1

**Please note the following definitions prior to completing the survey:**

 Participant : an eligible individual enrolled in your project.

 Teacher of Record (TOR) : an individual participant under contract by an eligible school district to teach. (As part of their training, many participants have in

- field experiences. “Teachers of Record” are those participants who have primary responsibility for classroom instruction.)

 Retained TOR : a TOR who has taught for at least three years in a high

- need school in an approved high

- need LEA.

 Certified Participant : a participant who has received the certification required by the State to teach. (That is, the level of certification that is not dependent on being currently enrolled in a TTT or other alternate route progr am and is transferable across districts.)

**Grantee Information 1.1 Name of grantee:**  **1.2 Project Title: 1.3 PR/Award Number:**  **1.4 Type of Grantee:** District/LEA SEA IH E Non

- profit organiz ation Consortium of SEAs Consortium of LEAs2

**Participants: Demographic Characteristics**  The following questions are intended to gather information about the participants: the participant enrollment goal for each year, the number recruited, and the number enrolled by each participant type. The questions are also intended to collect information on the ra ce/ethnicity and age of the participants. When specified, please provide data on activities conducte d in Year 1 , Year 2, and Year 3 . For Final Report, please provide information for years one through five. **1.5 IN EACH YEAR...** Year 1 Year 2 Year 3 Year 4 Year 5 How many participants did you set as your **goal to enroll** ? How many partic ipants did you **recruit** (individuals who submitted applications)? How many participants did you actually **enroll** ? **1.6 IN EACH YEAR AND FOR EACH CATEGORY...** Year 1 Year 2 Year 3 Recent college graduates Paraprof

essionals Mid

career profession a ls Recent

college graduates Paraprof

essionals Mid

career profession als Recent

college graduates Paraprof

essionals Mid

career profession als How many participants did you **recruit** (individuals who submitted applications)? How many participants did you actually **enroll** ?3

**1.7 FOR YEARS 1**  **- 3**  **or 1 -**  **5 ...**  **How many participants from each race/ethnicity category did you enroll?**  Years 1

- 3 Recent college graduates Paraprofe

ssionals Mid

- career

professionals Black (Male) Black (Female) White (N on - Hispanic) (Male) White (Non

- Hispanic) (Female) Hispanic (Male) Hispanic (Female) Asian or Pacific Islander

– Male Asian or Pacific Islander

– Female Am erican Indian or Alaska Native

– Male Am erican Indian or Alaska Native

– F emale Multi

- Racial

– Male Multi

- Racial

– Female Other

– Male Other

– Female Not identified **1.8 FOR YEARS 1**  **- 3**  **or 1 -**  **5 ...**  Years 1

- 3 **How many participants from each age range did you enroll?**  Recent college graduates Paraprofess

ionals Mid

- career

professiona ls Age 20

- 24 Age 25

- 29 Age 30

- 34 Age 35

- 39 Age 40

- 44 Age 45

- 49 Age 50

- 54 Age 55+4

**Participants: Grade Level and Subject Area Certification**  The following questions are intended to gather information about grade level and subject area certification.

**1.9 IN EACH YEAR AND FOR EACH CATEGORY...** Year 1 Year 2 Year 3 **How many participants are seeking certification in the**  **following subjects?** Recent college graduat es Paraprofes sionals Mid

- career

profes sion als Recent

college graduates Paraprofes

sionals Mid

- career

profession als Recent

college graduates Paraprofes

sionals Mid

- career

profession als English, Reading or Language Arts ESL/Bilingual Fine Arts (music, art and speech/theatre) Foreign Language History, Government, Economics, and Geography Mathematics Science Special Education Other (specify):5 Year 1 Year 2 Year 3 **How many participants are seeking certi** 

**fication in the following grades/levels?**  (If some participants are seeking certification for grades other than those listed (e.g., K

- 6), please select the category that best fits.) Recent college graduates Paraprofe

ssionals Mid

career professio nals Recent

college graduates Paraprofes

sionals Mid

- career

profession als Recent

college graduates Paraprofes

sionals Mid

- career

profession als Early Childhood Elementary (K

- 5) Middle (6

- 8) Elementary/Middle (K

- 8) High (9

- 12) General (K

- 12) Other (specify):6

**Participants: Previous Occupation and Education**  The following questions are intended to gather information about participants’ occupations immediately

prior to entry

in the project.

