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Measure 1.1.1 of 3: a) The percentage of all Transition to Teaching (TTT) participants who become teachers of record (TOR) in high-need schools in high-need LEAs.
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Year
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Actual Performance
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Performance Targets
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2003
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2004
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2005
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2006
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2007
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2008
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2009
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Measure 1.1.2 of 3: (b) The percentage of Transition to Teaching (TTT) participants receiving certification/licensure within three years.
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Year
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Actual Performance
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Performance Targets
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2005
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2006
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2007
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2008
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2009
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Measure 1.1.3 of 3: (c) The percentage of Transition to Teaching (TTT) teachers of record who teach in high-need schools in high-need LEAs for at least three years.
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Year
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Actual Performance
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Performance Targets
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2006
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2007
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2008
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2009
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Source: Grantee Performance Report, Transition to Teaching Grantee Performance Report.
Frequency: Annually.
Next Data Available:
November 2007
While not a formal measure of validation, the 2004 grantees will also be responsible for providing a three year interim evaluation demonstrating progress over the first three years of the grant. As in 2005 with the 2002 grantees, this interim evaluation may provide a validation of the actual annual performance data for the 2004 grantees.
Limitations: In 2005, the Transition to Teaching Program piloted a uniform reporting system that improved data consistency but which required outside contractors to manage. In 2006 the program began to use the Department's standard performance reporting form. This form has been piloted with 2002 grantees for a different purpose. While the new form is an improvement over the previous year's performance reporting form that relied entirely on narrative formats, the new form requires very specific directions to ensure reporting consistency across grantees.
Improvements: The use of the on-line uniform reporting system, created by AIR, provided agreed-upon definitions of key terms and should improve consistency across grantees as a result.
Explanation: (a) FY 2003 data established baselines. Language clarified to ''teacher of record,'' now standardized language for TTT, meaning participant has primary instructional responsibility. Calculation is the cumulative number of teachers of record in high-need schools/LEAs over cumulative number of TTT participants. (b) The previous measure was refined in FY 2006 by adding a 3-year timeframe to reflect expectation of expedited processes. Calculation is the cumulative number receiving certification within 3 years over cumulative number of participants. Denominator changed from teachers to participants as more meaningful indicator of performance. FY 2005 data for the 2002 cohort established the baselines. (c) For 2002 cohort FY 2006 target is to establish a baseline. Calculation will be the number of TORs in FY 2006 who began in 2003 over total number of TORs who began in 2003. FY 2007 target is baseline plus 1percent. For 2004 cohort, FY 2008 target is to establish the baseline. Calculation will be the number of TORs in FY 2008 who began in 2005 over total number of TORs who began in 2005. FY 2009 target is baseline plus 1percent.
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