**HIGHLY QUALIFIED TEACHERS AND**

**IMPROVING TEACHER QUALITY STATE GRANTS**

**SCHOOL DISTRICT (LEA) Monitoring PROTOCOL**

State \_\_\_\_\_\_\_\_\_\_\_\_\_ District
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date of Visit
\_\_\_\_\_\_\_\_\_\_

NCES ID number
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number of teachers \_\_\_\_\_ Number of students\_\_\_\_\_\_\_\_\_

Number of schools (total)\_\_\_\_\_ elementary\_\_\_\_\_\_\_\_ middle
\_\_\_\_\_\_\_\_ high\_\_\_\_\_\_\_\_

Number of Title I schools\_\_\_\_\_ elementary\_\_\_\_\_\_\_\_ middle
\_\_\_\_\_\_\_\_ high\_\_\_\_\_\_\_\_

**I. highly qualified Teachers**

I.1. Describe the technical assistance the SEA has given to the LEA for
how to determine the number of classes taught by teachers who are highly
qualified.

I.2. Provide the LEA's most recent data on HQT in the following Chart.

Date of data collection:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

+-----------+-----------+-----------+-----------+-----------+-----------+
|           | **Total   | **Total   | **P       | **Total   | **P       |
|           | number of | number of | ercentage | number of | ercentage |
|           | core      | core      | of core   | core      | of core   |
|           | subject   | classes   | classes   | classes   | classes   |
|           | classes** | taught by | taught by | NOT       | NOT       |
|           |           | HQTs**    | HQTs**    | taught by | taught by |
|           |           |           |           | HQTs**    | HQTs**    |
+-----------+-----------+-----------+-----------+-----------+-----------+
| #### Al   |           |           |           |           |           |
| l Classes |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **E       |           |           |           |           |           |
| lementary |           |           |           |           |           |
| Classes** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **        |           |           |           |           |           |
| Secondary |           |           |           |           |           |
| Classes** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

I.3. Using the number of classes NOT taught by HQT from the chart in
Question I.2, estimate, *at each grade level*, the percentage of classes
that fall into the following categories. Percentages should add up to
100%. (For example, if 57 elementary classes appear in the chart in
Question I.2 as not being taught by an HQT at the elementary level, what
percentage of those 57 classes falls into each of the 4 categories
listed in the elementary chart below?)

####### 

+--------------------------------------------------------------+-------+
| **Reason For Elementary Classes being Taught by Teachers who | **Pe  |
| are NOT Highly Qualified**                                   | rcent |
|                                                              | age** |
+--------------------------------------------------------------+-------+
| > a\) **Elementary school classes taught by certified        |       |
| > general education teachers who have not passed a           |       |
| > subject-knowledge test or (if eligible) have not           |       |
| > demonstrated subject-matter competency through HOUSSE**    |       |
+--------------------------------------------------------------+-------+
| > b\) **Elementary school classes taught by certified        |       |
| > special education teachers who have not passed a           |       |
| > subject-knowledge test or have not demonstrated            |       |
| > subject-matter competency through HOUSSE**                 |       |
+--------------------------------------------------------------+-------+
| > c\) **Elementary school classes taught by teachers who are |       |
| > not fully certified (and are not in an approved            |       |
| > alternative route program)**                               |       |
+--------------------------------------------------------------+-------+
| > d\) **Other (please explain)**                             |       |
+--------------------------------------------------------------+-------+
| > **TOTAL**                                                  | **1   |
|                                                              | 00%** |
+--------------------------------------------------------------+-------+

+--------------------------------------------------------------+-------+
| **Reason For Secondary Classes being Taught by Teachers who  | **Pe  |
| are NOT Highly Qualified**                                   | rcent |
|                                                              | age** |
+--------------------------------------------------------------+-------+
| > a\) **Secondary school classes taught by certified general |       |
| > education teachers who have not demonstrated               |       |
| > subject-matter knowledge in those subjects (e.g.,          |       |
| > out-of-field teachers)**                                   |       |
+--------------------------------------------------------------+-------+
| > b\) **Secondary school classes taught by certified special |       |
| > education teachers who have not demonstrated               |       |
| > subject-matter competency in those subjects**              |       |
+--------------------------------------------------------------+-------+
| > c\) **Secondary school classes taught by teachers who are  |       |
| > not fully certified (and are not in an approved            |       |
| > alternative route program)**                               |       |
+--------------------------------------------------------------+-------+
| > d\) **Other (please explain)**                             |       |
+--------------------------------------------------------------+-------+
| > **TOTAL**                                                  | **1   |
|                                                              | 00%** |
+--------------------------------------------------------------+-------+

I.4. Has the LEA determined the highly qualified status of all its
teachers*?*

> If not, when does the LEA expect this process to be completed?

I.5. Were all of the Title I teachers that the LEA has hired since the
beginning of the 2002-03 school year highly qualified at the time of
hire (§1119(a)(1))?

