> **Florida's Revised Plan for Meeting the**
>
> **Highly Qualified Teacher Goal**

Prepared by

**The Florida Department of Education**

![](media/image1.png){width="1.225in" height="1.0694444444444444in"}

John L. Winn, Commissioner

[www.fldoe.org](http://www.fldoe.org/)

Division of Accountability, Research, and Measurement (ARM)

Division of K-12 Public Schools

September 2006

> **Contents**
>
> **Executive Summary** 1
>
> **Requirement 1** 4
>
> Does the revised plan include an analysis of classes taught by
> teachers who are not highly qualified? 4
>
> Is the analysis based on accurate classroom data? 5
>
> Does the analysis focus on the staffing needs of schools that are not
> making AYP? Do these schools have high percentages of classes taught
> by teachers who are not highly qualified? 7
>
> Does the analysis identify particular groups of teachers to which the
> state's plan must pay particular attention, such as special education
> teachers, mathematics or science teachers, or multi-subject teachers
> in rural schools? 15
>
> Does the analysis identify districts and schools around the state
> where significant numbers of teachers do not meet HQT standards? 17
>
> Does the analysis identify particular courses that are often taught by
> non-highly qualified teachers? 26
>
> **Requirement 2** 31
>
> Does the plan identify LEAs that have not met annual measurable
> objectives for HQT? 31
>
> Does the plan include specific steps that will be taken by LEAs that
> have not met annual measurable objectives? 33
>
> Does the plan delineate specific steps the SEA will take to ensure
> that all LEAs have plans in place to assist all non-HQ teachers to
> become HQ as quickly as possible? 39
>
> **Requirement 3** 40
>
> Does the plan include a description of the technical assistance the
> SEA will provide to assist LEAs in successfully carrying out their HQT
> plans? 40
>
> Does the plan indicate that the staffing and professional development
> needs of schools that are not making AYP will be given high priority?
> 41
>
> Does the plan include a description of programs and services the SEA
> will provide to assist teachers and LEAs in successfully meeting HQT
> goals? 43
>
> Does the plan specifically address the needs of any subgroups of
> teachers identified in Requirement 1? 45
>
> Does the plan include a description of how the state will use its
> available funds (e.g., Title 1, Part A; Title II, Part A, including
> the portion that goes to the state agency for higher education; other
> federal and state funds, as appropriate) to address the needs of
> teachers who are not highly qualified? 48
>
> Does the plan for the use of available funds indicate that priority
> will be given to the staffing and professional development needs of
> schools that are not making AYP? 49
>
> continued
>
> **Requirement 4** 49
>
> Does the plan indicate how the SEA will monitor LEA compliance with
> the LEAs' HQT plans described in Requirement 2 and hold LEAs
> accountable for fulfilling their plans? 49
>
> Does the plan show how technical assistance from the SEA to help LEAs
> meet the 100 percent HQT goal will be targeted toward LEAs and schools
> that are not making AYP? 50
>
> Does the plan describe how the SEA will monitor whether LEAs attain
> 100 percent HQT in each LEA and school:
>
> in the percentage of highly qualified teachers at each LEA and school;
> and
>
> in the percentage of teachers who are receiving high-quality
> professional development? 50
>
> Consistent with ESEA § 2141, does the plan include technical
> assistance or corrective actions that the SEA will apply if LEAs fail
> to meet HQT and AYP goals? 51
>
> **Requirement 5** 52
>
> Does the plan describe how and when the SEA will complete the HOUSSE
> process for all teachers not new to the profession who were hired
> before the end of the 2005-06 school year? 52
>
> Does the plan describe how the State will limit the use of HOUSSE
> after the end of the 2005-06 school year to the following situations:
>
> ○ Multi-subject secondary teachers in rural schools who, if HQ in one
> subject at the time of hire, may use HOUSSE to demonstrate competence
> in additional subjects within three years of the date of hire; or
>
> ○ Multi-subject special education teachers who are new to the
> profession and who, if HQ in language arts, mathematics, or science at
> the time of hire, may use HOUSSE to demonstrate competence in
> additional subjects within two years of the date of hire. 52
>
> **Requirement 6** 52
>
> Does the revised plan include a written equity plan? 52
>
> Does the plan identify where inequities in teacher assignment exist?
> 55
>
> Does the plan delineate specific strategies for addressing inequities
> in teacher assignment? 56
>
> Does the plan provide evidence for the probable success of the
> strategies it includes? 56
>
> Does the plan indicate that the SEA will examine the issue of
> equitable teacher assignment when it monitors LEAs, and how this will
> be done? 56

**Executive Summary**

**Introduction**

Florida views this statewide plan to ensure highly qualified teachers
(HQTs) for all students through the lens of an overall process of
continuous improvement in our state's education system that targets
effectiveness in teachers, school leaders, support personnel, and
operational systems, so that all factors are working together toward the
singular goal of improved student achievement. Florida's strategies for
meeting the HQT goal are shaped not only by NCLB's specific requirements
for teacher quality, but by the state's own accountability plan for
improving school performance, and by macro-factors that include a
steadily growing and diverse student population, the largest net
interstate migration increase of all states in the past decade (a trend
which the U.S. Census Bureau expects to continue), and a state
constitutional amendment requiring sweeping reduction of class size at
all grade levels.

![](media/image2.wmf)The following graphs show Florida's significant
growth and its effect on staffing our schools. Increased recruitment
efforts statewide and from local school districts enabled Florida
schools to open with fewer vacancies in 2006 than in 2005; however, all
needs were not immediately met, and efforts to ensure full staffing
continue.

![](media/image3.wmf)

The state's approach to continuous improvement of the personnel directly
responsible for student learning is, by necessity, comprehensive in that
there are strategies that target recruitment, placement, preparation,
development, and retention of highly effective teachers. As a key
element of that approach, Florida's HQT Plan consists of strategies that
are based on results of the data analysis of teachers and the core
courses they teach in the pubic schools. Additionally, as a growth state
we are mindful that data collected at any point in time represent a
static snapshot of each district's progress in meeting and maintaining
the goal of "100 percent HQT." Therefore, our plan provides for
flexibility and adaptability, because this goal is in reality not a
singular achievement, but an ongoing process.

The results of the data analysis compel us to expand upon our systemic
approach by focusing on specific subject area and classification needs
that are impacting the entire state:

-   Tier One -- secondary ESE, secondary reading

-   Tier Two -- elementary ESE, secondary language arts

-   Tier Three -- secondary mathematics, secondary science, elementary
    self-contained

In addition, further strategies target acute needs displayed in the data
analysis in districts with the largest numbers and percentages of
classes taught by teachers who are not highly qualified and schools that
are not making AYP, and have the lowest performance levels in student
achievement. Florida's plan includes an "equity" strategy specifically
ensuring that poor or minority children are not taught by inexperienced,
unqualified, or out-of-field teachers at higher rates than are other
children. This is described in the state's HQT plan. Analyses of these
data were informative in adjusting strategies and will help to ensure
that districts pay close attention to whether particular schools avail
themselves of services to improve HQT status. However, the subject area
needs in the schools not making AYP and in districts with the highest
percentages of not highly qualified teachers (NHQTs) are a reflection of
the needs of the entire state. Along with data revealing that over 73
percent of Florida's schools failed to make AYP in 2005, our approach to
improving HQT status must remain both statewide and vigilant in specific
situations, as noted above.

**Data Analysis**

Florida's revised plan for meeting the highly qualified teacher (HQT)
goal is founded on a comprehensive analysis of the HQT status of all
core academic subject classes, and includes coordinated strategies for
addressing the requirements established by the U.S. Department of
Education (USDOE) for states' revised HQT plans. The Florida Department
of Education's presentation of the plan herein addresses each of the
federal requirements (including the USDOE's plan-review questions for
each requirement) in the same sequence in which they are presented in
the USDOE's peer-review document titled "Reviewing Revised State Plans."

Florida's HQT course analysis includes state-, district-, and
school-level results to provide a complete basis for comparing the
status of schools and districts across categories and for identifying
schools, districts, school groupings, subject areas, and individual
courses for which HQT needs are most acute. Among the classifications
included in the analysis are high-poverty and high-minority schools.
Schools not making AYP are also analyzed as subsets of multiple
classifications.

With the highest in-migration growth rate of all states, a steadily
growing and diverse student population, and a state constitutional
amendment requiring sweeping reduction of class size at all grade
levels, Florida continues to face substantial challenges in its efforts
to ensure that all students have access to highly qualified teachers.
For all but one of the school classifications shown in the chart on the
following page (secondary high-poverty NAYP schools), schools that are
not making AYP have a higher percentage of NHQT classes than for all
schools in the grouping.

At the state level, school classifications with the most acute needs for
teacher quality include secondary high-poverty schools (16.2% NHQT),
secondary high-poverty schools not making AYP (16.1% NHQT), secondary
schools not making AYP (13.1% NHQT), high-poverty schools not making AYP
(12.9% NHQT), and high-minority schools not making AYP (12.9% NHQT).
However, it should be noted that there are other classifications that
also have more than 10 percent of core classes taught by teachers who
are not highly qualified.

  -------------------------------------- --------------------------------
  **Classification**                     **% Core Classes Not Taught by
                                         HQT**

  All Schools                            10.4%

  All Schools Not Making AYP             **11.8%**

  High-Poverty Schools\*                 12.0%

  High-Poverty Schools Not Making AYP    **12.9%**

  Low-Poverty Schools\*                  7.7%

  Low-Poverty Schools Not Making AYP     **9.7%**

  High-Minority Schools                  11.7%

  High-Minority Schools Not Making AYP   **12.9%**

                                         

  Elementary Schools                     7.7%

  Elementary Schools Not Making AYP      **9.5%**

  Elementary High-Poverty Schools        11.2%

  Elementary High-Poverty Schools Not    **11.8%**
  Making AYP                             

  Elementary Low-Poverty Schools         6.1%

  Elementary Low-Poverty Schools Not     **10.2%**
  Making AYP                             

                                         

  Secondary Schools                      12.8%

  Secondary Schools Not Making AYP       **13.1%**

  Secondary High-Poverty Schools         16.2%

  Secondary High-Poverty Schools Not     **16.1%**
  Making AYP                             

  Secondary Low-Poverty Schools Not      9.0%
  Making AYP                             

  Secondary Low-Poverty Schools Not      **9.5%**
  Making AYP                             
  -------------------------------------- --------------------------------

The current study provides results from five consolidated data-analyses
at three levels (district, state, and school) for a comprehensive and
detailed analysis of core subject classes that are not taught by HQTs.
The state's analysis of all core courses indicates the
subject/certification areas with the most acute needs, and compels that
these areas be broken into tiers to prioritize the strategies:

-   [Tier One - Over 30 percent NHQT]{.underline}. Secondary ESE,
    secondary reading

-   [Tier Two - 15-30 percent NHQT]{.underline}. Elementary ESE,
    secondary language arts

-   [Tier Three - 10-15 percent NHQT]{.underline}. Secondary
    mathematics, secondary science, elementary self-contained

Districts with the highest counts of NHQT classes have been examined in
greater detail to identify particular subject areas and levels of
instruction with the most acute teacher quality needs. Those needs
mirror those of the entire state.

-   For all NAYP schools statewide, most recent data reflect that the
    number of core classes that were NHQT was 65,837, of which 46,150
    (70.1%) are accounted for by 10 of Florida's 67 regular school
    districts: Duval, Orange, Miami-Dade, Hillsborough, Palm Beach,
    Polk, Pinellas, Lee, Manatee, and Marion.

-   A substantial majority of Florida's 65,837 NHQT classes for NAYP
    schools were taught in secondary schools, totaling 46,581 NHQT
    classes (70.8%).

**Conclusion**

Florida acknowledges that in a state as large as ours, a district's
attainment of 100 percent HQTs will be a snap-shot in time. In fact, our
districts are reporting now significant numbers of teachers that have
met highly qualified status since the February 2006 data collection
point. Due to the addition of the class size amendment to our
constitution and its graduated implementation, a district's HQT status
can change instantly with the addition of as few as one student in a
school. In looking at other causes of NHQT status for teachers, it
should also be noted that:

-   we are taking a serious approach to dealing with reading
    deficiencies in our secondary school students by requiring more
    reading courses, and therefore, reading certified teachers, in our
    high schools than ever before;

-   we are conscientious in documenting successful completion of HOUSSE
    plans for our teachers; and,

-   we have responded openly and thoroughly to results of recent
    monitoring visits, executing major changes in our HQT qualifications
    for exceptional student education teacher and elementary education
    teachers.

It should be noted that in addition to our HQT Plan strategies Florida
has undertaken significant reform activities in a number of areas that
address issues facing those schools where high numbers of NHQTs are a
symptom of systemic educational challenges, particularly our secondary
schools. For example, secondary school redesign was codified into
Florida Statutes by the 2006 Florida Legislature, along with the STAR
(Special Teachers Are Rewarded) performance pay program and
appropriation, and DELTA (Developing Educational Leaders for Tomorrow's
Achievers) statewide system for school leader professional development.

Therefore, in Florida, attainment and maintenance of 100 percent HQT is
an ongoing process. With this in mind, Florida's plan for meeting HQT
requirements includes strategies that the state has put in place in
recent years and months to address this issue and related issues of
student success, as well as strategies that will be new this year
(2006-07); and it looks to the future for improvements in this process.
Florida's students have shown marked achievement on both state
assessments and the NAEP results since the establishment of state and
national accountability systems. We have raised the performance bar on
standards for student achievement more than once since our
accountability system was initiated in 1997, and each time our students
have met and exceeded new levels of performance. Our plan for meeting
and sustaining the goal of 100 percent highly qualified teachers in all
of Florida's classrooms is key to our continuous improvement and rising
student achievement. Because the needs of all students are equally
important, Florida will continue with a statewide approach that takes
into account both immediate needs and adaptability to changing
populations and future needs.

**Requirement 1:**

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

*Does the revised plan include an analysis of classes taught by teachers
who are not highly qualified?*

The Florida Department of Education (FLDOE) has produced a comprehensive
analysis of data on core academic courses in order to comply with the
U.S. Department of Education's requirement for states to provide (as
part of their revised HQT plans) a detailed analysis of the core
academic subject classes that are currently not being taught by highly
qualified teachers. The complete HQT analysis report is attached.^1^ As
required, this analysis addresses schools in the state that are not
making adequately yearly progress and focuses on schools and school
classifications where needs are most acute for attracting highly
qualified teachers. In addition, this analysis identifies districts and
schools throughout the state where significant numbers of teachers do
not meet HQT standards, and examines which courses and subject areas
that have the most urgent staffing needs for meeting federal
teacher-quality requirements.

[Organization of Results]{.underline}

Results for Florida's HQT course analysis displayed in the attachment
are presented at three main levels (state-level, district-level, and
school-level), comprising five sub-analyses:

A state-level, school-based analysis that identifies 20 classifications
of schools based on AYP status, poverty status, minority status, and
grade levels taught. All-inclusive ("all schools") classifications are
included to allow for comparisons with schools that did not make AYP.
Each classification of schools includes data on the student membership
count, the number of core academic classes taught, the number of core
academic classes not taught by highly qualified teachers, and the
percentage of core academic courses not taught by highly qualified
teachers. This analysis also provides HQT results by subject area for
each of the 20 school classifications.

A state-level, course-based analysis providing data on the number and
percentage of classes not taught by highly qualified teachers (NHQT) for
regular elementary (K-5), middle (6-8), and high (9-12) courses by
subject/certification area, as well as for ESE courses by grade
grouping. Four of the eight tables provide corresponding results for
individual courses within each of the aforementioned groupings.

A district-level analysis providing data on the number and percentage of
NHQT classes for each of Florida's 67 regular school districts
(including state totals) by school classification. Each table includes
the student membership count (by district) for schools in the
classification. Membership counts, as with total class counts, can be
useful when considering weighting among districts or evaluating NHQT
percentages for particular categories.

A supplemental district-level analysis ranking Florida school districts
(by percent of "NHQT" classes) within classifications selected on the
basis of their high-priority status for addressing teacher quality
requirements. State averages are included in the rankings to provide for
easy identification of districts above and below the state averages.

> ^1^ Florida Department of Education: "Highly Qualified Teacher (HQT)
> Data Analysis for Core Academic Courses in Florida's Public Schools,
> 2005-06." Tallahassee, FL. September 2006.

A school-level analysis that provides information on the number and
percent of NHQT classes for two types of high-priority schools that did
not make AYP:

1)  NAYP schools for which the percentage of NHQT classes was equal to
    or greater than 50 percent

2)  NAYP schools with the highest counts of NHQT classes (top 100
    schools).

> Each of the five sub-analyses includes a synopsis/summary for the
> applicable section. A summary of findings for the overall course/data
> analysis is presented at the end of the analysis report. Detailed
> information on data collection procedures and source data are also
> included.

*Is the analysis based on accurate classroom level data?*

For its analysis, the FLDOE has compiled data from classroom-level
*Teacher Course* records and applicable student-level records reported
by school districts to the state's PK-12 education database, as well as
AYP results calculated by the FLDOE, and related school-status
information (for selecting elementary- and secondary-level schools, for
instance). Data sources for Florida's analysis of classes not taught by
highly qualified teachers are described in greater detail below:

**Teacher Course Records** (for identifying courses, subject areas, and
corresponding HQT data)

During scheduled data-reporting periods (surveys), a unique course
record is submitted to the state education database for each course
taught in every school and district. (The applicable record format is
described at firn.edu/doe/eias/dataweb/database_0506/0506tc.htm.) Course
records for the FLDOE's HQT data analysis were originally reported by
districts during Florida's "Survey 3" (spring semester) reporting period
in February 2006. The teacher-course source data was compiled by the
FLDOE at close of business on June 28, 2006, during production of
Florida's annual NCLB School Public Accountability Reports (SPARs). The
FLDOE regularly advises districts of new and/or revised data reporting
requirements via e-mail, database workshops, and a web-based calendar at
firn.edu/doe/eias/dataweb/calendar.htm, and districts have been advised
of criteria for assessing teacher quality and for reporting results to
the state via the "Highly Qualified Teacher" (HQT) data element on each
*Teacher Course* record. The 2005-06 HQT element, with criteria for
determining teachers' HQT status for courses taught, is described at
firn.edu/doe/eias/dataweb/database_0506/student_0506/st105_6.pdf. Core
courses for HQT evaluation (for 2005-06) are listed by course number
range in an online database appendix at
firn.edu/doe/eias/dataweb/database_0506/student_0506/appendr.pdf.

Each *Teacher Course* record includes an HQT code indicating whether the
assigned teacher for the course meets the HQT criteria for that course,
a course number identifying the subject area from Florida's
comprehensive Course Code Directory (see
[http://www.fldoe.org/bii/curriculum/course%5Fdescriptions/](http://www.fldoe.org/bii/curriculum/course_descriptions/)),
the district number and ID number of the school at which the course is
taught, and other information that can be used for amplifying the level
of detail of the analysis, such as the assigned teacher's unique
identification number, certification/licensure status, and data elements
used by the state for the purposes of class-size calculation (e.g.,
period number, classroom ID number, section number, term, etc.). While
all records submitted by districts to the state education database must
comply with reporting requirements, validation rules designed to ensure
accuracy of reported information allow districts the opportunity to
analyze and correct their data. Records are also subject to periodic
audits, which is a by-product of Florida's class-size-reduction
amendment so that we have implemented increased scrutiny and review of
data submitted via the *Teacher Course* reporting format, which includes
data used for this analysis.

**Student Demographic Information Records** (used for determining
schools' poverty status and schools' student population
counts/membership)

Described at firn.edu/doe/eias/dataweb/database_0506/0506sdi.htm, the
*Student Demographic Information* reporting format includes information
used by the current analysis for determining the poverty status and
membership count of schools. A unique record is submitted for every
student enrolled in the PK-12 system, including assigned district and
school ID numbers, race and gender indicators, and the "Lunch Status"
data element (described online at
firn.edu/doe/eias/dataweb/database_0506/student_0506/st108_1.pdf),
indicating the student's eligibility for free or reduced-price lunch
(FRPL).

For this analysis, the poverty status of schools (for the "all schools"
classifications without regard to elementary or secondary categories)
and membership counts were calculated using the same source data used
for the 2005-06 NCLB SPARs. These data were compiled at close of
business on June 28, 2006, from "Survey 2" (fall 2005-06 collection)
records. Schools were ranked statewide by FRPL-eligible membership
percentage, with the top quartile of schools (highest percentage
eligible for FRPL) assigned a "high-poverty" status (H), the bottom
quartile assigned a "low-poverty" status (L), and the middle two
quartiles assigned neither high- nor low-poverty status (N). This
ranking method complies with federal directions for determining all
schools' poverty status on annual state and LEA report cards.

The FLDOE used an additional method for ranking the poverty status of
elementary and secondary schools by applying the FRPL criteria
separately to all elementary schools, and then to all secondary schools,
per directions from the U.S. Department of Education for determining
poverty status of elementary and secondary schools on the Consolidated
State Performance Report.

[Poverty status and minority status quartile breaks]{.underline}. For
all Florida schools, the poverty quartile breaks are as follows:
Low-poverty = lower than 25.0 percent of students eligible for FRPL;
high-poverty = higher than 67.9 percent eligible for FRPL. For
elementary schools, high-poverty = higher than 75.0 percent eligible for
FRPL; low-poverty = lower than 33.4 percent eligible for FRPL. For
secondary schools, the upper and lower quartile breaks are 57.4 percent
FRPL for high-poverty and 20.5 percent FRPL for low-poverty.
High-minority schools were those with a minority membership in the
state's top quartile (77.2% or higher).

**Florida** **Master School Identification (MSID) File, 2005-06** (for
determining "elementary" vs. "secondary" schools)

The FLDOE maintains an MSID file containing information on every public
school in the state, such as active school status, school ID number,
school type(s), grade levels taught, and other data that can be used to
amplify school-based analyses. For the HQT data analysis, the FLDOE used
the 2005-06 MSID file to identify reported grades taught at each school,
allowing for disaggregation of schools into all-inclusive and
non-overlapping "elementary" and "secondary" classifications. These
classifications provide for expanded analysis of HQT status for
elementary and secondary classifications based on school-level (vs.
course-level) reporting, as required in sections of certain federal
compliance reports, such as the Consolidated State Performance Report.

**AYP Status File** (and state-assigned school grades)

Florida's HQT data analysis includes the state-calculated AYP status for
each school in which students were enrolled in core academic courses.
Source files were provided by the department's Office of Evaluation and
Reporting, which calculates AYP and school grades for Florida's public
schools. More information on Florida's AYP and school grading results
are available at
[http://schoolgrades.fldoe.org](http://schoolgrades.fldoe.org/) and at
<http://schoolgrades.fldoe.org/default.asp>. The latter link includes
links to technical assistance papers on Florida's calculation procedures
for AYP and school grades.

In its HQT course/data analysis, the FLDOE used AYP results (but not
state-assigned school grades), school poverty status, and the percentage
of courses not taught by HQT in assessing priority status for schools.
The comprehensive source data file (report) produced for this analysis
does include state-assigned school grades; however, this is in order to
provide an option for expanded analysis.

**Data Analysis Report File** (*Highly Qualified Teacher (HQT) Data
Analysis for Core Academic Courses in Florida's Public Schools,
2005-06*)

1\) School-Level File

> A comprehensive data file was generated from the previously described
> data sources to provide the following information for each Florida
> school: district number, district name, school number, school name,
> poverty status (H, L, N), percentage of students eligible for FRPL,
> grades taught, membership, AYP status, school grade, and two
> categories of course counts for 28 subject areas and subject-area
> groupings: the total count of core courses (classes taught) within the
> designated subject area(s), and the total count of core courses within
> the subject area(s) for which the assigned teacher was not highly
> qualified.

2)  Supplemental File for HQT Status of Individual Courses

> A supplemental data file was generated from all Teacher Course records
> to show, for each course number, the total number of classes taught,
> the number of classes not taught by HQT, and the percentage of classes
> not taught by HQT. This file allows for identification of individual
> courses for which the incidence of "not taught by HQT" is highest. The
> file also provides for selection of courses with a criterion for
> minimum number of classes taught. For instance, a course that is
> taught widely at a certain grade level may present a more urgent need
> for qualified teachers than a course that is very rarely taught.

3)  Supplemental File for School Minority Membership

> A supplemental data file was generated from Student Demographic
> records reported during the fall 2005-06 data collection survey in
> order to provide the percentage of minority membership at each school.
> The minority membership derived for each school from this file was
> used for calculating the poverty status of elementary and secondary
> schools.

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

Sections from Florida's 2005-06 HQT data analysis report are excerpted
to respond to applicable questions from the U.S. Department of
Education's criteria for states' revised HQT plans.

**Statewide School-Based Analysis:**

[Number and Percent of NHQT Classes by School
Classification]{.underline}

Data analysis for this section was conducted on 20 classifications of
schools (shown in Table 1 on page 5) to cover factors such as AYP
status, poverty status, elementary/secondary status, and minority
membership status. School classifications with the most acute needs for
teacher quality include secondary high-poverty schools (16.2% NHQT),
secondary high-poverty schools not making AYP (16.1% NHQT), secondary
schools not making AYP (13.1% NHQT), high-poverty schools not making AYP
(12.9% NHQT), and high-minority schools not making AYP (12.9% NHQT).
However, there are other classifications that also have more than 10
percent of core classes taught by teachers who are not highly qualified.

**Table 1**

**Classes Not Taught by Highly Qualified Teachers, Florida Public
Schools \--**

2005-06 State Summary Statistics, by School Classification

+-------------------------------------+-------+------+-------+-------+
| **Classification** (Some categories | **St  | **\# | **\#  | **%   |
| overlap.)                           | udent | Core | Core  | Core  |
|                                     | Me    | C    | Cl    | Cl    |
|                                     | mbers | lass | asses | asses |
|                                     | hip** | es** | Not   | Not   |
|                                     |       |      | T     | T     |
|                                     |       |      | aught | aught |
|                                     |       |      | by    | by    |
|                                     |       |      | HQT** | HQT** |
+-------------------------------------+-------+------+-------+-------+
| All Schools                         | 2,67  | 768  | 7     | 10.4% |
|                                     | 4,703 | ,636 | 9,673 |       |
+-------------------------------------+-------+------+-------+-------+
| All Schools Not Making AYP          | 1,95  | 559  | 6     | 11.8% |
|                                     | 6,574 | ,138 | 5,837 |       |
+-------------------------------------+-------+------+-------+-------+
| > High-Poverty Schools (FRPL%       | 53    | 152  | 1     | 12.0% |
| > higher than 67.9%)\*              | 8,887 | ,422 | 8,258 |       |
+-------------------------------------+-------+------+-------+-------+
| High-Poverty Schools Not Making     | 45    | 129  | 1     | 12.9% |
| AYP\*                               | 1,693 | ,059 | 6,648 |       |
+-------------------------------------+-------+------+-------+-------+
| > Low-Poverty Schools (FRPL% lower  | 59    | 173  | 1     | 7.7%  |
| > than 25.0%)\*                     | 9,947 | ,276 | 3,373 |       |
+-------------------------------------+-------+------+-------+-------+
| Low-Poverty Schools Not Making      | 29    | 85   | 8,345 | 9.7%  |
| AYP\*                               | 3,860 | ,869 |       |       |
+-------------------------------------+-------+------+-------+-------+
|                                     |       |      |       |       |
+-------------------------------------+-------+------+-------+-------+
| > High-Minority Schools (Minority   | 65    | 181  | 2     | 11.7% |
| > Membership ≥ 77.2%, Top Quartile) | 6,285 | ,320 | 1,230 |       |
+-------------------------------------+-------+------+-------+-------+
| High-Minority Schools Not Making    | 51    | 142  | 1     | 12.9% |
| AYP                                 | 7,644 | ,618 | 8,421 |       |
+-------------------------------------+-------+------+-------+-------+
|                                     |       |      |       |       |
+-------------------------------------+-------+------+-------+-------+
| Elementary Schools                  | 1,31  | 364  | 2     | 7.7%  |
|                                     | 3,400 | ,019 | 7,986 |       |
+-------------------------------------+-------+------+-------+-------+
| Elementary Schools Not Making AYP   | 75    | 203  | 1     | 9.5%  |
|                                     | 4,214 | ,678 | 9,256 |       |
+-------------------------------------+-------+------+-------+-------+
| > Elementary High-Poverty Schools   | 30    | 75   | 8,507 | 11.2% |
| > (FRPL% higher than 75.0%)\*\*     | 3,465 | ,780 |       |       |
+-------------------------------------+-------+------+-------+-------+
| > Elementary High-Poverty Schools   | 24    | 62   | 7,348 | 11.8% |
| > Not Making AYP\*\*                | 8,000 | ,074 |       |       |
+-------------------------------------+-------+------+-------+-------+
| > Elementary Low-Poverty Schools    | 34    | 95   | 5,784 | 6.1%  |
| > (FRPL% lower than 33.4%)\*\*      | 2,106 | ,405 |       |       |
+-------------------------------------+-------+------+-------+-------+
| > Elementary Low-Poverty Schools    | 7     | 19   | 2,030 | 10.2% |
| > Not Making AYP\*\*                | 2,986 | ,817 |       |       |
+-------------------------------------+-------+------+-------+-------+
|                                     |       |      |       |       |
+-------------------------------------+-------+------+-------+-------+
| Secondary Schools                   | 1,36  | 404  | 5     | 12.8% |
|                                     | 1,303 | ,617 | 1,687 |       |
+-------------------------------------+-------+------+-------+-------+
| Secondary Schools Not Making AYP    | 1,20  | 355  | 4     | 13.1% |
|                                     | 2,360 | ,460 | 6,581 |       |
+-------------------------------------+-------+------+-------+-------+
| > Secondary High-Poverty Schools    | 25    | 85   | 1     | 16.2% |
| > (FRPL% higher than 57.4%)\*\*     | 5,304 | ,320 | 3,838 |       |
+-------------------------------------+-------+------+-------+-------+
| > Secondary High-Poverty Schools    | 24    | 82   | 1     | 16.1% |
| > Not Making AYP\*\*                | 6,528 | ,017 | 3,234 |       |
+-------------------------------------+-------+------+-------+-------+
| > Secondary Low-Poverty Schools     | 27    | 84   | 7,543 | 9.0%  |
| > (FRPL% lower than 20.5%)\*\*      | 9,405 | ,198 |       |       |
+-------------------------------------+-------+------+-------+-------+
| > Secondary Low-Poverty Schools Not | 18    | 57   | 5,441 | 9.5%  |
| > Making AYP\*\*                    | 8,776 | ,258 |       |       |
+-------------------------------------+-------+------+-------+-------+

\* Poverty status is based on FRPL% ranking of all schools statewide.
High-poverty schools are in the top quartile.

\*\* Poverty status for elementary and secondary schools is based on a
separate ranking by FRPL%: one ranking for elementary schools, and one
ranking for secondary schools. Combined course totals for high- and
low-poverty elementary and secondary schools will not match totals for
high- and low-poverty schools in the "All Schools" category. These
rankings follow procedures stipulated by USED for NCLB state and LEA
report cards (applicable to poverty status rankings for "all schools")
and USED directions for determining poverty status of elementary schools
and secondary schools for teacher-quality sections of the Consolidated
State Performance Report.

**Teacher-Quality Staffing Needs by Subject Area**

Table 2 (page 9) breaks out staffing needs by grade-range (elementary
vs. secondary) and subject area for the six school classifications under
"All Schools" from Table 1. High-priority areas at the elementary level
include ESE courses and graded self-contained courses. High-priority
areas at the secondary level include ESE courses, reading courses,
language arts courses, and, to a slightly lesser degree, math and
science courses.

**Table 2**

**Staffing Needs for Teacher Quality, by School Classification and
Subject Area \--**

**Percent of Core Classes Not Taught by HQT, 2005-06**

**All Grade Levels Combined:**

  ------------------------- ---------- -------- ----------- ----------- --------- -------
  **School Grouping**       **All      **All    **All       **All       **All     **All
                            Language   Math**   Social      Science**   Other**   ESE**
                            Arts**              Studies**                         

  All Schools               11.9%      8.2%     7.5%        7.8%        6.5%      26.7%

  All Schools Not Making    14.1%      9.2%     8.2%        9.0%        6.8%      28.6%
  AYP                                                                             

  High Poverty Schools      11.4%      9.8%     8.6%        8.5%        9.6%      26.2%

  High Poverty Schools Not  12.7%      10.7%    9.4%        9.5%        10.0%     26.9%
  Making AYP                                                                      

  Low Poverty Schools       8.3%       6.3%     5.9%        5.8%        5.2%      24.2%

  Low Poverty Schools Not   11.9%      8.3%     7.3%        8.1%        4.0%      30.9%
  Making AYP                                                                      

  High-Minority Schools     11.3%      11.0%    9.8%        10.3%       10.2%     23.3%

  High-Minority Schools Not 12.7%      12.1%    10.9%       11.5%       10.9%     24.0%
  Making AYP                                                                      
  ------------------------- ---------- -------- ----------- ----------- --------- -------

**Elementary Subject Areas for Schools in Category:**

  --------------- -------- -------- ----------- ---------- ----------- ------------- --------------- -------------------- ---------- --------
  **School        **All    **Lang   **Reading   **Math**   **Social    **Science**   **Un-Graded**   **Self-Contained**   **Music,   **Elem
  Grouping**      Elem**   Arts**   \***                   Studies**                                                      Arts, &    ESE**
                                                                                                                          Foreign    
                                                                                                                          L**        

  All Schools     5.1%     3.0%     1.9%        2.2%       2.0%        1.7%          1.3%            11.3%                5.6%       21.0%

  All Schools Not 6.2%     3.9%     2.6%        3.1%       2.8%        2.4%          1.1%            12.4%                7.2%       21.9%
  Making AYP                                                                                                                         

  High Poverty    7.0%     4.0%     2.7%        2.1%       2.2%        1.9%          2.3%            13.5%                8.2%       24.9%
  Schools                                                                                                                            

  High Poverty    7.5%     4.4%     3.2%        2.4%       2.8%        2.5%          1.7%            14.0%                9.0%       25.7%
  Schools Not                                                                                                                        
  Making AYP                                                                                                                         

  Low Poverty     3.5%     1.2%     0.6%        0.9%       1.0%        0.9%          0.9%            13.8%                2.8%       15.4%
  Schools                                                                                                                            

  Low Poverty     5.3%     3.7%     1.6%        2.9%       4.2%        2.4%          0.7%            14.8%                2.5%       13.4%
  Schools Not                                                                                                                        
  Making AYP                                                                                                                         

  High-Minority   8.1%     4.5%     2.5%        1.6%       1.2%        1.2%          2.9%            15.7%                9.6%       25.1%
  Schools                                                                                                                            

  High-Minority   9.8%     5.4%     3.7%        2.3%       2.2%        2.0%          1.9%            17.8%                12.3%      27.0%
  Schools Not                                                                                                                        
  Making AYP                                                                                                                         
  --------------- -------- -------- ----------- ---------- ----------- ------------- --------------- -------------------- ---------- --------

**Secondary Subject Areas for Schools in Category:**

  ---------------- ------------- -------- ----------- ---------- ----------- ------------- ----------- --------- -------
  **School         **All         **Lang   **Reading   **Math**   **Social    **Science**   **Foreign   **Music & **Sec
  Grouping**       Secondary**   Arts**   \***                   Studies**                 Lang**      Arts**    ESE**

  All Schools      11.5%         17.5%    30.2%       9.9%       9.4%        10.0%         3.9%        3.2%      31.6%

  All Schools Not  11.7%         18.0%    31.5%       10.2%      9.3%        10.4%         3.8%        2.8%      32.9%
  Making AYP                                                                                                     

  High Poverty     16.2%         22.5%    33.2%       14.3%      12.9%       13.5%         2.8%        4.2%      27.9%
  Schools                                                                                                        

  High Poverty     16.4%         23.0%    34.1%       14.5%      12.9%       13.6%         2.4%        4.3%      28.1%
  Schools Not                                                                                                    
  Making AYP                                                                                                     

  Low Poverty      8.0%          11.7%    24.3%       7.6%       7.3%        7.3%          4.0%        3.3%      30.9%
  Schools                                                                                                        

  Low Poverty      8.5%          12.3%    27.6%       8.5%       7.4%        8.3%          3.9%        2.8%      34.4%
  Schools Not                                                                                                    
  Making AYP                                                                                                     

  High-Minority    12.9%         15.9%    19.9%       13.2%      12.1%       13.2%         3.4%        3.3%      21.9%
  Schools                                                                                                        

  High-Minority    13.0%         16.1%    20.2%       13.5%      12.3%       13.3%         2.7%        2.7%      22.0%
  Schools Not                                                                                                    
  Making AYP                                                                                                     
  ---------------- ------------- -------- ----------- ---------- ----------- ------------- ----------- --------- -------

> Note: poverty status is based on the free/reduced-price lunch
> membership ranking of all schools statewide. High-poverty schools are
> in the top quartile.

High minority schools are in the top quartile of schools based on %
minority membership.

> \* Reading is a subset of Language Arts. However, it is broken out
> here because, since 2005, Florida has required reading certification
> or a reading endorsement on a Florida certificate to be considered in
> field and highly qualified to teach secondary reading courses. This
> was to support our focus on reading proficiency at all grades levels.
>
> **Results for Individual Schools with High Percentages of Classes Not
> Taught by HQT**
>
> [NAYP Florida Schools with 50 Percent or More NHQT
> Classes]{.underline}
>
> Table 3 (page. 11-12) and Table 4 (page 13-14) provide information on
> schools that did not make AYP ("NAYP schools") and for which 50
> percent or more of classes were not taught by HQ teachers. Table 3
> provides HQT core-course results by school, along with additional
> information on the school population and school status, including
> grade levels taught, the percentage of students eligible for
> free/reduced-price lunch (FRPL%), membership size, and primary service
> type. Table 4 expands school-level information to cover HQT results
> for specific subject areas.
>
> NAYP schools with 50 percent or more NHQT classes are characterized by
> relatively small membership (by Florida standards), averaging 255
> students per school. Schools at the top of the list (Table 4) are
> predominantly secondary schools although about 53 percent of these do
> not deliver regular instruction. These schools include alternative
> schools, ESE centers, Department of Juvenile Justice schools, and
> other schools providing special services. Median free/reduced-price
> lunch membership for the grouping is 57 percent, indicating a higher
> poverty status relative to the state average (approx. 46%). The median
> minority membership for the group is 65 percent, which is higher than
> the state's overall minority membership at 52 percent. For Florida
> NAYP schools with the highest percentage of NHQT classes, teacher
> quality needs are evident across subject levels. Core academic
> subjects as well as ESE, and particularly secondary reading courses,
> show high percentages of classes not taught by HQ teachers. A key
> factor affecting these schools may be the nature of services provided
> by non-regular school types (e.g., alternative outreach schools,
> juvenile justice schools, exceptional education centers, etc.).