**1 .10 FOR YEARS 1**  **- 3...**  Years 1

- 3 **How many participants worked in the following occupations immediately prior to entry in your**  **project?** Recent college graduates Mid

- career

professionals Paraprof

essionals Business sector occupation Engineer Health

- field worker Human resources K

- 12 school staff K

- 12 school staff, instructional K

- 12 school staff, non

- instructional Lawyer or legal profession Math

- related field Military service Non

-profit/community

-based occupation P roduction, craft, or repair occupation Retired/unemployed Science

- related field Service occupation Social worker or counselor Technician or research assistant Technology sector occupation Other (specify): **1.11 FOR YEARS 1 -** **3...**
Years 1

- 3 **What is the highest degree earned by the participants prior to**  **enrolling in the project? Please indicate the number for each category.**  Recent college graduates Paraprofess

ionals Mid

- career

professiona ls No degree Associate degree Bachelor’s degree Master’s degree Certificate of advanced graduate studies Doctorate or first professional degree (Ph.D., Ed.D., M.D., L.L.B., J.D., D.D.S.) Other (specify):7

**Recruitment:** The following questions are intended to gather information about recruiting and enrolling eligible TTT participants to your project. **Please note that you are encouraged to base your responses to questions 2.2, 2.3, and 2.8 on your project evaluation.**  **2.1 Did you use the following recruitment st rategies to attract the individuals who enrolled in**  **your project?**
**Yes No**  Advertisements at local schools Advertisements at universities Banners/billboards Collaboration with districts or other partners Community meetings E

- mail distribution lists or mailing lists Face

- to
- face events i n school districts Face

- to
- face events/presentations at universities Flyers/brochures Internet ads and internet job boards Jo b fairs Leads from state employment offices or industry human resources offices Newspaper, magazine, or professional journal advertisements Promotional items (e.g., pens, tote bags) Referrals from current or past TORs School district websites TTT project website TV and radio advertisements TV, radio, or newspaper coverage Word of mouth Other (specify):8

**2.2 Please rank the top three recruitment strategies that you found to be most effective in attracting the individuals who enrolled in your project.**  There will be three pull

- down boxes (Top recruitment strategy , #2 recruitment strategy , #3 r ecruitment strategy) with the following responses: Advertisements at local schools Advertisements at universities Banners/billboards Collaboration with districts or other partners Community

meetings E

- mail distribution lists or mailing lists Face

- to
- face events in school districts Face

- to
- face events/presentations at universities Flyers/brochures Internet ads and internet job boards Job fairs Leads from state employment offices or industry human resources offices Newspaper, magazine, or professional journ al advertisements Promotional items (e.g., pens, tote bags) Referrals from current or past TORs School district websites TTT project website TV and radio advertisements TV, radio, or newspaper coverage Word of mouth Other (specify): **2.3 Please provide t**

**he number of enrolled participants who were recruited through each of these top three strategies.**  #1 recruitment strategy : #2 recruitment strategy : #3 recruitment strategy : **2.4 Please provide your best estimate of the total monetary costs (across the f irst three years)**  **associated with each of these top three recruitment strategies.** #1 recruitment strategy : #2 recruitment strategy : #3 recruitment strategy : **2.5 Please indicate the recruitment strategy that you found to be least effective in attracting individuals to enroll in your project.**  There will be one pull

- down box with the following responses:9

Advertisements at local schools Advertisements at universities Banners/billboards Collaboration with districts or other partners Community

meetings E

- mail distribution lists or mailing lists Face

- to
- face events in school districts Face

- to
- face events/presentations at universities Flyers/brochures Internet ads and internet job boards Job fairs Leads from state employment offices or industry human resourc es offices Newspaper, magazine, or professional journal advertisements Promotional items (e.g., pens, tote bags) Referrals from current or past TORs School district websites TTT project website TV and radio advertisements TV, radio, or newspaper coverage W ord of mouth Other (specify): **2.6 Does your project provide financial incentives to its participants?** Yes No (If “no”, respondent can skip the next question).10

