![](media/image1.png){width="2.1381944444444443in" height="2.0in"}

CALIFORNIA'S REVISED STATE PLAN

for

**NO CHILD LEFT BEHIND: HIGHLY QUALIFIED TEACHER**

**Submitted by**

**the California State Board of Education**

**in association with the**

**State Superintendent of Public Instruction**

**Sacramento, California**

**September 29, 2006**

**Revised November 20, 2006**

**[Introduction]{.underline}**

To maintain California's position as a world-class leader both
economically and technologically, the state must continue to develop and
support a world-class educational system. This includes ensuring that
there is an adequate supply of highly qualified and effective teachers
and administrators who are prepared to meet the challenges of teaching
California's growing and diverse student population. The state must also
ensure the equitable distribution of the most well-prepared teachers and
administrators throughout the state, particularly in low-performing
schools that serve a disproportionate number of poor and minority
students, English learners, and special education students. Recruiting
and developing highly qualified teachers and administrators is the most
important investment of resources that local, state, business, and
community leaders can make in education.

California's teacher workforce is the largest in the country with more
that 300,000 teachers serving a student population of over six million.
The California Department of Education (CDE) serves more than 9,223
schools under the local control of more than 1,059 school districts.
During the past decade substantial progress has been made in reducing
California's teacher shortages. The growing number of teachers without
full credentials, created by class size reduction in the mid-1990s, has
been reduced by half, from 42,000 in 2000-01 to around 20,000 in
2004‑05, approximately 7 percent of the total teacher workforce.
Projections are that the demand for teachers will continue to grow
through 2014-15.[^1]

Over the past decade California's public education system has undergone
unprecedented change. The state's standards-based reform movement has
transformed the focus and goals of public education, challenged schools
to set higher expectations for all students, and hold everyone from
superintendent to students responsible for academic performance.[^2]
Policymakers have focused on improving California's educational system
by lowering class sizes in the primary grades, establishing standards
across the curriculum, and initiating a standards-based assessment and
accountability system. The state's accountability system has been
expanded to include new standards tests and the *California High School
Exit Examination (CAHSEE).*

**As a result of these efforts, California students have continued to
improve in academic performance, as indicated by the results of the 2005
Standardized Testing and Reporting (STAR) Program.**[^3] **Test scores
in reading and mathematics are up in every**

**grade and more students are passing the high school graduation exam.
In significant part this effort has been aided by a comprehensive state
strategy that includes:**

• High academic expectations in the core subject areas of
English--language arts, mathematics, science, and history--social
science.

• State Board of Education-approved standards-based instructional
materials that give teachers the tools necessary to deliver more
rigorous content.

• The statewide STAR Program that provides for the disaggregating of
numerically significant subgroups by ethnicity, English-language
fluency, disabilities, and economic status. This information allows for
local examination of student progress and determination of need for
intervention programs and strategies.

Most recently California has dedicated itself to improving the quality
and effectiveness of all its teachers. These efforts, in accordance with
No Child Left Behind, have resulted in significant improvements in the
preparation, authorization, and assignment of teachers throughout the
state. Despite its vast numbers of students, teachers, LEAs, and school
sites, California has made huge strides towards making sure all children
are taught by highly qualified and effective teachers. Toward this end,
California has adopted the following plan to ensure that no child is
left behind in the effort to improve education throughout our great
state.

**California's Revised HQT Plan**

**TABLE OF CONTENTS**

  -----------------------------------------------------------------------
  **Requirement 1 Pages 5-21**

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

> The revised Highly Qualified Teacher (HQT) plan must provide a
> detailed analysis of the core academic subject classes in the State
> that are currently not being taught by highly qualified teachers. The
> analysis must, in particular, address schools that are not making
> adequate yearly progress and whether or not these schools have more
> acute needs than do other schools in attracting highly qualified
> teachers. The analysis must also identify the districts and schools
> around the State where significant numbers of teachers do not meet HQT
> standards, and examine whether or not there are particular
> hard-to-staff courses frequently taught by non-highly qualified
> teachers.

  -----------------------------------------------------------------------
  **Requirement 2 Pages 22-26**

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

> The revised plan must provide information on HQT status in each LEA
> and the steps the SEA will take to ensure that each LEA has plans in
> place to assist teachers who are not highly qualified to attain HQT
> status as quickly as possible.

  -----------------------------------------------------------------------
  **Requirement 3 Pages 27-48**

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

> The revised plan must include information on the technical assistance,
> programs and services that the SEA will offer to assist LEAs in
> successfully completing their HQT plans particularly where large
> groups of teachers are not highly qualified and the resources the LEAs
> will use to meet their HQT goals.

  -----------------------------------------------------------------------
  **Requirement 4 Pages 49-51**

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

> The revised plan must describe how the SEA will work with LEAs that
> fail to reach the 100 percent HQT goal by the end of the 2006-2007
> school year.

  -----------------------------------------------------------------------
  **Requirement 5 Pages 52-55**

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

> The revised plan must explain how and when the SEA will complete the
> HOUSSE process for teachers not new to the profession who were hired
> prior to the end of the 2005-06 school year, and how the SEA will
> discontinue the use of HOUSSE procedures for teachers hired after the
> end of the 2005-06 school year (except for the situations described
> below)

  -----------------------------------------------------------------------
  **Requirement 6 Pages 56-75**

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

> The revised plan must include a copy of the State's written "equity
> plan" for ensuring that poor or minority children are not taught by
> inexperienced, unqualified, or out-of-field teachers at higher rates
> than are other children.

  -----------------------------------------------------------------------
  Requirement 1: The revised Highly Qualified Teacher (HQT) plan must
  provide a detailed analysis of the core academic subject classes in the
  state that are currently *not* being taught by highly qualified
  teachers. The analysis must, in particular, address schools that are
  not making adequate yearly progress and whether or not these schools
  have more acute needs than do other schools in attracting highly
  qualified teachers. The analysis must also identify the districts and
  schools around the state where significant numbers of teachers do not
  meet HQT standards and examine whether or not there are particular
  hard-to-staff courses frequently taught by non-highly qualified
  teachers.

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

California currently has a variety of data systems used for federal and
state reporting requirements related to teacher qualifications. The
state has had limited capacity to link individual teacher-subject
authorizations with teacher assignments for a particular year.
California has been grappling with this problem for many years, but No
Child Left Behind (NCLB) has provided the impetus and incentive to yield
some meaningful progress in improving and refining education data
systems. In March 2006 the California Department of Education (CDE), in
cooperation with the California Commission on Teacher Credentialing
(CCTC), was given authorization to begin development of a California
teacher data system, identified as the California Longitudinal Teacher
Integrated Data Educational System (CALTIDES). This system of unique
teacher identifiers is to be developed and maintained by the CCTC. All
public education agencies, including local educational agencies (LEAs)
and the CDE will use these identifiers on all teacher records. The
system will be developed in the 2006-07 fiscal year with implementation
beginning in 2007-08.

Another NCLB-related activity the CCTC will undertake in 2006-07 will be
to acquire more specific individual teacher information from LEAs on the
subject areas in which each teacher is certified to teach. This activity
will connect authorization, assignment, and NCLB requirements. The
information will be available through CCTC's online Application and
Credential Search function, allowing LEAs in California or other states,
as well as the general public, to view information on the
authorization(s) a teacher holds and the subject area(s) in which a
teacher is NCLB compliant
(<https://www.teachercred.ctc.ca.gov/teachers/index.jsp>).

In addition to these improvements in teacher information, California has
begun implementation of a comprehensive longitudinal student information
system, identified as California Longitudinal Pupil Achievement Data
System (CALPADS). In 2005-06 all public school students were assigned a
unique student identifier. This system will facilitate the efficient and
accurate transfer of student information among school districts.
Longitudinal student assessment records will also facilitate more
meaningful evaluation of students' educational progress and investment
over time; ensure an efficient, flexible, and secure means of
maintaining student data to promote student achievement and the
effective management of educational resources; and support efficient and
accurate state and federal reporting. Full implementation of CALPADS is
expected by December 2008 and of CALTIDES by 2009.

**[Does the revised plan include an analysis of classes taught by
teachers who are not highly qualified? Is the analysis based on accurate
classroom-level data?]{.smallcaps}**

For the last three years, the CDE has been collecting and reporting NCLB
teacher compliance information aggregated at the school level through
its Consolidated State Application (ConApp). During this time, changes
were made to the California Basic Education Data System (CBEDS) and
Professional Assignment Information Form (PAIF) as part of CBEDS, which
collects personnel information from California public schools. In
October 2006 the CDE will begin using CBEDS-PAIF to collect NCLB
compliance information for all core academic subject classes in
California which will allow California to determine NCLB compliance
status by school site, school type, and subject area taught and the NCLB
compliance status of the teacher of each class. This information will
greatly assist the CDE in targeting monitoring efforts and directing
LEAs to appropriate professional learning opportunities for those
teachers who are not yet NCLB compliant in all of their assignments.

According to the Consolidated State Performance Report (CSPR) of October
2005, in California approximately 20 percent of all NCLB core academic
classes, as defined by federal law, were taught by noncompliant
teachers. This is a significant decrease from 2002-03 when 52 percent of
NCLB core academic classes were taught by noncompliant teachers.
California's preliminary HQT data from 2005-06 for the 2007 CSPR
indicates an overall compliance rate of 85 percent. There are 662,663
core academic classes reported in the state; of those, 566,053 are
taught by compliant
teachers.![](media/image2.pct){width="2.5409722222222224in"
height="2.1in"}

  -------------------- ---------------- ---------------- -----------------
  **2002-03 data**                                       
  {from 2004                                             
  Consolidated State                                     
  Performance Report                                     
  (CSPR)} [^4]                                           

  School Type          Total Number of  Number of Core   Percentage of
                       Core Academic    Academic Classes Core Academic
                       Classes          Taught by HQTs   Classes Taught by
                                                         HQTs

  All Schools in State                                   48%

  All Elementary                                         60%
  Schools                                                

  All Secondary                                          44%
  Schools                                                

  High-Poverty Schools                                   35%

  Low-Poverty Schools                                    53%
  -------------------- ---------------- ---------------- -----------------

There is a 3 percent difference in HQT percentage between low-poverty
elementary schools and high-poverty elementary schools.

  -------------------- ---------------- ---------------- -----------------
  **2003-04 Data**                                       
  from 2005 CSPR                                         

  School Type          Total Number of  Number of Core   Percentage of
                       Core Academic    Academic Classes Core Academic
                       Classes          Taught by HQTs   Classes Taught by
                                                         HQTs

  All Schools in State 630,647          327,267          52%

  All Elementary       162,164          79,324           49%
  Schools                                                

  All Secondary        468,483          247,943          53%
  Schools                                                

  High-Poverty Schools 153,922          61,652           40%

  Low-Poverty Schools  165,591          99,745           60%
  -------------------- ---------------- ---------------- -----------------

There is a 9 percent difference in HQT percentage between low-poverty
elementary schools and high-poverty elementary schools

+-------------------+----------------+----------------+----------------+
| **2004-05 Data**  |                |                |                |
| from 2006 CSPR    |                |                |                |
+-------------------+----------------+----------------+----------------+
| School Type       | Total Number   | Number of Core | Percentage of  |
|                   | of Core        | Academic       | Core Academic  |
|                   | Academic       | Classes Taught | Classes Taught |
|                   | Classes        | by HQTs        | by HQTs        |
+-------------------+----------------+----------------+----------------+
| All Schools in    | 635,484        | 472,482        | 74%            |
| State             |                |                |                |
+-------------------+----------------+----------------+----------------+
| Elementary Level  |                |                |                |
+-------------------+----------------+----------------+----------------+
| > High-Poverty    | 48,977         | 36,880         | 75%            |
| > Schools         |                |                |                |
+-------------------+----------------+----------------+----------------+
| > Low-Poverty     | 34,341         | 27,807         | 81%            |
| > Schools         |                |                |                |
+-------------------+----------------+----------------+----------------+
| All Elementary    | 173,723        | 135,266        | 78%            |
| Schools           |                |                |                |
+-------------------+----------------+----------------+----------------+
| Secondary Level   |                |                |                |
+-------------------+----------------+----------------+----------------+
| > High-Poverty    | 102,721        | 62,565         | 61%            |
| > Schools         |                |                |                |
+-------------------+----------------+----------------+----------------+
| > Low-Poverty     | 119,361        | 96,323         | 81%            |
| > Schools         |                |                |                |
+-------------------+----------------+----------------+----------------+
| All Secondary     | 461,761        | 337,215        | 73%            |
| Schools           |                |                |                |
+-------------------+----------------+----------------+----------------+

The ability to connect teacher information currently housed in different
state and local agencies through CALTIDES will greatly enhance the
opportunities to understand teacher supply and demand, mobility
patterns, and areas of shortage. In this way, state resources can be
more effectively directed. This process will also greatly improve the
monitoring of teacher assignments to ensure that teachers are
appropriately authorized to teach the subject they are assigned to
teach.

**[Does the analysis focus on the staffing needs of schools that are not
making AYP? Do these schools have high percentages of classes taught by
teachers who are not highly qualified?]{.smallcaps}**

Beginning with the 2006 CBEDS-PAIF data collection, the CDE's ability to
disaggregated data by school level (elementary/secondary), poverty level
(low/high), Adequate Yearly Progress (AYP) (met/not met), minority
(high/low), and class code will be seamless. This data collection method
will allow the CDE to identify the schools that are not making AYP, but
whether there are schools that have more acute needs, than do other
schools, in attracting and retaining highly qualified teachers. This
ongoing analysis will also help identify districts and schools in which
significant numbers of teachers have continually not met HQT
requirements and examines whether there are particular hard-to-staff
courses frequently taught by non-HQTs. Using the HQT/AYP analysis the
CDE will be able to target programs listed in Requirement 3.

The CDE realizes that its response to the need for this type of data
analysis if we are to meet our June 2007 NCLB HQT deadline must be
immediate. CDE staff has compiled data on poverty level (low/high), AYP
(met/not met), minority status (high/low) and years of experience
(average for district, average for each school, and actual years of
experience for each school type) for the 1,053 district and
approximately 9,372 schools in California (Attachment 6). There are
3,752 schools in California that failed to meet AYP as of September
2006, of which 982 had already been identified for participation in the
Compliance, Monitoring, Interventions and Sanctions Program (CMIS). The
2,770 schools that met their Annual Measurable Objectives for High
Quality (AMO-HQ) for at least one year and reported at least 70 percent
compliance as of June 2006, (from December 2005,) but failed to meet AYP
will be contacted separately as noted below.

  -------------- -------------- -------------- -------------- --------------
  HQT Compliance                                              
  Among Schools                                               
  in AYP                                                      
  Difficulty and                                              
  in CMIS                                                     

  Type of School NCLB Core      NCLB Core      HQT Percent    Number of
                 Academic       Taught by HQT                 Schools
                 Classes                                      

                                                              

  **AYP          310,625        253,225        81.5%          3752
  Difficulty**                                                

  CMIS           92,952         59,544         64.1%          982

  Not CMIS       217,673        193,681        89.0%          2,770

                                                              

  **Group A**                                                 

  AYP Met        18,389         16,916         92.0%          183

  AYP Not Met    34,025         31,266         91.9%          226

                                                              

  **Group B**                                                 

  AYP Met        21,807         17,087         78.4%          153

  AYP Not Met    14,686         11,504         78.3%          136

                                                              

  **Group C**                                                 

  AYP Met        30,890         14,308         46.3%          363

  AYP Not Met    10,850         3,948          36.4%          265

                                                              

  **Group C2**                                                

  AYP Met        21,866         11,233         51.4%          283

  AYP Not Met    14,504         7,169          49.4%          305
  -------------- -------------- -------------- -------------- --------------

The data provided much-needed insight that aided CDE's technical
assistance efforts. However, since these data were collected in December
2005, and most districts continued to work late into the 2005-06 school
year to meet the NCLB goal by June 2006, the CDE gave LEAs an
opportunity to update their HQT numbers:

-   LEAs will be notified of their HQT-AYP percentage, as of June 2006
    (from December 2005), as reported on the ConApp 2005. If the LEA
    feels that schools that reported less than 100 percent have now
    reached at least 95 percent, the LEA will be able to submit new data
    to the CDE confirming the new percentage.

    -   Elementary: Teacher name, grade/subject taught, how HQT
        compliant, number of NCLB classes on campus, and the number
        taught by HQTs.

    -   Secondary: 2006-07 master schedule, number of NCLB classes on
        campus, and the number taught by HQTs.

-   If LEAs have failed to meet AYP in 2005-06, have less than 95
    percent compliance (after resubmission of new data), have
    poverty/minority percentages of greater than the district average,
    and are not currently assigned to the CMIS program the CDE will:

    -   Notify the LEA that it will need to submit current HQT
        compliance numbers and a School Site General Qualifications
        Worksheet (Attachment 3) for each school in the LEA that is
        below 95 percent compliant for HQTs.

    ```{=html}
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    -   Notify the LEA that it must develop an equitable distribution
        plan as part of its required Program Improvement efforts. The
        plan must detail the specific steps necessary to ensure that
        poor and minority students in the LEA will be taught at the same
        rates as other children by highly qualified and experienced
        teachers by June 2007, as required by Section 1111 (b)(8)(C) of
        the Elementary and Secondary Education Act, as amended by NCLB.

**[Does the analysis identify particular groups of teachers to which the
state's plan must pay particular attention, such as special education
teachers, mathematics or science teachers, or multi subject teachers in
rural schools?]{.smallcaps}**

Preliminary HQT compliance percentages for October 2005, by school level
and type as of April 3, 2006, indicate that alternative education sites
continue to be staffed by teachers who are not completely NCLB
compliant; however, these programs represent a very small percentage of
the total secondary education population in California. The data are
somewhat misleading in that most of these programs report their
alternative education classes as a self-contained classroom; therefore,
they must report zero compliance until they are compliant in all
subjects they teach. This means that a high school continuation teacher
who teaches five NCLB core academic classes must be highly qualified
(HQ) in all of them before the LEA may report that teachers are HQ
compliant, even if they meet NCLB compliance in four of the five
subjects. To remedy this reporting issue, in the October 2006 CBEDS-PAIF
reporting system, the CDE will have alternative education programs (that
are not part of a comprehensive school) identify each subject taught and
not report the program as a self-contained class. This system will give
the CDE a more accurate picture of alternative education compliance.
This solution, however, cannot be offered to alternative education
programs within a comprehensive school because of county-district-school
(CDS) code issues. The CDE will work on repairing this issue for the
October 2007 CBEDS-PAIF submission.

After meeting with numerous stakeholder groups and talking extensively
to county office personnel, the CDE has determined that three
significant issues have prevented these programs from being compliant.
The first and foremost issue is that of teacher credentialing. Under
California *Education Code* Section 44865:

> ...A valid teaching credential issued by the State Board of Education
> or the Commission for Teacher Preparation and Licensing, based on a
> bachelor\'s degree, student teaching, and special fitness to perform,
> shall be deemed qualifying for assignment as a teacher in the
> following assignments\...

As a result, an LEA has the flexibility to assign a teacher to teach
subjects within the scope of their credential authorization for which
they may not have received sufficient content area training.

The second issue is the very nature of the programs, including all
secondary special education teachers, and teachers who teach in
home/hospital programs, necessary small high schools, continuation
schools, alternative schools, opportunity schools, juvenile court
school, county community schools, district community day schools, small
rural school achievement program schools, and independent study
programs. Typically, these teachers teach all subjects students in
multiple grade levels and abilities; and the environment and student
challenges make these alternate programs the most difficult to staff in
the same manner as a regular secondary program.

The third issue is that many of these programs are in very isolated
locations or are in secure facilities, making the required multiple
observations by personnel with strong subject matter backgrounds,
necessary for High Objective Uniform State Standard of Evaluation
(HOUSSE) Part 2, very problematic.

To address these issues, and specifically the issue of subject matter
acquisition and verification, the CDE has authorized the Ventura County
Office of Education to create a rigorous content verification process
for secondary teachers of multiple subjects, who teach programs such as
those listed above. This process is in the final verification stages and
will be posted on the CDE Web site when available.

+-----------------------+----------+----------+----------+----------+
| Table 2: Preliminary  |          |          |          |          |
| Elementary HQT        |          |          |          |          |
| Compliance            |          |          |          |          |
| Percentages for       |          |          |          |          |
| October 2005 by       |          |          |          |          |
| School Level and Type |          |          |          |          |
| as of April 3, 2006   |          |          |          |          |
+-----------------------+----------+----------+----------+----------+
| School Type           | El       | El       | Percent  | Percent  |
|                       | ementary | ementary |          | of       |
|                       |          |          | C        |          |
|                       | Core     | NCLB     | ompliant | All      |
|                       |          |          |          | Elem.    |
+-----------------------+----------+----------+----------+----------+
| Alternative           | 4747     | 2746     | 57.8%    | 2.599%   |
+-----------------------+----------+----------+----------+----------+
| County Community      | 649      | 345      | 53.2%    | 0.355%   |
+-----------------------+----------+----------+----------+----------+
| Community Day         | 494      | 340      | 68.8%    | 0.270%   |
+-----------------------+----------+----------+----------+----------+
| Continuation          | 2479     | 2061     | 83.1%    | 1.357%   |
+-----------------------+----------+----------+----------+----------+
| Elementary            | 156744   | 142692   | 91.0%    | 85.802%  |
+-----------------------+----------+----------+----------+----------+
| High School           | 1368     | 1190     | 87.0%    | 0.749%   |
+-----------------------+----------+----------+----------+----------+
| Juvenile Hall         | 1299     | 1078     | 83.0%    | 0.711%   |
+-----------------------+----------+----------+----------+----------+
| K-12                  | 5120     | 2976     | 58.1%    | 2.803%   |
+-----------------------+----------+----------+----------+----------+
| Middle                | 6736     | 5566     | 82.6%    | 3.687%   |
+-----------------------+----------+----------+----------+----------+
| Opportunity           | 9        | 8        | 88.9%    | 0.005%   |
+-----------------------+----------+----------+----------+----------+
| Special Ed            | 3037     | 1491     | 49.1%    | 1.662%   |
+-----------------------+----------+----------+----------+----------+
| REAP[^5]              | 7355     | 6781     | 92.2%    | 0.040%   |
+-----------------------+----------+----------+----------+----------+
| Necessary Small       | 550      | 528      | 96%      | 0.003%   |
| Schools[^6]           |          |          |          |          |
+-----------------------+----------+----------+----------+----------+
| All Schools           | 182,682  | 160,493  | 87.9%    |          |
+-----------------------+----------+----------+----------+----------+
| School level is       |          |          |          |          |
| defined by ED in CSPR |          |          |          |          |
| instructions. School  |          |          |          |          |
| type is defined by    |          |          |          |          |
| CDE on PUBLSCHL file  |          |          |          |          |
+-----------------------+----------+----------+----------+----------+

The elementary school data indicate that many of the same programs
suffer from low percentages of HQ teachers, as do their secondary
counterparts. However, most of these programs are in middle and
Kindergarten through grade eight (K-8) schools, which means the same
problem arises - that of single-subject teachers who teach multiple
subjects.[^7] The CDE has addressed this issue by using *California Code
of Regulations,* Title 5, Section 6100(c):

> Elementary, Middle/High Designation:

-   Elementary, Middle/High School: The local educational agency (LEA)
    shall determine, based on **curriculum taught**, by each grade or by
    each course, if appropriate, whether a course is elementary, or
    middle/high school.

This rule allows the teacher to use the California Subject Examination
for Teaching (CSET) - Multiple Subject examination to verify subject
matter competency, since the exam is aligned to grade one through grade
eight standards.

[Analysis of HQT Problem Areas:]{.underline}

+-------+-------+-------+------+------+-------+-------+------+-------+
| S     | Eleme | Eleme | Per  | Per  | Seco  | Seco  | Per  | Pe    |
| chool | ntary | ntary | cent | cent | ndary | ndary | cent | rcent |
| Type  |       |       |      | of   |       |       |      | of    |
|       | Core  | NCLB  | C    |      | Core  | NCLB  | C    |       |
|       | Cl    | Core  | ompl | All  | Cl    | Core  | ompl | All   |
|       | asses | Cl    | iant | E    | asses | Cl    | iant | Seco  |
|       |       | asses |      | lem. |       | asses |      | ndary |
+-------+-------+-------+------+------+-------+-------+------+-------+
| Juv   | 1299  | 1078  | 8    | 0.   | 1081  | 734   | 6    | 0     |
| enile |       |       | 3.0% | 711% |       |       | 7.9% | .225% |
| Hall  |       |       |      |      |       |       |      |       |
+-------+-------+-------+------+------+-------+-------+------+-------+

Juvenile court and county court schools serve students who are under the
protection or authority of the juvenile court system and are
incarcerated in juvenile halls, homes, ranches, camps, day centers, or
regional youth facilities. These programs meet the educational needs of
such students, as well as students who have been expelled from their
home district schools because of a status offense or other infraction or
behavior governed by the *Welfare and Institution Code* or *Education
Code*. County boards of education administer and operate the juvenile
court Schools authorized by *Education Code* sections 48645 - 48645.6.
These schools provide an alternative educational program for students
who are under the protection or authority of the juvenile court system
and are incarcerated. Students are also placed in juvenile court schools
when they are referred by the juvenile court. A minimum-day program for
juvenile court schools is 240 minutes (*Education Code* Section
48645.3). Funding is provided by the state General Fund and is included
in the annual apportionment to county offices of education.

Juvenile hall programs have among the lowest percentages of HQT in the
state. At the elementary level, 83 percent of the NCLB core academic
classes were reported as taught by HQT. However, the CDE now anticipate
this percentage to be much higher.

+-------+-------+-------+------+------+-------+-------+------+-------+
| S     | Eleme | Eleme | Per  | Per  | Seco  | Seco  | Per  | Pe    |
| chool | ntary | ntary | cent | cent | ndary | ndary | cent | rcent |
| Type  |       |       |      | of   |       |       |      | of    |
|       | Core  | NCLB  | C    |      | Core  | NCLB  | C    |       |
|       | Cl    | Core  | ompl | All  | Cl    | Core  | ompl | All   |
|       | asses | Cl    | iant | E    | asses | Cl    | iant | Seco  |
|       |       | asses |      | lem. |       | asses |      | ndary |
+-------+-------+-------+------+------+-------+-------+------+-------+
| C     | 649   | 345   | 5    | 0.   | 2764  | 2269  | 8    | 0     |
| ounty |       |       | 3.2% | 355% |       |       | 2.1% | .576% |
| Comm  |       |       |      |      |       |       |      |       |
| unity |       |       |      |      |       |       |      |       |
+-------+-------+-------+------+------+-------+-------+------+-------+
| Comm  | 494   | 340   | 6    | 0.   | 2215  | 1420  | 6    | 0     |
| unity |       |       | 8.8% | 270% |       |       | 4.1% | .461% |
| Day   |       |       |      |      |       |       |      |       |
+-------+-------+-------+------+------+-------+-------+------+-------+

Community day schools are operated by school districts and county
offices of education. Community day schools serve mandatory and other
expelled students, students referred by a School Attendance Review
Board, and other high-risk youths. The 360-minute minimum instructional
day includes academic programs that provide challenging curriculum and
individual attention to student learning modalities and abilities.
Community day school programs also focus on the development of
pro-social skills and student self-esteem and resiliency. Community day
schools are intended to have low student-teacher ratios. Students
benefit from learning support services that include school counselors
and psychologists, academic and vocational counselors, and
pupil-discipline personnel. Students also receive collaborative services
from county offices of education, law enforcement, probation, and human
services agency personnel who work with at-risk youths. Community day
schools are supported by supplemental apportionment for community day
school attendance in addition to base revenue funding.

+-------+-------+-------+------+------+------+------+------+------+
| S     | Eleme | Eleme | Per  | Per  | S    | S    | Per  | Per  |
| chool | ntary | ntary | cent | cent | econ | econ | cent | cent |
| Type  |       |       |      | of   | dary | dary |      | of   |
|       | Core  | NCLB  | C    |      |      |      | C    |      |
|       | Cl    | Core  | ompl | All  | Core | NCLB | ompl | All  |
|       | asses | Cl    | iant | E    | Cla  | Core | iant | S    |
|       |       | asses |      | lem. | sses | Cla  |      | econ |
|       |       |       |      |      |      | sses |      | dary |
+-------+-------+-------+------+------+------+------+------+------+
| O     | 9     | 8     | 8    | 0.   | 221  | 147  | 6    | 0.   |
| pport |       |       | 8.9% | 005% |      |      | 6.5% | 046% |
| unity |       |       |      |      |      |      |      |      |
+-------+-------+-------+------+------+------+------+------+------+

Opportunity Education schools, classes, and programs are established to
provide additional support for students who are habitually truant,
irregular in attendance, insubordinate, disorderly while in attendance,
or failing academically.

Districts or county offices of education may establish Opportunity
Education programs for students in grades one through twelve and can
receive incentive funding to provide Opportunity Education for students
enrolled in grades seven through nine. Opportunity Education schools,
classes, and programs provide a supportive environment with specialized
curriculum, instruction, guidance and counseling, psychological
services, and tutorial assistance to help students overcome barriers to
learning. Opportunity Education should not be viewed as a holding place
for resistant learners but as an intervention to ensure student success.
It provides comprehensive academic programs that facilitate positive
self-esteem, confidence, and personal growth with the goal of helping
students return to traditional classes and programs for grades one
through twelve.

+-------+-------+-------+------+------+------+------+------+------+
| S     | Eleme | Eleme | Per  | Per  | S    | S    | Per  | Per  |
| chool | ntary | ntary | cent | cent | econ | econ | cent | cent |
| Type  |       |       |      | of   | dary | dary |      | of   |
|       | Core  | NCLB  | C    |      |      |      | C    |      |
|       | Cl    | Core  | ompl | All  | Core | NCLB | ompl | All  |
|       | asses | Cl    | iant | E    | Cla  | Core | iant | S    |
|       |       | asses |      | lem. | sses | Cla  |      | econ |
|       |       |       |      |      |      | sses |      | dary |
+-------+-------+-------+------+------+------+------+------+------+
| Co    | 2479  | 2061  | 8    | 1.   | 1    | 1    | 7    | 3.   |
| ntinu |       |       | 3.1% | 357% | 4693 | 0695 | 2.8% | 061% |
| ation |       |       |      |      |      |      |      |      |
+-------+-------+-------+------+------+------+------+------+------+

Continuation education is a high school diploma program designed to meet
the needs of students sixteen through eighteen years of age who have not
graduated from high school, are not exempt from compulsory school
attendance, and are deemed at risk of not completing their education.
*Education Code* (EC) sections that provide for continuation education
include sections 44865, 46170, 48400 - 48438, and 51055.

Students enrolled in continuation education programs are often deficient
in credits or in need of a flexible schedule due to employment, family
obligations, or other critical needs. For apportionment purposes a
minimum day of attendance in continuation education is 180 minutes.
However, many continuation high schools offer academic programs that
exceed the minimum daily attendance requirement.

In addition to providing state-mandated academic courses for high school
graduation, continuation education emphasizes guidance, career
orientation, and/or a work-study schedule. Supplemental programs and
services may include independent study, regional occupational centers
and programs, career counseling, job placement, and apprenticeships.

+-------+-------+-------+------+------+-------+-------+------+-------+
| S     | Eleme | Eleme | Per  | Per  | Seco  | Seco  | Per  | Pe    |
| chool | ntary | ntary | cent | cent | ndary | ndary | cent | rcent |
| Type  |       |       |      | of   |       |       |      | of    |
|       | Core  | NCLB  | C    |      | Core  | NCLB  | C    |       |
|       | Cl    | Core  | ompl | All  | Cl    | Core  | ompl | All   |
|       | asses | Cl    | iant | E    | asses | Cl    | iant | Seco  |
|       |       | asses |      | lem. |       | asses |      | ndary |
+-------+-------+-------+------+------+-------+-------+------+-------+
| Sp    | 3037  | 1491  | 4    | 1.   | 443   | 246   | 5    | 0     |
| ecial |       |       | 9.1% | 662% |       |       | 5.5% | .092% |
| Ed    |       |       |      |      |       |       |      |       |
+-------+-------+-------+------+------+-------+-------+------+-------+

Secondary special education reports the lowest percentages of NCLB HQT
compliance among special populations at 55.5 percent; however, this
figure is very misleading. Most LEAs and county offices have reported
that they "were waiting" to classify their secondary special education
teachers as HQ pending reauthorization of the Individuals with
Disabilities Education Act (IDEA). CDE staff met with all 58 county
offices of education during the 2006 NCLB Summer Workshop Series to
reiterate the importance of completing the NCLB verification process on
all of their "new" and "not new" elementary special education teachers
and teachers in alternative settings.

It was determined that county offices and LEAs would use the HOUSSE
process to verify NCLB compliance for all "not new" secondary special
education teachers and alternative education teachers but would wait to
enroll their "new" secondary special education teachers and alternative
education teachers in the Secondary Teachers of Multiple Subject
Verification (STMSV) program upon its release in early 2007. The STMSV
program ensures subject-matter acquisition that is aligned to the
California content standards for students in grades seven through twelve
while preparing their high school students to successfully pass the
California High School Exit Examination.

+------+-------+-------+------+-----+-------+-------+------+-------+
| **Sc | **El  | **El  | **P  | **P | **S   | **S   | **P  | **Pe  |
| hool | ement | ement | erce | erc | econd | econd | erce | rcent |
| Ty   | ary** | ary** | nt** | ent | ary** | ary** | nt** | of**  |
| pe** |       |       |      | o   |       |       |      |       |
|      | *     | *     | *    | f** | *     | *     | *    | **All |
|      | *Core | *NCLB | *Com |     | *Core | *NCLB | *Com | S     |
|      | Clas  | Core  | plia | **  | Clas  | Core  | plia | econd |
|      | ses** | Clas  | nt** | All | ses** | Clas  | nt** | ary** |
|      |       | ses** |      | E   |       | ses** |      |       |
|      |       |       |      | lem |       |       |      |       |
|      |       |       |      | .** |       |       |      |       |
+------+-------+-------+------+-----+-------+-------+------+-------+
| REAP | 7355  | 6781  | 9    | 0.0 | 4171  | 3482  | 8    | 0     |
|      |       |       | 2.2% | 40% |       |       | 3.5% | .087% |
+------+-------+-------+------+-----+-------+-------+------+-------+
| N    | 550   | 528   | 96%  | 0.0 | 2645  | 2202  | 8    | 0     |
| eces |       |       |      | 03% |       |       | 3.3% | .006% |
| sary |       |       |      |     |       |       |      |       |
| S    |       |       |      |     |       |       |      |       |
| mall |       |       |      |     |       |       |      |       |
| Sch  |       |       |      |     |       |       |      |       |
| ools |       |       |      |     |       |       |      |       |
+------+-------+-------+------+-----+-------+-------+------+-------+

Small Rural Schools Achievement Program (REAP) was designed to assist
rural school districts in using federal resources more effectively to
improve the quality of instruction and student academic achievement. (No
Child Left Behind Act of 2001, Title VI, Part B)

To be eligible for the Small Rural Schools Achievement Grant (SRSA) and
its associated Funding Flexibility Program, a district must:

1.  have an ADA of less than 600, AND

2.  must serve only schools that have a locale code of seven or eight,
    OR be located in an area defined as rural by a governmental agency
    of the state. (CDE\'s definition of rural is the district must have
    a total resident population of 2500 or less, or a population center
    of 1000 or less and is characterized by sparse, widespread
    population.)

[]{.mark}

In addition, California has established funding through the Necessary
Small School program to support districts that operate very small
schools that are located in rural areas of the state. The *Education
Code* (EC) Section 42283 defines a necessary small school as an
elementary school with an average daily attendance of less than 101,
exclusive of pupils attending the seventh and eight grades of a junior
high school, maintained by a school district which maintains two or more
schools. EC Section 42285 defines a necessary small high school as a
high school with an average daily attendance of less than 301, excluding
continuation schools.

Preliminary HQT compliance percentages for October 2005, by school level
and type as of April 3, 2006, indicate that REAP and small necessary
elementary schools are very close to meeting the June 2007 goal of 100
percent NCLB HQT goal. In the schools that are Kindergarten through
grade eight, Algebra remains a difficult area for HQ compliance; however
many of these schools are now indicating they are working aggressively
toward compliance in this area. The CDE is confident that the technical
assistance that was provided during the summer of 2006 will bring this
group into full compliance by June 2007.

Preliminary HQT compliance percentages for October 2005, by school level
and type as of April 3, 2006, indicate that REAP and small necessary
high schools continue to be staffed by teachers who are not completely
NCLB compliant; however, the percentages are comparable to comprehensive
high schools in California. Like all secondary alternative education
sites necessary small high schools and REAP schools struggle with the
same issues outlined on pages 12-15 in the September 29, 2006 State Plan
and therefore the same interventions will be used.

[Solutions to HQT Problem Areas]{.underline}

To adequately determine how successful CDE's interventions have been
with the target population through the CMIS process and the state as a
whole, the CDE will do a one-time HQT data collection in June 2007.
Using the ConApp process, COEs and LEAs will be able to report not only
those teachers who meet NCLB HQT requirements but also those actively
working through the STMSV process. That data will allow the CDE to form
an accurate picture of HQT compliance in the most-hard-to staff programs
with the most difficult challenges for HQT compliance.

**[Does the analysis identify districts and schools around the state
where significant numbers of teachers do not meet HQT standards?
(Revised)]{.smallcaps}**

The analysis of the HQT/AYP data for all 1,053 districts and 58 county
offices of education (COE) programs in the State of California
identified 149 LEAs who had district wide AYP difficulties. Of these, 35
have HQT compliance of 95 percent or better, 100 have HQT compliance
between 94 percent and 70 percent, and 14 have HQT compliance of less
than 69 percent as reported on the ConApp in December 2005. Of those
LEAs, 75 reported a poverty level of 65 percent or higher and 101 have
Black and Hispanic populations of 60 percent or higher.

  -------------- -------------- -------------- -------------- --------------
  All Schools                                                 
  and COE                                                     
  Programs with                                               
  AYP                                                         
  Difficulties                                                

  Schools with   Schools with   Schools with   Schools        Schools Added
  HQT of 100%    HQT between    HQT between    Identified for to Current
                 99% and 90%    89.9 % and 71% Additional     CMIS Program
                                               Monitoring by  
                                               CMIS           

  827            966            876            246            631
  -------------- -------------- -------------- -------------- --------------

[]{.mark}

There are 3,640 schools and COE programs in the State of California that
have identified AYP difficulties as of September 2006. Among these
schools and those of county offices, 972 programs are currently assigned
to the CMIS process as described in Requirement 2. This analysis has
added another 246 LEAs and COEs to the CMIS process and another 631
schools to the program. There are 966 schools and COE programs that
reported HQT compliance between 99.9 percent and 90 percent; these
schools and programs will be monitored and assisted by the Program
Improvement (PI) and School Assistance and Intervention Team (SAIT)
programs as defined by California *Education Code*.

There are, however, 876 schools and COE programs that have been
identified with AYP difficulties and have reported HQT compliance
between 89.9 percent and 71 percent. These schools and COE programs will
be given technical assistance, and their progress toward HQT compliance
will be monitored in the following manner:

-   For each of the 876 schools or programs, the LEA or COE will be
    notified of its HQT-AYP percentage, as of June 2006 (from December
    2005), as reported on the ConApp 2005. If the school or program has
    made significant growth in the area of HQT (at least 95 percent), it
    will be able to submit new data to the CDE confirming the new
    percentage.

    -   Elementary: Teacher name, grade/subject taught, how they became
        HQT compliant, number of NCLB classes on campus, and the number
        taught by HQTs.

    ```{=html}
    <!-- -->
    ```
    -   Secondary: 2006-07 master schedule, number of NCLB classes on
        campus, and the number taught by HQTs.

```{=html}
<!-- -->
```
-   Each school or program that was identified as having failed to meet
    AYP in 2005-06 and has HQT compliance below 89.9 percent (after it
    submits new data) will do the following:

    -   Submit current HQT compliance numbers.

    ```{=html}
    <!-- -->
    ```
    -   Submit a School Site General Qualifications Worksheet
        (Attachment 3) for each non-HQ teacher on the site. The
        Worksheet must include the required detailed plan for compliance
        by June 2007.

        -   Due to the CDE no later than November 30, 2006.

-   If the identified schools or programs have poverty/minority
    percentages greater than the district average and/or have an average
    of less experienced teachers than the district average, the LEA or
    COE is required to do the following:

    -   Develop an equitable distribution plan as part of its required
        PI efforts. The plan must detail specific steps adequate to
        ensure that the poor and minority students in the LEA will be
        taught at the same rates as other children by highly qualified
        and experienced teachers, as required by Section 1111 (b)(8)(C)
        of the Elementary and Secondary Education Act, as amended by
        NCLB by June 2008.

    ```{=html}
    <!-- -->
    ```
    -   Include specific funding sources for each activity, the
        responsible persons for activities, and a realistic timeline for
        completion of the plan. The plan must also detail how the LEA or
        COE will evaluate progress and the steps for modifications when
        evaluation determines the plan is not successful.

    ```{=html}
    <!-- -->
    ```
    -   Due to the CDE no later than January 8, 2007.

**[Does the analysis identify particular courses that are often taught
by non-highly qualified teachers?]{.smallcaps}**

The preliminary analysis of the NCLB Core Subject Areas, as reported on
the Fall 2005 CBEDS-PAIF, was conducted. From this analysis we know LEA
CBEDS staff was still learning about how to complete these sections of
the forms accurately in 2005 and therefore the official CSPR data for
2005 will be derived from the 2005-06 ConApp Part II collected in
January 2006. However, the PAIF data is clearly similar to the ConApp
data and is the only source of data that allows us to look at compliant
classes by type or subject area of classes. Therefore, the PAIF data
will be used to complete (as estimates) the sections of the CSPR that
request information about noncompliant classes by type of class or
subject area.

Table 1: California Summary of Professional Assignment Information Form
(PAIF) Assignments by Core and HQT Status

  -------------- --------- ----------- --------- --------- ----------- ----------- -----------
                 Total     Compliant                       Not         Percent     Percent
                 Core      Classes                         Compliant   Compliant   Noncomp.

                           Ed/Test     HOUSSE    Total                             

  **Regular      137,700   78,751      48,225    126,976   10,724      92.2%       7.8%
  Elementary                                                                       
  Self                                                                             
  Contained**                                                                      

  **Special      12,784    6,289       3,309     9,598     3,186       75.1%       24.9%
  Education,                                                                       
  Elementary**                                                                     

  **Other Self   2,197     1,410       525       1,935     262         88.1%       11.9%
  Contained                                                                        
  Elementary**                                                                     

  **Special      19,652    8,252       2,915     11,167    8,485       56.8%       43.2
  Education                                                                        
  Secondary**                                                                      

  **Subject                                                                        
  Areas**                                                                          

  English        115,419   82,851      14,213    97,064    18,355      84.12%      15.8

  Foreign        28,596    22,612      2,150     24,762    3,834       86.6%       13.4%
  Languages                                                                        

  Arts (All)     32,954    23,650      3,158     26,808    6,146       81.3%       18.7%

  Mathematics    98,253    65,007      15,547    80,554    17,699      82.0%       18.0%

  Science        78,358    54,888      10,529    65,417    12,941      83.5%       16.5%

  Social Science 82,686    60,698      10,523    71,221    11,465      86.1%       13.9%

  Career Tech    2,961     1,960       282       2,242     719         75.7%       24.3%

  **Other Self   7,014     3,935       1,116     5,051     1963        72.0%       28.0%
  Contained                                                                        
  Secondary**                                                                      

  **Total**      618,574   410,303     112,492   522,795   95,779      84.5%       15.5%
  -------------- --------- ----------- --------- --------- ----------- ----------- -----------

Of particular interest is Table 2 that examines the noncompliant core
classes as of October 2005. As expected, the types of core classes that
are overrepresented among noncompliant classes in descending order of
significance are Special Education Secondary, Mathematics, Special
Education Elementary, Other Secondary Self-contained, Arts, and Science.

Table 2: California Summary of Noncompliant Core Assignments by Type

+--------------------+-------+---------+---------+---------+---------+
|                    | Total | Percent | Nonco   | Percent | Dif     |
|                    | Core  | of Core | mpliant | of      | ference |
|                    |       | Classes |         | Nonco   | in      |
|                    | Cl    |         | Classes | mpliant | Represe |
|                    | asses |         |         | Classes | ntation |
+--------------------+-------+---------+---------+---------+---------+
| **Regular          | 13    | 22.2%   | 10,724  | 11.2%   | +11.2   |
| Elementary Self    | 7,700 |         |         |         |         |
| Contained**        |       |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| **Special          | 1     | 2.1%    | 3,186   | 3.3%    | -1.3    |
| Education,         | 2,784 |         |         |         |         |
| Elementary**       |       |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| **Other Self       | 2,197 | 0.4%    | 262     | 0.3%    | +0.1    |
| Contained          |       |         |         |         |         |
| Elementary**       |       |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| **Special          | 1     | 3.2%    | 8,485   | 8.8%    | -5.6    |
| Education          | 9,652 |         |         |         |         |
| Secondary**        |       |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| **Subject Areas**  |       |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| English            | 11    | 18.6%   | 18,355  | 19.2%   | -0.7    |
|                    | 5,419 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| Foreign Languages  | 2     | 4.6%    | 3,834   | 4.0%    | +0.6    |
|                    | 8,596 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| Arts (All)         | 3     | 5.3%    | 6,146   | 6.4%    | -1.0    |
|                    | 2,954 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| Mathematics        | 9     | 15.9%   | 17,699  | 18.5%   | -2.5    |
|                    | 8,253 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| Science            | 7     | 12.7%   | 12,941  | 13.6%   | -0.9    |
|                    | 8,358 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| Social Science     | 8     | 13.4%   | 11,465  | 12.0%   | +1.4    |
|                    | 2,686 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| Career Tech        | 2,961 | 0.5%    | 719     | 0.7%    | -0.2    |
+--------------------+-------+---------+---------+---------+---------+
| **Other Self       | 7,014 | 1.1%    | 1,963   | 2.1%    | -1.0    |
| Contained          |       |         |         |         |         |
| Secondary**        |       |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+
| **Total**          | 61    |         | 95,779  |         |         |
|                    | 8,574 |         |         |         |         |
+--------------------+-------+---------+---------+---------+---------+

  -----------------------------------------------------------------------
  Requirement 2: The revised plan must provide information on HQT status
  in each LEA and the steps the state educational agency (SEA) will take
  to ensure that each LEA has plans in place to assist teachers who are
  not highly qualified to attain HQT status as quickly as possible.

