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**[MAINE'S STATE]{.underline}**

**[EQUITY ACTION PLAN]{.underline}**

**2006 -- 2007**

***REVISED March 1, 2007***

***\* Revised text in this plan is in Arial font, bolded, and
italicized.***

**[Table Of Contents:]{.underline}**

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**Summary of: Data Sources, Problems, Strategies;**

**Narrative Introduction: "Goal \# 6"**

**Strategy \# 1: Offer financial incentives to encourage teachers to
work in high need schools.**

**Strategy \# 2: Require and fund mentoring and induction programs to
give teachers the support that they need to succeed and remain in
challenging schools.**

**Strategy \# 3: Support the development of high quality alternative
route programs to create a pool of teachers specifically for high need
schools.**

**Strategy \# 4: Improve working conditions to retain teacher.**

**Strategy \# 5: Adopt policies to increase the number of National Board
Certified Teacher in high need schools.**

**Strategy \# 6: Provide intensive professional development in core
academic content to teachers currently working in high need schools**

**Appendix A "Data Sources":**

HQT Data Comparison Charts

HQT Data Survey

NEIREL Rural Schools Study

Maine's 2004-2005 "High Need" List of Schools Correlated by LEA & HQT
Data

"Number of Maine Staff by Years of Experience"

**Appendix B "Strategy \# 1":**

Superintendent's Informational Letter: "New Minimum Teacher Salary
Requirements"

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**Appendix C "Strategy \# 2":**

> Proposed Rulemaking: State Board of Education (Department of
> Education)
>
> Certified Mentor Trainers

**Appendix D "Strategy \# 3":**

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> Regional Teacher Development Centers:

A Plan to Promote Teacher Quality and Address Maine's Teacher Shortages

> "MARC": Maine's Alternate Route to Certification
>
> "SPARC" Special Education Alternate Route to Certification

**Appendix E "Strategy \# 4":**

> "Teacher Workload and Stressor" Report

**Appendix F "Strategy \# 5":**

> §13013-A. Salary supplement for national board-certified teachers

**Appendix G "Strategy \# 6":**

Content Literacy Learning Communities (CLLC)

CCSSO Assessment Initiative

Maine Math and Science Alliance Grant Proposal: CNEMS

> Title II, Part A, Improving Teacher Quality State Grants
>
> State of Maine Procedure for Allocating Excess Title IIA Funds
>
> Local Education Agency (LEA) Action Plan for Highly Qualified
> Teachers2006-2007 School Year
>
> Guidance for LEA Action Plans for Highly Qualified Teachers

DATA SOURCES (See appendices)

1.  *2004-2005 & 2005-2006 Highly Qualified Teacher Data for the State
    of Maine*

2.  *School AYP data for the State of Maine*

3.  *Title I Poverty indices (Eligibility of Free and Reduced Lunch)*

4.  *Inexperienced teacher data collected for years 2002 through 2006*

*IDENTIFIED PROBLEMS*

*(For a definition of "High Need School" see page 8 & 9 of this
document)*

1.  *Percentage of Highly Qualified Teachers in School is more than 5%
    points below the State average.*

2.  *School has not made AYP for "Whole School" Reading and/or Math for
    2 consecutive years.*

3.  *School is in the "High Poverty" category (\>49.9%).*

4.  *School employs inexperienced teachers at a greater rate than
    average (\>5% above State average).*

*PLANNED RESEARCH-BASED STRATEGIES TO REACH 100% HQT BY AUGUST 2007*

1.  *Offer financial incentives to encourage teachers to work in high
    need schools/SAUs*

    -   *"minimum teacher salary" raised to \$27,000 in 06-07, and to
        \$30,000 in 07-08. [(completed 2006)]{.underline}*

2.  *Require and fund mentoring and induction programs to give teachers
    the support they need to succeed and remain in challenging (high
    need) schools.*

    -   *DOE rules are being revised to reflect research-based induction
        practices, and standards-based certification. [(in process
        06-07, effective date Aug. 2009)]{.underline}*

3.  *Support the development of high quality alternative route to
    certification programs (MARC, & SPARC) to create and/or increase the
    pool of teachers, in particular for high need schools/SAUs.
    [(completed fall 2005, and increased in number fall of
    2006)]{.underline}*

4.  *Improve working conditions to retain teachers.*

    -   *Major research study completed 2004.*

5.  *Adopt policies to increase the number of National Board Certified
    teachers across the State.*

    -   *Stipends given to candidates as supplement to tuition and fees.
        [(completed fall 2006)]{.underline}*

    -   *State funded \$3000 yearly stipend to all teachers teaching
        under an N.B.C. [(completed July 1, 2006)]{.underline}*

6.  *Provide intensive professional development in core academic content
    to teachers currently working in high need schools.*

    -   *Title IIA funds, through use of revised IIA application and
        performance reports. [(completion planned June
        2007)]{.underline}*

    -   *Title IIA funds (\$15,000) earmarked for technical assistance
        in 2006-2007. [(completion planned June 2007)]{.underline}*

The percentage of Highly Qualified teachers in Maine for all schools,
for the 2004-2005 school year, was 93%, 2.35% above the national average
and 2.9% above the Maine State average for the previous year
(2003-2004).

The percentage of highly qualified teachers in high poverty schools in
Maine for the 2004-2005 school year was 92.04%, 5.14% above the national
average, and 1.44% above the Maine State average for the previous year
(2003-2004).

The percentage of highly qualified teachers in high poverty schools in
Maine for the 2004-2005 school year was 2.94% above the average for all
low poverty schools in the same year (94.98%). These data sets indicate
no statistically significant differences between high poverty schools
and low poverty schools in Maine.

At present, data on a teacher's individual certification, salary, and
class assignment, among other identifying factors, is available. Plans
are ***being discussed by leadership*** to ask SAUs to submit teacher's
individual HQ status into this existing "MEDMS" database, which would be
accessible to the Maine Department of Education, and SAU personnel.
Maine already has and uses a "Unique Teacher Identifier" ***its use is
being considered*** for the 06-07 data collection and analysis next year
(2007-2008) using the "Staff Personnel File" data collected at the
beginning of each school year. This ***would*** give us a method to
track individual teachers' certification, HQT, and experience status,
along with turnover rates and location (SAU currently employed in).
Unfortunately due to technical constraints we were not able to
incorporate these changes into our data collection system for this
school year's collection period. In the interim we are sure that
revising our system to collect the data by subject area and school,
along with the "class" data required by the CSPR, will prove invaluable
in supporting schools in reaching the 100% HQT goal for the beginning of
the 2007 school year. ***This improvement in data collection has already
yielded important insights as to which schools/SAUs and content areas
require attention and will further guide this and next year's HQT action
plans.***

In this, the "Revised Plan", dated September 29, 2006, further analysis
*was* done to determine the number of non-HQT in some of the groups of
teachers referred to (Inexperienced Teachers). This new data has been
inserted into our plans as well as appropriate technical assistance, to
include newly allocated monies (\$15,000) to fund targeted assistance to
identified high need schools. Analysis of particular content area
courses not taught by HQT ("out-of-field teaching") was not possible
last year as Maine used the USDE template for data collection this year
(see Appendix A "Assessing State Progress in Meeting the Highly
Qualified Teacher (HQT) Goals", pp 9-11, dated 5/3/06 from USDE), which
did not collect data at that level of specificity. The survey we *used
in November*, 2007 to collect the 2005-2006 HQT data *asked* for numbers
of HQT or non-HQT classes taught in each core content area taught (see
Appendix A). This change *rendered* a data set similar to that which we
collected for the 2003-2004 year. Thus we have comparative data. This
will inform decisions on the most effective technical assistance to
offer, and content area needs. ***The 2005-2006 data shows that there
are greater needs for highly qualified special education, alternative
education, foreign language and basic skills math teachers; thus, our
technical assistance will focus on these needs by offering professional
development opportunities to address those content areas.*** As the
August 15, 2006 Peer Review states: "The data collection system is still
being developed and when completed in 2006-2007 school year, all data
will be available on the SEA Web site". ***The updated 2005-2006 data is
available on the SEA website now, under "NCLB" and then "HQT Summary
Report", and also on the MEDMS "Public Reports Portal" under "No Child
Left Behind".***

Maine has also been chosen, along with New York, for a Regional
Educational Laboratory (NEIREL) study (see Appendix A):

> "The Regional Education Laboratory: Northeast and Islands will
> complete a fast response study of Maine's Highly Qualified Teachers.
> By March of 2007, the Lab will provide a descriptive analysis for the
> state of:

-   patterns in HQTs across urban, suburban, and rural districts within
    Maine;

-   How HQTs in the state vary across poverty levels and other important
    factors such as school size, class size, and teacher salary; and

-   Within rural districts, an analysis of the percentages of HQTs at
    the district level and individual school-level.

> This study will provide the Maine DOE with more in-depth analysis of
> the equitable distribution of HQTs in the state."

Data from this study should greatly inform our HQT needs assessment, in
particular for "High Need" schools, as many of these schools are also
rural. Meetings with the REL staff were held in late September, and
further collaboration is planned, and access to our data is being
arranged.

A deeper investigation of data on percentages of Highly Qualified
Teachers in Maine indicates there are certain "high need" LEAs and/or
schools that contain significant percentages of non-highly qualified
teachers. When correlated with other "high need" factors: greater than
49.9% poverty (as determined by free and reduced lunch***);***
percentages of inexperienced teachers more than 5% points higher than
the State average; and failure to meet Adequate Yearly Progress in whole
school student achievement for reading or math, it is clear that certain
LEAs and/or schools in Maine would benefit from various forms of
technical assistance, and interventions aimed at increasing teacher
quality. (*[See]{.underline} appendix A, &
<http://www.maine.gov/education/medms/homepage.htm>*.)

With this as a goal Maine has compiled a list of those initiatives and
activities that are already taking place, or planned to take place,
State-wide, that are aimed at raising teacher quality. A list of these
initiatives and activities can also be found in the "Maine State Teacher
Quality & Equity Action Plan, Narrative \# 3". Following is a list of
Maine State actions/initiatives ("Strategies") that particularly address
the lack of highly qualified teachers in "high need schools" (see full
documents referenced, in Appendix A).

A comparison of the: "High Poverty" schools; low HQT schools (\< 88%
HQT); and schools that are "Whole School" CIP/AYP for reading or math
scores reveals that:

A.  The average percentage of HQTs in CIP schools in 2005-2006 was 92.39
    %.

B.  The Maine State average for HQTs is 93%.

C.  The number of CIP schools below State HQT average is 21 out of 48,
    which is 43% of all CIP schools in Maine.

D.  The number of CIP schools above the State HQT average is 27 out of
    48, which is 57% of all CIP schools in Maine.

E.  Of the 48 CIP schools in Maine for 2005-2006, 18 are AYP/CIP in
    reading or math scores for the whole school.

F.  **Of those 18 schools that are: AYP/CIP in reading or math scores
    for the whole school; and meeting "high poverty" guidelines (\> 49.9
    %), 3 have HQTs at a statistically significant level (greater than
    5% points) below Maine State average.**

G.  24 Maine schools in Category A, and 21 schools in Category B,
    qualify as "High Need" using: low HQT; high poverty; AYP/CIP in
    reading or math scores for the whole school; and high % of
    inexperienced teachers as the identifying criteria.

H.  Following is Maine's definition of "High Need" schools to be used
    for the upcoming school year's planned actions to reach the 100% HQT
    goal.

Definition: **High-Need School**: (*[See]{.underline} Appendix A for
eligible Maine schools)* A high-need school is defined as an LEA:

[Category A "High Need" Schools]{.underline}

A.  for which not less than 49.9 percent of the children served by the
    agency are from families that qualify for Title I eligibility AND,

B.  schools which are 5% points or more below the Maine State average
    for HQT, i.e. 88% HQT or less; AND AT LEAST 1 OF THE FOLLOWING

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i.  schools with more than 12.5% inexperienced teachers on staff (5%
    points or more above State average of 7.55%);

ii. those schools that are AYP/CIPs for either reading or math for the
    whole school.

[Category B "High Need" Schools]{.underline}

A.  for which not less than 49.9 percent of the children served by the
    agency are from families that qualify for Title I eligibility AND,

B.  schools with more than 12.5 inexperienced teachers on staff (5%
    points or more above State average of 7.55%);

Definition: "Inexperienced Teachers": Teachers having less than 3 years
experience.

> **[Strategy \# 1,]{.underline}**
>
> **[Offer financial incentives to encourage teachers to work in high
> need schools. :]{.underline}**

A raise in the minimum teacher salary by \$15,000 dollars has been
recently legislated (See Appendix B). We feel this step will impact
"High Need Schools (see definition, pg. 7) because in Maine there are a
small number of metropolitan schools, mostly located in the southeastern
coastal region, that are able to pay their teachers a competitive
salary. Thus small, rural schools become "training grounds" for larger,
more affluent LEAs, such as Portland or other southern coastal towns.
Highly qualified teachers tend to move to these more affluent schools,
from small rural schools. By helping to "level the playing field" in
salary between these two competing employers, we hope to encourage more
teachers to stay, or move to, smaller, rural, higher poverty schools.

Furthermore the raise in minimum teacher salary has a direct correlation
to the funding formula for education. Maine's funding formula includes a
salary matrix derived from salary data submitted by each school
administrative unit. The legislated minimum of \$30,000 now becomes the
required base. The matrix will provide increased State resources for the
next ten years. In one rural community a teacher had to teach thirteen
years prior to reaching \$30,000. This increase in allocation will
enable rural and island communities to attract and retain highly
qualified teachers.

In addition, the raise in minimum teacher salary will lead to subsequent
increases in experienced teachers' salaries due to the resultant upward
pressure in local contracted salary schedules. This should result in
greater retention of highly qualified, experienced teachers in [all
schools]{.underline}, as the research clearly indicates that many
teachers leave the profession for more lucrative employment.

Administrative Letter 29, Policy Code GCB, to Superintendents of Schools
from Susan A. Gendron, Maine's Commissioner of Education, Dated May 26,
2006 (*[See]{.underline} Appendix B)* detailed recent Maine State
legislation setting New Minimum Teacher Salary Requirements:

> "On May 9, 2006, Governor Baldacci signed Public Law, Chapter 635 --
> An Act to Update Minimum Teachers' Salaries. The law repeals the
> existing statutory minimum teacher salary of \$15,500 established in
> 1987. It requires school administrative units to pay certified
> teachers a minimum salary of \$27,000 for the school year beginning
> July 1, 2006 and \$30,000 for the school year beginning July 1, 2007
> and beyond. The law provides for dedicated State funding to achieve
> the minimum salary requirements in FY2007 and the Legislative intent
> to fund the \$30,000 minimum required in FY2008 and beyond. Qualifying
> school administrative units will be required to submit a list of
> eligible certified teachers in September of each fiscal year and an
> adjustment will be made to the unit's subsidy to cover the costs of
> the difference between what the teacher would otherwise be paid on the
> local teacher salary scale and the required minimums set forth in
> Chapter 635."

"Salary is just one of many factors that employees weigh when assessing
the relative attractiveness of any particular job... Salary matters less
when other characteristics of the workplace are personally or
professionally satisfying. When they are not satisfying or the work is
significantly more demanding, money matters more and can be the tipping
point that determines whether teachers stay or leave. Adjusting salaries
upward can compensate for less appealing aspects of jobs; conversely,
improving the relative attractiveness of jobs can compensate for lower
salaries." (p. 7)[^1]

> **[Strategy \# 2,]{.underline}**
>
> **[Require and fund mentoring and induction programs to give teachers
> the support that they need to succeed and remain in challenging
> schools. :]{.underline}**
>
> The evidence for the efficacy of this strategy is well documented.
> Maine is in the process of approving new regulations to raise
> induction standards by requiring formally trained mentors that are
> assigned one-on-one to the new teacher for the full two year initial
> certification period, and adding a formal e-Portfolio requirement
> based on Maine's Initial Teacher Certification Standards (see Appendix
> C). Maine Department of Education recommendations are to fund this
> through the General Purpose Aid allocation for education, for all
> LEAs.
>
> Two other programs funded by the Maine Department of Education, MARC
> (Maine's Alternate Route to Certification), and SPARC (Special
> Education Alternate Route to Certification), also provide mentoring
> and induction for new teachers (see Strategy \# 3 and Appendix D).
>
> Furthermore, ongoing trainings of mentor trainers, i.e. a "train the
> trainer" model, have been held during the 2003 through 2006 years
> State-wide with the goal of building capacity for training new teacher
> mentors in anticipation of this redesigned induction system.
> Approximately 110 trainers ***were trained during this period***
> representing every region in the State. This training ***is continuing
> during this school year*** and beyond to continue to build this
> capacity, and knowledge base to support high quality induction
> practices in the future. The mentor training and train the trainer
> workshop was a product of a Title IIA TQE Grant run by the Maine
> Department of Education during 2001 to 2004, called Advancing the
> Agenda for Results-Based Educator Certification (AARBEC). This
> research grant produced the model, training, standards, and materials
> upon which Maine is basing its changes to current new teacher
> induction program rules.
>
> ***Over 140 mentor trainers have been trained in delivering Maine's
> Model of Mentor Training in the last 18 months. It was decided to use
> the 50% saturation point in each of the nine Superintendent regions as
> the goal, in order to assure that each SAU would have available
> trainers in reasonable proximity. That goal will have already been met
> in all but one region by April of 2007***
>
> The Maine State Board of Education and the Department of Education
> propose to amend the rules governing the educator certification
> support systems, Chapter 118. Chapter 118: Purposes, Standards and
> Procedures for Educational Personnel Support Systems, a routine, and
> technical rule change of the State Board of Education, underwent a
> formal State-wide Stakeholders review and received State Board of
> Education approval for the Administrative Procedures Act Process to be
> initiated. (*[See]{.underline} Appendix C)*
>
> Among the amendments was the inclusion of required performance
> standards: Maine's Initial Teacher Certification Standards. The
> proposed amendments include: a "Statement of Purpose" to clarify the
> new "Professional Learning Community" model described; revised
> definitions; inclusion of educational specialists with other
> educational personnel; the option of including educational technicians
> in the local support plan, at the discretion of the SAU; procedures
> for use by local support systems which support educators in seeking
> higher certification; a requirement for approved formal training for
> new teacher mentors; use of the National Board for Professional
> Teacher Standards to receive Master Teacher Certification; a Teacher
> Action Plan based on the teaching standards; and the requirement for a
> standards-based e-portfolio for movement to initial professional
> certification (implementation of the e-portfolio requirement is not
> until 2011 to give time for research and development).
>
> "In 2002, Hanushek, Kain, and Rivkin argued in a National Bureau of
> Economic Research report that hard-to-staff schools struggle to
> recruit and keep high-quality teachers precisely because those
> districts fail to provide effective training, valuable induction
> programs, and a generally supportive teaching environment."57 (p. 9)
> [^2]
>
> **[Strategy \# 3,]{.underline}**
>
> **[Support the development of high quality alternative route programs
> to create a pool of teachers specifically for high need schools.
> :]{.underline}**

This strategy is aimed, again at these small, rural schools that are
often forced to accept teacher candidates that are less than fully State
certified. By creating an alternate route to certification program that
meets NCLB criteria, the State intends to bolster HQT percentages in
these "High Need Schools", as well as others across the State, while
addressing the anticipated teacher shortage of the second half of this
decade.

The Maine Department of Education has given supplemental funding to the
Regional Teacher Development Centers (RTDC) since its inception, and has
now raised the amount of its funding, in support of the increased sites,
and its new added assignment to pilot an Initial Certification
e-Portfolio with its conditionally certified candidates, for possible
use State-wide. A new RTDC has been opened in "Mid-coast" Maine, Hancock
County, as well as the continuance of the "Downeast" RTDC, servicing a
remote, rural area of the State, which also contains several of our
identified "High Need LEA's".

Information on a new Special Educators Alternate Route to Certification
program (SPARC), similar to Maine's Alternate Route to Certification
program (MARC) (see Appendix D), both administered by the Regional
Teacher Development Centers, has also been added. It is hoped that this
will aid shortages of highly qualified special educators across the
State, and in particular in rural schools, as this is an outreach
program similar to MARC. This program is proving successful and well
received in LEAs, with its emphasis on high-need schools, where it is
difficult to attract and retain highly qualified teachers. These LEAs
often find it necessary to hire teachers on a conditional certificate.
The SPARC program is designed to address similar needs for special
educators (see Appendix D).

> The Maine Department of Education continues to fund the Regional
> Teacher Development Centers, in collaboration with the University of
> Maine System, established in 2003. (*[See]{.underline} Appendix D)* A
> description of this initiative follows:

**Regional Teacher Development Centers:**

**A Plan to Promote Teacher Quality and Address Maine's Teacher
Shortages**

-   The RTDC Initiative is an outgrowth of the Public Education
    Partnership:

> *The Partnership is envisioned as a multi-stage collaboration between
> the University System, the Maine Department of Education, local school
> districts and other educational agencies and stakeholders to create
> programs that "encourage individuals to enter the teaching profession,
> \[provide\] on-site presence of university faculty at public schools
> to assist with curriculum development, and \[offer\] regional
> professional development programs to help classroom teachers meet
> their certification requirements and enhance their professional
> credentials." (Chancellor Westphal, Oct. 24, 2002)*

-   The state will be served by eight regional centers, phased in over a
    four year period, beginning in 2003.

-   The first four centers are already in various stages of development,
    with funding provided by the UM System, the University of Maine's
    "Transition to Teaching" grant, and the Maine Department of
    Education.

-   Aroostook County, DownEast (Hancock and Washington counties),
    MidCoast and Western Maine (parts of Oxford, Franklin and Kennebec
    counties) have set up governing councils, with leadership support
    from UMFK, UMPI, UM and UMF along with local superintendents of
    schools and other educators active in teacher professional
    development. Programming is already underway in MidCoast and Western
    Maine.

-   The Centers are uniquely positioned to support both the new state
    standards for certification and induction, and the requirements for
    "highly qualified teachers" established by the new federal No Child
    Left Behind Act. State and federal professional development funds
    provided to school districts, as well as the University System
    monies, will eventually support the Centers.

-   The Centers take advantage of existing partnerships and patterns of
    communications.

**PROGRAM DESCRIPTION**

MARC is a statewide program, with regional delivery managed by the
Regional Teacher Development Centers (RTDCs). Program components will be
consistent across all sites, with statewide oversight and evaluation
provided by the MARC Steering Committee. Regional implementation of the
program will be coordinated and evaluated by each RTDC Governing
Council.

The design of MARC is based on knowledge of the needs of Maine schools
and an investigation of successful alternate route programs in other
states. Underlying the program's design are ***fundamental beliefs and
assumptions***:

> ▪ Targeted needs in Maine are for the preparation of teachers for
> grades 7 to 12 and special education teachers, PK-12.

▪ Participants must meet minimum requirements in order to participate:

• 4-year degree;

> • Be employed as teacher of record in a Maine school district;
>
> • Complete a successful interview with MARC staff;

• Meet most, if not all, of content area requirements;

• Pass PRAXIS I within six months of entering the program.

> ▪ Districts will require new hires who are not fully certified to
> participate in this program.
>
> ▪ The program will extend over the two-year induction period for new
> teachers with the ongoing development and implementation of an
> Individualized Induction Plan (IIP).
>
> ▪ Trained assessors will evaluate participants for successful
> completion of MARC based on evidence of their having met the *Maine's
> Ten Teaching Standards* and passed required courses and tests, ongoing
> evaluation by the RTDC Supervisor, documented professional growth and
> development based on the Individualized Induction Plan, etc.
>
> ▪ Upon successful completion of MARC, participants will be recommended
> by the RTDC and district for professional teacher certification.
>
> ▪ Participants will be part of a cohort whenever possible, to
> facilitate support and interaction with peers.
>
> ▪ A major focus of the program will be relevant, productive and
> ongoing relationships with well-trained mentors.
>
> ▪ The program will require the active involvement of faculty from area
> universities/colleges, experienced teachers and district
> administrators.
>
> ▪ A combination of academic credit and non-credit program components
> will allow participants to obtain the credits required for full
> certification within a flexible framework of experiences which will
> enable them to individualize their preparation in each of the
> standards.
>
> "More than 120 alternative teacher-preparation programs in almost 550
> sites are now operating in 47 states and the District of
> Columbia---producing a growing number of teacher-candidates, according
> to a national survey of individuals who are entering the field through
> alternative routes.... The survey also shows that almost all those who
> utilize such routes choose to continue teaching after their first
> year, compared with roughly 40 percent of traditionally prepared
> teachers."[^3]
>
> **[Strategy \# 4,]{.underline}**
>
> **[Improve working conditions to retain teacher. :]{.underline}**

This strategy is in the research stages of action. Maine has recently
completed an extensive study of teacher working conditions and is using
this data to plan appropriate actions, e.g. the raise in minimum teacher
salary (see Strategy \# 1 of this Plan, and Appendix B). Note the last
line in the included "Summary and Conclusions" below, which points to
the importance of salary in job satisfaction.

