elementary school. However, many In these instances, we believe legislative
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middle schools include 6 grade, and intent is focused on a narrower
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excluding 6 grade would negate the designation for stand-alone middle
intent of improving math and science schools. However, K-7 or K-8 schools
education, elementary through high could be designated as a “middle” school
school. for purposes of this funding.
How is a Given the expressed purpose of improved Not applicable The main focus of this allocation is to
math and student achievement over the course of increase the AP and IB offerings and
science the legislative session, we believe that expand the rigor of course offerings.
teacher teachers providing instruction in courses Clearly, specific professional development
defined? of study aligned to the math and science for teachers to implement new curriculum
GLEs and/or EALRs are appropriately and courses will meet this intent. In
“math” and “science” teachers are addition, we believe an allowable use
appropriate. This includes CTE courses would be include specialized training for
designated as a math or science math/science instructional coaches that
equivalency course. will lead a school team in curriculum
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* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
improvement.
How will In light of the intent for an allocation 1. Allocations are specified to be 1. OSPI determined a list of eligible
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OSPI allocate formula, but to ensure funding to based on 4 and 5 grade middle and high schools (available
the accomplish the intended benefit of better enrollment, and staff mix, CIS unit June 22, 2007).
resources? trained teachers and improved student allocations (46 units per 1,000 +
achievement, we are implementing a two small school factors where a. The largest school in a district with
step funding process. applicable), and compensation grades 7-8 and/or grades 10-12 is
factors used for regular automatically eligible.
1. OSPI will allocate resources apportionment. This allocation is
equivalent to 3 days of salary and b. Additional schools with these
straight-forward; an estimate is
benefits for state CIS ratios to cover grades must report at least 20 student
available on our pivot tables
math and science teachers as follows: FTEs in order to receive an allocation
http://www.k12.wa.us/SAFS/default.
of days.
asp.
a. Grades 6-10: ((46 CIS /
1,000)* 91.6% [ESA deduct]) th 2. OSPI will calculate the allocation for
2. If the 46/1,000 does not cover all 4
/ 5 [hours per day] *student th 10 days of professional development
and 5 grade classroom teachers,
FTEs grade 6-10, each for for each school. The allocation will be
OSPI will request additional funding
math and science based on district budgeted staff mix,
in the 2008 session to cover the
appropriated compensation factors,
professional development costs
and th th and $1,500 for training expenses.
associated with 4 and 5 grade
Allocations will be made on the
b. Grades 11-12: ((46 CIS / teachers districts employ in excess
standard apportionment schedule.
1,000)* 91.6% [ESA deduct]) of state CIS unit allocations.
/ 5 [hours per day] *student 3. In October 2007, districts will report
To do so, OSPI will collect reports
FTEs grade 11-12 * 50% [% the actual staff mix of the staff
(each October) to identify the
of students taking math or identified for the specialized training.
number of teachers to whom the
science], each for math and OSPI will begin adjusting allocations
district must provide the training (to
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* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
science. compare to allocations driven by for actual staff mix in January 2008.
enrollment and ICS ratios alone).
The allocation approach reflects the
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legislative assumptions used to Funding for 4 and 5 grade
appropriate resources. teachers employed with other fund
sources cannot be guaranteed at
As with general apportionment, this time; if funded by the
allocations will begin in September Legislature, any allocation would
and eventually be updated monthly come late spring 2008.
for actual enrollment, staff mix, and
salary increase factors. Allocations In October 2007, districts will report
will also be updated (up or down) for the enrollment and actual staff mix
the actual number of students taking of the staff. OSPI will begin
math and science in high school. adjusting allocations for actual staff
mix and enrollment in January
2. The above allocation may not cover 2008.
3-days for all teachers with a math or
science courseload. (If math and
science class sizes are smaller than
assumed, or the district employs
teachers with a part-time math or
science course load.)
If the allocation does not cover 3 days
of time for all middle and high school
math and science teachers, OSPI will
request additional funding in the 2008
session.
To do so, OSPI will collect reports
8 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
(each October) to identify the number
of math and science teachers who
need the training (teachers carrying a
full or partial math or science
courseload). (We will probably also
need to collect student math and
science FTEness; we are exploring
use of CSRS to obtain this data.)
In October 2007, districts will report
the enrollment and actual staff mix of
the staff. OSPI will begin adjusting
allocations for actual staff mix and
enrollment in January 2008.
How is Language indicates intent for OSPI to The funding formula automatically Districts will identify the teachers they
“FTEness” of allocate resources; historically carrying an adjusts for “FTEness”. choose to receive the additional training;
a math or assumption that districts are allocated a districts may provide the time to part- or
science proportional share for part-time teachers. As with the “3 Day” allocation, full-time math and science teachers (as
teacher legislative background notes do not defined above).
defined? Further, legislative background notes indicate intent to guarantee 2-days of
indicate that funding is base on “FTEness” equivalent time for teachers. If the school has few individuals
(FTE: Full- of a math or science teacher (generated responsible for middle and high math and
time by the student FTE math and science The October reporting step is intended science, the district may use the allocation
Equivalency) courseload). to identify the headcount of teachers to provide more time to fewer individuals.
who receive additional professional
Therefore, the allocation formula development, including a full allocation
described above will provide an allocation of 2 days for teachers with a part-time
of 3 days for full-time equivalent math and
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* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
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science teachers, generated using state workload of 4 or 5 grade students.
allocation ratios. The district will distribute
the resources as available among
teachers. Legislative intent establishes
no guarantee of 3-days of equivalent time
for teachers.
Again, OSPI will request resources in the
2008 session to allocate professional
development funding for all full- and part-
time math and science teachers.
