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

**[TEACHER QUALITY]{.underline}**

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

**2006 -- 2007**

***REVISED March 1, 2007***

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

**"Abstract" of Plan**

**Goal \# 1: The SEA will conduct a data analysis to determine needs and
responses.**

**Goal \# 2: LEAs will have plans in place to assist teachers who are
not highly qualified.**

**Goal \# 3: The State Education Agency will provide technical
assistance to assist LEAs in completing HQT plans to reach 100% HQT
status by the end of the '06 -- '07 school year.**

**Goal \# 4: Maine will phase out the use of the HOUSSE rubric by the
end of the 2008-2009 school year.**

**Appendices :**

> **A. Goal \# 1:**

HQT Data Comparison Charts

HQT Data Survey

NEIREL Rural Schools Study

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

"Number of Maine Staff by Years of Experience"

B.  **Goal \# 2:**

LEA HQT Action Plan

C.  **Goal \# 3:**

Alternate Route to Certification Programs (MARC & SPARC)

Content Literacy Learning Communities (CLLC)

CCSSO Assessment Initiative

Teacher Shortage Areas

Minimum Teacher Salary Requirements

National Board Certification Salary Supplement Program

"Local School, Regional Support" Regionalization Proposal (LSRS)

The Center for Teacher Quality Initiative (CTQ)

Partners in Literacy Initiative (PIL)

D.  **Goal \# 4:**

HOUSSE Rubric Phase Out Letter

PRAXIS II Certification Requirements

***New Text is in Ariel font, bold, & italicized.***

**[Abstract]{.underline}**

Maine has raised its percentages of highly qualified teachers from the
previous year, and is above the national average for all categories.
This level though, is still below the 100% HQT requirement of the United
States Department of Education, and the *No Child Left Behind* Act. This
Action Plan has been created to reflect Maine's goal to place a highly
qualified teacher in each classroom by the end of the 2006-2007 school
year.

In crafting this Action Plan we have used the USDE requirements detailed
in "Reviewing Revised State Plans, Meeting the Highly Qualified Teacher
(HQT) Goal". This short abstract is meant to give an overview of the
responses to the five requirements listed. These responses are addressed
in much more detail in the full Action Plan and appendices, including
the separate document titled: "Maine's State Action Plan for Equitable
Distribution of Highly Qualified Teachers".

**Goal \# 1: The SEA will conduct a data analysis to determine needs and
responses.**

We have attempted to list the pertinent data available and correlate it
to aid in determining what the needs are across Maine. We also make it
clear that we intend to improve our data collection techniques in the
coming school years to further inform our actions. As a beginning for
this work the choice was made to determine a limited number of "High
Need Schools" using the criteria of: low HQT percentages; high poverty
indices; whole school AYP status for reading or math; and 5% points or
more above the State average for inexperienced teachers***.*** This
metric rendered a list of "High Need Schools" that seemed to be both
accurate, and manageable for the one year period (*[See]{.underline}
Appendix A*). It is our intent to give targeted assistance to these
schools during the 2006-2007 school year, and use the resulting data on
effective strategies to guide our efforts thereafter. The survey we
***used*** in November, 2006 to collect the 05-06 HQT data ***asked***
for numbers of HQT, or non-HQT taught classes in each core content area.
This change ***rendered*** a similar data set as that which we collected
for the 2003-2004 year. Thus we ***have*** comparative data to inform
decisions on the most effective technical assistance to offer and
content areas in SAUs/schools needing it most. ***Data indicated that
special education teachers, alternative education teachers, foreign
language teachers and teachers of basic skills in math had a
significantly lower percentage of highly qualified teachers than other
subject areas. Our technical assistance will focus on these needs.* *The
updated 2005-2006 data is available on the SEA website now, under "NCLB"
and then "HQT Summary Report", this summary report, as well as the
specific data on schools is also on the MEDMS "Public Reports Portal"
under "No Child Left Behind".***

Furthermore a plan is ***being considered by leadership*** to use
Maine's "Unique Teacher Identifier" in next year's round of HQT data
collection (06-07) to collect data at the individual teacher level.

The Regional Education Laboratory: Northeast and Islands will complete a
fast response study of Maine's Highly Qualified Teachers. By March of
2007, this will provide a descriptive analysis for the state of HQT in
rural schools, as well as analyzing several other factors such as
experience.

**Goal \# 2: LEAs will have plans in place to assist teachers who are
not highly qualified.**

This goal is addressed largely through the Maine Department of
Education's administration of its Title IIA funds for LEAs. The
applications and performance reports have been revised to require the
use of the proven strategies for raising teacher quality listed in NCLB
and the 2005 "Improving Teacher Quality State Grants, ESEA Title II,
Part A, Non-Regulatory Guidance**". *Data indicated that special
education teachers, alternative education teachers, foreign language
teachers and teachers of basic skills in math had a significantly lower
percentage of highly qualified teachers than other subject areas. Our
technical assistance will focus on these needs.***

**Goal \# 3: The State Education Agency will provide technical
assistance to assist LEAs in completing HQT plans to reach 100% HQT
status by the end of the '06 -- '07 school year.**

This builds upon Goal \# 2 by explaining exact methods that the State
intends to use to support LEAs in reaching the 100% HQT Goal, and also
lists the multitude of State-wide initiatives aimed at raising teacher
quality. For example our Regional Teacher Development Centers aimed at
delivering targeted professional development for reasons such as
certification and special education shortages, and the newly legislated
increase in minimum teacher salary.

**Goal \# 4: Maine will phase out the use of the HOUSSE rubric by the
end of the 2008-2009 school year.**

Maine has taken several steps toward phasing out the use of HOUSSE
according to USED policy and has identified strategies and actions to
ensure that this goal is accomplished according to the timelines
established by USED and the Maine Department of Education. The
strategies used to support this goal include a) collecting and tracking
data on HOUSSE participation, b) communication and information
dissemination, and c) technical assistance.

This section explains the specific steps we have taken, and are planning
on taking to limit the HOUSSE to the allowed exceptions listed in the
March 21, 2006 Henry L. Johnson letter. Technical assistance through
email and phone communications has been offered since the issuance of
this letter. LEA administrators and individual teachers have been
availing themselves of this service in the interest of finishing the
HOUSSE process and reaching their highly qualified status. Dozens of
phone and email communications have been made assisting LEAs and
teachers in completing the HOUSSE process before the end of the
2005-2006 school years.

***Furthermore, in support of this change Maine Department of Education
revised its Certification requirements to include the PRAXIS II for all
new certifications as of December 31, 2005. Thus all newly certified
teachers in the State will already have demonstrated "Highly Qualified"
status.***

**Goal \# 5: Poor or minority children are not taught by inexperienced,
unqualified, or out-of-field teachers at higher rates than are other
children.**

Maine has taken the 5^th^ Goal of a "Revised Equity Plan" and included
one as a separate document. You will also find, included separately,
copies of "Monitoring Templates" for both the Teacher Quality Action
Plan, and the Equity Plan.

Maine has defined "Inexperienced Teachers" as having less than 3 years
of teaching experience. We have data on this included in our revised
plans.

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  ***Status: Completed.***

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Maine collects information on the HQT status in each LEA by class. This
information can be found on the Maine Department of Education website
under the MEDMS Public Report Portal.

The Maine Department of Education collected data for 2004-2005 using the
data set required by USDE for the CSPR. (*[See]{.underline} Appendix A)*
Therefore our data is not disaggregated down to the individual teacher
or subject level. It is, instead correlated by class, school, SAU, and
reason for not being Highly Qualified. Maine ***collected*** data at a
much more detailed level in the fall of 2006 during the yearly HQT data
collection process ([See]{.underline} Appendix A). The survey we
***used*** in November, 2006 to collect the 05-06 HQT data ***asked***
for numbers of HQT, or non-HQT taught classes in each core content area.
This change ***rendered*** a similar data set as that which we collected
for the 2003-2004 year. Thus we ***have*** comparative data to inform
decisions on the most effective technical assistance to offer and
content areas in SAUs/schools needing it most***. Data indicated that
special education teachers, alternative education teachers, foreign
language teachers and teachers of basic skills in math had a
significantly lower percentage of highly qualified teachers than other
subject areas. Our technical assistance will focus on these needs.***

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

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

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

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

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

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

\- Anne Brackett of NEIREL

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

At present, data on a teacher's individual certification, salary, and
class assignment, among other identifying factors, is available. Plans
are in place to ask SAUs to submit teacher's individual HQ status into
this existing "MEDMS" database, which would be accessible to the Maine
Department of Education, and SAU personnel. Maine already has and uses a
"Unique Teacher Identifier" which we plan to use for the data collection
and analysis next year (2006-2007) using the "Staff Personnel File" data
collected at the beginning of each school year. This will give us a
method to track individual teachers' certification, HQT, and experience
status, along with turnover rates and location (SAU currently employed
in). Unfortunately, due to technical constraints we were not able to
incorporate these changes to our data collection system for this school
year's collection period. In the interim we are sure that revising our
system by collecting the data by subject area and school, along with the
"class" data required by the CSPR, will prove invaluable in supporting
schools in reaching the 100% HQT goal for the beginning of the 2007
school year.

Maine ***has placed*** all required data on its "Annual State Report
Card", and the "LEA Report Cards" in time for the 2006 -- 2007 school
year. The HQT data is now more prominently displayed on the home page
under the drop down menu labeled "Educators and Administrators" as
"Teacher Quality Report Card". It is also linked in several other menus,
and available on the HQTP webpage.

Maine's 2004-2005 HQT data indicated that 93 percent of classes in Maine
were taught by HQTs. There were slight gaps in the percentage of classes
taught by HQTs between high and low poverty schools.

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

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

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

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

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

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

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

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

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

Definition: **High-Need Local Educational Agency**: (*[See]{.underline}
Appendix A for eligible Maine LEAs)* A high-need LEA is defined as an
LEA:

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

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

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

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

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

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

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

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

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

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  ***Status: In Process.***

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**II. Local Education Agency's Annual Measurable Objectives**

Maine will annually assess LEAs to determine whether they have met their
annual measurable objectives for HQT as dictated by NCLBA, section
2141***.*** Calculations have been completed to indicate the percentage
of increase or decrease in HQT status for each LEA since 2004, providing
***one*** year of data. Upon collection of HQT data for the 2005 -- 2006
school year, calculations ***were*** completed to provide this data for
a ***two*** year period. In the online Consolidated NCLB Application for
the 2006 -- 2007 school year, each district has stated their annual
measurable objectives for both increasing the number of HQTs and
increasing the number of teachers participating in high quality
professional development in the Title IIA Needs Assessment and Planning
Document.

Once calculations are completed to determine the percentage of increase
or decrease in HQT status, newly disaggregated by subject area, for each
LEA in school year ***2006 -- 2007*,** school districts not meeting
annual measurable objectives for three consecutive years will be
required to develop and submit an **HQT Local Action Plan**
(*[See]{.underline} Appendix B)* that:

1.  identifies the issues that prevented it from meeting its objectives,

2.  specifies subject specific actions that will be taken to meet the
    objectives, and

3.  provides a timeline for the completion of these actions.

In the event that a school or district has not made AYP, this plan will
be developed as part of the school improvement plan developed to assist
those schools or districts. In the event that the school or district has
made AYP, this HQT Local Action Plan will be monitored by the Title IIA
Coordinator.

As part of Maine's NCLB Monitoring Plan, districts are required to
present evidence of their professional development plan to ensure that
all teachers are highly qualified no later than the end of the 2005-2006
school year (Section 1119 of *NCLBA* and Maine Statute Chapter 125, Sec.
808). Failure to provide evidence of this plan results in a citation and
requirement of documentation form the school district to be submitted to
the Maine DOE.

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  ***Status: In Process***

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**III. Assistance to LEAs in completing HQT plans.**

A.  **General Technical Assistance**

> The Maine Department of Education is committed to assist LEAs in
> meeting their plans to staff their schools with Highly Qualified
> Teachers. Technical assistance is always available through the NCLB
> Title coordinators. Upon request, districts who are meeting their
> annual measurable objectives may receive assistance in developing an
> HTP Local Action Plan through a Title Coordinator or consultant from
> the Maine DOE. Districts also receive technical assistance through the
> NCLB Monitoring visits that are conducted on a five year cycle. The
> NCLB Monitoring system will be reviewed and revised this ***spring***
> by the MDOE NCLB Team to prioritize districts that request assistance,
> require follow up from a previous year's visit, or are identified as
> not meeting their annual measurable objectives for HQT, specifically
> targeting subject area deficiencies that are identified with our new
> data collection: ***special education teachers, foreign language
> teachers, alternative education teachers and teachers of basic math
> skills.***

**B. Prioritization of schools not making AYP**

> Staffing and professional development needs of schools not making AYP
> are given a high priority. Every Title IA school that does not make
> AYP for two or more years is required to set aside 10% of the
> school\'s allocation for professional development. This PD must be
> directed at the subject that caused the school to not make AYP. Plans
> for use of this set aside are an integral part of the Continuous
> Improvement Priority Schools (CIPS) planning process. In addition to
> the set-aside, CIPS schools are required to create a two year school
> improvement plan. Our CIPS consultants work with schools to complete a
> needs assessment and then provide funds to support the professional
> development activities described in the plan.
>
> <http://www.maine.gov/education/nclb/school_improvement/cips_handbook_titles.htm>

C.  **SEA Programs and Services to promote HQTs**

> Maine provides a comprehensive array of initiatives and programs to
> assist LEAs in successfully meeting HQT goals. These plans
> specifically address the needs of subgroups of teachers identified as
> not meeting HQT requirements and inexperienced teachers including
> fully certified elementary and secondary school teachers who have not
> demonstrated subject matter competence. The Maine Department of
> Education has done its best to respond to perceived needs in subject
> area HQT deficiencies that surface through conferences, meetings with
> officials in education associations, interaction with professional
> development providers, and information collected by the many technical
> support teams of the MDOE who regularly work in school systems. These
> teams include groups such as Regional Support Teams, the NCLB team and
> the Special Education Team. As we gather more concrete data on subject
> area deficiencies for HQT, we will adjust and retarget our strategies
> as necessary. The following table provides an overview of problem
> areas as they connect to strategies.