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

In order to comply with federal mandates for oversight of the NCLB, the
CDE began full implementation of California's LEA monitoring process for
HQT, the Compliance Monitoring, Intervention, and Sanctions (CMIS)
program, in June 2006. Specifically, a federal review of the CDE's
administration of NCLB resulted in a "finding" that the CDE was not
monitoring the accuracy of LEA implementation of NCLB teacher quality
compliance. Subsequently, CDE staff developed a protocol for such
monitoring. In January 2006 the CMIS protocol was approved by the State
Board of Education (SBE) and thereafter forwarded to the U.S. Department
of Education (ED), from whom CDE staff received positive feedback. Full
details of the program are included in Attachment 14.

[does the plan identify lea]{.smallcaps}s [that have not met annual
measurable objectives for hqt]{.smallcaps}? [(Revised)]{.smallcaps}

**The CMIS program staff has carefully analyzed available HQT
percentages, AYP identification, poverty/minority data, and average
years of experience for each school and educational program in
California to develop a picture of each district and school within the
state (Attachment 2). Schools were placed in the CMIS program by using
two sets of criteria: (Attachment 6)**

1.  **Failed to meet AMO-HQT for two consecutive years**

2.  **Met their AMO-HQT for at least one year, but reported HQT
    percentages of less than 70 percent on the ConApp, Part II, in
    December 2005**

**To ensure that these schools have complied with NCLB HQT requirements
by June 2007, the CDE will use the CMIS program to closely monitor 1,783
schools, representing 372 school districts, located in 56 of the 58
California counties (Attachment 1).**

**[does the plan include specific steps that will be taken by
lea]{.smallcaps}s [that have not met annual measurable
objectives?]{.smallcaps}** [(Revised)]{.smallcaps}

To ensure that all schools have complied with NCLB HQT requirements by
June 2007, the CDE will use the CMIS program to closely monitor the
1,783 schools, representing 372 districts, which have been placed in the
CMIS process. Because of the large number of schools involved, the
schools noted above will be divided into four subgroups as follows:

> Category A: Schools with an HQT percentage of 84 percent or better
> (401 schools)
>
> Category B: Schools with an HQT percentage between 70 percent and 85
> percent (287 schools)
>
> Category C: Schools with an HQT percentage below 69 percent (661
> schools)
>
> Category C2:.Schools that may have met their AMO-HQT for at least a
> year but reported HQT percentages of less than 70 percent on December
> 2005 (428 schools)

All LEAs in the CMIS program were notified in July 2006 that they had
failed to achieve acceptable HQT compliance and would be participating
in the CMIS program during the 2006-07 school year. To accommodate the
large numbers of personnel required to attend CMIS training, CDE staff
used the county region system and contracted with all 11 regions to set
up a series of CMIS trainings during the months of August and September
2006. Due to large numbers of non-HQT schools, some regions were
separated. The LEA superintendent (or designee), human resource
director, and staff most responsible for HQT (such as the credential
analyst or personnel analyst) were required to attend the training along
with each site administrator in the CMIS program. LEAs that failed to
attend their scheduled training will be required to attend the "make-up"
training on October 16, 2006, in Sacramento. Failure to attend, or
failure to comply with required activities, will place the LEA in the
"not demonstrating good faith effort" category and will result in state
sanctions (see Requirement 4 for details).

For Category A schools, those reporting 85 percent compliance and
higher, the LEA will be required to submit a list of non-HQTs and a
realistic plan for ensuring that the teacher will be highly qualified no
later than June 2007. The plan must include how the district has used
and will use Title II, Part A, and Title I, Part A, funds and five to
ten percent professional development for high quality, to assist
teachers in becoming HQ. A CDE consultant will be assigned to monitor
the LEA's implementation of its submitted plan by e-mail and desk
monitoring. In reviewing the data for the schools in this category of
the monitoring process, CDE staff is confident that these schools will
make the HQT goal for June 2007. However, should concerns arise during
the 2006-07 school year, a CDE consultant will meet with LEA
administrators to revise the plan or assist in implementation of the
plan (Attachment 4).

-   LEA must create a plan that includes the following (due to CDE no
    later than November 1, 2006):

    -   School District Monitoring Protocol) (Attachment 7)

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    ```
    -   Address any concerns related to the equitable distribution of HQ
        and experienced teachers.

The plan must detail specific steps adequate to ensure that poor and
minority students in the LEA will be taught at the same rates as other
children by highly qualified and experienced teachers, as required by
Section 1111 (b)(8)(C) of the Elementary and Secondary Education Act, as
amended by NCLB, by June 2008. LEAs may use self-study and guidelines
for the Equitable Distribution of Experienced and Highly Qualified
Teachers Plan.

-   Each site must complete (due to CDE no later than November 1, 2006):

    -   School Site General Qualifications Worksheet with a plan for
        each non-compliant teacher to be HQ by June 2007 (Attachment 3)

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    -   Accurate count of HQT compliance for 2006-07

For Category B schools, those reporting HQT percentages between 84
percent and 70 percent, the LEA will be required to submit a list of
non-HQTs and a plan for ensuring that every teacher will be highly
qualified no later than June 2007. The plan must include how the LEA has
used and will use Title II, Part A and Title I, Part A funds, and five
to ten percent professional development funds, to assist teachers in
becoming HQ. Additionally, the LEA will complete a self-study to
determine issues that have prevented it from achieving the HQT goal and
equitable distribution of experienced teachers. The LEA will use the
self-study to develop an equity plan that specifically addresses the
issues that have prevented each targeted school within the LEA from
meeting NCLB teacher requirement goals. LEAs must develop solutions to
these issues by providing teacher and/or site support. The solutions
should ensure long-term compliance with HQT goals. A CDE Education
Programs Consultant will be assigned to monitor the LEA's implementation
of its plan by phone contact and e-mail. In reviewing the data for the
schools in this category of the desk monitoring process, CDE staff is
confident that these schools will make the HQT goal for June 2007 with
selected technical assistance from the CDE. Should concerns arise; the
CDE Education Programs Consultant will meet with LEA administrators to
revise the plan.

-   LEA must complete (due to CDE no later than November 1, 2006):

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-   School District Monitoring Protocol (Attachment 7)

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-   LEA and site must complete (due to CDE January 8, 2007):

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-   Self-study (Attachments 5 and 15) with Equitable Distribution of
    Experienced and HQTs Plan

The plan must detail specific steps adequate to ensure that the poor and
minority students in the LEA will be taught at the same rates as other
children by highly qualified and experienced teachers, as required by
Section 1111 (b)(8)(C) of the Elementary and Secondary Education Act, as
amended by NCLB, by June 2007.

-   Site must complete (due to CDE no later than November 1, 2006):

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-   School Site General Qualifications Worksheet with a plan for each
    non-compliant teacher to meet NCLB requirements by June 2007
    (Attachment 3)

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-   Accurate count of HQT compliance for 2006-07

For schools in Categories C and C2, those reporting HQT percentages of
less than 69 percent (Category C) or schools that may have met their
AMO-HQT for at least a year but reported HQT percentages of less than 70
percent in December 2005 (Category C2), CMIS staff will conduct site
monitoring and technical assistance visits to review required documents
and assist the LEAs in analyzing their self-studies and creating a plan
that specifically addresses the issues that have prevented the specific
school sites from meeting the HQT compliance goals. The site plan will
include specific strategies for assisting all non-HQTs in becoming
highly qualified by June 2007. To ensure long-term compliance, the site
plan will include an analysis of how the school will recruit the
necessary new, qualified teachers to fill gaps in current staffing by
core content areas. The LEA plan will include these steps:

-   LEA must complete (due to CDE no later than November 1, 2006):

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-   School District Monitoring Protocol (Attachment 7)

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-   LEA and site must complete (due to CDE November 1, 2006):

    -   LEA self-study (Attachment 15)

    -   Site self-study (Attachment 8)

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-   Site must complete (due November 1, 2006):

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-   School Site General Qualifications Worksheet with a plan for each
    non-compliant teacher to meet NCLB requirements by June 2007
    (Attachment 3)

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-   Accurate count of HQT compliance for 2006-07

When the CMIS staff conducts their site visit, they will review the
submitted plan for all noncompliant teachers to meet NCLB requirements
by June 2007, especially Title I and Title II, Part A, class size
reduction teachers and those teaching in high-poverty, high-minority
schools. Together, the LEA and CMIS staff will create the Equitable
Distribution of Experienced and Highly Qualified Teachers Plan. The plan
will detail specific steps adequate to ensure that poor and minority
students in the LEA will be taught at the same rates as other children
by highly qualified and experienced teachers, as required by Section
1111 (b)(8)(C) of the Elementary and Secondary Education Act, as amended
by NCLB, by June 2008.

-   Self-Study (Attachments 8 and 15)

    -   Determine areas of concern about recruiting practices, policies,
        and procedures; retaining practices, policies, and procedures;
        and other LEA/site level practices, policies, and procedures
        related to equitable distribution of experienced and highly
        qualified teachers.

-   Equitable Distribution of Experienced and Highly Qualified Teachers
    Plan

    -   The plan must address each area of the self-study where
        weaknesses were found to exist, noting specific actions,
        responsible parties, and timelines for implementation.

    -   The plan must demonstrate that no school with low AYP,
        high-poverty, high-minority students will have inexperienced and
        non-HQ teachers in greater percentages than schools with the
        highest percentage of experienced and HQ teachers.

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-   If school A (low-poverty, low-minority) has 97 percent HQTs and
    averages 10 years of experience for teachers, then school B
    (high-poverty, high-minority, low AYP) must attain similar
    compliance or equalization of numbers through the LEA plan.

    -   LEAs must identify how appropriate funds will be redirected to
        support the plan.

[does the plan delineate specific steps the sea will take to ensure that
all lea]{.smallcaps}s [have plans in place to assist all non-hq teachers
to become hq as quickly as possible? (Revised)]{.smallcaps}

**To ensure that all schools have complied with NCLB requirements by
June 2007, the CMIS staff will notify, in writing, each LEA currently
not in the CMIS program that they are required to submit to the CDE a
list of noncompliant teachers and note how the LEA will ensure they will
be HQT by June 2007. The noncompliant list will be due to the CDE by
November 30, 2006.**

-   **Data will be compiled and analyzed, and additions to the CMIS
    program, including notification to LEAs, will be done by the end of
    November 2006.**

-   **Data will be submitted to ED by December 1, 2006.**

  -----------------------------------------------------------------------
  Requirement 3: The revised plan must include information on the
  technical assistance, programs, and services that the SEA will offer to
  assist LEAs in successfully completing their HQT plans, particularly
  where large groups of teachers are not highly qualified, and the
  resources the LEAs will use to meet their HQT goals.

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

**[does the plan include a description of the technical assistance the
sea will provide to assist leas in successfully carrying out their hqt
plans? (Revised)]{.smallcaps}**

The California County Superintendents Educational Services Association
(CCSESA) has divided the state's 58 county regions into 11 service
regions. Each region consists of multiple counties except for Region 11,
which consists of only Los Angeles County. California has approximately
1,053 school LEAs with 9,372 public schools serving 6,322,189 students
in Kindergarten through grade twelve (K-12). California public schools
employ approximately 306,548 teachers. Because of the vast geographic
size of the state and the sheer number of LEAs, the CDE will use the
established regional system to facilitate much of its technical
assistance efforts.

For the first time the CDE will have one program, Title II, Part A,
coordinate and monitor the progress of the programs and services the CDE
offers to LEAs that are struggling to make their high quality teacher
requirements and equitable distribution of experienced teacher
(HQT-EDET) goals. Targeted programs (see below) will be aligned to
specific schools in struggling LEAs and COEs to ensure that schools have
the resources and technical assistance needed to make long-term changes
in hiring and retention practices that will lead to the equitable
distribution of HQ and experienced teachers.

The Title II, Part A, state coordinator will coordinate and provide, in
collaboration with CDE staff, ongoing technical assistance to LEAs and
COEs as follows:

[Program Monitoring]{.underline}

-   Review annually the School Site General Qualifications Worksheet
    (Attachment 3) submitted by each school that does not have 100
    percent HQTs by October 15 of each school year.

-   Provide notice of placement in the CMIS program any LEA that fails
    to maintain at least a 95 percent HQT status at all sites and in all
    programs in the LEA by October 31 of each year.

-   Provide LEAs and the public with online current information
    concerning the HQ status of teachers and HQT information for each
    school through the DataQuest system (as it becomes available through
    CALTIDES) and the CCTC Web site.

[Program Implementation]{.underline}

-   Conduct on-site technical assistance visits when requested by the
    LEA or county office of education.

-   Conduct on-site technical assistance visits when indicated by
    guidelines set forth in Requirement 1.

-   Collaborate with the CBEDS-PAIF office to review and to ensure
    accurate and complete CBEDS-PAIF data at the LEA and school levels.

[Program Training]{.underline}

-   Conduct annual regional NCLB HQT workshops and Web casts for county
    office and LEA Title II coordinators and human resources staff.

-   Conduct annual NCLB workshops for county office human resource
    departments to provide yearly data on all LEAs who fail to meet or
    maintain acceptable HQT-EDET compliance and updates and retraining
    on NCLB requirements.

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-   Present relevant NCLB HQT workshops at stakeholder association
    statewide conferences such as ACSA, Title I directors, Co-Op
    Conference, charter schools, California Association of
    Administrators of State and Federal Education Programs (CAASFEP),
    independent study.

-   Conduct annual NCLB HQT workshops for California School Board
    Association (CSBA), ACSA, California Continuation Education
    Association (CCEA), California Teachers Association (CTA), CCSESA,
    and others as identified.

-   A video taped CMIS technical assistance workshop is available on the
    Internet. The workshop is indexed for easy access and the PowerPoint
    presented during the workshop is also available on this site. The
    website is currently pending.

[Program Accessibility]{.underline}

-   Respond in a timely manner to inquiries from teachers and LEAs.

-   Respond to LEAs, county offices and teachers by telephone, Web
    casts, and e-mail with information specific to their needs for
    becoming HQ.

-   Provide references and resources for exam information and
    preparation.

-   Distribute HQT guidance from ED to LEA Title II coordinators and
    personnel administrators.

-   When necessary revise teacher resource guides and NCLB HQ Frequently
    Asked Questions (FAQ) to comply with ED guidance.

**[does the plan indicate that the staffing and professional development
needs of schools that are not making ayp will be given high priority?
(Revised)]{.smallcaps}**

The CDE believes that the teacher is at the heart of student academic
success. A teacher who is appropriately credentialed, has a deep
understanding of the content he or she teaches and has been trained in a
variety of instructional strategies is in the best position to aid
California students in reaching academic proficiency. The CDE is
committed to ensuring that highly qualified, experienced, and effective
teachers teach all students, regardless of ethnicity or socioeconomic
status.

The Professional Development and Curriculum Support Division when making
program decisions will utilize the analysis of schools that failed to
meet AYP. Programs currently in place (see "Improving the Quality of
Teachers in Hard-to-Staff Schools" below) will be targeted to the
schools identified to be in the greatest need.

In NCLB, School Improvement is a formal designation for federal Title
I-funded schools that do not make Adequate Yearly Progress for two
consecutive years. Once identified as PI under NCLB, because of the
nature of the mandated escalating accountability requirements, schools
often advance further into future years of designated PI status. The
Accountability Guide is available at
<http://www.cde.ca.gov/ta/ac/ay/documents/infoguide05.pdf>.

Under NCLB, the state educational agency (SEA) must identify for PI
those LEAs that failed to make AYP for two consecutive years. The SEA is
required to take corrective action for any LEA that fails to make AYP
for two consecutive years. School that fail to make AYP for two
consecutive years are also identified for PI. The SEA works in
conjunction with LEAs to identify for corrective action and
restructuring any school that has been in PI for two years or more and
has not made AYP on the same indicator (English/language arts,
mathematics, graduation rate, or participation rate). An LEA or school
is eligible to exit PI status after it makes AYP for two consecutive
years.

In its efforts to assist schools and LEAs to exit PI status, the CDE has
developed Essential Program Components (EPCs), which are considered to
be key components of an effective academic program. The EPCs include
requirements for teacher quality. Additionally, the EPCs require the
site and LEA to evaluate the professional development program and use
the surveys to gauge the sustained effect of professional development.
The EPCs support academic student achievement in reading/language arts
and mathematics. The SEA has also developed and made available various
tools to assist LEAs and schools with the school improvement process.
These tools include the Academic Program Survey (APS) instrument that is
used to evaluate a school's implementation of EPCs; the District
Assistance Survey (DAS), which can be used to examine an LEA's processes
and protocols to determine possible gaps in support for schools; the
English Learner Subgroup Self Assessment (ELSSA), designed to serve as a
technical assistance tool for LEAs in analyzing and addressing program
services to the English Le3arner (EL) subgroup; and the Least
Restrictive Environment (LRE) survey which can be used to analyze LEA
and school special education programs. These instruments can be found in
the Virtual Library located on the CDE Web site at
<http://www.cde.ca.gov/ta/lp/vl>.

School Assistance and Intervention Teams (SAIT) provide intensive
support and monitoring to assist state-monitored schools in improving
student learning. Schools participating in the Immediate
Intervention/Underperforming Schools Program (II/USP) or High Priority
Grant Program (HPSGP) must meet their program's definition of
significant growth, based on the results of School wide Academic
Performance Index (API), or the school is deemed state-monitored. Each
school participating either the II/USP or HPSGP must meet its program's
definition of significant growth each year until the school exits the
program, with the approval of the State Board of Education, to impose
various sanctions on state-monitored schools. One option is to require
the LEA to enter into a contract with a SAIT.

If after five years of escalating monitoring and interventions, the LEA
fails to exit PI it is deemed state-monitored and receives assistance
from a School Assistance and Intervention Team (SAIT). SAIT will assist
the LEA in identifying critical areas to improve student achievement.
SAIT corrective actions funding is also provided for up to three years
to implement the corrective actions in those areas identified by the
SAIT.

**[does the plan include a description of programs and services the sea
will provide to assist teachers and leas in successfully meeting hqt
goals? (Revised)]{.smallcaps}**

In addition to the program services detailed above, the CDE ensures that
LEAs will meet their HQT-EDET goals by administering, overseeing, and
supporting a variety of programs and services that focus on four areas:
connecting teaching professionals to higher education, increasing the
number of highly qualified teachers in California; improving the quality
of teachers in hard-to-staff schools; and recruiting and retaining
highly qualified teachers in hard-to-staff schools. Each of these areas
will be monitored by the CDE in part by collecting data on the programs
used and their success within each LEA. (Attachments 9b, 11b, 12b, and
13b)

**[Connections to Higher Education (Attachments 9a and
9b)]{.underline}**

-   **California State University Chico**

> The Department of Professional Studies in Education at California
> State University, Chico provides a long-term response to the
> challenges of improving the preparation of personnel to serve
> school-aged children with mild to moderate disabilities and of meeting
> the staffing needs in a large region experiencing shortages of these
> personnel.
>
> The need for special programs addressing teacher recruitment and
> retention in the area of Special Education is evidenced by the fact
> that 50.9% of Elementary Special Education classes and 44.5% of
> Secondary Special Education classes are taught by non Highly Qualified
> Teachers.

-   **California Subject Matter Projects**

> The California Subject Matter Projects (CSMP), are administered by the
> University of California Office of the President (UCOP). CSMP assists
> new, under-prepared and veteran teachers to develop and master core
> academic content and research proven instructional methods. This
> program targets the teachers in the 14.3% of classes that are not
> being taught by HQ teachers.

-   **University of California at Irvine, Extension Program**

> In an effort to produce more and better qualified science and math
> teachers nationwide, the University of California (UC) Irvine
> Extension is planning a series of online courses to help K-12 teachers
> pass the California Subject Examination for Teachers (CSET), as well
> as prepare teachers from California and across the U.S. meet the
> subject matter competency requirements of the No Child Left Behind
> (NCLB) Act.
>
> The need for teacher recruitment and retention in the areas of math
> and science is evidenced by the fact that 16.5% of Science and classes
> and 18% of Mathematics classes are taught by non Highly Qualified
> Teachers.

**[Increasing the Numbers of Highly Qualified Teachers in California
(Attachments 12a and 12b)]{.underline}**

-   **California Teacher Internship Programs**

> Senate Bill 1209 allows increased funding for enhanced internship
> programs. Below are some of the requirements that Local Educational
> Agencies must provide in order to receive funding:

1.  Provide teacher interns with the greater of 120 hours of intensive
    pre-service training focused on the teaching of English learners or
    40 hours of pre-service training in addition to all other required
    training.

2.  Provide all teacher interns with 40 hours of classroom observation,
    supervision, assistance, and assessment by one or more experienced
    teacher who possess valid certification to teach at the same grade
    level and the same subject matter and who are assigned to teach at
    the same school as the intern who is being assisted.

3.  Maintain a ratio of no fewer than one experienced teacher to five
    teacher interns at the same school.

4.  The intern program must show that no high priority school has a
    higher percentage of teacher interns than the district wide average
    of teacher interns at a school in that year.

5.  Increased funding up to a total of (\$3,500) per intern, per year
    may be awarded by the commission.

6.  Participants who have received a preliminary credential and are
    generating funding for an induction program are eligible to generate
    enhanced funding.

7.  The CCTC must report to the Legislature the number of school
    districts and county offices of education receiving increased
    funding and the number of interns for whom increased funding is
    claimed.

> Additionally, alternative teacher credentialing internship programs
> provide opportunities for teacher candidates to become highly
> qualified through a state-approved alternative teacher credential
> program while working as classroom teachers. These programs enhance
> the ability of LEAs to provide HQTs in many more classrooms throughout
> the state.
>
> All alternative teacher credential programs are aligned to the state's
> teacher preparation standards and to state-adopted K-12 academic
> content standards. Alternative credential programs meet the same
> standards as traditional credential programs and are accredited by the
> CCTC. As with traditional credential programs, all alternative program
> candidates complete a two-year induction program of support and
> formative assessment during the first two years of their teaching
> career to obtain professional clear credentials.

-   **California Assumption Program of Loans for Education (APLE)**

> The APLE is a competitive teacher incentive program designed to
> encourage outstanding students, district interns, and out-of-state
> teachers to become California teachers in subject areas in which a
> critical teacher shortage has been identified or in designated schools
> meeting specific criteria established by the State Superintendent of
> Public Instruction (SSPI).\
> \
> APLE applicants must agree to teach in one of the following teacher
> shortage areas:

-   Mathematics (Grades 7---12)

-   Science (Life/Physical)(Grades 7---12)

-   Foreign Language

-   Special Education

-   English(Grades 7---12)

-   Low-Income Area School

-   School Serving Rural Area

-   State Special School

-   School with a High Percentage of Emergency Permit Teachers

-   Low-Performing School

> Teacher candidates must be pursuing a multiple-subject or
> single-subject credential and agree to teach:

-   At a school ranked in the bottom 50th percentile of the Academic
    Performance Index (API) grades K---12; or

-   At a school with a high percentage of emergency permit teachers in
    grades K---12; or

-   At a designated low-income school in grades K---12; or

-   At a school serving rural areas in grades K---12.

> APLE participants who agree to, and provide, the designated teaching
> service in the area of **math, science, or special education** are
> eligible to receive an additional \$1,000 per year in loan assumption
> benefits. Participants meeting this requirement who provide teaching
> service in a California public school that is ranked in the [lowest
> 20th percentile]{.underline} of the API are eligible to receive an
> additional \$1,000 per year, making the total amount of loan
> assumption \$19,000.\
> \
> The CCTC may assume up to \$19,000 in outstanding educational loan
> balances in return for four consecutive years of teaching service.
> Teachers are eligible for:\
> \
> \* Up to \$2,000 after completion of the first full school year of
> eligible full-time teaching
>
> \* Up to \$3,000 after completion of the second full year of eligible
> full-time teaching
>
> \* Up to \$3,000 after completion of the third full school year of
> eligible full-time teaching
>
> \* Up to \$3,000 after completion of the fourth full school year of
> eligible full-time teaching
>
> (For a list of eligible schools see the Teacher Cancellation Low
> Income Directory at
> <https://www.tcli.ed.gov/CBSWebApp/tcli/TCLIPubSchoolSearch.jsp>)
>
> The new APLE provides additional incentives for the distribution of
> well-prepared, highly qualified teachers with subject-matter expertise
> in science, mathematics, and special education to work at
> hard-to-staff schools throughout the state.

-   **Direct Loan Program**

> To qualify, a participant must have been employed as a full-time
> teacher for five consecutive, complete academic years in an elementary
> or secondary school that has been designated as a \"low-income\"
> school by the ED.
>
> Additionally:

-   At least one of the five qualifying years of teaching must have
    occurred after the 1997-98 academic year.

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-   The loan must have been made before the end of the fifth year of
    qualifying teaching.

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-   The elementary or secondary school must be public or private
    nonprofit.

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-   A defaulted loan cannot be cancelled for teacher service unless you
    have made satisfactory repayment arrangements with the holder of the
    loan.

> Each year, the ED publishes an online list of low-income elementary
> and secondary qualifying schools.
>
> If a participants' five consecutive, complete years of qualifying
> teaching service began *before October 30, 2004*:

-   A participant may receive up to \$5,000 in loan forgiveness if, as
    certified by the chief administrative officer of the school where
    you were employed, you were:

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-   A full-time elementary school teacher who demonstrated knowledge and
    teaching skills in reading, writing, mathematics, and other areas of
    the elementary school curriculum; or

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-   A full-time secondary school teacher who taught in a subject area
    that was relevant to your academic major.

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-   A participant may receive up to \$17,500 in loan forgiveness if, as
    certified by the chief administrative officer of the school where
    you were employed, you were:

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-   A highly qualified full-time mathematics or science teacher in an
    eligible secondary school (for the definition of a highly qualified
    teacher, see the Web site); or

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-   A highly qualified special education teacher whose primary
    responsibility was to provide special education to children with
    disabilities and you were teaching children with disabilities that
    corresponded to your area of special education training and you have
    demonstrated knowledge and teaching skills in the content areas of
    the curriculum that you were teaching.

> For more information and a list of eligible schools, go to
> <http://studentaid.ed.gov/PORTALSWebApp/students/english/cancelstaff.jsp?tab=repaying>

-   **Cancellation of Perkins Loans for Teachers**

> Teachers may qualify for cancellation (discharge) of up to 100 percent
> of a Federal Perkins Loan if they have served full time in a public or
> nonprofit elementary or secondary school system as a:

-   Teacher in a school serving students from low-income families; or

-   Special-education teacher, including teachers of infants, toddlers,
    children, or youth with disabilities; or

-   Teacher in the fields of mathematics, science, foreign languages, or
    bilingual education, or in any other field of expertise determined
    by a state education agency to have a shortage of qualified teachers
    in that state.

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-   **Federal SMART Grant Program**

> The Federal Budget Reconciliation Act recently enacted by Congress
> establishes a new National Science and Mathematics Access to Retain
> Talent (SMART) Grant program. The Act creates a new award in the
> amount of \$4,000 for Pell Grant recipients in their junior or senior
> years who maintain a 3.0 GPA and who major in science, math,
> engineering, or a foreign language critical to national
> security. While not directed at teachers, the grants would be
> available to eligible Pell Grant recipients who participate in the
> UC/CSU SMI program.

-   **International Teachers**

> International certificates are issued to applicants who are from a
> country other than the United States, who have completed at least a
> bachelor's degree with a major in the field of teaching, who have met
> all cultural/educational visa requirements. The certificate can be
> renewed for up to two additional years at the request of the school
> district if the teacher has met all certification examination
> requirements during the first year. The Commission on Teacher
> Credentialing works closely with responsible officers and foreign
> country representatives to provide appropriate certification and
> employment to international teachers. These teachers often meet
> critical needs in hard-to-staff geographical and subject areas,
> especially special education, secondary math and sciences, and foreign
> languages.

-   **Troops to Teachers (TTT)**

> The purpose of TTT is to assist eligible military personnel in
> transition to a new career as public school teachers in targeted
> schools. A network of state TTT offices has been established to
> provide participants with counseling and assistance regarding
> certification requirements, routes to state certification, and
> employment leads. In addition, the program helps these individuals
> find employment in high-need local educational agencies (LEAs) or
> charter schools. A \"high need LEA\" is defined as an LEA that has a
> poverty rate of at least 20 percent or at least 10,000 poor children
> and has a high percentage of teachers teaching out-of-field or with
> emergency credentials.
>
> Under this program the Secretary of Education transfers funds to the
> Department of Defense for the Defense Activity for Non-Traditional
> Education Support (DANTES) to provide assistance, including stipends
> of up to \$5,000, to eligible members of the armed forces so that they
> can obtain certification or licensing as elementary school teachers,
> secondary school teachers, or vocational/technical teachers and become
> highly qualified teachers by demonstrating competency in each of the
> subjects they teach. In lieu of the \$5,000 stipends, DANTES may pay
> \$10,000 bonuses to participants who agree to teach in high-poverty
> schools. A \"high-poverty school\" is defined as a school where at
> least 50 percent of the students are from low-income families or the
> school has a large percentage of students who qualify for assistance
> under the Individuals with Disabilities Education Act.
> <http://www.ed.gov/programs/troops/index.html>

-   **Secondary Teachers of Multiple Subjects Verification Process**

> One of the key performance goals of NCLB is that all students will be
> taught by highly qualified teachers. All elementary, middle, and high
> school teachers assigned to teach core academic subjects were to meet
> NCLB HQT requirements by June 2006. In general, California has made
> good progress in meeting that goal. However, secondary special
> education and secondary alternative education teachers face unique
> challenges, and California LEAs have struggled to meet their goals
> with this population. The California Verification Process for
> Secondary Teachers of Multiple Subjects is designed for teachers who
> are authorized under California *Education Code* Section 44865 and for
> secondary special education teachers; it was developed to provide an
> opportunity for teachers in special programs to demonstrate that they
> are highly qualified.
>
> On July 7, 2006, California's State Plan of Activities to Meet NCLB
> Teacher Quality Requirements was submitted to ED. California made a
> commitment to the development of a "new verification process for
> secondary teachers of multiple subjects" as a means to provide an
> opportunity for teachers in special programs to become highly
> qualified. The California 2006 Budget Act (Chapter 47, Statutes of
> 2006), line item #6110-001-0890, Schedule (1) Provision 40, provides
> funding authority for improving special education teacher quality.
> With this funding and authority from the Legislature and the Governor,
> the CDE awarded Ventura County Office of Education (VCOE) a grant to
> design and implement this verification process.
>
> The specifications for the professional development component cover
> content aligned to the CCTC Subject Matter Requirements (SMRs) and
> thus the content of the California Subject Examination for Teachers
> (CSET) Single Subject Examinations, the California core academic
> standards, the California High School Exit Examination, and the
> California Standards Tests. The format is similar to that used for the
> CSET preparation program. The professional development incorporates
> theory and practice, is organized in two levels, and meets the NCLB
> criteria for high-quality professional development. The duration of
> the modules is designed to meet the need for sufficient intensity of
> the training. Detailed descriptions of the professional development
> criteria are included in the NCLB Verification for Secondary Teachers
> of Multiple Subjects and will be available upon final verification by
> the SBE.

-   **Alternative Certification Program**

> Senate Bill 1209 authorizes the Commission on Teacher Credentialing to
> award an additional \$1,000 per teacher (above the \$2,500 per teacher
> currently) for the alternative certification program to any school
> district or county office of education that agrees to specified
> requirements to address the distribution of teacher interns, including
> providing more pre-service training for teachers of English learners,
> providing opportunities for classroom supervision/observation, and
> maintaining small ratio of experienced teachers to teacher interns at
> a school site. This bill also requires a LEA to demonstrate that a
> low-performing school does not have a higher percentage of teacher
> interns than the district wide average of teacher interns in a school
> in that year in order to receive the higher funding level in the
> second year (\$6.8 million).
>
> *Testing*: Credential candidates can substitute a passing score, as
> established by the SSPI, on the Graduate Record Examination General
> Test (GRE), the SAT, and the ACT Plus Writing Test to satisfy basic
> skills required in lieu of the California Basic Educational Skills
> Test (CBEST). This provision will remove the need to take one of the
> many exams teachers are required to take and speed up the process of
> entering a credential program after the completion of the bachelor's
> degree.

-   **Teacher Credentialing Block Grant (AB 825)**

> School districts, county offices of education, and consortia of
> districts and county offices that offer approved Beginning Teacher
> Support and Assessment programs are eligible for Teacher Credentialing
> Block Grant funds. The purpose of this program is to provide induction
> services for first-year and second-year teachers and aid them in
> moving from their preliminary credential to their clear credential.

**[Improving the Quality of Teachers in Hard-to-Staff Schools
(Attachments 11a and 11b)]{.underline}**

-   **One Thousand Teachers, One Million Minds Initiative - University
    of California**

> In May 2004 a compact was developed and signed between the higher
> education community and the California Governor focused on improving
> both the supply and quality of science and mathematics teachers in
> California. The goal of the program is to certify 1,000 mathematics
> and science teachers per year upon full implementation of the program.
> The program will provide all undergraduates the opportunity to
> complete a major in the field of science or mathematics while
> completing the course work that will prepare them to be highly
> qualified science or mathematics secondary teachers in four academic
> years. This program has been in existence for two years at the
> University of California. The Mathematics and Science Leadership
> Office at the CDE continues to build on the collaboration and provides
> advices on this project.

-   **Quality Education Investment Act of 2006**

> This bill authorizes school districts and other local educational
> agencies to apply to the SSPI for funding. The money should be
> allocated to elementary, secondary, and charter schools that are
> ranked in either decile one and two on the 2005 API for use in
> performing varied specified measures to improve academic instruction
> and pupil academic achievement.

-   **California Mathematics and Science Partnership Program**

> Through the use of NCLB, Title II, Part B, funds, the CDE has
> established the California Mathematics and Science Partnership Grant
> Program (CaMSP). This professional development program is focused on
> increasing the academic achievement of students in mathematics (grades
> five through Algebra I) and science (grades four through eight) by
> enhancing the content knowledge and teaching skills of classroom
> teachers. The CaMSP program engages LEAs to partner with local
> institutions of higher learning (IHE) to provide cohorts of long-term
> teachers, and sustained professional learning activities to develop
> strong mathematics and science content knowledge and related
> pedagogical strategies. Program activities ensure that educators
> develop the necessary knowledge and skills to effectively teach
> challenging courses using instructional materials adopted by the State
> Board of Education (SBE). Professional learning opportunities must
> adhere to the following requirements:

-   ::: Definition
    Improve teachers' subject-matter knowledge.
    :::

```{=html}
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```
-   Relate directly to the curriculum and academic areas in which the
    teacher provides instruction.

```{=html}
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```
-   ::: Definition
    Enhance the ability of the teacher to understand and use the
    challenging California academic content standards for mathematics
    and science.
    :::

```{=html}
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```
-   Provide instruction and practice in the effective use of
    content-specific pedagogical strategies.

```{=html}
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```
-   Provide instruction in the use of data and assessments to inform
    classroom practice.

> Additionally, the CaMSP program partnerships are between a high-need
> LEA and an engineering, mathematics, or science department of an
> institution of higher education. The term "high-need LEA" refers to an
> LEA that serves a student population of which at least 40 percent
> qualify for the National School Lunch Program. Therefore, funding is
> directed throughout the state to high-need educational agencies that
> historically employ new and under prepared teachers. The CaMSP program
> indirectly addresses the equitable distribution of highly qualified
> teachers in California by providing an opportunity to teachers in
> those schools to improve their content knowledge and instructional
> strategies.

-   **Mathematics and Reading Professional Development Program (Assembly
    Bill 466, reauthorized under Senate Bill 472)**

> Assembly Bill (AB) 466 (Chapter 737, Statutes of 2001) established
> state funding for the Mathematics and Reading Professional Development
> Program. This reimbursement program provides funding for 120 hours of
> professional development in mathematics and reading/language arts to
> K-12 classroom teachers. SB 472 also provides incentive funding to
> LEAs for the purpose of providing teachers of English language learner
> pupils in Kindergarten and grades one through twelve. The program
> authorizes 40 hours of institute training and 80 hours of follow-up
> practicum. Local educational agencies must provide assurances that the
> initial 40 hours of professional development will be contracted with a
> state board approved provider. The training will be based on the
> statewide academic content standards, curriculum frameworks, and
> instructional strategies designed to help all pupils, including
> English language learners and pupils with exceptional needs, gain
> mastery of the California academic content standards. The regulations
> also authorize 20 hours of initial training and 20 hours of follow-up
> practicum for instructional aides or paraprofessionals.
>
> AB 466, under Article 3 for LEAs, provides approved professional
> development delivered by SBE-approved training providers on state or
> local board-approved instructional materials that are aligned with
> state content standards and curriculum frameworks. This program was
> reauthorized by Senate Bill (SB) 472 in 2006. The reauthorization will
> continue the Mathematics and Reading Professional Development Program
> through June 2012.
>
> This professional development program will be a major component for
> secondary special education teachers and teachers who qualify for
> rural flexibility as stipulated in the *California Code of
> Regulations*, Title 5, sections 6111 and 6113, county office programs.
> AB 466 and its reauthorizing legislation, SB 472, prioritize
> participation in the program. The intent of the legislation is to
> allow LEAs to give highest priority to training teachers who are new
> to the teaching profession, who are assigned to high-priority schools,
> and who are assigned to schools that are under state sanctions. This
> intention supports the equitable distribution of HQTs by ensuring that
> priority funding be given to LEAs for the purpose of providing
> professional development in mathematics and reading for teachers in
> highest need schools.

-   **National Board Certification Program**

> The National Board for Professional Teaching Standards (NBPTS)
> provides a rigorous measure for experienced teachers through sets of
> teaching standards that describe the accomplished level of teaching.
> Over the course of a school year, candidates for national
> certification must create a portfolio of their teaching and sit for an
> assessment of their content knowledge. National Board certification is
> available in more than 24 certificate areas, defined by a student age
> range and the content taught. Teachers seeking National Board
> Certified Teacher (NBCT) status often create small learning
> communities as they develop their portfolios. The National Board
> certification process requires teachers to examine their practice and
> provides the opportunity to address apparent weaknesses. The process
> can take up to three years for teachers who discover a weakness that
> must be addressed. National Board certification is the epitome of
> long-term, meaningful professional development. Approximately one
> percent of all California teachers are NBCTs.
>
> National Board certification is one measure of the highly qualified
> teacher status necessary for NCLB compliance. To encourage teachers in
> California to take the challenge of national certification, the CDE
> administers two programs. The federally funded Candidate Subsidy
> Program (CSP) provides 50 percent of the candidate fees, and the
> state-funded NBPTS Incentive Award Program provides a \$20,000
> incentive award for NBCTs who work in high-priority schools. The 2006
> Budget Act proposes additional state funding to increase the candidate
> fee support to 90 percent. With approximately 50 percent of California
> NBCTs teaching in the bottom half of all California schools
> (determined by the Academic Performance Index), California is the
> national exception with regard to the equitable distribution of NBCTs.

-   **Beginning Teacher Support and Assessment Program (BTSA)**

> All California teaching candidates graduating from credentialing
> programs must pass the CSET that ensures subject-matter competency.
> Once hired, they are required to participate in a two-year induction
> program (SB 2042). This program, the Beginning Teacher Support and
> Assessment Program (BTSA), is a state-funded induction program
> designed to support the professional development of newly
> credentialed, beginning teachers and fulfill the requirements for the
> California clear multiple and single subjects credentials.
>
> The BTSA Induction Program provides formative assessment,
> individualized support, and advanced content for newly credentialed,
> beginning teachers, thereby ensuring a highly qualified teacher in
> every California classroom.

-   **New Legislation: Senate Bill 1209, Scott**

> *Certificate Staff Mentoring*: SB 1209 establishes the Certificate
> Staff Mentoring (CSM) program, which provides \$6,000 annual stipends
> to experienced teachers to teach in "staff priority schools" (defined
> as schools ranked in deciles one through three of the Academic
> Performance Index or a county juvenile court school) and assists
> teacher interns during their induction and first years of teaching
> (\$11.2 million).

-   **The California Subject Matter Projects**

> The California subject matter projects (CSMP), administered by the
> University of California Office of the President (UCOP), have long
> played a major role in professional development for California K-12
> teachers. Beginning with the establishment of the California Writing
> Project in 1977, the CSMP has evolved to include all core academic
> subject areas. The CSMP assists new, under prepared and veteran
> teachers to develop and master core academic content and
> research-proven instructional methods that are linked to adopted
> California content standards, curriculum frameworks, and related
> approved instructional materials.
>
> The CSMP operates statewide through a network of regional projects. In
> 2002-03, the Governor and Legislature chose to appropriate the state
> funds for technical assistance under Title II, Part A, \$4.35 million,
> to the CSMP. The CSMP expends those funds under an MOU between the CDE
> and UCOP that seeks to address major NCLB goals and the needs of LEAs,
> schools, and their teachers.
>
> The CSMP, using federal funds, intends to provide technical assistance
> to teachers and LEAs in support of the following four major goals,
> specified as priorities under NCLB, Title II, Part A, Section 2113 --
> State Use of Funds.
>
> Goal I: In collaboration with schools and districts, the CSMP will
> provide technical assistance to teachers, enabling them to meet
> licensing and certification requirements to become highly qualified in
> the core academic areas, pursuant to California regulations and
> federal law.
>
> Goal II: In collaboration with schools and districts, the CSMP will
> provide technical assistance to teachers that support the development
> of academic content knowledge and the content-specific pedagogical
> skills required to teach in accordance with California academic
> content standards and state assessments to promote student achievement
> consistent with such standards.
>
> Goal III: In collaboration with schools and districts, the CSMP will
> provide technical assistance to teachers to develop the knowledge and
> skills required to ensure that English learners (ELs) have full access
> to the core curriculum and demonstrate satisfactory (or better)
> academic literacy skills, reading and writing, in the core content
> areas.
>
> Goal IV: In collaboration with schools and districts, the CSMP will
> provide technical assistance to administrators and teachers that
> support LEAs in meeting or exceeding Adequate Yearly Progress (AYP)
> and API goals.
>
> In 2005-06 the CSMP reported serving 39,761 participants, of whom
> 29,046, or 73 percent, are teachers. Of the teachers, about 16,524, or
> 57 percent, were teaching at low-performing schools; more than 12,402,
> or 43 percent, reported being teachers of ELs; 592, or 2 percent were
> teachers who were working toward their preliminary credential in the
> subject area in which they teach; and 4,937, or 17 percent needed to
> demonstrate subject-area competency through the California HOUSSE
> process.

  ------------------------ ---------------- ------------------ ---------------- -------------
  **Project**              **Professional   **Participants**   **Low-           **Total
                           Development                         Performing       Hours**
                           Programs**                          School           
                                                               Participants**   

  California Writing       1,587            12,658             3,747            258,694
  Project                                                                       

  California               444              2,648              694              45,395
  History-Social Science                                                        
  Project                                                                       

  California International 410              1,953              662              46,612
  Studies Projects                                                              

  California Math Project  915              7,523              3,905            258,870

  CRLP                     589              8,364              4,869            135,234

  CSP                      369              3,857              1,813            79,521

  CFLP                     76               629                198              20,359

  TCAP                     471              2,129              636              47,913

  **Total**                **4,861**        **39,761**         **16,524**       **892,598**

  **CSMP projections for                                                        
  July 1, 2006, to June                                                         
  30, 2007, is to come                                                          
  within + or - 5% of the                                                       
  number of programs and                                                        
  participants served in                                                        
  2005-06.**                                                                    
  ------------------------ ---------------- ------------------ ---------------- -------------

> The goals outlined in the MOU between the CDE and UCOP include
> providing technical assistance and high-quality professional
> development to schools and districts so that teachers may comply with
> NCLB highly-qualified teacher requirements.

-   **Cross-cultural Language and Academic Development (CLAD)
    Certificate**

> The Cross-cultural, Language and Academic Development (CLAD)
> Certificate and the Bilingual, Cross-cultural, Language and Academic
> Development (BCLAD) Certificate authorize teachers to provide certain
> types of instruction to English learners.
>
> This certification demonstrates the level of knowledge and skills
> required to teach English learners effectively. This is especially
> significant given that Hispanics constitute about 75% of all students
> en­rolled in programs for the limited English proficient (LEP),
> including bilingual educa­tion and English as a second language (ESL)
> programs. Additionally, approximately 35% of Hispanic children live in
> poverty.

-   **Bilingual Teacher Training Program**

> Bilingual Teacher Training Program (BTTP) funds support schools and
> districts as regional training centers in preparing teachers,
> kindergarten through grade twelve, for California Commission on
> Teacher Credentialing authorization to provide instructional services
> to English learners. The training prepares teachers in the appropriate
> methodologies to facilitate English learners' acquisition of English
> and academic development.

**[Recruiting and Retaining Highly Qualified Teachers in Hard-to-Staff
Schools (Attachments 13a and 13b)]{.underline}**

-   **New Legislation: Senate Bill 1209 (Scott)**

> *Personnel Management Assistance Team (PMAT)*: SB 1209 established the
> PMAT in up to six county offices to provide technical assistance to
> school districts in personnel management, recruitment, and hiring
> processes, and it allows the SSPI to select one PMAT to maintain a
> clearinghouse of effective personnel management and hiring practices
> (\$3 million).
>
> *Salary Planning Grants*: SB 1209 authorizes the district and
> teachers' bargaining unit to apply to the SPI for technical assistance
> and planning grants to facilitate the planning of a salary schedule
> for teachers based on criteria other than years of training and
> experience (e.g., a step-and-column salary schedule).

-   **Quality Education Investment Act of 2006**

> After analyzing the chaptered version of this legislation the CDE has
> determined that this will not aid in the Equitable Distribution of
> teachers in California. Therefore, we are eliminating all references
> to SB 1133 and/or the Quality Education Investment Act (QEIA) from
> this plan.

-   **California Teacher Recruitment Program**

> In an effort to help meet the critical need for teachers in
> California, the Sacramento County Office of Education is coordinating
> a recruitment effort aimed at finding highly qualified teachers for
> low -performing schools.
>
> Designed to help recruit highly qualified teachers for low performing
> schools and help meet a critical need. California will focus its
> attention on three geographic areas for its recruitment efforts for
> schools in deciles 1-3 on the state\'s Academic Performance Index:

1.  Riverside and San Bernardino Counties,

2.  Los Angeles County, and

3.  San Joaquin and Salinas Valleys.

    -   **SB 550 Working and Learning Conditions**

> Requires school districts to maintain all facilities in a working
> order, improve working conditions, create positive classroom learning
> environments and provide sufficient textbooks and instructional
> materials for all students. This bill appropriated \$20,200,000 from
> the General Fund to the State Department of Education and, of that
> amount \$5,000,000 was appropriated for transfer to the State
> Instructional Materials Fund for purposes of acquiring instructional
> materials, as specified, \$15,000,000 was appropriated for allocation
> to county offices of education for review and monitoring of schools,
> as specified, and \$200,000 was appropriated for purposes of
> implementing this act.