> How does the LEA ensure that new Title I hires meet highly qualified
> standards?

How does the SEA check to make sure that the LEA is hiring only highly
qualified teachers for Title I positions?

I.6. Are all of the teachers paid with Title II, Part A funds, for the
purpose of class size reduction, highly qualified (§2123(a)(2)(B))?

> How does the LEA ensure that class size reduction teachers paid with
> Title II, Part A funds meet highly qualified standards?

How does the SEA check to make sure that the LEA is paying only highly
qualified teachers with Title II, Part A funds?

I.7. How does the LEA notify parents of their right to request and
receive information on the qualifications of their children's teachers
(§1111(h)(6)(A))? ***Please provide samples of LEA notifications to
parents.***

I.8. How do schools that receive Title I funds notify parents when their
children are taught for four or more consecutive weeks by teachers who
are not highly qualified (§1111(h)(6)(B)(ii))? ***Please provide samples
of school notifications to parents.***

I.9. Does the LEA have a plan in place to help teachers who are not
highly qualified to become so as quickly as possible? ***Please provide
a copy of the LEA's plan, if available.***

How was the LEA's plan formulated and who was involved in formulating
the plan? Did the LEA receive assistance or guidance from the SEA in
formulating the plan?

> What progress has the LEA made in carrying out the plan?

I.10. As part of its application for Title I funds, LEAs are required to
provide an assurance that through the implementation of various
strategies, poor and minority students are not taught at higher rates
than other students by inexperienced, unqualified, or out-of field
teachers (§1112(c)(1)(L)). What strategies is the LEA implementing to
fulfill this assurance? How does the LEA determine whether or not the
strategies are effective?

I.11. Section 1111(h)(2)(B) of the ESEA requires that LEAs publish
annual report cards for both the LEA and for the schools the LEA serves.
**If the SEA produces the LEA and school report cards, skip this
question.**

> If the LEA produces its own LEA and school report cards, ***please
> provide copies of the LEA report card and a sample of a school report
> card.***
>
> Do the local report cards include the percentage of classes NOT taught
> by highly qualified teachers and disaggregate HQT data by high- and
> low-poverty schools?
>
> Do the local report cards include information on the qualifications of
> teachers?
>
> Do the local report cards include the percentage of teachers on
> emergency or provisional credentials?
>
> When are the local report cards made available to the public?

**II. ADMINISTRATION OF TITLE II, PART A**

**Note: The SEA will provide the monitoring team with a copy of the
LEA's most recent application for Title II, Part A funds. Please make
references to that application, where appropriate.**

**A. Local Needs Assessment**

II.A.1. Section 2122(c) of the ESEA requires each LEA to conduct an
assessment of local needs for professional development and hiring.
Summarize the key findings of the most recent needs assessment. Which
needs did the LEA identify as having the highest priority?

II.A.2. Is the LEA asked to submit information on the results of its
needs assessment to the SEA? If so, what does the SEA ask for (assurance
that the assessment was complete, full text of the needs assessment,
summary, other)?

II.A.3. Is the LEA's expenditure of its Title II, Part A funds aligned
to the needs identified in the needs assessment, as required by
§2122(b)? How?

> Does the SEA require the LEA to align proposed spending Title II, Part
> A to the needs assessment as part of the application for funds? If so,
> how does the SEA do this?

II.A.4. The needs assessment must be conducted with the involvement of
teachers, including Title I teachers. How does the LEA involve teachers
in the needs assessment process?

II.A.5. How does the needs assessment process used by the LEA ensure
that the LEAs hiring practices lead to improved student achievement?

II.A.6. How does the needs assessment process used by the LEA ensure
that the LEA provides appropriate professional development that improves
student achievement?

####### Use of Title II, Part A Funds[^1]

####### II.B.1. Total LEA Title II, Part A allocation for Federal FY 2006: \_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Carryover from previous year as of July 1, 2006:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Funds transferred to or from Title II, Part A
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> **TOTAL available in FY 2006: \_\_\_\_\_\_\_\_\_\_\_\_\_\_**
>
> Total LEATitle II, Part A allocation for Federal FY 2007:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Carryover from previous year as of July 1, 2007:
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Funds transferred to or from Title II, Part A
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> **TOTAL available in FY 2007: \_\_\_\_\_\_\_\_\_\_\_\_\_\_**

II.B.2. In the chart below, provide information on the Federal **FY 2006
and FY 2007** funding obligated in each category, and briefly describe
the activities supported.