  ----------------------------------- -----------------------------------
  Problem Area                        Targeted Strategies

  Low % of High Quality Teachers      1, 2, 3, 4, 5, 6, 7, 10, 11, 12

  High % of Inexperienced Teachers    2, 6, 8

  Low Student Achievement Scores      4, 9, 12

  Low % of HQT in Specific Subject    2, 3, 7, 8, 11,13
  Areas                               

  Low % of HQT in Special Education   2,13
  Teachers                            
  ----------------------------------- -----------------------------------

1.  Maine discourages the hiring of out-of -field teachers in high
    poverty, low performing districts. The NCLB application and
    monitoring process requires that all Title I teachers and
    paraprofessionals and all teachers hired for Class Size reduction
    are highly qualified.

2.  The Regional Teacher Development Center out of the University of
    Southern Maine has, this year, piloted two alternate routes to
    certification program for currently employed conditionally certified
    teachers,: Maine's Alternate Route to Certification (MARC), and
    Special Education teachers Special Education Alternate Route to
    Certification (SPARC) ( *[See]{.underline} Appendix C.)* These
    programs are proving successful, and well received in LEAs, in
    particular high-need LEAs, where it is difficult to attract highly
    qualified teachers. These LEAs often find it necessary to hire
    teachers on a conditional certificate. ***Since data show that there
    are greater needs in particular subject areas, we will be able to
    focus on these needs through this program.***

> ***The RTDCs are also offering regional workshops to interested
> teachers, on preparation for taking the PRAXIS I and II exams. These
> have been well attended and are perceived as highly valuable
> assistance in meeting HQT requirements.***

3.  The Extended Teacher Education Program (ETEP) of the University of
    Southern Maine is a post-baccalaureate program for those seeking
    teacher certification. It consists of two distinct phases: the
    internship; and the Master's degree. One of the greatest assets of
    this program is the variety of options available to students who may
    be entering education from other professions.
    <http://www.usm.maine.edu/cehd/TED/etep.htm>

4.  Maine has designated its Title IIA State Agency for Higher Education
    Improving Teacher Quality Competitive Grant to provide professional
    development to teachers in high need LEAs in grades 4 -- 12 in
    literacy in the content areas. The two projects funded under this
    grant will provide professional development to teachers and
    principals in four identified high need LEAs in the State along with
    a number of LEAs not identified as high need.

5.  The Maine Department of Education\'s **Center for Inquiry on
    Literacy** serves as a support to professional investigation.

> <http://www.maine.gov/education/cil/cil.htm> The **Center for Inquiry
> on Literacy** seeks to provide:

a.  Collaborative support to schools exploring literacy issues

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a.  Opportunities for sustained and reflective examinations of literacy
    practices

b.  A resource center for research based literacy practices

c.  Professional development opportunities related to literacy

d.  Input into literacy policies and reform initiative

    1.  The Center for Educational Transformation supports research,
        policy, local and state reform initiatives and other activities
        which increase the ability of Maine\'s middle and secondary
        level educators to transform teaching and learning within their
        schools, in order to ensure the success of Maine children as
        students, citizens and workers*.*
        <http://www.maine.gov/education/cse/index.htm> The work of CET
        includes:

-   Maintaining CET as a vital regional organization based at the Maine
    Department of Education; working in partnership with The Great Maine
    Schools Project at the George Mitchell Institute and a variety of
    other educational and professional development organizations
    throughout Maine.

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-   Supporting the work of the Comprehensive School Reform Grant
    Program, CSR at the present and former 48 grant sites. This support
    may include; research, documentation, and professional development
    activities.

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-   Creating a seamless, state-wide effort among both CSR funded and
    non-funded schools.

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-   Increasing the capacity for school transformation through
    professional development activities for school leaders, including
    working in collaboration with current leadership organizations.

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-   Expanding the CET to include a cadre of Maine Faculty, educators
    recruited by CET who are committed to secondary reform and who are
    willing to share their expertise.

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-   Generating opportunities to support reform in schools through summer
    academies, direct coaching to schools, and workshops offered by CET
    and other resources.

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-   Advancing a public agenda for support of educational transformation
    at the state level.

    1.  Maine's Title IIB funds support professional development
        projects. MATHS- Maine ( Mathematics: Access and Teaching in
        High Schools) designs, implements and evaluates professional
        development for three parallel strands: teachers, teacher
        leaders, and administrators. The MATHS project plans to provide
        100+ hours of professional development to 100+ teachers in the
        partnering middle and high schools. MATHS Maine\'s teacher
        leader strand is designed to provide support and training for
        identified teachers who will facilitate professional development
        during the second and third year of the grant.  Quarterly
        leadership team sessions provide support and professional
        development for administrators on action planning and data
        driven decision making. Additional sessions, called
        Administrators\' Investigating Mathematics, focus on observation
        and supervision of teachers of mathematics.
        <http://www.mmsa.org/>

> ***The FY 07 Title IIB RFB, to be released in March, 2007,
> specifically required that Providers indicate how they will increase
> the number of highly qualified teachers in the areas that have been
> identified as having significantly low percentages of highly qualified
> teachers; special education, alternative education, foreign language
> and basic math skills.***

2.  Maine provides links on its DOE website to assist in the hiring of
    teachers in districts that experience the greatest difficulty in
    competing for teachers in hard to fill subjects.
    <http://www.state.me.us/education/jobs.htm>

> In mid September Maine designated its teaching "Critical Shortage
> Areas". This information is used as criteria for determining
> eligibility for teacher loan reductions, and forbearance. This is a
> real and powerful incentive for teaching in these areas, and
> recruitment tool for the profession (See Appendix C).
>
> This year, Maine legislated a new "Minimum Teacher Salary" (see
> Appendix C). This step will impact "High Need Schools" because in
> Maine there are a small number of metropolitan schools, all centrally
> located in the southeastern coastal region, that are able to pay their
> teachers a competitive salary. Thus small, rural schools become
> "training grounds" for larger, more affluent LEAs, such as Portland or
> other southern coastal towns. Highly qualified teachers tend to move
> to these more affluent schools, from small rural schools. By helping
> to "level the playing field" in salary between these two competing
> employers, we hope to encourage more teachers to stay, or move to,
> smaller, rural, higher poverty schools.
>
> Furthermore the raise in minimum teacher salary has a direct
> correlation to the funding formula for education. Maine's funding
> formula includes a salary matrix derived from salary data submitted by
> each school administrative unit. The legislated minimum of \$30,000
> now becomes the required base. The matrix will provide increased State
> resources for the next ten years. In one rural community a teacher had
> to teach thirteen years prior to reaching \$30,000. This increase in
> allocation will enable rural and island communities to attract and
> retain highly qualified teachers.
>
> In addition, the raise in minimum teacher salary will lead to
> subsequent increases in experienced teachers' salaries due to the
> resultant upward pressure in local contracted salary schedules. This
> should result in greater retention of highly qualified, experienced
> teachers in all schools, as the research clearly indicates that many
> teachers leave the profession for more lucrative employment.

3.  Maine has a highly developed ATM system that enables the use of
    distance learning to permit students access to highly qualified
    teachers in other schools.
    <http://www.mainedistancelearningproject.org/index.html>.

4.  Data is gathered on the use of Title II A funds for class size
    reduction versus professional development. The percentage of Title
    IIA funds used for Class Size Reduction has decreased by 10% since
    the '02 -- '03 school year. (Table 1). Maine is using a lower
    percentage of funds on CSR than the national average based on A
    Policy and Program Brief published by the U.S. Department of
    Education in 2004.

Table 1: Comparison of Title IIA Expenditures

  ------------------ ------------------ ------------------ ----------------
  **Maine**          02 -03             03 - 04            04 - 05

  #/ % of Lea's      228 / 100%         228 / 100%         228/100%
  entered                                                  

  Total amount       \$12,759,916       \$12,944,105       \$13,068,444
  expended           (100%)             (100%)             (100%)

  Total CSR expended \$5,741,591 **(44% \$4,385,125 **(34% \$4,532,066.66
                     of total)**        of total)**        (**35% of
                                                           total**)

  **National**                                             

  Total amount       2.296 billion                         
  expended                                                 

  Total CSR expended 1.3 billion **(58%                    
                     of total)**                           
  ------------------ ------------------ ------------------ ----------------

> To emphasize the priority of meeting the goal to have 100% of teachers
> highly qualified by the end of the 2006 -- 2007 school year, the Title
> IIA Coordinator will determine the HQT status of each district
> submitting a Class Size Reduction project. If the district does not
> demonstrate that funding is allocated to meet the 100% goal, the Title
> IIA Coordinator will not approve funds for CSR.

5.  FY 05 Title IIA funds that are refused or returned to the State for
    FY 05 were re-allocated on a competitive basis to districts who
    qualify by poverty and HQT status. For more information go to:
    <http://www.maine.gov/education/nclb/tiia/home.htm>

> The Maine Commissioner of Education has authorized the designation of
> excess FY 06 Title IIA LEA funds to be used to implement the Maine
> State Teacher Quality Action Plan. ***Now that*** subject area
> deficiencies are confirmed through data collection, these funds can be
> effectively targeted to reduce these deficiencies.

6.  The State of Maine's Chapter 114 contains the Educational Personnel
    Education Purpose Statement of the State Board of Education and the
    State Board of Education adopted standards and procedures for the
    review and approval of higher education programs which prepare
    professional educators. Unit Standard Four requires that:

> "The unit designs, implements, and evaluates curriculum and
> experiences for candidates to acquire and apply the knowledge and
> skills necessary to help all students learn. These experiences include
> working with diverse higher education and school faculty, diverse
> candidates, and diverse students in P-12 schools."
> [http://www.state.me.us/education/highered/Teacher%20Education/TeacherEduc.htm#overview](http://www.state.me.us/education/highered/Teacher Education/TeacherEduc.htm#overview)

7.  Maine has designated a team, consisting of the MDOE Higher Education
    Director, MDOE Teacher Quality Coordinator, MDOE Title IIA
    Coordinator, MDOE Special Education Director, and a Higher Education
    Special Education faculty member, to attend the National
    Invitational Forum, on "Ensuring that Special Education Students are
    Served by Highly Qualified Teachers", sponsored by the Center for
    Improving Teacher Quality (CTQ). The team has attended a regional
    pre-planning conference on May 4 and 5^th^, 2006, and has since met
    to review, and revise its initial planning for a spring, 2007 Higher
    Education Symposium on this topic (see Appendix C). This team will
    be included as a sub-committee of the Teacher Quality Action
    Planning Team. The goal of the team is to: ***"To develop common
    language and concepts around assessment of pre-service teachers in
    order to promote the greatest possible participation in the general
    education program for all students". The CTQ Action Plan can be
    found in the appendices.***

8.  ***Maine is actively participating in the \"Partners In Literacy\"
    (PIL) initiative, sponsored by the North East Comprehensive Center
    for Teacher Quality. This initiative deals with many of the same
    goals as the CTQ work, with a focus on enhancing literacy
    instruction, primarily through changes in teacher preparation and
    professional development. PIL has several activities, such as
    symposia, and listserve networks supporting these goals. The CTQ and
    PIL work is about to take on new ramifications as it segues well
    with Maine's Center for Educational Transformation efforts. Meetings
    are planned to find ways to connect these initiatives in support of
    enhancing teacher quality. PIL reference documentation can be found
    in the appendices.***

9.  ***The Maine Department of Education is participating in a Chief
    Council of State School Officer's Project on formative assessment.
    Leading Professional Development in Classroom Assessment (LPD) is
    part of the project Implementing and Improving Comprehensive and
    Balanced Learning and Assessment Systems for Success in High School
    and Beyond. The purpose of this project is to assist high school
    teams in the effective design, use, and integration of
    classroom-based formative assessments within a balanced assessment
    system. This project involves three to four pilot sites in Maine in
    which year-long professional development will take place (See
    Appendix C). High need schools for this project were chosen partly
    from the list of high need schools developed for this Action
    Plan.***

```{=html}
<!-- -->
```
D.  **Use of Available Funds**

    1.  In its consolidated NCLB application, Maine requires that each
        district have an HQT project under Title IA. Additionally, if a
        school is identified as not making AYP, it is required to use
        10% of its Title IA funds for professional development.
        Additional funds for School Improvement are targeted to those
        Title IA schools not making AYP.