Teacher turnover and attrition contribute greatly to the problem of
staffing high need schools with highly qualified teachers. Research
supports this:

> "The organizational literature suggests that turnover rates of, for
> example, almost 25 percent will likely have a negative impact on
> organizational performance, especially if these are organizations,
> such as schools, for which coherence and continuity are deemed
> important for effectiveness (e.g., Mobley, 1982). To my knowledge
> there have been no studies that use national data to examine the
> impact of teacher turnover on school community and school
> performance." (pp. 26-27)[^4]

Maine has completed a formal research study on "Teacher Workload and
Stressors" and has found certain common factors contributing to teacher
attrition, retention, and job satisfaction. Further research on these
factors is still needed, as they are related to high need schools, and
the equitable distribution of highly qualified teachers, and will be
planned in the coming year. The "Summary and Conclusions" appears below,
and the link to the full 36 page report is included in the appendix.
(*[See]{.underline} Appendix E)*

**Summary and Conclusions of "Teacher Workload and Stressor Report
2004"**

A Survey Conducted for: The Commissioner's Task Force on Teacher
Workload Prepared By: The Maine Education Policy Research Institute The
University of Maine, Orono, Maine

-   *Average length of school day for all teachers is approximately 7
    hours, which is often increased by required before-and after-school
    meetings.*

-   *The average number of hours worked by the responding teachers,
    beyond the 35 hour base-line, is more than 16 hours per week.*

-   *Nearly all teachers have seen an increase in the amount of time
    spent on most job related tasks. Most notable changes were in the
    areas of class preparation and assessment of student work. These
    changes, more specifically, were related to curriculum alignment
    with the Maine Learning Results and various aspects of student
    assessments.*

-   *Given a list of 15 factors that could potentially increase
    teachers' workload, the most frequently selected factors were:
    curriculum alignment with the Maine Learning Results, student
    assessment requirements, compliance with No Child Left Behind, and
    getting students to expected levels of performance.*

-   *Factors causing the most stress for teachers are the same as those
    that they perceive to have increased their workload in the last
    three years: compliance with No Child Left Behind, student
    assessment requirements, curriculum alignment with the Maine
    Learning Results, and getting students to expected levels of
    performance. Additionally, nearly one third of the respondents cited
    student behavior as one of the factors causing the most stress.*

-   *Special education programs and library/media resources were viewed
    as highly supportive by all teachers. Special education teachers
    were more likely to view education technician resources as highly
    supportive than were the other teachers.*

-   *When asked what strategies school districts have implemented to
    help manage time and accommodate workload, 42% described district
    strategies that included common planning time, release time, use of
    time derived from the use of specialists, sharing students, late
    start days and early release days. Thirty percent of the respondents
    commented that no strategies had been implemented and most described
    added responsibilities with no reduction in existing
    responsibilities.*

-   *There is a high level of dissatisfaction with teaching as a
    profession among respondents to the survey. Forty-four percent
    indicated if they could start over, they would not choose teaching.
    More than half (60.6%) of the respondents indicated they have
    seriously considered leaving the profession in the last two years.*

*Teachers rated vacation time, personal gratification, and health
benefits as the most satisfactory aspects of their jobs. Some
respondents indicated that teachers did not receive "vacation time" and
therefore may have responded to this item in terms of "yearly academic
schedule."*

-   *Teachers were least satisfied with job expectations, salary, and
    retirement benefits.* [^5]

**[Strategy \# 5,]{.underline}**

> **[Adopt policies to increase the number of National Board Certified
> Teacher in high need schools. :]{.underline}**

Maine has been offering scholarships to pay teachers the necessary fees
to apply and attain a National Board Certificate for several years. This
year another incentive was added. Legislation was passed to pay teachers
working under a valid National Board Certificate an additional
\$3,000.00 per year as long as it is kept valid and they continue to
teach under it. The specific language appears below and in the Appendix.
([See]{.underline} Appendix F)

It must be acknowledged that many of these "High Need" schools still lag
behind their more affluent counterparts in salary and benefits, in many
cases even with the new minimum teacher salary. This stipend for
National Board Certified teachers may prove the added incentive to stay
in a school that may have been desirable in many ways, other than
financial, e.g. low cost of living, access to rural recreational
activities, quality of life, etc. It may also add incentive to teachers
in these schools to seek further professional development by seeking
this advanced certificate. Baseline data has been collected during
September on numbers and locations of teachers holding National Board
Certification (see Appendix F). This data will be used in the future to
evaluate whether this strategy is having a positive effect.

> **PART AAAA**
>
> **Sec. AAAA-1. 20-A MRSA §13013-A** is enacted to read:
>
> **[§13013-A. Salary supplement for national board-certified
> teachers]{.underline}**
>
> [**1. Salary supplement.** Notwithstanding any other provision of law,
> the Department of Education shall provide a public school teacher who
> has attained certification from the National Board for Professional
> Teaching Standards, or its successor organization, as of July 1, 2006
> or thereafter with an annual national board certification salary
> supplement of \$3,000 for the life of the certificate. The salary
> supplement must be added to the teacher\'s base salary and must be
> considered in the calculation for contributions to the Maine State
> Retirement System. If a nationally certified teacher becomes no longer
> employed as a classroom teacher in the field of that teacher\'s
> national certification, the supplement ceases.]{.underline}
>
> [**2. Local filing; certification.** On or before October 15th
> annually, the superintendent of schools of a school administrative
> unit shall file with the commissioner a certified list of national
> board-certified teachers eligible to receive the salary supplement
> pursuant to subsection 1.]{.underline}

3.  [**Payment.** The department shall provide the salary supplement to
    eligible teachers no later than February 15th of each
    year.]{.underline}

Recent research indicates a correlation between National Board Certified
Teachers and higher student achievement:

> "In this paper, we describe the results a study assessing the
> relationship between the certification of teachers by the National
> Board for Professional Teaching Standards (NBPTS) and elementary level
> student achievement. We examine whether NBPTS assesses the most
> effective applicants, whether certification by NBPTS serves as a
> signal of teacher quality, and whether completing the NBPTS assessment
> process serves as catalyst for increasing teacher effectiveness. We
> find consistent evidence that NBPTS is identifying the more effective
> teacher applicants and that National Board Certified Teachers are
> generally more effective than teachers who never applied to the
> program. The statistical significance and magnitude of the "NBPTS
> effect," however, differs significantly by grade level and student
> type. We do not find evidence that the NBPTS certification process
> itself does anything to increase teacher effectiveness." (p. 3)[^6]
>
> **[Strategy \# 6,]{.underline}**
>
> **[Provide intensive professional development in core academic content
> to teachers currently working in high need schools:]{.underline}**

This details the many changes and improvements Maine is instituting to
its administration of Title IIA funds. We intend to offer support,
technical assistance and incentives by leveraging these funds toward
increasing percentages of HQT in all schools, and in particular targeted
"High Need Schools". Our redesigned Title IIA Application and
Performance Report will guide LEAs to use these funds in a more
effective and targeted manner toward raising teacher quality. As of
September 2006 the Maine Department of Education has earmarked
approximately \$15,000 of Title IIA funds to support this technical
assistance (see Appendix G).

***The 2005-2006 data shows that there are greater needs for highly
qualified special education, alternative education, foreign language and
basic skills math teachers; thus, our technical assistance will attempt
to focus on these needs by offering professional development
opportunities to address those content areas.***

> ***1.)*** The 2006-2007 Title IIA Applications, Competitive Grants,
> and reallocation criteria for 2005-2006 carryover funds have been
> changed to support LEAs in increasing HQT percentages as follows:

1.  2006-2007 Title IIA applications must demonstrate funding is
    targeted at HQT, if below 100%, in order to have Class Size
    Reduction funds approved.

2.  2006-2007 Title IIA competitive grants require HQT objective and
    measures, and are targeted at "High Need" (high poverty, low HQT %)
    LEAs & schools.

3.  Title IIA reallocations of LEA funds are competitive and based on
    "High Need" factors.

4.  Mentoring/Induction 1 of 10 key strategies under Title IIA, now
    "categories" listed on the application, and will be posted on the
    website as models of State-wide projects.

-   Title IIA Documentation is included in the appendix under "Strategy
    \# 6". ((*[See]{.underline} Appendix G)*

***2.) Assessment Training Institute; Date: November 20, 2006***

***From: Rick Stiggins and Judy Arter; Subject: Leading Professional
Development in Classroom Assessment:***

***The purpose of this project is to assist high school teams in the
effective design, use, and integration of classroom-based formative
assessments within a balanced assessment system.***

***Intended Audience***

***This kick off three-hour orientation and the two day LPD to follow
(December 13-14 and repeated January 17-18) are designed for State
Department of Education (SDOE) teams of 5-8 people who will lead
continuing professional development opportunities for a small sample of
high-poverty, low-performing high schools within their state.***

> ***3.) "Training of Certified Mentor Trainers by Maine State
> Superintendents' Regions":***

***These trainings will be offered to "high need schools" in a regional
partnership model, if the SAU/school includes mentoring and induction as
one of their planned action strategies to address high numbers of
inexperienced teachers.***

***Over 140 mentor trainers have been trained in delivering Maine's
Model of Mentor Training in the last 18 months. This is being done to
build State-wide capacity for training mentors, which will be a
requirement of the new rules governing new teacher induction in Maine
when Chapter 118 is adopted and implemented.***

***It was decided to use the 50% saturation point in each of the nine
Superintendent regions as the goal in order to assure that each SAU
would have available trainers in reasonable proximity. That goal will
have already been met in all but one region by April of 2007.***

***4.) Maine Math and Science Alliance (MMSA) is currently preparing and
submitting an application for a federal grant titled: "The Northern New
England New Teacher Center for Science and Mathematics". The goals of
this grant and its planned activities are aligned with those of this
"Equity Action Plan": "1. meeting the targeted content and pedagogical
specific needs of new teachers; 2. building the leadership capacity in
science and mathematics for mentors and instructional coaches, and; 3.
facilitating the incorporation of sustainable models of professional
development that connect novices and experienced teachers by going
beyond one-on-one mentoring support and basic induction
requirements".***

***Several of the intended targeted schools of this grant are also on
the State's "High Need Schools" list; therefore an agreement has been
made with MMSA that this grant membership would be offered as a possible
activity/strategy to the identified "High Need Schools".***

**[Appendix A:]{.underline}**

**[Goal \# 1: The SEA will conduct a data analysis to determine needs
and responses.]{.underline}**

Maine's HQT data collection process for 2005-2006 includes more specific
data on these categories of teachers, and subjects taught than was
collected for 2004-2005.

The yearly SAU site monitoring visits will include provisions to collect
and check on this data, and compliance by SAUs. Technical assistance
will be planned and given to SAUs failing to comply with this new
limited use of the HOUSSE. Possible interventions and sanctions are
being considered for future school years if necessary.

***2005-2006 HQT DATA TABLES***

+--------------------+-------+-------+-------+-------+-------+-------+
| [HQT DATA          |       |       |       |       |       |       |
| COMPA              |       |       |       |       |       |       |
| RISON]{.smallcaps} |       |       |       |       |       |       |
|                    |       |       |       |       |       |       |
| **[MAINE - YEAR    |       |       |       |       |       |       |
| OVER               |       |       |       |       |       |       |
| Y                  |       |       |       |       |       |       |
| EAR]{.smallcaps}** |       |       |       |       |       |       |
|                    |       |       |       |       |       |       |
| **[2003-2004       |       |       |       |       |       |       |
| through            |       |       |       |       |       |       |
| 2005-2             |       |       |       |       |       |       |
| 006]{.smallcaps}** |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| [CAT               | [M    | [%\   | [M    | [%\   | [M    | [%\   |
| EGORY]{.smallcaps} | AINE\ | C     | AINE\ | CH    | AINE\ | CH    |
|                    | 20    | HANGE | 20    | ANGE\ | 20    | ANGE\ |
|                    | 03-20 | from  | 04-20 | from  | 05-20 | from  |
|                    | 04]{. | pre   | 05]{. | pre   | 06]{. | pre   |
|                    | small | vious | small | vious | small | vious |
|                    | caps} | year\ | caps} | year\ | caps} | ye    |
|                    |       | \     |       | ]{.   |       | ar]{. |
|                    |       | ]{.   |       | small |       | small |
|                    |       | small |       | caps} |       | caps} |
|                    |       | caps} |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| All Schools:       | 90.1% | **    | 93%   | **+2  | 9     | **+1. |
|                    |       | n/a** |       | .9%** | 4.37% | 37%** |
+--------------------+-------+-------+-------+-------+-------+-------+
|                    |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Elementary-High    | n/a   | **    | 93.2% | **    | 9     | **+1. |
| Poverty            |       | n/a** |       | n/a** | 5.00% | 80%** |
+--------------------+-------+-------+-------+-------+-------+-------+
| Elementary-Low     | n/a   | **    | 95.9% | **    | 9     | **+1. |
| Poverty            |       | n/a** |       | n/a** | 7.03% | 13%** |
+--------------------+-------+-------+-------+-------+-------+-------+
| All                | 92.6% | **    | 9     | **+2. | 9     | **+0. |
| Elementary-Schools |       | n/a** | 4.77% | 17%** | 5.71% | 94%** |
+--------------------+-------+-------+-------+-------+-------+-------+
|                    |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| Secondary-High     | n/a   | **    | 9     | **    | 9     | **+2. |
| Poverty            |       | n/a** | 0.88% | n/a** | 2.93% | 05%** |
+--------------------+-------+-------+-------+-------+-------+-------+
| Secondary-Low      | n/a   | **    | 9     | **    | 9     | **+0. |
| Poverty            |       | n/a** | 4.07% | n/a** | 4.85% | 78%** |
+--------------------+-------+-------+-------+-------+-------+-------+
| All                | 89.1% | **    | 9     | **+3. | 9     | **+1. |
| Secondary-Schools  |       | n/a** | 2.48% | 38%** | 3.69% | 21%** |
+--------------------+-------+-------+-------+-------+-------+-------+
|                    |       |       |       |       |       |       |
+--------------------+-------+-------+-------+-------+-------+-------+
| All Schools-High   | 90.6% | **    | 9     | **+1. | 9     | **+2. |
| Poverty            |       | n/a** | 2.04% | 44%** | 4.10% | 06%** |
+--------------------+-------+-------+-------+-------+-------+-------+
| All Schools-Low    | 91%   | **    | 9     | **+3. | 9     | **+0. |
| Poverty            |       | n/a** | 4.98% | 98%** | 5.36% | 38%** |
+--------------------+-------+-------+-------+-------+-------+-------+

**2005-2006 Summary Statements:**

1.  "All Schools" have less than one percent (**.**27%) more classes
    taught by H.Q. teachers than "All High Poverty Schools."

2.  "All Low Poverty Schools have 1.26% more classes taught by H.Q.
    teachers than "All High Poverty Schools."

3.  "Secondary Low Poverty Schools" have 1.92% more classes taught by
    H.Q. teachers than "Secondary High Poverty Schools."

4.  "Elementary Low Poverty Schools" have 2.03% more classes taught by
    H.Q. teachers than "Elementary High Poverty Schools."

5.  "All Elementary Schools" have 2.02% more classes taught by H.Q.
    teachers than "All Secondary Schools."

  ------------- ---------------------------------------------------------------
  District:     ![](media/image2.pct){width="6.552083333333333in"
                height="0.25in"}

  **School:**   ![](media/image3.pct){width="6.5in" height="0.25in"}
  ------------- ---------------------------------------------------------------

Maine Department of Education **\
**

\]No Child Left Behind Act

"Highly Qualified Teacher Survey" 2005-2006

 IMPORTANT!  Before responding to this survey, please read the
Directions for Completing the Highly Qualified Teacher Survey available
at <http://www.maine.gov/education/hqtp/>

  ---------------------- ---------------- -------------------------------------
  A.  School             a\.              Elementary (self contained classes)
  Organization           \_\_\_\_\_\_\_   
  Information Data:                       

  (Select the one which  b\.              K -- 8 or K - 12 (combined
  most applies)          \_\_\_\_\_\_\_   elementary/middle) \*

                         c\.              Secondary (Middle/Jr. High, High
                         \_\_\_\_\_\_\_   School and/or Vocational School)

                                          \* (Fill out both b. Elem. and c.
                                          Secondary sections \-- B. for your
                                          Elem. classes and C. for your
                                          secondary classes.)
  ---------------------- ---------------- -------------------------------------

Does your school receive Title I funding? \_\_\_\_\_ Yes \_\_\_\_ No

[Core Academic Subject Classes Data:]{.underline}

+------------------------------------------+------------+-------------+
| B.   ELEMENTARY (self contained):        |            |             |
+------------------------------------------+------------+-------------+
|                                          | How many   | How many    |
|                                          | [          | [classes]{  |
|                                          | classes]{. | .underline} |
|                                          | underline} |   are       |
|                                          | does your  | taught by   |
|                                          | school     | teachers    |
|                                          | have this  | who met the |
|                                          | year in    | NCLB        |
|                                          | which the  | definition  |
|                                          | core       | of a        |
|                                          | academic   | [Highly     |
|                                          | subjects   | Qualified   |
|                                          | are        | Teacher]{.  |
|                                          | taught?    | underline}? |
+------------------------------------------+------------+-------------+
| a.  General Elementary(i.e.,             | ![](media/ | ![](me      |
| kindergarten, 3^rd^ Gr., 5^th^ Gr.       | image4.pct | dia/image4. |
| self-contained)                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| b.  Visual/Performing Arts (art, music,  | ![](media/ | ![](me      |
| theatre, dance)                          | image4.pct | dia/image4. |
|                                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| c.  World Languages                      | ![](media/ | ![](me      |
|                                          | image4.pct | dia/image4. |
|                                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| d.  Basic Skills Math (i.e., Title I,    | ![](media/ | ![](me      |
| pull out, etc.)                          | image4.pct | dia/image4. |
|                                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| e.  Basic Skills                         | ![](media/ | ![](me      |
| English/Reading/Language Arts            | image4.pct | dia/image4. |
| (i.e.Title I,remedial,etc.)              | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| f.  Special Education (resource and      | ![](media/ | ![](me      |
| self-contained)                          | image4.pct | dia/image4. |
|                                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| g.  English as a Second Language (pull   | ![](media/ | ![](me      |
| out)                                     | image4.pct | dia/image4. |
|                                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| h.  Other core academic subject specials | ![](media/ | ![](me      |
| (i.e. GT Math, Science, English)         | image4.pct | dia/image4. |
|                                          | ){width="0 | pct){width= |
|                                          | .739583333 | "0.73958333 |
|                                          | 3333334in" | 33333334in" |
|                                          | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| i\. Total number of core academic        | ![](media/ | ![](me      |
| subject [classes]{.underline} taught at  | image4.pct | dia/image4. |
| your school  / Total number of Core      | ){width="0 | pct){width= |
| Academic Classes Taught by Highly        | .739583333 | "0.73958333 |
| Qualified Teachers  (Calculated Fields,  | 3333334in" | 33333334in" |
| DO NOT ENTER)                            | height     | heigh       |
|                                          | ="0.25in"} | t="0.25in"} |
+------------------------------------------+------------+-------------+
| > Percentage of Core Academic Classes    |            | \%![](me    |
| > Taught by Highly Qualified Teachers    |            | dia/image4. |
| >                                        |            | pct){width= |
| > (Calculated Fields, DO NOT ENTER)      |            | "0.73958333 |
|                                          |            | 33333334in" |
|                                          |            | heigh       |
|                                          |            | t="0.25in"} |
+------------------------------------------+------------+-------------+