**2.7 The TTT authorizing legislation stipulates th at projects can use TTT grant funds to**  **provide “scholarships, stipends, bonuses, and other financial incentives, that are linked to participation in activities that have proven effective in retaining teachers in high**  **- need schools**  **operated by high -** **need loca l educational agencies, to all eligible participants, in an amount not**  **to exceed $5,000 per participant.” Please enter the number of participants that received each of the following types of financial incentives and enter the amount per participant spent o**  **n each of the following types of financial incentives.**  Number of participants receiving this incentive Amount per participant spent on this incentive Bonuses Books and materials Computers Scholarships Stipend allowances Tuition and Fees Other (specify): **2.8 Please rank the top three project features that attracted participants to your project.** There will be three pull

- down boxes (most important feature, 2nd most important feature, 3rd most important feature) with the following re sponses: Ability to have employ

ment and benefits while pursuing licensure/certification Ability to practice teaching in one school (for paraprofessionals) Availability

of classes in the evening or on the weekend Availability

of online courses Ease of use Fast

- track program (i.e., shortened time period of the program) Guarantee of employ

ment during or after completion of program In centives provided (e.g., bonuses, scholarships, stipend allowances) Location of TTT project (e.g., proximity to home) Receiving support while obtaining a BA (for paraprofessionals) Support provided to obtain certification (e.g., preparation for teacher assessments) Support provided while teaching (e.g., induction programs, mentoring, seminars, meetings) Teaching placement in a high

- need school or with an economically disadvantaged student population TTT project reputation for high quality teacher preparation Other (specify):11

**Selection:** The following questions are intended to gather information about the eligibility requirements used to determine candidates’ enrollment into your project (includes requisite content knowledge, skills, and commitment to teach in high

- need schools in high

- need LEAs). **3.1 Rate the importance of each of the following selection criteria in choosing par ticipants for**  **your project according to the scale provided.**
Very Important Moderately

Important NA/ Not

Considered Com petency assessment CSAP scores Evidence of commitment to teaching in a high

need district Grade point average (indicate minimum): Interview performance Major field of study prior to entry Oral communication skills Overall academic course record Praxis I scores Praxis II scores Recommendations from professors or employers Relevant work experience SAT/ACT scores Securing a teaching position prior to starting program Written communication skills Other (specify):
**3.2 Please choose the three most important criteria that your project**  **used to select participants.**  There will be three pull

- down boxes (Most important criteria, 2nd most important criteria, 3rd most important criteria) with the following responses: Competency

assessment CSAP scores Evidence of commitment to teaching in a high

- need district Grade point average (indicate minimum): Interview performance Major field of study prior to entry Oral communication skills12

Overall academic course record Praxis Iscores Praxis II scores Recommendations from professors or employers Re levant work experience SAT/ACT scores Securing a teaching position prior to starting program Written communication skills Other (specify):
**3.3 Did the** 

### selection **criteria change over the course of the**  **project?** Yes No **If yes, what changes were made?**

**3.4 Did the** 

### selection **process change over the course of the**  **project?** Yes No **If yes, what changes were made?**

Note: The following question will only be included in the surveys administered to the interim projects. **3.5 What changes, if any, will you make in selecting participants in the future, and why?** 13

**Preparation:** The following questions are intended to gather information about how your project provi des an accelerated route to certification, integrates coursework and field experience, adapts to participants’ learning needs, and yields highl y qualified teachers that are prepared to teach in high

- need schools in high

- need LEAs. **Length of preparation p rogram:**  **4.1 On average, how many months does it take for each participant to become a Teacher of**  **Record once he/she in enrolled into your project?**  Number of months for recent college grads: Number of months for mid

- career professionals: Number of months for paraprofessionals: **4.2 On average, how many months does it take for a participant to become certified**  **once he/she is enrolled into your project?**  Number of months for recent college grads: Number of months for mid

- career professionals: Numbe r of months for paraprofessionals:
**4.3 What do participants earn as a result of taking part in your project? (Check one)** Certification only Certification and credit towards a master’s degree Certification and a master’s degree Other (specify): Note: The following question will only be included in the surveys administered to the interim projects. **4.4.a How many participants earned a master’s degree as a result of taking part in your**  **project during its first three years?** Number of individuals: Note: The following question will only be included in the surveys administered to the final projects. **4.4.b How many participants earned a master’s degree as a result of taking par t in your**  **project during the full project performance period?** Number of individuals:14

**Preparation: Activities** 
**4.5 Did you use the following activities in preparing your participants as TORs?** 

Yes No Case study analysis Classroom observations Classroom simulations Independent learning activities In