    2.  In addition to \$13 million in Title IIA funds provided to LEAs,
        Maine provides approximately \$350,000 annually in Federal Funds
        through its Title IIA State Agency for Higher Education
        Improving Teacher Quality Competitive Grant to provide
        professional development to teachers in high need LEAs in grades
        4 -- 12 in literacy in the content areas. (*[See]{.underline}
        Appendix C)*

    3.  Maine uses the approximately \$345,000 annual SEA portion of its
        Title IIA funds for projects in Early Numeracy, technology
        training, ***differentiated education*,** and for the position
        of a Distinguished Educator as HQT coordinator at the Department
        of Education.

> <http://www.mistm-maine.us/>
>
> <http://seconline.wceruw.org/secWebHome.htm>
>
> <http://www.mmsa.org/>

4.  Maine provides approximately \$843,000 annually in competitive
    grants through Title IIB to provide professional development in math
    and science.

5.  Maine provides approximately \$1.2 in Federal Funds in competitive
    Reading First Grants. These grants are awarded to eligible districts
    and have the following requirements:

![](media/image2.pct){width="5.003472222222222in"
height="3.751388888888889in"}

6.  The Maine Department of Education has just received a \$650,000
    State Personnel Development Grant (SPDG) through the USDOE Office of
    Special Education Programs. This grant has HQ Special Education
    Teachers as a goal. Partners are the Regional Teachers Development
    Centers (UM system project) for in-service and USM's pre-service
    preparation programs. ***This grant will help to target a high need
    area identified in Maine by providing professional development to
    special education teachers.***

7.  Maine's Legislature has enacted legislation offering a \$3,000
    stipend to each Maine teacher who attains National Board
    Certification. . (*[See]{.underline} Appendix C)*

8.  ***There are ten bills under consideration by the Educational and
    Cultural Affairs Committee of the Maine House and Senate to
    regionalize Maine's school districts. These bills propose reducing
    the number of Maine districts by between 50% and 80%. A number of
    benefits would result from this regionalization, including;***

    a.  ***Increased opportunities for professional development;***

    b.  ***Increased administrative leadership at the local level;***

    c.  ***Greater equity in salaries State-wide;***

    d.  ***More streamlined data collection;***

    e.  ***Targetting of funding toward the most high need schools.***

  -----------------------------------------------------------------------
  ***Status: Completed.***

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

In response to the March 21, 2006 Henry L. Johnson Letter detailing the
USED guidance around phasing out the HOUSSE rubric for experienced
teachers by the end of the current school year the following actions
have been taken, or will be taken in the near future.

Maine has sent a formal "Superintendent's Informational Letter"
(*[See]{.underline} Appendix D)* to all SAUs in the State, informing
them of the imminent end of eligibility for use of the HOUSSE for most
experienced teachers. This letter listed those exceptions allowed by
USED, for certain categories of special educators and secondary teachers
in rural schools, while providing LEAs the deadline of August 31, 2006
to complete their use of the HOUSSE for the remainder of teachers in
other categories.

***Furthermore, in support of this change Maine Department of Education
revised its Certification requirements to include the PRAXIS II for all
new certifications as of December 31, 2005. Thus all newly certified
teachers in the State will already have demonstrated "Highly Qualified"
status.***

Technical assistance through email and phone communications has been
offered since the issuance of this letter. LEA administrators and
individual teachers have been availing themselves of this service in the
interest of finishing the HOUSSE process and reaching their highly
qualified status. Dozens of phone and email communications have been
made assisting LEAs and teachers in completing the HOUSSE process before
the end of the 2005-2006 school year.

On June 27^th,^ 2006, at the Annual Maine State School Superintendent's
Conference, sponsored by the Maine Department of Education, a formal
presentation was given, by the State Teacher Quality Director, to School
Superintendents on the changes in the HOUSSE process, and the upcoming
focus on reaching the 100% HQT goal by the end of the 2006-2007 school
year. Information was shared on the focus on "High Need" schools and the
changes in Title IIA allocation criteria (see Goal \# 3, and "Maine
State Plan for Equitable Distribution of Highly Qualified Teachers"),
along with an analysis of the 2004-2005 HQT data collected, and its
implications.

The Maine Department of Education will revise its HQT documentation to
reflect all changes issued in recent guidance from USED and post to all
State SAUs for use in the 2006-2007 school year. This revised
documentation will also be posted in the HQTP webpage on the Maine
Department of Education website in place of the existing documentation,
as soon as is possible.

**[APPENDIX A]{.underline}**

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

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

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

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

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

**2005-2006 Summary Statements:**

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

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

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

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

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

+------------------------+----------------+---------------+-----------+
| [HQT DATA              |                |               |           |
| COMPARISON**\          |                |               |           |
| NATIONAL               |                |               |           |
| **]{.smallcaps}**vs.   |                |               |           |
| [MAINE]{.smallcaps}**  |                |               |           |
|                        |                |               |           |
| **[20                  |                |               |           |
| 04-2005]{.smallcaps}** |                |               |           |
+------------------------+----------------+---------------+-----------+
| [CATEGORY]{.smallcaps} | [National.\    | [MAINE\       | [**%**\   |
|                        | Average.\      | Average.\     | GAP\      |
|                        | \              | \             | ]{.s      |
|                        | 2004-200       | 2004-2005     | mallcaps} |
|                        | 5]{.smallcaps} | ]{.smallcaps} |           |
+------------------------+----------------+---------------+-----------+
| All Schools:           | 90.7%          | 93%           | +2.3%     |
+------------------------+----------------+---------------+-----------+
|                        |                |               |           |
+------------------------+----------------+---------------+-----------+
| Elementary-**High**    | 89.6%          | 93.2%         | +3.6%     |
| Poverty                |                |               |           |
+------------------------+----------------+---------------+-----------+
| Elementary-**Low**     | 94.9%          | 95.9%         | +1%       |
| Poverty                |                |               |           |
+------------------------+----------------+---------------+-----------+
| All Elementary-Schools | 93%            | 94.77%        | +1.77%    |
+------------------------+----------------+---------------+-----------+
|                        |                |               |           |
+------------------------+----------------+---------------+-----------+
| Secondary-**High**     | 84.1%          | 90.88%        | +6.78%    |
| Poverty                |                |               |           |
+------------------------+----------------+---------------+-----------+
| Secondary-**Low**      | 91.9%          | 94.07%        | +2.17%    |
| Poverty                |                |               |           |
+------------------------+----------------+---------------+-----------+
| All Secondary-Schools  | 89.1%          | 92.48%        | +3.38%    |
+------------------------+----------------+---------------+-----------+
|                        |                |               |           |
+------------------------+----------------+---------------+-----------+
| All Schools-**High**   | 86.9%          | 92.04%        | +5.14%    |
| Poverty                |                |               |           |
+------------------------+----------------+---------------+-----------+
| All Schools-**Low**    | 93.40%         | 94.98%        | +1.58%    |
| Poverty                |                |               |           |
+------------------------+----------------+---------------+-----------+

> National data is not available at this time. Please check back for
> updated data as it becomes available

"Highly Qualified Teacher Survey" 2005-2006

  ----------- ---------------------------------------------------------------
  District:   ![](media/image3.pct){width="6.552083333333333in"
              height="0.25in"}

  School:     ![](media/image4.pct){width="6.5in" height="0.25in"}
  ----------- ---------------------------------------------------------------

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

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

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

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

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

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

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

+-----------------------------------------+-------------+--------------+
| B.   ELEMENTARY (self contained):       |             |              |
+-----------------------------------------+-------------+--------------+
|                                         | How many    | How many     |
|                                         | [classes]{  | [classes]    |
|                                         | .underline} | {.underline} |
|                                         | does your   |   are taught |
|                                         | school have | by teachers  |
|                                         | this year   | who met the  |
|                                         | in which    | NCLB         |
|                                         | the core    | definition   |
|                                         | academic    | of a [Highly |
|                                         | subjects    | Qualified    |
|                                         | are taught? | Teacher]{    |
|                                         |             | .underline}? |
+-----------------------------------------+-------------+--------------+
| a.  General Elementary(i.e.,            | ![](me      | ![]          |
| kindergarten, 3^rd^ Gr., 5^th^ Gr.      | dia/image5. | (media/image |
| self-contained)                         | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| b.  Visual/Performing Arts (art, music, | ![](me      | ![]          |
| theatre, dance)                         | dia/image5. | (media/image |
|                                         | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| c.  World Languages                     | ![](me      | ![]          |
|                                         | dia/image5. | (media/image |
|                                         | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| d.  Basic Skills Math (i.e., Title I,   | ![](me      | ![]          |
| pull out, etc.)                         | dia/image5. | (media/image |
|                                         | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| e.  Basic Skills                        | ![](me      | ![]          |
| English/Reading/Language Arts           | dia/image5. | (media/image |
| (i.e.Title I,remedial,etc.)             | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| f.  Special Education (resource and     | ![](me      | ![]          |
| self-contained)                         | dia/image5. | (media/image |
|                                         | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| g.  English as a Second Language (pull  | ![](me      | ![]          |
| out)                                    | dia/image5. | (media/image |
|                                         | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| h.  Other core academic subject         | ![](me      | ![]          |
| specials (i.e. GT Math, Science,        | dia/image5. | (media/image |
| English)                                | pct){width= | 5.pct){width |
|                                         | "0.84375in" | ="0.84375in" |
|                                         | heigh       | heig         |
|                                         | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| i\. Total number of core academic       | ![](me      | ![]          |
| subject [classes]{.underline} taught at | dia/image5. | (media/image |
| your school  / Total number of Core     | pct){width= | 5.pct){width |
| Academic Classes Taught by Highly       | "0.84375in" | ="0.84375in" |
| Qualified Teachers  (Calculated Fields, | heigh       | heig         |
| DO NOT ENTER)                           | t="0.25in"} | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+
| > Percentage of Core Academic Classes   |             | \%![]        |
| > Taught by Highly Qualified Teachers   |             | (media/image |
| >                                       |             | 5.pct){width |
| > (Calculated Fields, DO NOT ENTER)     |             | ="0.84375in" |
|                                         |             | heig         |
|                                         |             | ht="0.25in"} |
+-----------------------------------------+-------------+--------------+

  ---------------------------------------------------------- -----------------------------------------
  j.  Elementary school classes taught by certified general  ![](media/image5.pct){width="0.84375in"
  education teachers who did not pass a \                    height="0.25in"}
  subject-knowledge test or (if eligible) have not           
  demonstrated subject-matter competency through HOUSSE      

  k.  Elementary school classes taught by certified special  ![](media/image5.pct){width="0.84375in"
  education teachers who did not pass a subject-knowledge    height="0.25in"}
  test or have not demonstrated subject-matter competency    
  through HOUSSE                                             

  l.  Elementary school classes taught by teachers who are   ![](media/image5.pct){width="0.84375in"
  not fully certified (and are not in an approved            height="0.25in"}
  alternative route program)                                 

  m.  Other (Please Explain)                                 ![](media/image5.pct){width="0.84375in"
                                                             height="0.25in"}
  ---------------------------------------------------------- -----------------------------------------

 

+--------------------------------+--------------------+---------------+
| C.   Secondary School          |                    |               |
| (Middle/Jr. High, High School  |                    |               |
| and/or Vocational School)      |                    |               |
+--------------------------------+--------------------+---------------+
|                                | How many           | How many      |
|                                | [cl                | [classes      |
|                                | asses]{.underline} | ]{.underline} |
|                                | does your school   |   are taught  |
|                                | have this year in  | by teachers   |
|                                | which the core     | who met the   |
|                                | academic subjects  | NCLB          |
|                                | are taught?        | definition of |
|                                |                    | a [Highly     |
|                                |                    | Qualified     |
|                                |                    | Teacher]      |
|                                |                    | {.underline}? |
+--------------------------------+--------------------+---------------+
| a.  English/Language           | ![]                | ![](media/ima |
| Arts/Reading                   | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| b.  Social Studies             | ![]                | ![](media/ima |
|                                | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| c.  Science                    | ![]                | ![](media/ima |
|                                | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| d.  Mathematics                | ![]                | ![](media/ima |
|                                | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| e.  Visual/Performing Arts     | ![]                | ![](media/ima |
| (art, music, theatre, dance)   | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| f.  World Languages            | ![]                | ![](media/ima |
|                                | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| g.  Basic Skills Math (i.e.,   | ![]                | ![](media/ima |
| Title I, pull out, etc.)       | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| h.  Basic Skills               | ![]                | ![](media/ima |
| English/Reading/Language Arts  | (media/image5.pct) | ge5.pct){widt |
| (i.e., Title I, pull out,      | {width="0.84375in" | h="0.84375in" |
| etc.)                          | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| i.  Special Education          | ![]                | ![](media/ima |
| (resource and self-contained)  | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| j.  English as a Second        | ![]                | ![](media/ima |
| Language (pull out)            | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| k.  Other core academic        | ![]                | ![](media/ima |
| subject specials (i.e. Middle  | (media/image5.pct) | ge5.pct){widt |
| School GT Math, GT English,    | {width="0.84375in" | h="0.84375in" |
| pull out)                      | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| l.  Alternative Education core | ![]                | ![](media/ima |
| academic classes               | (media/image5.pct) | ge5.pct){widt |
|                                | {width="0.84375in" | h="0.84375in" |
|                                | height="0.25in"}   | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+
| m\. Total number of core       | ![]                | ![](media/ima |
| academic subject               | (media/image5.pct) | ge5.pct){widt |
| [classes]{.underline} taught   | {width="0.84375in" | h="0.84375in" |
| at your school  / Total        | height="0.25in"}   | hei           |
| number of Core Academic        |                    | ght="0.25in"} |
| Classes Taught by Highly       |                    |               |
| Qualified Teachers             |                    |               |
| (Calculated Fields, DO NOT     |                    |               |
| ENTER)                         |                    |               |
+--------------------------------+--------------------+---------------+
| > Percentage of Core Academic  |                    | \%            |
| > Classes Taught by Highly     |                    | ![](media/ima |
| > Qualified Teachers\          |                    | ge5.pct){widt |
| > (Calculated Fields, DO NOT   |                    | h="0.84375in" |
| > ENTER)                       |                    | hei           |
|                                |                    | ght="0.25in"} |
+--------------------------------+--------------------+---------------+