**Table 3 \-- Characteristics of Florida Schools Not Making AYP (NAYP),
2005-06**

NAYP Schools with 50% or More of Core Courses Not Taught by HQT

(1-70)

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 10%" />
<col style="width: 5%" />
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"><strong>District # / Name</strong></td>
<td><strong>Sch #</strong></td>
<td><strong>School Name/Abbreviation</strong></td>
<td><strong>FRPL %</strong></td>
<td><strong>Minority %</strong></td>
<td><strong>Grades Taught</strong></td>
<td><strong>Member-ship</strong></td>
<td><strong># Core Courses</strong></td>
<td><strong># Not HQT</strong></td>
<td><strong>Not HQT%</strong></td>
<td><p><strong>Primary</strong></p>
<p><strong>Service Type</strong></p></td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0811</td>
<td>PACE CENTER FOR GIRLS-JAX</td>
<td>42.0</td>
<td>74.1%</td>
<td>6-12</td>
<td>81</td>
<td>67</td>
<td>67</td>
<td>100.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>1021</td>
<td>SCHOOL OF SUCCESS ACADEMY-SOS</td>
<td>48.9</td>
<td>89.8%</td>
<td>6-8</td>
<td>266</td>
<td>392</td>
<td>392</td>
<td>100.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1151</td>
<td>SCHOOL OF SUCCESS ACAD</td>
<td>33.8</td>
<td>87.8%</td>
<td>9-12</td>
<td>139</td>
<td>97</td>
<td>97</td>
<td>100.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>1181</td>
<td>SIATECH</td>
<td>5.1</td>
<td>91.6%</td>
<td>9-12</td>
<td>178</td>
<td>593</td>
<td>593</td>
<td>100.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>36</td>
<td>LEE</td>
<td>0663</td>
<td>SOUTHWEST FL. MARINE INSTITUTE</td>
<td>33.3</td>
<td>52.9%</td>
<td>Secondary</td>
<td>51</td>
<td>19</td>
<td>19</td>
<td>100.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>37</td>
<td>LEON</td>
<td>1503</td>
<td>PACE CENTER FOR GIRLS</td>
<td>45.9</td>
<td>70.5%</td>
<td>Secondary</td>
<td>61</td>
<td>118</td>
<td>118</td>
<td>100.0%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>37</td>
<td>LEON</td>
<td>1507</td>
<td>TALLAHASSEE MARINE INSTITUTE</td>
<td>48.6</td>
<td>81.1%</td>
<td>Secondary</td>
<td>37</td>
<td>57</td>
<td>57</td>
<td>100.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>42</td>
<td>MARION</td>
<td>0471</td>
<td>HILLCREST</td>
<td>57.7</td>
<td>41.7%</td>
<td>Secondary</td>
<td>175</td>
<td>67</td>
<td>67</td>
<td>100.0%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>47</td>
<td>OKEECHOBEE</td>
<td>9101</td>
<td>OKEECHOBEE JUV JUST-LEVEL 10</td>
<td>0.0</td>
<td>61.5%</td>
<td>7-12</td>
<td>91</td>
<td>88</td>
<td>88</td>
<td>100.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>56</td>
<td>ST. LUCIE</td>
<td>0206</td>
<td>INDIAN HILLS</td>
<td>72.0</td>
<td>88.0%</td>
<td>6-12</td>
<td>50</td>
<td>90</td>
<td>89</td>
<td>98.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>2106</td>
<td>MANATEE CO. JUVENILE JUSTICE</td>
<td>11.5</td>
<td>75.0%</td>
<td>Secondary</td>
<td>96</td>
<td>46</td>
<td>45</td>
<td>97.8%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>1131</td>
<td>WAYMAN ACADEMY OF THE ARTS</td>
<td>42.0</td>
<td>98.2%</td>
<td>K-5</td>
<td>331</td>
<td>76</td>
<td>74</td>
<td>97.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0401</td>
<td>JACKSONVILLE YOUTH CENTER</td>
<td>35.0</td>
<td>70.0%</td>
<td>6-12</td>
<td>20</td>
<td>58</td>
<td>56</td>
<td>96.6%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>41</td>
<td>MANATEE</td>
<td>2102</td>
<td>PAL ACADEMY CHARTER MIDDLE SCH</td>
<td>74.4</td>
<td>83.5%</td>
<td>4-8</td>
<td>176</td>
<td>45</td>
<td>43</td>
<td>95.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>63</td>
<td>UNION</td>
<td>7021</td>
<td>UNION JUV RESIDENTIAL FACILITY</td>
<td>50.0</td>
<td>60.0%</td>
<td>Secondary</td>
<td>20</td>
<td>20</td>
<td>19</td>
<td>95.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>44</td>
<td>MONROE</td>
<td>0103</td>
<td>PACE-LOWER KEYS</td>
<td>67.7</td>
<td>67.7%</td>
<td>Secondary</td>
<td>31</td>
<td>71</td>
<td>67</td>
<td>94.4%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0083</td>
<td>SUMMIT CHARTER WEST</td>
<td>67.5</td>
<td>90.6%</td>
<td>Secondary</td>
<td>191</td>
<td>123</td>
<td>116</td>
<td>94.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>35</td>
<td>LAKE</td>
<td>9010</td>
<td>LIFE STREAM ACADEMY</td>
<td>59.1</td>
<td>53.8%</td>
<td>Combination</td>
<td>93</td>
<td>102</td>
<td>95</td>
<td>93.1%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>2107</td>
<td>RICHARD MILBURN ACADEMY</td>
<td>13.4</td>
<td>71.9%</td>
<td>9-12</td>
<td>217</td>
<td>71</td>
<td>66</td>
<td>93.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>20</td>
<td>GADSDEN</td>
<td>9106</td>
<td>GADSDEN CENTRAL ACADEMY</td>
<td>80.0</td>
<td>92.7%</td>
<td>Secondary</td>
<td>55</td>
<td>50</td>
<td>46</td>
<td>92.0%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>9001</td>
<td>POLK COUNTY SUPT'S OFFICE</td>
<td>63.3</td>
<td>53.8%</td>
<td>Combination</td>
<td>158</td>
<td>100</td>
<td>92</td>
<td>92.0%</td>
<td>Supt's Office</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>1691</td>
<td>PACE CENTER FOR GIRLS</td>
<td>22.2</td>
<td>66.7%</td>
<td>Secondary</td>
<td>54</td>
<td>216</td>
<td>195</td>
<td>90.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>26</td>
<td>HENDRY</td>
<td>0301</td>
<td>CLEWISTON YOUTH DEVE. ACADEMY</td>
<td>74.6</td>
<td>76.1%</td>
<td>6-12</td>
<td>71</td>
<td>106</td>
<td>95</td>
<td>89.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0086</td>
<td>ORIGINS MONTESSORI CHARTER</td>
<td>39.2</td>
<td>60.1%</td>
<td>K-5</td>
<td>158</td>
<td>72</td>
<td>63</td>
<td>87.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0084</td>
<td>COMMUNITY EDUC. PARTNERS-NW</td>
<td>62.8</td>
<td>82.2%</td>
<td>6-12</td>
<td>640</td>
<td>210</td>
<td>181</td>
<td>86.2%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5052</td>
<td>YOUTH ENVIRONMENTAL SERVICES</td>
<td>8.8</td>
<td>79.4%</td>
<td>Secondary</td>
<td>34</td>
<td>116</td>
<td>99</td>
<td>85.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>58</td>
<td>SARASOTA</td>
<td>0294</td>
<td>TRIAD</td>
<td>36.5</td>
<td>25.0%</td>
<td>6-12</td>
<td>104</td>
<td>141</td>
<td>119</td>
<td>84.4%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>57</td>
<td>SANTA ROSA</td>
<td>0342</td>
<td>WEST NAVARRE ELEMENTARY</td>
<td>27.6</td>
<td>15.2%</td>
<td>PREK-5</td>
<td>1,168</td>
<td>205</td>
<td>170</td>
<td>82.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>56</td>
<td>ST. LUCIE</td>
<td>0321</td>
<td>DALE CASSENS EDUCATIONAL CTR</td>
<td>80.9</td>
<td>73.4%</td>
<td>Combination</td>
<td>94</td>
<td>133</td>
<td>110</td>
<td>82.7%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>1801</td>
<td>ROYAL PALM SCHOOL</td>
<td>55.2</td>
<td>63.6%</td>
<td>Combination</td>
<td>527</td>
<td>125</td>
<td>103</td>
<td>82.4%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>4321</td>
<td>DOROTHY THOMAS CENTER</td>
<td>81.3</td>
<td>57.7%</td>
<td>Combination</td>
<td>123</td>
<td>157</td>
<td>129</td>
<td>82.2%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0085</td>
<td>COMMUNITY EDUCATION PARTNERS-</td>
<td>52.8</td>
<td>78.1%</td>
<td>6-12</td>
<td>621</td>
<td>209</td>
<td>169</td>
<td>80.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1171</td>
<td>SOJOURNER TRUTH HIGH SCHOOL</td>
<td>50.4</td>
<td>92.7%</td>
<td>9-12</td>
<td>123</td>
<td>201</td>
<td>162</td>
<td>80.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0701</td>
<td>NORTH SHORE ELEMENTARY</td>
<td>84.9</td>
<td>92.9%</td>
<td>PREK-5</td>
<td>411</td>
<td>100</td>
<td>80</td>
<td>80.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>2007</td>
<td>JUST FOR GIRLS</td>
<td>41.9</td>
<td>62.8%</td>
<td>Secondary</td>
<td>43</td>
<td>15</td>
<td>12</td>
<td>80.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5054</td>
<td>PACE CENTER FOR GIRLS</td>
<td>70.5</td>
<td>72.7%</td>
<td>Secondary</td>
<td>44</td>
<td>49</td>
<td>39</td>
<td>79.6%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>37</td>
<td>LEON</td>
<td>0411</td>
<td>GRETCHEN EVERHART SCHOOL</td>
<td>49.6</td>
<td>48.8%</td>
<td>Combination</td>
<td>240</td>
<td>88</td>
<td>70</td>
<td>79.5%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>35</td>
<td>LAKE</td>
<td>0536</td>
<td>LIFE STREAM ACADEMY EUSTIS</td>
<td>66.1</td>
<td>46.8%</td>
<td>Combination</td>
<td>62</td>
<td>58</td>
<td>46</td>
<td>79.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0766</td>
<td>MID SCHL PROFESSIONAL ACADEMY</td>
<td>62.0</td>
<td>84.5%</td>
<td>Secondary</td>
<td>129</td>
<td>47</td>
<td>37</td>
<td>78.7%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>03</td>
<td>BAY</td>
<td>0281</td>
<td>MARGARET K. LEWIS EXCEP SCHOOL</td>
<td>60.6</td>
<td>28.8%</td>
<td>PREK-12</td>
<td>160</td>
<td>46</td>
<td>36</td>
<td>78.3%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>47</td>
<td>OKEECHOBEE</td>
<td>9106</td>
<td>OKEECHOBEE JUV. JUSTICE VISION</td>
<td>0.0</td>
<td>51.4%</td>
<td>Secondary</td>
<td>72</td>
<td>69</td>
<td>54</td>
<td>78.3%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>54</td>
<td>PUTNAM</td>
<td>0321</td>
<td>ELEANOR H. MILLER SCHOOL</td>
<td>80.3</td>
<td>53.3%</td>
<td>Combination</td>
<td>137</td>
<td>96</td>
<td>75</td>
<td>78.1%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>4562</td>
<td>CAMINITI EXCEPTIONAL CENTER</td>
<td>56.8</td>
<td>62.1%</td>
<td>K-12</td>
<td>190</td>
<td>45</td>
<td>35</td>
<td>77.8%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0764</td>
<td>ACS EXCEL</td>
<td>34.9</td>
<td>81.0%</td>
<td>Secondary</td>
<td>332</td>
<td>193</td>
<td>150</td>
<td>77.7%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>17</td>
<td>ESCAMBIA</td>
<td>0791</td>
<td>SID NELSON COMMUNITY LEARNING</td>
<td>70.4</td>
<td>49.7%</td>
<td>PREK-12</td>
<td>179</td>
<td>57</td>
<td>44</td>
<td>77.2%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5060</td>
<td>RIVERSIDE ACADEMY</td>
<td>4.7</td>
<td>62.0%</td>
<td>Secondary</td>
<td>150</td>
<td>179</td>
<td>138</td>
<td>77.1%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>0092</td>
<td>DORIS A. SANDERS LEARNING CTR</td>
<td>69.2</td>
<td>43.3%</td>
<td>Combination</td>
<td>104</td>
<td>13</td>
<td>10</td>
<td>76.9%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>60</td>
<td>SUMTER</td>
<td>9002</td>
<td>WEST STREET SCHOOL</td>
<td>92.2</td>
<td>60.8%</td>
<td>4-12</td>
<td>51</td>
<td>56</td>
<td>43</td>
<td>76.8%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>42</td>
<td>MARION</td>
<td>9731</td>
<td>KINGSBURY ACADEMY</td>
<td>73.7</td>
<td>50.8%</td>
<td>Combination</td>
<td>262</td>
<td>155</td>
<td>119</td>
<td>76.8%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>1891</td>
<td>BANYAN CREEK ELEMENTARY SCH</td>
<td>33.4</td>
<td>55.5%</td>
<td>PREK-5</td>
<td>859</td>
<td>47</td>
<td>36</td>
<td>76.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>36</td>
<td>LEE</td>
<td>0651</td>
<td>ROYAL PALM EXCEPT. SCHOOL CTR</td>
<td>73.9</td>
<td>63.1%</td>
<td>Combination</td>
<td>203</td>
<td>144</td>
<td>110</td>
<td>76.4%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>3010</td>
<td>PACE CENTER FOR GIRLS</td>
<td>20.9</td>
<td>48.8%</td>
<td>6-12</td>
<td>43</td>
<td>84</td>
<td>64</td>
<td>76.2%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5042</td>
<td>HILLSBOROUGH ACADEMY</td>
<td>27.3</td>
<td>77.3%</td>
<td>Combination</td>
<td>22</td>
<td>99</td>
<td>75</td>
<td>75.8%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2501</td>
<td>PINE ESTATES ELEMENTARY SCHOOL</td>
<td>65.6</td>
<td>82.6%</td>
<td>PREK-5</td>
<td>288</td>
<td>64</td>
<td>48</td>
<td>75.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>39</td>
<td>LIBERTY</td>
<td>0052</td>
<td>BRISTOL YOUTH ACADEMY</td>
<td>0.0</td>
<td>65.2%</td>
<td>Secondary</td>
<td>69</td>
<td>59</td>
<td>44</td>
<td>74.6%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>05</td>
<td>BREVARD</td>
<td>1027</td>
<td>SPACE COAST MARINE INSTITUTE</td>
<td>0.0</td>
<td>65.7%</td>
<td>8-12</td>
<td>35</td>
<td>27</td>
<td>20</td>
<td>74.1%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>36</td>
<td>LEE</td>
<td>0701</td>
<td>BUCKINGHAM EXCEP. STUDENT CTR</td>
<td>67.9</td>
<td>67.0%</td>
<td>Combination</td>
<td>112</td>
<td>64</td>
<td>47</td>
<td>73.4%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>05</td>
<td>BREVARD</td>
<td>1028</td>
<td>DEVEREUX HOSPITAL</td>
<td>0.0</td>
<td>38.9%</td>
<td>Combination</td>
<td>36</td>
<td>93</td>
<td>68</td>
<td>73.1%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1551</td>
<td>NORTHWESTERN MIDDLE SCHOOL</td>
<td>80.5</td>
<td>99.0%</td>
<td>6-8</td>
<td>775</td>
<td>505</td>
<td>364</td>
<td>72.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0057</td>
<td>RIO GRANDE CHARTER SCHOOL</td>
<td>83.8</td>
<td>99.4%</td>
<td>K-5</td>
<td>173</td>
<td>14</td>
<td>10</td>
<td>71.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>1781</td>
<td>WHISPERING PINES ELEM. SCHOOL</td>
<td>27.5</td>
<td>34.1%</td>
<td>PREK-5</td>
<td>618</td>
<td>38</td>
<td>27</td>
<td>71.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>59</td>
<td>SEMINOLE</td>
<td>9222</td>
<td>RAYS OF HOPE CHARTER SCHOOL</td>
<td>66.2</td>
<td>53.5%</td>
<td>6-8</td>
<td>142</td>
<td>37</td>
<td>26</td>
<td>70.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>31</td>
<td>INDIAN RIVER</td>
<td>0131</td>
<td>WABASSO SCHOOL</td>
<td>32.2</td>
<td>33.9%</td>
<td>Secondary</td>
<td>121</td>
<td>10</td>
<td>7</td>
<td>70.0%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>39</td>
<td>LIBERTY</td>
<td>0053</td>
<td>APALACHICOLA FOREST YOUTH ACAD</td>
<td>0.0</td>
<td>73.5%</td>
<td>K-12</td>
<td>49</td>
<td>20</td>
<td>14</td>
<td>70.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>3399</td>
<td>THE IMAGINE SCHOOL</td>
<td>77.4</td>
<td>96.3%</td>
<td>K-5</td>
<td>164</td>
<td>10</td>
<td>7</td>
<td>70.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0073</td>
<td>SUMMIT CHARTER CENTRAL</td>
<td>51.4</td>
<td>56.2%</td>
<td>1-6</td>
<td>105</td>
<td>69</td>
<td>48</td>
<td>69.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5371</td>
<td>HOSPITAL/HOMEBOUND</td>
<td>31.4</td>
<td>55.0%</td>
<td>K-12</td>
<td>191</td>
<td>642</td>
<td>438</td>
<td>68.2%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>2591</td>
<td>PLEASANT CITY ELEMENTARY SCHL</td>
<td>90.1</td>
<td>99.7%</td>
<td>PREK-5</td>
<td>362</td>
<td>28</td>
<td>19</td>
<td>67.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2221</td>
<td>GREENFIELD ELEMENTARY SCHOOL</td>
<td>40.6</td>
<td>36.4%</td>
<td>PREK-5</td>
<td>552</td>
<td>104</td>
<td>70</td>
<td>67.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>64</td>
<td>VOLUSIA</td>
<td>7841</td>
<td>THE CHILES ACADEMY</td>
<td>70.4</td>
<td>67.0%</td>
<td>PREK, 6-12</td>
<td>115</td>
<td>109</td>
<td>73</td>
<td>67.0%</td>
<td>Regular</td>
</tr>
</tbody>
</table>

(continued)

**Table 3 (continued): Characteristics of Florida Schools Not Making AYP
(NAYP), 2005-06**

NAYP Schools with 50% or More of Core Courses Not Taught by HQT

(71 -- 130)

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 10%" />
<col style="width: 5%" />
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 6%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"><strong>District # / Name</strong></td>
<td><strong>Sch #</strong></td>
<td><strong>School Name/Abbreviation</strong></td>
<td><strong>FRPL %</strong></td>
<td><strong>Minority %</strong></td>
<td><strong>Grades Taught</strong></td>
<td><strong>Member-ship</strong></td>
<td><strong># Core Courses</strong></td>
<td><strong># Not HQT</strong></td>
<td><strong>Not HQT%</strong></td>
<td><p><strong>Primary</strong></p>
<p><strong>Service Type</strong></p></td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>2108</td>
<td>BRADENTON CHARTER SCHOOL</td>
<td>18.4</td>
<td>26.5%</td>
<td>3-8</td>
<td>136</td>
<td>27</td>
<td>18</td>
<td>66.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0991</td>
<td>HIGHLANDS ELEMENTARY SCHOOL</td>
<td>75.0</td>
<td>90.4%</td>
<td>PREK-5</td>
<td>456</td>
<td>92</td>
<td>61</td>
<td>66.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>1901</td>
<td>LOXAHATCHEE GROVES ELEM</td>
<td>30.5</td>
<td>37.0%</td>
<td>PREK-5</td>
<td>752</td>
<td>44</td>
<td>29</td>
<td>65.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>0055</td>
<td>SHIELDS MIDDLE SCHOOL</td>
<td>82.9</td>
<td>71.0%</td>
<td>6-8</td>
<td>1,076</td>
<td>281</td>
<td>185</td>
<td>65.8%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>4002</td>
<td>SIMMONS EXCEPTIONAL CENTER</td>
<td>79.1</td>
<td>35.8%</td>
<td>K-12</td>
<td>67</td>
<td>64</td>
<td>42</td>
<td>65.6%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2051</td>
<td>PICKETT ELEMENTARY SCHOOL</td>
<td>77.1</td>
<td>45.8%</td>
<td>PREK-5</td>
<td>262</td>
<td>52</td>
<td>34</td>
<td>65.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>2105</td>
<td>PAL OPPORTUNITY CHARTER SCH</td>
<td>47.1</td>
<td>67.1%</td>
<td>9-12</td>
<td>70</td>
<td>49</td>
<td>32</td>
<td>65.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>42</td>
<td>MARION</td>
<td>9732</td>
<td>INFINITY SCHOOL/MARION COUNTY</td>
<td>71.4</td>
<td>48.6%</td>
<td>Secondary</td>
<td>70</td>
<td>34</td>
<td>22</td>
<td>64.7%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0054</td>
<td>SUMMIT CHARTER SCHOOL</td>
<td>33.9</td>
<td>44.9%</td>
<td>K-8</td>
<td>245</td>
<td>136</td>
<td>87</td>
<td>64.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>1381</td>
<td>ROOSEVELT ACADEMY</td>
<td>74.9</td>
<td>37.6%</td>
<td>PREK, 6-12</td>
<td>271</td>
<td>116</td>
<td>74</td>
<td>63.8%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>35</td>
<td>LAKE</td>
<td>9026</td>
<td>RIVENDELL ACADEMY</td>
<td>96.8</td>
<td>67.7%</td>
<td>6-12</td>
<td>31</td>
<td>30</td>
<td>19</td>
<td>63.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>9207</td>
<td>POLK HALFWAY HOUSE</td>
<td>18.2</td>
<td>59.1%</td>
<td>6-8</td>
<td>22</td>
<td>16</td>
<td>10</td>
<td>62.5%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2261</td>
<td>CRYSTAL SPRINGS ELEM. SCHOOL</td>
<td>35.0</td>
<td>42.7%</td>
<td>PREK-5</td>
<td>1,353</td>
<td>234</td>
<td>143</td>
<td>61.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>6614</td>
<td>RICHARD MILBURN ACADEMY</td>
<td>55.2</td>
<td>96.9%</td>
<td>9-12</td>
<td>223</td>
<td>112</td>
<td>68</td>
<td>60.7%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>58</td>
<td>SARASOTA</td>
<td>1311</td>
<td>OAK PARK SOUTH</td>
<td>60.7</td>
<td>21.4%</td>
<td>K-12</td>
<td>56</td>
<td>78</td>
<td>47</td>
<td>60.3%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>0412</td>
<td>GUIDED PATH ACADEMY CHARTER</td>
<td>84.7</td>
<td>100.0%</td>
<td>K-5</td>
<td>59</td>
<td>5</td>
<td>3</td>
<td>60.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>2001</td>
<td>ACS/BILL DUNCAN OPPORTUNITY CTR</td>
<td>60.9</td>
<td>57.5%</td>
<td>6-12</td>
<td>174</td>
<td>190</td>
<td>114</td>
<td>60.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>52</td>
<td>PINELLAS</td>
<td>7071</td>
<td>DROPOUT PREVENTION SCHOOL</td>
<td>45.7</td>
<td>64.9%</td>
<td>PREK-12</td>
<td>405</td>
<td>454</td>
<td>269</td>
<td>59.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>0211</td>
<td>LINCOLN ELEMENTARY SCHOOL</td>
<td>88.4</td>
<td>99.2%</td>
<td>PREK-8</td>
<td>527</td>
<td>36</td>
<td>21</td>
<td>58.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>58</td>
<td>SARASOTA</td>
<td>0053</td>
<td>INFINITY MIDDLE SCHL/SARASOTA</td>
<td>54.8</td>
<td>38.7%</td>
<td>Secondary</td>
<td>31</td>
<td>36</td>
<td>21</td>
<td>58.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>40</td>
<td>MADISON</td>
<td>0900</td>
<td>GREENVILLE HILLS ACADEMY</td>
<td>100.0</td>
<td>55.8%</td>
<td>Combination</td>
<td>181</td>
<td>206</td>
<td>120</td>
<td>58.3%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>1251</td>
<td>GLADE VIEW ELEMENTARY SCHOOL</td>
<td>95.6</td>
<td>100.0%</td>
<td>PREK-5</td>
<td>455</td>
<td>31</td>
<td>18</td>
<td>58.1%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>4326</td>
<td>MEACHAM ALTERNATIVE SCHOOL</td>
<td>74.6</td>
<td>88.2%</td>
<td>6-12</td>
<td>169</td>
<td>100</td>
<td>58</td>
<td>58.0%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>3341</td>
<td>EQUESTRIAN TRAILS ELEMENTARY</td>
<td>13.6</td>
<td>45.3%</td>
<td>K-5</td>
<td>1,203</td>
<td>61</td>
<td>35</td>
<td>57.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>03</td>
<td>BAY</td>
<td>0241</td>
<td>ST. ANDREW SCHOOL</td>
<td>75.0</td>
<td>33.0%</td>
<td>K-6</td>
<td>88</td>
<td>21</td>
<td>12</td>
<td>57.1%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>0411</td>
<td>MONTESSORI ACADEMY OF N PALM B</td>
<td>64.1</td>
<td>75.0%</td>
<td>K-5</td>
<td>64</td>
<td>7</td>
<td>4</td>
<td>57.1%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>2371</td>
<td>PIONEER PARK ELEMENTARY</td>
<td>97.3</td>
<td>98.5%</td>
<td>PREK-5</td>
<td>518</td>
<td>35</td>
<td>20</td>
<td>57.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>3046</td>
<td>SOUTH AREA SECONDARY INTENSIVE</td>
<td>50.0</td>
<td>72.0%</td>
<td>Secondary</td>
<td>50</td>
<td>67</td>
<td>38</td>
<td>56.7%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>0063</td>
<td>CARVER EXCEPTIONAL CENTER</td>
<td>77.6</td>
<td>88.8%</td>
<td>4-12</td>
<td>98</td>
<td>135</td>
<td>76</td>
<td>56.3%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>17</td>
<td>ESCAMBIA</td>
<td>0866</td>
<td>DIXON CENTER</td>
<td>73.3</td>
<td>58.7%</td>
<td>9-ADULT</td>
<td>172</td>
<td>175</td>
<td>98</td>
<td>56.0%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>03</td>
<td>BAY</td>
<td>0761</td>
<td>EMERALD BAY ACADEMY</td>
<td>67.0</td>
<td>32.0%</td>
<td>6-12</td>
<td>306</td>
<td>178</td>
<td>99</td>
<td>55.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0641</td>
<td>HOGAN-SPRING GLEN ELEM. SCHOOL</td>
<td>59.3</td>
<td>53.9%</td>
<td>PREK-5</td>
<td>516</td>
<td>99</td>
<td>55</td>
<td>55.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>0681</td>
<td>NORTH GRADE ELEMENTARY</td>
<td>74.0</td>
<td>74.6%</td>
<td>K-5</td>
<td>778</td>
<td>54</td>
<td>30</td>
<td>55.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>43</td>
<td>MARTIN</td>
<td>9053</td>
<td>JUVENILE OFFENDER TRAINING CTR</td>
<td>1.5</td>
<td>70.6%</td>
<td>9-12</td>
<td>68</td>
<td>74</td>
<td>41</td>
<td>55.4%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>37</td>
<td>LEON</td>
<td>0081</td>
<td>CAROLINE BREVARD ELEM. SCHOOL</td>
<td>93.0</td>
<td>96.6%</td>
<td>K-5</td>
<td>385</td>
<td>47</td>
<td>26</td>
<td>55.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>22</td>
<td>GLADES</td>
<td>0023</td>
<td>FLORIDA ENVIRONMENTAL INSTITUTE</td>
<td>0.0</td>
<td>69.6%</td>
<td>9-12</td>
<td>23</td>
<td>69</td>
<td>38</td>
<td>55.1%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>07</td>
<td>CALHOUN</td>
<td>0051</td>
<td>BLOUNTSTOWN MIDDLE SCHOOL</td>
<td>56.9</td>
<td>32.3%</td>
<td>6-8</td>
<td>269</td>
<td>100</td>
<td>55</td>
<td>55.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0063</td>
<td>NORTHSTAR HIGH CHARTER SCHOOL</td>
<td>24.0</td>
<td>41.9%</td>
<td>9-10</td>
<td>179</td>
<td>73</td>
<td>40</td>
<td>54.8%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>3047</td>
<td>NORTH AREA SECONDARY INTENSIVE</td>
<td>57.5</td>
<td>93.2%</td>
<td>6-12</td>
<td>73</td>
<td>97</td>
<td>53</td>
<td>54.6%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0061</td>
<td>HOPE CHARTER SCHOOL</td>
<td>3.4</td>
<td>15.0%</td>
<td>K-5</td>
<td>233</td>
<td>55</td>
<td>30</td>
<td>54.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>0111</td>
<td>PALM BEACH GARDENS ELEMENTARY</td>
<td>39.6</td>
<td>51.0%</td>
<td>K-5</td>
<td>584</td>
<td>45</td>
<td>24</td>
<td>53.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>1541</td>
<td>DWIGHT D. EISENHOWER ELEM.</td>
<td>56.5</td>
<td>49.6%</td>
<td>K-5</td>
<td>464</td>
<td>30</td>
<td>16</td>
<td>53.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0591</td>
<td>GATEWAY SCHOOL</td>
<td>81.7</td>
<td>79.8%</td>
<td>Secondary</td>
<td>109</td>
<td>199</td>
<td>106</td>
<td>53.3%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>4333</td>
<td>EAST COUNTY ALTERNATIVE SCHOOL</td>
<td>79.4</td>
<td>65.1%</td>
<td>6-12</td>
<td>63</td>
<td>49</td>
<td>26</td>
<td>53.1%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>2401</td>
<td>BELLE GLADE ELEMENTARY SCHOOL</td>
<td>96.1</td>
<td>97.5%</td>
<td>PREK-5</td>
<td>693</td>
<td>85</td>
<td>45</td>
<td>52.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>55</td>
<td>ST. JOHNS</td>
<td>0371</td>
<td>GAMBLE ROGERS MIDDLE SCHOOL</td>
<td>33.3</td>
<td>17.1%</td>
<td>6-8</td>
<td>965</td>
<td>484</td>
<td>255</td>
<td>52.7%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>0791</td>
<td>POINCIANA ELEMENTARY SCHOOL</td>
<td>46.1</td>
<td>63.8%</td>
<td>PREK-5</td>
<td>627</td>
<td>38</td>
<td>20</td>
<td>52.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>2661</td>
<td>JOSEPH LITTLES-NGUZO SABA</td>
<td>67.7</td>
<td>100.0%</td>
<td>K-8</td>
<td>161</td>
<td>19</td>
<td>10</td>
<td>52.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>2972</td>
<td>MENDEZ EXCEPTIONAL CENTER</td>
<td>82.5</td>
<td>63.2%</td>
<td>K-8</td>
<td>57</td>
<td>44</td>
<td>23</td>
<td>52.3%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>55</td>
<td>ST. JOHNS</td>
<td>0421</td>
<td>HASTINGS JUVENILE CORRECTIONAL</td>
<td>0.0</td>
<td>68.0%</td>
<td>Secondary</td>
<td>178</td>
<td>260</td>
<td>135</td>
<td>51.9%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>57</td>
<td>SANTA ROSA</td>
<td>8001</td>
<td>LEARNING ACADEMY OF SANTA ROSA</td>
<td>57.6</td>
<td>20.0%</td>
<td>6-12</td>
<td>85</td>
<td>106</td>
<td>55</td>
<td>51.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>1811</td>
<td>CORAL SUNSET ELEMENTARY SCH</td>
<td>38.0</td>
<td>40.9%</td>
<td>PREK-5</td>
<td>820</td>
<td>51</td>
<td>26</td>
<td>51.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>1711</td>
<td>SEMINOLE TRAILS ELEM. SCHOOL</td>
<td>47.1</td>
<td>79.9%</td>
<td>PREK-5</td>
<td>1,073</td>
<td>71</td>
<td>36</td>
<td>50.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>9225</td>
<td>PACE CENTER FOR GIRLS</td>
<td>26.7</td>
<td>44.4%</td>
<td>Secondary</td>
<td>45</td>
<td>89</td>
<td>45</td>
<td>50.6%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>13</td>
<td>DADE</td>
<td>0040</td>
<td>LIBERTY CITY CHARTER SCHOOL</td>
<td>73.6</td>
<td>100.0%</td>
<td>K-8</td>
<td>364</td>
<td>66</td>
<td>33</td>
<td>50.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>13</td>
<td>DADE</td>
<td>6008</td>
<td>LAWRENCE ACADEMY</td>
<td>56.1</td>
<td>90.9%</td>
<td>6-8</td>
<td>66</td>
<td>16</td>
<td>8</td>
<td>50.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>47</td>
<td>OKEECHOBEE</td>
<td>0181</td>
<td>SEMINOLE ELEMENTARY SCHOOL</td>
<td>66.6</td>
<td>55.5%</td>
<td>K-5</td>
<td>595</td>
<td>80</td>
<td>40</td>
<td>50.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>0642</td>
<td>DAYSTAR ACADEMY OF EXCEL CHRT</td>
<td>80.9</td>
<td>100.0%</td>
<td>K-5</td>
<td>152</td>
<td>12</td>
<td>6</td>
<td>50.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>50</td>
<td>PALM BEACH</td>
<td>3344</td>
<td>DELRAY YOUTH VOCATIONAL CHRT</td>
<td>45.1</td>
<td>76.1%</td>
<td>9-12</td>
<td>71</td>
<td>8</td>
<td>4</td>
<td>50.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>3382</td>
<td>GLADES ACAD AGRI/ECOLO STUDIES</td>
<td>98.1</td>
<td>90.4%</td>
<td>K-5</td>
<td>52</td>
<td>6</td>
<td>3</td>
<td>50.0%</td>
<td>Regular</td>
</tr>
</tbody>
</table>

**Table 4 \--Teacher Quality Staffing Needs of Florida NAYP Schools, by
Subject Area, 2005-06**

NAYP Schools with 50% or More of Core Courses Not Taught by HQT

Percent of Classes Not Taught by HQT, by Subject Area

**(1-70, this page)**

  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------
  **District                  **Sch   **School              \#        \%        Lang     Math     Social    Science   All ESE  Elem      Sec
  \# / Name**                 \#**    Name/Abbreviation**   Courses   Courses   Arts              Studies                      Reading   Reading
                                                            Not HQT   NHQT                                                               

  16           DUVAL          0811    PACE CENTER FOR       67        100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%
                                      GIRLS-JAX                                                                                          

  16           DUVAL          1021    SCHOOL OF SUCCESS     392       100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%
                                      ACADEMY-SOS                                                                                        

  16           DUVAL          1151    SCHOOL OF SUCCESS     97        100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%
                                      ACAD                                                                                               

  16           DUVAL          1181    SIATECH               593       100.0%    100.0%   100.0%   100.0%    100.0%    100.0%             100.0%

  36           LEE            0663    SOUTHWEST FL. MARINE  19        100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%
                                      INSTITUTE                                                                                          

  37           LEON           1503    PACE CENTER FOR GIRLS 118       100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%

  37           LEON           1507    TALLAHASSEE MARINE    57        100.0%    100.0%   100.0%   100.0%    100.0%    100.0%             100.0%
                                      INSTITUTE                                                                                          

  42           MARION         0471    HILLCREST             67        100.0%                                          100.0%             

  47           OKEECHOBEE     9101    OKEECHOBEE JUV        88        100.0%    100.0%   100.0%   100.0%    100.0%    100.0%             100.0%
                                      JUST-LEVEL 10                                                                                      

  56           ST. LUCIE      0206    INDIAN HILLS          89        98.9%     95.8%    100.0%   100.0%    100.0%    100.0%             100.0%

  41           MANATEE        2106    MANATEE CO. JUVENILE  45        97.8%     100.0%   100.0%   91.7%                                  
                                      JUSTICE                                                                                            

  16           DUVAL          1131    WAYMAN ACADEMY OF THE 74        97.4%                                           100.0%             
                                      ARTS                                                                                               

  16           DUVAL          0401    JACKSONVILLE YOUTH    56        96.6%     85.7%    100.0%   100.0%    100.0%    100.0%             0.0%
                                      CENTER                                                                                             

  41           MANATEE        2102    PAL ACADEMY CHARTER   43        95.6%     100.0%   100.0%   100.0%    100.0%    0.0%               100.0%
                                      MIDDLE SCH                                                                                         

  63           UNION          7021    UNION JUV RESIDENTIAL 19        95.0%     100.0%   100.0%   100.0%    100.0%    66.7%              100.0%
                                      FACILITY                                                                                           

  44           MONROE         0103    PACE-LOWER KEYS       67        94.4%     100.0%   100.0%   75.0%     100.0%                       100.0%

  48           ORANGE         0083    SUMMIT CHARTER WEST   116       94.3%     83.3%    100.0%   66.7%     87.5%     100.0%             75.0%

  35           LAKE           9010    LIFE STREAM ACADEMY   95        93.1%     100.0%   100.0%   22.2%     100.0%    100.0%   100.0%    100.0%

  41           MANATEE        2107    RICHARD MILBURN       66        93.0%     88.5%    100.0%   100.0%    100.0%                       100.0%
                                      ACADEMY                                                                                            

  20           GADSDEN        9106    GADSDEN CENTRAL       46        92.0%     86.7%    93.3%    100.0%    80.0%     100.0%             85.7%
                                      ACADEMY                                                                                            

  53           POLK           9001    POLK COUNTY SUPT\'S   92        92.0%                                           92.0%              
                                      OFFICE                                                                                             

  48           ORANGE         1691    PACE CENTER FOR GIRLS 195       90.3%     83.7%    97.9%    100.0%    88.0%                        72.7%

  26           HENDRY         0301    CLEWISTON YOUTH DEVE. 95        89.6%     100.0%   100.0%   100.0%    100.0%    26.7%              100.0%
                                      ACADEMY                                                                                            