+-------------------------------------+-------------------+---+---------+---+
| j.  Elementary school classes       |                   |   | !       |   |
| taught by certified general         |                   |   | [](medi |   |
| education teachers who did not pass |                   |   | a/image |   |
| a \                                 |                   |   | 4.pct){ |   |
| subject-knowledge test or (if       |                   |   | width=" |   |
| eligible) have not demonstrated     |                   |   | 0.73958 |   |
| subject-matter competency through   |                   |   | 3333333 |   |
| HOUSSE                              |                   |   | 3334in" |   |
|                                     |                   |   | he      |   |
|                                     |                   |   | ight="0 |   |
|                                     |                   |   | .25in"} |   |
+-------------------------------------+-------------------+---+---------+---+
| k.  Elementary school classes       |                   |   | !       |   |
| taught by certified special         |                   |   | [](medi |   |
| education teachers who did not pass |                   |   | a/image |   |
| a subject-knowledge test or have    |                   |   | 5.wmf){ |   |
| not demonstrated subject-matter     |                   |   | width=" |   |
| competency through HOUSSE           |                   |   | 0.73958 |   |
|                                     |                   |   | 3333333 |   |
|                                     |                   |   | 3334in" |   |
|                                     |                   |   | he      |   |
|                                     |                   |   | ight="0 |   |
|                                     |                   |   | .25in"} |   |
+-------------------------------------+-------------------+---+---------+---+
| l.  Elementary school classes       |                   |   | !       |   |
| taught by teachers who are not      |                   |   | [](medi |   |
| fully certified (and are not in an  |                   |   | a/image |   |
| approved alternative route program) |                   |   | 5.wmf){ |   |
|                                     |                   |   | width=" |   |
|                                     |                   |   | 0.73958 |   |
|                                     |                   |   | 3333333 |   |
|                                     |                   |   | 3334in" |   |
|                                     |                   |   | he      |   |
|                                     |                   |   | ight="0 |   |
|                                     |                   |   | .25in"} |   |
+-------------------------------------+-------------------+---+---------+---+
| m.  Other (Please Explain)          |                   |   | !       |   |
|                                     |                   |   | [](medi |   |
|                                     |                   |   | a/image |   |
|                                     |                   |   | 5.wmf){ |   |
|                                     |                   |   | width=" |   |
|                                     |                   |   | 0.73958 |   |
|                                     |                   |   | 3333333 |   |
|                                     |                   |   | 3334in" |   |
|                                     |                   |   | he      |   |
|                                     |                   |   | ight="0 |   |
|                                     |                   |   | .25in"} |   |
+-------------------------------------+-------------------+---+---------+---+
| C.   Secondary School (Middle/Jr.   |                   |   |         |   |
| High, High School and/or Vocational |                   |   |         |   |
| School)                             |                   |   |         |   |
+-------------------------------------+-------------------+---+---------+---+
|                                     | How many          | H |         |   |
|                                     | [cla              | o |         |   |
|                                     | sses]{.underline} | w |         |   |
|                                     | does your school  | m |         |   |
|                                     | have this year in | a |         |   |
|                                     | which the core    | n |         |   |
|                                     | academic subjects | y |         |   |
|                                     | are taught?       | [ |         |   |
|                                     |                   | c |         |   |
|                                     |                   | l |         |   |
|                                     |                   | a |         |   |
|                                     |                   | s |         |   |
|                                     |                   | s |         |   |
|                                     |                   | e |         |   |
|                                     |                   | s |         |   |
|                                     |                   | ] |         |   |
|                                     |                   | { |         |   |
|                                     |                   | . |         |   |
|                                     |                   | u |         |   |
|                                     |                   | n |         |   |
|                                     |                   | d |         |   |
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|                                     |                   | r |         |   |
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|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | e |         |   |
|                                     |                   | } |         |   |
|                                     |                   |   |         |   |
|                                     |                   | a |         |   |
|                                     |                   | r |         |   |
|                                     |                   | e |         |   |
|                                     |                   | t |         |   |
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|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | b |         |   |
|                                     |                   | y |         |   |
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|                                     |                   | s |         |   |
|                                     |                   | w |         |   |
|                                     |                   | h |         |   |
|                                     |                   | o |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | t |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | N |         |   |
|                                     |                   | C |         |   |
|                                     |                   | L |         |   |
|                                     |                   | B |         |   |
|                                     |                   | d |         |   |
|                                     |                   | e |         |   |
|                                     |                   | f |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | i |         |   |
|                                     |                   | t |         |   |
|                                     |                   | i |         |   |
|                                     |                   | o |         |   |
|                                     |                   | n |         |   |
|                                     |                   | o |         |   |
|                                     |                   | f |         |   |
|                                     |                   | a |         |   |
|                                     |                   | [ |         |   |
|                                     |                   | H |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | l |         |   |
|                                     |                   | y |         |   |
|                                     |                   | Q |         |   |
|                                     |                   | u |         |   |
|                                     |                   | a |         |   |
|                                     |                   | l |         |   |
|                                     |                   | i |         |   |
|                                     |                   | f |         |   |
|                                     |                   | i |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | T |         |   |
|                                     |                   | e |         |   |
|                                     |                   | a |         |   |
|                                     |                   | c |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | r |         |   |
|                                     |                   | ] |         |   |
|                                     |                   | { |         |   |
|                                     |                   | . |         |   |
|                                     |                   | u |         |   |
|                                     |                   | n |         |   |
|                                     |                   | d |         |   |
|                                     |                   | e |         |   |
|                                     |                   | r |         |   |
|                                     |                   | l |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | e |         |   |
|                                     |                   | } |         |   |
|                                     |                   | ? |         |   |
+-------------------------------------+-------------------+---+---------+---+
| a.  English/Language Arts/Reading   | ![](media/image5  | ! |         |   |
|                                     | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
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|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
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|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
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|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| b.  Social Studies                  | ![](media/image5  | ! |         |   |
|                                     | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| c.  Science                         | ![](media/image5  | ! |         |   |
|                                     | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| d.  Mathematics                     | ![](media/image5  | ! |         |   |
|                                     | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| e.  Visual/Performing Arts (art,    | ![](media/image5  | ! |         |   |
| music, theatre, dance)              | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| f.  World Languages                 | ![](media/image5  | ! |         |   |
|                                     | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| g.  Basic Skills Math (i.e., Title  | ![](media/image5  | ! |         |   |
| I, pull out, etc.)                  | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| h.  Basic Skills                    | ![](media/image5  | ! |         |   |
| English/Reading/Language Arts       | .wmf){width="0.73 | [ |         |   |
| (i.e., Title I, pull out, etc.)     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
|                                     |                   | g |         |   |
|                                     |                   | e |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
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|                                     |                   | h |         |   |
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|                                     |                   | = |         |   |
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|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| i.  Special Education (resource and | ![](media/image5  | ! |         |   |
| self-contained)                     | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
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|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
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|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| j.  English as a Second Language    | ![](media/image5  | ! |         |   |
| (pull out)                          | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
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|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
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|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| k.  Other core academic subject     | ![](media/image5  | ! |         |   |
| specials (i.e. Middle School GT     | .wmf){width="0.73 | [ |         |   |
| Math, GT English, pull out)         | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
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|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
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|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| l.  Alternative Education core      | ![](media/image5  | ! |         |   |
| academic classes                    | .wmf){width="0.73 | [ |         |   |
|                                     | 95833333333334in" | ] |         |   |
|                                     | height="0.25in"}  | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
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|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
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|                                     |                   | i |         |   |
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|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
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|                                     |                   | 0 |         |   |
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|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| m\. Total number of core academic   | ![](media/image5  | ! |         |   |
| subject [classes]{.underline}       | .wmf){width="0.73 | [ |         |   |
| taught at your school  / Total      | 95833333333334in" | ] |         |   |
| number of Core Academic Classes     | height="0.25in"}  | ( |         |   |
| Taught by Highly Qualified          |                   | m |         |   |
| Teachers  (Calculated Fields, DO    |                   | e |         |   |
| NOT ENTER)                          |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
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|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
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|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
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|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+
| > Percentage of Core Academic       |                   | \ |         |   |
| > Classes Taught by Highly          |                   | % |         |   |
| > Qualified Teachers\               |                   | ! |         |   |
| > (Calculated Fields, DO NOT ENTER) |                   | [ |         |   |
|                                     |                   | ] |         |   |
|                                     |                   | ( |         |   |
|                                     |                   | m |         |   |
|                                     |                   | e |         |   |
|                                     |                   | d |         |   |
|                                     |                   | i |         |   |
|                                     |                   | a |         |   |
|                                     |                   | / |         |   |
|                                     |                   | i |         |   |
|                                     |                   | m |         |   |
|                                     |                   | a |         |   |
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|                                     |                   | 5 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | w |         |   |
|                                     |                   | m |         |   |
|                                     |                   | f |         |   |
|                                     |                   | ) |         |   |
|                                     |                   | { |         |   |
|                                     |                   | w |         |   |
|                                     |                   | i |         |   |
|                                     |                   | d |         |   |
|                                     |                   | t |         |   |
|                                     |                   | h |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 7 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 9 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | 8 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 3 |         |   |
|                                     |                   | 4 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | h |         |   |
|                                     |                   | e |         |   |
|                                     |                   | i |         |   |
|                                     |                   | g |         |   |
|                                     |                   | h |         |   |
|                                     |                   | t |         |   |
|                                     |                   | = |         |   |
|                                     |                   | " |         |   |
|                                     |                   | 0 |         |   |
|                                     |                   | . |         |   |
|                                     |                   | 2 |         |   |
|                                     |                   | 5 |         |   |
|                                     |                   | i |         |   |
|                                     |                   | n |         |   |
|                                     |                   | " |         |   |
|                                     |                   | } |         |   |
+-------------------------------------+-------------------+---+---------+---+

  -------------------------------------------------------- ----------------------------------------------------
  n.  Secondary school classes taught by certified general ![](media/image5.wmf){width="0.7395833333333334in"
  education teachers who  have not demonstrated            height="0.25in"}
  subject-matter knowledge in those subjects (e.g.,        
  out-of-field teachers)                                   

  o.  Secondary school classes taught by certified special ![](media/image5.wmf){width="0.7395833333333334in"
  education teachers who did not pass a subject-knowledge  height="0.25in"}
  test or have not demonstrated subject-matter competency  
  through HOUSSE                                           

  p.  Secondary school classes taught by teachers who are  ![](media/image5.wmf){width="0.7395833333333334in"
  not fully certified (and are not in an approved          height="0.25in"}
  alternative route program)                               

  q.  Other (please explain):                              ![](media/image5.wmf){width="0.7395833333333334in"
                                                           height="0.25in"}
  -------------------------------------------------------- ----------------------------------------------------

THIS SECTION PERTAINS TO TITLE I SCHOOLS ONLY

  ------------------------------------------------------------ ----------------------------------------------------
  D. Number of educational technicians in your Title I school  ![](media/image5.wmf){width="0.7395833333333334in"
                                                               height="0.25in"}

  E.  Number of educational technicians in your Title I school ![](media/image5.wmf){width="0.7395833333333334in"
  that meet the \"Highly Qualified\" designation               height="0.25in"}

  F.  Percentage of educational technicians in your Title I    ![](media/image5.wmf){width="0.7395833333333334in"
  school that meet the Highly Qualified designation            height="0.25in"}
  ------------------------------------------------------------ ----------------------------------------------------

***[PERCENTAGES OF HIGHLY QUALIFIED TEACHERS\
BY CONTENT AREA 2005-2006]{.underline}***

  ------------------------------------------------ ----------------------
  **ELEMENTARY SCHOOLS**                           

  **Content Area**                                 **State Average**

  General Elementary                               97.57 %

  Visual/Performing Arts                           96.17 %

  World Languages                                  86.26 %

  Basic Skills Math                                88.20 %

  Basic Skills English                             94.13 %

  Special Education                                93.32 %

  English as a Second Language                     99.49 %

  Other Core Academic Subject Specials             96.67 %
  ------------------------------------------------ ----------------------

  ------------------------------------------------ ----------------------
  **SECONDARY SCHOOLS**                            

  **Content Area**                                 **State Average**

  English /Language Arts/Reading                   97.22 %

  Social Studies                                   95.13 %

  Science                                          93.70 %

  Mathematics                                      93.46 %

  Visual/Performing Arts                           97.01 %

  World Languages                                  91.37 %

  Basic Skills Math                                94.44 %

  Basic Skills English                             96.59 %

  Special Education                                84.20 %

  English as a Second Language                     94.09 %

  Other Core Academic Subject Specials             96.04 %

  Alternative Education Core Academic Classes      80.88 %
  ------------------------------------------------ ----------------------

+-----------------------------------------------------------------------+
| **FINAL:**                                                            |
|                                                                       |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
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|                 | / |             |              |         |    |   | |
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|                 | b |             |              |         |    |   | |
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|                 | d |             |              |         |    |   | |
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|                 | < |             |              |         |    |   | |
| |   |                                                                 |
|                 | / |             |              |         |    |   | |
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|                 | t |             |              |         |    |   | |
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|                 | a |             |              |         |    |   | |
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|                 | > |             |              |         |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |             |              |         |    |   | |
| |   |                                                                 |
| **School        |   | ----------- | ------------ | ------- |    |   | |
| |   |                                                                 |
| Type**          |   |   **Total   |              | ------- |    |   | |
| |   |                                                                 |
|                 |   |   Number of |  **Number of |   **Per |    |   | |
| |   |                                                                 |
| --------------  |   |   Core      |   Core       | centage |    |   | |
| |   |                                                                 |
|                 |   |   Academic  |   Academic   |         |    |   | |
| |   |                                                                 |
|                 |   |   Classes** |   Classes    | of Core |    |   | |
| |   |                                                                 |
|                 |   |             |   Taught by  |   A     |    |   | |
| |   |                                                                 |
|                 |   |             |   Highly     | cademic |    |   | |
| |   |                                                                 |
|                 |   | ----------- |   Qualified  |         |    |   | |
| |   |                                                                 |
|                 |   |             |   Teachers** | Classes |    |   | |
| |   |                                                                 |
|                 |   |             |              |  Taught |    |   | |
| |   |                                                                 |
|                 |   |             |              |   by    |    |   | |
| |   |                                                                 |
|                 |   |             | ------------ |  Highly |    |   | |
| |   |                                                                 |
|                 |   |             |              |   Qu    |    |   | |
| |   |                                                                 |
|                 |   |             |              | alified |    |   | |
| |   |                                                                 |
|                 |   |             |              |   Tea   |    |   | |
| |   |                                                                 |
|                 |   |             |              | chers** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |             |   ---------- |   ----- |    |   | |
| |   |                                                                 |
| **All Schools   |   |  ---------- |   50328.40   | ------- |    |   | |
| |   |                                                                 |
| in State**      |   |   53332.60  |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |   ---------- | 94.37 % |    |   | |
| |   |                                                                 |
| --------------  |   |             |              |   **+   |    |   | |
| |   |                                                                 |
|                 |   |  ---------- |              | 1.37%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |   ----- |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
|                 |   | [ ]{.mark}  | [ ]{.mark}   | [ ]     |    |   | |
| |   | --                                                              |
| --------------- |   |             |              | {.mark} |    |   | |
| |   |                                                                 |
| **[Elementary   |   |             |              |         |    |   | |
| |   |                                                                 |
| Level]{.mark}** |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   | --                                                              |
| --------------- |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   | []                                                              |
| {.mark}         |   |             |              |         |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |   --------- |   ---------  |   ----  |    |   | |
| |   |                                                                 |
| High-Poverty    |   |   5947.00   |   5649.50    | ------- |    |   | |
| |   |                                                                 |
| Schools         |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |   --------- |   ---------  | 95.00 % |    |   | |
| |   |                                                                 |
| --------------  |   |             |              |   **    |    |   | |
| |   |                                                                 |
|                 |   |             |              | +1.8%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |   ----  |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |   --------  |   ---------  |   ----- |    |   | |
| |   |                                                                 |
| Low-Poverty     |   |   3521      |   3416.30    | ------- |    |   | |
| |   |                                                                 |
| Schools         |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |   --------  |   ---------  | 97.03 % |    |   | |
| |   |                                                                 |
| --------------  |   |             |              |   **+   |    |   | |
| |   |                                                                 |
|                 |   |             |              | 1.13%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |   ----- |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |   --------  |   ---------- |   ----- |    |   | |
| |   |                                                                 |
| **All           |   |   17870     |   17103.80   | ------- |    |   | |
| |   |                                                                 |
| Elementary      |   |             |              |         |    |   | |
| |   |                                                                 |
| Schools**       |   |   --------  |   ---------- | 95.71 % |    |   | |
| |   |                                                                 |
|                 |   |             |              |   **+   |    |   | |
| |   |                                                                 |
| --------------  |   |             |              | 0.94%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |   ----- |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
|                 |   | [ ]{.mark}  | [ ]{.mark}   | [ ]     |    |   | |
| |   | --                                                              |
| --------------- |   |             |              | {.mark} |    |   | |
| |   |                                                                 |
| **[Secondary    |   |             |              |         |    |   | |
| |   |                                                                 |
| Level]{.mark}** |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   | --                                                              |
| --------------- |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   | []                                                              |
| {.mark}         |   |             |              |         |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |   --------  |   ---------  |   ----- |    |   | |
| |   |                                                                 |
| High-Poverty    |   |   4472      |   4156       | ------- |    |   | |
| |   |                                                                 |
| Schools         |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |   --------  |   ---------  | 92.93 % |    |   | |
| |   |                                                                 |
| --------------  |   |             |              |   **+   |    |   | |
| |   |                                                                 |
|                 |   |             |              | 2.05%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |   ----- |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |             |   ---------- |   ----- |    |   | |
| |   |                                                                 |
| Low-Poverty     |   |  ---------- |   10825.50   | ------- |    |   | |
| |   |                                                                 |
| Schools         |   |   11413.50  |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |   ---------- | 94.85 % |    |   | |
| |   |                                                                 |
| --------------  |   |             |              |   **+   |    |   | |
| |   |                                                                 |
|                 |   |  ---------- |              | 0.78%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              |   ----- |    |   | |
| |   |                                                                 |
|                 |   |             |              | ------- |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
| --------------  |   |             |   ---------- |   ----- |    |   | |
| |   |                                                                 |
| **All           |   |  ---------- |   33224.60   | ------- |    |   | |
| |   |                                                                 |
| Secondary       |   |   35462.60  |              |         |    |   | |
| |   |                                                                 |
| Schools**       |   |             |   ---------- | 93.69 % |    |   | |
| |   |                                                                 |
|                 |   |             |              |   **+   |    |   | |
| |   |                                                                 |
| --------------  |   |  ---------- | 9805.50      | 1.21%** |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   | Al                                                              |
| l Schools       |   | 10419       |              |   ----- |    |   | |
| |   | Hi                                                              |
| gh-Poverty      |   |             |              | ------- |    |   | |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| |   |                                                                 |
|                 |   |             |              | 94.10%  |    |   | |
| |   |                                                                 |
|                 |   |             |              | **+     |    |   | |
| |   |                                                                 |
|                 |   |             |              | 2.06%** |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
| |   |                                                                 |
|                 |   |             |              |         |    |   | |
| +---+---                                                              |
| ----------------+---+-------------+--------------+---------+----+---+ |
+-----------------------------------------------------------------------+
| **All Schools Low-Poverty** 14934.50 14241.8 95.36% **+0.38%**        |
+-----------------------------------------------------------------------+

**Note: "+ or --" figures in final column indicate increase or decrease
from 2004-2005 figures.**

***Maine 2005-2006 CSPR Data***

**1.5 TEACHER AND PARAPROFESIONAL QUALITY**

1.  In the following table, please provide data from the 2005-06 school
    year for classes in the core academic subjects being taught by
    "highly qualified" teachers (as the term is defined in Section
    9101(23) of the ESEA), in the aggregate for all schools and in
    "high-poverty" and "low-poverty" elementary schools (as the terms
    are defined in Section 1111(h)(1)(C)(viii) of the ESEA). Section
    1111(h)(1)(C)(viii) defines "high-poverty" schools as schools in the
    top quartile of poverty in the State and "low-poverty" schools as
    schools in the bottom quartile of poverty in the State.
    Additionally, please provide information on classes being taught by
    highly qualified teachers by the elementary and secondary school
    level.

2.  