  -------------------------------------------------------- -----------------------------------------
  n.  Secondary school classes taught by certified general ![](media/image5.pct){width="0.84375in"
  education teachers who  have not demonstrated            height="0.25in"}
  subject-matter knowledge in those subjects (e.g.,        
  out-of-field teachers)                                   

  o.  Secondary school classes taught by certified special ![](media/image5.pct){width="0.84375in"
  education teachers who did not pass a subject-knowledge  height="0.25in"}
  test or have not demonstrated subject-matter competency  
  through HOUSSE                                           

  p.  Secondary school classes taught by teachers who are  ![](media/image5.pct){width="0.84375in"
  not fully certified (and are not in an approved          height="0.25in"}
  alternative route program)                               

  q.  Other (please explain):                              ![](media/image5.pct){width="0.84375in"
                                                           height="0.25in"}
  -------------------------------------------------------- -----------------------------------------

THIS SECTION PERTAINS TO TITLE I SCHOOLS ONLY

  ----------------------------------------------------------- -----------------------------------------
  D. Number of educational technicians in your Title I school ![](media/image5.pct){width="0.84375in"
                                                              height="0.25in"}

  E.  Number of educational technicians in your Title I       ![](media/image5.pct){width="0.84375in"
  school that meet the \"Highly Qualified\" designation       height="0.25in"}

  F.  Percentage of educational technicians in your Title I   ![](media/image5.pct){width="0.84375in"
  school that meet the Highly Qualified designation           height="0.25in"}
  ----------------------------------------------------------- -----------------------------------------

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

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

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

  General Elementary                               97.57 %

  Visual/Performing Arts                           96.17 %

  World Languages                                  86.26 %

  Basic Skills Math                                88.20 %

  Basic Skills English                             94.13 %

  Special Education                                93.32 %

  English as a Second Language                     99.49 %

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

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

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

  English /Language Arts/Reading                   97.22 %

  Social Studies                                   95.13 %

  Science                                          93.70 %

  Mathematics                                      93.46 %

  Visual/Performing Arts                           97.01 %

  World Languages                                  91.37 %

  Basic Skills Math                                94.44 %

  Basic Skills English                             96.59 %

  Special Education                                84.20 %

  English as a Second Language                     94.09 %

  Other Core Academic Subject Specials             96.04 %

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

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

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

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

**1.5 TEACHER AND PARAPROFESIONAL QUALITY**

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

2.  

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

NEW EXHIBIT 9-29-06

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

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

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

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

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

7\. Highly Qualified Teachers and Rural Districts:

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

Project Co-Directors and Key Personnel

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

Susan Henderson, WestEd;

Patricia Bourexis, The Study Group;

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

Overview

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

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

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

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

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

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

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

Research Questions

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

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

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

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

Research Plan

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

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

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

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

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

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

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

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

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

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

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

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

Final Products

The following products are anticipated from this project:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

  Women     228         340         307       11740

  Men       89          125         119       4262

                                              

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

> 1208 = total \# of "inexperienced teachers" in State
>
> 16002 = total \# of teachers in State
>
> 7.55% = State average of inexperienced teachers
>
> 5% or more above State average = "high % of inexperienced teachers"
>
> 12.5% or greater = "high % of inexperienced teachers"
>
> **[Appendix B]{.underline}**

**[Goal #2: LEAs will have plans in place to assist teachers who are not
highly qualified.]{.underline}**

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

**2006-2007 School Year**

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

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

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

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

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

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

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

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

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

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

**SUMMARY:**

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

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

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

                   LEA Superintendent                      

                   LEA designated                          
                   contact for "highly                     
                   qualified" teacher                      
                   issues                                  

                                                           

                   MDOE Title IIA                          
                   Coordinator                             

                   Teacher (already                        
                   "highly qualified")                     

                                                           

                                                           

                   Local School                            
                   Administrator                           

                                                           

                                                           

                                                           

                                                           

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

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

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

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

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

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

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

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

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

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

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

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

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

LEA Superintendent Name LEA Superintendent Signature Date

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

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

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

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

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

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

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

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

Barbara Moody

Title IIA Coordinator

Maine Department of Education

23 State House Station

Augusta, ME 04333-0023

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

> **[Appendix C]{.underline}**
>
> **[Goal \# 3: The State Education Agency will provide technical
> assistance to assist LEAs in completing HQT plans to reach 100% HQT
> status by the end of the '06-'07 school year.]{.underline}**

**Reference 3.C-1**

**MARC**

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

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

1\. Program Overview

2\. Program Description

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

3\. Timelines

► Planning

► Phase-in

**MARC Program Overview**

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

**INTRODUCTION**

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

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

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

• Effectively fill critical teacher shortage areas;

• Quickly become highly performing member of their school communities;

• Apply their strong content knowledge in the classroom;

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

• Pass all required PRAXIS exams;

• Qualify for professional certification;

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

**PROGRAM DESCRIPTION**

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

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

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

▪ Participants must meet minimum requirements in order to participate:

• 4-year degree;

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

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

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

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

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

**Year I**

Maine's Ten Teaching Standards

Summer Academy I (residential); Weekend Seminars

Development and Implementation of Individualized Induction Plan (IIP)

Support Teams

Orientation to District

Mentoring, Coaching

Instruction Design and Assessment

Classroom Management, Differentiated Instruction, and Generational
Poverty

Knowledge of the Learning Process

Instructional Media and Technology

Literacy

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

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

Praxis II A (content area knowledge)

**Year II**

Summer Academy II; Weekend Seminars

Continued Mentoring

Continued Development and Implementation of Individualized Induction
Plan (IIP)

Praxis II B (pedagogy)

School Leadership

Completion of any remaining individual course requirements

Preparation and Submission of MARC Portfolio

Assessment of Portfolio

Recommendation for Professional Certification

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

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

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

**MARC Timeline**

Spring 2005 Program Development and Approval

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

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

Summer 2009 on Ongoing Implementation of both MARC Programs

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

**Reference 3.C-2**

SPARC

Special Education Alternate Route To Certification

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

**For Individuals Seeking Special Education Certification**

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

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

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

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

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

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

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

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

# What Are the Courses? What Is the Schedule?

# 

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

# 

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

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

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

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

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

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

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

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

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

# 

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

# 

# 

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

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

Tuition: \$810

Fees: [\$ 50]{.underline}

Total \$860

***Additional fees may apply.***

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

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

or

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

SPONSORS

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

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

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

**Reference 3.C-4**

*No Child Left behind Act of 2001*

Public Law 107-110

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

**CLLC: CONTENT LITERACY LEARNING COMMUNITIES**

**A Professional Development Partnership Coordinated by**

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

**Abstract**

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

*No Child Left behind Act of 2001*

Public Law 107-110

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

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

As a result of this project there will be:

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

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

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

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

***FORMATIVE ASSESSMENT AND CCSSO:***

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

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

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

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

# *WHAT IS "FORMATIVE ASSESSMENT?"* 

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

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

***2***

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

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

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

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

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

# *WHY IS THIS CCSSO INITIATIVE SO IMPORTANT?* 

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

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

***3***

# *WHAT'S TO BE DONE?* 

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

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

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

# *A TWIN-WIN OPPORTUNITY* 

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

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

***Reference***

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

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

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

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

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

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

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

***Intended Audience***

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

***Intended Outcomes***

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

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

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

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

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

-   ***Balanced assessment***

-   ***Assessment for learning practices***

-   ***Keys to assessment quality***

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

***Responsibilities Prior to the Seminar***

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

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

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

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

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

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

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

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

**Reference 3.C-8**

INFORMATIONAL LETTER NO: 69\
POLICY CODE; GFCD

 

TO:                  Superintendents of Schools/Private School
Administrators\
                       \
FROM:            Susan A. Gendron, Commissioner

DATE:             December 15, 2005

SUBJECT:       [Teacher Shortage Areas]{.underline} for Federal Stafford
and Federal Supplemental Loans for Students (SLS) Deferment and Paul
Douglas Teacher Scholarship Reduction of Teaching Obligation for School
Year 2004-2005 and 2005-2006

\*\*Please Forward to Elementary, Middle and Secondary School
Principals\*\*          
                                                                

The United States Department of Education, pursuant to federal
regulations governing the Federal Family Education Loan (FFEL) Program,
the Federal Stafford and Federal Supplemental Loans for Students (SLS)
Programs, and the Paul Douglas Teacher Scholarship Program annually
designates teacher shortage areas for purposes of deferment of loan
repayment or reduction of teaching obligation under these student loan
programs.

The United States Department of Education has designated the following
areas as teacher shortage areas in Maine during the 2004-2005 and
2005-2006 school years:

English as a Second Language\
Foreign Language:   \
  Chinese                       \
  French\
  Spanish         \
  German           \
  Japanese   \
  Latin\
  Russian\
Gifted/Talented\
Mathematics\
Science\
Special Education (Birth to 5 yrs. & through grade 12)\
Speech/Hearing Clinicians\
Technology Education/Industrial Arts

The federal designation of teacher shortage areas in Maine enables
borrowers who had no outstanding Federal Family Education Loan (FFEL)
Program loans on July 1, 1987 but who had an outstanding FFEL Program
loan on July 1, 1993 to qualify for deferment of loan repayment under
the Federal Stafford and Federal Supplemental Loans for Students (SLS)
Programs anytime within the life of the borrower's loan(s).  In
addition, this designation allows Douglas scholars to qualify for the
reduction of teaching obligation under the Paul Douglas Teacher
Scholarship Program.

Please refer your teachers who may be Federal Stafford/SLS borrowers who
have questions concerning their loans, including the teacher shortage
area deferment, to the Federal Student Aid Hotline at 1-800-4FED-AID and
refer Douglas Scholars to the State agency that awarded the scholarship.
or to the Federal Student Aid web site: <http://www.studentaid.ed.gov/>.

[Information on the process to be followed to implement these provisions
can be obtained by contacting:]{.underline}

Anne Reed\
Program Officer\
Finance Authority of Maine\
5 Community Drive\
PO Box 949\
Augusta, ME. 04330-0949\
TEL: 1-800-228-3734\
E-MAIL: <AReed@famemaine.com>

[Information regarding Teacher Shortage Designations can be obtained by
contacting:]{.underline}

Harry Osgood\
Higher Education Specialist\
Maine Department of Education\
23 State House Station\
Augusta, ME  04333\
Tel:  207-624-6842\
Email:  <harry.osgood@maine.gov>

 

SAG/JM/aew

FROM: Nancy Ibarguen

DATE: November 16, 2005

RE: Shortage Areas -- Valid certificates for the 2004-2005 school year

[Certification Area]{.underline} [Total Teachers]{.underline} Total
Emergency\* [% Emergency Certificates]{.underline}\*

Special Education 2271 374 16.5%

(includes teachers and

speech/hearing clinicians)

Foreign Language 682 79 11.6%

(French, German, Russian,

Spanish, Latin, Chinese, Japanese)

Science 1085 81 7.5%

Mathematics 1199 91 7.6%

ESL 83 6 7.2%

Industrial Arts 197 7 3.6%

Gifted/Talented 115 12 10.4%

TOTAL 5632 650 11.5%

FTE = 16591.5 650 is 3.92 % of the FTE.

\*People that hold conditional, transitional, targeted need or waivers
for the 2004-05 school year.

