Wyoming Department of Education

Hathaway Building, Second Floor

2300 Capitol Avenue

Cheyenne, WY 82002-0050

**HIGHLY QUALIFIED TEACHER**

**REVISED STATE PLAN**

**No Child Left Behind Act of 2001**

**Title II, Part A**

**FEBRUARY 2007**

**Dr. Jim McBride**

**Wyoming Superintendent of Public Instruction**

**Contacts**

**Wyoming Department of Education**

Joe Simpson Deputy Superintendent

deputysupt@educ.state.wy.us 307-777-7674

Carol Illian Program Manager, Title II

<cillia@educ.state.wy.us> 307-777-8715

**Professional Teaching Standards Board**

Connie Pollard Executive Director, Professional Teaching Standards Board

[cpolla@state.wy.us]{.underline}  307-777-1926

**Contributors**

Christine Steele Unit Director, Federal Programs

Peg Brown--Clark Unit Director, Special Programs

Brian Wright Title I Program Manager, Federal Programs

Joy Mockelman Team Lead, School Improvement -- Instructional
Facilitators

Laurel Ballard Education Consultant, AYP

Diane Frazier Education Consultant, Standards, Assessment &
Accountability

John Durkee Supervisor, Standards, Assessment & Accountability

Vince Meyer Supervisor, Data Services

Gregg Smith Administrative Assistant, Title II

Dawn Billings Partner, School Synergy

Mardale Dunsworth Partner, School Synergy

**With input from:** University of Wyoming; Financial Aid Department,
School of Education, Early Childhood and Elementary, Secondary Education
& Special Education.

**[Wyoming's Highly Qualified Teacher State Plan Goal]{.underline}**

To ensure that all academic core classes in Wyoming's K-12 public
schools are taught by teachers who are highly qualified.

**[Wyoming's Highly Qualified Teacher Objectives]{.underline}**

-   Provide opportunities and support to teachers, schools and districts
    to ensure that all teachers are highly qualified

-   Ensure that poor and minority children are taught at the same rates
    as other children, by highly qualified and experienced teachers

-   Collaboratively work with schools and districts that have teachers
    who are not highly qualified, to identify and address the causes

-   Monitor, provide data and address the highly qualified status of all
    teachers in all K-12 public schools

**[Introduction]{.underline}**

For the past year and a half, the Wyoming Department of Education (WDE)
has focused efforts on appropriately evaluating the highly qualified
status of teachers of core academic classes. The state has developed and
implemented an approved HOUSSE system applicable to all K-12 teachers
not new to the profession, reviewed and adopted content and pedagogy
tests, concurrently successfully developed a data system that
facilitates review of all teachers' certification against teaching
assignments and completed a review of the highly qualified status of all
teachers working in Wyoming through June 30, 2006.

We are pleased that in the 2005-06 school year, **95.3% of our core
academic classes were taught by teachers who were highly qualified**, up
from 94.3% in the 2004-2005 school year. WDE is committed to increasing
the number of highly qualified teachers to reach the goal of 100% highly
qualified teachers in all core academic subjects.

**[A Little About Wyoming Schools]{.underline}**

Wyoming is home to 84,611 students, 362 public schools, 48 districts
(Local Education Agencies), and 6,769 teachers in the public K-12
system. Of these public schools, 66 are identified as Small Rural
schools by USDE. Wyoming has one Bureau of Indian Affairs school.
Additionally, Wyoming supports one public university (the University of
Wyoming) and seven community colleges.

**[Teacher Certification in Wyoming]{.underline}**

Wyoming has a rigorous certification and teacher licensure program.
Certification rules and regulations are based on Wyoming Statute
21-7-303:

> "No person shall teach or supervise in a public school in this state
> and receive compensation therefore out of any public fund who at the
> time of rendering such services is not a holder of or a candidate and
> qualified for a certificate issued or to be issued under the laws of
> this state and the rules and regulations of the Wyoming Professional
> Teaching Standards Board pursuant to W.S. 21-2-802."

The Wyoming Professional Teaching Standards Board (PTSB) is the
regulatory licensing board for educators in the State of Wyoming. The
Board has statutory responsibility for the certification of teachers and
supervisors in the public schools. The mission of the PTSB is to ensure
that every student is served by competent, ethical educators who meet
rigorous performance standards. The PTSB and WDE work in tandem -- PTSB
examines the academic preparation of each Wyoming K-12 teacher and,
based on the federal definition of HQT, determines the core academic
classes for which each teacher would be deemed HQ. WDE ensures that the
classroom teacher's assignment in core academic content areas matches
the areas in which that teacher has been deemed by PTSB as HQ.

Wyoming educators developed Program Approval Standards during the late
1980s. The standards were based on the National Association of State
Directors of Teacher Certification national standards and adapted to
meet the specific needs of Wyoming. The State Board of Education adopted
program approval standards in 1992 when they approved portfolio
certification based upon verified skills and competencies. Program
Approval Standards are the guidelines for evaluating teacher preparation
programs at the University of Wyoming and Wyoming community colleges.
Educators prepared in out-of-state programs and those who have not
completed traditional teacher preparation programs are evaluated in
terms of Wyoming's program approval standards as part of the
certification process. The standards are the criteria all individuals
must meet to ensure that Wyoming students have qualified and prepared
teachers.

Wyoming has a tightly administered one-year emergency certification
process that allows for emergency hiring of teachers only under strict
protocols and all teachers so certified are required to become fully
certified within one year. Only 54 emergency certificates were issued in
2006/07. This One-year Exception Authorization is in place to address
emergency hiring needs such as student population surges, rural
locations, late hires, and mid-year hires. There are no extensions to
the one year Exception Authorization -- the certification is
non-renewable. In order to be considered for a One-year Extension
Authorization, applicants must:

-   Have fulfilled all the application requirements for a standard
    certificate except submitting a passing score on the Praxis

OR

-   Meet the criteria for temporary employment as defined by:

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-   Hold a bachelor's degree from a regionally or nationally accredited
    institution of higher learning;

-   Have extensive training or experience related to the discipline
    he/she is to teach;

-   The district submits a statement, signed by the superintendent,
    verifying that the district has conducted a customary search and
    that no properly certified and endorsed teacher is available;

-   Submit a plan for obtaining full certification, attested to by the
    local superintendent, that includes training, monitoring and
    supervision by certified personnel of the applicant prior to issuing
    an Exception Authorization; and

-   Submission of a plan verifying enrollment in a program from an
    institution of higher learning that will meet the requirements for
    full certification OR submission of a Letter of Intent to submit a
    portfolio to obtain full certification or add an endorsement.

OR

-   Those applicants who do not meet either of the above criteria must:

    -   Submit a plan, attested to by the local superintendent, that
        includes the monitoring by certified personnel of the applicant
        for the purpose of assuring the completion of the required
        renewal credits; and

    -   Submit a plan to receive full certification within a one year
        period of time.

OR

-   For applicants who are assigned to teach outside of their
    endorsement area:

    -   The applicant must hold a current Wyoming teaching certificate;

    -   The district must submit a statement, signed by the
        superintendent, verifying that the district has conducted a
        customary search and that no properly certified and endorsed
        teacher is available; and

    -   The district must submit a plan for obtaining full
        certification, attested to by the local superintendent, that
        includes training, monitoring and supervision by certified
        personnel of the applicant prior to issuing a one year Exception
        Authorization.

**[Wyoming's School Improvement Process]{.underline}**

Every public school in Wyoming participates in a school improvement
process as part of state accreditation (Wyoming Rules & Regulations,
Chapter 6). Schools have the option to use the North Central Association
(NCA) process or another state approved school improvement process. The
process must include a review of data; development of goals and
interventions addressing needs identified in the data review; and
development of a School Improvement Plan to meet the goals.

A School Improvement Plan is also required of schools that have not made
Adequate Yearly Progress (AYP) for two or more consecutive years in the
same content area(s) (Schools designated as in "School Improvement
Status" or as "High Priority Schools"). In an effort to eliminate
duplication as much as possible, WDE has developed a School Improvement
Plan template that incorporates the NCA process and meets the federal
NCLB requirements. The school must develop a required two-year plan
(submitted annually) that addresses the academic issues that caused it
to be identified for School Improvement. This may be a new plan or a
revision of the existing School Improvement Plan. It must be completed
no later than three months after the school has been identified and must
meet ALL federal requirements under NCLB. For the 2006-2007 school year,
plans were submitted in November 2006.

A school that does not make AYP for two consecutive years in the same
content area(s) according to the Wyoming State Accountability System
must be identified for school improvement. These are "High Priority"
schools for the state AYP technical assistance program and are
designated as schools in "School Improvement Status."

The School Improvement Plan must address professional development needs
and associated strategies. The professional development included in the
plan must tie to the goals and objectives of the plan and support any
strategies or interventions to be implemented. The professional
development identified in the plan should directly address the academic
achievement problems that caused the school to be identified. There must
be professional development activities that support the strategies and
interventions selected to meet the identified goals. These activities
will focus on the teaching and learning process. Professional
development may also include training teachers to analyze data to inform
their instruction.