- person courses In

- pe rson discussions Internship/field experience Journal w riting Large group activities Lectures from instruct ors Lesson planning Networking activities Online courses Online discussions Portfolio development Small group activities Student presentations Summer institute Other (specify):15

**4.6 Please rank the top three activities that you found to be most important in preparing participants as TORs?**  There will be three pull

- down boxes (Most important activity , 2nd most important activity , 3 rd most important activity) with the following responses: Case study

anal ys is Classroom observations Classroom simulations Independent learning activities In

- person courses In

- person discussions Internship/field experience Journal writing Large group a ctivities Lectures from instructors Lesson planning Networking activities Online courses Online discussions Portfolio development Small group activities Student presentations Summer institute Other (specify):16

**4.7 Please select the a ctivity that was the least important in preparing participants as TORs?**  There will be one pull

- down box with the following responses: Case study

anal ys is Classroom observations Classroom simulations Independent learning activities In

- person courses In

- p erson discussions Internship/field experience Journal writing Large group activities Lectures from instructors Lesson planning Networking activities Online courses Online discussions Portfolio development Small group activities Student presentations Summ er institute Other (specify):17

**4.8 TIMELINE OF ACTIVITIES We would like to know the order in which participants complete activities that prepare him/her for certification eligibility.**  **Please indicate the order in which the activities listed bel**  **ow occurred. For example, if Orientation occurred first and the summer institute/session occurred second, place checks next to them under Activity #1 and #2, respectively. Additionally, you can in**  **dicate that certain activities (e.g., Coursework and Partici**  **pants observe classrooms) occurred at the same time by placing checks next to both activities in the same column. You do not need to use all of the columns if many of your activities occurred simultaneou**  **sly. Completing a BA will apply only to paraprofessio**  **nals, but please indicate where it occurs along the timeline.**
**Enrollment Certification**  NA

– This was not employed Activity

#1 Activity

#2 Activity

#3 Activity

#4 Activity

#5 Activity

#6 Activity

#7 Activity

#8 Activity

#9 Activity

#10 Orientation Summer institute/ session Coursework Participants observe classrooms Early field experience (a school/classroom placement other than student or practice teaching) Student teaching Placement as a teacher of record Supervisors/mentors observe participants in their classrooms Com plete BA (for paraprofessional only) Other (specify): Other (specify):18

**Prepara tion:**  **Coursework 4.9 Did you offer the following courses/topic areas to participants?**  **Course/topic area: Yes**  **No** Assessment Classroom organization/management Crisis intervention Ethics Human/child development Instructional strategies Learning theory Legal issues Record

- keeping/grading Standards Subject matter content (e.g., math, science, history) Teach ing in urban/rural classrooms Technology in the classroom Time management Working with diverse populations O ther (specify):
**4.10 Does your project require its participants to complete a certain number of credit**  **hours to be eligible for certification?** Yes No **If yes, what is the total n umber of semester hour credits (units) that a participant in your**  **project needs to complete to be eligible for certification?** Semester hour credits (units):19

**4.11 Please report the percentage of courses that were offered online and in -**  **person.**

**4.12 Please report the percentage of all courses that were offered by your project that were held on weekends, in the evening, and during the summer (the percentages do not have to**  **sum to 100%).**  Time of Course Percentage of courses offered On weekends Directly after school In the evening During the summer
**Preparation: Changes to the Preparation Process**  **4.13 Did the process of preparing TORs change over the course of t he project?**  Yes No **If yes, what changes were made?**

**4.14 What changes, if any, will your project make to prepare participants in the future, and why?**  De livery method Percentage of

courses offered Online In

- person20

**Placement:** The following questions are inte nded to gather information about how your project identifies the needs of eligible partner LEAs and works with these LEAs to hire qualified TORs in high

need schools.

**Placement: LEAs Served** 

**5.1 Does your grant serve only one district/LEA?**  Yes No **If yes to 5.1: 5.1.a How many participants have been placed in the district/LEA served by your grant?**  Number of participants placed: **5.2.a Did your project partner with other organizations?** Yes No **If yes, please list the organizations that you partnered with and indicate the role they played in your project’s recruitment, selection, preparation, placement, certification, and**  **support/retention activities by checking the boxes in the appropriate columns next to their**  **names: Partnering organization**  **Recruitment Selection**  **Preparation Placem**  **ent Certification**  **Support/ Retention**  1. 2. 3. 4. 5. 6.21

7. 8. 9. 10.