ADMINISTRATIVE LETTER: 29

POLICY CODE: GCB

TO: Superintendents of Schools

FROM: Susan A. Gendron, Commissioner

DATE: May 26, 2006

RE: New Minimum Teacher Salary Requirements

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

Effective Date of Chapter 635:

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

Staff Eligibility for New Minimum Salary Requirements:

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

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

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

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

Method of Application by a Qualifying School Administrative Unit:

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

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

Method of Payment to a Qualifying School Administrative Unit:

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

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

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

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

Method of Payment to Eligible Certified Teachers

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

Collective Bargaining

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

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

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

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

Additional Questions Regarding Collective Bargaining That Have Been
Raised

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

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

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

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

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

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

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

> *"In this paper, we describe the results a study assessing the
> relationship between the certification of teachers by the National
> Board for Professional Teaching Standards (NBPTS) and elementary level
> student achievement. We examine whether NBPTS assesses the most
> effective applicants, whether certification by NBPTS serves as a
> signal of teacher quality, and whether completing the NBPTS assessment
> process serves as catalyst for increasing teacher effectiveness. We
> find consistent evidence that NBPTS is identifying the more effective
> teacher applicants and that National Board Certified Teachers are
> generally more effective than teachers who never applied to the
> program. The statistical significance and magnitude of the "NBPTS
> effect," however, differs significantly by grade level and student
> type. We do not find evidence that the NBPTS certification process
> itself does anything to increase teacher effectiveness." (p. 3)*[^1]

**Comparison of Legislation Proposing Initiatives to Regionalize School
Districts or Otherwise Achieve Cost-Efficient School Administration**