**[Wyoming Integrated Statewide Education Data System
(WISE)]{.underline}**

In February 2004, the Legislature authorized funding for the WISE
project. WISE is a system that connects the several different software
systems and databases within local school districts. Local schools have
only to enter data once and it flows to all the other applications that
require it. WISE is used to assist districts in meeting requirements for
the collection, formatting and reporting of school and district data
needed for the WDE mandated reports. The biggest benefit, however, is
the ability to share educational data statewide, district to district,
district to school and school to school. By utilizing WISE, the burden
on the districts and schools associated with data collection and
management is significantly reduced. Wyoming is the first state in the
nation to work towards a standardized data management system via the
School Interoperability Framework (SIF) standard. The WISE project using
SIF is the K-12 infrastructure to establish vertical reporting; it is
also the vehicle in which horizontal operability is facilitated. WISE
encompasses a state investment of approximately \$5,000,000 over five
years and with what began as a reporting data management structure has
grown to include the issuance of a unique state identifier for each and
every student. WISE is a system for sharing and reporting data that is
stored at the local districts on their internal software packages. Using
national data standards we have ensured compatibility, consistency, and
comparability of the data statewide without mandating specific software
applications for districts and schools. WISE accesses the data from
these various systems for government reporting to the WDE and to Federal
agencies much more efficiently through a concept known as vertical
reporting. Additional benefits of WISE include:

-   Streamlined data entry;

-   Accurate school data;

-   Less impact on teachers' time;

-   Personalized student content;

-   Improved data analysis, timeliness and efficiency;

-   \"Best of Breed\" software selection;

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-   Real-time access to critical information;

-   Reduced redundancy, errors, compatibility issues, and support costs;

-   Reduced time needed to manage multiple data sources;

-   Saves money using existing systems and infrastructures; and

-   Reduced maintenance.

The WDE currently collects yearly staffing information via the district
surveys and cross references this data with certification and other
highly qualified teacher records collected by PTSB. New Title II program
requirements to analyze teacher experience and HQT status data by school
level poverty and minority student population will be enabled via
modification of WDE's annual staffing collection. Phase-two of the HQT
data collection, incorporating teacher experience and student ethnicity
components, will begin in the spring of 2007 with communications to
districts. The Phase-two, 2007-08 academic year data collection will
commence in the fall of 2007 with collaborative (WDE and districts)
quality assurance processes. In December 2007, the data analysis will be
provided to districts; in fall 2008, WDE will disseminate the data
through the Every Student Counts Report; and in December 2008, the data
will be included in the State Consolidated Report to USDE, meeting
federal reporting requirements. (See Wyoming's Highly Qualified
Workforce Equity Plan for details). That process will continue in
subsequent years.

**[Wyoming's Response to the United States Department of Education
(USDE)]{.underline}**

WDE submitted its Revised Highly Qualified Teacher Plan to the USDE on
July 7, 2006. Following a peer review process at USDE, Wyoming was
advised that its plan as submitted did not provide sufficient evidence
in some areas to ensure that Wyoming would reach the goal of having all
classes in core academic subjects taught by highly qualified teachers,
and that poor and minority children would be taught at the same rates as
other children, by highly qualified, experienced, and in-field teachers.
On September 29, 2006 a second revision was submitted to USDE. WDE was
once again advised the second revision did not provide evidence deemed
adequate to ensure that the goals would be met. A third revision was
submitted on December 19, 2006. WDE was advised by USDE that this plan
did not again adequately address the criteria. On February 5, 2007 a
conference call was held between USDE officials, Westat Staff and WDE
officials to obtain clarification from USDE regarding the specifics of
its expectations. Following that call, work on this fourth revision
commenced.

This report is Wyoming's response to the request for a coherent plan,
addressing all requirements, and understandable to all WDE stakeholders.

*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.*

*1a) Does the revised plan include an analysis of classes taught by
teachers who are not highly qualified? Is the analysis based on accurate
classroom level data?*

On September 1, 2006, a preliminary analysis of the 2005-2006 highly
qualified teacher data was completed. Based on that data, 92.3% of core
academic subjects were deemed to be taught by highly qualified teachers
(HQT). During the ensuing three months, WDE and the PTSB worked to
ensure quality control mechanisms were in place so that all applicable
information, (test data, coursework, and HOUSSE rubrics) was accurately
entered into the system. On November 22, 2006, an additional component
of this system was completed for special education teachers which
indicated that statewide, 93.9% of special education classes are taught
by highly qualified teachers. The result of this final data collection
and analysis was an increase to 95.3% of Wyoming's core academic classes
taught by highly qualified teachers.

The PTSB certification database includes the subject areas in which
every certified teacher in the state meets the definition of HQ. In
October of each year, the local districts report each teacher's
assignment data through the on-line "School District Staff Member
Collection" survey via the WISE system administered by the WDE. This
staffing information is then cross referenced with certification and
other highly qualified teacher records collected by Wyoming's
Professional Teaching Standards Board to determine the highly qualified
status of the state's teachers.

[2005-2006 Highly Qualified Teacher Data]{.underline}

(See Appendix A)

+-----------------------+----------+-----------------+-----------------+
| Core Academic Subject | Total    | Number of       | Percent of      |
|                       |          | classes taught  | classes taught  |
|                       | C        | by not HQ       | by not HQ       |
|                       | lasses\* | teachers\*      | teachers\*      |
+-----------------------+----------+-----------------+-----------------+
| Elementary            | 2411     | 106             | 4.4             |
+-----------------------+----------+-----------------+-----------------+
| Fine and Performing   | 1860     | 79              | 4.2             |
| Arts                  |          |                 |                 |
+-----------------------+----------+-----------------+-----------------+
| Foreign Language      | 751      | 16              | 2.2             |
+-----------------------+----------+-----------------+-----------------+
| Language Arts         | 2910     | 45              | 1.6             |
+-----------------------+----------+-----------------+-----------------+
| Mathematics           | 2500     | 105             | 4.2             |
+-----------------------+----------+-----------------+-----------------+
| Science               | 2264     | 39              | 1.7             |
+-----------------------+----------+-----------------+-----------------+
| Economics             | 40       | 20              | 49.7            |
+-----------------------+----------+-----------------+-----------------+
| Geography             | 334      | 115             | 34.6            |
+-----------------------+----------+-----------------+-----------------+
| Government            | 132      | 29              | 21.6            |
+-----------------------+----------+-----------------+-----------------+
| History               | 1520     | 102             | 6.7             |
+-----------------------+----------+-----------------+-----------------+
| Special Education     | 2663     | 164             | 6.1             |
+-----------------------+----------+-----------------+-----------------+
| Total                 | 17,385   | 820             | 4.7             |
+-----------------------+----------+-----------------+-----------------+

\*Rounded to the nearest tenth

[Analysis]{.underline}

The data indicates that 17,385 core academic classes were taught by
5,396 teachers. Of these, 16,566 classes were taught by teachers who
were highly qualified, while 820 classes were taught by 233 teachers
(4.7%) who were not deemed highly qualified. The subject areas of
economics, geography, government, and history were taught by the highest
percentage of teachers who were not highly qualified. Special education
has the highest number of classes taught by teachers who were not highly
qualified. Also significant, are the areas of elementary and
mathematics. These two areas have 106 and 105 classes, respectively,
taught by teachers not yet highly qualified. Focusing on improving the
percentage of special education, elementary, and mathematics classes
taught by highly qualified teachers will provide the greatest impact on
the students of Wyoming and in turn, is likely to positively impact the
state's AYP results.

There are 48 Local Education Agencies (LEAs) in Wyoming. The following
chart provides an analysis of the classes taught by highly qualified
teachers in those districts.

[2005-06 Highly Qualified Teacher District Data]{.underline}

(See Appendix C)

  ----------------------------------- -----------------------------------
  Percent of Classes Taught by HQT    Number of Districts

  100%                                1

  95.3% to 99.9%                      23

  90% to 95.2%                        18

  80% to 89.9%                        4

  Less than 80%                       2
  ----------------------------------- -----------------------------------

One hundred percent of classes were taught by highly qualified teachers
in one district. The percentage of classes taught by highly qualified
teachers exceeded the state rate of 95.3% in 23 other LEAs. In an
additional 18 districts, the percentage of classes taught by highly
qualified teachers was 90% or greater. In four of these remaining six
districts, the percentage of classes taught by HQT exceeded 80%. In the
final two districts, the percentage of classes taught by HQT was 76.9%
and 58.5% respectively. Of the six districts with the lowest percentage
of classes taught by highly qualified teachers, two are rural by the
federal definition and two are reservation districts.

*1b) 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?*

There are 362 schools in Wyoming, of these, 55 did not make AYP in
2005-06. The following chart provides an analysis of the classes taught
by highly qualified teachers in those schools.

[2005-06 Schools That Did Not Make AYP]{.underline}

(See Appendix B)

  ----------------------- ----------------------- -----------------------
                          Number of Schools       Percentage of Schools

  100% of classes taught  17                      31%
  by HQT                                          

  95.3% to 99.9% of       17                      31%
  classes taught by HQT                           

  Less than 95.3% of      21                      38%
  classes taught by HQT                           
  ----------------------- ----------------------- -----------------------

Note: 95.3% is the overall state rate of HQT

The comparison charted above indicates that:

-   In 31% of the schools that did not make AYP, all core academic
    classes are taught by highly qualified teachers;

-   In 31% of the schools that did not make AYP, 95.3% (the state rate)
    to 99.9% of core academic classes were taught by highly qualified
    teachers; and

-   In 38% of schools that did not make AYP, the percentage of core
    academic classes taught by highly qualified teachers is below the
    state rate.

WDE's targeted technical assistance for schools that did not make AYP is
described in the chart below.