  48           ORANGE         0086    ORIGINS MONTESSORI    63        87.5%     83.3%    75.0%    100.0%    75.0%     100.0%             80.0%
                                      CHARTER                                                                                            

  48           ORANGE         0084    COMMUNITY EDUC.       181       86.2%     95.9%    90.0%    58.0%     100.0%                       100.0%
                                      PARTNERS-NW                                                                                        

  29           HILLSBOROUGH   5052    YOUTH ENVIRONMENTAL   99        85.3%     57.5%    100.0%   100.0%    100.0%    100.0%             100.0%
                                      SERVICES                                                                                           

  58           SARASOTA       0294    TRIAD                 119       84.4%     91.3%    84.4%    71.1%     100.0%    75.0%              100.0%

  57           SANTA ROSA     0342    WEST NAVARRE          170       82.9%     100.0%                                46.4%    100.0%    
                                      ELEMENTARY                                                                                         

  56           ST. LUCIE      0321    DALE CASSENS          110       82.7%     47.4%    100.0%   100.0%    100.0%    84.0%              100.0%
                                      EDUCATIONAL CTR                                                                                    

  50           PALM BEACH     1801    ROYAL PALM SCHOOL     103       82.4%                                           82.4%              

  29           HILLSBOROUGH   4321    DOROTHY THOMAS CENTER 129       82.2%     98.4%    86.2%    0.0%      100.0%    76.9%              97.4%

  48           ORANGE         0085    COMMUNITY EDUCATION   169       80.9%     100.0%   78.4%    24.4%     93.8%                        100.0%
                                      PARTNERS-                                                                                          

  16           DUVAL          1171    SOJOURNER TRUTH HIGH  162       80.6%     57.5%    100.0%   83.0%     100.0%    100.0%             62.5%
                                      SCHOOL                                                                                             

  16           DUVAL          0701    NORTH SHORE           80        80.0%                                           40.0%              
                                      ELEMENTARY                                                                                         

  41           MANATEE        2007    JUST FOR GIRLS        12        80.0%     100.0%   100.0%   0.0%      100.0%                       100.0%

  29           HILLSBOROUGH   5054    PACE CENTER FOR GIRLS 39        79.6%     100.0%   100.0%   0.0%      100.0%                       100.0%

  37           LEON           0411    GRETCHEN EVERHART     70        79.5%                                           79.5%              
                                      SCHOOL                                                                                             

  35           LAKE           0536    LIFE STREAM ACADEMY   46        79.3%     100.0%   0.0%     0.0%      0.0%      91.3%              100.0%
                                      EUSTIS                                                                                             

  48           ORANGE         0766    MID SCHL PROFESSIONAL 37        78.7%     100.0%   53.3%    100.0%    0.0%                         100.0%
                                      ACADEMY                                                                                            

  03           BAY            0281    MARGARET K. LEWIS     36        78.3%                                           78.3%              
                                      EXCEP SCHOOL                                                                                       

  47           OKEECHOBEE     9106    OKEECHOBEE JUV.       54        78.3%     100.0%   100.0%   0.0%      100.0%                       100.0%
                                      JUSTICE VISION                                                                                     

  54           PUTNAM         0321    ELEANOR H. MILLER     75        78.1%     100.0%   100.0%   100.0%              77.2%              100.0%
                                      SCHOOL                                                                                             

  29           HILLSBOROUGH   4562    CAMINITI EXCEPTIONAL  35        77.8%                                           77.8%              
                                      CENTER                                                                                             

  48           ORANGE         0764    ACS EXCEL             150       77.7%     82.4%    30.2%    100.0%    100.0%                       100.0%

  17           ESCAMBIA       0791    SID NELSON COMMUNITY  44        77.2%     65.6%    100.0%   100.0%    71.4%                        100.0%
                                      LEARNING                                                                                           

  29           HILLSBOROUGH   5060    RIVERSIDE ACADEMY     138       77.1%     100.0%   39.5%    28.0%     100.0%    100.0%             100.0%

  53           POLK           0092    DORIS A. SANDERS      10        76.9%                                           76.9%              
                                      LEARNING CTR                                                                                       

  60           SUMTER         9002    WEST STREET SCHOOL    43        76.8%     100.0%   100.0%   100.0%    100.0%    55.2%              100.0%

  42           MARION         9731    KINGSBURY ACADEMY     119       76.8%     34.8%    38.5%    25.0%     12.5%     100.0%             61.5%

  50           PALM BEACH     1891    BANYAN CREEK          36        76.6%     0.0%                                  75.0%              
                                      ELEMENTARY SCH                                                                                     

  36           LEE            0651    ROYAL PALM EXCEPT.    110       76.4%     100.0%   100.0%                       78.9%              
                                      SCHOOL CTR                                                                                         

  50           PALM BEACH     3010    PACE CENTER FOR GIRLS 64        76.2%     100.0%   100.0%   0.0%      100.0%                       100.0%

  29           HILLSBOROUGH   5042    HILLSBOROUGH ACADEMY  75        75.8%     72.7%    100.0%   100.0%              33.3%              100.0%

  16           DUVAL          2501    PINE ESTATES          48        75.0%                                           66.7%              
                                      ELEMENTARY SCHOOL                                                                                  

  39           LIBERTY        0052    BRISTOL YOUTH ACADEMY 44        74.6%     71.4%    100.0%             0.0%      85.7%              0.0%

  05           BREVARD        1027    SPACE COAST MARINE    20        74.1%     100.0%   0.0%     100.0%    100.0%    80.0%              100.0%
                                      INSTITUTE                                                                                          

  36           LEE            0701    BUCKINGHAM EXCEP.     47        73.4%                                           73.4%              
                                      STUDENT CTR                                                                                        

  05           BREVARD        1028    DEVEREUX HOSPITAL     68        73.1%     66.7%    75.0%    100.0%    100.0%    71.3%              

  16           DUVAL          1551    NORTHWESTERN MIDDLE   364       72.1%     85.9%    69.3%    76.9%     39.5%     100.0%             100.0%
                                      SCHOOL                                                                                             

  48           ORANGE         0057    RIO GRANDE CHARTER    10        71.4%     100.0%                                100.0%   100.0%    
                                      SCHOOL                                                                                             

  50           PALM BEACH     1781    WHISPERING PINES      27        71.1%                                           30.0%              
                                      ELEM. SCHOOL                                                                                       

  59           SEMINOLE       9222    RAYS OF HOPE CHARTER  26        70.3%     75.0%    12.5%    100.0%    100.0%    100.0%             100.0%
                                      SCHOOL                                                                                             

  31           INDIAN RIVER   0131    WABASSO SCHOOL        7         70.0%     0.0%     0.0%                         87.5%              

  39           LIBERTY        0053    APALACHICOLA FOREST   14        70.0%     100.0%   100.0%   100.0%    100.0%    40.0%              100.0%
                                      YOUTH ACAD                                                                                         

  50           PALM BEACH     3399    THE IMAGINE SCHOOL    7         70.0%                                           100.0%             

  48           ORANGE         0073    SUMMIT CHARTER        48        69.6%     62.5%    100.0%   100.0%    66.7%     100.0%             50.0%
                                      CENTRAL                                                                                            

  29           HILLSBOROUGH   5371    HOSPITAL/HOMEBOUND    438       68.2%     75.9%    48.5%    70.4%     74.2%     69.9%              96.3%

  50           PALM BEACH     2591    PLEASANT CITY         19        67.9%                                           100.0%             
                                      ELEMENTARY SCHL                                                                                    

  16           DUVAL          2221    GREENFIELD ELEMENTARY 70        67.3%                                           20.0%              
                                      SCHOOL                                                                                             

  64           VOLUSIA        7841    THE CHILES ACADEMY    73        67.0%     100.0%   0.0%     90.0%     100.0%    0.0%               100.0%
  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------

(continued)

**Table 4 (continued): Teacher Quality Staffing Needs of Florida NAYP
Schools, by Subject Area, 2005-06**

NAYP Schools with 50% or More of Core Courses Not Taught by HQT

Percent of Classes Not Taught by HQT, by Subject Area

(71-130)

  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------
  **District                  **Sch   **School              \#        \%        Lang     Math     Social    Science   All ESE  Elem      Sec
  \# / Name**                 \#**    Name/Abbreviation**   Courses   Courses   Arts              Studies                      Reading   Reading
                                                            Not HQT   NHQT                                                               

  41           MANATEE        2108    BRADENTON CHARTER     18        66.7%     66.7%    66.7%    66.7%     66.7%                        
                                      SCHOOL                                                                                             

  16           DUVAL          0991    HIGHLANDS ELEMENTARY  61        66.3%                                           40.0%              
                                      SCHOOL                                                                                             

  50           PALM BEACH     1901    LOXAHATCHEE GROVES    29        65.9%                                           25.0%              
                                      ELEMENTARY                                                                                         

  29           HILLSBOROUGH   0055    SHIELDS MIDDLE SCHOOL 185       65.8%     83.7%    42.6%    62.5%     57.1%     100.0%             100.0%

  29           HILLSBOROUGH   4002    SIMMONS EXCEPTIONAL   42        65.6%     87.0%    80.0%    80.0%     88.9%     27.3%              87.5%
                                      CENTER                                                                                             

  16           DUVAL          2051    PICKETT ELEMENTARY    34        65.4%                                           0.0%               
                                      SCHOOL                                                                                             

  41           MANATEE        2105    PAL OPPORTUNITY       32        65.3%     0.0%     94.1%    100.0%    100.0%                       0.0%
                                      CHARTER SCHOOL                                                                                     

  42           MARION         9732    INFINITY              22        64.7%     80.0%    87.5%    87.5%     0.0%               50.0%     
                                      SCHOOL/MARION COUNTY                                                                               

  48           ORANGE         0054    SUMMIT CHARTER SCHOOL 87        64.0%     75.0%    100.0%   50.0%     100.0%    55.9%              75.0%

  53           POLK           1381    ROOSEVELT ACADEMY     74        63.8%     100.0%   43.8%    33.3%     0.0%      70.8%              100.0%

  35           LAKE           9026    RIVENDELL ACADEMY     19        63.3%     100.0%   30.0%    100.0%    100.0%    50.0%              

  53           POLK           9207    POLK HALFWAY HOUSE    10        62.5%     60.0%    0.0%     100.0%    100.0%                       0.0%

  16           DUVAL          2261    CRYSTAL SPRINGS ELEM. 143       61.1%                                           0.0%               
                                      SCHOOL                                                                                             

  29           HILLSBOROUGH   6614    RICHARD MILBURN       68        60.7%     100.0%   47.6%    60.0%     8.3%      75.0%              100.0%
                                      ACADEMY                                                                                            

  58           SARASOTA       1311    OAK PARK SOUTH        47        60.3%                                           60.3%              

  50           PALM BEACH     0412    GUIDED PATH ACADEMY   3         60.0%                                                              
                                      CHARTER                                                                                            

  53           POLK           2001    ACS/BILL DUNCAN       114       60.0%     85.5%    0.0%     47.4%     97.6%     100.0%             0.0%
                                      OPPORTUNITY CTR                                                                                    

  52           PINELLAS       7071    DROPOUT PREVENTION    269       59.3%     77.4%    45.4%    49.3%     66.2%     0.0%     0.0%      95.0%
                                      SCHOOL                                                                                             

  50           PALM BEACH     0211    LINCOLN ELEMENTARY    21        58.3%     0.0%                                  100.0%             
                                      SCHOOL                                                                                             

  58           SARASOTA       0053    INFINITY MIDDLE       21        58.3%     45.0%    75.0%              75.0%                        57.1%
                                      SCHL/SARASOTA                                                                                      

  40           MADISON        0900    GREENVILLE HILLS      120       58.3%     67.2%    43.8%    27.3%     60.0%     65.2%    100.0%    86.7%
                                      ACADEMY                                                                                            

  50           PALM BEACH     1251    GLADE VIEW ELEMENTARY 18        58.1%     0.0%                                  50.0%              
                                      SCHOOL                                                                                             

  29           HILLSBOROUGH   4326    MEACHAM ALTERNATIVE   58        58.0%     68.8%    72.7%    0.0%      88.9%     10.0%              76.2%
                                      SCHOOL                                                                                             

  50           PALM BEACH     3341    EQUESTRIAN TRAILS     35        57.4%                                           100.0%             
                                      ELEMENTARY                                                                                         

  03           BAY            0241    ST. ANDREW SCHOOL     12        57.1%                                           70.6%              

  50           PALM BEACH     0411    MONTESSORI ACADEMY OF 4         57.1%                                                              
                                      N PALM B                                                                                           

  50           PALM BEACH     2371    PIONEER PARK          20        57.1%     0.0%                                  100.0%             
                                      ELEMENTARY SCHOOL                                                                                  

  50           PALM BEACH     3046    SOUTH AREA SECONDARY  38        56.7%     65.0%    94.4%    0.0%      0.0%      100.0%             33.3%
                                      INTENSIVE                                                                                          

  29           HILLSBOROUGH   0063    CARVER EXCEPTIONAL    76        56.3%     80.0%    80.0%    100.0%    70.0%     10.2%              100.0%
                                      CENTER                                                                                             

  17           ESCAMBIA       0866    DIXON CENTER          98        56.0%     27.4%    83.0%    65.2%     59.5%                        54.2%

  03           BAY            0761    EMERALD BAY ACADEMY   99        55.6%     67.6%    42.4%    34.8%     72.7%                        80.0%

  16           DUVAL          0641    HOGAN-SPRING GLEN     55        55.6%                                           50.0%              
                                      ELEM. SCHOOL                                                                                       

  50           PALM BEACH     0681    NORTH GRADE           30        55.6%     0.0%                                  83.3%              
                                      ELEMENTARY SCHOOL                                                                                  

  43           MARTIN         9053    JUVENILE OFFENDER     41        55.4%     100.0%   9.1%     0.0%      100.0%    100.0%             100.0%
                                      TRAINING CTR                                                                                       

  37           LEON           0081    CAROLINE BREVARD      26        55.3%                                           96.3%              
                                      ELEM. SCHOOL                                                                                       

  22           GLADES         0023    FLORIDA ENVIRONMENTAL 38        55.1%     64.3%    22.2%    100.0%    36.4%                        30.8%
                                      INSTITUTE                                                                                          

  07           CALHOUN        0051    BLOUNTSTOWN MIDDLE    55        55.0%     86.8%    45.0%    42.9%     21.1%     100.0%             100.0%
                                      SCHOOL                                                                                             

  48           ORANGE         0063    NORTHSTAR HIGH        40        54.8%     52.0%    33.3%    22.2%     100.0%                       100.0%
                                      CHARTER SCHOOL                                                                                     

  50           PALM BEACH     3047    NORTH AREA SECONDARY  53        54.6%     38.5%    36.0%    100.0%    100.0%    40.0%              100.0%
                                      INTENSIVE                                                                                          

  48           ORANGE         0061    HOPE CHARTER SCHOOL   30        54.5%     33.3%    42.9%    0.0%      0.0%      30.0%              

  50           PALM BEACH     0111    PALM BEACH GARDENS    24        53.3%     0.0%                                  0.0%               
                                      ELEMENTARY                                                                                         

  50           PALM BEACH     1541    DWIGHT D. EISENHOWER  16        53.3%     0.0%                                  0.0%               
                                      ELEM.                                                                                              

  48           ORANGE         0591    GATEWAY SCHOOL        106       53.3%     51.2%    61.9%    55.2%     29.0%     66.7%              58.5%

  29           HILLSBOROUGH   4333    EAST COUNTY           26        53.1%     46.4%    53.8%    0.0%      100.0%                       50.0%
                                      ALTERNATIVE SCHOOL                                                                                 

  50           PALM BEACH     2401    BELLE GLADE           45        52.9%     0.0%                                  53.6%              
                                      ELEMENTARY SCHOOL                                                                                  

  55           ST. JOHNS      0371    GAMBLE ROGERS MIDDLE  255       52.7%     61.5%    67.1%    55.9%     50.0%     8.9%               58.1%
                                      SCHOOL                                                                                             

  50           PALM BEACH     0791    POINCIANA ELEMENTARY  20        52.6%     0.0%                                  75.0%              
                                      SCHOOL                                                                                             

  50           PALM BEACH     2661    JOSEPH LITTLES-NGUZO  10        52.6%     0.0%     100.0%   0.0%      0.0%      100.0%             
                                      SABA                                                                                               

  29           HILLSBOROUGH   2972    MENDEZ EXCEPTIONAL    23        52.3%     100.0%   100.0%   100.0%    100.0%    8.7%               100.0%
                                      CENTER                                                                                             

  55           ST. JOHNS      0421    HASTINGS JUVENILE     135       51.9%     94.2%    15.2%    20.6%     25.6%     63.9%              100.0%
                                      CORRECTIONAL                                                                                       

  57           SANTA ROSA     8001    LEARNING ACADEMY OF   55        51.9%     100.0%   0.0%     0.0%      100.0%                       100.0%
                                      SANTA ROSA                                                                                         

  50           PALM BEACH     1811    CORAL SUNSET          26        51.0%     0.0%                                  80.0%              
                                      ELEMENTARY SCHOOL                                                                                  

  50           PALM BEACH     1711    SEMINOLE TRAILS ELEM. 36        50.7%     0.0%                                  100.0%             
                                      SCHOOL                                                                                             

  53           POLK           9225    PACE CENTER FOR GIRLS 45        50.6%     4.3%     100.0%   4.8%      100.0%                       100.0%

  13           DADE           0040    LIBERTY CITY CHARTER  33        50.0%     50.0%    100.0%   66.7%     0.0%                         0.0%
                                      SCHOOL                                                                                             

  13           DADE           6008    LAWRENCE ACADEMY      8         50.0%     100.0%   0.0%     100.0%    0.0%                         

  47           OKEECHOBEE     0181    SEMINOLE ELEMENTARY   40        50.0%                                           21.4%              
                                      SCHOOL                                                                                             

  50           PALM BEACH     0642    DAYSTAR ACADEMY OF    6         50.0%                                           100.0%             
                                      EXCEL CHRT                                                                                         

  50           PALM BEACH     3344    DELRAY YOUTH          4         50.0%     0.0%     100.0%             100.0%                       0.0%
                                      VOCATIONAL CHRT                                                                                    

  50           PALM BEACH     3382    GLADES ACAD           3         50.0%                                                              
                                      AGRI/ECOLO STUDIES                                                                                 
  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------

> *Does the analysis identify particular groups of teachers to which the
> state's plan must pay particular attention, such as special education
> teachers, mathematics or science teachers, or multi-subject teachers
> in rural schools?*
>
> **Results of Statewide Course-Based Analysis for Identifying
> Subject/Certification Areas with Highest Teacher-Quality Needs**
>
> [Number and Percent of NHQT Classes for Grade-Level Groupings and
> Subject-Area Groupings]{.underline}
>
> Statistics on specific courses and course groupings supplement results
> for school-level groupings and help provide a more accurate means of
> identifying specific groups of teachers (subject/certification areas)
> for which teacher-quality needs are most acute. Course-based analysis
> in some ways allows for more accurate evaluation of grade-specific
> priorities than school-based analysis, since the major school-based
> classifications of "elementary" and "secondary" must be all-inclusive
> and non-overlapping, and elementary schools may include
> secondary-level courses in addition to courses taught at grades K-5.
> Tables 5 -- 8 on this page and the next provide summary results for
> grade-based groupings (regular courses in K-5, 6-8, and 9-12, and ESE
> courses at all grade levels).
>
> Results of the course-based analysis corroborate areas of highest
> teacher-quality need revealed by the statewide school-based analysis.
> Teachers assigned to the following areas are of special concern: ESE
> courses at all grade groupings; secondary reading, language arts,
> math, and science courses; and elementary graded self-contained
> courses.

**Table 5**

**NHQT Results for All Core Courses, 2005-06**

Number and Percent of Classes Not Taught by Highly Qualified Teachers
(HQT)

  -------------------- ---------------- ----------------- -----------------
  **Classification**   **Total Number\  **Number of       **Percent of
                       of Classes**     Classes Not       Classes Not
                                        Taught by HQT**   Taught by HQT**

  Exceptional          71,567           19,129            26.7%
  Education                                               

  Grades K-5           303,535          15,346            5.1%

  Grades 6-8           164,577          21,924            13.3%

  Grades 9-12          228,957          23,274            10.2%

  **Total Core         **768,636**      **79,673**        **10.4%**
  Courses**                                               
  -------------------- ---------------- ----------------- -----------------

**Table 6**

**NHQT Results for Exceptional Student Education\* (ESE) Core Courses,
2005-06**

Number and Percent of Core ESE Classes Not Taught by Highly Qualified
Teachers (HQT), by Grade Range

  ------------------- ---------------- ----------------- -----------------
  **Grade Range**     **Total Number\  **Number of       **Percent of
                      of Classes**     Classes Not       Classes Not
                                       Taught by HQT**   Taught by HQT**

  Grade K-5 Courses   33,120           6,965             21.0%

  Grade 6-8 Courses   23,274           6,952             29.9%

  Grade 9-12 Courses  15,173           5,212             34.4%

  **Total ESE Core    **71,567**       **19,129**        **26.7%**
  Courses**                                              
  ------------------- ---------------- ----------------- -----------------

> \* Excluding gifted-program courses.
>
> **Table 7**
>
> **NHQT Results for Regular Elementary (K-5) Core Courses, 2005-06**

Number and Percent of Classes Not Taught by Highly Qualified Teachers
(HQT), by Subject Area

  ------------------ ---------------- ----------------- -----------------
  **Subject Area**   **Number of      **Number of       **Percent of
                     Classes**        Classes Not       Classes Not
                                      Taught by HQT**   Taught by HQT**

  Graded,            62,596           7,099             11.3%
  Self-Contained                                        

  Ungraded           14,483           187               1.3%
  Elementary                                            

  Mathematics        24,661           546               2.2%

  Language Arts      53,310           1,970             3.7%
  (excluding                                            
  Reading)                                              

  Reading            28,958           530               1.8%

  Social Studies     20,519           407               2.0%

  Science            24,693           432               1.7%

  Music/Arts         71,781           4,142             5.8%

  Foreign Languages  2,534            33                1.3%

  **All K-5 Core     **303,535**      **15,346**        **5.1%**
  Classes**                                             
  ------------------ ---------------- ----------------- -----------------

**Table 8**

**NHQT Results for Regular Secondary Core Courses (Grades 6-12),
2005-06**

Number and Percent of Classes Not Taught by Highly Qualified Teachers
(HQT), by Subject Area

  ----------------- ------------- ------------- ------------ ------------ ----------- -----------
  **Subject Area**  **Total                     **Number of               **Percent   
                    Number of                   Classes Not               of Classes  
                    Classes**                   Taught by                 Not Taught  
                                                HQT**                     by HQT**    

                    Grades 6-8    Grades 9-12   Grades 6-8   Grades 9-12  Grades 6-8  Grades 9-12

  Mathematics       31,252        52,202        3,159        5,108        10.1%       9.8%

  Language Arts     36,502        54,129        4,904        5,977        13.4%       11.0%
  (excluding                                                                          
  Reading)                                                                            

  Reading\*         24,119        14,663        7,399        4,312        30.7%       29.4%

  Social Studies    28,399        33,207        2,937        2,828        10.3%       8.5%

  Science           30,483        36,945        2,966        3,814        9.7%        10.3%

  Music/Arts        11,241        22,915        442          662          3.9%        2.9%

  Foreign Languages 2,146         14,896        96           573          4.5%        3.8%

  Other (Grade 6    435                         21                        4.8%        
  Self-Contained)                                                                     

  **Total**         **164,577**   **228,957**   **21,924**   **23,274**   **13.3%**   **10.2%**
  ----------------- ------------- ------------- ------------ ------------ ----------- -----------

> \* Reading is a subset of Language Arts. However, it is broken out
> here because, since 2005, Florida has required reading certification
> or a reading endorsement on a Florida certificate to be considered in
> field and highly qualified to teach secondary reading courses. This
> was to support our focus on reading proficiency at all grades levels.
>
> *Does the analysis identify districts and schools around the state
> where significant numbers of teachers do not meet HQT standards?*
>
> **District-Level Results**
>
> **Results for Districts by School Classification**
>
> Florida's district-level data analysis amplifies results for the 20
> school classifications presented for statewide school-based results in
> Table 1 on page 8. District-level results from the analysis include
> the membership of schools within the applicable school classification,
> the total number of core classes, the number and percentage of core
> classes not taught by HQT, the percentage of core classes not taught
> by HQT for selected subject-area groupings, and certain other
> information on school status that may be used for expanded
> comparisons. District-level analysis includes classifications of All
> Schools and All Schools Not Making AYP, respectively. Pages 15 and 16
> in *An Analysis of Core Academic Subject Classes being Taught by
> Highly Qualified Teachers* include complete tables showing results for
> all school districts based upon he most recent data collected (spring
> of 2006). By combining district-level results with classifications for
> schools not making AYP, the FLDOE is able to identify specific
> districts with the highest-priority teacher-quality needs, along with
> subject areas in which the needs are most acute. The results are shown
> below.
>
> Florida districts with more than 20 percent of core courses not being
> taught by HQT in schools that did not make AYP (2005-06) are shown in
> Table 9 below.
>
> **Table 9**
>
> Districts with Greater than 20% of Core Courses NHQT in NAYP Schools,
> 2005-06

  ---------- ------------------ -------------- ----------- ---------- ----------
  **Dist \#                     **Membership   **All Core  **Core     **%Core
  / District                    of Schools in  Classes     Classes    Classes
  Name**                        Category**     \#**        Not HQT**  Not HQT**

  39         LIBERTY            1,035          225         104        46.2%

  07         CALHOUN            1,345          329         133        40.4%

  26         HENDRY             5,951          1,530       520        34.0%

  54         PUTNAM             10,401         2,643       829        31.4%

  47         OKEECHOBEE         5,903          1,447       422        29.2%

  22         GLADES             919            570         163        28.6%

  16         DUVAL              102,563        43,443      11,825     27.2%

  24         HAMILTON           1,799          532         130        24.4%

  60         SUMTER             3,199          753         181        24.0%

  55         ST. JOHNS          12,923         3,799       890        23.4%

  40         MADISON            2,823          1,107       252        22.8%

  42         MARION             32,839         7,677       1,735      22.6%

  48         ORANGE             139,349        31,654      7,143      22.6%

  37         LEON               21,441         4,319       871        20.2%
  ---------- ------------------ -------------- ----------- ---------- ----------

> Table 10 shows the ten districts with the highest *count* of NHQT
> classes in schools not making AYP.

  ------------ ----------------- ------------------- ------------- -------------
  **District                     **Membership of     **\# Courses  **% Courses
  \# /                           Schools in          NHQT**        NHQT**
  District                       Category**                        
  Name**                                                           

  16           DUVAL             102,563             11,825        27.2%

  48           ORANGE            139,349             7,143         22.6%

  13           MIAMI-DADE        257,752             6,468         9.8%

  29           HILLSBOROUGH      145,724             4,845         16.2%

  50           PALM BEACH        128,368             4,151         12.9%

  53           POLK              73,327              3,918         18.5%

  52           PINELLAS          82,433              2,174         7.5%

  36           LEE               56,473              2,153         11.9%

  41           MANATEE           38,227              1,738         18.2%

  42           MARION            32,839              1,735         22.6%
  ------------ ----------------- ------------------- ------------- -------------

> **Table 10**
>
> **Ten Florida Districts with Highest Counts of NHQT Classes for NAYP
> Schools**
>
> Areas of teacher-quality need for these districts are addressed in
> greater detail in Table 15 on page 21.
>
> **District Rankings by Selected School Classification**
>
> Tables 13 and 14 on the next two pages show districts ranking above
> and below the state average for the selected classification, allowing
> for an analysis of specific regions that may be more affected by HQT
> issues than others. The analysis has shown that these districts are
> scattered around the state. For the purposes of this analysis, state
> averages were used as a cut point for determining higher-priority
> districts. With the exception of three large-medium sized districts
> that rank highest in both percentages and numbers of NHQT classes, the
> majority of "high percentage" districts are smaller, more rural in
> nature and the majority of "high numbers" districts are the state's
> most populous districts. Therefore, assistance focused on specific
> regions of the state did not appear to be helpful. However, assuring
> that obstacles in meeting HQT that are related to district size or
> population served should be taken into account.
>
> Table 15 on page 21 presents expanded results by subject area for the
> ten Florida school districts with the highest counts of NHQT classes
> in schools not making AYP, accounting for approximately 70 percent of
> the state's NHQT classes taught in NAYP schools.
>
> At the elementary level, these districts evidenced the greatest
> teacher-quality needs in the areas of language arts, graded
> self-contained classes, and ESE courses. At the secondary level, the
> greatest teacher-quality needs for these districts were in the areas
> of ESE, reading, language arts, math, and science. These subject areas
> clearly reflect the needs of all districts and types of schools
> statewide.
>
> **Table 13 \-- All Schools Not Making AYP, 2005-06**
>
> Florida School Districts Above and Below State Average

Ranked by Percentage of Core Classes Taught by Teachers Who Are Not
Highly Qualified

("Not HQT" = not taught by highly qualified teachers. "NAYP" = not
making AYP.)

  -------------- -------------- --------------- ------------- ------------ ----------- -------------- -------------
  **Dist \# /                   **Membership of **All Core    **Core       **%Core     **% Classes    **% Classes
  District                      Schools in      Classes \#**  Classes Not  Classes Not Not HQT for    Not HQT for
  Name**                        Category**                    HQT**        HQT**       High-Poverty   Low-Poverty
                                                                                       Schools NAYP** Schools
                                                                                                      NAYP**

  39             LIBERTY        1,035           225           104          46.2%       18.2%          73.4%

  07             CALHOUN        1,345           329           133          40.4%                      

  26             HENDRY         5,951           1,530         520          34.0%       32.9%          

  54             PUTNAM         10,401          2,643         829          31.4%       34.8%          

  47             OKEECHOBEE     5,903           1,447         422          29.2%       23.0%          75.3%

  22             GLADES         919             570           163          28.6%                      55.1%

  16             DUVAL          102,563         43,443        11,825       27.2%       31.0%          21.3%

  24             HAMILTON       1,799           532           130          24.4%                      

  60             SUMTER         3,199           753           181          24.0%       26.8%          

  55             ST. JOHNS      12,923          3,799         890          23.4%       9.8%           19.8%

  40             MADISON        2,823           1,107         252          22.8%       26.1%          

  42             MARION         32,839          7,677         1,735        22.6%       23.0%          25.1%

  48             ORANGE         139,349         31,654        7,143        22.6%       21.2%          16.9%

  37             LEON           21,441          4,319         871          20.2%       16.3%          11.8%

  53             POLK           73,327          21,180        3,918        18.5%       15.3%          11.8%

  15             DIXIE          2,238           674           124          18.4%       17.2%          

  41             MANATEE        38,227          9,535         1,738        18.2%       23.5%          15.1%

  02             BAKER          3,167           691           124          17.9%                      

  32             JACKSON        6,854           1,455         261          17.9%       27.5%          

  44             MONROE         6,754           2,775         475          17.1%                      33.3%

  29             HILLSBOROUGH   145,724         29,842        4,845        16.2%       24.8%          11.1%

  04             BRADFORD       3,552           1,171         175          14.9%       4.8%           

  45             NASSAU         6,241           1,096         163          14.9%                      14.6%

  20             GADSDEN        6,256           2,588         382          14.8%       15.0%          

  57             SANTA ROSA     14,538          3,273         465          14.2%       2.9%           5.9%

  25             HARDEE         3,068           2,631         373          14.2%       1.8%           14.3%

  03             BAY            21,642          5,508         762          13.8%       11.1%          13.3%

  28             HIGHLANDS      10,732          5,045         655          13.0%       13.3%          

  50             PALM BEACH     128,368         32,158        4,151        12.9%       25.9%          6.8%

  58             SARASOTA       26,055          7,234         923          12.8%       14.2%          9.8%

  23             GULF           2,177           577           72           12.5%                      

  56             ST. LUCIE      32,672          6,877         828          12.0%       22.3%          

  36             LEE            56,473          18,052        2,153        11.9%       9.5%           6.9%

                 **STATE**      **1,956,574**   **559,138**   **65,837**   **11.8%**   **12.9%**      **9.7%**

  08             CHARLOTTE      14,368          4,798         546          11.4%       0.0%           22.1%

  17             ESCAMBIA       35,857          7,035         779          11.1%       15.7%          

  21             GILCHRIST      755             393           43           10.9%                      

  10             CLAY           20,056          6,288         646          10.3%                      10.3%

  13             DADE           257,752         66,229        6,468        9.8%        11.0%          7.6%

  30             HOLMES         3,381           734           70           9.5%                       

  64             VOLUSIA        57,957          13,641        1,248        9.1%        14.9%          4.1%

  46             OKALOOSA       15,070          3,347         294          8.8%                       10.8%

  63             UNION          1,301           440           37           8.4%                       5.7%

  59             SEMINOLE       45,692          12,550        963          7.7%        3.8%           6.7%

  66             WALTON         3,381           1,371         103          7.5%        11.8%          

  52             PINELLAS       82,433          29,121        2,174        7.5%        3.4%           7.3%

  35             LAKE           29,660          9,173         660          7.2%        7.3%           17.5%

  12             COLUMBIA       9,399           3,535         235          6.6%        7.7%           

  18             FLAGLER        10,980          3,128         196          6.3%                       0.0%

  34             LAFAYETTE      1,080           364           22           6.0%                       

  51             PASCO          60,836          16,507        977          5.9%        0.3%           6.2%

  09             CITRUS         10,450          3,311         195          5.9%        0.0%           

  31             INDIAN RIVER   14,764          3,464         180          5.2%        0.0%           4.7%

  62             TAYLOR         3,075           978           48           4.9%        5.1%           

  38             LEVY           4,879           2,066         100          4.8%        0.2%           

  43             MARTIN         9,655           3,138         129          4.1%        0.0%           5.8%

  05             BREVARD        41,254          14,449        544          3.8%        4.5%           6.3%

  67             WASHINGTON     2,985           881           33           3.7%        19.0%          

  14             DESOTO         4,895           2,530         92           3.6%        8.8%           0.0%

  49             OSCEOLA        45,531          16,452        553          3.4%        4.3%           3.2%

  01             ALACHUA        24,321          9,118         301          3.3%        2.7%           3.5%

  65             WAKULLA        2,613           918           30           3.3%                       1.7%

  27             HERNANDO       18,592          5,730         130          2.3%                       

  33             JEFFERSON      1,177           290           5            1.7%        3.0%           

  61             SUWANNEE       4,466           1,791         30           1.7%                       0.0%

  11             COLLIER        33,498          15,601        130          0.8%        0.5%           1.4%

  19             FRANKLIN       903             296           2            0.7%        4.3%           

  06             BROWARD        149,756         45,640        0            0.0%        0.0%           0.0%

                                                                                                      

  Source: FLDOE                                                                                       
  student                                                                                             
  database                                                                                            
  membership and                                                                                      
  teacher course                                                                                      
  records from                                                                                        
  fall 2005                                                                                           
  survey                                                                                              
  records, as of                                                                                      
  6/28/06.                                                                                            

  \* State                                                                                            
  totals include                                                                                      
  membership and                                                                                      
  course counts                                                                                       
  for specially                                                                                       
  administered                                                                                        
  districts in                                                                                        
  addition to                                                                                         
  regular                                                                                             
  districts                                                                                           
  1-67.                                                                                               
  -------------- -------------- --------------- ------------- ------------ ----------- -------------- -------------

> **Table 14 \-- Secondary Schools Not Making AYP, 2005-06**
>
> Florida School Districts Above and Below State Average

Ranked by Percentage of Core Classes Taught by Teachers Who Are Not
Highly Qualified

("Not HQT" = not taught by highly qualified teachers. "NAYP" = not
making AYP.)

