March 27, 2006

HIGHLY QUALIFIED TEACHERS AND

IMPROVING TEACHER QUALITY STATE GRANTS (ESEA TITLE II, PART A)

MONITORING REPORT

**Maryland State Department of Education**

**December 13-15, 2005**

**U.S. Department of Education Monitoring Team**

Julie Coplin

Elizabeth Witt

Tamara Azar (Westat)

**Maryland State Department of Education (MSDE)**

Nancy Grasmick, State Superintendent of Schools

Ronald Peiffer, Deputy State Superintendent for Academic Policy

A. Skipp Sanders, Deputy State Superintendent for Administration

Richard Steinke, Deputy State Superintendent for Instruction and
Academic Acceleration

Gary Heath, Assistant State Superintendent for Accountability and
Assessment

Colleen Seremet, Assistant State Superintendent for Instruction

John Smeallie, Assistant State Superintendent for Certification and
Accreditation

Nancy Carey, Coordinator of Professional Development

Ann Chafin, Director of Program Improvement and Family Support Branch

Robert Crawford, Chief, Audit office

Joann Ericson, Chief, Certification

Mary Gable, Director of Instructional Programs

Ann Glazer, Director of Assessment and Teacher Professional Development

Debra Greenberg-Lichter, Federal Legislative Office

LaTanya McEachin, Fiscal Services Officer

Donna Pennewill, Fiscal Services Officer

Virginia Pilato, Director, Certification and Accreditation

Fred Prumo, Coordinator of Secondary Professional Development

**State Agency for Higher Education (SAHE)**

Paula Fitzwater, Director, Office of Grants

Candace Caraco, Associate Director, Office of Grants

**Overview of Maryland:**

Number of Districts: 24

Number of Schools: 1,419

Number of Teachers: 55,223

+-----------------------+----------+------------------------+----------+
| ### State All         | ### [\$  | ### Stat               | ### [\   |
| ocation (FY 2004[^1]) | 41,811,0 | e Allocation (FY 2005) | $41,625, |
|                       | 34]{.und |                        | 985]{.un |
|                       | erline}  |                        | derline} |
+-----------------------+----------+------------------------+----------+
| LEA Allocation (FY    | [\       | LEA Allocation (FY     | [\       |
| 2004)                 | $39,323, | 2005)                  | $39,149, |
|                       | 278]{.un |                        | 240]{.un |
|                       | derline} |                        | derline} |
+-----------------------+----------+------------------------+----------+
| "State Activities"    | [        | "State Activities" (FY | [        |
| (FY 2004)             | \$1,034, | 2005)                  | \$1,030, |
|                       | 823]{.un |                        | 243]{.un |
|                       | derline} |                        | derline} |
+-----------------------+----------+------------------------+----------+
| SAHE Allocation (FY   | [        | SAHE Allocation (FY    | [        |
| 2004)                 | \$1,034, | 2005)                  | \$1,030, |
|                       | 823]{.un |                        | 243]{.un |
|                       | derline} |                        | derline} |
+-----------------------+----------+------------------------+----------+
| SEA Administration    | [\$364,  | SEA Administration (FY | [\$362,  |
| (FY 2004)             | 222]{.un | 2005)                  | 371]{.un |
|                       | derline} |                        | derline} |
+-----------------------+----------+------------------------+----------+
| SAHE Administration   | [\$53,   | SAHE Administration    | [\$53,   |
| (FY 2004)             | 888]{.un | (FY 2005)              | 888]{.un |
|                       | derline} |                        | derline} |
+-----------------------+----------+------------------------+----------+

**Scope of Review:**

Like all State educational agencies (SEAs), the Maryland State
Department of Education (MSDE), as a condition of receiving funds under
Title I, Part A and Title II, Part A of the *Elementary and Secondary
Education Act* (ESEA), as amended by the *No Child Left Behind Act*
(NCLB), provided an assurance to the U.S. Department of Education (the
Department) that it would administer these programs in accordance with
all applicable statutory and regulatory requirements, including those in
Title I, Part A that concern "Highly Qualified Teachers" (HQT) and those
that govern the use of Title II, Part A funds. See §9304(a)(1) of the
ESEA. One of the specific requirements the Department established for an
SEA's receipt of program funds under its consolidated state application
(§9302(b)) was submission to the Department of annual data on how well
the State has been meeting its performance target for Performance
Indicator 3.1: "The percentage of classes being taught by 'highly
qualified' teachers (as the term is defined in §9101(23) of the ESEA),
in the aggregate and in 'high-poverty' schools (as the term is defined
in §1111(h)(1)(C)(viii) of the ESEA)."