+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **School Type** | * |     | **Number  |   | **P       |   |   |        |
|                 | * |     | of Core   |   | ercentage |   |   |        |
|                 | T |     | Academic  |   | of Core   |   |   |        |
|                 | o |     | Classes   |   | Academic  |   |   |        |
|                 | t |     | Taught by |   | Classes   |   |   |        |
|                 | a |     | Highly    |   | Taught by |   |   |        |
|                 | l |     | Qualified |   | Highly    |   |   |        |
|                 | N |     | T         |   | Qualified |   |   |        |
|                 | u |     | eachers** |   | T         |   |   |        |
|                 | m |     |           |   | eachers** |   |   |        |
|                 | b |     |           |   |           |   |   |        |
|                 | e |     |           |   |           |   |   |        |
|                 | r |     |           |   |           |   |   |        |
|                 | o |     |           |   |           |   |   |        |
|                 | f |     |           |   |           |   |   |        |
|                 | C |     |           |   |           |   |   |        |
|                 | o |     |           |   |           |   |   |        |
|                 | r |     |           |   |           |   |   |        |
|                 | e |     |           |   |           |   |   |        |
|                 | A |     |           |   |           |   |   |        |
|                 | c |     |           |   |           |   |   |        |
|                 | a |     |           |   |           |   |   |        |
|                 | d |     |           |   |           |   |   |        |
|                 | e |     |           |   |           |   |   |        |
|                 | m |     |           |   |           |   |   |        |
|                 | i |     |           |   |           |   |   |        |
|                 | c |     |           |   |           |   |   |        |
|                 | C |     |           |   |           |   |   |        |
|                 | l |     |           |   |           |   |   |        |
|                 | a |     |           |   |           |   |   |        |
|                 | s |     |           |   |           |   |   |        |
|                 | s |     |           |   |           |   |   |        |
|                 | e |     |           |   |           |   |   |        |
|                 | s |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| ####### All S   | * |     | **        |   | **94.37** |   |   |        |
| chools in State | * |     | 50328.4** |   |           |   |   |        |
|                 | 5 |     |           |   |           |   |   |        |
|                 | 3 |     |           |   |           |   |   |        |
|                 | 3 |     |           |   |           |   |   |        |
|                 | 3 |     |           |   |           |   |   |        |
|                 | 2 |     |           |   |           |   |   |        |
|                 | . |     |           |   |           |   |   |        |
|                 | 6 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| ####### E       |   |     |           |   |           |   |   |        |
| lementary Level |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **High-Poverty  | * |     | *         |   | **95**    |   |   |        |
| Schools**       | * |     | *5649.5** |   |           |   |   |        |
|                 | 5 |     |           |   |           |   |   |        |
|                 | 9 |     |           |   |           |   |   |        |
|                 | 4 |     |           |   |           |   |   |        |
|                 | 7 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Low-Poverty   | * |     | *         |   | **97.03** |   |   |        |
| Schools**       | * |     | *3416.3** |   |           |   |   |        |
|                 | 3 |     |           |   |           |   |   |        |
|                 | 5 |     |           |   |           |   |   |        |
|                 | 2 |     |           |   |           |   |   |        |
|                 | 1 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > **All         | * |     | **        |   | **95.71** |   |   |        |
| > Elementary    | * |     | 17103.8** |   |           |   |   |        |
| > Schools**     | 1 |     |           |   |           |   |   |        |
|                 | 7 |     |           |   |           |   |   |        |
|                 | 8 |     |           |   |           |   |   |        |
|                 | 7 |     |           |   |           |   |   |        |
|                 | 0 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| #######         |   |     |           |   |           |   |   |        |
| Secondary Level |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **High-Poverty  | * |     | **4156**  |   | **92.93** |   |   |        |
| Schools**       | * |     |           |   |           |   |   |        |
|                 | 4 |     |           |   |           |   |   |        |
|                 | 4 |     |           |   |           |   |   |        |
|                 | 7 |     |           |   |           |   |   |        |
|                 | 2 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Low-Poverty   | * |     | **        |   | **94.85** |   |   |        |
| Schools**       | * |     | 10825.5** |   |           |   |   |        |
|                 | 1 |     |           |   |           |   |   |        |
|                 | 1 |     |           |   |           |   |   |        |
|                 | 4 |     |           |   |           |   |   |        |
|                 | 1 |     |           |   |           |   |   |        |
|                 | 3 |     |           |   |           |   |   |        |
|                 | . |     |           |   |           |   |   |        |
|                 | 5 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **All Secondary | * |     | **        |   | **93.69** |   |   |        |
| Schools**       | * |     | 33224.6** |   |           |   |   |        |
|                 | 3 |     |           |   |           |   |   |        |
|                 | 5 |     |           |   |           |   |   |        |
|                 | 4 |     |           |   |           |   |   |        |
|                 | 6 |     |           |   |           |   |   |        |
|                 | 2 |     |           |   |           |   |   |        |
|                 | . |     |           |   |           |   |   |        |
|                 | 6 |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
|                 | * |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
|                 |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Reason For    |   |     |           |   |           | * |   |        |
| Being           |   |     |           |   |           | * |   |        |
| Classified as   |   |     |           |   |           | P |   |        |
| Not Highly      |   |     |           |   |           | e |   |        |
| Qualified**     |   |     |           |   |           | r |   |        |
|                 |   |     |           |   |           | c |   |        |
|                 |   |     |           |   |           | e |   |        |
|                 |   |     |           |   |           | n |   |        |
|                 |   |     |           |   |           | t |   |        |
|                 |   |     |           |   |           | a |   |        |
|                 |   |     |           |   |           | g |   |        |
|                 |   |     |           |   |           | e |   |        |
|                 |   |     |           |   |           | * |   |        |
|                 |   |     |           |   |           | * |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **ELEMENTARY    |   |     |           |   |           |   |   |        |
| SCHOOL          |   |     |           |   |           |   |   |        |
| CLASSES**       |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > a\)           |   |     |           |   |           | * |   |        |
| > **Elementary  |   |     |           |   |           | * |   |        |
| > school        |   |     |           |   |           | 3 |   |        |
| > classes       |   |     |           |   |           | 1 |   |        |
| > taught by     |   |     |           |   |           | . |   |        |
| > certified     |   |     |           |   |           | 3 |   |        |
| > general       |   |     |           |   |           | * |   |        |
| > education     |   |     |           |   |           | * |   |        |
| > teachers who  |   |     |           |   |           |   |   |        |
| > did not pass  |   |     |           |   |           |   |   |        |
| > a             |   |     |           |   |           |   |   |        |
| > su            |   |     |           |   |           |   |   |        |
| bject-knowledge |   |     |           |   |           |   |   |        |
| > test or (if   |   |     |           |   |           |   |   |        |
| > eligible)     |   |     |           |   |           |   |   |        |
| > have not      |   |     |           |   |           |   |   |        |
| > demonstrated  |   |     |           |   |           |   |   |        |
| >               |   |     |           |   |           |   |   |        |
|  subject-matter |   |     |           |   |           |   |   |        |
| > competency    |   |     |           |   |           |   |   |        |
| > through       |   |     |           |   |           |   |   |        |
| > HOUSSE**      |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > b\)           |   |     |           |   |           | * |   |        |
| > **Elementary  |   |     |           |   |           | * |   |        |
| > school        |   |     |           |   |           | 1 |   |        |
| > classes       |   |     |           |   |           | 8 |   |        |
| > taught by     |   |     |           |   |           | . |   |        |
| > certified     |   |     |           |   |           | 4 |   |        |
| > special       |   |     |           |   |           | * |   |        |
| > education     |   |     |           |   |           | * |   |        |
| > teachers who  |   |     |           |   |           |   |   |        |
| > did not pass  |   |     |           |   |           |   |   |        |
| > a             |   |     |           |   |           |   |   |        |
| > su            |   |     |           |   |           |   |   |        |
| bject-knowledge |   |     |           |   |           |   |   |        |
| > test or have  |   |     |           |   |           |   |   |        |
| > not           |   |     |           |   |           |   |   |        |
| > demonstrated  |   |     |           |   |           |   |   |        |
| >               |   |     |           |   |           |   |   |        |
|  subject-matter |   |     |           |   |           |   |   |        |
| > competency    |   |     |           |   |           |   |   |        |
| > through       |   |     |           |   |           |   |   |        |
| > HOUSSE**      |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > c\)           |   |     |           |   |           | * |   |        |
| > **Elementary  |   |     |           |   |           | * |   |        |
| > school        |   |     |           |   |           | 3 |   |        |
| > classes       |   |     |           |   |           | 6 |   |        |
| > taught by     |   |     |           |   |           | . |   |        |
| > teachers who  |   |     |           |   |           | 3 |   |        |
| > are not fully |   |     |           |   |           | * |   |        |
| > certified     |   |     |           |   |           | * |   |        |
| > (and are not  |   |     |           |   |           |   |   |        |
| > in an         |   |     |           |   |           |   |   |        |
| > approved      |   |     |           |   |           |   |   |        |
| > alternative   |   |     |           |   |           |   |   |        |
| > route         |   |     |           |   |           |   |   |        |
| > program)**    |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > d\) **Other   |   |     |           |   |           | * |   |        |
| > (please       |   |     |           |   |           | * |   |        |
| > explain)**    |   |     |           |   |           | 1 |   |        |
|                 |   |     |           |   |           | 4 |   |        |
|                 |   |     |           |   |           | * |   |        |
|                 |   |     |           |   |           | * |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > **[SECONDARY  |   |     |           |   |           | [ |   |        |
| > SCHOOL        |   |     |           |   |           | ] |   |        |
| > CL            |   |     |           |   |           | { |   |        |
| ASSES]{.mark}** |   |     |           |   |           | . |   |        |
|                 |   |     |           |   |           | m |   |        |
|                 |   |     |           |   |           | a |   |        |
|                 |   |     |           |   |           | r |   |        |
|                 |   |     |           |   |           | k |   |        |
|                 |   |     |           |   |           | } |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > a\)           |   |     |           |   |           | * |   |        |
| > **Secondary   |   |     |           |   |           | * |   |        |
| > school        |   |     |           |   |           | 3 |   |        |
| > classes       |   |     |           |   |           | 9 |   |        |
| > taught by     |   |     |           |   |           | . |   |        |
| > certified     |   |     |           |   |           | 8 |   |        |
| > general       |   |     |           |   |           | * |   |        |
| > education     |   |     |           |   |           | * |   |        |
| > teachers who  |   |     |           |   |           |   |   |        |
| > have not      |   |     |           |   |           |   |   |        |
| > demonstrated  |   |     |           |   |           |   |   |        |
| >               |   |     |           |   |           |   |   |        |
|  subject-matter |   |     |           |   |           |   |   |        |
| > knowledge in  |   |     |           |   |           |   |   |        |
| > those         |   |     |           |   |           |   |   |        |
| > subjects      |   |     |           |   |           |   |   |        |
| > (e.g.,        |   |     |           |   |           |   |   |        |
| > out-of-field  |   |     |           |   |           |   |   |        |
| > teachers)**   |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > b\)           |   |     |           |   |           | * |   |        |
| > **Secondary   |   |     |           |   |           | * |   |        |
| > school        |   |     |           |   |           | 2 |   |        |
| > classes       |   |     |           |   |           | 4 |   |        |
| > taught by     |   |     |           |   |           | . |   |        |
| > certified     |   |     |           |   |           | 9 |   |        |
| > special       |   |     |           |   |           | * |   |        |
| > education     |   |     |           |   |           | * |   |        |
| > teachers who  |   |     |           |   |           |   |   |        |
| > have not      |   |     |           |   |           |   |   |        |
| > demonstrated  |   |     |           |   |           |   |   |        |
| >               |   |     |           |   |           |   |   |        |
|  subject-matter |   |     |           |   |           |   |   |        |
| > competency in |   |     |           |   |           |   |   |        |
| > those         |   |     |           |   |           |   |   |        |
| > subjects**    |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > c\)           |   |     |           |   |           | * |   |        |
| > **Secondary   |   |     |           |   |           | * |   |        |
| > school        |   |     |           |   |           | 2 |   |        |
| > classes       |   |     |           |   |           | 9 |   |        |
| > taught by     |   |     |           |   |           | * |   |        |
| > teachers who  |   |     |           |   |           | * |   |        |
| > are not fully |   |     |           |   |           |   |   |        |
| > certified     |   |     |           |   |           |   |   |        |
| > (and are not  |   |     |           |   |           |   |   |        |
| > in an         |   |     |           |   |           |   |   |        |
| > approved      |   |     |           |   |           |   |   |        |
| > alternative   |   |     |           |   |           |   |   |        |
| > route         |   |     |           |   |           |   |   |        |
| > program)**    |   |     |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| > d\) **Other   |   |     |           |   |           | * |   |        |
| > (please       |   |     |           |   |           | * |   |        |
| > explain)**    |   |     |           |   |           | 6 |   |        |
|                 |   |     |           |   |           | . |   |        |
|                 |   |     |           |   |           | 3 |   |        |
|                 |   |     |           |   |           | * |   |        |
|                 |   |     |           |   |           | * |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
|                 |   | **  |           | * |           |   |   |        |
|                 |   | Hig |           | * |           |   |   |        |
|                 |   | h-P |           | L |           |   |   |        |
|                 |   | ove |           | o |           |   |   |        |
|                 |   | rty |           | w |           |   |   |        |
|                 |   | Sch |           | - |           |   |   |        |
|                 |   | ool |           | P |           |   |   |        |
|                 |   | s** |           | o |           |   |   |        |
|                 |   |     |           | v |           |   |   |        |
|                 |   |     |           | e |           |   |   |        |
|                 |   |     |           | r |           |   |   |        |
|                 |   |     |           | t |           |   |   |        |
|                 |   |     |           | y |           |   |   |        |
|                 |   |     |           | S |           |   |   |        |
|                 |   |     |           | c |           |   |   |        |
|                 |   |     |           | h |           |   |   |        |
|                 |   |     |           | o |           |   |   |        |
|                 |   |     |           | o |           |   |   |        |
|                 |   |     |           | l |           |   |   |        |
|                 |   |     |           | s |           |   |   |        |
|                 |   |     |           | * |           |   |   |        |
|                 |   |     |           | * |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Elementary    |   | **M |           | * |           |   |   |        |
| Schools**       |   | ore |           | * |           |   |   |        |
|                 |   | t   |           | L |           |   |   |        |
|                 |   | han |           | e |           |   |   |        |
|                 |   | 4   |           | s |           |   |   |        |
|                 |   | 9.9 |           | s |           |   |   |        |
|                 |   | %** |           | t |           |   |   |        |
|                 |   |     |           | h |           |   |   |        |
|                 |   |     |           | a |           |   |   |        |
|                 |   |     |           | n |           |   |   |        |
|                 |   |     |           | 2 |           |   |   |        |
|                 |   |     |           | 5 |           |   |   |        |
|                 |   |     |           | % |           |   |   |        |
|                 |   |     |           | * |           |   |   |        |
|                 |   |     |           | * |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Poverty       |   | **  |           |   |           |   |   |        |
| Metric Used**   |   | the |           |   |           |   |   |        |
|                 |   | p   |           |   |           |   |   |        |
|                 |   | erc |           |   |           |   |   |        |
|                 |   | ent |           |   |           |   |   |        |
|                 |   | age |           |   |           |   |   |        |
|                 |   | of  |           |   |           |   |   |        |
|                 |   | st  |           |   |           |   |   |        |
|                 |   | ude |           |   |           |   |   |        |
|                 |   | nts |           |   |           |   |   |        |
|                 |   | who |           |   |           |   |   |        |
|                 |   | q   |           |   |           |   |   |        |
|                 |   | ual |           |   |           |   |   |        |
|                 |   | ify |           |   |           |   |   |        |
|                 |   | for |           |   |           |   |   |        |
|                 |   | the |           |   |           |   |   |        |
|                 |   | f   |           |   |           |   |   |        |
|                 |   | ree |           |   |           |   |   |        |
|                 |   | or  |           |   |           |   |   |        |
|                 |   | r   |           |   |           |   |   |        |
|                 |   | edu |           |   |           |   |   |        |
|                 |   | ced |           |   |           |   |   |        |
|                 |   | pr  |           |   |           |   |   |        |
|                 |   | ice |           |   |           |   |   |        |
|                 |   | lu  |           |   |           |   |   |        |
|                 |   | nch |           |   |           |   |   |        |
|                 |   | pro |           |   |           |   |   |        |
|                 |   | gra |           |   |           |   |   |        |
|                 |   | m** |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Secondary     |   | **M |           | * |           |   |   |        |
| Schools**       |   | ore |           | * |           |   |   |        |
|                 |   | t   |           | L |           |   |   |        |
|                 |   | han |           | e |           |   |   |        |
|                 |   | 4   |           | s |           |   |   |        |
|                 |   | 9.9 |           | s |           |   |   |        |
|                 |   | %** |           | t |           |   |   |        |
|                 |   |     |           | h |           |   |   |        |
|                 |   |     |           | a |           |   |   |        |
|                 |   |     |           | n |           |   |   |        |
|                 |   |     |           | 2 |           |   |   |        |
|                 |   |     |           | 5 |           |   |   |        |
|                 |   |     |           | % |           |   |   |        |
|                 |   |     |           | * |           |   |   |        |
|                 |   |     |           | * |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+
| **Poverty       |   | **  |           |   |           |   |   |        |
| Metric Used**   |   | the |           |   |           |   |   |        |
|                 |   | p   |           |   |           |   |   |        |
|                 |   | erc |           |   |           |   |   |        |
|                 |   | ent |           |   |           |   |   |        |
|                 |   | age |           |   |           |   |   |        |
|                 |   | of  |           |   |           |   |   |        |
|                 |   | st  |           |   |           |   |   |        |
|                 |   | ude |           |   |           |   |   |        |
|                 |   | nts |           |   |           |   |   |        |
|                 |   | who |           |   |           |   |   |        |
|                 |   | q   |           |   |           |   |   |        |
|                 |   | ual |           |   |           |   |   |        |
|                 |   | ify |           |   |           |   |   |        |
|                 |   | for |           |   |           |   |   |        |
|                 |   | the |           |   |           |   |   |        |
|                 |   | f   |           |   |           |   |   |        |
|                 |   | ree |           |   |           |   |   |        |
|                 |   | or  |           |   |           |   |   |        |
|                 |   | r   |           |   |           |   |   |        |
|                 |   | edu |           |   |           |   |   |        |
|                 |   | ced |           |   |           |   |   |        |
|                 |   | pr  |           |   |           |   |   |        |
|                 |   | ice |           |   |           |   |   |        |
|                 |   | lu  |           |   |           |   |   |        |
|                 |   | nch |           |   |           |   |   |        |
|                 |   | pro |           |   |           |   |   |        |
|                 |   | gra |           |   |           |   |   |        |
|                 |   | m** |           |   |           |   |   |        |
+-----------------+---+-----+-----------+---+-----------+---+---+--------+

*NEW TEXT 9-29-06*

> ***["The Regional Education Laboratory: Northeast and
> Islands]{.underline} will complete a fast response study of Maine's
> Highly Qualified Teachers. By March of 2007, the Lab will provide a
> descriptive analysis for the state of:***

-   ***patterns in HQTs across urban, suburban, and rural districts
    within Maine;***

-   ***How HQTs in the state vary across poverty levels and other
    important factors such as school size, class size, and teacher
    salary; and***

-   ***Within rural districts, an analysis of the percentages of HQTs at
    the district level and individual school-level.***

> ***This study will provide the Maine DOE with more in-depth analysis
> of the equitable distribution of HQTs in the state."***
>
> ***-Ann Brackett, NEIREL***

**7. Highly Qualified Teachers and Rural Districts:**

**Statistical Analysis of State Data on Current Staffing in Maine and
New York**

***Project Co-Directors and Key Personnel***

Ann Brackett and Susan Mundry, Co-Directors, WestEd;

Susan Henderson, WestEd;

Patricia Bourexis, The Study Group;

Consulting methodologist: Laura O'Dwyer (Education Consulting
Associates)

***Overview***

Policy-makers and practitioners across the nation are concerned about
the recruitment and retention of highly qualified teachers (HQTs),
especially within hard-to-staff schools in rural and urban areas (e.g.,
Schwartzbeck and Prince, 2003). The clear linkage in research between
HQTs and student achievement (e.g., The Center for Public Education,
2005, Darling-Hammond & Sykes, 2003)\--and the teacher quality
requirements in NCLB\--have led every state to establish policy to
ensure that all students in all areas are taught by HQTs. A number of
programs to recruit and retain qualified teachers have been implemented,
including, for example, alternative certification programs, bonuses/pay
differentials, active recruitment overseas, *Teach for* *America*,
*Troops to Teachers,* and new teacher mentoring programs. The states in
the NEIREL region have expressed the need for research on the quality of
the current teaching workforce to assist them as they develop programs
to increase teacher quality in their states. This interest was
corroborated by the needs assessment conducted by the Northeast and
Islands Regional Advisory Council (RAC), organized by USED to inform the
regional Comprehensive Center, as well as the ongoing needs assessment
conducted by NEIREL. In addition, SEA representatives from Maine and New
York have made specific requests for information to inform them about
the specific needs of schools and districts in rural areas. This
proposed project responds to the specific requests from these two
states, while the results will also inform other states in our region
and elsewhere, including Vermont and New Hampshire, which have high
proportions of rural schools.

Maine and New York are appropriate foci for this project. In Maine, over
60% of the state's schools are in rural districts, and these schools
receive more than half of all educational funding. Maine's rural schools
face many challenges, including a third of its students qualifying for
subsidized meals, and a four-year graduation rate of less than 70%
(Johnson and Strange, 2005). Although the state overall has a high
percentage (93%) of its classes being taught by HQT (USED, 2006a), the
patterns and variations in HQTs across Maine's districts are not well
understood.

The Maine Department of Education has requested information that could
inform their decisions about increasing the number of HQTs in rural
districts. Specifically, they need to know whether rural districts have
more significant problems recruiting and retaining HQTs than other
districts, and whether there is an equitable distribution of HQTs across
schools within districts and districts within the state. In New York,
over 330,000 students are served in the 101 LEAs designated as rural.
Almost 28% of New York's rural students qualify for subsidized meals and
there is a four-year graduation rate of 72% (Johnson and Strange, 2005).
It is known that New York has significant gaps in the placement of
highly qualified teachers between high- and low-poverty districts,
(USED, 2006b), but the relationship between poverty levels and type of
district (rural versus other types) and HQTs is unknown.

Representatives of the New York State Education Department noted that
while most of the state's attention has been focused on the serious gaps
in HQTs in urban schools, many rural districts are also struggling to
increase HQTs, and that additional information in needed to guide
policies for rural districts. Despite information systems instituted by
the states to collect a wide range of educational data including data on
teacher quality, there is comparatively little research using these
data.

This project proposes to fill this gap by analyzing available state data
to better understand the distribution of HQTs across community type,
poverty level, and other important factors within New York and Maine.
These data analyses will provide critical data on the current status of
teacher quality in rural settings and more detailed information about
the conditions that support local district ability to employ a HQT in
every classroom. There is also some concern in both states about whether
data at the aggregate district level are masking important variation
among schools within districts, so our analysis will also address this
area.

The proposed project will build upon prior research and analysis on
patterns in teacher induction and retention, both in rural schools and
more generally. For example, Ingersoll and his colleagues (2001; 2003)
used data from the Schools and Staffing Survey to examine educator
mobility and turnover. They found that 13-15% of all educators leave
their positions each year, with half moving to teach at another school
and the other half leaving teaching altogether. Ingersoll et al.'s
analyses indicate that small, high-poverty schools in rural settings
experience a turnover rate twice that of large, more affluent, suburban
schools (22% to 11%). "Job dissatisfaction" was a major motivation for
teachers leaving (28.5%). Although the reasons are complex, surveyed
teachers consistently named salary, poor administrative support, student
discipline problems, lack of faculty influence, and poor student
motivation as major sources for dissatisfaction. Luekins et al. (2004)
also reported that substantial numbers of teachers moved to a new school
because of dissatisfaction with administrator support or other workplace
conditions. These data are suggestive, but underscore the need to
understand both the patterns of HQTs across districts and what factors
may influence variations in HQT employment in rural school districts. In
short, information is needed to better understand the current picture of
school staffing in rural districts. Examining the question of teacher
recruitment, retention and HQTs more fully, the Education Commission of
the States (2005), using data from a Rand review, concluded that there
is moderate evidence of greater teacher turnover and lower quality in
schools with low-income, minority, and academically low-performing
students; limited support for the role of strong administrator support
for teachers and teacher autonomy in reducing turnover; and inconclusive
findings about the effects of reduced teacher workload and class size on
teachers leaving their positions.

Although these findings speak to the general literature, others have
suggested that specific workplace conditions in rural settings may
affect both recruitment and retention, such as isolation, low salaries,
housing challenges, and multiple certification demands in small schools
(e.g., Simmons, 2005; Appalachia Educational Laboratory, 2004). Again,
these reports strongly suggest that conditions and factors within
schools and districts may influence HQT, but further investigation is
warranted.

***Research Questions***

This project will address the knowledge gap about HQT in rural districts
by investigating the following research questions:

􀂃 What do state data reveal about the patterns in HQTs across urban,
suburban, and rural districts within New York and within Maine?

􀂃 Specifically within rural districts, how does district percentage of
HQTs in each state vary across poverty levels and other important
factors (e.g., school size, class size, teacher salary, etc.)?

􀂃 Specifically within rural districts, how closely aligned are the
results at the district level with results obtained from school-level
analyses of percentages of HQTs?

***Research Plan***

In order to answer these research questions, a description and analysis
of state data on HQTs in New York and Maine will be undertaken. The
project will describe and analyze district-level data in the two target
states that have requested support on this topic.

States are required by law to collect and report data on teacher
quality. Unfortunately, beyond summary reports, these data are often not
analyzed in a way that can illuminate trends and patterns and help
decision-makers understand issues of teacher quality in rural districts.
To address this issue, we plan to conduct a descriptive, statistical
analysis of available state data on HQTs in New York and Maine.
Specifically, the project team will:

􀂃 Obtain school- and district-level data from the New York and Maine
SEAs on the percentage of teachers who are classified as "highly
qualified."

􀂃 Create two unique datasets (i.e., one for New York and one for Maine),
with an

identification number for each school and for each district. For each
school in the

dataset, create a variable called "S-HQT" to capture the percentage of
HQTs at the school. For each district in the dataset, create a variable
called "D-HQT" to capture the percentage of HQTs at the district level.
"Community type" (i.e., rural, suburban, and urban) and content area
will be added as other variables. The project will also analyze data on
"years of teaching experience" to examine patterns across districts, and
how this variable may or may not be associated with HQT percentages at
the district level and provide a basis for projections of future
staffing needs.

􀂃 The dataset will be supplemented with other data available from
available New York and Maine SEAs, including student teacher ratios and
class size; percentage of students receiving free or reduced lunch;
dropout rates; percentages of students meeting state achievement levels;
teacher salaries; and per-pupil expenditures. Because of variations
across states, the New York and Maine datasets will not be merged into
one composite file.

􀂃 Conduct an analysis to determine the district-level patterns of HQTs
across New York and Maine, specifically examining if percentages vary by
community type.

􀂃 Conduct further analyses of the datasets to examine the patterns of
HQTs within rural districts in New York and Maine.

􀂃 Conduct analyses to examine how the percentage of HQTs at the district
level varies by poverty level.

􀂃 Specific to rural districts, conduct statistical analyses to determine
if results in patterns and variations found at the district-level are
mirrored when analyzing at the school-level.

Also examine whether HQT percentages vary across schools within
districts, and whether there are schools within districts with much
larger or lower percentages of HQTs.

***Final Products***

The following products are anticipated from this project:

􀂃 Individual state reports for Maine and New York describing the
patterns of HQTs in their respective states, and the patterns of HQTs
specifically within rural districts;

􀂃 Policy brief for state and district policy-makers drawing on findings
from both state reports;

􀂃 Documentation of the process for analyzing state, district, and school
HQT data to inform policy and program decisions that can be applied in
other states in the NEIREL region and in other regions.

![](media/image6.wmf){width="5.75in" height="1.6243055555555554in"}

***[Maine's "High Need Schools"]{.underline}***

***NEW Tables, 03-01-07***

> **[CATEGORY A SECONDARY SCHOOLS]{.underline}**

**[Correlated by Low HQT ,]{.underline}**

**[High Poverty; AND Whole School AYP for Reading or Math;
and/OR]{.underline}**

**[High % of Inexperienced Teachers]{.underline}**

+-----------+-----------------+------+--------+-------+-------------+
| **SAU**   | **Secondary     | **%\ | **%\   | **    | **AYP**\    |
|           | Schools\        | Tau  | Ine    | Title | **Whole     |
|           | **              | ght\ | xper.\ | I**   | School**    |
|           |                 | by   | Teac   |       |             |
|           |                 | H    | hers** | **    | **Reading   |
|           |                 | QT** |        | Eligi | or Math**   |
|           |                 |      |        | ble** |             |
+===========+=================+======+========+=======+=============+
| **Mi      | Stearns High    | 67   | 33.3%  | \*    |             |
| llinocket | School          | .69% |        |       |             |
| School    |                 |      |        |       |             |
| Dept.**   |                 |      |        |       |             |
+-----------+-----------------+------+--------+-------+-------------+
| **MSAD    | Upper Kennebec  | 66   | 29.4%  | \*    |             |
| 13**      | Valley Jr-Sr HS | .67% |        |       |             |
+-----------+-----------------+------+--------+-------+-------------+
| **MSAD    | East Grand      | 52   | 13.3%  | \*    |             |
| 14**      | School          | .27% |        |       |             |
|           |                 |      |        |       |             |
|           | (elem. &        |      |        |       |             |
|           | secondary)      |      |        |       |             |
+-----------+-----------------+------+--------+-------+-------------+
| **MSAD    | Lubec           | 40   | 14.8%  | *     |             |
| 19**      | Consolidated    | .63% |        | *\*** |             |
|           | School          |      |        |       |             |
|           |                 |      |        |       |             |
|           | (elem. &        |      |        |       |             |
|           | secondary)      |      |        |       |             |
+-----------+-----------------+------+--------+-------+-------------+
| **So.     | Aroostook\      |      | 13.5%  |       | Reading\    |
| A         | CSD School      |      |        |       | Math        |
| roostook\ |                 |      |        |       |             |
| CSD**     |                 |      |        |       |             |
+-----------+-----------------+------+--------+-------+-------------+
| **Msad    | Mt. Abram       | 80   | 18.5%  |       |             |
| 58**      | Regional HS     | .91% |        |       |             |
+-----------+-----------------+------+--------+-------+-------------+
| **Total:  | **Total: 6**    |      |        | **T   | **Total:    |
| 6**       |                 |      |        | otal: | 1**         |
|           |                 |      |        | 4**   |             |
+-----------+-----------------+------+--------+-------+-------------+

**[CATEGORY A ELEMENTARY SCHOOLS]{.underline}**

**[Correlated by Low HQT ,]{.underline}**

**[High Poverty; AND Whole School AYP for Reading or Math;
and/OR]{.underline}**

**[High % of Inexperienced Teachers]{.underline}**

+-------------+----------------+------+-------+-------+--------------+
| **SAU**     | **Elementary   | **%\ | **%\  | **    | **AYP**\     |
|             | Schools\       | Tau  | Inex  | Title | **Whole      |
|             | **             | ght\ | per.\ | I**   | School**     |
|             |                | by   | Teach |       |              |
|             |                | H    | ers** | **    | **Reading or |
|             |                | QT** |       | Eligi | Math**       |
|             |                |      |       | ble** |              |
+-------------+----------------+------+-------+-------+--------------+
| **Calais    | Calais         | 78   | 13%   | \*    |              |
| School      | Elementary     | .43% |       |       |              |
| D           | School         |      |       |       |              |
| epartment** |                |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 13** | Moscow         | 80   | 20%   | \*    |              |
|             | Elementary     | .00% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 13** | Quimby         | 75   | 25%   | \*    |              |
|             | Elementary     | .00% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 14** | East Grand     | 84   | 13.3% | \*    |              |
|             | School         | .62% |       |       |              |
|             |                |      |       |       |              |
|             | (elem. &       |      |       |       |              |
|             | secondary)     |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 37** | Daniel W       | 72   | 13%   | \*    |              |
|             | Merritt School | .73% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 37** | Harrington     | 81   | 13%   | \*    |              |
|             | Elementary     | .82% |       |       |              |
|             | School         |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **Total:    | **Total: 6**   |      |       | **T   | **Total: 0** |
| 4**         |                |      |       | otal: |              |
|             |                |      |       | 6**   |              |
+-------------+----------------+------+-------+-------+--------------+