  -------------- -------------- --------------- ------------- ------------ ----------- -------------- -------------
  **Dist \# /                   **Membership of **All Core    **Core       **%Core     **% Classes    **% Classes
  District                      Schools in      Classes \#**  Classes Not  Classes Not Not HQT for    Not HQT for
  Name**                        Category**                    HQT**        HQT**       High-Poverty   Low-Poverty
                                                                                       Sec Schools    Sec Schools
                                                                                       NAYP**         NAYP**

  39             LIBERTY        69              59            44           74.6%                      74.6%

  07             CALHOUN        707             262           133          50.8%                      

  24             HAMILTON       818             210           103          49.0%                      

  26             HENDRY         3,925           1,304         477          36.6%       36.3%          

  54             PUTNAM         5,831           1,736         577          33.2%       36.4%          

  47             OKEECHOBEE     3,653           1,057         338          32.0%       14.8%          75.3%

  22             GLADES         477             309           98           31.7%       25.0%          55.1%

  16             DUVAL          58,610          34,893        10,022       28.7%       33.7%          20.5%

  55             ST. JOHNS      8,576           2,975         798          26.8%                      20.6%

  15             DIXIE          1,090           342           90           26.3%       32.3%          

  04             BRADFORD       1,799           564           144          25.5%                      

  53             POLK           40,282          12,057        2,997        24.9%       33.0%          11.8%

  25             HARDEE         1,194           1,260         294          23.3%       23.6%          14.3%

  42             MARION         21,327          5,711         1,316        23.0%       31.0%          5.2%

  44             MONROE         3,612           1,195         266          22.3%       94.4%          

  48             ORANGE         84,542          19,865        4,237        21.3%       28.8%          8.6%

  60             SUMTER         2,747           578           119          20.6%       22.7%          

  20             GADSDEN        2,631           758           156          20.6%       20.6%          

  28             HIGHLANDS      6,321           2,927         574          19.6%       24.8%          

  02             BAKER          2,449           617           119          19.3%                      

  41             MANATEE        20,699          5,889         1,087        18.5%       19.1%          18.2%

  37             LEON           11,976          3,008         555          18.5%       14.7%          12.2%

  32             JACKSON        3,106           927           162          17.5%                      

  03             BAY            12,411          3,829         644          16.8%       22.9%          13.6%

  08             CHARLOTTE      10,312          2,524         400          15.8%       0.0%           

  40             MADISON        816             211           33           15.6%                      

  23             GULF           1,128           434           67           15.4%                      

  29             HILLSBOROUGH   85,792          23,595        3,448        14.6%       25.7%          16.4%

  34             LAFAYETTE      555             152           22           14.5%                      

  10             CLAY           15,118          4,331         604          13.9%                      7.7%

  36             LEE            35,372          8,838         1,204        13.6%       10.8%          0.0%

  63             UNION          591             230           31           13.5%                      5.7%

                 **STATE\***    **1,202,360**   **355,460**   **46,581**   **13.1%**   **16.1%**      **9.5%**

  58             SARASOTA       18,205          5,097         650          12.8%       17.3%          9.8%

  57             SANTA ROSA     7,970           2,167         274          12.6%       21.7%          6.4%

  56             ST. LUCIE      15,752          4,079         483          11.8%       18.9%          

  45             NASSAU         4,163           884           104          11.8%                      14.6%

  17             ESCAMBIA       20,811          5,692         669          11.8%       14.6%          

  30             HOLMES         1,417           454           53           11.7%                      

  52             PINELLAS       51,318          12,938        1,471        11.4%       22.1%          4.0%

  21             GILCHRIST      755             393           43           10.9%                      

  64             VOLUSIA        34,842          11,469        1,193        10.4%       21.5%          4.4%

  38             LEVY           2,927           835           84           10.1%       31.5%          

  66             WALTON         1,945           831           83           10.0%       37.7%          

  35             LAKE           19,184          4,847         474          9.8%        63.3%          19.5%

  59             SEMINOLE       27,795          7,003         675          9.6%        24.1%          7.7%

  46             OKALOOSA       8,931           2,721         261          9.6%        7.6%           10.8%

  50             PALM BEACH     83,571          28,436        2,573        9.0%        17.0%          5.2%

  09             CITRUS         7,648           2,123         192          9.0%        0.0%           

  43             MARTIN         5,730           1,268         111          8.8%                       9.7%

  13             DADE           167,719         44,985        3,522        7.8%        6.9%           6.9%

  51             PASCO          32,373          10,245        791          7.7%        9.0%           9.5%

  62             TAYLOR         1,474           424           32           7.5%                       

  05             BREVARD        23,567          5,395         384          7.1%                       5.4%

  18             FLAGLER        5,862           1,552         101          6.5%                       0.0%

  31             INDIAN RIVER   9,171           2,561         161          6.3%                       4.7%

  49             OSCEOLA        24,637          6,312         393          6.2%        11.9%          3.2%

  67             WASHINGTON     1,560           464           26           5.6%        19.0%          

  01             ALACHUA        14,620          4,616         240          5.2%        10.8%          3.5%

  12             COLUMBIA       5,160           1,428         69           4.8%        4.7%           

  27             HERNANDO       10,993          3,342         96           2.9%                       

  61             SUWANNEE       2,404           620           14           2.3%                       0.0%

  11             COLLIER        19,389          6,916         107          1.5%        0.8%           1.7%

  65             WAKULLA        1,873           543           7            1.3%                       

  14             DESOTO         2,560           1,201         8            0.7%        1.6%           0.0%

  06             BROWARD        115,789         29,740        0            0.0%        0.0%           0.0%

  19             FRANKLIN       179             78            0            0.0%                       

  33             JEFFERSON      571             202           0            0.0%        0.0%           

                                                                                                      

  Source: FLDOE                                                                                       
  student                                                                                             
  database                                                                                            
  membership and                                                                                      
  teacher course                                                                                      
  records from                                                                                        
  fall 2005                                                                                           
  survey                                                                                              
  records, as of                                                                                      
  6/28/06.                                                                                            

  \* State                                                                                            
  totals include                                                                                      
  membership and                                                                                      
  course counts                                                                                       
  for specially                                                                                       
  administered                                                                                        
  districts in                                                                                        
  addition to                                                                                         
  regular                                                                                             
  districts                                                                                           
  1-67.                                                                                               
  -------------- -------------- --------------- ------------- ------------ ----------- -------------- -------------

**Table 15 \--** **HQT Results by Core Subject Area for the Ten Florida
Districts with the Highest**

**Counts of Classes Not Taught by HQT, 2005-06**

**District-Level Statistics for Schools Not Making AYP \-- Number and
Percent of Classes Not Taught by HQT, by Subject Area**

Note: Not all subject areas are presented. Reading is a subset of
(overlaps with) Language Arts.

  --------------------- -------------- -------------- --------- --------- ------- ------- -------- -------- ------------- -------------
  **District/County**                  **Membership   **\#      **%       **\#    **% All **\# All **% All  **\# All      **% All
                                       of Schools in  Courses   Courses   All     ESE**   Elem**   Elem**   Secondary**   Secondary**
                                       Category**     NHQT**    NHQT**    ESE**                                           

  16                    DUVAL          102,563        11,825    27.2%     1,376   32.9%   1,489    19.7%    8,960         28.3%

  48                    ORANGE         139,349        7,143     22.6%     2,441   58.9%   1,131    12.8%    3,571         19.1%

  13                    MIAMI-DADE     257,752        6,468     9.8%      490     8.6%    2,439    13.6%    3,539         8.3%

  29                    HILLSBOROUGH   145,724        4,845     16.2%     1,131   33.9%   190      6.1%     3,524         15.0%

  50                    PALM BEACH     128,368        4,151     12.9%     2,121   76.1%   1,080    39.0%    950           3.6%

  53                    POLK           73,327         3,918     18.5%     1,886   87.8%   181      2.3%     1,851         16.5%

  52                    PINELLAS       82,433         2,174     7.5%      0       0.0%    97       0.7%     2,077         15.4%

  36                    LEE            56,473         2,153     11.9%     407     42.3%   737      8.8%     1,009         11.6%

  41                    MANATEE        38,227         1,738     18.2%     95      8.6%    587      19.4%    1,056         19.5%

  42                    MARION         32,839         1,735     22.6%     794     98.8%   134      8.5%     807           15.2%
  --------------------- -------------- -------------- --------- --------- ------- ------- -------- -------- ------------- -------------

Elementary-Level Courses

  --------------------- -------------- -------- -------- ----------- ----------- -------- -------- ------- ------- ----------- -----------
  **District/County**                  **Lang   **Lang   **Reading   **Reading   **Math   **Math   **Soc   **Soc   **Science   **Science
                                       Arts     Arts %** \#**        %**         \#**     %**      St \#** St %**  \#**        %**
                                       \#**                                                                                    

  16                    DUVAL          6        27.3%    0                       0                 0               0           

  48                    ORANGE         552      11.2%    98          12.7%       56       20.2%    13      19.7%   8           2.5%

  13                    MIAMI-DADE     251      10.7%    0                       0                 0               0           

  29                    HILLSBOROUGH   0        0.0%     0           0.0%        0                 0               0           

  50                    PALM BEACH     0        0.0%     0                       0                 0               0           

  53                    POLK           51       4.2%     0           0.0%        0        0.0%     0               0           

  52                    PINELLAS       45       0.7%     8           0.2%        9        0.5%     9       0.8%    6           0.5%

  36                    LEE            202      9.5%     99          9.9%        103      9.7%     96      9.7%    95          9.2%

  41                    MANATEE        14       33.3%    3           11.1%       1        11.1%    1       50.0%   6           12.0%

  42                    MARION         2        9.5%     1           10.0%       1        4.5%     1       14.3%   0           0.0%
  --------------------- -------------- -------- -------- ----------- ----------- -------- -------- ------- ------- ----------- -----------

  --------------------- -------------- ------------ ------------ ----------- -------------- --------- --------- ----------- ----------- ------- -------
  **District/County**                  **Ungraded   **Ungraded   **Graded    **Graded Self- **Music & **Music & **Foreign   **Foreign   **ESE   **ESE
                                       \#**         %**          Self-       Contained%**   Arts \#** Arts %**  Lang \#**   Lang %**    \#**    %**
                                                                 Contained                                                                      
                                                                 \#**                                                                           

  16                    DUVAL          0                         533         19.6%          950       19.9%     0           0.0%        116     22.4%

  48                    ORANGE         0                         460         15.3%          33        14.2%     9           40.9%       1,551   63.2%

  13                    MIAMI-DADE     63           10.8%        1,045       14.7%          1080      13.5%     0                       213     20.7%

  29                    HILLSBOROUGH   0                         190         6.2%           0                   0                       380     24.6%

  50                    PALM BEACH     18           72.0%        1,057       45.6%          0                   5           100.0%      318     59.6%

  53                    POLK           0            0.0%         130         3.3%           0         0.0%      0                       550     82.6%

  52                    PINELLAS       0                         1           0.4%           27        0.9%      0           0.0%        0       0.0%

  36                    LEE            0            0.0%         121         10.9%          120       5.9%      0                       57      21.3%

  41                    MANATEE        0                         547         21.1%          18        5.5%      0           0.0%        23      4.5%

  42                    MARION         0                         29          5.5%           101       10.3%     0                       100     90.9%
  --------------------- -------------- ------------ ------------ ----------- -------------- --------- --------- ----------- ----------- ------- -------

Secondary-Level Courses

  --------------------- -------------- -------- -------- ----------- ----------- -------- -------- ------- ------- ----------- -----------
  **District/County**                  **Lang   **Lang   **Reading   **Reading   **Math   **Math   **Soc   **Soc   **Science   **Science
                                       Arts     Arts %** \#**        %**         \#**     %**      St \#** St %**  \#**        %**
                                       \#**                                                                                    

  16                    DUVAL          3,788    37.8%    1,757       58.4%       1,912    26.6%    1,606   27.8%   1,364       22.1%

  48                    ORANGE         1,819    29.6%    563         36.9%       485      13.0%    602     20.3%   512         15.7%

  13                    MIAMI-DADE     1,288    8.8%     350         8.9%        794      9.0%     511     7.9%    788         11.3%

  29                    HILLSBOROUGH   1,944    24.3%    1,099       45.6%       674      14.0%    341     9.7%    492         12.8%

  50                    PALM BEACH     319      3.7%     123         5.6%        299      4.8%     93      2.7%    172         3.6%

  53                    POLK           1,396    36.4%    1,210       82.5%       148      6.0%     100     6.1%    184         10.8%

  52                    PINELLAS       1,454    32.4%    817         69.5%       212      7.5%     179     8.5%    210         9.3%

  36                    LEE            689      24.7%    511         46.3%       118      7.0%     67      5.0%    77          5.5%

  41                    MANATEE        446      27.9%    155         45.9%       255      22.5%    106     12.4%   186         20.6%

  42                    MARION         389      21.7%    209         35.6%       188      15.6%    58      6.9%    145         15.0%
  --------------------- -------------- -------- -------- ----------- ----------- -------- -------- ------- ------- ----------- -----------

+---+-------------+-------+-------+-------+-------+-------+-------+
| * |             | **Fo  | *     | **    | **    | **ESE | **ESE |
| * |             | reign | *Fore | Music | Music | \#**  | %**   |
| D |             | Lang  | ign** | &     | &**   |       |       |
| i |             | \#**  |       | Arts  |       |       |       |
| s |             |       | **La  | \#**  | **Ar  |       |       |
| t |             |       | ng%** |       | ts%** |       |       |
| r |             |       |       |       |       |       |       |
| i |             |       |       |       |       |       |       |
| c |             |       |       |       |       |       |       |
| t |             |       |       |       |       |       |       |
| / |             |       |       |       |       |       |       |
| C |             |       |       |       |       |       |       |
| o |             |       |       |       |       |       |       |
| u |             |       |       |       |       |       |       |
| n |             |       |       |       |       |       |       |
| t |             |       |       |       |       |       |       |
| y |             |       |       |       |       |       |       |
| * |             |       |       |       |       |       |       |
| * |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 1 | DUVAL       | 93    | 12.7% | 197   | 11.0% | 1,260 | 34.4% |
| 6 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 4 | ORANGE      | 48    | 5.5%  | 105   | 6.2%  | 890   | 52.7% |
| 8 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 1 | MIAMI-DADE  | 43    | 2.0%  | 99    | 2.8%  | 277   | 6.0%  |
| 3 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 2 | H           | 31    | 2.9%  | 42    | 1.9%  | 751   | 42.0% |
| 9 | ILLSBOROUGH |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 5 | PALM BEACH  | 45    | 3.0%  | 22    | 1.1%  | 1,803 | 80.0% |
| 0 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 5 | POLK        | 13    | 3.0%  | 10    | 0.9%  | 1,336 | 90.1% |
| 3 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 5 | PINELLAS    | 4     | 0.6%  | 18    | 1.5%  | 0     | 0.0%  |
| 2 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 3 | LEE         | 43    | 9.5%  | 15    | 1.4%  | 350   | 50.3% |
| 6 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 4 | MANATEE     | 18    | 8.2%  | 45    | 6.4%  | 72    | 12.1% |
| 1 |             |       |       |       |       |       |       |
+---+-------------+-------+-------+-------+-------+-------+-------+
| 4 | MARION      | 11    | 7.0%  | 16    | 4.6%  | 694   | 1     |
| 2 |             |       |       |       |       |       | 00.0% |
+---+-------------+-------+-------+-------+-------+-------+-------+

> **Results for Individual Schools with High Counts of Classes Not
> Taught by HQT**
>
> [NAYP Florida Schools with the Highest *Counts* of NHQT Classes (Top
> 100 Schools)]{.underline}
>
> Table 16 (pages 23-24) and Table 17 (pages 25-26) provide information
> on schools that did not make AYP ("NAYP schools") and for which
> comparatively high counts of classes were not taught by HQ teachers.
> Table 16 provides HQT core-course results by school, along with
> additional information on the school population and school status,
> including grade levels taught, the percentage of students eligible for
> free/reduced-price lunch (FRPL%), membership size, and primary service
> type. Table 17 expands school-level information for the same set of
> schools to cover HQT results for specific subject areas.
>
> Schools not making AYP with the highest reported *counts* (as
> contrasted with *percentages*) of NHQT classes are, more often than
> not, regular high schools or middle schools. Only four of the 100
> schools featured in Tables 16 and 17 are elementary schools. The rest
> are secondary-level schools, including both regular middle/high
> schools and schools offering special services. Schools listed in
> Tables 16 and 17 tend to have fairly large school enrollments,
> averaging 1,310 students in membership.
>
> ![](media/image4.wmf)The median free and reduced-price lunch
> membership for the grouping is 47 percent, which is close to the state
> average of 46 percent for all schools. The median minority membership
> for the group is 56 percent, which is slightly higher the state's
> overall minority membership at 52 percent. Although the poverty status
> and demographics of these schools do not differ greatly from that of
> all schools statewide, the average percentage of classes taught by
> teachers who are not highly qualified is much higher for the schools
> in Tables 16 and 17 (at 31.7%) than for all schools statewide (10.4%)
> or for all NAYP schools statewide (11.8%).
>
> Florida NAYP schools with the highest counts of classes not taught by
> HQT have the highest teacher quality needs in the areas of secondary
> reading and ESE courses. Depending on the school and school type,
> other teacher quality needs are evident across core academic subject
> areas (math, science, language arts, and social studies).

**Characteristics of NAYP [Regular]{.underline} Schools with Highest
Counts of NHQT Classes:**

**Number of Schools by Grade Range Taught ("Regular" excludes those
offering special services)**

> ![](media/image5.wmf) \**Combination, Secondary* covers grades 6-12 (5
> schools), with one additional school serving grades 7-12.
>
> \*\* *Combination, All* includes one school serving grades K-12.
>
> **Additional Characteristics of NAYP [Regular]{.underline} Schools
> with Highest Counts of NHQT Classes**
>
> Average enrollment size = 1,507 students
>
> Median percent eligible for free/reduced-price lunch = 50.1% (vs.
> 45.8% for state average)
>
> Median minority membership percentage = 58.9% (vs. 52.3% for state
> minority percent)

**Table 16 \-- Characteristics of Florida Schools Not Making AYP (NAYP),
2005-06**

> 100 NAYP Schools with Highest Counts of Core Courses Not Taught by HQT
>
> Ranked by Count of NHQT Courses
>
> (1-60, this page)

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 12%" />
<col style="width: 5%" />
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"><strong>District # / Name</strong></td>
<td><strong>Sch #</strong></td>
<td><strong>School Name/Abbreviation</strong></td>
<td><strong>FRPL %</strong></td>
<td><strong>Minority %</strong></td>
<td><strong>Grades Taught</strong></td>
<td><strong>Member-ship</strong></td>
<td><strong># Core Courses</strong></td>
<td><p><strong># Not</strong></p>
<p><strong>HQT</strong></p></td>
<td><strong>Not HQT%</strong></td>
<td><strong>Primary Service Type</strong></td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1181</td>
<td>SIATECH</td>
<td>5.1</td>
<td>91.6%</td>
<td>9-12</td>
<td>178</td>
<td>593</td>
<td>593</td>
<td>100.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2191</td>
<td>JOSEPH STILWELL MIDDLE SCHOOL</td>
<td>50.3</td>
<td>49.8%</td>
<td>6-8</td>
<td>1,286</td>
<td>1,102</td>
<td>486</td>
<td>44.1%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5371</td>
<td>HOSPITAL/HOMEBOUND</td>
<td>31.4</td>
<td>55.0%</td>
<td>K-12</td>
<td>191</td>
<td>642</td>
<td>438</td>
<td>68.2%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2072</td>
<td>J. E. B. STUART MIDDLE SCHOOL</td>
<td>51.4</td>
<td>65.8%</td>
<td>6-8</td>
<td>1,138</td>
<td>1,049</td>
<td>425</td>
<td>40.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0861</td>
<td>TERRY PARKER HIGH SCHOOL</td>
<td>29.6</td>
<td>57.8%</td>
<td>9-12</td>
<td>1,967</td>
<td>1,060</td>
<td>412</td>
<td>38.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>1021</td>
<td>SCHOOL OF SUCCESS ACADEMY-SOS</td>
<td>48.9</td>
<td>89.8%</td>
<td>6-8</td>
<td>266</td>
<td>392</td>
<td>392</td>
<td>100.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1551</td>
<td>NORTHWESTERN MIDDLE SCHOOL</td>
<td>80.5</td>
<td>99.0%</td>
<td>6-8</td>
<td>775</td>
<td>505</td>
<td>364</td>
<td>72.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2561</td>
<td>LANDMARK MIDDLE SCHOOL</td>
<td>28.1</td>
<td>54.3%</td>
<td>6-8</td>
<td>1,585</td>
<td>1,270</td>
<td>310</td>
<td>24.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2241</td>
<td>SAMUEL W. WOLFSON HIGH SCHOOL</td>
<td>28.4</td>
<td>60.7%</td>
<td>9-12</td>
<td>1,842</td>
<td>878</td>
<td>305</td>
<td>34.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0351</td>
<td>ANDREW JACKSON HIGH SCHOOL</td>
<td>48.5</td>
<td>89.6%</td>
<td>9-12</td>
<td>1,639</td>
<td>735</td>
<td>293</td>
<td>39.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>25</td>
<td>HARDEE</td>
<td>0031</td>
<td>HARDEE JUNIOR HIGH SCHOOL</td>
<td>65.1</td>
<td>58.9%</td>
<td>6-8</td>
<td>1,141</td>
<td>1,218</td>
<td>288</td>
<td>23.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>52</td>
<td>PINELLAS</td>
<td>7071</td>
<td>DROPOUT PREVENTION SCHOOL</td>
<td>45.7</td>
<td>64.9%</td>
<td>PREK-12</td>
<td>405</td>
<td>454</td>
<td>269</td>
<td>59.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1681</td>
<td>EUGENE J. BUTLER MIDDLE SCHOOL</td>
<td>82.4</td>
<td>98.3%</td>
<td>6-8</td>
<td>578</td>
<td>830</td>
<td>268</td>
<td>32.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0331</td>
<td>ROBERT E. LEE HIGH SCHOOL</td>
<td>38.9</td>
<td>73.6%</td>
<td>9-12</td>
<td>1,900</td>
<td>670</td>
<td>256</td>
<td>38.2%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>55</td>
<td>ST. JOHNS</td>
<td>0371</td>
<td>GAMBLE ROGERS MIDDLE SCHOOL</td>
<td>33.3</td>
<td>17.1%</td>
<td>6-8</td>
<td>965</td>
<td>484</td>
<td>255</td>
<td>52.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2441</td>
<td>HIGHLANDS MIDDLE SCHOOL</td>
<td>59.1</td>
<td>86.5%</td>
<td>6-8</td>
<td>1,126</td>
<td>792</td>
<td>254</td>
<td>32.1%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1461</td>
<td>MATTHEW W. GILBERT MIDDLE SCHL</td>
<td>77.0</td>
<td>95.4%</td>
<td>6-8</td>
<td>636</td>
<td>602</td>
<td>253</td>
<td>42.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0921</td>
<td>PAXON MIDDLE SCHOOL</td>
<td>69.4</td>
<td>81.7%</td>
<td>6-8</td>
<td>847</td>
<td>948</td>
<td>242</td>
<td>25.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2601</td>
<td>MANDARIN HIGH SCHOOL</td>
<td>8.8</td>
<td>29.2%</td>
<td>9-12</td>
<td>2,903</td>
<td>1,376</td>
<td>241</td>
<td>17.5%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2161</td>
<td>JEFFERSON DAVIS MIDDLE SCHOOL</td>
<td>49.4</td>
<td>62.7%</td>
<td>6-8</td>
<td>1,515</td>
<td>822</td>
<td>234</td>
<td>28.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0311</td>
<td>JULIA E. LANDON MIDDLE SCHOOL</td>
<td>61.1</td>
<td>71.9%</td>
<td>6-8</td>
<td>597</td>
<td>500</td>
<td>224</td>
<td>44.8%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>1651</td>
<td>WILLIAM M. RAINES HIGH SCHOOL</td>
<td>47.8</td>
<td>99.3%</td>
<td>9-12</td>
<td>1,474</td>
<td>447</td>
<td>219</td>
<td>49.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2121</td>
<td>JEAN RIBAULT MIDDLE SCHOOL</td>
<td>77.3</td>
<td>97.2%</td>
<td>6-8</td>
<td>647</td>
<td>670</td>
<td>216</td>
<td>32.2%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>64</td>
<td>VOLUSIA</td>
<td>6881</td>
<td>PINE RIDGE HIGH SCHOOL</td>
<td>37.0</td>
<td>42.1%</td>
<td>9-12</td>
<td>2,600</td>
<td>804</td>
<td>213</td>
<td>26.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2411</td>
<td>NATHAN B. FORREST HIGH SCHOOL</td>
<td>32.0</td>
<td>64.2%</td>
<td>9-12</td>
<td>1,757</td>
<td>731</td>
<td>208</td>
<td>28.5%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0661</td>
<td>ALFRED I. DUPONT MIDDLE SCHOOL</td>
<td>50.1</td>
<td>57.1%</td>
<td>6-8</td>
<td>1,072</td>
<td>1,067</td>
<td>202</td>
<td>18.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2481</td>
<td>EDWARD H. WHITE HIGH SCHOOL</td>
<td>29.6</td>
<td>51.1%</td>
<td>9-12</td>
<td>2,120</td>
<td>784</td>
<td>201</td>
<td>25.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>1691</td>
<td>PACE CENTER FOR GIRLS</td>
<td>22.2</td>
<td>66.7%</td>
<td>Secondary</td>
<td>54</td>
<td>216</td>
<td>195</td>
<td>90.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0751</td>
<td>PAXON SCHOOL/ADVANCED STUDIES</td>
<td>11.6</td>
<td>45.4%</td>
<td>9-12</td>
<td>1,494</td>
<td>1,094</td>
<td>190</td>
<td>17.4%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>1381</td>
<td>MEADOW WOODS MIDDLE SCHOOL</td>
<td>56.1</td>
<td>81.9%</td>
<td>6-8</td>
<td>1,952</td>
<td>480</td>
<td>186</td>
<td>38.8%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2791</td>
<td>KERNAN MIDDLE SCHOOL</td>
<td>30.3</td>
<td>46.4%</td>
<td>6-8</td>
<td>1,247</td>
<td>818</td>
<td>186</td>
<td>22.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>0055</td>
<td>SHIELDS MIDDLE SCHOOL</td>
<td>82.9</td>
<td>71.0%</td>
<td>6-8</td>
<td>1,076</td>
<td>281</td>
<td>185</td>
<td>65.8%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0084</td>
<td>COMMUNITY EDUC. PARTNERS-NW</td>
<td>62.8</td>
<td>82.2%</td>
<td>6-12</td>
<td>640</td>
<td>210</td>
<td>181</td>
<td>86.2%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0901</td>
<td>ENGLEWOOD HIGH SCHOOL</td>
<td>35.5</td>
<td>55.1%</td>
<td>9-12</td>
<td>2,034</td>
<td>526</td>
<td>179</td>
<td>34.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2591</td>
<td>MANDARIN MIDDLE SCHOOL</td>
<td>17.6</td>
<td>27.4%</td>
<td>6-8</td>
<td>1,641</td>
<td>1,182</td>
<td>176</td>
<td>14.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>54</td>
<td>PUTNAM</td>
<td>0261</td>
<td>CRESCENT CITY JR/SR HIGH SCHL</td>
<td>69.4</td>
<td>51.2%</td>
<td>7-12</td>
<td>898</td>
<td>392</td>
<td>175</td>
<td>44.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>1811</td>
<td>HOSPITAL AND HOMEBOUND</td>
<td>24.1</td>
<td>40.4%</td>
<td>K-12</td>
<td>203</td>
<td>370</td>
<td>175</td>
<td>47.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>41</td>
<td>MANATEE</td>
<td>0072</td>
<td>BAYSHORE HIGH SCHOOL</td>
<td>40.4</td>
<td>34.2%</td>
<td>9-12</td>
<td>1,951</td>
<td>662</td>
<td>172</td>
<td>26.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>57</td>
<td>SANTA ROSA</td>
<td>0342</td>
<td>WEST NAVARRE ELEMENTARY SCHOOL</td>
<td>27.6</td>
<td>15.2%</td>
<td>PREK-5</td>
<td>1,168</td>
<td>205</td>
<td>170</td>
<td>82.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0085</td>
<td>COMMUNITY ED PARTNERS-SE</td>
<td>52.8</td>
<td>78.1%</td>
<td>6-12</td>
<td>621</td>
<td>209</td>
<td>169</td>
<td>80.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2651</td>
<td>FIRST COAST HIGH SCHOOL</td>
<td>24.1</td>
<td>50.3%</td>
<td>9-12</td>
<td>2,196</td>
<td>586</td>
<td>166</td>
<td>28.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0661</td>
<td>COLONIAL HIGH SCHOOL</td>
<td>41.0</td>
<td>73.9%</td>
<td>9-12</td>
<td>3,764</td>
<td>801</td>
<td>163</td>
<td>20.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0961</td>
<td>JEAN RIBAULT HIGH SCHOOL</td>
<td>44.1</td>
<td>94.2%</td>
<td>9-12</td>
<td>1,031</td>
<td>476</td>
<td>162</td>
<td>34.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>1171</td>
<td>SOJOURNER TRUTH HIGH SCHOOL</td>
<td>50.4</td>
<td>92.7%</td>
<td>9-12</td>
<td>123</td>
<td>201</td>
<td>162</td>
<td>80.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>1161</td>
<td>MULBERRY MIDDLE SCHOOL</td>
<td>60.9</td>
<td>35.3%</td>
<td>6-8</td>
<td>869</td>
<td>339</td>
<td>162</td>
<td>47.8%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>0381</td>
<td>BALDWIN MIDDLE-SENIOR HIGH SCH</td>
<td>24.3</td>
<td>17.7%</td>
<td>6-12</td>
<td>1,036</td>
<td>932</td>
<td>162</td>
<td>17.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0691</td>
<td>LAKE SHORE MIDDLE SCHOOL</td>
<td>61.7</td>
<td>64.9%</td>
<td>6-8</td>
<td>1,181</td>
<td>797</td>
<td>157</td>
<td>19.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>64</td>
<td>VOLUSIA</td>
<td>1453</td>
<td>DELAND HIGH SCHOOL</td>
<td>28.3</td>
<td>27.6%</td>
<td>9-12</td>
<td>3,238</td>
<td>981</td>
<td>156</td>
<td>15.9%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2531</td>
<td>TWIN LAKES ACADEMY MIDDLE</td>
<td>28.6</td>
<td>49.0%</td>
<td>6-8</td>
<td>1,492</td>
<td>1,090</td>
<td>152</td>
<td>13.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>0571</td>
<td>WESTWOOD MIDDLE SCHOOL</td>
<td>75.6</td>
<td>51.3%</td>
<td>6-8</td>
<td>993</td>
<td>359</td>
<td>151</td>
<td>42.1%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0764</td>
<td>ACS EXCEL</td>
<td>34.9</td>
<td>81.0%</td>
<td>Secondary</td>
<td>332</td>
<td>193</td>
<td>150</td>
<td>77.7%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>1111</td>
<td>STONEWALL JACKSON MIDDLE SCHL</td>
<td>82.2</td>
<td>83.1%</td>
<td>6-8</td>
<td>1,095</td>
<td>358</td>
<td>147</td>
<td>41.1%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>0621</td>
<td>OCEANWAY SCHOOL</td>
<td>34.0</td>
<td>25.9%</td>
<td>6-8</td>
<td>1,176</td>
<td>837</td>
<td>145</td>
<td>17.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2111</td>
<td>SOUTHSIDE MIDDLE SCHOOL</td>
<td>56.3</td>
<td>56.2%</td>
<td>6-8</td>
<td>1,091</td>
<td>962</td>
<td>144</td>
<td>15.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>28</td>
<td>HIGHLANDS</td>
<td>0221</td>
<td>SEBRING HIGH SCHOOL</td>
<td>40.5</td>
<td>33.5%</td>
<td>9-12</td>
<td>1,608</td>
<td>852</td>
<td>144</td>
<td>16.9%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2231</td>
<td>DUNCAN U. FLETCHER HIGH SCHOOL</td>
<td>15.0</td>
<td>24.1%</td>
<td>9-12</td>
<td>2,551</td>
<td>879</td>
<td>144</td>
<td>16.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2261</td>
<td>CRYSTAL SPRINGS ELEM. SCHOOL</td>
<td>35.0</td>
<td>42.7%</td>
<td>PREK-5</td>
<td>1,353</td>
<td>234</td>
<td>143</td>
<td>61.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>5060</td>
<td>RIVERSIDE ACADEMY</td>
<td>4.7</td>
<td>62.0%</td>
<td>Secondary</td>
<td>150</td>
<td>179</td>
<td>138</td>
<td>77.1%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>16</td>
<td>DUVAL</td>
<td>2371</td>
<td>SANDALWOOD HIGH SCHOOL</td>
<td>20.4</td>
<td>48.3%</td>
<td>9-12</td>
<td>3,161</td>
<td>967</td>
<td>138</td>
<td>14.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>42</td>
<td>MARION</td>
<td>0501</td>
<td>LAKE WEIR HIGH SCHOOL</td>
<td>55.5</td>
<td>29.6%</td>
<td>9-12</td>
<td>1,695</td>
<td>452</td>
<td>138</td>
<td>30.5%</td>
<td>Regular</td>
</tr>
</tbody>
</table>

> (continued)

**Table 16 (continued): Characteristics of Florida Schools Not Making
AYP (NAYP), 2005-06**

> 100 NAYP Schools with Highest Counts of Core Courses Not Taught by HQT
>
> Ranked by Count of NHQT Courses
>
> (61-100, this page)

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 11%" />
<col style="width: 5%" />
<col style="width: 22%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 5%" />
<col style="width: 7%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2"><strong>District # / Name</strong></td>
<td><strong>Sch #</strong></td>
<td><strong>School Name/Abbreviation</strong></td>
<td><strong>FRPL %</strong></td>
<td><strong>Minority %</strong></td>
<td><strong>Grades Taught</strong></td>
<td><strong>Member-ship</strong></td>
<td><strong># Core Courses</strong></td>
<td><strong># Not HQT</strong></td>
<td><strong>Not HQT%</strong></td>
<td><p><strong>Primary</strong></p>
<p><strong>Service Type</strong></p></td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>0491</td>
<td>DENISON MIDDLE SCHOOL</td>
<td>61.7</td>
<td>46.7%</td>
<td>6-8</td>
<td>1,000</td>
<td>373</td>
<td>137</td>
<td>36.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>2131</td>
<td>ARLINGTON MIDDLE SCHOOL</td>
<td>58.3</td>
<td>65.5%</td>
<td>6-8</td>
<td>840</td>
<td>660</td>
<td>136</td>
<td>20.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>55</td>
<td>ST. JOHNS</td>
<td>0421</td>
<td>HASTINGS JUVENILE CORRECTIONAL</td>
<td>0.0</td>
<td>68.0%</td>
<td>Secondary</td>
<td>178</td>
<td>260</td>
<td>135</td>
<td>51.9%</td>
<td>Alternative</td>
</tr>
<tr class="odd">
<td>64</td>
<td>VOLUSIA</td>
<td>3436</td>
<td>MAINLAND HIGH SCHOOL</td>
<td>35.8</td>
<td>50.3%</td>
<td>9-12</td>
<td>1,899</td>
<td>864</td>
<td>134</td>
<td>15.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0201</td>
<td>HILLCREST ELEMENTARY SCHOOL</td>
<td>46.6</td>
<td>62.9%</td>
<td>K-5</td>
<td>380</td>
<td>274</td>
<td>133</td>
<td>48.5%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>26</td>
<td>HENDRY</td>
<td>0181</td>
<td>LABELLE HIGH SCHOOL</td>
<td>55.2</td>
<td>56.1%</td>
<td>11-12</td>
<td>1,081</td>
<td>357</td>
<td>133</td>
<td>37.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>1662</td>
<td>FREEDOM HIGH SCHOOL</td>
<td>31.1</td>
<td>67.4%</td>
<td>9-12</td>
<td>3,314</td>
<td>689</td>
<td>132</td>
<td>19.2%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>51</td>
<td>PASCO</td>
<td>0921</td>
<td>PINE VIEW MIDDLE SCHOOL</td>
<td>19.0</td>
<td>21.9%</td>
<td>6-8</td>
<td>1,809</td>
<td>565</td>
<td>132</td>
<td>23.4%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>4321</td>
<td>DOROTHY THOMAS CENTER</td>
<td>81.3</td>
<td>57.7%</td>
<td>Combo</td>
<td>123</td>
<td>157</td>
<td>129</td>
<td>82.2%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>54</td>
<td>PUTNAM</td>
<td>0301</td>
<td>PALATKA HIGH SCHOOL</td>
<td>44.3</td>
<td>39.5%</td>
<td>9-12</td>
<td>1,680</td>
<td>441</td>
<td>128</td>
<td>29.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>13</td>
<td>DADE</td>
<td>7731</td>
<td>MIAMI SOUTHRIDGE SENIOR HIGH</td>
<td>57.3</td>
<td>89.5%</td>
<td>9-12</td>
<td>3,678</td>
<td>769</td>
<td>125</td>
<td>16.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>41</td>
<td>MANATEE</td>
<td>0181</td>
<td>MANATEE HIGH SCHOOL</td>
<td>26.8</td>
<td>27.2%</td>
<td>9-12</td>
<td>2,248</td>
<td>537</td>
<td>122</td>
<td>22.7%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>08</td>
<td>CHARLOTTE</td>
<td>0042</td>
<td>CHARLOTTE HARBOR SCHOOL</td>
<td>55.7</td>
<td>29.3%</td>
<td>Combo</td>
<td>167</td>
<td>244</td>
<td>121</td>
<td>49.6%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>40</td>
<td>MADISON</td>
<td>0900</td>
<td>GREENVILLE HILLS ACADEMY</td>
<td>100.0</td>
<td>55.8%</td>
<td>Combo</td>
<td>181</td>
<td>206</td>
<td>120</td>
<td>58.3%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>28</td>
<td>HIGHLANDS</td>
<td>0231</td>
<td>AVON PARK HIGH SCHOOL</td>
<td>54.9</td>
<td>55.2%</td>
<td>9-12</td>
<td>1,127</td>
<td>596</td>
<td>120</td>
<td>20.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>42</td>
<td>MARION</td>
<td>9731</td>
<td>KINGSBURY ACADEMY</td>
<td>73.7</td>
<td>50.8%</td>
<td>Combo</td>
<td>262</td>
<td>155</td>
<td>119</td>
<td>76.8%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>58</td>
<td>SARASOTA</td>
<td>0294</td>
<td>TRIAD</td>
<td>36.5</td>
<td>25.0%</td>
<td>6-12</td>
<td>104</td>
<td>141</td>
<td>119</td>
<td>84.4%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>37</td>
<td>LEON</td>
<td>1503</td>
<td>PACE CENTER FOR GIRLS</td>
<td>45.9</td>
<td>70.5%</td>
<td>Secondary</td>
<td>61</td>
<td>118</td>
<td>118</td>
<td>100.0%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>1521</td>
<td>APOPKA HIGH SCHOOL</td>
<td>30.9</td>
<td>50.3%</td>
<td>9-12</td>
<td>3,664</td>
<td>750</td>
<td>118</td>
<td>15.7%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>59</td>
<td>SEMINOLE</td>
<td>0181</td>
<td>SEMINOLE HIGH SCHOOL</td>
<td>35.2</td>
<td>48.8%</td>
<td>9-12</td>
<td>3,031</td>
<td>790</td>
<td>117</td>
<td>14.8%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0083</td>
<td>SUMMIT CHARTER WEST</td>
<td>67.5</td>
<td>90.6%</td>
<td>K-6</td>
<td>191</td>
<td>123</td>
<td>116</td>
<td>94.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>1721</td>
<td>LAKE WALES SENIOR HIGH SCHOOL</td>
<td>48.2</td>
<td>43.7%</td>
<td>9-12</td>
<td>1,385</td>
<td>393</td>
<td>116</td>
<td>29.5%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>0031</td>
<td>LAKELAND SENIOR HIGH SCHOOL</td>
<td>42.2</td>
<td>40.0%</td>
<td>9-12</td>
<td>2,145</td>
<td>632</td>
<td>116</td>
<td>18.4%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>0201</td>
<td>JOHN F. KENNEDY MIDDLE SCHOOL</td>
<td>89.0</td>
<td>99.6%</td>
<td>6-8</td>
<td>1,011</td>
<td>380</td>
<td>114</td>
<td>30.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>2001</td>
<td>ACS/BILL DUNCAN OPPORTUNITY CTR</td>
<td>60.9</td>
<td>57.5%</td>
<td>6-12</td>
<td>174</td>
<td>190</td>
<td>114</td>
<td>60.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>55</td>
<td>ST. JOHNS</td>
<td>0301</td>
<td>SEBASTIAN MIDDLE SCHOOL</td>
<td>38.0</td>
<td>24.2%</td>
<td>6-8</td>
<td>743</td>
<td>368</td>
<td>114</td>
<td>31.0%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>13</td>
<td>DADE</td>
<td>7541</td>
<td>NORTH MIAMI BEACH SENIOR HIGH</td>
<td>55.1</td>
<td>94.0%</td>
<td>9-12</td>
<td>2,936</td>
<td>833</td>
<td>113</td>
<td>13.6%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>1482</td>
<td>SLIGH MIDDLE SCHOOL</td>
<td>83.5</td>
<td>90.1%</td>
<td>6-8</td>
<td>987</td>
<td>268</td>
<td>113</td>
<td>42.2%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>08</td>
<td>CHARLOTTE</td>
<td>0031</td>
<td>CHARLOTTE HIGH SCHOOL</td>
<td>28.9</td>
<td>15.5%</td>
<td>9-12</td>
<td>2,068</td>
<td>485</td>
<td>113</td>
<td>23.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>52</td>
<td>PINELLAS</td>
<td>3341</td>
<td>CLEARWATER INTERMEDIATE</td>
<td>64.8</td>
<td>38.4%</td>
<td>5-8</td>
<td>398</td>
<td>239</td>
<td>112</td>
<td>46.9%</td>
<td>Alternative</td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>0581</td>
<td>W. D. SUGG MIDDLE SCHOOL</td>
<td>43.0</td>
<td>31.5%</td>
<td>6-8</td>
<td>992</td>
<td>249</td>
<td>112</td>
<td>45.0%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>58</td>
<td>SARASOTA</td>
<td>0051</td>
<td>SARASOTA HIGH SCHOOL</td>
<td>17.5</td>
<td>21.0%</td>
<td>9-12</td>
<td>2,665</td>
<td>901</td>
<td>111</td>
<td>12.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>13</td>
<td>DADE</td>
<td>7701</td>
<td>SOUTH DADE SENIOR HIGH SCHOOL</td>
<td>59.9</td>
<td>79.6%</td>
<td>9-12</td>
<td>2,761</td>
<td>643</td>
<td>110</td>
<td>17.1%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>56</td>
<td>ST. LUCIE</td>
<td>0321</td>
<td>DALE CASSENS EDUCATIONAL CTR</td>
<td>80.9</td>
<td>73.4%</td>
<td>Combo</td>
<td>94</td>
<td>133</td>
<td>110</td>
<td>82.7%</td>
<td>Special Ed.</td>
</tr>
<tr class="even">
<td>36</td>
<td>LEE</td>
<td>0651</td>
<td>ROYAL PALM EXCEPT. SCHOOL CTR</td>
<td>73.9</td>
<td>63.1%</td>
<td>Combo</td>
<td>203</td>
<td>144</td>
<td>110</td>
<td>76.4%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>1961</td>
<td>DISCOVERY ACADEMY/LAKE ALFRED</td>
<td>61.7</td>
<td>42.6%</td>
<td>6-8</td>
<td>1,029</td>
<td>254</td>
<td>110</td>
<td>43.3%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0591</td>
<td>GATEWAY SCHOOL</td>
<td>81.7</td>
<td>79.8%</td>
<td>Secondary</td>
<td>109</td>
<td>199</td>
<td>106</td>
<td>53.3%</td>
<td>Special Ed.</td>
</tr>
<tr class="odd">
<td>10</td>
<td>CLAY</td>
<td>0391</td>
<td>MIDDLEBURG HIGH SCHOOL</td>
<td>24.4</td>
<td>8.6%</td>
<td>9-12</td>
<td>1,892</td>
<td>469</td>
<td>106</td>
<td>22.6%</td>
<td>Regular</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>0671</td>
<td>EVANS HIGH SCHOOL</td>
<td>58.5</td>
<td>95.1%</td>
<td>9-12</td>
<td>2,553</td>
<td>543</td>
<td>105</td>
<td>19.3%</td>
<td>Regular</td>
</tr>
<tr class="odd">
<td>48</td>
<td>ORANGE</td>
<td>0342</td>
<td>OCOEE MIDDLE SCHOOL</td>
<td>42.6</td>
<td>48.3%</td>
<td>6-8</td>
<td>1,602</td>
<td>365</td>
<td>105</td>
<td>28.8%</td>
<td>Regular</td>
</tr>
</tbody>
</table>