The Department's monitoring visit to Maryland had two purposes. One was
to review the progress of the State in meeting the ESEA's HQT
requirements. The second was to review the use of ESEA Title II, Part A
funds by the SEA, selected LEAs and the State agency for higher
education (SAHE), to ensure that the funds are being used to prepare,
retain and recruit high-quality teachers and principals so that all
children will achieve to a high academic achievement standard and to
their full potential.

The monitoring review was conducted from December 13-15, 2005, at the
offices of the MSDE. In addition to meeting with the MSDE staff noted
above, as part of the review the Department monitoring team met with
Paula Fitzwater and Candace Caraco who administer the SAHE grants. The
monitoring team conducted conference calls with representatives of
Prince George's County and Queen Anne's County local educational
agencies and conducted a site visit to Montgomery County Public Schools.

#### Summary of Monitoring Indicators

+-----------+--------------------------------+------------------+------+
| # Mon     |                                |                  |      |
| itoring A |                                |                  |      |
| rea 1: Hi |                                |                  |      |
| ghly Qual |                                |                  |      |
| ified Tea |                                |                  |      |
| cher Syst |                                |                  |      |
| ems and P |                                |                  |      |
| rocedures |                                |                  |      |
+-----------+--------------------------------+------------------+------+
| **Element | **Description**                | # Status         | #    |
| Number**  |                                |                  | Page |
+-----------+--------------------------------+------------------+------+
| Critical  | Has the State developed and    | Recommendations  | 7    |
| Element   | implemented procedures,        |                  |      |
| 1.1       | consistent with the statutory  | Commendation     |      |
|           | definition of highly           |                  |      |
|           | qualified, to determine        |                  |      |
|           | whether *all* teachers of core |                  |      |
|           | academic subjects are highly   |                  |      |
|           | qualified (§9101(23))?         |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Are all new elementary school  | Met Requirement  | NA   |
| Element   | teachers (including special    |                  |      |
| 1.2       | education teachers, as         |                  |      |
|           | appropriate) required to pass  |                  |      |
|           | a rigorous State test in       |                  |      |
|           | reading, writing, mathematics, |                  |      |
|           | and the other areas of the     |                  |      |
|           | elementary school curriculum   |                  |      |
|           | to demonstrate subject-matter  |                  |      |
|           | competency (§9101(23)(B)(II))? |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Are all new middle and         | Finding          | 7    |
| Element   | secondary school teachers      |                  |      |
| 1.3       | (including special education   |                  |      |
|           | teachers, as appropriate)      |                  |      |
|           | required to demonstrate        |                  |      |
|           | subject-matter competency, in  |                  |      |
|           | each core academic subject     |                  |      |
|           | they teach                     |                  |      |
|           | (§9101(23)(B)(II)(ii))?        |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Are all veteran (i.e., those   | > Met            | NA   |
| Element   | who are not new to the         | > Requirement    |      |
| 1.4       | profession) elementary school  |                  |      |
|           | teachers (including special    |                  |      |
|           | education teachers, as         |                  |      |
|           | appropriate) required to       |                  |      |
|           | demonstrate subject-matter     |                  |      |
|           | competency by passing a        |                  |      |
|           | rigorous State test or by      |                  |      |
|           | completing the State's "High   |                  |      |
|           | Objective Uniform State        |                  |      |
|           | Standard of Evaluation"        |                  |      |
|           | (HOUSSE) procedures            |                  |      |
|           | (§9101(23)(C))?                |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Are all veteran middle and     | Finding          | 8    |