**If no to 5.1:**  **5.1.b FOR YEARS 1 -** **3, list the names of the partner LEAs served by your grant. In addition, next to each name indicate the number of participants that were placed in each LEA.** 

LEA Name Number of participants placed 1. 2. 3. 4. 5

. 6. 7. 8. 9. 10.
**5.2.b Did your project partner with organizations other than the LEAs in which you placed participants (you listed these LEAs in the previous question)?**  Yes No **If yes, please list the organizations, other than the LEAs listed in the previous question, that**  **you partnered with and indicate the role they played in your project’s recruitment, selection, preparation, placement, certification, and support/retention activities by chec** **king the boxes in the appropriate columns next to their names:** 22

**Partnering organization Recruitment**  **Selection Preparation**  **Placem ent**  **Certification Support/**  **Retention** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

**Placement: Total Number of TORs Placed by Grade/School Level**  **5.3 FOR YEARS 1 -** **3, indicate the total number of TORs placed in all your partner LEAs by grade/school level.**  Grade/school level Number of TORs placed Elementary (PreK

- 5) Middle (6

- 8) High (9

- 12)23

**Placement: Total Number of TORs Placed by Subject Area**  **5.4 FOR YEARS 1 -** **3, indicate the total number of TORs placed in all your partner LEAs by subject area.**  Subject Area Number of TORs placed Elementary Education En glish, Reading or Language Arts ESL/Bilingual Fine Arts (music, art and speech/theatre) Foreign Language History, Government, Economics, and Geography Mathematics Science Special Education Other (specify):
**Placement: Difficulties Encou**  **ntered 5.5 How much did the following factors contribute to difficulties that you encountered placing**  **participants?**

Factor Contributed greatly to difficulties Contributed

somewhat to difficulties Did not contribute

to difficulties Competition from tra ditionally trained teachers District budget cuts Lack of available positions Lack of confid ence in alternatively trained teachers Lack of eligible schools Locations of the eligible schools Participants’ subject matter specialties did not align with LEA needs Other (specify):24

**Support:** The following questions are intended to gather information about the mentoring and other supports your project provides to TORs so they will remain as teachers in high

- need schools in high

- need districts for at least three years. **6.1 How often did your TTT project offer the following types of s upport to participants after**  **they became Teachers of Record?**
Ty pe of Support Not offered Once or twice a semester Once or

twice a mo nth Once or

twice a week Almost

daily Common planning times Content coach Email contact E

- me ntoring Financial support (specify): Induction program Informal help (e.g., with lessons plans) Learning community/study groups Meetings with other participants for peer support Meetings with project

- provided supervisors Observations Site

- based mentoring Subject matter/Certification support Team teaching Telephone calls Workshops/Professional development Other (sp ecify):25

**6.2 What was the duration (or planned duration) of the following types of support provided by your TTT project to participants after they became Teacher**  **s of Record?**
Ty pe of Support Not offered 1 year 2 years 3 years Common planning times Content coach Email contact E

- me ntoring Financial support (specify): Induction program Informal help (e.g., with lessons plans) Learning community/study groups Meetings with other participants for peer support Meetings with project

- provided supervisors Observations Site

- based mentoring Subject matter/Certificati on support Team teaching Telephone calls Workshops/Professional development Other (specify):26

**6.3 Please rank the top three types of support pr ovided by your TTT project that you found to**  **be most effective in retaining Teachers of Record at high -** **need schools in high -** **need LEAs?** There will be three pull

- down boxes (Most effective ty pe of support, #2 t ype of support, #3 t ype of support) with the fo llowing responses: Common planning times Content coach Email contact E

- mentoring Financial support (specify): Induction program In formal help (e.g., with lessons plans) Learning communit y/ study groups Meetings with other participants for peer support Meet ings with project

- provided supervisors Observations Site

- based mentoring Subject matter/Certification support Team teaching Telephone calls Workshops/Professional development Other (specify): **6.4 Please select the type of support provided by your TTT pro ject that you found to be least**  **effective in retaining Teachers of Record at high -** **need schools in high -** **need LEAs?** There will be one pull

- down box with the following responses: Common planning times Content coach Email contact E

- mentoring Financial support (specify): Induction program In formal help (e.g., with lessons plans) Learning communit y/ study groups Meetings with other participants for peer support Meetings with project

