Reviewing Revised State Plans

Meeting the Highly Qualified Teacher (HQT) Goal

State: COLORADO

Date: July 27, 2006

Peer Review Panel's Consensus Determination:

\_\_\_\_\_ The plan is acceptable

\_\_X\_\_\_ The plan has the deficiencies described below.

Comments to support determination:

The staffing needs of schools that are not making AYP are and districts
and schools with significant numbers of teachers who do not meet HQT
have not been identified. Future plans should give specific locations
including LEAs and schools that have a lower percentage of highly
qualified experienced teachers. As the SEA improves its data on Highly
Qualified Teachers it must include teaching experience as a data element
so that it can strengthen and target its equity plan under Requirement
6.

The SEA should consider explaining and graphically representing the
distribution of highly qualified teachers to make it easier for policy
makers and the public to understand the allocation of highly qualified
teachers in high need schools and teaching fields. Adding HQT and AYP to
the state's definition of high need LEA is an effective strategy to
focus Math Science Partnership (MSP) and state level Title II funds on
improving teacher quality and student achievement.

The SEA has an HQT Committee and a Committee of Practitioners that will
advise them on whether to use HOUSSE for the certification of
multi-subject rural and special education teachers. The SEA should
develop an analysis of HOUSSE usage to determine the impact of not using
HOUSSE for special education teachers, considering that the SEA reports
that "nearly 20 percent of high school special education teachers are
not highly qualified."

The SEA must use data related to teaching experience as a measure of
equity.

The in addition to identifying where inequities in HQT assignments
exist, the plan must address the distribution of *experienced* Highly
Qualified Teachers to schools that serve poor or minority children or
that are not making AYP objectives. The state must articulate specific
strategies and their probable success for addressing inequitable
distribution of experienced teachers.

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.

  ---------------- ------------------------------------------------------
  Y/N/U/NA         Evidence

  YES              Does the revised plan include an analysis of classes
                   taught by teachers who are not highly qualified? Is
                   the analysis based on accurate classroom level data?

  NO               Does the analysis focus on the staffing needs of
                   school that are not making AYP? Do these schools have
                   high percentages of classes taught by teachers who are
                   not highly qualified?

  YES              Does the analysis identify particular groups of
                   teachers to which the State's plan must pay particular
                   attention, such as special education teachers,
                   mathematics or science teachers, or multi-subject
                   teachers in rural schools?

  NO               Does the analysis identify districts and schools
                   around the State where significant numbers of teachers
                   do not meet HQT standards?

  YES              Does the analysis identify particular courses that are
                   often taught by non-highly qualified teachers?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided; NA=Not applicable

[Finding]{.underline}:

\_\_\_ Requirement 1 has been met

\_X\_\_ Requirement 1 has been partially met

\_\_\_ Requirement 1 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative:]{.underline}

The staffing needs of schools that are not making AYP are not
identified. The districts and schools with significant numbers of
teachers who do not meet HQT have not been identified. Future plans
should give specific locations including LEAs and schools that have a
lower percentage of highly qualified experienced teachers. As the SEA
improves its data on Highly Qualified Teachers it must include teaching
experience as a data element so that it can strengthen and target its
equity plan under requirement 6.

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.

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  NO               Does the plan identify LEAs that have not met annual
                   measurable objectives for HQT?

  NO               Does the plan include specific steps that will be
                   taken by LEAs that have not met annual measurable
                   objectives?

  YES              Does the plan delineate specific steps the SEA will
                   take to ensure that all LEAs have plans in place to
                   assist all non-HQ teachers to become HQ as quickly as
                   possible?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 2 has been met

\_\_\_ Requirement 2 has been partially met

\_\_X\_ Requirement 2 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative:]{.underline}

Specific steps that will be taken by LEAs that have not met annual
measurable objectives have not been identified. With regard to
information provided about how the SEA technical assistance will help
LEA's meet HQT goals the plan is not adequate.

The SEA should consider explaining and graphically representing the
distribution of highly qualified and experienced teachers to make it
easier for policy makers and the public to understand the allocation of
highly qualified teachers in high need schools and teaching fields.

The SEA should provide more detail to the LEAs with regard to how
strategies can be used by the LEAs to meet HQT and AYP objectives. The
SEA should also provide more information about how the SEA will review
the LEA plans.

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.

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  YES              Does the plan include a description of the technical
                   assistance the SEA will provide to assist LEAs in
                   successfully carrying out their HQT plans?

  YES              Does the plan indicate that the staffing and
                   professional development needs of schools that are not
                   making AYP will be given high priority?

  YES              Does the plan include a description of programs and
                   services the SEA will provide to assist teachers and
                   LEAs in successfully meeting HQT goals?

  YES              Does the plan specifically address the needs of any
                   subgroups of teachers identified in Requirement 1?