| Element   | secondary teachers (including  |                  |      |
| 1.5       | special education teachers, as |                  |      |
|           | appropriate) required to       |                  |      |
|           | demonstrate subject-matter     |                  |      |
|           | competency in each core        |                  |      |
|           | academic subject they teach?   |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | For each set of HOUSSE         | Finding          | 8    |
| Element   | procedures the State has       |                  |      |
| 1.6       | developed, please describe how |                  |      |
|           | it meets each of the statutory |                  |      |
|           | requirements of                |                  |      |
|           | §9101(23)(C)(ii).              |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | How does the SEA ensure that,  | Met Requirement  | NA   |
| Element   | since the beginning of the     |                  |      |
| 1.7       | 2002-03 school year, districts |                  |      |
|           | hire only highly qualified     |                  |      |
|           | teachers (including special    |                  |      |
|           | education teachers, as         |                  |      |
|           | appropriate) to teach in Title |                  |      |
|           | I programs?                    |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | How has the SEA ensured, since | Met Requirement  | NA   |
| Element   | the beginning of the 2002-03   |                  |      |
| 1.8       | school year, that districts    |                  |      |
|           | that use ESEA Title II funds   |                  |      |
|           | to reduce class size hire only |                  |      |
|           | highly qualified teachers for  |                  |      |
|           | such positions?                |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Does the SEA's plan establish  | Met Requirement  | NA   |
| Element   | annual measurable objectives   |                  |      |
| 1.9       | for each LEA and school to     |                  |      |
|           | ensure that annual increases   |                  |      |
|           | occur:                         |                  |      |
|           |                                |                  |      |
|           | -   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 them |                  |      |
|           |     to become highly qualified |                  |      |
|           |     and successful classroom   |                  |      |
|           |     teachers (§1119(a)(2)(A))? |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Does the SEA also have a plan  | Met Requirement  | NA   |
| Element   | with specific steps to ensure  |                  |      |
| 1.10      | that poor and minority         |                  |      |
|           | children are not taught at     |                  |      |
|           | higher rates than other        |                  |      |
|           | children by inexperienced,     |                  |      |
|           | unqualified, and/or            |                  |      |
|           | out-of-field teachers? Does    |                  |      |
|           | the plan include measures to   |                  |      |
|           | evaluate and publicly report   |                  |      |
|           | the progress of such steps     |                  |      |
|           | (§1111(b)(8)(C))?              |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Has the State reported to the  | Finding          | 9    |
| Element   | Secretary in its Consolidated  |                  |      |
| 1.11      | State Performance Report       |                  |      |
|           | (CSPR) the number and          |                  |      |
|           | percentage of core academic    |                  |      |
|           | classes taught by highly       |                  |      |
|           | qualified teachers, in the     |                  |      |
|           | aggregate and in high-poverty  |                  |      |
|           | schools, consistent with the   |                  |      |
|           | statutory definition of highly |                  |      |
|           | qualified (§1111(h)(4)(G);     |                  |      |
|           | §9101(23))?                    |                  |      |
+-----------+--------------------------------+------------------+------+
| Critical  | Does the State prepare and     | Met Requirement  | NA   |
| Element   | disseminate to the public an   |                  |      |
| 1.12      | Annual State Report Card       |                  |      |
|           | (§1111(h)(1)(C)(viii))? If so, |                  |      |
|           | how is it disseminated?        |                  |      |
+-----------+--------------------------------+------------------+------+