+----------+---------+--------+-------+------+------+-------+--------+
| **KEY    | **LD    | **LR   | **LD  | **LR | **LR | **LD  | **LR   |
| EL       | 499**   | 1386** | 464** | 11   | 14   | 370** | 1619** |
| EMENTS** |         |        |       | 48** | 15** |       |        |
|          | **(Gove | *      | **(M  |      |      | **    | *      |
|          | rnor)** | *(Edmo | itche | **(S | **(  | (Turn | *(Rotu |
|          |         | nds)** | ll)** | ilsb | Mill | er)** | ndo)** |
|          |         |        |       | y)** | s)** |       |        |
+==========+=========+========+=======+======+======+=======+========+
| Pr       | DOE     | "Coal  | Maine |      | M    |       | State  |
| oponents | Commi   | ition" | Child |      | aine |       | Board  |
| or Key   | ssioner | of     | ren's |      | Heri |       | of     |
| In       |         | MEA,   | All   |      | tage |       | Edu    |
| formants |         | MMA,   | iance |      | Po   |       | cation |
|          |         | Ch     |       |      | licy |       |        |
|          |         | amber, |       |      | Ctr/ |       |        |
|          |         | et al  |       |      | B    |       |        |
|          |         |        |       |      | rook |       |        |
|          |         |        |       |      | ings |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Type of  | Emerg.  | Bill   | Co    | Con  | Con  | Re    | Act or |
| Leg      | Bill    | (SLG / | ncept | cept | cept | solve | Re     |
| islation | (AFA)   | EDU /  | Draft | D    | D    |       | solve? |
|          |         | AFA)   |       | raft | raft |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Number   | M       | TBD by | TBD   | -    | -    | TBD   | -   A  |
| of       | andates | 26     | by 26 |  TBD |   22 | by    | pprox. |
| School   | shift   | re     | reg   |      |      | Comm  |     65 |
| Admini   | to 26   | gional | ional |   by |  Edu | ittee |        |
| strative | R       | pl     | pla   |      | cati | to    |   SAUs |
| Units    | egional | anning | nning |  cur | onal | C     |        |
| (SAU)    | L       | all    | alli  | rent |      | onsol | -      |
|          | earning | iances | ances |      |   Co | idate |    TBD |
|          | Comm    | (based | (     |   sc | -ops | S     |     by |
|          | unities | on CTE | based | hool |      | chool |        |
|          | (RLC)   | re     | on    |      |    b | Admi  | School |
|          | based   | gions) | CTE   |   bo | ased | nistr |     R  |
|          | on      |        | reg   | ards |      | ation | edistr |
|          | borders |        | ions) |      |   on |       | icting |
|          | of      |        |       | -    |      |       |        |
|          | current |        |       |  SAU |  bor |       |  Panel |
|          | CTE     |        |       |      | ders |       |        |
|          | regions |        |       | with |      |       | -      |
|          |         |        |       |      |   of |       |   SAUs |
|          |         |        |       |  2,8 |      |       |        |
|          |         |        |       | 00 + |   26 |       |   with |
|          |         |        |       |      |      |       |     3  |
|          |         |        |       | stud |  CTE |       | ,000 + |
|          |         |        |       | ents |      |       |     st |
|          |         |        |       |      |  reg |       | udents |
|          |         |        |       | kept | ions |       |        |
|          |         |        |       |      |      |       |   kept |
|          |         |        |       |   in | -    |       |        |
|          |         |        |       | tact |   By |       | intact |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |  7/1 |       |        |
|          |         |        |       |      | /08, |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |  all |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      | SAUs |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      | must |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |   be |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      | part |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |   of |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |    a |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |    1 |       |        |
|          |         |        |       |      | ,200 |       |        |
|          |         |        |       |      | -stu |       |        |
|          |         |        |       |      | dent |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |  SAU |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| \#       | 1,800 - | Undete | Un    | 2    | 1    | 2,    | 3      |
| Students | 20,000  | rmined | deter | ,800 | ,200 | 000 - | ,000 - |
| in SAU   | (RLC)   |        | mined | +    |      | 2,200 | 4,000  |
|          |         |        |       |      |      | (     |        |
|          |         |        |       |      |      | avg.) |        |
+----------+---------+--------+-------+------+------+-------+--------+
| \#       | Not     | Undete | -     | 2    | 3    | Not   | Not    |
| Students | app     | rmined |    3, | ,800 | ,000 | appli | appl   |
| in       | licable |        | 000 + | +    | +    | cable | icable |
| Shared   |         |        |       |      |      |       |        |
| -Service |         |        |    ([ |      |      |       |        |
| Units    |         |        | \>]{. |      |      |       |        |
|          |         |        | under |      |      |       |        |
|          |         |        | line} |      |      |       |        |
|          |         |        |     1 |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |  SAU) |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        | -     |      |      |       |        |
|          |         |        |    or |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |    5, |      |      |       |        |
|          |         |        | 000 + |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |    (8 |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |  most |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |   pop |      |      |       |        |
|          |         |        | ulous |      |      |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |  coun |      |      |       |        |
|          |         |        | ties) |      |      |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Planning | May     | Oct    | Nov   | Sept | July | May   | May    |
| T        | 2007 -  | 2007 - | 2     | 20   | 20   | 2     | 2007 - |
| imeframe | July    | July   | 007 - | 07 - | 07 - | 007 - | July   |
|          | 2008    | 2009   | June  | July | July | July  | 2008   |
|          |         |        | 2009  | 2009 | 2008 | 2008  |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Impl     | -       | Pl     | Pote  | P    | By   | -     | Intent |
| ications |    Each | anning | ntial | oten | 7/1  |  Abol | that   |
| for SAU  |     RLC | al     | for   | tial | /08, | ishes | plan   |
|          |     to  | liance | reg   | for  | all  |     s | and    |
| Go       |     be  | reco   | ional | regi | SAUs | chool | legis  |
| vernance |     g   | mmends | pla   | onal | must |     b | lation |
|          | overned | re     | nning | plan | be   | oards | sub    |
|          |     by  | design | to    | ning | o    |     & | mitted |
|          |     a   | of SAU | r     | to   | rgan |       | by     |
|          |         | types  | esult | re   | ized | SAUs, | panel  |
|          |  school | in     | in    | sult | to   |       | will   |
|          |         | r      | form  | in   | part |   but | m      |
|          |   board | egion, | ation | reo  | of a |     s | andate |
|          |         | (if    | of    | rgan | 1    | chool | new    |
|          |    with | any)   | Reg   | ized | ,200 |     & | SAU    |
|          |     no  | to     | ional | SAUs | -stu |       | boun   |
|          |         | each   | S     |      | dent |   tea | daries |
|          |    more | school | chool |      | SAU  | chers |        |
|          |         | board  | Distr |      |      |       |        |
|          |    than | in     | icts, |      |      |    ok |        |
|          |     15  | region | a new |      |      |       |        |
|          |         |        | type  |      |      | -     |        |
|          | members |        | of    |      |      |  Only |        |
|          |         |        | SAU   |      |      |     a |        |
|          | -   RLC |        |       |      |      | llows |        |
|          |         |        |       |      |      |       |        |
|          |  school |        |       |      |      |  SADs |        |
|          |         |        |       |      |      |     & |        |
|          |   board |        |       |      |      |       |        |
|          |     el  |        |       |      |      |  muni |        |
|          | ections |        |       |      |      | cipal |        |
|          |     in  |        |       |      |      |       |        |
|          |     Nov |        |       |      |      | units |        |
|          |         |        |       |      |      |       |        |
|          |    2007 |        |       |      |      | -     |        |
|          |         |        |       |      |      |  June |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |  2008 |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |  elec |        |
|          |         |        |       |      |      | tions |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Impl     | Not     | Pl     | Pote  | P    | C    | Un    | Undete |
| ications | app     | anning | ntial | oten | o-op | deter | rmined |
| for      | licable | al     | for   | tial | gove | mined |        |
| Shared   |         | liance | reg   | for  | rned |       |        |
| -Service |         | reco   | ional | regi | by   |       |        |
| Unit     |         | mmends | pla   | onal | regi |       |        |
| Orga     |         | sh     | nning | plan | onal |       |        |
| nization |         | ared-s | to    | ning | b    |       |        |
|          |         | ervice | r     | to   | oard |       |        |
|          |         | agre   | esult | re   | with |       |        |
|          |         | ements | in    | sult | re   |       |        |
|          |         | for    | form  | in   | pres |       |        |
|          |         | SAUs   | ation | c    | enta |       |        |
|          |         | in     | of    | o-op | tion |       |        |
|          |         | region | reg   | erat | from |       |        |
|          |         | to     | ional | ives | each |       |        |
|          |         | each   | co    |      | SAU  |       |        |
|          |         | school | opera |      | sc   |       |        |
|          |         | board  | tives |      | hool |       |        |
|          |         |        |       |      | b    |       |        |
|          |         |        |       |      | oard |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Process  | -   DOE | 12-    | 11-m  | 1    | TBD  | 9-m   | 11-    |
| to       |     to  | member | ember | 3-me | by   | ember | member |
| Design   |         | re     | reg   | mber | s    | Cmte  | School |
| or       | provide | gional | ional | E    | tatu | to    | R      |
| I        |     fa  | pl     | pla   | ffic | tory | C     | edistr |
| mplement | cilitat | anning | nning | ient | pr   | onsol | icting |
| Regiona  | ion/con | al     | all   | Deli | ovis | idate | Panel  |
| lization | sulting | liance | iance | very | ions | S     | to     |
|          |         | to     | to    | of   | as   | chool | submit |
|          | -   RLC | work   | work  | E    | con  | Admin | plan   |
|          |         | with   | with  | duc. | cept | to    | and    |
|          |  school | SAUs   | SAUs  | Serv | d    | s     | legis  |
|          |         | and    | and   | ices | raft | ubmit | lation |
|          |   board | mu     | muni  | C    | is   | a     | to     |
|          |     to  | nicipa | cipal | omm. | fle  | plan  | redraw |
|          |     es  | lities | ities | to   | shed | by    | SAU    |
|          | tablish | within | w     | supp | out  | 12    | b      |
|          |     r   | region | ithin | ort, |      | /3/07 | orders |
|          | egional |        | r     | app  |      | to    | to EDU |
|          |     po  |        | egion | rove |      | elim  | Cmte   |
|          | licies, |        | for a | and  |      | inate | by     |
|          |     p   |        | two   | mon  |      | cu    | 1      |
|          | rograms |        | -year | itor |      | rrent | 2/5/07 |
|          |     and |        | p     | regi |      | SAUs, |        |
|          |     s   |        | eriod | onal |      | s     |        |
|          | ervices |        |       | co   |      | chool |        |
|          |         |        |       | -ops |      | b     |        |
|          |         |        |       |      |      | oards |        |
|          |         |        |       |      |      | &     |        |
|          |         |        |       |      |      | r     |        |
|          |         |        |       |      |      | edraw |        |
|          |         |        |       |      |      | bo    |        |
|          |         |        |       |      |      | rders |        |
+----------+---------+--------+-------+------+------+-------+--------+
| In       | -   DOE | -      | -     | -    | -    | -     | Legis  |
| centives |     to  |   Fund |  Fund | Fund |    S |  DOE, | lative |
| and      |         |        |       |      | tate |       | C      |
| R        | provide |    for |   for |  for |      |   SBE | ouncil |
| esources |     fa  |        |       |      |   to |     & | to     |
| for      | cilitat |    Eff |  Effi |    E |      |       | p      |
| Design   | ion/con | icient | cient | ffic |  pro |  Leg. | rovide |
| or       | sulting |     De |       | ient | vide |       | staff  |
| Implem   |         | livery |   Del |      |      |    Co | to     |
| entation | -   P   |     of | ivery | Deli |  int | uncil | panel  |
|          | rovides |        |       | very | erim |       |        |
|          |         |   Educ |    of |      |      |    to |        |
|          | funding |     Se |       |   of |    f |       |        |
|          |     for | rvices |  Educ |      | unds | staff |        |
|          |     FTE |        |       | Educ |      |       |        |
|          |     pr  | (incen |   Ser |      |   of |  Cmte |        |
|          | incipal | tives) | vices | Serv |      |       |        |
|          |     for |        |       | ices |    \ | -   I |        |
|          |         | -   Pr |    (i |      | $100 | ntent |        |
|          |   every | ovides | ncent | (inc |      |       |        |
|          |         |     a  | ives) | enti |    p |  that |        |
|          |  school |     s  |       | ves) | er-p |       |        |
|          |     in  | tate-f | -     |      | upil |  plan |        |
|          |         | unded, |   Pro | -    |      |     & |        |
|          |   state |        | vides | Comm |  for |       |        |
|          |         |    ful |       |      |      |  bill |        |
|          |         | l-time | funds |   to |   Co |       |        |
|          |         |        |       |      | -ops |  subm |        |
|          |         |  staff |   for |  pro |      | itted |        |
|          |         |        |       | vide | -    |       |        |
|          |         | person |  tech |      |   Co |    by |        |
|          |         |        | nical |   ef | -ops |       |        |
|          |         |    for |       | fici |      | panel |        |
|          |         |        | assis | ency |  may |       |        |
|          |         |   each | tance |      |      |   man |        |
|          |         |     pl |       |   mo |   as | dates |        |
|          |         | anning |   and | dels | sess |       |        |
|          |         |     al |       |      |      |   new |        |
|          |         | liance |    fa |      | fees |       |        |
|          |         |        | cilit |      |      |   SAU |        |
|          |         |        | ation |      |   to |       |        |
|          |         |        |       |      |      | bound |        |
|          |         |        |   ser |      |   me | aries |        |
|          |         |        | vices |      | mber |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      | SAUs |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |   or |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |    o |       |        |
|          |         |        |       |      | ther |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |  ass |       |        |
|          |         |        |       |      | essm |       |        |
|          |         |        |       |      | ents |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| SAU      | System  | Fin    | Accou | Ad   | Ac   | -     | SAUs   |
| admini   | a       | ancial | nting | mini | coun |  Plan | and    |
| strative | dminist | mgmt,  | and   | stra | ting |       | school |
| services | ration, | tr     | pay   | tive | and  |    to | boards |
| or       | school  | anspor | roll, | pe   | payr |       |        |
| instr    | unit    | tation | legal | rson | oll, |    in |        |
| uctional | gove    | sy     | serv  | nel, | l    | clude |        |
| programs | rnance, | stems, | ices, | f    | egal |     a |        |
| subject  | special | human  | food  | inan | and  |       |        |
| to       | edu     | re     | ser   | cial | med  |  stat |        |
| regional | cation, | source | vice, | m    | ical | ewide |        |
| ef       | t       | mgmt,  | commu | gmt; | supp |       |        |
| ficiency | ranspor | info   | nicat | tra  | ort, |   bus |        |
| ini      | tation, | tech   | ions, | nspo | co   | iness |        |
| tiatives | fac     | mgmt,  | trans | rtat | llec |     e |        |
|          | ilities | su     | porta | ion, | tive | ntity |        |
|          | and     | pplies | tion, | fa   | bar  |       |        |
|          | maint   | and    | m     | cili | gain |   and |        |
|          | enance, | mate   | ainte | ties | ing, |       |        |
|          | and     | rials, | nance | and  | food |   reg |        |
|          | other   | s      | and   | main | serv | ional |        |
|          |         | pecial | plant | tena | ice, |       |        |
|          |         | edu    | mgmt, | nce, | info |   bus |        |
|          |         | cation | sp    | h    | t    | iness |        |
|          |         | mgmt,  | ecial | uman | ech, |       |        |
|          |         | labor  | educa | reso | tra  |   ent |        |
|          |         | negoti | tion, | urce | nspo | ities |        |
|          |         | ations | colle | m    | rtat |       |        |
|          |         | cal    | ctive | gmt, | ion, |    to |        |
|          |         | endars | b     | supp | en   |       |        |
|          |         | and    | argai | lies | ergy |    fu |        |
|          |         | proc   | ning, | and  | and  | rther |        |
|          |         | edures | adv   | eq   | fa   |     c |        |
|          |         |        | anced | uipm | cili | onsol |        |
|          |         |        | plac  | ent, | ties | idate |        |
|          |         |        | ement | fuel | m    |       |        |
|          |         |        | cou   | and  | gmt, | admin |        |
|          |         |        | rses, | ut   | pur  |       |        |
|          |         |        | fo    | ilit | chas |  func |        |
|          |         |        | reign | ies, | ing, | tions |        |
|          |         |        | lan   | spe  | su   |       |        |
|          |         |        | guage | cial | bsti | -     |        |
|          |         |        | co    | ed   | tute |  Stat |        |
|          |         |        | urses | ucat | t    | ewide |        |
|          |         |        |       | ion, | each |       |        |
|          |         |        |       | sc   | ers, |   bus |        |
|          |         |        |       | hool | spe  | iness |        |
|          |         |        |       | nu   | cial |     e |        |
|          |         |        |       | trit | ed   | ntity |        |
|          |         |        |       | ion, | ucat |       |        |
|          |         |        |       | prof | ion, | would |        |
|          |         |        |       | essi | gi   |       |        |
|          |         |        |       | onal | fted |    pr |        |
|          |         |        |       | dev  | &    | ovide |        |
|          |         |        |       | elop | t    |       |        |
|          |         |        |       | ment | alen |   ser |        |
|          |         |        |       |      | ted, | vices |        |
|          |         |        |       |      | sc   |       |        |
|          |         |        |       |      | hool |  such |        |
|          |         |        |       |      | viol |       |        |
|          |         |        |       |      | ence |    as |        |
|          |         |        |       |      | &    |       |        |
|          |         |        |       |      | s    |    pa |        |
|          |         |        |       |      | ubst | yroll |        |
|          |         |        |       |      | ance |       |        |
|          |         |        |       |      | a    |   for |        |
|          |         |        |       |      | buse |       |        |
|          |         |        |       |      | p    |   all |        |
|          |         |        |       |      | rogr |       |        |
|          |         |        |       |      | ams, |  SAUs |        |
|          |         |        |       |      | hosp |       |        |
|          |         |        |       |      | ital | -     |        |
|          |         |        |       |      | &    |   Reg |        |
|          |         |        |       |      | h    | ional |        |
|          |         |        |       |      | omeb |       |        |
|          |         |        |       |      | ound |   bus |        |
|          |         |        |       |      | inst | iness |        |
|          |         |        |       |      | ruct |       |        |
|          |         |        |       |      | ion, |   ent |        |
|          |         |        |       |      | dist | ities |        |
|          |         |        |       |      | ance |       |        |
|          |         |        |       |      | ed   |   may |        |
|          |         |        |       |      | ucat |       |        |
|          |         |        |       |      | ion, |    be |        |
|          |         |        |       |      | CTE, |       |        |
|          |         |        |       |      | cu   | based |        |
|          |         |        |       |      | rric |       |        |
|          |         |        |       |      | ulum |    on |        |
|          |         |        |       |      | &    |       |        |
|          |         |        |       |      | ass  |   the |        |
|          |         |        |       |      | essm |       |        |
|          |         |        |       |      | ent, |    26 |        |
|          |         |        |       |      | prof |       |        |
|          |         |        |       |      | essi |   CTE |        |
|          |         |        |       |      | onal |       |        |
|          |         |        |       |      | dev  |    re |        |
|          |         |        |       |      | elop | gions |        |
|          |         |        |       |      | ment |       |        |
|          |         |        |       |      |      |    to |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |    pr |        |
|          |         |        |       |      |      | ovide |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |   ser |        |
|          |         |        |       |      |      | vices |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |    on |        |
|          |         |        |       |      |      |     a |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |   reg |        |
|          |         |        |       |      |      | ional |        |
|          |         |        |       |      |      |     b |        |
|          |         |        |       |      |      | asis, |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |  such |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |    as |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |  tran |        |
|          |         |        |       |      |      | sport |        |
|          |         |        |       |      |      | ation |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |    ma |        |
|          |         |        |       |      |      | inten |        |
|          |         |        |       |      |      | ance, |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |  tran |        |
|          |         |        |       |      |      | sport |        |
|          |         |        |       |      |      | ation |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      | sched |        |
|          |         |        |       |      |      | uling |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      |   and |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |      | purch |        |
|          |         |        |       |      |      | asing |        |
+----------+---------+--------+-------+------+------+-------+--------+
| E        | \$241,  | Intent | Un    | U    | Unde | Un    | Undete |
| stimated | 145,025 | to     | deter | ndet | term | deter | rmined |
| Cost     | in FY   | reduce | mined | ermi | ined | mined |        |
| Savings  | 2009-FY | cost   |       | ned, |      |       |        |
|          | 2011    | of     |       | but  |      |       |        |
|          | (state  | school |       | in   |      |       |        |
|          | share = | admin  |       | tent |      |       |        |
|          | \$132,  | se     |       | to   |      |       |        |
|          | 629,764 | rvices |       | re   |      |       |        |
|          | and     | by at  |       | duce |      |       |        |
|          | local   | least  |       | p    |      |       |        |
|          | share = | 10% by |       | er-p |      |       |        |
|          | \$108,5 | FY     |       | upil |      |       |        |
|          | 15,261) | 2010   |       | a    |      |       |        |
|          |         |        |       | dmin |      |       |        |
|          |         |        |       | spen |      |       |        |
|          |         |        |       | ding |      |       |        |
|          |         |        |       | to   |      |       |        |
|          |         |        |       | n    |      |       |        |
|          |         |        |       | at'l |      |       |        |
|          |         |        |       | avg  |      |       |        |
|          |         |        |       | or   |      |       |        |
|          |         |        |       | peer |      |       |        |
|          |         |        |       | s    |      |       |        |
|          |         |        |       | tate |      |       |        |
|          |         |        |       | avg  |      |       |        |
|          |         |        |       | by   |      |       |        |
|          |         |        |       | FY   |      |       |        |
|          |         |        |       | 2011 |      |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Impact   | State-a | TBD    | C     | TBD  | TBD  | SA    | TBD    |
| on Debt  | pproved |        | reate |      |      | U-inc |        |
| Service  | debt    |        | and   |      |      | urred |        |
| or       | i       |        | capit |      |      | debt  |        |
| School   | ncurred |        | alize |      |      | that  |        |
| Cons     | by SAUs |        | a     |      |      | e     |        |
| truction | within  |        | reg   |      |      | xists |        |
| Policies | the     |        | ional |      |      | on    |        |
|          | region  |        | s     |      |      | the   |        |
|          | (on the |        | chool |      |      | date  |        |
|          | date    |        | co    |      |      | the   |        |
|          | the     |        | nstru |      |      | plan  |        |
|          | plan    |        | ction |      |      | takes |        |
|          | takes   |        | pr    |      |      | e     |        |
|          | effect) |        | ogram |      |      | ffect |        |
|          | is      |        |       |      |      | re    |        |
|          | tran    |        |       |      |      | mains |        |
|          | sferred |        |       |      |      | with  |        |
|          | to the  |        |       |      |      | the   |        |
|          | RSD     |        |       |      |      | SAU   |        |
|          |         |        |       |      |      | m     |        |
|          |         |        |       |      |      | ember |        |
|          |         |        |       |      |      | towns |        |
|          |         |        |       |      |      | that  |        |
|          |         |        |       |      |      | inc   |        |
|          |         |        |       |      |      | urred |        |
|          |         |        |       |      |      | the   |        |
|          |         |        |       |      |      | debt  |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Tr       | -   Co  | TBD    | TBD   | TBD  | No   | TBD   | TBD    |
| ansition | ntracts |        |       |      | new  |       |        |
| P        |         |        |       |      | em   |       |        |
| rovision |  remain |        |       |      | ploy |       |        |
| --       |     in  |        |       |      | ment |       |        |
| C        |         |        |       |      | c    |       |        |
| ontracts |  effect |        |       |      | ontr |       |        |
| or       |         |        |       |      | acts |       |        |
| Transfer | -   P   |        |       |      | for  |       |        |
| of       | roperty |        |       |      | mer  |       |        |
| Property |     tr  |        |       |      | ging |       |        |
|          | ansfers |        |       |      | SAUs |       |        |
|          |     to  |        |       |      | be   |       |        |
|          |     the |        |       |      | yond |       |        |
|          |     RSD |        |       |      | 6/3  |       |        |
|          |         |        |       |      | 0/08 |       |        |
|          |         |        |       |      | u    |       |        |
|          |         |        |       |      | ntil |       |        |
|          |         |        |       |      | re   |       |        |
|          |         |        |       |      | form |       |        |
|          |         |        |       |      | in   |       |        |
|          |         |        |       |      | p    |       |        |
|          |         |        |       |      | lace |       |        |
+----------+---------+--------+-------+------+------+-------+--------+
| Other    | LD 499  | -   If | -     | If   | -    | Sc    | -      |
| P        | also    |     a  |   DOE | SAUs |    A | hools |    DOE |
| roposals | c       |        |       | have | lign | that  |     to |
|          | ontains | region |    to | not  |      | are   |        |
|          | fo      |        |       | ent  |  SAU | abs   | create |
|          | llowing |  fails | adopt | ered |      | orbed |        |
|          | initi   |     to |       | into |   bu | into  |   inve |
|          | atives: |        | rules | a    | dget | new   | stment |
|          |         | reduce |       | regi |      | SAU   |     a  |
|          | -   90% |        |    to | onal |   fo | struc | ccount |
|          |     p   | school |       | coo  | rmat | tures |     to |
|          | roperty |        |  esta | pera |      | under |     p  |
|          |     tax |  admin | blish | tive | with | the   | rovide |
|          |     re  |        |       | by   |      | co    |        |
|          | duction |  costs |  educ | June |  EPS | nsoli |  \$200 |
|          |         |     by | ation | 2009 |      | dated |        |
|          | -   Re  |        |       | or   | cost | s     |    for |
|          | duction |    10% |  stan | if   |      | chool |        |
|          |     in  |     ,  | dards | the  |   co | admi  |   each |
|          |     EPS |        |       | co   | mpon | nistr |        |
|          |     s   |    DOE |   for | mmis | ents | ation |  child |
|          | tudent- |        |       | sion |      | plan  |        |
|          | teacher | Commis |   the | f    | -    | may   |   born |
|          |         | sioner |       | inds |  Sup | c     |     to |
|          |  ratios |     is |   app | that | port | reate |        |
|          |     for |     re | roval | SAUs |      | s     |    use |
|          |         | quired |       | fa   |  lap | chool |     at |
|          |  middle |     to |    of | iled | tops | adv   |     an |
|          |         |        |     a | to   |      | isory |     in |
|          |  school | submit |       | meet |  for | commi | -state |
|          |     and |     a  |   SAU | the  |      | ttees |     c  |
|          |     se  |        |       | an   |    7 | to    | ollege |
|          | condary |   bill |  that | nual | ^th^ | pr    |        |
|          |         |     by |       | p    |      | ovide | -      |
|          | schools |        |  peti | er-p |   to | a     |    DOE |
|          |         |   Feb. | tions | upil |      | dvice |     to |
|          | -       |        |       | spen |   12 | and   |        |
|          |  Expand |   2010 |    to | ding | ^th^ | co    | create |
|          |     "   |     to |       | be   |      | unsel |        |
|          | laptop" |        |  join | nchm |  gra | to    |    50% |
|          |         |   reor |       | arks | ders | s     |     t  |
|          | program | ganize |    or | for  |      | chool | uition |
|          |         |        |       | the  | -    | princ |        |
|          |  grades |   SAUs |    to | sy   |   Ex | ipals |   assi |
|          |         |        |       | stem | tend |       | stance |
|          |    9-12 | -   If |   wit | ad   |      |       |     p  |
|          |         |        | hdraw | mini |   sc |       | rogram |
|          | -       |    SAU |       | stra | hool |       |        |
|          | Include |     re |  from | tion |      |       |    for |
|          |     GF  | ceives |     a | cost | year |       |     el |
|          |         |        |     s | cate |      |       | igible |
|          | approps |   "net | chool | gory | from |       |     st |
|          |     to  |        |       | esta |      |       | udents |
|          |         |    new |   dis | blis |  180 |       |     to |
|          |   GBSD, |        | trict | hed, |      |       |        |
|          |         |    GPA |       | then |   to |       | attend |
|          |  Magnet |        | -     | the  |      |       |        |
|          |         | funds" |   Sta | co   |  190 |       | -      |
|          |  School |     &  | ndard | mmis |      |       |    DOE |
|          |     ,   |        |     s | sion |    d |       |     &  |
|          |     and |    the | chool | w    | ays, |       |        |
|          |         |        |       | ould |      |       |    UMS |
|          |    Jobs | budget |  cale | dev  | with |       |     to |
|          |     for |     e  | ndars | elop |      |       |        |
|          |         | xceeds |       | and  |  185 |       |    run |
|          | Maine's |        | -     | i    |      |       |        |
|          |     Gr  |    EPS |  Name | mple | days |       |   lead |
|          | aduates |     f  |       | ment |      |       | ership |
|          |     in  | unding |   SAD | a    |  for |       |     tr |
|          |     the |        | /CSDs | re   |      |       | aining |
|          |     sum |  level |       | orga |  ins |       |        |
|          |     of  |     by | -     | niza | truc |       |    for |
|          |     the |     \> | Award | tion | tion |       |     te |
|          |         |        |     g | and  |      |       | achers |
|          |   state |    5%, | rants | cost | -    |       |        |
|          |         |        |       | sav  |    A |       |    and |
|          |   share |   then |   for | ings | dopt |       |     ad |
|          |     of  |        |       | plan |      |       | minist |
|          |         |   addi | innov | for  |    a |       | rators |
|          |    K-12 | tional | ative | t    |      |       |        |
|          |         |        |       | hose |   co |       | -   I  |
|          |    educ |  local |   pro | SAUs | mmon |       | nclude |
|          |         |     f  | grams |      |      |       |     wi |
|          | funding | unding |       |      | regi |       | reless |
|          |         |        |    th |      | onal |       |     d  |
|          |         |   must | rough |      |      |       | evices |
|          |         |     be |     a |      | cale |       |        |
|          |         |     ap |     c |      | ndar |       |    for |
|          |         | proved | ompet |      |      |       |        |
|          |         |     by | itive |      | -    |       | grades |
|          |         |     ma |       |      |   Ad |       |        |
|          |         | jority | reque |      | mini |       |   9-12 |
|          |         |        | st-fo |      | ster |       |     in |
|          |         |   vote | r-pro |      |      |       |        |
|          |         |     in | posal |      |    a |       |    EPS |
|          |         |        |       |      |      |       |     ta |
|          |         |  local |    pr |      |  stu |       | rgeted |
|          |         |        | ocess |      | dent |       |        |
|          |         |   refe |       |      |      |       |  funds |
|          |         | rendum |    to |      | i.d. |       |        |
|          |         |        |       |      |      |       |    for |
|          |         | unless |    en |      |   sy |       |        |
|          |         |        | hance |      | stem |       |   tech |
|          |         |    the |       |      |      |       | nology |
|          |         |        |   the |      | -    |       |        |
|          |         |  legis |       |      |    E |       |        |
|          |         | lative | curri |      | stab |       |        |
|          |         |        | culum |      | lish |       |        |
|          |         |   body |       |      |      |       |        |
|          |         |        |       |      |    a |       |        |
|          |         |    can |       |      |      |       |        |
|          |         |     a  |       |      | prot |       |        |
|          |         | chieve |       |      | ocol |       |        |
|          |         |     a  |       |      |      |       |        |
|          |         |        |       |      |  for |       |        |
|          |         |    2/3 |       |      |      |       |        |
|          |         |        |       |      |   sc |       |        |
|          |         |   vote |       |      | hool |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |   ch |       |        |
|          |         |        |       |      | oice |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |   wi |       |        |
|          |         |        |       |      | thin |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      | regi |       |        |
|          |         |        |       |      | onal |       |        |
|          |         |        |       |      |      |       |        |
|          |         |        |       |      |  sch |       |        |
|          |         |        |       |      | ools |       |        |
+----------+---------+--------+-------+------+------+-------+--------+