**[CATEGORY A SAUS: 9]{.underline}**

**[CATEGORY A SCHOOLS: 12]{.underline}**

**[CATEGORY B ELEMENTARY SCHOOLS]{.underline}**

> **[Correlated by]{.underline}**

**[High Poverty; AND]{.underline}**

**[High % of Inexperienced Teachers]{.underline}**

+-------------+----------------+------+-------+-------+--------------+
| **SAU**     | **Elementary   | **%\ | **%\  | **    | **AYP**\     |
|             | Schools\       | Tau  | Inex  | Title | **Whole      |
|             | **             | ght\ | per.\ | I**   | School**     |
|             |                | by   | Teach |       |              |
|             |                | H    | ers** | **    | **Reading or |
|             |                | QT** |       | Eligi | Math**       |
|             |                |      |       | ble** |              |
+-------------+----------------+------+-------+-------+--------------+
| **Union 90  | Helen S. Dunn  | 100% | 1     | \*    |              |
| Greenbush** | Elementary     |      | 8.75% |       |              |
|             | School         |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **Easton**  | Easton         | 100% | 1     | \*    |              |
|             | Elementary     |      | 8.75% |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 20** | Fort Fairfield | 95   | 19.2% | \*    |              |
|             | Elementary     | .08% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 36** | Livermore      | 100% | 17%   | \*    |              |
|             | Falls          |      |       |       |              |
|             | Elementary     |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 41** | Marion Cook    | 100% | 33.3% | \*    |              |
|             | School         |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 46   | Dexter Primary | 93   | 29%   | \*    |              |
| (A/B)**     |                | .42% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 46   | Garland        | 91   | 25%   | \*    |              |
| (A/B)**     | Elementary     | .30% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 48** | St. Alban's    | 100% | 13.3% | \*    |              |
|             | Consolidated   |      |       |       |              |
|             | School         |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 49** | Clinton        | 9    | 14.7% | \*    |              |
|             | Elementary     | 6.3% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 56** | Frankfort      | 100% | 28.5% | \*    |              |
|             | Elementary     |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 68** | Morton Avenue  | 9    | 18.5% | \*    |              |
|             | School         | 1.3% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **          | Oxf            | 95   | 20%   | \*    |              |
| Westbrook** | ord-Cumberland | .92% |       |       |              |
|             | Canal School   |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **Total:    | **Total: 12**  |      |       | **T   | **Total: 0** |
| 11**        |                |      |       | otal: |              |
|             |                |      |       | 12**  |              |
+-------------+----------------+------+-------+-------+--------------+

**[CATEGORY B SECONDARY SCHOOLS]{.underline}**

> **[Correlated by]{.underline}**

**[High Poverty; AND]{.underline}**

**[High % of Inexperienced Teachers]{.underline}**

+-------------+----------------+------+-------+-------+--------------+
| **SAU**     | **Secondary    | **%\ | **%\  | **    | **AYP**\     |
|             | Schools\       | Tau  | Inex  | Title | **Whole      |
|             | **             | ght\ | per.\ | I**   | School**     |
|             |                | by   | Teach |       |              |
|             |                | H    | ers** | **    | **Reading or |
|             |                | QT** |       | Eligi | Math**       |
|             |                |      |       | ble** |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 20** | Fort Fairfield | 92   | 15%   | \*    |              |
|             | MS/HS          | .50% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 25** | Katahdin MS/HS | 100% | 19.2% | \*    |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 29** | Houlton JHS    | 100% | 23%   | \*    |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 41** | Penquis Valley | 89   | 26%   |       | Reading      |
|             | HS             | .41% |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 42** | Central        | 100% | 13%   |       |              |
|             | Aroostook      |      |       |       |              |
|             | Jr./Sr.        |      |       |       |              |
|             |                |      |       |       |              |
|             | High           |      |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **MSAD 74** | Carrabec High  | 8    | 20%   |       |              |
|             | School         | 9.87 |       |       |              |
+-------------+----------------+------+-------+-------+--------------+
| **Total:    | **Total: 6**   |      |       | **T   | **Total: 1** |
| 6**         |                |      |       | otal: |              |
|             |                |      |       | 3**   |              |
+-------------+----------------+------+-------+-------+--------------+

*[CATEGORY B SAUs: 15 TOTAL HIGH NEED SAUS (A & B): 24]{.underline}*

*[CATEGORY B SCHOOLS: 18 TOTAL HIGH NEED SCHOOLS (A & B):
30]{.underline}*

***[Number of Maine Staff by Years of Experience]{.underline}***

  ----------- ----------- -------- -------- --------------------------------
  *2005-06*   *Zero       *1       *2       *Total of all Staff 0-19 years
              Years*      Years*   Years*   of more*

  *Women*     *228*       *340*    *307*    *11740*

  *Men*       *89*        *125*    *119*    *4262*

                                            

              *317*       *465*    *426*    *16002*
  ----------- ----------- -------- -------- --------------------------------

> *1208 = total \# of "inexperienced teachers" in State*
>
> *16002 = total \# of teachers in State*
>
> *7.55% = State average of inexperienced teachers*
>
> *5% or more above State average = "high % of inexperienced teachers"*
>
> *12.5% or greater = "high % of inexperienced teachers"*
>
> **[Appendix B]{.underline}**
>
> **[Strategy \# 1,]{.underline}**
>
> **[Offer financial incentives to encourage teachers to work in high
> need schools. :]{.underline}**

ADMINISTRATIVE LETTER: 29

POLICY CODE: GCB

TO: Superintendents of Schools

FROM: Susan A. Gendron, Commissioner

DATE: May 26, 2006

RE: New Minimum Teacher Salary Requirements

On May 9, 2006, Governor Baldacci signed Public Law, Chapter 635 -- An
Act to Update Minimum Teachers' Salaries. The law repeals the existing
statutory minimum teacher salary of \$15,500 established in 1987. It
requires school administrative units to pay certified teachers a minimum
salary of \$27,000 for the school year beginning July 1, 2006 and
\$30,000 for the school year beginning July 1, 2007 and beyond. The law
provides for dedicated State funding to achieve the minimum salary
requirements in FY2007 and the Legislative intent to fund the \$30,000
minimum required in FY2008 and beyond. Qualifying school administrative
units will be required to submit a list of eligible certified teachers
in September of each fiscal year and an adjustment will be made to the
unit's subsidy to cover the costs of the difference between what the
teacher would otherwise be paid on the local teacher salary scale and
the required minimums set forth in Chapter 635.

Effective Date of Chapter 635:

The Act will take effect 90 days after the adjournment of the
Legislature. That adjournment date will likely be late this month with
an effective date of late August 2006. Some school units will have begun
their 2006-2007 school year before the effective date of the law. While
each periodic salary payment to teachers does not have to equal the
annual salary minimum amount divided by the number of pay periods, the
total salary for the 2006-2007 year must equal or exceed the statutory
minimum of \$27,000 regardless of the starting date of the school year.

Staff Eligibility for New Minimum Salary Requirements:

Certified teachers who are employed either full or part-time in a
"qualifying school administrative unit" are eligible for an adjustment
in their annual salary as necessary to achieve the minimum salary
amounts spelled out in the new law. The minimum salary requirement
applies to all "certified teachers" who are employed in a qualifying
school administrative unit and who must be certified pursuant to
20A-MRSA section 13303 for the positions which they hold. That includes
education specialists such as literary specialists, library media
specialists, and guidance counselors. It applies to all categories of
certification including provisional, professional, conditional, and
targeted needs certificates. School nurses and social workers are not
covered by this requirement.

The minimum salary law does not distinguish between full-time and
part-time teachers. Full-time teachers must be paid a minimum salary of
\$27,000 in 2006-2007 and \$30,000 thereafter. The minimum amount may be
prorated for part-time teachers in proportion to their full-time
equivalency.

Local School Unit Eligibility for State Support to Meet New Minimum
Salary Requirements:

Each "qualifying school administrative unit" is eligible to receive
State reimbursement for the costs associated with meeting the new
minimum salary requirements. A qualifying school administrative unit
includes a municipal school unit, a school administrative district, a
community school district, or any other municipal or quasi-municipal
corporation responsible for operating or constructing public schools.
For the purposes of this law, a qualifying school administrative unit
also includes a career and technical education region. The minimum
salary law does not apply to private schools and State-operated schools.

Method of Application by a Qualifying School Administrative Unit:

In 2006-2007, the State will provide each SAU with the full funding
needed to raise salaries from the levels in locally established salary
scales to the statutory minimum amount of \$27,000. In the fall of 2006,
the Department of Education will provide each SAU with forms and
procedures to identify those teachers who are actually employed at that
time and whose salaries under the locally established salary scale are
below the statutory minimum amount, and the amount of funds needed to
raise salaries to the statutory minimum. Subject to verification, the
Department of Education will include funding for the difference in the
LEA's monthly subsidy check.

By September 30 of each school year, each qualifying school
administrative unit must submit a list of certified teachers whose
salaries on the local salary schedule is below \$27,000 for the year
beginning July 1, 2006 and below \$30,000 for the year beginning July 1,
2007 and beyond, along with their relationship to full-time equivalent
(FTE) status and the applicable salary schedule for the unit for that
school year.

Method of Payment to a Qualifying School Administrative Unit:

Once the eligibility and adjustment have been verified for each teacher
and the total adjustment amount calculated for each unit, an adjustment
to the unit's subsidy printout (ED281) will be issued and payment
included in the remaining monthly subsidy checks. The adjustment to
subsidy must occur on or before February 1st of each fiscal year. A
provision in the law allows for receipt of additional State funds and
payment of those funds to certified teachers without approval by the
local governing body.

The law does not describe a specific mechanism for funding in 2007-2008,
although the law provides that it is the intent of the Legislature that
at least \$2,118,308 be appropriated in fiscal year 2007-2008 to carry
out the intent of the minimum salary law.

For 2008-2009 and thereafter, the law provides that the Commissioner
shall increase the State share of the total allocation to a qualifying
SAU by an amount necessary to achieve the minimum starting salary.

Specific funding is included in the approved State budget to implement
the minimum salary law in 2006-2007. The law expresses the intent to
fund the minimum salary increases in later years.

Method of Payment to Eligible Certified Teachers

The additional amount required for each certified teacher to meet the
new salary minimum should be added to the locally established salary and
distributed as regular salary in normal periodic pay installments. It is
subject to all normal withholding requirements for tax and retirement
purposes.

Collective Bargaining

The law makes no reference to collective bargaining. Therefore, it does
not change collective bargaining obligations that already exist, and
adds no new collective bargaining obligations. For SAUs that have
collective bargaining agreements that are effective through the
2006-2007 school year or beyond and that cover salaries, there is no
obligation to negotiate on salary changes to take effect during the
contract period, unless the collective bargaining agreement itself
includes such an obligation by its specific terms.

School boards and bargaining agents may mutually agree to engage in
additional mid-term collective bargaining about salaries, if both
parties elect to do so.

The law does not require any change in salaries for teachers who are
receiving salaries above the required minimum levels. Any changes to
those would be though the collective bargaining process.

Where collective bargaining agreements are in effect for 2006-2007 or
beyond, and provide for salaries for some certified teachers that are
below the statutory minimums, the law effectively supersedes those
contract provisions that conflict with it. Salaries of affected teachers
must be raised to the statutory minimum amount.

Additional Questions Regarding Collective Bargaining That Have Been
Raised

1\. If the collective bargaining agreement in a school administrative
unit expires at the end of the 2005-2006 school year or 2006-2007 school
year, must the salary scales that are negotiated for future years
establish and reflect a \$27,000 minimum amount in 2006-2007 and a
\$30,000 minimum amount in 2007-2008 and thereafter?

No, but all certified teachers must be paid at least \$27,000 in
2006-2007 and at least \$30,000 in 2007-2008 and thereafter. If the
locally established salary scales do not provide for at least these
amounts, the school unit will be required to pay teachers whose locally
established salaries are below the statutory minimum rate an amount
equal to the statutory minimum The State will provide the difference
between the negotiated salary and \$27,000 in 2006-2007 and \$30,000 in
2007-2008.

2\. If a school administrative unit negotiates a collective bargaining
agreement after the effective date of the law that includes a locally
established salary scale with some rates below the statutory minimum of
\$27,000 for 2006-2007 or \$30,000 for 2007-2008 and thereafter, will
the State provide funding to SAUs to raise salaries to the statutory
minimum amounts?

Yes, the Department of Education will distribute additional funding to
such school units to achieve the statutory minimum in the same manner as
it will for school units who already have contracts in effect for future
years. Conversely, if all rates on the locally established salary scale
exceed the statutory minimum, no teachers will be paid below the
statutory minimum and the SAU will receive no State funding to implement
the minimum salary scale.

> **[Appendix C]{.underline}**
>
> **[Strategy \# 2,]{.underline}**
>
> **[Require and fund mentoring and induction programs to give teachers
> the support that they need to succeed and remain in challenging
> schools. :]{.underline}**

**MEMORANDUM**

TO: James W. Carignan, Chair, State Board of Education

Sarah Forster, Assistant Attorney General

FROM: Harry Osgood, Acting Education Policy Director/Team Leader

DATE: September 12, 2006

SUBJECT: Proposed Rulemaking: State Board of Education (Department of
Education)

[Rulemaking Request:]{.underline} The State Board of Education and the
Department of Education propose to amend the rules governing the
educator certification support systems, Chapter 118. Authority for this
rulemaking is provided in Title 20-A M.R.S.A. §13011(1).

[Statement of Fact:]{.underline} Chapter 118: Purposes, Standards and
Procedures for Educational Personnel Support Systems, a Routine, and
Technical Rule change of the State Board of Education, underwent a
formal State-wide Stakeholders review and received State Board of
Education approval for the Administrative Procedures Act Process to be
initiated.

The Department and the State Board of Education propose to amend the
rules governing educator certification support systems. Thus: the
effective date for repealing the existing rule is pushed forward to
2009, in order to allow LEAs to continue to use the old rules while
phasing-in the implementation of the new rules; and the existing Chapter
118 is included as an "Exhibit A" to the new Chapter 118 as a reference;
and language has been inserted into the new Chapter 118 to give LEAs the
authority to use the existing rules for this purpose and time frame.

Among the amendments was the inclusion of required performance
standards: Maine's Initial Teacher Certification Standards. The proposed
amendments include: a "Statement of Purpose" to clarify the new
"Professional Learning Community" model described; revised definitions;
inclusion of educational specialists with other educational personnel;
the option of including educational technicians in the local support
plan, at the discretion of the SAU; procedures for use by local support
systems which support educators in seeking higher certification; a
requirement for approved formal training for new teacher mentors; use of
the National Board for Professional Teacher Standards to receive Master
Teacher Certification; a Teacher Action Plan based on the teaching
standards; and the requirement for a standards-based portfolio for
movement to initial professional certification (implementation of the
portfolio requirement is not until 2011 to give time for research and
development). This rule is not major and substantive and thus is not
subject to time constraints that honor legislative approval.

[Impact Statement:]{.underline} The DOE: training trainers of mentors;
offering guidance documentation, and workshops on new procedures;
administration of research, design, and implementation support program
for Initial Teacher Certification Portfolio.

The LEA: training, retraining, and compensating mentors; costs for
supporting the new teacher in the creation, and submission of the
portfolio.

The teacher: costs related to creation and submission of the portfolio

[Legal Requirements for Adopting:]{.underline} Title 20-A, § 13011(1)

[Cost Benefit Analysis:]{.underline} Implementation of improved
induction and mentoring of new teachers is a proven, and recommended
strategy for improving teacher quality and student achievement, as
described and required in the Federal ESEA Title II A, "No Child Left
Behind" Act.

[Time Constraints:]{.underline} This rule has been designated as routine
and technical, and must adhere to public hearing time frames and
requirements.

The State Board of Education and the Department of Education wish to
advance the rule through the APA process to adoption by the Board in
fall of 2006.

***[Certified Mentor Trainers]{.underline}***

***[by Maine State Superintendents' Regions]{.underline}***

> ***Over 140 mentor trainers have been trained in delivering Maine's
> Model of Mentor Training in the last 18 months. This is being done to
> build State-wide capacity for training mentors, which will be a
> requirement of the new rules governing new teacher induction in Maine
> when Chapter 118 is adopted and implemented.***
>
> ***It was decided to use the 50% saturation point in each of the nine
> Superintendent regions as the goal in order to assure that each SAU
> would have available trainers in reasonable proximity. That goal will
> have already been met in all but one region by April of 2007.***

***[Statewide: Maine Department of Education]{.underline}***

***Dan Conley: Maine Department of Education***

***Crystal Polk: Maine Department of Education***

***[Region I: Aroostook]{.underline}***

***Easton School Department***

***MSAD #45, Washburn***

***MSAD #1, Presque Isle***

***MSAD #42, Mars Hill***

***MSAD #27, Fort Kent***

***MSAD #29, Houlton***

***MSAD #32, Ashland***

***MSAD #20, Fort Fairfield***

***CSD #09, Dyer Brook***

***percent of districts in the region with trainers: 50%***

***number of additional districts needed to reach 50 % : 0***

***[Region II: Penquis]{.underline}***

***Brewer School Department***

***MSAD #64, Corinth***

***MSAD #68, Dover-Foxcroft***

***MSAD #48, Newport***

***MSAD #31, Enfield***

***MSAD #38, Carmel***

***MSAD #23, Levant***

***MSAD #22, Hampden***

***Glenburn School Department***

***Dedham School District***

***Hermon School Dept***

***percent of districts in the region with trainers: 46%***

***number of additional districts needed to reach 50 % : 1***

***[Region III: Washington]{.underline}***

***percent of districts in the region with trainers: 0 %***

***number of additional districts needed to reach 50 % : 5***

***[Region IV: Hancock]{.underline}***

***Union #98, Mt. Desert***

***Deer Isle-Stonington CSD***

***Ellsworth School District***

***percent of districts in the region with trainers: 33%***

***number of additional districts needed to reach 50 % : 2***

***[Region V: Mid Coast]{.underline}***

***MSAD #50, Thomaston***

***MSAD #05, Rockland***

***percent of districts in the region with trainers:11%***

***number of additional districts needed to reach 50 % : 7***

***[Region VI: Western]{.underline}***

***MSAD #17, Norway***

***Union #29, Poland***

***MSAD #52, Turner***

***MSAD #58, Kingfield***

***Western Maine Regional Teacher Development Center***

***Western Maine Partnership-UMF***

***MSAD #09, Farmington***

***Auburn School District***

***percent of districts in the region with trainers: 38%***

***number of additional districts needed to reach 50 % : 2***

***[Region VII: Cumberland]{.underline}***

***MSAD #75, Bowdoin***

***Portland Public Schools***

***Gorham School Department***

***Diocese of Portland***

***Cape Elizabeth School Department***

***MSAD #15, Gray***

***Windham School District***

***South Portland School Department***

***MSAD #61, Naples***

***MSAD #51 , Cumberland***

***Brunswick School Department***

***percent of districts in the region with trainers: 55%***

***number of additional districts needed to reach 50 % : 0***

***[Region VIII: Kennebec]{.underline}***

***Union #42, Manchester***

***Waterville Public Schools***

***Richmond School District***

***Winthrop School District***

***MSAD #16, Farmingdale***

***MSAD #11, Gardiner***

***MSAD #12, Jackman***

***percent of districts in the region with trainers: 30%***

***number of additional districts needed to reach 50 % : 5***

***[Region IX: York]{.underline}***

***York School Department***

***Sanford School District***

***MSAD #71, Kennebunk***

***MSAD #55, Hiram***

***MSAD #60, North Berwick***

***MSAD #35, Eliot***

***MSAD #06, Standish***

***Acton School Department***

***percent of districts in the region with trainers: 53%***

***number of additional districts needed to reach 50 % : 0***

> **[Appendix D]{.underline}**
>
> **[Strategy \# 3,]{.underline}**
>
> **[Support the development of high quality alternative route programs
> to create a pool of teachers specifically for high need schools.
> :]{.underline}**

**Regional Teacher Development Centers:**

**A Plan to Promote Teacher Quality and Address Maine's Teacher
Shortages**

-   The RTDC Initiative is an outgrowth of the Public Education
    Partnership:

> **The Partnership is envisioned as a multi-stage collaboration between
> the University System, the Maine Department of Education, local school
> districts and other educational agencies and stakeholders to create
> programs that "encourage individuals to enter the teaching profession,
> \[provide\] on-site presence of university faculty at public schools
> to assist with curriculum development, and \[offer\] regional
> professional development programs to help classroom teachers meet
> their certification requirements and enhance their professional
> credentials." (Chancellor Westphal, Oct. 24, 2002)**

-   The state will be served by eight regional centers, phased in over a
    four year period, beginning in 2003.

-   The first four centers are already in various stages of development,
    with funding provided by the UM System, the University of Maine's
    "Transition to Teaching" grant, and the Maine Department of
    Education.

-   Aroostook County, DownEast (Hancock and Washington counties),
    MidCoast and Western Maine (parts of Oxford, Franklin and Kennebec
    counties) have set up governing councils, with leadership support
    from UMFK, UMPI, UM and UMF along with local superintendents of
    schools and other educators active in teacher professional
    development. Programming is already underway in MidCoast and Western
    Maine.

-   The Centers are uniquely positioned to support both the new state
    standards for certification and induction, and the requirements for
    "highly qualified teachers" established by the new federal No Child
    Left Behind law. State and federal professional development funds
    provided to school districts, as well as the University System
    monies, will eventually support the Centers.

-   The Centers take advantage of existing partnerships and patterns of
    communications. Prototypes of the Center organizational model at
    various levels are shown on the next pages.

**ORGANIZATIONAL STRUCTURE**

**Regional Teacher Development Center System**

**LEVEL I (State/Regional):**

**ORGANIZATIONAL STRUCTURE**

**RTDC SYSTEM**

**LEVEL II (Regional/District/School):**

**MARC**

**The [M]{.underline}aine [A]{.underline}lternative [R]{.underline}oute
to [C]{.underline}ertification Program**

*An "Alternative Professional Studies Program" \[ME DOE Reg 115 Part ,
2004I\]*

1\. Program Overview

2\. Program Description

> ► Narrative (including possible graduate course offerings)
>
> ► Charts
>
> ► Staffing Roles and Responsibilities
>
> ► Possibilities for Graduate Credit Offerings
>
> ► Readings and References

3\. Timelines

► Planning

► Phase-in

**MARC Program Overview**

**Pilot Program for Teachers of Grades 7 - 12**

**INTRODUCTION**

Each year individuals who lack full credentials for Maine teacher
certification are hired to teach in Maine in fields for which fully
certified teachers cannot be found. These individuals have four-year
degrees and, generally, the content area background for their area of
teaching. They are granted temporary certification based on the
understanding that they will meet pedagogical requirements over a set
period of time. They do this by taking whatever courses they can find,
in whatever order they can obtain them. Unfortunately, some of the
teachers with great potential find it difficult to access needed courses
and give up on teaching. Most who follow this haphazard approach to
gaining professional "training" via a collection of required courses
find that their pedagogical preparation lacks meaningful coordination,
continuity and direct application to what they are doing in the
classroom. They may become "fully certified" but they have achieved that
status without the support and coordination of an organized preparation
program. And they may well become fully certified without any real
understanding of *Maine's Ten Teaching Standards for Initial Teacher
Certification* and *Maine's State Learning Results*, which are intended
to form the foundation for teaching in Maine.

The federal NCLB law requires that Maine's teachers be "highly
qualified" and penalizes those schools with teachers who are not.
Teachers who are not fully certified do not meet the "highly qualified"
standards. The only way in which a not-fully-certified teacher can be
considered to be "highly qualified" (for up to three years) is if that
person is enrolled in a state-approved program that provides an
"alternate route" to certification (referred to as an "Alternative
Professional Studies Program" in the ME Dept. of Ed. Reg. 115 Part I,
2004).

The Maine Alternate Route to Certification (MARC) Program seeks to be
such a program. MARC is a standards-, performance-, and student
achievement- based preparation option for individuals hired to teach in
Maine's schools but who lack the pedagogical requirements needed for
full certification. MARC is not intended to replace existing teacher
education programs. Rather, it is an alternative option for persons who
did not complete teacher preparation programs as part of their degree
programs. Interestingly, research shows that teachers who participate in
an alternate route program are as effective as teachers who come to the
classroom through traditional teacher preparation programs. A
collaborate venture of the University of Maine System, Maine DOE,
Maine's school districts, and the Regional Teacher Development Center
Initiative, MARC will prepare teachers to:

• Effectively fill critical teacher shortage areas;

• Quickly become highly performing member of their school communities;

• Apply their strong content knowledge in the classroom;

• Incorporate *Maine's Ten Teaching Standards* in their teaching;

• Pass all required PRAXIS exams;

• Qualify for professional certification;

• Experience the success needed to retain them in the teaching
profession.