[2006-07 Targeted Technical Assistance]{.underline}

+------------------+---------------------------------------------------+
| **Year in Title  | **Technical Assistance (TA)**                     |
| I Improvement**  |                                                   |
+------------------+---------------------------------------------------+
| School: Warning  | -   Notification with offer to provide assistance |
+------------------+---------------------------------------------------+
| School: Year 1   | -   Help develop and revise improvement plan with |
|                  |     guidance toward best practices                |
| Improvement      |                                                   |
|                  | -   Identification of high-quality professional   |
|                  |     development                                   |
|                  |                                                   |
|                  | -   Targeted, proactive assistance with guidance  |
|                  |     toward best practices                         |
|                  |                                                   |
|                  | -   Verify 10% minimum of Title I school          |
|                  |     allocation for professional development in    |
|                  |     the area in which the school did not meet AYP |
+------------------+---------------------------------------------------+
| School: Year 2   | -   Support and reinforcement of Year-1 TA        |
|                  |                                                   |
| Improvement      | -   Revise School Improvement Plan specific to    |
|                  |     subgroups not meeting AYP                     |
+------------------+---------------------------------------------------+
| School: Year 3   | -   Support and reinforcement of Year 2 TA        |
|                  |                                                   |
| Corrective       | -   Guidance toward more district leadership and  |
| Action           |     involvement                                   |
|                  |                                                   |
|                  | -   Increased guidance toward best practices and  |
|                  |     high-quality professional development         |
|                  |                                                   |
|                  | -   Assistance with selection of corrective       |
|                  |     action options such as selecting new          |
|                  |     curriculum and staffing                       |
+------------------+---------------------------------------------------+
| School: Year 4   | -   Support and reinforcement of Year 3 TA        |
|                  |                                                   |
| Plan for         | -   Assistance and monthly contact during         |
| Restructuring    |     restructuring plan development and throughout |
|                  |     the state board approval process              |
+------------------+---------------------------------------------------+
| School: Year 5   | -   Fulfill requested support of implementation   |
| Implementing     |     of the selected restructuring plan,           |
| Restructuring    |     specifically best practices and high-quality  |
| Plan             |     professional development                      |
|                  |                                                   |
|                  | -   Assistance with implementation of the         |
|                  |     selected restructuring option                 |
|                  |                                                   |
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|                  | -   Monthly contact throughout the year focusing  |
|                  |     on implementation of the restructuring plan   |
|                  |                                                   |
|                  | -   Three Technical Assistance Team monitoring    |
|                  |     visits during plan implementation, and state  |
|                  |     board oversight                               |
+------------------+---------------------------------------------------+

Collaborative efforts between the School Improvement Unit and the
Federal Programs Unit will result in attention to all schools that did
not make AYP and those that do not have 100% of teachers who are HQ.
Priority attention will be provided to those 21 schools whose percentage
of highly qualified teachers is below the state rate. These schools will
be assigned an HQT technical assistance provider through WDE who will
personally contact the principal and work together to address the
specific HQT needs of their staff. Each school will be required to
oversee an Individual Professional Development Plan for each teacher who
is not yet highly qualified, detailing a plan to move the teacher to HQ
status. The chart below identifies the 21 schools that did not make AYP.

[2006-07 Priority Attention Schools]{.underline}

  ---- -------------------------------- ------------------- --------------
       **School**                       **District**        **Percent of
                                                            classes taught
                                                            by HQ
                                                            teachers**

  1    Laura Irwin Elementary           Big Horn #4         81.2

  2    Sage Valley Junior High School   Campbell #1         85.9

  3    Twin Spruce Junior High School   Campbell #1         95.2

  4    Wyoming Indian Middle School     Fremont #14         84.9

  5    Ft. Washakie Middle School       Fremont #21         30.8

  6    Ft. Washakie Elementary          Fremont #21         88.4

  7    Riverton Middle School           Fremont #25         89.2

  8    Arapahoe Elementary              Fremont #38         90.0

  9    Trail Elementary                 Goshen #1           90.3

  10   Carey Junior High School         Laramie #1          95.0

  11   Poison Spider Elementary         Natrona #1          81.0

  12   Midwest School                   Natrona #1          87.4

  13   Roosevelt High School            Natrona #1          89.5

  14   Willard Elementary               Natrona #1          90.1

  15   Cody Middle School               Park \# 6           90.0

  16   West Elementary                  Platte #1           94.6

  17   White Mountain Elementary        Sweetwater #1       94.3

  18   Lincoln Middle School            Sweetwater #2       83.9

  19   Washington Elementary            Sweetwater #2       94.1

  20   Jackson Hole Middle School       Teton #1            89.0

  21   Worland Middle School            Washakie #1         93.3
  ---- -------------------------------- ------------------- --------------

*1c) 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?*

Wyoming educators at all levels share a commitment to ensuring that all
teachers of core academic subjects in the state are highly qualified. As
seen in 1a above, the data indicates that the subject areas of
economics, geography, government, and history are being taught by the
highest *percentage* of teachers who are not highly qualified. Special
education has the highest *number* (164) of classes taught by teachers
who are not highly qualified followed by elementary (106) and
mathematics (105). Focusing on improving the percentage of special
education, elementary and mathematics classes taught by highly qualified
teachers will provide the greatest amount of impact on the students of
Wyoming, and in turn, positively impact the state's AYP results.

The WDE Title II Office is addressing Wyoming's highly qualified needs
in collaboration with WDE Title I Office, WDE Special Education Unit,
WDE School Improvement Office, WDE Data Services, WDE content
specialists, PTSB, and the University of Wyoming.

*1d) Does the analysis identify districts and schools around the State
where significant numbers of teachers do not meet HQT standards?*

The percentage of core academic classes taught by highly qualified
teachers is below the state rate of 95.3 % in 118 schools, one-third of
the schools in Wyoming. The following chart provides an analysis of the
number of schools and the number of teachers (range of FTE) not yet
highly qualified teachers in schools where the percent of classes taught
by HQT is below state rate of 95.3%.

[Schools Below State Rate of 95.3% HQT]{.underline}

(See Appendix D)

  ------------------------ ------------------------ ---------------------
  Percent of Classes       Number of Schools        Number of teachers
  Taught by HQT                                     not yet HQ

  90% to 95.2%             63                       88

  80% to 89.9 %            42                       111

  1% to 79.9%              11                       29

  0                        2                        2
  ------------------------ ------------------------ ---------------------

There are 118 schools across the state in which the percentage of HQT is
less than the state rate of 95.3%. Of these, in 63 schools the
percentage of HQT ranges from 90% to 95.2%. In 42 of these schools, the
rate of HQT ranges from 80% to 89.9%. In 11 schools the percentage of
HQT ranges from 1% to 79.9 %. Of these 11, two are alternative high
schools and one school is located on tribal land on the Wind River
Indian Reservation. In two one-teacher rural elementary schools, no
classes are taught by HQT. A total of 230 teachers in these schools are
not highly qualified. The table above presents the numbers of teachers
who are not HQT in each percentage band.

*1e) Does the analysis identify particular courses that are often taught
by non-highly qualified teachers?*

As described in 1a above, the following courses have the highest number
of classes taught by non-HQ teachers in Wyoming:

1.  Special Education at 164 classes taught by non-HQT in 2005-06

2.  Elementary at 106 classes taught by non-HQT in 2005-06

3.  Mathematics at 105 classes taught by non-HQT in 2005-06

In addition, the following courses have been identified as those courses
in Wyoming with the highest percentage of non-HQ teachers:

1.  Economics at 49.7% of classes taught by non-HQT in 2005-06

2.  Geography at 34.6% of classes taught by non-HQT in 2005-06

3.  Government at 21.6% of classes taught by non-HQT in 2005-06

*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.*

*2a) Does the plan identify LEAs that have not met annual measurable
objectives for HQT?*

The Annual Measurable Objective for all Wyoming LEAs was 100% HQT by the
end of the 2005-06 school year. Forty-seven of the forty-eight districts
in Wyoming have not met the June 2006 goal of 100% highly qualified
teachers in every core academic class. Appendix C lists each LEA and the
percentage of classes taught by highly qualified and not highly
qualified teachers. Only Sheridan CSD #3 has met the 100% highly
qualified goal.

*2b) Does the plan include specific steps that will be taken by LEAs
that have not met annual measurable objectives?*

All LEAs were notified in writing of the teachers working in their
districts who were highly qualified based on 2004-2005 highly qualified
teacher data. On September 1, 2006, all LEAs were sent a letter advising
them of the collective highly qualified status of their 2005-2006
teachers. Included in that communication was the assurance that WDE will
be working with the LEAs to ensure accurate data collection and
submission and will support LEA efforts to attain the 100% highly
qualified goal.

In August, 2006, the SEA advised each LEA to develop and implement a
plan to ensure that all teachers are highly qualified. This action plan
must include attainable timelines and specific steps to assist teachers
with becoming highly qualified and ensure equitable teacher distribution
based on HQT status. Each LEA was required to submit their HQT plan to
the SEA by October 1, the same timeline required for teacher assignment
submission.

In late November, 2006, after nearly three months of work to ensure
accurate data, a report was generated that provided an up-to-date
account of core academic classes taught by highly qualified teachers in
the 2005-2006 academic year. All LEAs were advised in writing of their
percentage of highly qualified teachers teaching core academic classes
on January 19, 2007. A list of the teachers who were not highly
qualified and the core academic classes to which they were assigned was
included in that communication.