**Table 17 \--Teacher Quality Staffing Needs of Florida NAYP Schools, by
Subject Area, 2005-06**

> 100 NAYP Schools with Highest Counts of Core Courses Not Taught by HQT

Percent of Classes Not Taught by HQT by Subject Area

**(1-60, this page)**

  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------
  **District                  **Sch   **School              \#        \%        Lang     Math     Social    Science   All ESE  Elem      Sec
  \# / Name**                 \#**    Name/Abbreviation**   Courses   Courses   Arts              Studies                      Reading   Reading
                                                            Not HQT   NHQT                                                               

  16           DUVAL          1181    SIATECH               593       100.0%    100.0%   100.0%   100.0%    100.0%    100.0%             100.0%

  16           DUVAL          2191    JOSEPH STILWELL       486       44.1%     58.7%    38.2%    43.4%     39.3%     0.0%               68.4%
                                      MIDDLE SCHOOL                                                                                      

  29           HILLSBOROUGH   5371    HOSPITAL/HOMEBOUND    438       68.2%     75.9%    48.5%    70.4%     74.2%     69.9%              96.3%
                                      PROGRAMS                                                                                           

  16           DUVAL          2072    J. E. B. STUART       425       40.5%     68.1%    20.4%    29.5%     23.3%     75.0%              81.7%
                                      MIDDLE SCHOOL                                                                                      

  16           DUVAL          0861    TERRY PARKER HIGH     412       38.9%     40.4%    37.8%    36.1%     21.6%     70.4%              58.1%
                                      SCHOOL                                                                                             

  16           DUVAL          1021    SCHOOL OF SUCCESS     392       100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%
                                      ACADEMY-SOS                                                                                        

  16           DUVAL          1551    NORTHWESTERN MIDDLE   364       72.1%     85.9%    69.3%    76.9%     39.5%     100.0%             100.0%
                                      SCHOOL                                                                                             

  16           DUVAL          2561    LANDMARK MIDDLE       310       24.4%     33.7%    24.4%    24.4%     4.0%      50.0%              55.9%
                                      SCHOOL                                                                                             

  16           DUVAL          2241    SAMUEL W. WOLFSON     305       34.7%     41.7%    38.4%    26.3%     23.8%     76.5%              53.3%
                                      HIGH SCHOOL                                                                                        

  16           DUVAL          0351    ANDREW JACKSON HIGH   293       39.9%     62.7%    25.0%    38.9%     46.8%     27.8%              63.6%
                                      SCHOOL                                                                                             

  25           HARDEE         0031    HARDEE JUNIOR HIGH    288       23.6%     44.5%    5.3%     0.0%      14.3%     41.9%              69.5%
                                      SCHOOL                                                                                             

  52           PINELLAS       7071    DROPOUT PREVENTION    269       59.3%     77.4%    45.4%    49.3%     66.2%     0.0%     0.0%      95.0%
                                      SCHOOL                                                                                             

  16           DUVAL          1681    EUGENE J. BUTLER      268       32.3%     36.0%    56.4%    8.1%      32.8%     14.3%              33.9%
                                      MIDDLE SCHOOL                                                                                      

  16           DUVAL          0331    ROBERT E. LEE HIGH    256       38.2%     35.7%    25.0%    44.3%     32.8%     49.2%              60.0%
                                      SCHOOL                                                                                             

  55           ST. JOHNS      0371    GAMBLE ROGERS MIDDLE  255       52.7%     61.5%    67.1%    55.9%     50.0%     8.9%               58.1%
                                      SCHOOL                                                                                             

  16           DUVAL          2441    HIGHLANDS MIDDLE      254       32.1%     42.7%    4.5%     32.1%     30.3%     46.9%              50.8%
                                      SCHOOL                                                                                             

  16           DUVAL          1461    MATTHEW W. GILBERT    253       42.0%     47.7%    49.3%    34.3%     39.4%     46.3%              63.8%
                                      MIDDLE SCHL                                                                                        

  16           DUVAL          0921    PAXON MIDDLE SCHOOL   242       25.5%     28.0%    23.1%    13.8%     1.6%      45.7%              37.3%

  16           DUVAL          2601    MANDARIN HIGH SCHOOL  241       17.5%     15.7%    28.4%    20.3%     6.4%      6.5%               75.4%

  16           DUVAL          2161    JEFFERSON DAVIS       234       28.5%     53.2%    19.7%    18.6%     15.7%     10.0%              78.6%
                                      MIDDLE SCHOOL                                                                                      

  16           DUVAL          0311    JULIA E. LANDON       224       44.8%     47.8%    32.0%    59.2%     42.2%     50.0%              50.0%
                                      MIDDLE SCHOOL                                                                                      

  16           DUVAL          1651    WILLIAM M. RAINES     219       49.0%     54.2%    51.9%    57.4%     31.0%     48.6%              50.0%
                                      HIGH SCHOOL                                                                                        

  16           DUVAL          2121    JEAN RIBAULT MIDDLE   216       32.2%     42.2%    18.8%    52.5%     30.4%     8.3%               37.9%
                                      SCHOOL                                                                                             

  64           VOLUSIA        6881    PINE RIDGE HIGH       213       26.5%     37.1%    37.4%    28.5%     14.3%     23.5%              19.4%
                                      SCHOOL                                                                                             

  16           DUVAL          2411    NATHAN B. FORREST     208       28.5%     36.7%    17.6%    31.1%     32.0%     30.0%              61.5%
                                      HIGH SCHOOL                                                                                        

  16           DUVAL          0661    ALFRED I. DUPONT      202       18.9%     21.6%    14.8%    15.6%     16.9%     37.6%              47.1%
                                      MIDDLE SCHOOL                                                                                      

  16           DUVAL          2481    EDWARD H. WHITE HIGH  201       25.6%     30.8%    29.2%    9.9%      35.5%     26.0%              80.5%
                                      SCHOOL                                                                                             

  48           ORANGE         1691    PACE CENTER FOR GIRLS 195       90.3%     83.7%    97.9%    100.0%    88.0%                        72.7%

  16           DUVAL          0751    PAXON SCHOOL/ADVANCED 190       17.4%     15.8%    14.5%    28.4%     16.5%     67.6%              0.0%
                                      STUDIES                                                                                            

  16           DUVAL          2791    KERNAN MIDDLE SCHOOL  186       22.7%     27.5%    14.8%    30.9%     18.8%     14.5%              56.8%

  48           ORANGE         1381    MEADOW WOODS MIDDLE   186       38.8%     43.7%    27.1%    49.4%     31.3%     62.8%              56.3%
                                      SCHOOL                                                                                             

  29           HILLSBOROUGH   0055    SHIELDS MIDDLE SCHOOL 185       65.8%     83.7%    42.6%    62.5%     57.1%     100.0%             100.0%

  48           ORANGE         0084    COMMUNITY EDUC.       181       86.2%     95.9%    90.0%    58.0%     100.0%                       100.0%
                                      PARTNERS-NW                                                                                        

  16           DUVAL          0901    ENGLEWOOD HIGH SCHOOL 179       34.0%     17.4%    52.2%    36.2%     23.3%     87.0%              42.9%

  16           DUVAL          2591    MANDARIN MIDDLE       176       14.9%     20.5%    7.0%     16.8%     11.7%     23.8%              43.6%
                                      SCHOOL                                                                                             

  16           DUVAL          1811    HOSPITAL AND          175       47.3%     37.1%    68.4%    42.9%     31.1%     48.7%              45.0%
                                      HOMEBOUND                                                                                          

  54           PUTNAM         0261    CRESCENT CITY JR/SR   175       44.6%     40.0%    45.0%    35.5%     61.7%     96.8%              78.8%
                                      HIGH SCHL                                                                                          

  41           MANATEE        0072    BAYSHORE HIGH SCHOOL  172       26.0%     24.3%    35.3%    30.0%     38.5%     20.0%              61.5%

  57           SANTA ROSA     0342    WEST NAVARRE ELEM     170       82.9%     100.0%                                46.4%    100.0%    
                                      SCHOOL                                                                                             

  48           ORANGE         0085    COMMUNITY EDUCATION   169       80.9%     100.0%   78.4%    24.4%     93.8%                        100.0%
                                      PARTNERS                                                                                           

  16           DUVAL          2651    FIRST COAST HIGH      166       28.3%     36.3%    28.9%    31.9%     16.3%     57.1%              58.3%
                                      SCHOOL                                                                                             

  48           ORANGE         0661    COLONIAL HIGH SCHOOL  163       20.3%     27.5%    12.0%    17.1%     8.3%      63.1%              90.0%

  16           DUVAL          0381    BALDWIN MIDDLE-SENIOR 162       17.4%     18.7%    7.6%     10.3%     44.3%     0.0%               17.1%
                                      HIGH SCH                                                                                           

  16           DUVAL          0961    JEAN RIBAULT HIGH     162       34.0%     44.8%    45.2%    21.1%     20.0%     56.0%              15.0%
                                      SCHOOL                                                                                             

  16           DUVAL          1171    SOJOURNER TRUTH HIGH  162       80.6%     57.5%    100.0%   83.0%     100.0%    100.0%             62.5%
                                      SCHOOL                                                                                             

  53           POLK           1161    MULBERRY MIDDLE       162       47.8%     64.4%    11.9%    10.4%     0.0%      100.0%             96.7%
                                      SCHOOL                                                                                             

  16           DUVAL          0691    LAKE SHORE MIDDLE     157       19.7%     28.9%    16.7%    12.2%     16.4%     20.0%              51.1%
                                      SCHOOL                                                                                             

  64           VOLUSIA        1453    DELAND HIGH SCHOOL    156       15.9%     34.1%    13.6%    20.0%     10.9%     13.9%              58.8%

  16           DUVAL          2531    TWIN LAKES ACADEMY    152       13.9%     27.8%    4.6%     20.8%     0.9%      0.0%               64.1%
                                      MIDDLE                                                                                             

  53           POLK           0571    WESTWOOD MIDDLE       151       42.1%     60.9%    0.0%     14.0%     0.0%      100.0%             90.0%
                                      SCHOOL                                                                                             

  48           ORANGE         0764    ACS EXCEL             150       77.7%     82.4%    30.2%    100.0%    100.0%                       100.0%

  48           ORANGE         1111    STONEWALL JACKSON     147       41.1%     49.1%    11.8%    45.8%     18.8%     67.6%              38.1%
                                      MIDDLE SCHL                                                                                        

  16           DUVAL          0621    OCEANWAY SCHOOL       145       17.3%     40.8%    3.4%     14.8%     6.2%      4.2%               88.1%

  16           DUVAL          2111    SOUTHSIDE MIDDLE      144       15.0%     22.4%    13.6%    7.7%      0.0%      59.5%              50.0%
                                      SCHOOL                                                                                             

  16           DUVAL          2231    DUNCAN U. FLETCHER    144       16.4%     34.5%    8.6%     19.1%     12.6%     3.3%               40.0%
                                      HIGH SCHOOL                                                                                        

  28           HIGHLANDS      0221    SEBRING HIGH SCHOOL   144       16.9%     20.0%    18.5%    0.0%      21.8%     51.1%              50.0%

  16           DUVAL          2261    CRYSTAL SPRINGS ELEM. 143       61.1%                                           0.0%               
                                      SCHOOL                                                                                             

  16           DUVAL          2371    SANDALWOOD HIGH       138       14.3%     18.8%    7.8%     27.6%     15.0%     5.6%               51.0%
                                      SCHOOL                                                                                             

  29           HILLSBOROUGH   5060    RIVERSIDE ACADEMY     138       77.1%     100.0%   39.5%    28.0%     100.0%    100.0%             100.0%

  42           MARION         0501    LAKE WEIR HIGH SCHOOL 138       30.5%     24.5%    28.4%    10.5%     13.0%     100.0%             51.9%
  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------

(continued)

**Table 17 (continued): Teacher Quality Staffing Needs of Florida NAYP
Schools, by Subject Area, 2005-06**

> 100 NAYP Schools with Highest Counts of Core Courses Not Taught by HQT

Percent of Classes Not Taught by HQT by Subject Area

**(61-100)**

  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------
  **District                  **Sch   **School              \#        \%        Lang     Math     Social    Science   All ESE  Elem      Sec
  \# / Name**                 \#**    Name/Abbreviation**   Courses   Courses   Arts              Studies                      Reading   Reading
                                                            Not HQT   NHQT                                                               

  53           POLK           0491    DENISON MIDDLE SCHOOL 137       36.7%     55.9%    0.0%     0.0%      12.2%     67.8%              66.3%

  16           DUVAL          2131    ARLINGTON MIDDLE      136       20.6%     41.7%    0.0%     6.7%      26.7%     16.0%              56.3%
                                      SCHOOL                                                                                             

  55           ST. JOHNS      0421    HASTINGS JUVENILE     135       51.9%     94.2%    15.2%    20.6%     25.6%     63.9%              100.0%
                                      CORRECTIONAL                                                                                       

  64           VOLUSIA        3436    MAINLAND HIGH SCHOOL  134       15.5%     29.0%    11.1%    6.7%      16.4%     0.0%               65.4%

  26           HENDRY         0181    LABELLE HIGH SCHOOL   133       37.3%     49.5%    50.0%    0.0%      53.6%     0.0%               

  48           ORANGE         0201    HILLCREST ELEMENTARY  133       48.5%     46.0%    38.6%    66.7%     33.3%     100.0%   50.0%     
                                      SCHOOL                                                                                             

  48           ORANGE         1662    FREEDOM HIGH SCHOOL   132       19.2%     27.1%    16.9%    9.6%      27.4%     40.6%              32.1%

  51           PASCO          0921    PINE VIEW MIDDLE      132       23.4%     34.7%    14.7%    19.3%     24.1%     0.0%               75.4%
                                      SCHOOL                                                                                             

  29           HILLSBOROUGH   4321    DOROTHY THOMAS CENTER 129       82.2%     98.4%    86.2%    0.0%      100.0%    76.9%              97.4%

  54           PUTNAM         0301    PALATKA HIGH SCHOOL   128       29.0%     23.6%    40.6%    27.9%     26.8%     94.1%              27.3%

  13           DADE           7731    MIAMI SOUTHRIDGE      125       16.3%     13.0%    23.3%    18.9%     23.6%     16.4%              4.2%
                                      SENIOR HIGH                                                                                        

  41           MANATEE        0181    MANATEE HIGH SCHOOL   122       22.7%     46.9%    27.3%    1.4%      18.2%     26.9%              100.0%

  08           CHARLOTTE      0042    CHARLOTTE HARBOR      121       49.6%     33.3%    68.8%    77.8%     23.5%     52.0%    0.0%      20.0%
                                      SCHOOL                                                                                             

  28           HIGHLANDS      0231    AVON PARK HIGH SCHOOL 120       20.1%     39.6%    9.8%     17.6%     20.5%     0.0%               100.0%

  40           MADISON        0900    GREENVILLE HILLS      120       58.3%     67.2%    43.8%    27.3%     60.0%     65.2%    100.0%    86.7%
                                      ACADEMY                                                                                            

  42           MARION         9731    KINGSBURY ACADEMY     119       76.8%     34.8%    38.5%    25.0%     12.5%     100.0%             61.5%

  58           SARASOTA       0294    TRIAD                 119       84.4%     91.3%    84.4%    71.1%     100.0%    75.0%              100.0%

  37           LEON           1503    PACE CENTER FOR GIRLS 118       100.0%    100.0%   100.0%   100.0%    100.0%                       100.0%

  48           ORANGE         1521    APOPKA HIGH SCHOOL    118       15.7%     18.1%    6.9%     9.8%      5.1%      86.0%              5.9%

  59           SEMINOLE       0181    SEMINOLE HIGH SCHOOL  117       14.8%     15.4%    9.3%     13.5%     30.5%     12.9%              12.0%

  48           ORANGE         0083    SUMMIT CHARTER WEST   116       94.3%     83.3%    100.0%   66.7%     87.5%     100.0%             75.0%

  53           POLK           1721    LAKE WALES SENIOR     116       29.5%     48.1%    41.9%    9.1%      37.5%     44.4%              92.3%
                                      HIGH SCHOOL                                                                                        

  53           POLK           0031    LAKELAND SENIOR HIGH  116       18.4%     33.8%    1.7%     0.0%      2.4%      100.0%             100.0%
                                      SCHOOL                                                                                             

  50           PALM BEACH     0201    JOHN F. KENNEDY       114       30.0%     23.7%    17.6%    19.5%     32.1%     91.5%              30.6%
                                      MIDDLE SCHOOL                                                                                      

  53           POLK           2001    ACS/BILL DUNCAN       114       60.0%     85.5%    0.0%     47.4%     97.6%     100.0%             0.0%
                                      OPPORTUNITY CTR                                                                                    

  55           ST. JOHNS      0301    SEBASTIAN MIDDLE      114       31.0%     42.7%    31.1%    0.0%      0.0%      76.2%              85.0%
                                      SCHOOL                                                                                             

  08           CHARLOTTE      0031    CHARLOTTE HIGH SCHOOL 113       23.3%     34.3%    23.0%    6.7%      18.5%     76.7%              68.2%

  13           DADE           7541    NORTH MIAMI BEACH     113       13.6%     14.6%    17.6%    3.4%      20.3%     0.0%               20.9%
                                      SENIOR HIGH                                                                                        

  29           HILLSBOROUGH   1482    SLIGH MIDDLE SCHOOL   113       42.2%     46.9%    52.0%    14.3%     12.5%     80.0%              50.0%

  41           MANATEE        0581    W. D. SUGG MIDDLE     112       45.0%     36.7%    54.5%    28.6%     88.1%     19.4%              40.6%
                                      SCHOOL                                                                                             

  52           PINELLAS       3341    CLEARWATER            112       46.9%     59.6%    11.1%    63.0%     52.2%              0.0%      93.8%
                                      INTERMEDIATE                                                                                       

  58           SARASOTA       0051    SARASOTA HIGH SCHOOL  111       12.3%     14.3%    8.8%     0.7%      16.5%     46.9%              

  13           DADE           7701    SOUTH DADE SENIOR     110       17.1%     19.5%    20.0%    15.5%     32.3%     7.3%               4.4%
                                      HIGH SCHOOL                                                                                        

  36           LEE            0651    ROYAL PALM EXCEPT.    110       76.4%     100.0%   100.0%                       78.9%              
                                      SCHOOL CTR                                                                                         

  53           POLK           1961    DISCOVERY             110       43.3%     37.3%    54.5%    14.3%     11.1%     100.0%             80.6%
                                      ACADEMY/LAKE ALFRED                                                                                

  56           ST. LUCIE      0321    DALE CASSENS          110       82.7%     47.4%    100.0%   100.0%    100.0%    84.0%              100.0%
                                      EDUCATIONAL CTR                                                                                    

  10           CLAY           0391    MIDDLEBURG HIGH       106       22.6%     32.9%    17.4%    14.5%     25.4%     45.5%              94.1%
                                      SCHOOL                                                                                             

  48           ORANGE         0591    GATEWAY SCHOOL        106       53.3%     51.2%    61.9%    55.2%     29.0%     66.7%              58.5%

  48           ORANGE         0671    EVANS HIGH SCHOOL     105       19.3%     20.8%    19.0%    8.9%      15.5%     62.2%              33.3%

  48           ORANGE         0342    OCOEE MIDDLE SCHOOL   105       28.8%     52.1%    7.6%     15.6%     7.6%      79.3%              70.0%
  ------------ -------------- ------- --------------------- --------- --------- -------- -------- --------- --------- -------- --------- ---------

> *Does the analysis identify particular courses that are often taught
> by non-highly qualified teachers?*
>
> **Statewide Course-Based Analysis Results**
>
> [Number and Percent of NHQT Classes for Individual
> Courses]{.underline}
>
> Tables 18-21 (pages 27-30) provide results for individual courses
> ranked within the four classifications addressed in Tables 5-8 on
> pages 15 and 16 for the statewide course-level analysis:
>
> Table 18 \-- ESE Courses, Detail by Course Number, 2005-06
>
> Table 19 \-- Elementary Courses, Detail by Course Number, 2005-06
>
> Table 20 \-- Middle/Junior High Courses (Grades 6-8), Detail by Course
> Number, 2005-06
>
> Table 21 **\--** High School Courses (Grades 9-12), Detail by Course
> Number, 2005-06.
>
> This analysis has been particularly helpful in explaining the reasons
> for the high numbers of NHQT in some subgroups of teachers. For
> example, an examination of the course titled "Intensive language arts"
> (Table 21) shows that often this course is where some students receive
> primary reading instruction, and therefore, although labeled a
> secondary language arts course, the teacher may be NHQT for lacking
> the Reading Endorsement.
>
> **Table 18**

**ESE Courses, Detail by Course Number, 2005-06**

Number and Percentage of Classes Not Taught by Highly Qualified Teachers

All ESE Core Courses, Ranked by Number of Classes Not Taught by HQT

  ------------ --------------------- ------------ --------------- --------------
  **Course     **Course Name**       **\#         **\# Classes    **% Not Taught
  Number\***                         Classes**    Not Taught by   by HQT**
                                                  HQT**           

  7755010      ACAD: K-5             14,546       4,741           32.6%

  7810010      LANG ART: 6-8         4,659        1,466           31.5%

  7812010      MATH: 6-8             4,528        1,352           29.9%

  7820010      SCI: 6-8              3,618        1,097           30.3%

  7810020      READ: 6-8             3,307        1,000           30.2%

  7821010      SOC STUD: 6-8         3,381        995             29.4%

  7910110      ENG: 9-12             2,466        915             37.1%

  7912050      MATH: 9-12            2,540        908             35.7%

  7921010      SOC STUDIES: 9-12     2,156        858             39.8%

  7920010      SCI: 9-12             2,010        760             37.8%

  7755040      ADV ACAD: K-5         3,602        688             19.1%

  7910100      RD: 9-12              1,625        486             29.9%

  7961010      ACAD SK FUNC LIV      1,071        308             28.8%

  7710020      READ: K-5             3,427        287             8.4%

  7855040      ADV ACAD: 6-8         787          277             35.2%

  7712010      MATH: K-5             3,177        261             8.2%

  7912340      LIFE SK MATH: 9-12    882          254             28.8%

  7910390      LIFE SK COMM: 9-12    743          246             33.1%

  7855050      DEVEL SK: 6-8         750          232             30.9%

  7855030      ACAD SK: 6-8          727          202             27.8%

  7755050      DEVEL SK: K-5         760          196             25.8%

  7710010      LANG ART: K-5         2,352        196             8.3%

  7855010      ACAD: 6-8             946          192             20.3%

  7962010      COGN LING SK          552          147             26.6%

  7910400      LIFE SK RD: 9-12      405          143             35.3%

  7961020      COMM SK FUNC LIV      468          141             30.1%

  7755030      ACAD SK: K-5          574          137             23.9%

  7720010      SCI: K-5              1,469        125             8.5%

  7721010      SOC ST: K-5           1,409        117             8.3%

  7710050      WRITING: K-5          864          115             13.3%

  7810030      COMM: 6-8             352          95              27.0%

  7967010      VISUAL PERFORM        255          46              18.0%

  7710030      COMM: K-5             155          34              21.9%

  7710040      SPELLING: K-5         313          34              10.9%

  7813010      MUS: 6-8              101          27              26.7%

  7713010      MUS: K-5              242          20              8.3%

  7801010      V/P ARTS: 6-8         118          17              14.4%

  7701010      ART: K-5              230          14              6.1%

               **TOTAL ESE**         **71,567**   **19,129**      **26.7%**
  ------------ --------------------- ------------ --------------- --------------

> \* Course numbers are derived from Florida's comprehensive Course Code
> Directory
> ([http://www.fldoe.org/bii/curriculum/course%5Fdescriptions/](http://www.fldoe.org/bii/curriculum/course_descriptions/)).
>
> Elementary-level ESE courses begin with the numerals 77;
> middle-school-level ESE courses begin with 78; and high-school-level
> ESE courses begin with 79.

**Table 19**

**Elementary Courses, Detail by Course Number, 2005-06**

Number and Percentage of Classes Not Taught by Highly Qualified Teachers

All Elementary (K-5) Core Courses, Ranked by Number of Classes not
Taught by HQT

  ------------ --------------------- ------------- --------------- --------------
  **Course     **Course              **\#          **\# Classes    **% Not Taught
  Number\***   Name/Abbreviation**   Classes**     Not Taught by   by HQT**
                                                   HQT**           

  5013000      MUSIC GEN E           36,858        2,292           6.2%

  5001000      ART E                 34,536        1,847           5.3%

  5100060      KINDERGARTEN          11,855        1,532           12.9%

  5010010      ESOL E                15,727        1,186           7.5%

  5100070      FIRST GRADE           11,274        1,170           10.4%

  5100090      THIRD GRADE           10,904        1,169           10.7%

  5100080      SECOND GRADE          10,732        1,110           10.3%

  5100100      FOURTH GRADE          9,091         1,102           12.1%

  5100110      FIFTH GRADE           8,740         1,016           11.6%

  5010050      READ E                28,958        530             1.8%

  5012000      MATH E                24,539        518             2.1%

  5020000      SCIENCE E             24,693        432             1.7%

  5021000      SOCIAL STUDIES E      20,519        407             2.0%

  5010060      INT LANG ARTS E       10,061        252             2.5%

  5010040      LANG ARTS E           15,303        252             1.6%

  5200030      UNG ELEM              13,272        180             1.4%

  5010090      WRITING E             6,549         89              1.4%

  5010020      FUN BAS SKL READ E    1,497         58              3.9%

  5010080      SPELLING E            2,226         52              2.3%

  5010070      HANDWRITING E         1,273         43              3.4%

  5010190      DRAMA E               535           38              7.1%

  5007020      SPANISH E             2,408         33              1.4%

  5012010      FUNC BAS SKLS MATH E  122           28              23.0%

  5200010      UNG PRIMARY           925           6               0.6%

  5013020      MUSIC INST E          125           2               1.6%

  5013030      STRING ORCH E         80            1               1.3%

  5200020      UNG INTER             286           1               0.3%

  5007000      FRENCH E              126           0               0.0%

  5010030      FUN BAS SKL COMM E    139           0               0.0%

  5013010      MUSIC CHORAL E        150           0               0.0%

  5013040      STRING TECH E         29            0               0.0%

  5013050      SYM ORCH E            3             0               0.0%

               **TOTAL ELEMENTARY**  **303,535**   **15,346**      **5.1%**
  ------------ --------------------- ------------- --------------- --------------

> \* Course numbers are derived from Florida's comprehensive Course Code
> Directory
> ([http://www.fldoe.org/bii/curriculum/course%5Fdescriptions/](http://www.fldoe.org/bii/curriculum/course_descriptions/)).

**Table 20**

**Middle/Junior High Courses (Grades 6-8), Detail by Course Number,
2005-06**

Number and Percentage of Classes Not Taught by Highly Qualified Teachers

For Courses with at Least 500 Classes Taught Statewide, Ranked by Number
of Classes not Taught by HQT

  ------------ --------------------- ------------- --------------- --------------
  **Course     **Course              **\#          **\# Classes    **% Not Taught
  Number\***   Name/Abbreviation**   Classes**     Not Taught by   by HQT**
                                                   HQT**           

  1000010      M/J INTENS READ (MC)  13,390        4,556           34.0%

  1001040      M/J LANG ARTS 2       7,957         1,308           16.4%

  1001070      M/J LANG ARTS 3       7,995         1,090           13.6%

  2002070      M/J COMP SCI 2        7,761         992             12.8%

  1008040      M/J READ 2            2,630         980             37.3%

  1205040      M/J MATH 2            7,864         914             11.6%

  1008070      M/J READ 3            2,416         870             36.0%

  1001010      M/J LANG ARTS 1       7,414         760             10.3%

  2002100      M/J COMP SCI 3        7,515         755             10.0%

  2100010      M/J US HISTORY        7,834         746             9.5%

  1008010      M/J READ 1            4,172         731             17.5%

  1205010      M/J MATH 1            7,514         653             8.7%

  2002040      M/J COMP SCI 1        7,610         631             8.3%

  1204000      M/J INTENS MATH (MC)  3,601         595             16.5%

  2103010      M/J WORLD GEOG        4,340         556             12.8%

  1205070      M/J MATH 3            5,581         548             9.8%

  2109010      M/J WORLD HISTORY     2,676         338             12.6%

  2103030      M/J GEOG:AS, OC, AF   3,441         329             9.6%

  1000000      M/J INTENS LA (MC)    845           302             35.7%

  1001050      M/J LANG ARTS 2 ADV   2,561         264             10.3%

  1002180      M/J DEV LA THRU ESOL  1,630         243             14.9%

  1001080      M/J LANG ARTS 3 ADV   2,618         209             8.0%

  1205050      M/J MATH 2, ADV       2,577         196             7.6%

  1205020      M/J MATH 1 ADV        2,578         177             6.9%

  1001020      M/J LANG ARTS 1 ADV   2,314         175             7.6%

  2100020      M/J US HISTORY ADV    2,206         156             7.1%

  2103020      M/J WORLD GEO ADV     1,134         140             12.3%

  2000010      M/J LIFE SCI          952           130             13.7%

  1002000      M/J L A 1 THRU ESOL   712           126             17.7%

  1002010      M/J L A 2 THRU ESOL   725           122             16.8%

  2106010      M/J CIVICS            1,514         116             7.7%

  1008020      M/J READ 1 ADV        801           115             14.4%

  2002080      M/J COMP SCI 2 ADV    1,635         108             6.6%

  2003010      M/J PHYSICAL SCI      759           107             14.1%

  2002050      M/J COMP SCI 1 ADV    1,632         98              6.0%

  1002020      M/J L A 3 THRU ESOL   685           93              13.6%

  2001010      M/J ERTH/SPA SCI      749           91              12.1%

  2109020      M/J WORLD HIST ADV    699           84              12.0%

  1205080      M/J MATH 3, ADV       1,117         71              6.4%

  0100000      M/J ART/ART APP1      1,052         70              6.7%

  2106020      M/J CIVICS ADV        501           52              10.4%

  2002110      M/J COMP SCI 3 ADV    1,308         38              2.9%

  1302010      M/J BAND 2            810           29              3.6%

  1302000      M/J BAND 1            1,362         28              2.1%

  0708000      M/J SPANISH BEG       758           27              3.6%

  0100010      M/J ART/ART APPREC 2  547           23              4.2%

  1302020      M/J BAND 3            743           17              2.3%

  1301000      M/J GEN MUSIC 1       541           12              2.2%

               **ALL MIDDLE/JR HIGH  **164,577**   **21,924**      **13.3%**
               (6-8)\*\***                                         
  ------------ --------------------- ------------- --------------- --------------

> \* Course numbers are derived from Florida's comprehensive Course Code
> Directory
> ([http://www.fldoe.org/bii/curriculum/course%5Fdescriptions/](http://www.fldoe.org/bii/curriculum/course_descriptions/)).
>
> \*\* Totals include counts for all core courses for grades 6-8,
> including those with fewer than 500 classes taught.

**Table 21**

**High School Courses (Grades 9-12), Detail by Course Number, 2005-06**

For Courses with at Least 500 Classes Taught Statewide and 2.0% or
Higher "Not HQT"

  ------------ --------------------- ------------- --------------- --------------
  **Course     **Course              **\#          **\# Classes    **% Not Taught
  Number\***   Name/Abbreviation**   Classes**     Not Taught by   by HQT**
                                                   HQT**           

  1000410      INTENSIVE READING     12,582        3,297           26.2%

  1001310      ENG I                 9,406         1,325           14.1%

  1001340      ENG II                8,528         1,259           14.8%

  1200310      ALGEBRA I             8,512         1,035           12.2%

  1001370      ENG III               6,813         856             12.6%

  2109310      WORLD HISTORY         8,093         851             10.5%

  2001310      ERTH/SPA SCI          3,517         809             23.0%

  2000310      BIOLOGY I             7,517         758             10.1%

  2100310      AMER HISTORY          6,862         728             10.6%

  1001400      ENG IV                5,456         690             12.6%

  1200400      INTENSIVE MATH        3,862         654             16.9%

  1206310      GEOMETRY              6,751         644             9.5%

  1008300      READING I             1,268         626             49.4%

  1200370      ALGEBRA IA            4,070         543             13.3%

  1200380      ALGEBRA IB            4,546         508             11.2%

  2002400      INTEG SCI I           4,487         471             10.5%

  1000400      INTENSIVE LANG ARTS   1,044         429             41.1%

  2003310      PHYSICAL SCI          2,270         417             18.4%

  2103040      M/J GEOG:EUR AND AM   3,776         394             10.4%

  2106310      AMER GOVT             2,770         360             13.0%

  1208300      LIB ARTS MATH         2,098         348             16.6%

  2003340      CHEMISTRY I           2,561         309             12.1%

  1200330      ALGEBRA II            4,516         290             6.4%

  2102310      ECONOMICS             2,714         269             9.9%

  1200300      PRE ALGEBRA           2,342         258             11.0%

  1206300      INF GEOMETRY          1,874         203             10.8%

  0708340      SPANISH I             3,569         181             5.1%

  1000420      INT BASIC SKILLS      648           161             24.8%

  0708350      SPANISH II            3,494         154             4.4%

  1001320      ENG HON I             2,601         144             5.5%

  2103300      WORLD CULT GEOGRAPHY  1,669         139             8.3%

  2001340      ENV SCI               1,380         138             10.0%

  2001320      ERTH/SPA SCI HON      601           95              15.8%

  2000320      BIOLOGY I HON         2,590         95              3.7%

  1002300      ENG I THROUGH ESOL    900           94              10.4%

  2002500      MARINE SC I           1,422         93              6.5%

  2003350      CHEMISTRY I HON       1,909         93              4.9%

  1001350      ENG HON II            2,590         92              3.6%

  2109320      WORLD HISTORY HONORS  2,213         90              4.1%

  2003380      PHYSICS I             583           85              14.6%

  1002380      DEV LA THRU ESOL      1,654         84              5.1%

  1200320      ALGEBRA I HON         2,284         78              3.4%

  1206320      GEOMETRY HON          2,266         77              3.4%

  2003390      PHYSICS I HON         986           70              7.1%

  1001380      ENG HON III           1,810         68              3.8%

  1205370      CONSUMER MATH         555           64              11.5%

  1200340      ALGEBRA II HON        2,058         60              2.9%

  2002410      INTEG SCI I HON       923           57              6.2%

  2102320      ECONOMICS HONORS      925           53              5.7%

  1002310      ENG II THROUGH ESOL   852           47              5.5%

  1006300      JOURN I               684           46              6.7%

  1002320      ENG III THROUGH ESOL  694           42              6.1%

  2100320      AMER HISTORY HONORS   1,687         42              2.5%

  2000350      ANAT PHYSIO           616           37              6.0%

  1001410      ENG HON IV            1,357         32              2.4%

  0400310      DRAMA I               707           31              4.4%

  2106320      AMER GOVT HONORS      766           31              4.0%

  1303000      M/J CHORUS 1          659           26              3.9%

  1202340      PRE-CALCULUS          1,238         25              2.0%

  0701320      FRENCH I              860           23              2.7%

  2000360      ANAT PHYSIO HON       827           22              2.7%

  1001420      ADV PL ENG LANG COMP  1,000         22              2.2%

  1006310      JOURN II              624           21              3.4%

  2100330      ADV PL U.S. HISTORY   942           21              2.2%

  0708360      SPANISH III           825           20              2.4%

  0101300      ART/2-D COMP I        610           18              3.0%

  1302300      BAND I                623           18              2.9%

  1002520      ENG IV THROUGH ESOL   515           17              3.3%

  0701330      FRENCH II             857           17              2.0%

  1202310      ADV PL CALCULUS AB    592           13              2.2%

  1303300      CHORUS I              558           12              2.2%

  0102300      CERAM/POT I           538           12              2.2%

               **TOTAL SR. HIGH      **228,957**   **23,274**      **10.2%**
               (9-12)\*\***                                        
  ------------ --------------------- ------------- --------------- --------------

> \* Course numbers are derived from Florida's comprehensive Course Code
> Directory
> ([http://www.fldoe.org/bii/curriculum/course%5Fdescriptions/](http://www.fldoe.org/bii/curriculum/course_descriptions/)).
>
> \*\* Totals include counts for all core courses for grades 9-12,
> including those with fewer than 500 classes taught.