**PROGRAM DESCRIPTION**

MARC is a statewide program, with regional delivery managed by the
Regional Teacher Development Centers (RTDCs). Program components will be
consistent across all sites, with statewide oversight and evaluation
provided by the MARC Steering Committee. Regional implementation of the
program will be coordinated and evaluated by each RTDC Governing
Council.

The design of MARC is based on knowledge of the needs of Maine schools
and an investigation of successful alternate route programs in other
states. Underlying the program's design are ***fundamental beliefs and
assumptions***:

> ▪ Targeted needs in Maine are for the preparation of teachers for
> grades 7 to 12 and special education teachers, PK-12.

▪ Participants must meet minimum requirements in order to participate:

• 4-year degree;

> • Be employed as teacher of record in a Maine school district;
>
> • Complete a successful interview with MARC staff;

• Meet most, if not all, of content area requirements;

• Pass PRAXIS I within six months of entering the program.

> ▪ Districts will require new hires who are not fully certified to
> participate in this program.
>
> ▪ The program will extend over the two-year induction period for new
> teachers with the ongoing development and implementation of an
> Individualized Induction Plan (IIP).
>
> ▪ Trained assessors will evaluate participants for successful
> completion of MARC based on evidence of their having met the *Maine's
> Ten Teaching Standards* and passed required courses and tests, ongoing
> evaluation by the RTDC Supervisor, documented professional growth and
> development based on the Individualized Induction Plan, etc.
>
> ▪ Upon successful completion of MARC, participants will be recommended
> by the RTDC and district for professional teacher certification.
>
> ▪ Participants will be part of a cohort whenever possible, to
> facilitate support and interaction with peers.
>
> ▪ A major focus of the program will be relevant, productive and
> ongoing relationships with well-trained mentors.
>
> ▪ The program will require the active involvement of faculty from area
> universities/colleges, experienced teachers and district
> administrators.
>
> ▪ A combination of academic credit and non-credit program components
> will allow participants to obtain the credits required for full
> certification within a flexible framework of experiences which will
> enable them to individualize their preparation in each of the
> standards.

**PROGRAM COMPONENTS (Teachers of Grades 7 -- 12)**

**Year I**

Maine's Ten Teaching Standards

Summer Academy I (residential); Weekend Seminars

Development and Implementation of Individualized Induction Plan (IIP)

Support Teams

Orientation to District

Mentoring, Coaching

Instruction Design and Assessment

Classroom Management, Differentiated Instruction, and Generational
Poverty

Knowledge of the Learning Process

Instructional Media and Technology

Literacy

*Content Methods **(3-credit graduate course)***

*Teaching the Exceptional Child in the Regular Classroom* ***(3-credit
graduate course)***

Praxis II A (content area knowledge)

**Year II**

Summer Academy II; Weekend Seminars

Continued Mentoring

Continued Development and Implementation of Individualized Induction
Plan (IIP)

Praxis II B (pedagogy)

School Leadership

Completion of any remaining individual course requirements

Preparation and Submission of MARC Portfolio

Assessment of Portfolio

Recommendation for Professional Certification

Application to Master's Degree Programs ***(optional)***

**PROGRAM COMPONENTS (PK-12 Special Education Teachers)**

> This program provides the same overall design, but with the program
> designed around UM/USM master's degree for credit.

**MARC Timeline**

Spring 2005 Program Development and Approval

Summer 2005-07 Implementation of Pilot 7-12 Program at 3 RTDCs

Summer 2006-08 Implementation of Pilot Special Education Program at 3
RTDCs

Summer 2009 on Ongoing Implementation of both MARC Programs

http://www.umpi.maine.edu/cms/files/academics/programs/rtdc/marc_program.doc

*NEW EXHIBIT 9-29-06*

SPARC

Special Education Alternate Route To Certification

**A Program Of *[ON-LINE]{.underline}* Courses And Coaching**

**For Individuals Seeking Special Education Certification**

*Partially Funded Through a Transitions to Teaching Grant, US Department
of Education*

# SPARC: Special Education Alternate Route to Certification: *The Right Resources At the Right Time*

School districts throughout Central and Western Maine are coping with a
severe shortage of special educators. The SPARC program is designed to
help individuals and districts meet this challenge in effective and
efficient ways: ***on-line courses and face-to-face coaching.***

**WHICH 24?** Maine requires 24 credits of coursework for special
education certification. Several leaders in the special education field
have come together to design the SPARC program to address the specific
skills and knowledge they believe **a special educator needs to thrive
and flourish** within the 24 credits required. ***(Interested candidates
should also check with the Maine Department of Education Office for
other requirements of Special Education Certification beyond
coursework.)***

**WHY A PROGRAM? WHY NOT JUST COURSES?** Some personnel will choose
merely to accumulate the 24 credits needed for certification. SPARC is
designed for those who are looking for cohesion and deeper application.
However, individuals who have acquired some of the 24 required credits
in other ways will be welcomed into SPARC.

The SPARC program's foundation is rooted in two major principles:

# *The credits need to be focused on specific sets of skills and bodies of knowledge;*

# *Inexperienced special educators need face-to-face coaching to handle both the "real time" issues and legal aspects of working with students with disabilities.*

# What Are the Courses? What Is the Schedule?

# 

# SPARC will offer a minimum of 8 courses (3 graduate credits each) on a rotating schedule on-line. Each course is appropriate for K-12 teachers; modifications of assignments will be made based on the grade level each participant teaches.

# 

# WHAT ARE THE COURSES? WHAT IS THE CONTENT? The courses, as planned now, will include:

# *Coaching Practicum.* This course will provide a coach, approximately once a week, in the participant's own classroom to offer expert assistance, modeling, and advice. Sponsors of SPARC urge individuals to select this course at least once to receive the full benefit of the program.

# *Curriculum and Instruction.* Participants will learn how to develop curriculum appropriate to each student and how to design clear instructions and goals for Individual Education Plans (IEPs).

# *Classroom and Behavior Management.* Participants will explore basic principles of classroom and behavior management from prevention of problems through positive responses to chronic behaviors.

# *Literacy Instruction for Students with Disabilities.* This course will focus on the five elements of literacy instruction as they relate to students with disabilities: phonics, phonemic awareness, fluency, comprehension, and vocabulary.

# *Mathematics Instruction for Students with Disabilities.* This course will address the specific foundational concepts and demonstrate specific strategies for teaching mathematics to students with disabilities.

# *Special Education Rules and Regulations.* Special education laws, rules, and regulations, and their applicability in the everyday life of a special educator will be addressed in this course. Participants will learn how to manage PETs and how to develop IEPs that are meaningful and productive for the children and parents involved.

# *Achieving High Standards with Assistive Technology.* This course will explore a variety of assistive technology options which can support students with disabilities and their access to the general curriculum. Devices from the simple to more advanced will be explored.

# *Collaboration with Parents and Community Agencies.* Special educators are in constant and continuing contact with parents, social service agencies, and other support groups. This course will focus on collaboration and teaming strategies that are most effective in such settings.

# 

# WHAT IS THE TENTATIVE SCHEDULE OF COURSE OFFERINGS? The schedule of course offerings is still in development. However, a tentative schedule is given here for individuals who wish to begin planning.

# 

# 

+-----------------------------------+----------------------------------+
| # *[Fall 2006]{.underline}        | > ***[Fall 2007]{.underline}***  |
| --- MUST REGISTER BY OCTOBER 2!!* |                                  |
|                                   | -   *Literacy Instruction for    |
| # *Curriculum and Instruction*    |     Students with*               |
|                                   |                                  |
| # *C                              | > *Disabilities*                 |
| lassroom and Behavior Management* |                                  |
|                                   | -   *Coaching Practicum*         |
|                                   |                                  |
|                                   | #                                |
+-----------------------------------+----------------------------------+
| > ***[Spring 2007]{.underline}*** | ***[Spring 2008]{.underline}***  |
|                                   |                                  |
| -   *Special Education Rules and  | -   *Curriculum and Instruction* |
|     Regulations*                  |                                  |
|                                   | -   *Classroom and Behavior      |
| -   *Coaching Practicum*          |     Management*                  |
|                                   |                                  |
| -   *Assistive Technology*        | -   *Coaching Practicum*         |
+-----------------------------------+----------------------------------+
| > ***[Summer 2007]{.underline}*** | #                                |
|                                   |                                  |
| -   *Collaboration with Parents   |                                  |
|     and Community*                |                                  |
|                                   |                                  |
| *Agencies*                        |                                  |
|                                   |                                  |
| -   *Mathematics Instruction for  |                                  |
|     Students with*                |                                  |
|                                   |                                  |
| > *Disabilities*                  |                                  |
+-----------------------------------+----------------------------------+

**[Course Costs]{.underline}.** For the courses offered through Summer
2007, costs will be:

Tuition: \$810

Fees: [\$ 50]{.underline}

Total \$860

***Additional fees may apply.***

**[For Additional Information or to Register, Contact]{.underline}:**

Valerie Soucie at 778-7502 or <valerie.soucie@maine.edu>

Pam Wilson at 778-7186 or <pwilson@maine.edu>

SPONSORS

  ----------------------------------- -----------------------------------
  *The Western/Central Maine Regional 
  Teacher Development Center (RTDC)*  

  *The UMF Office of Educational      *The UMF Special Education Faculty*
  Outreach*                           

  *The Western Maine Partnership*     *The Maine Support Networ*k
  ----------------------------------- -----------------------------------

**[Appendix E]{.underline}**

> **[Strategy \# 4,]{.underline}**
>
> **[Improve working conditions to retain teacher. :]{.underline}**

The full text of the "Teacher Workload and Stressor" Report can be found
at the following web address:

<http://www.maine.gov/education/edletrs/2006/ilet/06ilet115workload.pdf>

See also Appendix B for "Minimum Teacher Salary Increase" documentation.

**[Appendix F]{.underline}**

> **[Strategy \# 5,]{.underline}**
>
> **[Adopt policies to increase the number of National Board Certified
> Teacher in high need schools. :]{.underline}**
>
> **PART AAAA**
>
> **Sec. AAAA-1. 20-A MRSA §13013-A** is enacted to read:
>
> **[§13013-A. Salary supplement for national board-certified
> teachers]{.underline}**
>
> [**1. Salary supplement.** Notwithstanding any other provision of law,
> the Department of Education shall provide a public school teacher who
> has attained certification from the National Board]{.underline}

[for Professional Teaching Standards, or its successor organization, as
of July 1, 2006 or thereafter with an annual national board
certification salary supplement of \$3,000 for the life of the
certificate. The salary supplement must be added to the teacher\'s base
salary and must be considered in the calculation for contributions to
the Maine State Retirement System. If a nationally certified teacher
becomes no longer employed as a classroom teacher in the field of that
teacher\'s national certification, the supplement ceases.]{.underline}

> [**2. Local filing; certification.** On or before October 15th
> annually, the superintendent of schools of a school administrative
> unit shall file with the commissioner a certified list of national
> board-certified teachers eligible to receive the salary supplement
> pursuant to subsection 1.]{.underline}
>
> [**3. Payment.** The department shall provide the salary supplement to
> eligible teachers no later than February 15th of each
> year.]{.underline}

**[New Text as of 9-29-06]{.underline}**

**ADMINISTRATIVE LETTER:  3\
POLICY CODE: GCFC**

** **

**TO:                Superintendents of Schools and Directors of CTE
Regions**

**FROM:           Susan A. Gendron, Commissioner**

**DATE:            September 14, 2006**

**RE:                National Board Certification Salary Supplement for
Teachers**

**On March 29, 2006, Governor Baldacci signed Public Law, Chapter 519
Part AAAA-1, which includes a provision for a salary supplement for
national board certified teachers. The law provides that a public school
teacher who has attained certification from the National Board for
Professional Teaching Standards shall receive an annual salary
supplement of \$3,000 for the life of the certificate. The salary
supplement must be added to the calculation for contributions to the
Maine State Retirement System. The Department of Education is required
to provide the salary supplement to eligible teachers no later than
February 15th of each year and the Maine State Retirement System (MSRS)
shall provide the required contribution to (MSRS).**

**If a nationally certified teacher becomes no longer employed as
classroom teacher in the field of that teacher's national certification,
the supplement ceases.  **

**[Effective Date of Chapter 519:]{.underline}**

**The Act included an Emergency Preamble and took effect immediately on
March 29, 2006.**

**[Teacher Eligibility for National Board Certification Salary
Supplement: ]{.underline}**

**Any public school teacher who has attained certification from the
National Board for Professional Teaching Standards as of July 1, 2006,
and is a classroom teacher in the field of their certification is
eligible to receive the annual supplement for the 2006-2007 school year.
Teachers who receive their certification in November 2006 will become
eligible for the annual supplement during the 2007-2008 school year if
they are classroom teachers in the field of the certification. As long
as the eligibility requirements are met and the certificate is valid,
the annual salary supplement must be provided.**

**[Method of application by a school administrative unit employing a
classroom teacher who has attained national board
certification]{.underline}:**

**By October 15th of each school year, the superintendent of schools of
a school administrative unit (SAU) or the Director of a CTE Region must
file with the commissioner a certified list of national board certified
teachers employed by the SAU or CTE Region that are eligible to receive
the salary supplement. The list must include the following for each
teacher:**

**            1. Teacher name\
            2. MEDMS I.D. number\
            3. Classroom field of teaching\
            4. Copy of each teacher's National Board Certificate**

**Please send this information to:**

**Management Information Systems Team\
Department of Education\
23 State House Station\
Augusta, ME 04333-0023**

**[Method of payment to a qualifying school administrative
unit:]{.underline}**

**Once the eligibility has been verified for each teacher and the total
calculated for each school administrative unit (SAU) or CTE Region, a
separate payment will be issued to the eligible SAU or CTE Region. The
annual salary supplement must be paid to eligible teachers before
February 15th of each fiscal year. A provision in the law allows for
receipt of additional state funds and payment of those funds to eligible
teachers without approval by the local governing body. **

**[Method of payment to eligible National Board Certified
teachers]{.underline}:**

**The amount of the annual salary supplement required for each National
Board Certified teacher should be added to the locally established
salary and must be distributed to teachers by February 15th of each year
of eligibility. It is subject to all normal withholding requirements for
tax and retirement purposes.**

**[National Board Certified Maine Teachers as of
9/28/2006]{.underline}**

**\# of SAUs**

**1**

**1 Generalist/Middle Childhood, Auburn School Department, Auburn**

**2 World Languages Other than English/Early Adolescence through Young
Adulthood, Auburn School Department, Auburn**

**2**

**1 Generalist/Early Childhood, Bangor School Department, Bangor**

**2 Generalist/Middle Childhood, Bangor School Department, Bangor**

**3 Art/Early Adolescence through Young Adulthood, Bangor School
Department, Bangor**

**4 Exceptional Needs Specialist/Early Childhood through Young
Adulthood, Bangor School Department, Bangor**

**3**

**1 English Language Arts/Early Adolescence, MSAD 44 Bethel**

**4**

**1 Literacy: Reading-Language Arts/Early and Middle Childhood , MSAD
51, Cumberland**

**2 Literacy: Reading-Language Arts/Early and Middle Childhood, MSAD 51,
Cumberland**

**3 Literacy: Reading-Language Arts/Early and Middle Childhood, MSAD 51,
Cumberland**

**4 Literacy: Reading-Language Arts/Early and Middle Childhood, MSAD 51
Cumberland**

**5 Generalist/Early Childhood, MSAD 51, Cumberland**

**6 Generalist/Early Childhood, MSAD 51, Cumberland Center**

**7 World Languages Other than English/Early Adolescence through Young
Adulthood, MSAD 51, Cumberland Center**

**5**

**1 Generalist/Middle Childhood , Falmouth School Department, Falmouth**

**2 Physical Education/Early and Middle Childhood, Falmouth School
Department, Falmouth**

**3 Generalist/Middle Childhood, Falmouth School Department, Falmouth**

**4 Social Studies - History/Adolescence and Young Adulthood, Falmouth
School Department, Falmouth**

**5 Science/Adolescence and Young Adulthood, Falmouth School Department,
Falmouth**

**6 Science/Adolescence and Young Adulthood, Falmouth School
Department,**

**Falmouth**

**7 World Languages Other than English/Early and Middle Childhood,
Falmouth School Department, Falmouth**

**8 Music/Early Adolescence through Young Adulthood, Falmouth School
Department, Falmouth**

**9 Social Studies - History/Adolescence and Young Adulthood, Falmouth
School Department, Falmouth**

**10 Library Media/Early Childhood through Young Adulthood, Falmouth
School Department, Falmouth**

**11 Mathematics/Early Adolescence, Falmouth School Department,
Falmouth**

**12 English Language Arts/Adolescence and Young Adulthood, Falmouth
School Department, Falmouth**

**13 Art/Early Adolescence through Young Adulthood, Falmouth School
Department, Falmouth**

**14 Science/Adolescence and Young Adulthood, Falmouth School
Department,**

**Falmouth**

**15 Mathematics/Adolescence and Young Adulthood, Falmouth School
Department, Falmouth**

**16 Science/Early Adolescence, Falmouth School Department, Falmouth**

**17 Exceptional Needs Specialist/Early Childhood through Young
Adulthood, Falmouth School Department, Falmouth**

**6**

**1 Generalist/Early Childhood, MSAD 60, Lebanon**

**7**

**1 Literacy: Reading-Language Arts/Early and Middle Childhood, Union
30, Lisbon**

**8**

**1 Generalist/Middle Childhood , Manchester School Department,
Manchester**

**2 Generalist/Middle Childhood, Manchester School Department,
Manchester**

**9**

**1 English Language Arts/Adolescence and Young Adulthood, Mt Desert
CSD, Mount Desert**

**1 Generalist/Early Childhood, Mount Vernon School Department, Mount
Vernon**

**10**

**1 Generalist/Middle Childhood, MSAD 61, Naples**

**11**

**1 Science/Adolescence and Young Adulthood, MSAD 60, North Berwick**

**12**

**1 Generalist/Early Childhood, Palermo School Department, Palermo**

**13**

**1 Generalist/Early Childhood Portland Public Schools, Portland**

**14**

**1 Science/Adolescence and Young Adulthood, Maranacook CSD, Readfield**

**15**

**1 Generalist/Early Childhood, Richmond School Department, Richmond**

**16**

**1 Library Media/Early Childhood through Young Adulthood, MSAD 05,
Rockland**

**17**

**1 Mathematics/Early Adolescence, Union 44/Oak Hill CSD15, Sabattus**

**18**

**1 English Language Arts/Early Adolescence MSAD 54, Skowhegan**

**2 Generalist/Middle Childhood, MSAD 54 Skowhegan**

**19**

**1 Generalist/Middle Childhood MSAD 39, Sumner**

**20**

**1 Science/Adolescence and Young Adulthood, MSAD 50, Thomaston**

**21**

**1 Social Studies - History/Adolescence and Young Adulthood ,MSAD 75,
Topsham**

**2 Social Studies - History/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**3 Social Studies - History/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**4 Social Studies - History/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**5 Social Studies - History/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**6 Generalist/Early Childhood MSAD 75, Bowdoin**

**7 Mathematics/Adolescence and Young Adulthood, MSAD 75, Topsham**

**8 World Languages Other than English/Early Adolescence through Young
Adulthood MSAD 75, Topsham**

**9 Art/Early Adolescence through Young Adulthood, MSAD 75, Topsham**

**10 Mathematics/Adolescence and Young Adulthood, MSAD 75, Topsham**

**11 Art/Early Adolescence through Young Adulthood, MSAD 75, Topsham**

**12 English Language Arts/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**13 English Language Arts/Adolescence and Young Adulthood, MSAD75,
Topsham**

**14 English Language Arts/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**15 World Languages Other than English/Early Adolescence through Young
Adulthood, MSAD 75, Topsham**

**16 English as a New Language/Early Adolescence through Young
Adulthood, MSAD 75 Topsham**

**17 Social Studies - History/Adolescence and Young Adulthood, MSAD75,
Topsham**

**18 English Language Arts/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**19 English Language Arts/Adolescence and Young Adulthood, MSAD 75,
Topsham**

**22**

**1 Generalist/Early Childhood, MSAD 40,Union**

**23**

**1 Generalist/Middle Childhood , MSAD 03, Unity**

**24**

**1 English Language Arts/Early Adolescence, Vassalboro School
Department, Vassalboro**

**25**

**2 Social Studies - History/Adolescence and Young Adulthood , MSAD 40,
Waldoboro**

**3 Generalist/Early Childhood, MSAD 40, Waldoboro**

**4 English Language Arts/Adolescence and Young Adulthood, MSAD 40,
Waldoboro**

**5 Generalist/Early Childhood, MSAD 40, Waldoboro**

**6 Generalist/Middle Childhood, MSAD 40, Waldoboro**

**7 Generalist/Early Childhood, MSAD 40,Waldoboro**

**8 Generalist/Middle Childhood, MSAD 40,Waldoboro**

**26**

**1 World Languages Other than English/Early Adolescence through Young
Adulthood, Yarmouth School Department, Yarmouth**

**27**

**1 Generalist/Early Childhood, No SD Provided**

**2 Generalist/Early Childhood, No SD Provided**

**3 Social Studies - History/Adolescence and Young Adulthood, No SD
Provided**

**4 Generalist/Early Childhood, No SD Provided**

**5 English Language Arts/Early Adolescence , No SD Provided ME**

**6 Generalist/Early Childhood, No SD Provided**

**7 Science/Adolescence and Young Adulthood, No SD Provided**

**8 English Language Arts/Adolescence and Young Adulthood, No SD
Provided**

**9 Generalist/Middle Childhood, No SD Provided**

**10 Generalist/Middle Childhood, No SD Provided**

**11 Generalist/Middle Childhood, No SD Provided**

**12 English Language Arts/Early Adolescence, No SD Provided**

**13 Generalist/Early Adolescence, No SD Provided**

**14 Art/Early Adolescence through Young Adulthood, No SD Provided**

**         **

> **[Appendix G]{.underline}**
>
> **[Strategy \# 6,]{.underline}**
>
> **[Provide intensive professional development in core academic content
> to teachers currently working in high need schools.:]{.underline}**

***Reference #6.1***

*No Child Left behind Act of 2001*

Public Law 107-110

**Title II, Part A, Improving Teacher Quality State Grants**

**CLLC: CONTENT LITERACY LEARNING COMMUNITIES**

**A Professional Development Partnership Coordinated by**

**Maine's Regional Teacher Development Center Initiative**

**Abstract**

The University of Maine System's (USM's) Regional Teacher Development
Center (RTDC) Initiative oversee the establishment of the Content
Literacy Learning Communities (CLLC) Project, a collaborative effort of
UMS faculty in education and arts and sciences, schools throughout the
state, regional educational partners, and other P-16 stakeholders.
Responding to the failure of grade 4-12 Maine students to meet
grade-level standards, and recognizing that the greatest in-school
predictor of student success is teacher effectiveness, CLLC will focus
on content area and content literacy professional development needs of
teachers and administrators. The examination and analysis of student
work will serve as a foundation on which to base site-specific,
site-designed activities. CLLC will support the development of intense
learning opportunities during the summer and sustained, year-round
activities live and online. Integrated into the design of activities
will be the use of appropriate and varied technologies. Academic courses
in content areas, with a focus on literacy, will be offered for teachers
lacking "highly qualified" credentials. Using content literacy expertise
from the state and region, CLLC will facilitate the training of district
personnel to sustain efforts and increase capacity for professional
development in content literacy after the grant period has ended. CLLC
has two goals: (1) To increase student achievement in reading and
writing in grades 4-12; and (2) To create and implement a model for
sustainable, capacity-building professional development. School-specific
targets for goal achievement will be established early in the first year
of the Project, once detailed needs assessments have been completed.