The LEAs in Wyoming are taking the requirement that all teachers
teaching core academic classes be highly qualified very seriously. The
steps being taken by LEAs to ensure highly qualified teachers varies
based on their needs. Some are assisting their teachers by paying for
the necessary coursework, some are advising their teachers who are not
highly qualified to take the necessary coursework or lose their
positions, some LEAs are collaborating with others to offer the
appropriate professional development to teachers with common
deficiencies, and others are hiring only candidates who are highly
qualified in the subjects to which they will be assigned.

The following protocols have been developed by WDE to ensure that all
LEAs have plans in place to assist all non-HQ teachers to become HQ and
meet the statewide objective of 100% highly qualified teachers in every
core academic class by the end of the 2006/07 academic year. These
guidelines will more clearly explain the role and responsibilities of
the LEAs, schools, and teachers as we work together to ensure the HQT
requirements are understood and implemented. These protocols will be
communicated to LEAs upon approval of this plan by USDE.

District Responsibilities

-   LEA NCLB Consolidated Plan application for Title I-A (if eligible)
    and Title II-A requires financial support for teachers who have
    [not]{.underline} met the HQT requirements.

-   LEA will annually complete and submit a Highly Qualified Teacher
    Plan to WDE providing specific strategies and support (funding) for
    non-HQ teachers for review by the assigned WDE HQT Specialist.

-   LEA Highly Qualified Teacher Plan will align with the LEA
    Consolidated Plan.

-   LEA Highly Qualified Teacher Plan will align, as appropriate, to the
    Wyoming School Improvement Plan/Schoolwide Plan to ensure support
    for non-HQ teachers to become HQ.

-   LEA will provide evidence of HQT to WDE during on-site program
    monitoring as part of the regular program monitoring as required for
    each of the following divisions within WDE:

    -   Special Education

    -   Title I School/District Improvement

    -   Title II

-   LEAs will undergo additional monitoring by WDE when significant
    concerns arise over inaccurate HQT data or when percentages of
    non-HQT significantly increase.

-   LEAs will be required to comply with all HQT state and federal
    program regulations. Compliance will be monitored by WDE. Failure to
    meet program regulations and/or established deadlines may result in
    an interruption of federal funds.

School Responsibilities

-   School Principals will submit to their District, a data profile of
    each teacher. The profile will include grade level and content area
    assignment(s), cumulated teaching experience and HQ status. The
    profile must be submitted within 30 days of hire and annually for
    all teachers 30 days after the start of each school year.

-   School Principals will oversee the development and implementation of
    an Individual Professional Development plan for all non-HQ teachers.
    The plan must be in place within 30 days of hire or assignment to a
    content area for which the teacher is not HQ. The plan must include
    teaching assignment(s) for which the teacher is not HQ, timeline and
    plans to become HQ, review dates, and support provided by the
    school/district

-   Schools will send a Parental Notification Letter, as required by
    NCLB, notifying parents or guardians that their child has been
    assigned or has been taught for four or more consecutive weeks by a
    teacher/substitute who is not highly qualified.

-   School Principals will assist non-HQ teachers in completing
    Individual Professional Development Plans.

-   School Principals will include HQT requirements in their Wyoming
    School Improvement Plan/Schoolwide Plan activities.

Teacher Responsibilities

-   Each non-HQ teacher must complete and submit to the building
    principal an Individual Professional Development Plan that includes
    a timeline to become HQ.

-   An Individual Highly Qualified Teacher Plan must be completed by
    each non-HQT and submitted to the building principal within three
    weeks of employment or new assignment for which the teacher is not
    HQ.

*2c) 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?*

The WDE Consolidated Plan Manual describes the purposes of the Wyoming
Title II-A program which are:

> 1\. To increase student academic achievement through strategies such
> as improving teacher and principal quality and increasing the number
> of highly qualified teachers in the classroom and highly qualified
> principals and assistant principals in schools; and
>
> 2\. To hold local education agencies and schools accountable for
> improvements in student academic achievement.

The Consolidated Planning Process requires all LEAs to conduct an annual
assessment of local needs for professional development and hiring in
order to access Title II-A funds. The needs assessment must be conducted
with the involvement of teachers, including teachers participating in
programs under Title I and must take into account the activities that
need to be conducted in order to give teachers the means, including
subject matter knowledge and teaching skills, to ensure HQ status. WDE's
Consolidated Plan Process is outlined below:

Step One: Needs Assessment

The following steps are required for each LEA in developing their needs
assessment:

-   Prioritize the use of Title II-A funds to schools that:

-   Have the lowest proportion of highly qualified teachers,

-   Have the largest average class size, or

-   Are identified for school improvement

-   Include teachers, including Title I teachers and private/home
    schools

-   Identify the other constituencies involved:

    -   Administrators

    -   Paraprofessionals

    -   Community

    -   Parents

-   Identify the survey tool and date given

-   Identify the data used in preparing the needs surveys from the
    following:

    -   School Improvement Plans, including profile data

    -   Student assessment data

    -   Staff professional development profiles

    -   NCLB credential needs (all teachers highly qualified, including
        middle school, ESL, alternative school, etc.)

    -   Needs of paraprofessionals, in appropriate cases

    -   Leadership needs

    -   Student enrollment data

    -   Disaggregated population needs for staffing (e.g., ESL)

    -   District Professional Development Plan

    -   Previously successful uses of Title II-A funds

    -   Climate survey results

Step Two: Class Size Reduction

If the LEA has decided to use some Title II-A funds for class-size
reduction, the District must examine the required needs assessment items
(above) to ensure that the specific needs of the District are being met
with class-size reduction. In addition, they must submit the following
information:

-   The District Board minutes that support that decision, in order to
    avoid the question of supplanting

-   The number of class-size reduction teachers being funded

-   The grade levels those teachers will teach

-   The student/teacher ratios before and after the class-size reduction

Step Three: Priority Funding

Based on the findings of the Needs Assessment, the LEA must describe the
resulting decisions made, regarding the use of Title II-A funds. (First
priority must be given to schools that 1) have the lowest proportion of
highly qualified teachers, 2) have the largest average class size, or 3)
are identified for school improvement.)

Step Four: Professional Development

The District must also describe their plans to provide professional
development to staff. This professional development must be substantial
and measurable, have positive impact on student achievement and assist
in eliminating the achievement gap that separates low-income and
minority students from other students.

Step Five: Activities and Funding

Each District must include the detailed plans and dollar amount for each
activity funded using Title II-A funds. The district may select from the
following list of allowable activities:

-   Assist schools in recruiting & retaining highly-qualified teachers;

-   Train and hire HQ teaching specialists in core academic subjects;

-   Train and hire regular and special education teachers;

-   Train and hire HQ teachers of special needs children;

-   Promote retention of highly qualified teachers & principals,
    particularly in schools with a high percentage of low-achieving
    students;

-   Testing of teachers in the academic subjects that the teachers teach
    for which they are not HQ;

-   Provide increased opportunities for minorities, individuals with
    disabilities, and other individuals underrepresented in the teaching
    profession;

-   Develop merit pay programs;

-   Provide scholarships, signing bonuses, or other financial
    incentives, such as differential pay;

-   Recruit qualified professionals from other fields and provide them
    with alternative routes to teacher certification;

-   Provide professional development activities, including use of
    technology and distance learning;

-   Teacher advancement initiatives that promote professional growth &
    emphasize multiple career paths and pay differentiation; and

-   Programs and activities related to exemplary teachers.

In addition to the approval of the LEA Consolidated Grant Application,
beginning in October of 2005-06 each LEA that had not met the
requirement of 100% HQT was required to submit an annual HQT Plan to
meet the statewide goal of 100% HQT by the end of the 2006-07 academic
year.

The following criteria are used to review LEA HQT Plans:

> 1\) Is the district committed to ensuring that all core academic
> classes are taught by highly qualified teachers?

-   In the hiring/placement process?

> \_\_\_\_\_checks for highly qualified prior to hiring
>
> \_\_\_\_\_assigns teachers appropriately
>
> \_\_\_\_\_provides incentives for hard to fill positions and/or high
> poverty schools

-   Assists teachers with becoming highly qualified?

> \_\_\_\_\_pays for teachers' coursework
>
> \_\_\_\_\_provides release time
>
> \_\_\_\_\_pays for teachers to take the appropriate tests
>
> 2\) Does the district and schools assist with and support individual
> professional development plans for teachers who need to become highly
> qualified?
>
> 3\) Is the LEA analyzing and addressing equitable distribution of
> highly qualified, experienced teachers among low poverty and high
> poverty schools?

The first HQT Plan review has revealed a wide range in the level of
understanding of the highly qualified teacher requirements among the
LEAs. The response to the plan request along with interactions with
various LEAs has prompted the SEA to provide more guidance and support
as the state strives to meet the goal of 100% HQT.

The following protocols have been developed by WDE to ensure that all
LEAs have plans in place to assist all non-HQ teachers to become HQ and
meet the statewide objective of 100% highly qualified teachers in every
core academic class by the end of the 2006/07 academic year. These
guidelines will more clearly explain the role and responsibilities of
the SEA as we work together to ensure the HQT requirements are
understood and implemented. This guidance will be communicated to LEAs
upon approval of this plan by USDE.

**SEA Responsibilities**

-   Monitor and approve NCLB Consolidated Plan applications. Ensure
    Title I-A and Title II-A includes evidence of financial support for
    teachers who have [not]{.underline} met the HQT requirements.

-   Monitor and approve LEA Highly Qualified Teacher Plans including
    alignment with NCLB Consolidated Plans and Wyoming School
    Improvement Plan/Schoolwide Plan.

