**Illinois State Board of Education**

![](media/image1.jpeg){width="2.064583333333333in"
height="2.064583333333333in"}

llinois Revised HQT Plan

To Ensure That 100% of Illinois Teachers are

Highly Qualified by the End of the 2006-2007 School Year and Beyond

**September 29, 2006**

# Addenda to the Illinois Revised HQT Plan

Timetable for Data Collection and Analysis 20

Clarification of Self Contained Classrooms 24

Timeline for Technical Assistance to Districts 36

Annual Review of High Numbers of Not HQ Subjects 93

Compliance with Sections 2141 and 1119 106

Statement About HOUSSE Termination 110

#  

# Table of Contents

+---------------------------------------------------------------+------+
| **TOPIC**                                                     | **PA |
|                                                               | GE** |
+---------------------------------------------------------------+------+
| **Illinois' Plan for Meeting the Highly Qualified Goal**      | 1    |
+---------------------------------------------------------------+------+
| **Requirement 1.**                                            | 4    |
+---------------------------------------------------------------+------+
| -   ISBE Analysis of 2004-05 Data                             | 4    |
+---------------------------------------------------------------+------+
| -   Chicago Analysis of 2004-05 Data                          | 8    |
+---------------------------------------------------------------+------+
| -   ISBE Analysis of 2005-06 Data                             | 9    |
+---------------------------------------------------------------+------+
| -   Original *Survey of Reason for Being Classified as        | 10   |
|     Non-Highly Qualified*                                     |      |
+---------------------------------------------------------------+------+
| -   Modified *Survey of Reason for Being Classified as        | 11   |
|     Non-Highly Qualified*                                     |      |
+---------------------------------------------------------------+------+
| -   Teacher Shortage Areas in Illinois                        | 14   |
+---------------------------------------------------------------+------+
| -   Analysis of Relevant Data from Other Sources              | 15   |
+---------------------------------------------------------------+------+
| -   *Press Release* on New 'Educator Certification System'    | 17   |
+---------------------------------------------------------------+------+
| -   ECS Training                                              | 18   |
+---------------------------------------------------------------+------+
| -   2006-07 Teacher Service Record Reporting Requirements     | 19   |
+---------------------------------------------------------------+------+
| -   Review of Non-Highly Qualified Teachers in Core Content   | 19   |
|     Areas                                                     |      |
+---------------------------------------------------------------+------+
| **Requirement 2.**                                            | 34   |
+---------------------------------------------------------------+------+
| **Requirement 3.**                                            | 36   |
+---------------------------------------------------------------+------+
| -   Technical Assistance                                      | 37   |
+---------------------------------------------------------------+------+
| -   Scholarship Assistance that Requires Recipients to Teach  | 44   |
|     in a Hard-to-Staff School or a Shortage Area              |      |
+---------------------------------------------------------------+------+
| -   Recruitment of Highly Qualified Teachers                  | 46   |
+---------------------------------------------------------------+------+
| -   Strategies Designed to Assist Schools Not Making AYP or   | 47   |
|     High Poverty/High Minority Schools                        |      |
+---------------------------------------------------------------+------+
| -   Strategies to Assist Teachers in Becoming Highly          | 52   |
|     Qualified by Receipt of a Master Certificate and Using    |      |
|     Master Certificate Holders to Assist Others in Becoming   |      |
|     More Effective in the Classroom                           |      |
+---------------------------------------------------------------+------+
| -   Strategies to Assist Inexperienced Teachers in Becoming   | 54   |
|     More Effective                                            |      |
+---------------------------------------------------------------+------+
| -   Strategies to Assist with Teacher Retention               | 68   |
+---------------------------------------------------------------+------+
| -   Higher Education Programs and Services                    | 69   |
+---------------------------------------------------------------+------+
| -   Specific Strategies for the *Illinois HQT Plan*           | 74   |
+---------------------------------------------------------------+------+
| **Requirement 4.**                                            | 91   |
+---------------------------------------------------------------+------+
| -   Consequences for Not Meeting HQT Requirements             | 105  |
+---------------------------------------------------------------+------+
| **Requirement 5.**                                            | 106  |
+---------------------------------------------------------------+------+
| -   Modifying the Use of HOUSSE                               | 107  |
+---------------------------------------------------------------+------+
| **Requirement 6.**                                            | 110  |
+---------------------------------------------------------------+------+
| -   ISBE Strategic Plan                                       | 110  |
+---------------------------------------------------------------+------+
| -   Governor Blagojevich's Helping Kids Learn Plan            | 113  |
+---------------------------------------------------------------+------+
| -   Work with the Education Trust and Joyce Foundation        | 113  |
+---------------------------------------------------------------+------+
| -   Teaching Experience                                       | 120  |
+---------------------------------------------------------------+------+

# The Illinois Plan for Meeting the Highly Qualified Teacher Goal

Illinois is committed to ensuring that each and every student in a
core-content classroom is taught by a highly qualified teacher. We
believe that to achieve this goal, we must concentrate on rigorous,
standards-aligned teacher preparation, induction, and mentoring for
teachers and administrators, professional development to enhance and
maintain educator effectiveness, and innovative programs to recruit and
retain talented, highly qualified teachers to work in low-performing,
hard-to-staff schools.

Illinois is a large, diverse state ranking fifth in the United States in
population. There are over two million students attending 3,884 schools
within 879 school districts in the state. Illinois districts range from
the third largest school district in the United States (Chicago Public
Schools #299) with a student population of 417,154, to the smallest one,
Nelson Public School District #8 with 38 students.

In terms of other data relevant to place teacher quality into context,
enrollment in Illinois public schools continues to increase as does the
number of minority students. The increase in the number of minority
students can be largely attributed to the increase among Hispanic
students. This has caused a parallel increase in the number of Limited
English Proficient (LEP) students who are eligible for bilingual
education. Nearly 7% of Illinois students are eligible for bilingual
education. Additionally, 43% of Illinois students are classified as
minority students (Black, Hispanic, Asian/Pacific Islander, Native
American, or Multi-racial/ethnic).

There has also been a corresponding increase in the number of students
who are classified as low-income. Pupils are considered low-income if
they are from families receiving public assistance, are living in
institutions for neglected or delinquent children, are being supported
in foster homes with public funds, or are eligible for free or
reduced-price lunches. Roughly 40% of Illinois students are classified
as low-income.

Nearly 50% of Illinois teachers hold a graduate degree of some type. As
the baby boomers retire, the average years of experience for Illinois
teachers is declining. Illinois teachers have an average of 13.6 years
in the classroom. The state has had a downward trend in the number of
males choosing the teaching profession; currently males account for
slightly less than one quarter of the teaching population. While
minorities account for 43% of the student population, only about 16% of
the teaching force comprises representatives from various minority
groups.

Illinois continues to focus on the traditional responsibilities of
public schools---to prepare students for adult life---yet it has become
increasingly important to prepare students for jobs that will require
post-secondary education or training. Our youth must be able to access,
analyze, and evaluate the most important resource of the 21^st^ century
-- information. They must be able to communicate effectively through a
wide range of media, especially through the use of technology. And,
perhaps most important, they must be not only prepared, but motivated,
to be active participants in the democratic process and to further grow
our economy.

We know that it is not enough to educate only the students with high
abilities and strong motivation. Our system of education must ensure
that all students develop the knowledge and skills that will allow them
to succeed in an increasingly global society. Fifty years ago, President
Lyndon Johnson said "*We must open the doors of opportunity. But we must
also equip our people to walk through those doors*."

The difficulties faced by this state education agency in implementing
*No Child Left Behind* (NCLB) teacher-quality requirements are
compounded by the diversity of our schools and school districts---in
terms of size, wealth, racial/ethnic background, the lengthy history of
local control of school districts and the loss of nearly 37% of SEA
staff over the last six years due to loss of state revenue to support
positions.

Fortunately, the Illinois State Board of Education (ISBE) is not alone
in the major effort of P--12 education. ISBE is assisted in carrying out
legislative mandates and applying administrative rule by 45 Regional
Offices of Education (ROE) located throughout the state. Regional
Offices are administered by Regional Superintendents of Schools, locally
elected officials. Each Regional Office oversees one or more counties.
The Regional Superintendent has many responsibilities in the field of
teacher quality. A few examples are listed below:

► ***[Educational Administration]{.underline}***: Conduct professional
development; issue, register, and renew teacher certificates.

► ***[School Recognition]{.underline}***: Assist ISBE in the evaluation
and recognition of all public schools and those private schools that
wish to be recognized, including reviewing teacher credentials through
local audits.

► ***[Health and Safety]{.underline}***: Supervise school buildings for
health and life safety and condemn buildings (to ensure safe working
conditions).

► ***[Technical Assistance]{.underline}***: Facilitate and deliver
professional development to teachers and administrators including
Administrator Academy courses, and provide professional development at
the local level based upon need.

In addition, Cook County, including Chicago, is served by three
Intermediate Service Centers that provide professional development,
technical assistance, and information resources to public school
personnel, responding to the needs of schools and providing a local
resource for a full range of school improvement and support services.
ISBE's Division of Regional Office of Education Services also oversees
the Chicago Certification Office. This office is designed to assist
Chicago educators in applying for Illinois teacher, administrative, and
school service personnel certification.

Finally, the information gathered during the revision process has
assisted in bringing various divisions together to provide a more
detailed, comprehensive snapshot of strategies that are currently being
used or will be used in the near future to help increase teacher quality
and thus increase student achievement, especially in low-performing
schools. We trust that this brief introduction provides an overview of
the educational setting in Illinois classrooms and gives the reader a
glimpse of the challenges that the state faces regarding NCLB
implementation.

**Requirement 1: The revised 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.**

**[ISBE Analysis of 2004-05 Data]{.underline}**

ISBE has completed an initial analysis of classes taught by teachers who
are not highly qualified in 2004-05 and 2005-06. Illinois changed its
data collection methods between 2003-04 and 2004-05 in this area. Prior
to 2004-05, the state provided estimates, not actual counts, of the
number and percentage of classes taught by highly qualified teachers
(HQTs) and excluded special education teachers from the data. In
addition, the state revised its HOUSSE procedures in 2006 because USDE
deemed that the former criteria did not meet the statutory requirements.
Because of the changes, it has not been possible to accurately measure
the state's annual progress on courses not taught by HQT until 2006.

There were 4,273 public schools in 879 public school districts in
Illinois serving 2,029,852 students in 2004-05. Of the 879 districts in
2004-05, 780 of them reported that all core content classes were taught
by highly qualified teachers; 99 districts had one or more classes not
taught by highly qualified teachers; only 29 out of 879 districts
reported 5% or more classes taught by non-highly qualified teachers:

-   9 districts with a percentage ranging from 10% to the extreme of
    58.3%;

-   20 districts ranging from 5% to 8.8%;

-   17 districts ranging from 2.5% to 4.9%;

-   29 ranging from 1% to 2.4%; and

-   24 districts with .01% to .08%.

About 12% of Illinois districts have one class to 58.3% of classes not
taught by highly qualified teachers. Those districts are as follows:

Table 1. 2004-05 Percentage of Classes Not Taught by Highly Qualified
Teachers

+---------------------+--------------+------+-------------+---------+
| **District Name**   | **City**     | *    | **AYP       | **      |
|                     |              | *Low | Status**    | Classes |
|                     |              | In   |             | Not**   |
|                     |              | come | **(SI is    |         |
|                     |              | %**  | school      | *       |
|                     |              |      | improvement | *Taught |
|                     |              |      | status)**   | by**    |
|                     |              |      |             |         |
|                     |              |      |             | **HQ    |
|                     |              |      |             | Tea     |
|                     |              |      |             | chers** |
+=====================+==============+======+=============+=========+
| DIVERNON C U SCHOOL | DIVERNON     | 1    | No schools  | 58.3    |
| DIST 13             |              | 7.6% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| PLEASANT HILL C U   | PLEASANT     | 3    | No schools  | 46.7    |
| SCH DIST 3          | HILL         | 8.2% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| GEN GEO PATTON      | RIVERDALE    | 9    | 1 of 2      | 24.0    |
| SCHOOL DIST 133     |              | 7.0% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| ORANGEVILLE C U     | ORANGEVILLE  | 2    | No schools  | 15.0    |
| SCHOOL DIST 203     |              | 2.0% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| GENOA KINGSTON C U  | GENOA        | 1    | No schools  | 14.1    |
| S DIST 424          |              | 7.6% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CHICAGO SCHOOL DIST | CHICAGO      | 8    | 335 of 572  | 11.2    |
| 299                 |              | 5.4% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| BELLWOOD SCHOOL     | BELLWOOD     | 6    | 4 of 6      | 10.9    |
| DIST 88             |              | 8.7% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| THOMSON COM UNIT    | THOMSON      | 3    | No schools  | 10.8    |
| DIST 301            |              | 1.1% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| COMMUNITY HIGH SCH  | ANTIOCH      | 6.8% | 1 of 2      | 10.0    |
| DISTRICT 117        |              |      | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| WAUKEGAN C U SCHOOL | WAUKEGAN     | 6    | 13 of 21    | 8.8     |
| DIST 60             |              | 2.2% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| SOUTH FORK SCHOOL   | KINCAID      | 5    | No schools  | 8.4     |
| DISTRICT 14         |              | 1.0% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| SAVANNA COMMUNITY   | SAVANNA      | 5    | 1 of 2      | 8.2     |
| UNIT DIST 300       |              | 3.6% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| MUNDELEIN CONS HIGH | MUNDELEIN    | 2    | No schools  | 8.1     |
| SCH DIST 120        |              | 3.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| POSEN-ROBBINS EL    | ROBBINS      | 9    | 2 of 6      | 8.0     |
| SCH DIST 143-5      |              | 5.0% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| PRAIRIE-HILLS ELEM  | MARKHAM      | 7    | 4 of 8      | 7.6     |
| SCH DIST 144        |              | 7.2% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| HILLSBORO COMM UNIT | HILLSBORO    | 3    | No schools  | 7.4     |
| SCH DIST 3          |              | 9.5% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| DWIGHT COMMON       | DWIGHT       | 2    | No schools  | 7.0     |
| SCHOOL DIST 232     |              | 4.8% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| VANDALIA C U SCH    | VANDALIA     | 3    | No schools  | 6.3     |
| DIST 203            |              | 9.1% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| METAMORA TWP H S    | METAMORA     | 1    | No schools  | 6.1     |
| DIST 122            |              | 1.0% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| BYRON COMM UNIT     | BYRON        | 7.5% | No schools  | 6.0     |
| SCHOOL DIST 226     |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| GRIGGSVILLE-PERRY C | GRIGGSVILLE  | 4    | No schools  | 5.8     |
| U SCH DIST 4        |              | 5.6% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| MASCOUTAH C U       | MASCOUTAH    | 2    | No schools  | 5.8     |
| DISTRICT 19         |              | 1.4% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| DEPUE UNIT SCHOOL   | DEPUE        | 5    | No schools  | 5.7     |
| DIST 103            |              | 5.7% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| FIELDCREST CUSD #6  | MINONK       | 2    | No schools  | 5.7     |
|                     |              | 0.6% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CARBON              | SILVIS       | 6    | No schools  | 5.6     |
| CLIFF-BARSTOW SCH   |              | 4.1% | in SI       |         |
| DIST 36             |              |      |             |         |
+---------------------+--------------+------+-------------+---------+
| GARDNER S           | GARDNER      | 1    | No schools  | 5.6     |
| WILMINGTON THS DIST |              | 6.5% | in SI       |         |
| 73                  |              |      |             |         |
+---------------------+--------------+------+-------------+---------+
| LOVINGTON C U       | LOVINGTON    | 2    | No schools  | 5.3     |
| SCHOOL DIST 303     |              | 7.7% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| HARVEY SCHOOL       | HARVEY       | 9    | 5 of 7      | 5.2     |
| DISTRICT 152        |              | 5.1% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| PARK FOREST SCHOOL  | PARK FOREST  | 7    | 1 of 6      | 5.2     |
| DIST 163            |              | 3.8% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| PEARL CITY C U SCH  | PEARL CITY   | 2    | No schools  | 4.9     |
| DIST 200            |              | 4.6% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| SOUTHEASTERN C U    | AUGUSTA      | 4    | No schools  | 4.9     |
| SCH DIST 337        |              | 3.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| W HARVEY-DIXMOOR    | DIXMOOR      | 9    | 5 of 5      | 4.9     |
| PUB SCH DIST147     |              | 6.9% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| HOOVER-SCHRUM       | CALUMET CITY | 7    | 1 of 2      | 4.8     |
| MEMORIAL SD 157     |              | 1.5% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| BEACH PARK SCHOOL   | BEACH PARK   | 3    | No schools  | 4.7     |
| DIST 3              |              | 5.7% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| WOODSTOCK C U       | WOODSTOCK    | 3    | No schools  | 4.6     |
| SCHOOL DIST 200     |              | 0.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CALUMET PUBLIC      | CALUMET PARK | 7    | 1 of 3 in   | 4.5     |
| SCHOOLS DIST 132    |              | 6.8% | SI          |         |
+---------------------+--------------+------+-------------+---------+
| CRETE MONEE C U     | CRETE        | 4    | 1 of 8      | 4.2     |
| SCHOOL DIST 201U    |              | 1.7% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| VALLEY VIEW CUSD    | BOLINGBROOK  | 3    | 1 of 18     | 3.8     |
| #365U               |              | 1.5% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| WHEELING C C SCHOOL | BUFFALO      | 2    | 3 of 12 in  | 3.8     |
| DIST 21             | GROVE        | 8.9% | SI          |         |
+---------------------+--------------+------+-------------+---------+
| LINDOP SCHOOL       | BROADVIEW    | 4    | No schools  | 3.7     |
| DISTRICT 92         |              | 1.3% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| JOLIET PUBLIC SCH   | JOLIET       | 6    | 5 of 18 in  | 3.5     |
| DIST 86             |              | 8.9% | SI          |         |
+---------------------+--------------+------+-------------+---------+
| WINNEBAGO C U SCH   | WINNEBAGO    | 8.3% | No schools  | 3.3     |
| DIST 323            |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| LAGRANGE HIGHLANDS  | LA GRANGE    | 0,7% | No schools  | 3.0     |
| SCH DIST 106        |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CERRO GORDO C U     | CERRO GORDO  | 1    | No schools  | 2.7     |
| SCHOOL DIST 100     |              | 9.8% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| GERMANTOWN HILLS    | METAMORA     | 6.5% | No schools  | 2.7     |
| SCHOOL DIST 69      |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CHICAGO HEIGHTS     | CHICAGO      | 8    | 6 of 11     | 2.6     |
| SCHOOL DIST 170     | HEIGHTS      | 5.1% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| DOLTON SCHOOL       | CALUMET CITY | 7    | 3 of 6 in   | 2.4     |
| DISTRICT 149        |              | 3.9% | SI          |         |
+---------------------+--------------+------+-------------+---------+
| SALEM COMM H S DIST | SALEM        | 2    | No schools  | 2.4     |
| 600                 |              | 7.1% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| GIRARD COMM UNIT    | GIRARD       | 3    | No schools  | 2.3     |
| SCHOOL DIST 3       |              | 0.8% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| YORKVILLE COMM UNIT | YORKVILLE    | 5.2% | No schools  | 2.2     |
| SCH DIST 115        |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| COAL CITY C U       | COAL CITY    | 1    | No schools  | 2.1     |
| SCHOOL DISTRICT 1   |              | 4.3% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| HAZEL CREST SCHOOL  | MARKHAM      | 7    | 3 of 3      | 2.1     |
| DIST 152-5          |              | 5.6% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| AURORA EAST UNIT    | AURORA       | 5    | 8 of 16     | 2.0     |
| SCHOOL DIST 131     |              | 7.9% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| ROCHELLE TWP HIGH   | ROCHELLE     | 1    | No schools  | 1.9     |
| SCH DIST 212        |              | 3.0% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| ROCK ISLAND SCHOOL  | ROCK ISLAND  | 5    | No schools  | 1.9     |
| DISTRICT 41         |              | 7.0% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| SCHOOL DISTRICT     | ELGIN        | 3    | 7 of 52 in  | 1.9     |
| U-46                |              | 6.5% | SI          |         |
+---------------------+--------------+------+-------------+---------+
| CARLYLE C U SCHOOL  | CARLYLE      | 2    | 1 of 3 in   | 1.8     |
| DISTRICT 1          |              | 1.2% | SI          |         |
+---------------------+--------------+------+-------------+---------+
| FLOSSMOOR SCHOOL    | FLOSSMOOR    | 8.0% | No schools  | 1.8     |
| DISTRICT 161        |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| BERWYN NORTH SCHOOL | BERWYN       | 7    | No schools  | 1.7     |
| DIST 98             |              | 9.0% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| POLO COMM UNIT      | POLO         | 2    | No schools  | 1.7     |
| SCHOOL DIST 222     |              | 0.1% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| GRAYSLAKE COM HIGH  | GRAYSLAKE    | 6.4% | No schools  | 1.6     |
| SCH DIST 127        |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| ROUND LAKE AREA     | ROUND LAKE   | 5    | 1 of 8      | 1.6     |
| SCHS - DIST 116     |              | 5.1% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| TAYLORVILLE C U SCH | TAYLORVILLE  | 3    | No schools  | 1.6     |
| DIST 3              |              | 4.2% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| NORTH GREENE UNIT   | WHITE HALL   | 4    | 1 of 4      | 1.5     |
| DIST 3              |              | 8.7% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| ALEDO COMM UNIT SCH | ALEDO        | 2    | No schools  | 1.4     |
| DIST 201            |              | 4.6% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| ALTON COMM UNIT     | ALTON        | 5    | 5 of 11     | 1.3     |
| SCHOOL DIST 11      |              | 0.8% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| AURORA WEST UNIT    | AURORA       | 3    | 2 of 16     | 1.3     |
| SCHOOL DIST 129     |              | 5.0% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| COUNTRY CLUB HILLS  | COUNTRY CL   | 5    | 2 of 3      | 1.3     |
| SCH DIST 160        | HL           | 0.0% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| GEORGETOWN-RIDGE    | GEORGETOWN   | 4    | No schools  | 1.3     |
| FARM C U D 4        |              | 7.3% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| EVERGREEN PK ELEM   | EVERGREEN    | 2    | No schools  | 1.1     |
| SCH DIST 124        | PARK         | 3.2% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| HONONEGAH COMM H S  | ROCKTON      | 9.5% | No schools  | 1.1     |
| DIST 207            |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| PECATONICA C U SCH  | PECATONICA   | 1    | No schools  | 1.1     |
| DIST 321            |              | 0.5% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| WABASH C U SCH DIST | MOUNT CARMEL | 2    | No schools  | 1.1     |
| 348                 |              | 8.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| WHITESIDE SCHOOL    | BELLEVILLE   | 3    | No schools  | 1.1     |
| DIST 115            |              | 6.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| NORTH CHICAGO       | NORTH        | 7    | 4 of 10     | 1.0     |
| SCHOOL DIST 187     | CHICAGO      | 2.2% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| PANA COMM UNIT      | PANA         | 4    | No schools  | 0.9     |
| SCHOOL DIST 8       |              | 6.2% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| NORTH SHORE SD 112  | HIGHLAND     | 1    | 1 of 11     | 0.8     |
|                     | PARK         | 4.0% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| WINCHESTER C U SCH  | WINCHESTER   | 2    | No schools  | 0.8     |
| DIST 1              |              | 3.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CICERO SCHOOL       | CICERO       | 7    | 8 of 17     | 0.7     |
| DISTRICT 99         |              | 8.7% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| EAST MOLINE SCHOOL  | EAST MOLINE  | 5    | No schools  | 0.7     |
| DISTRICT 37         |              | 2.3% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| ELDORADO COMM UNIT  | ELDORADO     | 4    | No schools  | 0.7     |
| DISTRICT 4          |              | 6.4% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| NORTH CLAY C U      | LOUISVILLE   | 3    | 1 of 2      | 0.7     |
| SCHOOL DISTRICT 25  |              | 4.8% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| OSWEGO COMM UNIT    | OSWEGO       | 8.1% | No schools  | 0.7     |
| SCHOOL DIST 308     |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| COLUMBIA COMM UNIT  | COLUMBIA     | 7.1% | No schools  | 0.6     |
| SCH DIST 4          |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| COMM UNIT SCH DIST  | CAR          | 2    | 2 of 22     | 0.6     |
| 300                 | PENTERSVILLE | 9.1% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| DOLTON SCHOOL       | DOLTON       | 8    | 5 of 10     | 0.6     |
| DISTRICT 148        |              | 0.9% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| EVANSTON C C SCHOOL | EVANSTON     | 3    | 3 of 15     | 0.6     |
| DIST 65             |              | 9.3% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| ROCKFORD SCHOOL     | ROCKFORD     | 6    | 16 of 47    | 0.6     |
| DIST 205            |              | 0.9% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| DEKALB COMM UNIT    | DE KALB      | 3    | No schools  | 0.5     |
| SCH DIST 428        |              | 1.3% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| BATAVIA UNIT SCHOOL | BATAVIA      | 5.8% | No schools  | 0.4     |
| DIST 101            |              |      | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| DECATUR SCHOOL      | DECATUR      | 6    | 2 of 21     | 0.4     |
| DISTRICT 61         |              | 4.6% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| GENESEO COMM UNIT   | GENESEO      | 1    | No schools  | 0.4     |
| SCH DIST 228        |              | 5.2% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| J S MORTON H S      | CICERO       | 4    | No schools  | 0.4     |
| DISTRICT 201        |              | 7.9% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| KANKAKEE SCHOOL     | KANKAKEE     | 7    | 3 of 11     | 0.4     |
| DIST 111            |              | 9.3% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| BERWYN SOUTH SCHOOL | BERWYN       | 5    | 1 0f 7      | 0.3     |
| DISTRICT 100        |              | 1.0% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| TOWNSHIP HIGH       | ELK GROVE    | 1    | No schools  | 0.2     |
| SCHOOL DIST 214     | VLG          | 1.3% | in SI       |         |
+---------------------+--------------+------+-------------+---------+
| CHAMPAIGN COMM UNIT | CHAMPAIGN    | 3    | 3 of 16     | 0.1     |
| SCH DIST 4          |              | 6.4% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| COMMUNITY UNIT      | WHEATON      | 1    | 1 of 10     | 0.1     |
| SCHOOL DIST 200     |              | 5.2% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+
| PEORIA SCHOOL       | PEORIA       | 6    | 9 of 32     | 0.1     |
| DISTRICT 150        |              | 5.5% | schools in  |         |
|                     |              |      | SI          |         |
+---------------------+--------------+------+-------------+---------+

When comparing schools in improvement status to schools not in
improvement status based on the percentage of courses that are taught by
teachers who were not highly qualified in 2004-05, there is a difference
between the groups.

-   For schools in need of improvement, 53.5% have courses taught by
    teachers who are not highly qualified; for schools that are not in
    need of improvement, about 10% of these schools have courses taught
    by teachers who are not highly qualified.

-   For schools in need of improvement, the median percentage of courses
    that are taught by teachers who are not highly qualified is 3.7%;
    for schools that are not in need of improvement, the median
    percentage of courses that are taught by teachers who are not highly
    qualified is 0%.

An analysis of the 2005 demographics of the nine districts with high
percentages of classes being taught by non-highly qualified teachers
(10.0%--58.3%) indicates they are generally small or smaller districts
(exclusive of Chicago #299) and/or have other factors to consider. The
following are samples of reasons for these courses not being taught by
HQTs in 2004-05:

-   Pleasant Hill #3 had 369 students K--12 taught by 30 staff. This
    district is rural and small, and generally has only one teacher
    covering a particular subject. Two teachers involved in teaching
    courses were not judged to be highly qualified teachers. While both
    were reported in the NCLB data, only one was defined as a core
    content area teacher for NCLB purposes. One was a home economics
    teacher, and the other was teaching Spanish. The solution the
    district used for not having a Spanish teacher of their own was to
    have the course taught via distance learning by a highly qualified
    Spanish teacher with another teacher in the classroom for discipline
    and management. This is similar to the courses taught at the
    Illinois Virtual High School (see later description) and is
    acceptable.

-   George Patton #133 has 526 students in K--8, with 31 staff. This is
    a single-school urban district in a high-poverty area. The classes
    not taught by highly qualified teachers were primarily special
    education services. The district is using the Grow Your Own program
    to seek out more teacher candidates from the community (see
    description of this program in Requirement 3) and has formed
    partnerships with Governors State University and Chicago State
    University to receive graduates from their alternate certification
    program in 2006-07.

```{=html}
<!-- -->
```
-   Orangeville #203 had 486 students in K--12, taught by 41 staff. This
    is a rural district. There was one class not taught by a highly
    qualified teacher. The district has 2.5 FTE math teachers and needed
    slightly more than that in 2005-06. The issue has been addressed for
    2006-07 with some reassignments of staff.

    **[Chicago Analysis of 2004-05 Data]{.underline}**

For Chicago Public School District #299, in 2005 there were 410,874
pupils in grades K--12 taught by 25,501 teachers. Of those teachers,
4.1% of the staff were teaching on provisional or emergency credentials;
50.1% have master's degrees or higher, and 49.4% have bachelor's
degrees. In terms of experience, the average years of experience in
Chicago are 13.4 years, with the state average being 13.6 years.

-   Number of core classes in elementary school taught by a highly
    qualified teacher: 32,672

-   Number of core classes in elementary school not taught by a highly
    qualified teacher: 1,895 (5.48%)

-   Number of core classes in high school taught by a highly qualified
    teacher: 17,558

-   Number of core classes in high school not taught by a highly
    qualified teacher: 1319 (6.98%)

[]{.mark}

Chicago District #299 has completed a school-by-school analysis of
highly qualified teachers for the entire district. The detailed
analysis, which was shared with ISBE, identifies each teacher, the
assignment (general education classroom, special education resource,
special education self-contained, consultative, team teacher, teacher of
record, etc.), whether the position is bilingual, the core academic
assignment(s), etc. This has enabled CPS to target professional
development resources to schools and teachers that need assistance with
having teachers reach HQT status. It is also part of the district's
ongoing monitoring procedures.

**[ISBE Analysis of 2005-06 Data]{.underline}**

To directly answer the question posed by USDE, the following survey was
created and distributed to districts responding in 2006 that they had
classes taught by teachers who are not highly qualified. As the data
come in, the survey is sent out. The data is compiled and analyzed so
that the state has a complete picture of what courses are taught by
non-highly qualified staff and why, and what can be done to address the
issues. This data collection instrument was then modified for the future
and will be used as an ongoing part of the reporting that districts do
every spring regarding information for the Illinois Fall Report Cards.

+-----------------------------------------------------------------------+
| **To:** Superintendent/Principal                                      |
|                                                                       |
| School Name                                                           |
|                                                                       |
| **From:** Connie J. Wise, Ph.D., Division Administrator               |
|                                                                       |
| Data Analysis and Progress Reporting                                  |
|                                                                       |
| **Survey:** ***ORIGINAL*** **Reason for Being Classified as Not       |
| Highly Qualified**                                                    |
|                                                                       |
| On the School E-Report Card data collection in 2006, your school,     |
| \_\_\_\_\_\_\_\_\_, indicated that there were \_\_\_\_\_\_\_\_\_ core |
| academic subjects being taught by teachers who are not highly         |
| qualified. As required by USDE, states must provide information on    |
| the reasons why teachers are classified as not highly qualified.      |
| Please complete the information below and fax this form to:           |
|                                                                       |
| Data Analysis & Progress Reporting                                    |
|                                                                       |
| Tel: 217-782-3950                                                     |
|                                                                       |
| Fax: 217-524-7784                                                     |
|                                                                       |
| +----------------------------------------------------+------------+   |
| | **Reason for Being Classified as Not Highly        | **\# of    |   |
| | Qualified**                                        | Classes**  |   |
| +----------------------------------------------------+------------+   |
| | a)  Elementary school classes taught by certified  |            |   |
| |     general education teachers who did not pass 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 did not pass 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)  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).        |            |   |
| +----------------------------------------------------+------------+   |
| | e)  Secondary school classes taught by certified   |            |   |
| |     special education teachers who have not        |            |   |
| |     demonstrated subject-matter competency in      |            |   |
| |     those subjects.                                |            |   |
| +----------------------------------------------------+------------+   |
| | f)  Secondary school classes taught by teachers    |            |   |
| |     who are not fully certified (and are not in an |            |   |
| |     approved alternative route program).           |            |   |
| +----------------------------------------------------+------------+   |
| | g)  Other                                          |            |   |
| +----------------------------------------------------+------------+   |
+-----------------------------------------------------------------------+

The first use of this form in spring 2006 resulted in a determination
that, although it did collect useful data, data collection was
incomplete in the specific core content areas. We therefore revised the
form to collect data related to the numbers of teachers in each of the
core subject areas as follows:

+-----------------------------------------------------------------------+
| **To:** Superintendent/Principal                                      |
|                                                                       |
| RCDTS                                                                 |
|                                                                       |
| School Name                                                           |
|                                                                       |
| **From:** Connie J. Wise, Ph.D.                                       |
|                                                                       |
| Division Administrator                                                |
|                                                                       |
| Data Analysis and Progress Reporting                                  |
|                                                                       |
| **Subject: *MODIFIED* Survey: Reason for Being Classified as *Not     |
| Highly Qualified***                                                   |
|                                                                       |
| On the School E-Report Card data collection, your school,             |
| \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_,       |
| indicated that there were \_\_\_\_\_\_\_\_\_ core academic subjects   |
| being taught by teachers who are not highly qualified. As required by |
| USDE, states must provide information on the reasons why teachers are |
| classified as not highly qualified, and in what core content area(s). |
| Enter in the middle column the total number that is applicable for    |
| that row. Insert the individual number of teachers per core content   |
| area per row. The individual numbers of teachers in the core content  |
| areas should sum up to the total number in the middle column in that  |
| row. Please complete the information below ***within 30 days of       |
| receipt*** and fax this form to:                                      |
|                                                                       |
| Data Analysis & Progress Reporting                                    |
|                                                                       |
| Tel: 217-782-3950 Fax: 217-524-7784                                   |
|                                                                       |
| +-------------------------------------+-------+-------------------+   |
| | **Reason for Being Classified as    | **\#  | **Core Content    |   |
| | *Not Highly Qualified***            | of    | Area(s)**         |   |
| |                                     | Clas  |                   |   |
| |                                     | ses** |                   |   |
| +-------------------------------------+-------+-------------------+   |
| | a\) Elementary school classes       |       | K-5               |   |
| | taught by certified general         |       | Self-Contained    |   |
| | education teachers who did not pass |       | General Ed        |   |
| | a subject-knowledge test or (if     |       | \_\_\_\_ ***OR*** |   |
| | eligible have not demonstrated      |       |                   |   |
| | subject matter competency through   |       | English \_\_\_\_  |   |
| | HOUSSE.                             |       |                   |   |
| |                                     |       | Reading or        |   |
| |                                     |       | Language Arts     |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Mathematics       |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Science \_\_\_\_  |   |
| |                                     |       |                   |   |
| |                                     |       | Foreign Languages |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Economics         |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Arts \_\_\_\_     |   |
| |                                     |       |                   |   |
| |                                     |       | Civics and        |   |
| |                                     |       | Government        |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | History \_\_\_\_  |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| |                                     |       | \_\_\_\_          |   |
| +-------------------------------------+-------+-------------------+   |
| | b\) Elementary school classes       |       | K-5               |   |
| | taught by certified special         |       | Self-Contained    |   |
| | education teachers who did not pass |       | General Ed        |   |
| | a subject-knowledge test or have    |       | \_\_\_\_ ***OR*** |   |
| | not demonstrated subject-matter     |       |                   |   |
| | competency through HOUSSE.          |       | English \_\_\_\_  |   |
| |                                     |       |                   |   |
| |                                     |       | Reading or        |   |
| |                                     |       | Language Arts     |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Mathematics       |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Science \_\_\_\_  |   |
| |                                     |       |                   |   |
| |                                     |       | Foreign Languages |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Economics         |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | Arts \_\_\_\_     |   |
| |                                     |       |                   |   |
| |                                     |       | Civics and        |   |
| |                                     |       | Government        |   |
| |                                     |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | History \_\_\_\_  |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| |                                     |       | \_\_\_\_          |   |
| +-------------------------------------+-------+-------------------+   |
| | c\) Elementary school classes       |       | K-5               |   |
| | taught by teachers who are not      |       | Self-Contained    |   |
| | fully certified (and are not in an  |       | General Ed        |   |
| | approved alternative route          |       | \_\_\_\_ ***OR*** |   |
| | program).                           |       |                   |   |
| |                                     |       | English \_\_\_\_  |   |
| | If there is a number inserted in    |       |                   |   |
| | the column to the right, of that    |       | Reading or        |   |
| | number, how many have provisional   |       | Language Arts     |   |
| | certificates and did not pass the   |       | \_\_\_\_          |   |
| | subject matter test?                |       |                   |   |
| | \_\_\_\_\_\_\_\                     |       | Mathematics       |   |
| | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       | \_\_\_\_          |   |
| | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |       |                   |   |
| | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       | Science \_\_\_\_  |   |
| |                                     |       |                   |   |
| | Explain the reason for any other    |       | Foreign Languages |   |
| | personnel in this overall category. |       | \_\_\_\_          |   |
| | \_\_\_\_\_\_\_\                     |       |                   |   |
| | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       | Economics         |   |
| | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |       | \_\_\_\_          |   |
| | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       |                   |   |
| |                                     |       | Arts \_\_\_\_     |   |
| | \_\_\_\_\_\_\_\                     |       |                   |   |
| | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       | Civics and        |   |
| | \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\ |       | Government        |   |
| | _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |       | \_\_\_\_          |   |
| |                                     |       |                   |   |
| |                                     |       | History \_\_\_\_  |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| |                                     |       | \_\_\_\_          |   |
| +-------------------------------------+-------+-------------------+   |
| | d\) Secondary/middle school classes |       | English           |   |
| | taught by certified general         |       |                   |   |
| | education teachers who have not     |       | Reading or        |   |
| | demonstrated subject-matter         |       | Language Arts     |   |
| | knowledge in those subjects (e.g.,  |       |                   |   |
| | out-of-field teachers) through any  |       | Mathematics       |   |
| | of the following means (not passed  |       |                   |   |
| | the test, not a having a major by   |       | Science           |   |
| | transcript review, not having 32    |       |                   |   |
| | hours of aggregated content         |       | Foreign Languages |   |
| | coursework, not having a masters    |       |                   |   |
| | certificate, or not having an       |       | Economics         |   |
| | advanced degree in the content      |       |                   |   |
| | area).                              |       | Arts              |   |
| |                                     |       |                   |   |
| |                                     |       | Civics and        |   |
| |                                     |       | Government        |   |
| |                                     |       |                   |   |
| |                                     |       | History           |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| +-------------------------------------+-------+-------------------+   |
| | e\) Secondary/middle school classes |       | English           |   |
| | taught by certified special         |       |                   |   |
| | education teachers who have not     |       | Reading or        |   |
| | demonstrated subject-matter         |       | Language Arts     |   |
| | competency in those subjects        |       |                   |   |
| | through any of the following means  |       | Mathematics       |   |
| | (not passed the test, not a having  |       |                   |   |
| | a major by transcript review, not   |       | Science           |   |
| | having 32 hours of aggregated       |       |                   |   |
| | content coursework, not having a    |       | Foreign Languages |   |
| | masters certificate, or not having  |       |                   |   |
| | an advanced degree in the content   |       | Economics         |   |
| | area).                              |       |                   |   |
| |                                     |       | Arts              |   |
| |                                     |       |                   |   |
| |                                     |       | Civics and        |   |
| |                                     |       | Government        |   |
| |                                     |       |                   |   |
| |                                     |       | History           |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| +-------------------------------------+-------+-------------------+   |
| | f\) Secondary/middle school classes |       | English           |   |
| | taught by teachers who are not      |       |                   |   |
| | fully certified (and are not in an  |       | Reading or        |   |
| | approved alternative route          |       | Language Arts     |   |
| | program).                           |       |                   |   |
| |                                     |       | Mathematics       |   |
| |                                     |       |                   |   |
| |                                     |       | Science           |   |
| |                                     |       |                   |   |
| |                                     |       | Foreign Languages |   |
| |                                     |       |                   |   |
| |                                     |       | Economics         |   |
| |                                     |       |                   |   |
| |                                     |       | Arts              |   |
| |                                     |       |                   |   |
| |                                     |       | Civics and        |   |
| |                                     |       | Government        |   |
| |                                     |       |                   |   |
| |                                     |       | History           |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| +-------------------------------------+-------+-------------------+   |
| | g\) Other (please explain).         |       | English           |   |
| |                                     |       |                   |   |
| |                                     |       | Reading or        |   |
| |                                     |       | Language Arts     |   |
| |                                     |       |                   |   |
| |                                     |       | Mathematics       |   |
| |                                     |       |                   |   |
| |                                     |       | Science           |   |
| |                                     |       |                   |   |
| |                                     |       | Foreign Languages |   |
| |                                     |       |                   |   |
| |                                     |       | Economics         |   |
| |                                     |       |                   |   |
| |                                     |       | Arts              |   |
| |                                     |       |                   |   |
| |                                     |       | Civics and        |   |
| |                                     |       | Government        |   |
| |                                     |       |                   |   |
| |                                     |       | History           |   |
| |                                     |       |                   |   |
| |                                     |       | Geography         |   |
| +-------------------------------------+-------+-------------------+   |
+-----------------------------------------------------------------------+

*NOTE: \[To be used for 2006-07 and thereafter\]*

Combining these data with the current collection will enable ISBE to
identify the staffing needs of schools not making AYP and the percentage
of teachers in those buildings that are not highly qualified. Further,
the new data collection and analysis will allow ISBE and the LEAs to
identify specific groups of teachers by content and grade levels as well
as type of school. Staff in the Data Analysis and Progress Reporting
Division will provide data summaries to allow ISBE to target resources
and focus on specific groups of teachers such as special education.

**[Teacher Shortage Areas in Illinois]{.underline}**

Currently, ISBE produces an annual report identifying areas of teacher
shortage in Illinois. As of March 2006, the following are approved
teacher shortage disciplines in this state. These disciplines will be
used when determining 2006-07 eligibility for various scholarship
programs, such as the Illinois Future Teacher Corps.

Early Childhood Education

Regular Education

-   Bilingual Education

-   Math

-   Music (K-8)

-   Physical Education (K-8)

-   Reading/English Language Arts

-   Science

    Special Education

```{=html}
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```
-   LBSI

-   Speech and Language Impaired

The needs shown reflect the core content areas but also include areas
not covered by NCLB*.* School districts also have a responsibility to
employ personnel in all disciplines. Special education services have
been a perennial shortage in Illinois, as have been bilingual education
and early childhood education.

ISBE also tracks the issuance of *Short-Term Authorizations for
Positions Otherwise Unfilled*. These authorizations are issued to
schools that conduct extensive recruitment efforts and are unable to
fill positions with individuals who meet regular state requirements. For
the 2005-06 school year, 19 short-term authorizations in core content
areas were granted statewide. These hard-to-staff areas and the number
of authorizations granted are as follows:

-   Art: **1** English Language Arts: **2**

-   Mathematics: **4** Middle Grades: **3**

-   Reading: **8** Spanish: **1**

These two sets of data (the annual report and authorization log)
combined with the modified NCLB survey described on page 11will identify
schools where significant numbers of teachers do not meet HQT standards
and core academic subject classes that are currently not being taught by
highly qualified teachers. This will enable ISBE to focus on staffing
needs of schools, particularly those schools not making AYP.

**[Analysis of Relevant Data From Other Sources]{.underline}**

In addition to its own data collection, ISBE will utilize other
resources for analysis.

The *Public Colleges Teacher Graduate Survey* is sponsored by the
Illinois Association of Deans of the Public Colleges of Education, the
Joyce Foundation, and the Illinois Board of Higher Education (IBHE).
ISBE provides information for this survey about those entering the
teaching profession in Illinois and focuses on the following seven
dimensions:

-   Length of time the first-year teacher plans to remain in teaching;

-   Satisfaction with teaching and preparation programs;

-   Extent to which teacher education programs prepared new graduates to
    be successful teachers;

-   Knowledge and use of Illinois Professional Teaching Standards;

-   Induction and mentoring being provided for the teacher;

-   Supervisor view of preparation that the teacher received; and

-   Similarity between teacher and supervisor responses.

A survey is sent to teachers in their first year of teaching following
graduation from one of the twelve public colleges of education;
discussions are ongoing to include private colleges and universities in
this endeavor. This information will be used in determining what makes a
school or core content area hard to staff and how appropriate support
and climate may improve the opportunities of attracting highly qualified
teachers to those schools. In addition, the survey provides valuable
information for the ongoing improvement of teacher education programs.

*1. The revised 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.*

This response is based on the data currently available. The current
system does not have all the fields necessary to complete a
comprehensive report, but the intent here is to provide the best
analyses possible with the available data. The SEA has taken the first
step in collecting data necessary to provide the kind of meaningful
evaluation that will be required in the near future. ISBE has launched
the new Educator Certification System (ECS), which will make teacher
certification information readily available to districts and streamline
the registration and renewal process for teachers across the state.

Press Release of September 5, 2006

+-----------------------------------------------------------------------+
| **New 'Educator Certification System' up and running**                |
|                                                                       |
| *System allows Illinois' educators easier access to important data*   |
|                                                                       |
| SPRINGFIELD -- The Illinois State Board of Education is launching the |
| new Educator Certification System (ECS) which will make teacher       |
| certification information readily available to districts and          |
| streamline the registration and renewal process for teachers across   |
| the state.                                                            |
|                                                                       |
| ISBE's Online Teacher Information System (OTIS) and Certificate       |
| Renewal Tracking system (CeRTS) have been merged to form the new      |
| Educator Certification System.                                        |
|                                                                       |
| The ECS web site is comprised of two portals, or doorways, to         |
| certification data.  In addition to the educator portal, district     |
| administrators can view educators' certification data considered      |
| public information. Future plans for the site include allowing the    |
| public the ability to look up a teacher's credentials.                |
|                                                                       |
| "*This system will provide a giant leap forward in terms of giving    |
| school districts access to information*," said State Supt. Randy      |
| Dunn. "*In addition, the system will be much easier for busy teachers |
| to access and use. I applaud the work that has been put into the      |
| development and launch of the new Educator Certification System."*    |
|                                                                       |
| The new web-based system now allows for easier access for educators   |
| to their certification data, apply for certificates and endorsements, |
| record professional development, renew and register their             |
| certificates, and apply for *No Child Left Behind* (NCLB) highly      |
| qualified status. The site also accepts credit cards as a payment     |
| option for application services.                                      |
|                                                                       |
| The user-friendly system includes instruction manuals and a "help     |
| desk" link for questions regarding use.                               |
|                                                                       |
| This system is a result of priorities set forth by Governor Rod       |
| Blagojevich's aimed at reforming education in Illinois. There has     |
| been a clear focus on eliminating the agency's chronic problems in    |
| serving Illinois schools, including a massive teacher certification   |
| backlog and hundreds of pages of unnecessary rules and regulations    |
| that plague schools.                                                  |
|                                                                       |
| ECS facts at a glance:                                                |
|                                                                       |
| -   ECS contains 807,264 educator records                             |
|                                                                       |
| -   728,009 issued certificates                                       |
|                                                                       |
| -   192,130 private educator accounts, which were created from        |
|     existing OTIS and CeRTS systems                                   |
|                                                                       |
| -   161,505 public school educators records                           |
|                                                                       |
| -   Over \$2 million has been collected in credit card application    |
|     and registration fees in the online systems                       |
|                                                                       |
| -   OTIS was previously receiving up to 3 million hits per month; it  |
|     is anticipated that this will increase with ECS                   |
|                                                                       |
| A link to ECS can be found on the Illinois State Board of Education's |
| (ISBE) web site at                                                    |
| [www.isbe.net/ECS/default.htm](http://www.isbe.net/ECS/default.htm).  |
|                                                                       |
| In the first 48 hours of operation, the system recorded approximately |
| 500,000 "hits." The new web-based system now allows educators access  |
| to their certification data, to apply for certificates and            |
| endorsements, to record professional development, to renew and        |
| register their certificates, and apply for *No Child Left Behind*     |
| (*NCLB*) highly qualified status.                                     |
+-----------------------------------------------------------------------+

The ECS system went on-line on September 5, 2006. Several training
sessions were held at ISBE offices and several locations around the
state in the weeks before that date. At this time, ISBE does not have
complete non-HOUSSE data, and not all teachers have entered their data
into the system. The data we have at this time is, however, related to
specific subject fields, and the information about classes taught by
highly qualified teachers is specific to individual teachers. In other
words, ISBE has preliminary data that include test results, majors,
advanced degrees, and endorsements used to calculate, based on the NCLB
HQT rules, the HQT status of teachers employed in the one assignment
provided by districts on the Teacher Service Record of 2004-05. For
these reasons, the totals of classes taught will not match the 2004-05
data for total classes that districts reported in the aggregate in a
separate survey. Teachers still may enter additional data on new majors
and advanced degrees that have not been previously submitted to ISBE.

+-----------------------------------------------------------------------+
| **EDUCATOR CERTIFICATION SYSTEM (ECS) TRAINING**                      |
|                                                                       |
| ISBE conducted training on the new Educator Certification System      |
| (ECS) in August and September 2006. The ECS is designed to combine    |
| the Certificate Renewal Tracking System (CeRTS) and the Online        |
| Teacher Information System (OTIS) into one system, allowing end users |
| (teachers and administrators) to conduct certification and            |
| certificate renewal matters in one system. The new system,            |
| implemented September 5, 2006, provides an automatic determination of |
| teachers' HQT status using many NCLB measures of competence and       |
| allows teachers to report their HOUSSE results. It allows ISBE and    |
| Regional Offices of Education (ROE) staff to conduct certification    |
| and certificate renewal matters in a single system, the Teacher       |
| Certification Information System (TCIS), which is linked to ECS       |
|                                                                       |
| Training was provided on the following dates:                         |
|                                                                       |
| -   August 3 (State Teacher Certification Board) -- 20 participants   |
|                                                                       |
| -   August 16, 23 & 24 (Regional Offices of Education, Intermediate   |
|     Service Centers, state-wide education organizations - IEA, IFT,   |
|     IPA, IASA, & IASBO, and ISBE) -- 192 participants                 |
|                                                                       |
| -   August 31 (ISBE Call Center) -- 7 participants                    |
|                                                                       |
| -   September 6 (Chicago Public Schools & Chicago Charter Schools     |
|     LPDC chairpersons) -- 22 participants                             |
|                                                                       |
| -   September 7 (Northern Illinois LPDC chairpersons) -- 24           |
|     participants                                                      |
|                                                                       |
| -   September 8 (Northern Illinois LPDC chairpersons) -- 16           |
|     participants                                                      |
|                                                                       |
| -   September 13 (Higher Education institutions) -- 100 participants  |
|                                                                       |
| -   September 15 (Central & Southern Illinois LPDC chairpersons) --   |
|     20 participants                                                   |
|                                                                       |
| All trainings included:                                               |
|                                                                       |
| -   An overview of the how the ECS system is designed and formatted   |
|                                                                       |
| -   Instructions on how to access and navigate the system             |
|                                                                       |
| -   Review of the actions that can be conducted through the system    |
|                                                                       |
| -   Instructions for the actions of the specific type of user         |
|     targeted for the session                                          |
+-----------------------------------------------------------------------+

To advise district superintendents of the requirement to report in
greater detail the assignments of teachers for the Teacher Service
Record that feeds data to the ECS, the following message was included in
State Superintendent Randy Dunn's weekly message sent electronically to
all district administrators in the state:

+-----------------------------------------------------------------------+
| **Superintendent's Bulletin**                                         |
|                                                                       |
| **2006-07 Teacher Service Record Reporting Requirements**             |
|                                                                       |
| The Teacher Service Record (TSR) for 2006-07 has been revised to      |
| collect additional data required by NCLB. Given the need for data on  |
| all subjects taught, the changes include up to seven assignment codes |
| for each teacher; changes to the special education and bilingual      |
| assignments to reflect core subjects taught by teachers of record,    |
| and changes to reporting elementary teachers in self contained        |
| assignments at grade 5 and below. Information about these changes to  |
| the new TSR is at <http://www.isbe.net/research/>.                    |
+-----------------------------------------------------------------------+

**[Review of Non-Highly Qualified Teachers in Core Content
Areas]{.underline}**

The following table, and all data tables except where noted, shows the
results of a review of ECS taken from the Teacher Service Record from
2004-05.

These data, which do not include the teachers' HOUSSE data, indicate
that social science subjects have a high percentage of classes taught by
non-highly qualified teachers. This is not surprising because many of
these individuals were qualified through general social science
programs, not in specific core majors. Many, as well, have not taken the
new social science designation tests that have been required only since
2004; these assessments test applicants on the range of state standards
for all the specific social science core subjects and qualify teachers
in all of them. Science at the middle grades level is also an area of
concern; 924 of 2,893 classes are taught by teachers who have not
demonstrated core competence. Foreign languages are a concern at the
middle grades and secondary levels. ECS data indicate that one-third of
classes are taught by teachers who are not highly qualified compared to
self-reported HQT data from districts. ***ISBE expects the differences
in results will narrow as teachers enter their HOUSSE data into ECS***.

**The new data to be derived from the revised Teacher Service Record
when coupled to the new HOUSSE report feature on the Educator
Certification System will, it is anticipated, provide considerably more
data on the HQ status of teachers in all core subjects if districts make
a good faith effort to comply with the TSR requirements. Following is
the timeline of data collection and reporting:**

-   **September-November 2006: Teachers report their HQ status via
    HOUSSE on the ECS system. School districts update the Teacher
    Service Record and file electronically.**

-   **November-December 2006: the two systems, ECS and TSR are merged
    and counts are made of subject areas taught by not HQ teachers.**

    -   **Analysis of the new data begins.**

-   **December 2006: Chicago Public Schools provides information from
    their Educator Quality System relating to teacher assignments, in
    lieu of the Teacher Service Record data, which they usually do not
    complete until later in the year.**

    -   **Final analysis of the courses most frequently taught by not HQ
        teachers is completed**

-   **January 2007: If revisions of our previous data are required they
    will be made and forwarded to the Department.**

-   **September 2007: Repeat the process.**

The high percentages of elementary teachers who have not demonstrated
competence in a number of subjects at their level may be attributed to a
large number of veteran elementary teachers who were employed before
testing began in 1988. It is expected that when veteran teachers enter
their HOUSSE data into ECS this fall the number of non-highly qualified
teachers will decrease substantially.

*2. 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 not attracting highly
qualified teachers and*

*3. 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.*

**Table 2. ECS Review of Teacher Service Record Data for Main Assignment
in Core Classes, 2004-05**

  -------------------------- ------------ ------------ ------------ ------------ ------------
  **Core Subject**           **Grade      **Core       **HQ Core    **Not HQ     **% Core
                             Level**      Classes**    Classes**    Core         Classes Not
                                                                    Classes**    HQ**

  Art                        Elementary   1,417        1,056        361          25.48%

                             Middle       557          439          118          21.18%

                             Secondary    1,225        1,079        146          11.92%

  Foreign Language           Elementary   457          59           398          87.09%

                             Middle       580          303          277          47.76%

                             Secondary    2,552        1,830        722          28.29%

  Music                      Elementary   2,091        1,723        368          17.60%

                             Middle       1,109        1,026        83           7.48%

                             Secondary    1,173        1,056        117          9.97%

  Math                       Elementary   577          263          314          54.42%

                             Middle       2,766        1,824        942          34.06%

                             Secondary    4,729        3,789        940          19.88%

  Science                    Elementary   220          134          86           39.09%

                             Middle       2,427        1,463        964          39.72%

                             Secondary    4,294        3,022        1,272        29.62%

  Civics & Government        Middle       2                         2            100.00%

                             Secondary    260          16           244          93.85%

  History                    Elementary   11           2            9            81.82%

                             Middle       8            3            5            62.50%

                             Secondary    2,656        1,243        1,413        53.20%

  Geography                  Middle       2                         2            100.00%

                             Secondary    423          15           408          96.45%

  Economics                  Secondary    192          6            186          96.88%

  English/Reading/Language   Elementary   3,794        1,240        2,554        67.32%
  Arts                                                                           

                             Middle       4,872        3,014        1,858        38.14%

                             Secondary    6,166        4,478        1,688        27.38%

  Self-Contained             Elementary   43,753       29,609       14,144       32.33%

                             Middle       1,352        901          451          33.36%

                             Secondary    61           31           30           49.18%

  **Total**                               **89,726**   **59,624**   **30,102**   **33.55%**
  -------------------------- ------------ ------------ ------------ ------------ ------------

**Table 3. ECS Review of Teacher Service Record Data for Main Assignment
in Core Classes, Poor Schools, 2004-05**

  -------------------------- ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------
  **Core Subject**           **Grade      **Core       **High       **High       **High       **% High     **Low        **Low        **Low        **% Low
                             Level**      Classes**    Poverty**    Poverty**    Poverty**    Poverty**    Poverty**    Poverty**    Poverty**    Poverty**

                                                       **Core       **HQ**       **Not HQ**   **Not HQ**   **Core       **HQ**       **Not HQ**   **Not HQ**
                                                       Classes**                                           Classes**                              

                             Elementary   1,388        595          413          182          30.59%       793          616          177          22.32%

  Art                        Middle       554          144          117          27           18.75%       410          322          88           21.46%

                             Secondary    1,204        305          276          29           9.51%        899          784          115          12.79%

                             Elementary   448          293          29           264          90.10%       155          29           126          81.29%

  Foreign Language           Middle       577          68           28           40           58.82%       509          273          236          46.37%

                             Secondary    2,529        592          428          164          27.70%       1,937        1393         544          28.08%

                             Elementary   2,063        785          594          191          24.33%       1,278        1107         171          13.38%

  Music                      Middle       1,104        286          252          34           11.89%       818          770          48           5.87%

                             Secondary    1,162        337          269          68           20.18%       825          778          47           5.70%

                             Elementary   550          307          153          154          50.16%       243          97           146          60.08%

  Math                       Middle       2,746        791          494          297          37.55%       1,955        1322         633          32.38%

                             Secondary    4,620        1,213        1022         191          15.75%       3,407        2701         706          20.72%

                             Elementary   207          107          66           41           38.32%       100          62           38           38.00%

  Science                    Middle       2,421        687          390          297          43.23%       1,734        1073         661          38.12%

                             Secondary    4,226        1,019        772          247          24.24%       3,207        2200         1,007        31.40%

                             Middle       2            1                         1            100.00%      1                         1            100.00%

  Civics & Government        Secondary    253          33           2            31           93.94%       220          14           206          93.64%

                             Elementary   3            3            1            2            66.67%                                 0            

  History                    Middle       8            4            1            3            75.00%       4            2            2            50.00%

                             Secondary    2,579        922          400          522          56.62%       1,657        809          848          51.18%

                             Middle       2                                                                2                         2            100.00%

  Geography                  Secondary    415          58           3            55           94.83%       357          12           345          96.64%

                             Secondary    192          22                        22           100.00%      170          6            164          96.47%

  Economics                  Elementary   3,603        1,952        668          1284         65.78%       1,651        501          1,150        69.65%

  English/Reading/Language   Middle       4,845        1,319        768          551          41.77%       3,526        2241         1,285        36.44%
  Arts                                                                                                                                            

                             Secondary    5,998        1,695        1385         310          18.29%       4,303        2998         1,305        30.33%

                             Elementary   43,387       22,107       14681        7426         33.59%       21,280       14714        6,566        30.86%

  Self-Contained             Middle       1,337        433          274          159          36.72%       904          619          285          31.53%

                             Secondary    45           45           17           28           62.22%                                 0            

  **TOTAL**                               **88,468**   **36,123**   **23,503**   **12,620**   **34.94%**   **52,345**   **35,443**   **16,902**   **32.29%**
  -------------------------- ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------

The discrepancy in the class count from the main file and the poverty
and minority is due to 1,258 classes (teachers at this point) being
assigned to schools for which ISBE does not have poverty and minority
information

**Table 4. ECS Review of Teacher Service Record Data for Main Assignment
in Core Classes, Minority Schools, 2004-05**

  ------------------------------------------------------------------------------------------------------------------------------------------------------------
  **Core Subject**           **Grade      **Core       **High       **High       **High       **% High     **Low        **Low        **Low        **% Low
                             Level**      Classes**    Minority**   Minority**   Minority**   Minority**   Minority**   Minority**   Minority**   Minority**
  -------------------------- ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------ ------------
                                                       **Core       **HQ**       **Not HQ**   **Not HQ**   **Core       **HQ**       **Not HQ**   **Not HQ**
                                                       Classes**                                           Classes**                              

  Art                        Elementary   1,388        607          428          179          29.49%       781          601          180          23.05%