-   **SB 6 School Facilities Needs Assessment Grant Program**

> This legislation established the School Facilities Needs Assessment
> Grant Program which conducted one-time facilities needs assessments
> for schools in deciles 1 -- 3. It also established the School
> Facilities Emergency Repair Account to pay for emergency facilities
> repairs for these same schools.
>
> A total of \$250,000 was appropriated from the General Fund to the
> State Allocation Board for the administration of the School Facilities
> Needs Assessment Grant Program and the School Facilities Emergency
> Repair Account for the 2004--05 fiscal year. \$30,000,000 from the
> General Fund was appropriated for school districts under the School
> Facilities Needs Assessment Grant Program and \$5,000,000 was
> appropriated for transfer to the School Facilities Emergency Repair
> Account.

-   **California Extra Credit Teacher Program**

> The Extra Credit Teacher Program (ECTP) is designed to make
> homeownership a possibility for eligible teachers, administrators,
> classified employees and staff members working in high-priority
> schools in California. The ECTP is intended to help high priority
> schools attract and retain education professionals by offering an
> incentive in the form of down payment assistance for the purchase of a
> home anywhere in California.

-   **Transition To Teaching Grants**

> The program provides grants to recruit and retain highly qualified
> mid-career professionals and recent graduates as teachers in high-need
> schools. Additionally, these grants encourage the development and
> expansion of alternative routes to certification under state-approved
> programs that enable individuals to be eligible for teacher
> certification within a reduced period of time, relying on that
> individual's experience, expertise, academic qualifications, or other
> factors in lieu of traditional course work in the field of education.

[**does the plan specifically address the needs of any subgroups of
teachers identified in requirement 1**?]{.smallcaps}

The new STMSV process will assist secondary teachers of multiple
subjects and secondary teachers in alternative education programs in
becoming highly qualified. Giving alternative education teachers, who
are generally not certified in the specific areas they teach, a strong
content background, with pedagogical practice, will make them stronger
teachers and will translate into their staying in these programs for
longer periods, thus increasing the average years of experience of these
two types of teachers. Additionally, using the Troops to Teachers
program as a recruitment tool for the alternative education programs
will increase the number of teachers working in this vital, but
hard-to-staff area.

Additionally, programs like One Thousand Teachers, One Million Minds
Initiative, focused on improving both the supply and quality of science
and mathematics teachers in California; and programs like the California
Assumption Program of Loans for Education (APLE) designed to encourage
outstanding students, district interns, and out-of-state teachers to
become California teachers in subject areas where a critical teacher
shortage has been identified. These areas are Mathematics (Grades 7-12),
Science (Life/Physical) (Grades 7-12), Foreign Language, Special
Education, English (Grades 7-12), Low-Income Area Schools, schools
serving rural areas, State special schools, schools with a high
percentage of emergency permit teachers and low-performing schools.

The plan will also focus on helping LEAs plan and implement
content-aligned, cohesive, research-based professional development,
especially in schools that are historically hard to staff. It is the
plan of the CDE to build capacity in these schools that have been
revolving doors for teachers for years, to ensure that teachers feel
valued and receive adequate training to meet the challenges that face
them in these high-needs schools.

**Does the plan include a description of how the State will use its
available funds (e.g., Title I, Part A; Title II, Part A, including the
portion that goes to the State agency for higher education; other
Federal and State funds, as appropriate) to address the needs of
teachers who are not highly qualified?**

Since 1995, California has been building an educational system of five
components: rigorous content standards; standards-aligned instructional
materials; standards-based professional development; standards-aligned
assessment; and accountability structure that measure school
effectiveness in light of student achievement. State and federally
funded initiatives aimed at improving student achievement must
complement each other and work in tandem to have the greatest impact on
improving student achievement. In California, the state and federal
consolidated applications, the state accountability system, the
Coordinated Compliance Review process, local improvement plans,
professional development opportunities, and technical assistance al will
be aligned to provide a cohesive, comprehensive, and focused effort for
supporting and improving the state's lowest-performing schools.

As indicated elsewhere in this HQT Plan, California coordinates efforts
and resources across offices, divisions, and funding sources to support
the activities that will support LEAs in their quest to have all
teachers highly qualified.

Available federal, state, and higher education funding are coordinated
and leveraged so as to provide needed technical assistance, support, and
services to LEAs in developing and implementing their improvement plans
that will address the professional development needs of teachers in
meeting HQT status. For example, Professional Development and Curriculum
Support Division, School Fiscal Services and the School and District
Accountability Division provide direct technical assistance.

The SEA will provide resource materials and program implementation
guidelines to assist LEAs, and County Offices of Education to implement
various HQT activities associated with meeting their highly qualified
goals thru desk monitoring, Web casts, Frequently Asked Questions, Web
postings, CMIS, and Categorical Program Monitoring.

**[Monitoring:]{.underline}**

SEA will monitor Title I and Title II grants and contracts on an ongoing
basis by assessing information gathered from various required reports,
audits, frequent field contacts, and site visits when necessary or as
directed through legislation.

Each of the grants/contracts will be monitored to ensure quality
programs, coordination of efforts, and compliance with the Education
Code, legislation, and federal regulations.

The SEA uses the Consolidated Application (ConApp) to distribute
categorical funds from various state and federal programs to county
offices, school districts, and direct-funded charter school throughout
California. Annually in June, each LEA submits Part I of the ConApp to
document its participation in these programs and provide assurances that
it will comply with all legal program requirements. Program entitlements
are determined by formulas contained in the laws that created the
programs. In the fall LEAs submit Part II of the ConApp which contains
the LEA entitlement for each funded program. Out of each state and
federal program entitlement, LEAs allocate funds for indirect cost of
administration for programs operated by the district office and for
programs operated at schools.
([www.cde.ca.gov/fg/aa/co/index.asp](http://www.cde.ca.gov/fg/aa/co/index.asp))

Both state and federal laws require the SEA to monitor categorical
programs operated by LEAs. This state oversight is accomplished in part
by conducting annual on-site monitoring of programs administered by LEAs
for one-quarter of all LEAs. The SEA monitors LEAs for compliance with
requirements of each categorical program, including fiscal requirements.

Education Code Section 64001 requires the State Superintendent of Public
Instruction to create a monitoring instrument which the State Board of
Education (SBE) reviews for consistency with SBE policy. SEA uses the
instrument to monitor LEA compliance with specific tenets of the law. In
2005, the SEA revised and updated the monitoring instrument to clarify
current state and federal legal requirements. The SEA configured the
instruments into seven dimensions representing major program
requirements and sequences so that each dimension builds upon and
informs the one preceding it. The seven dimensions are: Involvement;
Governance and Administration; Funding; Standards, Assessment and
Accountability; Staffing and Professional Development; Opportunity and
Equal Access; Teaching and Learning.

**Does the plan for the use of available funds indicate that priority
will be given to the staffing and professional development needs of
schools that are not making AYP?**

The NCLB Act of 2001 is a federal legislation that established a new
definition of Adequate Yearly Progress (AYP) for all schools, LEAs, and
the state beginning with the 2002- 03 school year.

All schools and LEAs are required to meet all AYP criteria in order to
meet federal NCLB accountability requirements. Currently, the
consequences of not meeting AYP criteria apply only to Title I-funded
schools and LEAs. Schools and LEAs that receive federal Title I funds
face NCLB Program Improvement (PI) requirements for not meeting AYP
criteria.

PI is a formal designation for Title I-funded schools and LEAs. A Title
I school or LEA is identified for PI if it does not meet AYP criteria
for two consecutive years within specific areas. If a school or LEA is
designated PI, it must provide certain types of required services and/or
interventions during each year it is identified as PI. A school or LEA
is eligible to exit PI if it makes AYP for two consecutive years.

The SEA uses the Consolidated Application (ConApp) to distribute
categorical funds from various state and federal programs to county
offices, school districts, and direct-funded charter school throughout
California. Additionally, the SEA has now added elements to identify how
much of the LEA's Title II allocation is being spent towards examination
and test preparation fees.

The SEA is ensuring that Title II funds are being spent towards
appropriate class size reduction program practices consist with federal
law. Research indicates that reducing the number of students per teacher
and creating smaller instructional groups have shown to increase test
scores. Thereby the SEA has included expenditures associated with class
size reduction in the latest ConApp in order to capture the data
necessary to make a determination as to the effectiveness of the
program.

The Attachment 7 provides additional information specific to how the SEA
will collect and monitor Title I and Title II expenditures.

  -----------------------------------------------------------------------
  Requirement 4: The revised plan must describe how the SEA will work
  with LEAs that fail to reach the 100 percent HQT goal by the end of the
  2006-07 school year.

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

**[Does the plan indicate how the SEA will monitor LEA compliance with
the LEAs' HQT plans described in Requirement 2 and hold LEAs accountable
for fulfilling their plans? (Revised)]{.smallcaps}**

LEAs that fail to meet or achieve 100 percent HQT will be required to
submit a plan, with timelines, for meeting the goal by the end of the
2007-08 school year or submit a plan, with timelines, that demonstrates
the LEA will achieve predetermined percentages until full compliance is
attained.[^8] The NCLB HQT analyst will review plans and budgeted
activities to ensure that teachers are given the resources needed to
become highly qualified.

The state will utilize its existing and newly created data collection
systems to monitor LEAs for HQT compliance. The coordinator and CMIS
staff will review data annually and schedule monitoring visits to LEAs,
giving priority to those that do not make AYP. LEAs will provide
appropriate documentation of plans and progress toward
maintaining/meeting the 100 percent goal. A plan for corrective action
will be mandated for LEAs that do not maintain acceptable HQT
percentages or fail to make sufficient progress toward the 100 percent
goal.

**[Does the plan show how technical assistance from the SEA to help LEAs
meet the 100 percent HQT goal will be targeted toward LEAs and schools
that are not making AYP?]{.smallcaps}**

Data collected on classes taught by teachers who are not HQ will be
combined with data on schools and LEAs that do not make AYP to determine
the schedule for monitoring and technical assistance visits. Priority
will be given to LEAs and schools that do not meet AYP and that have the
greatest percent of classes taught by non-HQ teachers.

**[Does the plan describe how the SEA will MONITOR WHETHER LEAs attain
100 percent HQT in each LEA and SCHOOL?]{.smallcaps}**

-   **In the percentage of highly qualified teachers at each LEA and
    school**

> Data will be collected in October through the CBEDS-PAIF of each
> school year to identify teachers assigned to classes for which they
> are not HQ. This information will be utilized in the monitoring
> process and in providing technical assistance to LEAs. The CDE will
> require each LEA that does not report 100 percent HQT compliance to
> submit the name of the teacher, the subject taught, and the plan to
> ensure that each teacher will be HQ by the end of the current school
> year. This plan will be due to the CDE by October 31 of each year
> (Attachment 3). In the case of a non-HQ teacher teaching in a Title I
> class, the LEA or COE will be required to include documentation that
> the appropriate parental notification was done by including a copy of
> the letter and signed verification that all required letters were
> sent.

-   **Of the percentage of teachers who are receiving high-quality
    professional development, is it possible to enable such teachers to
    become highly qualified and successful classroom teachers?**

> As mentioned in Requirement 3, the monitor of programs targeted at
> struggling LEAs will offer needed insight into which programs offer
> the support for new teachers to become highly effective teachers. The
> CDE will annually evaluate which programs are showing promise and
> which are not demonstrating measurable change to ensure that schools
> have the resources and technical assistance needed to make long-term
> changes in teaching practices to meet the 2014 goal of all students
> being proficient in math and reading.

**[Consistent with ESEA §2141, does the plan include technical
assistance or corrective actions that the SEA will apply if LEAs fail to
meet HQT and AYP goals?]{.smallcaps}**

**All schools participating in the CMIS program and those identified in
Requirement 1 will be monitored for success as part of the
implementation of this plan. Data will be collected on each LEA that
participates in programs discussed in this plan, and adjustments will be
made when a need is indicated.**

**Technical Assistance**

The Title II, Part A, state coordinator and CMIS staff will continue to
provide ongoing technical assistance to LEAs and schools that fail to
meet or maintain adequate HQT percentages. A variety of programs and
initiatives are in place and more will be added as data indicate a need.
These programs are described in the response to Requirement 3.

**Corrective Actions**

Level I: Not reporting high quality teacher-equitable distribution
(HQT-EDET) of at least 95 percent in all schools and programs and not
demonstrating good-faith effort (attending trainings, demonstrating
growth, providing documentation, implementing agreed upon HQT plan)

In collaboration with the CDE, the LEA will:

-   Hire only NCLB compliant, fully California credentialed teachers
    until the school has maintained 100 percent NCLB compliance for two
    years and exceeds the district average for experienced teachers.

-   Identify funds.

-   Develop an immediate HQT-EDET Plan for growth.

-   Identify responsible parties.

-   Develop a timeline for implementation.

Level II: Failing to implement the Immediate HQT-EDET Plan for Growth
and reporting 95 percent HQT percent or less

The LEA will:

-   Publish the HQT-EDET percentages of all schools and programs in the
    LEA in local newspapers.

-   Hold at least two public meetings to gather input from stakeholders
    (community, chamber of commerce, parents group, CTA) on strategies
    for immediate improvement.

-   Write up a plan and publish it (in the local paper) with timelines,
    funding sources, and responsible parties.

-   Send the plan, with proof of publication, to the CDE.

Level III: Failure to comply with Level II sanctions, failure to
implement Level II plan, and reporting HQT compliance of less than 95
percent

The CDE and the LEA superintendent will create an immediate HQT-ED
growth plan and assign appropriate funds with timelines.

  -----------------------------------------------------------------------
  Requirement 5: The revised plan must explain how and when the SEA will
  complete the HOUSSE process for teachers not new to the profession who
  were hired prior to the end of the 2005-06 school year and explain how
  the SEA will discontinue the use of HOUSSE procedures for teachers
  hired after the end of the 2005-06 school year (except for the
  situations described below).

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

**[does the plan describe how and when the sea will complete the housse
process for all teachers not new to the profession who were hired before
the end of the 2005-06 school year? (revised)]{.smallcaps}**

The CCTC is authorized to license teachers in the State of California.
The licensing of teachers in the State of California is a complex system
with many avenues and alternatives to establishing the appropriate
credential and authorization. Because of this system, many teachers in
California are authorized to teach subjects in which they do not have a
major or minor. In schools, alternative programs, and county programs
where this is true, the HOUSSE process has been invaluable in allowing
teachers to use years of experience, college units, and professional
development to verify subject-matter competency. Additionally,
California chronically suffers from a teacher shortage. Complete
elimination of the HOUSSE process would make this chronic shortage an
epidemic and cripple the state's ability to ensure a high-quality and
effective teacher for all California students.

California's HOUSSE process was designed to be somewhat self-limiting
over time. Many states allow teachers to be hired as "new to the
profession," but after they have been employed for a certain length of
time, their status can change to "not new." California purposely set one
point in time, directly related to NCLB requirements, which would
permanently establish every teacher's status. For purposes of evaluating
NCLB compliance, LEAs must consider any teacher who was credentialed
after July 1, 2002, as "new to the profession." Any teacher who had
received his or her credential before that date would be considered "not
new." The CDE strongly believes in the HOUSSE process that was created
in collaboration with a diverse group of constituents. It does ensure
that teachers have a strong background in the subject they teach;
however, the CDE acknowledges that some parts of the process may be
weaker than originally intended. It is important to note that the
existing HOUSSE will continue to be used as a vehicle for certifying
teachers through June 30, 2007. It is the intent of the CDE to delineate
the acceptable activities that meet the "Leadership and Service to the
Profession" component in HOUSSE and this change will require revisions
to *California Code of Regulations[,]{.underline}* Title 5.

HOUSSE Part 1: Current

-   Prior experience in the core academic content area. A maximum of
    five years (50 points) may be counted; out-of-state experience may
    be counted, and non-consecutive years may be counted.

-   Course work in the core academic content area. Course work must be
    non-remedial course work, C- or better for subject area.

-   Standards-aligned professional development in the core academic
    content area. NCLB law requires that the HOUSSE process must be
    available to the public upon request. LEAs were instructed to
    develop a list of acceptable NCLB professional development
    activities, assign points for completed activities, utilize the list
    uniformly throughout the LEA (district, charter school, and/or
    county), and make the list available to the public upon request.
    Because standards were not in place in California until 1997, only
    professional development offered after that date is acceptable.

-   Leadership and service to the profession in the core academic
    content area continues to be part of the process. However, the State
    may re-define this area and limit leadership and service to the
    following:

1.  presenter of core content area standards-based professional
    development;

2.  core subject-matter mentor;

3.  academic curriculum coach;

4.  university supervising master teacher;

5.  instructor at a regionally accredited college/university in content
    area/content methodology;

6.  Beginning Teacher Support & Assessment support provider;

7.  Peer Assistance and Review program;

8.  department chairs with academic responsibilities

9.  published author on core curriculum area;

10. national/state recognition as "Outstanding Educator" in content
    area/grade span;

11. leadership role on [Western Association of Schools and
    Colleges](http://www.cde.ca.gov/) committee; and

12. leadership role on formative assessment committee. LEAs would
    utilize the list uniformly throughout the LEA (district, charter
    school, and/or county), and make the list available to the public
    upon request.

> **Such changes will require *California Code of
> Regulations[,]{.underline}* Title 5** **changes. The current HOUSSE
> process will remain unchanged pending these revisions. NCLB law
> requires that the HOUSSE process must be available to the public upon
> request and the CDE has made these documents available on its
> website.**

**HOUSSE Part 2: Current**

**If a "not new" teacher has not accumulated 100 points on HOUSSE-PART
1, then the teacher may use the California HOUSSE-PART 2 observation or
portfolio requirement to demonstrate core academic subject-matter
competence by using classroom-based evidence. Assessment of evidence
should indicate that California Standards for the Teaching Profession,
Standards 3 and 5.1, and other elements have been met with sufficient
documentation to ensure that the teacher has demonstrated competence in
the core academic area(s) assessed.**

The CDE is recommending to the State Board of Education the following
changes to the HOUSSE process. Because it would not be appropriate to
make changes to the HOUSSE during a school year, the CDE plans to
implement these changes before any hiring takes place for the 2007-08
school year, but no later than June 30, 2007.

HOUSSE Part 1: Recommended Changes

-   HOUSSE Part 1 will continue to be part of California's certification
    process for "not new" teachers.

```{=html}
<!-- -->
```
-   Remove "Leadership and Service to the Profession" section.

HOUSSE Part 2: Recommended Changes

-   HOUSSE Part 2 will no longer be available as part of California's
    certification process except for secondary multiple-subject teachers
    who teach in Small Rural School Achievement schools, secondary
    multiple- subject special education teachers, and secondary teachers
    who teach multiple subjects in alternative programs;

```{=html}
<!-- -->
```
-   HOUSSE Part 2 will no longer contain a portfolio assessment option;
    and

```{=html}
<!-- -->
```
-   Cannot count for more than 40 of the 100 points needed.

Note: A complete description of California's rules and processes related
to HQT is found in *NCLB Requirements Resource Guide* and may be
accessed at
<http://www.cde.ca.gov/nclb/sr/tq/documents/nclbresguide.doc>[.]{.underline}

[does the plan describe how the state will discontinue the use of housse
after the end of the 2005-06 school year except in the following
situations? (revised)]{.smallcaps}

-   Multi subject secondary teachers in rural schools, if HQ in one
    subject at the time of hire, may use HOUSSE to demonstrate
    competence in additional subjects within three years of the date of
    hire.

> California's Rural Flexibility, *California Code of
> Regulations[,]{.underline}* Title 5, § 6113. Middle and High School
> Teachers Rural Flexibility. Does not include a provision for "new"
> (credentialed after July 1, 2002) teachers to use the HOUSSE process

-   Multi subject special education teachers who are new to the
    profession, if HQ in language arts, mathematics, or science at the
    time of hire, may use HOUSSE to demonstrate competence in additional
    subjects within two years of the date of hire.

**Secondary special education flexibility has been of limited benefit to
LEAs hoping to use the HOUSSE process on "new" secondary special
education teachers because the CCTC and the CDE have had limited success
in getting universities to require or encourage special education
teacher candidates to take the CSET-Math, CSET-Science, or CSET-English
exams. The CDE and the CCTC as well as LEAs and COEs are continuing to
work with university intern programs and traditional teacher preparation
programs to get them to require one of these exams for placement into
the program. A better solution is the new STMSV program described in
Requirements 1 and 3 and is mentioned below.**

As discussed in Requirement 1 and Requirement 3, Ventura County Office
of Education, under the authority of the CDE, is in the process of
finalizing the Secondary Teachers of Multiple Subjects Verification
Process. The rigorous content verification process for secondary
teachers of multiple subjects, including all secondary special education
teachers, and teachers who teach in home/hospital programs, necessary
small high schools, continuation schools, alternative schools,
opportunity schools, juvenile court school, county community schools,
LEA community day schools, small rural school achievement program
schools, and independent study programs will alleviate the need to use a
HOUSSE process, which is limited to "new" teachers (those credentialed
after July 1, 2002) in most cases.

  -----------------------------------------------------------------------
  Requirement 6: The revised plan must include a copy of the state's
  written "equity plan" for ensuring that poor or minority children are
  not taught by inexperienced, unqualified, or out-of-field teachers at
  higher rates than are other children.

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

**[Does the revised plan include a written equity plan?]{.smallcaps}**

**California is the most economically, geographically, and
linguistically diverse state and has the largest population of teachers
and students in the nation. California is also a "local control" state
which means each LEA has developed into a unique educational agency. It
would not be an exaggeration to say that, among the more than 1,053
districts, no two LEAs are alike. Therefore, no one plan could solve the
problems facing California as the state moves aggressively toward the
equitable distribution of highly qualified, experienced, and effective
teachers for all students**. **California's plan is to meet and
collaborate with 1,783 schools, representing 372 school districts,
located in 56 of the 58 California counties (Attachment 6). During these
collaborative sessions the California Department of Education (CDE) will
identify existing and recently created programs that will aid each of
these school sites or LEAs in recruiting, retaining, and improving the
effectiveness of highly qualified teachers. Each of the programs
discussed below offers unique opportunities for prospective teachers,
new teachers, and veteran teachers to move to or remain in high-need
districts.**

In addition, the CDE will calibrate their resources both within the
Department and across local educational agencies. The Professional
Development and Curriculum Support Division will, throughout the next
year, meet with the School Improvement Division and the School and
District Accountability Division to develop a system that will ensure
that the plans for both HQ-EDET and PI are successful.

[Equitable Distribution Plan]{.underline}

The state plan for equitable distribution is a multifaceted plan in the
way it addresses the equitable distribution of high-quality,
experienced, and effective teachers in all schools specifically, in
schools with high-poverty, high-minority populations whose students
continue to under-perform academically. It is the focus of this plan to
target state resources, both monetary and staff, to schools with
high-poverty, high-minority populations that have historically been
unable to recruit and retain highly qualified and effective teachers.

These critical areas of focus are addressed in the plan by allowing for
each of the following in each of the plan's core components:

1.  multiple measures and benchmarks in place both for the CDE and the
    LEA in monitoring concerted activities to address the issue of
    equitable distribution;

2.  high-quality professional development will increase and develop each
    LEA's capacity to certify the improving skill level of its
    certificated staff;

3.  LEA's needs assessments will be completed as a function of the
    program improvement and will serve as the basis for CDE's effective
    use of program evaluation to gauge the sustained effect of the
    suggested professional development activities;

4.  HQT staff will collaborate with the School Improvement Division
    (SAIT and High-Priority Schools) staff to evaluate the suggested
    professional development opportunities and programs as a function of
    school change and improvement.

It is the intent of the Compliance Monitoring, Interventions, and
Sanctions program, to provide the LEA with direct technical assistance
in developing their equitable distribution plan. The CDE, along with the
LEA's leadership team, local boards, and other local stakeholders, will
develop an equitable distribution plan, with goals, benchmarks, and
timelines that will move the LEA toward 100 percent highly qualified
teachers. To this end, the CDE has collaborated with the Legislature on
several key initiatives, such as Senate Bill 1133 (Quality Education
Investment Act), Senate Bill 472 (Mathematics and Reading Professional
Development Program), and pending legislation (Senate Bill 1209, which
addresses Teacher Credentialing and creates the Certificated Staff
Mentoring Program, among other things). Acting on its long-standing
commitment to providing technical assistance to LEAs, the CDE will
implement these initiatives designed to help LEAs meet their HQT goals
by encouraging LEAs to utilize these new programs to increase the tenure
of the teachers they already have on staff and encourage new teachers to
remain at the sites once employed there.

**[Monitoring:]{.underline}**

SEA will monitor Title I and Title II grants and contracts on an ongoing
basis by assessing information gathered from various required reports,
audits, frequent field contacts, and site visits when necessary or as
directed through legislation.

Each of the grants/contracts will be monitored to ensure quality
programs, coordination of efforts, and compliance with the Education
Code, legislation, and federal regulations.

The SEA uses the Consolidated Application (ConApp) to distribute
categorical funds from various state and federal programs to county
offices, school districts, and direct-funded charter school throughout
California. Annually in June, each LEA submits Part I of the ConApp to
document its participation in these programs and provide assurances that
it will comply with all legal program requirements. Program entitlements
are determined by formulas contained in the laws that created the
programs. In the fall districts submit Part II of the ConApp which
contains the district entitlement for each funded program. Out of each
state and federal program entitlement, districts allocate funds for
indirect cost of administration for programs operated by the district
office and for programs operated at schools.

Both state and federal laws require the SEA to monitor categorical
programs operated by LEAs. This state oversight is accomplished in part
by conducting annual on-site monitoring of programs administered by LEAs
for one-quarter of all LEAs. The SEA monitors LEAs for compliance with
requirements of each categorical program, including fiscal requirements.

California *Education Code* Section 64001 requires the State
Superintendent of Public Instruction to create a monitoring instrument
which the State Board of Education (SBE) reviews for consistency with
SBE policy. SEA uses the instrument to monitor LEA compliance with
specific tenets of the law. In 2005, the SEA revised and updated the
monitoring instrument to clarify current state and federal legal
requirements. The SEA configured the instruments into seven dimensions
representing major program requirements and sequences so that each
dimension builds upon and informs the one preceding it. The seven
dimensions are: Involvement; Governance and Administration; Funding;
Standards, Assessment and Accountability; Staffing and Professional
Development; Opportunity and Equal Access; Teaching and Learning.

One of the goals of this equitable distribution plan is for LEAs and
schools to align their resources (both human and fiscal) with the
objectives of the equitable distribution plan. The State Educational
Agency (SEA) will make recommendations to LEAs on strategies to
effectively allocate their resources for maximum impact through
alignment of Title II, Part A and Title I funds. (Attachment 10)

The CDE has received comments on California's HQT Plan from various
stakeholders, such as the California Teachers Association, Association
of California School Administrators (ACSA), and public advocates to name
a few. By working together, the SEA believes that a clear, coherent, and
deliberate path will be established at each of the LEAs to help each one
in reaching its goals.

**[Focus One:]{.underline}**

In order to comply with federal mandates for oversight of the NCLB, the
CDE began full implementation of California's LEA monitoring process for
HQT, the Compliance Monitoring, Interventions, and Sanctions (CMIS)
program, in June 2006. Specifically, a federal review of CDE
administration of NCLB resulted in a "finding," to wit, that the CDE was
not monitoring the accuracy of LEAs compliance with NCLB teacher quality
requirements. Subsequently, CDE staff developed a protocol for such
monitoring. In January 2006 the CMIS protocol was approved by the State
Board of Education (SBE) and thereafter forwarded to the ED, from whom
CDE staff received positive feedback. Full details of the program are
included (Attachment 5).

**The CMIS program staff has carefully analyzed available HQT
percentages, AYP identification, poverty/minority data, and average
years of experience for each school and educational program in
California to develop a picture of each district and school in the state
(Attachment 2). Schools were placed in the CMIS program by using two
sets of criteria (Attachment 6.):**

1.  **Failed to meet AMO-HQT for two consecutive years**

2.  **Met their AMO-HQT for at least one year, but reported HQT
    percentages of less than 70 percent on the ConApp, Part II, in
    December 2005**

To ensure that all schools have complied with NCLB HQT requirements by
June 2007, the CDE will use the CMIS program to closely monitor the
1,783 schools, representing 372 districts, which have been placed in the
CMIS process. Because of the large number of schools involved, the
schools noted above will be divided into four subgroups as follows:

> Category A: Schools with an HQT percentage of 85 percent or better
> (401 schools).
>
> Category B: Schools with an HQT percentage between 70 percent and 85
> percent (287 schools).
>
> Category C: Schools with an HQT percentage below 70 percent (661
> schools).
>
> **Category C2: Schools that may have met their AMO-HQT for at least a
> year but reported HQT percentages of less than 70 percent on December
> 2005 (428 schools).**

For each LEA identified by the Compliance Monitoring, Interventions and
Sanctions program that has a C or C2 category school, CDE staff will be
conducting site visits to create an equity plan (evidenced in part, by
Attachments 9b, 11b, 12b, and 13b to be completed by LEA) that will be
monitored closely.

**Increase the Capacity of Each School Where Inequities Exist:**

-   Certificate Staff Mentoring: SB 1209 (Attachment 11a)

> Certificated Staff Mentoring, established by SB 1209 (Scott), provides
> \$6,000 annual stipends to experienced teachers to teach in staff
> priority schools and assists teacher interns during their induction
> and first years of teaching.
>
> LEAs may receive funding if all of the following conditions for a
> certificated staff mentoring program are meet:
>
> 1\. The Lea provides annual stipends for experienced teachers (meeting
> specified criteria) who teach in a staff-priority school (school that
> is at or below the 30^th^ percentile for API, including juvenile court
> schools, county community schools, and community day schools).
>
> 2\. These experienced teachers must receive training on how to serve
> as a mentor and be provided with the time, material, and resources to
> provide assistance to new teachers.

-   Personnel Management Assistance Teams (PMATs) (Attachment 13a)

> Established by SB 1209 (Scott), up to six county offices may be chosen
> by the Superintendent of Public Instruction to provide technical
> assistance to school districts in effective personnel management and
> recruitment and hiring processes.

-   Beginning Teacher Support and Assessment Program (Attachment 11a)

> The purposes of the Beginning Teacher Support and Assessment (BTSA)
> Program are to enhance the success and retention of first-year and
> second-year teachers by aiding the transition into teaching; to
> improve training for new teachers; to provide intensive,
> individualized support and assistance to each participating beginning
> teacher; and to establish an effective, coherent system of performance
> assessments that are based on the California Standards for the
> Teaching Profession.

-   One Thousand Teachers, One Million Minds Initiative - University of
    California (Attachment 11a)

> The program is intended to increase the supply and quality of science
> and mathematics teachers in California by providing students the
> opportunity to complete a bachelor's degree and all requisite course
> work to become highly qualified as a secondary teacher in math or
> science in four years.

-   California Mathematics and Science Partnership Program (Attachment
    11a)

> California Mathematics and Science Partnership (CaMSP) grants are
> intended to help educators improve their skills in teaching math and
> science. The grants are awarded to eligible partnerships or
> educational agencies that in turn create opportunities for teachers to
> receive professional development in teaching math and science. Target
> schools are those in which at least 40 percent of students qualify for
> the National School Lunch Program.

-   Mathematics and Reading Professional Development Program (AB 466,
    now SB 472). (Attachment 11a)

> Assembly Bill (AB) 466 (Chapter 737, Statutes of 2001) established
> state funding for the Mathematics and Reading Professional Development
> Program. This is a reimbursement program that provides professional
> development for
>
> K-12 classroom teachers, instructional aides, and paraprofessionals.
>
> AB 466 was reauthorized through June 2012. The highest priority for
> this program is given to secondary special education teachers and
> teachers who qualify for rural flexibility county office programs.
> Additionally, priority is given to teachers who are new to teaching,
> who are assigned to high-priority schools, and who are assigned to
> schools that are under sanctions.

-   National Board Certification Program (Attachment 11a)

> The National Board for Professional Teaching Standards (NBPTS)
> provides a rigorous measure for experienced teachers through sets of
> teaching standards that describe the accomplished level of teaching.
> Over the course of a school year, candidates for national
> certification must create a portfolio of their teaching and sit for an
> assessment of their content knowledge. National Board certification is
> available in more than 24 certificate areas, defined by a student age
> range and the content taught. Teachers seeking National Board
> Certified Teacher (NBCT) status often create small learning
> communities as they develop their portfolios. The National Board
> certification process requires teachers to examine their practice and
> provides the opportunity to address apparent weaknesses. The process
> can take up to three years for teachers who discover a weakness that
> must be addressed. National Board certification is the epitome of
> long-term, meaningful professional development. Approximately one
> percent of all California teachers are NBCTs.
>
> The federally funded Candidate Subsidy Program (CSP) provides 50
> percent of the candidate fees, and the state-funded NBPTS Incentive
> Award Program provides a \$20,000 incentive award for NBCTs who work
> in high-priority schools. The 2006 Budget Act proposes additional
> state funding to increase the support for candidate fees to 90
> percent. With approximately 50 percent of California NBCTs teaching in
> the bottom half of all California schools (determined by the Academic
> Performance Index), California is the national exception with regard
> to the equitable distribution of NBCTs.

-   Coordination of action of CMIS technical assistance with PI efforts

> Under NCLB, the (SEA) must identify for PI those LEAs that failed to
> make AYP for two consecutive years. The SEA is required to take
> corrective action for any LEA that fails to make AYP for two
> consecutive years. The SEA works in conjunction with LEAs to identify
> for corrective action and restructuring any school that has been in PI
> for two years or more and has not made AYP on the same indicator
> (English-language arts, mathematics, graduation rate, or participation
> rate). An LEA or a school is eligible to exit PI status after it makes
> AYP for two consecutive years.
>
> In its efforts to assist schools and LEAs to exit PI status, the CDE
> has developed essential program components (EPCs), which are
> considered to be key components of an effective academic program. The
> EPCs support academic student achievement in reading/language arts and
> mathematics. The SEA has also developed and made available various
> tools to assist LEAs and schools with the school improvement process.
> These tools include the Academic Program Survey (APS) instrument that
> is used to evaluate a school's implementation of EPCs; the District
> Assistance Survey (DAS), which can be used to examine an LEA's
> processes and protocols to determine possible gaps in support for
> schools; the English Learner Subgroup Self Assessment (ELSSA),
> designed to serve as a technical assistance tool for LEAs in analyzing
> and addressing program services to the English learner (EL) subgroup;
> and the Least Restrictive Environment (LRE) survey, which can be used
> to analyze LEA and school special education programs. These
> instruments can be found in the Virtual Library located on the CDE Web
> site at <http://www.cde.ca.gov/ta/lp/vl>.
>
> School Assistance and Intervention Teams (SAITs) provide intensive
> support and monitoring to assist state-monitored schools in improving
> student learning. Schools participating in the Immediate
> Intervention/Underperforming Schools Program (II/USP) or High Priority
> Schools Grant Program (HPSGP) must meet their program's definition of
> significant growth, based on the results of the school wide Academic
> Performance Index (API), or the school is deemed state-monitored. Each
> school participating in either the II/USP or the HPSGP must meet its
> program's definition of significant growth each year until the school
> exits the program, with the approval of the State Board of Education.
>
> CMIS staff will work with the PI and SAIT efforts to develop a system
> of monitoring and technical assistance that ensures the goals of all
> programs are met.

**Improve the Pool of High-Quality Teachers in Hard-to-Staff Schools:**

-   Alternative Certification Program (Attachment 12a)

> Legislation (SB 1209 \[Scott\]) authorizes the Commission on Teacher
> Credentialing to award an additional \$1,000 per teacher for teacher
> interns to receive additional training in teaching English learners
> and provide a reduced ratio of experienced teachers to teacher
> interns.

-   Troops to Teachers (Attachment 12a)

> The purpose of TTT is to assist eligible military personnel in the
> transition to a new career as public school teachers in targeted
> schools.

-   International Teachers (Attachment 12a)

> International certificates are issued to applicants who are from a
> country other than the United States, who have completed at least a
> bachelor's degree with a major in the field of teaching, and who have
> met all cultural/educational visa requirements. The certificate can be
> renewed for up to two additional years at the request of the school
> district if the teacher has met all certification examination
> requirements during the first year. The Commission on Teacher
> Credentialing works closely with responsible officers and foreign
> country representatives to provide appropriate certification and
> employment to international teachers. These teachers often meet
> critical needs in hard-to-staff geographical and subject areas,
> especially special education, secondary math and sciences, and foreign
> languages.

-   California Teacher Internship Programs (Attachment 12a)

> Alternative teacher credentialing programs provide opportunities for
> teacher candidates to become highly qualified through a state-approved
> alternative teacher credential program while working as classroom
> teachers.

-   California Assumption Program of Loans for Education (APLE), Other
    Load Forgiveness Programs (Attachment 12a)

> The APLE is a competitive teacher incentive program designed to
> encourage outstanding students, district interns, and out-of-state
> teachers to become California teachers in subject areas in which a
> critical teacher shortage has been identified or in designated schools
> meeting specific criteria.

**Retain High-Quality, Effective Teachers in Hard-to Staff Schools**

-   California EC Section 28 - Personnel Management Assistant Teams
    (PMATs)

> Established by SB 1209 (Scott), up to six county offices may be chosen
> by the Superintendent of Public Instruction to provide technical
> assistance to school districts in effective personnel management and
> recruitment and hiring processes (\$3 million).
>
> As of June, 2007, all sites will have achieved 100 percent HQTs
> throughout the state as required by NCLB. Those schools that are not
> at 100 percent will have submitted a detailed plan to make each
> teacher at their site fully compliant to the CDE through the CMIS
> process. On or about August 1, 2007 the PMATs will be provided a list
> of all remaining non-compliant sites based on a one-time data
> collection in June 2007. The PMATs will then begin working with these
> schools in the area of recruiting and retaining qualified teachers
> after receiving training and assistance from CDE staff so that these
> teams compliment and support the assistance provided by the CMIS
> process. The PMATs will also be expected to provide similar technical
> assistance to any LEA within their region that seeks aid. However, the
> focus of the PMATs will be to provide intensive technical assistance
> beginning in the Fall of 2007 to high-need and hard-to-staff schools
> so that each LEA may create an exceptional recruitment and retention
> process.
>
> The PMATs will be required to submit yearly data to the CDE on the
> success of their work with each targeted LEA. The targeted LEAs will
> have established HQT hiring goals to achieve and maintain 100 percent
> HQT status and this data will also be submitted annually to the CDE
> for monitoring purposes.
>
> []{.mark}
>
> For additional evidence of success please see discussion below under
> the heading "[Evidence of Success]{.smallcaps}."

-   Salary Planning Grants: SB 1209 (Scott) authorizes the district and
    teachers bargaining unit to apply to the SPI for technical
    assistance and planning grants to facilitate the planning of a
    salary schedule for teachers based on criteria other than years of
    training and experience (e.g., a step-and-column salary schedule).
    (Attachment 13a)

-   California EC Section 35036 Teacher Transfer

> Established by SB 1655 (Scott), this legislation prohibits a
> superintendent from transferring a teacher who requests to be
> transferred to a school offering Kindergarten or any grades one
> through twelve, inclusive, that is ranked in deciles one to three on
> the Academic Performance Index, if the principal of the school refuses
> to accept the transfer. Priority can no longer be given to a teacher
> who requests to be transferred to another school over other qualified
> applicants who have applied for positions requiring certification
> qualifications at that school. In essence, this legislation seeks to
> prevent ineffective or non-highly qualified teachers from being moved
> to lower achieving schools or schools with higher minority/poverty
> rates and alternatively, effective and highly qualified teachers from
> transferring to sites with lower minority/poverty rates once they are
> tenured.
>
> These limitations on teacher transfer will ensure the equitable
> distribution of teachers in the district with priority for retaining
> high-quality, experienced teachers given to the high poverty/minority
> schools.

-   Teacher Recruitment and Student Support Program

> The Teacher Recruitment and Student Support Program, authorized under
> Assembly Bill 146 (Laird), Budget Act of 2005, Item 6110485-0001,
> provides \$46.5 million for improving student learning in
> low-performing schools (deciles 1--3). Each identified district is
> eligible to receive \$23.73 per pupil based on the number of pupils in
> qualifying schools within the LEA, according to the 2004 California
> Basic Educational Data System enrollment and Academic Performance
> Index (API) rankings. Funds are to be used in decile 1-3 schools for
> the following purposes:

-   A safe, clean school environment for teaching and learning

-   Provision of support services for students and teachers

-   Small group instruction

-   Activities, including differential compensation, focused on the
    recruitment and retention of teachers who meet the NCLB definition
    of a highly qualified teacher

-   Activities, including differential compensation, focused on the
    recruitment and retention at those schools of highly skilled
    principals

-   Time for teachers and principals to collaborate for the purpose of
    improving student academic outcomes.

Further information may be obtained at <http://www.cde.ca.gov/>.

**[Focus Two:]{.underline}**

[Equitable Distribution Plan]{.underline}

Using the requirements outlined in the legislation, the CDE will choose
a select group of schools identified for participation in the CMIS
program and representing a wide geographic distribution of schools
across urban, rural, and suburban areas, will be chosen to participate
in this portion of the plan.

Using the NCLB Professional Development Resource Guide (available
February 2007 on the CDE Web site) and the programs discussed above and
in appendixes 9A-9E, HQT staff will work with the targeted schools to
develop a system wide, cohesive plan of school improvement and staff
development that will address the focus of the legislation issues
articulated in the self-study (Appendices 8 and 11) and other state
obligations (See Requirement 2).

**[Does the plan identify where inequities in teacher assignment
exist?]{.smallcaps}**

Based on the following data, there is a slightly higher occurrence of
classes taught by non-HQ teachers at schools with high poverty, and high
populations of Black and Hispanic students. Interestingly, the data
indicate that 7.8 percent more classes are taught by HQ teachers in
schools that did not meet AYP than those that met AYP. A careful
analysis of the 2006 CBEDs data will be conducted to determine whether
this was a reporting error or whether a more thorough analysis of this
anomaly must be undertaken.

  ---------------------- -------------- ---------------- ------------ ----------
  **2005-06 Data as of                                                
  October 2005**                                                      

  School Type            Total Number   Number of Core   Percentage   Average
                         of Core        Academic Classes of Core      Years of
                         Academic       Taught by Highly Academic     Teaching
                         Classes        Qualified        Classes      
                                        Teachers         Taught by    
                                                         Highly       
                                                         Qualified    
                                                         teachers     

  All Schools in State   **670,456**    **574,448**      **85.7%**    **12.7**

  All High-Poverty       **150,304**    **122,833**      **81.7%**    **11.3**
  Schools                                                             

  All Low-Poverty        **173,169**    **154,386**      **89.2%**    **13.4**
  Schools                                                             

  All Schools with High  **165,788**    **138,730**      **83.7%**    **11.4**
  Black and Hispanic                                                  
  Populations (GT 80%)                                                

  All Schools with Low   **133,909**    **120,152**      **89.7%**    **11.3**
  Black and Hispanic                                                  
  Populations (LT 23%)                                                

  Possible AYP           **359,901**    **321,334**      **89.3%**    **12.0**
  Difficulties                                                        

  No AYP Difficulties    **310,632**    **253,253**      **81.5%**    **13.2**
  ---------------------- -------------- ---------------- ------------ ----------

+---------------+-----------+---------+---------+---------+---------+
| **2005-06     |           |         |         |         |         |
| Data as of    |           |         |         |         |         |
| October       |           |         |         |         |         |
| 2005**        |           |         |         |         |         |
|               |           |         |         |         |         |
| **Years of    |           |         |         |         |         |
| Teaching      |           |         |         |         |         |
| Experience**  |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| School Type   | Percent   | Percent | Percent | Percent | Percent |
|               | of        | of      | of      | of      | of      |
| N=Number of   | Teachers  | T       | T       | T       | T       |
| Teachers      | with 0 to | eachers | eachers | eachers | eachers |
|               | 2 Years   | with 3  | with 6  | with 11 | with    |
|               | Teaching  | to 5    | to 10   | to 20   | More    |
|               | E         | Years   | Years   | Years   | than 20 |
|               | xperience | T       | T       | T       | Years   |
|               |           | eaching | eaching | eaching | T       |
|               |           | Exp     | Exp     | Exp     | eaching |
|               |           | erience | erience | erience | Exp     |
|               |           |         |         |         | erience |
+---------------+-----------+---------+---------+---------+---------+
| All Schools   | **12.8%** | **      | **      | **      | **      |
| in State      |           | 15.1%** | 25.0%** | 25.8%** | 21.3%** |
|               |           |         |         |         |         |
| N=307,863     |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| All           | **14.2%** | **      | **      | **      | **      |
| High-Poverty  |           | 18.4%** | 27.5%** | 22.5%** | 17.4%** |
| Quartile      |           |         |         |         |         |
| Schools       |           |         |         |         |         |
|               |           |         |         |         |         |
| N=76,605      |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| All           | **11.6%** | **      | **      | **      | **      |
| Low-Poverty   |           | 13.6%** | 24.0%** | 27.8%** | 23.0%** |
| Quartile      |           |         |         |         |         |
| Schools       |           |         |         |         |         |
|               |           |         |         |         |         |
| N=74,066      |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| All Schools   | **14.3%** | **      | **      | **      | **      |
| with High     |           | 18.0%** | 27.9%** | 22.3%** | 17.5%** |
| Black and     |           |         |         |         |         |
| Hispanic      |           |         |         |         |         |
| Populations   |           |         |         |         |         |
| (GT 80%)      |           |         |         |         |         |
|               |           |         |         |         |         |
| N=85,631      |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| All Schools   | **10.7%** | **      | **      | **      | **      |
| with Low      |           | 12.9%** | 23.1%** | 28.9%** | 24.4%** |
| Black and     |           |         |         |         |         |
| Hispanic      |           |         |         |         |         |
| Populations   |           |         |         |         |         |
| (LT 23%)      |           |         |         |         |         |
|               |           |         |         |         |         |
| N=60,176      |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| Schools with  | **13.9%** | **      | **      | **      | **      |
| Possible AYP  |           | 17.0%** | 25.8%** | 23.9%** | 19.4%** |
| Difficulties  |           |         |         |         |         |
|               |           |         |         |         |         |
| N=127,935     |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+
| Schools with  | **11.9%** | **      | **      | **      | **      |
| No AYP        |           | 13.8%** | 24.5%** | 27.1%** | 22.7%** |
| Difficulties  |           |         |         |         |         |
|               |           |         |         |         |         |
| N=180,028     |           |         |         |         |         |
+---------------+-----------+---------+---------+---------+---------+

Clearly, high poverty schools and schools with high proportion of Black
and Hispanic enrollments have larger proportions of first and second
year teacher and lower proportions of teachers with 10 or more years of
experience than low poverty schools and schools with smaller proportions
of Black and Hispanic enrollments. Some of these differentials arise
from difference in demography and teacher tenure between districts while
some also arises from difference in composition of student enrollments
and teachers' years of teaching experience within districts,
particularly large urban and suburban districts. While the primary focus
of the CDE monitoring effort to date has been to ensure that all
students have a NCLB compliant teacher in all of the core subject areas,
ensuring equitable distribution of well-qualified and highly experienced
teachers across schools within a district and across districts within
the state will become an increasingly central focus for the monitoring
effort. District and school level reports of the distribution of
teachers by years of teaching experience support that work.