**Requirement 2:**

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

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

For the 2005-06 school year, Florida's annual objective for HQT was 100
percent for all districts (LEAs). Based on teacher course records
submitted by districts for the February 2006 reporting period, and
compiled on June 28, 2006, most districts fall short by varying degrees.
As noted in the executive summary, meeting and sustaining HQT status at
100 percent is an ongoing process that all of Florida's districts and
the state as a whole must continue to work to achieve.

Table 22 on the following page provides NHQT results for two
classifications by district: "All Schools" and "All Schools Not Making
AYP."

> **Table 22 \-- Florida LEA Results for All Schools, and All Schools
> Not Making AYP, 2005-06**

Number and Percentage of Classes Not Taught by Highly Qualified Teachers

("Not HQT" = not taught by highly qualified teachers.)

  --------------------- ------------------------- ---------------- ------------- ------------ ----------- ---------------- ------------- ------------ -----------
  **District/County**                             **All Schools**                                         **All Schools                               
                                                                                                          Not Making AYP**                            

                                                  **Membership**   **Classes**   **\# Not     **% Not     **Membership**   **Classes**   **\# Not     **% Not
                                                                                 HQT**        HQT**                                      HQT**        HQT**

  01                    ALACHUA                   29,109           11,387        343          3.0%        24,321           9,118         301          3.3%

  02                    BAKER                     4,903            821           138          16.8%       3,167            691           124          17.9%

  03                    BAY                       27,614           6,634         808          12.2%       21,642           5,508         762          13.8%

  04                    BRADFORD                  3,779            1,364         229          16.8%       3,552            1,171         175          14.9%

  05                    BREVARD                   75,207           28,145        653          2.3%        41,254           14,449        544          3.8%

  06                    BROWARD                   271,570          95,578        0            0.0%        149,756          45,640        0            0.0%

  07                    CALHOUN                   2,274            556           197          35.4%       1,345            329           133          40.4%

  08                    CHARLOTTE                 17,900           6,773         546          8.1%        14,368           4,798         546          11.4%

  09                    CITRUS                    15,812           5,915         251          4.2%        10,450           3,311         195          5.9%

  10                    CLAY                      34,167           11,982        771          6.4%        20,056           6,288         646          10.3%

  11                    COLLIER                   43,288           20,552        147          0.7%        33,498           15,601        130          0.8%

  12                    COLUMBIA                  10,188           3,994         260          6.5%        9,399            3,535         235          6.6%

  13                    DADE                      362,050          90,281        8,813        9.8%        257,752          66,229        6,468        9.8%

  14                    DESOTO                    5,019            2,540         92           3.6%        4,895            2,530         92           3.6%

  15                    DIXIE                     2,238            674           124          18.4%       2,238            674           124          18.4%

  16                    DUVAL                     126,648          50,372        13,078       26.0%       102,563          43,443        11,825       27.2%

  17                    ESCAMBIA                  43,458           8,216         872          10.6%       35,857           7,035         779          11.1%

  18                    FLAGLER                   11,049           3,216         220          6.8%        10,980           3,128         196          6.3%

  19                    FRANKLIN                  1,350            406           10           2.5%        903              296           2            0.7%

  20                    GADSDEN                   6,515            2,792         410          14.7%       6,256            2,588         382          14.8%

  21                    GILCHRIST                 2,892            837           104          12.4%       755              393           43           10.9%

  22                    GLADES                    1,272            799           254          31.8%       919              570           163          28.6%

  23                    GULF                      2,179            577           72           12.5%       2,177            577           72           12.5%

  24                    HAMILTON                  2,006            607           151          24.9%       1,799            532           130          24.4%

  25                    HARDEE                    4,967            3,416         469          13.7%       3,068            2,631         373          14.2%

  26                    HENDRY                    7,572            1,719         536          31.2%       5,951            1,530         520          34.0%

  27                    HERNANDO                  21,707           6,599         159          2.4%        18,592           5,730         130          2.3%

  28                    HIGHLANDS                 12,128           5,738         665          11.6%       10,732           5,045         655          13.0%

  29                    HILLSBOROUGH              193,681          35,895        5,690        15.9%       145,724          29,842        4,845        16.2%

  30                    HOLMES                    3,439            807           70           8.7%        3,381            734           70           9.5%

  31                    INDIAN RIVER              17,233           3,880         186          4.8%        14,764           3,464         180          5.2%

  32                    JACKSON                   7,455            1,637         285          17.4%       6,854            1,455         261          17.9%

  33                    JEFFERSON                 1,230            363           26           7.2%        1,177            290           5            1.7%

  34                    LAFAYETTE                 1,080            364           22           6.0%        1,080            364           22           6.0%

  35                    LAKE                      38,058           13,171        681          5.2%        29,660           9,173         660          7.2%

  36                    LEE                       75,610           26,067        2,812        10.8%       56,473           18,052        2,153        11.9%

  37                    LEON                      32,319           6,144         1,124        18.3%       21,441           4,319         871          20.2%

  38                    LEVY                      6,256            3,093         228          7.4%        4,879            2,066         100          4.8%

  39                    LIBERTY                   1,471            388           181          46.6%       1,035            225           104          46.2%

  40                    MADISON                   3,032            1,238         294          23.7%       2,823            1,107         252          22.8%

  41                    MANATEE                   42,348           11,068        1,941        17.5%       38,227           9,535         1,738        18.2%

  42                    MARION                    41,997           9,179         1,923        20.9%       32,839           7,677         1,735        22.6%

  43                    MARTIN                    18,150           6,038         306          5.1%        9,655            3,138         129          4.1%

  44                    MONROE                    8,594            3,757         703          18.7%       6,754            2,775         475          17.1%

  45                    NASSAU                    10,866           2,125         369          17.4%       6,241            1,096         163          14.9%

  46                    OKALOOSA                  30,999           5,917         403          6.8%        15,070           3,347         294          8.8%

  47                    OKEECHOBEE                7,329            1,650         480          29.1%       5,903            1,447         422          29.2%

  48                    ORANGE                    175,593          39,927        9,018        22.6%       139,349          31,654        7,143        22.6%

  49                    OSCEOLA                   49,771           18,610        599          3.2%        45,531           16,452        553          3.4%

  50                    PALM BEACH                174,861          37,509        5,629        15.0%       128,368          32,158        4,151        12.9%

  51                    PASCO                     62,766           17,053        991          5.8%        60,836           16,507        977          5.9%

  52                    PINELLAS                  112,150          40,967        2,336        5.7%        82,433           29,121        2,174        7.5%

  53                    POLK                      89,406           27,344        4,414        16.1%       73,327           21,180        3,918        18.5%

  54                    PUTNAM                    12,272           2,996         919          30.7%       10,401           2,643         829          31.4%

  55                    ST. JOHNS                 25,757           6,457         1,209        18.7%       12,923           3,799         890          23.4%

  56                    ST. LUCIE                 36,189           7,867         977          12.4%       32,672           6,877         828          12.0%

  57                    SANTA ROSA                25,188           5,556         630          11.3%       14,538           3,273         465          14.2%

  58                    SARASOTA                  41,884           10,393        1,168        11.2%       26,055           7,234         923          12.8%

  59                    SEMINOLE                  67,483           18,782        1,342        7.1%        45,692           12,550        963          7.7%

  60                    SUMTER                    7,416            2,159         316          14.6%       3,199            753           181          24.0%

  61                    SUWANNEE                  5,954            2,378         44           1.9%        4,466            1,791         30           1.7%

  62                    TAYLOR                    3,378            982           48           4.9%        3,075            978           48           4.9%

  63                    UNION                     2,290            863           65           7.5%        1,301            440           37           8.4%

  64                    VOLUSIA                   65,599           15,078        1,476        9.8%        57,957           13,641        1,248        9.1%

  65                    WAKULLA                   4,914            1,799         30           1.7%        2,613            918           30           3.3%

  66                    WALTON                    6,896            2,574         204          7.9%        3,381            1,371         103          7.5%

  67                    WASHINGTON                3,560            957           33           3.4%        2,985            881           33           3.7%

                        **STATE\***               **2,674,703**    **768,636**   **79,673**   **10.4%**   **1,956,574**    **559,138**   **65,837**   **11.8%**

                                                                                                                                                      

                        \* State totals include                                                                                                       
                        membership and course                                                                                                         
                        counts for specially                                                                                                          
                        administered districts in                                                                                                     
                        addition to regular                                                                                                           
                        districts 1-67. Specially                                                                                                     
                        administered districts                                                                                                        
                        include the Florida                                                                                                           
                        School for the Deaf and                                                                                                       
                        Blind, state                                                                                                                  
                        university-administered                                                                                                       
                        lab schools, and certain                                                                                                      
                        other special-services                                                                                                        
                        schools.                                                                                                                      
  --------------------- ------------------------- ---------------- ------------- ------------ ----------- ---------------- ------------- ------------ -----------

*Does the plan include specific steps that will be taken by LEAs that
have not met annual measurable objectives?*

An analysis was performed of district Title II applicants with respect
to activities specifically related to increasing HQT populations. The
analysis revealed that districts are using available resources,
including Title II, Part A allocations, to ensure that teachers of core
subject areas who have not met requirements to become highly qualified
do so as soon as possible. The following lists common practices among
many districts:

-   Reimbursement for preparation/college course work

-   Reimbursement for professional certification examination testing

-   Reimbursement for certification add-on endorsement programs in
    reading and ESOL

-   Provide models for teachers through mentoring and demonstrations to
    assist in reaching the goal of all teachers being highly qualified

-   Providing support and stipends for National Board for Professional
    Teaching Standards Certification above the support provided by the
    State through Dale Hickman

-   Stipulating in teacher professional development protocols the
    necessary steps and timeline to meet HQ requirements

-   Professional development, mentors, and incentive programs designed
    to retain highly qualified teachers

-   Reimbursement for paraprofessionals' preparation and testing fees

-   Tuition and books for paraprofessionals pursuing 60 hours of college
    credit at an accredited state college/university, and

-   Comprehensive induction programs for all new teachers and those on
    annual contract.

Paraprofessionals needing to meet the qualifications are being provided
examination preparation courses and fee reimbursement for the ParaPro
test administered locally, and/or tuition and books reimbursement for
coursework taken through approved programs. Priority is placed on the
development of current employees. Effective recruitment of highly
qualified personnel will be used to fill vacancies created by staff
attrition.

In addition, the Legislature has an intense interest in preventing and
eliminating disparities between teachers assigned to teach in a majority
of "A" graded schools and teachers assigned to teach in a majority of
"F" graded schools. The disparities can be found in the average years of
experience, the median salary, and the performance of the teachers on
teacher certification examinations. Legislation passed in 2006 mandates
that district school boards have flexibility through the collective
bargaining process to assign teachers more equitably across the schools
in the district, and prohibits school boards from signing collective
bargaining agreements that do not allow this.

As a result, school districts may not assign a higher percentage than
the school district average of first-time teachers, temporarily
certified teachers, teachers in need of improvement, or out-of-field
teachers to schools with above the school district average of minority
and economically disadvantaged students or schools that are graded "D\"
or \"F.\" Each school district shall annually certify to the
Commissioner of Education that this requirement has been met. If the
Commissioner determines that a school district is not in compliance with
this subsection, the State Board of Education shall be notified and
shall take action pursuant to s. 1008.32 in the next regularly scheduled
meeting to require compliance.

Based upon this, districts are also re-evaluating how teacher
assignments are made. Some implement incentives for HQTs to relocate to
high poverty/low performing schools which then leave openings that must
be filled. Districts develop incentive packages for teachers who may not
be HQ with contracts to ensure the teachers will take the appropriate
courses via district reimbursement to achieve HQ status.

The Department reviews all district Title II applications prior to
disbursing funds to each district to ensure proper use of the funds.
This year the Department will also collect a report on the expenditure
of Title II funds, including funds specifically spent on helping
teachers become HQ. A review of 2006-07 applications reflects that the
ten districts which have the greatest number of classes taught by NHQTs
are actively utilizing Title II funds to address teacher who are not HQ.
The Title II applications submitted for 2006-07 indicate the following
activities being conducted by district:

**Duval County Public Schools:** By the end of the 06-07 school year all
teachers will be HQ. Developing and implementing professional
development training to assist schools in effectively getting teachers
HQ, retaining or recruiting highly qualified teachers Duval County
Public Schools (DCPS) plans to:

-   Design professional development that improve teachers content
    knowledge in Math, Science and Reading; by continuing to employ
    District Standard Coaches and Resource Teachers who offers
    one-on-one assistance, modeling lessons, and academic support
    workshops. Funding is also provided for substitutes and in-county
    travel.

-   Principal Institute is conducted annually; activities are designed
    to increase the number of HQTs at our schools by teaching principals
    to identify reading and mathematics needs by interpreting
    statistical data so they can focus instruction on identified
    weaknesses. The schools can then plan their professional development
    based on academic needs. Principals are taught how to interpret
    data, make the transition from the data to school instructional
    delivery, and meet academic learning needs. Principals also get to
    share best practices. These demonstrations will include classroom
    teachers and school-based staff who have had previous successes
    within their schools.

-   Literacy Institute, Reading Workshop, and Literacy professional
    development activities are designed for teachers to implement
    strategic practices for diverse readers, writers, and learners. Some
    of the components of the training will be: improving reading in the
    content area using picture books for content literacy, developing
    skills and strategies for multilingual classrooms, creating a
    comprehensive and balanced literacy classroom, and practicing
    techniques for authentic assessment and evaluation.

-   The Schultz Center for Teaching and Leadership conducts meetings
    with DCPS staff members, a professional development committee
    develops a list of training needs and establishes curricula and
    programs to meet those needs. Activities at the Schultz Center
    include literacy training (model classroom, reading, writing, whole
    school design frameworks); leadership training (for participating
    and aspiring principals, other administrates, and teacher leaders in
    the classroom); direct instruction (contractual services and
    building capacity programs); and other professional development
    (program coordinated through DCPS professional development office,
    CLAST review, coaching endorsement, middle school endorsement, ESOL,
    multicultural, and CRISS). Professional development activities will
    include workshops for teachers and administrators for K-8 science
    and mathematics; high school biology, earth/space, chemistry,
    physics and Algebra. Activities will also include training at
    professional conferences, such as that provided by the Florida
    Conference of Teachers of Mathematics and the National Science
    Teachers Association.

-   Other DCPS training activities includes a technology component that
    incorporates computer programs such as spreadsheets for data
    analysis and presentation and publications software; Internet
    searches; Laserdisc usage; and/or data collection via probe ware.
    The Technology Department also offers opportunities to attend
    classes given through private organizations (New Horizons) to
    enhance or expand knowledge of technological. Our educators are also
    kept abreast of training opportunities offered through the state and
    other online businesses that meet re-certification requirements or
    just expand knowledge.

-   DCPS will also improve teacher quality and increase the number of
    HQTs in the classroom by providing training and certification
    initiatives for teachers and principals. Partnerships at
    Jacksonville University and University of North Florida, provide
    degreed programs for both teachers and principals, and the
    University of North Florida has applied for approval of their
    alternative certification program as an educator preparation
    institute.

**Hillsborough County Public Schools**: Content area supervisors and
teacher training supervisors have collaborated to implement programs to
ensure that all teachers meet the HQ standards required by state and
federal law. Examples of such programs include, but are not limited to,
coaching and mentoring on subject matter and curricular topics,
workshops based on content area skills and knowledge, and certification
test preparation courses. Additionally, intensive mentoring and peer
assistance programs will assist new and challenged teachers for the
purposes of improved instruction and increased retention. Funds provided
ensure that instructional personnel, including paraprofessionals,
teachers and principals receive high quality professional development
opportunities in order to become HQ. A paraprofessional strand was
created to ensure that paraprofessionals and paraprofessional training
and teacher training occurs under the Alternative Certification Program
are additional programs designed to meet the requirements of section
1119.

**Lee County Public Schools:** Of 3,275 teachers 88 percent were HQ in
all courses and 456 teachers (12%) were HQ in some but not all courses.
Title II funds a personnel analyst to manually review credentials for HQ
status determinations, and to assist principals in HQ reporting and
staffing. The analyst has identified 610 NHQTs whose credential
deficiencies could be met through a subject area examination or an
add-on program. The district will utilize Title II funds to reimburse
teachers for State Assessment Exams and tuition to become HQ. The
district will also provide three personnel to an expanded HQT
recruitment unit. Second, there are continuing needs and pressures
regarding the recruitment and retention of teachers, teacher
credentials, leadership training for principals, the state class size
reduction requirements, and support of a high-quality instructional
workforce. District schools are developing individualized plans for each
of these teachers. The district also has a small alternative entry
program, and Title II funds will be provided for further support for
this important program. Based on significant shortages of HQTs, the
district is expanding its use of Title II, Part A funds to address this
need. The district will provide reimbursements to teachers taking
subject area examinations in core academic subject areas for the purpose
of becoming HQ. Also the district will provide tuition reimbursement to
teachers taking college coursework that will assist them in becoming HQ.
By June 30, 2007, 100 percent of teachers of core academic subjects will
be highly qualified.

Pursuant to the provisions of the No Child Left Behind Act of 2001,
Section 1119, the district's implementation plan will ensure that all
are HQ not later than the end of the 2006--2007 school year, and the
annual progress of the district as a whole and of each of the schools in
complying with this act. The district will implement into the current
staffing guidelines that all teachers of core academic subjects be
highly qualified or surpluses as by June 30, 2007. Programs and
activities implemented through this grant will be assessed and reviewed
by school and/or district teams as part of a school and/or district
staff development plan, which will include an assessment of the
qualifications of its instructional staff, and the establishment of
appropriate responses to meet any unmet needs regarding the requirements
of Section 1119 that may be found by such assessment. This position will
provide essential services directly to principals, assistant principals,
teachers, and education paraprofessionals. The grant will provide
salary, benefits and basic operating costs for a personnel analyst (or
similar position) responsible for reviewing new teacher recruit
credentials, for determining the highly qualified status of the recruit,
and for assisting the Director of Professional Standards, Equity, and
Recruitment in analyzing the eligibility of the recruit for hiring. The
grant will provide salary, benefits and basic operating costs for a
Coordinator, Instructional Recruitment (or similar position) responsible
for the recruitment of instructional personnel by coordinating
recruitment events and job fairs, conducting screening and interviewing
of candidates and assisting in the placement of newly recruited
instructional personnel into school-based teaching positions. The grant
will provide salary, benefits and basic operating costs for an
Application Support Specialist (or similar position) responsible for
providing advanced second-level technical support for District developed
and purchased network computer applications in support of recruitment
efforts (e.g. web-based recruitment, on-line application system,
recruitment tracking database). This position will troubleshoots
networks, systems and applications to identify and correct malfunctions
and other operational problems, and provide support and problem
resolution for computer applications, thereby ensuring that recruitment
personnel and potential applications always have access to the
district's online recruitment tools.

**Manatee County Public Schools**: Departments in the district
collaborate and coordinate the design, development and implementation of
professional development activities through the District Training
Coordinating Council facilitated by staff development. Representatives
from the Office of Staff Development, Title I, Title II, Curriculum,
Instructional Technology, Measurement and Data Analysis, ESOL, ESE,
Career and Adult Education, Migrant Education, School Leadership and
Innovative Programs (Magnet and Charter Schools) serve on the Training
Council to coordinate district programs for teachers, principals, and
assistant principals. All professional development activities are
aligned with state and local standards to achieve the district mission
and strategic objectives. Title I and Title II professional development
in reading focuses on the effective implementation of research-based
reading programs aligned with the District K-12 Comprehensive Reading
Plan. Manatee County Public Schools are implementing the following
strategies to ensure that all teachers meet the requirements for HQ
instructors:

-   Human Resources Department notifies teachers who are not HQ of
    necessary requirements and district support available.

-   A district Certification Coordinator supports teachers in meeting
    the HQ requirements. A National Board Certified teacher offers
    tutoring for the general knowledge test. If a teacher fails the
    subject area test, opportunities for tutoring will be investigated.

-   Staff Development and Curriculum provide professional development
    activities in all areas to increase content area knowledge.

-   The Human Resources (HR) Department works with teachers to transfer
    highly qualified status from out of state using the out of state
    verification form. The HR Department gathers information through the
    Department of Education website for recently posted subject area
    testing.

-   HR randomly reviews the HOUSSE method of highly qualifying and
    provides copies of HOUSSE forms to highly qualified teachers upon
    request. Teachers using the HOUSSE method are responsible for
    maintaining their records covering the verification of the one
    hundred point matrix. HR notifies principals of new procedures and
    continuous need for upgrading or repairing verification information.
    HR gathers information in the district hiring system on all new
    applicants as a commonly preferred status and in the near future
    will be gathering information through a new HR portal information
    system.

**Marion County Public Schools:** The district's HQ data shows: 1,893
teachers HQ in core areas; 288 NHQTs in core areas. Contracted and
Charter schools: 19 HQ in core areas, 32 NHQTs in core areas. The
program specialists are HQ and able to provide individualized staff
development/modeling/coaching to the administrators and teachers of
schools targeted for assistance either through student test scores,
teacher retention and/or out-of-field data, data from the Successful
Schools Survey, or other means. The program specialists for reading will
focus on those teachers who are in need of certification and/or skills
in order to become HQ, most traditionally our teachers in reading, ESE,
and new educators. Reading Endorsement Cohort groups will be formed for
teachers designated as out-of-field needing to be HQ in reading to
provide Reading Endorsement courses during contract time. All program
specialists will work within their areas with the neediest schools and
teachers. Funds are allocated for stipends and consultant fees for
trainings associated with the reading endorsement plan for the district
as well as for standards and web/televised trainings. Additionally, the
Staff Development Department will design and implement a program for
Alternative Certification Teachers and Beginning Teachers to ensure that
these teachers have an adequate support system and the skills and
strategies necessary for both teacher and student success. One hundred
percent of teachers hired by the year 2008 will be HQ as defined by NCLB
and all school administrators. The district will work collaboratively
with Title I and the NCLB committee to identify training needs and
allocate appropriate funds for training, course work, and testing fees
that may be needed to be in compliance with the requirements of section
1119. The district will also work closely with partners in the Central
Florida Community College University Center to offer preparatory courses
and skills courses for teachers in order to meet criteria on the state
subject area tests and become HQ. Additionally, Title II funds will be
used to support staff seeking HQ status, and the district will utilize
grant funds to pay the fee for teachers not HQ to take the subject area
tests. Funds are also available through Marion County Transition to
Teachers grant to assist in acquiring education and skills.

**Miami Dade County Public Schools:** M-DCPS, in collaboration with
local institutions of higher education and professional and
instructional organizations, will assist teachers and paraprofessional
employees in meeting the requirements of section 1119 by:

-   Conducting activities, including recruitment and related selection
    activities, will be targeted to provide sufficient numbers of HQ
    candidates for instructional and administrative positions with an
    emphasis on candidates from historically underrepresented
    populations, in critical shortage positions, and to staff
    historically difficult-to-staff school sites.

-   Develop and implement a new three-year New Teacher Induction
    Program, which includes one-on-one on-site mentoring in schools with
    the highest proportion of new teachers, and the utilization of
    National Board Certified Teachers as mentors for each feeder
    pattern, will support increase teacher recruitment and retention.

-   Opportunities will be provided for instructional and selected
    personnel to pursue advance degrees or complete coursework through
    institutions of higher education in areas of critical need such as
    reading, exceptional student education, dual language instruction,
    and paraprofessionals, as a means of addresses instructional
    staffing shortages, statutory mandates, enhancing pedagogical
    content knowledge, and assisting with meeting the HQ requirements.

-   Providing opportunities for current paraprofessional and
    instructional personnel to achieve compliance with educational and
    licensure requirements established in section 1119, H.R.1. ("No
    Child Left Behind Act of 2001");

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-   Implementing and monitoring alternative professional preparation
    programs for instructional personnel that assist them with meeting
    HQ requirements;

-   Providing opportunities for teachers to prepare for and take subject
    area and general knowledge examinations in an effort to meet HQ
    requirements for the subjects and/or student populations they teach;
    and

-   Providing opportunities for paraprofessional employees to meet
    educational and assessment requirements of their knowledge of, and
    ability to assist with instruction on, reading, writing, and
    mathematics, by establishing mechanisms that provide
    paraprofessional employees with opportunities to successfully
    complete a rigorous assessment of such knowledge and skills.

In addition, paraprofessionals in low performing schools will have the
opportunity to attend professional development activities to enrich
their knowledge and develop skills for assisting teachers to meet
student needs. Also, paraprofessionals will be invited to attend
selected professional development activities with teachers, and will be
provided opportunities to pursue coursework that can prepare them to
become teacher, as appropriate.

Non-education majors, teachers teaching out-of-field, and other
individuals not currently compliant with "No Child Left Behind Act"
guidelines will be identified by the Office of Instructional
Staffing/Certification/Recruitment. Once identified, these individuals
will be provided access to alternative professional preparation and/or
add-on certification/endorsement program opportunities, as appropriate.

**Orange County Public Schools**: A major focus for Orange County Pubic
Schools (OCPS) is to provide professional development activities geared
toward teachers who do not meet the highly qualified requirements under
the NCLB Act of 2001, Title I, Part A, Subpart 1, section 1119. To date,
all teachers at Title I schools teaching a core academic subjects are
HQTs. The OCPS Instructional Technology Department to identify which of
our teachers are highly qualified and which are not. The OCPS has
adopted a policy to hire only HQTs at Title I schools since NCLB was
implemented; the district is working with those teachers who were
grandfathered in at that time to get them HQ; and are also working on
the non-Title I schools so that they too may meet HQT requirements. With
the 2006-2007 Title II funds the district will support the state's plan
to ensure that all teachers teaching in core academic subjects in public
elementary and secondary schools are highly qualified by the end of the
2006-2007 school year. OCPS is supporting a minimum of 3,000 teachers
and administrators in becoming more knowledgeable about best practices
in the core subjects and applying the instructional strategies needed to
meet the needs of their students. The goals for 90 percent of
participants to become licensed, certified and/or highly qualified based
upon their individual initiatives by June 2007. OCPS will implement
professional development activities that focus on certification,
coaching/mentoring, content, pedagogy, leadership, and culture. To
provide ongoing professional development, OCPS will use a combination of
local, state, and federal funds to include: District funds, Title I
funds, and Title V funds for professional development. The focus for all
Title (I, II, III, and V) programs will be to meet the requirements of
the Title I, Part A, law to ensure that all teachers teaching in a
program and all paraprofessionals supported with these funds are HQ.
Efforts will be made to meet at a minimum an annual increase in the:

-   percentage of highly qualified teachers at each school;

-   percentage of teachers who are receiving high-quality professional
    development to enable such teachers to become highly qualified and
    successful classroom teachers;

-   number of paraprofessionals who have completed at least two years of
    study at an institution of higher education;

-   number of paraprofessionals who have obtained an associate's (or
    higher) degree; and

-   number of paraprofessionals who have met a rigorous standard of
    quality and can demonstrate knowledge of and the ability to assist
    in instructing reading, writing and mathematics.

**Palm Beach County Public Schools**: Survey 3 reported 18.31 percent of
all core courses in the district are not taught by HQTs. By June 2007,
the number of core courses taught by NHQTs will decrease by 50 percent.
Inservice teachers will receive support through mentoring, opportunities
for staff development, paid courses at local universities applicable to
required course for certification. A recruiting stipend will be offered
to attract HQTs to specific Title I schools. Strategic State Board of
Education Imperatives 1, 2, and 3 will be addressed through Title I, II
and V programs that target professional development, teacher recruitment
incentives and teacher retention strategies.

**Pinellas County Public Schools**: The need to train teachers to meet
the requirements of the No Child Left Behind Act is evidenced by the
number of teachers currently not meeting standards. Professional
development will provide support for teachers to pass the subject area
test and become appropriately certified. Teachers who are not considered
HQ by NCLB requirements will be given review sessions, individual
tutoring as necessary, and test preparation. Title II dollars will be
used to pay for the test review, the actual test fees, and the
certification fees. Mathematics teachers not meeting HQ requirements
will be given priority for registration in workshops. The two staff
developers will provide additional support for schools identified as
high needs based on the mathematics portion of FCAT. The district's
recruitment and retention plan will increase the number of qualified
teachers and administrators within the district and increase retention
rate for newly hired teachers. Strategies include travel,
enhancement/support of the online applicant tracking system, materials
for recruitment, registration for job/career fairs, scholarship
opportunities as career pathways for students to teachers, support
personnel to teachers, and minority students to teachers. The
Recruitment-Retention Team will develop and implement a strategic
recruitment and selection process for alternative certification
candidates. Recruitment will also provide incentives for critical need
teachers. Personnel to support the Recruitment-Retention Team include
three Senior Human Relations Specialists, and one Microcomputer Support
Analyst. Retention strategies will increase the retention rate of newly
hired teachers. A position will be dedicated to provide oversight to
activities that ensure all teachers in the district meet HQT
requirements. Recruiting highly qualified teachers and effective
administrators will have an affect on student academic results. Teacher
quality and leadership is key to academic success. Recruitment and
retention efforts will minimize the number of substitutes and
out-of-field teachers that are currently in classrooms. Recruitment
strategies will also assist in widening the applicant pool, enabling
selection of the most effective and qualified applicants. Mentor support
will improve the retention rate of newly hired teachers. All teachers of
core academic subject areas will meet the HQT requirements by the end of
the 06-07 school year. The district is using Title II dollars to fund
teacher training, test preparation, testing fees, and certification fees
to ensure that all teachers meet NCLB standards and that all
paraprofessionals meet NCLB standards.

**Polk County School Board**: In order to reduce the number of NHQTs,
the PCSB will hire five coordinators using Title II funds to track and
monitor this process. Those staff will work closely with teachers who
are NHQ and provide for them subject area study guides, district made
study materials and reimbursement for subject area exams. They will also
conduct NCLB highly qualified informational meetings throughout the
district explaining the HQ requirements to prospective teacher
applicants and will work closely with recruitment and the office of
certification to help prescreen teacher applicants for HQ status before
a position is offered. To measure our HQ progress, we use the HQ data
that was reported during Survey 3 from one school year to the next. In
addition the district Professional Development Department coordinates
the Professional Educator Competency program for all teachers in PCSB
with out a Florida Professional Educator's certificate. This program is
funded primarily with local revenue. PCSB has also provided an
Alternative Certification Educator program for uncertified teachers as a
part of our district's Transition to Teaching Grant for the past four
years.

**For the districts who have greater than 20 percent of classes taught
by NHQT:** the same review and requirements for Title II application are
required as described earlier. In addition, those districts have been
selected by the FLDOE for special funding and partnerships through
grants to improve teacher performance and retention, such as Transition
to Teaching, Teacher support programs for teachers newly placed in high
need subject areas and schools. The Teacher Early Career Early Placement
program utilizes funds available through the State Agencies for Higher
Edcuation section of Title II. The FLDOE ran a competition and awarded
seven high need districts funds to develop and implement support
programs specifically designed for teachers who are newly placed in high
need schools and subject areas. Support programs require coaches for
each teacher and training components include content and methods
training developed by partnerships between colleges of art and sciences
and colleges of education.

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

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

Each district must present a plan and timeframe to accomplish the goal
of having 100 percent of core academic classes taught by HQ teachers in
its Title II, Part A application. Districts must offer appropriate
methods for teachers to become HQ and must address all groups of
teachers who have not met the requirements. Applications are not
approved until districts are in full compliance with this expectation to
offer a means for teachers to comply. When applications are reviewed
staff has analyzed numbers of NHQTs in each LEA, Florida Comprehensive
Assessment Test results, and Adequately Yearly Progress, as well as
Florida School Grades that show how many schools are below our level of
achievement for students. In addition, this year, Florida is
implementing reporting requirements for all districts, to be collected
when the school year is complete, describing how Title II-A funds were
expended. This report will also request information on other types of
funding that were combined with Title II to support the same activities.
Aggregate data will be published and used for continued decision-making
purposes and will inform the monitoring process, as well.

Florida monitors districts for individual documented plans for NHQTs to
become HQ as quickly as possible. State level monitoring of districts in
use of federal funds also requires each district to complete a self
assessment based on federal requirements. Data from the self assessment
are benchmarked and used to determine districts selected for site
visits. This coming year, data collected for the HQT plan will also be
used to inform the selection of districts for monitoring visits. The
monitoring process for Title I also requires districts to attach a
sample of the letter of notification sent to parents in instances in
which the NHQT is teaching a core academic class in a Title I setting.

Florida's *Assistance Plus* program has targeted schools that are
underperforming according to the state's accountability system. This
includes schools that are not making AYP and Title I schools. Through
this program the school improvement plan is monitored by state level
staff, and schools in corrective action are provided additional onsite
monitoring and support to carry out programs and activities that improve
teacher quality and student performance. The state provides an
electronic template for school improvements plans and district
improvements plans which provide districts with instructions on
requirements for plan creation and modification to ensure that each
district and school meets state and federal requirements, including the
requirement for HQTs.

The data analysis performed for this plan will be shared with all
districts. Initial discussions have been held with each of the high
priority districts at the executive level between the K-12 Chancellor
and each district superintendent. Additional meetings and working
sessions to delve into strategies will be held throughout the school
year with representatives of these districts and those who are closer to
achieving 100 percent HQT. Regarding Broward County, their data have
been reconfirmed by their MIS director and superintendent. Therefore,
this district has been selected to be monitored this year, so that an
onsite team can better understand their strategies for employing HQTs
and distribute these strategies to other districts through technical
assistance.

Updates to these data will be provided to each district on an annual
basis. In addition, districts will be required this year to report the
reason(s) each NHQT is not highly qualified. This next level of data
will help districts and state policy makers plan and deliver more
targeted support for all teachers to meet and sustain HQT status.

1.  Results of the analysis are shared and reviewed with these districts
    in a formal consultation to create their next plan for use of Title
    II funds; the next Title II application is reviewed to ensure that
    plan is reflected therein and revisions required for areas that are
    omitted. Additionally during the consultation, a technical
    assistance plan will be created through which the district will
    access FLDOE staff in recruitment, professional development,
    certification and others as appropriate.

2.  Districts which continue to fall short of HQT requirements in
    subsequent years will be required to reduce the percentage of Title
    II funds spent on equipment, technology and other administrative
    costs associated with ensuring that their teachers are highly
    qualified while increasing the percentage of their funds dedicated
    to activities that directly affect the HQ status of individual
    teachers through professional development and certification
    assistance. The percentages will be based upon their most recent
    annual fiscal report of expenditures in Title II not to exceed 10
    percent.

3.  Aggregate data will be used to determine projects and uses for Title
    II SEA and SAHE funds as appropriate for the coming year, and, if
    applicable, will be reflected in specific RFA's and RFP's that are
    subsequently published.

4.  Data will be presented to leadership for review and determination
    whether state level policy and/or regulation changes need to be made
    to assist districts in this regard.

[]{.mark}

It should be noted that Florida is addressing issues related to staffing
of schools that do not make AYP by addressing staffing issues in high
poverty and high minority schools, which constitute the majority of NAYP
schools. Specifically, new legislation passed in June of 2006 requires
that school districts include in their salary schedules differentiated
pay for teachers that work in challenging environments, including low
performing, high minority, rural, urban, and/or high poverty schools.
With population shifts historically experienced in our state, this is a
means of addressing the issue statewide by putting systems in place to
eliminate or reduce the difficulty in staffing schools with highly
qualified and effective teachers.

**Requirement 3:**

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

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

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

The size, diversity and rapid changes taking place in our state present
all of our districts with challenges in matters of educator quality.
Florida has determined, therefore, to systematically provide ongoing
delivery of the following support and technical assistance statewide.
Additional technical assistance is triggered through annual reviews of
district-reported data as discussed in the previous section. However,
needs can arise at any time during the school year and are addressed by
staff in FLDOE. State coordinators in Title II and in Educator
Certification, Recruitment, Preparation, and Professional Development
maintain the delivery of the following initiatives, support and
technical assistance which are provided to all districts to address
their ongoing specific needs:

[To provide training, we:]{.underline}

-   Conduct annual statewide and regional workshops for district Title
    II coordinators as well as other coordinators of federal programs
    that include staff development components; statistics from this
    report, and strategies to assist districts in meeting the HQT
    requirements will be shared.

-   Provide technical assistance via email or phone upon request and
    responded to in a timely manner with constant availability.

-   Present HQT and certification updates at semi-annual spring and fall
    statewide school district personnel administrator's meetings.

-   Develop materials, training manual, and conduct two multi-day
    workshops to provide in-depth training for newly hired school
    district certification staff in certification and NCLB HQT
    requirements, policies, and procedures.