                             Middle       554          145          118          27           18.62%       409          321          88           21.52%

                             Secondary    1,204        376          337          39           10.37%       828          723          105          12.68%

  Foreign Language           Elementary   448          341          36           305          89.44%       107          22           85           79.44%

                             Middle       577          112          49           63           56.25%       465          252          213          45.81%

                             Secondary    2,529        778          570          208          26.74%       1,751        1251         500          28.56%

  Music                      Elementary   2,063        734          571          163          22.21%       1,329        1130         199          14.97%

                             Middle       1,104        271          247          24           8.86%        833          775          58           6.96%

                             Secondary    1,162        367          299          68           18.53%       795          748          47           5.91%

  Math                       Elementary   550          238          150          88           36.97%       312          100          212          67.95%

                             Middle       2,746        679          446          233          34.32%       2,067        1370         697          33.72%

                             Secondary    4,620        1,571        1,337        234          14.89%       3,049        2386         663          21.74%

  Science                    Elementary   207          103          65           38           36.89%       104          63           41           39.42%

                             Middle       2,421        593          373          220          37.10%       1,828        1090         738          40.37%

                             Secondary    4,226        1,360        1,038        322          23.68%       2,866        1934         932          32.52%

  Civics & Government        Middle       2                                      0                         2                         2            100.00%

                             Secondary    253          54           2            52           96.30%       199          14           185          92.96%

  History                    Elementary   3            3            1            2            66.67%                                 0            

                             Middle       8            1                         1            100.00%      7            3            4            57.14%

                             Secondary    2,579        1,103        510          593          53.76%       1,476        699          777          52.64%

  Geography                  Middle       2                                      0                         2                         2            100.00%

                             Secondary    415          87           4            83           95.40%       328          11           317          96.65%

  Economics                  Secondary    192          49                        49           100.00%      143          6            137          95.80%

  English/Reading/Language   Elementary   3,603        1,623        637          986          60.75%       1,980        532          1,448        73.13%
  Arts                                                                                                                                            

                             Middle       4,845        1,251        755          496          39.65%       3,594        2254         1,340        37.28%

                             Secondary    5,998        2,206        1,730        476          21.58%       3,792        2653         1,139        30.04%

  Self-Contained\*           Elementary   43,387       20,332       13,780       6,552        32.23%       23,055       15615        7,440        32.27%

                             Middle       1,337        387          258          129          33.33%       950          635          315          33.16%

                             Secondary    45           45           17           28           62.22%                                 0            

  **Total**                               **88,468**   **35,416**   **23,758**   **11,658**   **32.92%**   **53,052**   **34,587**   **17,864**   **33.67%**
  ------------------------------------------------------------------------------------------------------------------------------------------------------------

**\*Self contained classes are now limited as an assignment to K-5
level. Every teacher above that level in year 06-07 must demonstrate
he/she is HQ in each specific core subject taught. Special education
teachers are also required to be reported in the same fashion. Prior to
06-07, schools could report teachers as self contained through grade 12,
with the upper grade level assignments applied to special education
teachers.**

**Table 5. Classes Not Taught by Highly Qualified Teachers,** School
Year 2004-05, from Surveys Submitted by Districts

  ------------------ ------------------ ------------------ ----------------
  **School Type**    **Total Number of  **Classes Not      
                     Core Classes**     Taught by Highly   
                                        Qualified          
                                        Teachers**         

                                        **Number**         **Percentage**

  Elementary         56,223             1,367              2.4%

  Middle             51,959             410                0.8%

  Secondary          38,098             884                2.3%

  High Poverty       51,000             2,258              4.4%

  Low Poverty        95,280             403                0.4%

  High Minority      50,488             2,374              4.7%

  Low Minority       95,792             287                0.3%

  **Total**          **146,280**        **2,661**          **1.8%**
  ------------------ ------------------ ------------------ ----------------

These data, and those in the next tables, are derived from a survey that
asked districts for the total number of core classes and a total of
those taught by highly qualified teachers. It may include HOUSSE data
and may also be based on a previous 2005 set of Illinois HQT rules that
the federal team found to be in need of change; or the disparity between
these and table 2 may mean districts have a more reliable understanding
of their teachers' qualifications. As ECS obtains more reliable data,
the figures should become more congruent.

**Table 6. Schools Not Making AYP, School Year 2004-05**

  ----------------- ----------------- ----------------- -----------------
  **School Type**   **Total Number of **Classes Not     
                    Core Classes**    Taught by HQ      
                                      Teachers**        

                                      **Number**        **Percentage**

  Elementary        11,949            869               7.3%

  Middle            19,797            289               1.5%

  Secondary         22,611            781               3.5%

  High Poverty      33,178            1,857             5.6%

  Low Poverty       21,179            82                0.4%

  High Minority     31,271            1,770             5.7%

  Low Minority      23,086            169               0.7%

  **Total**         **54,357**        **1,939**         **3.6%**
  ----------------- ----------------- ----------------- -----------------

Table 7. Schools Making AYP, School Year 2004-05

  ----------------- ----------------- ----------------- -----------------
  **School Type**   **Total Number of **Classes Not     
                    Core Classes**    Taught by HQ      
                                      Teachers**        

                                      **Number**        **Percentage**

  Elementary        43,138            482               1.1%

  Middle            32,093            121               0.4%

  Secondary         14,943            68                0.5%

  High Poverty      18,907            442               2.3%

  Low Poverty       71,267            229               0.3%

  High Minority     16,580            471               2.8%

  Low Minority      73,594            200               0.3%

  **Total**         **90,174**        **671**           **0.7%**
  ----------------- ----------------- ----------------- -----------------

The data currently available are for 2004-05, and show that statewide a
small percentage of classes (1.8%) are taught by non-highly qualified
teachers. However, in focusing on the schools having high numbers of
poor and minority students we find that statewide 2,374 of the total of
2,661 classes without highly qualified teachers are affecting these
groups, or **89%** of the total number. In terms of schools not making
AYP, the total number of classes having high numbers of poor and
minority students is 1,857 of 1,939 of the total classes not taught by
highly qualified teachers, or **96%.**

In those schools making adequate yearly progress, high poverty and high
minority schools have 471 of 671 classes taught by non-highly qualified
teachers, or **70%**. Therefore, we conclude that minority and poor
students are experiencing the direct impact of the non-highly qualified
teacher problem, even in districts where AYP has been reached.

Table 8. Schools Not in School Improvement Status, School Year 2004-05

  ----------------- ------------------ ---------------- -----------------
  **School Type**   **Total Number of  **Classes Not    
                    Core Classes**     Taught by HQ     
                                       Teachers**       

                                       **Number**       **Percentage**

  Elementary        44,684             470              1.1%

  Middle            44,784             207              0.5%

  Secondary         28,926             402              1.4%

  High Poverty      29,114             711              2.4%

  Low Poverty       89,280             368              0.4%

  High Minority     27,006             817              3.0%

  Low Minority      91,388             262              0.3%

  **Total**         **118,394**        **1,079**        **0.9%**
  ----------------- ------------------ ---------------- -----------------

Table 9. Schools in School Improvement Status, School Year 2004-05

  ----------------- ----------------- ----------------- -----------------
  **School Type**   **Total Number of **Classes Not     
                    Core Classes**    Taught by HQ      
                                      Teachers**        

                                      **Number**        **Percentage**

  Elementary        11,539            897               7.8%

  Middle            7,175             203               2.8%

  Secondary         9,172             482               5.3%

  High Poverty      21,886            1,547             7.1%

  Low Poverty       6,000             35                0.6\$

  High Minority     23,482            1,557             6.6%

  Low Minority      4,404             25                0.6%

  **Total**         **27,886**        **1,582**         **5.7%**
  ----------------- ----------------- ----------------- -----------------

Comparing schools in school improvement status and those not in school
improvement status, demonstrates further the problem cited in the
preceding tables. In schools not in school improvement status, **76%**
(817 of 1,079) of the classes taught by non-highly qualified teachers
are in schools with high numbers of poor and minority students. When one
compares the schools needing improvement, the disproportionately lower
number of highly qualified teachers becomes even more pronounced where
**98%** (1,557 of 1,582) of the courses taught by teachers who are not
highly qualified occur in the schools with high levels of poor and
minority students.

The following data is available on small rural schools in Illinois:

Table 10. Small Rural Schools with Classes Taught by Non-HQT Personnel

  -------------------- ------------- --------------- ---------------------
  **School Type**      **\# Core     **\# Not taught **Percentage Not
                       classes**     by HQT**        Taught by HQT**

  Small Rural Schools  8,999         57              0.6%

  Other Schools        137,281       2,604           1.9%

  **Total**            **146,280**   **2,661**       **1.8%**
  -------------------- ------------- --------------- ---------------------

These data in Table 11 indicate that small, rural school classes make up
**6%** (8,999 of 146,280 classes) of the total classes taught in the
state and that the percentage of those classes taught by non-highly
qualified teachers is 0**.6%.** Excluding schools that are small and
rural, table 11 shows that **94%** of total core classes are being
offered, and **1.9%** of those are being taught by non-highly qualified
teachers. Thus, it appears that classes in small, rural schools compared
to all other schools are being taught by a proportionately lower number
of non-highly qualified teachers and are not being put at a
disadvantage. The implementation of ECS and the data it will provide
will give us a more realistic depiction of the level of highly qualified
teachers in all schools.

In Illinois, poor and minority students in non-rural schools are being
taught at a higher rate by teachers who have not demonstrated the
required level of competence in the subject matter for which they are
responsible. This is due to either assignments out of field in a second
or third subject area, use of such a teacher on a short-term basis
(e.g., during a maternity or military leave), or other temporary
situations. It is also due to the HQT rules in the state being final
only as of February 2006 so that teachers had not submitted complete
HOUSSE data by spring 2006.

In schools not making AYP and in school improvement status, the
percentage of classes taught by non-highly qualified teachers is larger
than in schools that have met AYP and are not in school improvement
status. Many of those teachers are assigned to teach poor and minority
students (see Tables 6-9). Strategies to address these concerns begin on
page 66.

*3 & 5. 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.*

There were 4,273 public schools in 879 public school districts in
Illinois serving 2,029,852 students in 2004-05. Of the 879 districts in
2004-05, 780 of them reported that all core content classes were taught
by highly qualified teachers; 99 districts had one or more classes not
taught by highly qualified teachers; only 29 out of 879 districts
reported 5% or more classes taught by non-highly qualified teachers:

-   9 districts with percentages ranging from 10% to -58.3%;

-   20 districts ranging from 5% to 8.8%;

-   17 districts ranging from 2.5% to 4.9%;

-   29 ranging from 1% to 2.4%; and

-   24 districts ranging from .01% to .08%.

About 12% of Illinois districts had from one class to 58.3% of classes
not taught by highly qualified teachers in 2004-05. The data from
2005-06 have not yet been analyzed. The data from 2004-05 are as
follows:

**Table 11. 2004-05 Percentage of Classes Not Taught by Highly Qualified
Teachers, Ranked by District Poverty Levels**

+----------+---------+------------------+---------------+------------+
| **       | *       | **District**     | **AYP Status  | **%        |
| District | *City** |                  | IN**          | Classes    |
| Low      |         |                  |               | Not Taught |
| Income   |         |                  | **school      | by HQ      |
| Level as |         |                  | improvement   | Teachers** |
| a %**    |         |                  | (SI)**        |            |
+----------+---------+------------------+---------------+------------+
| *        |         |                  |               |            |
| *0-25%** |         |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 0.7%     | LA      | LAGRANGE         | No schools in | 3.0        |
|          | GRANGE  | HIGHLANDS DIST   | SI            |            |
|          |         | 106              |               |            |
+----------+---------+------------------+---------------+------------+
| 5.2%     | YO      | YORKVILLE COMM   | No schools in | 2.2        |
|          | RKVILLE | UNIT DIST 115    | SI            |            |
+----------+---------+------------------+---------------+------------+
| 5.8%     | BATAVIA | BATAVIA UNIT     | No schools in | 0.4        |
|          |         | DIST 101         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 6.4%     | GR      | GRAYSLAKE COM    | No schools in | 1.6        |
|          | AYSLAKE | HIGH DIST 127    | SI            |            |
+----------+---------+------------------+---------------+------------+
| 6.5%     | M       | GERMANTOWN HILLS | No schools in | 2.7        |
|          | ETAMORA | DIST 69          | SI            |            |
+----------+---------+------------------+---------------+------------+
| 6.8%     | ANTIOCH | COMMUNITY HIGH   | 1 of 2        | 10.0       |
|          |         | DISTRICT 117     | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 7.1%     | C       | COLUMBIA COMM    | No schools in | 0.6        |
|          | OLUMBIA | UNIT DIST 4      | SI            |            |
+----------+---------+------------------+---------------+------------+
| 7.5%     | BYRON   | BYRON COMM UNIT  | No schools in | 6.0        |
|          |         | DIST 226         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 8.0%     | FL      | FLOSSMOOR        | No schools in | 1.8        |
|          | OSSMOOR | DISTRICT 161     | SI            |            |
+----------+---------+------------------+---------------+------------+
| 8.1%     | OSWEGO  | OSWEGO COMM UNIT | No schools in | 0.7        |
|          |         | DIST 308         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 8.3%     | WI      | WINNEBAGO C U    | No schools in | 3.3        |
|          | NNEBAGO | DIST 323         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 9.5%     | ROCKTON | HONONEGAH COMM H | No schools in | 1.1        |
|          |         | S DIST 207       | SI            |            |
+----------+---------+------------------+---------------+------------+
| 10.5%    | PEC     | PECATONICA C U   | No schools in | 1.1        |
|          | ATONICA | DIST 321         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 11.0%    | M       | METAMORA TWP H S | No schools in | 6.1        |
|          | ETAMORA | DIST 122         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 11.3%    | ELK     | TOWNSHIP HIGH    | No schools in | 0.2        |
|          | GROVE   | DIST 214         | SI            |            |
|          | VLG     |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 13.0%    | R       | ROCHELLE TWP     | No schools in | 1.9        |
|          | OCHELLE | HIGH DIST 212    | SI            |            |
+----------+---------+------------------+---------------+------------+
| 14.0%    | H       | NORTH SHORE SD   | 1 of 11       | 0.8        |
|          | IGHLAND | 112              | schools in SI |            |
|          | PARK    |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 14.3%    | COAL    | COAL CITY C U    | No schools in | 2.1        |
|          | CITY    | DISTRICT 1       | SI            |            |
+----------+---------+------------------+---------------+------------+
| 15.2%    | GENESEO | GENESEO COMM     | No schools in | 0.4        |
|          |         | UNIT DIST 228    | SI            |            |
+----------+---------+------------------+---------------+------------+
| 15.2%    | WHEATON | COMMUNITY UNIT   | 1 of 10       | 0.1        |
|          |         | DIST 200         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 16.5%    | GARDNER | GARDNER S        | No schools in | 5.6        |
|          |         | WILMINGTON THSD  | SI            |            |
|          |         | 73               |               |            |
+----------+---------+------------------+---------------+------------+
| 17.6%    | D       | DIVERNON C U     | No schools in | 58.3       |
|          | IVERNON | DIST 13          | SI            |            |
+----------+---------+------------------+---------------+------------+
| 17.6%    | GENOA   | GENOA KINGSTON C | No schools in | 14.1       |
|          |         | U DIST 424       | SI            |            |
+----------+---------+------------------+---------------+------------+
| 19.8%    | CERRO   | CERRO GORDO C U  | No schools in | 2.7        |
|          | GORDO   | DIST 100         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 20.1%    | POLO    | POLO COMM UNIT   | No schools in | 1.7        |
|          |         | DIST 222         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 20.6%    | MINONK  | FIELDCREST CUSD  | No schools in | 5.7        |
|          |         | #6               | SI            |            |
+----------+---------+------------------+---------------+------------+
| 21.2%    | CARLYLE | CARLYLE C U      | 1 of 3 in SI  | 1.8        |
|          |         | DISTRICT 1       |               |            |
+----------+---------+------------------+---------------+------------+
| 21.4%    | MA      | MASCOUTAH C U    | No schools in | 5.8        |
|          | SCOUTAH | DISTRICT 19      | SI            |            |
+----------+---------+------------------+---------------+------------+
| 22.0     | ORAN    | ORANGEVILLE C U  | No schools in | 15.0       |
|          | GEVILLE | DIST 203         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 23.2%    | EV      | EVERGREEN PK     | No schools in | 1.1        |
|          | ERGREEN | ELEM DIST 124    | SI            |            |
|          | PARK    |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 23.9%    | MU      | MUNDELEIN CONS   | No schools in | 8.1        |
|          | NDELEIN | HSD 120          | SI            |            |
+----------+---------+------------------+---------------+------------+
| 23.9%    | WIN     | WINCHESTER C U   | No schools in | 0.8        |
|          | CHESTER | DIST 1           | SI            |            |
+----------+---------+------------------+---------------+------------+
| 24.6%    | PEARL   | PEARL CITY C U   | No schools in | 4.9        |
|          | CITY    | DIST 200         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 24.6%    | ALEDO   | ALEDO COMM UNIT  | No schools in | 1.4        |
|          |         | DIST 201         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 24.8%    | DWIGHT  | DWIGHT COMMON    | No schools in | 7.0        |
|          |         | DIST 232         | SI            |            |
+----------+---------+------------------+---------------+------------+
| **       |         |                  |               |            |
| 26-50%** |         |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 27.1%    | SALEM   | SALEM COMM H S   | No schools in | 2.4        |
|          |         | DIST 600         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 27.7%    | LO      | LOVINGTON C U    | No schools in | 5.3        |
|          | VINGTON | DIST 303         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 28.9%    | BUFFALO | WHEELING C C     | 3 of 12 in SI | 3.8        |
|          | GROVE   | DIST 21          |               |            |
+----------+---------+------------------+---------------+------------+
| 28.9%    | MOUNT   | WABASH C U DIST  | No schools in | 1.1        |
|          | CARMEL  | 348              | SI            |            |
+----------+---------+------------------+---------------+------------+
| 29.1%    | C       | COMM UNIT DIST   | 2 of 22       | 0.6        |
|          | ARPENTE | 300              | schools in SI |            |
|          | RSVILLE |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 30.8%    | GIRARD  | GIRARD COMM UNIT | No schools in | 2.3        |
|          |         | DIST 3           | SI            |            |
+----------+---------+------------------+---------------+------------+
| 30.9%    | WO      | WOODSTOCK C U    | No schools in | 4.6        |
|          | ODSTOCK | DIST 200         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 31.1%    | THOMSON | THOMSON COM UNIT | No schools in | 10.8       |
|          |         | DIST 301         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 31.3%    | DE KALB | DEKALB COMM UNIT | No schools in | 0.5        |
|          |         | DIST 428         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 31.5%    | BOLI    | VALLEY VIEW CUSD | 1 of 18       | 3.8        |
|          | NGBROOK | #365U            | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 34.2%    | TAYL    | TAYLORVILLE C U  | No schools in | 1.6        |
|          | ORVILLE | DIST 3           | SI            |            |
+----------+---------+------------------+---------------+------------+
| 34.8%    | LOU     | NORTH CLAY C U   | 1 of 2        | 0.7        |
|          | ISVILLE | DISTRICT 25      | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 35.0%    | AURORA  | AURORA WEST UNIT | 2 of 16       | 1.3        |
|          |         | DIST 129         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 35.7%    | BEACH   | BEACH PARK C C   | No schools in | 4.7        |
|          | PARK    | DIST 3           | SI            |            |
+----------+---------+------------------+---------------+------------+
| 36.4%    | CH      | CHAMPAIGN COMM   | 3 of 16       | 0.1        |
|          | AMPAIGN | UNIT DIST 4      | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 36.5%    | ELGIN   | SCHOOL DISTRICT  | 7 of 52 in SI | 1.9        |
|          |         | U-46             |               |            |
+----------+---------+------------------+---------------+------------+
| 36.9%    | BEL     | WHITESIDE DIST   | No schools in | 1.1        |
|          | LEVILLE | 115              | SI            |            |
+----------+---------+------------------+---------------+------------+
| 38.2%    | P       | PLEASANT HILL C  | No schools in | 46.7       |
|          | LEASANT | U DIST 3         | SI            |            |
|          | HILL    |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 39.1%    | V       | VANDALIA C U     | No schools in | 6.3        |
|          | ANDALIA | DIST 203         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 39.3%    | E       | EVANSTON C C     | 3 of 15       | 0.6        |
|          | VANSTON | DIST 65          | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 39.5%    | HI      | HILLSBORO COMM   | No schools in | 7.4        |
|          | LLSBORO | UNIT DIST 3      | SI            |            |
+----------+---------+------------------+---------------+------------+
| 41.3%    | BR      | LINDOP DISTRICT  | No schools in | 3.7        |
|          | OADVIEW | 92               | SI            |            |
+----------+---------+------------------+---------------+------------+
| 41.7%    | CRETE   | CRETE MONEE C U  | 1 of 8        | 4.2        |
|          |         | DIST 201U        | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 43.9%    | AUGUSTA | SOUTHEASTERN C U | No schools in | 4.9        |
|          |         | DIST 337         | SI            |            |
+----------+---------+------------------+---------------+------------+
| 45.6%    | GRIG    | G                | No schools in | 5.8        |
|          | GSVILLE | RIGGSVILLE-PERRY | SI            |            |
|          |         | C U DIST 4       |               |            |
+----------+---------+------------------+---------------+------------+
| 46.2%    | PANA    | PANA COMM UNIT   | No schools in | 0.9        |
|          |         | DIST 8           | SI            |            |
+----------+---------+------------------+---------------+------------+
| 46.4%    | E       | ELDORADO COMM    | No schools in | 0.7        |
|          | LDORADO | UNIT DISTRICT 4  | SI            |            |
+----------+---------+------------------+---------------+------------+
| 47.3%    | GEO     | GEORGETOWN-RIDGE | No schools in | 1.3        |
|          | RGETOWN | FARM C U D 4     | SI            |            |
+----------+---------+------------------+---------------+------------+
| 47.9%    | CICERO  | J S MORTON H S   | No schools in | 0.4        |
|          |         | DISTRICT 201     | SI            |            |
+----------+---------+------------------+---------------+------------+
| 48.7%    | WHITE   | NORTH GREENE     | 1 of 4        | 1.5        |
|          | HALL    | UNIT DIST 3      | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 50.0%    | COUNTRY | COUNTRY CLUB     | 2 of 3        | 1.3        |
|          | CL HL   | HILLS DIST 160   | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 50.8%    | ALTON   | ALTON COMM UNIT  | 5 of 11       | 1.3        |
|          |         | DIST 11          | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| **       |         |                  |               |            |
| 51-75%** |         |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 51.0%    | KINCAID | SOUTH FORK       | No schools in | 8.4        |
|          |         | DISTRICT 14      | SI            |            |
+----------+---------+------------------+---------------+------------+
| 51.0%    | BERWYN  | BERWYN SOUTH     | 1 of 7        | 0.3        |
|          |         | DISTRICT 100     | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 52.3%    | EAST    | EAST MOLINE      | No schools in | 0.7        |
|          | MOLINE  | DISTRICT 37      | SI            |            |
+----------+---------+------------------+---------------+------------+
| 53.6%    | SAVANNA | SAVANNA          | 1 of 2        | 8.2        |
|          |         | COMMUNITY UNIT   | schools in SI |            |
|          |         | DIST 300         |               |            |
+----------+---------+------------------+---------------+------------+
| 55.1%    | ROUND   | ROUND LAKE AREA  | 1 of 8        | 1.6        |
|          | LAKE    | DIST 116         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 55.7%    | DEPUE   | DEPUE UNIT DIST  | No schools in | 5.7        |
|          |         | 103              | SI            |            |
+----------+---------+------------------+---------------+------------+
| 57.0%    | ROCK    | ROCK ISLAND      | No schools in | 1.9        |
|          | ISLAND  | DISTRICT 41      | SI            |            |
+----------+---------+------------------+---------------+------------+
| 57.9%    | AURORA  | AURORA EAST UNIT | 8 of 16       | 2.0        |
|          |         | DIST 131         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 60.9%    | R       | ROCKFORD DIST    | 16 of 47      | 0.6        |
|          | OCKFORD | 205              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 62.2%    | W       | WAUKEGAN C U     | 13 of 21      | 8.8        |
|          | AUKEGAN | DIST 60          | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 64.1%    | SILVIS  | CARBON           | No schools in | 5.6        |
|          |         | CLIFF-BARSTOW    | SI            |            |
|          |         | DIST 36          |               |            |
+----------+---------+------------------+---------------+------------+
| 64.6%    | DECATUR | DECATUR DISTRICT | 2 of 21       | 0.4        |
|          |         | 61               | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 65.5%    | PEORIA  | PEORIA ISTRICT   | 9 of 32       | 0.1        |
|          |         | 150              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 68.7%    | B       | BELLWOOD DIST 88 | 4 of 6        | 10.9       |
|          | ELLWOOD |                  | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 68.9%    | JOLIET  | JOLIET DIST 86   | 5 of 18 in SI | 3.5        |
+----------+---------+------------------+---------------+------------+
| 71.5%    | CALUMET | HOOVER-SHRUM     | 1 of 2        | 4.8        |
|          | CITY    | MEMORIAL D 157   | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 72.2%    | NORTH   | NORTH CHICAGO    | 4 of 10       | 1.0        |
|          | CHICAGO | DIST 187         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 73.8%    | PARK    | PARK FOREST DIST | 1 of 6        | 5.2        |
|          | FOREST  | 163              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 73.9%    | CALUMET | DOLTON DISTRICT  | 3 of 6        | 2.4        |
|          | CITY    | 149              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 75.6%    | MARKHAM | HAZEL CREST DIST | 3 of 3        | 2.1        |
|          |         | 152-5            | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| **7      |         |                  |               |            |
| 6-100%** |         |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 76.8%    | CALUMET | CALUMET DIST 132 | 1 o 3 in SI   | 4.5        |
|          | PARK    |                  |               |            |
+----------+---------+------------------+---------------+------------+
| 77.2%    | MARKHAM | PRAIRIE-HILLS    | 4 of 8        | 7.6        |
|          |         | ELEM DIST 144    | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 78.7%    | CICERO  | CICERO DISTRICT  | 8 of 17       | 0.7        |
|          |         | 99               | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 79.0%    | BERWYN  | BERWYN NORTH     | No schools in | 1.7        |
|          |         | DIST 98          | SI            |            |
+----------+---------+------------------+---------------+------------+
| 79.3%    | K       | KANKAKEE DIST    | 3 of 11       | 0.4        |
|          | ANKAKEE | 111              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 80.9%    | DOLTON  | DOLTON ISTRICT   | 5 of 10       | 0.6        |
|          |         | 148              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 85.1%    | CHICAGO | CHICAGO HEIGHTS  | 6 of 11       | 2.6        |
|          | HEIGHTS | DIST 170         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 85.4%    | CHICAGO | CHICAGO DIST 299 | 335 of 572    | 11.2       |
|          |         |                  | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 95.0%    | ROBBINS | POSEN-ROBBINS EL | 2 of 6        | 8.0        |
|          |         | DIST 143-5       | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 95.1%    | HARVEY  | HARVEY DISTRICT  | 5 of 7        | 5.2        |
|          |         | 152              | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 96.9%    | DIXMOOR | W HARVEY-DIXMOOR | 5 of 5        | 4.9        |
|          |         | DIST 147         | schools in SI |            |
+----------+---------+------------------+---------------+------------+
| 97.0%    | RI      | GEN GEO PATTON   | 1 of 2        | 24.0       |
|          | VERDALE | DIST 133         | schools in SI |            |
+----------+---------+------------------+---------------+------------+

When comparing schools in improvement status to schools not in
improvement status based on the percentage of courses that are taught by
teachers who were not highly qualified in 2004-05, there is a difference
between the groups.

-   For schools in need of improvement, 53.5% have courses taught by
    teachers who are not highly qualified; for schools that are not in
    need of improvement, about 10% have courses taught by teachers who
    are not highly qualified.

-   For schools in need of improvement, the median percentage of courses
    that are taught by teachers who are not highly qualified is 3.7%;
    for schools that are not in need of improvement, the median
    percentage of courses that are taught by teachers who are not highly
    qualified is 0%.

The responses to the survey noted on page 9 yielded the following
information:

**Table 12. Response to Original Survey on Why Teachers Were Not Highly
Qualified In 2005-06 (9/06/06)**

  ------------------------------ ------- ------------------------- ---------
  Elem. classes taught by        36      Special Education Issues  4
  certified gen. ed. teachers                                      
  who did not pass                                                 
  subject-knowledge test or use                                    
  HOUSSE                                                           

  Elem. classes taught by        4       Limited English           9
  certified spec. ed. teachers           Proficient Issues (have   
  who did not pass                       state temporary           
  subject-knowledge test or use          certificate but not final 
  HOUSSE                                 one)                      

  Elementary classes taught by   56      Middle school teacher     68
  teachers who are not fully             lacking state             
  certified (and not in an               qualifications in all     
  approved alternative program).         areas                     

  Secondary school classes       18      Teaching out of field but 1
  taught by certified gen. ed.           resolved with             
  teachers who have not                  reassignment for 2006-07  
  demonstrated subject-matter                                      
  knowledge in those subjects                                      
  (e.g., out-of-field).                                            

  Secondary school classes       18      Teaching out of field but 8
  taught by certified spec. ed.          will have full            
  teachers who have not                  credentials for 2006-07   
  demonstrated subject-matter                                      
  competency in those subjects.                                    

  Secondary school classes       10      Substitute for a teacher  9
  taught by teachers who are not         who left during the       
  fully certified (and are not           school year---will have   
  in an approved alternative             fully credentialed person 
  program).                              for 2006-07 (primarily in 
                                         special education         
                                         services)                 

  Have since hired a highly      5       Teacher in final year of  2
  qualified teacher                      teaching; new teacher     
                                         hired for 2006-07         

  Taking classes to Become HQT   2       Working on an Emergency   1
  in 2006-07 or 2007-08                  Certificate               

  Total classes taught by        8,777   Non-highly qualified      0.45%\*
  non-highly qualified teacher           teachers as a percentage  
                                         of all (120,000) teachers 
                                         working in Illinois       

  Total Number of non-highly     558                               
  qualified teachers                                               
  ------------------------------ ------- ------------------------- ---------

\*Less than 1% of teachers were reported to be not highly qualified
through survey response.

From the data received to date (which is not yet complete), there
appears to be a high number of staff who have not yet completed all of
the necessary coursework to teach middle school students in all content
areas. The requirement for a middle school certificate was put into
place fairly recently, so some teachers have not yet finished that
process.

Some teachers are teaching core content courses at the secondary level
to students with disabilities who have the special education credentials
but not yet all of the core course content training. The requirement for
course content and special education credentials for teachers of record
has come about solely as a result of NCLB*.* School district
administrators are understanding better over time what it means to be a
*consultative teacher* and what it means to be a *teacher of record* in
this regard.

**Requirement 2: 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.**

Illinois is now requiring each school district that has identified
teachers who are not highly qualified in their core academic assignments
to file a district-wide professional development plan with its Regional
Office of Education (ROE) by December 31, 2006, and annually thereafter.
(See Requirement 4 for professional development plans.) The filing must
also include a general plan for each core content area that the district
will use to provide a roadmap for each non-highly qualified teacher's
efforts to meet the HQT requirements. These plans will be reviewed by
the ROEs during annual compliance visits. As part of the annual Illinois
teacher recertification process, random audits of individual teachers
are conducted by ISBE in collaboration with the ROEs. ISBE further
conducts random sample audits of teachers who have been audited by the
ROEs. That process will be expanded to monitor professional development
plans for teachers who are not highly qualified to ensure that they are
meeting annual benchmarks and working towards the completion of the
plan.

The following procedures will be used to ensure that teachers who are
not currently highly qualified move from non-HQT to HQT status within a
reasonable timeframe:

-   Each teacher, in conjunction with his/her local school district,
    must determine his/her status using the electronic IEA or IFT
    worksheets for Illinois HOUSSE.

-   The Educator Certification System (ECS) is utilized to record the
    core content subjects for which each teacher in the state is highly
    qualified. Each teacher will be expected to enter his/her own data
    into the system indicating for which subjects and by what means the
    teacher is highly qualified. This system will be the sole official
    means of reporting HQT status and the only official source of that
    information. Teachers will electronically sign a statement that
    affirms that the information they are submitting is true, accurate,
    and complete and that suspension or revocation of certificates will
    follow for persons who misrepresent their qualifications. In
    conjunction with the Illinois Teacher Service Record, ECS will be
    able to show the assignment of every teacher and report to monitors
    whether or not each teacher has been assigned in compliance with
    NCLB requirements.

-   Each local school district must file a general plan per core content
    area with its ROE by December 31, 2006, and annually thereafter as
    needed, that identifies the teachers in that district who are not
    highly qualified in their core academic assignments and provides a
    roadmap to get them to HQT status.

-   The district must then provide a roadmap to meet the specific core
    content needs of each teacher who is not highly qualified. The
    individual plan for each teacher must remain on file in the district
    office and be readily accessible by state and regional monitors.
    Each plan must show the name of the teacher and the core subject(s)
    that he/she teaches, and it must show the support the district will
    provide to the teacher in becoming highly qualified. The plan must
    specify benchmarks that are to be attained at the end of each year
    of the plan and the anticipated year of completion of the plan.

-   Special education teachers and secondary education teachers in
    school districts designated as rural will have three years to become
    highly qualified. All other veteran teachers working on a
    professional development plan will have two years.

-   The use of Title I and Title II funds by districts to support
    teacher needs will be based on their general plan and core content
    plans/individual teacher road maps. The use will be delineated based
    on the following factors:

```{=html}
<!-- -->
```
-   The ***annual needs assessment*** in the district's *NCLB
    Consolidated Application* delineates the use of these funds and
    other federal funds (such as, Title IV).

-   ***State law*** targets specific use of Title II funds. This law
    requires a general annual determination about the LEA's ability to
    meet the letter of the federal law. ISBE recognizes that each
    district operates under individual circumstances. Therefore, ISBE
    asks LEAs to determine if they have shortages based on the following
    factors:

    -   The number of classes in the district taught by highly qualified
        teachers;

    -   The number of classes in the district taught by teachers in the
        process of becoming highly qualified; and

    -   The district's projected need for highly qualified teachers.

    -   Districts will be instructed on the various uses of Title II and
        how they must align with their needs assessment and state law.
        They will be informed that funds may be used for professional
        development, course work, test preparation, test fees, and so
        on.

After completing the requirements for being highly qualified in the
targeted core subject(s) identified in the professional development
plan, each teacher will amend his/her record on ECS to show attainment
of highly qualified status in that core academic assignment. The teacher
will inform the district, and it will then verify completion of the
requirements and provide the name(s) of the highly qualified teacher(s)
to the ROE for its records.

Further narrative in this report addresses the professional development
opportunities that are available to teachers who are not highly
qualified.

-   *Does the plan identify LEAs that have not met annual measurable
    objectives for HQT?*

Illinois set the annual measurable objective (AMO) for HQT in 2002 as
part of the original *Consolidated State Application for NCLB* funding.
All Illinois teachers must now be highly qualified by the end of the
2006-07 school year. Notable exceptions approved by the USDE are special
education teachers highly qualified in teaching language arts, science
or mathematics who are teaching multiple subjects and teachers in small
rural schools highly qualified in one core content area who are teaching
multiple subjects.

If a school district does not have 100% of its teachers highly qualified
by the end of the 2006-07 school year, the following must occur:

1.  Teachers who are not highly qualified must have a plan on file with
    their school/district detailing their plan to become highly
    qualified within two years.

2.  The school/district must monitor their progress and provide
    necessary financial and other support to assist the teachers in
    achieving the highly qualified objective.

3.  The ROE must monitor schools that have non-highly qualified teachers
    to be certain that the school/district has identified the teachers
    and has a plan in place for them to progress to highly qualified
    status within two years.

By December 2006, Illinois will have new data for the 2005-06 and
2006-07 school years using ECS, which was described previously. ISBE
will identify districts and schools not meeting AMO and work with them
to ensure AMO is met.

The AMO for Illinois will consist of the following:

1.  Any school that does not have 100% of its teachers highly qualified
    by the end of the 2006-07 school year must decrease the number of
    non-highly qualified teachers by 50% each year until they reach the
    100% level.

2.  Any school/district that has 100% of its teachers highly qualified
    by the end of the 2006-07 school year but has one or more non-highly
    qualified teachers in 2007-08 and beyond must decrease by 50% the
    number of non-highly qualified teachers each year until they reach
    the 100% level.

Technical Assistance Provisions Timeline

[December 2006]{.underline}: Review data for districts to find which
have less than 100% HQT.

[January 200]{.underline}7: Contact the districts having NHQ teachers
and inform them of the need to have a plan to make their teachers HQ
within two years, supply them with copies of the district, school and
individual plan forms; explain the need to file the proposal with their
regional superintendents.

-   Advise of need to provide financial support for coursework and
    testing.

-   Advise RESPROS of subjects where additional professional development
    is required.

-   Assist in compliance with HOUSSE for teachers who were veterans
    before 06/07 school year by providing research based professional
    development through RESPROS and others.

-   Determine if any additional support is required from the state
    office.

[June 2007]{.underline}: Remind districts progress is required.

[September-November 2007]{.underline}: Obtain a progress report from the
affected districts.

[November 2007]{.underline}: Review the TSR/ECS for changes in
conditions that might indicate a need to further modify technical
assistance.

**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.**

**[Technical Assistance]{.underline}**

Technical assistance to the LEAs to assist them in completing their HQT
plans will include, but not be limited to, assistance provided by ISBE,
Regional Offices of Education (ROEs), and Regional Education Service
Providers (RESPROs). Support provided by these entities will be based on
information gathered from the individual district plans for moving
non-HQT teachers into HQT status as outlined in Requirement 2. Examples
of assistance provided by these groups include

-   professional development for teachers in content areas, such as
    language arts and mathematics, which will help them sharpen their
    teaching strategies or prepare for a state test in the content
    area(s)

-   conferences and workshops to meet HOUSSE requirements and/or to
    target methods of instruction specific to poor students that are
    designed to improve student test scores.

ISBE used funding available in 2006 from the Council of Chief State
School Officers (CCSSO) to create and deliver initially in August 2006
an Administrators' Academy course for all Illinois school principals on
HQT status. The course provides principals with the knowledge and
strategies to develop a plan to move all of their teachers who are not
highly qualified in their assigned core academic content area(s) to HQT
status. The course is now being taught to principals by ROE staff
familiar with the HQT process in relation to NCLB. It is an eight-hour
course that comprises the following elements:

-   two hours of pre-reading,

-   four hours and 45 minutes of instruction time, and

-   one hour and 15 minutes of applying the knowledge learned by
    creating an action plan using the state template.

This Academy has been offered on a pilot basis to a minimum of 150
school principals in three locations (Rockford, Metro East St. Louis,
and Springfield) convenient to serve high-need districts from throughout
the state and to target administrators in schools that are serving poor
or low-performing students or both. Chicago Public School District 299
maintains a division for administrator professional development that has
customized training to meet the district's needs, along with offering
this Academy.

+-----------------------------------------------------------------------+
| **Administrators' Academy Course No. 505**                            |
|                                                                       |
| **"Developing Professional Development Plans to Meet NCLB HQT         |
| Requirements"**                                                       |
|                                                                       |
| **Workshop Session(s): August 3, 2006 30 Participants**               |
|                                                                       |
| > **August 4, 2006 40 Participants**                                  |
|                                                                       |
| **70 Total Participants**                                             |
+-----------------------------------------------------------------------+

Following is a list of the districts participating in the initial
training and their status:

**Table 13. Districts and ROEs Receiving Training in "Developing
Professional Development Plans to Meet NCLB Highly Qualified Teacher
Requirements" *[(2005 Data]{.underline})***

  ----------------------------------- ------------------ ----------------
  School District Representation      No. of School      District
                                      Districts Within   Status\*
                                      Region With        
                                      Schools That       
                                      Failed to Make AYP 
                                      (see ROE section   
                                      below)             

  **Belvidere Community Unit School                      Did not make AYP
  District 100**                                         

  **City of Chicago School District                      Did not make AYP
  299**                                                  

  **Community Unit School District                       Did not make AYP
  300 (Dundee)**                                         

  **Crystal Lake Community                               Did not make AYP
  Consolidated School District 47**                      

  **Edinburg District 4**                                

  **Galesburg Community Unit School                      Did not make AYP
  District 205**                                         

  **Greenfield CUSD 10**                                 

  **Harlem Unit District 122**                           Did not make AYP

  **Harvard Community Unit School                        Did not make AYP
  District 50**                                          

  **Hiawatha Community Unit School                       
  District 426**                                         

  **Hillsboro Community Unit School                      Did not make AYP
  District 3**                                           

  **Hononegah Community High School                      
  District 207**                                         

  **Kinnikinnick Community                               Did not make AYP
  Consolidated School District 131**                     

  **Lena-Winslow School District                         
  202**                                                  

  **North Boone Community Unit School                    Did not make AYP
  District 200**                                         

  **Polo Community Unit School                           
  District 222**                                         
  ----------------------------------- ------------------ ----------------

+-----------------------------------+-----------------+----------------+
| School District Representation    | No. of School   | District       |
|                                   | Districts       | Status         |
|                                   | Within Region   |                |
|                                   | That Failed to  |                |
|                                   | Make AYP        |                |
|                                   |                 |                |
|                                   | (see ROE        |                |
|                                   | section below)  |                |
+-----------------------------------+-----------------+----------------+
| **Richmond-Burton Community High  |                 |                |
| School District 157**             |                 |                |
+-----------------------------------+-----------------+----------------+
| **Rockford School District 205**  |                 | Did not make   |
|                                   |                 | AYP            |
+-----------------------------------+-----------------+----------------+
| **Rockton School District #140**  |                 |                |
+-----------------------------------+-----------------+----------------+
| **Shirland Community Consolidated |                 |                |
| School District #134**            |                 |                |
+-----------------------------------+-----------------+----------------+
| Regional Offices of Education /   |                 |                |
| Intermediate Service Centers      |                 |                |
+-----------------------------------+-----------------+----------------+
| **Intermediate Service Center 1   | **66**          | N/A            |
| and 2**                           |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **6**           | N/A            |
| 4**                               |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **1**           | N/A            |
| 8**                               |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **5**           | N/A            |
| 9**                               |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **4**           | N/A            |
| 10**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **3**           | N/A            |
| 12**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **4**           | N/A            |
| 16**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **2**           | N/A            |
| 22**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **2**           | N/A            |
| 25**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **3**           | N/A            |
| 30**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **8**           | N/A            |
| 32**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **1**           | N/A            |
| 33**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **4**           | N/A            |
| 38**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **4**           | N/A            |
| 51**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **0**           | N/A            |
| 53**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **3**           | N/A            |
| 54**                              |                 |                |
+-----------------------------------+-----------------+----------------+
| **Regional Office of Education    | **3**           | N/A            |
| 55**                              |                 |                |
+-----------------------------------+-----------------+----------------+

Although the goal to train 150 principals was not reached in this
initial phase, the ROEs are now able to effectively train administrators
from all schools not making AYP in their regions, which will be more
effective and reach even more administrators. The Academy training will
be provided on a continuing basis as needed on the regional level.

With the completion of the new Educator Certification System (ECS) in
September 2006, ISBE is able to access HOUSSE information on teachers
who have entered their highly qualified information. This will aid ISBE
in providing even greater targeted assistance. Currently, technical
assistance is aimed through Title I funding towards schools and
districts not achieving adequate yearly progress (AYP), prioritizing
those schools in corrective action/restructuring status. These schools
and districts are required to create school (SIP) and/or district (DIP)
improvement plans. Each district in Academic Early Warning (AEW) or
Academic Watch (AW) status must revise its DIP, setting forth strategies
for improving student performance district wide. In 2005, ISBE designed
a SIP template to help schools meet state and federal SIP requirements;
in 2006, it added a DIP template. Known as the e-Plan, the templates may
be found on the Internet at
[www.iirc.niu.edu](http://www.iirc.niu.edu/).

RESPROS assist schools and district in their SIP and DIP development and
implementation efforts to ensure that they are data driven, complete,
approvable, timely, and effective. Schools and districts that fail to
meet AYP create said plans to outline strategies to help them improve in
identified areas of weakness. Schools with SIPs may access Title I and
Title II funds to assist with the professional development of their
staff members who are not highly qualified. Such professional
development is linked with the SIPs or DIPs and addresses the core
content areas of math and reading.

The following table lists the professional development provided by
***one*** RESPRO in South Cook County (one of the nine in Illinois):

Table 15. Examples of Professional Development to Assist Teachers in
Becoming More Effective

  -------------------------------------------------------------------------
  Course Title                        School District         Number of
                                                              Participant
  ----------------------------------- ----------------------- -------------
                                                              

  **Behavior Management for Inclusive **Chicago Heights SD    **5**
  Classrooms & AD/HD**                170**                   

                                                              

  **Differentiating Instruction:      **Cook County SD 130    **5**
  Access for All -- A Realistic       (Blue Island)**         
  Approach**                                                  

                                                              

  **Behavior Management for Inclusive **Dolton SD 149**       **13**
  Classrooms & AD/HD**                                        

                                                              

  **Differentiating Instruction:      **Prairie-Hills SD      **8**
  Access for All -- A Realistic       144**                   
  Approach**                                                  

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

Table 16. Professional Development in Core Content Areas

  -------------------------------------------------------------------------
  Course Title                        School District         Number of
                                                              Participant
  ----------------------------------- ----------------------- -------------
                                                              

  **Reading First Academy K-1**       **Calumet Park SD 132** **14**

                                                              

  **Math Extended Response: Applying  **Chicago Heights SD    **10**
  and Integrating**                   170**                   

  **Reading First Academy 2-3**       **Chicago Heights SD    **18**
                                      170**                   

  **Reading First Academy K-1**       **Chicago Heights SD    **7**
                                      170**                   

                                                              

  **Literacy Centers Make and Take**  **Cook County SD 130    **7**
                                      (Blue (Island)**        

  **Literacy Centers Make and Take**  **Cook County SD 130    **130**
                                      (Blue Island)**         

  **Math Extended Response: Applying  **Cook County SD 130    **18**
  and Integrating**                   (Blue Island)**         

  **Dynamic indicators of Basic Early **Cook County SD 130    **32**
  Literacy Skills (DIBELS)**          (Blue Island)**         

  **From Phonics to Fluency to        **Cook County SD 130    **5**
  Proficient Reading**                (Blue Island)**         

  **Teaching Reading in the Middle    **Cook County SD 130    **6**
  School**                            (Blue Island)**         

  **Literacy Centers Make and Take**  **Cook County SD 130    **6**
                                      (Blue Island)**         

  **Reading Extended Response:        **Cook County SD 130    **8**
  Applying and Integrating**          (Blue Island)**         

  **Teaching and Writing with Word    **Cook County SD 130    **8**
  Walls**                             (Blue Island)**         

  **Teaching Reading and Writing with **Cook County SD 130    **9**
  Word Walls**                        (Blue Island)**         

  **Creating Learning Success with    **Cook County SD 130    **12**
  Literacy Centers K-3**              (Blue Island)**         

  **Reading First Academy K-1**       **Cook County SD 130    **21**
                                      (Blue Island)**         

  **Reading First Academy 2-3**       **Cook County SD 130    **6**
                                      (Blue Island)**         

  **Reading First Academy 2-3**       **Cook County SD 130    **8**
                                      (Blue Island)**         

                                                              

  **Teaching and Writing with Word    **Country Club Hills SD **18**
  Walls**                             160**                   

  **Literacy Centers Make and Take**  **Country Club Hills SD **22**
                                      160**                   

  **Creating Learning Success with    **Country Club Hills SD **23**
  Literacy Centers K-3**              160**                   

  **Reading First Academy 2-3**       **Country Club Hills SD **9**
                                      160**                   

                                                              

  **Teaching Reading in the Middle    **Dolton SD 148**       **39**
  School**                                                    

  **From Phonics to Fluency to        **Dolton SD 148**       **5**
  Proficient Reading**                                        

  **Guided Reading Training of        **Dolton SD 148**       **7**
  Trainers**                                                  

  **Reading Extended Response:        **Dolton SD 148**       **8**
  Applying and Integrating**                                  

  **Reciprocal Teaching at Work:      **Dolton SD 148**       **9**
  Strategies for Dramatically                                 
  Improving Reading Comprehension**                           

  **Reading First Academy 2-3**       **Dolton SD 148**       **12**

  **Reading First Academy K-1**       **Dolton SD 148**       **28**

                                                              

  **From Phonics to Fluency to        **Dolton SD 149**       **5**
  Proficient Reading**                                        

  **Dynamic indicators of Basic Early **Dolton SD 149**       **6**
  Literacy Skills (DIBELS)**                                  

  **Creating Learning Success with    **Dolton SD 149**       **5**
  Literacy Centers K-3**                                      

  **Reading First Academy 2-3**       **Dolton SD 149**       **8**

                                                              

  **Dynamic indicators of Basic Early **Forest Ridge SD 142   **8**
  Literacy Skills (DIBELS)**          (Oak Forest)**          

                                                              

  **Increasing Students' Phonemic     **Harvey SD 152**       **11**
  Awareness Skills**                                          

  **Reading Extended Response:        **Harvey SD 152**       **16**
  Applying and Integrating**                                  

  **Reciprocal Teaching at Work:      **Harvey SD 152**       **6**
  Strategies for Dramatically                                 
  Improving Reading Comprehension**                           

  **Guided Reading Training of        **Harvey SD 152**       **7**
  Trainers**                                                  

  **Reading First Academy 2-3**       **Harvey SD 152**       **36**

  **Reading First Academy K-1**       **Harvey SD 152**       **42**

                                                              

  **Math Extended Response: Applying  **Hazel Crest SD        **10**
  and Integrating**                   152.5**                 

  **Reading Extended Response:        **Hazel Crest SD        **20**
  Applying and Integrating**          152.5**                 

  **Dynamic indicators of Basic Early **Hazel Crest SD        **22**
  Literacy Skills (DIBELS)**          152.5**                 

  **Reading First Academy K-1**       **Hazel Crest SD        **32**
                                      152.5**                 

  **Reading First Academy 2-3**       **Hazel Crest SD        **44**
                                      152.5**                 

                                                              

  **Teaching Reading and Writing with **Lincoln Elementary SD **14**
  Word Walls**                        156**                   

  **Dynamic indicators of Basic Early **Lincoln Elementary SD **6**
  Literacy Skills (DIBELS)**          156**                   

  **Reading First Academy 2-3**       **Lincoln Elementary SD **24**
                                      156**                   

                                                              

  **Teaching Reading in the Middle    **Midlothian SD 143     **42**
  School**                            (Central Park)**        

  **Reading Extended Response:        **Midlothian SD 143     **8**
  Applying and Integrating**          (Central Park)**        

                                                              

  **Increasing Students' Phonemic     **Park Forest SD 163**  **5**
  Awareness Skills**                                          

  **Reading Extended Response:        **Park Forest SD 163**  **8**
  Applying and Integrating**                                  

  **Guided Reading Training of        **Park Forest SD 163**  **8**
  Trainers**                                                  

  **Reading First Academy 2-3**       **Park Forest SD 163**  **36**

  **Reading First Academy K-1**       **Park Forest SD 163**  **9**

                                                              

  **Reading First Academy K-1**       **Patton SD 133**       **7**

                                                              

  **Reciprocal Teaching at Work:      **Prairie-Hills SD      **5**
  Strategies for Dramatically         144**                   
  Improving Reading Comprehension**                           

  **Creating Learning Success with    **Prairie-Hills SD      **5**
  Literacy Centers K-6**              144**                   

  **Reading First Academy K-1**       **Prairie-Hills SD      **14**
                                      144**                   

  **Reading First Academy 2-3**       **Prairie-Hills SD      **30**
                                      144**                   

                                                              

  **Literacy Centers Make and Take**  **South Holland SD      **11**
                                      151**                   

  **Teaching Reading and Writing with **South Holland SD      **5**
  Word Walls**                        151**                   

  **Dynamic indicators of Basic Early **South Holland SD      **8**
  Literacy Skills (DIBELS)**          151**                   

  **Teaching Reading and Writing with **South Holland SD      **9**
  Word Walls**                        151**                   

  **Creating Learning Success with    **South Holland SD      **14**
  Literacy Centers K-3**              151**                   

                                                              

  **Reading First Academy K-1**       **Summit SD 104**       **12**

  **Reading First Academy 2-3**       **Summit SD 104**       **28**

                                                              

  **Guided Reading Training of        **West Harvey-Dixmoor   **5**
  Trainers**                          SD 147**                

  **Reciprocal Teaching at Work:      **West Harvey-Dixmoor   **7**
  Strategies for Dramatically         SD 147**                
  Improving Reading Comprehension**                           

  **From Phonics to Fluency to        **West Harvey-Dixmoor   **7**
  Proficient Reading**                SD 147**                

  **Comprehension: Strategic          **West Harvey-Dixmoor   **9**
  Instruction for K-3 Students**      SD 147**                

  **Reading First Academy 2-3**       **West Harvey-Dixmoor   **12**
                                      SD 147**                

  **Reading First Academy K-1**       **West Harvey-Dixmoor   **7**
                                      SD 147**                
  -------------------------------------------------------------------------

+----------------------------+-----------------------------------------+
| **Summary:**               |                                         |
|                            |                                         |
| **Statewide Professional   |                                         |
| Development Delivered      |                                         |
| through the RESPRO         |                                         |
| System**                   |                                         |
+----------------------------+-----------------------------------------+
| Total RESPROS:             | 9                                       |
+----------------------------+-----------------------------------------+
| Total Regions (ROE/ISC)    | 47                                      |
| Served:                    |                                         |
+----------------------------+-----------------------------------------+
| Total Counties Served:     | 95                                      |
+----------------------------+-----------------------------------------+
| Total Districts Served:    | 443                                     |
+----------------------------+-----------------------------------------+
| Total Schools Served:      | 1,130                                   |
+----------------------------+-----------------------------------------+
| Total Participants Served: | Teachers: 85,315; Administrators:       |
|                            | 25,970; Paraprofessionals: 1,830;       |
|                            | Parents: 3,408;                         |
|                            |                                         |
|                            | Other (aides, district staff, etc.):    |
|                            | 18,888                                  |
+----------------------------+-----------------------------------------+
| Total Number of Service    | 9,965                                   |
| Events:                    |                                         |
+----------------------------+-----------------------------------------+
| Total PD Time              | 121,882                                 |
|                            |                                         |
| (training & consulting):   |                                         |
+----------------------------+-----------------------------------------+

RESPROS target schools that did not make AYP and provide technical
assistance to such schools to help them make changes that will improve
their AYP standing. The RESPRO system of support is not a
one-size-fits-all approach for academically poor-performing schools or
districts. In addition to technical assistance, RESPROS offer
interventions based on data analysis and review of currently successful
practices in each school or district. The assigned RESPRO customizes its
offerings to supplement and strengthen those programs and activities. To
address weaknesses, RESPROs offer interventions tailored to specific
needs. In some instances, a RESPRO may partner with other educational
service providers or agents (e.g., universities) to provide needed
services to district or schools.

Many of the schools that do not meet AYP are the last to hire new
personnel because of budgetary constraints. During FY2007, ISBE will
collaborate with ROEs and professional organizations, such as the
Illinois Principals Association, the Illinois Association of School
Administrators, the Illinois Association of School Boards, and the
Illinois Association of School Business Officials, to brainstorm
strategies on how to raise district and school awareness regarding
effective recruitment strategies**.**

**[Scholarship Assistance That Requires Recipients to Teach in a
Hard-to-Staff School or a Shortage Area]{.underline}**

For over 45 years, the goal of the Illinois Student Assistance
Commission (ISAC) has been to make post-secondary education accessible.
Several of the programs ISAC offers are designed to help make college
more affordable for future teachers as they work to earn their degrees
and enter Illinois classrooms. This is especially important now, since
it is estimated that over 44,000 teaching positions will become
available in Illinois during the next five years. To help address this
potential shortage of highly qualified educators, ISAC administers state
and federal grants and scholarships, federal and alternative educational
loans, and loan cancellation and repayment programs. ISAC can also
provide information to candidates interested in the federal Perkins Loan
Cancellation for Teachers and the Stafford Loan Cancellation for
Teachers.

ISAC offers three programs designed specifically for individuals
studying to become teachers. The Illinois Future Teacher Corps (IFTC) is
for students preparing to teach in Illinois with special consideration
given for committing to teach in shortage disciplines and hard-to-staff
schools. The Minority Teachers of Illinois (MTI) Scholarship targets
minority students studying to become teachers with the goal of
increasing the number of qualified minority teachers in Illinois
elementary and secondary schools with minority student populations of
30% or more. Finally, the Illinois Special Education Teacher Tuition
Waiver (SETTW) Program offers tuition waivers to students studying at
Illinois public four-year universities to become teachers in the field
of special education.

These programs are designed specifically to encourage teaching in
Illinois. Because of this, individuals who receive an award from one of
these programs will be required to teach in Illinois for a certain
number of years after they complete the degree or certificate program.
Failure to do so would mean that the award or tuition waiver would
convert to a loan that the individual would be required to pay, with
interest.

Graph 2. Comparison of Teacher Scholarships Administered by ISAC

  -------------- ------------------- ---------------------- ---------------------
                 **Illinois Future   **Minority Teachers of **Illinois Special
                 Teachers Corps      Illinois Scholarship   Education Teacher
                 Program**           Program**              Tuition Waiver
                                                            Program**

  Award amount   Up to \$5,000 or    Up to \$5,000 per year Exemption from paying
                 \$10,000 (and in    for a maximum of       tuition and mandatory
                 some cases may be   8 semesters or 12      fees for up to 4
                 increased an        quarters               calendar years at one
                 additional \$5,000)                        of the Illinois
                 per year, for a                            public four-year
                 maximum of                                 institutions that
                 4 semesters or 6                           offer a concentration
                 quarters, with a                           in special education
                 priority given to                          
                 teach in a shortage                        
                 discipline or in a                         
                 hard-to-staff                              
                 school                                     

  Teaching       Teach not less than Teach full-time (one   Begin teaching on a
  Commitment     5 years in an       year for each year in  full-time basis in
                 Illinois school,    which scholarship      the field of special
                 and teach full-time assistance is          education, in an
                 on a continuous     received) in an        Illinois school, for
                 basis for the       Illinois school with   at least 2 of the 5
                 required time       at least 30% minority  years immediately
                 period.             enrollment, on a       following.
                                     continuous basis for   
                                     the required time      
                                     period..               

  Enrollment     At least half time  At least half time as  Register in a special
  Requirements   as a junior or      an undergraduate or    education program as
                 above, or graduate  graduate student       an undergraduate or
                 student                                    graduate student
                                                            within 10 days of the
                                                            beginning of the term
                                                            following receipt of
                                                            the waiver.
  -------------- ------------------- ---------------------- ---------------------

*ISBE Programs and Services*

In addition to professional development opportunities offered by the
ROEs and the RESPROs, assistance offered by ISBE to assist the LEAs in
successfully meeting highly qualified goals includes the following
recently expanded programs: Illinois Virtual High School (IVHS); Grow
Your Own Teacher Initiative; National Board for Professional Teaching
Standards (NBPTS); and Beginning Teacher Pilot Induction Programs.

ISBE plans to work with the Illinois Student Assistance Commission and
the Illinois General Assembly to increase the number of awards going to
these three programs:

Illinois Future Teacher Corps: Juniors and above receive grants if they
commit to teach in a teacher shortage area (\$5,000) or a hard-to-staff
school; (\$5,000) or both (\$10,000) for five years. In FY 07, 384
undergraduates received awards, with 131 in teacher shortage
disciplines, 74 in hard-to-staff schools and 179 in both. An additional
178 scholarships were awarded for graduate study. However, there were
still 200 qualified students for whom there was no funding and an
additional 150 who declined. Providing additional funding could reach
those 350 + students who were eligible or others who might apply. ISBE
will work with higher education and the Governor's Office to seek a
significant increase in the FY 08 appropriation for the Illinois Future
Teacher Corps.

Expand the Minority Teacher Scholarship Program. Undergraduates or
graduates can receive \$5,000 scholarships for each year they agree to
teach in a school with a minority enrollment of at least 30%.
Approximately 400 undergraduates and 200 graduates will participate this
year. An additional 440 students were qualified but the program was out
of funds or they declined. ISBE will work with higher education and the
Governor's Office to seek a significant increase in the FY 08
appropriation for the Minority Teacher Scholarship Program.

The Special Education Teacher Tuition Waiver (SETTW) received over 742
applications this year for the 250 slots that were open. Additional
funding could increase the number of slots available. Again, ISBE will
work with higher education and the Governor's Office to seek a
significant increase in the FY 08 appropriation for the Special
Education Tuition Waiver.

**[Recruitment of Highly Qualified Teachers]{.underline}**

Illinois has explored the possibilities of using
[Teachers-Teachers.com]{.underline} as one opportunity for recruitment.
This service, a Web-based academic placement service, has been available
since November 1999. This resource is free to prospective teachers such
as graduating pre-service students, alumni not currently teaching, and
in-service teachers seeking a location change. To date there have been
361,563 candidates who have used the service, in 2,129 school systems
nationwide.

[Teachers-Teachers.com]{.underline} is designed to save teachers time
and money in the search for great teaching jobs. The "resume builder"
leads a candidate through a quick, simple process to create an
electronic resume specifically geared toward teacher placement. That
resume is immediately posted on-line for schools across the country to
view. If a school has open teacher vacancies and is interested in a
particular candidate, that individual will be notified via e-mail. He or
she will then be given the opportunity to e-mail a cover letter and
receive more information about the school and teaching vacancies.

Whether an individual is logged in searching for teaching jobs, or
schools are logged in looking for exciting, qualified candidates that
match their teaching vacancies, the candidate's resume is at work. It's
free, easy, and customized. It's convenient and accessible 24 hours a
day. It is also secure, protected via username and password. The
candidate can quickly complete an on-line job application, apply for
available positions, and track the job search process.

**[Strategies Designed to Assist Schools Not Making AYP or High
Poverty/High Minority Schools]{.underline}**

*Illinois Virtual High School (IVHS)*

One strategy to assist with the staffing needs of schools not meeting
AYP includes the use of courses offered on-line by IVHS. Funded by ISBE,
IVHS is an excellent resource for districts that may lack a highly
qualified teacher for a particular subject or course. All teachers of
core subjects in the IVHS are highly qualified in their assignments.
School districts pay the tuition for the students enrolled in such
courses, but tuition is paid on a sliding scale related to the district
poverty level. For example, in schools where 60% of the students are
eligible for free or reduced lunch, for each \$225 tuition paid, the
school gets three additional student tuitions at no charge.

Through this Web-based approach, classes are made available that
otherwise would not be offered locally or would likely be taught by a
non-highly qualified teacher. IVHS was established in 2001 to provide
expanded opportunities for high school students. Courses are primarily
offered at the high school level, but some middle school courses are
also available. The majority of offered courses are in the following
fields: math, science, social science, fine arts, and foreign language,
and a variety of Advanced Placement courses. In FY2006, 81 classes were
offered; 84 classes are already planned for FY2007. Of the participating
schools, 131 are in improvement status. Staff hired by IVHS must be
highly qualified [and]{.underline} computer literate.

*Grow Your Own Teacher Initiative*

Too often teacher education programs do not provide authentic
preparation for hard-to-staff schools. Teacher candidates entering
high-needs areas not only require rich content-area knowledge and
well-developed pedagogical skills essential for all teachers, they also
need to know, understand, and appreciate the culture they are about to
enter. Appreciating and valuing diversity, understanding cultural
differences, and capitalizing upon the individual strengths that their
students bring into the classroom will help them to develop learning
experiences relevant to their students' understanding of the world
around them.

High-needs schools in Illinois are losing teachers because of attrition
as well as high turnover rates. The *Educator Supply and Demand in
Illinois* (2005) report compiled by ISBE stated that statewide teacher
attrition was 7%. Turnover in high-needs schools is even higher. A
recent study by the Association of Community Groups for Reform Now
(ACORN) reported that 38.2% of novice teachers in high-needs schools
left the classroom their first year only to be replaced with another
novice teacher, resulting in continual attrition of novice teachers.
Students in these classrooms have little opportunity to experience a
veteran teacher who has spent time developing his/her knowledge and
skills.

The Grow Your Own Teacher Initiative (GYO) was established by state law
in 2004 to encourage and support paraprofessionals, parents, and other
active community members in becoming certified teachers. GYO will help
solve the equity problem now facing Illinois, which is characterized by
a disproportionate number of non-highly qualified teachers teaching in
hard-to-staff schools. Administered by ISBE and funded for the first
time in FY2006 at \$1.5 million, the FY2007 appropriation at \$3 million
demonstrates the state's firm belief in the value of GYO. The program
has two complimentary goals:

-   to create new opportunities for certain individuals to become
    certified teachers, and

-   to place graduates of the program in positions or schools that have
    difficulty attracting or retaining highly qualified teachers.

Under GYO, funding is available to eligible consortia composed of
four-year institutions of higher education that prepare teachers,
targeted school districts or schools with teacher attrition rates in the
top third of all schools, and community organizations (such as ACORN)
that seek to offer programs to enable candidates to obtain a bachelor's
degree in an education field and an Illinois teaching certificate.
Working together, these entities are to identify paraprofessional
educators and parents who have been leaders in schools with
hard-to-staff positions and provide these individuals with the financial
and other support they need to complete teacher preparation programs.
The new teachers are then placed in positions in the targeted schools.
An important element of the support that candidates receive is to come
in the form of forgivable loans. Loan forgiveness is contingent upon the
recipient's completion of five years of teaching in a position or school
that qualifies as hard-to-staff.

Applicants for GYO grants should have a clearly defined set of target
schools **serving a substantial percentage of low-income students** that
will be the primary focus of the program. The program must be offered on
a schedule that enables candidates to work full time while participating
in the program and allows paraprofessionals to continue in their current
positions. Support, such as tutoring and childcare, must be available to
the cohort through the full period of training. Recent amendments
contained in P.A. 94-0979 allow paraprofessionals to be paid while
student teaching. Applicants must also propose a plan for continued
participation of graduates in a program of support for at least two
years after they graduate. This system of support should include
mentoring and group meetings. Students completing these programs will be
highly qualified in at least one core subject, and coming from or living
in the district, they have an interest in staying and developing the
experience to provide that component of teacher equity to schools with
high numbers of poor and minority students.

In FY2006, nine planning grants and three transitional grants were
approved and funded by ISBE. A statewide outreach group selected via a
competitive request for sealed proposals provides technical assistance
to all grant recipients. This group has created a website,
[www.growyourownteachers.org](http://www.growyourownteachers.org/), to
provide further information on this important initiative. ISBE has
awarded two continuation funding grants with another one under review.
ISBE has also awarded one implementation grant to date with more
expected in the near future.

Table 18. Grow Your Own Planning Grants

  ------------------------------ ------------------ ----------------------
  School/School District         Location           Schools in Status

  **Westside Technical           **Chicago**        **\--**
  Institute**                                       

  **Monroe School**              **Chicago**        **1**

  **E. St. Louis School          **E. St. Louis**   **16 1**
  District**                                        

  **Rockford**                   **Rockford**       **32 1**

  **Rock Island -- Milan #41**   **Rock Island**    **11**

  **Moline School District #40** **Moline**         **3 1**

  **Springfield District #186**  **Springfield**    **9 1**

  **Crete-Monee District #201U** **Crete**          **4 1**

  **Dolton/Riverdale District    **Riverdale**      **9 1**
  #148**                                            

  **Patton School District       **Riverdale**      **\--**
  #133**                                            

  **Harvey District #152**       **Harvey**         **5 1**

  **Prairie Hills School         **Markham**        **4 1L**
  District #144**                                   

  **Youth Connections Charter    **Chicago**        **\--**
  School**                                          
  ------------------------------ ------------------ ----------------------

Many of these schools are also facing some sort of NCLB-required action
such as choice or restructuring. All continuation funding grants and
implementation proposals are thus far in Chicago Public School District
299.

*Golden Apple*

The Golden Apple Foundation is a self-termed "family" of teachers and
aspiring teachers who are committed to ensuring that all Illinois
students have excellent teachers. The foundation sponsors a variety of
programs that prepare, mentor, encourage, and acknowledge Illinois
teachers. One of the primary programs is the Golden Apple Scholars
Program that works to recruit and prepare teachers to work in schools of
need.

Each year, up to 100 scholars are selected. Most scholars are selected
during their senior year of high school. Scholarship recipients receive
up to \$2,500 per year towards tuition at one of 53 Illinois colleges or
universities.

From the summer before their freshman year of college to the summer
before their senior year, students participate in the Summer Institute.
During the first two summers, scholars work in Chicago schools and
attend classes about learning styles, pedagogy, and other aspects of
teaching. During the third summer, scholars complete an individualized
program in the Chicago area. Scholars spend the fourth summer preparing
for their student teaching experience. Scholars receive a \$2,000
stipend each year for attending the summer institute. The program
provides students with valuable experience garnered from extensive time
spent in the classroom and interaction with successful teachers.

As a condition of receiving the scholarship, recipients must agree to
earn their bachelor's degree and Illinois teaching certificate and spend
five years teaching in an Illinois school of need. For Golden Apple, a
school of need is defined as one having Title I funding or
poor-to-mediocre scores on the Illinois student assessments, the PSAE or
ISAT tests.

According to the Golden Apple 2005 Annual Report, there are over 900
scholars in the program, half of which are currently teaching in
Illinois. Most of the funding for the program comes through ISAC. The
current appropriation is \$3 million.

***Chicago Teaching Fellow Program***

Chicago Public School District 299 has entered into an innovative
teacher training program in conjunction with National-Louis University
as part of the New Teacher Project. The accelerated training program is
designed for individuals who already hold a bachelor's degree in another
field and who have demonstrated competency in one of the identified
content areas. The purpose of the program is to recruit outstanding
individuals who might not pursue a career in teaching through the
traditional certification route. This one-year program provides a way
for qualified individuals to become highly qualified teachers and make
an immediate impact on student learning.

Originally the goal was to select 75 to 100 candidates to teach in
high-needs schools and in high-needs subject areas, such as math,
science, world languages (Spanish, French, Chinese), and elementary.
However, the popularity of the program exceeded expectations and 146
candidates are now enrolled. Elementary candidates have an opportunity
to take additional special education coursework that will enable them to
teach special education students if they choose, because there is such a
need for special education teachers.

The program begins with a pre-teaching training in summer school
classrooms, working with an experienced co-teacher in the morning and
attending intensive training sessions in the afternoon for six weeks.

While enrolled in this alternative program, candidates earn a full-time
teacher's salary and receive steep tuition discounts at National-Louis.
At the end of the program, they will be fully certified as teachers in
the state of Illinois. Candidates are aware from the onset that they
will be teaching in high-needs schools throughout Chicago, where the
need for highly qualified teachers is most critical. Teachers in these
schools must be especially committed to overcoming the challenges they
face in helping their students achieve. This program recognizes that
reaching this goal is a serious undertaking, and seeks outstanding
individuals who are determined to meet the challenge. Candidates must
possess a strong desire to effect change in urban classrooms and to
positively impact the academic performance of students from poor and
minority communities. For more information please visit
<http://www.chicagoteachingfellows.org/>.

**The Academy for Urban School Leadership** (AUSL) was founded in
January 2001 to establish a teacher preparation program in three Chicago
Public Schools (CPS): The Chicago Academy, Dodge Renaissance Academy and
the Chicago Academy High School. AUSLs mission is to improve student
achievement in Chicago Public Schools by attracting, training, and
retaining Chicago\'s next generation of exceptional teachers and school
leaders.

AUSL attracts mid-career professionals and recent college graduates;
there are roughly 160 candidates enrolled in AUSL's model.

Program participants, called Residents, train in the classroom of a CPS
master/veteran teacher, many of whom are National Board Certified (NBC)
Teachers, while completing graduate coursework. During the 12 month
program, Residents earn a salary stipend and receive health benefits.
Upon graduation, AUSL Residents earn a Masters degree from
National-Louis University and an Illinois initial teaching certificate.
Residents commit to a five-year placement in CPS. During their
placement, AUSL, in partnership with their placement school principals,
provides ongoing professional development that includes: on-site
classroom consultation with an AUSL field coach, quarterly workshops,
continuous support from AUSL master/veteran teachers and participation
in alumni study groups.

AUSL recently opened CPS\' first No Child Left Behind Turnaround School:
the Sherman School of Excellence.

***Housing Programs for Teachers***

Over 200 teachers in Chicago have purchased a home through the Employee
Assisted Housing Program. Many of these homes are in redeveloped areas
of the city. Housing Action Illinois has offered their services to
assist with this endeavor. Housing Action Illinois designs the program
and matches the employer with local housing counseling agencies with
expertise in employer-assisted housing programs, and the local real
estate market. The Illinois Housing Development Authority supports these
programs with tax credits, matching funds, mortgage products, and
programmatic support.

There is a definite interest in expanding this sort of program
statewide; targeting areas that have school districts in need of highly
qualified teachers. A meeting with Housing Action Illinois is scheduled
for October 2006 to discuss ways of broadening access to this program to
teachers in other communities across the state.

**[Strategies to Assist Teachers in Becoming Highly Qualified by Receipt
of a Master Certificate and Using Master Certificate Holders to Assist
Others in Becoming More Effective in the Classroom]{.underline}**

*National Board for Professional Teaching Standards (NBPTS)*

In FY2007 Illinois increased its commitment to assist teachers in
achieving NBPTS status by increasing funding from \$4.6 million to \$9.6
million. Administered by ISBE, the FY2007 contract, called STANCE
([S]{.underline}ystemwide [T]{.underline}ransition toward
[A]{.underline}ccessible [N]{.underline}ationally
[C]{.underline}ertified [E]{.underline}ducators) is taking Illinois in a
new, improved direction. The goal of the new contract is to "raise
student achievement by increasing the number of nationally certified and
highly qualified teachers in the neediest schools throughout the state."
Illinois currently has 1,555 National Board certified teachers in its
classrooms.

**Table 18. National Board Certified Teachers Annual and Cumulative
Growth**

The 2006-07 NBPTS contract includes training based on [Framework
for]{.underline} [Understanding Poverty]{.underline} by Dr. Ruby Payne.
This book provides an in-depth study of information and issues that will
increase participants' knowledge and understanding of the poverty
culture. Day One topics include (1) how economic class affects behaviors
and mindsets, (2) why students from generational poverty often fear
being educated, (3) the "hidden rules" within economic classes, (4)
discipline interventions that improve behavior, and (5) the eight
resources that make a difference in success. Day Two topics include why
students may know information one day and not the next or why they raise
their hand for help only to be unable to explain what help they need.
Other topics include (1) why a student can be intelligent, but not
academically successful (2) developing emotional resources and learning
structures, (3) building mental models, (4) identifying payoffs for
learning, (5) developing question-making, and (6) labeling and sorting
strategies that use patterns. The Ruby Payne workshops are designed for
elementary teachers and secondary core-content teachers.

Assistance will be focused on providing assistance and available
resources to teachers in high-poverty, low-performing districts who are
not yet highly qualified. Highly trained National Board Certified
Teachers (NBCTs) will be used as an important resource to mentor
teachers with the highest needs. STANCE planners envision a four-year
seamless design, fitting closely with the National Board Certified
model, through which beginning teachers are mentored in their first two
years, participate on a Standards-Aligned Classroom (SAC) team in their
third year, and then become a National Board pre-candidate or candidate
in their fourth year. It is expected that the active involvement of
National Board Certified teachers/counselors in the neediest Illinois
classrooms and in the recruitment process will have a profound effect on
student achievement and retention of beginning teachers.

The goal of distributing National Board Certified Teachers in Chicago's
neediest schools is working well. Chicago Public School District 299
also has a goal to attract 15 NBCTs to each of the 25 lowest performing
schools in the city by 2009.

**[Strategies to Assist Inexperienced Teachers in Becoming More
Effective]{.underline}**

*Beginning Teacher Pilot Induction Programs*

Widely recognized as one of the most effective tools for increasing
retention and improving the skills of beginning teachers, high-quality
induction is a key strategy for improving overall teacher quality. Since
2001 the SEA has approved induction and mentoring programs offered at
the district level. Currently more than 250 districts have approved
programs and additional programs are offered by ROE and independent
providers. Because Illinois understands that induction can reduce the
amount of time it requires teachers to become highly effective,
\$2 million was appropriated for FY2007 to support and fund the
development, implementation, and evaluation of several high-quality
induction pilots across the state during the 2006-07 school year. All
Illinois public schools, schools districts, and consortia of school
districts will qualify for these grants that will be made on a
competitive basis. Partnerships with other key stakeholders, including
ROEs, teacher unions, higher education institutions, and non-profit
educational service providers, are encouraged. Proposals from schools
and/or districts with high levels of poverty will be given preference in
the review process.

The Beginning Teacher Pilot Induction Program received 38 grant
proposals. Each proposal was reviewed by a minimum of ten people, using
a process of building consensus in small teams across three rounds of
reviews, and then building consensus in the large group to advise ISBE
on proposals that should be funded and proposals that should only by
funded if more money became available. ISBE awarded the grants based on
two criteria: that the district was a high-needs district or had
high-needs schools within the district, and that there was a
distribution of awards across the state and across size of districts.

![](media/image2.png){width="7.345138888888889in"
height="4.972222222222222in"}

**Table 19. Early Warning/Watch Schools Eligible to be Served through
the Beginning Teacher Induction Pilot Program**

+-----------------------+------------------+-------------+------------+
| **Carpentersville,    |                  |             |            |
| Community Unit School |                  |             |            |
| District #300**       |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Carpentersville       | Comm Unit Sch    | Did Not     | Res        |
| Middle School         | Dist 300         | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Champaign           |                  |             |            |
| Community**           |                  |             |            |
|                       |                  |             |            |
| **School District     |                  |             |            |
| #4**                  |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Champaign Comm Unit   | Academic Early   |             | District   |
| Sch Dist 4            | Warning          |             | I          |
|                       |                  |             | mprovement |
+-----------------------+------------------+-------------+------------+
| Central High School   | Champaign Comm   | Did Not     |            |
|                       | Unit Sch Dist 4  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Dr Howard Elem School | Champaign Comm   | Did Not     | Choice     |
|                       | Unit Sch Dist 4  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Edison Middle School  | Champaign Comm   | Did Not     |            |
|                       | Unit Sch Dist 4  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Washington Elem       | Champaign Comm   | Did Not     | Choice     |
| School                | Unit Sch Dist 4  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Westview Elem School  | Champaign Comm   | Did Not     | Choice     |
|                       | Unit Sch Dist 4  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Chicago Public      |                  |             |            |
| Schools -- Region     |                  |             |            |
| 14**                  |                  |             |            |
+-----------------------+------------------+-------------+------------+
| City Of Chicago       | Academic Early   |             | District   |
| School Dist 299       | Warning          |             | I          |
|                       |                  |             | mprovement |
+-----------------------+------------------+-------------+------------+
| Altgeld Elem School   | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Banneker Elem School  | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Barton Elem School    | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Bass Elem School      | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Bond Elem School      | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Brownell Elem School  | City Of Chicago  | Did Not     | Corrective |
|                       | School Dist 299  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Deneen Elem School    | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Guggenheim Elem       | City Of Chicago  | Did Not     | Res        |
| School                | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Harvard Elem School   | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Hinton Elem School    | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Johns Elem Community  | City Of Chicago  | Did Not     | Res        |
| Academy               | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Kershaw Elem School   | City Of Chicago  | Did Not     | Choice -   |
|                       | School Dist 299  | Make AYP    | Ses        |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Mays Elem Academy     | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Nicholson Elem Math & | City Of Chicago  | Did Not     | Res        |
| Science               | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Oglesby Elem School   | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Park Manor Elem       | City Of Chicago  | Did Not     | Res        |
| School                | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Parker Elem Community | City Of Chicago  | Did Not     | Res        |