***Reference 3.C-13***

**National Invitational Forum**

**Santa Ana Pueblo, New Mexico**

**November 1-4, 2006**

"Building Partnerships: Collaborating Across General and Special
Education"

+-----------------------------------------------------------------------+
| **State: Maine September 15, 2006**                                   |
+-----------------------------------------------------------------------+
| **Would you like a facilitator at the beginning of State Team Work    |
| Time to help your team get oriented?**                                |
|                                                                       |
| **We do not feel the need for one, but may need to have some short    |
| guidance on CCSSO, CTQ expectations for "deliverables" from this      |
| conference.**                                                         |
+-----------------------------------------------------------------------+
| **Please let us know your team's goal for the Forum: What do you hope |
| to accomplish during your state team time? (please be specific)**     |
|                                                                       |
| **Plan to convene a higher ed/teacher prep program faculty symposium  |
| addressing assessment of inclusive practices in teacher ed programs   |
| through the use of INTASC Performance Indicators.**                   |
|                                                                       |
| 1.  **Develp planning group (complete); 2. establish funding (in      |
|     process); 3. seek approval from team leader at MDOE for funding   |
|     and activity; 4. communicate with State Board/Commisioner and     |
|     leadership team.**                                                |
|                                                                       |
| 2.  **Desired Outcome: influence tacher candidate portfolios, and     |
|     other assessments by extending Maine's Intitial Teacher           |
|     Certification Standards to include the INTASC Performance         |
|     Indicators on special educators.**                                |
|                                                                       |
| 3.  **Time frame: 1^st^ meeting in September (completed); attend CTQ  |
|     conf. Nov. 1-4, '06; plan "Symposium" for May '07.**              |
+-----------------------------------------------------------------------+

***NEW ACTION PLAN FOLLOWS: 3-01-07***

###### ![](media/image8.png)

# *State Action Plan Template*

###### *State: Maine For Developing, Implementing, and Aligning State Teacher Standards Team Members:*

######### ***Date: 11/4/06 (Updated 1-22-07)* Dan Conley (MDOE)**

#########  **Harry Osgood (MDOE) Walter Kimball (U.S.M.) Pam Rosen (MDOE)**

**Barbara Moody (MDOE)**

**Phase: \_\_\_\_Developing and Aligning System Standards**

**Choose one phase for above:**

**Developing State Teacher Licensure Stds→ Developing & Aligning System
Stds→ Examining Impact of Stds on System→ Formulating Policy→
Implementing Policy→ Evaluating Policy**

**System Focus: \_\_X\_\_\_ Pre-Service Prep \_\_\_\_\_ State Licensure
Assessments \_\_\_\_\_ Professional Dev**

**(if appropriate)**

**Describe Goal(s): \_\_\_To develop common language and concepts around
assessment of pre-service teachers in order to promote the greatest
possible participation in the general education program fro all
students.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

+--------------+--------+-------------+---------+---------+---------+
| **Action     | **Res  | **Specific  | **Pe    | *       | **Tim   |
| Step**       | ources | A           | rson(s) | *Others | eline** |
|              | Ne     | ctivities** | Respon  | to      |         |
|              | eded** |             | sible** | Involve |         |
|              |        |             |         | to      |         |
|              |        |             |         | C       |         |
|              |        |             |         | omplete |         |
|              |        |             |         | Action  |         |
|              |        |             |         | Step**  |         |
+==============+========+=============+=========+=========+=========+
| *            | **     |             | **CTQ   | **Stake | ***Dec  |
| *Incorporate | INTASC |             | Team**  | holders | ember,* |
| INTASC       | and    |             |         | Group** | 2007,** |
| Standards    | State  |             |         |         |         |
| descriptors  | stand  |             |         |         | **State |
| into the     | ards** |             |         |         | Board   |
| Maine        |        |             |         |         | ap      |
| Teaching     |        |             |         |         | proval. |
| Standards    |        |             |         |         | (b      |
| sections of  |        |             |         |         | egun)** |
| the          |        |             |         |         |         |
| regulations  |        |             |         |         |         |
| for Chapters |        |             |         |         |         |
| 114 and      |        |             |         |         |         |
| 118.**       |        |             |         |         |         |
+--------------+--------+-------------+---------+---------+---------+
| **Convene**  | **     | **a. Inform | **CTQ   | **Ed.   | a.      |
|              | Site** | Tea. Prep.  | Team**  | Prep    | ***Nov. |
| **Symposium  |        | Deans of    |         | min     |         |
| of approved  | **Fun  | CTQ goals   | *       | i-teams |    2006 |
| program      | ding** | and         | *Higher | of gen. |     (d  |
| rep          |        | Plans.**    | Ed      | ed      | one)*** |
| resentatives |        |             | ucation | f       |         |
| to examine   |        | **b.        | fa      | aculty, | b.      |
| how the      |        | Detailed    | culty** | spec.   |  ***Ong |
| INTASC model |        | Planning**  |         | ed.     | oing*** |
| standards    |        |             | **Deans | F       |         |
| descriptors  |        | **c. Set    | of      | aculty, | ***c.   |
| can improve  |        | date for    | Teacher | ass     | Fall    |
| candidate    |        | *Fall*      | Prep    | essment | 2007*   |
| assessment   |        | before Nov. | aration | )**     | sy      |
| systems.**   |        | 14.**       | Prog    |         | mposium |
|              |        |             | rams.** |         | will    |
|              |        |             |         |         | con     |
|              |        |             |         |         | vene.** |
+--------------+--------+-------------+---------+---------+---------+
| **Examine    | **     | **a. Attend | **Dan   |         | ***a.   |
| IDEA         | IDEA** | meeting in  | C       |         | No      |
| definition   |        | Washington  | onley** |         | vember, |
| of Highly    | **TQ & | to get more |         |         | 2006    |
| Qualified    | E      | info on HET |         |         | (d      |
| teacher for  | Plan** | from        |         |         | one)*** |
| implications |        | USED.**     |         |         |         |
| for          | **     |             |         |         | ***b.   |
| preservice   | NCLB** | **b. Share  |         |         | done,   |
| preparation  |        | with MDOE,  |         |         | and     |
| and "highly  | **Info | CTQ team,   |         |         | Ongoing |
| effective    | on HET | TQ & E Adv. |         |         | 2007*** |
| teachers".** | from   | Council,    |         |         |         |
|              | USED** | and State   |         |         |         |
|              |        | Board.**    |         |         |         |
+--------------+--------+-------------+---------+---------+---------+
| **Provide    | **C    | **a. Insert | **Dan   | **      | a.  **  |
| professional | hapter | into mentor | C       | Stakeho | Planned |
| development  | 118**  | training.   | onley** | lders** |     for |
| for          |        | Gather      |         |         |         |
| beginning    | **C    | stak        | **Harry | **Sy    |    Anti |
| teachers in  | hapter | eholders.** | O       | mposium | cipated |
| meeting the  | 114**  |             | sgood** | atte    |         |
| needs of all |        | **Reco      |         | ndees** |   state |
| learners.**  | **Data | mmendations |         |         |     a   |
|              | on \#  | to State    |         |         | doption |
|              | of     | Board.**    |         |         |     of  |
|              | t      |             |         |         |         |
|              | eacher | ***b.       |         |         | Chapter |
|              | men    | Teacher     |         |         |         |
|              | tors** | Quality &   |         |         |    118, |
|              |        | Equity      |         |         |         |
|              |        | Plans Tech. |         |         |   *June |
|              |        | Assist. to  |         |         |         |
|              |        | High Need   |         |         |   2007, |
|              |        | Schools.*** |         |         |     and |
|              |        |             |         |         |         |
|              |        |             |         |         | ongoing |
|              |        |             |         |         |     in  |
|              |        |             |         |         |         |
|              |        |             |         |         |    Fall |
|              |        |             |         |         |     o   |
|              |        |             |         |         | f 2007. |
|              |        |             |         |         |     (be |
|              |        |             |         |         | gun)*** |
|              |        |             |         |         |         |
|              |        |             |         |         | b.  *   |
|              |        |             |         |         | *Winter |
|              |        |             |         |         | -Spring |
|              |        |             |         |         |         |
|              |        |             |         |         |  2007** |
+--------------+--------+-------------+---------+---------+---------+
| **Provide    | *      | **Liaison   | **Dan   | *       | *       |
| high quality | *Maine | with MPA**  | C       | **Maine | **Fall, |
| inducti      | Prin   |             | onley** | Prin    | 2007*** |
| on/mentoring | cipals |             |         | cipals' |         |
| of           | Assoc  |             |         | Assoc   |         |
| admin        | iation |             |         | iation, |         |
| istrators.** | Plan** |             |         | Maine   |         |
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|              |        |             |         | Mmgt.   |         |
|              |        |             |         | Ass     |         |
|              |        |             |         | oc..*** |         |
+--------------+--------+-------------+---------+---------+---------+
| **Crosswalk  | *      | **Get TA    | **Dan   |         | **June  |
| State Plans  | *SPP** | from NCTQ   | C       |         | CTQ     |
| to maximize  |        | Comp        | onley** |         | N       |
| efficiency   | **TQ&E | Center**    |         |         | ational |
| and reduce   | Plan** |             | **      |         | m       |
| replication  |        | **Adapt     | Barbara |         | eeting, |
| of work.**   | **     | NCTQ        | Moody** |         | *and    |
|              | SPDG** | template    |         |         | ongoing |
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+--------------+--------+-------------+---------+---------+---------+