-   Monitor HQT criteria as a component of the on-site program
    monitoring as required for each of the following divisions within
    WDE:

    -   Special Education Unit

    -   Title I Office

    -   Title II Office

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    -   Increased monitoring of LEAs when significant concerns arise
        over inaccurate HQT data or when percentages of non-HQT
        significantly increase

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-   Ensure LEA compliance with all HQT state and federal program
    regulations and administer sanctions if necessary

*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.*

*3a) Does the plan include a description of the technical assistance the
SEA will provide to assist LEAs in successfully carrying out their HQT
plans?*

WDE technical assistance to LEAs includes the following activities:

-   Guidance regarding use of Title II-A funds

-   Assistance with recruiting, retaining, hiring HQ teachers

-   Assisting non-HQ teachers in becoming HQ

-   Review and adjustments to LEA and school HQT plans

-   Identification of state level activities and coursework that meet
    the needs of groups of teachers (for example, special education
    teachers who teach multiple core content areas) who need to become
    highly qualified

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-   Guidance and support with recruiting techniques and options
    including assistance with participation in teacher career fairs at
    area community colleges, the University of Wyoming, and colleges and
    universities in neighboring states.

The WDE coordinates technical assistance through three primary avenues:
(1) WDE Title II Office, (2) WDE School Improvement Consultants, and (3)
LEA Instructional Facilitators.

1\) The WDE Title II Office has primary responsibility for Title II-A
program administration, including:

-   HQT data collection and verification;

-   Monitoring HQ status of all teachers through annual HQT plans;

-   Creating district and school HQ reporting formats;

-   Assisting LEAs in completing annual HQT plans;

-   Coordinating WDE HQT technical assistance;

-   Collaborating with PTSB; and

-   Reporting to statewide stakeholders and USDE.

2\) WDE School Improvement Consultants work with the Federal Programs
Unit and the School Improvement Unit. Staff from these two divisions
make up the WDE technical assistance teams. The teams provide
coordinated assistance for LEAs, schools, and teachers. Members of the
technical assistance team are assigned as contact persons in five
regions of the state. The technical assistance program includes:

-   Review of HQT data in first round of school improvement planning;

-   Completion of an updated School Improvement Plan on a WDE template
    that meets federal requirements;

-   Selection of measurable objectives and research-based interventions
    for any subgroup not making AYP;

-   Completion and review of the WDE Self Study;

-   Monitoring of the School Improvement Plan assurances which verify
    HQT data accuracy and professional development plans/activities;

-   At least two (2) site visits by the assigned WDE Technical
    Assistance Consultant; and

-   Assistance with high quality professional development, evaluation of
    interventions and plans, research-based materials, and networking
    with model programs.

In order to ensure coordination and communication between divisions and
to fully support the work of the technical assistance teams, the
divisions have committed to:

-   Monthly meetings of the Federal Programs Unit and the School
    Improvement Unit focusing on specific HQT technical assistance
    needs;

-   Prioritizing technical assistance to schools that did not make AYP;

-   Standardizing HQT assistance through:

    -   Assisting with HQT planning;

    -   Monitoring the progress on implementation of HQT plans;

    -   Providing suggestions for meeting the LEA's HQT goals; and

-   Assignment of technical assistance team members based on staff
    expertise and LEA needs.

3\) In its 2006 session, the Wyoming Legislature funded \$16 million
(2006-07) for Instructional Facilitators for every district in the
state. The primary responsibility of the instructional facilitators is
coaching and mentoring for improved instruction. The school improvement
plan links the work of the instructional facilitators and the WDE school
improvement consultants. The instructional facilitators meet throughout
the year with SEA officials to learn about state level initiatives and
federal programs such as Title II and Reading First. Additional
collaborative efforts will occur at the March 2007 School Improvement
Conference. Within the instructional facilitator strand, Title II staff
will present a session entitled *Wyoming's Highly Qualified Teachers:
How Instructional Facilitators can make a difference*. Key Components of
this program are providing:

-   High-quality professional development

    -   Result of needs-based survey

    -   Verified to be research-based

    -   Tied to the building goals

    -   Ongoing, rigorous

    -   Embedded in teacher work

-   Recognizes teachers as professional learners

-   On-site coaching for all teachers

-   Mentoring for beginning teachers

-   Incorporation of new practices

-   Facilitation of collaborative work

In addition to administrative and on-site technical assistance, WDE is
actively engaging in outreach to educators across the state in order to
ensure districts, schools and teachers understand the HQT requirements.
Communication strategies planned for the remainder of the school year
and beyond include:

-   A presentation at the biannual (March & Sept) School Improvement
    Conferences attended by approximately 1,000 educators. The Title II
    Office will offer a session addressing the priority issues relative
    to highly qualified teachers, including:

    -   Who must be highly qualified;

    -   The path(s) to becoming highly qualified;

    -   The HQT roles and responsibilities for districts, schools, and
        teachers;

    -   Resources and opportunities available to support becoming highly
        qualified; and

    -   Recruiting and retaining highly qualified teachers.

-   Specific, written guidance and consultation to LEAs for the
    development of their Highly Qualified Teacher Plans including:

    -   HQT responsibilities for districts, schools, and teachers;

    -   Requirement that every teacher who is not highly qualified
        develop, in consultation with his/her LEA, an Individual
        Professional Development Plan to become highly qualified;

    -   The funding support the LEA must provide for teachers who need
        to become highly qualified;

    -   Use of Title II-A funds for signing bonuses and incentives for
        hard-to-fill positions such as special education and
        mathematics;

    -   The new teacher experience data collection component and how
        experience must be considered when assigning teachers in high
        poverty and high minority schools;

    -   Opportunities for recruiting highly qualified teachers such as
        teachers-teachers.com; and

    -   Successful strategies to promote retention of HQ teachers
        particularly in hard-to-staff schools.

> []{.mark}

-   Design and development of a statewide Teacher and Administrator
    Human Resource System to guide and support continuous professional
    growth for all Wyoming educators. This new comprehensive system will
    bring a variety of components into synchronization to provide the
    highest quality human resources for the state's system of K-12
    education. Plans are currently being developed to design a statewide
    system, supported by state and federal resources, to recruit,
    retain, select, maintain, and grow teachers, teacher leaders, and
    administrators. This system will ensure that a highly qualified
    teacher is in every classroom and a highly qualified administrator
    in every school, and that that there is a support system in place
    for early career teachers and early career administrators, LEAs will
    have tools to recruit, monitor, and evaluate teachers and
    administrators to ensure that professional development is of high
    quality and tied directly to the needs of students, and that there
    is a seamless, system of educator development.

*3b) Does the plan indicate that the staffing and professional
development needs of schools that are not making AYP will be given high
priority?*

While all districts receive the aforementioned written communication on
the same timeline, schools not making AYP have been prioritized based on
percentage of classes taught by non-highly qualified teachers (See
Appendix B). Collaborative efforts between the School Improvement Unit
and the Federal Programs Unit have resulted in priority attention to
those 21 schools whose percentage of highly qualified teachers is below
the state rate. These schools will be assigned an HQT technical
assistance provider through WDE who will personally contact the
principal and work with him or her to address the specific HQT needs of
their staff. Each school will collect and monitor an Individual
Professional Development Plan for each teacher who is not yet highly
qualified. The technical assistance will include assistance with
school-wide and individual professional development planning for
teachers not yet HQ.

In addition, as stated above, members of the School Improvement Team are
assigned as contact persons in five regions of the state. Any school or
district not making AYP is targeted for technical assistance. Schools
and districts in Improvement (not making AYP for two or more consecutive
years) must participate in the technical assistance program.

The technical assistance program includes:

-   Review of HQT data in first round of school improvement planning;

-   Completion of an updated School Improvement Plan on a WDE template
    that meets federal requirements;

-   Selection of measurable objectives and research-based interventions
    for any subgroup not making AYP;

-   Completion and review of the WDE Self Study;

-   Monitor the School Improvement Plan assurances which verify HQT data
    accuracy and professional development plans/activities;

-   Monitor Title I 10% professional development allocation expenditure;

-   Monitor LEA spending of LEA HQ set-aside if applicable (LEAs may
    reserve up to 5% of their LEA Title I allocation to target toward
    assisting non-HQ teachers in becoming HQ);

-   At least two (2) site visits by the assigned WDE Technical
    Assistance Consultant; and

-   Assistance with high quality professional development, evaluation of
    interventions and plans, research-based materials, networking with
    model programs.

*3c) Does the plan include a description of programs and services the
SEA will provide to assist teachers and LEAs in successfully meeting HQT
goals?*

[Middle Level Mathematics Program]{.underline}

Offered through Science and Mathematics Teaching Center (SMTC) at the
University of Wyoming, the SMTC Master of Science in Natural Sciences --
Middle Level Math Option was developed with National Science Foundation
(NSF) funds, to expand math content knowledge and knowledge of
appropriate pedagogy for instruction at the middle-level grades. The
participant focus for this program is teachers contracted to teach
mathematics at the middle-level who do not currently have a mathematics
content certification/degree. Practicing teachers accepted into the
program are part of a cohort of teachers from across the state. Eight
graduate classes (24 core hours) have been developed by faculty in the
Colleges of Education and Arts and Science (Mathematics & Statistics)
and exemplary mathematics teachers in Wyoming. The Middle Level Math
programs will result in completers obtaining HQT status in those
respective areas. 