  ----------------- ------------ -------------- -------------- --------------
  **2005-06 Data as                                            
  of October 2005,                                             
  Elementary**                                                 

  **School Type**   **Total      **Number of    **Percentage   **Average
                    Number of    Core Academic  of Core        Years of
                    Core         Classes Taught Academic       Teaching
                    Academic     by Highly      Classes Taught Experience**
                    Classes**    Qualified      by Highly      
                                 Teachers**     Qualified      
                                                teachers**     

  All Elementary in 185,131      162,651        87.9%          12.7
  State                                                        

  High-Poverty      50,795       42,758         86.1%          11.5
  Schools (afdc %                                              
  GT 82.1%)                                                    

  High-Poverty      39,751       33,995         85.5%          11.5
  Schools with AYP                                             
  issues                                                       

  Low-Poverty       44,711       39,529         88.4%          13.4
  Schools (afdc %                                              
  LT 25.31%)                                                   

  Low-Poverty       6,092        3,541          58.1%\*        13.9
  Schools with AYP                                             
  issues                                                       

  Schools with High 56,296       48,834         86.7%          11.5
  Black and                                                    
  Hispanic                                                     
  Populations (GT                                              
  80%)                                                         

  Schools with High 42,145       36,367         86.3%          11.5
  Black and                                                    
  Hispanic                                                     
  Populations and                                              
  AYP issues                                                   

  Schools with Low  38,226       34,335         89.8%          13.8
  Black and                                                    
  Hispanic                                                     
  Populations (LT                                              
  23%)                                                         

  Schools with Low  4,205        2,503          59.5%\*        12.8
  Black and                                                    
  Hispanic                                                     
  Populations and                                              
  AYP issues                                                   
  ----------------- ------------ -------------- -------------- --------------

Based on 2005-06 data low-poverty elementary schools have only a
slightly higher percentage of HQ teachers than do high-poverty schools.

+---------------+----------+----------+----------+----------+----------+
| **2005-06     |          |          |          |          |          |
| Data as of    |          |          |          |          |          |
| October       |          |          |          |          |          |
| 2005**        |          |          |          |          |          |
|               |          |          |          |          |          |
| **Years of    |          |          |          |          |          |
| Teaching      |          |          |          |          |          |
| Experience,   |          |          |          |          |          |
| Elementary**  |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| **School      | Percent  | Percent  | Percent  | Percent  | Percent  |
| Type**        | of       | of       | of       | of       | of       |
|               | Teachers | Teachers | Teachers | Teachers | Teachers |
| N=Number of   | with 0   | with 3   | with 6   | with 11  | with     |
| Teachers      | to 2     | to 5     | to 10    | to 20    | More     |
|               | Years    | Years    | Years    | Years    | than 20  |
|               | Teaching | Teaching | Teaching | Teaching | Years    |
|               | Ex       | Ex       | Ex       | Ex       | Teaching |
|               | perience | perience | perience | perience | Ex       |
|               |          |          |          |          | perience |
+---------------+----------+----------+----------+----------+----------+
| All           | *        | *        | *        | *        | *        |
| Elementary in | *11.1%** | *14.6%** | *27.2%** | *26.6%** | *20.5%** |
| State         |          |          |          |          |          |
|               |          |          |          |          |          |
| N=170,640     |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| High-Poverty  | *        | *        | *        | *        | *        |
| Quartile      | *11.8%** | *17.4%** | *30.4%** | *23.3%** | *17.1%** |
| Schools (afdc |          |          |          |          |          |
| % GT 82.1%)   |          |          |          |          |          |
| N=48,626      |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| High-Poverty  | *        | *        | *        | *        | *        |
| Schools with  | *11.8%** | *17.7%** | *30.2%** | *23.4%** | *16.9%** |
| Possible AYP  |          |          |          |          |          |
| Issues        |          |          |          |          |          |
| N=35,030      |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| Low-Poverty   | *        | *        | *        | *        | *        |
| Quartile      | *10.3%** | *13.3%** | *25.3%** | *28.8%** | *22.3%** |
| Schools (afdc |          |          |          |          |          |
| % LT 25.31%)  |          |          |          |          |          |
| N=39,442      |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| Low-Poverty   | *        | *        | *        | *        | *        |
| Schools with  | *10.5%** | *15.0%** | *23.0%** | *24.6%** | *26.9%** |
| Possible AYP  |          |          |          |          |          |
| issues        |          |          |          |          |          |
| N=3,566       |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| Schools with  | *        | *        | *        | *        | *        |
| High Black    | *12.0%** | *17.1%** | *30.8%** | *23.2%** | *16.9%** |
| and Hispanic  |          |          |          |          |          |
| Populations   |          |          |          |          |          |
| (GT 80%)      |          |          |          |          |          |
|               |          |          |          |          |          |
| N=54,290      |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| Schools with  | *        | *        | *        | *        | *        |
| High Black    | *12.0%** | *17.2%** | *30.8%** | *23.2%** | *16.8%** |
| and Hispanic  |          |          |          |          |          |
| Populations   |          |          |          |          |          |
| and Possible  |          |          |          |          |          |
| AYP issues    |          |          |          |          |          |
|               |          |          |          |          |          |
| N=38,300      |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| Schools with  | **9.7%** | *        | *        | *        | *        |
| Low Black and |          | *12.6%** | *24.4%** | *29.7%** | *23.6%** |
| Hispanic      |          |          |          |          |          |
| Populations   |          |          |          |          |          |
| (LT 23%)      |          |          |          |          |          |
|               |          |          |          |          |          |
| N=33,634      |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+
| Schools with  | *        | *        | *        | *        | *        |
| Low Black and | *10.2%** | *16.2%** | *25.2%** | *27.1%** | *21.3%** |
| Hispanic      |          |          |          |          |          |
| Populations   |          |          |          |          |          |
| and Possible  |          |          |          |          |          |
| AYP issues    |          |          |          |          |          |
|               |          |          |          |          |          |
| N=2,042       |          |          |          |          |          |
+---------------+----------+----------+----------+----------+----------+

Once again, it is clear high poverty schools and schools with high
proportion of Black and Hispanic enrollments have slightly higher
proportion of first and second year teacher and lower proportions of
teachers with 10 or more years of experience than low poverty schools
and schools with smaller proportions of Black and Hispanic enrollments.
As in the general analysis for all schools, some of these differentials
among elementary schools arise from difference in demography and teacher
tenure between districts while some also arises from difference in
composition of student enrollments and teachers' years of teaching
experience within districts, particularly large urban and suburban
districts.

+-----------------+------------+-------------+-------------+----------+
| **2005-06 Data  |            |             |             |          |
| as of October   |            |             |             |          |
| 2005,           |            |             |             |          |
| Secondary**     |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| **School Type** | **Total    | **Number of | *           | *        |
|                 | Number of  | Core        | *Percentage | *Average |
|                 | Core       | Academic    | of Core     | Years of |
|                 | Academic   | Classes     | Academic    | Teaching |
|                 | Classes**  | Taught by   | Classes     | Expe     |
|                 |            | Highly      | Taught by   | rience** |
|                 |            | Qualified   | Highly      |          |
|                 |            | Teachers**  | Qualified   |          |
|                 |            |             | teachers**  |          |
+-----------------+------------+-------------+-------------+----------+
| All Secondary   | 485,325    | 411,797     | 84.8%       | 12.5     |
| in State        |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| High-Poverty    | 99,562     | 79,127      | 79.5%       | 11.0     |
| Schools (afdc % |            |             |             |          |
| GT 70.09%)      |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| High-Poverty    | 83,910     | 66,153      | 78.8%       | 10.9     |
| Schools with    |            |             |             |          |
| AYP issues      |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| Low-Poverty     | 128,458    | 114,857     | 89.4%       | 13.4     |
| Schools (afdc % |            |             |             |          |
| LT 21.1%)       |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| Low-Poverty     | 83,910     | 66,153      | 78.8%       | 13.5     |
| Schools with    |            |             |             |          |
| AYP issues      |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| Schools with    | 109,492    | 89,896      | 82.1%       | 11.1     |
| High Black and  |            |             |             |          |
| Hispanic        |            |             |             |          |
| Populations (GT |            |             |             |          |
| 80%)            |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| Schools with    | 88,093     | 71,416      | 81.1%       | 11.1     |
| High Black and  |            |             |             |          |
| Hispanic        |            |             |             |          |
| Populations and |            |             |             |          |
| AYP issues      |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| Schools with    | 95,683     | 85,817      | 89.7%       | 13.9     |
| Low Black and   |            |             |             |          |
| Hispanic        |            |             |             |          |
| Populations (LT |            |             |             |          |
| 23%)            |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+
| Schools with    | 7,396      | 6,434       | 87.0%       | 14.9     |
| Low Black and   |            |             |             |          |
| Hispanic        |            |             |             |          |
| Populations and |            |             |             |          |
| AYP             |            |             |             |          |
|                 |            |             |             |          |
| issues          |            |             |             |          |
+-----------------+------------+-------------+-------------+----------+

Based on preliminary data low-poverty secondary schools have a 9 percent
higher rate of HQ teachers than do high-poverty schools. CDE is acutely
aware that the Alternative Education Programs include the highest
percentage of the high-poverty and high-minority students within the
secondary schools. Given that 98 percent of these alternative education
programs and special education teachers teaching multiple subjects at
the secondary level are the hardest to staff and the most difficult to
bring into compliance.

+---------------+----------+-----------+------------+--------+--------+
| **2005-06     |          |           |            |        |        |
| Data as of    |          |           |            |        |        |
| October       |          |           |            |        |        |
| 2005**        |          |           |            |        |        |
|               |          |           |            |        |        |
| **Years of    |          |           |            |        |        |
| Teaching      |          |           |            |        |        |
| Experience,   |          |           |            |        |        |
| Secondary**   |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| **School      | Percent  | Percent   | Percent of | P      | P      |
| Type**        | of       | of        | Teachers   | ercent | ercent |
|               | Teachers | Teachers  | with 6 to  | of     | of     |
| N = Number of | with 0   | with 3 to | 10 Years   | Te     | Te     |
| Teachers      | to 2     | 5 Years   | Teaching   | achers | achers |
|               | Years    | Teaching  | Experience | with   | with   |
|               | Teaching | E         |            | 11 to  | More   |
|               | Ex       | xperience |            | 20     | than   |
|               | perience |           |            | Years  | 20     |
|               |          |           |            | Te     | Years  |
|               |          |           |            | aching | Te     |
|               |          |           |            | Expe   | aching |
|               |          |           |            | rience | Expe   |
|               |          |           |            |        | rience |
+---------------+----------+-----------+------------+--------+--------+
| All Secondary | *        | **16.0%** | **22.5%**  | **2    | **2    |
| in State      | *15.1%** |           |            | 4.5%** | 1.9%** |
|               |          |           |            |        |        |
| N=131,603     |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| High-Poverty  | *        | **20.1%** | **22.6%**  | **2    | **1    |
| Quartile      | *18.2%** |           |            | 1.2%** | 7.9%** |
| Schools (afdc |          |           |            |        |        |
| % GT 70.09%)  |          |           |            |        |        |
|               |          |           |            |        |        |
| N=27,979      |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| High-Poverty  | *        | **20.5%** | **23.0%**  | **2    | **1    |
| Schools with  | *17.7%** |           |            | 1.3%** | 7.5%** |
| Possible AYP  |          |           |            |        |        |
| issues        |          |           |            |        |        |
| N=22,369      |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| Low-Poverty   | *        | **13.2%** | **21.4%**  | **2    | **2    |
| Quartile      | *12.0%** |           |            | 7.9%** | 5.5%** |
| Schools (afdc |          |           |            |        |        |
| % LT 21.1%)   |          |           |            |        |        |
| N=26,542      |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| Low-Poverty   | **9.3%** | **12.4%** | **21.4%**  | **2    | **2    |
| Schools with  |          |           |            | 8.4%** | 8.5%** |
| Possible AYP  |          |           |            |        |        |
| issues        |          |           |            |        |        |
| N=1,971       |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| Schools with  | *        | **19.8%** | **22.8%**  | **2    | **1    |
| High Black    | *18.2%** |           |            | 0.7%** | 8.5%** |
| and Hispanic  |          |           |            |        |        |
| Populations   |          |           |            |        |        |
| (GT 80%)      |          |           |            |        |        |
|               |          |           |            |        |        |
| N=31,341      |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| Schools with  | *        | **20.2%** | **22.8%**  | **2    | **1    |
| High Black    | *17.8%** |           |            | 0.9%** | 8.3%** |
| and Hispanic  |          |           |            |        |        |
| Populations   |          |           |            |        |        |
| and Possible  |          |           |            |        |        |
| AYP issues    |          |           |            |        |        |
|               |          |           |            |        |        |
| N=24,688      |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| Schools with  | *        | **14.0%** | **22.6%**  | **2    | **2    |
| Low Black and | *13.1%** |           |            | 6.6%** | 3.7%** |
| Hispanic      |          |           |            |        |        |
| Populations   |          |           |            |        |        |
| (LT 23%)      |          |           |            |        |        |
|               |          |           |            |        |        |
| N=34,624      |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+
| Schools with  | *        | **14.6%** | **21.9%**  | **2    | **2    |
| Low Black and | *13.8%** |           |            | 4.8%** | 4.9%** |
| Hispanic      |          |           |            |        |        |
| Populations   |          |           |            |        |        |
| and Possible  |          |           |            |        |        |
| AYP           |          |           |            |        |        |
|               |          |           |            |        |        |
| Issues        |          |           |            |        |        |
| N=3,616       |          |           |            |        |        |
+---------------+----------+-----------+------------+--------+--------+

As seen in the analysis of all schools and elementary schools, high
poverty secondary schools and secondary schools with high proportion of
Black and Hispanic enrollments have larger proportions of first and
second year teacher and lower proportions of teachers with 10 or more
years of experience than low poverty schools and schools with smaller
proportions of Black and Hispanic enrollments. Again, while some of
these differentials arise from difference in demography and teacher
tenure between districts while some also arises from difference in
composition of student enrollments and teachers' years of teaching
experience within districts, particularly large urban and suburban
districts.

> Equitable Distribution Analysis
>
> Because California is a "minority" majority state, i.e., Hispanics
> students are the largest ethnic subgroup in California schools, the
> analysis of the equitable distribution of highly effective teachers,
> i.e., schools with high proportions of classes taught by NCLB
> compliant teachers and high proportions of teachers with five or more
> years of teaching experience, compared high and low poverty schools by
> district. High poverty schools are schools in which more than 40
> percent of students qualify for the free and reduced price meals
> program.
>
> The analysis examined regular elementary schools, as defined by ED,
> separately from regular secondary schools, also defined by ED. Because
> California will not have reliable individual HQT teacher data
> connected to teacher experience until the 2006 CBEDS data becomes
> available (approximately March, 2007), this year's analysis of
> equitable distribution is based on school level data. For all schools,
> an "effective index" was developed. This "index" is the average of the
> percentage of HQT classes at a school site and the percentage of
> teachers at the school site with 5 or more years of teaching
> experience. Then, by district, the average "effective index" is
> calculated for all low-poverty schools (schools with 40 percent or
> less students eligible for free and reduced price meals program). The
> average low poverty effective index was compared to the effective
> index for all high poverty schools in the district. The data shows, by
> county and district, [the total number of schools]{.underline}, either
> elementary or secondary depending on the list, [the average effective
> index for low-poverty schools]{.underline}, [the number of low-poverty
> schools on which the index is based]{.underline}, and then a list of
> [all high poverty schools and their effective index if the index is
> less than the low-poverty average.]{.underline}
>
> This analysis allows CDE to compare the "effective index" - average of
> the percentage of HQT classes at a site and the percentage of teachers
> with five or more years of experience - of each high poverty school
> (site) to its district average effective index for its low-poverty
> schools and to compare the effective index for each high poverty
> school district to the state's average effective index for its
> comprehensive low-poverty schools. This process will identify poor
> schools within districts and poor districts within the state in which
> the proportion of highly qualified and experienced teachers is below
> that of high-wealth schools and districts.
>
> Note: Because there are entire high-poverty districts that are not
> included in our initial data run a separate "effective index" will
> need to be created. Currently, CDE is developing an "effective index"
> that will use AYP and API scores to determine if the neediest students
> have high qualified and experienced teachers in greater numbers. We
> anticipate this analysis will be completed by mid December 2006.

**[Does the plan delineate specific strategies for addressing inequity
in teacher assignments?]{.smallcaps}**

Strategies to address inequity in teacher assignments and ensure
equitable distribution of highly qualified and experienced teachers are
provided in California legislation and CDE initiatives. The CDE will use
a new legislative program to address the inequities identified in
deciles one through three (inclusive) schools.

California EC Section 35036 Teacher Transfer

> Established by SB 1655 (Scott), this legislation prohibits a
> superintendent from transferring a teacher who requests to be
> transferred to a school offering Kindergarten or any grades one
> through twelve, inclusive, that is ranked in deciles one to three on
> the Academic Performance Index, if the principal of the school refuses
> to accept the transfer.
>
> Purpose
>
> The bill would prohibit the governing board of a school district from
> adopting a policy or regulation, or entering into a collective
> bargaining agreement that assigns priority to a teacher who requests
> to be transferred to another school over other qualified applicants
> who have applied for positions requiring certification qualifications
> at that school. In essence, this legislation seeks to prevent
> ineffective or non-highly qualified teachers from being moved to lower
> achieving schools or schools with higher minority/poverty rates and
> alternatively, effective and highly qualified teachers from
> transferring to sites with lower minority/poverty rates once they are
> tenured.
>
> []{.mark}
>
> These limitations on teacher transfer will ensure the equitable
> distribution of teachers in the district with priority for retaining
> high-quality, experienced teachers given to the high poverty/minority
> schools.
>
> []{.mark}

[]{.mark}

California EC Section 28 - Personnel Management Assistant Teams (PMATs)

> Established by SB 1209 (Scott), up to six county offices may be chosen
> by the Superintendent of Public Instruction to provide technical
> assistance to school districts in effective personnel management and
> recruitment and hiring processes (\$3 million).
>
> As of June, 2007, all sites will have achieved 100 percent HQTs
> throughout the state as required by NCLB. Those schools that are not
> at 100 percent will have submitted a detailed plan to make each
> teacher at their site fully compliant to the CDE through the CMIS
> process. On or about August 1, 2007 the PMATs will be provided a list
> of all remaining non-compliant sites based on a one-time data
> collection in June 2007. The PMATs will then begin working with these
> schools in the area of recruiting and retaining qualified teachers
> after receiving training and assistance from CDE staff so that these
> teams compliment and support the assistance provided by the CMIS
> process. The PMATs will also be expected to provide similar technical
> assistance to any LEA within their region that seeks aid. However, the
> focus of the PMATs will be to provide intensive technical assistance
> beginning in the Fall of 2007 to high-need and hard-to-staff schools
> so that each LEA may create an exceptional recruitment and retention
> process.
>
> The PMATs will be required to submit yearly data to the CDE on the
> success of their work with each targeted LEA. The targeted LEAs will
> have established HQT hiring goals to achieve and maintain 100 percent
> HQT status and this data will also be submitted annually to the CDE
> for monitoring purposes.

**Does the plan provide evidence for the probable success of the
strategies it includes?**

As part of the development of this plan the CDE has created an
evaluation system to monitor how well the LEAs and the COE implement the
agreed upon plan and how successful the activities were in addressing
the issues targeted. The CMIS staff is in the process of developing a
blue print that will be used in the site visits assisting each LEA in
creating their HQT-EDET Plan. These plans will be required to include
on-going evaluation, monitoring, and accountability. CMIS and the
Professional Development and Curriculum Support Division will also
evaluate the effectiveness of the CMIS Program based on data collected
during these site visits in June 2007, December 2007, and March 2008.

The CDE is confident the CMIS process which includes intensive technical
assistance and monitoring, will succeed based on the evidence of success
collected for HQT compliance so far. In the initial stage of data
collection and analysis the CDE has determined that the level of
technical assistance and monitoring since June 2006 is succeeding.

Thus far, the CDE has conducted initial data analysis of 4 of the 11
regions to which intensive technical assistance and monitoring was
provided. We chose include in our review those regions with a
disproportional number of rural schools as compared to the actual
percentage of schools throughout the state. The results of this initial
analysis show a lower rate of compliance and improvement than will be
evident once all the data has been compiled and analyzed; however, these
most difficult regions still showed significant gains in the percentage
of HQTs. It may be noted that not all districts within the CMIS process
chose to update their data prior to the CBEDS submission. The result of
non-reporting LEAs is that the current data analysis assumes no
improvement, which we know to be inaccurate as every district that has
reported their updated data thus far has demonstrated gains in the
number of HQTs. Therefore, once improvements in the non-reporting
districts is reported, the results of the CMIS process will
significantly improve. Given these limitations, the table below
demonstrates that 58 of previously non-compliant schools are now at 100%
compliance and an additional 92 schools have moved out of the lowest
performing category by showing a compliance rate of at least 70%.

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

[]{.mark}

**Does the plan indicate that the SEA will examine the issue of
equitable teacher assignments when it monitors LEAs, and how this will
be done?**

As part of the CMIS process, CDE staff will visit each LEA and COE that
has schools that were placed in the C or C2 category. As part of
pre-visit planning, the CDE will have determined to what extent the LEA
or COE has an issue with equitable distribution. The staff will also
have determined which programs currently being used by this plan are
available to the LEA or COE and to which schools. These data will be
made available to the LEAs and COEs. Other available data on the LEA or
COE will also be gathered to assist in the creation of the equitable
distribution plan. (Attachments 9 -13)

The creation of policies, procedures and programs to ensure that
districts are able to create hiring and retention policies, practices
and procedures which will allow them to acquire and maintain HQ and
experienced teachers in all schools within the LEA will be done in
collaboration with CMIS. Through this intensive, targeted technical
assistance the CDE can ensure that districts have included appropriate
stakeholders (board members, association members, site administrators,
district office personnel) in the development of the Equitable
Distribution Plan. Based on our analysis of 4 of 11 regions, the
implementation of this process has resulted in more teachers meeting HQT
requirements. Additionally, the CDE will be able to better target
existing programs (as outlined in the September 29^th^ plan) within each
district to ensure that all available programs are being used
effectively and respectively these plans will have specific goals for
determining the success of each program implemented and timelines for
meeting these goals. The plans will also include ongoing formal
evaluations of all procedures, policies and practice included in the
plan with timelines. The LEAs will be closely monitored by the CMIS
staff until such time as the CDE is confident that the LEA has equitable
distribution of highly qualified and experienced teachers throughout the
district and will be able to maintain this balance.

**References**

California Commission on Teacher Credentialing. 2005. *The Status of the
Teaching Profession*. Sacramento: California Department of Education.

California Department of Education. 2002. *Learning, Teaching, Leading:
Report of the\
Professional Development Task Force*. Sacramento: California Department
of Education.

California Department of Education. 2004. *Instructions for the Spring
Language Census (FormR30-LC)*. Sacramento: California Department of
Education.

California Department of Education. 2006. *English Learners and
Immigrant Students Demographic Information, 2004-05*. Sacramento:
California Department of Education.

California Department of Education. 2006. *Administrative Manual for
CBEDS Coordinators and School Principals*. Sacramento: California
Department of Education.

Jerald, Craig D. "Love and Math," *Issue Brief*, Washington, DC: The
Center for Comprehensive School Reform and Improvement.

Padron, Yolanda N., Hector H. Rivera, and Hersh C. Waxman. *Educating
Hispanic Students: Obstacles and Avenues to Improved Academic
Achievement*. Santa Cruz, California: Center for Research on Education,
Diversity, & Excellence.

United States Department of Education. 1999. *Teacher Quality: A Report
on the Preparation and Qualifications of Public School Teachers*.
Washington, DC: United States Department of Education.

United States Department of Education. 2005. *The Secretary's Fourth
Annual Report on Teacher Quality: A Highly Qualified Teacher in Every
Classroom*. Washington, DC: United States Department of Education.

  ------------------------------- --- -------------------------------------
  California Compliance,              
  Monitoring, Interventions and       
  Sanctions Participation List        

  Alameda                             Butte

  *Alameda County Office Of           *Biggs Unified*
  Education*                          

  *Berkeley Unified*                  *Butte County Office Of Education*

  *Castro Valley Unified*             *Chico Unified*

  *Fremont Unified*                   *Durham Unified*

  *Hayward Unified*                   *Oroville Union High*

  *New Haven Unified*                 *Palermo Union Elementary*

  *Newark Unified*                    *Paradise Unified*

  *Oakland Unified*                   Colusa

  *Piedmont City Unified*             *Colusa County Office Of Education*

  *San Leandro Unified*               *Maxwell Unified*

  Calaveras                           *Pierce Joint Unified*

  *Bret Harte Union High*             *Williams Unified*

  *Calaveras Unified*                 Del Norte

  *Mark Twain Union Elementary*       *Del Norte County Office Of
                                      Education*

  Colusa                              El Dorado

  *Colusa County Office Of            *El Dorado County Office Of
  Education*                          Education*

  *Maxwell Unified*                   *El Dorado Union High*

  *Pierce Joint Unified*              *Gold Trail Union Elementary*

  *Williams Unified*                  Glenn

  Contra Costa                        *Glenn County Office Of Education*

  *Acalanes Union High*               *Plaza Elementary*

  *Antioch Unified*                   *Princeton Joint Unified*

  *Byron Union Elementary*            *Stony Creek Joint Unified*

  *Contra Costa County Office Of      Humboldt
  Education*                          

  *Knightsen Elementary*              *Eureka City Unified*

  *Lafayette Elementary*              *Klamath-Trinity Joint Unified*

  *Martinez Unified*                  *Northern Humboldt Union High*

  *Mt. Diablo Unified*                *Southern Humboldt Joint Unified*

  *San Ramon Valley Unified*          Imperial

  *Walnut Creek Elementary*           *Brawley Union High*

  *West Contra Costa Unified*         *Calexico Unified*

  *Gold Trail Union Elementary*       *Calipatria Unified*

  Fresno                              *Central Union High*

  *Central Unified*                   *Holtville Unified*

  *Clovis Unified*                    *Imperial County Office Of Education*

  *Coalinga-Huron Joint Unified*      *Meadows Union Elementary*

  *Firebaugh-Las Deltas Joint         *San Pasqual Valley Unified*
  Unified*                            

  *Fresno County Office Of            Imperial
  Education*                          

  *Fresno Unified*                    *Brawley Union High*

  *Golden Plains Unified*             *Calexico Unified*

  *Kings Canyon Joint Unified*        *Calipatria Unified*

  *Kingsburg Elementary Charter*      *Central Union High*

  *Laton Joint Unified*               *Holtville Unified*

  *Mendota Unified*                   *Imperial County Office Of Education*

  *Parlier Unified*                   *Meadows Union Elementary*

  *Raisin City Elementary*            *San Pasqual Valley Unified*

  *Riverdale Joint Unified*           Kings

  *Sanger Unified*                    *Armona Union Elementary*

  *Selma Unified*                     *Corcoran Joint Unified*

  *Washington Union High*             *Hanford Elementary*

  Kern                                *Kings County Office Of Education*

  *Arvin Union Elementary*            *Lemoore Union High*

  *Bakersfield City*                  *Reef-Sunset Unified*

  *Fairfax Elementary*                Lake

  *Fruitvale Elementary*              *Kelseyville Unified*

  *General Shafter Elementary*        *Konocti Unified*

  *Kern County Office Of              *Lake County Office Of Education*
  Education*                          

  *Kern Union High*                   *Middletown Unified*

  *Lost Hills Union Elementary*       *Upper Lake Union High*

  *Mojave Unified*                    Lassen

  *Richland Union Elementary*         *Big Valley Joint Unified*

  *Tehachapi Unified*                 *Lassen Union High*

  *Vineland Elementary*               *Lassen Union High*

  *Wasco Union High*                  Madera

  Los Angeles                         *Chawanakee Unified*

  *ABC Unified*                       *Chowchilla Elementary*

  *Antelope Valley Union High*        *Madera County Office Of Education*

  *Baldwin Park Unified*              *Madera Unified*

  *Bellflower Unified*                *Yosemite Joint Union High*

  *Beverly Hills Unified*             Marin

  *Bonita Unified*                    *Marin County Office Of Education*

  *Castaic Union Elementary*          *Mill Valley Elementary*

  *Claremont Unified*                 *Reed Union Elementary*

  *Compton Unified*                   *San Rafael City Elementary*

  *Downey Unified*                    *San Rafael City High*

  *Duarte Unified*                    *Tamalpais Union High*

  *Eastside Union Elementary*         Mariposa

  *El Monte City Elementary*          *Mariposa County Unified*

  *El Rancho Unified*                 Mendocino

  *Glendale Unified*                  *Fort Bragg Unified*

  *Gorman Elementary*                 *Laytonville Unified*

  *Hawthorne Elementary*              *Mendocino County Office Of
                                      Education*

  *La Canada Unified*                 *Round Valley Unified*

  *Lancaster Elementary*              *Ukiah Unified*

  *Long Beach Unified*                *Willits Unified*

  *Los Angeles County Office Of       Merced
  Education*                          

  *Los Angeles Unified*               *Delhi Unified*

  *Lynwood Unified*                   *Dos Palos Oro Loma Joint Unified*

  *Manhattan Beach Unified*           *Gustine Unified*

  *Monrovia Unified*                  *Le Grand Union Elementary*

  *Norwalk-La Mirada Unified*         *Merced County Office Of Education*

  *Palos Verdes Peninsula             *Merced Union High*
  Unified*                            

  *Pomona Unified*                    *Planada Elementary*

  *San Gabriel Unified*               Modoc

  *Santa Monica-Malibu Unified*       *Surprise Valley Joint Unified*

  *SBE - Animo Inglewood Charter*     Mono

  *Sulphur Springs Union              *Mono County Office Of Education*
  Elementary*                         

  *Temple City Unified*               Napa

  *Torrance Unified*                  *Napa County Office Of Education*

  *Westside Union Elementary*         *Napa Valley Unified*

  *Whittier City Elementary*          Nevada

  *Whittier Union High*               *Nevada Joint Union High*

  *William S. Hart Union High*        *Ready Springs Union Elementary*

  *Wilsona Elementary*                Placer

  *Wiseburn Elementary*               *Eureka Union*

  Monterey                            *Placer County Office Of Education*

  *Alisal Union Elementary*           *Roseville Joint Union High*

  *Gonzales Unified*                  *Tahoe-Truckee Joint Unified*

  *Greenfield Union Elementary*       Plumas

  *King City Joint Union High*        *Plumas County Office Of Education*

  *King City Union Elementary*        *Plumas Unified*

  *Monterey County Office Of          Orange
  Education*                          

  *Monterey Peninsula Unified*        *Anaheim Union High*

  *North Monterey County Unified*     *Capistrano Unified*

  *Salinas City Elementary*           *Centralia Elementary*

  *Salinas Union High*                *Fullerton Elementary*

  *Santa Rita Union Elementary*       *Fullerton Joint Union High*

  Riverside                           *Garden Grove Unified*

  *Alvord Unified*                    *Huntington Beach Union High*

  *Banning Unified*                   *Irvine Unified*

  *Beaumont Unified*                  *La Habra City Elementary*

  *Coachella Valley Joint             *Magnolia Elementary*
  Unified*                            

  *Corona-Norco Unified*              *Newport-Mesa Unified*

  *Desert Center Unified*             *Ocean View*

  *Hemet Unified*                     *Placentia-Yorba Linda Unified*

  *Moreno Valley Unified*             *Santa Ana Unified*

  *Palm Springs Unified*              San Benito

  *Palo Verde Unified*                *San Benito County Office Of
                                      Education*

  *Perris Elementary*                 *San Benito High*

  *Perris Union High*                 *Tres Pinos Union Elementary*

  *Riverside County Office Of         San Luis Obispo
  Education*                          

  *Riverside Unified*                 *Lucia Mar Unified*

  *San Jacinto Unified*               *Paso Robles Joint Unified*

  *Val Verde Unified*                 *Templeton Unified*

  Sacramento                          San Mateo

  *Center Joint Elementary*           *Ravenswood City Elementary*

  *Center Joint Unified*              *Redwood City Elementary*

  *Elk Grove Unified*                 *San Mateo County Office Of
                                      Education*

  *Folsom-Cordova Unified*            *South San Francisco Unified*

  *Natomas Unified*                   San Francisco

  *River Delta Joint Unified*         *San Francisco County Office Of
                                      Education*

  *Sacramento City Unified*           *San Francisco Unified*

  *San Juan Unified*                  *SBE - Edison Charter Academy*

  San Bernardino                      San Joaquin

  *Apple Valley Unified*              *Lammersville Elementary*

  *Baker Valley Unified*              *Lincoln Unified*

  *Bear Valley Unified*               *Linden Unified*

  *Colton Joint Unified*              *Lodi Unified*

  *Etiwanda Elementary*               *Manteca Unified*

  *Hesperia Unified*                  *New Jerusalem Elementary*

  *Lucerne Valley Unified*            *Stockton City Unified*

  *Morongo Unified*                   *Tracy Joint Unified*

  *Rim Of The World Unified*          Santa Barbara

  *San Bernardino City Unified*       *Cuyama Joint Unified*

  *San Bernardino County Office       *Goleta Union Elementary*
  Of Education*                       

  *Silver Valley Unified*             *Lompoc Unified*

  *Yucaipa-Calimesa Joint             *Los Olivos Elementary*
  Unified*                            

  San Diego                           *Santa Barbara County Office Of
                                      Education*

  *Bonsall Union Elementary*          *Santa Barbara Elementary*

  *Carlsbad Unified*                  *Santa Barbara High*

  *Chula Vista Elementary*            *Santa Maria-Bonita Elementary*

  *Del Mar Union Elementary*          Santa Cruz

  *Escondido Union Elementary*        *Pajaro Valley Unified*

  *Fallbrook Union High*              *Santa Cruz County Office Of
                                      Education*

  *Grossmont Union High*              *Scotts Valley Unified*

  *Jamul-Dulzura Union                Shasta
  Elementary*                         

  *Julian Union High*                 *Anderson Union High*

  *Lakeside Union Elementary*         *Enterprise Elementary*

  *Mountain Empire Unified*           *Fall River Joint Unified*

  *National Elementary*               *Gateway Unified*

  *Poway Unified*                     *Redding Elementary*

  *San Diego County Office Of         *Shasta Union High*
  Education*                          

  *San Diego Unified*                 Siskiyou

  *San Marcos Unified*                *Butte Valley Unified*

  *Solana Beach Elementary*           *Dunsmuir Joint Union High*

  *South Bay Union Elementary*        *Etna Union High*

  *Sweetwater Union High*             *Siskiyou County Office Of Education*

  *Vista Unified*                     *Siskiyou Union High*

  *Warner Unified*                    *Yreka Union High*

  Santa Clara                         Sierra

  *Berryessa Union Elementary*        *Sierra-Plumas Joint Unified*

  *Cambrian Elementary*               Yuba

  *Campbell Union Elementary*         *Marysville Joint Unified*

  *Cupertino Union School*            *Yuba County Office Of Education*

  *East Side Union High*              Sutter

  *Fremont Union High*                *East Nicolaus Joint Union High*

  *Gilroy Unified*                    *Sutter County Office Of Education*

  *Los Altos Elementary*              *Sutter Union High*

  *Oak Grove Elementary*              *Yuba City Unified*

  *San Jose Unified*                  Yolo

  *Santa Clara County Office Of       *Washington Unified*
  Education*                          

  *Santa Clara Unified*               *Woodland Joint Unified*

  *Union Elementary*                  Trinity

  Solano                              *Mountain Valley Unified*

  *Dixon Unified*                     *Southern Trinity Joint Unified*

  *Travis Unified*                    *Trinity County Office Of Education*

  *Vacaville Unified*                 *Trinity Union High*

  *Vallejo City Unified*              Tuolumne

  Sonoma                              *Curtis Creek Elementary*

  *Cotati-Rohnert Park Unified*       *Sonora Union High*

  *Harmony Union Elementary*          Stanislaus

  *Healdsburg Unified*                *Ceres Unified*

  *Petaluma City Elementary*          *Chatom Union Elementary*

  *Petaluma Joint Union High*         *Keyes Union*

  *Santa Rosa High*                   *Modesto City High*

  *Sebastopol Union Elementary*       *Newman-Crows Landing Unified*

  Ventura                             *Oakdale Joint Unified*

  *Moorpark Unified*                  *Stanislaus County Office of
                                      Education*

  *Mupu Elementary*                   *Stanislaus Union Elementary*

  *Oak Park Unified*                  *Turlock Unified*

  *Ojai Unified*                       

  *Oxnard Elementary*                 

  *Pleasant Valley*                   

  *Ventura County Office Of           
  Education*                          
  ------------------------------- --- -------------------------------------

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<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 3%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 3%" />
</colgroup>
<tbody>
<tr class="odd">
<td> </td>
<td></td>
<td colspan="7"><p><strong>General Qualification Worksheet</strong></p>
<p><strong>Please add rows as needed</strong></p></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td> </td>
</tr>
<tr class="even">
<td colspan="4" rowspan="2"><p>District Name</p>
<p><strong> ´distnameª</strong></p>
<p> ´cdsª</p></td>
<td colspan="3"><p>Type of School</p>
<p> </p></td>
<td colspan="3"><p>Grade span</p>
<p> </p></td>
<td colspan="4"><p>Title I Program (if any)</p>
<p> </p></td>
</tr>
<tr class="odd">
<td colspan="3">Classes Reported Elementary</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td colspan="4" rowspan="2"><p>School Name</p>
<p><strong>´schlnameª </strong></p>
<p> ´schoolª</p></td>
<td colspan="3">Classes Reported Secondary</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td colspan="5"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td colspan="14"><p>Total Number of Core Academic Classes ´total_nª</p>
<p>Total Number of NCLB Core Academic Compliant Classes ´nclb_nª</p>
<p>Percentage of NCLB Core Academic Classes Taught by HQ Teachers
´percentª</p></td>
</tr>
<tr class="odd">
<td>Teacher Name</td>
<td colspan="4">Subject Taught</td>
<td colspan="4">Appropriate State Certification</td>
<td> </td>
<td colspan="4">Means to Establish NCLB Compliance</td>
</tr>
<tr class="even">
<td>Non-compliant teachers only</td>
<td colspan="2">One subject per line</td>
<td>Number of sections taught</td>
<td>Title I or Title II, Part A CSR Teacher</td>
<td>Full Credential – <em>indicate if intern</em></td>
<td>Subject Matter Authorization</td>
<td>Supplemental Authorization</td>
<td>Local Teaching Assignment/Board Authorization</td>
<td> </td>
<td>Exam</td>
<td>Coursework (secondary)</td>
<td>HOUSSE, Part I</td>
<td>HOUSSE, Part II</td>
</tr>
<tr class="odd">
<td>Sally Sample</td>
<td colspan="2">English</td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td>*</td>
<td> </td>
<td> </td>
<td>*</td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="odd">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
<tr class="even">
<td> </td>
<td colspan="2"> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
<td> </td>
</tr>
</tbody>
</table>

**NCLB HIGHLY QUALIFIED TEACHERS**

**Monitoring, Interventions and Sanctions Program**

**SCHOOL DISTRICT (LEA) Monitoring PROTOCOL**

**District [´districtª]{.smallcaps}**

**County [´countyª]{.smallcaps} CDS [´cd_codeª]{.smallcaps}**

**Number of schools (total)** **´Elem_Schlsª Elementary**

> **´MiddleJr_Schlsª** **Middle/Jr**
>
> **´High_Schlsª** **High**
>
> **´Other_Schlsª** **Alternative**

####### 

**A. Parental Notification**: Circle appropriate response and attach
required documentation when instructed.

Each LEA Title I participating school, in accordance with **Section
1111(h)(6)**, implements the Parents Right-to-Know requirements. Please

[Yes/ No]{.underline} Notified parents of each student attending any
school that receives Title I, Part A funds that parents may request, and
the LEA provides in a timely manner, information regarding the
professional qualifications of the student's classroom teachers.
**Section 1111(h)(6)(A)**

-   *Attach a copy of the notification with indication of how
    distributed.*

-   To be compliant the documentation must describe (1) the information
    parents can request, (2) the process by which parents can make
    requests of the LEA and (3) the process that will be followed to
    provide the information**.**

[Yes/ No]{.underline} Provided each parent "timely notice that the
parent's child has been assigned, or has been taught for 4 or more
consecutive weeks by, a teacher who is not highly qualified." **Section
1111(h)(6)(B(ii))**

-   *Please attach a copy of letter*

-   *Indicate on the General Qualification spreadsheet which Title I
    teachers have not met the NCLB Teacher Quality requirements.*

    -   To be compliant the notification letter must include (1) the
        teacher's name, (2) indication that the teacher in questions has
        not met the requirements for No Child Left Behind High Quality
        Teacher and it is recommended that you include (3) the academic
        subject affected**.**

B.  **Use of Funds**: Circle appropriate response and attach required
    documentation as instructed.

[Yes/ No]{.underline} The LEA has targeted funds to school with the
lowest proportion of highly qualified teachers. **Section 2122(b)(2)**
*Please provide written procedures/criteria for allocating funds*

[Yes/ No]{.underline} The LEA has targeted funds to school who are
identified for school improvement under **Section 1116(b). Section
2122(b)(3)** *Please provide written procedures/criteria for allocating
funds*

[Yes/ No]{.underline} The LEA has identified and developed a plan to
insure equitable distribution of highly qualified teachers. **Section
1112. (c)(L)**

C.  **Total district FY 2004/05 Title I, Part A allocation**:

    a.  Circle appropriate response based on actual use of Title I, Part
        A funds.

[Yes/ No]{.underline} The LEA has used not less that 5% or more that 10%
of its total annual allocation of Title I, Part A funds to ensure that
all teachers and paraprofessionals who are not highly qualified become
highly qualified" no later that the end of the 2005-2006 school year.
**Section 1119 (1)**

For Title I, Part A (5% to 10% Professional Development to move teachers
to HQ requirement) provide the **FY 2004/05** expenditures for each
category below

a)  \$\_\_\_\_\_\_\_\_\_\_ Professional development activities for
    teachers

b)  \$\_\_\_\_\_\_\_\_\_\_ Professional development activities for
    paraprofessionals

c)  \$\_\_\_\_\_\_\_\_\_\_ Carrying out teacher advancement initiatives
    that promote professional growth

d)  \$\_\_\_\_\_\_\_\_\_\_ Testing of teachers in the academic subjects
    they teach.

e)  \$\_\_\_\_\_\_\_\_\_\_ Other (specify)
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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```
D.  **Total district FY 2004/05 Title II, Part A allocation**: **\[\]**

    a.  Circle appropriate responses based on actual use of Title II,
        Part A funds and attach required documentation when instructed.

[Yes/ No]{.underline} All teachers who teach in Title II Class Size
Reduction programs, whose salaries are paid in full or in part from
Title II, Part A funds are "highly qualified". **Section 2123 (a)(2)**

-   *Attach a copy of the Certificate of Compliance (include HOUSSE,
    Part I and HOUSSE Part II, if required for certification) for
    **ALL** Title II CSR teachers.*

Of the Title II, Part A funds, provide the **FY 2004/05** expenditures
for each category below.

a\. \$\_\_\_\_\_\_\_\_\_\_ Administration/Pupil Serves Personnel, only
if the LEA is making progress toward meeting their AMOs and in a manner
with mechanisms to assist schools in effectively recruiting and
retaining highly qualified teachers and principals. **Section 2123(1)**

b\. \$\_\_\_\_\_\_\_\_\_\_ Professional development activities for
teachers

c\. \$\_\_\_\_\_\_\_\_\_\_ Professional development activities for
principals

d\. \$\_\_\_\_\_\_\_\_\_\_ Professional development activities for
paraprofessionals

e\. \$\_\_\_\_\_\_\_\_\_\_ Hiring of teachers to reduce class size

f\. \$\_\_\_\_\_\_\_\_\_\_ Developing and implementing mechanisms to
help schools recruit highly qualified teachers (e.g., scholarships,
signing bonuses, differential pay).

g\. \$\_\_\_\_\_\_\_\_\_\_ Developing and implementing initiatives to
help schools retain highly qualified teachers and principals,
particularly in high-needs schools (e.g., mentoring programs, induction
programs, and financial incentives).

i\. \$\_\_\_\_\_\_\_\_\_\_ Testing of teachers in the academic subjects
they teach.

j\. \$ \_\_\_\_\_\_\_\_\_ Other (Specify)

[Self-Study School Site]{.smallcaps}

Total Student Population \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Total Free
and Reduced Population \_\_\_\_\_\_\_\_\_\_\_\_\_

Total number of EL students \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Percentage of
Black and Hispanic Students \_\_\_\_\_\_\_\_

**PART I**

[Policies, Practices, and Procedures for Hiring Highly Qualified
Staff]{.underline}

Looking at vacancies for the 2004/05, 2005/06 and 2006/07 school years:

1.  For this site, how many vacancies did you have for

    a.  2004/05 \_\_\_\_\_\_\_

    b.  2005/06 \_\_\_\_\_\_\_

    c.  2006/07 \_\_\_\_\_\_\_

2.  What percentage of non-returning teachers did not return for each of
    the following reasons:

> 2004/05 2005/06

1.  non-reelect \_\_\_\_\_ 1. non-reelect \_\_\_\_\_\_\_

2.  voluntary \_\_\_\_\_ 2. voluntary \_\_\_\_\_\_\_

3.  retirement \_\_\_\_\_ 3. retirement \_\_\_\_\_\_\_

2\. On what date for 2006/07 did the site\'s hiring process begin in
earnest? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3\. Where are the job openings for this site posted? Please list all
locations.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

4.  In the last two years has the site administrator attended any job
    fairs? Yes No

> If yes, please list dates and locations. Indicate how many new hires
> resulted from each job fair listed.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

5.  In the last two years has the site administrator attended any
    non-School of Education recruitment fair (i.e. a University School
    of Math, or Science, or English)? Yes No If yes, list and state
    number of hires resulting from each event.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

6.  Does your site work with a college or university teacher preparation
    program for the placement of student teachers on your site? Yes No
    If yes, in what areas and how many?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

7.  If you answered YES to question 8 please answer questions 9 and 10.

8.  In the last two years has the site administrator participated in
    formal or informal observations of the student teacher for potential
    employment? Yes No

9.  In the last two years were any student teachers, who had been placed
    within the LEA, hired on the site or within the district? Yes No

**PART II**

[Policies, Practices, and Procedures for Retaining Highly Qualified
Staff]{.underline}

1.  Does your site or district conduct an exit interview for
    non-returning teachers? If yes, attach.

2.  Looking at the 2004/05 and 2005/06 school years, what percentage of
    non-reelect releases were for the following reasons:

> 2004/05 2005/06

a)  staff reduction/ budget cuts \_\_\_\_\_\_\_ \_\_\_\_\_\_\_

b)  failure of employee to adequately perform contractual duties
    \_\_\_\_\_\_\_ \_\_\_\_\_\_\_

c)  other \_\_\_\_\_\_\_ \_\_\_\_\_\_\_

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```
3.  Support for new teachers

> Is BTS supported and fully implemented within your district? Yes No
>
> Are new teachers on this site assigned a mentor/buddy? Yes No
>
> Is training and/or support provided for new teachers for school-wide
> events such as back-to-school night and open house? Yes No

4.  On a separate piece of paper please identify practices and programs
    at the site level that encourage teachers to remain on this site
    (i.e. teacher appreciation day, paid professional development days,
    faculty retreats, etc\...)