- provided supervisors Observations Site

- based mentoring Subject matter/Certificat ion support Team teaching Telephone calls Workshops/Professional development Other (specify):27

**6.5 How did your project assess the effectiveness of the Teachers of Record? (Check all that apply.)**  Assessment of TOR portfolios Observation s of TORs TORs’ course data (e.g., grades, test performance) Other (specify):

**6.5 a** **. Depending on your response to question 6.5, how did your project analyze and**  **use the information coll** 

**ected on t he effectiveness of the Teachers of Record?** 

**Support: Mentoring** 

**6.6 Did the following types of individuals provide mentoring to your project’s participants?** 
**Yes No**  Experienced teachers at the participants’ schools Experienced teachers employed b y your project Project supervisors/staff Retired teachers University

staff/professors Other (specify):
**6.7 Were the following criteria used for choosing mentors?**
**Yes No**  A master’s degree in education NBCT/other teaching honors Previous teaching experience in high

- need schools Subject area expertise 5 years teaching experience (Veteran teacher)28

Other (specify): **6.8 Did the mentors your project employed receive training prior to providing support to the Teachers of Record?**  Yes No **6.9 If yes, what is the average number of hour s of training the mentors received?**  Hours:
**6.10 Were the following incentives or supports provided by your project for its mentors?**
**Yes No**  Free courses for university credit Mentor training Resources/materials for mentoring Seminars for professional development units Stipend allowances Substitutes for mentor Other (specify):
**6.11 Did the mentors provide the following types of support to your project’s participants?**
**Yes No**  Conducted classroom observations and provide feedback Facilitated networking for the participants Provided assistance with classroom management Provided assistance with lesson plans Provided general guidance Provided guidance related to school culture, practices, or policy Provided support related to the certification process Other (specify):29

**6.12 Were the following topics covered in your project’s professional development workshops? Topic area:**  **Yes No**  Assessment Certification preparati on Classroom organization/management Crisis intervention Ethics Human/child development Instructional strategies Learning theory Legal issues Record

- keeping/grading Standards Subject matter content (e.g., math, science, history) Teaching in urban/rural classrooms Technology in the classroom Time management Working with diverse populations Other (specify):30

**Retention:** The following questions are intended to gath er information about how your project retained its participants.
**7.1 Please rank the three project features that are most effective in retaining participants in your program.**  There will be three pull

- down boxes (Most effective feature, second most effective feature, third most effective feature) with the following responses: Guarantee of employ

ment during or after completion of program In centives provided (e.g., bonuses, scholarships, stipend allowances) Location of the TTT project (e.g., proximity to home) Method and delivery

of preparation (e.g., online or evening coursework) Support provided to obtain certification (e.g., preparation for teacher assessments) Support provided while teaching (e.g., induction programs, mentoring, professional devel opment seminars, meetings) Teaching placement in a high

- need school or with an economically disadvantaged student population TTT project reputation for high quality teacher preparation Other (specify): **7.2 Which of the following reasons are most often gi ven by TTT participants for not**  **completing their teaching assignments and leaving the TTT project? Please rank the top three reasons that participants give.**  There will be three pull

- down boxes (Top reason for leaving, #2 reason for leaving, #3 reason for leaving) with the following responses: Administration related issues Colleague related issues Issues with parent/teacher relationships Lack of opportunit y for advancement Lack of prestige Low salary Phy sical conditions of the school building Professional development issues (e.g., lack of time or opportunities) Student related issues Support sy stems (e.g., lack of support from colleagues or outside networks) Working conditions (e.g., too many non - teaching duties) Other (specify):31 **Paperwork Burden Statem ent**  According to the Paperwork reduction Act of 1995, no persons are required to respond to a collection of information unless such collection display s a valid OMB control number. Public reporting burden for this collection of information is estimated to average one hour per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. T his obligation to respond to this collectio n is to retain benefit and voluntary

. (ESEA of 1965, as amended, Title II, Part C, Subpart 1, Chapter B, Sec. 2314 (b)) S end comments regarding the burden estimate or an y other aspect of this collection of information, including suggestions for reducing this burden, to the U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20210

- 4537 or email IC DocketMgr@ed.gov and reference the OMB Control Number 1855

- 0018. Note: Please do not return the complete d survey to this address.