How will A table with estimates by district can be OSPI estimates are embedded in pivot A table with estimates by district can be
OSPI found on the Apportionment Budget tables now. Actual allocations are found on the Apportionment Budget
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communicate Preparations site: based on 4 and 5 grade enrollment Preparations site:
the http://www.k12.wa.us/SAFS/07budprp.asp and projected compensation factors for http://www.k12.wa.us/SAFS/07budprp.asp
allocations to the 2007-08 school year. Therefore,
school the pivot table estimates are as
districts? accurate as we can provide now.
If OSPI’s Yes, the funding will be provided on an apportionment cycle. Where initial allocations are too high due to enrollment, staff mix
initial assumptions or compensation factor assumptions, funding will be adjusted to actual beginning in January. OSPI will not recover
allocations unspent funds; funds will be carried over in full within the program assigned for these funds.
are too great,
will resources
be “taken
back”?
10 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
Use of Fund
Can the Yes, the budget language specifically Same as adjacent “3-Days” Yes, the budget language specifically
“days” be references “the equivalent of” indicating references “allocations based on five […]
used over that the funded time/days can be used days” indicating that the funded time/days
multiple over multiple days. can be used over multiple days.
days?
What does The addition of “job embedded “ Same as adjacent “3 days” Not applicable
“job professional development as a delivery
embedded” option was added to support math and
mean? science content coaching and other job-
embedded professional development
activities (student work analysis, peer
observations/coaching, lesson study,
collaborative action research, etc.).
Note that the specific topics of training
detailed in the legislation must be
accomplished, and some topics may not
be compatible with the job embedded
model.
Is the district No. The Legislature funded allocations of Same as adjacent “3 days” The appropriations language references
obligated to time to give districts the greatest flexibility compensation funding “based on five …
provide the to adjust for local conditions. Legislative days”, seemingly not requiring 5 days in
exact time (3, language, in permitting job embedded full. However, the Legislature funds the
2, or 5 days) training, eliminates the entitlement of non-compensation cost of professional
11 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
for each days. development at $300 per day, makes no
eligible adjustment in funding for part-time
teacher? Further, the Legislature chose not to add teachers, and states intent to fund
this time as a Learning Improvement Day updated compensation drivers (staff mix
(which would have required the pass- and COLA). Therefore, we conclude that
through of time to each eligible teacher). the Legislature intended for the selected
teachers to receive 5 full days of training.
Days need not be consecutive but need to
reflect legislative intent for quantity.
Should The legislative allocations of the days are Same as adjacent “3 days” Nothing precludes a district from offering
Career and based on basic education funding this professional development to a CTE,
Technical formulas. As a portion of basic education LAP or special education teacher that
Education funding flows through to provide career teaches math or science, where the
(CTE), and technical and special education, teacher can provide the best opportunity
Learning districts should consider professional to increase rigor in math or science
Assistance development training needs for these curriculum.
Program programs, as well as other programs, in
(LAP) and their overall planning. However, the
Special inclusion of such teachers does not
Education generate more professional development
teachers that resources.
teach math or
science be
included
when math
and science
professional
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* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
development
is delivered?
Can a district A district may use this allocation for a Same as adjacent “3 days” No.
use this professional development opportunity and
allocation for invite other teachers to participate.
all teachers However, a district needs to ensure that
and not limit it the teachers identified receive the
to those specified professional development.
identified in Districts should not exclude non-
the budget bill math/science teachers from a training
(e.g. reading related to these days, if space is
teachers or available, but also should not use the
third grade funds to pay the compensation costs of
teachers)? non-math/science teachers.
Yes. The legislation allows job embedded uses of funding, and these words, while
Can this not addressing substitute costs, give districts a great deal of flexibility in how the Yes. The intent of the Legislature is to
funding be funds are used. In addition, the Legislature avoided naming these as Learning add rigor to courses and curricula. If the
used for Improvement Days---which would carry a requirement for specific days outside of the best training available to meet this intent
substitute school day. Finally, given that the funding is prorated for teacher FTEness, using was available during the school year, we
costs? substitutes and training during the school year might give districts the flexibility to believe policymakers would want the
make the funding go further. district/teacher to have the ability to
attend. However, this funding resource is
more closely tied to a specific number of
days; the amount of time rather than the
method of time, is more important here.
Accounting for Funds
13 of 14 7/4/2012
* Areas shaded orange are updates to the 6/1/2007 correspondence
New Professional Development funding for Math and Science Improvement
th th
3 Days for Middle and High School 2 Days for 4 and 5 Grade Teachers 5 Days for 1 Math and 1 Science
Math and Science Teachers Teacher from each Middle and High
School
How will For budgeting purposes the proper accounts are not open. Districts should budget these in Program 58. The funding wil be paid
districts under revenue code 4175. Districts should record expenditures during the school year under program 75. Activity/Object to be be
account for opened will mirror those available in program 58.
revenue and
expenditures?
Reporting Requirements
Funding Funding drivers such as student As with “3-Day” allocations, OSPI will Funding drivers will be automatically
Drivers enrollment in math and science courses need to collect data on the number of updated, no new data will need to be
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and the number of part-time and full-time 4 and 5 grade teachers in a new collected for funding purposes.
math/science teachers will need to be reporting mechanism.
collected in a new reporting mechanism.
The reports are necessary to request
funding that will reflect districts’ actual
need for professional development
resources.
Qualitative Legislative language does not require qualitative reporting. However, policy makers have expressed interest in information on
Reporting how professional development was delivered, the topics addressed, and the need for continued funding. OSPI will consult with a
team of district officials to devise a meaningful reporting form and schedule.
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* Areas shaded orange are updates to the 6/1/2007 correspondence