**PART III**

[Experience of Staff]{.underline}

1.  How many teachers on this site have between 1 and 5 years of
    teaching experience? \_\_\_\_\_\_\_\_\_

2.  How many teachers on this site have between 6 and 10 years of
    teaching experience? \_\_\_\_\_\_\_\_

3.  How many teachers on this site have more than 10 years of teaching
    experience? \_\_\_\_\_\_\_\_

4.  How many teachers on this site are on a STIP,PIP or emergency
    permit? \_\_\_\_\_\_\_

5.  How many teachers on this site have been at this school for less
    than 5 years? \_\_\_\_\_\_\_\_\_

6.  How many teachers on this site have been at this site for more than
    five years, but less than ten years? \_\_\_

7.  How many teachers on this site have been on this site for more than
    10 years? \_\_\_\_\_\_\_\_

[Administrators]{.smallcaps}

8.  Has the current principal been in this position for less than two
    years? Yes No If no, how long has the current administrator been at
    this site? \_\_\_\_\_\_\_\_\_\_\_\_\_

9.  How many years of administrative experience does the current
    administrator have? \_\_\_\_\_\_\_\_\_\_\_\_

10. For administrators that have been site principals for *less* than
    five (5) years:

-   Identify the district/LEA professional development opportunities
    made available to the site administrator(s) in the past five (5)
    years; of these how many did you participate in?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

11. For administrators that have been site principals for *more* than
    five (5) years:

-   Identify the district/LEA professional development opportunities
    made available to the site administrator(s) in the past five (5)
    years; of these how many did you participate in?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_

12. Does this site participate in any type of staff evaluation of its
    administrator(s)? If yes, attach.

-   If yes, does this feedback direct the professional development
    activities for that administrator?

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

+-----------------------------------------------------------------------+
| **Connections to Higher Education**                                   |
+-----------------------------------------------------------------------+
| > During the next year California Department of Education's HQ Staff  |
| > will gather data to evaluate the success of each of these programs, |
| > monitor their implementation in select LEAs and School Sites, and   |
| > determine their future inclusion in HQ monitoring programs.         |
| > Participation in this monitoring program is determined by the       |
| > Compliance. Monitoring, Sanctions, and Interventions Program        |
| > discussed in the text of the plan.                                  |
+-----------------------------------------------------------------------+

+-------+--------------+-------+-------+---+---+---+----------+---------+
| *     | *            | **R   |       | * |   |   | **       | **Pr    |
| *Prog | *Description | esour |       | * |   |   | Evidence | ogram's |
| ram** | of how this  | ces** |       | P |   |   | of       | Contact |
|       | program will |       |       | r |   |   | Likely   | Inform  |
|       | improve the  |       |       | o |   |   | S        | ation** |
|       | equitable    |       |       | g |   |   | uccess** |         |
|       | distribution |       |       | r |   |   |          |         |
|       | of           |       |       | a |   |   |          |         |
|       | teachers**   |       |       | m |   |   |          |         |
|       |              |       |       | ' |   |   |          |         |
|       |              |       |       | s |   |   |          |         |
|       |              |       |       | T |   |   |          |         |
|       |              |       |       | a |   |   |          |         |
|       |              |       |       | r |   |   |          |         |
|       |              |       |       | g |   |   |          |         |
|       |              |       |       | e |   |   |          |         |
|       |              |       |       | t |   |   |          |         |
|       |              |       |       | * |   |   |          |         |
|       |              |       |       | * |   |   |          |         |
+-------+--------------+-------+-------+---+---+---+----------+---------+
|       |              | S     | Di    | > | > | > |          |         |
|       |              | ource | strib |   |   |   |          |         |
|       |              | of    | ution | R | R | I |          |         |
|       |              | Fu    | of    | e | e | m |          |         |
|       |              | nding | Reso  | c | t | p |          |         |
|       |              |       | urces | r | e | r |          |         |
|       |              |       |       | u | n | o |          |         |
|       |              |       |       | i | t | v |          |         |
|       |              |       |       | t | i | i |          |         |
|       |              |       |       | m | o | n |          |         |
|       |              |       |       | e | n | g |          |         |
|       |              |       |       | n |   | > |          |         |
|       |              |       |       | t |   |   |          |         |
|       |              |       |       |   |   | T |          |         |
|       |              |       |       |   |   | e |          |         |
|       |              |       |       |   |   | a |          |         |
|       |              |       |       |   |   | c |          |         |
|       |              |       |       |   |   | h |          |         |
|       |              |       |       |   |   | e |          |         |
|       |              |       |       |   |   | r |          |         |
|       |              |       |       |   |   | > |          |         |
|       |              |       |       |   |   |   |          |         |
|       |              |       |       |   |   | Q |          |         |
|       |              |       |       |   |   | u |          |         |
|       |              |       |       |   |   | a |          |         |
|       |              |       |       |   |   | l |          |         |
|       |              |       |       |   |   | i |          |         |
|       |              |       |       |   |   | t |          |         |
|       |              |       |       |   |   | y |          |         |
+-------+--------------+-------+-------+---+---+---+----------+---------+
| **CSU | The          | The   | LEAs  | X | X |   | Each LEA | Janet   |
| Ch    | Department   | Depar | and   |   |   |   | will     | C       |
| ico** | of           | tment | S     |   |   |   | submit   | anning, |
|       | Professional | of    | chool |   |   |   | evidence | Con     |
|       | Studies in   | Pr    | sites |   |   |   | of       | sultant |
|       | Education at | ofess | that  |   |   |   | p        |         |
|       | California   | ional | have  |   |   |   | lacement | Phone:  |
|       | State        | St    | been  |   |   |   | and      | 916-3   |
|       | University,  | udies | ident |   |   |   | r        | 27-4217 |
|       | Chico        | in    | ified |   |   |   | etention |         |
|       | provides a   | Educ  | under |   |   |   | of HQ    | OR      |
|       | long-term    | ation | CMIS  |   |   |   | Special  |         |
|       | response to  | at    | will  |   |   |   | E        | Email:  |
|       | the          | Calif | be    |   |   |   | ducation | <JCanni |
|       | challenges   | ornia | ad    |   |   |   | Teachers | ng@cde. |
|       | of improving | State | vised |   |   |   | in       | ca.gov> |
|       | the          | U     | of    |   |   |   | high     |         |
|       | preparation  | niver | this  |   |   |   | -poverty | Chico   |
|       | of personnel | sity, | pr    |   |   |   | rural    | Con     |
|       | to serve     | Chico | ogram |   |   |   | schools  | current |
|       | school-aged  | has   | and   |   |   |   | from     | and     |
|       | children     | rec   | encou |   |   |   | this     | Ed      |
|       | with mild to | eived | raged |   |   |   | program, | ucation |
|       | moderate     | two   | to    |   |   |   | using    | Spe     |
|       | disabilities | major | have  |   |   |   | the      | cialist |
|       | and of       | fe    | inter |   |   |   | charts   | Program |
|       | meeting the  | deral | ested |   |   |   | in       | Office  |
|       | staffing     | g     | tea   |   |   |   | Appendix |         |
|       | needs in a   | rants | chers |   |   |   | 9B.      | 530-8   |
|       | large region | tot   | p     |   |   |   |          | 98-6887 |
|       | experiencing | aling | artic |   |   |   | CDE will |         |
|       | shortages of | \$2.3 | ipate |   |   |   | use this |         |
|       | these        | mi    | as    |   |   |   | data to  |         |
|       | personnel.   | llion | well  |   |   |   | d        |         |
|       |              | to    | as    |   |   |   | etermine |         |
|       | The need for | su    | use   |   |   |   | whether  |         |
|       | special      | pport | this  |   |   |   | the      |         |
|       | programs     | sp    | as a  |   |   |   | program  |         |
|       | addressing   | ecial | pote  |   |   |   | is       |         |
|       | teacher      | educ  | ntial |   |   |   | e        |         |
|       | recruitment  | ation | s     |   |   |   | ffective |         |
|       | and          | teac  | ource |   |   |   | in       |         |
|       | retention in | hing. | of    |   |   |   | placing  |         |
|       | the area of  |       | r     |   |   |   | HQ       |         |
|       | Special      |       | ecrui |   |   |   | teachers |         |
|       | Education is |       | tment |   |   |   | in these |         |
|       | evidenced by |       | for   |   |   |   | hard-    |         |
|       | the fact     |       | Sp    |   |   |   | to-staff |         |
|       | that 50.9%   |       | ecial |   |   |   | di       |         |
|       | of           |       | Educ  |   |   |   | stricts. |         |
|       | Elementary   |       | ation |   |   |   |          |         |
|       | Special      |       | teac  |   |   |   |          |         |
|       | Education    |       | hers. |   |   |   |          |         |
|       | classes and  |       |       |   |   |   |          |         |
|       | 44.5% of     |       |       |   |   |   |          |         |
|       | Secondary    |       |       |   |   |   |          |         |
|       | Special      |       |       |   |   |   |          |         |
|       | Education    |       |       |   |   |   |          |         |
|       | classes are  |       |       |   |   |   |          |         |
|       | taught by    |       |       |   |   |   |          |         |
|       | non Highly   |       |       |   |   |   |          |         |
|       | Qualified    |       |       |   |   |   |          |         |
|       | Teachers.    |       |       |   |   |   |          |         |
+-------+--------------+-------+-------+---+---+---+----------+---------+

+--------+--------------+-------+-------+---+---+---+------------+-------+
| **Pro  | *            | **R   |       | * |   |   | **Evidence | *     |
| gram** | *Description | esour |       | * |   |   | of Likely  | *Prog |
|        | of how this  | ces** |       | P |   |   | Success**  | ram's |
|        | program will |       |       | r |   |   |            | Co    |
|        | improve the  |       |       | o |   |   |            | ntact |
|        | equitable    |       |       | g |   |   |            | Inf   |
|        | distribution |       |       | r |   |   |            | ormat |
|        | of           |       |       | a |   |   |            | ion** |
|        | teachers**   |       |       | m |   |   |            |       |
|        |              |       |       | ' |   |   |            |       |
|        |              |       |       | s |   |   |            |       |
|        |              |       |       | T |   |   |            |       |
|        |              |       |       | a |   |   |            |       |
|        |              |       |       | r |   |   |            |       |
|        |              |       |       | g |   |   |            |       |
|        |              |       |       | e |   |   |            |       |
|        |              |       |       | t |   |   |            |       |
|        |              |       |       | * |   |   |            |       |
|        |              |       |       | * |   |   |            |       |
+--------+--------------+-------+-------+---+---+---+------------+-------+
|        |              | S     | Di    | > | > | > |            |       |
|        |              | ource | strib |   |   |   |            |       |
|        |              | of    | ution | R | R | I |            |       |
|        |              | Fu    | of    | e | e | m |            |       |
|        |              | nding | Reso  | c | t | p |            |       |
|        |              |       | urces | r | e | r |            |       |
|        |              |       |       | u | n | o |            |       |
|        |              |       |       | i | t | v |            |       |
|        |              |       |       | t | i | i |            |       |
|        |              |       |       | m | o | n |            |       |
|        |              |       |       | e | n | g |            |       |
|        |              |       |       | n |   | > |            |       |
|        |              |       |       | t |   |   |            |       |
|        |              |       |       |   |   | T |            |       |
|        |              |       |       |   |   | e |            |       |
|        |              |       |       |   |   | a |            |       |
|        |              |       |       |   |   | c |            |       |
|        |              |       |       |   |   | h |            |       |
|        |              |       |       |   |   | e |            |       |
|        |              |       |       |   |   | r |            |       |
|        |              |       |       |   |   | > |            |       |
|        |              |       |       |   |   |   |            |       |
|        |              |       |       |   |   | Q |            |       |
|        |              |       |       |   |   | u |            |       |
|        |              |       |       |   |   | a |            |       |
|        |              |       |       |   |   | l |            |       |
|        |              |       |       |   |   | i |            |       |
|        |              |       |       |   |   | t |            |       |
|        |              |       |       |   |   | y |            |       |
+--------+--------------+-------+-------+---+---+---+------------+-------+
| **Cali | The          | In    | LEAs  |   |   | X | Success    | Jean  |
| fornia | California   | compl | and   |   |   |   | will be    | Tr    |
| S      | Subject      | iance | S     |   |   |   | measured   | eiman |
| ubject | Matter       | with  | chool |   |   |   | by an      |       |
| Matter | Projects     | A     | sites |   |   |   | increase   | P     |
| Pr     | (CSMP), are  | B1734 | that  |   |   |   | in HQTs    | hone: |
| ojects | administered | (     | have  |   |   |   | and        |       |
| (C     | by the       | 1998) | been  |   |   |   | p          | 510-  |
| SMP)** | University   | this  | ident |   |   |   | erformance | 987   |
|        | of           | pr    | ified |   |   |   | of these   | -9490 |
|        | California   | ogram | under |   |   |   | teachers   |       |
|        | Office of    | is    | CMIS  |   |   |   | after      | E     |
|        | the          | f     | will  |   |   |   | par        | mail: |
|        | President    | unded | be    |   |   |   | ticipation | <Je   |
|        | (UCOP). CSMP | in    | ad    |   |   |   | in this    | an.Tr |
|        | assists new, | part  | vised |   |   |   | program.   | eiman |
|        | un           | from  | of    |   |   |   | This will  | @ucop |
|        | der-prepared | the   | this  |   |   |   | be         | .edu> |
|        | and veteran  | ge    | pr    |   |   |   | reported   |       |
|        | teachers to  | neral | ogram |   |   |   | by the     | OR    |
|        | develop and  | state | and   |   |   |   | each LEA   |       |
|        | master core  | funds | encou |   |   |   | or school  | <ht   |
|        | academic     | and   | raged |   |   |   | site as    | tp:// |
|        | content and  | por   | to    |   |   |   | reported   | csmp. |
|        | research     | tions | have  |   |   |   | in         | ucop. |
|        | proven       | are   | quali |   |   |   | Appendix   | edu/> |
|        | i            | f     | fying |   |   |   | 10A.       |       |
|        | nstructional | unded | tea   |   |   |   |            |       |
|        | methods.     | by    | chers |   |   |   |            |       |
|        |              | the   | pa    |   |   |   |            |       |
|        | This program | Re    | rtici |   |   |   |            |       |
|        | targets the  | gents | pate. |   |   |   |            |       |
|        | teachers in  | of    |       |   |   |   |            |       |
|        | the 14.3% of | the   |       |   |   |   |            |       |
|        | classes that | Unive |       |   |   |   |            |       |
|        | are not      | rsity |       |   |   |   |            |       |
|        | being taught | of    |       |   |   |   |            |       |
|        | by HQ        | CA.   |       |   |   |   |            |       |
|        | teachers.    |       |       |   |   |   |            |       |
+--------+--------------+-------+-------+---+---+---+------------+-------+

+--------+--------------+-------+-------+---+---+---+------------+-------+
| **Pro  | *            | **R   |       | * |   |   | **Evidence | *     |
| gram** | *Description | esour |       | * |   |   | of Likely  | *Prog |
|        | of how this  | ces** |       | P |   |   | Success**  | ram's |
|        | program will |       |       | r |   |   |            | Co    |
|        | improve the  |       |       | o |   |   |            | ntact |
|        | equitable    |       |       | g |   |   |            | Inf   |
|        | distribution |       |       | r |   |   |            | ormat |
|        | of           |       |       | a |   |   |            | ion** |
|        | teachers**   |       |       | m |   |   |            |       |
|        |              |       |       | ' |   |   |            |       |
|        |              |       |       | s |   |   |            |       |
|        |              |       |       | T |   |   |            |       |
|        |              |       |       | a |   |   |            |       |
|        |              |       |       | r |   |   |            |       |
|        |              |       |       | g |   |   |            |       |
|        |              |       |       | e |   |   |            |       |
|        |              |       |       | t |   |   |            |       |
|        |              |       |       | * |   |   |            |       |
|        |              |       |       | * |   |   |            |       |
+--------+--------------+-------+-------+---+---+---+------------+-------+
|        |              | S     | Di    | > | > | > |            |       |
|        |              | ource | strib |   |   |   |            |       |
|        |              | of    | ution | R | R | I |            |       |
|        |              | Fu    | of    | e | e | m |            |       |
|        |              | nding | Reso  | c | t | p |            |       |
|        |              |       | urces | r | e | r |            |       |
|        |              |       |       | u | n | o |            |       |
|        |              |       |       | i | t | v |            |       |
|        |              |       |       | t | i | i |            |       |
|        |              |       |       | m | o | n |            |       |
|        |              |       |       | e | n | g |            |       |
|        |              |       |       | n |   | > |            |       |
|        |              |       |       | t |   |   |            |       |
|        |              |       |       |   |   | T |            |       |
|        |              |       |       |   |   | e |            |       |
|        |              |       |       |   |   | a |            |       |
|        |              |       |       |   |   | c |            |       |
|        |              |       |       |   |   | h |            |       |
|        |              |       |       |   |   | e |            |       |
|        |              |       |       |   |   | r |            |       |
|        |              |       |       |   |   | > |            |       |
|        |              |       |       |   |   |   |            |       |
|        |              |       |       |   |   | Q |            |       |
|        |              |       |       |   |   | u |            |       |
|        |              |       |       |   |   | a |            |       |
|        |              |       |       |   |   | l |            |       |
|        |              |       |       |   |   | i |            |       |
|        |              |       |       |   |   | t |            |       |
|        |              |       |       |   |   | y |            |       |
+--------+--------------+-------+-------+---+---+---+------------+-------+
| **UC   | In an effort | F     | LEAs  |   |   | X | Success    | Unive |
| Ir     | to produce   | unded | and   |   |   |   | will be    | rsity |
| vine** | more and     | by    | S     |   |   |   | measured   | of    |
|        | better       | the   | chool |   |   |   | by an      | C     |
| **Ext  | qualified    | Re    | sites |   |   |   | increase   | alifo |
| ension | science and  | gents | that  |   |   |   | in HQTs    | rnia, |
| Pro    | math         | of    | have  |   |   |   | and        | I     |
| gram** | teachers     | the   | been  |   |   |   | p          | rvine |
|        | nationwide,  | Unive | ident |   |   |   | erformance |       |
|        | the          | rsity | ified |   |   |   | of         | Ir    |
|        | [University  | of    | under |   |   |   | teachers   | vine, |
|        | of           | CA.   | CMIS  |   |   |   | within     | CA    |
|        | California   |       | will  |   |   |   | each LEA   | 92697 |
|        | (UC) Irvine  |       | be    |   |   |   | or school  |       |
|        | E            |       | ad    |   |   |   | site after | P     |
|        | xtension](ht |       | vised |   |   |   | par        | hone: |
|        | tp://www.uci |       | of    |   |   |   | ticipation |       |
|        | .edu/continu |       | this  |   |   |   | in this    | 94    |
|        | inged.shtml) |       | pr    |   |   |   | program.   | 9-824 |
|        | is planning  |       | ogram |   |   |   | Such data  | -5011 |
|        | a series of  |       | and   |   |   |   | will be    |       |
|        | online       |       | encou |   |   |   | collected  |       |
|        | courses to   |       | raged |   |   |   | by CDE     |       |
|        | help K-12    |       | to    |   |   |   | using      |       |
|        | teachers     |       | have  |   |   |   | Appendix   |       |
|        | pass the     |       | quali |   |   |   | 10A.       |       |
|        | [California  |       | fying |   |   |   |            |       |
|        | Subject      |       | tea   |   |   |   |            |       |
|        | Examination  |       | chers |   |   |   |            |       |
|        | for Teachers |       | pa    |   |   |   |            |       |
|        | (            |       | rtici |   |   |   |            |       |
|        | CSET)](http: |       | pate. |   |   |   |            |       |
|        | //www.cset.n |       |       |   |   |   |            |       |
|        | esinc.com/), |       |       |   |   |   |            |       |
|        | as well as   |       |       |   |   |   |            |       |
|        | prepare      |       |       |   |   |   |            |       |
|        | teachers     |       |       |   |   |   |            |       |
|        | from         |       |       |   |   |   |            |       |
|        | California   |       |       |   |   |   |            |       |
|        | and across   |       |       |   |   |   |            |       |
|        | the U.S.     |       |       |   |   |   |            |       |
|        | meet the     |       |       |   |   |   |            |       |
|        | subject      |       |       |   |   |   |            |       |
|        | matter       |       |       |   |   |   |            |       |
|        | competency   |       |       |   |   |   |            |       |
|        | requirements |       |       |   |   |   |            |       |
|        | of the No    |       |       |   |   |   |            |       |
|        | Child Left   |       |       |   |   |   |            |       |
|        | Behind       |       |       |   |   |   |            |       |
|        | (NCLB) Act.  |       |       |   |   |   |            |       |
|        |              |       |       |   |   |   |            |       |
|        | The need for |       |       |   |   |   |            |       |
|        | teacher      |       |       |   |   |   |            |       |
|        | recruitment  |       |       |   |   |   |            |       |
|        | and          |       |       |   |   |   |            |       |
|        | retention in |       |       |   |   |   |            |       |
|        | the areas of |       |       |   |   |   |            |       |
|        | math and     |       |       |   |   |   |            |       |
|        | science is   |       |       |   |   |   |            |       |
|        | evidenced by |       |       |   |   |   |            |       |
|        | the fact     |       |       |   |   |   |            |       |
|        | that 16.5%   |       |       |   |   |   |            |       |
|        | of Science   |       |       |   |   |   |            |       |
|        | and classes  |       |       |   |   |   |            |       |
|        | and 18% of   |       |       |   |   |   |            |       |
|        | Mathematics  |       |       |   |   |   |            |       |
|        | classes are  |       |       |   |   |   |            |       |
|        | taught by    |       |       |   |   |   |            |       |
|        | non Highly   |       |       |   |   |   |            |       |
|        | Qualified    |       |       |   |   |   |            |       |
|        | Teachers.    |       |       |   |   |   |            |       |
+--------+--------------+-------+-------+---+---+---+------------+-------+

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

+---------+---------+---------+---------+---------+---------+---------+
| **Conn  |         |         |         |         |         |         |
| ections |         |         |         |         |         |         |
| to      |         |         |         |         |         |         |
| Higher  |         |         |         |         |         |         |
| Educ    |         |         |         |         |         |         |
| ation** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| CSU     |         |         |         |         |         |         |
| Chico   |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Cal     |         |         |         |         |         |         |
| ifornia |         |         |         |         |         |         |
| Subject |         |         |         |         |         |         |
| Matter  |         |         |         |         |         |         |
| P       |         |         |         |         |         |         |
| rojects |         |         |         |         |         |         |
| (CSMP)  |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| UC      |         |         |         |         |         |         |
| Irvine  |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| Ex      |         |         |         |         |         |         |
| tension |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

  -----------------------------------------------------------------------
  **Data and Reporting Systems**

  The California Department of Education will Identify current inequities
  using current data collection systems and plan revisions to further
  refine and improve data collection throughout the state. While all LEAs
  submit such data to the state as a part of the CBEDs reporting system,
  special attention will be paid to those schools participating in the
  Compliance. Monitoring, Sanctions, and Interventions Program discussed
  in the text of the plan.
  -----------------------------------------------------------------------

+------+--------------+-----+------+---+---+---+--------------+----------+
| **P  | *            | *   |      | * |   |   | **Measures   | **P      |
| rogr | *Description | *Re |      | * |   |   | of Success** | rogram's |
| am** | of how this  | sou |      | P |   |   |              | Contact  |
|      | program will | rce |      | r |   |   |              | Infor    |
|      | improve the  | s** |      | o |   |   |              | mation** |
|      | equitable    |     |      | g |   |   |              |          |
|      | distribution |     |      | r |   |   |              |          |
|      | of           |     |      | a |   |   |              |          |
|      | teachers**   |     |      | m |   |   |              |          |
|      |              |     |      | ' |   |   |              |          |
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|      |              |     |      | T |   |   |              |          |
|      |              |     |      | a |   |   |              |          |
|      |              |     |      | r |   |   |              |          |
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|      |              |     |      | t |   |   |              |          |
|      |              |     |      | * |   |   |              |          |
|      |              |     |      | * |   |   |              |          |
+------+--------------+-----+------+---+---+---+--------------+----------+
|      |              | S   | Dist | > | > | > |              |          |
|      |              | our | ribu |   |   |   |              |          |
|      |              | ces | tion | R | R | I |              |          |
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|      |              | F   | R    | c | t | p |              |          |
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|      |              |     |      | i | t | v |              |          |
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|      |              |     |      |   |   | r |              |          |
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|      |              |     |      |   |   | t |              |          |
|      |              |     |      |   |   | y |              |          |
+------+--------------+-----+------+---+---+---+--------------+----------+
| *    | The CDE      | Q   | All  | X | X |   | Each LEA     | Lynda    |
| *Exa | identified   | ual | LEAs |   |   |   | will have a  | Nichols  |
| mina | 372[^9] LEAs | ity | p    |   |   |   | detailed and |          |
| tion | required to  | Edu | arti |   |   |   | c            | Ph       |
| of   | participate  | cat | cipa |   |   |   | omprehensive | one:916- |
| cur  | in a         | ion | ting |   |   |   | plan to      | 323-5822 |
| rent | C            | I   | in   |   |   |   | attract and  |          |
| da   | DE-monitored | nve | the  |   |   |   | retain       | Email:   |
| ta** | program in   | stm | CMIS |   |   |   | highly       | <LNic    |
|      | which the    | ent | pro  |   |   |   | qualified    | hols@cde |
|      | LEA, with    | Act | gram |   |   |   | teachers so  | .ca.gov> |
|      | close        | (QE | will |   |   |   | that all     |          |
|      | supervision  | IA) | su   |   |   |   | sites within |          |
|      | and          | (SB | bmit |   |   |   | the LEA have |          |
|      | p            | 11  | data |   |   |   | a staff of   |          |
|      | articipation | 33) | and  |   |   |   | experienced  |          |
|      | by the CDE,  | a   | have |   |   |   | and highly   |          |
|      | will develop | ppo | this |   |   |   | qualified    |          |
|      | a            | rti | data |   |   |   | teachers.    |          |
|      | c            | ons | anal |   |   |   | CDE, during  |          |
|      | omprehensive | \$  | yzed |   |   |   | its          |          |
|      | recruitment  | 1.1 | by   |   |   |   | scheduled    |          |
|      | and          | m   | CDE  |   |   |   | monitoring   |          |
|      | retention    | ill | anal |   |   |   | visits and   |          |
|      | plan in      | ion | ysts |   |   |   | periodic     |          |
|      | order to     | to  | on   |   |   |   | review of    |          |
|      | achieve      | f   | the  |   |   |   | submissions  |          |
|      | equitable    | und | CMIS |   |   |   | by the LEA,  |          |
|      | distribution | n   | st   |   |   |   | will         |          |
|      | of HQTs      | ine | aff. |   |   |   | evaluate the |          |
|      | under No     | new |      |   |   |   | plan, its    |          |
|      | Child Left   | st  |      |   |   |   | imp          |          |
|      | Behind. Data | aff |      |   |   |   | lementation, |          |
|      | examined     | to  |      |   |   |   | and its      |          |
|      | include each | imp |      |   |   |   | e            |          |
|      | LEA's        | lem |      |   |   |   | ffectiveness |          |
|      | percentage   | ent |      |   |   |   | by comparing |          |
|      | of HQTs for  | and |      |   |   |   | the increase |          |
|      | 2005-06, the | m   |      |   |   |   | in the       |          |
|      | percentage   | oni |      |   |   |   | number of    |          |
|      | of students  | tor |      |   |   |   | HQs from     |          |
|      | who          | the |      |   |   |   | year to      |          |
|      | characterize | e   |      |   |   |   | year.        |          |
|      | themselves   | ffo |      |   |   |   |              |          |
|      | as Black or  | rts |      |   |   |   |              |          |
|      | Latino, the  | of  |      |   |   |   |              |          |
|      | percentage   | s   |      |   |   |   |              |          |
|      | of students  | cho |      |   |   |   |              |          |
|      | living at or | ols |      |   |   |   |              |          |
|      | below the    | i   |      |   |   |   |              |          |
|      | poverty      | den |      |   |   |   |              |          |
|      | line, and    | tif |      |   |   |   |              |          |
|      | whether or   | ied |      |   |   |   |              |          |
|      | not the      | by  |      |   |   |   |              |          |
|      | sites within | the |      |   |   |   |              |          |
|      | the LEA have | C   |      |   |   |   |              |          |
|      | met their    | MIS |      |   |   |   |              |          |
|      | AYPs.        | pr  |      |   |   |   |              |          |
|      |              | oce |      |   |   |   |              |          |
|      |              | ss. |      |   |   |   |              |          |
+------+--------------+-----+------+---+---+---+--------------+----------+

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

+-----------------------------------------------------------------------+
| **Improving the Quality of Teachers in Hard-to-Staff Schools**        |
+-----------------------------------------------------------------------+
| California's plan to improve the quality of teachers in hard-to-staff |
| schools has two areas of focus:                                       |
|                                                                       |
| 1)  Build capacity within these hard-to-staff schools to improve the  |
|     quality of teachers already on staff at these hard-to-staff       |
|     schools                                                           |
|                                                                       |
| 2)  Add incentives in some areas to allow for movement between        |
|     schools within a given LEA.                                       |
+-----------------------------------------------------------------------+

+-----+----------+-------+-------+---+---+---+----------------+-------+
| **  | **Des    | **R   |       | * |   |   | **Evidence of  | *     |
| Pro | cription | esour |       | * |   |   | Probable       | *Prog |
| gra | of how   | ces** |       | P |   |   | Success**      | ram's |
| m** | this     |       |       | r |   |   |                | Co    |
|     | program  |       |       | o |   |   |                | ntact |
|     | will     |       |       | g |   |   |                | Inf   |
|     | improve  |       |       | r |   |   |                | ormat |
|     | the      |       |       | a |   |   |                | ion** |
|     | e        |       |       | m |   |   |                |       |
|     | quitable |       |       | ' |   |   |                |       |
|     | dist     |       |       | s |   |   |                |       |
|     | ribution |       |       | T |   |   |                |       |
|     | of       |       |       | a |   |   |                |       |
|     | te       |       |       | r |   |   |                |       |
|     | achers** |       |       | g |   |   |                |       |
|     |          |       |       | e |   |   |                |       |
|     |          |       |       | t |   |   |                |       |
|     |          |       |       | * |   |   |                |       |
|     |          |       |       | * |   |   |                |       |
+-----+----------+-------+-------+---+---+---+----------------+-------+
|     |          | S     | Di    | > | > | > |                |       |
|     |          | ource | strib |   |   |   |                |       |
|     |          | of    | ution | R | R | I |                |       |
|     |          | Fu    | of    | e | e | m |                |       |
|     |          | nding | Reso  | c | t | p |                |       |
|     |          |       | urces | r | e | r |                |       |
|     |          |       |       | u | n | o |                |       |
|     |          |       |       | i | t | v |                |       |
|     |          |       |       | t | i | i |                |       |
|     |          |       |       | m | o | n |                |       |
|     |          |       |       | e | n | g |                |       |
|     |          |       |       | n |   | > |                |       |
|     |          |       |       | t |   |   |                |       |
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|     |          |       |       |   |   |   |                |       |
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|     |          |       |       |   |   | i |                |       |
|     |          |       |       |   |   | t |                |       |
|     |          |       |       |   |   | y |                |       |
+-----+----------+-------+-------+---+---+---+----------------+-------+
| **  | Intended | The   | This  | X |   | X | CDE will       | Unive |
| One | to       | 2     | pr    |   |   |   | collect data   | rsity |
| Th  | increase | 005-- | ogram |   |   |   | from each LEA  | of    |
| ous | the      | -2006 | ta    |   |   |   | or school site | C     |
| and | supply   | Calif | rgets |   |   |   | within the     | alifo |
| Tea | and      | ornia | fre   |   |   |   | CMIS program   | rnia, |
| che | quality  | State | shmen |   |   |   | by using       | O     |
| rs, | of       | B     | and   |   |   |   | Appendix 11C.  | ffice |
| One | science  | udget | sopho |   |   |   | Because this   | of    |
| M   | and      | allo  | mores |   |   |   | program is in  | the   |
| ill | mat      | cated | enr   |   |   |   | its second     | Pres  |
| ion | hematics | \$75  | olled |   |   |   | year, there is | ident |
| Mi  | teachers | 0,000 | at UC |   |   |   | no data yet    | 80    |
| nds | in       | to    | camp  |   |   |   | available on   | 0-523 |
| Ini | Ca       | the   | uses. |   |   |   | its success.   | -2048 |
| tia | lifornia | UC to | Incen |   |   |   | As             |       |
| tiv | by       | begin | tives |   |   |   | participants   | OR    |
| e** | p        | the   | are   |   |   |   | graduate from  |       |
|     | roviding | "     | being |   |   |   | the program    | Phil  |
|     | students | Calif | deve  |   |   |   | data will be   | Lafon |
|     | the      | ornia | loped |   |   |   | supplied by    | taine |
|     | opp      | T     | to    |   |   |   | the program to | P     |
|     | ortunity | each: | enco  |   |   |   | the state      | hone: |
|     | to       | One   | urage |   |   |   | regarding the  | 916-  |
|     | complete | Tho   | pa    |   |   |   | graduation     | 323   |
|     | a        | usand | rtici |   |   |   | rate,          | -6189 |
|     | ba       | Teac  | pants |   |   |   | credentialing  | E     |
|     | chelor's | hers, | to    |   |   |   | rate, and      | mail: |
|     | degree   | One   | teach |   |   |   | placement of   | <PLa  |
|     | and all  | Mi    | in    |   |   |   | the            | fonta |
|     | r        | llion | hi    |   |   |   | participants.  | ine@c |
|     | equisite | M     | gh-po |   |   |   | Currently      | de.ca |
|     | course   | inds" | verty |   |   |   | there are 27   | .gov> |
|     | work to  | pro   | a     |   |   |   | students, 6    |       |
|     | be       | gram. | nd/or |   |   |   | instructors, 7 |       |
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|     | q        |       | h-min |   |   |   | schools, and 2 |       |
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|     | as a     |       | sch   |   |   |   | teachers       |       |
|     | s        |       | ools. |   |   |   | participating  |       |
|     | econdary |       |       |   |   |   | in 2 of the 9  |       |
|     | teacher  |       |       |   |   |   | UC Campuses.   |       |
|     | in math  |       |       |   |   |   |                |       |
|     | or       |       |       |   |   |   |                |       |
|     | science  |       |       |   |   |   |                |       |
|     | in four  |       |       |   |   |   |                |       |
|     | years.   |       |       |   |   |   |                |       |
+-----+----------+-------+-------+---+---+---+----------------+-------+

+-----+----------+-------+-------+---+---+---+----------------+-------+
| **  | **Des    | **R   |       | * |   |   | **Evidence of  | *     |
| Pro | cription | esour |       | * |   |   | Probable       | *Prog |
| gra | of how   | ces** |       | P |   |   | Success**      | ram's |
| m** | this     |       |       | r |   |   |                | Co    |
|     | program  |       |       | o |   |   |                | ntact |
|     | will     |       |       | g |   |   |                | Inf   |
|     | improve  |       |       | r |   |   |                | ormat |
|     | the      |       |       | a |   |   |                | ion** |
|     | e        |       |       | m |   |   |                |       |
|     | quitable |       |       | ' |   |   |                |       |
|     | dist     |       |       | s |   |   |                |       |
|     | ribution |       |       | T |   |   |                |       |
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|     | te       |       |       | r |   |   |                |       |
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|     |          |       |       | e |   |   |                |       |
|     |          |       |       | t |   |   |                |       |
|     |          |       |       | * |   |   |                |       |
|     |          |       |       | * |   |   |                |       |
+-----+----------+-------+-------+---+---+---+----------------+-------+
|     |          | S     | Di    | > | > | > |                |       |
|     |          | ource | strib |   |   |   |                |       |
|     |          | of    | ution | R | R | I |                |       |
|     |          | Fu    | of    | e | e | m |                |       |
|     |          | nding | Reso  | c | t | p |                |       |
|     |          |       | urces | r | e | r |                |       |
|     |          |       |       | u | n | o |                |       |
|     |          |       |       | i | t | v |                |       |
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|     |          |       |       |   |   | u |                |       |
|     |          |       |       |   |   | a |                |       |
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|     |          |       |       |   |   | t |                |       |
|     |          |       |       |   |   | y |                |       |
+-----+----------+-------+-------+---+---+---+----------------+-------+
| **C | Ca       | No    | All   |   |   | X | This program   | M     |
| ali | lifornia | Child | eli   |   |   |   | will be        | axine |
| for | Mat      | Left  | gible |   |   |   | presented to   | Whe   |
| nia | hematics | B     | pe    |   |   |   | each LEA       | eler\ |
| Ma  | and      | ehind | rsons |   |   |   | and/or school  | Phone |
| the | Science  | Act   | or    |   |   |   | site           | :     |
| mat | Par      | of    | org   |   |   |   | participating  | 916   |
| ics | tnership | 2001, | aniza |   |   |   | in the CMIS    | -323- |
| and | (CaMSP)  | Title | tions |   |   |   | program. CDE   | 4746\ |
| S   | grants   | II,   | le    |   |   |   | will collect   | E     |
| cie | are      | Part  | gally |   |   |   | data from each | -mail |
| nce | intended | B,    | autho |   |   |   | of these LEAs  | :     |
| Pa  | to help  | sec   | rized |   |   |   | or school      | <     |
| rtn | e        | tions | to do |   |   |   | sites as to    | mwhee |
| ers | ducators | 2201  | bus   |   |   |   | the success of | ler@c |
| hip | improve  | -2202 | iness |   |   |   | this program   | de.ca |
| Pro | their    |       | in    |   |   |   | for their math | .gov> |
| gra | skills   |       | the   |   |   |   | and science    |       |
| m** | in       |       | state |   |   |   | teachers who   |       |
|     | teaching |       | of    |   |   |   | are not NCLB   |       |
|     | math and |       | Calif |   |   |   | compliant. See |       |
|     | science. |       | ornia |   |   |   | Appendix 10C.  |       |
|     | The      |       | may   |   |   |   |                |       |
|     | grants   |       | apply |   |   |   |                |       |
|     | are      |       | to    |   |   |   |                |       |
|     | awarded  |       | pr    |   |   |   |                |       |
|     | to       |       | ovide |   |   |   |                |       |
|     | eligible |       | pr    |   |   |   |                |       |
|     | part     |       | ofess |   |   |   |                |       |
|     | nerships |       | ional |   |   |   |                |       |
|     | or       |       | d     |   |   |   |                |       |
|     | edu      |       | evelo |   |   |   |                |       |
|     | cational |       | pment |   |   |   |                |       |
|     | agencies |       | for   |   |   |   |                |       |
|     | that in  |       | teac  |   |   |   |                |       |
|     | turn     |       | hers. |   |   |   |                |       |
|     | create   |       | In    |   |   |   |                |       |
|     | oppor    |       | turn  |   |   |   |                |       |
|     | tunities |       | these |   |   |   |                |       |
|     | for      |       | opp   |   |   |   |                |       |
|     | teachers |       | ortun |   |   |   |                |       |
|     | to       |       | ities |   |   |   |                |       |
|     | receive  |       | will  |   |   |   |                |       |
|     | prof     |       | t     |   |   |   |                |       |
|     | essional |       | arget |   |   |   |                |       |
|     | dev      |       | tea   |   |   |   |                |       |
|     | elopment |       | chers |   |   |   |                |       |
|     | in       |       | who   |   |   |   |                |       |
|     | teaching |       | are   |   |   |   |                |       |
|     | math and |       | emp   |   |   |   |                |       |
|     | science. |       | loyed |   |   |   |                |       |
|     | Target   |       | at    |   |   |   |                |       |
|     | schools  |       | hi    |   |   |   |                |       |
|     | include  |       | gh-po |   |   |   |                |       |
|     | those    |       | verty |   |   |   |                |       |
|     | where at |       | sch   |   |   |   |                |       |
|     | least 40 |       | ools, |   |   |   |                |       |
|     | percent  |       | de    |   |   |   |                |       |
|     | of       |       | fined |   |   |   |                |       |
|     | students |       | by at |   |   |   |                |       |
|     | qualify  |       | least |   |   |   |                |       |
|     | for the  |       | 40%   |   |   |   |                |       |
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+------+---------+-----+---------+---+---+---+---------------+--------+

+-----+-------+---------+---------+---+---+---+----------------+-------+
| **  | **D   | **Reso  |         | * |   |   | **Evidence of  | *     |
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+-----+-------+---------+---------+---+---+---+----------------+-------+
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|     | under |         | number  |   |   |   |                |       |
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+-----+-------+---------+---------+---+---+---+----------------+-------+

+------+---------------+-------+-------+---+---+---+------------+-------+
| **P  | **Description | **R   |       | * |   |   | **Evidence | *     |
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|      |               |       |       | t |   |   |            |       |
|      |               |       |       | * |   |   |            |       |
|      |               |       |       | * |   |   |            |       |
+------+---------------+-------+-------+---+---+---+------------+-------+
|      |               | S     | Di    | > | > | > |            |       |
|      |               | ource | strib |   |   |   |            |       |
|      |               | of    | ution | R | R | I |            |       |
|      |               | Fu    | of    | e | e | m |            |       |
|      |               | nding | Reso  | c | t | p |            |       |
|      |               |       | urces | r | e | r |            |       |
|      |               |       |       | u | n | o |            |       |
|      |               |       |       | i | t | v |            |       |
|      |               |       |       | t | i | i |            |       |
|      |               |       |       | m | o | n |            |       |
|      |               |       |       | e | n | g |            |       |
|      |               |       |       | n |   | > |            |       |
|      |               |       |       | t |   |   |            |       |
|      |               |       |       |   |   | T |            |       |
|      |               |       |       |   |   | e |            |       |
|      |               |       |       |   |   | a |            |       |
|      |               |       |       |   |   | c |            |       |
|      |               |       |       |   |   | h |            |       |
|      |               |       |       |   |   | e |            |       |
|      |               |       |       |   |   | r |            |       |
|      |               |       |       |   |   | > |            |       |
|      |               |       |       |   |   |   |            |       |
|      |               |       |       |   |   | Q |            |       |
|      |               |       |       |   |   | u |            |       |
|      |               |       |       |   |   | a |            |       |
|      |               |       |       |   |   | l |            |       |
|      |               |       |       |   |   | i |            |       |
|      |               |       |       |   |   | t |            |       |
|      |               |       |       |   |   | y |            |       |
+------+---------------+-------+-------+---+---+---+------------+-------+
| **   | > The         | > The | The   |   |   | X | With       | <ht   |
| Nati | > National    | >     | pr    |   |   |   | app        | tp:// |
| onal | > Board for   |  fede | ogram |   |   |   | roximately | www.n |
| B    | >             | rally | ta    |   |   |   | 50 percent | bpts. |
| oard |  Professional | > f   | rgets |   |   |   | of         | org/> |
| C    | > Teaching    | unded | hig   |   |   |   | California |       |
| erti | > Standards   | >     | h-pri |   |   |   | NBCTs      |       |
| fica | > (NBPTS)     |  Cand | ority |   |   |   | teaching   |       |
| tion | > provides a  | idate | sch   |   |   |   | in the     |       |
| P    | > rigorous    | > Su  | ools. |   |   |   | bottom     |       |
| rogr | > measure for | bsidy |       |   |   |   | half of    |       |
| am** | > experienced | > Pr  |       |   |   |   | all        |       |
|      | > teachers    | ogram |       |   |   |   | California |       |
|      | > through     | >     |       |   |   |   | schools    |       |
|      | > sets of     | (CSP) |       |   |   |   | (          |       |
|      | > teaching    | > pro |       |   |   |   | determined |       |
|      | > standards   | vides |       |   |   |   | by the     |       |
|      | > that        | > 50  |       |   |   |   | Academic   |       |
|      | > describe    | > pe  |       |   |   |   | P          |       |
|      | > the         | rcent |       |   |   |   | erformance |       |
|      | >             | > of  |       |   |   |   | Index),    |       |
|      |  accomplished | > the |       |   |   |   | California |       |
|      | > level of    | >     |       |   |   |   | is the     |       |
|      | > teaching.   |  cand |       |   |   |   | national   |       |
|      | > Over the    | idate |       |   |   |   | exception  |       |
|      | > course of a | >     |       |   |   |   | with       |       |
|      | > school      | fees, |       |   |   |   | regard to  |       |
|      | > year,       | > and |       |   |   |   | the        |       |
|      | > candidates  | > the |       |   |   |   | equitable  |       |
|      | > for         | > st  |       |   |   |   | di         |       |
|      | > national    | ate-f |       |   |   |   | stribution |       |
|      | >             | unded |       |   |   |   | of NBCTs.  |       |
|      | certification | >     |       |   |   |   |            |       |
|      | > must create | NBPTS |       |   |   |   |            |       |
|      | > a portfolio | >     |       |   |   |   |            |       |
|      | > of their    |  Ince |       |   |   |   |            |       |
|      | > teaching    | ntive |       |   |   |   |            |       |
|      | > and sit for | >     |       |   |   |   |            |       |
|      | > an          | Award |       |   |   |   |            |       |
|      | > assessment  | > Pr  |       |   |   |   |            |       |
|      | > of their    | ogram |       |   |   |   |            |       |
|      | > content     | > pro |       |   |   |   |            |       |
|      | > knowledge.  | vides |       |   |   |   |            |       |
|      | > National    | > a   |       |   |   |   |            |       |
|      | > Board       | > \$2 |       |   |   |   |            |       |
|      | >             | 0,000 |       |   |   |   |            |       |
|      | certification | >     |       |   |   |   |            |       |
|      | > is          |  ince |       |   |   |   |            |       |
|      | > available   | ntive |       |   |   |   |            |       |
|      | > in more     | >     |       |   |   |   |            |       |
|      | > than 24     | award |       |   |   |   |            |       |
|      | > certificate | > for |       |   |   |   |            |       |
|      | > areas,      | >     |       |   |   |   |            |       |
|      | > defined by  | NBCTs |       |   |   |   |            |       |
|      | > a student   | > who |       |   |   |   |            |       |
|      | > age range   | >     |       |   |   |   |            |       |
|      | > and the     |  work |       |   |   |   |            |       |
|      | > content     | > in  |       |   |   |   |            |       |
|      | > taught.     | > hig |       |   |   |   |            |       |
|      | > Teachers    | h-pri |       |   |   |   |            |       |
|      | > seeking     | ority |       |   |   |   |            |       |
|      | > National    | > sch |       |   |   |   |            |       |
|      | > Board       | ools. |       |   |   |   |            |       |
|      | > Certified   | > The |       |   |   |   |            |       |
|      | > Teacher     | >     |       |   |   |   |            |       |
|      | > (NBCT)      |  2006 |       |   |   |   |            |       |
|      | > status      | > B   |       |   |   |   |            |       |
|      | > often       | udget |       |   |   |   |            |       |
|      | > create      | > Act |       |   |   |   |            |       |
|      | > small       | > pro |       |   |   |   |            |       |
|      | > learning    | poses |       |   |   |   |            |       |
|      | > communities | >     |       |   |   |   |            |       |
|      | > as they     | addit |       |   |   |   |            |       |
|      | > develop     | ional |       |   |   |   |            |       |
|      | > their       | >     |       |   |   |   |            |       |
|      | > portfolios. | state |       |   |   |   |            |       |
|      | > The         | > fu  |       |   |   |   |            |       |
|      | > National    | nding |       |   |   |   |            |       |
|      | > Board       | > to  |       |   |   |   |            |       |
|      | >             | > inc |       |   |   |   |            |       |
|      | certification | rease |       |   |   |   |            |       |
|      | > process     | > the |       |   |   |   |            |       |
|      | > requires    | >     |       |   |   |   |            |       |
|      | > teachers to |  cand |       |   |   |   |            |       |
|      | > examine     | idate |       |   |   |   |            |       |
|      | > their       | > fee |       |   |   |   |            |       |
|      | > practice    | > su  |       |   |   |   |            |       |
|      | > and         | pport |       |   |   |   |            |       |
|      | > provides    | > to  |       |   |   |   |            |       |
|      | > the         | > 90  |       |   |   |   |            |       |
|      | > opportunity | > per |       |   |   |   |            |       |
|      | > to address  | cent. |       |   |   |   |            |       |
|      | > apparent    |       |       |   |   |   |            |       |
|      | > weaknesses. |       |       |   |   |   |            |       |
|      | > The process |       |       |   |   |   |            |       |
|      | > can take up |       |       |   |   |   |            |       |
|      | > to three    |       |       |   |   |   |            |       |
|      | > years for   |       |       |   |   |   |            |       |
|      | > teachers    |       |       |   |   |   |            |       |
|      | > who         |       |       |   |   |   |            |       |
|      | > discover a  |       |       |   |   |   |            |       |
|      | > weakness    |       |       |   |   |   |            |       |
|      | > that must   |       |       |   |   |   |            |       |
|      | > be          |       |       |   |   |   |            |       |
|      | > addressed.  |       |       |   |   |   |            |       |
|      | > National    |       |       |   |   |   |            |       |
|      | > Board       |       |       |   |   |   |            |       |
|      | >             |       |       |   |   |   |            |       |
|      | certification |       |       |   |   |   |            |       |
|      | > is the      |       |       |   |   |   |            |       |
|      | > epitome of  |       |       |   |   |   |            |       |
|      | > long-term,  |       |       |   |   |   |            |       |
|      | > meaningful  |       |       |   |   |   |            |       |
|      | >             |       |       |   |   |   |            |       |
|      |  professional |       |       |   |   |   |            |       |
|      | >             |       |       |   |   |   |            |       |
|      |  development. |       |       |   |   |   |            |       |
|      | >             |       |       |   |   |   |            |       |
|      | Approximately |       |       |   |   |   |            |       |
|      | > one percent |       |       |   |   |   |            |       |
|      | > of all      |       |       |   |   |   |            |       |
|      | > California  |       |       |   |   |   |            |       |
|      | > teachers    |       |       |   |   |   |            |       |
|      | > are NBCTs.  |       |       |   |   |   |            |       |
+------+---------------+-------+-------+---+---+---+------------+-------+