+----------------------------------------------------+--------+--------+
| **Provide the funding amount for the following     | F      | F      |
| activities. Estimate if you do not have exact      | ederal | ederal |
| figures.**                                         | FY     | FY     |
|                                                    | 2006   | 2007   |
|                                                    | Title  | Title  |
|                                                    | II, A  | II, A  |
|                                                    | funds  | funds  |
|                                                    | obl    | obl    |
|                                                    | igated | igated |
+----------------------------------------------------+--------+--------+
| 1.  Mechanisms to assist schools recruit and       |        |        |
|     retain highly qualified teachers, principals,  |        |        |
|     and specialists in core academic areas.        |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 2.  Strategies to recruit and retain highly        |        |        |
|     qualified teachers and principals (monetary    |        |        |
|     incentives, reducing class size, recruiting    |        |        |
|     teachers to teach special needs children,      |        |        |
|     recruiting qualified paraprofessionals and     |        |        |
|     teachers from populations underrepresented in  |        |        |
|     the teaching profession, etc.).                |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 3.  Professional development that improves the     |        |        |
|     knowledge of teachers, principals and          |        |        |
|     paraprofessionals in content or classroom      |        |        |
|     practices.                                     |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 4.  Professional development that improves the     |        |        |
|     knowledge of teachers, principals and          |        |        |
|     paraprofessionals regarding the following      |        |        |
|     areas: collaborative instructional practices;  |        |        |
|     working with students with different learning  |        |        |
|     styles; improving student behavior; helping    |        |        |
|     students with special needs; involving parents |        |        |
|     in their children's education; and use of data |        |        |
|     and assessments.                               |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 5\. Initiatives to promote retention of highly     |        |        |
| qualified teachers and principals (mentoring,      |        |        |
| induction, support for new teachers and            |        |        |
| principals, financial incentives to retain         |        |        |
| teachers and principals, etc.).                    |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 6.  Programs to improve the quality of the         |        |        |
|     teaching force (technology literacy, tenure    |        |        |
|     reform, testing teachers in their academic     |        |        |
|     subject, merit pay).                           |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 7.  Professional development to improve the        |        |        |
|     quality of principals and superintendents.     |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 8.  Hiring highly qualified teachers, to reduce    |        |        |
|     class size.                                    |        |        |
|                                                    |        |        |
| **Description (Please provide the number of        |        |        |
| teachers hired and the grade levels at which they  |        |        |
| teach):**                                          |        |        |
+----------------------------------------------------+--------+--------+
| 9.  Teacher advancement initiatives that promote   |        |        |
|     professional growth and emphasize multiple     |        |        |
|     career paths and pay differentiation.          |        |        |
|                                                    |        |        |
| **Description:**                                   |        |        |
+----------------------------------------------------+--------+--------+
| 10\. Overall administrative costs.                 |        |        |
+----------------------------------------------------+--------+--------+
| 11\. Indirect costs.                               |        |        |
+----------------------------------------------------+--------+--------+
| **A. TOTAL FUNDS OBLIGATED (Add items 1-11)**      |        |        |
+----------------------------------------------------+--------+--------+
| **B. Total Funds Available (From Question          |        |        |
| II.B.1)**                                          |        |        |
+----------------------------------------------------+--------+--------+
| **C. Difference between available and Obligated    |        |        |
| funds (Line B -- Line A)**                         |        |        |
+----------------------------------------------------+--------+--------+

**C. Services to Non-Public Schools**

Under the *Title II, Part A* program, private school teachers,
principals, and other educational personnel are eligible to participate
to the extent that the LEA uses funds to provide for professional
development for teachers and other school personnel.

II.C.1. What guidance does the SEA provide to assist LEAs in properly
providing equitable services to non-public schools?

II.C.2. Are there any eligible non-public schools located in the area
the LEA serves? **If not, skip the remaining questions.**

II.C.3. How many eligible non-public schools are there in the area the
LEA serves? What grade levels do they serve?

II.C.4. How many of the eligible non-public schools participate in Title
II, Part A? For those who do not participate, does the LEA know why they
choose not to participate?

II.C.5. How does the LEA inform representatives of non-public schools of
the availability of Title II, Part A services and the value of the
services available? ***If the LEA uses a notice of intent or
participation form, please provide a copy.***

II.C.6. How does the LEA consult with appropriate non-public school
officials to give them an opportunity to provide input into the planning
of the LEA's Title II, Part A program activities and input into the
design and development of activities or programs to ensure that the
services provided meet the needs of non-public school educators?

> Does consultation occur BEFORE decisions on the use of Title II, Part
> A funds are made? ***Please provide dates, agendas for meetings, lists
> of participants, etc.***

II.C.8. What kinds of services are provided to non-public schools with
Title II, Part A funds? Does the LEA design projects that permit
equitable participation (may non-public school teachers, for example,
participate in professional development provided to public school
teachers)?

II.C.9. How does the LEA maintain records of its efforts to resolve any
complaints made by non-public school representatives?

[^1]: FY 2006 funds became available on July 1, 2006 and remain
    available for obligation until September 30, 2008. FY 2006 funds
    became available on July 1, 2007 and remain available for obligation
    until September 30, 2009.