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

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

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_X\_ Requirement 3 has been met

\_\_\_ Requirement 3 has been partially met

\_\_\_ Requirement 3 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative:]{.underline}

The CADI Team is specifically tasked with addressing Title I school
improvement and through that process the plan provides for priority use
of funds in schools that are not making AYP. The SEA should address the
needs of other schools not making AYP that may not be identified through
the Title I school improvement process. Adding HQT and AYP to the
state's definition of high need LEA is an effective strategy to focus
MSP and state level Title II funds on improving teacher quality and
student achievement (p.4).

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.

+---------------+------------------------------------------------------+
| Y/N/U         | Evidence                                             |
+---------------+------------------------------------------------------+
| YES           | Does the plan indicate how the SEA will monitor LEA  |
|               | compliance with the LEAs' HQT plans described in     |
|               | Requirement 2 and hold LEAs accountable for          |
|               | fulfilling their plans?                              |
+---------------+------------------------------------------------------+
| YES           | Does the plan show how technical assistance from the |
|               | SEA to help LEAs meet the 100 percent HQT goal will  |
|               | be targeted toward LEAs and schools that are not     |
|               | making AYP?                                          |
+---------------+------------------------------------------------------+
| YES           | Does the plan describe how the SEA will monitor      |
|               | whether LEAs attain 100 percent HQT in each LEA and  |
|               | school:                                              |
|               |                                                      |
|               | -   in the percentage of highly qualified teachers   |
|               |     at each LEA and school; and                      |
|               |                                                      |
|               | -   in the percentage of teachers who are receiving  |
|               |     high-quality professional development to enable  |
|               |     such teachers to become highly qualified and     |
|               |     successful classroom teachers?                   |
+---------------+------------------------------------------------------+
| YES           | Consistent with ESEA §2141, does the plan include    |
|               | technical assistance or corrective actions that the  |
|               | SEA will apply if LEAs fail to meet HQT and AYP      |
|               | goals?                                               |
+---------------+------------------------------------------------------+

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

X\_\_\_ Requirement 4 has been met

\_\_\_ Requirement 4 has been partially met

\_\_\_ Requirement 4 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative:]{.underline}

The plan indicates that the SEA will monitor the LEA compliance in
regards to increasing the number of HQTs. The plan fails to show how the
SEA will target technical assistance to LEAs and schools that are not
making AYP. The plan includes specific technical assistance or
corrective actions the SEA will take if LEAs fail to meet the AYP and
HQT goals. The state should consider other statutory interventions under
Section 2141 for districts not meeting HQT annual objectives.

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 (except for the situations described
below).

+---------------+------------------------------------------------------+
| Y/N/U         | Evidence                                             |
+---------------+------------------------------------------------------+
| YES           | Does the plan describe how and when the SEA will     |
|               | complete the HOUSSE process for all teachers not new |
|               | to the profession who were hired before the end of   |
|               | the 2005-06 school year?                             |
+---------------+------------------------------------------------------+
| YES           | Does the plan describe how the State will            |
|               | discontinue the use of HOUSSE after the end of the   |
|               | 2005-06 school year, except in the following         |
|               | situations:                                          |
|               |                                                      |
|               | -   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 years of the date |
|               |     of hire.                                         |
+---------------+------------------------------------------------------+

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_X\_ Requirement 5 has been met

\_\_\_ Requirement 5 has been partially met

\_\_\_ Requirement 5 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative:]{.underline}

The SEA has an HQT Committee and a Committee of Practitioners that will
advise them on whether to use HOUSSE for the certification of
multi-subject rural and special education teachers. The SEA should
develop an analysis of HOUSSE usage to determine the impact of not using
HOUSSE for special education teachers, considering that the SEA reports
that "nearly 20 percent of high school special education teachers are
not highly qualified."

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.

  ---------------- ------------------------------------------------------
  Y/N/U            Evidence

  YES              Does the revised plan include a written equity plan?

  NO               Does the plan identify where inequities in teacher
                   assignment exist?

  NO               Does the plan delineate specific strategies for
                   addressing inequities in teacher assignment?

  NO               Does the plan provide evidence for the probable
                   success of the strategies it includes?

  YES              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?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_ \_ Requirement 6 has been met

\_ \_ Requirement 6 has been partially met

\_\_X\_ Requirement 6 has not been met

\_\_\_ Additional information needed to make determination

\_\_\_\_\_\_\_ Date Requested \_\_\_\_\_\_ Submission Deadline

[Supporting Narrative:]{.underline}

The SEA must use data related to teaching experience as a measure of
equity.

In addition to identifying where inequities in HQT assignments exist,
the plan must address the distribution of *experienced* Highly Qualified
Teachers to schools that serve poor or minority children or that are not
making AYP objectives. As the SEA expands its data on Highly Qualified
Teachers it must include teaching experience as a data element so that
it can strengthen and target its equity plan under this requirement. The
state must articulate specific strategies and their probable success for
addressing inequitable distribution of experienced teachers.