+------+---------------+--------+------+---+---+---+------------+-------+
| **P  | **Description | *      |      | * |   |   | **Evidence | *     |
| rogr | of how this   | *Resou |      | * |   |   | of         | *Prog |
| am** | program will  | rces** |      | P |   |   | Probable   | ram's |
|      | improve the   |        |      | r |   |   | Success**  | Co    |
|      | equitable     |        |      | o |   |   |            | ntact |
|      | distribution  |        |      | g |   |   |            | Inf   |
|      | of teachers** |        |      | r |   |   |            | ormat |
|      |               |        |      | a |   |   |            | ion** |
|      |               |        |      | m |   |   |            |       |
|      |               |        |      | ' |   |   |            |       |
|      |               |        |      | s |   |   |            |       |
|      |               |        |      | T |   |   |            |       |
|      |               |        |      | a |   |   |            |       |
|      |               |        |      | r |   |   |            |       |
|      |               |        |      | g |   |   |            |       |
|      |               |        |      | e |   |   |            |       |
|      |               |        |      | t |   |   |            |       |
|      |               |        |      | * |   |   |            |       |
|      |               |        |      | * |   |   |            |       |
+------+---------------+--------+------+---+---+---+------------+-------+
|      |               | Source | Dist | > | > | > |            |       |
|      |               | of     | ribu |   |   |   |            |       |
|      |               | F      | tion | R | R | I |            |       |
|      |               | unding | of   | e | e | m |            |       |
|      |               |        | R    | c | t | p |            |       |
|      |               |        | esou | r | e | r |            |       |
|      |               |        | rces | u | n | o |            |       |
|      |               |        |      | i | t | v |            |       |
|      |               |        |      | t | i | i |            |       |
|      |               |        |      | m | o | n |            |       |
|      |               |        |      | e | n | g |            |       |
|      |               |        |      | n |   | > |            |       |
|      |               |        |      | t |   |   |            |       |
|      |               |        |      |   |   | T |            |       |
|      |               |        |      |   |   | e |            |       |
|      |               |        |      |   |   | a |            |       |
|      |               |        |      |   |   | c |            |       |
|      |               |        |      |   |   | h |            |       |
|      |               |        |      |   |   | e |            |       |
|      |               |        |      |   |   | r |            |       |
|      |               |        |      |   |   | > |            |       |
|      |               |        |      |   |   |   |            |       |
|      |               |        |      |   |   | Q |            |       |
|      |               |        |      |   |   | u |            |       |
|      |               |        |      |   |   | a |            |       |
|      |               |        |      |   |   | l |            |       |
|      |               |        |      |   |   | i |            |       |
|      |               |        |      |   |   | t |            |       |
|      |               |        |      |   |   | y |            |       |
+------+---------------+--------+------+---+---+---+------------+-------+
| **B  | > The         | > S    | All  |   | X | X | Par        | Sarah |
| egin | > purposes of | ection | new  |   |   |   | ticipating | So    |
| ning | > the         | > 4427 | ly-c |   |   |   | Teachers   | lari, |
| Tea  | > Beginning   | 9.2(c) | rede |   |   |   | are        |       |
| cher | > Teacher     | > of   | ntia |   |   |   | ensured a  | Consu |
| Sup  | > Support and | > the  | led, |   |   |   | quality    | ltant |
| port | > Assessment  | > Edu  | b    |   |   |   | induction  |       |
| and  | > (BTSA)      | cation | egin |   |   |   | experience | Phon  |
| As   | > Program are | > Code | ning |   |   |   | through an | e:(91 |
| sess | > to enhance  | >      | teac |   |   |   | extensive  | 6)324 |
| ment | > the success | allows | hers |   |   |   | annual     | -5688 |
| (B   | > and         | >      | in   |   |   |   | peer       |       |
| TSA) | > retention   |  local | the  |   |   |   | program    | E     |
| P    | > of          | > edu  | s    |   |   |   | review     | mail: |
| rogr | > first-year  | cation | tate |   |   |   | process    | <     |
| am** | > and         | > ag   | of   |   |   |   | and        | ssola |
|      | > second-year | encies | Ca   |   |   |   | on-going   | ri@ce |
|      | > teachers by | >      | lifo |   |   |   | formal,    | de.ca |
|      | > aiding the  |  (LEA) | rnia |   |   |   | summative  | .gov> |
|      | > transition  | > to   | are  |   |   |   | peer       |       |
|      | > into        | >      | requ |   |   |   | reviews.   | Ron   |
|      | > teaching,   |  apply | ired |   |   |   | Program    | Ta    |
|      | > improve     | > for  | to   |   |   |   | st         | ylor, |
|      | > training    | > and  | par  |   |   |   | akeholders | Consu |
|      | > for new     | > r    | tici |   |   |   | and        | ltant |
|      | > teachers;   | eceive | pate |   |   |   | leaders    |       |
|      | > provide     | >      | and  |   |   |   | use a      | Phon  |
|      | > intensive   |  state | it   |   |   |   | s          | e:(91 |
|      | > i           | > f    | is   |   |   |   | tructured, | 6)323 |
|      | ndividualized | unding | the  |   |   |   | date-based | -4819 |
|      | > support and | > to   | p    |   |   |   | inquiry    |       |
|      | > assistance  | > s    | refe |   |   |   | process to | E     |
|      | > to each     | upport | rred |   |   |   | assess and | mail: |
|      | >             | > ind  | pat  |   |   |   | improve    | [     |
|      | participating | uction | hway |   |   |   | the        | rtayl |
|      | > beginning   | > pr   | to a |   |   |   | quality of | or@cd |
|      | > teacher;    | ograms | Ca   |   |   |   | their      | e.ca. |
|      | > and         | > t    | lifo |   |   |   | program    | go    |
|      | > establish   | hrough | rnia |   |   |   | and assure | v](ma |
|      | > an          | > the  | Prof |   |   |   | their      | ilto: |
|      | > effective,  | > Beg  | essi |   |   |   | alignment  | rtayl |
|      | > coherent    | inning | onal |   |   |   | with       | or@cd |
|      | > system of   | > T    | (Cl  |   |   |   | Induction  | e.ca. |
|      | > performance | eacher | ear) |   |   |   | Program    |  gov) |
|      | > assessments | > S    | Teac |   |   |   | Standards. |       |
|      | > that are    | upport | hing |   |   |   | Each year, |       |
|      | > based on    | > and  | Cre  |   |   |   | teams      |       |
|      | > the         | > Asse | dent |   |   |   | engage in  |       |
|      | > California  | ssment | ial. |   |   |   | a rigorous |       |
|      | > Standards   | > pr   |      |   |   |   | self-study |       |
|      | > for the     | ogram. |      |   |   |   | and peer   |       |
|      | > Teaching    | > For  |      |   |   |   | review of  |       |
|      | > Profession  | >      |      |   |   |   | documents  |       |
|      |               | fiscal |      |   |   |   | and        |       |
|      |               | > year |      |   |   |   | evidence   |       |
|      |               | > 20   |      |   |   |   | that leads |       |
|      |               | 05-06, |      |   |   |   | to the     |       |
|      |               | > BTSA |      |   |   |   | d          |       |
|      |               | > Ind  |      |   |   |   | evelopment |       |
|      |               | uction |      |   |   |   | and        |       |
|      |               | > is   |      |   |   |   | impl       |       |
|      |               | >      |      |   |   |   | ementation |       |
|      |               | funded |      |   |   |   | of an      |       |
|      |               | > from |      |   |   |   | Annual     |       |
|      |               | > the  |      |   |   |   | I          |       |
|      |               | > AB   |      |   |   |   | mprovement |       |
|      |               | > 825  |      |   |   |   | Plan.      |       |
|      |               | > T    |      |   |   |   | Program    |       |
|      |               | eacher |      |   |   |   | acco       |       |
|      |               | > C    |      |   |   |   | untability |       |
|      |               | redent |      |   |   |   | is further |       |
|      |               | ialing |      |   |   |   | monitored  |       |
|      |               | >      |      |   |   |   | through    |       |
|      |               |  Block |      |   |   |   | the CCTC   |       |
|      |               | >      |      |   |   |   | acc        |       |
|      |               | Grant, |      |   |   |   | reditation |       |
|      |               | > and  |      |   |   |   | process.   |       |
|      |               | > will |      |   |   |   |            |       |
|      |               | > be   |      |   |   |   |            |       |
|      |               | > used |      |   |   |   |            |       |
|      |               | > to   |      |   |   |   |            |       |
|      |               | > p    |      |   |   |   |            |       |
|      |               | rovide |      |   |   |   |            |       |
|      |               | > more |      |   |   |   |            |       |
|      |               | > than |      |   |   |   |            |       |
|      |               | >      |      |   |   |   |            |       |
|      |               | 24,000 |      |   |   |   |            |       |
|      |               | > p    |      |   |   |   |            |       |
|      |               | artici |      |   |   |   |            |       |
|      |               | pating |      |   |   |   |            |       |
|      |               | > te   |      |   |   |   |            |       |
|      |               | achers |      |   |   |   |            |       |
|      |               | > in   |      |   |   |   |            |       |
|      |               | > 154  |      |   |   |   |            |       |
|      |               | > BTSA |      |   |   |   |            |       |
|      |               | > Ind  |      |   |   |   |            |       |
|      |               | uction |      |   |   |   |            |       |
|      |               | > Pr   |      |   |   |   |            |       |
|      |               | ograms |      |   |   |   |            |       |
+------+---------------+--------+------+---+---+---+------------+-------+

+-----+----------------+-------+-------+---+---+---+------------+-------+
| **  | **Description  | **R   |       | * |   |   | **Evidence | *     |
| Pro | of how this    | esour |       | * |   |   | of         | *Prog |
| gra | program will   | ces** |       | P |   |   | Probable   | ram's |
| m** | improve the    |       |       | r |   |   | Success**  | Co    |
|     | equitable      |       |       | o |   |   |            | ntact |
|     | distribution   |       |       | g |   |   |            | Inf   |
|     | of teachers**  |       |       | r |   |   |            | ormat |
|     |                |       |       | a |   |   |            | ion** |
|     |                |       |       | m |   |   |            |       |
|     |                |       |       | ' |   |   |            |       |
|     |                |       |       | s |   |   |            |       |
|     |                |       |       | T |   |   |            |       |
|     |                |       |       | a |   |   |            |       |
|     |                |       |       | r |   |   |            |       |
|     |                |       |       | g |   |   |            |       |
|     |                |       |       | e |   |   |            |       |
|     |                |       |       | t |   |   |            |       |
|     |                |       |       | * |   |   |            |       |
|     |                |       |       | * |   |   |            |       |
+-----+----------------+-------+-------+---+---+---+------------+-------+
|     |                | S     | Di    | > | > | > |            |       |
|     |                | ource | strib |   |   |   |            |       |
|     |                | of    | ution | R | R | I |            |       |
|     |                | Fu    | of    | e | e | m |            |       |
|     |                | nding | Reso  | c | t | p |            |       |
|     |                |       | urces | r | e | r |            |       |
|     |                |       |       | u | n | o |            |       |
|     |                |       |       | i | t | v |            |       |
|     |                |       |       | t | i | i |            |       |
|     |                |       |       | m | o | n |            |       |
|     |                |       |       | e | n | g |            |       |
|     |                |       |       | n |   | > |            |       |
|     |                |       |       | t |   |   |            |       |
|     |                |       |       |   |   | T |            |       |
|     |                |       |       |   |   | e |            |       |
|     |                |       |       |   |   | a |            |       |
|     |                |       |       |   |   | c |            |       |
|     |                |       |       |   |   | h |            |       |
|     |                |       |       |   |   | e |            |       |
|     |                |       |       |   |   | r |            |       |
|     |                |       |       |   |   | > |            |       |
|     |                |       |       |   |   |   |            |       |
|     |                |       |       |   |   | Q |            |       |
|     |                |       |       |   |   | u |            |       |
|     |                |       |       |   |   | a |            |       |
|     |                |       |       |   |   | l |            |       |
|     |                |       |       |   |   | i |            |       |
|     |                |       |       |   |   | t |            |       |
|     |                |       |       |   |   | y |            |       |
+-----+----------------+-------+-------+---+---+---+------------+-------+
| **  | Certificated   | \     | Sti   | X | X | X | This bill  | A     |
| Sen | Staff          | $11.2 | pends |   |   |   | requires   | rleen |
| ate | Mentoring      | mi    | are   |   |   |   | the State  | B     |
| B   | established by | llion | aw    |   |   |   | Supe       | urns, |
| ill | SB 1209        | from  | arded |   |   |   | rintendent | Consu |
| 1   | provides       | Ca    | to    |   |   |   | of Public  | ltant |
| 209 | \$6,000 annual | lifor | m     |   |   |   | I          |       |
| (   | stipends to    | nia's | entor |   |   |   | nstruction | P     |
| Sco | experienced    | Ge    | tea   |   |   |   | and the    | hone: |
| tt) | teachers to    | neral | chers |   |   |   | California | (916) |
| :** | teach in staff | Fund  | who   |   |   |   | Commission | 323   |
|     | priority       | has   | serve |   |   |   | on Teacher | -5818 |
| **  | schools and    | been  | in    |   |   |   | Cre        |       |
| Cer | assists        | allo  | "     |   |   |   | dentialing | E     |
| tif | teacher        | cated | staff |   |   |   | to review, | mail: |
| ica | interns during | to    | prio  |   |   |   | revise,    | [a    |
| ted | their          | esta  | rity" |   |   |   | study, and | burns |
| St  | induction and  | blish | sch   |   |   |   | report on  | @cde. |
| aff | first years of | the   | ools, |   |   |   | specified  | ca.go |
| Me  | teaching.      | Ce    | de    |   |   |   | aspects of | v](ma |
| nto |                | rtifi | fined |   |   |   | teachers   | ilto: |
| rin |                | cated | as    |   |   |   | induction  | dkair |
| g** |                | Staff | sc    |   |   |   | programs   | ott@c |
|     |                | Ment  | hools |   |   |   | so as to   | de.ca |
|     |                | oring | in    |   |   |   | closely    | .gov) |
|     |                | (CSM) | de    |   |   |   | monitor    |       |
|     |                | Pr    | ciles |   |   |   | i          | Sarah |
|     |                | ogram | 1 -3  |   |   |   | mprovement | S     |
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|     |                | pr    | API   |   |   |   | as         | Phone |
|     |                | ovide | or    |   |   |   | measured   | (916) |
|     |                | a     | Juv   |   |   |   | by teacher | 324   |
|     |                | \$    | enile |   |   |   | pr         | -5688 |
|     |                | 6,000 | Court |   |   |   | eparedness |       |
|     |                | a     | Sch   |   |   |   | and        | E     |
|     |                | nnual | ools. |   |   |   | retention. | -mail |
|     |                | st    |       |   |   |   |            | SSo   |
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|     |                | tea   |       |   |   |   |            | a.gov |
|     |                | chers |       |   |   |   |            |       |
|     |                | to    |       |   |   |   |            |       |
|     |                | serve |       |   |   |   |            |       |
|     |                | as    |       |   |   |   |            |       |
|     |                | me    |       |   |   |   |            |       |
|     |                | ntors |       |   |   |   |            |       |
|     |                | to    |       |   |   |   |            |       |
|     |                | new   |       |   |   |   |            |       |
|     |                | and   |       |   |   |   |            |       |
|     |                | i     |       |   |   |   |            |       |
|     |                | ntern |       |   |   |   |            |       |
|     |                | tea   |       |   |   |   |            |       |
|     |                | chers |       |   |   |   |            |       |
|     |                | in    |       |   |   |   |            |       |
|     |                | their |       |   |   |   |            |       |
|     |                | first |       |   |   |   |            |       |
|     |                | years |       |   |   |   |            |       |
|     |                | of    |       |   |   |   |            |       |
|     |                | teac  |       |   |   |   |            |       |
|     |                | hing. |       |   |   |   |            |       |
+-----+----------------+-------+-------+---+---+---+------------+-------+

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 13%" />
<col style="width: 14%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 23%" />
<col style="width: 0%" />
<col style="width: 14%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Program</strong></td>
<td><strong>Description of how this program will improve the equitable
distribution of teachers</strong></td>
<td colspan="2"><strong>Resources</strong></td>
<td colspan="3"><strong>Program’s Target</strong></td>
<td><strong>Evidence of Probable Success</strong></td>
<td colspan="2"><strong>Program’s Contact Information</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td>Source of Funding</td>
<td>Distribution of Resources</td>
<td><blockquote>
<p>Recruitment</p>
</blockquote></td>
<td><blockquote>
<p>Retention</p>
</blockquote></td>
<td><blockquote>
<p>Improving Teacher Quality</p>
</blockquote></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>The California Subject Matter Projects</strong></td>
<td>The California Subject Matter Projects (CSMP), are administered by
the University of California Office of the President (UCOP). CSMP
assists new, under-prepared, and veteran teachers to develop and master
core academic content and research proven instructional methods that are
linked to adopted California content standards, curriculum frameworks,
and related approved instructional materials.</td>
<td>In compliance with AB1734 (1998) this program is funded in part from
the general state funds and portions are funded by the Regents of the
University of CA.</td>
<td>LEAs and School sites that have been identified under CMIS will be
advised of this program and encouraged to have qualifying teachers
participate.</td>
<td></td>
<td></td>
<td>X</td>
<td colspan="2">Success will be measured by an increase in HQTs and
performance of these teachers after participation in this program. This
will be reported by the each LEA or school site as reported in Appendix
10A.</td>
<td><p>Jean Treiman</p>
<p>Phone: (510) 987-9490</p>
<p>Email: <a
href="mailto:Jean.Treiman@ucop.edu">Jean.Treiman@ucop.edu</a></p></td>
</tr>
</tbody>
</table>

+------+--------------+-------+--------+---+---+---+-----------+--------+
| **P  | *            | **R   |        | * |   |   | *         | **Pro  |
| rogr | *Description | esour |        | * |   |   | *Evidence | gram's |
| am** | of how this  | ces** |        | P |   |   | of        | Con    |
|      | program will |       |        | r |   |   | P         | tact** |
|      | improve the  |       |        | o |   |   | robable** |        |
|      | equitable    |       |        | g |   |   |           | **I    |
|      | distribution |       |        | r |   |   | **        | nforma |
|      | of           |       |        | a |   |   | Success** | tion** |
|      | teachers**   |       |        | m |   |   |           |        |
|      |              |       |        | ' |   |   |           |        |
|      |              |       |        | s |   |   |           |        |
|      |              |       |        | * |   |   |           |        |
|      |              |       |        | * |   |   |           |        |
|      |              |       |        |   |   |   |           |        |
|      |              |       |        | * |   |   |           |        |
|      |              |       |        | * |   |   |           |        |
|      |              |       |        | T |   |   |           |        |
|      |              |       |        | a |   |   |           |        |
|      |              |       |        | r |   |   |           |        |
|      |              |       |        | g |   |   |           |        |
|      |              |       |        | e |   |   |           |        |
|      |              |       |        | t |   |   |           |        |
|      |              |       |        | * |   |   |           |        |
|      |              |       |        | * |   |   |           |        |
+------+--------------+-------+--------+---+---+---+-----------+--------+
|      |              | So    | Distri | > | > | > |           |        |
|      |              | urces | bution |   |   |   |           |        |
|      |              | of    | of     | R | R | I |           |        |
|      |              | Fu    | Res    | e | e | m |           |        |
|      |              | nding | ources | c | t | p |           |        |
|      |              |       |        | r | e | r |           |        |
|      |              |       |        | u | n | o |           |        |
|      |              |       |        | i | t | v |           |        |
|      |              |       |        | t | i | i |           |        |
|      |              |       |        | m | o | n |           |        |
|      |              |       |        | e | n | g |           |        |
|      |              |       |        | n |   | > |           |        |
|      |              |       |        | t |   |   |           |        |
|      |              |       |        |   |   | T |           |        |
|      |              |       |        |   |   | e |           |        |
|      |              |       |        |   |   | a |           |        |
|      |              |       |        |   |   | c |           |        |
|      |              |       |        |   |   | h |           |        |
|      |              |       |        |   |   | e |           |        |
|      |              |       |        |   |   | r |           |        |
|      |              |       |        |   |   | > |           |        |
|      |              |       |        |   |   |   |           |        |
|      |              |       |        |   |   | Q |           |        |
|      |              |       |        |   |   | u |           |        |
|      |              |       |        |   |   | a |           |        |
|      |              |       |        |   |   | l |           |        |
|      |              |       |        |   |   | i |           |        |
|      |              |       |        |   |   | t |           |        |
|      |              |       |        |   |   | y |           |        |
+------+--------------+-------+--------+---+---+---+-----------+--------+
| [*   | The          | There | This   |   |   | X | This      | Cali   |
| *Cro | Cro          | is no | c      |   |   |   | cert      | fornia |
| ss-c | ss-cultural, | fu    | ertifi |   |   |   | ification | Comm   |
| ultu | Language and | nding | cation |   |   |   | dem       | ission |
| ral, | Academic     | allo  | is     |   |   |   | onstrates | on     |
| Lang | Development  | cated | re     |   |   |   | the level | T      |
| uage | (CLAD)       | for   | quired |   |   |   | of        | eacher |
| and  | Certificate  | this  | for    |   |   |   | knowledge | C      |
| Acad | and the      | pro   | all    |   |   |   | and       | redent |
| emic | Bilingual,   | gram. | Cali   |   |   |   | skills    | ialing |
| Dev  | Cro          | Tea   | fornia |   |   |   | required  |        |
| elop | ss-cultural, | chers | cla    |   |   |   | to teach  | Phone: |
| ment | Language and | who   | ssroom |   |   |   | English   | 888-92 |
| (    | Academic     | rec   | te     |   |   |   | learners  | 1-2682 |
| CLAD | Development  | eived | achers |   |   |   | eff       |        |
| )**] | (BCLAD)      | their | who    |   |   |   | ectively. | Paula  |
| (htt | Certificate  | crede | have   |   |   |   | This is   | Jacobs |
| p:// | authorize    | ntial | one or |   |   |   | e         |        |
| www. | teachers to  | b     | more   |   |   |   | specially | Phone: |
| ctc. | provide      | efore | E      |   |   |   | si        | 916-31 |
| ca.g | certain      | the   | nglish |   |   |   | gnificant | 9-0270 |
| ov/c | types of     | CLAD  | le     |   |   |   | given     |        |
| rede | instruction  | c     | arners |   |   |   | that      | Email: |
| ntia | to English   | ertif | in     |   |   |   | Hispanics | <pj    |
| ls/l | learners.    | icate | their  |   |   |   | c         | acobs@ |
| eafl |              | was   | clas   |   |   |   | onstitute | cde.ca |
| ets/ |              | req   | sroom. |   |   |   | about 75% | .gov>, |
| cl62 |              | uired |        |   |   |   | of all    |        |
| 8c.h |              | may   |        |   |   |   | students  |        |
| tml) |              | apply |        |   |   |   | en­rolled  |        |
|      |              | to    |        |   |   |   | in        |        |
| [*   |              | their |        |   |   |   | programs  |        |
| *Cer |              | LEA   |        |   |   |   | for the   |        |
| tifi |              | to    |        |   |   |   | limited   |        |
| cate |              | use   |        |   |   |   | English   |        |
| s**] |              | Title |        |   |   |   | p         |        |
| (htt |              | II    |        |   |   |   | roficient |        |
| p:// |              | funds |        |   |   |   | (LEP),    |        |
| www. |              | to    |        |   |   |   | including |        |
| ctc. |              | cover |        |   |   |   | bilingual |        |
| ca.g |              | the   |        |   |   |   | educa­tion |        |
| ov/c |              | cost  |        |   |   |   | and       |        |
| rede |              | of    |        |   |   |   | English   |        |
| ntia |              | the   |        |   |   |   | as a      |        |
| ls/l |              | cer   |        |   |   |   | second    |        |
| eafl |              | tific |        |   |   |   | language  |        |
| ets/ |              | ation |        |   |   |   | (ESL)     |        |
| cl62 |              | pro   |        |   |   |   | programs. |        |
| 8c.h |              | cess. |        |   |   |   | Addi      |        |
| tml) |              |       |        |   |   |   | tionally, |        |
|      |              |       |        |   |   |   | appr      |        |
|      |              |       |        |   |   |   | oximately |        |
|      |              |       |        |   |   |   | 35% of    |        |
|      |              |       |        |   |   |   | Hispanic  |        |
|      |              |       |        |   |   |   | children  |        |
|      |              |       |        |   |   |   | live in   |        |
|      |              |       |        |   |   |   | poverty.  |        |
+------+--------------+-------+--------+---+---+---+-----------+--------+

+-----+---------------+-------+--------+---+---+---+-----------+--------+
| **  | **Description | **R   |        | * |   |   | *         | **Pro  |
| Pro | of how this   | esour |        | * |   |   | *Evidence | gram's |
| gra | program will  | ces** |        | P |   |   | of        | Con    |
| m** | improve the   |       |        | r |   |   | P         | tact** |
|     | equitable     |       |        | o |   |   | robable** |        |
|     | distribution  |       |        | g |   |   |           | **I    |
|     | of teachers** |       |        | r |   |   | **        | nforma |
|     |               |       |        | a |   |   | Success** | tion** |
|     |               |       |        | m |   |   |           |        |
|     |               |       |        | ' |   |   |           |        |
|     |               |       |        | s |   |   |           |        |
|     |               |       |        | * |   |   |           |        |
|     |               |       |        | * |   |   |           |        |
|     |               |       |        |   |   |   |           |        |
|     |               |       |        | * |   |   |           |        |
|     |               |       |        | * |   |   |           |        |
|     |               |       |        | T |   |   |           |        |
|     |               |       |        | a |   |   |           |        |
|     |               |       |        | r |   |   |           |        |
|     |               |       |        | g |   |   |           |        |
|     |               |       |        | e |   |   |           |        |
|     |               |       |        | t |   |   |           |        |
|     |               |       |        | * |   |   |           |        |
|     |               |       |        | * |   |   |           |        |
+-----+---------------+-------+--------+---+---+---+-----------+--------+
|     |               | So    | Distri | > | > | > |           |        |
|     |               | urces | bution |   |   |   |           |        |
|     |               | of    | of     | R | R | I |           |        |
|     |               | Fu    | Res    | e | e | m |           |        |
|     |               | nding | ources | c | t | p |           |        |
|     |               |       |        | r | e | r |           |        |
|     |               |       |        | u | n | o |           |        |
|     |               |       |        | i | t | v |           |        |
|     |               |       |        | t | i | i |           |        |
|     |               |       |        | m | o | n |           |        |
|     |               |       |        | e | n | g |           |        |
|     |               |       |        | n |   | > |           |        |
|     |               |       |        | t |   |   |           |        |
|     |               |       |        |   |   | T |           |        |
|     |               |       |        |   |   | e |           |        |
|     |               |       |        |   |   | a |           |        |
|     |               |       |        |   |   | c |           |        |
|     |               |       |        |   |   | h |           |        |
|     |               |       |        |   |   | e |           |        |
|     |               |       |        |   |   | r |           |        |
|     |               |       |        |   |   | > |           |        |
|     |               |       |        |   |   |   |           |        |
|     |               |       |        |   |   | Q |           |        |
|     |               |       |        |   |   | u |           |        |
|     |               |       |        |   |   | a |           |        |
|     |               |       |        |   |   | l |           |        |
|     |               |       |        |   |   | i |           |        |
|     |               |       |        |   |   | t |           |        |
|     |               |       |        |   |   | y |           |        |
+-----+---------------+-------+--------+---+---+---+-----------+--------+
| **  | Bilingual     | This  | Ta     | X |   |   | The       | Paula  |
| Bil | Teacher       | is a  | rgeted |   |   |   | funding   | J      |
| ing | Training      | pr    | p      |   |   |   | for each  | acobs, |
| ual | Program       | ofess | rogram |   |   |   | regional  |        |
| T   | (BTTP) funds  | ional | de     |   |   |   | training  | Phone: |
| eac | support       | d     | signed |   |   |   | center is | 916-31 |
| her | schools and   | evelo | to     |   |   |   | dependent | 9-0270 |
| Tr  | districts as  | pment | teach  |   |   |   | upon its  |        |
| ain | regional      | o     | popul  |   |   |   | pass      | E      |
| ing | training      | pport | ations |   |   |   | rate, as  | -mail: |
| Pro | centers in    | unity | of     |   |   |   | d         | <pj    |
| gra | preparing     | for   | h      |   |   |   | etermined | acobs@ |
| m** | teachers,     | educa | igh-la |   |   |   | by the    | cde.ca |
|     | kindergarten  | tors. | nguage |   |   |   | number of | .gov>, |
|     | through grade | LEAs  | lea    |   |   |   | par       |        |
|     | twelve, for   | may   | rners, |   |   |   | ticipants |        |
|     | California    | c     | which  |   |   |   | in its    |        |
|     | Commission on | hoose | typ    |   |   |   | training  |        |
|     | Teacher       | to    | ically |   |   |   | programs, |        |
|     | Credentialing | apply | ind    |   |   |   | compared  |        |
|     | authorization | Title | icates |   |   |   | to the    |        |
|     | to provide    | II    | h      |   |   |   | pass rate |        |
|     | instructional | funds | igh-mi |   |   |   | of these  |        |
|     | services to   | to    | nority |   |   |   | par       |        |
|     | English       | cover | stu    |   |   |   | ticipants |        |
|     | learners. The | the   | dents. |   |   |   | on the    |        |
|     | training      | cost  |        |   |   |   | BCLAD     |        |
|     | prepares      | of    |        |   |   |   | as        |        |
|     | teachers in   | this  |        |   |   |   | sessment. |        |
|     | the           | pr    |        |   |   |   | This      |        |
|     | appropriate   | ogram |        |   |   |   | program   |        |
|     | methodologies | for   |        |   |   |   | is        |        |
|     | to facilitate | their |        |   |   |   | e         |        |
|     | English       | educa |        |   |   |   | specially |        |
|     | learners'     | tors. |        |   |   |   | si        |        |
|     | acquisition   |       |        |   |   |   | gnificant |        |
|     | of English    |       |        |   |   |   | given     |        |
|     | and academic  |       |        |   |   |   | that      |        |
|     | development.  |       |        |   |   |   | Hispanics |        |
|     |               |       |        |   |   |   | c         |        |
|     |               |       |        |   |   |   | onstitute |        |
|     |               |       |        |   |   |   | about 75% |        |
|     |               |       |        |   |   |   | of all    |        |
|     |               |       |        |   |   |   | students  |        |
|     |               |       |        |   |   |   | en­rolled  |        |
|     |               |       |        |   |   |   | in        |        |
|     |               |       |        |   |   |   | programs  |        |
|     |               |       |        |   |   |   | for the   |        |
|     |               |       |        |   |   |   | limited   |        |
|     |               |       |        |   |   |   | English   |        |
|     |               |       |        |   |   |   | p         |        |
|     |               |       |        |   |   |   | roficient |        |
|     |               |       |        |   |   |   | (LEP),    |        |
|     |               |       |        |   |   |   | including |        |
|     |               |       |        |   |   |   | bilingual |        |
|     |               |       |        |   |   |   | educa­tion |        |
|     |               |       |        |   |   |   | and       |        |
|     |               |       |        |   |   |   | English   |        |
|     |               |       |        |   |   |   | as a      |        |
|     |               |       |        |   |   |   | second    |        |
|     |               |       |        |   |   |   | language  |        |
|     |               |       |        |   |   |   | (ESL)     |        |
|     |               |       |        |   |   |   | programs. |        |
|     |               |       |        |   |   |   | Addi      |        |
|     |               |       |        |   |   |   | tionally, |        |
|     |               |       |        |   |   |   | appr      |        |
|     |               |       |        |   |   |   | oximately |        |
|     |               |       |        |   |   |   | 35% of    |        |
|     |               |       |        |   |   |   | Hispanic  |        |
|     |               |       |        |   |   |   | children  |        |
|     |               |       |        |   |   |   | live in   |        |
|     |               |       |        |   |   |   | poverty.  |        |
+-----+---------------+-------+--------+---+---+---+-----------+--------+

All references to Quality Education Investment Act deleted.

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

  --------------- ------------------ ---------------- ------------ ------------- ------------ ----------
  **Improving the                                                                             
  Quality of                                                                                  
  Teachers in                                                                                 
  Hard-to-Staff                                                                               
  Schools**                                                                                   

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  One Thousand                                                                                
  Teachers, One                                                                               
  Million Minds                                                                               
  Initiative                                                                                  
  --------------- ------------------ ---------------- ------------ ------------- ------------ ----------

All references to the Quality Education Investment Act deleted.

+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Cal     |         |         |         |         |         |         |
| ifornia |         |         |         |         |         |         |
| Math    |         |         |         |         |         |         |
| ematics |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| Science |         |         |         |         |         |         |
| Part    |         |         |         |         |         |         |
| nership |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Math    |         |         |         |         |         |         |
| ematics |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| Reading |         |         |         |         |         |         |
| Profe   |         |         |         |         |         |         |
| ssional |         |         |         |         |         |         |
| Deve    |         |         |         |         |         |         |
| lopment |         |         |         |         |         |         |
| (AB     |         |         |         |         |         |         |
| 466,    |         |         |         |         |         |         |
| reaut   |         |         |         |         |         |         |
| horized |         |         |         |         |         |         |
| under   |         |         |         |         |         |         |
| AB      |         |         |         |         |         |         |
| 472))   |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| N       |         |         |         |         |         |         |
| ational |         |         |         |         |         |         |
| Board   |         |         |         |         |         |         |
| Certif  |         |         |         |         |         |         |
| ication |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Be      |         |         |         |         |         |         |
| ginning |         |         |         |         |         |         |
| Teacher |         |         |         |         |         |         |
| Support |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| Ass     |         |         |         |         |         |         |
| essment |         |         |         |         |         |         |
| (BTSA)  |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Senate  |         |         |         |         |         |         |
| Bill    |         |         |         |         |         |         |
| 1209    |         |         |         |         |         |         |
| (Scott) |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| Certi   |         |         |         |         |         |         |
| ficated |         |         |         |         |         |         |
| Staff   |         |         |         |         |         |         |
| Me      |         |         |         |         |         |         |
| ntoring |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| The     |         |         |         |         |         |         |
| Cal     |         |         |         |         |         |         |
| ifornia |         |         |         |         |         |         |
| Subject |         |         |         |         |         |         |
| Matter  |         |         |         |         |         |         |
| P       |         |         |         |         |         |         |
| rojects |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Cross-c |         |         |         |         |         |         |
| ultural |         |         |         |         |         |         |
| L       |         |         |         |         |         |         |
| anguage |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| A       |         |         |         |         |         |         |
| cademic |         |         |         |         |         |         |
| Deve    |         |         |         |         |         |         |
| lopment |         |         |         |         |         |         |
| (CLAD)  |         |         |         |         |         |         |
| Certi   |         |         |         |         |         |         |
| ficates |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Bi      |         |         |         |         |         |         |
| lingual |         |         |         |         |         |         |
| Teacher |         |         |         |         |         |         |
| T       |         |         |         |         |         |         |
| raining |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

  -----------------------------------------------------------------------
  **Increasing the Numbers of Highly Qualified Teachers in California**

  The California Department of Education will identify current inequities
  using current data collection systems and plan revisions to further
  refine and improve data collection throughout the state.
  -----------------------------------------------------------------------

+-----+----------------+--------+------+---+---+---+--------------+--------+
| **  | **Description  | *      |      | * |   |   | **Evidence   | **Pro  |
| Pro | of how this    | *Resou |      | * |   |   | of           | gram's |
| gra | program will   | rces** |      | P |   |   | Probable**   | C      |
| m** | improve the    |        |      | r |   |   |              | ontact |
|     | equitable      |        |      | o |   |   | **Success**  | I      |
|     | distribution   |        |      | g |   |   |              | nforma |
|     | of teachers**  |        |      | r |   |   |              | tion** |
|     |                |        |      | a |   |   |              |        |
|     |                |        |      | m |   |   |              |        |
|     |                |        |      | ' |   |   |              |        |
|     |                |        |      | s |   |   |              |        |
|     |                |        |      | T |   |   |              |        |
|     |                |        |      | a |   |   |              |        |
|     |                |        |      | r |   |   |              |        |
|     |                |        |      | g |   |   |              |        |
|     |                |        |      | e |   |   |              |        |
|     |                |        |      | t |   |   |              |        |
|     |                |        |      | * |   |   |              |        |
|     |                |        |      | * |   |   |              |        |
+-----+----------------+--------+------+---+---+---+--------------+--------+
|     |                | Source | Dist | > | > | > |              |        |
|     |                | of     | ribu |   |   |   |              |        |
|     |                | F      | tion | R | R | I |              |        |
|     |                | inding | of   | e | e | m |              |        |
|     |                |        | R    | c | t | p |              |        |
|     |                |        | esou | r | e | r |              |        |
|     |                |        | rces | u | n | o |              |        |
|     |                |        |      | i | t | v |              |        |
|     |                |        |      | t | i | i |              |        |
|     |                |        |      | m | o | n |              |        |
|     |                |        |      | e | n | g |              |        |
|     |                |        |      | n |   | > |              |        |
|     |                |        |      | t |   |   |              |        |
|     |                |        |      |   |   | T |              |        |
|     |                |        |      |   |   | e |              |        |
|     |                |        |      |   |   | a |              |        |
|     |                |        |      |   |   | c |              |        |
|     |                |        |      |   |   | h |              |        |
|     |                |        |      |   |   | e |              |        |
|     |                |        |      |   |   | r |              |        |
|     |                |        |      |   |   | > |              |        |
|     |                |        |      |   |   |   |              |        |
|     |                |        |      |   |   | Q |              |        |
|     |                |        |      |   |   | u |              |        |
|     |                |        |      |   |   | a |              |        |
|     |                |        |      |   |   | l |              |        |
|     |                |        |      |   |   | i |              |        |
|     |                |        |      |   |   | t |              |        |
|     |                |        |      |   |   | y |              |        |
+-----+----------------+--------+------+---+---+---+--------------+--------+
| **C | Alternative    | F      | W    | X |   |   | In the       | Cali   |
| ali | teacher        | unding | hile |   |   |   | 2004-2005    | fornia |
| for | credentialing  | (\     | no   |   |   |   | school year, | Comm   |
| nia | programs       | $2,500 | pa   |   |   |   | 4486         | ission |
| T   | provide        | per    | rtic |   |   |   | Internship   | on     |
| eac | opportunities  | c      | ular |   |   |   | Credential   | T      |
| her | for teacher    | apita) | g    |   |   |   | were issued  | eacher |
| I   | candidates to  | is     | roup |   |   |   | by the       | Cre    |
| nte | become highly  | ava    | is   |   |   |   | California   | dentia |
| rns | qualified      | ilable | t    |   |   |   | Commission   | ling - |
| hip | through a      | to     | arge |   |   |   | on Teacher   | M      |
| P   | state-approved | Cali   | ted, |   |   |   | Cr           | ichael |
| rog | alternative    | fornia | the  |   |   |   | edentialing. | McK    |
| ram | teacher        | ap     | pur  |   |   |   | This is an   | ibbon, |
| s** | credential     | proved | pose |   |   |   | enormous     | Ad     |
|     | program while  | t      | of   |   |   |   | number of    | minist |
|     | working as     | eacher | the  |   |   |   | teachers to  | rator\ |
|     | classroom      | prepa  | in   |   |   |   | enter the    | Email: |
|     | teachers.      | ration | tern |   |   |   | profession.  | [M     |
|     |                | pr     | ship |   |   |   | By linking   | McKibb |
|     |                | ograms | pro  |   |   |   | these        | in@ctc |
|     |                | to     | gram |   |   |   | high-need    | .ca.go |
|     |                | carry  | is   |   |   |   | districts to | v](mai |
|     |                | out    | to   |   |   |   | this pool of | lto:MM |
|     |                | these  | ex   |   |   |   | teachers CDE | @ctc.c |
|     |                | objec  | pand |   |   |   | can identify | a.gov) |
|     |                | tives. | the  |   |   |   | the increase |        |
|     |                | Each   | pool |   |   |   | in the       |        |
|     |                | J      | of   |   |   |   | number of    |        |
|     |                | anuary | q    |   |   |   | teachers who |        |
|     |                | the    | uali |   |   |   | become fully |        |
|     |                | CCTC   | fied |   |   |   | credentialed |        |
|     |                | issues | teac |   |   |   | and employed |        |
|     |                | a      | hers |   |   |   | in           |        |
|     |                | Compe  | by   |   |   |   | h            |        |
|     |                | titive | at   |   |   |   | ard-to-staff |        |
|     |                | Grant  | trac |   |   |   | schools upon |        |
|     |                | P      | ting |   |   |   | completion   |        |
|     |                | rogram | per  |   |   |   | of a local   |        |
|     |                | to     | sons |   |   |   | or district  |        |
|     |                | t      | into |   |   |   | internship   |        |
|     |                | eacher | teac |   |   |   | program.     |        |
|     |                | prepa  | hing |   |   |   |              |        |
|     |                | ration | who  |   |   |   |              |        |
|     |                | pr     | m    |   |   |   |              |        |
|     |                | ograms | ight |   |   |   |              |        |
|     |                | who    | not  |   |   |   |              |        |
|     |                | want   | o    |   |   |   |              |        |
|     |                | to     | ther |   |   |   |              |        |
|     |                | p      | wise |   |   |   |              |        |
|     |                | repare | e    |   |   |   |              |        |
|     |                | i      | nter |   |   |   |              |        |
|     |                | nterns | the  |   |   |   |              |        |
|     |                | for    | cl   |   |   |   |              |        |
|     |                | C      | assr |   |   |   |              |        |
|     |                | alifor | oom, |   |   |   |              |        |
|     |                | nia\'s | and  |   |   |   |              |        |
|     |                | class  | att  |   |   |   |              |        |
|     |                | rooms. | ract |   |   |   |              |        |
|     |                | In     | t    |   |   |   |              |        |
|     |                | 20     | hose |   |   |   |              |        |
|     |                | 05-06, | who  |   |   |   |              |        |
|     |                | 8,400  | b    |   |   |   |              |        |
|     |                | i      | ring |   |   |   |              |        |
|     |                | nterns | valu |   |   |   |              |        |
|     |                | will   | able |   |   |   |              |        |
|     |                | parti  | at   |   |   |   |              |        |
|     |                | cipate | trib |   |   |   |              |        |
|     |                | in     | utes |   |   |   |              |        |
|     |                | funded | and  |   |   |   |              |        |
|     |                | inte   | exp  |   |   |   |              |        |
|     |                | rnship | erie |   |   |   |              |        |
|     |                | pro    | nces |   |   |   |              |        |
|     |                | grams. | into |   |   |   |              |        |
|     |                |        | t    |   |   |   |              |        |
|     |                |        | each |   |   |   |              |        |
|     |                |        | ing. |   |   |   |              |        |
+-----+----------------+--------+------+---+---+---+--------------+--------+