*Funding Source: NSF & LEA Title II\
Targeted High-Need Group: High need content area - mathematics*

[Partnering to Improve Math and Science Teaching and
Learning]{.underline}

This math and science partnership between Natrona County School
District, UW Science and Math Teaching Center, and the University of
Wyoming Casper College will occur during the summers of 2006 and 2007
for teachers grades 2-8. Professional development in the form of
intensive workshops in content knowledge and integration in mathematics
and science will result in increased teacher efficacy through increased
math and science knowledge and pedagogy. The competencies to be acquired
and shared by participants as a result of what is learned and shared in
the project include the ability to create and collaborate in study
groups, become reflective practitioners using data, learning and
teaching that support collegiality in a continuous manner, examining
student work with a goal of improving instructional strategies, creating
capacity for ongoing professional learning, training all principals in
the goals of the teacher coaching program and strategizing methods to
support these teacher leaders, and improving instructional leadership
skills in both the coaches and principals.

*Funding Source: Title II, Part B -- Math and Science Partnership
Targeted High-Need Group: High need content area -- mathematics*

[Wind River Math Science Partnership]{.underline}

This successful partnership between FCSD #21, FCSD #14, FCSD #38, FCSD
#6, Fremont County BOCES, CWC (Gear Up & Talent Search), RMC Research,
and University of Wyoming\'s Science and Math Teaching Center will
continue into Phase III during the 2006-07 school year. This includes
the continued implementation of concrete SEM content, high quality
professional development, and the development of sustainable
partnerships with other education entities including business and
industry. This project will create pedagogically sound curricula for
Native Americans students and enhance teachers\' knowledge about Native
American students, their culture and their backgrounds. It will impact
every teacher, student, and administrator on the Wind River Indian
reservation. The project will 1) provide faculty development and
curriculum development opportunities to strengthen existing SEM programs
and newly implemented SEM programs 2) increase student preparedness in
SEM courses by creating bridges between elementary, middle school, and
high school SEM courses, and 3) broaden participation through existing
SEM programs that offer high-quality content to SEM professionals.

*Funding Source: Title II, Part B -- Math and Science Partnership
Targeted High-Need Groups: High poverty schools and high need content
area -*

*mathematics*

[State Agency for Higher Education (SAHE)]{.underline}

Under Title II, Part A, Subpart 3, funds are made available to state
agencies for higher education (SAHEs) to support partnerships intended
to increase the academic achievement of students in core subjects by
enhancing the content knowledge and teaching skills of classroom
teachers. WDE administers the competitive grants process for this
program. Through a request for proposal process, the WDE solicits
partnership applications for funds. The funds are used to provide high
quality professional development opportunities in core academic subjects
to ensure that teachers and highly qualified paraprofessionals have
subject matter knowledge in the academic subjects that they teach.

The *Improving Student Achievement through Sustained Professional
Development: Backward Designed Curriculum and Authentic Assessment
Strategies using Technology* Project is a partnership between Big Horn
County School District #1, Johnson County School District #1, the
University of Wyoming, and Northwest Community College. In this SAHE
project, teachers will be trained in the effective use of backward
design curriculum and assessment strategies to challenge and engage
students in learning and increase student comprehension of subject
matter, thereby raising achievement. Partner districts will work to
accomplish the following goals: 1) improve students' achievement in
foreign language and reading and writing and 2) provide research-based
professional development to improve teaching and learning.

*Funding Source: Title II-A\
Targeted High-Need Groups: High poverty schools and high need content
area -*

*Elementary*

[Teacher Shortage Loan Repayment Program (TSLRP)]{.underline}

The TSLRP was adopted by the 2005 Wyoming Legislature. The goal of the
program is to provide loans to students who will stay in Wyoming after
graduation and work as teachers. The legislature provided funds to be
used for students who are at least juniors in the teacher education
program leading to certification in special education, mathematics, or
science at the University of Wyoming. Twenty-four students are currently
accessing this loan program. Upon graduation these new teachers will
serve in a wide variety of locations throughout Wyoming.

*Funding Source: State*

*Target High-Need Group: High need content areas*

[teachers-teachers.com]{.underline}

In a continuing effort to address the critical shortage of qualified
special educators for Wyoming schools, the Wyoming Department of
Education began a special education teacher recruitment initiative. This
grant, awarded by the Office of Special Education Programs at the U. S.
Department of Education, was in part, earmarked to support the Wyoming
Department of Education's goal of Personnel Development. WDE undertook
this strategic direction in order to promote and increase the supply of
qualified special education and related service personnel who are
qualified in the special education area assigned. Since that time, this
effort has grown to include recruitment of highly qualified teachers in
all academic areas, both special educators and general educators alike.

teachers-teachers.com provides Wyoming school members with access to the
nation's largest and most diverse database of teaching candidates in the
United States. Through extensive and unique in-state and out-of-state
marketing campaigns, the number of highly qualified and certified
teachers in the teachers-teachers.com database with interest in Wyoming
education positions continues to grow. As of October 31, 2006,
teachers-teachers.com had registered each of the forty-eight Wyoming
public school districts, along with nine educational service
cooperatives and special public schools.

*Funding Source: State and IDEA*

*Targeted High-Need Groups: High poverty schools and high need content
area*

[Response to Intervention Pilot (RtI)]{.underline}

The Wyoming Department of Education (WDE) selected five schools through
an application process, to participate in a pilot study to provide early
intervening services for children not yet identified as eligible for
special education. During the three year project participating schools
will:

-   complete a self-assessment of existing RtI core elements,

-   organize and implement an educational task force comprised of
    members that meet certain criteria,

-   commit to participate in and complete intensive ongoing RtI
    training,

-   collect and report student and school outcome measures,

-   identify in-kind funding sources to implement the model, and

-   present findings during a WY-MT joint meeting at the end of the
    pilot program.

The RtI pilot study will provide professional development training to
selected schools to address specific learning disability criteria. The
WDE will provide information and technical assistance to
non-participating schools and districts regarding the implementation of
RtI as requested.

*Funding Source: IDEA, Titles I, II-A, and IV*

*Targeted High-Need Groups: High poverty schools and high need content
area*

[Teton Institute]{.underline}

For the past six years, the Wyoming Department of Education, Special
Programs Unit, has supported and hosted the "Teton Institute" in
partnership with Sopris West™ Educational Services. This is a conference
aimed at providing educators with the instructional strategies necessary
for closing the achievement gap between the average learner and those
that are at-risk of academic failure. For the past two years, the focus
of the Institute has been on:

-   Implementation of the Response to Intervention Model;

-   Provision of positive behavior support;

-   Implementation of academic intervention strategies; and

-   Advancement of reading and math fluency in all grades.

Teachers attending the "Teton Institute" learn research-based
instructional practices taught by nationally recognized leaders in
education. They also benefit from networking opportunities with
colleagues and instructors. Continuing education credit or UW graduate
credit is available to all participants.

*Funding Source: Federal Special Education*

*Targeted High-Need Group: High need content area -- Special Education*

[The Wyoming Teacher Policy Institute]{.underline}

The Wyoming Teacher Policy Institute (WTPI) is a collaborative
professional development effort including the WDE, the University of
Wyoming, and public school teachers (grouped in regional cohorts)
located around the state of Wyoming. Each teacher participant receives a
\$1000 stipend. WTPI activities involve collaborative, sustained
professional development for teacher participants. Two facilitators
provide research and organizational support. In addition to professional
development for teachers, the WTPI serves as a resource to inform and
positively influence educational policy making. The teachers conduct
action research in their classrooms and schools by framing practical
policy questions related to improving student learning. They participate
in a professional community of K-12 teachers; develop policy
recommendations based on research findings; engage policymakers and
other stakeholders in conversations about research and policy; and
publish and disseminate research findings and recommendations locally,
statewide, and nationally.

*Funding Source: State*

*Targeted High-Need Group: High need content area - Elementary*

*3d) Does the plan specifically address the needs of any subgroups of
teachers identified in Requirement 1?*

Special Education:

-   Multi-subject special education teachers who are new to the
    profession, if HQ in language arts, mathematics, or science at the
    time of hire, may use HOUSSE to demonstrate competence in additional
    subjects within two years of the date of hire.

-   The University of Wyoming has recently revised both the master's and
    certification programs in special education. The undergraduate
    special education program has been dropped. Instead, students are
    admitted only at the graduate level in a master's program that leads
    to certification. The revised program began Fall, 2006. This teacher
    preparation program provides students with state-of-the-art
    information about how to best serve students with varying
    disabilities in special education, and to produce teachers who are
    highly qualified in accordance with the requirements of NCLB.

-   The WDE Title II and Special Education Unit are working together
    through IDEA federal monitoring activities and have agreed to
    require LEAs to address HQT plans in their annual IDEA self
    assessment and also to monitor implementation of HQT plans during
    on-site visits.

-   The WDE Title II, Special Education Unit, and PTSB routinely
    collaborate to analyze the HQT data and address the needs of non-HQ
    special education teachers.

-   PTSB is exploring the possibility of making a test available for
    special education teachers to meet highly qualified requirements in
    core content areas. The ETS Fundamental Subjects K-12 test for
    special education teachers ensures content knowledge in English,
    mathematics, science, and social sciences.

Elementary

-   UW -- Elementary and Early Childhood Education division offers a
    distance delivered elementary education program. This program
    recruits and targets students who traditionally are unable to
    complete an undergraduate degree due to limited access. Praxis II
    Elementary Curriculum and Instruction test (0011) is fully adopted
    and available to all elementary teachers not yet HQ.

-   Many of the non-HQ elementary teachers are newly hired and have one
    year to meet certification requirements such as passing the
    Praxis II. The one year provision allows newly graduated out of
    state teachers time to pass the Praxis II if a content test was not
    part of their certification program. This also allows for late hires
    and mid-year hires in hard-to-staff schools. No extensions are
    allowed.