| Academy               | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Reed Elem School      | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Ruggles Elem School   | City Of Chicago  | Did Not     |            |
|                       | School Dist 299  | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Stagg Elem School     | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Wentworth Elem School | City Of Chicago  | Did Not     | Res        |
|                       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| West Park Elem        | City Of Chicago  | Did Not     | Corrective |
| Academy               | School Dist 299  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Woods Elem Math &     | City Of Chicago  | Did Not     | Res        |
| Science Academy       | School Dist 299  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Yale Elem School      | City Of Chicago  | Did Not     | Corrective |
|                       | School Dist 299  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Lee/Ogle Roe**      |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Reagan Middle School  | Dixon Unit       | Did Not     |            |
|                       | School Dist 170  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Lincoln Elem School   | Rochelle Comm    | Did Not     | Choice     |
|                       | Cons Dist 231    | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Rochelle Middle       | Rochelle Comm    | Did Not     |            |
| School                | Cons Dist 231    | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Plainfield School   |                  |             |            |
| District 202**        |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Drauden Point Middle  | Plainfield       | Did Not     |            |
| School                | School Dist 202  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Lakewood Falls Elem   | Plainfield       | Did Not     |            |
| School                | School Dist 202  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Plainfield High       | Plainfield       | Did Not     |            |
| School                | School Dist 202  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Plainfield South High | Plainfield       | Did Not     |            |
| School                | School Dist 202  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Timber Ridge Middle   | Plainfield       | Did Not     |            |
| School                | School Dist 202  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Wesmere Elementary    | Plainfield       | Did Not     |            |
| School                | School Dist 202  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Quincy School       |                  |             |            |
| District #172**       |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Quincy Jr High School | Quincy School    | Did Not     |            |
|                       | District 172     | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Quincy Sr High School | Quincy School    | Did Not     |            |
|                       | District 172     | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Rantoul Office Of   |                  |             |            |
| The Champaign-Ford    |                  |             |            |
| Roe**                 |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Eastlawn Elem School  | Rantoul City     | Did Not     | Choice     |
|                       | School Dist 137  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| J W Eater Jr High     | Rantoul City     | Did Not     |            |
| School                | School Dist 137  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Westville High School | Westville C U    | Did Not     |            |
|                       | School Dist 2    | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Rockford Public     |                  |             |            |
| Schools #205**        |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Abraham Lincoln       | Rockford School  | Did Not     |            |
| Middle School         | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Auburn High School    | Rockford School  | Did Not     |            |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Barbour Two-Way Lang  | Rockford School  | Did Not     | Choice     |
| Immersion             | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Bernard W Flinn       | Rockford School  | Did Not     |            |
| Middle School         | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Beyer Elem School     | Rockford School  | Did Not     | Corrective |
|                       | Dist 205         | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| C Henry Bloom Elem    | Rockford School  | Did Not     |            |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Eisenhower Middle     | Rockford School  | Did Not     |            |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Ellis Arts Academy    | Rockford School  | Did Not     | Corrective |
|                       | Dist 205         | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Gregory Elem School   | Rockford School  | Did Not     |            |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Guilford High School  | Rockford School  | Did Not     |            |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Haskell Academy       | Rockford School  | Did Not     | Corrective |
|                       | Dist 205         | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Jackson Elem School   | Rockford School  | Did Not     | Res        |
|                       | Dist 205         | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Jefferson High School | Rockford School  | Did Not     |            |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Julia Lathrop Elem    | Rockford School  | Did Not     | Choice Ses |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Kennedy Middle School | Rockford School  | Did Not     |            |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Kishwaukee Elem       | Rockford School  | Did Not     | Choice     |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Marsh Elementary      | Rockford School  | Did Not     |            |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Mcintosh Science And  | Rockford School  | Did Not     | Choice     |
| Tech Magnet           | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Rockford East High    | Rockford School  | Did Not     |            |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Rockford Envrnmntl    | Rockford School  | Did Not     |            |
| Science Acad          | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Rockford Science &    | Rockford School  | Did Not     | Corrective |
| Tech Academy          | Dist 205         | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Rolling Green/Muhl    | Rockford School  | Did Not     |            |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Spring Creek Elem     | Rockford School  | Did Not     | Choice Ses |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Stiles Investigative  | Rockford School  | Did Not     | Choice     |
| Lrning Magnt          | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Summerdale Elem       | Rockford School  | Did Not     | Corrective |
| School                | Dist 205         | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Swan Hillman Elem     | Rockford School  | Did Not     | Res        |
| School                | Dist 205         | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Walker Elem School    | Rockford School  | Did Not     | Choice     |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Washington            | Rockford School  | Did Not     | Res        |
| Communication Acad    | Dist 205         | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| West Middle School    | Rockford School  | Did Not     |            |
|                       | Dist 205         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Wm Nashold Elem       | Rockford School  | Did Not     | Choice Ses |
| School                | Dist 205         | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **Springfield Public  |                  |             |            |
| School District 186** |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Springfield School    | Academic Early   |             | District   |
| District 186          | Warning          |             | I          |
|                       |                  |             | mprovement |
+-----------------------+------------------+-------------+------------+
| Enos Elem School      | Springfield      | Did Not     | Choice     |
|                       | School District  | Make AYP    |            |
|                       | 186              | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Feitshans Edison      | Springfield      | Did Not     | Res        |
| Magnet School         | School District  | Make AYP    | tructuring |
|                       | 186              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Harvard Park Elem     | Springfield      | Did Not     | Res        |
| School                | School District  | Make AYP    | tructuring |
|                       | 186              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Jefferson Middle      | Springfield      | Did Not     |            |
| School                | School District  | Make AYP    |            |
|                       | 186              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Lanphier High School  | Springfield      | Did Not     |            |
|                       | School District  | Make AYP    |            |
|                       | 186              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Springfield High      | Springfield      | Did Not     |            |
| School                | School District  | Make AYP    |            |
|                       | 186              | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Springfield Southeast | Springfield      | Did Not     |            |
| High Sch              | School District  | Make AYP    |            |
|                       | 186              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| U S Grant Middle      | Springfield      | Did Not     |            |
| School                | School District  | Make AYP    |            |
|                       | 186              | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Washington Middle     | Springfield      | Did Not     |            |
| School                | School District  | Make AYP    |            |
|                       | 186              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| **St. Clair County    |                  |             |            |
| Roe**                 |                  |             |            |
+-----------------------+------------------+-------------+------------+
| Belleville High       | Belleville Twp   | Did Not     | Choice Ses |
| School-East           | Hs Dist 201      | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Belleville High       | Belleville Twp   | Did Not     | Choice     |
| School-West           | Hs Dist 201      | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Cahokia High School   | Cahokia Comm     | Did Not     | Choice     |
|                       | Unit Sch Dist    | Make AYP    |            |
|                       | 187              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Huffman Elem School   | Cahokia Comm     | Did Not     | Choice Ses |
|                       | Unit Sch Dist    | Make AYP    |            |
|                       | 187              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Lalumier Elem School  | Cahokia Comm     | Did Not     | Choice Ses |
|                       | Unit Sch Dist    | Make AYP    |            |
|                       | 187              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Wirth-Parks Middle    | Cahokia Comm     | Did Not     | Choice Ses |
| School                | Unit Sch Dist    | Make AYP    |            |
|                       | 187              | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Alta Sita Elem School | East St Louis    | Did Not     | Choice     |
|                       | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Annette Officer       | East St Louis    | Did Not     | Choice     |
| Elementary            | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Brown Elem School     | East St Louis    | Did Not     | Choice     |
|                       | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Clark Middle School   | East St Louis    | Did Not     | Res        |
|                       | School Dist 189  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Donald Mchenry        | East St Louis    | Did Not     | Choice     |
| Elementary School     | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Dunbar Elem School    | East St Louis    | Did Not     | Choice     |
|                       | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| East St Louis Senior  | East St Louis    | Did Not     | Corrective |
| High School           | School Dist 189  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| East St Louis-Lincoln | East St Louis    | Did Not     | Corrective |
| Middle Sch            | School Dist 189  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Harding Elem School   | East St Louis    | Did Not     | Corrective |
|                       | School Dist 189  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Hawthorne Elem School | East St Louis    | Did Not     | Corrective |
|                       | School Dist 189  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Lilly-Freeman Elem    | East St Louis    | Did Not     | Choice     |
| School                | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Lucas Elem School     | East St Louis    | Did Not     | Choice     |
|                       | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Manners Elem School   | East St Louis    | Did Not     | Res        |
|                       | School Dist 189  | Make AYP    | tructuring |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Morrison Elem School  | East St Louis    | Did Not     | Corrective |
|                       | School Dist 189  | Make AYP    | Action     |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Nelson Mandela School | East St Louis    | Did Not     | Choice Ses |
|                       | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Wyvetter Younge       | East St Louis    | Did Not     | Choice Ses |
| Middle Sch            | School Dist 189  | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Siu Charter Sch Of    |                  | Did Not     |            |
| East St Louis         |                  | Make AYP    |            |
|                       |                  | For Four    |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+
| Whiteside Middle      | Whiteside School | Did Not     |            |
| School                | Dist 115         | Make AYP    |            |
|                       |                  | For Two     |            |
|                       |                  | Consecutive |            |
|                       |                  | Years       |            |
+-----------------------+------------------+-------------+------------+

The Illinois New Teacher Collaborative (INTC) housed at the University
of Illinois Urbana-Champaign has been in the forefront of induction
efforts in Illinois. The mission of the INTC is to coordinate a network
of services and resources through a statewide partnership of concerned
stakeholders to attract and retain new teachers and enhance their
ability to promote student learning. Members of the collaborative
include representatives from public and private four-year institutions,
two-year public colleges, the Illinois Principals Association, the
National Board for Professional Teaching Standards, ROEs, the Illinois
Education Association, the Illinois Federation of Teachers, the Chicago
Civic Committee, the Illinois Business Roundtable, and at least one new
teacher employed on an initial certificate. ISBE has helped to fund this
endeavor since its inception.

INTC goals include:

-   Promote collaboration among all stakeholders concerned with
    recruiting and retaining quality teachers for all Illinois schools;

-   Design and establish a stable infrastructure that serves as a
    resource for school districts, universities, teacher's unions,
    community colleges, and other institutions that are designing,
    implementing, improving, evaluation, and studying programs,
    projects, and activities for teachers who are new to the profession;

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-   Promote the sharing of resources and expertise across members in
    order to design a Web-based portal with links to text-based and
    Web-based resources, establish an interactive space for Illinois
    institutions to provide electronic conferencing capability and

-   Assist with the evaluation of impact of various support programs on
    districts, teachers, and P--12 students.

The INTC is currently working with Chicago Public School District 299 on
*e-mentoring* and will be providing statewide coordination of the
Beginning Teacher Induction Pilot Program. It will also be administering
the new grants and compiling data on best practices for teacher
induction.

ISBE is also continuing to fund an induction program presented by the
Kankakee-Iroquois ROE entitled "Induction in the Twenty-first Century"
with Title II-Teacher Quality monies. In FY2007, this group plans to
expand the cadre of trainers throughout the state by 40%, with a focus
on areas with high teacher turnover. Currently there are 450 educators
in 19 school districts who have been trained to offer this induction
training. One of the main topics of study is Ruby Payne's [A Framework
for Understanding Poverty]{.underline}.

As stated under Requirement 1, ISBE has preliminarily identified
subgroups based on the number of requests for Short-Term Emergency
Authorizations for Positions Otherwise Unfilled (temporary
authorizations that are provided to schools that conduct extensive
recruitment efforts and are nevertheless unable to fill positions with
individuals who meet regular state requirements), the list of teacher
shortage areas for scholarship purposes, and the survey on non-highly
qualified teachers. Refinement of this process will be accomplished with
the dissemination and subsequent analysis of the new NCLB teacher data
collection instrument, ECS. By the end of 2006 ISBE should have a more
precise, exhaustive list of the classes taught by non-highly qualified
teachers.

Based on this information, ISBE is currently concentrating its efforts
in the areas of mathematics, science, foreign language, bilingual
education, and reading (language arts). Because special education
teachers often teach core content areas, efforts in that area have been
made as well.

All LBS I program graduates (both graduate and undergraduate students)
are required to meet six sets of standards in order to be certified in
the state of Illinois. These standards include the following: the
Illinois Professional Teaching Standards, the Special Education Common
Core, the Learning and Behavior Specialist I, , Language Arts,
Technology, and General Curriculum for Special Educators. The General
curriculum standards assess for knowledge and skills in math, physical
and biological science, history, humanities, government, social studies,
and reading. Overall our students' performance is assessed across 31
standards and over 500 indicators. It is hard to believe any other area
of certification in this State requires such extensive preparation.

The breadth of the LBSI certificate is extensive, including all areas of
disability from the ages of 5--21. It has been difficult for programs to
adequately address all the standards and provide the depth of clinical
experiences within a 4-year undergraduate degree program. Multiple
student teaching or clinical experiences (as many as five in some
programs) are required to address the range of ages and student
disabilities. Programs have adjusted their requirements accordingly and
feel confident that they are addressing these standards well.

All teacher candidates are required to take a common core of general
education requirements. These requirements are identical to those taken
by candidates for early childhood education, elementary, and secondary
education certification. This general education core includes coursework
in math, science, humanities, and behavioral sciences. Additionally,
many universities in the state have requirements that exceed the minimum
number of general education hours. This puts special education program
graduates in an excellent position to obtain a highly qualified status
across numerous content areas rather quickly upon graduation.

Illinois approved program completers after June 30, 2002, are not
singularly highly qualified in language arts but also are highly
qualified in reading and language arts; as defined by NCLB language arts
and reading are one core academic subject area.  In addition, social
studies is not a core academic subject by federal definition of core
academic subjects, so Illinois graduates can teach: language arts,
reading, social studies, and any other subject (for example health
education) that is not included in the federal definition of core
academic subjects.   Thus all Illinois approved program completers since
June 30, 2002, in special education already have at least two subjects
they can teach in elementary, middle school, or high school.

Finally, students seeking certification in LBS I are required to pass
four state tests (Basic Skills, LBSI, APT, and the General Curriculum
for Special Educators). The General Curriculum Test includes assessment
of content area knowledge in math, physical and biological science,
history, humanities, government, social studies, and reading.

*Reading First*

Illinois has received federal Reading First funds, used to improve
reading achievement in grades K--3 by implementing a classroom reading
program based on phonemic awareness, phonics, vocabulary development,
reading fluency, and reading comprehension strategies. The Illinois
portion of this federal grant is roughly \$38 million annually. A
majority of funds are used for professional development for teachers in
grades K--3. Such core content professional development may be counted
under HOUSSE to assist a teacher in becoming highly qualified, or
better, prepare a teacher in the subject so they can pass the reading
test.

Twenty eligible school districts are receiving the third round of
Reading First grants in 2006-07. Recipients of this grant award receive
support in implement a comprehensive reading program for grades K--3
that is grounded in scientifically based reading research (SBRR) and
scientifically based reading instruction (SBRI). This program will
assist districts in applying this research in the classroom including
proven instructional and assessment tools in order to teach all children
to read well.

*Foreign Language*

Like many states, Illinois faces a shortage of highly qualified foreign
language teachers. One strategy ISBE has adopted to remedy this
situation and bring more foreign language teachers into Illinois
classrooms is the Visiting International Teacher Certificate (page 11).
Illinois currently has 83 teachers employed on this credential, the
majority teaching a foreign language.

*Bilingual Educators*

ISBE received a new Title II grant in 2005 for the *Transition to
Teaching Initiative* grant that addresses the critical shortage of
bilingual teachers in Illinois. The goal of the latest *Transition to
Teaching* grant is to identify and assist individuals from other fields
who wish to change careers and become bilingual teachers in school
districts and early childhood programs that meet requirements for
high-needs schools. Participants must be fluent in English and another
language targeted by the state and must already hold a bachelor's
degree. This initiative has a goal of recruiting 250 participants over
the next five years. It provides financial support for the completion of
an Illinois Elementary or Early Childhood Teaching Certificate with
bilingual and English as a Second Language (ESL) approvals. Cohorts are
being created through fall 2007 to complete a Master of Science in
Education at Northern Illinois University. Working with NIU was a
logical choice as NIU has already trained nearly 200 bilingual teachers
from their geographic area in recent years including more than 100 who
graduated in May 2005. More than 300 new bilingual and ESL teachers are
currently in the NIU pipeline.

Chicago Public School District 299 was the original partner district,
and five more districts have been added: Calumet City, Chicago Heights,
Posen-Robbins, Summit, and Cicero. Three of the five have already agreed
to place candidates: Chicago Heights, Posen-Robbins, and Summit. There
are 74 candidates currently enrolled in the program with another 60
anticipated by summer 2007. The five-year grant totals \$2.3 million.
The goal is to train a minimum of 225 teachers. Once placed in
high-needs schools, these highly qualified teachers will provide
much-needed instruction.

## Graph 5. Visiting International Teacher Certificate -- Summary of Certificate Standards

  ------------------------------------------------------------------------------
  **Characteristic**   **Standard**       **Assured By**
  -------------------- ------------------ --------------------------------------
  Limited Validity     Valid for 3 Years  Issuance date on certificate
                       -- non-renewable   

  English-language     Candidate meets    Trained district representatives
  proficiency          state standards    administer the Nelson-Denny reading
                       for                test and the English language oral
                       English-language   proficiency examination using the
                       proficiency        ACTFL scoring standard.

  Ensuring             Candidate          Review of credentials by local
  content-area         demonstrates       district team to determine that the
  knowledge            content-area       candidate has completed a program that
                       knowledge at the   when converted to semester hours,
                       level expected for shows a concentration exceeding a
                       Illinois teachers  major in the U.S. OR has passed a
                                          comprehensive examination or multiple
                                          examinations in the subject area.

  Ensuring             To teach a foreign Candidates must pass the Illinois
  content-area         language, the      content-area test for each language to
  competence           candidate          be taught -- can be done after
                       demonstrates       candidate has been employed and come
                       subject area       to Illinois.
                       knowledge within 9 
                       months of          
                       certification      

  Ensuring equivalent  Candidate has      On-site review of teacher credentials
  teacher preparation  completed teacher  based on reports of foreign education
                       preparation        systems by various official groups
                       program            
                       appropriate for    
                       level of teaching  

  Certificate issued   Candidate meets    ISBE verification through review of
                       all requirements   all supporting documentation,
                                          including an English language
                                          translation of foreign language
                                          documents
  ------------------------------------------------------------------------------

The Bilingual Transition to Teaching (BTTT) project plans to model the
program and process for other downstate regions. The BTTT program is
also planning to add a bilingual early childhood education cohort as
part of the five-year project.

ISBE instituted another new grant program aimed at LEP students: the
Regional Office of Education English Language Learners Professional
Development Grant. Working with the ROEs, ISBE facilitated a program for
rural and other small districts that are now experiencing the enrollment
of LEP students for the first time or are now experiencing a major
influx of LEP student enrollment. The purpose of the ROE ELL
Professional Development Grant is to enable ROEs to provide their rural
and small districts with knowledge of state and federal laws requiring
the best practices of bilingual education and training on bilingual
program models, curriculum and methods of instruction for English
Language Learners. This information may then be transmitted to general
education teachers, ESL teachers, bilingual teachers, and teacher's
aides.

Small grants of \$5,000 were made available to ROEs with rural and small
districts that applied for the funding. A total of 23 eligible ROEs
applied and were funded for FY 07. The grants began on July 1, 2006, and
will end June 30, 2007. The federal dollars are from the NCLB Title III,
SEA funds.

*Career and Technical Educators Teaching Core Content Courses*

Many districts utilize career and technical educators to teach core
content courses such as mathematics and science. State funds may be used
on a regional basis to support the teaching of career and technical
subject areas that may also include core academic content.

Examples of professional development in career and technical education
that may assist CTE teachers in becoming highly qualified in one or more
core content areas include:

-   Bond/Fayette Vocational Educational System is working to provide
    more up-to-date technology for CTE programs by providing
    professional development, assisting staff in integrating
    mathematics, science, and intensive writing into CTE courses through
    collaborative meetings between CTE instructors and academic
    teachers. There are also opportunities for secondary and
    post-secondary staff to develop dual credit, concurrent credit, and
    articulated credit to better transition students to higher
    education.

-   Whiteside Regional Vocational System has developed a proposal to
    identify and integrate core academic curriculum with the CTE
    programs at Whiteside Area Career Center. The program involves
    mathematics and science instructors from member districts providing
    practice work on a website accessible through Sauk Valley Community
    College. This strategy is an attempt to increase student scores on
    the PSAE and ACT, decrease remediation of incoming community college
    freshmen, and create an awareness of the role CTE curriculum plays
    in the teaching of core math and science concepts.

Agriculture education is a heavily science-based instructional program
and as a result 75% of the schools with agricultural education programs
are offering at least some credit for science on student transcripts.
For that reason, Illinois has initiated a multi-pronged approach to
encourage teachers to meet the highly qualified teacher criteria. The
efforts are as follows:

-   Prospective agriculture teachers in the university pre-service
    program are being strongly encouraged to also complete coursework to
    meet science endorsement requirements.

-   Student teachers in agriculture are being offered a stipend to take
    a science content area test while student teaching. The stipend
    covers the cost of the test, and passage of the test will assist the
    candidate in becoming highly qualified.

-   Current agriculture teachers who are not highly qualified through
    coursework, testing, or an advanced degree are being encouraged to
    complete the on-line HOUSSE worksheet to meet the requirement.

-   A new indicator has been added to the FY2007 Incentive Funding Grant
    for Agricultural Education for LEAs. This quality indicator
    increases the grant award to those districts whose teacher meets the
    highly qualified criteria.

The FY2007 ISBE budget includes a 21% increase for agricultural
education over the FY2006 budget for a total of nearly \$2.9 million.
Since many of the 310 schools with agriculture programs fail to meet
AYP, using agriculture teachers who are also highly qualified in science
and other needed areas is increasingly important.

*Troops to Teachers and Teach for America*

Finally, two other programs---Troops to Teachers and Teach for
America---also assist Illinois in providing alternative certification
opportunities for mid-career professionals. Standard education programs
are a good fit for some, but those who already hold a bachelor's degree
sometimes prefer to go through an alternative program so that they can
get into the classroom more quickly.

The Illinois Troops to Teachers (TTT) program was recently transferred
administratively from ISBE to the Illinois Department of Veteran Affairs
(IDVA). TTT is a federally funded program designed to assist former
military personnel who want to begin a second career in education. The
\$250,000 FY2007 budget for the program has been augmented by the IDVA.

Teach for America is designed to remedy the fact that nine year olds in
low-income areas are on average three grade levels below nine year olds
in high-income areas in math and reading ability (National Center for
Education Statistics, 2001). This program targets recent college
graduates to commit to teaching in urban and rural public schools in the
nation's lowest-income communities and become lifelong leaders for
expanding educational opportunity. The ISBE FY2007 budget for this
program is \$450,000 and efforts are concentrated in Chicago. Graduates
of the program are required to teach for a minimum of two years.
Currently, 130 candidates are in the pipeline, and 100 graduates are
currently teaching. In addition, nine program graduates are working as
principals.

**Strategies to Assist With Teacher Retention**

One strategy to reduce teacher attrition in hard-to-staff,
low-performing schools is to improve the school climate in those
schools. In collaboration with the ROEs, ISBE has established an
exemplary array of professional development to assist districts in
improving school climate. The FY2007 budget for Safe School Activities
is \$300,000. Workshops are provided on such topics as bullying
prevention, suicide prevention and intervention, security planning,
student assistance program training, parent empowerment, and motivating
disinterested, disillusioned and disruptive students. In FY2006, more
than 30 such workshops were offered in ROE 12 alone.

[External Resources]{.underline}

Effective leadership in schools is one of the most powerful contributors
to teacher retention. The Illinois State Action Educational Leadership
Project (IL-SAELP) is an initiative funded through the Wallace
Foundation, which formed the Administrator Preparation Committee in
response to ever-increasing recognition that expectations for school
leaders are changing rapidly and effective leadership has a great impact
on teacher retention. Among its accomplishments, the IL-SAELP sponsored
new legislation that is now law, Public Act 94-1039, which establishes a
principal mentoring program that will begin July 1, 2007, for all new
building administrators in Illinois. For the first year of work as a
principal, individuals will be paired with an experienced mentor to
provide guidance and assistance in all areas of school administration.
ISBE is currently writing rules and a request for sealed proposals for
the mentoring framework. Entities, upon application and meeting the
requirements of the program, will be able to offer it to their
principals. Staff expects such a mentoring program will be replicated
and instituted for district superintendents the following year.

**[Higher Education Programs and Services]{.underline}**

Since FY2004, IBHE has approved competitive professional development
grants to eligible partnerships geographically (as required by NCLB)
located throughout the state of Illinois. The Board has approved 22 NCLB
*Improving Teacher Quality* grants that receive approximately \$3.2
million (in total). Each of the partnerships provides high-quality,
research-based professional development aimed at improving teacher
quality and improving academic achievement of elementary and secondary
students across Illinois. While these NCLB grants can support
professional development across all core academic subject areas, the
majority (nearly 70%) focus on professional development for teachers of
mathematics and science.

The *Improving Teacher Quality* grant projects serve to advance ISBE's
policy agenda of strengthening P--20 educational opportunities across
the entire state educational system. Each partnership includes members
from an Illinois college or university, college of education, and
college of arts and sciences as well as a high-needs K--12 public
school. NCLB projects serve teachers and students in both urban and
rural settings throughout Illinois. Partnership members are also
required to collect and maintain accountability data, to measure project
impact on increasing teacher knowledge through professional development
as well as the impact on improving student academic achievement. Each
partnership has participated in support and networking opportunities
targeted at developing sustainable partnerships, developing and
collecting program accountability data, and evaluating program results.

Each of the 22 SAHE projects focuses on providing high-quality,
researched-based professional development leading to enhancing teacher
knowledge and skills, which will in turn increase student achievement.
Of the 22 projects, six provide direct opportunities for teachers who
are not highly qualified to receive sequenced coursework leading to
endorsements in selected core subject areas. Among these projects, five
are focused on middle or high school mathematics. One of the six focuses
on high school physics. Specific profiles for each of the 22 SAHE
projects are available upon request. Each of the projects is required to
submit annual interim evaluation reports and period expenditure
reporting along with annual audits.

The literature on student achievement establishes a definitive link
between teacher preparation and student academic achievement. Teachers
who are well prepared are better able to advance student learning.
Improving content-area knowledge, pedagogical and technology skills, and
awareness and appreciation of cultural diversity will ensure the
likelihood of producing better educated students in schools that have
high numbers of poor and minority students.

The *Improving Teacher Quality State Grant Program* authorized under
Title II, Part A of NCLB supports professional development activities
across all core content academic subject areas to assist schools in
increasing the academic achievement of all students. Since FY2004, IBHE
has approved competitive professional development grants to eligible
partnerships geographically throughout the state of Illinois. The NCLB
grants are provided to eligible partnerships that comprise Illinois
colleges and universities (including community colleges) and high-needs
Illinois public school districts. Grant funds are used by partnerships
to conduct professional development activities including instructional
strategies derived from scientifically based research in core academic
areas.

The focus of this professional development is to ensure that highly
qualified teachers and principals have the content-area knowledge needed
to enhance instruction and improve student academic achievement.
Illinois must build the knowledge, skills, and abilities of teachers who
remain in challenging schools environments. Intensive professional
development is one way to assist these teachers in becoming highly
qualified.

IBHE is currently funding the third year of 22 such grants. These
partnerships will provide more than 2,300 hours of intensive,
high-quality professional development activities to Illinois elementary
and secondary teachers. While these grants can support activities in any
of the core content areas, the majority (70%) focus on professional
development for math and science teachers.

Eleven of the twenty-two partnerships recommended for renewal funding
include Chicago Public School District 299 as the high-needs district.
One such partnership entitled "Content and Implementation: Improving
Science Education" is with Loyola University. This program enrolls
teachers in science endorsement sequence coursework and recruits
teachers to receive training in SEPUP (Science Education for Public
Understanding Program), a National Science Foundation curriculum for
7^th^ and 8^th^ graders. Teachers gain the confidence to begin teaching
science concepts to middle school students in their classes, and student
scores on the state science test show that students are performing
better and meeting or exceeding state standards in schools where
teachers have received SEPUP training.

The remaining eleven partnerships involve high-needs school districts
outside of Chicago. The "Science Teaching Excellence Partnership (STEP)
involves Illinois State University, Rend Lake Community College, and
several school districts in the south-central portion of the state. The
majority of the districts are rural.

STEP is designed to improve math instruction in grades
K--12---especially the middle school grades of 4--9---by enabling
teachers to evaluate student data, enhance professional development in
science, mathematics, and pedagogy, and organize curriculum to focus on
the Illinois Learning Standards in science and mathematics. Using pre-
and post-test analysis of student test scores, 74% of participants state
test scores in their schools have improved.

Such partnerships also reach out to special education teachers teaching
core content. Project "Learning Together" pairs Northeastern Illinois
University with Chicago schools to provide professional development for
high school teachers of math and science. The partnership ensures that
highly qualified teachers and principals who serve diverse learners and
students with disabilities have an understanding of how to employ
research-based instructional strategies to address each student's
learning needs as well as the requisite content-area knowledge in math
and science. An additional goal is to support the collaboration of
special education and regular education teachers in each school and to
increase their knowledge of special education characteristics and
instructional practices especially related to mathematics and science.

Since the inception of this program, IBHE staff have worked to establish
evaluative and assessment criteria to ensure program accountability.
IBHE has sponsored three symposia aimed at providing leadership and
support activities for all renewal partnerships. Each partnership was
required to attend the annual meetings to discuss ways to improve
evaluation of teacher professional development, collecting and analyzing
student data, and developing and sustaining school and university
partnerships. The symposia provided the basis for increasing networking
with other partners, sharing relevant learning experiences, and learning
new ways to sustain and build capacity for their own partnerships. The
2006 symposium is planned for this fall.

*P--20 Partnership: The Associate of Arts in Teaching Degree Makes
Becoming a Highly Qualified Teacher More Accessible to Students Across
the State*

Illinois has a P--20 partnership that comprises representatives from
community colleges, four-year universities, IBHE, and ISBE, which is
responsible for the coordination of Associate of Arts in Teaching (AAT)
programs at several community colleges across the state. The AAT is
designed to increase the number of highly qualified teachers by reaching
out to students who may be interested in becoming a teacher, but need to
stay close to their home base. There are 48 community colleges in
Illinois; many are located in rural areas and urban centers. Coursework
can be taken on the community college campus, and candidates who
complete the program are eligible to enter a four-year college or
university at the junior level. In some cases more advanced coursework
is also offered on the community college campus.

The AAT is limited to the following areas of need: secondary math,
secondary science, special education, and early childhood. Currently,
the AAT-Secondary Math degree is offered at 18 community colleges, the
majority in rural or less-populated areas of the state. The
AAT-Secondary Science is currently offered at two community colleges
with one of those located in a rural area. The AAT in special education
degree is currently offered at two community colleges and the early
childhood degree is offered at one. The Community College Board is in
the process of reviewing more applications to offer these programs.

*United Star On-line Professional Development for Teachers*

The Illinois State Board of Education and Western Illinois University
are members of the United Star Distance Learning Consortium (USDLC), a
non-profit, multi-state consortium that provides on-line professional
development to teachers in core-content areas such as Reading/Language
Arts, Mathematics and Science. Examples of course titles include:
Science and the Living World, Literacy to Learn: Reading, Writing, and
Thinking Across the Curriculum, and *No Child Left Behind*: Achieving
Academic Excellence in Math. Many of the schools and districts that use
Star learning are considered high-poverty schools.

Such professional development may assist special education teachers
and/or teachers in rural or poverty areas using HOUSSE in becoming
highly qualified during the next two years. In addition, such
professional development will assist already highly qualified teachers
in becoming more effective. Because of the importance of these three
core-content areas, USDLC has increased the number of offerings
substantially over the five- year period from 2000-2005.

Illinois has addressed the issue of using Title II funds for
professional development or to ameliorate teacher shortages. Public Act
93-997, from the 93^rd^ General Assembly, states the following:

**Graph 3. Percentage of Educators Completing Professional Development\
Who Work in High-Poverty Schools**

![](media/image3.wmf)

**Graph 1. Percent of United Star On-line Professional Development\
Offerings in Reading, Math, or Science**

![](media/image4.wmf)

Table 17. Percentage of In-service Professional Development Courses and
Modules That Are\
in Reading, Math, or Science

  ------------- -------------------- -------- ----------- ----------- ------------
                **Y2**               **Y3**   **Y4**      **Y5**      **Y2-5**

  **RMS**       12                   17       88          65          182

  **Other**     61                   164      164         94          483

  **TOTAL**     73                   181      252         159         665

  **Percent**   16.4                 9.4      34.9        40.8        27.4
  ------------- -------------------- -------- ----------- ----------- ------------

**Strategies to identify which teachers are, or are not, recorded as
being as highly qualified and a.) provide a means to record them as
being highly qualified or b.) create a plan for them to become highly
qualified or c.) hire and assign highly qualified teachers to core
content areas:**

+-------------------+-------------+----------+--------+--------+------+
| **Specific        |             |          |        |        |      |
| strategies        |             |          |        |        |      |
| Illinois will     |             |          |        |        |      |
| adopt:**          |             |          |        |        |      |
+-------------------+-------------+----------+--------+--------+------+
| ISBE will         |             |          |        |        |      |
| implement the new |             |          |        |        |      |
| Educator          |             |          |        |        |      |
| Certification     |             |          |        |        |      |
| System (ECS) that |             |          |        |        |      |
| combines the      |             |          |        |        |      |
| On-line Teacher   |             |          |        |        |      |
| Information       |             |          |        |        |      |
| System (OTIS) and |             |          |        |        |      |
| the Certificate   |             |          |        |        |      |
| Renewal Tracking  |             |          |        |        |      |
| System (CeRTS)    |             |          |        |        |      |
| and will include  |             |          |        |        |      |
| information       |             |          |        |        |      |
| regarding HQT     |             |          |        |        |      |
| status of         |             |          |        |        |      |
| teachers.         |             |          |        |        |      |
| **(New)**         |             |          |        |        |      |
+-------------------+-------------+----------+--------+--------+------+
| **Steps:**        | **Agency,   | **R      | **Will |        | **   |
|                   | area, and   | esources | init   |        | Time |
|                   | person(s)   | req      | iative |        | line |
|                   | responsible | uired:** | r      |        | for  |
|                   | for         |          | equire |        | c    |
|                   | developing  |          | rules, |        | ompl |
|                   | program or  |          | legis  |        | etio |
|                   | policy:**   |          | lation |        | n:** |
|                   |             |          | a      |        |      |
|                   |             |          | ction, |        |      |
|                   |             |          | and/or |        |      |
|                   |             |          | State  |        |      |
|                   |             |          | Board  |        |      |
|                   |             |          | act    |        |      |
|                   |             |          | ion?** |        |      |
+-------------------+-------------+----------+--------+--------+------+
|                   |             |          | *      | **No** |      |
|                   |             |          | *Yes** |        |      |
+-------------------+-------------+----------+--------+--------+------+
| In Phase I        | ISBE, Data  | Current  |        | X      | S    |
| teachers will     | Systems     | ISBE     |        |        | epte |
| input HQT         |             | staff    |        |        | mber |
| information into  |             | and      |        |        | 2006 |
| ECS by using a    |             | con      |        |        |      |
| wizard program.   |             | tractual |        |        |      |
| This information  |             | staff    |        |        |      |
| will then become  |             |          |        |        |      |
| part of the       |             |          |        |        |      |
| permanent teacher |             |          |        |        |      |
| record.           |             |          |        |        |      |
+-------------------+-------------+----------+--------+--------+------+
| In Phase II the   | ISBE, Data  | Current  |        | X      | #    |
| SEA will have the | Systems     | ISBE     |        |        | Janu |
| ability to        |             | staff    |        |        | ary  |
| cross-reference   |             | and      |        |        | 2007 |
| inputted teacher  |             | con      |        |        |      |
| data with the     |             | tractual |        |        |      |
| Teacher Service   |             | staff    |        |        |      |
| Record (TSR) to   |             |          |        |        |      |
| assist in         |             |          |        |        |      |
| determining if    |             |          |        |        |      |
| teachers are      |             |          |        |        |      |
| highly qualified  |             |          |        |        |      |
| for the subjects  |             |          |        |        |      |
| they are          |             |          |        |        |      |
| currently         |             |          |        |        |      |
| reported as       |             |          |        |        |      |
| teaching.         |             |          |        |        |      |
+-------------------+-------------+----------+--------+--------+------+
| **Measure:**      | **Agency,   | **R      | *      |        | *    |
|                   | area, and   | esources | *Means |        | *Tim |
|                   | person(s)   | req      | of     |        | elin |
|                   | responsible | uired:** | rep    |        | e:** |
|                   | for         |          | orting |        |      |
|                   | evaluation  |          | (e.g., |        |      |
|                   | and         |          | annual |        |      |
|                   | r           |          | r      |        |      |
|                   | eporting:** |          | eport, |        |      |
|                   |             |          | post   |        |      |
|                   |             |          | on     |        |      |
|                   |             |          | websi  |        |      |
|                   |             |          | te):** |        |      |
+-------------------+-------------+----------+--------+--------+------+
| These data will   | ISBE,       | Current  | R      |        | TBD  |
| provide the basis | Ce          | ISBE     | eports |        |      |
| for various state | rtification | staff    |        |        |      |
| and federal       | and Data    | and      |        |        |      |
| reports           | Systems     | con      |        |        |      |
|                   |             | tractual |        |        |      |
|                   |             | staff    |        |        |      |
+-------------------+-------------+----------+--------+--------+------+

  ------------------- -------------- ------------- -------------------------------------- ---------- ---------------
  **Specific                                                                                         
  strategies Illinois                                                                                
  will adopt:**                                                                                      

  ISBE will analyze                                                                                  
  data from initial                                                                                  
  survey entitled                                                                                    
  "Reasons for Being                                                                                 
  Classified as Not                                                                                  
  Highly Qualified."                                                                                 
  **(Ongoing)**                                                                                      

  **Steps:**          **Agency,      **Resources   **Will initiative require rules,                  **Timeline for
                      area, and      required:**   legislation action, and/or State Board            completion:**
                      person(s)                    action?**                                         
                      responsible                                                                    
                      for developing                                                                 
                      program or                                                                     
                      policy:**                                                                      

                                                   **Yes**                                **No**     

  Continue to collect ISBE, Data     Current ISBE                                         X          September 2006
  and analyze data    Analysis and   staff                                                           
  from this survey to Progress                                                                       
  determine the most  Reporting                                                                      
  prevalent reasons                                                                                  
  why teachers are                                                                                   
  not highly                                                                                         
  qualified.                                                                                         

  **Measure:**        **Agency,      **Resources   **Means of reporting (e.g., annual                **Timeline:**
                      area, and      required:**   report, post on website):**                       
                      person(s)                                                                      
                      responsible                                                                    
                      for evaluation                                                                 
                      and                                                                            
                      reporting:**                                                                   

  Information from    ISBE, Data     Current ISBE  Added to school report cards which are            November 2006
  this survey will be Analysis and   staff         referenced on                                     
  added to School     Progress                     [www.isbe.net](http://www.isbe.net/)              
  Report cards        Reporting                                                                      
  ------------------- -------------- ------------- -------------------------------------- ---------- ---------------

  ------------------- --------------- ------------- --------------- --------- ---------------
  **Specific                                                                  
  strategies Illinois                                                         
  will adopt:**                                                               

  ISBE will refine                                                            
  the survey entitled                                                         
  "Reasons for Being                                                          
  Classified as Not                                                           
  Highly Qualified."                                                          
  **(New)**                                                                   

  **Steps:**          **Agency, area, **Resources   **Will                    **Timeline for
                      and person(s)   required:**   initiative                completion:**
                      responsible for               require rules,            
                      developing                    legislation               
                      program or                    action, and/or            
                      policy:**                     State Board               
                                                    action?**                 

                                                    **Yes**         **No**    

  Refine the survey   ISBE, Data      Current ISBE                  X         January 2007
  to identify the     Analysis and    staff                                   
  core academic       Progress                                                
  subjects that are   Reporting and                                           
  not being taught by Certification                                           
  highly qualified                                                            
  teachers                                                                    

  **Measure:**        **Agency, area, **Resources   **Means of                **Timeline:**
                      and person(s)   required:**   reporting                 
                      responsible for               (e.g., annual             
                      evaluation and                report, post on           
                      reporting:**                  website):**               

  Report sent to      ISBE, Data      Current ISBE  Informational             September 2007
  divisions within    Analysis and    staff         report to                 
  the Teaching and    Progress                      divisions                 
  Learning Center and Reporting                     within Teaching           
  external partners                                 and Learning              
  to better target                                                            
  professional                                                                
  development                                                                 
  resources at                                                                
  specific groups.                                                            
  ------------------- --------------- ------------- --------------- --------- ---------------

  ------------------------- --------------- ------------- ------------------------- ---------- ---------------
  **Specific strategies                                                                        
  Illinois will adopt:**                                                                       

  Illinois reduced the time                                                                    
  required to process                                                                          
  teacher certificate and                                                                      
  endorsement applications                                                                     
  and continues to monitor                                                                     
  and update the process so                                                                    
  as not to prevent highly                                                                     
  qualified teachers from                                                                      
  accepting a teaching                                                                         
  assignment.                                                                                  
  **(Expanded)**                                                                               

  **Steps:**                **Agency, area, **Resources   **Will initiative require            **Timeline for
                            and person(s)   required:**   rules, legislation                   completion:**
                            responsible for               action, and/or State                 
                            developing                    Board action?**                      
                            program or                                                         
                            policy:**                                                          

                                                          **Yes**                   **No**     

  ISBE reduced the amount   ISBE,           Current staff                           X          Ongoing
  of time required to       Certification                                                      
  process teacher                                                                              
  certificate and                                                                              
  endorsement applications                                                                     
  and continues to monitor                                                                     
  the processing time on                                                                       
  certificate/endorsement                                                                      
  applications                                                                                 

  **Measure:**              **Agency, area, **Resources   **Means of reporting                 **Timeline:**
                            and person(s)   required:**   (e.g., annual report,                
                            responsible for               post on website):**                  
                            evaluation and                                                     
                            reporting:**                                                       

  ISBE staff created a      ISBE, Data      Current staff Internal web-based                   Ongoing
  Web-based program called  Systems                       application; applicant               