+-----+----------------+------+----------+---+---+---+----------+--------+
| **  | **Description  | *    |          | * |   |   | **       | **Pro  |
| Pro | of how this    | *Res |          | * |   |   | Evidence | gram's |
| gra | program will   | ourc |          | P |   |   | of       | C      |
| m** | improve the    | es** |          | r |   |   | Pr       | ontact |
|     | equitable      |      |          | o |   |   | obable** | I      |
|     | distribution   |      |          | g |   |   |          | nforma |
|     | of teachers**  |      |          | r |   |   | **S      | tion** |
|     |                |      |          | a |   |   | uccess** |        |
|     |                |      |          | m |   |   |          |        |
|     |                |      |          | ' |   |   |          |        |
|     |                |      |          | s |   |   |          |        |
|     |                |      |          | T |   |   |          |        |
|     |                |      |          | a |   |   |          |        |
|     |                |      |          | r |   |   |          |        |
|     |                |      |          | g |   |   |          |        |
|     |                |      |          | e |   |   |          |        |
|     |                |      |          | t |   |   |          |        |
|     |                |      |          | * |   |   |          |        |
|     |                |      |          | * |   |   |          |        |
+-----+----------------+------+----------+---+---+---+----------+--------+
|     |                | So   | Dist     | > | > | > |          |        |
|     |                | urce | ribution |   |   |   |          |        |
|     |                | of   | of       | R | R | I |          |        |
|     |                | Fun  | R        | e | e | m |          |        |
|     |                | ding | esources | c | t | p |          |        |
|     |                |      |          | r | e | r |          |        |
|     |                |      |          | u | n | o |          |        |
|     |                |      |          | i | t | v |          |        |
|     |                |      |          | t | i | i |          |        |
|     |                |      |          | m | o | n |          |        |
|     |                |      |          | e | n | g |          |        |
|     |                |      |          | n |   | > |          |        |
|     |                |      |          | t |   |   |          |        |
|     |                |      |          |   |   | T |          |        |
|     |                |      |          |   |   | e |          |        |
|     |                |      |          |   |   | a |          |        |
|     |                |      |          |   |   | c |          |        |
|     |                |      |          |   |   | h |          |        |
|     |                |      |          |   |   | e |          |        |
|     |                |      |          |   |   | r |          |        |
|     |                |      |          |   |   | > |          |        |
|     |                |      |          |   |   |   |          |        |
|     |                |      |          |   |   | Q |          |        |
|     |                |      |          |   |   | u |          |        |
|     |                |      |          |   |   | a |          |        |
|     |                |      |          |   |   | l |          |        |
|     |                |      |          |   |   | i |          |        |
|     |                |      |          |   |   | t |          |        |
|     |                |      |          |   |   | y |          |        |
+-----+----------------+------+----------+---+---+---+----------+--------+
| **C | The APLE is a  | The  | APLE     | X |   |   | A vast   | Cali   |
| ali | competitive    | APLE | part     |   |   |   | majority | fornia |
| for | teacher        | is a | icipants |   |   |   | (63.4%)  | S      |
| nia | incentive      | stat | who      |   |   |   | of those | tudent |
| A   | program        | e-fu | agree    |   |   |   | persons  | Aid    |
| ssu | designed to    | nded | to, and  |   |   |   | r        | Comm   |
| mpt | encourage      | com  | provide, |   |   |   | eceiving | ission |
| ion | outstanding    | peti | the      |   |   |   | APLE     |        |
| P   | students,      | tive | de       |   |   |   | warrants | (      |
| rog | district       | tea  | signated |   |   |   | taught   | 916)52 |
| ram | interns, and   | cher | teaching |   |   |   | in       | 6-8999 |
| of  | out-of-state   | i    | service  |   |   |   | lo       |        |
| Lo  | teachers to    | ncen | in the   |   |   |   | w-income |        |
| ans | become         | tive | areas of |   |   |   | schools  |        |
| for | California     | pro  | **math,  |   |   |   | with     |        |
| Edu | teachers in    | gram | science, |   |   |   | another  |        |
| cat | subject areas  | admi | or       |   |   |   | 11.3%    |        |
| ion | in which a     | nist | special  |   |   |   | teaching |        |
| (A  | critical       | ered | edu      |   |   |   | in       |        |
| PLE | teacher        | by   | cation** |   |   |   | Special  |        |
| )** | shortage has   | the  | are      |   |   |   | Ed       |        |
|     | been           | Ca   | eligible |   |   |   | ucation. |        |
|     | identified or  | lifo | to       |   |   |   | These    |        |
|     | in designated  | rnia | receive  |   |   |   | numbers  |        |
|     | schools        | Stu  | an       |   |   |   | are      |        |
|     | meeting        | dent | ad       |   |   |   | likely   |        |
|     | specific       | Aid  | ditional |   |   |   | to       |        |
|     | criteria.      | Com  | \$1,000  |   |   |   | increase |        |
|     |                | miss | per year |   |   |   | as the   |        |
|     |                | ion. | in loan  |   |   |   | targeted |        |
|     |                |      | as       |   |   |   | school   |        |
|     |                |      | sumption |   |   |   | d        |        |
|     |                |      | b        |   |   |   | istricts |        |
|     |                |      | enefits. |   |   |   | promote  |        |
|     |                |      | Part     |   |   |   | this     |        |
|     |                |      | icipants |   |   |   | program  |        |
|     |                |      | meeting  |   |   |   | for      |        |
|     |                |      | this     |   |   |   | p        |        |
|     |                |      | req      |   |   |   | otential |        |
|     |                |      | uirement |   |   |   | r        |        |
|     |                |      | who      |   |   |   | ecruits. |        |
|     |                |      | provide  |   |   |   |          |        |
|     |                |      | teaching |   |   |   |          |        |
|     |                |      | service  |   |   |   |          |        |
|     |                |      | in a     |   |   |   |          |        |
|     |                |      | Ca       |   |   |   |          |        |
|     |                |      | lifornia |   |   |   |          |        |
|     |                |      | public   |   |   |   |          |        |
|     |                |      | school   |   |   |   |          |        |
|     |                |      | that is  |   |   |   |          |        |
|     |                |      | ranked   |   |   |   |          |        |
|     |                |      | in the   |   |   |   |          |        |
|     |                |      | lowest   |   |   |   |          |        |
|     |                |      | 20       |   |   |   |          |        |
|     |                |      | pe       |   |   |   |          |        |
|     |                |      | rcentile |   |   |   |          |        |
|     |                |      | of the   |   |   |   |          |        |
|     |                |      | Academic |   |   |   |          |        |
|     |                |      | Per      |   |   |   |          |        |
|     |                |      | formance |   |   |   |          |        |
|     |                |      | Index    |   |   |   |          |        |
|     |                |      | are      |   |   |   |          |        |
|     |                |      | eligible |   |   |   |          |        |
|     |                |      | to       |   |   |   |          |        |
|     |                |      | receive  |   |   |   |          |        |
|     |                |      | an       |   |   |   |          |        |
|     |                |      | ad       |   |   |   |          |        |
|     |                |      | ditional |   |   |   |          |        |
|     |                |      | \$1,000  |   |   |   |          |        |
|     |                |      | per year |   |   |   |          |        |
|     |                |      | for a    |   |   |   |          |        |
|     |                |      | possible |   |   |   |          |        |
|     |                |      | total    |   |   |   |          |        |
|     |                |      | loan     |   |   |   |          |        |
|     |                |      | as       |   |   |   |          |        |
|     |                |      | sumption |   |   |   |          |        |
|     |                |      | benefit  |   |   |   |          |        |
|     |                |      | of up to |   |   |   |          |        |
|     |                |      | \        |   |   |   |          |        |
|     |                |      | $19,000. |   |   |   |          |        |
+-----+----------------+------+----------+---+---+---+----------+--------+
| **  | Designed to    | Fed  | Targets  | X |   |   | ED data  | Cali   |
| Dir | attract        | eral | high     |   |   |   | indicate | fornia |
| ect | teachers to    | Stu  | -poverty |   |   |   | that     | S      |
| L   | high-poverty   | dent | schools  |   |   |   | between  | tudent |
| oan | schools and    | Aid  | by       |   |   |   | FY2001   | Aid    |
| Pr  | high-need      | Pro  | offering |   |   |   | and      | Comm   |
| ogr | areas by       | gram | f        |   |   |   | FY2003,  | ission |
| am: | offering       |      | ull-time |   |   |   | appro    |        |
| T   | \$5,000 to     |      | teachers |   |   |   | ximately | (      |
| eac | \$17,500 in    |      | who      |   |   |   | \$11     | 916)52 |
| her | loan           |      | serve in |   |   |   | million  | 6-8999 |
| L   | forgiveness    |      | these    |   |   |   | in       |        |
| oan |                |      | schools  |   |   |   | teacher  | OR     |
| Fo  |                |      | for five |   |   |   | loans    |        |
| rgi |                |      | con      |   |   |   | were     | US     |
| ven |                |      | secutive |   |   |   | f        | Depa   |
| ess |                |      | up to    |   |   |   | orgiven. | rtment |
| --  |                |      | \$5,000  |   |   |   | However, | of     |
| FFE |                |      | loan     |   |   |   | ED       | Edu    |
| L** |                |      | forg     |   |   |   | pro      | cation |
|     |                |      | iveness. |   |   |   | jections | --     |
|     |                |      |          |   |   |   | indicate | s      |
|     |                |      |          |   |   |   | that     | tudent |
|     |                |      |          |   |   |   | between  | aid    |
|     |                |      |          |   |   |   | FY2005   | [stud  |
|     |                |      |          |   |   |   | and      | entaid |
|     |                |      |          |   |   |   |          | .ed.go |
|     |                |      |          |   |   |   | FY2014,  | v/](ht |
|     |                |      |          |   |   |   | as more  | tp://s |
|     |                |      |          |   |   |   | teachers | tudent |
|     |                |      |          |   |   |   | become   | aid.ed |
|     |                |      |          |   |   |   | e        | .gov/) |
|     |                |      |          |   |   |   | ligible, |        |
|     |                |      |          |   |   |   | over     |        |
|     |                |      |          |   |   |   | \$1.6    |        |
|     |                |      |          |   |   |   | billion  |        |
|     |                |      |          |   |   |   | in       |        |
|     |                |      |          |   |   |   | teacher  |        |
|     |                |      |          |   |   |   | loans    |        |
|     |                |      |          |   |   |   | will be  |        |
|     |                |      |          |   |   |   | f        |        |
|     |                |      |          |   |   |   | orgiven. |        |
+-----+----------------+------+----------+---+---+---+----------+--------+

+-----+----------------+-------+-------+---+---+---+--------------+--------+
| **  | **Description  | **R   |       | * |   |   | **Evidence   | **Pro  |
| Pro | of how this    | esour |       | * |   |   | of           | gram's |
| gra | program will   | ces** |       | P |   |   | Probable**   | C      |
| m** | improve the    |       |       | r |   |   |              | ontact |
|     | equitable      |       |       | o |   |   | **Success**  | I      |
|     | distribution   |       |       | g |   |   |              | nforma |
|     | of teachers**  |       |       | r |   |   |              | tion** |
|     |                |       |       | a |   |   |              |        |
|     |                |       |       | m |   |   |              |        |
|     |                |       |       | ' |   |   |              |        |
|     |                |       |       | s |   |   |              |        |
|     |                |       |       | T |   |   |              |        |
|     |                |       |       | a |   |   |              |        |
|     |                |       |       | r |   |   |              |        |
|     |                |       |       | g |   |   |              |        |
|     |                |       |       | e |   |   |              |        |
|     |                |       |       | t |   |   |              |        |
|     |                |       |       | * |   |   |              |        |
|     |                |       |       | * |   |   |              |        |
+-----+----------------+-------+-------+---+---+---+--------------+--------+
|     |                | S     | Di    | > | > | > |              |        |
|     |                | ource | strib |   |   |   |              |        |
|     |                | of    | ution | R | R | I |              |        |
|     |                | Fi    | of    | e | e | m |              |        |
|     |                | nding | Reso  | c | t | p |              |        |
|     |                |       | urces | r | e | r |              |        |
|     |                |       |       | u | n | o |              |        |
|     |                |       |       | i | t | v |              |        |
|     |                |       |       | t | i | i |              |        |
|     |                |       |       | m | o | n |              |        |
|     |                |       |       | e | n | g |              |        |
|     |                |       |       | n |   | > |              |        |
|     |                |       |       | t |   |   |              |        |
|     |                |       |       |   |   | T |              |        |
|     |                |       |       |   |   | e |              |        |
|     |                |       |       |   |   | a |              |        |
|     |                |       |       |   |   | c |              |        |
|     |                |       |       |   |   | h |              |        |
|     |                |       |       |   |   | e |              |        |
|     |                |       |       |   |   | r |              |        |
|     |                |       |       |   |   | > |              |        |
|     |                |       |       |   |   |   |              |        |
|     |                |       |       |   |   | Q |              |        |
|     |                |       |       |   |   | u |              |        |
|     |                |       |       |   |   | a |              |        |
|     |                |       |       |   |   | l |              |        |
|     |                |       |       |   |   | i |              |        |
|     |                |       |       |   |   | t |              |        |
|     |                |       |       |   |   | y |              |        |
+-----+----------------+-------+-------+---+---+---+--------------+--------+
| **  | Teachers may   | Fe    | Ta    | X |   |   | No data of   | Cali   |
| Can | qualify for    | deral | rgets |   |   |   | success of   | fornia |
| cel | cancellation   | St    | hi    |   |   |   | this program | S      |
| lat | (discharge) of | udent | gh-po |   |   |   | currently    | tudent |
| ion | up to 100      | Aid   | verty |   |   |   | available.   | Aid    |
| of  | percent of a   | Pr    | sc    |   |   |   |              | Comm   |
| P   | federal        | ogram | hools |   |   |   |              | ission |
| erk | Perkins loan   |       | and   |   |   |   |              |        |
| ins | if they have   |       | areas |   |   |   |              | (      |
| Lo  | served full    |       | of    |   |   |   |              | 916)52 |
| ans | time in a      |       | high  |   |   |   |              | 6-8999 |
| for | public or      |       | -need |   |   |   |              |        |
| T   | nonprofit      |       | (n    |   |   |   |              | OR     |
| eac | elementary or  |       | amely |   |   |   |              |        |
| her | secondary      |       | Sp    |   |   |   |              | US     |
| s** | school system  |       | ecial |   |   |   |              | Depa   |
|     | as a: 1.       |       | Educa |   |   |   |              | rtment |
|     | Teacher in a   |       | tion, |   |   |   |              | of     |
|     | school serving |       | math, |   |   |   |              | Edu    |
|     | students from  |       | sci   |   |   |   |              | cation |
|     | low-income     |       | ence, |   |   |   |              | --     |
|     | families; or   |       | fo    |   |   |   |              | s      |
|     | 2. Special     |       | reign |   |   |   |              | tudent |
|     | education      |       | langu |   |   |   |              | aid    |
|     | teacher; or 3. |       | ages, |   |   |   |              | [stud  |
|     | Teacher in the |       | bili  |   |   |   |              | entaid |
|     | fields of      |       | ngual |   |   |   |              | .ed.go |
|     | mathematics,   |       | educa |   |   |   |              | v/](ht |
|     | science,       |       | tion, |   |   |   |              | tp://s |
|     | foreign        |       | or    |   |   |   |              | tudent |
|     | languages, or  |       | other |   |   |   |              | aid.ed |
|     | bilingual      |       | f     |   |   |   |              | .gov/) |
|     | education or   |       | ields |   |   |   |              |        |
|     | in any other   |       | desig |   |   |   |              |        |
|     | field of       |       | nated |   |   |   |              |        |
|     | expertise      |       | as    |   |   |   |              |        |
|     | determined by  |       | te    |   |   |   |              |        |
|     | a state        |       | acher |   |   |   |              |        |
|     | education      |       | sho   |   |   |   |              |        |
|     | agency to have |       | rtage |   |   |   |              |        |
|     | a shortage of  |       | a     |   |   |   |              |        |
|     | qualified      |       | reas) |   |   |   |              |        |
|     | teachers in    |       |       |   |   |   |              |        |
|     | that subject.  |       |       |   |   |   |              |        |
+-----+----------------+-------+-------+---+---+---+--------------+--------+
| **F | The Federal    | Fe    | Ta    | X |   |   | > This grant | Cali   |
| ede | Budget         | deral | rgets |   |   |   | > is new,    | fornia |
| ral | Reconciliation | St    | areas |   |   |   | > beginning  | S      |
| SM  | Act recently   | udent | of    |   |   |   | > July 1,    | tudent |
| ART | enacted by     | Grant | high  |   |   |   | > 2006, so   | Aid    |
| Gr  | Congress       | Pr    | -need |   |   |   | > evidence   | Comm   |
| ant | establishes a  | ogram | and   |   |   |   | > of         | ission |
| Pro | new National   |       | te    |   |   |   | > probable   |        |
| gra | Science and    |       | acher |   |   |   | > success is | (      |
| m** | Mathematics    |       | shor  |   |   |   | > not yet    | 916)52 |
|     | Access to      |       | tage, |   |   |   | > available. | 6-8999 |
|     | Retain Talent  |       | n     |   |   |   |              |        |
|     | (SMART) Grant  |       | amely |   |   |   |              | OR     |
|     | program. The   |       | sci   |   |   |   |              |        |
|     | Act creates a  |       | ence, |   |   |   |              | US     |
|     | new award in   |       | math, |   |   |   |              | Depa   |
|     | the amount of  |       | en    |   |   |   |              | rtment |
|     | \$4,000 for    |       | ginee |   |   |   |              | of     |
|     | Pell Grant     |       | ring, |   |   |   |              | Edu    |
|     | recipients in  |       | or    |   |   |   |              | cation |
|     | their junior   |       | fo    |   |   |   |              | --     |
|     | or senior      |       | reign |   |   |   |              | s      |
|     | years who      |       | lang  |   |   |   |              | tudent |
|     | maintain a 3.0 |       | uage. |   |   |   |              | aid    |
|     | GPA and who    |       | While |   |   |   |              | [stud  |
|     | major in       |       | not   |   |   |   |              | entaid |
|     | science, math, |       | spe   |   |   |   |              | .ed.go |
|     | engineering,   |       | cific |   |   |   |              | v/](ht |
|     | or a foreign   |       | to    |   |   |   |              | tp://s |
|     | language       |       | tea   |   |   |   |              | tudent |
|     | critical to    |       | chers |   |   |   |              | aid.ed |
|     | national       |       | it    |   |   |   |              | .gov/) |
|     | s              |       | can   |   |   |   |              |        |
|     | ecurity. While |       | apply |   |   |   |              |        |
|     | not directed   |       | to a  |   |   |   |              |        |
|     | at teachers,   |       | teac  |   |   |   |              |        |
|     | the grants     |       | her's |   |   |   |              |        |
|     | would be       |       | und   |   |   |   |              |        |
|     | available to   |       | ergra |   |   |   |              |        |
|     | eligible Pell  |       | duate |   |   |   |              |        |
|     | Grant          |       | pr    |   |   |   |              |        |
|     | recipients who |       | ogram |   |   |   |              |        |
|     | participate in |       | expe  |   |   |   |              |        |
|     | the UC/CSU SMI |       | nses. |   |   |   |              |        |
|     | program.       |       |       |   |   |   |              |        |
+-----+----------------+-------+-------+---+---+---+--------------+--------+

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 27%" />
<col style="width: 8%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 17%" />
<col style="width: 0%" />
<col style="width: 14%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Program</strong></td>
<td><strong>Description of how this program will improve the equitable
distribution of teachers</strong></td>
<td colspan="2"><strong>Resources</strong></td>
<td colspan="3"><strong>Program’s Target</strong></td>
<td colspan="2"><strong>Evidence of Probable Success</strong></td>
<td><strong>Program’s Contact Information</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td><p>Source of</p>
<p>Funding</p></td>
<td>Distribution of Resources</td>
<td><blockquote>
<p>Recruitment</p>
</blockquote></td>
<td><blockquote>
<p>Retention</p>
</blockquote></td>
<td><blockquote>
<p>Improving Teacher Quality</p>
</blockquote></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td><strong>International Teachers</strong></td>
<td><blockquote>
<p>CTC issues a credential (preliminary multiple or single subject,
preliminary education specialist, or sojourn) or exchange authorization
citizens of foreign nations who have met all educational (bachelors
degree and teaching authorization) and visa requirements. The CTC
authorization can be renewed for up to two additional years at the
request of the school district if the teacher has passed the CBEST
during the first year, though this may be waived by CTC with the
employing district’s request. The Commission on Teacher Credentialing
works closely with responsible officers and foreign country
representatives to provide appropriate certification and employment to
international teachers.</p>
</blockquote></td>
<td>Cost is borne by teacher seeking the California Credential.</td>
<td>These teachers often meet critical needs in hard-to-staff
geographical (high-poverty, high-minority, low performing schools) and
subject areas, especially special education, secondary math and
sciences, Alternative bilingual education programs, and foreign
languages.</td>
<td>X</td>
<td></td>
<td></td>
<td colspan="2">With critical shortages in hard-to-staff sites,
recruiting highly qualified teachers to serve in these areas continues
to be a priority of California.</td>
<td><p>California Commission on Teacher Credentialing</p>
<p>Phone: 888-921-2682</p>
<p>Or</p>
<p>Edda Caraballo</p>
<p>Phone: 916-319-0396</p>
<p>Email: <a
href="mailto:ECaraballo@cde.ca.gov">ECaraballo@cde.ca.gov</a></p></td>
</tr>
<tr class="even">
<td><strong>Troops Teachers (TTT)</strong></td>
<td>The purpose of TTT is to assist eligible military personnel to
transition to a new career as public school teachers in targeted
schools.</td>
<td>This federal program is managed by the Defense Activity for
Non-Traditional Education Support (DANTES).</td>
<td>Research conducted by the National Center for Education Information
in their publication: <em>Profile of Troops To Teachers</em> indicates
that participants in the Troops To Teachers Program are far more likely
to teach in high-need areas of study as well as large-city schools than
the national average for teachers.</td>
<td>X</td>
<td></td>
<td></td>
<td colspan="2">According to the National Center for Education
Information’s <em>Profile of Troops To Teachers</em> 59% of teachers who
participated in the Troops to Teachers Program indicate that they would
not have entered the teaching profession without this program. Number of
participants in this program in districts where this was previously not
used or used infrequently.</td>
<td><p>National Center for Alternative Certification <a
href="http://www.teach-now.org/">www.teach-now.org</a></p>
<p>OR</p>
<p>Troops to Teachers <a
href="http://www.ProudToServeAgain.com/">www.ProudToServeAgain.com</a>
or 800-231-6242</p></td>
</tr>
<tr class="odd">
<td><strong>Program</strong></td>
<td><strong>Description of how this program will improve the equitable
distribution of teachers</strong></td>
<td colspan="2"><strong>Resources</strong></td>
<td colspan="3"><strong>Program’s Target</strong></td>
<td colspan="2"><strong>Evidence of Probable Success</strong></td>
<td><strong>Program’s Contact Information</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td><p>Source of</p>
<p>Funding</p></td>
<td>Distribution of Resources</td>
<td><blockquote>
<p>Recruitment</p>
</blockquote></td>
<td><blockquote>
<p>Retention</p>
</blockquote></td>
<td><blockquote>
<p>Improving Teacher Quality</p>
</blockquote></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Secondary Teachers of Multiple Subjects Verification
Process</strong></td>
<td>This new verification process is a means of providing an opportunity
for secondary teachers of multiple subjects to become highly qualified.
The program is designed to offer rigorous content preparation as well as
professional development opportunities that incorporate both theory and
practice. This program has been developed by the Ventura County Office
of Education (VCOE) and will be available by the Fall of 2007.</td>
<td>VCOE was awarded funding from CDE under the 2006 Budget Act, Lite
Iten #66110-001-0890.</td>
<td><p>Recent studies suggest a teacher’s own</p>
<p>knowledge has a substantial</p>
<p>impact on student learning (“Love and Math” by C. Jerald)</p></td>
<td>X</td>
<td></td>
<td></td>
<td colspan="2">CDE’s current data indicates that only 57.8% of teachers
in Alternative Schools are NCLB compliant. The need for an alternative
verification process of these teachers is of the utmost importance. The
VCOE, along with CDE developed a highly successful CSET preparation
program in 2005, with pass rates for the CSET ranging from 17% - 93%
depending on ethnicity and subtest taken.</td>
<td><p>Curriculum Leadership</p>
<p>Lynda Nichols, Lead Consultant (916) 323-5822 or <a
href="mailto:LNichols@cde.ca.gov">LNichols@cde.ca.gov</a></p></td>
</tr>
<tr class="even">
<td><strong>Senate Bill 1209 (Scott):<br />
Alternative Certification Program</strong></td>
<td>Alternative Certification Program: Authorizes the Commission on
Teacher Credentialing to award additional funds to the provider for each
teacher interns if the program offers at least 40 hours additional
training in teaching English learners and provide a reduced ratio of
experienced teachers to teacher interns.</td>
<td>California General Fund – Internship Funds</td>
<td>This incentive will better prepare teachers that may be teaching in
high-minority schools.</td>
<td>X</td>
<td></td>
<td></td>
<td colspan="2">Teachers who are better prepared to meet the needs of
their students and who have a more solid foundation in the profession
are more likely to stay in the profession and develop their professional
commitment to the school and the profession.</td>
<td><p>California Commission on Teacher Credentialing Michael McKibbon,
Administrator<br />
<a href="mailto:MM@ctc.ca.gov">MMcKibbin@ctc.ca.gov</a></p>
<p>Sarah Solari</p>
<p>Phone (916) 324-5688</p>
<p>E-mail SSolari@cde.ca.gov</p></td>
</tr>
</tbody>
</table>

+-----+-------------------+------+------+---+---+---+------------+---------+
| **  | **Description of  | *    |      | * |   |   | **Evidence | **Pr    |
| Pro | how this program  | *Res |      | * |   |   | of         | ogram's |
| gra | will improve the  | ourc |      | P |   |   | Probable   | Contact |
| m** | equitable         | es** |      | r |   |   | Success**  | Inform  |
|     | distribution of   |      |      | o |   |   |            | ation** |
|     | teachers**        |      |      | g |   |   |            |         |
|     |                   |      |      | r |   |   |            |         |
|     |                   |      |      | a |   |   |            |         |
|     |                   |      |      | m |   |   |            |         |
|     |                   |      |      | ' |   |   |            |         |
|     |                   |      |      | s |   |   |            |         |
|     |                   |      |      | T |   |   |            |         |
|     |                   |      |      | a |   |   |            |         |
|     |                   |      |      | r |   |   |            |         |
|     |                   |      |      | g |   |   |            |         |
|     |                   |      |      | e |   |   |            |         |
|     |                   |      |      | t |   |   |            |         |
|     |                   |      |      | * |   |   |            |         |
|     |                   |      |      | * |   |   |            |         |
+-----+-------------------+------+------+---+---+---+------------+---------+
|     |                   | So   | Dist | > | > | > |            |         |
|     |                   | urce | ribu |   |   |   |            |         |
|     |                   | of   | tion | R | R | I |            |         |
|     |                   |      | of   | e | e | m |            |         |
|     |                   | Fun  | R    | c | t | p |            |         |
|     |                   | ding | esou | r | e | r |            |         |
|     |                   |      | rces | u | n | o |            |         |
|     |                   |      |      | i | t | v |            |         |
|     |                   |      |      | t | i | i |            |         |
|     |                   |      |      | m | o | n |            |         |
|     |                   |      |      | e | n | g |            |         |
|     |                   |      |      | n |   | > |            |         |
|     |                   |      |      | t |   |   |            |         |
|     |                   |      |      |   |   | T |            |         |
|     |                   |      |      |   |   | e |            |         |
|     |                   |      |      |   |   | a |            |         |
|     |                   |      |      |   |   | c |            |         |
|     |                   |      |      |   |   | h |            |         |
|     |                   |      |      |   |   | e |            |         |
|     |                   |      |      |   |   | r |            |         |
|     |                   |      |      |   |   | > |            |         |
|     |                   |      |      |   |   |   |            |         |
|     |                   |      |      |   |   | Q |            |         |
|     |                   |      |      |   |   | u |            |         |
|     |                   |      |      |   |   | a |            |         |
|     |                   |      |      |   |   | l |            |         |
|     |                   |      |      |   |   | i |            |         |
|     |                   |      |      |   |   | t |            |         |
|     |                   |      |      |   |   | y |            |         |
+-----+-------------------+------+------+---+---+---+------------+---------+
| **  | > Credential      | Ca   | This | X |   |   | Persons    | Cal     |
| Sen | > candidates can  | lifo | str  |   |   |   | entering   | ifornia |
| ate | > substitute a    | rnia | eaml |   |   |   | the        | Com     |
| B   | > passing score,  | Gen  | ined |   |   |   | teaching   | mission |
| ill | > as established  | eral | pro  |   |   |   | profession | on      |
| 1   | > by the State    | Fund | cess |   |   |   | often      | Teacher |
| 209 | > Superintendent  |      | will |   |   |   | become     | Creden  |
| (   | > of Public       |      | s    |   |   |   | frustrated | tialing |
| Sco | > Instruction, on |      | peed |   |   |   | with what  | Michael |
| tt) | > the Graduate    |      | up   |   |   |   | they       | Mc      |
| :** | > Record          |      | the  |   |   |   | perceive   | Kibbon, |
|     | > Examination     |      | pro  |   |   |   | as         | Adminis |
| **  | > General Test    |      | cess |   |   |   | barriers   | trator\ |
| Tes | > (GRE), the SAT, |      | of   |   |   |   | to         | [M      |
| tin | > and the ACT     |      | ente |   |   |   | entering   | McKibbi |
| g** | > Plus Writing    |      | ring |   |   |   | the        | n@ctc.c |
|     | > Test to satisfy |      | the  |   |   |   | p          | a.gov]( |
|     | > basic skills    |      | teac |   |   |   | rofession. | mailto: |
|     | > required in     |      | hing |   |   |   | By         | MM@ctc. |
|     | > lieu of the     |      | pro  |   |   |   | st         | ca.gov) |
|     | > California      |      | fess |   |   |   | reamlining |         |
|     | > Basic           |      | ion, |   |   |   | the        | OR      |
|     | > Educational     |      | wit  |   |   |   | process,   |         |
|     | > Skills Test     |      | hout |   |   |   | more       | Cur     |
|     | > (CBEST). This   |      | sac  |   |   |   | people     | riculum |
|     | > provision will  |      | rifi |   |   |   | will be    | Lea     |
|     | > remove the need |      | cing |   |   |   | encouraged | dership |
|     | > to take one of  |      | actu |   |   |   | to enter   |         |
|     | > the many exams  |      | ally |   |   |   | the        | Lynda   |
|     | > teachers are    |      | prof |   |   |   | p          | Nichols |
|     | > required to     |      | essi |   |   |   | rofession. |         |
|     | > take and speed  |      | onal |   |   |   |            | Phone:  |
|     | > up the process  |      | and  |   |   |   |            | 916-3   |
|     | > of entering a   |      | con  |   |   |   |            | 23-5822 |
|     | > credential      |      | tent |   |   |   |            | Email:  |
|     | > program after   |      | prep |   |   |   |            | <LNicho |
|     | > the completion  |      | arat |   |   |   |            | ls@cde. |
|     | > of the          |      | ion, |   |   |   |            | ca.gov> |
|     | > bachelor's      |      | for  |   |   |   |            |         |
|     | > degree.         |      | all  |   |   |   |            |         |
|     |                   |      | per  |   |   |   |            |         |
|     |                   |      | spec |   |   |   |            |         |
|     |                   |      | tive |   |   |   |            |         |
|     |                   |      | t    |   |   |   |            |         |
|     |                   |      | each |   |   |   |            |         |
|     |                   |      | ers. |   |   |   |            |         |
|     |                   |      | This |   |   |   |            |         |
|     |                   |      | is   |   |   |   |            |         |
|     |                   |      | es   |   |   |   |            |         |
|     |                   |      | peci |   |   |   |            |         |
|     |                   |      | ally |   |   |   |            |         |
|     |                   |      | hel  |   |   |   |            |         |
|     |                   |      | pful |   |   |   |            |         |
|     |                   |      | to   |   |   |   |            |         |
|     |                   |      | teac |   |   |   |            |         |
|     |                   |      | hers |   |   |   |            |         |
|     |                   |      | with |   |   |   |            |         |
|     |                   |      | lim  |   |   |   |            |         |
|     |                   |      | ited |   |   |   |            |         |
|     |                   |      | f    |   |   |   |            |         |
|     |                   |      | inan |   |   |   |            |         |
|     |                   |      | cial |   |   |   |            |         |
|     |                   |      | re   |   |   |   |            |         |
|     |                   |      | sour |   |   |   |            |         |
|     |                   |      | ces. |   |   |   |            |         |
+-----+-------------------+------+------+---+---+---+------------+---------+
| *   | School districts, | Ca   | A    | X | X | X | CCTC       | Profe   |
| *AB | county offices of | lifo | vail |   |   |   | collects   | ssional |
| 8   | education, and    | rnia | able |   |   |   | data       | Deve    |
| 25: | consortia of      | has  | to   |   |   |   | examining  | lopment |
| T   | districts and     | est  | all  |   |   |   | the        |         |
| eac | county offices    | abli | LEAs |   |   |   | retention  | Roxane  |
| her | that offer        | shed | offe |   |   |   | rate of    | Fidler, |
| C   | approved          | a    | ring |   |   |   | par        | Con     |
| red | Beginning Teacher | se   | new  |   |   |   | ticipants. | sultant |
| ent | Support and       | ries | tea  |   |   |   |            |         |
| ial | Assessment        | of   | cher |   |   |   | A report   | <RFidl  |
| ing | programs are      | b    | i    |   |   |   | published  | er@cde. |
| Bl  | eligible for      | lock | nduc |   |   |   | by UC      | ca.gov> |
| ock | Teacher           | gra  | tion |   |   |   | Riverside  |         |
| G   | Credentialing     | nts, | prog |   |   |   | is due on  | \(916\) |
| ran | Block Grant       | fu   | rams |   |   |   | November   | 3       |
| t** | funds. The        | nded |      |   |   |   | 1, 2006,   | 23-4861 |
|     | purpose of this   | by   |      |   |   |   | examining  |         |
|     | program to        | the  |      |   |   |   | the        |         |
|     | provide induction | Ca   |      |   |   |   | eff        |         |
|     | services for      | lifo |      |   |   |   | ectiveness |         |
|     | first-year and    | rnia |      |   |   |   | of this    |         |
|     | second-year       | Gen  |      |   |   |   | program    |         |
|     | teachers and aid  | eral |      |   |   |   | and        |         |
|     | them in moving    | F    |      |   |   |   | re         |         |
|     | from their        | und, |      |   |   |   | commending |         |
|     | preliminary       | that |      |   |   |   | any        |         |
|     | credential to     | will |      |   |   |   | changes to |         |
|     | their clear       | be   |      |   |   |   | the        |         |
|     | credential.       | dire |      |   |   |   | program to |         |
|     |                   | cted |      |   |   |   | improve    |         |
|     |                   | to   |      |   |   |   | its        |         |
|     |                   | tea  |      |   |   |   | effe       |         |
|     |                   | cher |      |   |   |   | ctiveness. |         |
|     |                   | cr   |      |   |   |   |            |         |
|     |                   | eden |      |   |   |   |            |         |
|     |                   | tial |      |   |   |   |            |         |
|     |                   | ing. |      |   |   |   |            |         |
+-----+-------------------+------+------+---+---+---+------------+---------+

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

  --------------- ------------------ ---------------- ------------ ------------- ------------ ----------
  **Increasing                                                                                
  the Numbers of                                                                              
  Highly                                                                                      
  Qualified                                                                                   
  Teachers in                                                                                 
  California**                                                                                

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  California                                                                                  
  Teacher                                                                                     
  Internship                                                                                  
  Programs                                                                                    

  California                                                                                  
  Assumption                                                                                  
  Program of                                                                                  
  Loans for                                                                                   
  Education                                                                                   
  (APLE)                                                                                      

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  Direct Loan                                                                                 
  Program:                                                                                    
  Teacher Loan                                                                                
  Forgiveness                                                                                 

  Cancellation of                                                                             
  Perkins Loans                                                                               
  for Teachers                                                                                

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  Federal SMART                                                                               
  Grant Program                                                                               

  International                                                                               
  Teachers                                                                                    

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  Troops To                                                                                   
  Teachers                                                                                    

  Secondary                                                                                   
  Teachers of                                                                                 
  Multiple                                                                                    
  Subjects                                                                                    
  Verification                                                                                
  Process                                                                                     

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  Senate Bill                                                                                 
  1209 (Scott):                                                                               
  Alternative                                                                                 
  Certification                                                                               
  Program                                                                                     

  Senate Bill                                                                                 
  1209 (Scott):                                                                               
  Testing                                                                                     

  **Program**     **Identification   **Introduction   **CDE's      **CDE's       **CDE's      **Next
                  of LEAs or School  of Program to    Monitoring   Evaluation of Evaluation   Steps?**
                  Sites**            LEAs or School   of LEA's or  Program's     of Program's 
                                     Sites**          School       Progress in   Success in   
                                                      Site's       the LEA or    the LEA or   
                                                      Program      School Site   School Site  
                                                      Use**        At 1 Year     After 5      
                                                                   Intervals**   Years**      

  AB 825: Teacher                                                                             
  Credentialing                                                                               
  Block Grant                                                                                 
  --------------- ------------------ ---------------- ------------ ------------- ------------ ----------

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

+-----------------------------------------------------------------------+
| **Recruiting and Retaining Highly-Qualified Teachers in Hard-to-Staff |
| Schools**                                                             |
+-----------------------------------------------------------------------+
| > California's Department of Education's HQ staff will coordinate     |
| > with other divisions within CDE, namely the Curriculum Frameworks & |
| > Instructions Resources Division to evaluate how districts are       |
| > spending these monies to improve                                    |
+-----------------------------------------------------------------------+

<table>
<colgroup>
<col style="width: 8%" />
<col style="width: 25%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 20%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Program</strong></td>
<td><strong>Description of how this program will improve the equitable
distribution of teachers</strong></td>
<td colspan="3"><strong>Resources</strong></td>
<td colspan="3"><strong>Program’s Target</strong></td>
<td><strong>Evidence of Probable Success</strong></td>
<td colspan="2"><strong>Program’s Contact Information</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="2">Source of Funding</td>
<td>Distribution of Resources</td>
<td><blockquote>
<p>Recruitment</p>
</blockquote></td>
<td><blockquote>
<p>Retention</p>
</blockquote></td>
<td><blockquote>
<p>Improving Teacher Quality</p>
</blockquote></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td><p><strong>Senate Bill 1209 (Scott):</strong></p>
<p><strong>PMATs</strong></p></td>
<td>Six county offices were chosen to provide technical assistance to
school districts in personnel management and recruitment and hiring
processes.</td>
<td>California General Fund in accordance with <em>Education Code</em>
Section 44740(b)(2)(B)</td>
<td colspan="2">Six county offices will be selected so that all regions
within the state are served.</td>
<td>X</td>
<td>X</td>
<td></td>
<td colspan="2">Programs designed to address the recruitment and hiring
practices of all schools, but especially those characterized as
hard-to-staff is of fundamental importance to meeting the goal of full
HQ compliance. Well-supervised and planned recruitment centers are
California’s best practice in assuring each LEA has adequate resources
to staff its schools with experienced and highly qualified
teachers.</td>
<td><p>Arleen Burns</p>
<p>Phone:</p>
<p>916-323-5818</p>
<p>Email: <a
href="mailto:SSolari@cde.ca.gov">ABurns@cde.ca.gov</a></p></td>
</tr>
</tbody>
</table>

+----+-----------------+-------+-------+---+---+---+-------------+-------+
| *  | **Description   | **R   |       | * |   |   | **Evidence  | *     |
| *P | of how this     | esour |       | * |   |   | of Probable | *Prog |
| ro | program will    | ces** |       | P |   |   | Success**   | ram's |
| gr | improve the     |       |       | r |   |   |             | Co    |
| am | equitable       |       |       | o |   |   |             | ntact |
| ** | distribution of |       |       | g |   |   |             | Inf   |
|    | teachers**      |       |       | r |   |   |             | ormat |
|    |                 |       |       | a |   |   |             | ion** |
|    |                 |       |       | m |   |   |             |       |
|    |                 |       |       | ' |   |   |             |       |
|    |                 |       |       | s |   |   |             |       |
|    |                 |       |       | T |   |   |             |       |
|    |                 |       |       | a |   |   |             |       |
|    |                 |       |       | r |   |   |             |       |
|    |                 |       |       | g |   |   |             |       |
|    |                 |       |       | e |   |   |             |       |
|    |                 |       |       | t |   |   |             |       |
|    |                 |       |       | * |   |   |             |       |
|    |                 |       |       | * |   |   |             |       |
+----+-----------------+-------+-------+---+---+---+-------------+-------+
|    |                 | S     | Di    | > | > | > |             |       |
|    |                 | ource | strib |   |   |   |             |       |
|    |                 | of    | ution | R | R | I |             |       |
|    |                 | Fu    | of    | e | e | m |             |       |
|    |                 | nding | Reso  | c | t | p |             |       |
|    |                 |       | urces | r | e | r |             |       |
|    |                 |       |       | u | n | o |             |       |
|    |                 |       |       | i | t | v |             |       |
|    |                 |       |       | t | i | i |             |       |
|    |                 |       |       | m | o | n |             |       |
|    |                 |       |       | e | n | g |             |       |
|    |                 |       |       | n |   | > |             |       |
|    |                 |       |       | t |   |   |             |       |
|    |                 |       |       |   |   | T |             |       |
|    |                 |       |       |   |   | e |             |       |
|    |                 |       |       |   |   | a |             |       |
|    |                 |       |       |   |   | c |             |       |
|    |                 |       |       |   |   | h |             |       |
|    |                 |       |       |   |   | e |             |       |
|    |                 |       |       |   |   | r |             |       |
|    |                 |       |       |   |   | > |             |       |
|    |                 |       |       |   |   |   |             |       |
|    |                 |       |       |   |   | Q |             |       |
|    |                 |       |       |   |   | u |             |       |
|    |                 |       |       |   |   | a |             |       |
|    |                 |       |       |   |   | l |             |       |
|    |                 |       |       |   |   | i |             |       |
|    |                 |       |       |   |   | t |             |       |
|    |                 |       |       |   |   | y |             |       |
+----+-----------------+-------+-------+---+---+---+-------------+-------+
| ** | > SB 1209       | Supe  | Des   |   | X | X | We know     | Sarah |
| Se | > authorizes    | rinte | igned |   |   |   | that half   | S     |
| na | > the district  | ndent | to    |   |   |   | of new U.S. | olari |
| te | > and teachers' | may   | compe |   |   |   | teachers    |       |
| Bi | > bargaining    | make  | nsate |   |   |   | are likely  | P     |
| ll | > unit to apply | pla   | tea   |   |   |   | to quit     | hone: |
| 12 | > to the SPI    | nning | chers |   |   |   | within the  |       |
| 09 | > for technical | g     | for   |   |   |   | first five  | 91    |
| ** | > assistance    | rants | the   |   |   |   | years       | 6-324 |
|    | > and planning  |       | addit |   |   |   | because of  | -5688 |
| ** | > grants to     | from  | ional |   |   |   | poor        |       |
| (S | > facilitate    | funds | re    |   |   |   | working     | E     |
| co | > the planning  | ap    | spons |   |   |   | conditions  | mail: |
| tt | > of a salary   | propr | ibili |   |   |   | and low     | <SSol |
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+----+-----------------+-------+-------+---+---+---+-------------+-------+

+-----+-----------------+--------+-------+---+---+---+------------+-------+
| **  | **Description   | *      |       | * |   |   | **Evidence | *     |
| Pro | of how this     | *Resou |       | * |   |   | of         | *Prog |
| gra | program will    | rces** |       | P |   |   | Probable   | ram's |
| m** | improve the     |        |       | r |   |   | Success**  | Co    |
|     | equitable       |        |       | o |   |   |            | ntact |
|     | distribution of |        |       | g |   |   |            | Inf   |
|     | teachers**      |        |       | r |   |   |            | ormat |
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+-----+-----------------+--------+-------+---+---+---+------------+-------+
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+-----+-----------------+--------+-------+---+---+---+------------+-------+
| **C | In an effort to | The    | Des   |   | X |   | The        | Sacra |
| ali | help meet the   | p      | igned |   |   |   | program    | mento |
| for | critical need   | rogram | to    |   |   |   | began      | C     |
| nia | for teachers in | is     | help  |   |   |   | August 24, | ounty |
| T   | California, the | auth   | re    |   |   |   | 2006, and  | O     |
| eac | Sacramento      | orized | cruit |   |   |   | will end   | ffice |
| her | County Office   | by     | h     |   |   |   | on January | of    |
| Re  | of Education is | As     | ighly |   |   |   | 31, 2008   | Educ  |
| cru | coordinating a  | sembly | qual  |   |   |   | so no data | ation |
| itm | recruitment     | Bill   | ified |   |   |   | is yet     |       |
| ent | effort aimed at | 146    | tea   |   |   |   | available. | Joyce |
| Pro | finding highly  | (L     | chers |   |   |   |            | E.    |
| gra | qualified       | aird), | for   |   |   |   |            | Wr    |
| m** | teachers for    | Budget | low   |   |   |   |            | ight, |
|     | low -performing | Act of | perfo |   |   |   |            | Ed.D  |
|     | schools.        | 2005,  | rming |   |   |   |            |       |
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|     |                 | \$3    | meet  |   |   |   |            | rinte |
|     |                 | m      | a     |   |   |   |            | ndent |
|     |                 | illion | cri   |   |   |   |            |       |
|     |                 | for    | tical |   |   |   |            | P     |
|     |                 | the    | need. |   |   |   |            | hone: |
|     |                 | p      | Calif |   |   |   |            | (916) |
|     |                 | rogram | ornia |   |   |   |            | 228   |
|     |                 |        | will  |   |   |   |            | -2653 |
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|     |                 |        | ndex: |   |   |   |            |       |
|     |                 |        |       |   |   |   |            |       |
|     |                 |        | 4.    |   |   |   |            |       |
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|     |                 |        |   Los |   |   |   |            |       |
|     |                 |        |       |   |   |   |            |       |
|     |                 |        |    An |   |   |   |            |       |
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|     |                 |        |    Co |   |   |   |            |       |
|     |                 |        | unty, |   |   |   |            |       |
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|     |                 |        |       |   |   |   |            |       |
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+-----+-----------------+--------+-------+---+---+---+------------+-------+