Mathematics

-   Middle Level Mathematics program through the University of Wyoming.
    This program provides summer and on-line courses for middle school
    mathematics teachers.

-   Master of Science in Teaching program through the University of
    Wyoming. This program is for secondary teachers of mathematics or
    science.

-   Science and Mathematics Teaching Center partnership with the
    University of Wyoming College of Arts and Sciences offers extensive
    off-campus outreach programs that serve Wyoming teachers, students,
    and school districts.

-   The Science and Mathematics Teaching Center at the University of
    Wyoming and PTSB are currently discussing providing endorsement
    options for mathematics secondary level.

-   Bemidji State University and Adams State College offer programs for
    middle level mathematics teachers.

-   Math and Science Partnership grants (described in 3c).

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-   PTSB has approved a new policy which will allow teachers to attain
    HQ status through a content area major. This policy will override
    the current Wyoming certification requirement that requires passing
    a subject matter test whether or not the teacher candidate held a
    content area major.

-   PTSB is in the adoption process of the Middle Level Mathematics
    test. The cut score will be approved by the PTSB in April and the
    test will be available spring 2007.

Social Studies (particularly economics, geography, and government):

-   Prior to the 2005-2006 academic year, a social studies major allowed
    one to teach any of the social studies areas -- geography, history,
    civics and government, and economics. In the summer of 2005, Wyoming
    adopted rules and regulations for certification that mirror the
    August 2005 U.S. Department of Education guidance.

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-   The Title II Office will work with the University of Wyoming to
    provide the necessary coursework and support those courses with
    state level funds.

-   PTSB is in the adoption process of tests in economics, geography,
    and civics. Cut scores will be approved by the PTSB in April and the
    tests will be available spring 2007. In the meantime, non-HQ
    teachers are being advised to complete university course work equal
    to a major in the subject area(s) in which they are not HQ.

*3e) 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?*

The Title II-A program administration includes the following work to
address the needs of teachers who are not highly qualified:

-   HQT data collection and verification;

-   Monitoring HQ status of all teachers through annual HQT plans;

-   Assisting LEAs in completing annual HQT plans;

-   Coordinating WDE HQT technical assistance;

-   Presenting at statewide conferences for teachers and administrators

WDE will work with The University of Wyoming and/or other institutions
of higher education to ensure a variety of opportunities and access to
the coursework necessary for teachers to become highly qualified. LEA
Title II, Part A and Title I funding may be used to fund coursework for
any teacher not yet highly qualified.

WDE pays the subscription fees for all districts to participate in the
teachers-teachers.com online recruiting resource. Guidance for that
resource is provided through WDE as well as suggestions and support for
participation in teacher career fairs at area colleges and the
university.

WDE funds the Professional Learning Communities at Work Coaching
Academies where teachers and administrators collectively examine the
conditions and activities that have a positive impact on student
learning, seek out effective practices, and work collaboratively to
evaluate strategies and techniques. In the Fall of 2006, supported by
Title II-A and Title V-A funds, 200 educators from across the state of
Wyoming began a 6-day academy, three two-day sessions spread over the
school year. Fifty educators who participated in the first academy in
2004-2005 are participating in the Advanced Academy.

PTSB has adopted the Praxis Elementary Curriculum, Instruction and
Assessment test and is in the process of adopting tests in Middle Level
Science, Middle Level Language Arts, Middle Level Mathematics, Middle
Level Social Sciences, and Early Childhood. The cut scores for these
tests will be set in April and the tests will be available Spring 2007.
In addition, the Fundamental Subjects test for special education
teachers is being considered as a path to highly qualified for teachers
who are certified to teach special education K-12, but do not have
content area endorsements. LEAs may use Title I or Title II funds to pay
for these assessments for teachers assigned to teach in an area in which
they are not HQ.

WDE uses Title I, Part A; Title II, Part A, including the portion that
goes to the State agency for higher education and other Federal and
State funds to support non-HQ teachers in attaining HQ status as well as
to provide high quality professional development in high need content
areas such as mathematics, elementary, and special education. Please see
section 3c above for additional programs supporting HQT needs funded
through WDE.

*3f) 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?*

[]{.mark}

As described in 3b above, schools not making AYP have been prioritized
based on percentage of classes taught by non-highly qualified teachers
(See Appendix B).

Collaborative efforts between the School Improvement Unit and the
Federal Programs Unit have resulted in priority attention to those 21
schools whose percentage of highly qualified teachers is below the state
rate. Along with prioritized technical assistance WDE will reimburse the
Praxis examination fee for teachers in these schools who take this test
in any content area to which they have been assigned in the 2006-07
school year and for which they do not meet the HQT requirements.
Reimbursement will be made upon receipt of evidence of a passing score.
WDE will review this policy annually to determine need and feasibility
for its continuation in subsequent years.

In addition, state administered professional development conferences
target teachers in schools not making AYP. WDE frequently grants
priority status to teachers and administrators in schools that did not
make AYP in the form of early registration access and reduced fees. For
example, the Wyoming NCA Spring and Fall School Improvement Conferences
will offer a guaranteed registration window and a \$50 fee reduction to
teams (which must include an administrator) from Title I schools not
making AYP.

*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.*

*4a) 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 comprehensive data system collaboratively developed by the WDE Data
Unit and the PTSB will be used in tracking and monitoring the highly
qualified status of teachers in LEAs and schools. The Title II Program
Manager will monitor the data collection and dissemination. The
Technical Assistance teams will monitor the LEA HQT plans and provide
technical assistance as described above to ensure compliance with state
and federal policies.

All LEAs will be held accountable by WDE for fulfilling their HQT Plans
and meeting the statewide objective of 100% highly qualified teachers in
every core academic class by the end of the 2006/07 academic year as
described in 4c and 4d below. When it appears that the school or
district is unable to meet its highly qualified goals with ongoing
implementation of its plan, WDE will enact a series of progressive
monitoring and sanctions as described in 4c and 4d below in accordance
with ESEA section 2141.

*4b) 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?*

Those schools who did not make AYP will receive prioritized technical
assistance as described in 1b and 3b, but all schools who do not have
100% highly qualified teachers teaching core academic subjects will
receive support from WDE in order to attain the 100% goal. Our
communication strategies are three-pronged, targeting superintendents,
school leaders, and teachers to ensure they understand and can
effectively and efficiently implement and meet the HQT requirements.

WDE is currently focusing on the 2006-2007 data, its clarification, and
communication with the LEAs regarding the percentage of current teachers
who are highly qualified and the specific teachers who are not highly
qualified. The ongoing analysis of HQT data will be used to prioritize
technical assistance in determining specific professional development
needs of non-HQ teachers in schools that have not made AYP and are high
poverty.

*4c) 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?*

High-quality professional development is collected and monitored using
two mechanisms:

-   LEAs describe and define their professional development initiatives
    in their Title II, Part A Consolidated grant application, track
    teacher participation, and include that information in the
    monitoring response. The SEA approves only high quality, best
    practice professional development in the application and reviews the
    monitoring response for participation percentage and activities that
    supported movement toward highly qualified teachers and making AYP.

-   Each year LEAs submit their professional development plans to PTSB.
    Those plans are reviewed for quality, revisions and adjustments made
    if necessary, and then presented to the Board for approval.
    Following PTSB approval, the LEAs track and submit teachers'
    participation in the approved high quality professional development.

WDE analyzes the percentage of teachers receiving high-quality
professional development based on the information collected by PTSB and
provides technical assistance to LEAs in support of their efforts to
meet the goal of 100% highly qualified teachers in all core academic
classes by the end of the 2006-2007 academic year.

*4d) 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?*

Each LEA received written communication that included:

-   The highly qualified status of all teachers in the district;

-   Information regarding the available state level activities and
    competitive grant opportunities to assist teachers in becoming
    highly qualified;

-   The directive to make the appropriate adjustments to ensure that all
    Title I and Title II CSR teachers are highly qualified; and

-   How to use Title I, Part A funds and/or Title II, Part A to assist
    teachers with becoming highly qualified.

The LEAs were informed of the avenues available for becoming highly
qualified -- Praxis II for elementary, HOUSSE for special education
teachers and teachers in rural schools, subject-specific coursework, and
competitive grant opportunities through Title IIA SAHE or Math and
Science project specific to their needs.

WDE is focused on building the capacity of the LEAs to meet the learning
needs of all children in their schools. Highly qualified teachers are a
component of that capacity. Building capacity includes:

-   Recognition of schools and districts that have 100% of their core
    academic classes taught by highly qualified teachers;

-   Recognition and support of schools and districts who demonstrate a
    "good faith effort" to ensure that all teachers are highly
    qualified;

-   Technical assistance (as described above and appropriate to specific
    needs) to support districts' efforts;

-   Districts that do not have 100% HQT are required to write an
    Improvement Plan describing how they will attain that goal by the
    end of the 2006-07 academic year;

-   Those districts will be required to apply at least 2% of their Title
    II-A grant funds to moving all of their teachers of core academic
    classes to highly qualified. (Approval of their applications will
    depend on submission of a plan that addresses their needs and
    setting aside the funds); and

-   Developing and providing all state educators with a teacher/leader
    quality system for continuous professional growth.

Below is a chart which describes specific consequences and corrective
action WDE provides to help schools and LEAs that are not making AYP
based on the year in Title I School Improvement in accordance with
Wyoming State Board of Education Rules on Accreditation, Chapter 6,
Section 10 Rewards and Consequences (W.S. 21-2-304(a)(vi)(C)(D) and (E).