***Reference #6.2***

***FORMATIVE ASSESSMENT AND CCSSO:***

***A SPECIAL INITIATIVE---A SPECIAL OPPORTUNITY***

***"Formative assessment works!" It is difficult to attend any
educational conference in recent years without hearing this up-beat
assertion, or some permutation of it, being voiced with enthusiasm a
number of times. What's meant by "formative assessment works" is that
there's now an increasing body of evidence indicating formative
assessment, when appropriately employed by classroom teachers, not only
improves students' mastery of what's being taught in class, but also
markedly boosts students' scores on such external achievement tests as
those now required by the No Child Left Behind Act (NCLB). Given the
substantial pressure on those who operate our public schools to improve
their students' NCLB test scores, it is not surprising that the hopes of
so many American educators have been buoyed by the declaration
"formative assessment works!"***

***Although in many other nations, interest of policymakers in formative
assessment has been considerable for well over a decade, attention to
formative assessment on the part of U.S. education leaders was triggered
by a 1998 article in the Phi Delta Kappan by two British researchers,
Paul Black and Dylan Wiliam of Kings College, London. In that Kappan
essay, they summarized results of their more extensive review of
empirical investigations focused on classroom assessment. What so many
American educators found exciting in this Kappan article was its
overwhelming evidence that formative assessments, if well conceived,
could have a major impact on students' achievement---not only as
displayed on classroom tests, but also as measured by standardized
achievement tests. The studies Black and Wiliam considered in their
meta-analysis were classroom applications of assessment in schools and
colleges. Moreover, a major emphasis of the review was on the role of
assessment-based feedback supplied to teachers---and to students.***

***Recently, CCSSO has launched a new, potentially far-reaching
strategic initiative whose goal is to encourage the adoption of a
balanced system of assessments by our nation's educators. The focus of
this initiative is to make U.S. educators aware of the powerful
instructional dividends derivative from classroom formative assessment.
One key activity in this new initiative was the establishment of a new
State Collaborative on Assessments and Student Standards (SCASS) dealing
specifically with Formative Assessment for Students and Teachers (FAST).
This new FAST SCASS held its inaugural meeting in Austin, Texas during
October 10-13, 2006.***

# *WHAT IS "FORMATIVE ASSESSMENT?"* 

***The initial task of the 60-plus individuals attending the FAST SCASS
inaugural meeting was to arrive at a consensus definition of "formative
assessment." Since the late 1980s, a number of definitions have been
proposed by educators, typically scholars from other nations. Although
there are clearly commonalities among most of these definitions, there
are also meaningful differences. Accordingly, after three days of
deliberations, the following definition was agreed to by members of the
FAST SCASS:***

> ***Formative assessment is a process used by teachers and students
> during instruction that***

***2***

> ***provides feedback to adjust ongoing teaching and learning to
> improve students' achievement of intended instructional outcomes.***

***As can be seen in the above definition, formative assessment is a
process, not a test. That is, formative assessment can employ a variety
of formal and informal procedures to gauge students' learning levels,
not only traditional paper-and-pencil tests. Thus, for example, a series
of oral questions directed to students by the teacher---or by other
students---might elicit the evidence of learning necessary to provide
assessment-based feedback. The same could be true for teachers'
observation of student class work or evaluation of homework by teachers
(or even other students). All these activities may be routine for many
teachers, but they can be done well or not. The key is the quality and
use of the feedback they yield.***

***Based on rich, informative feedback, effective adjustments can take
place either in the way teachers are instructing their students or in
the way students are trying to achieve the instructional outcomes set
forth by the teacher. Thus, the recipients of information provided by
the process of formative assessment can be teachers or students.
Ideally, of course, the feedback provided by formative assessments would
contribute to adjustments made by both students and teachers.***

***Finally, by the use of the modifier "ongoing," the above definition
indicates that adjustments in teachers' instructional activities, or in
students' learning activities, are to take place during the segment of
instruction in which the assessment took place. In other words, results
of formative assessment must get back to teachers and/or students while
there is still meaningful instructional time available so that any
adjustments in instruction or learning activities can pay off in terms
of improved student achievement. Considerable evidence has been
assembled indicating that the more rapidly feedback can be supplied, the
more effective such feedback will be.***

***Formative assessments, therefore, can be contrasted not only with
summative assessments such as states' annual NCLB tests, but also with
periodically administered interim assessments such as district-dispensed
tests given every few months but whose results might not be used to make
adjustments in ongoing instruction or learning activities.***

# *WHY IS THIS CCSSO INITIATIVE SO IMPORTANT?* 

***Because test vendors, the organizations that supply the nation's
schools with assessment instruments, are in business to make money, and
because these testing companies are familiar with the empirical evidence
regarding the potential instructional benefits of formative assessment,
the past few years have seen some of these vendors simply repackaging
some of their off-the-shelf test items and characterizing them as
"formative." Most of these tests are intended to be administered several
times per year, typically at the district or even school level. However,
even though usually referring to these assessments as "interim" or
"benchmark" assessments, many of the nation's test vendors have also
been inaccurately touting these tests as "formative." As a consequence
of this mislabeling, many vendors of interim tests are claiming such
tests' use will contribute to the improvement of students' scores on
NCLB tests.***

***But, of course, the research evidence attesting to the efficacy of
formative assessment is based on classroom applications, not on the kind
of district-level applications embodied in the interim assessments now
being so zealously marketed. The absence of an empirical support-base,
of course, does not indicate that interim tests are without
instructional merit. But it is disingenuous for U.S. test vendors to try
to support their interim tests by referring to studies dealing with
classroom formative assessments. The nation's educators must become able
to recognize which alleged score-boosting practices are supported by
empirical evidence and which ones aren't. It is also important, however,
that educators become knowledgeable of appropriate uses of interim and
other summative tests for improving instructional programs for the
benefit of students in the future***

# *WHAT'S TO BE DONE?* 

***Although the FAST SCASS has yet to delineate its full scope of work,
during the recent meeting in Austin a number of activities were
identified as likely endeavors for the coming months. It would be the
mission of the FAST SCASS to support state officials as they undertake
efforts to foster more effective use of classroom formative assessments
in their state. FAST SCASS-generated materials can be employed as is, or
adapted by state personnel, so that a state's educators can discern the
difference between formative assessment processes that are apt to
benefit students and those that are not. At the same time, there is an
imperative need to clarify the distinctions among formative, interim,
and summative assessments. A state's educators can better select
instruction-supportive assessments if they recognize which ones are
predicated on solid research. In addition, a state's educators must
learn how to distinguish between effective and ineffective versions of
each of these types of assessments.***

***Historically, state departments of education have taken the lead in
providing/promoting professional development activities related to such
important topics as formative assessment. Once more, abetted by a
variety of written, audio, video, and other materials developed by FAST
SCASS members, a state department of education can function as a
powerful catalyst to stimulate statewide interest in the provision of
district-based and school-based professional development focused on
formative assessment.***

***Because formative assessment will be a relatively new phenomenon for
many educators in a state, it will be particularly important to provide
a series of tangible exemplars of classroom formative assessments to a
state's educators. Thus, a state department of education could
disseminate a variety of actual formative assessment techniques to its
state's educators in an attempt to make local professional development
activities more successful.***

# *A TWIN-WIN OPPORTUNITY* 

***Fortunately, this new CCSSO initiative, with its emphasis on
formative assessment, constitutes one of those special opportunities
when a state's educational leaders can initiate an activity that
patently benefits students while, at the same time, patently benefits
the educators who initiated the activity. Putting it simply, educators
want to do the best job they can in teaching their students. But,
educators also want to be regarded as professionally successful. Whether
they are teachers or administrators, educators would prefer to be seen
as operating effective rather than ineffective schools. Similarly,
members of local or state boards of education would prefer to be
presiding over a series of educational success stories rather than a
festival of failures. The empirical evidence is emphatic---skillfully
employed formative assessments can not only bring success to those who
operate our schools but, more importantly, can enhance the quality of
education provided by those schools. This new CCSSO initiative provides
a rare opportunity where everyone involved can be a winner---especially
the students.***

***The October 2006 CCSSO ESEA Reauthorization Policy Statement calls
for a "greater focus on building state and local capacity to improve
learning opportunities for all students" (page 2). The new classroom
formative assessment initiative clearly coincides with this important
ESEA-reauthorization emphasis. Similarly, in that same October 2006
policy statement, it is pointed out that ". . . many states and
districts are now working to build more instructionally-based, formative
and summative assessment systems to help inform best practices in
teaching and learning" (page 6). Clearly, CCSSO's leadership in
nurturing greater use of appropriate formative assessment at the state,
district, and school level is certain to increase the positive
instructional impact of a state's assessment endeavors.***

***Reference***

***Black, Paul and Dylan William, "Inside the Black Box: Raising
Standards Through Classroom Assessment, Phi Delta Kappan, 80(2), 139-148
(1998)***

![](media/image7.jpeg){width="1.18125in" height="0.6986111111111111in"}

***[Assessment Training Institute]{.smallcaps}***

***Date: November 20, 2006***

***From: Rick Stiggins and Judy Arter***

***Subject: Leading Professional Development in Classroom Assessment***

***On behalf of the Counsel of Chief State School Officers (CCSSO) and
the Educational Testing Service (ETS) we welcome you to the seminar
Leading Professional Development in Classroom Assessment (LPD) as part
of the project Implementing and Improving Comprehensive and Balanced
Learning and Assessment Systems for Success in High School and Beyond.
The purpose of this project is to assist high school teams in the
effective design, use, and integration of classroom-based formative
assessments within a balanced assessment system.***

***Intended Audience***

***This kick off three-hour orientation and the two day LPD to follow
(December 13-14 and repeated January 17-18) are designed for State
Department of Education (SDOE) teams of 5-8 people who will lead
continuing professional development opportunities for a small sample of
high-poverty, low-performing high schools within their state.***

***Intended Outcomes***

***These two sessions will prepare SDOE staff to fulfill their
responsibilities:***

-   ***Develop an action plan for delivery of technical assistance,
    including recruitment of eligible high-poverty high schools***

-   ***Provide short kick-off presentations to participating high school
    faculty, the purpose of which is to introduce the project and
    motivate teachers to join collaborative learning teams on high
    quality classroom assessment for learning***

-   ***Provide support to participating districts in managing and
    directing individual learning teams and helping schools and their
    districts put in place the infrastructure needed for maximum
    success***

***Additionally, this initial seminar series is designed to deepen SBOE
participants' understanding of :***

-   ***Balanced assessment***

-   ***Assessment for learning practices***

-   ***Keys to assessment quality***

-   ***Familiar with the format and content of ETS classroom assessment
    materials***

***Responsibilities Prior to the Seminar***

***To make maximum use of the two-day LPD, following the orientation, we
ask that all participants complete reading and viewing assignments prior
to attending. The materials and instructions accompany this letter (see
below) and will be described during this opening orientation. We regard
the completion of this homework an essential ingredient the professional
learning experience we have planned for you.***

***ETS Model for Professional Development in Classroom Assessment***

***We have created our professional development materials---books,
interactive videos, and user guides---for use in the context of
collaborative learning teams. Many studies of professional development
delivery models have shown that ongoing, job-embedded study.
collaborative and hands on practice-based learning experiences are
significantly more effective in causing change in the classroom than
stand-alone workshops.***

***Our approach to professional development bears directly on the
working relationship we are establishing with you. We are not preparing
you to be the assessment trainer. Rather, our focus is on helpoing you
get ready to share with district/high school teams the power of balanced
assessment systems and productive formative assessment. This involves***

-   ***Helping them understand formative and classroom assessment in the
    larger context of all school assessment,***

-   ***Self-evaluation to see if their school/districts have established
    learning environments conducive to productive assessment,***

-   ***The development and presentation of brief introductory
    presentations designed to invite others to join a professional
    learning program on sound assessment as a foundation for quality
    balanced assessment,***

-   ***Facilitation of an ongoing learning team-based professional
    development program***

***Reference #6.3***

***See appendix C: "Certified Mentor Trainers" section***

***Reference #6.4***

***Center for New Educators of Mathematics and Science***

***The Center for New England Educators of Mathematics and Science
(CNEMS) is a four year collaboration among 14 rural high need schools in
Maine and the Maine Mathematics and Science Alliance addressing the
critical need to recruit, prepare, place, support, and retain qualified
high school mathematics and science teachers, while building strong
teacher leadership to support a sustainable model.***

***CNEMS is designed to support new teachers who are recent graduates of
a teacher preparation program, recently assigned to teach outside of
their certification area or enter teaching through alternative
certification routes. In addition, it will elevate the skills and
knowledge of experienced teachers preparing them to step into new
professional strictures, roles, and responsibilities for supporting new
teachers and implementing standards-based mathematics and science reform
efforts at the district, regional, and state level. Higher education
partners will participate in the recruitment and placement of these
teachers and the districts and the Maine Mathematics and Science
Alliance (MMSA) will provide co-mentoring and professional development
support for the new and experienced teachers enhancing their own skills
and knowledge, forging new and strengthening existing collaborations
with high schools.***

***CNEMS will build on the collaboration and the infrastructure of the
MMSA and multiple strategies for increasing the number of highly
qualified teachers in rural high schools. These include supports such as
education scholarships, future teacher clubs, innovative professional
development session's for embedded strategies, mentoring structures
based on research, support fro mentors, collaborations with school
districts and institutes of higher education, electronic support and
reflective dialogue, and ongoing collegial contact to create a coherent
and continuous curriculum of learning for experienced and new high
school teachers. One focus is to increase the number of people who are
interested in teaching mathematics and science through leadership in the
context of improved science and mathematics learning.***

***CNEMS will provide a systematic approach and curriculum, while
allowing for flexibility and experimentation to learn what works best in
local districts. The project will built on the existing infrastructure
and teacher leadership program capacity of the MMSA for supporting new
teachers. It will draw upon the knowledge base about content based
induction programs ( Michigan State University and WestEd. 2006),
effective professional development research at the National Institute
for Science Education (Loucks-Horsley, Hewson, Love& Stiles, 1998),
research into international induction practices (Britton, Raizen, Paine,
&Huntley, 2000), leadership strategies from the National Academy for
Science and Mathematics Education Leadership (2000-present), mentoring
strategies in high schools from the Northern New England Co-Mentoring
Network ( 2002-2006), recruitment strategies from the Maine Mathematics
and Science Teaching Excellence Collaborative (2002-2006), and
electronic mentoring strategies from the NSTA Electronic Mentoring for
Science Success (2004-present). The MMSA has been involved with each of
these efforts, and the MMSA will continue to collaborate with the
University of Maine, The University of Maine at Farmington, the
University of Southern Maine, the National Science Teachers Association,
and the New Teacher Center for advice on the design and implementation
of the CNEMS.***

*No Child Left behind Act of 2001*

Public Law 107-110

**Title II, Part A, Improving Teacher Quality State Grants**

**Abstract:** **Higher Literacy for Washington County** is a
collaborative of **all** the schools in Washington County including the
Seven High Need LEAs, SAD #19, SAD #37, Eastport, Jonesport, Machias,
Pembroke, Wesley grades 4-12, with the University of Maine, Machias, and
the Washington County Consortium for School Improvement (WCC) as
partners. Dr. Julie Meltzer from the Center of Research Management and
literacy expert/author will be working with the partners. Improving
student achievement and Teacher Quality for all High Needs teachers and
for all staff members is at the heart of this project.

As a result of this project there will be:

1\. Increased student achievement through the increased numbers of
highly qualified teachers by working with UMM, USM, Regional Teacher
Development Center (RTDC), the use of data for instruction, programming
by school-based literacy teams, documentation by the coach, support for
the struggling readers; and the development of a school literacy plan
across the curriculum.

2\. Increased teacher capacity for literacy instruction for all learners
through workshops, undergraduate courses, graduate courses, coaching and
mentoring, book discussions, web resources, study groups, content
groups, computer programs, and sharing from one site to another through
ATM or Polycom.

3\. Sustainable, collaborative learning communities in each school.

4\. Leadership support at the regional and local level to sustain the
project beyond the grant with structures and policies in place, and to
drive the school's action plan to successfully lead their school in this
project.

**State of Maine Procedure for Allocating Excess Title IIA Funds**

The state educational agency (SEA) has developed procedures to identify
local education agencies (LEAs) with excess Title IIA funds and to
reallocate excess funds to other eligible LEAs.

**Reallocated Funds**

The identification of excess funds is as follows:

-   Carryover funds exceeding the allowable percentage of 15%

-   Funds allocated to any LEA that elected not to participate in the
    Title IIA program,

-   Funds from an LEA that had its allocation reduced because it failed
    to meet the maintenance of effort requirement, or

-   Funds in excess for other reasons (i.e. LEA voluntary release of
    funds, recovered funds that an LEA has failed to use in accordance
    with the law.

The SEA will reallocate excess Title IIA funds to LEAs with the greatest
need for such funds for the purposes of addressing inequities inherent
in, or mitigating hardships caused by the application of the allocation
provisions. LEAs meeting the following criteria due to factors such as
population shifts and changing economic circumstances will be considered
those in greatest need:

-   LEAs having the greatest increase in the percentage of children from
    poor families for the previous year, and

-   LEAs failing to meet annual measurable objective for increasing
    highly qualified teachers by 2%, and

-   LEA's failing to meet annual measurable objectives to increase by 2%
    the number of teachers receiving high-quality professional
    development, and

-   LEAs with less than the maximum allowable carryover funds from the
    previous school year.

**Application Procedure**

The SEA notifies LEAs in October of the possibility of reallocated
funds. An LEA must submit to the SEA by November 30 its intent to apply
for the reallocated funds by submitting documentation of the above
criteria and its proposed use of the funds. Allowable uses of these
funds would be the same as allowable uses for all Title IIA funds but
proposed uses should address areas of identified weakness.

By January 1, the SEA will determine the amount of funds available and
will establish a rank ordered list of LEAs. When a district is notified
that reallocated funds are being reserved for use in their identified
project, it will be necessary for the LEA top submit an Application for
Reallocated Funds within thirty days. If the application is not
submitted within thirty days, the SEA will offer the funds to the next
prioritized LEA. The SEA will continue to fund the eligible LEAs in
order of identified need to the extent possible.

**Local Education Agency (LEA) Action Plan for Highly Qualified
Teachers**

**2006-2007 School Year**

[LEA Name/ LEA Code Superintendent Name (Print or Type) Sup. Signature /
Date]{.smallcaps}

[Name of Designated Point-of-contact Telephone number Contact Person's
E-Mail]{.smallcaps}

[[/]{.underline} [/ ]{.underline}]{.smallcaps}

[Plan approved by (Person or Entity) /Date Plan approved by (MDOE
Staff)/Date]{.smallcaps}

I.  **NEEDS ASSESSMENT**: Enter LEA-level **data from the 2005-2006
    school year** for the following elements.

+---------------------------+--------+---------+-----------------------+
| Number and Percentage of  | Number | Per     | Comments              |
| Core Academic Subject     |        | centage |                       |
| Teachers                  |        |         |                       |
|                           |        |         |                       |
| Who Are **NOT** Highly    |        |         |                       |
| Qualified                 |        |         |                       |
+---------------------------+--------+---------+-----------------------+
|                           |        |         |                       |
+---------------------------+--------+---------+-----------------------+
| Number and Percentage of  | Number | Per     | Comments              |
| Core Academic Subject     |        | centage |                       |
| Classes Taught By         |        |         |                       |
| Teachers Who Are **NOT**  |        |         |                       |
| Highly Qualified          |        |         |                       |
+---------------------------+--------+---------+-----------------------+
|                           |        |         |                       |
+---------------------------+--------+---------+-----------------------+
| Number of Percentage of   | Number | Per     | Comments              |
| Core Academic Subject     |        | centage |                       |
| Teachers Who Did **NOT**  |        |         |                       |
| Receive High-Quality      |        |         |                       |
| Professional Development  |        |         |                       |
| during the previous       |        |         |                       |
| school year               |        |         |                       |
+---------------------------+--------+---------+-----------------------+
|                           |        |         |                       |
+---------------------------+--------+---------+-----------------------+
| Core Academic Subjects,   |        |         |                       |
| Grades, and Student       |        |         |                       |
| Groups in Which the LEA   |        |         |                       |
| **Did NOT Make AYP**      |        |         |                       |
| based on Spring 2006      |        |         |                       |
| statewide assessments     |        |         |                       |
+---------------------------+--------+---------+-----------------------+
| Core Academic Subjects    |        |         |                       |
| and Grades That Have      |        |         |                       |
| Teaching Vacancies That   |        |         |                       |
| the LEA **CANNOT** Fill   |        |         |                       |
| with HQ Teachers          |        |         |                       |
+---------------------------+--------+---------+-----------------------+

**Add any other data for the LEA that establishes needs related to
ensuring that all core academic subject teachers are highly qualified.**

**Page 2 -- LEA Action Plan for Highly Qualified Teachers**

II. **TARGET AUDIENCE**: Using the following chart, **identify** **the
    target audience -- [core academic subject teachers that are NOT
    highly qualified]{.underline} and [core academic subject classes
    taught by teachers that are NOT highly qualified]{.underline}**.
    Below the table, write a brief summary to describe highly qualified
    teacher needs in the LEA

+-----------------+--------+--------------+--------+-------------------+
| **School Name** | **Grad | **Subject**  | **No.  | *                 |
|                 | e(s)** |              | of     | *Notes/Comments** |
| **and           |        |              | C      |                   |
| Descriptive     |        |              | lasses |                   |
| Information**   |        |              | Ta     |                   |
|                 |        |              | ught** |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+
|                 |        |              |        |                   |
+-----------------+--------+--------------+--------+-------------------+

**SUMMARY:**

**Page 3 -- LEA Action Plan for Highly Qualified Teachers**

III. **PLANNING COLLABORATION**: Create a **list of individuals that
     collaborated to develop the LEA plan**. (See instructions on Page 4
     of Guidance for LEA Plans. Insert lines in the table, as needed.)

  ---------------- -------------------- ------------------ ---------------
  **Name of        **Position or        **Contact          **Notes**
  Individual**     Relationship to      Information**      
                   LEA**                                   

                   LEA Superintendent                      

                   LEA designated                          
                   contact for "highly                     
                   qualified" teacher                      
                   issues                                  

                                                           

                   MDOE Title IIA                          
                   Coordinator                             

                   Teacher (already                        
                   "highly qualified")                     

                                                           

                                                           

                   Local School                            
                   Administrator                           

                                                           
  ---------------- -------------------- ------------------ ---------------

**Page 4 -- LEA Action Plan for Highly Qualified Teachers**

IV. **LEA ACTIONS TO GET ALL TEACHERS HIGHLY QUALIFIED**: List and
    describe LEA **actions to get all teachers highly qualified and to
    ensure that poor and minority students and those in schools
    identified for improvement are not taught by inexperienced,
    unqualified, or out-of-field teachers at higher rates than other
    students**. [Refer to the Needs Assessment and Target Audience
    analysis to keep local needs in mind.]{.mark} Insert lines in the
    chart, as needed.

+-------------------------+-----------+-----------+----------+--------+
| **LEA Action**          | **Person  | **Re      | **Comp   | **N    |
|                         | Resp      | sources** | letion** | otes** |
|                         | onsible** |           |          |        |
|                         |           | **(Fund   |          |        |
|                         |           | Source/   |          |        |
|                         |           | \$\$)**   |          |        |
+-------------------------+-----------+-----------+----------+--------+
| \*Appoint a             |           |           |          |        |
| system-level            |           |           |          |        |
| administrator as the    |           |           |          |        |
| single point-of-contact |           |           |          |        |
| who will work directly  |           |           |          |        |
| with teachers and with  |           |           |          |        |
| MDOE staff on "highly   |           |           |          |        |
| qualified" issues.      |           |           |          |        |
+-------------------------+-----------+-----------+----------+--------+
| \*Consider (1) changing |           |           |          |        |
| teacher assignments     |           |           |          |        |
| within a school, (2)    |           |           |          |        |
| within-school           |           |           |          |        |
| transfers, and (3)      |           |           |          |        |
| between-school          |           |           |          |        |
| transfers to have       |           |           |          |        |
| teachers highly         |           |           |          |        |
| qualified.              |           |           |          |        |
+-------------------------+-----------+-----------+----------+--------+
| \*Conduct a meeting     |           |           |          |        |
| with each teacher who   |           |           |          |        |
| is not yet highly       |           |           |          |        |
| qualified. Develop an   |           |           |          |        |
| individual action plan  |           |           |          |        |
| with each teacher.      |           |           |          |        |
+-------------------------+-----------+-----------+----------+--------+
| \*Schedule and conduct  |           |           |          |        |
| periodic checks for     |           |           |          |        |
| completion of           |           |           |          |        |
| agreed-upon actions.    |           |           |          |        |
+-------------------------+-----------+-----------+----------+--------+
| \* Ensure that each     |           |           |          |        |
| teacher who is not yet  |           |           |          |        |
| highly qualified        |           |           |          |        |
| receives support and    |           |           |          |        |
| assistance related to   |           |           |          |        |
| content knowledge and   |           |           |          |        |
| teaching skills needed  |           |           |          |        |
| for the teaching        |           |           |          |        |
| assignment, including   |           |           |          |        |
| teacher mentoring and   |           |           |          |        |
| high-quality            |           |           |          |        |
| professional            |           |           |          |        |
| development, both of    |           |           |          |        |
| which must meet the     |           |           |          |        |
| state and NCLB          |           |           |          |        |
| definitions and         |           |           |          |        |
| criteria for those      |           |           |          |        |
| professional            |           |           |          |        |
| components.             |           |           |          |        |
+-------------------------+-----------+-----------+----------+--------+

-   

-   

-   **These actions are required in each LEA's plan.**

**Page 5 -- LEA Action Plan for Highly Qualified Teachers**

V. **LEA ASSURANCES RELATED TO HIGHLY QUALIFIED TEACHERS:** Place a
check in front of each assurance to indicate that LEA administrators are
aware of the compliance issue and that the LEA is in full compliance.
**[Please note that the LEA superintendent's signature is required at
the bottom of this page.]{.mark}**

❏ All teachers will be assigned to teach a grade level(s) and subject(s)
for which the teacher holds proper Maine certification and for which the
teacher has been deemed highly qualified.