[To provide continuous services and accessibility, we;]{.underline}

-   Respond to inquiries from teachers, administrators, and school
    district personnel in a timely manner regarding HQT and
    certification questions and clarifications of policy. Access is
    available via the Bureau of Educator Certification (BEC) web site at
    fldoe.org/edcert, via a toll-free call center with live
    certification specialists available 8 a.m. to 5 p.m. Monday through
    Friday, and via a direct certification electronic mail system at
    fldoe.org/edcert/contact. School district personnel may contact the
    BEC via direct fax, e-mail, and phone service with certification
    managers and a certification specialist dedicated for immediate
    access solely for school district personnel and NCLB officers.

-   Provide in Tallahassee an on-site visitor reception center
    Monday-Friday, 8 a.m. to 5 p.m. to answer certification and NCLB HQT
    questions.

-   Post via [www.TeachinFlorida.com](http://www.TeachinFlorida.com/)
    the best practices of each district professional development system,
    as rated through monitoring of systems by state protocol standard
    reviews, in the areas of planning, delivery, follow-up and
    evaluation.

-   Provide resources and information for educator certification
    examination registration and preparation (including the Florida
    subject area examinations) required for many teachers for HQT
    status. The site is [www.cefe.usf.edu](http://www.cefe.usf.edu/) or
    information and forms are provided in hard copy by request to the
    Bureau of Educator Certification (BEC).

-   Develop and disseminate on a statewide basis via a paperless
    electronic distribution system the FLDOE technical assistance
    memoranda and technical assistance documents, charts, and matrices
    regarding the implementation of HQT requirements of NCLB and the HQT
    guidance provided by USDOE. See documents posted at the Florida NCLB
    web site at <http://www.fldoe.org/NCLB/> and the paperless
    distribution system at
    <http://info.fldoe.org/docushare/dsweb/View/Collection-430>.

-   Conduct on-going research of the credentials of out-of-state and
    international teachers and their certification eligibility and HQT
    status.

-   Document certification examination scores for veteran teachers for
    scores earned prior to the automatic electronic integration of test
    scores into the BEC database.

-   Share the data analysis performed for this plan with all districts.
    Initial discussions have been held with each of the high priority
    district at the executive level between the K-12 Chancellor and each
    district superintendent. Additional meetings and working sessions to
    delve into strategies will be held throughout the school year with
    representatives of these districts and those who are closer to
    achieving 100 percent HQT. Updates to these data will be provided to
    each district on an annual basis. In addition, districts will be
    required this year to report the reason(s) each NHQT is not highly
    qualified. This next level of data will help districts and state
    policy makers plan and deliver more targeted support for all
    teachers to meet and sustain HQT status.

[Through on-site visits, we provide:]{.underline}

-   School Improvement teams that visit districts and schools to provide
    technical assistance.

-   Monitoring site visits with a priority for districts and individual
    schools as indicated in the selection criteria based on the analysis
    of student achievement, teacher quality, and school safety
    indicators as outlined in Requirement 4.

-   Teams of trained reviewers who visit every school district and
    state-supported school on a continuous cycle to assess the
    effectiveness of the district's professional development system
    based upon Florida's protocol standards for high quality
    professional development. Review teams consist of but are not
    limited to staff developers in other districts and college of
    education faculty. Reviews include interviews and reviews of data at
    the district (system) level, school level, and teacher level.

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

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

In 2005, over 73 percent of Florida's schools and 88 percent of
Florida's secondary schools did not make AYP. The programs and services
described in this section will assist all Florida schools because the
subject area needs of schools that are not making AYP (NAYP) reflect
those of schools across the state. The state will ensure that those
schools and their districts receive and are aware of all services in a
special communication including superintendents, mostly through
conference calls and partnership communication with staff development
and recruitment contacts.

Many of Florida schools not making AYP are schools that have higher than
state average poverty and/or minority populations. The 2006 Florida
Legislature passed a measure that if districts have schools graded "D"
or "F," the school districts may not assign a higher percentage than the
school district average of first-time teachers, temporarily certified
teachers, teachers in need of improvement, or out-of-field teachers to
schools with above average numbers of minority and economically
disadvantaged students or schools that are graded \"D\" or \"F.\" Each
school district shall annually certify to the Commissioner of Education
that this requirement has been met. If the commissioner determines that
a school district is not in compliance with this subsection, the State
Board of Education shall be notified and shall take action pursuant to
s. 1008.32 in the next regularly scheduled meeting to require
compliance.

[Florida's Assistance Plus program]{.underline}: This program has
targeted schools that are not performing under the state's
accountability system. This includes schools that are NAYP and are Title
I schools. Through this program the school improvement plan is monitored
by state level staff and schools in corrective action are provided
additional onsite monitoring and support to carry out programs and
activities that improve teacher quality and student performance. The
state also provides an electronic template for school and district
improvements plans which provide districts with instructions on
requirements for plan creation and modification of plans to ensure that
each district and school meets state and federal requirements, including
the HQT requirement. Professional Development Protocol Reviews are
described below and are conducted in all school districts to evaluate
the district's professional development system.

[Professional Development Protocol Reviews]{.underline}: Schools are
selected in each district for protocol reviews so that random schools
are chosen, as well as all schools graded "D" or "F." In addition, the
reviewers examine school improvement plans and data related both to the
states accountability system and requirements for AYP to determine
whether each district's professional development system addresses
student and teacher needs in both of these areas.

[Professional Development in Reading]{.underline}: The Just Read,
Florida! Office is committed to providing free, scientifically based
professional development to reading teachers to further them towards
their goal of achieving HQ status. In the 2005-06 school year,
approximately 45,000 K-12 teachers were trained in scientifically based
reading practices. Approximately 30,000 of these were elementary
teachers, and 15,000 were middle and high school teachers.

Florida is aggressively addressing our goal of all students
demonstrating proficiency in reading by requiring a significant number
of students to take intensive reading courses, which, in turn, is
requiring that a large number of teachers become reading endorsed or
certified, especially at the secondary level. Recognizing that a
significant number of reading teachers at the secondary level have not
met the highly qualified requirement, we are marshalling our resources
to address that issue by committing 25,000 free teacher registrations in
2006-07 to reading endorsement professional development, prioritized for
secondary teachers.

Further recognizing that site based professional development has been
deemed highly effective in changing teachers' instructional behaviors by
a number of research studies, Just Read, Florida! provides funding
through the Florida Education Finance Program (FEFP) for districts to
provide reading coaches to those schools most in need of support.
Approximately 800 reading coaches are currently working in secondary
schools. There are an estimated 900 middle and high schools in Florida,
and the goal for the 2007-08 school year is to have at least one reading
coach in every secondary school in the state. The Florida model for
reading coaches is that they provide professional development in their
school 100 percent of their time.

The overarching goal of Just Read, Florida! is that all students will be
reading on grade level by 2012. This can only be accomplished with HQ
and effective teachers, and providing professional development to these
educators remains the highest priority of Florida's reading initiative.

[Professional Development in ESE]{.underline}: The need for highly
qualified ESE teachers in Florida is acute across the entire state, not
only the schools that have not made AYP, as it is in many states. And,
like most other states, ESE positions have been traditionally difficult
to staff. Additionally, Florida learned during our monitoring visit in
October of 2005 that a larger number of secondary ESE teachers were NHQT
than previously thought due to the lack, in some cases, of content major
coupled with a certification subject area examination that focuses
primarily on instructional strategies rather than core content. The data
described in response to Requirement 1 show that ESE at the secondary
levels is a first tier priority and that ESE at the elementary level is
a second tier priority.

The Florida State Board of Education has revised rules regarding
approval requirements for teacher preparation programs, moving to a
competency-based approach for program composition and a
performance-based process for evaluation. This has provided institutions
with the opportunity to offer dual majors needed in secondary ESE to
produce program graduates that meet the HQ requirement.

Through a discretionary project called the Middle Grades Integrated
Curriculum (MGIC), an on-line test preparation study module for
secondary was developed with 2,330 participants having accessed the
system since 2005. FLDOE is in the process of cross checking the
participants that accessed this on-line test preparation tool with the
Teacher Certification Office to see how many passed the exam. The total
number of individuals who took the MGIC course from January 2006 --
August 2006 was 1,694. Of these, 408 participants have taken the
integrated curriculum certification exam, and the remaining are either
preparing to take the exam or are using the exam to enhance instruction.
Of the 408 who took the exam in the last six months, 51 percent passed.

FLDOE is currently developing an on-line test preparation study module
for elementary teachers. This module will be completed November 2006 and
plans are to collect the same kinds of data for this module.

[Recruitment Activities]{.underline}: Districts are provided access
through a statewide subscription to CareerBuilder.com for each district
to attract high quality career-changers in the areas of mathematics and
science. During 2005-06, department staff and district Teachers of the
Year were sponsored to attend and recruit on behalf of the entire state
at conferences for ESE, reading, mathematics, science, ESOL, and
minority subject area teachers to promote Florida's need for high
quality educators around the country.

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

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

[Professional Development System Reviews:]{.underline} In addition to
monitoring district use of funds in accordance with federal
requirements, the FLDOE uses a peer review process for reviewing and
evaluating each district's professional development system against the
state adopted Protocol Standards (see teacinflorida.com/profdev for a
description of the Protocol Standards and 66 performance indicators). In
this process which is funded largely through Title II SEA funds, teams
of trained reviewers go onsite to review documentation and interview
district staff, principals and teachers to determine the effectiveness
of the district's professional development system in four major areas:
planning, delivery, follow-up and evaluation. These areas are reviewed
through indicators of effectiveness at the district (system) level,
school level and teacher level. While each site visit includes a random
sample of the schools in an entire district's system, the team
additionally reviews district schools graded "F" in the state's
accountability system. Student data are reviewed in the protocol visit,
including state accountability data on student performance and data used
to determine the school/district's AYP status, and staff data are
reviewed that reflect the district's status in meeting HQT goals and
state level "out-of-field" status. The district is evaluated on how well
and to what degree their professional development system responds to
these and other state level priorities for student achievement and staff
performance.

[Recruitment of Highly Qualified Personnel:]{.underline} The state has
used a combination of Title II, state appropriations and private funds
to assist districts with the recruitment of HQTs. State level services
include:

-   Providing access through a statewide subscription for all districts
    to [www.Teachers-Teachers.com](http://www.Teachers-Teachers.com/),
    an online recruitment resource for professionally certified teachers
    around the nation who have expressed interest in moving to Florida.
    The subscription includes ongoing training and technical assistance.

-   Providing access through a statewide subscription to
    [www.CareerBuilder.com](http://www.CareerBuilder.com/) for each
    district to attract high quality career changers in the areas of
    mathematics and science. The subscription includes ongoing training
    and technical assistance.

-   Providing and maintaining
    [www.TeachinFlorida.com](http://www.TeachinFlorida.com/), the
    state's own Internet hub for teacher recruitment and professional
    development. This is an Internet site for posting position
    vacancies, posting candidate resumes, accessing online professional
    development, providing access to tele-mentoring, recruitment and
    critical shortage subject reimbursement programs, and is free of
    charge to districts, charter schools, teacher candidates, and
    existing teachers.

-   Promoting both the Great Florida Teach-In statewide teacher job fair
    and teaching in Florida in publications read by target populations,
    including minority populations. Published articles and promotions
    for the Teach-In speak to the improvements and successes in Florida
    education and appeal for "highly effective" educators in high need
    subject areas to continue our successes.

-   Utilizing Troops to Teachers and Spouses to Teachers programs
    provide counseling and placement assistance to active duty military
    personnel, military retirees, members of the National Guard and
    Selective Reserves, spouses of active duty military personnel, and
    spouses of members of the National Guard and Selective Reserves. The
    program provides information concerning the various options
    available for completing certification and meeting NLCB HQ
    requirements. The program also offers financial assistance to Troops
    to Teachers participants in the form of a stipend of up to \$5,000
    to cover the cost of completing their teacher certification
    requirements, or a bonus of \$10,000 if employed in a high need
    school. Spouse to Teachers participants are eligible to receive a
    reimbursement of the cost of certification testing and may receive
    up to \$600.

-   Providing assistance to schools in starting and maintaining chapters
    of Florida Future Educators of America (FFEA) pre-collegiate and
    collegiate teacher recruitment programs. The program provides a
    forum for students to become aware of career opportunities in
    education and nurtures their interest in teaching as a career. The
    program also provides an avenue for collegiate members to stay
    informed of the latest issues and advancements in the education
    profession. The program is administered through local school
    chapters at all grade levels - elementary through postsecondary. A
    teacher or faculty advisor is required to provide the leadership for
    each chapter. Each year, FLDOE coordinates state conferences for
    postsecondary chapters and senior high student members and their
    advisors. The FLDOE also provides promotional materials to support
    the advancement of the FFEA Program.

-   Utilizing the Transition to Teaching Program to increase Florida's
    supply of highly qualified and effective teachers by recruiting
    eligible candidates for rural high-need districts from outside the
    education field. These partner districts will utilize existing state
    recruitment resources and develop local recruitment strategies.
    Recruits will commit to teaching in critical shortage areas for
    three years in high-need schools and will participate in an
    alternative certification program at a regional Educator Preparation
    Institute to obtain their professional certification in a reduced
    amount of time. A selection tool will be created to identify those
    candidates who have the characteristics of highly effective teachers
    as determined by benchmarking characteristics of that district's own
    high-performing teachers who are identified based upon increased
    student achievement. Intensive mentoring and induction activities
    will be provided to support candidates for their first two years of
    teaching, which activities are also guided by the performance of the
    candidates on the selection tool.

-   Providing department staff to attend and recruit on behalf of the
    entire state at conferences for ESE, reading, math, science, ESOL,
    and minority subject area teachers around the country to promote
    Florida's need for high quality educators.

[Certification Assistance]{.underline}: Florida is significantly
increasing the number of test offered in subject matter competency in
2006 and beyond. Since 2002, Florida has allowed teachers to obtain
certification in bachelor's level subject areas by passing the state
subject area tests, and the number of teachers obtaining additional
certification areas has increased exponentially. Also, most of Florida's
community colleges have added test preparation courses and districts are
providing tuition for their NHQT teachers to take these courses.

[Retention]{.underline}: Clearly, a facet of the approach to reaching
and maintaining 100 percent HQTs in all core classes is to sustain those
teachers who are HQ. Over a five year period Florida will lose 40
percent of a cohort of new teachers. Florida will implement several
initiatives at the direction of the State Board of Edcuation to retain
highly effective and qualified teachers. For example:

-   [Special Teachers Are Rewarded (STAR) performance pay
    program]{.underline}. The STAR program will focus on providing
    bonuses to teachers on the basis of their student learning gains.
    Instructional personnel will be eligible from any K-12 school in a
    district. Charter schools that do not follow district salary
    schedules may submit a separate proposal with their district's plan.
    The Legislature has appropriated \$147.5 million for performance pay
    awards for the STAR program for the 2006-07 fiscal year and the
    State Board of Education has approved a request for \$162.6 million
    for the 2007-08 school year. The STAR program has well-defined
    deadlines:

> December 31, 2006 -- Deadline for submitting a comprehensive STAR Plan
> to the State Board for approval
>
> March 1, 2007 -- Deadline for submitting a revised STAR Plan in the
> event the State Board determines a plan needs revisions
>
> April 1, 2007 -- Deadline for a district to adopt its State Board
> approved STAR Plan to receive funds from the appropriation

-   [Teacher Early Career/Early Placement Support Program]{.underline}.
    This program utilizes funds available through the State Agencies for
    Higher Edcuation section of Title II. The FLDOE ran a competition
    and awarded seven high-need districts funds to develop and implement
    support programs specifically designed for teacher who are newly
    placed in high-need schools and subject areas. Support programs
    require coaches for each teacher and training components include
    content and methods training developed by partnerships between
    colleges of art and sciences and colleges of education.

-   [Teacher Advancement Program]{.underline}. Through support from the
    National Institute for Excellence in Teaching, Title II funds, and
    other federal, state, and local funds, the FLDOE supports the
    Teacher Advancement Program in high-need schools and districts. The
    program seeks to improve student achievement through a restructuring
    of instructional staff at the school and institutionalizing
    job-imbedded staff development based on continuous analysis of
    student data/performance and teacher performance. In addition to the
    career ladder restructuring, bonuses are awarded to all staff based
    upon school-wide student achievement levels each year.

[Recognition Programs:]{.underline}

-   The Florida League of Teachers was organized in 1993 by FLDOE to
    establish a vehicle for engaging some of Florida\'s most outstanding
    teachers in the statewide implementation of school improvement and
    accountability. The League is one component of a statewide
    coordinated professional development system for the support of
    educational reform. The major work of League teachers is modeling,
    training, facilitating and coaching to promote other teachers\'
    continual improvement in the instructional setting. The League
    currently has 153 members, representing most grade levels and
    subject areas. Through a nomination process, these outstanding
    classroom practitioners have been selected from a pool of present or
    former district, regional, or state Teachers of the Year, candidates
    for Technology Teacher of the Year, and other subject area award
    winners. Membership in the League is viewed as highly prestigious
    and is expected to expand as more outstanding teachers are brought
    on board to help meet the demands for instructional improvement.
    League teachers are available throughout Florida to provide training
    in subject-area curriculum and effective learning processes for
    schools requesting their services. Through contacts made by FLDOE
    and their own professional initiatives, League members serve as
    demonstration teachers, mentors, and facilitators. In follow-up
    visits to schools, they work directly with teachers in their own
    classrooms.

-   The Milken Family Foundation National Educator Awards program
    provides public recognition and financial rewards to elementary and
    secondary teachers, principals and other education professionals who
    are furthering excellence in education. By honoring outstanding
    educators, the program strives to attract, develop, motivate and
    retain talented people to the challenge and adventure of teaching.
    Each year Floridians nominate several outstanding teachers from
    around the state who receive individual Milken Educator Awards of
    \$25,000.

-   The Florida Department of Education/Macy\'s Teacher of the Year is
    chosen from more than 180,000 public school teachers by a selection
    committee comprised of teachers, principals, parents, and the
    business community. Finalists are selected from district winners,
    and Florida\'s top educator is selected on the basis of his/her
    outstanding ability to teach and communicate knowledge of the
    subject taught, professional development, philosophy of teaching,
    and exceptional school and community service. The winner must also
    show a superior capacity to inspire a love of learning in students
    of all backgrounds and abilities. All district winners receive
    financial awards from the state and Macy's, and are provided with
    numerous leadership opportunities to serve in state level teacher
    recruitment and policy development activities.

[Preparation]{.underline}: Florida Statues provides for three types of
approved certification programs; the initial certification programs
(traditional) and two types of professional preparation programs
(alternative). The Florida State Broad of Edcuation revised rules in
2006 governing the approval of programs so that continued approval is
based upon candidate performance related to student achievement. The
professional preparation programs assist individuals who meet content
area standards for HQTs to become fully certified. These rules also
instituted a professional training option for content majors, which can
be delivered as a minor in education, so that content majors can
complete a core of education courses prior to graduation and integrate
more quickly and effectively into the teaching profession.

Educator Preparation Institutes have been added to Florida's menu of
post-baccalaureate alternative certification programs, and are now
implemented in 28 community colleges and four state universities.

**Additional programs target subject areas of greatest need and are
explained in the next section addressing "subgroups of teachers."**

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

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

The following strategies have been implemented to assist teachers in
high-poverty schools and schools in need of improvement. These steps
also address the state's plan to ensure that poor and minority children
are not taught at higher rates than other children by inexperienced,
unqualified, or out of field teachers. This plan outlines the measures
that the state is using to evaluate and publicly report implementation
and progress. The FLDOE realizes that our greatest challenge is the
recruitment and retention of high-quality teachers in schools that are
low-performing, high-poverty or both. The FLDOE has addressed this with
a number of approaches:

[Tier One: Secondary Level Exceptional Student Education (ESE) and
Reading]{.underline}.

The need for highly qualified ESE teachers in Florida is acute, as it is
in many states. And, like most other states, ESE positions have been
traditionally difficult to staff. Additionally, Florida learned during
the monitoring visit in October of 2005 that a larger number of
secondary ESE teachers were NHQT than previously thought. This finding
was based upon the lack of a requirement at the state level for ESE
teachers to complete a content major, coupled with an ESE certification
subject area examination that focuses primarily on instructional
strategies rather than core content. The data described in response to
Requirement 1 show that ESE at the secondary levels is a first tier
priority and that ESE at the elementary level is a second tier priority.

The Florida State Board of Education has revised rules regarding
approval requirements for teacher preparation programs, moving to a
competency-based approach for program composition and a
performance-based process for evaluation. This has provided institutions
with the opportunity to offer dual majors needed in secondary ESE to
produce program graduates who meet the HQ requirement.

Through a discretionary project called the Middle Grades Integrated
Curriculum (MGIC), an on-line test preparation study module for
secondary teachers was developed and 2,330 participants have accessed
the system since 2005. FLDOE is in the process of cross checking the
participants that accessed this on-line test preparation tool with the
Teacher Certification Office to see how many passed the exam. The total
number of individuals who took the course from January 2006 -- August
2006 was 1,694. Of these, 408 participants have taken the integrated
curriculum certification exam. The remaining are either preparing to
take the exam or are using the exam to enhance instruction. Of the 408
who took the exam in the last six months, 51 percent passed.

FLDOE is currently developing an on-line test preparation study module
for elementary teachers. This module will be completed in November 2006
and plans are to collect the same kinds of data for this module as the
secondary module.

The FLDOE, through the Bureau of Exceptional Education and Student
Services has issued a number of projects and grants that assist teachers
in becoming HQ and highly effective. Those that pertain to teachers' HQ
status include the following:

> [Discretionary projects for tuition reimbursement with
> universities.]{.underline} Financial support for program development
> and also tuition reimbursement are provided in the following project
> awards:

-   Initial Teacher Preparation in Exceptional Student Education (ESE)

-   Highly Qualified Paraprofessional Preparation Programs

-   Reading Endorsement Programs

-   Dual Certification Programs in ESE and Reading

-   Dual Certification Programs in ESE and Elementary Education

-   Dual Certification Programs in ESE and Secondary Content

> [State Personnel Development Grant Awarded to Bureau of Exceptional
> Education and Student Services]{.underline}. One federal grant just
> expired and an application has been submitted for new one. Data will
> be collected for draft reports on numbers of teachers trained and
> number retained in a Florida schools. HQT programs under this grant
> include:

-   Dual Certification Programs in ESE and Elementary Education

-   Dual Certification Programs in ESE and Secondary Content

-   Dual Certifications Programs in ESE and Reading

The Just Read, Florida! Office is committed to providing free,
scientifically based professional development to reading teachers to
further them towards their goal of achieving HQ status by earning the
reading endorsement. In the 2005-06 school year, approximately 45,000
K-12 teachers were trained in scientifically based reading practices.
Approximately 30,000 of these were elementary teachers, and 15,000 were
middle and high school teachers.

Florida is aggressively addressing our goal of all students
demonstrating proficiency in reading by requiring a significant number
of students to take intensive reading courses, which, in turn, is
requiring that a large number of teachers become reading endorsed or
certified, especially at the secondary level. Recognizing that a
significant number of reading teachers at the secondary level have not
met the highly qualified requirement, we are marshalling our resources
to address that issue by committing 25,000 free teacher registrations in
2006-07 to reading endorsement professional development, prioritized for
secondary teachers.

Further recognizing that site based professional development has been
deemed highly effective by a number of research studies in changing
teachers' instructional behaviors, Just Read, Florida! provides funding
through the Florida Education Finance Program (FEFP) for districts to
provide reading coaches to those schools most in need of support.
Approximately 800 reading coaches are currently working in secondary
schools. There are an estimated 900 middle and high schools in Florida,
and the goal for the 2007-08 school year is to have a reading coach in
every secondary school in the state. The Florida model for reading
coaches is that they provide professional development in their schools
100 percent of their time.

The overarching goal of Just Read, Florida! is that all students will be
reading on grade level by 2012. This can only be accomplished with HQ
and effective teachers, and providing professional development to these
educators remains the highest priority of Florida's reading initiative.

[Tiers Two and Three]{.underline}.

The state has used a combination of Title II, state appropriation and
private funds to assist districts with the recruitment of HQTs in the
areas of reading, ESE, mathematics, and science. Based upon new data,
elementary education teachers will be included in recruitment efforts in
the coming year. Current state level services include:

-   Providing access through a statewide subscription for all districts
    to [www.Teachers-Teachers.com](http://www.Teachers-Teachers.com/),
    an online recruitment resource for professionally certified teachers
    around the nation who are interested in moving to Florida.
    Subscription includes ongoing training and technical assistance

-   Providing access through a statewide subscription to
    [www.CareerBuilder.com](http://www.CareerBuilder.com/), for each
    district to attract high quality career changers in the areas of
    mathematics and science. Subscription includes ongoing training and
    technical assistance.

-   Providing and maintaining
    [www.TeachinFlorida.com](http://www.TeachinFlorida.com/), the
    state's own internet hub for teacher recruitment and professional
    development. This is an internet site for posting position
    vacancies/candidate resumes, accessing online professional
    development, tele-mentoring, recruitment and critical shortage
    subject reimbursement programs. These services are accessible free
    of charge to districts, charter schools, teacher candidates, and
    existing teachers.

-   Promoting the Great Florida Teach-In statewide teacher job fair and
    teaching in Florida in publications read by target populations,
    including minority populations. Published articles and promotions
    for the Teach-In speak to the improvements and successes in Florida
    education and appeal for "highly effective" educators in high need
    subject areas to join our team and continue our successes.

-   Providing Department staff to attend and recruit on behalf of the
    entire state at conferences for ESE, reading, math, science, ESOL,
    and minority subject area teachers to promote Florida's need for
    high quality educators around the country.

-   Providing the *Teacher Early Career/Early Placement Support Program*
    that utilizes funds available through the State Agencies for Higher
    Edcuation section of Title II. The FLDOE ran a competition and
    awarded seven high need districts funds to develop and implement
    support programs specifically designed for teacher who are newly
    placed in high need schools and subject areas. Support programs
    require coaches for each teacher and training components include
    content and methods training developed by partnerships between
    colleges of art and sciences and colleges of education.

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

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

[IDEA Part B]{.underline} funds are used to fund discretionary projects
that:

-   develop on-line study modules to assist teachers in passing subject
    area tests,

-   develop dual certification programs at state universities, and

-   provide tuition support for teachers needing to take additional
    course work to become HQ.

[State Level Allocations.]{.underline}

-   FLDOE provides special assistance and support to its struggling
    schools through state appropriations for Assistance Plus Teams and
    the NCLB Regional Technical Assistance Centers work with low
    performing schools, schools identified as schools in need of
    improvement, and those in corrective action. Through Assistance
    Plus, schools in corrective action as well as additional low
    performing schools have dedicated FLDOE staff that are charged with
    monitoring and assisting with the implementation of the school
    improvement plan. Additionally, staff monitor and assist the
    districts' implementation of the districts' assistance and
    intervention and corrective action plans. All of these schools are
    provided professional development on research based school
    improvement processes.

-   In the 2005-06 school year, The Just Read, Florida! Office used
    state funds to train approximately 45,000 K-12 teachers in
    scientifically based reading practices. Approximately 30,000 of
    these were elementary teachers, and 15,000 were middle and high
    school teachers. Recognizing that a significant number of reading
    teachers at the secondary level have not met the highly qualified
    requirement, we are marshalling our resources to address that issue
    by committing 25,000 free teacher registrations in 2006-07 to
    reading endorsement professional development, prioritized for
    secondary teachers. Further recognizing that site based professional
    development has been deemed highly effective by a number of research
    studies in changing teachers' instructional behaviors, Just Read,
    Florida! provides funding through the Florida Education Finance
    Program (FEFP) for districts to provide reading coaches to those
    schools most in need of support.

-   The state has used a combination of Title II, state appropriations
    and private funds to assist districts with the recruitment of HQTs.
    State level services include subscriptions to web-based recruitment
    services, maintaining a statewide recruitment website, promoting
    Florida's education system marketing and development of collateral
    materials, funding travel of department staff and teachers of the
    Year to recruit for Florida at national and international education
    and content area conferences.

[Title I funds]{.underline}. The issue of equity in providing
instructional services to students is addressed primarily through the
Public School Eligibility Survey (PSES), which is a component of each
districts' Title I, Part A project application. The PSES helps to ensure
that districts target Title I, Part A resources to schools with high
poverty rates. The project application also requires districts to
address the unique needs of its students in providing services, planning
professional development, and preparing school improvement plans. A
comprehensive checklist is used by staff in reviewing each application,
which includes comparability and equity. The monitoring work papers
include monitoring protocol to verify and ensure that poor and minority
children are not taught at higher rates than other children by
inexperienced, unqualified, and out-of-field teachers.

[SEA Funds]{.underline}. Title II state level funds are used to perform
the following educator quality functions and programs that have been
described in detail on pages 43-44 of this section:

-   [Professional Development System Reviews]{.underline} based on the
    state protocol, associated technical assistance and web based
    resources

-   [Approval of Teacher Preparation Programs]{.underline} by evaluation
    of college of education and educator preparation institute teacher
    preparation programs and associated technical assistance

-   [Recruitment]{.underline} activities including both face to face
    recruitment, the Great Florida Teach-in and teachinflorida.com

[SAHE funds]{.underline}. Teacher Early Career Early Placement program
utilizes funds available through the State Agencies for Higher Edcuation
section of Title II. The FLDOE ran a competition and awarded seven high
need districts funds to develop and implement support programs
specifically designed for teacher who are newly placed in high need
schools and subject areas. Support programs require coaches for each
teacher and training components include content and methods training
developed by partnerships between colleges of art and sciences and
colleges of education.

[Transition to Teaching Program]{.underline}. Florida was awarded as
second Transition to Teaching grant beginning in 2006. This project is
designed to increase Florida's supply of highly qualified and effective
teachers by recruiting eligible candidates for rural high-need districts
from outside the education field. These partner districts will utilize
existing state recruitment resources and develop local recruitment
strategies. Recruits will commit to teaching in critical shortage areas
for three years in high-need schools and will participate in an
alternative certification program at a regional Educator Preparation
Institute to obtain their professional certification in a reduced amount
of time. A selection tool will be created to identify those candidates
who have the characteristics of highly effective teachers. Intensive
mentoring and induction activities will be provided to support
candidates for their first two years of teaching.

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

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

Funds are available to support most of the initiatives included in this
report in all districts. Specific to schools not making AYP, Florida's
Education Accountability Act, now in effect for several years, mandates
intervention and assistance to schools rated below average or
unsatisfactory on report cards. Funds are allocated to give the
lowest-performing schools priority.

Florida's Assistance Plus program has targeted schools that are not
performing under the state's accountability system. This includes
schools that are not making AYP and are Title I schools. Through this
program the school improvement plan is monitored by state level staff
and schools in corrective action are provided additional onsite
monitoring and support to carry out programs and targeted activities
that improve teacher quality and student performance. In 2006-07 a new
program entitled SWAT (School-wide Academic Training) will focus
specifically on Title I schools that are graded D and F by the state's
accountability system. None of these schools made AYP. A statewide
leadership team has been established to evaluate all programs in these
schools and provide assistance through a point person assigned
specifically to those schools by region, and exemplary teachers will
provide model lessons and professional development at these schools.

**Requirement 4:**

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

*Does the plan indicate how the SEA will monitor LEA compliance with the
LEAs' HQT plans described in Requirement 2 and hold LEAs accountable for
fulfilling their plans?*

The FLDOE will monitor district compliance with the districts' HQT plans
described in Requirement 2 through the following measures:

Regular data collection of the HQT status of teachers for each and every
core academic subject class taught in all Florida public schools during
fall, spring, and summer sessions via the Highly Qualified Teacher
Status data element (see
firn.edu/doe/eias/dataweb/database_0607/st170_1.pdf) on Teacher Course
records.

Compilation and assessment of the state's universe of HQT course records
for monitoring purposes; data-collection and reporting procedures
involved in preparing HQT data for annual state, district, and school
report cards (e.g., NCLB SPARs \--
<http://doeweb-prd.doe.state.fl.us/eds/nclbspar/index.cfm>); and data
preparation for the Consolidated State Performance Report.

Data quality assurance audits.

Monitoring processes. The FLDOE will hold districts accountable for
fulfilling their HQT plans by Florida utilizing a focused monitoring
process to meet these state and federal requirements and to ensure that
federal programs are implemented with fidelity. District selection is
based, in part, on the analysis of student achievement, teacher quality,
and school safety indicators that are compared to state averages. The
FLDOE reserves the right to withhold funding to, and to implement other
more restrictive conditions for subgrant recipients deemed as not
implementing state and federal programs with fidelity as determined
through the monitoring process.

> The monitoring process is a tiered approach that includes a component
> for self-evaluation, desktop verification, and onsite verification.
> Each district is required to use the work papers to conduct a
> self-evaluation of the programs being implemented in that district.
> Based on data available to FLDOE, certain districts will be selected
> for desktop verification of the results of the district
> self-evaluation. Of those districts, a smaller number have been
> selected for on-site verification. The desktop verification allows the
> monitoring team to examine additional data and documentation
> pertaining to the policies and procedures for each NCLB program. Not
> only does the desktop monitoring provide a better understanding of
> implementation at the district-level, it also allows the team to focus
> on specific areas that may be affecting student achievement; teacher
> quality, and school safety; specifically teachers that do not meet the
> HQ requirement.

Florida is implementing reporting requirements for all districts to be
collected when the school year is complete describing how Title II-A
funds were expended. This report will also request information on other
types of funding that were combined with Title II to support the same
activities. Aggregated data will be published and used for continued
decision making purposes, and will inform the monitoring process, as
well.

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

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

The data analysis performed for this plan has been shared with each
district. Planning sessions have been held with each of the high
priority district at the executive level between the Commissioner of
Edcuation, K-12 Chancellor, and each district superintendent.

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

-   Florida's Assistance Plus program has targeted schools that are not
    performing under the state's accountability system. This includes
    Title I schools that are not making AYP. Through this program the
    school improvement plan is monitored by state level staff, and
    schools in corrective action are provided additional onsite
    monitoring and support to carry out programs and activities that
    improve teacher quality and student performance. The state also
    provides an electronic template for school improvements plans and
    district improvements plans which provide districts with
    instructions on requirements to ensure that each district and school
    meets state and federal requirements, including highly qualified
    teachers.

-   In 2006-07 a new program entitled SWAT is focusing specifically on
    Title I schools that are grade D and F by the state's accountability
    system. None of these schools made AYP. A statewide leadership team
    has been established to evaluate all programs in these schools and
    provide assistance through a point person assigned specifically to
    those schools by region.

Updates to these data will be provided to each district on an annual
basis. In addition, districts will be required this year to report the
reason(s) each NHQT is not highly qualified. The next level of data will
help districts and state policy makers plan and deliver more targeted
support for all teachers to meet and sustain HQT status.

+-----------------------------------------------------------------------+
| *Does the plan describe how the SEA will monitor whether LEAs attain  |
| 100 percent HQT in each LEA and school:*                              |
|                                                                       |
| -   *in the percentage of highly qualified teachers at each LEA and   |
|     school; and*                                                      |
|                                                                       |
| -   *in the percentage of teachers who are receiving high-quality     |
|     professional development to enable such teachers to become highly |
|     qualified and successful classroom teachers?*                     |
+-----------------------------------------------------------------------+

The FLDOE monitoring of districts' levels of success in attaining the
100 percent HQT goal for each district and school will include data
collection and reporting processes noted throughout this plan.
Data-compilation processes used in reporting the HQT status of schools,
districts, and the state on reports such as the NCLB SPARs and the
Consolidated State Performance Report can and will be applied to
monitoring the progress of districts and schools in attaining the Highly
Qualified Teacher goal. Applicable data analyses provide information on
the number and percentage of core courses taught (and/or not taught) by
HQ teachers for multiple school classifications, for defined subject
areas, and for individual courses at the state, district, and school
levels.

Information on high-quality professional development is obtained
similarly through the reporting of teacher and staff data via data
elements included on Florida's [Staff Professional
Development]{.underline} reporting format
(firn.edu/doe/eias/dataweb/database_0607/0607pe.htm).

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

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

Florida will continue to provide on-going technical assistance to
districts and schools that do not reach HQT goals. Districts (LEAs) that
do not meet annual measurable objectives for three years in accordance
with ESEA §2141 are identified after the HQT report is compiled and
submitted each year. After identification, the data collected from
monitoring reports; school report cards, especially with regard to
student performance; and the new reports on reasons for NHQT and the
Title II spending report are analyzed and used in four ways:

1.  Results of the analysis are shared and reviewed with these districts
    in a formal consultation to create their next plan for use of Title
    II funds; the next Title II application is reviewed to ensure that
    the plan is reflected therein and revisions required for those areas
    that are omitted. Additionally during the consultation, a technical
    assistance plan will be created through which the district will
    access FLDOE staff in recruitment, professional development,
    certification and others as appropriate.

2.  Districts which continue to fall short of HQT requirements in
    subsequent years will be required to reduce the percentage of Title
    II funds spent on equipment, technology and other administrative
    costs associated with ensuring that their teachers are highly
    qualified while increasing the percentage of their funds dedicated
    to activities that directly affect the HQ status of individual
    teachers through professional development and certification
    assistance. The percentages will be based upon their most recent
    annual fiscal report of expenditures in Title II not to exceed 10
    percent.

3.  Aggregate data will be used to determine projects and uses for Title
    II SEA and SAHE funds as appropriate for the coming year, and, if
    applicable, will be reflected in specific Request for Applications
    and Request for Proposals that are subsequently published.

4.  Data will be presented to leadership for review and determination
    whether state level policy and/or regulation changes need to be made
    to assist districts in this regard.

It should be noted that Florida is addressing issues related to staffing
of schools that do not make AYP by focusing on staffing issues in high
poverty and high minority schools, which constitute the majority of NAYP
schools. Specifically, new legislation passed in June of 2006
establishes two significant changes:

1.  Beginning in 2007-08, school districts must include in their salary
    schedules differentiated pay for teachers that work in challenging
    environments, including low performing, high minority, rural, urban,
    and/or high poverty schools. With population shifts historically
    experienced in our state, this is a means of addressing the issue
    statewide by putting systems in place to eliminate or reduce the
    difficulty in staffing schools with highly qualified and effective
    teachers.

2.  School districts may not assign to schools graded "D" or "F" or
    schools with above the school district average of minority and
    economically disadvantaged students a higher percentage than the
    school district average of first time teachers, temporarily
    certified teachers, teachers in need of improvement, or out-of-field
    teachers.