  *Certification Counts*                                  will be able to see if               
  that measures the types                                 certificate/endorsement              
  of pending certificates                                 is pending on the ECS                
  and endorsements.                                       system. This program is              
                                                          used on a daily basis to             
                                                          address individual                   
                                                          certification concerns..             
  ------------------------- --------------- ------------- ------------------------- ---------- ---------------

  ------------------- -------------- ------------- ------------- ---------- ---------------
  **Specific                                                                
  strategies Illinois                                                       
  will adopt:**                                                             

  Illinois will                                                             
  require that each                                                         
  LEA file a plan                                                           
  with the Regional                                                         
  Office of Education                                                       
  that includes a                                                           
  list of all                                                               
  teachers who are                                                          
  not highly                                                                
  qualified and a                                                           
  general plan with                                                         
  benchmarks to                                                             
  assist core content                                                       
  teachers in                                                               
  becoming highly                                                           
  qualified.                                                                
  **(New)**                                                                 

  **Steps:**          **Agency,      **Resources   **Will                   **Timeline for
                      area, and      required:**   initiative               completion:**
                      person(s)                    require                  
                      responsible                  rules,                   
                      for developing               legislation              
                      program or                   action,                  
                      policy:**                    and/or State             
                                                   Board                    
                                                   action?**                

                                                   **Yes**       **No**     

  Each district will  ROEs           Current staff               X          December 2006
  create a plan and                                                         
  submit it to their                                                        
  Regional Office of                                                        
  Education for                                                             
  review.                                                                   

  **Measure:**        **Agency,      **Resources   **Means of               **Timeline:**
                      area, and      required:**   reporting                
                      person(s)                    (e.g., annual            
                      responsible                  report, post             
                      for evaluation               on                       
                      and                          website):**              
                      reporting:**                                          

  ROEs will monitor   ROEs           Current staff Monitoring               July 2007
  the progress of                                  reports                  
  each plan based on                                                        
  reported benchmarks                                                       
  during compliance                                                         
  visits.                                                                   
  ------------------- -------------- ------------- ------------- ---------- ---------------

  -------------------- --------------- -------------- ------------- ---------- ---------------
  **Specific                                                                   
  strategies Illinois                                                          
  will adopt:**                                                                

  Illinois will expand                                                         
  support for the                                                              
  National Board for                                                           
  Professional                                                                 
  Teaching Standards                                                           
  (NBPTS).                                                                     
  **(Expanded)**                                                               

  **Steps:**           **Agency, area, **Resources    **Will                   **Timeline for
                       and person(s)   required:**    initiative               completion:**
                       responsible for                require                  
                       developing                     rules,                   
                       program or                     legislation              
                       policy:**                      action,                  
                                                      and/or State             
                                                      Board                    
                                                      action?**                

                                                      **Yes**       **No**     

  Support new          ISBE,           Current staff;               X          July 2007
  contractor's         Certification   \$9.6 million                           
  recruitment efforts,                 appropriated                            
  which are targeted                                                           
  to high-needs                                                                
  schools                                                                      

  Explore reciprocity  ISBE,           Current staff  If a change              July 2007
  issues as they       Certification                  is                       
  relate to the master                                recommended              
  certificate.                                        in our                   
                                                      process.                 

  **Measure:**         **Agency, area, **Resources    **Means of               **Timeline:**
                       and person(s)   required:**    reporting                
                       responsible for                (e.g., annual            
                       evaluation and                 report, post             
                       reporting:**                   on                       
                                                      website):**              

  Data analysis will   ISBE;           Current staff  Annual report            July 2007
  be provided by the   Certification                                           
  contractor with                                                              
  respect to the                                                               
  number of new NBCTs                                                          
  in high-needs                                                                
  schools, the amount                                                          
  of mentoring being                                                           
  conducted in                                                                 
  high-needs schools                                                           
  and the impact of                                                            
  NBCTs on student                                                             
  achievement.                                                                 
  -------------------- --------------- -------------- ------------- ---------- ---------------

  -------------------- -------------- ------------- ------------- --------- ---------------
  **Specific                                                                
  strategies Illinois                                                       
  will adopt:**                                                             

  Illinois will seek                                                        
  to expand use of                                                          
  distance learning                                                         
  through the Illinois                                                      
  Virtual High School                                                       
  statewide, but                                                            
  especially to rural                                                       
  districts and small                                                       
  districts.                                                                
  **(Expanded)**                                                            

  **Steps:**           **Agency,      **Resources   **Will                  **Timeline for
                       area, and      required:**   initiative              completion:**
                       person(s)                    require                 
                       responsible                  rules,                  
                       for developing               legislation             
                       program or                   action,                 
                       policy:**                    and/or State            
                                                    Board                   
                                                    action?**               

                                                    **Yes**       **No**    

  Expand use of IVHS   ISBE,          Current staff               X         Ongoing
  to permit better     Curriculum and                                       
  student access to    Instruction                                          
  highly qualified                                                          
  teachers and address                                                      
  shortage areas in                                                         
  core academic                                                             
  content.                                                                  

  **Measure:**         **Agency,      **Resources   **Means of              **Timeline:**
                       area, and      required:**   reporting               
                       person(s)                    (e.g., annual           
                       responsible                  report, post            
                       for evaluation               on                      
                       and                          website):**             
                       reporting:**                                         

  The Curriculum and   ISBE,          Current staff Internal                Ongoing
  Instruction division Curriculum and               annual report           
  will provide a       Instruction                                          
  report to ISBE.                                                           
  -------------------- -------------- ------------- ------------- --------- ---------------

  -------------------- --------------- ------------- ------------- --------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will                                                              
  continue to support                                                        
  formal arrangements                                                        
  that enable                                                                
  high-needs districts                                                       
  to recruit and hire                                                        
  qualified                                                                  
  international                                                              
  teachers.                                                                  
  **(Ongoing)**                                                              

  **Steps:**           **Agency, area, **Resources   **Will                  **Timeline for
                       and person(s)   required:**   initiative              completion:**
                       responsible for               require                 
                       developing                    rules,                  
                       program or                    legislation             
                       policy:**                     action,                 
                                                     and/or State            
                                                     Board                   
                                                     action?**               

                                                     **Yes**       **No**    

  Continue to issue    ISBE,           Current staff               X         Ongoing
  Visiting             Certification                                         
  International                                                              
  Certificates.                                                              

  **Measure:**         **Agency, area, **Resources   **Means of              **Timeline:**
                       and person(s)   required:**   reporting               
                       responsible for               (e.g., annual           
                       evaluation and                report, post            
                       reporting:**                  on                      
                                                     website):**             

  Use the Teacher      ISBE,           Current staff Internal                Ongoing
  Certification        Certification                 report                  
  Information System   and Data                                              
  to determine the     Systems                                               
  number currently in                                                        
  use in FY2006 (83).                                                        
  -------------------- --------------- ------------- ------------- --------- ---------------

  -------------------- -------------- ------------- ------------- --------------- --------- ---------------
  **Specific                                                                                
  strategies Illinois                                                                       
  will adopt:**                                                                             

  Illinois will                                                                             
  coordinate statewide                                                                      
  efforts to provide                                                                        
  professional                                                                              
  development to                                                                            
  high-needs districts                                                                      
  in an attempt to                                                                          
  reduce disparities                                                                        
  in resources by                                                                           
  allocating                                                                                
  assistance to                                                                             
  schools on the basis                                                                      
  of need.                                                                                  
  **(Ongoing)**                                                                             

  **Steps:**           **Agency,      **Resources   **Will                                  **Timeline for
                       area, and      required:**   initiative                              completion:**
                       person(s)                    require                                 
                       responsible                  rules,                                  
                       for developing               legislation                             
                       program or                   action,                                 
                       policy:**                    and/or State                            
                                                    Board                                   
                                                    action?**                               

                                                    **Yes**                       **No**    

  Ensure that adequate ISBE, ROE      Current staff                               X         June 2007
  professional         Services;                                                            
  development is       Federal Grants                                                       
  provided to teachers and Programs                                                         
  who need assistance                                                                       
  in becoming highly                                                                        
  qualified.                                                                                

  Seek additional      ISBE, ROE      Current staff                               X         Ongoing
  resources from CCSSO Services,                                                            
  and other groups to  Federal Grants                                                       
  create new           and Programs                                                         
  professional                                                                              
  development                                                                               
  opportunities.                                                                            

  **Measure:**         **Agency,      **Resources   **Means of                              **Timeline:**
                       area, and      required:**   reporting                               
                       person(s)                    (e.g., annual                           
                       responsible                  report, post                            
                       for evaluation               on                                      
                       and                          website):**                             
                       reporting:**                                                         

  ROEs will provide a  ROEs, ISBE;    Current staff Report        IARSS link on             Ongoing
  report on the        ROE Services                               ISBE website              
  professional                                                    that announces            
  development offered                                             professional              
  by their respective                                             development               
  entities designed to                                            opportunities             
  assist teachers in                                              at each ROE               
  becoming highly                                                                           
  qualified and/or                                                                          
  target shortage                                                                           
  areas so that the                                                                         
  SEA will have a                                                                           
  clear picture of                                                                          
  statewide                                                                                 
  professional                                                                              
  development efforts                                                                       
  so as to determine                                                                        
  if additional                                                                             
  programs are                                                                              
  necessary to meet                                                                         
  demand.                                                                                   
  -------------------- -------------- ------------- ------------- --------------- --------- ---------------

  -------------------- --------------- ------------- ------------- --------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will                                                              
  promote the link to                                                        
  the Illinois                                                               
  Association of                                                             
  School                                                                     
  Administrators Job                                                         
  Bank on                                                                    
  www.isbe.net.                                                              
  **(Ongoing)**                                                              

  **Steps:**           **Agency, area, **Resources   **Will                  **Timeline for
                       and person(s)   required:**   initiative              completion:**
                       responsible for               require                 
                       developing                    rules,                  
                       program or                    legislation             
                       policy:**                     action,                 
                                                     and/or State            
                                                     Board                   
                                                     action?**               

                                                     **Yes**       **No**    

  Promote the IASA Job IASA and ISBE;  Current staff               X         Ongoing
  Bank on the ISBE     Certification                                         
  website to encourage                                                       
  districts with                                                             
  teachers who are not                                                       
  highly qualified to                                                        
  use this resource.                                                         

  **Measure:**         **Agency, area, **Resources   **Means of              **Timeline:**
                       and person(s)   required:**   reporting               
                       responsible for               (e.g., annual           
                       evaluation and                report, post            
                       reporting:**                  on                      
                                                     website):**             

  Monitor the job bank IASA and ISBE;  Current staff               Posted on July 2007
  to see if there are  Certification                               website   
  additional postings                                                        
  by high-needs                                                              
  districts.                                                                 
  -------------------- --------------- ------------- ------------- --------- ---------------

  ----------------------- -------------- ------------- ------------- ---------- ---------------
  **Specific strategies                                                         
  Illinois will adopt:**                                                        

  Illinois will explore                                                         
  the use and                                                                   
  advertisement of                                                              
  Teachers-Teachers.com                                                         
  to expand the number of                                                       
  highly qualified                                                              
  teachers seeking and                                                          
  applying for jobs in                                                          
  Illinois. **(New)**                                                           

  **Steps:**              **Agency,      **Resources   **Will                   **Timeline for
                          area, and      required:**   initiative               completion:**
                          person(s)                    require                  
                          responsible                  rules,                   
                          for developing               legislation              
                          program or                   action,                  
                          policy:**                    and/or State             
                                                       Board                    
                                                       action?**                

                                                       **Yes**       **No**     

  Add information about   ISBE, Data     Current staff               X          January 2007
  the program to our      Processing                                            
  website.                                                                      

  **Measure:**            **Agency,      **Resources   **Means of               **Timeline:**
                          area, and      required:**   reporting                
                          person(s)                    (e.g., annual            
                          responsible                  report, post             
                          for evaluation               on                       
                          and                          website):**              
                          reporting:**                                          

  Success can be measured ISBE, Data                   X                        July 2007
  by how many educators   Processing                                            
  use this venue to                                                             
  secure a job in                                                               
  Illinois.                                                                     
  ----------------------- -------------- ------------- ------------- ---------- ---------------

  -------------------- -------------- ------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will                                                              
  encourage the use of                                                       
  United Star Distance                                                       
  Learning Consortium                                                        
  so that teachers can                                                       
  have access to                                                             
  high-quality                                                               
  professional                                                               
  development in                                                             
  language arts and                                                          
  science to and learn                                                       
  new strategies in                                                          
  these core-content                                                         
  areas to help them                                                         
  become highly                                                              
  qualified and/or                                                           
  more effective.                                                            
  **(Ongoing)**                                                              

  **Steps:**           **Agency,      **Resources   **Will                   **Timeline for
                       area, and      required:**   initiative               completion:**
                       person(s)                    require                  
                       responsible                  rules,                   
                       for developing               legislation              
                       program or                   action,                  
                       policy:**                    and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  Send e-mails to the  ISBE,                                      X          Ongoing
  ROE list-serve with  Curriculum and                                        
  course descriptions  Instruction                                           
  and how to sign up.                                                        

  **Measure:**         **Agency,      **Resources   **Means of               **Timeline:**
                       area, and      required:**   reporting                
                       person(s)                    (e.g., annual            
                       responsible                  report, post             
                       for evaluation               on                       
                       and                          website):**              
                       reporting:**                                          

  Survey participants  ISBE,          Current ISBE  Report                   August 2007
  on the value of the  Curriculum and staff                                  
  professional         Instruction                                           
  development on their                                                       
  teaching                                                                   
  effectiveness.                                                             
  -------------------- -------------- ------------- ------------- ---------- ---------------

  -------------------- -------------- ------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will                                                              
  continue to manage                                                         
  our \$38 million                                                           
  commitment to the                                                          
  Reading First Grant                                                        
  Program.                                                                   
  **(Ongoing)**                                                              

  **Steps:.**          **Agency,      **Resources   **Will                   **Timeline for
                       area, and      required:**   initiative               completion:**
                       person(s)                    require                  
                       responsible                  rules,                   
                       for developing               legislation              
                       program or                   action,                  
                       policy:**                    and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  Ensure that          ISBE,          Current staff               X          June 2007
  appropriate          Curriculum and                                        
  professional         Instruction                                           
  development is being                                                       
  provided to teachers                                                       
  in the recipient                                                           
  schools.                                                                   

  **Measure:**         **Agency,      **Resources   **Means of               **Timeline:**
                       area, and      required:**   reporting                
                       person(s)                    (e.g., annual            
                       responsible                  report, post             
                       for evaluation               on                       
                       and                          website):**              
                       reporting:**                                          

  Report on the types  ISBE,          Current staff Annual report            Fall 2007
  of professional      Curriculum and               on Reading               
  development offered  Instruction                  First to USDE            
  and the number of                                                          
  the teachers                                                               
  receiving the                                                              
  professional                                                               
  development.                                                               
  -------------------- -------------- ------------- ------------- ---------- ---------------

**Strategies to a.) retrain teachers who are not highly qualified to
become highly qualified b.) train highly qualified core-content area
teachers to add a special education endorsement and encourage teacher
candidates in core-content areas to add special education and c.)
encourage universities to train teacher candidates in special education
programs to also be highly qualified in a core-content area.**

  -------------------- -------------- ------------- ------------- -- -------- ---------------
  **Specific                                                                  
  strategies Illinois                                                         
  will adopt:**                                                               

  Illinois will work                                                          
  in partnership with                                                         
  institutions of                                                             
  higher education to                                                         
  train                                                                       
  already-licensed                                                            
  teachers to become                                                          
  certified in                                                                
  high-needs areas                                                            
  such as Special                                                             
  Education.                                                                  
  **(Ongoing)**                                                               

  **Steps:**           **Agency,      **Resources   **Will                    **Timeline for
                       area, and      required:**   initiative                completion:**
                       person(s)                    require                   
                       responsible                  rules,                    
                       for developing               legislation               
                       program or                   action,                   
                       policy:**                    and/or State              
                                                    Board                     
                                                    action?**                 

                                                    **Yes**          **No**   

  40 out of the 250    ISAC           Current staff                  X        Ongoing
  Special Education                                                           
  Teacher Tuition                                                             
  Waivers are set                                                             
  aside for                                                                   
  already-certified                                                           
  teachers who wish to                                                        
  be certified in                                                             
  special education.                                                          

  **Measure:**         **Agency,      **Resources   **Means of                **Timeline:**
                       area, and      required:**   reporting                 
                       person(s)                    (e.g., annual             
                       responsible                  report, post              
                       for evaluation               on                        
                       and                          website):**               
                       reporting:**                                           

  ISAC will prepare    ISAC; ISBE     Current staff Report                    July 2007
  report for ISBE that                                                        
  details the number                                                          
  of teachers involved                                                        
  in this provision of                                                        
  SETTW and in what                                                           
  area they were                                                              
  originally                                                                  
  certified.                                                                  
  -------------------- -------------- ------------- ------------- -- -------- ---------------

  ------------------------ --------------- ------------- ------------- ---------- ---------------
  **Specific strategies                                                           
  Illinois will adopt:**                                                          

  Illinois will encourage                                                         
  teachers of core                                                                
  academic content areas                                                          
  to consider adding a                                                            
  Learning Behavior                                                               
  Specialist I endorsement                                                        
  to become more effective                                                        
  teachers able to work                                                           
  with diverse learners.                                                          
  **(Ongoing)**                                                                   

  **Steps:**               **Agency, area, **Resources   **Will                   **Timeline for
                           and person(s)   required:**   initiative               completion:**
                           responsible for               require                  
                           developing                    rules,                   
                           program or                    legislation              
                           policy:**                     action,                  
                                                         and/or State             
                                                         Board                    
                                                         action?**                

                                                         **Yes**       **No**     

  ISBE will work           ISBE,           Current staff               X          September 2006
  collaboratively with     Certification                                          
  various stakeholders,                                                           
  i.e. teacher unions,                                                            
  colleges and                                                                    
  universities, and school                                                        
  management groups to                                                            
  consider strategies that                                                        
  will encourage teachers                                                         
  already certified in a                                                          
  core content area to                                                            
  seek a LBSI endorsement.                                                        
  (See memorandum to                                                              
  Illinois Approved                                                               
  Teacher Education                                                               
  Programs 9/13/06).                                                              

  **Measure:**             **Agency, area, **Resources   **Means of               **Timeline:**
                           and person(s)   required:**   reporting                
                           responsible for               (e.g., annual            
                           evaluation and                report, post             
                           reporting:**                  on                       
                                                         website):**              

  With the assistance of   ISBE,           Current staff Report                   July 2007
  Data Systems, the        Certification                                          
  Certification division   and Data                                               
  will create an internal  Systems                                                
  report on the number of                                                         
  approvals/endorsements                                                          
  issued to determine next                                                        
  steps.                                                                          
  ------------------------ --------------- ------------- ------------- ---------- ---------------

  -------------------- -------------- ------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will study                                                        
  a system of new                                                            
  incentives to                                                              
  encourage colleges                                                         
  and universities to                                                        
  produce more highly                                                        
  qualified graduates                                                        
  in core content                                                            
  areas or with dual                                                         
  certification in                                                           
  Special Education.                                                         
  **(New)**                                                                  

  **Steps:**           **Agency,      **Resources   **Will                   **Timeline for
                       area, and      required:**   initiative               completion:**
                       person(s)                    require                  
                       responsible                  rules,                   
                       for developing               legislation              
                       program or                   action,                  
                       policy:**                    and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  A study group        IBHE , ICCB,   Current staff X                        July 2007
  comprising           and ISBE                                              
  representatives from                                                       
  higher education,                                                          
  teacher unions,                                                            
  school management                                                          
  groups, and ROEs                                                           
  will be formed to                                                          
  discuss possible                                                           
  steps the state                                                            
  could take to                                                              
  produce more                                                               
  graduates in                                                               
  shortage areas.                                                            

  **Measure:**         **Agency,      **Resources   **Means of               **Timeline:**
                       area, and      required:**   reporting                
                       person(s)                    (e.g., annual            
                       responsible                  report, post             
                       for evaluation               on                       
                       and                          website):**              
                       reporting:**                                          

  The study group will IBHE , ICCB    Current staff Report                   September 2007
  present a report     and ISBE                                              
  outlining its                                                              
  recommendations to                                                         
  the Executive                                                              
  Directors of IBHE                                                          
  and ICCB and the                                                           
  State Superintendent                                                       
  of Schools.                                                                
  -------------------- -------------- ------------- ------------- ---------- ---------------

  -------------------- -------------- ------------- ------------- --------- ---------------
  **Specific                                                                
  strategies Illinois                                                       
  will adopt:**                                                             

  Illinois will                                                             
  continue to expand                                                        
  the availability of                                                       
  the Associate of                                                          
  Arts Degree in                                                            
  Teaching (AAT) on                                                         
  community college                                                         
  campuses to better                                                        
  recruit place-bound                                                       
  candidates to become                                                      
  highly qualified                                                          
  teachers and go                                                           
  "home" to teach in                                                        
  rural and urban                                                           
  areas.                                                                    
  **(Expanded)**                                                            

  **Steps:**           **Agency,      **Resources   **Will                  **Timeline for
                       area, and      required:**   initiative              completion:**
                       person(s)                    require                 
                       responsible                  rules,                  
                       for developing               legislation             
                       program or                   action,                 
                       policy:**                    and/or State            
                                                    Board                   
                                                    action?**               

                                                    **Yes**       **No**    

  Work with IBHE,      IBHE, ICCB,    Current staff               X         Ongoing
  ICCB, and other      and ISBE                                             
  stakeholders to                                                           
  continue to expand                                                        
  the number of                                                             
  campuses offering                                                         
  this degree in                                                            
  secondary                                                                 
  mathematics and                                                           
  science and expand                                                        
  degree offerings to                                                       
  include bilingual                                                         
  education.                                                                

  **Measure:**         **Agency,      **Resources   **Means of              **Timeline:**
                       area, and      required:**   reporting               
                       person(s)                    (e.g., annual           
                       responsible                  report, post            
                       for evaluation               on                      
                       and                          website):**             
                       reporting:**                                         

  A report prepared by ICCB; shared   Current staff Report                  Ongoing
  ICCB indicating the  with ISBE                                            
  number of campuses                                                        
  offering the AAT and                                                      
  describing progress                                                       
  on the AAT in                                                             
  bilingual education                                                       
  in order to                                                               
  determine next                                                            
  steps.                                                                    
  -------------------- -------------- ------------- ------------- --------- ---------------

**Strategies to create a continuous supply of highly qualified teachers
to teach core content areas in low-performing urban and rural schools so
that the students in these schools are not taught at a higher rate by
non-highly qualified teachers:**

  ----------------------- --------------- ------------- ------------- ----------------------------- ---------------
  **Specific strategies                                                                             
  Illinois will adopt:**                                                                            

  Illinois will expand                                                                              
  the Grow Your Own                                                                                 
  Teachers Initiative.                                                                              
  **(Expanded)**                                                                                    

  **Steps:**              **Agency, area, **Resources   **Will                                      **Timeline for
                          and person(s)   required:**   initiative                                  completion:**
                          responsible for               require                                     
                          developing                    rules,                                      
                          program or                    legislation                                 
                          policy:**                     action,                                     
                                                        and/or State                                
                                                        Board                                       
                                                        action?**                                   

                                                        **Yes**       **No**                        

  Award implementation    ISBE,           Current ISBE  X                                           March 1, 2006
  grants for programs     Certification   staff; the                                                
  that apply and meet the                 budget for                                                
  criteria; continue                      this portion                                              
  funding those programs                  of the                                                    
  that are already                        program is                                                
  running in a successful                 \$2.5 million                                             
  manner, issue                                                                                     
  additional planning                                                                               
  grants. Two grants for                                                                            
  continuation funding                                                                              
  and one implementation                                                                            
  grant have been funded                                                                            
  thus far. The deadline                                                                            
  for submission of grant                                                                           
  proposals in March 1,                                                                             
  2007. There is great                                                                              
  interest in additional                                                                            
  planning grants that                                                                              
  will be issued in                                                                                 
  December 2006.                                                                                    

  **Measure:**            **Agency, area, **Resources   **Means of                                  **Timeline:**
                          and person(s)   required:**   reporting                                   
                          responsible for               (e.g., annual                               
                          evaluation and                report, post                                
                          reporting:**                  on                                          
                                                        website):**                                 

  Recipients will create  ISBE,           Current ISBE  Annual report May post information from the July 2007
  a database for program  Certification   staff; the                  report on                     
  information and collect                 budget for                  www.growyourownteachers.org   
  data on a variety of                    this portion                                              
  issues, including                       of the                                                    
  student supports and                    program is                                                
  how they relate to                      \$50,000                                                  
  persistence in the                                                                                
  program to provide the                                                                            
  basis of an external                                                                              
  evaluation.                                                                                       
  ----------------------- --------------- ------------- ------------- ----------------------------- ---------------

  ----------------------- --------------- ------------- ------------- -------------------------------------------------------- -------- ---------------
  **Specific strategies                                                                                                                 
  Illinois will adopt:**                                                                                                                

  Illinois will continue                                                                                                                
  to promote                                                                                                                            
  high-quality,                                                                                                                         
  alternative route                                                                                                                     
  programs that will                                                                                                                    
  produce more highly                                                                                                                   
  qualified teachers to                                                                                                                 
  teach in high-needs                                                                                                                   
  schools. **(Ongoing)**                                                                                                                

  **Steps:**              **Agency, area, **Resources   **Will                                                                          **Timeline for
                          and person(s)   required:**   initiative                                                                      completion:**
                          responsible for               require                                                                         
                          developing                    rules,                                                                          
                          program or                    legislation                                                                     
                          policy:**                     action,                                                                         
                                                        and/or State                                                                    
                                                        Board                                                                           
                                                        action?**                                                                       

                                                        **Yes**                                                                **No**   

  Continue to support     ISBE; IL Dept.  Current staff                                                                        X        Ongoing
  Troops to Teachers      of Veteran                                                                                                    
                          Affairs                                                                                                       

  Continue to support     ISBE            Current staff                                                                        X        Ongoing
  Teach for America       Certification                                                                                                 

  Explore the replication ISBE            Current staff X                                                                               New
  of the Chicago Fellows  Certification                                                                                                 
  Program                                                                                                                               

  **Measure:**            **Agency, area, **Resources   **Means of                                                                      **Timeline:**
                          and person(s)   required:**   reporting                                                                       
                          responsible for               (e.g., annual                                                                   
                          evaluation and                report, post                                                                    
                          reporting:**                  on                                                                              
                                                        website):**                                                                     

  ISBE will receive       IDVA; ISBE; CPS Current staff               Links to programs will be included on                             July 2007
  annual reports on these                                             [www.isbe.net](http://www.isbe.net/) and                          
  programs to analyze                                                 [www.teachillinois.org](http://www.teachillinois.org/)            
  program effectiveness                                                                                                                 
  in placing graduates in                                                                                                               
  high-needs schools and                                                                                                                
  retention of novice                                                                                                                   
  teachers.                                                                                                                             
  ----------------------- --------------- ------------- ------------- -------------------------------------------------------- -------- ---------------

  -------------------------------------- -------------- --------------- ------------- ---------- ---------------
  **Specific strategies Illinois will                                                            
  adopt:**                                                                                       

  Illinois will continue to support                                                              
  programs such as Golden Apple designed                                                         
  to recruit middle school and high                                                              