+--------------+---------+-------------+---------+---------+---------+
| *            | ***TQ&E | ***Attend   | ***Dan  | ***CTQ  | ***     |
| **Coordinate | Plan*** | Partners in | Co      | team*** | January |
| CTQ with     |         | Literacy    | nley*** |         | 2007    |
| PIL.***      | ***CTQ  | C           |         |         | (d      |
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|              |         | Council, by | *Walter |         |         |
|              |         | NECC at     | Kim     |         |         |
|              |         | RMC, in     | ball*** |         |         |
|              |         | Po          |         |         |         |
|              |         | rtsmouth*** |         |         |         |
+--------------+---------+-------------+---------+---------+---------+
| ***Inform    | ***TQ&E | ***Brief    | ***Dan  | ***CTQ  | ***     |
| stakeholders | Plan*** | Ce          | Co      | team*** | January |
| of CTQ       |         | rtification | nley*** |         | 2007    |
| goals,       | ***CTQ  | Cmte.       |         | *       | (beg    |
| actions, and | Plan*** | (Includes   | *       | **Nancy | un))*** |
| plans***     |         | State Board | **Harry | Ib      |         |
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+--------------+---------+-------------+---------+---------+---------+
| *            |         | ***Convene  | ***Dan  | *       | ***     |
| **Coordinate |         | TQ & E      | Co      | **Nancy | January |
| CTQ with     |         | Advisory    | nley*** | I       | 2007    |
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+--------------+---------+-------------+---------+---------+---------+

I **Overview of Symposium**

Materials would be sent out ahead of time for participants to review.
This opening session would include the reasons for the symposium,
including the expected outcomes, establishing common language, and
universal design information. It would also be important to establish
the objectives of the CTQ in the overview.

II **Maine's Initial Teacher Certification Standards**

This session would address matching the INTAS descriptors to the initial
teacher standards. Participants would be asked to think about and
discuss how these standards and descriptors are assessed in their
programs. Connection to universal design would also be made here.

III **Sharing of Tools and Application of Differentiation**

Participants would be asked ahead of time to bring resources such as
their portfolio guides and their unit designs. In these break out
sessions, it would be important to chart the shared information while it
was being discussed.

IV **Debrief**

It would be important here to bring the group back together, debrief,
and set the scene for the continued work. A follow up meeting might be
established, as well as suggested activities to continue the work.
*Campus to Campus* interactions would be suggested.

**Outcomes for the Symposium**

I **Awareness**: shared differentiation and universal design language,
as they relate to Maine's Initial Teacher Certification Standards. A
common language would be established during the day by the participants.

II **Improvement**: improvement of teacher education candidate
assessment tools, exchange of ideas and practices to help improve
student teacher candidate assessment

III **Next Steps**

![](media/image9.png){width="1.2430555555555556in"
height="1.625in"}[P]{.underline}artners [i]{.underline}n
[L]{.underline}iteracy:

Enhancing Teaching Quality in New England

**A NECC Regional Initiative**

## 

## OVERVIEW

In order to meet the teacher quality requirements of the No Child Left
Behind (NCLB) Act, state education agencies and colleges and
universities with teacher preparation programs must ensure that all
teachers, from teacher-candidates to veteran teachers, build knowledge
and skills grounded in scientifically based research (SBR) on teaching
in core content areas.

## APPROACH

The *Partners in Literacy Initiative* aims to infuse SBR into the
continuum of teacher development by exploring how SBR informs existing
teacher preparation and how SEA leaders policies support teachers'
understanding and use of research-based practices. We will focus first
on reading and then mathematics, attending throughout to the needs of
special education and English language learning (ELL) teaching.

The NECC's multi-year, six-state effort will support:

-   a regional *Coordinating Council* of state education agencies (SEAs)
    and representatives from institutes of higher education (IHE) to
    ensure that the Initiative continues to support research-based
    practices in teacher preparation programs;

-   annual symposia of IHE teacher preparation leaders, SEA leaders who
    design teacher quality policies, and district leaders in order to
    advance the use of research-based practices in preK-16 instruction;

-   experts in sharing research findings and new knowledge;

-   collaborations among educational organizations within the region as
    needed;

-   participants' efforts to accomplish goals systematically and
    strategically;

-   the dissemination of research-based resources through links to the
    national Comprehensive Centers on Teacher Quality and on
    Instruction; and

-   the sharing of Initiative proceedings and other documents.

### 

### INVITATIONAL SYMPOSIUM

The NECC has invited faculty members from institutions of higher
education, state education agency personnel, and key district personnel
from each New England state to a two-day symposium to "kick off" the
initiative. Participants will

-   converse with national experts on reading and teacher education
    research;

-   consider the implications of this research for teacher preparation,
    state licensing and program approval policies, teacher induction,
    and teacher professional development;

-   learn from IHE and SEA leaders about promising practices in building
    their capacities to support teachers' knowledge of research based
    practices; and

-   examine the strengths and gaps in policies, programs, and practices
    that prepare teachers to use research-based practices in reading
    instruction.

**COORDINATING COUNCIL**

In April 2006, the NECC will convene a *Regional Coordinating Council*
to guide the design of this symposium and future events. The
Coordinating Council will include a standing committee and three members
from each New England state, e.g., one IHE member, one SEA member, and
one local district member.

## INTENDED RESULTS

Through this Initiative, NECC intends to establish a community of
representatives of IHEs, SEAs, and selected local districts that will:

-   gain new knowledge though interacting with each other and with
    national and regional experts;

-   align efforts to advance teacher use of research-based practices;

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-   infuse SBR into teacher preparation programs; and

-   understand how SBR-informed programs and policies enhance student
    learning.

**CONTACT**

Kathy Dunne, Project Lead

Learning Innovations at WestEd

781-481-1102

<kdunne@wested.org>

Carol Keirstead, Director

New England Comprehensive Center

800-258-0802

<ckeirstead@rmcres.com>

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

> **[Goal \# 4: Maine will phase out the use of the HOUSSE rubric by the
> end of the 2008-2009 school year.]{.underline}**

INFORMATIONAL LETTER:  152\
POLICY CODE:   GCFC/GDA

TO:                   Superintendents of Schools and School Principals

FROM:             Susan A. Gendron, Commissioner

DATE:              June 7, 2006

RE:                   **PRIORITY:   HIGHLY QUALIFIED TEACHER
REQUIREMENTS**

**Revised Requirements for Highly Qualified Teacher Identification and
Use of the HOUSSE Rubric**

Please be advised that Local Education Agencies (LEAs) responsible for
determining veteran teachers' Highly Qualified status after August 31,
2006 may be subject to new rules as to the use of the HOUSSE Rubric.  At
present, in order to be considered Highly Qualified, a veteran teacher
must demonstrate content area competency by:

1.  Holding a Bachelor's degree or higher; and

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2.  Holding full Maine State Teaching Certification (Provisional,
    Professional, or Master); and

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3.  Having a major, or coursework equivalent to a major (24 semester
    hours), from an accredited four-year college(s) or university in the
    assigned core content area; or holding an advanced degree in that
    content area; or holding National Board Certification in that
    content area; or having passed the PRAXIS II in that content area;
    or having achieved 100 points in at least 3 columns, on Maine's
    HOUSSE Rubric in that content area.

Recent guidance from the United States Department of Education indicates
that the use of the HOUSSE may be curtailed after this year.  **LEAs may
want to apply the HOUSSE procedure, before August 31, 2006, to all
veteran teachers who have not yet demonstrated Highly Qualified status
and are eligible for the HOUSSE, or are anticipated to transfer teaching
assignment into another content area in which they do not meet the other
criteria listed in \# 3 above.**  The reasons for this are detailed in
the remainder of this letter.

We are advising that ***all veteran teachers*** (teachers with at least
one year of teaching experience) to use HOUSSE to determine their highly
qualified status in all possible core academic subjects.  Once HOUSSE is
phased out for veteran teachers, the only means of demonstrating highly
qualified status in a subject will be to: 1) pass the PRAXIS II;\
2) earn a major, or 24 credits in the subject or; 3) earn an advanced
degree in a subject or an advanced certificate in a subject.

Deputy Secretary of Education Henry L. Johnson recently announced that
the use of the HOUSSE Rubric for veteran teachers, except in certain
situations, should be completed by the end of the 2005-06 school year,
to achieve conformity with the deadline by which teachers of core
subjects must be highly qualified.  I have designated August 31, 2006 as
the official end of Maine\'s 2005-2006 school year. 

After August 31, 2006, according to this new guidance from the United
States Department of Education, the allowed uses of HOUSSE procedures
will be as follows for teachers hired after the end of the 2005-06
school year:

-   secondary school teachers teaching multiple subjects in eligible
    rural schools (who, [if highly qualified in at least one subject at
    the time of hire]{.underline}, may use HOUSSE to demonstrate
    competence in additional subjects within three years); and

-   those special education teachers teaching multiple subjects (who, if
    they are [new to the profession and highly qualified in language
    arts, mathematics, or science at the time of hire]{.underline}, may
    use HOUSSE to demonstrate competence in additional subjects within
    two years); and

-    teachers who come to the United States from other countries to
    teach on a temporary basis will also be eligible to use HOUSSE.

All other new hires are required to demonstrate competency by meeting
the 3 listed criteria in the first paragraph on page one of this letter,
[excluding]{.underline} the HOUSSE procedures.

Teachers currently qualified under HOUSSE procedures (i.e. having
demonstrated content competency through use of the HOUSSE prior to this
end of the current school year) should continue to be counted as Highly
Qualified for that content area.  Teachers operating under a "Teacher
Action Statement," working toward Highly Qualified status, may continue
to do so, and be reported as not Highly Qualified.  At present, as has
been the case in the past, there are no legally required employment
consequences for not being Highly Qualified, there are only reporting
requirements to parents, and to the State, in the yearly Highly
Qualified Teacher data collection process.

If you have questions, or if we can assist you further, please contact
Daniel J. Conley, at 207-624-6639, or by e-mail to
<dan.conley@maine.gov>.

***Chapter 13, and 115 of Maine State Regulations governing Public
Education reflect changes described in the text of the plan,
specifically the requirement for all new certified teachers to pass the
appropriate PRAXIS I and II exams. Thus this supports the phase out of
the use of the HOUSSE Rubric, as all newly certified teachers will have
demonstrated "Highly Qualified" status in order to attain State
certification. The link below leads to these updated rules.***

<http://www.maine.gov/sos/cec/rules/05/chaps05.htm>

[^1]: Goldhaber, D., & Anthony, E. (2005, November 29). *Can teacher
    quality be effectively assessed? National Board Certification as a
    signal of effective teaching.* Washington, DC: Urban Institute.\
    <http://www.urban.org/UploadedPDF/411271_teacher_quality.pdf>