Section 1116(c)(10)(C) of Title I, Part A, No Child Left Behind,
requires the state education agency to take at least one of the actions
listed in the law for any local education agency identified for
corrective action. The Florida Department of Education, with approval by
the State Board of Education, has chosen to implement the first of these
options which states, "(i) Deferring programmatic funds or reducing
administrative funds." The State has determined that the most
appropriate action, at this time, is to reduce administrative funds and
is implementing the action by placing a cap on the amount of indirect
costs which can be charged to the Title I, Part A, project for 2006-07.

The cap on the indirect funds is determined by applying the percentage
of Adequate Yearly Progress (AYP) criteria [met]{.underline} to the
district's approved indirect cost rate. The resulting percentage is
applied as an indirect cost cap to be applied to the Title I, Part A,
project. For example, if the district met 85 percent of the applicable
AYP criteria, and the approved 2006-07 indirect cost rate for that
district is 4.5 percent, the cap on indirect cost which can be charged
to the project is 3.825 percent.

In order to receive these funds, the district/local education agency
must complete and submit the following:

-   A Project Amendment Form which includes in the narrative section a
    complete description of the activities which will be funded with
    this corrective action allocation with a detailed description which
    includes the names of the Title I schools to be impacted, the target
    population, and how the district expects to achieve the needed
    improvement using these and other available resources.

```{=html}
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```
-   A Project Budget which is to account for all of the funds being set
    aside for this purpose and is completed in accordance with the
    instructions attached.

These forms must be submitted by designated districts no later than
September 29, 2006. The memorandum information districts of this
requirement may be found at
[[http://info.fldoe.org/docushare/dsweb/Get/Document-3990/distcorrect_memo.pdf]{.underline}](http://info.fldoe.org/docushare/dsweb/Get/Document-3990/distcorrect_memo.pdf).

**Requirement 5:**

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

  -----------------------------------------------------------------------
  *Does the plan describe how and when the SEA will complete the HOUSSE
  process for all teachers not new to the profession who were hired
  before the end of the 2005-06 school year?*

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

+-----------------------------------------------------------------------+
| Does the plan describe how the State will limit the use of HOUSSE     |
| after the end of the 2005-06 school year to the following situations: |
|                                                                       |
| -   Multi-subject secondary teachers in rural schools who, if HQ in   |
|     one subject at the time of hire, may use HOUSSE to demonstrate    |
|     competence in additional subjects within three years of the date  |
|     of hire; or                                                       |
|                                                                       |
| -   Multi-subject special education teachers who are new to the       |
|     profession and who, if HQ in language arts, mathematics, or       |
|     science at the time of hire, may use HOUSSE to demonstrate        |
|     competence in additional subjects within two years of the date of |
|     hire.                                                             |
+-----------------------------------------------------------------------+

The US Department of Education wrote that FLDOE has met this
requirement. "The procedure eliminating HOUSSE is well-done. The memo
dated 7/706 is evidence that the procedure is operational." (July 27,
2006) The following are the previous narrative and documents that were
submitted and approved:

"Florida is in the process of phasing out the HOUSSE option for teachers
hired for the 2006-07 school year and beyond except for special
categories of teachers that are allowed the continued use of the HOUSSE
option. An official technical assistance memorandum has been written and
is in the process of electronic distribution that advises the school
districts of the USDOE directive to phase out the use of HOUSSE, See
copy of the attached memorandum. The Florida DOE has been advised by the
USDOE that an out-of-state highly qualified status via the HOUSSE option
may be transferred to another state for teachers qualified before the
2006-07 school year in one state who are relocating to another state.

This new flexibility will greatly assist the state of Florida since the
state is an importer of tens of thousands of veteran teachers each year
and would be greatly and unfairly impacted with the elimination of the
HOUSSE option for this special population of experienced teachers."
(July 27, 2006)

<http://info.fldoe.org/docushare/dsweb/Get/Document-3822/k12-06-92.pdf>
(Memo, July , 2006)

<http://info.fldoe.org/docushare/dsweb/Get/Document-3823/k12-06-92a.pdf>
(Attachment A)

<http://info.fldoe.org/docushare/dsweb/Get/Document-3824/k12-06-92b.pdf>
(Attachment B)

<http://info.fldoe.org/docushare/dsweb/Get/Document-3825/k12-06-92c.pdf>
(Attachment C)

**Requirement 6:**

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

  -----------------------------------------------------------------------
  *Does the revised plan include a written equity plan?*

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

The following is narrative that had been submitted July 27, 2006 and was
approved for this section of the revised plan:

[Recent Legislative Action]{.underline}

No Child Left Behind (NCLB) requires the state definition of Adequate
Yearly Progress (AYP) to include graduation rate and at least one
additional academic indicator as determined by the state. In Florida,
the writing assessment will be used as the additional indicator and
school grades will be used as an additional condition. School grades are
calculated prior to AYP. If a school receives a "D" or an "F," that
school does not make AYP. By definition, a school in need of improvement
under NCLB is any Title I elementary school or secondary school which
fails to make AYP for two consecutive years. Therefore, the following
legislation applies to high poverty schools that are in need of
improvement under NCLB.

During the 2006 Legislative session, the Florida Legislature passed and
the Governor signed HB 7087 requiring the following:

Section 1012.2315, Florida Statute, Assignment of teachers.\--

LEGISLATIVE FINDINGS AND INTENT.\--The Legislature finds disparities
between teachers assigned to teach in a majority of \"A\" graded schools
and teachers assigned to teach in a majority of \"F\" graded schools.
The disparities can be found in the average years of experience, the
median salary, and the performance of the teachers on teacher
certification examinations. It is the intent of the Legislature that
district school boards have flexibility through the collective
bargaining process to assign teachers more equitably across the schools
in the district.

ASSIGNMENT TO SCHOOLS GRADED \"D\" OR \"F.\"---School districts may not
assign a higher percentage than the school district average of
first-time teachers, temporarily certified teachers, teachers in need of
improvement, or out-of-field teachers to schools with above the school
district average of minority and economically disadvantaged students or
schools that are graded \"D\" or \"F.\" Each school district shall
annually certify to the Commissioner of Education that this requirement
has been met. If the commissioner determines that a school district is
not in compliance with this subsection, the State Board of Education
shall be notified and shall take action pursuant to s. 1008.32 in the
next regularly scheduled meeting to require compliance.

SALARY INCENTIVES.\--District school boards are authorized to provide
salary incentives to meet the requirement of subsection (2). A district
school board may not sign a collective bargaining agreement that
precludes the school district from providing sufficient incentives to
meet this requirement.

COLLECTIVE BARGAINING.\--Notwithstanding provisions of chapter 447
relating to district school board collective bargaining, collective
bargaining provisions may not preclude a school district from providing
incentives to high-quality teachers and assigning such teachers to
low-performing schools.

REPORT.\--Schools graded \"D\" or \"F\" shall annually report their
teacher retention rate. Included in this report shall be reasons listed
for leaving by each teacher who left the school for any reason.

In summary this means:

-   District school boards are required to provide salary incentives to
    meet equitable placement of teachers, and

-   District school boards may not sign collective bargaining agreements
    that preclude the district from providing incentives.

Action pursuant to s. 1008.32, Florida Statute means:

If the State Board of Education determines that a district school board
or public postsecondary educational institution board is unwilling or
unable to comply with law or state board rule within the specified time,
the state board shall have the authority to initiate any of the
following actions:

-   Report to the Legislature that the school district or public
    postsecondary educational institution has been unwilling or unable
    to comply with law or state board rule and recommend action to be
    taken by the Legislature.

-   Reduce the discretionary lottery appropriation until the school
    district or public postsecondary education institution complies with
    the law or state board rule.

-   Withhold the transfer of state funds, discretionary grant funds, or
    any other funds specified as eligible for this purpose by the
    Legislature until the school district or public postsecondary
    educational institution complies with the law or state board rule.

-   Declare the school district or public postsecondary educational
    institution ineligible for competitive grants.

-   Require monthly or periodic reporting on the situation related to
    noncompliance until it is remedied.

Schools and districts found not in compliance will be subject to action
under s. 1008.32, F.S."

[STAR -- Special Teachers Are Rewarded Program]{.underline}

In addition to the above legislation, the Legislature enacted the
Special Teachers Are Rewarded (STAR) program. The elements of the STAR
program are:

-   Awards will go to instructional personnel.

-   Instructional personnel will be eligible from any K-12 school in a
    district.

-   STAR implements performance pay in accordance with 1012.22, F.S.

-   The school district's allocation is its portion of the state total
    K-12 base funding.

The STAR program has extremely well-defined deadlines. Districts
choosing to implement STAR must meet these timelines:

-   December 31, 2006 -- Deadline for submitting a comprehensive STAR
    Plan to the State Board for approval

-   March 1, 2007 -- Deadline for submitting a revised STAR Plan in the
    event the State Board determines a plan needs revisions

-   April 1, 2007 -- Deadline for a district to adopt its State Board
    approved STAR Plan to receive funds from the appropriation

-   Charter schools that do not follow district salary schedules may
    submit a separate proposal *with their district's plan*.

-   Charter schools whose districts *do not submit a plan* may submit an
    independent proposal. The same timelines apply.

The Legislature has appropriated \$147.5 million for performance pay
awards for the STAR program for 2006-07 fiscal year.

[The Florida Department of Education's Data Monitoring Plan]{.underline}

To monitor the equity plan required in Florida Statutes, as mentioned on
page 52, the FLDOE will:

-   Calculate district averages for first-time teachers, temporarily
    certified teachers, teachers in need of improvement, and
    out-of-field teachers

-   Calculate district averages for minority membership and for percent
    of students eligible for free/reduced-price lunch (FRPL)

-   identify schools graded "D" and "F" in the school performance
    grading system.

Schools graded D or F for which the percentage of first-time teachers,
temporarily certified teachers, teachers in need of improvement, or
out-of-field teachers exceeds the district average will be out of
compliance with s. 1012.2315, Florida Statutes.

Schools with a higher percentage of students eligible for FRPL than the
district average and for which the percentage of first-time teachers,
temporarily certified teachers, teachers in need of improvement, or
out-of-field teachers exceeds the district average will be out of
compliance with s. 1012.2315, Florida Statutes.

Schools with a higher percentage of minority students than the district
average and for which the percentage of first-time teachers, temporarily
certified teachers, teachers in need of improvement, or out-of-field
teachers exceeds the district average will be out of compliance with s.
1012.2315, Florida Statutes.

By provision of the statute, schools (districts) that are out of
compliance will be subject to action by the State Board of Education
pursuant to s. 1008.32, Florida Statutes. Non-compliant districts will
be subject to action by the Florida Legislature, as determined by the
Legislature. Non-compliant districts will be subject to reduction of the
discretionary lottery appropriation.

  -----------------------------------------------------------------------
  *Does the plan identify where inequities in teacher assignment exist?*

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

Table 23 shows Florida School Districts and average years of teacher
experience, 2005-06 ranked by percent of classes not taught by HQ
teachers. Table 24 shows Florida's top ten districts and average years
of teacher experience, 2005-06 ranked by percent of classes not taught
by HQ teachers.

**Table 23: Florida School Districts and Average Years of Teacher
Experience, 2005-06**

Ranked by Percent of Classes Not Taught by HQ Teachers

<table>
<colgroup>
<col style="width: 4%" />
<col style="width: 13%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 13%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2" rowspan="2">District #/Name</td>
<td colspan="5">Teachers’ Average Years of Experience by Degree
Level</td>
<td rowspan="2"># Classes NHQT</td>
<td colspan="2">% Classes Not HQT</td>
<td rowspan="2"><p>Minority %</p>
<p>(All Schools)</p></td>
</tr>
<tr class="even">
<td>Bachelor's</td>
<td>Master's</td>
<td>Specialist</td>
<td>Doctorate</td>
<td>All</td>
<td>All Schools</td>
<td>High-Pov Schools</td>
</tr>
<tr class="odd">
<td>39</td>
<td>LIBERTY</td>
<td>9.0</td>
<td>14.4</td>
<td>0.0</td>
<td>0.0</td>
<td>11.1</td>
<td>181</td>
<td>46.6%</td>
<td>18.2%</td>
<td>20.9%</td>
</tr>
<tr class="even">
<td>07</td>
<td>CALHOUN</td>
<td>12.4</td>
<td>16.7</td>
<td>12.8</td>
<td>17.0</td>
<td>14.1</td>
<td>197</td>
<td>35.4%</td>
<td></td>
<td>17.9%</td>
</tr>
<tr class="odd">
<td>22</td>
<td>GLADES</td>
<td>10.9</td>
<td>16.4</td>
<td>17.0</td>
<td>0.0</td>
<td>12.5</td>
<td>254</td>
<td>31.8%</td>
<td></td>
<td>53.1%</td>
</tr>
<tr class="even">
<td>26</td>
<td>HENDRY</td>
<td>5.5</td>
<td>8.2</td>
<td>15.0</td>
<td>8.3</td>
<td>6.3</td>
<td>536</td>
<td>31.2%</td>
<td>28.4%</td>
<td>69.1%</td>
</tr>
<tr class="odd">
<td>54</td>
<td>PUTNAM</td>
<td>12.2</td>
<td>18.3</td>
<td>15.5</td>
<td>12.5</td>
<td>14.2</td>
<td>919</td>
<td>30.7%</td>
<td>31.8%</td>
<td>39.8%</td>
</tr>
<tr class="even">
<td>47</td>
<td>OKEECHOBEE</td>
<td>11.5</td>
<td>20.4</td>
<td>24.9</td>
<td>2.0</td>
<td>13.5</td>
<td>480</td>
<td>29.1%</td>
<td>15.3%</td>
<td>39.3%</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>11.4</td>
<td>17.1</td>
<td>22.4</td>
<td>15.6</td>
<td>13.4</td>
<td>13,078</td>
<td>26.0%</td>
<td>31.0%</td>
<td>56.4%</td>
</tr>
<tr class="even">
<td>24</td>
<td>HAMILTON</td>
<td>12.4</td>
<td>12.6</td>
<td>33.5</td>
<td>17.0</td>
<td>12.8</td>
<td>151</td>
<td>24.9%</td>
<td></td>
<td>58.1%</td>
</tr>
<tr class="odd">
<td>40</td>
<td>MADISON</td>
<td>11.1</td>
<td>23.1</td>
<td>19.8</td>
<td>0.0</td>
<td>14.9</td>
<td>294</td>
<td>23.7%</td>
<td>29.2%</td>
<td>61.0%</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>10.3</td>
<td>14.7</td>
<td>17.6</td>
<td>16.1</td>
<td>12.0</td>
<td>9,018</td>
<td>22.6%</td>
<td>21.3%</td>
<td>63.9%</td>
</tr>
<tr class="odd">
<td>42</td>
<td>MARION</td>
<td>11.5</td>
<td>17.2</td>
<td>20.1</td>
<td>15.2</td>
<td>13.4</td>
<td>1,923</td>
<td>20.9%</td>
<td>19.7%</td>
<td>37.1%</td>
</tr>
<tr class="even">
<td>55</td>
<td>ST. JOHNS</td>
<td>10.8</td>
<td>15.5</td>
<td>11.6</td>
<td>16.0</td>
<td>12.6</td>
<td>1,209</td>
<td>18.7%</td>
<td>9.8%</td>
<td>15.9%</td>
</tr>
<tr class="odd">
<td>44</td>
<td>MONROE</td>
<td>10.2</td>
<td>14.6</td>
<td>18.0</td>
<td>8.9</td>
<td>11.8</td>
<td>703</td>
<td>18.7%</td>
<td></td>
<td>38.4%</td>
</tr>
<tr class="even">
<td>15</td>
<td>DIXIE</td>
<td>11.4</td>
<td>17.9</td>
<td>22.5</td>
<td>0.0</td>
<td>13.2</td>
<td>124</td>
<td>18.4%</td>
<td>17.2%</td>
<td>11.4%</td>
</tr>
<tr class="odd">
<td>37</td>
<td>LEON</td>
<td>11.5</td>
<td>17.3</td>
<td>21.6</td>
<td>20.9</td>
<td>14.3</td>
<td>1,124</td>
<td>18.3%</td>
<td>15.2%</td>
<td>48.8%</td>
</tr>
<tr class="even">
<td>41</td>
<td>MANATEE</td>
<td>9.4</td>
<td>14.1</td>
<td>22.2</td>
<td>12.0</td>
<td>11.6</td>
<td>1,941</td>
<td>17.5%</td>
<td>23.5%</td>
<td>40.1%</td>
</tr>
<tr class="odd">
<td>32</td>
<td>JACKSON</td>
<td>10.2</td>
<td>18.9</td>
<td>24.0</td>
<td>23.0</td>
<td>14.1</td>
<td>285</td>
<td>17.4%</td>
<td>27.5%</td>
<td>36.3%</td>
</tr>
<tr class="even">
<td>45</td>
<td>NASSAU</td>
<td>8.2</td>
<td>14.3</td>
<td>11.7</td>
<td>5.5</td>
<td>10.4</td>
<td>369</td>
<td>17.4%</td>
<td>18.2%</td>
<td>13.0%</td>
</tr>
<tr class="odd">
<td>02</td>
<td>BAKER</td>
<td>13.0</td>
<td>20.9</td>
<td>36.0</td>
<td>23.0</td>
<td>15.1</td>
<td>138</td>
<td>16.8%</td>
<td></td>
<td>15.7%</td>
</tr>
<tr class="even">
<td>04</td>
<td>BRADFORD</td>
<td>24.5</td>
<td>29.3</td>
<td>23.8</td>
<td>25.0</td>
<td>25.7</td>
<td>229</td>
<td>16.8%</td>
<td>28.9%</td>
<td>29.1%</td>
</tr>
<tr class="odd">
<td>53</td>
<td>POLK</td>
<td>11.9</td>
<td>17.2</td>
<td>18.8</td>
<td>13.4</td>
<td>13.6</td>
<td>4,414</td>
<td>16.1%</td>
<td>14.4%</td>
<td>44.4%</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>10.7</td>
<td>15.3</td>
<td>37.5</td>
<td>12.2</td>
<td>12.4</td>
<td>5,690</td>
<td>15.9%</td>
<td>23.9%</td>
<td>56.2%</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>11.8</td>
<td>16.9</td>
<td>21.2</td>
<td>19.7</td>
<td>13.7</td>
<td>5,629</td>
<td>15.0%</td>
<td>27.0%</td>
<td>58.0%</td>
</tr>
<tr class="even">
<td>20</td>
<td>GADSDEN</td>
<td>10.6</td>
<td>16.3</td>
<td>16.3</td>
<td>9.0</td>
<td>12.3</td>
<td>410</td>
<td>14.7%</td>
<td>15.7%</td>
<td>95.8%</td>
</tr>
<tr class="odd">
<td>60</td>
<td>SUMTER</td>
<td>12.9</td>
<td>18.1</td>
<td>27.3</td>
<td>0.0</td>
<td>14.7</td>
<td>316</td>
<td>14.6%</td>
<td>15.9%</td>
<td>29.0%</td>
</tr>
<tr class="even">
<td>25</td>
<td>HARDEE</td>
<td>12.9</td>
<td>16.1</td>
<td>11.5</td>
<td>15.0</td>
<td>13.5</td>
<td>469</td>
<td>13.7%</td>
<td>1.8%</td>
<td>59.6%</td>
</tr>
<tr class="odd">
<td>23</td>
<td>GULF</td>
<td>14.1</td>
<td>17.4</td>
<td>32.0</td>
<td>0.0</td>
<td>15.5</td>
<td>72</td>
<td>12.5%</td>
<td></td>
<td>19.0%</td>
</tr>
<tr class="even">
<td>21</td>
<td>GILCHRIST</td>
<td>10.5</td>
<td>14.0</td>
<td>10.3</td>
<td>2.0</td>
<td>11.6</td>
<td>104</td>
<td>12.4%</td>
<td></td>
<td>7.8%</td>
</tr>
<tr class="odd">
<td>56</td>
<td>ST. LUCIE</td>
<td>11.6</td>
<td>16.4</td>
<td>18.5</td>
<td>16.4</td>
<td>13.5</td>
<td>977</td>
<td>12.4%</td>
<td>21.9%</td>
<td>52.2%</td>
</tr>
<tr class="even">
<td>03</td>
<td>BAY</td>
<td>12.7</td>
<td>16.7</td>
<td>16.8</td>
<td>14.7</td>
<td>14.0</td>
<td>808</td>
<td>12.2%</td>
<td>10.5%</td>
<td>24.2%</td>
</tr>
<tr class="odd">
<td>28</td>
<td>HIGHLANDS</td>
<td>13.2</td>
<td>21.0</td>
<td>16.2</td>
<td>18.0</td>
<td>15.4</td>
<td>665</td>
<td>11.6%</td>
<td>9.3%</td>
<td>45.1%</td>
</tr>
<tr class="even">
<td>57</td>
<td>SANTA ROSA</td>
<td>10.8</td>
<td>16.8</td>
<td>15.6</td>
<td>18.8</td>
<td>12.9</td>
<td>630</td>
<td>11.3%</td>
<td>3.4%</td>
<td>12.9%</td>
</tr>
<tr class="odd">
<td>58</td>
<td>SARASOTA</td>
<td>12.6</td>
<td>15.1</td>
<td>11.9</td>
<td>30.0</td>
<td>12.0</td>
<td>1,168</td>
<td>11.2%</td>
<td>14.2%</td>
<td>25.8%</td>
</tr>
<tr class="even">
<td>36</td>
<td>LEE</td>
<td>10.1</td>
<td>17.1</td>
<td>20.5</td>
<td>15.9</td>
<td>12.6</td>
<td>2,812</td>
<td>10.8%</td>
<td>9.4%</td>
<td>44.4%</td>
</tr>
<tr class="odd">
<td>17</td>
<td>ESCAMBIA</td>
<td>10.5</td>
<td>14.1</td>
<td>15.7</td>
<td>15.0</td>
<td>12.3</td>
<td>872</td>
<td>10.6%</td>
<td>15.1%</td>
<td>45.5%</td>
</tr>
<tr class="even">
<td><strong>99</strong></td>
<td><strong>STATE</strong></td>
<td><strong>10.4</strong></td>
<td><strong>15.7</strong></td>
<td><strong>16.0</strong></td>
<td><strong>16.3</strong></td>
<td><strong>12.6</strong></td>
<td><strong>79,673</strong></td>
<td><strong>10.4%</strong></td>
<td><strong>12.0%</strong></td>
<td><strong>52.3%</strong></td>
</tr>
<tr class="odd">
<td>64</td>
<td>VOLUSIA</td>
<td>11.7</td>
<td>16.5</td>
<td>22.1</td>
<td>18.6</td>
<td>13.7</td>
<td>1,476</td>
<td>9.8%</td>
<td>14.4%</td>
<td>33.3%</td>
</tr>
<tr class="even">
<td>13</td>
<td>DADE</td>
<td>8.0</td>
<td>14.5</td>
<td>19.2</td>
<td>16.3</td>
<td>11.6</td>
<td>8,813</td>
<td>9.8%</td>
<td>11.1%</td>
<td>90.4%</td>
</tr>
<tr class="odd">
<td>30</td>
<td>HOLMES</td>
<td>8.9</td>
<td>15.0</td>
<td>0.0</td>
<td>0.0</td>
<td>11.3</td>
<td>70</td>
<td>8.7%</td>
<td>0.0%</td>
<td>6.5%</td>
</tr>
<tr class="even">
<td>08</td>
<td>CHARLOTTE</td>
<td>11.6</td>
<td>18.0</td>
<td>19.4</td>
<td>22.3</td>
<td>14.8</td>
<td>546</td>
<td>8.1%</td>
<td>0.0%</td>
<td>20.1%</td>
</tr>
<tr class="odd">
<td>66</td>
<td>WALTON</td>
<td>9.1</td>
<td>13.3</td>
<td>7.5</td>
<td>12.8</td>
<td>10.5</td>
<td>204</td>
<td>7.9%</td>
<td>8.7%</td>
<td>14.1%</td>
</tr>
<tr class="even">
<td>63</td>
<td>UNION</td>
<td>10.0</td>
<td>13.3</td>
<td>11.0</td>
<td>9.0</td>
<td>11.1</td>
<td>65</td>
<td>7.5%</td>
<td></td>
<td>20.6%</td>
</tr>
<tr class="odd">
<td>38</td>
<td>LEVY</td>
<td>13.0</td>
<td>16.3</td>
<td>15.5</td>
<td>2.7</td>
<td>14.0</td>
<td>228</td>
<td>7.4%</td>
<td>0.2%</td>
<td>23.1%</td>
</tr>
<tr class="even">
<td>33</td>
<td>JEFFERSON</td>
<td>13.3</td>
<td>16.5</td>
<td>20.3</td>
<td>0.0</td>
<td>14.6</td>
<td>26</td>
<td>7.2%</td>
<td>3.0%</td>
<td>75.4%</td>
</tr>
<tr class="odd">
<td>59</td>
<td>SEMINOLE</td>
<td>11.8</td>
<td>17.0</td>
<td>21.4</td>
<td>21.2</td>
<td>14.4</td>
<td>1,342</td>
<td>7.1%</td>
<td>3.8%</td>
<td>39.2%</td>
</tr>
<tr class="even">
<td>18</td>
<td>FLAGLER</td>
<td>9.7</td>
<td>12.6</td>
<td>9.4</td>
<td>13.0</td>
<td>10.8</td>
<td>220</td>
<td>6.8%</td>
<td></td>
<td>27.6%</td>
</tr>
<tr class="odd">
<td>46</td>
<td>OKALOOSA</td>
<td>11.4</td>
<td>16.5</td>
<td>15.6</td>
<td>21.0</td>
<td>13.4</td>
<td>403</td>
<td>6.8%</td>
<td>0.0%</td>
<td>25.7%</td>
</tr>
<tr class="even">
<td>12</td>
<td>COLUMBIA</td>
<td>11.0</td>
<td>17.8</td>
<td>17.1</td>
<td>23.5</td>
<td>13.5</td>
<td>260</td>
<td>6.5%</td>
<td>7.7%</td>
<td>29.6%</td>
</tr>
<tr class="odd">
<td>10</td>
<td>CLAY</td>
<td>10.2</td>
<td>15.0</td>
<td>31.0</td>
<td>9.1</td>
<td>11.5</td>
<td>771</td>
<td>6.4%</td>
<td></td>
<td>21.8%</td>
</tr>
<tr class="even">
<td>34</td>
<td>LAFAYETTE</td>
<td>11.5</td>
<td>16.2</td>
<td>9.0</td>
<td>0.0</td>
<td>12.6</td>
<td>22</td>
<td>6.0%</td>
<td></td>
<td>25.1%</td>
</tr>
<tr class="odd">
<td>51</td>
<td>PASCO</td>
<td>8.9</td>
<td>14.3</td>
<td>12.5</td>
<td>15.4</td>
<td>10.8</td>
<td>991</td>
<td>5.8%</td>
<td>0.3%</td>
<td>21.1%</td>
</tr>
<tr class="even">
<td>52</td>
<td>PINELLAS</td>
<td>12.5</td>
<td>16.5</td>
<td>19.2</td>
<td>17.0</td>
<td>14.1</td>
<td>2,336</td>
<td>5.7%</td>
<td>3.0%</td>
<td>34.6%</td>
</tr>
<tr class="odd">
<td>35</td>
<td>LAKE</td>
<td>7.5</td>
<td>12.1</td>
<td>0.0</td>
<td>13.2</td>
<td>8.8</td>
<td>681</td>
<td>5.2%</td>
<td>2.8%</td>
<td>34.3%</td>
</tr>
<tr class="even">
<td>43</td>
<td>MARTIN</td>
<td>10.5</td>
<td>14.2</td>
<td>17.7</td>
<td>12.5</td>
<td>11.9</td>
<td>306</td>
<td>5.1%</td>
<td>5.9%</td>
<td>31.0%</td>
</tr>
<tr class="odd">
<td>62</td>
<td>TAYLOR</td>
<td>6.8</td>
<td>15.2</td>
<td>12.3</td>
<td>11.0</td>
<td>9.9</td>
<td>48</td>
<td>4.9%</td>
<td>5.1%</td>
<td>29.1%</td>
</tr>
<tr class="even">
<td>31</td>
<td>INDIAN RIVER</td>
<td>11.2</td>
<td>15.1</td>
<td>16.1</td>
<td>15.3</td>
<td>12.6</td>
<td>186</td>
<td>4.8%</td>
<td>0.0%</td>
<td>33.9%</td>
</tr>
<tr class="odd">
<td>09</td>
<td>CITRUS</td>
<td>11.2</td>
<td>18.4</td>
<td>15.1</td>
<td>24.0</td>
<td>14.3</td>
<td>251</td>
<td>4.2%</td>
<td>0.0%</td>
<td>12.7%</td>
</tr>
<tr class="even">
<td>14</td>
<td>DESOTO</td>
<td>12.0</td>
<td>15.7</td>
<td>0.0</td>
<td>9.4</td>
<td>12.8</td>
<td>92</td>
<td>3.6%</td>
<td>8.8%</td>
<td>48.5%</td>
</tr>
<tr class="odd">
<td>67</td>
<td>WASHINGTON</td>
<td>10.4</td>
<td>18.6</td>
<td>24.2</td>
<td>22.0</td>
<td>13.7</td>
<td>33</td>
<td>3.4%</td>
<td>19.0%</td>
<td>24.0%</td>
</tr>
<tr class="even">
<td>49</td>
<td>OSCEOLA</td>
<td>7.1</td>
<td>13.5</td>
<td>13.5</td>
<td>16.6</td>
<td>9.4</td>
<td>599</td>
<td>3.2%</td>
<td>4.3%</td>
<td>65.0%</td>
</tr>
<tr class="odd">
<td>01</td>
<td>ALACHUA</td>
<td>11.8</td>
<td>16.2</td>
<td>19.5</td>
<td>18.7</td>
<td>14.5</td>
<td>343</td>
<td>3.0%</td>
<td>2.5%</td>
<td>50.1%</td>
</tr>
<tr class="even">
<td>19</td>
<td>FRANKLIN</td>
<td>11.0</td>
<td>15.5</td>
<td>18.8</td>
<td>30.0</td>
<td>13.5</td>
<td>10</td>
<td>2.5%</td>
<td>1.6%</td>
<td>19.9%</td>
</tr>
<tr class="odd">
<td>27</td>
<td>HERNANDO</td>
<td>8.5</td>
<td>16.1</td>
<td>10.5</td>
<td>12.1</td>
<td>10.8</td>
<td>159</td>
<td>2.4%</td>
<td></td>
<td>21.4%</td>
</tr>
<tr class="even">
<td>05</td>
<td>BREVARD</td>
<td>10.9</td>
<td>16.4</td>
<td>22.1</td>
<td>16.9</td>
<td>13.0</td>
<td>653</td>
<td>2.3%</td>
<td>3.8%</td>
<td>27.4%</td>
</tr>
<tr class="odd">
<td>61</td>
<td>SUWANNEE</td>
<td>12.6</td>
<td>17.2</td>
<td>11.2</td>
<td>6.7</td>
<td>13.8</td>
<td>44</td>
<td>1.9%</td>
<td>0.0%</td>
<td>25.3%</td>
</tr>
<tr class="even">
<td>65</td>
<td>WAKULLA</td>
<td>10.8</td>
<td>17.0</td>
<td>18.0</td>
<td>0.0</td>
<td>13.4</td>
<td>30</td>
<td>1.7%</td>
<td></td>
<td>14.5%</td>
</tr>
<tr class="odd">
<td>11</td>
<td>COLLIER</td>
<td>8.7</td>
<td>14.3</td>
<td>15.3</td>
<td>16.8</td>
<td>11.4</td>
<td>147</td>
<td>0.7%</td>
<td>0.5%</td>
<td>54.3%</td>
</tr>
<tr class="even">
<td>06</td>
<td>BROWARD</td>
<td>10.0</td>
<td>15.2</td>
<td>18.4</td>
<td>16.7</td>
<td>12.3</td>
<td>0</td>
<td>0.0%</td>
<td>0.0%</td>
<td>67.5%</td>
</tr>
<tr class="odd">
<td colspan="11">* State totals include counts for special districts
(not listed) in addition to Florida’s 67 regular school districts.</td>
</tr>
</tbody>
</table>

**Table 24: Average Years of Teacher Experience, 2005-06**

For Ten Florida Districts with Highest Counts of Classes Not Taught by
HQT (All Schools)

<table>
<colgroup>
<col style="width: 4%" />
<col style="width: 13%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 13%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="2" rowspan="2">District #/Name</td>
<td colspan="5">Teachers’ Average Years of Experience by Degree
Level</td>
<td rowspan="2"># Classes NHQT</td>
<td colspan="2">% Classes Not HQT</td>
<td rowspan="2"><p>Minority %</p>
<p>(All Schools)</p></td>
</tr>
<tr class="even">
<td>Bachelor's</td>
<td>Master's</td>
<td>Specialist</td>
<td>Doctorate</td>
<td>All</td>
<td>All Schools</td>
<td>High-Pov Schools</td>
</tr>
<tr class="odd">
<td>16</td>
<td>DUVAL</td>
<td>11.4</td>
<td>17.1</td>
<td>22.4</td>
<td>15.6</td>
<td>13.4</td>
<td>13,078</td>
<td>26.0%</td>
<td>31.0%</td>
<td>56.4%</td>
</tr>
<tr class="even">
<td>48</td>
<td>ORANGE</td>
<td>10.3</td>
<td>14.7</td>
<td>17.6</td>
<td>16.1</td>
<td>12.0</td>
<td>9,018</td>
<td>22.6%</td>
<td>21.3%</td>
<td>63.9%</td>
</tr>
<tr class="odd">
<td>13</td>
<td>DADE</td>
<td>8.0</td>
<td>14.5</td>
<td>19.2</td>
<td>16.3</td>
<td>11.6</td>
<td>8,813</td>
<td>9.8%</td>
<td>11.1%</td>
<td>90.4%</td>
</tr>
<tr class="even">
<td>29</td>
<td>HILLSBOROUGH</td>
<td>10.7</td>
<td>15.3</td>
<td>37.5</td>
<td>12.2</td>
<td>12.4</td>
<td>5,690</td>
<td>15.9%</td>
<td>23.9%</td>
<td>56.2%</td>
</tr>
<tr class="odd">
<td>50</td>
<td>PALM BEACH</td>
<td>11.8</td>
<td>16.9</td>
<td>21.2</td>
<td>19.7</td>
<td>13.7</td>
<td>5,629</td>
<td>15.0%</td>
<td>27.0%</td>
<td>58.0%</td>
</tr>
<tr class="even">
<td>53</td>
<td>POLK</td>
<td>11.9</td>
<td>17.2</td>
<td>18.8</td>
<td>13.4</td>
<td>13.6</td>
<td>4,414</td>
<td>16.1%</td>
<td>14.4%</td>
<td>44.4%</td>
</tr>
<tr class="odd">
<td>36</td>
<td>LEE</td>
<td>10.1</td>
<td>17.1</td>
<td>20.5</td>
<td>15.9</td>
<td>12.6</td>
<td>2,812</td>
<td>10.8%</td>
<td>9.4%</td>
<td>44.4%</td>
</tr>
<tr class="even">
<td>52</td>
<td>PINELLAS</td>
<td>12.5</td>
<td>16.5</td>
<td>19.2</td>
<td>17.0</td>
<td>14.1</td>
<td>2,336</td>
<td>5.7%</td>
<td>3.0%</td>
<td>34.6%</td>
</tr>
<tr class="odd">
<td>41</td>
<td>MANATEE</td>
<td>9.4</td>
<td>14.1</td>
<td>22.2</td>
<td>12.0</td>
<td>11.6</td>
<td>1,941</td>
<td>17.5%</td>
<td>23.5%</td>
<td>40.1%</td>
</tr>
<tr class="even">
<td>42</td>
<td>MARION</td>
<td>11.5</td>
<td>17.2</td>
<td>20.1</td>
<td>15.2</td>
<td>13.4</td>
<td>1,923</td>
<td>20.9%</td>
<td>19.7%</td>
<td>37.1%</td>
</tr>
<tr class="odd">
<td></td>
<td><strong>STATE</strong></td>
<td><strong>10.4</strong></td>
<td><strong>15.7</strong></td>
<td><strong>16.0</strong></td>
<td><strong>16.3</strong></td>
<td><strong>12.6</strong></td>
<td><strong>79,673</strong></td>
<td><strong>10.4%</strong></td>
<td><strong>12.0%</strong></td>
<td><strong>52.3%</strong></td>
</tr>
</tbody>
</table>

The analysis of these data did not result in patterns of inequities
among Florida's districts with highest needs relative to NHQT.
Therefore, the legislation passed which codifies the state's equity plan
will ensure that inequities do not occur, since the responsibility is
placed at the district level to ensure staffing equity in their district
schools and at the state level to monitor their success.

  -----------------------------------------------------------------------
  *Does the plan delineate specific strategies for addressing inequities
  in teacher assignment?*

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

Please refer to the first question's narrative that had been submitted
July 27, 2006, and was approved for this section of the revised plan.

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

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

The chart above showing years of experience above indicates that the
average of the years of experience is not correlated to a district's
NAYP status nor its ranking in the NHQT tables. A school level analysis
will be performed annually based upon the data collection described on
the previous page to implement the changes to s. 1012.2315, F.S. This
section requires attention to "teachers in need of improvement," which
is information that is only collected through instructional personnel
performance assessment instruments. These instruments are approved by
the FLDOE pursuant to s. 1012.34, Florida Statutes, and are required to
base each teacher's performance "primarily" on the performance of the
teacher's students. With Florida's focus on teacher effectiveness (see
STAR program information above), these data will provide the state not
only with rich information about the equitable placement of these
teachers for all students, but also with research information on
effective characteristics and practices of highly effective teachers.
This research potential is the key to pushing forward with improvements
in teacher performance as it relates to student achievement. Additional
information about Florida's methods of determining teacher performance
based primarily on improved student achievement may be found online at
[www.fldoe.org/STAR](http://www.fldoe.org/STAR).

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

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

US Department Edcuation wrote that FLDOE has met this requirement based
on the monitoring workpapers including protocol to verify and ensure
that poor and minority children are not taught at higher rates than
other children by inexperienced, unqualified or out of field teachers.
(July 27, 2006)

Florida Department of Education

![](media/image1.png){width="1.1in" height="0.9604166666666667in"}

John L. Winn, Commissioner

[www.fldoe.org](http://www.fldoe.org/)