  school students to teach in high-needs                                                         
  schools. **(Ongoing)**                                                                         

  **Steps:**                             **Agency,      **Resources     **Will                   **Timeline for
                                         area, and      required:**     initiative               completion:**
                                         person(s)                      require                  
                                         responsible                    rules,                   
                                         for developing                 legislation              
                                         program or                     action,                  
                                         policy:**                      and/or State             
                                                                        Board                    
                                                                        action?**                

                                                                        **Yes**       **No**     

  Continue to support the Golden Apple   IL Student     Current staff;                X          Ongoing
  Program and provide links on           Assistance     \$3 million                              
  [www.isac.org](http://www.isac.org/)   Commission     dollar                                   
  and www.teachillinois.org                             appropriation                            

  **Measure:**                           **Agency,      **Resources     **Means of               **Timeline:**
                                         area, and      required:**     reporting                
                                         person(s)                      (e.g., annual            
                                         responsible                    report, post             
                                         for evaluation                 on                       
                                         and                            website):**              
                                         reporting:**                                            

  Informal ISAC report to ISBE regarding ISAC           Current staff   Annual report            July 2007
  the number of candidates served by the                                                         
  program and the schools to which they                                                          
  are assigned.                                                                                  
  -------------------------------------- -------------- --------------- ------------- ---------- ---------------

  ------------------- -------------- -------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will                                                              
  continue to support                                                        
  and seek to expand                                                         
  teacher                                                                    
  scholarships and                                                           
  loan programs                                                              
  through the                                                                
  Illinois Student                                                           
  Assistance                                                                 
  Commission that                                                            
  require teachers to                                                        
  teach in                                                                   
  hard-to-staff                                                              
  schools or                                                                 
  hard-to-staff                                                              
  positions for five                                                         
  years.                                                                     
  **(Ongoing)**                                                              

  **Steps:**          **Agency,      **Resources    **Will                   **Timeline for
                      area, and      required:**    initiative               completion:**
                      person(s)                     require                  
                      responsible                   rules,                   
                      for developing                legislation              
                      program or                    action,                  
                      policy:**                     and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  Support continued   ISAC;ISBE      Current staff                X          ongoing
  funding for the                    570 IFTC, 620                           
  Illinois Future                    MTI, and 250                            
  Teacher Corps, the                 SETTW                                   
  Illinois Minority                  scholarships                            
  Teacher                            have been                               
  Scholarships, and                  awarded for                             
  the Special                        FY2007                                  
  Education Teacher                                                          
  Tuition Waivers and                                                        
  provide link on the                                                        
  ISBE and Teach                                                             
  Illinois websites                                                          
  to better inform                                                           
  potential teachers                                                         
  of these programs                                                          

  **Measure:**        **Agency,      **Resources    **Means of               **Timeline:**
                      area, and      required:**    reporting                
                      person(s)                     (e.g., annual            
                      responsible                   report, post             
                      for evaluation                on                       
                      and                           website):**              
                      reporting:**                                           

  The Illinois        IL Student     Current staff  Annual report            July 2007
  Student Assistance  Assistance                                             
  Commission prepares Commission                                             
  an annual report on                                                        
  all their programs.                                                        
  ------------------- -------------- -------------- ------------- ---------- ---------------

  ------------------- --------------- ------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will study                                                        
  the success of the                                                         
  Academy for Urban                                                          
  School Leadership                                                          
  in Chicago Public                                                          
  School District 299                                                        
  to determine if it                                                         
  can be replicated                                                          
  elsewhere in the                                                           
  state. **(New)**                                                           

  **Steps:**          **Agency, area, **Resources   **Will                   **Timeline for
                      and person(s)   required:**   initiative               completion:**
                      responsible for               require                  
                      developing                    rules,                   
                      program or                    legislation              
                      policy:**                     action,                  
                                                    and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  The SEA will study  ISBE,           Current staff               X          July 2007
  the impact of using Certification                                          
  graduates of the                                                           
  AUSL program to                                                            
  determine their                                                            
  impact on student                                                          
  achievement.                                                               

  **Measure:**        **Agency, area, **Resources   **Means of               **Timeline:**
                      and person(s)   required:**   reporting                
                      responsible for               (e.g., annual            
                      evaluation and                report, post             
                      reporting:**                  on                       
                                                    website):**              

  AYP of schools with ISBE, Data      Current staff Report                   November 2007
  AUSL graduates.     Analysis                                               
  ------------------- --------------- ------------- ------------- ---------- ---------------

**Strategies to assist educators in becoming more effective or
recruiting and retaining highly qualified educators in low-performing
schools.**

  ------------------- --------------- ------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  ISBE will develop a                                                        
  *Working Conditions                                                        
  Survey* to                                                                 
  determine the                                                              
  impact of working                                                          
  conditions on the                                                          
  retention of highly                                                        
  qualified teachers.                                                        
  **(New)**                                                                  

  **Steps:**          **Agency, area, **Resources   **Will                   **Timeline for
                      and person(s)   required:**   initiative               completion:**
                      responsible for               require                  
                      developing                    rules,                   
                      program or                    legislation              
                      policy:**                     action,                  
                                                    and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  Create a study      ISBE, Data      Current ISBE                X          April 2007
  group comprising    Analysis and    staff                                  
  various             Progress                                               
  stakeholders, i.e.  Reporting and                                          
  teacher unions,     Certification                                          
  school management                                                          
  groups, etc. to                                                            
  study surveys from                                                         
  other states such                                                          
  as North Carolina,                                                         
  to see if such a                                                           
  study---targeted to                                                        
  school districts                                                           
  who fail to meet                                                           
  AYP---would be                                                             
  useful to Illinois.                                                        

  **Measure:**        **Agency, area, **Resources   **Means of               **Timeline:**
                      and person(s)   required:**   reporting                
                      responsible for               (e.g., annual            
                      evaluation and                report, post             
                      reporting:**                  on                       
                                                    website):**              

  Recommendation to   ISBE,           Current ISBE  Report shared            Summer 2007
  the State           Certification   staff         internally               
  Superintendent                                                             
  ------------------- --------------- ------------- ------------- ---------- ---------------

  ------------------- --------------- --------------- ------------- ---------- ---------------
  **Specific                                                                   
  strategies Illinois                                                          
  will adopt:**                                                                

  ISBE will institute                                                          
  Principal Mentoring                                                          
  Programs that will                                                           
  train principals                                                             
  with appropriate                                                             
  methods to recruit,                                                          
  retrain, and retain                                                          
  highly qualified                                                             
  teachers and                                                                 
  identify best                                                                
  practices.                                                                   
  **(New)**                                                                    

  **Steps:**          **Agency, area, **Resources     **Will                   **Timeline for
                      and person(s)   required:**     initiative               completion:**
                      responsible for                 require                  
                      developing                      rules,                   
                      program or                      legislation              
                      policy:**                       action,                  
                                                      and/or State             
                                                      Board                    
                                                      action?**                

                                                      **Yes**       **No**     

  Implement PA 860 to ISBE,           Additional      X                        Winter 2006
  establish the means Certification   Staff; \$2                               
  to provide                          million                                  
  high-quality                        appropriation                            
  mentoring for                                                                
  principals in                                                                
  high-needs schools.                                                          

  **Measure:**        **Agency, area, **Resources     **Means of               **Timeline:**
                      and person(s)   required:**     reporting                
                      responsible for                 (e.g., annual            
                      evaluation and                  report, post             
                      reporting:**                    on                       
                                                      website):**              

  External evaluation ISBE,           RFP or RFSP     Annual report            July 2008
  of mentoring        Certification                                            
  programs                                                                     
  ------------------- --------------- --------------- ------------- ---------- ---------------

  -------------------- --------------- ---------------- ------------- ---------- ---------------
  **Specific                                                                     
  strategies Illinois                                                            
  will adopt:**                                                                  

  ISBE will institute                                                            
  Superintendent                                                                 
  Mentoring Programs                                                             
  that will train                                                                
  superintendents with                                                           
  appropriate methods                                                            
  to recruit highly                                                              
  qualified and                                                                  
  effective                                                                      
  administrators.                                                                
  **(New)**                                                                      

  **Steps:**           **Agency, area, **Resources      **Will                   **Timeline for
                       and person(s)   required:**      initiative               completion:**
                       responsible for                  require                  
                       developing                       rules,                   
                       program or                       legislation              
                       policy:**                        action,                  
                                                        and/or State             
                                                        Board                    
                                                        action?**                

                                                        **Yes**       **No**     

  Establish mentoring  ISBE,           Additional Staff X                        July 2008
  program for          Certification                                             
  superintendents that                                                           
  is modeled upon                                                                
  successful                                                                     
  components of the                                                              
  principal mentoring                                                            
  programs                                                                       

  **Measure:**         **Agency, area, **Resources      **Means of               **Timeline:**
                       and person(s)   required:**      reporting                
                       responsible for                  (e.g., annual            
                       evaluation and                   report, post             
                       reporting:**                     on                       
                                                        website):**              

  Expand external      ISBE,           Amendments to    Annual report            July 2009
  evaluation of the    Certification   the principal                             
  principal mentoring                  mentoring                                 
  project to include                   evaluation                                
  the evaluation of                    contract/grant                            
  mentoring programs                                                             
  for superintendents                                                            

  **Specific                                                                     
  strategies Illinois                                                            
  will adopt:**                                                                  

  Illinois will                                                                  
  institute Beginning                                                            
  Teacher Induction                                                              
  Pilot Programs                                                                 
  targeted at                                                                    
  low-performing                                                                 
  schools that will                                                              
  result in retaining                                                            
  experienced teachers                                                           
  and making them more                                                           
  effective. **(New)**                                                           

  **Steps:**           **Agency, area, **Resources      **Will                   **Timeline for
                       and person(s)   required:**      initiative               completion:**
                       responsible for                  require                  
                       developing                       rules,                   
                       program or                       legislation              
                       policy:**                        action,                  
                                                        and/or State             
                                                        Board                    
                                                        action?**                

                                                        **Yes**       **No**     

  Ten proposals out of ISBE,           Current staff;   Rules                    June 30, 2007
  38 were selected for Certification   \$2 million      approved by              
  funding to ensure                                     ISBE at its              
  effective teaching                                    September                
  and promote teacher                                   2006 meeting.            
  retention. This                                                                
  project will reach                                                             
  511 first-year                                                                 
  teachers in its                                                                
  initial year.                                                                  

  **Measure:**         **Agency, area, **Resources      **Means of               **Timeline:**
                       and person(s)   required:**      reporting                
                       responsible for                  (e.g., annual            
                       evaluation and                   report, post             
                       reporting:**                     on                       
                                                        website):**              

  An external          ISBE,           Current staff    Annual report            July 2007
  evaluation will be   Certification                                             
  conducted by an                                                                
  entity selected by                                                             
  ISBE to determine                                                              
  strategies that                                                                
  might be replicated                                                            
  in programs across                                                             
  the state                                                                      
  -------------------- --------------- ---------------- ------------- ---------- ---------------

  -------------------- --------------- ------------- ------------- ---------------- ---------- ---------------
  **Specific                                                                                   
  strategies Illinois                                                                          
  will adopt:**                                                                                

  Illinois will                                                                                
  explore performance                                                                          
  pay for teachers and                                                                         
  schools where                                                                                
  students show                                                                                
  academic                                                                                     
  improvement.                                                                                 
  **(New)**                                                                                    

  **Steps:**           **Agency, area, **Resources                 **Will                      **Timeline for
                       and person(s)   required:**                 initiative                  completion:**
                       responsible for                             require rules,              
                       developing                                  legislation                 
                       program or                                  action, and/or              
                       policy:**                                   State Board                 
                                                                   action?**                   

                                                                   **Yes**          **No**     

  Form a Task Force    ISBE; Student   Current staff               Depends on the              May 2007
  with representatives Assessment,                                 recommendation              
  from the Governor's  Data Analysis                               of the Task                 
  Office, teacher      and Progress                                Force                       
  unions (IEA, IFT)    Reporting, and                                                          
  and administrator    Certification                                                           
  groups (IPA, IASA,                                                                           
  IASBO, and IASB) to                                                                          
  explore the                                                                                  
  feasibility of                                                                               
  performance pay for                                                                          
  teachers and schools                                                                         
  where students show                                                                          
  academic                                                                                     
  improvement.                                                                                 

  **Measure:**         **Agency, area, **Resources                 **Means of                  **Timeline:**
                       and person(s)   required:**                 reporting (e.g.,            
                       responsible for                             annual report,              
                       evaluation and                              post on                     
                       reporting:**                                website):**                 

  The Task Force will  Task Force      N/A                         Report                      June 2007
  issue a report to                                                                            
  the Illinois State                                                                           
  Board of Education                                                                           

                                                                                               

  **Specific                                                                                   
  strategies Illinois                                                                          
  will adopt:**                                                                                

  Illinois will                                                                                
  upgrade equipment in                                                                         
  high-needs schools                                                                           
  in an effort to                                                                              
  retain highly                                                                                
  qualified teachers.                                                                          
  **(New)**                                                                                    

  **Steps:**           **Agency, area,               **Resources   **Will                      **Timeline for
                       and person(s)                 required:**   initiative                  completion:**
                       responsible for                             require rules,              
                       developing                                  legislation                 
                       program or                                  action, and/or              
                       policy:**                                   State Board                 
                                                                   action?**                   

                                                                   **Yes**          **No**     

  Purchase laptops and ISBE,                         Current       Rules for                   July 2007
  associated           Curriculum and                staff; \$3    laptops and                 
  technology for       Instruction and               million for   associated                  
  students in          Funding and                   laptops and   technology                  
  high-needs schools   Disbursements                 associated    approved by ISBE            
  and train teachers                                 technology.   at its September            
  to use the new                                                   2006 meeting.               
  equipment.                                                                                   

  Replace textbooks in ISBE: Funding                 Seeking an                                July 2007
  the neediest schools and                           additional                                
  on a six-year cycle. Disbursements                 \$40 million                              
                                                     in the FY 08                              
                                                     budget                                    

  **Measure:**         **Agency, area,               **Resources   **Means of                  **Timeline:**
                       and person(s)                 required:**   reporting (e.g.,            
                       responsible for                             annual report,              
                       evaluation and                              post on                     
                       reporting:**                                website):**                 

  A report will        ISBE;                         Current staff Report                      July 2007
  identify the         Curriculum and                                                          
  high-needs schools   Instruction and                                                         
  that were assisted   Funding and                                                             
  by both these        Disbursements                                                           
  endeavors                                                                                    
  -------------------- --------------- ------------- ------------- ---------------- ---------- ---------------

+-------------------+-------------+------+---------+---------+------+
| **Specific        |             |      |         |         |      |
| strategies        |             |      |         |         |      |
| Illinois will     |             |      |         |         |      |
| adopt:**          |             |      |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| Illinois will     |             |      |         |         |      |
| explore           |             |      |         |         |      |
| requirements to   |             |      |         |         |      |
| sensitize         |             |      |         |         |      |
| teachers to       |             |      |         |         |      |
| cultural          |             |      |         |         |      |
| diversity to      |             |      |         |         |      |
| increase their    |             |      |         |         |      |
| effectiveness in  |             |      |         |         |      |
| the classroom.    |             |      |         |         |      |
| **(New)**         |             |      |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| **Steps**         | **Agency,   | **R  | **Will  |         | **   |
|                   | area, and   | esou | ini     |         | Time |
|                   | person(s)   | rces | tiative |         | line |
|                   | responsible | req  | require |         | for  |
|                   | for         | uire | rules,  |         | c    |
|                   | developing  | d:** | legi    |         | ompl |
|                   | program or  |      | slation |         | etio |
|                   | policy:**   |      | action, |         | n:** |
|                   |             |      | and/or  |         |      |
|                   |             |      | State   |         |      |
|                   |             |      | Board   |         |      |
|                   |             |      | ac      |         |      |
|                   |             |      | tion?** |         |      |
+-------------------+-------------+------+---------+---------+------+
|                   |             |      | **Yes** | **No**  |      |
+-------------------+-------------+------+---------+---------+------+
| Establish a study | IBHE, ICCB  | Cur  | X       |         | July |
| group to examine  | and ISBE;   | rent |         |         | 2007 |
| cultural          | Ce          | s    |         |         |      |
| competence        | rtification | taff |         |         |      |
| requirements in   |             |      |         |         |      |
| other             |             |      |         |         |      |
| states---such as  |             |      |         |         |      |
| Oregon---to       |             |      |         |         |      |
| determine if      |             |      |         |         |      |
| Illinois should   |             |      |         |         |      |
| add such a        |             |      |         |         |      |
| requirement.      |             |      |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| **Measure:**      | **Agency,   | **R  | **Means |         | *    |
|                   | area, and   | esou | of      |         | *Tim |
|                   | person(s)   | rces | re      |         | elin |
|                   | responsible | req  | porting |         | e:** |
|                   | for         | uire | (e.g.,  |         |      |
|                   | evaluation  | d:** | annual  |         |      |
|                   | and         |      | report, |         |      |
|                   | r           |      | post on |         |      |
|                   | eporting:** |      | webs    |         |      |
|                   |             |      | ite):** |         |      |
+-------------------+-------------+------+---------+---------+------+
| Study group       | ISBE        | Cur  | Report  |         | S    |
| report to the     |             | rent |         |         | epte |
| Executive         |             | s    |         |         | mber |
| Directors of IBHE |             | taff |         |         | 2007 |
| and ICCB and the  |             |      |         |         |      |
| State             |             |      |         |         |      |
| Superintendent of |             |      |         |         |      |
| Schools           |             |      |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| **Specific        |             |      |         |         |      |
| strategies        |             |      |         |         |      |
| Illinois will     |             |      |         |         |      |
| adopt:**          |             |      |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| Illinois will     |             |      |         |         |      |
| support           |             |      |         |         |      |
| district-led      |             |      |         |         |      |
| incentives to     |             |      |         |         |      |
| recruit           |             |      |         |         |      |
| outstanding       |             |      |         |         |      |
| administrators to |             |      |         |         |      |
| low-performing    |             |      |         |         |      |
| schools to        |             |      |         |         |      |
| increase the      |             |      |         |         |      |
| retention of      |             |      |         |         |      |
| highly qualified  |             |      |         |         |      |
| teachers.         |             |      |         |         |      |
| **(New)**         |             |      |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| **Steps:**        | **Agency,   | **R  | **Will  |         | **   |
|                   | area, and   | esou | ini     |         | Time |
|                   | person(s)   | rces | tiative |         | line |
|                   | responsible | req  | require |         | for  |
|                   | for         | uire | rules,  |         | c    |
|                   | developing  | d:** | legi    |         | ompl |
|                   | program or  |      | slation |         | etio |
|                   | policy:**   |      | action, |         | n:** |
|                   |             |      | and/or  |         |      |
|                   |             |      | State   |         |      |
|                   |             |      | Board   |         |      |
|                   |             |      | ac      |         |      |
|                   |             |      | tion?** |         |      |
+-------------------+-------------+------+---------+---------+------+
|                   |             |      | **Yes** | **No**  |      |
+-------------------+-------------+------+---------+---------+------+
| Monitor the       | ISBE, ROE   | Cur  | X       |         | Ong  |
| success of the    | Services    | rent |         |         | oing |
| Chicago Public    |             | ISBE | If      |         |      |
| Schools model to  |             | s    | rep     |         |      |
| determine if the  |             | taff | licated |         |      |
| program should be |             | and  |         |         |      |
| replicated across |             | con  |         |         |      |
| the state.        |             | trac |         |         |      |
|                   |             | tual |         |         |      |
|                   |             | s    |         |         |      |
|                   |             | taff |         |         |      |
+-------------------+-------------+------+---------+---------+------+
| **Measure:**      | **Agency,   | **R  | **Means |         | *    |
|                   | area, and   | esou | of      |         | *Tim |
|                   | person(s)   | rces | re      |         | elin |
|                   | responsible | req  | porting |         | e:** |
|                   | for         | uire | (e.g.,  |         |      |
|                   | evaluation  | d:** | annual  |         |      |
|                   | and         |      | report, |         |      |
|                   | r           |      | post on |         |      |
|                   | eporting:** |      | webs    |         |      |
|                   |             |      | ite):** |         |      |
+-------------------+-------------+------+---------+---------+------+
| AYP reports from  | ISBE, Data  | Cur  | Report  |         | Oct  |
| the targeted      | Analysis    | rent |         |         | ober |
| schools.          |             | ISBE |         |         | 2009 |
|                   |             | s    |         |         |      |
|                   |             | taff |         |         |      |
|                   |             | and  |         |         |      |
|                   |             | con  |         |         |      |
|                   |             | trac |         |         |      |
|                   |             | tual |         |         |      |
|                   |             | s    |         |         |      |
|                   |             | taff |         |         |      |
+-------------------+-------------+------+---------+---------+------+

  -------------------- -------------- ------------- ------------- ---------- ---------------
  **Specific                                                                 
  strategies Illinois                                                        
  will adopt:**                                                              

  Illinois will                                                              
  institute a grant                                                          
  program to assist                                                          
  rural/small                                                                
  districts with best                                                        
  practices in                                                               
  teaching Limited                                                           
  English Proficient                                                         
  students to provide                                                        
  more effective                                                             
  instruction.                                                               
  **(New)**                                                                  

  **Steps:**           **Agency,      **Resources   **Will                   **Timeline for
                       area, and      required:**   initiative               completion:**
                       person(s)                    require                  
                       responsible                  rules,                   
                       for developing               legislation              
                       program or                   action,                  
                       policy:**                    and/or State             
                                                    Board                    
                                                    action?**                

                                                    **Yes**       **No**     

  Implement programs   ISBE, Division Current staff               X          July 2007
  that will provide    of English                                            
  rural and small      Language                                              
  district with        Learners                                              
  technical assistance                                                       
  so they may use more                                                       
  effective techniques                                                       
  with LEP students                                                          
  thus influencing                                                           
  their academic                                                             
  achievement.                                                               

  **Measure:**         **Agency,      **Resources   **Means of               **Timeline:**
                       area, and      required:**   reporting                
                       person(s)                    (e.g., annual            
                       responsible                  report, post             
                       for evaluation               on                       
                       and                          website):**              
                       reporting:**                                          

  AYP statistics for   ISBE, Division Current staff Annual Report            November 2007
  LEP students in      of English                                            
  these districts.     Language                                              
                       Learners                                              
  -------------------- -------------- ------------- ------------- ---------- ---------------

Illinois recognizes that the problem associated with attaining 100%
highly qualified teachers is not a static one and that the subjects that
may be a problem today may change to others tomorrow; districts with
problems in obtaining highly qualified teachers can also vary according
to exigencies that are hard to predict. We will therefore monitor the
needs of districts and teachers and change our emphasis on strategies as
the need requires. We will annually review data to determine the key
subjects where there are large numbers of not HQ teachers; report any
changes to the Department; and work with RESPROS to develop new training
where necessary to accommodate the changes we find.

**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.**

The new Educator Certification System (ECS) compares assignments of
teachers with their HQT status to report their HQT status to ISBE,
regional offices of education (ROE), and district administrators. This
option will be available to the ROE in receipt of each district's plan
for moving non-highly qualified teachers to HQT status. Local school
district administrators also have access to the system, allowing them to
individually verify the HQT status of teachers.

The following charts articulate the plans that districts, schools, and
individual teachers must file when they have teachers of core academic
subjects who are not highly qualified. A significant component of that
plan focuses on equity. It is expected that districts will work with
teachers to ensure that those few who are not highly qualified become,
indeed, highly qualified.

**ILLINOIS Local School District Annual Report for Non-Highly Qualified
Teachers**

**School Year: 20\_\_\_\_ - 20\_\_\_\_**

**Directions: Complete this report and submit to your appropriate
Regional Office of Education before September 15 annually. The district
must maintain a copy for monitoring purposes.**

**I verify that this district has a general plan and an individualized
plan (Roadmap) for each non-highly qualified teacher listed in this
report.**

[/]{.underline}

[Local School District Name / RCDT Code Superintendent Signature /
Date]{.smallcaps}

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

I.  **SURVEY DATA**: Enter Local School District-level data from the
    previous school year into the chart below.

  ----------------------------- -------- ------------ ----------------------------
  Number and Percentage of      Number   Percentage   Number of Classes not Taught
  **Core Academic Subject                             by HQT in Each Core Content
  Teachers** Who Are **NOT**                          Area
  Highly Qualified                                    

                                                      **\_\_\_\_\_\_** English
                                                      \_\_\_\_\_\_ Reading or
                                                      Language Arts
                                                      **\_\_\_\_\_\_** Mathematics
                                                      **\_\_\_\_\_\_** Science
                                                      **\_\_\_\_\_\_** Foreign
                                                      Languages **\_\_\_\_\_\_**
                                                      Economics **\_\_\_\_\_\_**
                                                      History **\_\_\_\_\_\_** Art
                                                      **\_\_\_\_\_\_** Geography
                                                      **\_\_\_\_\_\_** Civics and
                                                      Government

  Number and Percentage of      Number   Percentage   Number of Classes not Taught
  **Core Academic Subject                             by HQT in Each Core Content
  Classes** Taught By Teachers                        Area
  Who Are **NOT** Highly                              
  Qualified                                           

                                                      **\_\_\_\_\_\_** English
                                                      \_\_\_\_\_\_ Reading or
                                                      Language Arts
                                                      **\_\_\_\_\_\_** Mathematics
                                                      **\_\_\_\_\_\_** Science
                                                      **\_\_\_\_\_\_** Foreign
                                                      Languages **\_\_\_\_\_\_**
                                                      Economics **\_\_\_\_\_\_**
                                                      History **\_\_\_\_\_\_** Art
                                                      **\_\_\_\_\_\_** Geography
                                                      **\_\_\_\_\_\_** Civics and
                                                      Government

  Number and Percentage of Core Number   Percentage   Number of Classes not Taught
  Academic Subject Teachers Who                       by HQT in Each Core Content
  Did **NOT** Receive                                 Area
  High-Quality Professional                           
  Development during the                              
  previous school year.                               

                                                      **\_\_\_\_\_\_** English
                                                      \_\_\_\_\_\_ Reading or
                                                      Language Arts
                                                      **\_\_\_\_\_\_** Mathematics
                                                      **\_\_\_\_\_\_** Science
                                                      **\_\_\_\_\_\_** Foreign
                                                      Languages **\_\_\_\_\_\_**
                                                      Economics **\_\_\_\_\_\_**
                                                      History **\_\_\_\_\_\_** Art
                                                      **\_\_\_\_\_\_** Geography
                                                      **\_\_\_\_\_\_** Civics and
                                                      Government
  ----------------------------- -------- ------------ ----------------------------

ISBE NHQT (8/06)

**[General School District Plan for Non-Highly Qualified
Teachers]{.smallcaps}**

II. **LOCAL SCHOOL DISTRICT ACTIONS TO GET ALL TEACHERS HIGHLY
    QUALIFIED:** For each core content area identified in this General
    School District Plan for Non-Highly Qualified Teachers, complete
    this table describing the activities that the local school district
    may provide to get all teachers highly qualified within two years.
    Include the name of a point person(s), resources available, and
    projected completion date. (See examples on SAMPLE page on back.)

+--------------------------+------------------------+------------------+
| **School Name**          | **Non-HQT Teacher Name | **Core Academic  |
|                          | and**                  | Subject(s)**     |
| **and RCDT Code**        |                        |                  |
|                          | **Illinois Educator    |                  |
|                          | Identification Number  |                  |
|                          | (IEIN)**               |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+
|                          |                        |                  |
+--------------------------+------------------------+------------------+

Use additional pages if necessary.

ISBE NHQT (8/06)

**[General School District Plan for Non-Highly Qualified
Teachers]{.smallcaps}**

**Local School District ACTIONS TO GET ALL TEACHERS HIGHLY QUALIFIED**:
**For each core content area identified** in this **General School
District Plan for Non-Highly Qualified Teachers**, complete this table
describing the activities that the local school district may provide to
get all teachers highly qualified within two years. Include the name of
person(s) responsible for the activity, resources available, and
projected completion date. (See examples on the following SAMPLE page of
activities that could be implemented.)

**District Name and Number:**

**Core Content Area:**

+----------------------------+--------------+-------------+-----------+
| **Local School District    | **Person     | **Res       | **C       |
| Activities**               | R            | ources/\$** | ompletion |
|                            | esponsible** |             | Date**    |
|                            |              | **Funding   |           |
|                            |              | Source(s)** |           |
+----------------------------+--------------+-------------+-----------+
|                            |              |             |           |
+----------------------------+--------------+-------------+-----------+
|                            |              |             |           |
+----------------------------+--------------+-------------+-----------+
|                            |              |             |           |
+----------------------------+--------------+-------------+-----------+
|                            |              |             |           |
+----------------------------+--------------+-------------+-----------+
|                            |              |             |           |
+----------------------------+--------------+-------------+-----------+
|                            |              |             |           |
+----------------------------+--------------+-------------+-----------+

Use additional pages if necessary.

ISBE LCSA (8/06)

**[General School District Plan for Non-Highly Qualified
Teachers]{.smallcaps}**

**SAMPLE ACTIVITIES**

+---------------------------+--------------+-------------+------------+
| **Local School District   | **Person     | **Res       | **         |
| Activities**              | R            | ources/\$** | Completion |
|                           | esponsible** |             | Date**     |
|                           |              | **Funding   |            |
|                           |              | Source(s)** |            |
+---------------------------+--------------+-------------+------------+
| Identify a district       | Local School | None needed | July 5,    |
| administrator as the      | District     |             | 2006       |
| single point-of-contact   | Assistant    |             |            |
| who will work directly    | Su           |             |            |
| with school               | perintendent |             |            |
| administrators and ISBE   |              |             |            |
| staff on highly qualified |              |             |            |
| issues.                   |              |             |            |
+---------------------------+--------------+-------------+------------+
| Identify a school         | Principal or | None needed | July 5,    |
| building administrator as | Assistant    |             | 2006       |
| the single                | Principal    |             |            |
| point-of-contact who will | for each     |             |            |
| work directly with        | district     |             |            |
| teachers on highly        | school       |             |            |
| qualified issues.         |              |             |            |
+---------------------------+--------------+-------------+------------+
| Consider (1) changing     | Assistant    | None needed | August 14, |
| teacher assignments       | District     |             | 2006       |
| within a school, (2)      | Su           |             |            |
| within-school transfers,  | perintendent |             |            |
| and (3) between-school    | and School   |             |            |
| transfers to have         | Building     |             |            |
| teacher(s) highly         | Principals   |             |            |
| qualified.                |              |             |            |
+---------------------------+--------------+-------------+------------+
| Initiate a meeting with   | Building     | None needed | August 31, |
| each teacher who is not   | Principal    |             | 2006       |
| highly qualified. Develop |              |             |            |
| an individual action plan |              |             |            |
| with each teacher.        |              |             |            |
+---------------------------+--------------+-------------+------------+
| Schedule and conduct      | Building     | None needed | October    |
| periodic checks for       | Principal    |             | 31, 2006   |
| completion of benchmarks  |              |             |            |
| identified in the         |              |             | January    |
| individual professional   |              |             | 16, 2007   |
| development plan.         |              |             |            |
|                           |              |             | April 13,  |
|                           |              |             | 2007       |
+---------------------------+--------------+-------------+------------+
| Partner with local        | Local School | \$1         | August 7,  |
| college to deliver two    | District     | 0,000/Title | 2006       |
| math courses on-site at   | Su           | II          |            |
| the high school.          | perintendent | p           |            |
|                           |              | rofessional |            |
|                           |              | development |            |
+---------------------------+--------------+-------------+------------+
| Meet with non-highly      | Local School | \$6         | August 21, |
| qualified teachers who    | District     | 50/District | 2006       |
| want to take the state    | Assistant    | p           |            |
| content area test(s) to   | Su           | rofessional |            |
| become highly qualified   | perintendent | development |            |
| in specific core content  |              | funds       |            |
| areas to which they are   |              |             |            |
| assigned. District        |              |             |            |
| commits to pay for state  |              |             |            |
| test registration fees.   |              |             |            |
| Assist teachers with      |              |             |            |
| on-line registration.     |              |             |            |
+---------------------------+--------------+-------------+------------+

> Use additional pages if necessary.
>
> ISBE LCSA (8/06)

**[Roadmap for Each Non-Highly Qualified Teacher]{.smallcaps}**

Directions: The Local School District must complete a roadmap for each
non-highly qualified teacher, describing the specific activities that
are appropriate to move the individual to HQT status within two years,
benchmarks, proposed completion dates, resources necessary, and a
district contact person. These documents must be kept on file at the
Local School District for ROE Teacher Audits and ISBE Random Audits.

District Name and Number:

Teacher Name/IEIN:

Core Content Area Assigned but not HQ:

Building Assigned:

+-------------------------+--------------+-------+----------+---------+
| **Professional          | *            | **    | **Resour | **      |
| Development Activity**  | *Benchmark** | Compl | ces/\$** | Contact |
|                         |              | etion |          | P       |
|                         |              | D     | *        | erson** |
|                         |              | ate** | *Funding |         |
|                         |              |       | Sou      |         |
|                         |              |       | rce(s)** |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+
|                         |              |       |          |         |
+-------------------------+--------------+-------+----------+---------+

ISBE RMNQT (8/06)

**SAMPLE ROADMAP**

Directions: The Local School District must complete a plan template for
each non-highly qualified teacher, describing the specific activities
that are appropriate to move the individual to HQT status within two
years, benchmarks, proposed completion dates, resources necessary, and a
district contact person.

District Name and Number: [**Sangamon Consolidated School District
#1000**]{.underline}

Teacher Name/IEIN**:** [**Mary Smith /123456**]{.underline}

Core Content Area Assigned but not HQ: [**Mathematics**]{.underline}

Building Assigned: [**Jefferson Middle School**]{.underline}

+-------------------------+--------------+-------+----------+---------+
| **Professional          | *            | **    | **Resour | **      |
| Development Activity**  | *Benchmark** | Compl | ces/\$** | Contact |
|                         |              | etion |          | P       |
|                         |              | D     | *        | erson** |
|                         |              | ate** | *Funding |         |
|                         |              |       | Sou      |         |
|                         |              |       | rce(s)** |         |
+-------------------------+--------------+-------+----------+---------+
| Complete Mathematics    | College      | Ja    | Tuition  | Phil    |
| 216 course at           | transcript   | nuary | reimb    | Jones   |
| University of Illinois  | showing      | 2007  | ursement |         |
| -- 3 semester hours     | completion   |       | of \$558 |         |
|                         | of course    |       | for 3    |         |
|                         |              |       | semester |         |
|                         |              |       | hours    |         |
|                         |              |       |          |         |
|                         |              |       | \$1674   |         |
|                         |              |       | Title II |         |
|                         |              |       | Teacher  |         |
|                         |              |       | Quality  |         |
+-------------------------+--------------+-------+----------+---------+
| Complete Trigonometry I | College      | Ja    | Tuition  | Angela  |
| course at University of | transcript   | nuary | reimb    | Davis   |
| Illinois -- 3 semester  | showing      | 2007  | ursement |         |
| hours                   | completion   |       | of \$558 |         |
|                         | of course    |       | for 3    |         |
|                         |              |       | semester |         |
|                         |              |       | hours    |         |
|                         |              |       |          |         |
|                         |              |       | \$1674   |         |
|                         |              |       | Title II |         |
|                         |              |       | Teacher  |         |