[REWARDS]{.underline}. All public schools and districts eligible based
on AYP determination are administered by the Wyoming Department of
Education (WDE).

-   Notification by WDE with option to request further public
    recognition

-   Schools (through district) may seek awards through Wyoming's
    Innovative Trust Fund in support of innovative education initiatives

-   Award to Title I schools through NCLB

-   Consideration for increased local flexibility

[CONSEQUENCES]{.underline}. The state shall have a system of
consequences that applies to all public schools and public school
districts that, consistent with state and federal law, are designed to
provide options for appropriate interventions, escalating in nature over
time, that can help improve student achievement and close achievement
gaps. These consequences shall be based primarily on annual AYP
determinations with the nature and degree of such consequences informed
by subsequent analysis of AYP and additional data.

+---------------+----------------------------+------------------------+
| AYP RESULTS   | SCHOOLS                    | DISTRICTS              |
+===============+============================+========================+
| Do Not Meet   | \* examine AYP             | \* examine AYP         |
| AYP           | determination              | determination          |
|               |                            |                        |
| Year 1        | \* identify reasons for    | \* identify reasons    |
|               | under-performance (with    | for not Making AYP     |
|               | the participation of the   |                        |
|               | school                     | *                      |
|               |                            | *[Note]{.underline}:** |
|               | district)                  | at the option of the   |
|               |                            | district, may receive  |
|               | \* address identified      | targeted technical     |
|               | issues as part of its      | assistance from the    |
|               | annual review and School   | Wyoming Department of  |
|               | Improvement Plan           | Education              |
|               | development process        |                        |
|               |                            |                        |
|               | **[Note]{.underline}:** at |                        |
|               | the option of the          |                        |
|               | district, may receive      |                        |
|               | targeted technical         |                        |
|               | assistance to be provided  |                        |
|               | by the Wyoming Department  |                        |
|               | of Education               |                        |
+---------------+----------------------------+------------------------+
| Do Not Meet   | \* Title I school provide  | \* Within three months |
| AYP           | written notice to parents  | the district shall     |
|               | and                        | develop or revise      |
| Year 2        |                            | District Improvement   |
|               | \* Title I and non-Title I | Plan and obtain Plan   |
| Same subject  | schools review and revise  | approval from the      |
| for two       | School Improvement Plan    | Wyoming Department of  |
| consecutive   | and within three months    | Education. Plan shall  |
| years         | obtain district approval   | cover two years and be |
|               | of plan for a period of    | implemented            |
| (Improvement) | two years to be            | expeditiously and in   |
|               | implemented                | no case later than the |
|               |                            | beginning of the       |
|               | \* Targeted technical      | school year following  |
|               | assistance provided by WDE | identification         |
|               | and district               |                        |
|               |                            | \* Title I Districts   |
|               | \* Title I schools shall   | shall use at least 10% |
|               | target 10% of Title I      | of their District's    |
|               | funds to professional      | Title I allocation for |
|               | development. Non-Title I   | staff development in   |
|               | schools are encouraged to  | the area that caused   |
|               | do the same.               | the District to miss   |
|               |                            | AYP.                   |
|               | \* Title I schools provide |                        |
|               | transfer option within the | \* District shall      |
|               | district. District may     | receive targeted       |
|               | allow non-Title I schools  | assistance from the    |
|               | same option.               | WDE.                   |
+---------------+----------------------------+------------------------+
| Do Not Meet   | \* Subject to all          | \* Subject to same as  |
| AYP           | consequences of Year 2,    | Year 2, and            |
|               | and                        |                        |
| Year 3        |                            | \* District shall      |
|               | \* Title I schools will    | implement District     |
| Same subject  | provide supplemental       | Improvement Plan       |
| for three     | educational services for   |                        |
| consecutive   | students.                  |                        |
| years         |                            |                        |
|               | \* Title I and non-Title I |                        |
| (Improvement) | schools, utilize funds for |                        |
|               | summer school and          |                        |
|               | additional tutoring and    |                        |
|               | support services for most  |                        |
|               | at-risk students.          |                        |
+---------------+----------------------------+------------------------+
| Do Not Meet   | \* Subject to the same as  | \* Subject to same as  |
| AYP           | Year 3, and                | Year 3, and            |
|               |                            |                        |
| Year 4        | \* Title I and non-Title I | \* Title I districts - |
|               | schools, one or more       | one or more corrective |
| Same subject  | corrective actions taken   | actions may be taken   |
| for four      | by district to address     | as per state/federal   |
| consecutive   | academic, staffing,        | law.                   |
| years         | curriculum, or other high  |                        |
|               | priority area. (See        |                        |
| (Improvement) | Chapter 6, Section 10)     |                        |
|               |                            |                        |
|               | \* District will           |                        |
|               | communicate to the public  |                        |
|               | corrective actions taken   |                        |
|               | at each school.            |                        |
+---------------+----------------------------+------------------------+
| Do Not Meet   | \* Subject to same as Year | \* Continue above      |
| AYP           | 4, and                     | consequences.          |
|               |                            |                        |
| Year 5        | \* All schools: District   |                        |
|               | shall review and make      |                        |
| Same subject  | revisions of corrective    |                        |
| for five      | actions and continue       |                        |
| consecutive   | implementation of Plan.    |                        |
| years         |                            |                        |
|               | \* For Title I schools:    |                        |
| (Improvement) | District will develop a    |                        |
|               | restructuring plan for the |                        |
|               | school. Approval of such a |                        |
|               | plan shall come from the   |                        |
|               | State Board of Education   |                        |
|               | (SBE).                     |                        |
+---------------+----------------------------+------------------------+
| Do Not Meet   | \* Same as Year 5, and     | \* Continue above      |
| AYP           |                            | consequences.          |
|               | \* For Title I schools:    |                        |
| Year 6        | District shall implement   |                        |
|               | the School Restructuring   |                        |
| Same subject  | Plan developed and         |                        |
| for six       | approved in Year 5.        |                        |
| consecutive   |                            |                        |
| years         | \* For non-Title I         |                        |
|               | schools: District shall    |                        |
| (Improvement) | review, revise, and        |                        |
|               | expand, as appropriate,    |                        |
|               | the corrective actions     |                        |
|               | undertaken in previous     |                        |
|               | years.                     |                        |
+---------------+----------------------------+------------------------+

WDE provides technical assistance and corrective action consistent with
ESEA Section 2141 which describes what states and districts must do if
an LEA fails to make AYP [or]{.underline} meet its annual measurable
objectives for teacher quality.

If the WDE determines, based on LEA reports submitted under Section
1119(b), that an LEA failed to make progress toward meeting its annual
measurable objectives for two consecutive years, the LEA must develop an
improvement plan that will enable it to meet such objectives and that
directly addresses the issues that prevented it from meeting its
objectives. During the development and throughout implementation of the
plan, WDE provides technical assistance to the LEA and to schools served
by the LEA that need assistance to enable them to meet the annual
measurable objectives described in section 1119(a)(2).

If the WDE determines that an LEA has failed to make AYP for three
consecutive years under Section 1111(b)(2)(B) of Title I, Part A, and
has failed for three years to make progress toward meeting its annual
measurable objectives established under Section 1119(b)(1), the WDE will
enter into an agreement with the LEA on its use of Title II, Part A
funds under which the WDE will:

> 1\. Develop (in conjunction with the LEA, teachers, and principals)
> professional development strategies and activities based on
> scientifically based research that the SEA will use to meet the
> State's annual measurable objectives for improving teacher quality;
>
> 2\. Require the LEA to use these professional development strategies
> and activities; and
>
> 3\. Prohibit LEAs from using Title I, Part A funds to fund any new
> paraprofessionals, except under certain limited instances.

*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).*

*5a) 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?*

The HOUSSE process has been completed for all teachers. T[hat process
was completed by September 2006.]{.underline}

*5b) Does the plan describe how the State will discontinue the use of
HOUSSE after the end of the 2005-06 school year, except in the following
situations:*

-   *Multi-subject secondary teachers in rural schools who, if HQ in one
    subject at the time of hire, may use HOUSSE to demonstrate
    competence in additional subjects within three years of the date of
    hire; or*

-   *Multi-subject special education teachers who are new to the
    profession, if HQ in language arts, mathematics, or science at the
    time of hire, may use HOUSSE to demonstrate competence in additional
    subjects within two years of the date of hire.*

With the exception of multi-subject secondary teachers in rural schools
and multi-subject special education teachers who are new to the
profession, use of the Wyoming HOUSSE has been discontinued.

All teachers new to the profession and teachers new to the state will
need to meet certification requirements, subject area major, assignment,
testing, and/or transfer criteria in order to be a highly qualified
Wyoming teacher.

*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.*

*6a) Does the revised plan include a written equity plan?*

For the response to this question, please see attached Equity Plan.

*6b) Does the plan identify where inequities in teacher assignment
exist?*

For the response to this question, please see pages 7 to 9 in the
attached Equity Plan.

*6c) Does the plan delineate specific strategies for addressing
inequities in teacher assignment?*

For the response to this question, please see pages 10 to 14 in the
attached Equity Plan.

*6d) Does the plan provide evidence for the probable success of the
strategies it includes?*

For the response to this question, please see pages 16 to 19 in the
attached Equity Plan.

*6e) 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?*

For the response to this question, please see pages 14 to 16 in the
attached Equity Plan.