+------+-----------------+--------+-------+---+---+---+------------+-------+
| **P  | **Description   | *      |       | * |   |   | **Evidence | *     |
| rogr | of how this     | *Resou |       | * |   |   | of         | *Prog |
| am** | program will    | rces** |       | P |   |   | Probable   | ram's |
|      | improve the     |        |       | r |   |   | Success**  | Co    |
|      | equitable       |        |       | o |   |   |            | ntact |
|      | distribution of |        |       | g |   |   |            | Inf   |
|      | teachers**      |        |       | r |   |   |            | ormat |
|      |                 |        |       | a |   |   |            | ion** |
|      |                 |        |       | m |   |   |            |       |
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|      |                 |        |       | T |   |   |            |       |
|      |                 |        |       | a |   |   |            |       |
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|      |                 |        |       | t |   |   |            |       |
|      |                 |        |       | * |   |   |            |       |
|      |                 |        |       | * |   |   |            |       |
+------+-----------------+--------+-------+---+---+---+------------+-------+
|      |                 | Source | Di    | > | > | > |            |       |
|      |                 | of     | strib |   |   |   |            |       |
|      |                 | F      | ution | R | R | I |            |       |
|      |                 | unding | of    | e | e | m |            |       |
|      |                 |        | Reso  | c | t | p |            |       |
|      |                 |        | urces | r | e | r |            |       |
|      |                 |        |       | u | n | o |            |       |
|      |                 |        |       | i | t | v |            |       |
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|      |                 |        |       |   |   | a |            |       |
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|      |                 |        |       |   |   | i |            |       |
|      |                 |        |       |   |   | t |            |       |
|      |                 |        |       |   |   | y |            |       |
+------+-----------------+--------+-------+---+---+---+------------+-------+
| **SB | Requires school | This   | Ta    |   | X |   | Nearly     | O     |
| 550  | districts to    | bill   | rgets |   |   |   | half of    | ffice |
| Vasc | maintain all    | approp | sc    |   |   |   | new        | of    |
| once | facilities in a | riated | hools |   |   |   | teachers   | P     |
| llos | working order,  | \$20,2 | in    |   |   |   | leave the  | ublic |
| (200 | improve working | 00,000 | de    |   |   |   | profession | S     |
| 4)** | conditions,     | from   | ciles |   |   |   | within the | chool |
|      | create positive | the    | 1 -3  |   |   |   | first five | In    |
| *    | classroom       | G      | on    |   |   |   | years due, | struc |
| *Ed. | learning        | eneral | the   |   |   |   | in part,   | tion: |
| Code | environments    | Fund   | Aca   |   |   |   | to poor    |       |
| Sec. | and provide     |        | demic |   |   |   | working    | 91    |
| 4    | sufficient      | to the | P     |   |   |   | c          | 6-449 |
| 2127 | textbooks and   | State  | erfor |   |   |   | onditions. | -3160 |
| .6** | instructional   | Depa   | mance |   |   |   | CDE will   |       |
|      | materials for   | rtment | In    |   |   |   | closely    | Calif |
|      | all students.   | of     | dext. |   |   |   | monitor    | ornia |
|      |                 | Edu    |       |   |   |   | the use of | Depar |
|      |                 | cation |       |   |   |   | these      | tment |
|      |                 | and,   |       |   |   |   | funds by   | of    |
|      |                 | of     |       |   |   |   | collecting | Educa |
|      |                 | that   |       |   |   |   | data using | tion, |
|      |                 | amount |       |   |   |   | the school | Exec  |
|      |                 | \$5,0  |       |   |   |   | acco       | utive |
|      |                 | 00,000 |       |   |   |   | untability | O     |
|      |                 |        |       |   |   |   | report     | ffice |
|      |                 | was    |       |   |   |   | card to    | Exec  |
|      |                 | approp |       |   |   |   | report     | utive |
|      |                 | riated |       |   |   |   | condition  | O     |
|      |                 | for    |       |   |   |   | of         | ffice |
|      |                 | tr     |       |   |   |   | buildings  | i91   |
|      |                 | ansfer |       |   |   |   | and        | 6-319 |
|      |                 | to the |       |   |   |   | f          | -0800 |
|      |                 | State  |       |   |   |   | acilities. |       |
|      |                 | I      |       |   |   |   | Periodic   |       |
|      |                 | nstruc |       |   |   |   | reports    |       |
|      |                 | tional |       |   |   |   | from the   |       |
|      |                 | Mat    |       |   |   |   | Fiscal     |       |
|      |                 | erials |       |   |   |   | Crisis and |       |
|      |                 |        |       |   |   |   | Management |       |
|      |                 | Fund   |       |   |   |   | Assistance |       |
|      |                 | for    |       |   |   |   | Teams      |       |
|      |                 | pu     |       |   |   |   | e          |       |
|      |                 | rposes |       |   |   |   | stablished |       |
|      |                 | of     |       |   |   |   | to aid     |       |
|      |                 | acq    |       |   |   |   | LEAs in    |       |
|      |                 | uiring |       |   |   |   | facilities |       |
|      |                 | i      |       |   |   |   | repair and |       |
|      |                 | nstruc |       |   |   |   | ma         |       |
|      |                 | tional |       |   |   |   | intenance. |       |
|      |                 | mate   |       |   |   |   | Evaluate   |       |
|      |                 | rials, |       |   |   |   | the number |       |
|      |                 | as     |       |   |   |   | of uniform |       |
|      |                 | spec   |       |   |   |   | complaints |       |
|      |                 | ified. |       |   |   |   | filed      |       |
|      |                 |        |       |   |   |   | against    |       |
|      |                 | \$15,0 |       |   |   |   | each LEA   |       |
|      |                 | 00,000 |       |   |   |   | for        |       |
|      |                 | was    |       |   |   |   | in         |       |
|      |                 | approp |       |   |   |   | sufficient |       |
|      |                 | riated |       |   |   |   | textbooks, |       |
|      |                 | for    |       |   |   |   | ins        |       |
|      |                 | allo   |       |   |   |   | tructional |       |
|      |                 | cation |       |   |   |   | materials, |       |
|      |                 | to     |       |   |   |   | or poor    |       |
|      |                 | county |       |   |   |   | facility   |       |
|      |                 | o      |       |   |   |   | c          |       |
|      |                 | ffices |       |   |   |   | onditions. |       |
|      |                 | of     |       |   |   |   |            |       |
|      |                 |        |       |   |   |   |            |       |
|      |                 | edu    |       |   |   |   |            |       |
|      |                 | cation |       |   |   |   |            |       |
|      |                 | for    |       |   |   |   |            |       |
|      |                 | review |       |   |   |   |            |       |
|      |                 | and    |       |   |   |   |            |       |
|      |                 | moni   |       |   |   |   |            |       |
|      |                 | toring |       |   |   |   |            |       |
|      |                 | of     |       |   |   |   |            |       |
|      |                 | sc     |       |   |   |   |            |       |
|      |                 | hools, |       |   |   |   |            |       |
|      |                 | as     |       |   |   |   |            |       |
|      |                 | spec   |       |   |   |   |            |       |
|      |                 | ified, |       |   |   |   |            |       |
|      |                 | and    |       |   |   |   |            |       |
|      |                 |        |       |   |   |   |            |       |
|      |                 | \$2    |       |   |   |   |            |       |
|      |                 | 00,000 |       |   |   |   |            |       |
|      |                 | was    |       |   |   |   |            |       |
|      |                 | approp |       |   |   |   |            |       |
|      |                 | riated |       |   |   |   |            |       |
|      |                 | for    |       |   |   |   |            |       |
|      |                 | pu     |       |   |   |   |            |       |
|      |                 | rposes |       |   |   |   |            |       |
|      |                 | of     |       |   |   |   |            |       |
|      |                 | implem |       |   |   |   |            |       |
|      |                 | enting |       |   |   |   |            |       |
|      |                 | this   |       |   |   |   |            |       |
|      |                 | act.   |       |   |   |   |            |       |
+------+-----------------+--------+-------+---+---+---+------------+-------+

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 21%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 23%" />
<col style="width: 0%" />
<col style="width: 14%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Program</strong></td>
<td><strong>Description of how this program will improve the equitable
distribution of teachers</strong></td>
<td colspan="2"><strong>Resources</strong></td>
<td colspan="3"><strong>Program’s Target</strong></td>
<td><p><strong>Evidence of Probable</strong></p>
<p><strong>Success</strong></p></td>
<td colspan="2"><strong>Program’s Contact Information</strong></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td>Source of Funding</td>
<td>Distribution of Resources</td>
<td><blockquote>
<p>Recruitment</p>
</blockquote></td>
<td><blockquote>
<p>Retention</p>
</blockquote></td>
<td><blockquote>
<p>Improving Teacher Quality</p>
</blockquote></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td><p><strong>Legislative Mandates under <u>Williams:</u></strong></p>
<p><strong>SB 6</strong></p>
<p><strong>Alpert</strong></p>
<p><strong>(2004)</strong></p></td>
<td>Established the School Facilities Needs Assessment Grant Program
which conducted a one-time facilities needs assessments for schools in
deciles 1 – 3. It also established the School Facilities Emergency
Repair Account to pay for emergency facilities repairs for these same
schools.</td>
<td><p>$250,000 was appropriated from the General Fund to the State
Allocation Board for the administration of the School Facilities Needs
Assessment Grant Program and the School Facilities Emergency Repair
Account for the 2004–05 fiscal year. $30,000,000 from the General Fund,
was appropriated for school</p>
<p>districts under the School Facilities Needs Assessment Grant
Program</p>
<p>and $5,000,000 was appropriated for transfer to the School Facilities
Emergency Repair Account.</p></td>
<td>This program targets schools in deciles 1 – 3 in the Academic
Performance Index.</td>
<td></td>
<td>X</td>
<td></td>
<td colspan="2"><p>Nearly half of new teachers leave the profession
within the first five years due, in part, to poor working conditions.
CDE will closely monitor the use of these funds by collecting data
through the school accountability report card to report sufficiency of
textbooks and instructional materials as well as site conditions.</p>
<p><mark></mark></p></td>
<td><p>Office of Public School Instruction: (916) 449-3160</p>
<p>California Department of Education, Executive Office Executive Office
i916-319-0800</p></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 22%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 21%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 15%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Program</strong></td>
<td><strong>Description of how this program will improve the equitable
distribution of teachers</strong></td>
<td colspan="2"><strong>Resources</strong></td>
<td colspan="3"><p><strong>Program’s</strong></p>
<p><strong>Target</strong></p></td>
<td><p><strong>Evidence of Probable</strong></p>
<p><strong>Success</strong></p></td>
<td colspan="3"><p><strong>Program’s Contact</strong></p>
<p><strong>Information</strong></p></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td>Sources of Funding</td>
<td>Distribution of Resources</td>
<td><blockquote>
<p>Recruitment</p>
</blockquote></td>
<td><blockquote>
<p>Retention</p>
</blockquote></td>
<td><blockquote>
<p>Improving Teacher Quality</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td><strong>California Extra Credit Teacher Program</strong></td>
<td>The Extra Credit Teacher Program (ECTP) is designed to make
homeownership a possibility for eligible teachers, administrators,
classified employees and staff members working in high-priority schools
in California. The ECTP is intended to help high priority schools
attract and retain education professionals by offering an incentive in
the form of down payment assistance for the purchase of a home anywhere
in California.</td>
<td>California General Fund</td>
<td>This program is intended for eligible teachers, administrators,
classified employees and staff members in <a
href="http://www.treasurer.ca.gov/cdlac/extracredit/citysort.asp">high
priority schools</a> across the state.</td>
<td>X</td>
<td>X</td>
<td></td>
<td colspan="3">Teachers who are connected to their community are likely
to stay in their positions. Strong community ties between teachers,
parents, students, and community leaders is essential to the success of
attracting and retaining highly qualified teachers.</td>
<td>California Finance Housing Agency -
<u>http://www.calhfa.ca.gov/homeownership/programs/ectp.htm</u></td>
</tr>
<tr class="even">
<td><strong>Transition To Teaching Grants</strong></td>
<td>The program provides grants to recruit and retain highly qualified
mid-career professionals and recent graduates as teachers in high-need
schools. Additionally, these grants encourage the development and
expansion of alternative routes to certification under state-approved
programs that enable individuals to be eligible for teacher
certification within a reduced period of time, relying on the
experience, expertise, and academic qualifications of an individual or
other factors in lieu of traditional course work in the field of
education.</td>
<td>Federally sponsored program</td>
<td>This program targets high need schools and requires participants to
continue in these schools for at least three years.</td>
<td>X</td>
<td>X</td>
<td></td>
<td colspan="3">Programs designed to address the recruitment and hiring
practices of all schools, but especially those characterized as
hard-to-staff is of fundamental importance to meeting the goal of full
HQ compliance. CDE will collect data to measure the increase in number
of teachers recruited through this program in LEAs where this was
previously not used or used infrequently.</td>
<td><a
href="http://www.ed.gov/programs/">www.ed.gov/programs/</a><u>transitionteach/index.html</u></td>
</tr>
</tbody>
</table>

+----+---------------+-------+-------+---+---+---+--------------+---------+
| *  | **Description | **R   |       | * |   |   | **Evidence   | **Pr    |
| *P | of how this   | esour |       | * |   |   | of           | ogram's |
| ro | program will  | ces** |       | P |   |   | Probable**   | Co      |
| gr | improve the   |       |       | r |   |   |              | ntact** |
| am | equitable     |       |       | o |   |   | **Success**  |         |
| ** | distribution  |       |       | g |   |   |              | *       |
|    | of teachers** |       |       | r |   |   |              | *Inform |
|    |               |       |       | a |   |   |              | ation** |
|    |               |       |       | m |   |   |              |         |
|    |               |       |       | ' |   |   |              |         |
|    |               |       |       | s |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | T |   |   |              |         |
|    |               |       |       | a |   |   |              |         |
|    |               |       |       | r |   |   |              |         |
|    |               |       |       | g |   |   |              |         |
|    |               |       |       | e |   |   |              |         |
|    |               |       |       | t |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
+----+---------------+-------+-------+---+---+---+--------------+---------+
|    |               | So    | Di    | > | > | > |              |         |
|    |               | urces | strib |   |   |   |              |         |
|    |               | of    | ution | R | R | I |              |         |
|    |               | Fu    | of    | e | e | m |              |         |
|    |               | nding | Reso  | c | t | p |              |         |
|    |               |       | urces | r | e | r |              |         |
|    |               |       |       | u | n | o |              |         |
|    |               |       |       | i | t | v |              |         |
|    |               |       |       | t | i | i |              |         |
|    |               |       |       | m | o | n |              |         |
|    |               |       |       | e | n | g |              |         |
|    |               |       |       | n |   | > |              |         |
|    |               |       |       | t |   |   |              |         |
|    |               |       |       |   |   | T |              |         |
|    |               |       |       |   |   | e |              |         |
|    |               |       |       |   |   | a |              |         |
|    |               |       |       |   |   | c |              |         |
|    |               |       |       |   |   | h |              |         |
|    |               |       |       |   |   | e |              |         |
|    |               |       |       |   |   | r |              |         |
|    |               |       |       |   |   | > |              |         |
|    |               |       |       |   |   |   |              |         |
|    |               |       |       |   |   | Q |              |         |
|    |               |       |       |   |   | u |              |         |
|    |               |       |       |   |   | a |              |         |
|    |               |       |       |   |   | l |              |         |
|    |               |       |       |   |   | i |              |         |
|    |               |       |       |   |   | t |              |         |
|    |               |       |       |   |   | y |              |         |
+----+---------------+-------+-------+---+---+---+--------------+---------+
| SB | Senate Bill   | No    | Ta    |   | X |   | No data yet  | Tom     |
| 16 | (SB) 1655 is  | fu    | rgets |   |   |   | available.   | Lugo    |
| 55 | currently     | nding | low-  |   |   |   |              |         |
| V  | awaiting the  | req   | perfo |   |   |   |              | Phone:  |
| ol | Governor's    | uired | rming |   |   |   |              | (916)   |
| un | signature,    |       | sc    |   |   |   |              | 3       |
| ta | this bill     |       | hools |   |   |   |              | 23-6390 |
| ry | removes most  |       | (de   |   |   |   |              |         |
| T  | of the        |       | ciles |   |   |   |              | Email:  |
| ra | barriers that |       | 1 --  |   |   |   |              | TL      |
| ns | prevent many  |       | 3)    |   |   |   |              | ugo@cde |
| fe | school        |       |       |   |   |   |              | .ca.gov |
| rs | districts     |       |       |   |   |   |              |         |
|    | from placing  |       |       |   |   |   |              |         |
|    | the best      |       |       |   |   |   |              |         |
|    | qualified     |       |       |   |   |   |              |         |
|    | teachers in   |       |       |   |   |   |              |         |
|    | the lowest    |       |       |   |   |   |              |         |
|    | performing    |       |       |   |   |   |              |         |
|    | schools (in   |       |       |   |   |   |              |         |
|    | API deciles 1 |       |       |   |   |   |              |         |
|    | -3). SB 1655  |       |       |   |   |   |              |         |
|    | would allow   |       |       |   |   |   |              |         |
|    | principals in |       |       |   |   |   |              |         |
|    | API decile 1  |       |       |   |   |   |              |         |
|    | -- 3 schools  |       |       |   |   |   |              |         |
|    | to reject the |       |       |   |   |   |              |         |
|    | 'voluntary'   |       |       |   |   |   |              |         |
|    | transfer of   |       |       |   |   |   |              |         |
|    | teachers not  |       |       |   |   |   |              |         |
|    | meeting       |       |       |   |   |   |              |         |
|    | students'     |       |       |   |   |   |              |         |
|    | needs. SB     |       |       |   |   |   |              |         |
|    | 1655 will     |       |       |   |   |   |              |         |
|    | help prevent  |       |       |   |   |   |              |         |
|    | the           |       |       |   |   |   |              |         |
|    | circumstance  |       |       |   |   |   |              |         |
|    | where         |       |       |   |   |   |              |         |
|    | low-income,   |       |       |   |   |   |              |         |
|    | l             |       |       |   |   |   |              |         |
|    | ow-performing |       |       |   |   |   |              |         |
|    | schools are   |       |       |   |   |   |              |         |
|    | often not     |       |       |   |   |   |              |         |
|    | notified that |       |       |   |   |   |              |         |
|    | veteran       |       |       |   |   |   |              |         |
|    | teachers are  |       |       |   |   |   |              |         |
|    | leaving or    |       |       |   |   |   |              |         |
|    | transferring  |       |       |   |   |   |              |         |
|    | until late    |       |       |   |   |   |              |         |
|    | summer.       |       |       |   |   |   |              |         |
+----+---------------+-------+-------+---+---+---+--------------+---------+

+----+---------------+-------+-------+---+---+---+--------------+---------+
| *  | **Description | **R   |       | * |   |   | **Evidence   | **Pr    |
| *P | of how this   | esour |       | * |   |   | of           | ogram's |
| ro | program will  | ces** |       | P |   |   | Probable**   | Co      |
| gr | improve the   |       |       | r |   |   |              | ntact** |
| am | equitable     |       |       | o |   |   | **Success**  |         |
| ** | distribution  |       |       | g |   |   |              | *       |
|    | of teachers** |       |       | r |   |   |              | *Inform |
|    |               |       |       | a |   |   |              | ation** |
|    |               |       |       | m |   |   |              |         |
|    |               |       |       | ' |   |   |              |         |
|    |               |       |       | s |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | T |   |   |              |         |
|    |               |       |       | a |   |   |              |         |
|    |               |       |       | r |   |   |              |         |
|    |               |       |       | g |   |   |              |         |
|    |               |       |       | e |   |   |              |         |
|    |               |       |       | t |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
|    |               |       |       | * |   |   |              |         |
+----+---------------+-------+-------+---+---+---+--------------+---------+
|    |               | So    | Di    | > | > | > |              |         |
|    |               | urces | strib |   |   |   |              |         |
|    |               | of    | ution | R | R | I |              |         |
|    |               | Fu    | of    | e | e | m |              |         |
|    |               | nding | Reso  | c | t | p |              |         |
|    |               |       | urces | r | e | r |              |         |
|    |               |       |       | u | n | o |              |         |
|    |               |       |       | i | t | v |              |         |
|    |               |       |       | t | i | i |              |         |
|    |               |       |       | m | o | n |              |         |
|    |               |       |       | e | n | g |              |         |
|    |               |       |       | n |   | > |              |         |
|    |               |       |       | t |   |   |              |         |
|    |               |       |       |   |   | T |              |         |
|    |               |       |       |   |   | e |              |         |
|    |               |       |       |   |   | a |              |         |
|    |               |       |       |   |   | c |              |         |
|    |               |       |       |   |   | h |              |         |
|    |               |       |       |   |   | e |              |         |
|    |               |       |       |   |   | r |              |         |
|    |               |       |       |   |   | > |              |         |
|    |               |       |       |   |   |   |              |         |
|    |               |       |       |   |   | Q |              |         |
|    |               |       |       |   |   | u |              |         |
|    |               |       |       |   |   | a |              |         |
|    |               |       |       |   |   | l |              |         |
|    |               |       |       |   |   | i |              |         |
|    |               |       |       |   |   | t |              |         |
|    |               |       |       |   |   | y |              |         |
+----+---------------+-------+-------+---+---+---+--------------+---------+
| T  | The Teacher   | B     | Ta    | X | X |   | Thus far,    | <ht     |
| ea | Recruitment   | udget | rgets |   |   |   | tens of      | tp://ww |
| ch | and Student   | Act   | low   |   |   |   | millions of  | w.cde.c |
| er | Support       | of    | perfo |   |   |   | dollars have | a.gov/> |
| R  | Program       | 2005, | rming |   |   |   | been awarded |         |
| ec | (TRSSP)       | Item  | sc    |   |   |   | to           |         |
| ru | creates       | 61    | hools |   |   |   | qualifying   |         |
| it | funding for   | 10485 | (de   |   |   |   | schools and  |         |
| me | schools for   | -0001 | ciles |   |   |   | used to      |         |
| nt | the following | pro   | 1 -3) |   |   |   | s            |         |
| a  | purposes:     | vides |       |   |   |   | ubstantially |         |
| nd |               | \     |       |   |   |   | improve the  |         |
| S  | -   a safe,   | $46.5 |       |   |   |   | school sites |         |
| tu |     clean     | mi    |       |   |   |   | and their    |         |
| de |     school    | llion |       |   |   |   | i            |         |
| nt |               | for   |       |   |   |   | nstructional |         |
| S  |   environment | impr  |       |   |   |   | c            |         |
| up |     for       | oving |       |   |   |   | apabilities. |         |
| po |     teaching  | st    |       |   |   |   |              |         |
| rt |     and       | udent |       |   |   |   |              |         |
| P  |     learning; | lea   |       |   |   |   |              |         |
| ro |               | rning |       |   |   |   |              |         |
| gr | -   providing | in    |       |   |   |   |              |         |
| am |     support   | low-  |       |   |   |   |              |         |
| (  |     services  | perfo |       |   |   |   |              |         |
| TR |     for       | rming |       |   |   |   |              |         |
| SS |     students  | sc    |       |   |   |   |              |         |
| P) |     and       | hools |       |   |   |   |              |         |
|    |     teachers; | (de   |       |   |   |   |              |         |
|    |               | ciles |       |   |   |   |              |         |
|    | -   small     | 1 --  |       |   |   |   |              |         |
|    |     group     | 3).   |       |   |   |   |              |         |
|    |               | Each  |       |   |   |   |              |         |
|    |  instruction; | ident |       |   |   |   |              |         |
|    |               | ified |       |   |   |   |              |         |
|    | -             | dis   |       |   |   |   |              |         |
|    |   activities, | trict |       |   |   |   |              |         |
|    |     including | is    |       |   |   |   |              |         |
|    |               | eli   |       |   |   |   |              |         |
|    |  differential | gible |       |   |   |   |              |         |
|    |               | to    |       |   |   |   |              |         |
|    | compensation, | re    |       |   |   |   |              |         |
|    |     focused   | ceive |       |   |   |   |              |         |
|    |     on the    | \$    |       |   |   |   |              |         |
|    |               | 23.73 |       |   |   |   |              |         |
|    |   recruitment | per   |       |   |   |   |              |         |
|    |     and       | pupil |       |   |   |   |              |         |
|    |     retention |       |       |   |   |   |              |         |
|    |     of        |       |       |   |   |   |              |         |
|    |     teachers  |       |       |   |   |   |              |         |
|    |     who meet  |       |       |   |   |   |              |         |
|    |     the NCLB  |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |    definition |       |       |   |   |   |              |         |
|    |     of a      |       |       |   |   |   |              |         |
|    |     highly    |       |       |   |   |   |              |         |
|    |     qualified |       |       |   |   |   |              |         |
|    |     teacher;  |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    | -             |       |       |   |   |   |              |         |
|    |   activities, |       |       |   |   |   |              |         |
|    |     including |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |  differential |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    | compensation, |       |       |   |   |   |              |         |
|    |     focused   |       |       |   |   |   |              |         |
|    |     on the    |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |   recruitment |       |       |   |   |   |              |         |
|    |     and       |       |       |   |   |   |              |         |
|    |     retention |       |       |   |   |   |              |         |
|    |     at those  |       |       |   |   |   |              |         |
|    |     schools   |       |       |   |   |   |              |         |
|    |     of highly |       |       |   |   |   |              |         |
|    |     skilled   |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |   principals; |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    | -   time for  |       |       |   |   |   |              |         |
|    |     teachers  |       |       |   |   |   |              |         |
|    |     and       |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |    principals |       |       |   |   |   |              |         |
|    |     to        |       |       |   |   |   |              |         |
|    |               |       |       |   |   |   |              |         |
|    |   collaborate |       |       |   |   |   |              |         |
|    |     for the   |       |       |   |   |   |              |         |
|    |     purpose   |       |       |   |   |   |              |         |
|    |     of        |       |       |   |   |   |              |         |
|    |     improving |       |       |   |   |   |              |         |
|    |     student   |       |       |   |   |   |              |         |
|    |     academic  |       |       |   |   |   |              |         |
|    |     outcomes. |       |       |   |   |   |              |         |
+----+---------------+-------+-------+---+---+---+--------------+---------+

All references to the Quality Education Investment Act deleted.

**[Equitable Distribution Through Recruitment and Retention in High-Need
Districts]{.underline}**

+---------+---------+---------+---------+---------+---------+---------+
| **Rec   |         |         |         |         |         |         |
| ruiting |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| Re      |         |         |         |         |         |         |
| taining |         |         |         |         |         |         |
| Hi      |         |         |         |         |         |         |
| ghly-Qu |         |         |         |         |         |         |
| alified |         |         |         |         |         |         |
| T       |         |         |         |         |         |         |
| eachers |         |         |         |         |         |         |
| in      |         |         |         |         |         |         |
| Hard-t  |         |         |         |         |         |         |
| o-Staff |         |         |         |         |         |         |
| Sc      |         |         |         |         |         |         |
| hools** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Senate  |         |         |         |         |         |         |
| Bill    |         |         |         |         |         |         |
| 1209    |         |         |         |         |         |         |
| (       |         |         |         |         |         |         |
| Scott): |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| PMATs   |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Senate  |         |         |         |         |         |         |
| Bill    |         |         |         |         |         |         |
| 1209    |         |         |         |         |         |         |
| (       |         |         |         |         |         |         |
| Scott): |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| Salary  |         |         |         |         |         |         |
| P       |         |         |         |         |         |         |
| lanning |         |         |         |         |         |         |
| Grants  |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Cal     |         |         |         |         |         |         |
| ifornia |         |         |         |         |         |         |
| Teacher |         |         |         |         |         |         |
| Recr    |         |         |         |         |         |         |
| uitment |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

All references to the Quality Education Investment Act deleted.

+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| SB 550  |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| (Vascon |         |         |         |         |         |         |
| cellos) |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| SB 6\   |         |         |         |         |         |         |
| (       |         |         |         |         |         |         |
| Alpert) |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Cal     |         |         |         |         |         |         |
| ifornia |         |         |         |         |         |         |
| Extra   |         |         |         |         |         |         |
| Credit  |         |         |         |         |         |         |
| Teacher |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Tra     |         |         |         |         |         |         |
| nsition |         |         |         |         |         |         |
| To      |         |         |         |         |         |         |
| T       |         |         |         |         |         |         |
| eaching |         |         |         |         |         |         |
| Grants  |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Pr    | **      | **Intro | **CDE's | **CDE's | **CDE's | **Next  |
| ogram** | Identif | duction | Mon     | Eva     | Eva     | S       |
|         | ication | of      | itoring | luation | luation | teps?** |
|         | of LEAs | Program | of      | of      | of      |         |
|         | or      | to LEAs | LEA's   | Pr      | Pr      |         |
|         | School  | or      | or      | ogram's | ogram's |         |
|         | Sites** | School  | School  | P       | Success |         |
|         |         | Sites** | Site's  | rogress | in the  |         |
|         |         |         | Program | in the  | LEA or  |         |
|         |         |         | Use**   | LEA or  | School  |         |
|         |         |         |         | School  | Site    |         |
|         |         |         |         | Site At | After 5 |         |
|         |         |         |         | 1 Year  | Years** |         |
|         |         |         |         | Inte    |         |         |
|         |         |         |         | rvals** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| SB 1655 |         |         |         |         |         |         |
| Vo      |         |         |         |         |         |         |
| luntary |         |         |         |         |         |         |
| Tr      |         |         |         |         |         |         |
| ansfers |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| Teacher |         |         |         |         |         |         |
| Recr    |         |         |         |         |         |         |
| uitment |         |         |         |         |         |         |
| and     |         |         |         |         |         |         |
| Student |         |         |         |         |         |         |
| Support |         |         |         |         |         |         |
| Program |         |         |         |         |         |         |
| (TRSSP) |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+

**Compliance Monitoring, Intervention, and Sanctions for**

**No Child Left Behind Teacher Requirements**

In contrast to previous reauthorizations of the Elementary and Secondary
Education Act, the No Child Left Behind (NCLB) Act of 2001, requires
that the state educational agency (SEA) and the local educational
agencies (LEAs) be held jointly accountable for the goals included in
the plan. As part of the plan described in Section 1111, each SEA must
develop a plan to ensure that all teachers teaching in core academic
subjects are highly qualified no later than the end of the 2005-06
school year.

This section describes California's plan to meet the accountability
requirements for NCLB teacher requirements, which include data
collection and reporting, annual review of progress, improvement plans,
the LEA monitoring and the California Department of Education (CDE)
interventions. Sections one and two are required of all LEAs within
California. The last three sections, three, four, and five, are directed
at LEAs that have been identified as non-compliant under the Highly
Qualified Teacher (HQT) Compliance Monitoring, Intervention, and
Sanctions (CMIS) system for improving teacher quality.

### General Accountability Requirements for HQTs

During the 2002-03 school year, LEAs developed their LEA Plan for
utilizing federal NCLB funds and for integrating federal and state
programs, where allowable, to achieve NCLB goals. To meet Goal 3 of the
LEA plan, districts and county offices were required to complete a needs
assessment of their teachers and to develop plans for ensuring that all
teachers would be highly qualified by the end of the 2005-06 school
year. Also, LEAs were required to describe how they would provide high
quality professional development and support for teachers to meet NCLB
teacher requirements. Title II, Part A funds are available to support
all school sites in an LEA service area to meet goal 3.

The State Board of Education (SBE) in the State Consolidated Application
for NCLB funding established the following performance indicators for
Goal 3, HQTs:

-   An annual increase in the percent of core academic subject courses
    taught by NCLB compliant teachers in the aggregate (e.g., state,
    LEA, and school) and for schools in the highest quartile of poverty
    and those in the lowest quartile

-   An annual increase in the percent of teachers receiving high quality
    professional development, and

-   An annual increase in the percent of paraprofessionals assisting in
    instruction in Title I programs who are qualified.

The SBE adopted Annual Measurable Objectives (AMO) for each LEA and
school that include, at a minimum: (A) an annual increase in the percent
of classes in the core academic subject that are taught by NCLB
compliant teachers at each LEA and school, to ensure that all core
academic classes are taught by NCLB compliant teachers no

later than the end of the 2005-06 school year; (B) an annual increase in
the percentage of teachers who are receiving high quality professional
development to enable such

teachers to become highly qualified and successful classroom teachers;
and (C) an annual increase in the number of instructional
paraprofessionals working in Title I supported programs who fully meet
the paraprofessional requirements, to ensure that they meet these
requirements by not later than January 2006.

### Monitoring progress on AMOs: Year One and beyond.

The CDE must ensure the completeness and accuracy of HQT data reported
to the State by LEAs specifically related to: (a) how LEAs report to
parents and the public on classes taught by non-highly qualified
teachers, (b) steps taken to ensure that core academic subjects are
being taught by Highly Qualified teachers in at least the same
proportion in low income schools as in high income schools in each LEA,
and (c) hiring only highly qualified teachers in Title II Class Size
Reduction and Title I programs. Additionally, the CDE must ensure that
all LEAs are collecting the data necessary to report annually on these
performance indicators for each. All schools and districts, irrespective
of funding sources, must report annually on their progress toward
achieving the federal goals on the Consolidated Application for
Categorical Funds (Con App). If necessary, LEAs must modify their plans
to achieve this goal. Detailed information about teacher and
paraprofessional qualifications is available in the *California NCLB
Teacher Requirements Resource Guide* at
[*http://www.cde.ca.gov/nclb/sr/tq*](http://www.cde.ca.gov/nclb/sr/tq).

LEAs reported the number of core academic classes offered in October
2003, at each school and the number of these classes taught by NCLB
compliant teachers on the ConApp Part I in spring 2004. This report
established the LEA baseline percent of core academic subject courses
taught by NCLB compliant teachers in October 2003, at each school. For
the purposes of establishing this baseline, LEAs were to consider
teachers NCLB compliant if the teachers completed their *NCLB Teacher
Requirements: Certificate of Compliance* based solely on their prior
education and/or testing results. The LEAs did not have sufficient time
to include classes taught by teachers who are or will be NCLB compliant
upon completion of the High Objective Uniform State Standard of
Evaluation (HOUSSE) process. The LEAs' AMOs were established at
one-third of the difference between 100 percent and their baseline
percent. For LEAs that failed to report on ConApp Part I, their
baselines were set at zero and the AMOs at 33.3 percent. When reporting
their Year One progress on the NCLB Teacher Requirement page of the
ConApp Part II in fall 2004, LEAs included the classes taught by
teachers who were compliant based on the completion of the California
HOUSSE process. The ConApp reporting process provided immediate feedback
to the LEAs if their AMOs for Year One had been achieved.

To monitor each school's progress toward achieving their AMOs, LEAs must
develop mechanisms to record the NCLB compliance status of their
teachers annually by core subject area classes. The objective is to move
all teachers into the "Compliant Teacher"

column in every core academic subject area through careful recruitment
and hiring of highly qualified teachers and the application of
appropriate staff development efforts. Annually, the compiled
information should be used as a mechanism to develop a professional
development plan which will offer opportunities for teachers to move
into the "Compliant Teacher" column and for teacher recruitment efforts.

Furthermore, the CDE has created the HQT Compliance Monitoring,
Intervention, and Sanctions (CMIS) Team to rigorously monitor LEAs
implementation of the HQT requirements. The HQT CMIS plan implements a
process that identifies schools which are struggling to meet their AMOs.
The plan outlines a series of steps the team will take, with escalating
sanctions to ensure all LEAs comply with the HQT requirements.
Additionally, the MIS team will coordinate with existing CDE monitoring
and technical assistance efforts, including Categorical Program
Monitoring, School Assistance and Intervention Teams, District
Assistance and Intervention Teams, and the Statewide System of School
Support (S4). The team also coordinates with the California Subject
Matter Projects, which provide the professional development for
supporting HQT in the state. The plan includes timelines and specific
activities to collect HQT data, monitor LEA implementation, and impose
sanctions where appropriate, to ensure statewide compliance with the HQT
provisions of NCLB Section 2141(c).

**LEA Non-compliance under HQT MIS Program-Level I**

If an LEA has not met its AMOs by year 2 of the plan, or does not
achieve a satisfactory finding during the HQT MIS process the LEA must
submit a current MIS Monitoring Form to the CDE for each school that
failed the MIS monitoring process and for the LEA as a whole.

-   Submit a NCLB CMIS Improvement Plan, using step 1 through step 3,
    which outlines:

a.  LEA's plan to move all of non-compliant teachers to the compliant
    teacher column

b.  LEA's plan to address how parents and the public are notified of
    classes taught by non-HQT for over four consecutive weeks

c.  LEA's plan to ensure that experienced and qualified teachers are
    equitably distributed among classrooms with poor and minority
    children as those with their peers

d.  LEA's plan to ensure only HQTs are hired to teach in Title II Class
    Size Reduction and Title I programs

e.  LEA's plan to increase teacher recruitment efforts in affected core
    areas

The CMIS Improvement Plan must include the following:

-   Timeline of activities designed to provide solutions

-   Benchmarks for progress

-   Funding sources and amount to be used

**Directions for Developing LEA CMIS Plan**

**STEP 1**

The LEA should compile information about the NCLB compliance of all of
their teachers by assigned core academic subject areas. (Review the
*NCLB Teacher Requirements Resource Guide* and the school and district
ConApp data.) The LEA should know which teachers have not completed a
*NCLB Teacher Requirements: Certificate of Compliance* for the core
academic subject areas to which they are assigned. Also, projected
hiring needs over the next three years should be included in the review
of data.

**STEP 2**

The LEA analyzes the data to determine the specific issues that have
prevented the LEA and specific school sites from identifying individual
teachers' needs to become NCLB compliant. The LEA should analyze major
differences among schools overall, within specific subject area and for
high and low poverty schools in terms of equitable distribution of HQTs,
as well as including an analysis to show how the LEA will re-allocate
and recruit the necessary qualified teachers to fill gaps in current
staffing by core content areas. Analyze the process for reporting to
parents and the public on classes taught by non-highly qualified
teachers. Analyze the data on hiring practices in Class Size Reduction
and Title I programs.

**STEP 3**

The LEA will develop a plan that specifically addresses the issues that
have prevented each school within the LEA and/or the LEA from meeting
NCLB teacher requirements. LEAs must target solutions to these issues by
providing teacher and/or site support. The solutions should ensure that
qualified teachers are equitably distributed across all school sites
within the LEA and that all core academic subject classes are taught by
highly qualified teachers.

Possible recruitment solutions:

-   Provide scholarships, signing bonuses, or other financial
    incentives, such as differential pay, for teachers to teach:

a.  In academic subjects in which there exists a shortage of HQTs within
    a school or within the LEA; and

> b\. In schools in which there exists a shortage of HQTs.

-   Incentives, including financial incentives, to promote transfer of
    NCLB compliant teachers to sites within the LEA which have a large
    number of teachers not yet NCLB compliant.

```{=html}
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```
-   California Subject Examinations for Teachers (CSET) preparation and
    reimbursement.

Possible retention and stability solutions:

-   CSET preparation and reimbursement.

```{=html}
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```
-   Innovative professional development programs (which may be provided
    through partnerships with Institutions of Higher Education,
    including credential programs).

-   Development and use of proven, effective strategies for the
    implementation of professional development activities, such as
    through the use of technology and distance learning.

```{=html}
<!-- -->
```
-   AB 466/AB 75 training.

-   Site, content or learner specific professional development.

-   Beginning Teacher Support and Assessment/Induction program.

**LEA Non-compliance under HQT CMIS Program-Level II**

If an LEA has failed to meet the conditions set-forth in the CMIS plan
after one year, the LEA must enter into a Memorandum of Understanding
(MOU) with the CDE. This MOU will ensure that the LEA will meet all NCLB
teacher requirements and conditions by the end of the school year.

**Memorandum of Understanding**

If the CDE determines that an LEA has failed to meet the requirements
set forth in the MIS plan, the LEA shall enter into a MOU with the CDE.
The MOU must include the following:

-   A new corrective action plan developed by the CDE staff, in
    collaboration with the LEA which will provide a detailed description
    of all staffing, recruitment, and retention strategies the LEA will
    use to meet its goals.

-   The Corrective Action Plan must be reviewed and approved by:

a.  The LEA school board members,

b.  The Superintendent, and

c.  All relevant site administrators.

-   Funding sources and projected budgets specific to each participating
    school site must be included with the plan.

-   Assurances that the LEA will not use Title I, Part A funds to fund
    any new paraprofessionals, except where specified in the MOU.

-   Evidence that the Title II, Part A funds are directed to specific
    schools that have not met their goals.

**LEA Non-compliance under HQT CMIS Program-Level III**

A Level III for persistent noncompliant districts would most likely
require withholding of funds. Further details on this process are
currently under development. The following section from *The Education
Department General Administrative Regulation* (*EDGAR*) Part 80.43
states as follows:

-   Remedies for noncompliance. If a grantee or subgrantee materially
    fails to comply with any term of an award, whether stated in a
    Federal statute or regulation, an assurance, in a State plan or
    application, a notice of award, or elsewhere, the awarding agency
    may take one or more of the following actions, as appropriate in the
    circumstances:

    a.  Temporarily withhold cash payments pending correction of the
        deficiency by the grantee or subgrantee or more severe
        enforcement action by the awarding agency,

    b.  Disallow (that is, deny both use of funds and matching credit
        for) all or part of the cost of the activity or action not in
        compliance,

    c.  Wholly or partly suspend or terminate the current award for the
        grantee's or subgrantee's program,

    d.  Withhold further awards for the program, or

    e.  Take other remedies that may be legally available.

[District/LEA Self-Study]{.smallcaps}

**PART 1**

[Policies, Practices, and Procedures for Hiring Highly Qualified
Staff]{.underline}

1.  Does your district conduct an exit interview for non-returning
    teachers? YES NO If yes, attach.

2.  Where are job openings for positions in this LEA posted? Please list
    all locations.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

3.  Between the close of a posted position and an offer of employment,
    how much time typically lapses?

> Less than 30 days \_\_\_ Between 30 and 45 days \_\_\_ Between 45 and
> 60 days \_\_\_\_\_
>
> More than 60 days \_\_\_

4.  In the last two years has district office personnel attended any job
    fairs? Yes No

> If yes, please list dates and locations. Indicate how many new hires
> resulted from each job fair listed.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

5.  In the last two years has district office personnel attended any
    non-School of Education recruitment fair (i.e. a University School
    of Math, or Science, or English)? YES NO

> If yes, please list dates and locations. Indicate how many new hires
> resulted from each job fair listed.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

6.  In the last two years has district office personnel attended any
    School of Education recruitment fair? YES NO

> If yes, please list dates and locations. Indicate how many new hires
> resulted from each job fair listed.

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

7.  In the last two years has the LEA participated in any out-of-state
    recruitment for college graduates or credentialed teachers?

YES NO If yes, how many teachers were hired, in what subjects?

> Math \_\_\_\_\_\_\_\_\_ English \_\_\_\_\_\_\_\_\_\_
>
> Science \_\_\_\_\_\_\_\_\_ Multiple Subject/Elementary
> \_\_\_\_\_\_\_\_\_\_
>
> Special Education-Elementary \_\_\_\_\_\_\_\_\_ Special
> Education-Secondary \_\_\_\_\_\_\_\_\_\_

8.  In the last two years has the LEA or County Office of Education host
    a recruitment event? If yes, where were the announcements posted?
    YES NO

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a.  How many persons attended? \_\_\_\_\_\_\_\_\_\_\_\_\_\_

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a.  How many teaching positions were filled as a result of this event?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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9.  What interview program or techniques does your district employ? How
    frequently are trainings offered in this methodology?
    \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**PART II**

[Policies, Practices, and Procedures for Retaining Highly Qualified
Staff]{.underline}

1.  Does your district/LEA participate in the APLE (loan forgiveness)
    program? YES NO

2.  Does your district provide signing bonuses for HQTs? YES NO If yes,
    in what areas

> Math YES NO
>
> Science YES NO
>
> English YES NO

3.  Does your LEA or COE have a CCTC approved internship program? YES NO

4.  On a separate piece of paper please identify practices and programs
    at the district level that encourage teachers to remain in the
    district (i.e. teacher appreciation day, paid professional
    development days, faculty retreats, etc\...)

**PART III**

[Policies, Practices, and Procedures for Equalization of experienced and
highly qualified teachers]{.underline}

Please answer the following questions separately for each school in the
LEA

1.  For each school within the LEA with 90% or higher HQT

-   What was the school's AYP for 2005/06?

-   Average class size in NCLB Core Academic classes?

-   What is the average number of year's experience of the teaching
    staff?

-   What is the average number of year's in the district for the staff
    at this site?

-   How many teachers are on PIPS, STIPS, or emergency permits?

-   What is the average number of year's experience of the
    administrators?

-   What is the average number of year's experience in the district for
    the administrator at this site?

2.  For each school within the LEA with 90% or higher HQT

-   Is the site more than 20 years old? Yes No If yes, when was the site
    last renovated?

-   What type of technology does each teacher have available to them on
    this site?

-   Computer dedicated for teacher use, with internet access Yes No

-   Laptop with internet access Yes No

-   E-mail in classroom and access at home

3.  For each school within the LEA with 75% or lower HQT

-   What was the school's AYP for 2005/06?

-   Average class size in NCLB Core Academic classes?

-   What is the average number of year's experience of the teaching
    staff?

-   What is the average number of year's in the district for the staff
    at this site?

-   How many teachers are on PIPS, STIPS, or emergency permits?

-   What is the average number of year's experience of the
    administrators?

-   What is the average number of year's experience in the district for
    the administrator at this site?

4.  For each school within the LEA with 75% or lower HQT

-   Is the site more than 20 years old? Yes No If yes, when was the site
    last renovated?

-   What type of technology does each teacher have available to them on
    this site?

-   Computer dedicated for teacher use, with internet access Yes No

-   Laptop with internet access Yes No

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-   E-mail in classroom and access at home

[^1]: C. E. Esch and others, *The Status of the Teaching Profession,
    2005.* Center for the Future of Teaching and Learning, 2005, p. 15.

[^2]: Jackie Teague, Barbara Miller, and Mary Perry, "Help Wanted: Top
    Administrators to Lead California's Schools," *EdSource* (March
    2001), 1.

[^3]: 2005 Standardized Testing and Reporting (STAR) Results. California
    Department of Education.

[^4]: The data for "Total Number of Core Academic Classes" and "Number
    of Core Academic Classes Taught by HQTs" were not collected and
    therefore is unavailable for this time period.

[^5]: This category of schools includes LEAs participating in the
    Federal REAP program There is overlap between this two category of
    schools and those listed under "Necessary Small Schools" all efforts
    to reduce this overlap were taken to preserve the authenticity of
    the data.

[^6]: This category of schools includes LEAs meeting the criteria of a
    "necessary small" school under California Education Code Sections
    42283 and 42285 (Based on U.S. Census School Locator Codes 7 and 8).

[^7]: This table was updated for revisions submitted to the U.S.
    Department of Education on 11-17-06.

[^8]: This sentence reflects revisions submitted to the U.S. Department
    of Education on 11-07-06.

[^9]: Please see Attachment 6