|                         |              |       | Quality  |         |
+-------------------------+--------------+-------+----------+---------+
| Attend the Mathematics  | Completion   | A     | Regi     | Linda   |
| Test Workshop presented | of Study     | ugust | stration | F       |
| by ROE 40               | Guide for    | 2007  | fee:     | ranklin |
|                         | Mathematics  |       | \$35.00  |         |
|                         |              |       | District |         |
|                         |              |       | PD funds |         |
+-------------------------+--------------+-------+----------+---------+

Use additional pages if necessary.

**[Local School District Equity Plan]{.smallcaps}**

Describe the procedures that ensure minority and low-income students in
your school district are not being taught at a higher rate by
inexperienced (3 years experience or less) teachers than are other
students.

  --------- ------------------------ ------------------ --------------- ----------
  **Check   **STRATEGIES**           **SCHOOL(s)**      **TIMEFRAME**   
  all that                                                              
  apply**                                                               

                                                        **From**        **To**

            Recruitment programs to                                     
            increase the number of                                      
            experienced highly                                          
            qualified teachers                                          

            Reassignment of teachers                                    
            to ensure equity                                            

            Improvement of school                                       
            climate to make                                             
            hard-to-staff schools                                       
            more desirable                                              

            Provision of financial                                      
            incentives to entice                                        
            experienced and highly                                      
            qualified teachers                                          

            Provision of other                                          
            incentives to entice                                        
            experienced and highly                                      
            qualified teachers                                          

            Other (Provide Details                                      
            Below)                                                      

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

**SAMPLE EQUITY PLAN**

**[Local School District Equity Plan]{.smallcaps}**

Describe the procedures that ensure minority and low-income students in
your school district are not being taught at a higher rate by
inexperienced (3 years experience or less) teachers than are other
students.

+------+-----------------------+------------------+---------+---------+
| **C  | **STRATEGIES**        | **SCHOOL(s)**    | **TIME  |         |
| heck |                       |                  | FRAME** |         |
| all  |                       |                  |         |         |
| that |                       |                  |         |         |
| app  |                       |                  |         |         |
| ly** |                       |                  |         |         |
+------+-----------------------+------------------+---------+---------+
|      |                       |                  | *       | **To**  |
|      |                       |                  | *From** |         |
+------+-----------------------+------------------+---------+---------+
|      | Recruitment programs  | Eisenhower       | 2003    | 2006    |
|      | to increase the       | Middle School    |         |         |
|      | number of experienced |                  | 2004    | 2006    |
|      | highly qualified      | Sampson Whittier |         |         |
|      | teachers              | High School      |         |         |
+------+-----------------------+------------------+---------+---------+
|      | Reassignment of       | Sampson Whittier | 2004    | 2006    |
|      | teachers to ensure    | High School      |         |         |
|      | equity                |                  |         |         |
+------+-----------------------+------------------+---------+---------+
|      | Improvement of school | McGuire          | 2005    | 2006    |
|      | climate to make       | Elementary       |         |         |
|      | hard-to-staff schools |                  |         |         |
|      | more desirable        |                  |         |         |
+------+-----------------------+------------------+---------+---------+
|      | Provision of          |                  |         |         |
|      | financial incentives  |                  |         |         |
|      | to entice experienced |                  |         |         |
|      | and highly qualified  |                  |         |         |
|      | teachers              |                  |         |         |
+------+-----------------------+------------------+---------+---------+
|      | Provision of other    |                  |         |         |
|      | incentives to entice  |                  |         |         |
|      | experienced and       |                  |         |         |
|      | highly qualified      |                  |         |         |
|      | teachers              |                  |         |         |
+------+-----------------------+------------------+---------+---------+
|      | Other. (Provide       | Eisenhower       | 2004    | 2006    |
|      | Details Below)        | Middle School    |         |         |
|      |                       |                  | 2005    | 2006    |
|      |                       | Sampson Whittier |         |         |
|      |                       | High School      |         |         |
+------+-----------------------+------------------+---------+---------+
| Secu |                       |                  |         |         |
| rity |                       |                  |         |         |
| gu   |                       |                  |         |         |
| ards |                       |                  |         |         |
| prov |                       |                  |         |         |
| ided |                       |                  |         |         |
| from |                       |                  |         |         |
| 1    |                       |                  |         |         |
| hour |                       |                  |         |         |
| be   |                       |                  |         |         |
| fore |                       |                  |         |         |
| sc   |                       |                  |         |         |
| hool |                       |                  |         |         |
| st   |                       |                  |         |         |
| arts |                       |                  |         |         |
| to 4 |                       |                  |         |         |
| h    |                       |                  |         |         |
| ours |                       |                  |         |         |
| a    |                       |                  |         |         |
| fter |                       |                  |         |         |
| sc   |                       |                  |         |         |
| hool |                       |                  |         |         |
| clo  |                       |                  |         |         |
| ses. |                       |                  |         |         |
| Par  |                       |                  |         |         |
| king |                       |                  |         |         |
| lot  |                       |                  |         |         |
| sec  |                       |                  |         |         |
| ured |                       |                  |         |         |
| with |                       |                  |         |         |
| f    |                       |                  |         |         |
| ence |                       |                  |         |         |
| and  |                       |                  |         |         |
| a    |                       |                  |         |         |
| utom |                       |                  |         |         |
| atic |                       |                  |         |         |
| g    |                       |                  |         |         |
| ate. |                       |                  |         |         |
+------+-----------------------+------------------+---------+---------+

As outlined in Requirement 1, there is a particular focus on schools
that do not meet current annual yearly progress requirements. Those
schools and districts receive targeted technical assistance from the
Regional Service Providers (RESPROs) using the priority order mentioned
earlier. The RESPROS have the responsibility to work with districts not
making annual yearly progress and provide targeted technical assistance
to such schools.

ISBE has provided an Administrators' Academy program to familiarize
district administrators with the requirements for teachers to become
highly qualified and the means by which the requirement can be met.
Using funds made available from the Council of Chief State School
Officers, an Administrators' Academy course was developed and presented
to Illinois school principals. The course provides principals with
strategies and knowledge to develop a series of professional development
plans, from the district to the teacher level, to move all of their
teachers who are not highly qualified in their assigned core content
areas to HQT status. The course is being taught by ROE staff familiar
with the HQT process in relation to federal law. It is an eight-hour
course that consists of the following:

-   two hours of reading prior to the course;

-   four hours and 45 minutes of direct instruction time; and

-   one hour and 15 minutes of applying the knowledge learned by
    creating an action plan.

The program encouraged administrators to make assignments based on the
existing HQT status of teachers and to advise them on the requirements
and means to move to the HQT goal when conditions require assignment of
a non-highly qualified teacher.

It is anticipated that the Academy program will result in complete plans
from districts being submitted to the ROEs as noted earlier. It is also
anticipated that the non-highly qualified teachers in every district
will complete their individual road maps to HQT status. Teachers who do
not attain specific, reasonable written benchmarks in their plans are
subject to local practices and union agreements and may face termination
by the district if found to be insubordinate after having been directed
specifically to attain HQT status in a timely manner and provided
assistance to do so.

ISBE staff resources will also be targeted on the need for professional
development and completion of the non-HQT road maps, e.g., monthly
meetings with the ROEs, weekly bulletins from the State Superintendent,
broadcast messages to teachers, and updates to the information on the
ISBE website. Further, ISBE will identify various funding sources that
can be used to obtain additional coursework to make a teacher highly
qualified. As noted in Requirement 6, there are funding sources and
strategies that are both statewide and content-area/population-specific
that are being tapped for district and teacher work toward the goal of
all teachers being highly qualified in their core content area of
assignment.

**[Consequences for Not Meeting HQT Requirements]{.underline}**

ISBE believes it is important to clarify the consequences of not meeting
the highly qualified requirements in NCLB. At the beginning of every
school year since NCLB was adopted, each district must notify parents if
their child in a Title I program has been assigned to a class with a
teacher who is not highly qualified. (NCLB 1111 (h)(6)(B)(ii)). Under
the federal law, parents must also be notified if their child has been
taught for four or more consecutive weeks by a teacher who is not highly
qualified. ISBE requires LEAs to use the state's form letter (located on
the ISBE website at <http://www.isbe.net/nclb/pdfs/parentrights.pdf>) or
their own state-approved letter to notify parents.

At the end of the 2005-06 school year, each district must report to ISBE
its progress to ensure that all teachers teaching in core academic
subjects are highly qualified. (NCLB 1119(b)(1)). If not all teachers
teaching in core academic subjects are highly qualified by the end of
the 2006-07 school year, the district must develop an improvement plan
specifying how the district will meet the HQT requirements. (NCLB
2141(a)). If all teachers teaching in core academic subjects are not
highly qualified by the end of the 2007-08 school year and the district
has not made annual yearly progress for three consecutive years, the
following pertain:

-   ISBE and the district must enter into an agreement on the use of
    Title I, Part A, funds (NCLB 2141(c));

-   the district may no longer use Title I funds to hire new
    paraprofessionals for Title I programs unless certain conditions are
    met (NCLB 2141(c)); and

-   ISBE must work with the district to directly fund professional
    development activities at one or more of the district's schools.

No other consequences are specified in federal or state law for a
district's failure to meet NCLB's highly qualified criteria. With
respect to the impact of NCLB on the continued employment of teachers,
NCLB states that \"\[*n\]othing in \[Section 1116 (which sets forth the
framework for corrective action)\] shall be construed to alter or
otherwise affect the rights, remedies, and procedures afforded school or
school district employees under Federal, State, or local laws (including
applicable regulations or court order) or under the terms of collective
bargaining agreements, memoranda of understanding, or other agreements
between such employees and their employers*.\" (NCLB 1116(d)). The USDE
nevertheless has explained that it is essential for states and districts
to make a good faith effort to comply with NCLB and to demonstrate
progress toward such compliance.

-   *Does the plan show how technical assistance for the SEA to help
    LEAs meet the 100 percent HQT goal will be targeted toward LEAs and
    schools that are not making annual yearly progress?*

The RESPROS described previously will work with those districts not
making annual yearly progress that also have met less than 100% of the
HQT goal. The RESPROS have as a priority working with districts funded
by Title I appropriations. The Administrators' Academy course that
prepares administrators to understand and apply the NCLB HQT
requirements is one feature instituted to help schools make annual
yearly progress and meet the 100% HQT requirement.

[Timelines to Determine Compliance with Section 2141 and Section
1119]{.underline}

The Illinois State Board of Education acknowledges its understanding of
federal law that requires the agency to take certain actions when
districts have not made both AYP and AMO for highly qualified teachers
at the two year and three year mark. Accordingly we present the
following timeline plan:

-   [January/February 2007]{.underline}:

    -   Work with responsible Agency staff to ensure that the sections
        of the law are complied with in district monitoring.

    -   Review second revised TSR report and compare results of
        districts not making the HQT requirements with those not making
        AYP; determine which districts have been in non-compliance for
        two consecutive years and work with them to develop a new school
        improvement plan that adequately addresses the problems.

    -   Make the same comparisons for those districts that have gone to
        the three year mark and work on the required agreement between
        the agency and teachers and administrators to utilize the title
        funds for research based professional development that addresses
        the problems.

-   [September 07-May 2008:]{.underline} Monitor district compliance and
    repeat the process.

**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 how the SEA
will discontinue the use of HOUSSE procedures for teachers hired after
the end of the 2005-06 school year.**

*Information about the HOUSSE Process*

Illinois adopted new rules for highly qualified teachers, including the
use of HOUSSE, in February 2006 and understood at that time and
continues to understand that HOUSSE is an ongoing option for veteran
teachers to use.

As noted in our July submission, the state adopted new NCLB HQT rules in
February 2006 and included a new HOUSSE that resolved the problems noted
by the federal monitoring team in March 2005. These rules are recent, so
districts have had little time to become accustomed to the new
requirements. As of September 2006, ISBE released a state central system
for recording HQT status for HOUSSE or for other NCLB options, based on
the new requirements.

This new Educator Certification System (ECS) combines features of the
Teacher Service Record that records one teacher assignment, the
Certificate Renewal Tracking System (CeRTS) for recording teacher and
administrator professional development, the On-Line Teacher Information
System (OTIS) that allows teachers to view state certification records
and add certain data and the Teacher Certification Information System
(TCIS) that records all licenses and endorsements granted to teachers.
This new system draws together relevant HQT data and automatically
determines HQT status in cases where majors, degrees, advanced
certificates or tests, and some aspects of the HOUSSE requirements are
on file. A preliminary compilation of data indicates that 73% of
teachers are highly qualified through this *automatic process* in the
single main assignment for which we have data. As teachers record their
HOUSSE status and supply transcripts showing additional majors and
degrees, this preliminary figure will increase.

**[Modifying the use of HOUSSE]{.underline}**

It is the State Board's belief that the state law requiring all teachers
to first meet Illinois requirements for assignment, and *in addition*
comply with NCLB*,* makes our teachers better able to demonstrate
content competence through HOUSSE. Endorsements for teaching at the
middle grades level ensure that teachers have at least 18 semester hours
of credit in the subject; current endorsements at the secondary level
meet the NCLB requirement of a major or test and the older endorsements
require at least 24 semester hours in a subject for assignment or
endorsement. Therefore, veteran teachers using Illinois HOUSSE will most
often have substantial academic credit that makes them knowledgeable in
their fields.

The U.S. Department of Education has indicated it will not eliminate
HOUSSE through regulation but will encourage states to limit HOUSSE
while awaiting the results of Congressional reauthorization of NCLB, in
the expectation that HOUSSE will be eliminated. Until reauthorization
has been completed, the current HOUSSE requirements will continue to
apply to veteran teachers.

Illinois HOUSSE was completed in 2006, but the ability to report HOUSSE
results to ISBE only become a reality as of September 2006. To comply
with federal reporting requirements, ISBE has asked all teachers to use
the ECS system to make every effort to record their HOUSSE results
before October 31, 2006. The data derived from this action and
information reported to ISBE on the improved Teacher Service Record that
now shows multiple subject assignments will further refine our
understanding of the teachers using HOUSSE and provide a better
understanding of the core content areas for which it is most necessary.
Until there is a conclusion to the application of HOUSSE through
Congress's actions, we will allow HOUSSE to continue to be used by the
following groups and with the indicated limitations:

***Veteran Teachers Who May Use HOUSSE***

-   Veteran teachers may continue to use HOUSSE to complete their
    *professional development plans* to become highly qualified in a
    core content area by focusing on professional development courses
    that deal with core content and that meet the federal requirements
    for professional development.

-   Veteran teachers (those having at least one full year of teaching
    experience) may use HOUSSE to demonstrate their competence in any
    new subject to which they are assigned *after* 2005-06 until USDE
    declares the option invalid or the law changes.

-   Administrators who meet the definition of a veteran teacher and who
    are reassigned to a teaching position or teach core content courses
    in addition to their administrative duties, may continue to use
    HOUSSE to demonstrate their HQT status.

***Other Teachers Who May Use HOUSSE***

-   ***New special education teachers of multiple subjects,*** who are
    HQ in Language Arts, Science or Math, ***have two years*** from the
    date of employment to become highly qualified in the remaining
    subjects and may use HOUSSE after the first year. However, these
    teachers are still considered not highly qualified per NCLB until
    they have met HQT rules.

-   ***New rural school teachers of multiple subjects*** who are highly
    qualified in one subject may ***have three years*** from the date of
    employment to become highly qualified in the other subjects and may
    use HOUSSE after the first year. However, these teachers are still
    considered not highly qualified per NCLB during the period until
    they have met the HQT requirements.

Illinois also uses a Visiting International Teacher certificate that is
valid for three years and issued to persons recruited from overseas to
work in Illinois schools in various shortage areas. The requirements for
this certificate ensure these teachers will be highly qualified in the
subject of their assignment and therefore *they will not be required to
use HOUSSE to demonstrate competence*.

*Does the plan describe how the state will limit the use of HOUSSE after
the end of the 2005-06 year to the following situations:*

-   *Multi-subject secondary teachers in rural schools who, 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; or*

-   *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 year of the date of hire*

As stated earlier, ISBE will allow the use of HOUSSE for certain groups
of teachers unless NCLB reauthorization eliminates it as a means of
demonstrating content competence. All teachers will be considered to be
not highly qualified if they are assigned outside their HQT designations
and will then be required to comply with the plan described by their
district within two years.

ISBE estimates that less than 1% of the 125,000 active educators in the
state will need to continue to use HOUSSE to attain highly qualified
status. This estimate is based on identified shortage areas in Illinois
and possibilities for reassignment. Table 1 categorizes teachers under
the three main reasons that they will use HOUSSE to achieve HQT status:
(1) teachers are reassigned to another subject for which they do not
have HQT status; (2) teachers do not have HQT status, but have a
professional development plan on file with the local school district to
become highly qualified within 2 years; and (3) local school and
district administrators are reassigned to teaching positions either full
or part-time. While there may be circumstances that cannot be predicted,
these numbers reflect the anticipated usage. It is important to note
that special education teachers and rural school teachers who teach
multiple core academic areas, are included in these estimates.

> Table 1. Estimated Use of Illinois HOUSSE by Content Area, July 1,
> 2007--June 30, 2008

  --------------------- ------------------ ----------------- --------------------
  **Core Content Area** **Number of                          
                        Educators Using                      
                        HOUSSE to Become                     
                        Highly Qualified**                   

                        **Reassignment**   **Professional    **Administrators**
                                           Development       
                                           Plan**            

  The Arts              10                 13                10

  Civics or Government  65                 80                12

  Economics             15                 25                10

  English               25                 25                12

  Foreign Language      75                 110               10

  Geography             45                 75                11

  History               45                 45                15

  Mathematics           78                 67                12

  Reading and Language  45                 48                10
  Arts                                                       

  Science               78                 110               12

  TOTAL                 481                598               114
  --------------------- ------------------ ----------------- --------------------

The ISBE has previously alerted districts to the possibility that HOUSSE
will be eliminated and, in fact, gave them a deadline of submitting
HOUSSE information as of October 31 of 2006. We have since notified them
that HOUSSE has not been eliminated but that the Department will seek
its end through legislation. In the spring of 2007, we will send
additional information to districts advising them that HOUSSE may
terminate and that they should make plans to help teachers become Highly
Qualified through other means, principally coursework and testing.

**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.**

Two factors span all Illinois education initiatives, current and future:
the ongoing Illinois strategic plan for education and Illinois Governor
Blagojevich's new education improvement proposal.

**[ISBE Strategic Plan]{.underline}**

The Illinois State Board of Education adopted a strategic plan in March
2005, the *Comprehensive Strategic Plan for Elementary and Secondary
Education.* Goal 3 is "Improving Educator Quality for All Children."

+-----------------------------------------------------------------------+
| **GOAL:** Expand and improve the pool of highly qualified educators   |
| by supporting the preparation, recruitment and retention of educators |
| with expertise both in content areas and child development.           |
|                                                                       |
| **Strategic Objectives**                                              |
|                                                                       |
| -   Collaborate with higher education and other agencies to ensure    |
|     educators have the preparation and background to teach            |
|     successfully in rural and urban settings and work with at-risk    |
|     students.                                                         |
|                                                                       |
| -   Provide high quality professional development in "best practices" |
|     for teachers, paraprofessionals and administrators working in     |
|     schools struggling to meet AYP.                                   |
|                                                                       |
| -   Work with higher education and other entities to develop school   |
|     leaders who are successful in raising student achievement.        |
|                                                                       |
| -   Develop strategies to recruit, induct, mentor and retain          |
|     educators to serve "hard-to-staff" schools for at least five      |
|     years.                                                            |
|                                                                       |
| -   Create networks (including online resources) to provide support,  |
|     induction and mentoring, especially for first-year teachers and   |
|     those teachers moving from initial to standard certification.     |
|                                                                       |
| **Phase I -- Initiate September 1, 2005**                             |
|                                                                       |
| -   Review existing approval and accreditation model for higher       |
|     education preparation programs to ensure the ability of           |
|     pre-service educators to work successfully with all students and  |
|     collaborate with all partners to develop a new process.           |
|                                                                       |
| -   Expand advanced placement opportunities in Illinois high schools  |
|     through professional development activities and expanded course   |
|     offerings.                                                        |
|                                                                       |
| -   Collaborate with public and private colleges of education to      |
|     research first-year teacher education graduates in Illinois to    |
|     determine needs for support, induction, mentoring and work with   |
|     higher education institutions in responding to those needs.       |
|                                                                       |
| -   Establish a successful practices network by collaborating with    |
|     professional organizations for promising high schools to provide  |
|     leadership in bringing effective secondary practices to scale.    |
|                                                                       |
| -   Work with public and private colleges of education and            |
|     professional educator groups to revise and streamline the system  |
|     of Illinois certification to support the efforts of all Illinois  |
|     educators to be highly qualified.                                 |
|                                                                       |
| **Phase II -- Initiate March 1, 2006**                                |
|                                                                       |
| -   Promote the understanding and utilization of the social/emotional |
|     learning standards as part of the teacher education curriculum.   |
|                                                                       |
| -   Review established and existing induction models to develop a     |
|     framework to provide high quality induction and mentoring         |
|     programs for access by all new teachers in the state.             |
|                                                                       |
| -   Research and develop potential of utilizing the visiting teacher  |
|     exchange program with the Spanish ministry of Education for       |
|     Teacher Recruitment (as well as a similar imitative in Puerto     |
|     Rico).                                                            |
|                                                                       |
| -   Work with other states to increase avenues for certification      |
|     reciprocity.                                                      |
|                                                                       |
| **Phase III -- Initiate September 1, 2006**                           |
|                                                                       |
| -   Review existing teacher education scholarships with Illinois      |
|     Student Assistance Commission (ISAC), Illinois Board of Higher    |
|     Education (IBHE) and professional teacher organizations for the   |
|     purpose of determining what incentive policies and legislative    |
|     proposals are needed to attract teachers to high-need areas and   |
|     hard-to- staff schools (based upon data from the *Annual Educator |
|     Supply and Demand Study*).                                        |
|                                                                       |
| -   Review the recommendations of studies completed on induction and  |
|     mentoring programs for Illinois principals to determine what      |
|     immediate action needs to be taken.                               |
|                                                                       |
| -   Convene a work group to take action steps indicated by review of  |
|     statewide studies on induction and mentoring programs for         |
|     Illinois principals.                                              |
|                                                                       |
| **Phase IV -- Initiate March 1, 2007**                                |
|                                                                       |
| -   Collaborate with the Regional Offices of Education, Intermediate  |
|     Services Centers and other relevant organizations to provide      |
|     professional development for paraprofessionals and other          |
|     ancillary instructional personnel.                                |
|                                                                       |
| -   Collaborate with groups to bring models for teacher recruitment,  |
|     induction, and retention to scale statewide.                      |
|                                                                       |
| -   Review recommendations from statewide studies of administrator    |
|     preparation and convene a work group to take indicated action     |
|     steps.                                                            |
|                                                                       |
| **Phase V -- Initiate September 1, 2007**                             |
|                                                                       |
| -   Review existing statutes regarding professional development, and  |
|     collaborate with professional teacher and administrator           |
|     organizations to create a professional development framework for  |
|     dissemination to schools and districts which supports             |
|     job-embedded learning and coaching strategies for teachers,       |
|     paraprofessionals and administrators for sustained, ongoing       |
|     instructional improvement.                                        |
|                                                                       |
| -   Review and support existing initiatives to improve school working |
|     conditions that discourage potential educators from choosing the  |
|     profession or that leads to a higher rate of out-migration among  |
|     existing teachers.                                                |
|                                                                       |
| -   Research the methodology and implement in each high school a      |
|     sponsored student organization that promotes teaching as a career |
|     and targets our highest achieving students.                       |
+-----------------------------------------------------------------------+

**[Governor Blagojevich's Helping Kids Learn Plan]{.underline}**

*Helping Kids Learn* was announced by Governor Rod Blagojevich earlier
in 2006. The recruitment and retention of highly qualified teachers and
administrators are among the many areas addressed. The plan addresses
several problems of interest in that area:

-   Teachers and administrators need to stay current on the best
    teaching techniques.

-   Students with access to good teachers with appropriate resources do
    better than students without.

-   Both teacher quality and the quality of leadership from both
    principals and superintendents are critical.

-   The colleges that educate our teachers should train new teachers in
    the subjects our schools and our students need the most.

-   Teachers and schools should be rewarded for excellent performance to
    encourage all schools and teachers to continuously improve their
    performance.

Among the solutions offered for these problems are:

-   More funding for educator mentoring programs

-   Better mentoring for superintendents, aligning them with standards
    for teachers and principles.

-   Working with colleges of education to produce graduates trained to
    teach in the areas our schools need.

-   Consultation and cooperation with teacher unions and administrators
    to reward teachers and schools whose students show academic
    improvement.

**[Work With the Education Trust and Joyce Foundation]{.underline}**

Illinois has been fortunate to work with the Education Trust and Joyce
Foundation--funded initiative over the last two years on an equity plan.
It was not prepared as part of the original *Consolidated State
Application for NCLB* in 2002. Since 2004, the Joyce Foundation and the
Education Trust have sponsored working groups in three states (Illinois,
Wisconsin, and Ohio) and three school districts (Chicago, Milwaukee, and
Cleveland) to study the question of student access to qualified teachers
within the public schools.

The Illinois state-level working group comprised representatives from
various stakeholder groups concerned with teaching quality, including
three Illinois State Board of Education members, representatives of both
Illinois teacher unions, the state PTA, Illinois Association of School
Boards, civic interests, Chicago staff, Illinois State University and a
member of the Illinois Board of Higher Education, staff of the Illinois
Education Research Council, Governor's Office staff, and ISBE staff.
With assistance and coordination provided by the Education Trust, the
groups engaged in a three-phase process to arrive at a set of actionable
recommendations for policymakers and practitioners. The Illinois project
was facilitated by Lynne Curry, Illinois State University. With
assistance and coordination provided by the Education Trust, the
stakeholders engaged in a three-phase process to arrive at a set of
actionable recommendations for policymakers and practitioners.

During Phase I of the project, the working groups collected and analyzed
data to determine teacher qualifications, patterns of distribution, and
relationships to student demographic distributions. During Phase II, the
groups considered potential sources of any data patterns that indicated
that students did not have equitable access to qualified teachers.
During Phase III, the working groups developed recommendations based on
their findings for actions to alleviate inequities in access to quality
teaching.

High-Needs Schools (HNS) are defined as those with 50% of poor and/or
minority students, or that have one-third or more of core courses being
taught by teachers who are not considered highly qualified under NCLB,
or that have not met AYP targets for three or more years, or that have a
historical teacher-attrition rate of 25% or greater.

**Phase II: Pattern Analysis and Sources of Access "Mismatches."** In
Phase II the Illinois working group summarized the Illinois data,
examined findings and recommendations from other studies, and developed
a set of factors likely to contribute to patterns of inequitable access
to teachers with strong positive attributes, particularly for students
in high-needs schools. In a series of meetings throughout 2005, the
working group identified six factors, along with related sub-issues,
that are believed to contribute to teacher-access inequities in Illinois
public schools. These factors are:

-   ***Insufficient professional support for teachers in high-needs
    schools*.** Sub-issues include recruitment, new teacher support, and
    professional development.

-   ***Poor working conditions in high-needs schools.*** Sub-issues
    include general working conditions, safety, instructional resources,
    facilities, and supportive specialists/other professionals.

-   ***Need for stronger principal leadership in high-needs schools*.**
    Sub-issues include principal preparation, new principal support,
    principal evaluation, and professional development.

-   ***Teacher preparation specifically for succeeding in high-needs
    schools.*** Sub-issues include targeted recruitment, higher
    education roles and responsibilities, and specially designed teacher
    preparation.

-   ***Inequitable funding disproportionately affecting high-needs
    schools*.** Sub-issues include state funding inequities, targeted
    funds for high-needs schools, teacher salary reporting, and
    salary/hiring timelines related to budget delays.

-   ***Insufficient data systems for collecting and reporting teacher
    data.*** Sub-issues include incompatible existing data systems and
    school-by-school salary reporting.

**Phase III: Recommendation Development.** To create specificity for the
final recommendations, the working group particularly focused on
high-needs schools and on the various roles and responsibilities implied
by the draft recommendations. During the course of that work, the group
determined that three primary entities were responsible for implementing
the final recommendations: the State of Illinois, higher education
institutions, and local school districts. The final recommendations have
been grouped and organized according to these respective entities.

Data collection and analysis will identify areas of focus for ISBE,
regional offices of education, and school districts, and this becomes an
integral part of the monitoring process that will continually provide
updated information and target areas for improvement. Requirement 4 of
this report expands the data analysis to the next level of monitoring
and feedback.

The report was presented to the Illinois State Board of Education
members at their May 2006 meeting. Extensive discussion occurred,
including asking how the Illinois Board of Higher Education would be
apprised in a similar fashion.

+-----------------------------------------------------------------------+
| Graph 7. Summary of Key Responsibilities by Responsible Entity, with  |
| Strategies                                                            |
|                                                                       |
|   ------------------------------------------------------------------  |
|   ![](media/image5.jpeg){width="6.034722222222222in"                  |
|   height="4.440277777777778in"}                                       |
|                                                                       |
|   ------------------------------------------------------------------  |
+-----------------------------------------------------------------------+

ISBE has adopted in this plan strategies to address the "State
Responsibilities" cited above. The following language directly mirrors
the relevant strategies outlined in the *July 2006 Highly Qualified
Teachers State Plan.* These strategies are described in greater detail
(see graph 7) but ISBE wanted to again demonstrate how they relate to
this state equity plan.

+-----------------------------------------------------------------------+
| Strengthening Professional Development                                |
|                                                                       |
|   ------------------------------------------------------------------  |
|   **Specific strategies Illinois will adopt:**                        |
|                                                                       |
|   Illinois will coordinate statewide efforts to provide professional  |
|   development to high-needs districts in an attempt to reduce         |
|   disparities in resources by allocating assistance to schools on     |
|   the basis of need. (Ongoing)                                        |
|   ------------------------------------------------------------------  |
+-----------------------------------------------------------------------+
| Support NCBT attainment in HNS                                        |
|                                                                       |
|   ------------------------------------------------------------------  |
|   **Specific strategies Illinois will adopt:**                        |
|                                                                       |
|   Illinois will expand support for the National Board for             |
|   Professional Teaching Standards (NBPTS). **(Expanded)**             |
|   ------------------------------------------------------------------  |
+-----------------------------------------------------------------------+
| Provide induction and mentoring for HNS                               |
|                                                                       |
| +------------------------------------------------------------------+  |
| | **Specific strategies Illinois will adopt:**                     |  |
| +------------------------------------------------------------------+  |
| | -   Illinois has instituted Beginning Teacher Induction Pilot    |  |
| |     Programs. **(New)**                                          |  |
| +------------------------------------------------------------------+  |
| | -   ISBE will institute Principal Mentoring Programs. **(New)**  |  |
| |     This means implementing Public Act 94-1039 of 2006, to       |  |
| |     provide high-quality mentoring for principals in HNS         |  |
| +------------------------------------------------------------------+  |
| | -   ISBE will institute Superintendent Mentoring Programs        |  |
| |     modeled after Principal Mentoring. **(New)**                 |  |
| +------------------------------------------------------------------+  |
| | -   Illinois provides teacher training in targeted HNS using     |  |
| |     Ruby Payne's *Culture of Poverty* materials. **(Ongoing)**   |  |
| +------------------------------------------------------------------+  |
+-----------------------------------------------------------------------+
| Establish Data Systems to track Teacher Data                          |
|                                                                       |
| +------------------------------------------------------------------+  |
| | **Specific strategies Illinois will adopt:**                     |  |
| +------------------------------------------------------------------+  |
| | -   ISBE will implement the new Educator Certification System    |  |
| |     (ECS) that combines the Online Teacher Information System    |  |
| |     (OTIS) and the Certificate Renewal Tracking System (CeRTS)   |  |
| |     and will include information regarding HQT status of         |  |
| |     teachers. **(Ongoing**)                                      |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will require that each LEA file a plan with the     |  |
| |     Regional Office of Education that includes a list of all     |  |
| |     teaches who are not highly qualified and a general plan with |  |
| |     benchmarks to assist core content teachers in becoming       |  |
| |     highly qualified. **(New)**                                  |  |
| +------------------------------------------------------------------+  |
| | -   ISBE will analyze data from an initial survey entitled       |  |
| |     "Reasons for Being Classified as Not Highly Qualified."      |  |
| |     **(Ongoing)**                                                |  |
| +------------------------------------------------------------------+  |
| | -   ISBE will refine the survey entitled "Reasons for Being      |  |
| |     Classified as Not Highly Qualified." **(New)**               |  |
| +------------------------------------------------------------------+  |
+-----------------------------------------------------------------------+
| Establish Scholarship/Forgivable Loan/Alternative Programs for HNS    |
| Aspiring Teachers and Principals                                      |
|                                                                       |
| +------------------------------------------------------------------+  |
| | **Specific strategies Illinois will adopt:**                     |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will continue to support programs such as Golden    |  |
| |     Apple designed to recruit middle school and high school      |  |
| |     students to teach in high needs schools. **(Ongoing)**       |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will continue to support teacher scholarships and   |  |
| |     loan programs through the Illinois Student Assistance        |  |
| |     Commission in which recipients must each teach for five      |  |
| |     years in a hard-to-staff school or a shortage area.          |  |
| |     **(Ongoing)** .                                              |  |
| +------------------------------------------------------------------+  |
| | -   ISBE will seek changes in the current scholarship            |  |
| |     requirements, or a new scholarship program, to provide       |  |
| |     scholarships to retrain experienced teachers who are not     |  |
| |     highly qualified in needed core subjects if they agree to    |  |
| |     work in schools having high numbers of poor and minority     |  |
| |     students. **(New)**                                          |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will continue to promote high-quality alternative   |  |
| |     route programs, such as Troops to Teachers, Teach for        |  |
| |     America. **(Ongoing)**                                       |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will expand the Grow Your Own Teachers Initiative.  |  |
| |     **(Expanded)**                                               |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will continue to support formal arrangements that   |  |
| |     enable high-needs districts to recruit and hire qualified    |  |
| |     international teachers. **(Ongoing)**                        |  |
| +------------------------------------------------------------------+  |
+-----------------------------------------------------------------------+
| Eliminate Funding Inequities and Inadequacies Among Districts         |
|                                                                       |
| +------------------------------------------------------------------+  |
| | **Specific Strategies Illinois will adopt:**                     |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will upgrade equipment in high-needs schools in an  |  |
| |     effort to retain highly qualified teachers. **(New)**        |  |
| +------------------------------------------------------------------+  |
| | -   Illinois will seek to expand the use of distance learning    |  |
| |     through the Illinois Virtual High School statewide, but      |  |
| |     especially to rural districts and small districts.           |  |
| |     **(Expanded**)                                               |  |
| +------------------------------------------------------------------+  |
+-----------------------------------------------------------------------+

In Illinois, as in most other states, education is financed through a
combination of state, local, and federal monies. State revenues that
support Illinois elementary and secondary schools are provided for a
variety of legislatively established programs. These funds are
distributed to school districts, university laboratory schools, regional
safe schools, and alternative schools. The amount provided to each
school district varies with its relative wealth (as measured by property
values) and the number of students attending its schools.

Other major state financial support for school districts is in the form
of categorical grants, special program grants, grants for school reform,
and improvement initiatives. State categorical grants provide funds for
special education, transportation, vocational education, school lunch
and breakfast, bilingual education, textbooks, gifted and remedial
student programs, and school construction. Reform and school improvement
programs, most enacted in 1985, provide additional grants for at-risk
programs such as preschool education, truancy and dropout prevention
projects, and elementary school reading programs. The state also
provides the employer's (school district) contributions to the two
pension systems in which Illinois elementary and secondary teachers
participate.

The largest portion of the State Board of Education's general funds
budget goes to General State Aid (GSA). The foundation level has
increased over the last several years: 2003-04: \$4,560; 2004-05:
\$4,810; and 2005-06: \$5,164. The GSA budget for FY2007 totals \$4.2
billion and represents nearly 65% of the agency's general funds budget.
The State Board of Education recommended and received a \$170 increase
to the foundation level for the 200607 school year, bringing the per
pupil state aid amount to \$5,334. FY2007 is the ***fourth consecutive
year*** of increases to the GSA foundation level.

Table 20. History of State Funding of the General State Aid Foundation
Level

  -----------------------------------------------------------------------
  ![](media/image6.wmf){width="6.54375in" height="3.747916666666667in"}

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

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

**[Teaching Experience]{.underline}**

Illinois had not examined this arena of information until the
requirement for reviewing HQT data occurred. Here are the results.

Table 21. Years of Teaching Experience in Various Settings

  ---------------------------------------------------------------------------------------------------------------
  **School     **Total     **1 year   **1 year  **1--3     **1--3     **3--5     **3--5     **5 or     **5 or
  Type**       Number of   or less**  or less** years**    years**    years**    years**    more       more
               Core                                                                         years**    years**
               Classes**                                                                               
  ------------ ----------- ---------- --------- ---------- ---------- ---------- ---------- ---------- ----------
                           ***\#***   ***%***   ***\#***   ***%***    ***\#***   ***%***    ***\#***   ***%***

  Elementary   52,320      3,447      6.59%     5,376      10.28%     6,058      11.58%     37,439     71.56%

  Middle       13,675      967        7.07%     1,749      12.79%     1,738      12.71%     9,221      67.43%

  Secondary    23,731      1,880      7.92%     2,916      12.29%     3,159      13.31%     15,776     66.48%

  Total        89,726      6,294      7.01%     10,041     11.19%     10,955     12.21%     62,436     69.59%

                                                                                                       

  High Poverty 36,123      2,881      7.98%     3,818      10.57%     4,434      12.27%     24,990     69.18%

  Low Poverty  52,345      3,293      6.29%     6,096      11.65%     6,379      12.19%     36,577     69.88%

  High         *35,416*    *3,035*    *8.57%*   *4,212*    *11.89%*   *4,795*    *13.54%*   *23,374*   *66.00%*
  Minority                                                                                             

  Low Minority 53,052      3,139      5.92%     5,702      10.75%     6,018      11.34%     38,193     71.99%
  ---------------------------------------------------------------------------------------------------------------

From the data, it appears that there is no significant difference in the
years of experience between high-poverty and low-poverty schools for
veteran teachers. Whether it is 10.57% for those with 1--3 years of
experience in a high-poverty school or 11.65% with the same experience
in a low-poverty school, the difference is not dramatic. The same
applies with more experienced teachers, those with 3--5 years of
experience (12.27% in high-poverty schools vs.12.19% in low-poverty
schools). There is more of a difference between high-minority schools
and low-minority schools, but still not a dramatic difference (11.90%
with 1--3 years of experience for high-minority schools vs. 10.75% with
1--3 years of experience in low-minority schools; 66% with 3--5 years
experience in high-minority schools vs. 71.99% experience in
low-minority schools). Again, salary and working conditions are likely
major factors in teachers deciding where to teach when there are options
available for choosing a location.

Encourage Equitable Distribution of Experienced Teachers Across HNS

+-----------------------------------------------------------------------+
| **Specific strategies Illinois will adopt:**                          |
+-----------------------------------------------------------------------+
| -   Complete an analysis of equitable distribution of teachers,       |
|     including the area of experience, and conduct such an analysis on |
|     an annual basis. **(New)**                                        |
+-----------------------------------------------------------------------+
| -   ISBE will work with IBHE to encourage institutions to train       |
|     current personnel who are licensed and experienced in shortage    |
|     areas who are not highly qualified to attain the highly qualified |
|     goal to assist teachers in high-minority and high-poverty         |
|     schools. **(New)**                                                |
+-----------------------------------------------------------------------+
| -   The work of the Task Force on Performance Compensation will be    |
|     used to inform local districts regarding salary differentiation   |
|     or related issues for experienced teachers. **(New)**             |
+-----------------------------------------------------------------------+
| -   The SEA will continue to work toward statutory changes to permit  |
|     highly qualified retired teachers who commit to working in a      |
|     high-poverty, or high-minority school for a period not to exceed  |
|     five years to do so without sacrificing their retirement income.  |
|     **(New)**                                                         |
+-----------------------------------------------------------------------+
| -   The SEA will work with the legislature to develop statutory       |
|     changes and the funding necessary to provide state signing        |
|     bonuses for highly qualified and experienced teachers who accept  |
|     employment in high-poverty and high-minority schools. **(New)**   |
+-----------------------------------------------------------------------+

This issue of equitable distribution of experienced teachers will be
monitored by the External Assurances Division of ISBE when it does site
visits throughout the state as part of monitoring districts on many
facets of NCLB.

The following document is contained within Requirement 4 as a part of
the general district plan to address annually.

**Graph 8. Equity Plan as Part of Local School District Annual Report**

+-----------------------------------------------------------------------+
| The federal government under the **No Child Left Behind Act**         |
| requires that minority and low-income students are not taught at a    |
| higher rate by inexperienced (3 years or less) or non-highly          |
| qualified teachers than are other students.                           |
|                                                                       |
| Please describe the procedures used to ensure your minority and       |
| low-income students are not being taught at a higher rate by          |
| inexperienced or non-highly qualified teachers than are other         |
| students.                                                             |
|                                                                       |
|   ----------------------------- ------------------------------------  |
|   **OPTIONS**                   **PROCEDURES**                        |
|                                                                       |
|   **Recruitment strategies to                                         |
|   increase the number of                                              |
|   experienced highly qualified                                        |
|   teachers**                                                          |
|                                                                       |
|   **Reassignment of teachers to                                       |
|   ensure equity**                                                     |
|                                                                       |
|   **Improvement of school                                             |
|   climate to make hard-to-staff                                       |
|   schools more desirable**                                            |
|                                                                       |
|   **Financial incentives to                                           |
|   entice experienced and highly                                       |
|   qualified teachers; *state                                          |
|   law requires that districts                                         |
|   expend at least 40% of their                                        |
|   Title II Part A funds to                                            |
|   retain and recruit highly                                           |
|   qualified teachers when there                                       |
|   is a shortage. ****Any school                                       |
|   district with non-highly                                            |
|   qualified teachers should be                                        |
|   using its Title II funds to                                         |
|   resolve this issue before                                           |
|   spending these funds on other                                       |
|   allowable expenditures, such                                        |
|   as class size reduction.*                                           |
|                                                                       |
|   **Other**                                                           |
|   ----------------------------- ------------------------------------  |
|                                                                       |
| SAMPLE ACTIVITIES                                                     |
|                                                                       |
|   ----------------------------- ------------------------------------  |
|   **OPTIONS**                   **PROCEDURES**                        |
|                                                                       |
|   **Recruitment strategies to   District 1234 has attended job fairs  |
|   increase the number of        in 6 locations statewide to interest  |
|   experienced HQTs**            experienced teachers and has          |
|                                 scheduled interview sites in 3 major  |
|                                 cities within the state.              |
|                                                                       |
|   **Reassignment of teachers to At Lincoln High School a science      |
|   ensure equity**               teacher who was also certified and    |
|                                 highly qualified in math was          |
|                                 reassigned to teach geometry classes  |
|                                 to replace a teacher who was not      |
|                                 highly qualified in that content      |
|                                 area.                                 |
|                                                                       |
|   **Improvement of school       Security systems were installed at    |
|   climate to make hard-to-staff Cuttingham and Beauford schools and   |
|   schools more desirable**      parking facilities were secured with  |
|                                 fencing. All schools now have         |
|                                 security personnel from 6:30 AM to    |
|                                 8:00 PM daily.                        |
|                                                                       |
|   **Financial incentives to     A salary bonus of \$2,000 per year    |
|   entice experienced and highly is paid to all highly qualified and   |
|   qualified teachers**          experienced teachers who work at      |
|                                 Geoffrey Elementary and Combs         |
|                                 Elementary Schools.                   |
|                                                                       |
|   **Other**                     An agreement between a local day      |
|                                 care center and this district         |
|                                 provides no-cost child care for       |
|                                 teachers assigned to Cuttingham and   |
|                                 Beauford Schools.                     |
|   ----------------------------- ------------------------------------  |
+-----------------------------------------------------------------------+