❏ The LEA has established procedures for developing individual teacher
plans that provide for clear and direct communication between the LEA
and individual teachers.

❏ The LEA will notify, annually at the beginning of the school year,
parents of each student attending each school that receives Title I,
Part A funds that the parents may request and the LEA will provide, in a
timely manner, information regarding the professional qualifications of
the student's teachers in accordance with Section 1111(h)(6)(A).

❏ The LEA will ensure that each school that receives Title I, Part A
funds provides to each parent timely notice that the parent's child has
been assigned, or has been taught for four or more consecutive weeks by,
a teacher who is not highly qualified. \[See Section 1111(h)(6)(B)(ii)\]

❏ The LEA has policies and procedures to prohibit use of Title I, Part A
funds to pay the salary of any new paraprofessionals, except under
certain limited cases as described in Section 2141(c)(2).

❏ The LEA has policies and procedures to prohibit use of Title II, Part
A funds to pay the salary of any teacher who does not meet the NCLB and
state definitions of "highly qualified" teacher.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
[\_\_\_\_\_\_\_]{.underline}

LEA Superintendent Name LEA Superintendent Signature Date

**Guidance for LEA Action Plans for Highly Qualified Teachers**

**(Meeting and Maintaining the 100% Goal)**

This document provides guidance for local education agencies (LEAs) for
meeting and maintaining the 100% goal of having all core academic
subject teachers "highly qualified." Information and expectations herein
are based on statutory requirements in the *No Child Left Behind Act of
2001* (NCLB). Laws, documents, and memoranda referenced in this guidance
are available on the State Department of Education Web site at the
following link: <http://www.maine.gov/education/index.shtml>

NCLB requires that all core academic subject teachers be "highly
qualified" by the end of the 2005-2006 school year. Informational Letter
152 dated June 7, 2006, from Commissioner Gendron to LEA superintendents
clarified that "the end of the 2005-2006 school year" is interpreted as
August 31, 2006. NCLB Section 2141 describes what the state and LEAs
must do if the 100% goal is not met. Specifically, LEAs that do not have
all teachers highly qualified by the end of the 2005-2006 school year,
or on-track to be highly qualified before the beginning of the 2006-2007
school year, or LEAs that are meeting their annual measurable objectives
to increase the % of highly qualified teachers must:

1.  Develop or revise a plan for the LEA, in consultation with the MDOE,
    that describes specific actions that will be taken and uses of
    federal funds to assist teachers in meeting the "highly qualified
    teacher" requirement.

2.  Develop a plan for each core academic subject teacher who is not
    highly qualified.

NCLB Section 1119(a)(3) requires that each LEA have a plan that
describes actions the LEA will take to ensure that all teachers are
highly qualified. Section 2122(b)(10) requires that the plan describe
how the LEA will use Title II funds to meet the requirements of Section
1119. Additionally, the plan must include specific strategies that will
be implemented to ensure that poor and minority students and those in
schools identified for improvement are not taught by inexperienced,
unqualified, or out-of-field teachers at higher rates than are other
students. If the LEA has a plan that meets these requirements, the plan
can be refined to describe specific actions the LEA will implement and
specific uses of Title I, Title II, and other funds to support the
planned actions.

LEA plans must be approved locally, through whatever mechanism is
required by the LEA, and submitted to the State Department of Education
if it is determined that a plan is required. Submit plans by regular
mail, express mail, or hand delivery to:

Barbara Moody

Title IIA Coordinator

Maine Department of Education

23 State House Station

Augusta, ME 04333-0023

This guidance is designed for LEAs that have teachers who are not yet
highly qualified; however, the planning template may be helpful for all
LEAs to strengthen the quality and effectiveness of plans and to ensure
equitable distribution of highly qualified teachers.

**[LEA Plan for Highly Qualified Teachers]{.underline}**

1.  **Needs Assessment**: As is required by NCLB Section 2122, the LEA
    Plan for Highly Qualified Teachers must be based on an assessment of
    local needs. At a minimum, data for the following elements must be
    used as a basis for the plan:

```{=html}
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```
a.  the number and percentage of core academic subject teachers who are
    **[not]{.underline}** highly qualified;

b.  the number and percentage of core academic subject classes taught by
    teachers who are **[not]{.underline}** highly qualified;

c.  the number and percentage of core academic subject teachers who did
    **[not]{.underline}** receive high-quality professional development
    during the previous school year;

d.  the subjects, grades, and student groups for which the LEA did
    **[not]{.underline}** make AYP based on accountability results from
    the most recent LEA Accountability Report; and

e.  the core academic subjects and grades for which the LEA has teaching
    vacancies that it cannot fill with highly qualified teachers.

> The Needs Assessment is addressed on Page 1-Section I of the Template
> for LEA Plan.

2.  **Target Audience**: This component allows the LEA to analyze data
    by school. For each school in the LEA that has not met the 100%
    goal, create a chart of core academic subject teachers who are not
    yet highly qualified. In the formal LEA plan, list teaching
    positions (for which the currently assigned teacher is not yet
    highly qualified) by subject, grade, and classes taught. (For
    administrative purposes, individual teacher names may be added to a
    working copy of the plan.) This chart will identify -- at a glance
    -- the schools, grades, subjects, and classes where teachers who
    have not yet met the highly qualified requirement are assigned. To
    provide a clear understanding of equitable distribution of teachers,
    information about the school's academic accountability status and
    poverty should be included. See "Example of Highly Qualified Teacher
    Needs" (Page 3).

> After analyzing the chart, write a brief summary to describe highly
> qualified teacher needs in the LEA. For example, findings from the
> example may be summarized as follows:
>
> *Ten (10) core academic subject teachers, representing 46 classes in 4
> schools, are not highly qualified. Six (6) teachers and 24 classes are
> in the area of Mathematics. Three (3) of the four schools are
> high-poverty and two of the high-poverty schools did not make AYP in
> academic areas based on the previous year's accountability results. Of
> the total classes, 42 are in middle/secondary grades.*
>
> This analysis will determine the intensity of resources needed to get
> all teachers highly qualified and will guide development of strategies
> and actions.
>
> The Target Audience is addressed on Page 2-Section II of the Template
> for LEA Plan.
>
> **NOTE: All other components of the LEA Plan must relate to the Needs
> Assessment and Target Audience.**
>
> Example of Highly Qualified Teacher Needs

LEA Chart of Teachers Not Highly Qualified (End of 2005-2006 School
Year)

+---------------+-------+-------------+----------+--------------------+
| **School Name | **Gr  | **Subject** | **No. of | **Notes/Comments** |
| (and          | ade** |             | Classes  |                    |
| Descriptive   |       |             | Taught** |                    |
| I             |       |             |          |                    |
| nformation)** |       |             |          |                    |
+---------------+-------+-------------+----------+--------------------+
| XYZ High      | 10    | Biology     | 5        | Tenured-says he    |
| School -- 78% |       |             |          | will retire in 3   |
| poverty; did  |       |             |          | years              |
| not make AYP  |       |             |          |                    |
| in            |       |             |          | *(Even though this |
| Mathematics   |       |             |          | teacher intends to |
| (all          |       |             |          | retire, he must    |
| students) and |       |             |          | agree to and       |
| Graduation    |       |             |          | complete an        |
| Rate          |       |             |          | individual teacher |
|               |       |             |          | plan.)*            |
+---------------+-------+-------------+----------+--------------------+
|               | 9-10  | Algebra I   | 5        | Working on         |
|               |       |             |          | academic degree in |
|               |       |             |          | mathematics        |
+---------------+-------+-------------+----------+--------------------+
|               | 12    | Economics   | 4        | Certified in       |
|               |       |             |          | History; did not   |
|               |       |             |          | pass Praxis II;    |
|               |       |             |          | will re-take test  |
+---------------+-------+-------------+----------+--------------------+
| MNO High      | 9     | Algebra I   | 3        | Not eligible for   |
| School -- 49% |       |             |          | HOUSSE portfolio   |
| poverty; did  |       |             |          | or other non-test  |
| not make AYP  |       |             |          | options; refuses   |
| in            |       |             |          | to take test       |
| Participation |       |             |          |                    |
| (all          |       |             |          |                    |
| students)     |       |             |          |                    |
+---------------+-------+-------------+----------+--------------------+
|               | 12    | English     | 5        | New hire;          |
|               |       |             |          | certified, but no  |
|               |       |             |          | highly qualified   |
|               |       |             |          | applicants         |
+---------------+-------+-------------+----------+--------------------+
| ABC Middle    | 8     | Algebra I   | 5        | Needs more points  |
| School -- 85% |       |             |          | on HOUSSE          |
| poverty; did  |       |             |          | portfolio          |
| not make AYP  |       |             |          |                    |
| in            |       |             |          |                    |
| Mathematics   |       |             |          |                    |
| (all students |       |             |          |                    |
| and           |       |             |          |                    |
| high-poverty  |       |             |          |                    |
| students) and |       |             |          |                    |
| Reading       |       |             |          |                    |
| (special      |       |             |          |                    |
| education)    |       |             |          |                    |
+---------------+-------+-------------+----------+--------------------+
|               | 7     | Social      | 5        | Not eligible for   |
|               |       | Studies     |          | HOUSSE portfolio   |
|               |       |             |          | or other non-test  |
|               |       |             |          | options; took, but |
|               |       |             |          | did not pass       |
|               |       |             |          | Praxis II          |
+---------------+-------+-------------+----------+--------------------+
|               | 5-8   | Special     | 5        | Already highly     |
|               |       | Education:  |          | qualified in       |
|               |       | Mathematics |          | English Language   |
|               |       |             |          | Arts; not eligible |
|               |       |             |          | for HOUSSE         |
|               |       |             |          | portfolio or other |
|               |       |             |          | non-test options   |
|               |       |             |          | in Mathematics     |
+---------------+-------+-------------+----------+--------------------+
|               | 7     | Mathematics | 5        | Already highly     |
|               |       | (Sec. B)    |          | qualified in       |
|               |       |             |          | Science; not       |
|               |       |             |          | eligible for       |
|               |       |             |          | HOUSSE or other    |
|               |       |             |          | non-test options   |
|               |       |             |          | in Mathematics     |
+---------------+-------+-------------+----------+--------------------+
| DEF           | 5     | Sel         | \(4\)    | New hire; highly   |
| Elementary    |       | f-Contained |          | qualified in GA;   |
| School -- 72% |       |             | (L       | must receive AL    |
| poverty; made |       |             | anguage, | certificate before |
| AYP           |       |             | Math     | requesting highly  |
|               |       |             | ematics, | qualified review   |
|               |       |             | Science, |                    |
|               |       |             | Social   |                    |
|               |       |             | Studies) |                    |
+---------------+-------+-------------+----------+--------------------+

3.  **Planning Collaboration**: Name the individuals -- LEA
    superintendent, LEA contact person for highly qualified teacher
    issues, MDOE contact person, teachers, school administrators -- who
    will collaborate to develop the plan in accordance with NCLB Section
    2141(c)(1). Each category listed must be represented on the planning
    team; other individuals, e.g., other LEA staff may be included in
    planning.

Planning Collaboration is addressed on Page 3-Section III of the
Template for LEA Plan.

4.  **LEA Actions to Get All Teachers Highly Qualified**: List and
    describe actions by the LEA to ensure that remaining teachers become
    highly qualified by the end of the 2006-2007 school year. Refer to
    the Needs Assessment and Target Audience analysis to keep local
    needs in mind. (This component is addressed on Page 4-Section IV of
    the Template for LEA Plan.) For each action, name the person who is
    responsible for implementing the action, list amounts and sources of
    funds and other resources that will be used to implement actions,
    and set a completion date. The following actions are required in
    each LEA plan:

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a.  **Appoint a single point-of-contact,** a system-level administrator
    in the central office, who is responsible for working directly with
    teachers and with SDE staff on highly qualified teacher issues.

b.  **Consider (1) changing teacher assignments within a school, (2)
    within-school transfers, and (3) between-school transfers** to
    accomplish the goal of having all core academic subject teachers
    highly qualified and to ensure equitable distribution of highly
    qualified teachers.

c.  **Conduct a meeting with each teacher** **who is not yet highly
    qualified to develop an individual action plan**, a written
    agreement between the LEA and the teacher, for becoming highly
    qualified as quickly as possible but not later than the end of the
    2006-2007 school year. The written agreement, which must be signed
    by the teacher and the local superintendent or his/her authorized
    designee, should include a statement of possible consequences for
    failure to demonstrate highly qualified status within the time frame
    described in the plan.

d.  Establish a calendar of related events to **conduct periodic checks
    for completion of agreed upon actions**: for example, applications
    for financial assistance and approved reimbursements to teachers;
    taking the state-approved Praxis II test; taking content-related
    college-level courses.

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5.  **LEA Assurances Related to Highly Qualified Teachers**: Each LEA
    superintendent must provide, as a component of the LEA plan, written
    certification of compliance with a set of assurances related to
    achieving and maintaining the goal of having all core academic
    subject teachers highly qualified. (See Page 5-Section V of the
    Template for LEA Plan.) The following assurances must be addressed
    in the LEA plan:

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a.  All teachers will be assigned to teach a grade(s) and subject(s) for
    which the teacher holds proper Maine certification and for which the
    teacher has been deemed highly qualified.

b.  The LEA will establish procedures for developing individual teacher
    plans that provide for clear and direct communication between the
    LEA and the teachers.

c.  The LEA will notify, annually at the beginning of the school year,
    parents of each student attending each school that receives Title I,
    Part A funds that the parents may request, and the LEA will provide,
    in a timely manner, information regarding the professional
    qualifications of the student's teachers in accordance with Section
    1111(h)(6)(A).

d.  The LEA will ensure that each school that receives Title I, Part A
    funds, provides to each parent timely notice that the parent's child
    has been assigned, or has been taught for four or more consecutive
    weeks by, a teacher who is not highly qualified. \[See Section
    1111(h)(6)(B)(ii)\]

e.  The LEA will incorporate into its personnel policies and practices
    and into its LEA plan the SDE-required "Procedures for Hiring a
    Teacher Who is Not Yet Highly Qualified."

f.  The LEA has policies and procedures to prohibit use of Title I, Part
    A funds to pay the salary of any new paraprofessionals, except under
    certain limited cases as described in Section 2141(c)(2).

g.  The LEA has policies and procedures to prohibit use of Title II,
    Part A funds to pay the salary of any teacher who does not meet the
    NCLB and state definitions of "highly qualified" teacher.

**[Teacher Plan for Demonstrating Highly Qualified Status]{.underline}**

The LEA must develop an individual plan for each core academic subject
teacher who has not been deemed highly qualified by the end of the
2005-2006 school year and is not on track to meet the requirement before
the beginning of the 2006-2007 school year. This plan must be jointly
developed, as a written agreement between the LEA and the teacher, to
describe specific actions that will be taken to get the teacher highly
qualified as soon as possible, but not later than the end of the
2006-2007 school year.

It is understood that each LEA will establish its own administrative
procedures for (1) scheduling meetings with teachers, (2) developing and
securing commitments and signatures for teacher plans, and (3)
periodically monitoring implementation progress. It is required,
however, that those procedures provide for clear and direct
communication between the LEA administrative office and each teacher for
whom a plan will be developed. **The LEA superintendent and his/her
designated staff must retain responsibility and accountability for
teacher plans in order to demonstrate a "good faith effort" in
implementing the federal and state requirements related to "highly
qualified" teachers.**

If the teacher is properly certified to teach the assigned subject(s)
and grade(s), the teacher plan should include the following:

1.  A statement indicating the teacher is properly certified for his/her
    teaching assignment.

2.  A statement indicating the teacher is not yet highly qualified.

3.  A statement to identify the option the teacher will use to achieve
    highly qualified teacher status. **Keep in mind that the high
    objective uniform state standard of evaluation (HOUSSE) option will
    no longer be a viable option after August 15, 2006, except in
    limited instances, and may not be used in individual teacher
    plans.**

4.  A list, description, and timeline of teacher actions to accomplish
    the option identified.

5.  A list, description, and timeline of LEA actions to facilitate
    accomplishment of the option identified. This element must name the
    central office administrator responsible for working with the
    teacher and, if applicable, the source(s) and amount(s) of fiscal
    support that will used for this purpose.

6.  A statement indicating the LEA's understanding that the State
    Department of Education will provide oversight for LEA actions.

7.  A statement of potential consequences for the teacher that may
    result from failure to complete actions agreed upon in the plan.

8.  The date of the agreement and signatures of the employing local
    superintendent or his/her authorized designee and the teacher.

If the teacher is not properly certified to teach the assigned
subject(s) and grade(s), the plan must also include -- in addition to
1-8, above -- a list, description, and timeline of LEA and teacher
actions that will be implemented to ensure that the teacher is properly
certified for his/her assignment.

Following is a sample format for individual teacher plans.

**SAMPLE FORMAT**

Reference #6.5

TO: Superintendents of Schools, Principals, and "HQT" Coordinators

FROM: Teacher Quality Team, Department of Education

DATE: January 31, 2007

RE: Teacher Quality: "High Need Schools" List

I am writing to notify you that your school and/or SAU qualify, using
the criteria listed in this letter, for [a voluntary assistance
program]{.underline} under Title IIA. The State has earmarked funds and
personnel for this assistance.

Data from the [2004-2005, and 2005-2006 Title IIA "Highly Qualified
Teacher" (HQT) Survey]{.underline}, percentages of inexperienced
teachers, AYP/CIPS status, and poverty levels were teacher quality
indicators, required by the United Stated Education Department, in
determining Maine's "High Need Schools". Maine has determined that these
schools merit possible technical assistance to aid them in raising these
indicators of teacher quality.

[Category A "High Need" Schools]{.underline}

A.  for which not less than 49.9 percent of the children served by the
    agency are from families that qualify for Title I services AND,

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C.  schools which are 5% points or more below the Maine State average
    for HQT, i.e. 88% HQT or less; AND AT LEAST 1 OF THE FOLLOWING

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i.  schools with more than 12.5% inexperienced teachers on staff (5%
    points or more above State average of 7.55%);

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iii. those schools that are AYP/CIPs for either reading or math for the
     whole school.

[Category B "High Need" Schools]{.underline}

A.  for which not less than 49.9 percent of the children served by the
    agency are from families that qualify for Title I services AND,

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C.  schools with more than 12.5 inexperienced teachers on staff (5%
    points or more above State average of 7.55%);

Definition: "Inexperienced Teachers": Teachers having less than 3 years
experience.

Directions for completing the ["High Need Schools" Assistance
Application]{.underline} are included as an attachment to this letter.

If the decision is made to accept this assistance, it is required that
each "High Need School" or SAU complete the application with a team of
stakeholders consisting of SAU leadership and teachers. Thank you.

Please direct any questions regarding this matter to Daniel J. Conley,
624-6639, <dan.conley@maine.gov>, or Barbara Moody, 624-6830,
<Barbara.moody@maine.gov>

"High Need" Schools Assistance Application

2006-2007

Technical Assistance and School Assistance Funds for "High Need" Schools

The Maine Department of Education will provide Title IIA technical
assistance and limited funds to create and implement a Teacher Quality
Action Plan. The technical assistance will consist of site meetings in
the school/LEA, or region to aid in creating an action plan to address
identified needs. Funds will be allocated based on factors such as "High
Need Category", along with short and long-term Teacher Quality goals.
Schools are encouraged to collaborate in a regional group, if at all
possible, to maximize services and gain more from sharing professional
development activities.

Title IIA "High Need" Schools applying for technical assistance and
school assistance funds commit to forming a Teacher Quality Action Team
of three to eight members that includes representatives from SAU
leadership/administration and teachers. This team will have
decision-making authority for planning professional development, and
responsibility for implementing and evaluating the Teacher Quality
Action Plan in 2006-2007.

We are [not]{.underline} interested in technical assistance and school
assistance funds. \_\_\_\_\_

We are interested in technical assistance with school assistance funds.

We understand that a portion of NCLB School Assistance funds are used to
fund "High Need Schools" consultants' costs. \_\_\_\_

School \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
LEA\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Principal \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Printed Signature

Superintendent \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Printed Signature

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Complete this form and send to Daniel J. Conley, Department of
Education, Cross State Office Building, 23 State House Station, Augusta,
Maine, 04333-0023

If you have questions, please contact Daniel J. Conley, 624-6639,
<dan.conley@maine.gov>

or Barbara Moody, 624-6830, <barbara.moody@maine.gov>

Implementation Correspondence to "High Need Schools".

Good afternoon,

 

Attached you will find a letter of notification from the Maine
Department of Education, informing you of your eligibility for a
technical assistance program targeted at schools that qualify as \"High
Need\" using specific federal criteria. These schools were chosen as
they met a number of criteria such as having high numbers of: non-Highly
Qualified Teachers; inexperienced teachers; high poverty students;
and/or qualifying for Continuous Improvement Program funds. A copy of
this letter is being sent to you via United States Postal Service also.

 

The attached letter explains this more fully, and also specifies the
methods by which you may access this aid [if you decide to do
so]{.underline}. This designation in no way determines that your schools
are deficient in any way, and [participation is completely
voluntary.]{.underline} It simply indicates that these schools meet the
criteria, set forth in United States Department of Education protocols,
as demonstrating \"High Need\' characteristics.

 

The State would like to offer any assistance you may determine necessary
or appropriate to address these possible issues, with the hope that this
assistance will help you meet your own goals of improving student
achievement and teacher quality.

 

Please feel free to contact me or my colleague, Barbara Moody (624-6830)
to discuss this further or to seek any clarification of the attached
materials.

 

Respectfully,

 

Daniel J. Conley

Distinguished Educator for

Teacher Quality, Professional Development,

and Mentoring & Induction

Maine Department of Education

Cross State Office Building

23 State House Station

Augusta, Maine 04333-0023

Tel: (207) 624-6639

Fax: (207) 624-6841

Good Morning,

 

This is notice of receipt for your application for assistance under the
Maine Department of Education\'s \"High Need School\" program. The
application period ends as of March 1, 2007. We are time stamping
applications, and shall be in touch with your office in order to
schedule an initial meeting for planning purposes, if you checked that
option on the application. Thank you.

 

Respectfully,

 

Daniel J. Conley

Distinguished Educator for

Teacher Quality, Professional Development,

and Mentoring & Induction

Maine Department of Education

Cross State Office Building

23 State House Station

Augusta, Maine 04333-0023

Tel: (207) 624-6639

Fax: (207) 624-6841

 

[^1]: Prince, C. (2003). *Higher pay in hard-to-staff schools: The case
    for financial incentives.* Lanham, MD: Scarecrow Press, Inc.

[^2]: Alliance for Excellent Education. (2004). *Tapping the potential:
    Retaining and developing high-quality new teachers.* Washington, DC:
    Author.
    <http://www.all4ed.org/files/archive/publications/TappingThePotential/TappingThePotential.pdf>

[^3]: Jacobson, L. "More teachers trained in alternative routes,"
    *Education Week*, June 15, 2005.
    <http://www.edweek.org/ew/articles/2005/06/15/40report-1.h24.html>

[^4]: Ingersoll, R. (2001, January). "Teacher turnover, teacher
    shortages, and the organization of schools." Seattle: University of
    Washington, Center for the Study of Teaching and Policy.
    <http://depts.washington.edu/ctpmail/PDFs/Turnover-Ing-01-2001.pdf>

[^5]: http://www.maine.gov/education/edletrs/2006/ilet/06ilet115workload.pdf

[^6]: Goldhaber, D., & Anthony, E. (2005, November 29). *Can teacher
    quality be effectively assessed? National Board Certification as a
    signal of effective teaching.* Washington, DC: Urban Institute.\
    <http://www.urban.org/UploadedPDF/411271_teacher_quality.pdf>