+----------+--------------------------------+------------------+------+
| # Mo     |                                |                  |      |
| nitoring |                                |                  |      |
|  Area 2: |                                |                  |      |
|  Adminis |                                |                  |      |
| tration  |                                |                  |      |
| of ESEA  |                                |                  |      |
| Title II |                                |                  |      |
| , Part A |                                |                  |      |
+----------+--------------------------------+------------------+------+
| *        | # Description                  | ### Status       | ##   |
| *Element |                                |                  | Page |
| Number** |                                |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA allocate funds    | Met Requirement  | NA   |
| Element  | according to the statute,      |                  |      |
| 2.1      | using the most recent Census   |                  |      |
|          | Bureau data as described in    |                  |      |
|          | the Non-Regulatory Guidance    |                  |      |
|          | (§2121(a))?                    |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA require an        | Commendation     | 9    |
| Element  | application from each LEA      |                  |      |
| 2.2      | before providing Title II,     |                  |      |
|          | Part A funding? If yes, what   |                  |      |
|          | information does the SEA       |                  |      |
|          | require in the LEA application |                  |      |
|          | (§2122(b))?                    |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | In particular, does the SEA    | Met Requirement  | NA   |
| Element  | require each LEA to describe   |                  |      |
| 2.3      | how the activities to be       |                  |      |
|          | carried out are based on the   |                  |      |
|          | required local needs           |                  |      |
|          | assessment (§2122(b))?         |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA have a procedure  | Met Requirement  | NA   |
| Element  | to determine the amount of     |                  |      |
| 2.4      | funds each LEA expended during |                  |      |
|          | the period of availability?    |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA have a procedure  | Met Requirement  | NA   |
| Element  | to regularly review the        |                  |      |
| 2.5      | drawdowns of the LEAs?         |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA have a written    | Met Requirement  | NA   |
| Element  | policy on allowable carryover  |                  |      |
| 2.6      | funds?                         |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | If an LEA cannot obligate      | Met Requirement  | NA   |
| Element  | funds within the 27 months of  |                  |      |
| 2.7      | availability (which includes   |                  |      |
|          | the extra year of availability |                  |      |
|          | permitted under the Tydings    |                  |      |
|          | amendment), does the SEA have  |                  |      |
|          | a procedure for reallocating   |                  |      |
|          | these funds to other LEAs?     |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA have records to   | Met Requirement  | NA   |
| Element  | show that each LEA meets the   |                  |      |
| 2.8      | maintenance of effort          |                  |      |
|          | requirements?                  |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA conduct regular,  | Met Requirement  | NA   |
| Element  | systematic reviews of LEAs to  |                  |      |
| 2.9      | monitor for compliance with    |                  |      |
|          | Federal statutes and           |                  |      |
|          | regulations, applicable State  |                  |      |
|          | rules and policies, and the    |                  |      |
|          | approved subgrant application? |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Does the SEA ensure that it    | Met Requirement  | NA   |
| Element  | and its component LEAs are     |                  |      |
| 2.10     | audited annually, if required, |                  |      |
|          | and that all corrective        |                  |      |
|          | actions required through this  |                  |      |
|          | process are fully implemented? |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Has the SEA identified and     | Met Requirement  | NA   |
| Element  | provided technical assistance  |                  |      |
| 2.11     | to LEAs that are not making    |                  |      |
|          | progress toward meeting their  |                  |      |
|          | annual measurable objectives   |                  |      |
|          | in meeting the highly          |                  |      |
|          | qualified teacher challenge    |                  |      |
|          | (§2141)?                       |                  |      |
+----------+--------------------------------+------------------+------+
| Critical | Has the SEA provided guidance  | Met Requirement  | NA   |
| Element  | to the LEAs on initiating      |                  |      |
| 2.12     | consultation with nonpublic    |                  |      |
|          | school officials for equitable |                  |      |
|          | services?                      |                  |      |
+----------+--------------------------------+------------------+------+

+---------+---------------------------------+------------------+------+
| #       |                                 |                  |      |
| Monitor |                                 |                  |      |
| ing Are |                                 |                  |      |
| a 3: St |                                 |                  |      |
| ate Act |                                 |                  |      |
| ivities |                                 |                  |      |
+---------+---------------------------------+------------------+------+
| **      | # Description                   | ### Status       | ##   |
| Element |                                 |                  | Page |
| N       |                                 |                  |      |
| umber** |                                 |                  |      |
+---------+---------------------------------+------------------+------+
| C       | Does the State use its State    | Commendations    | 9    |
| ritical | Activities funds to promote the |                  |      |
| Element | recruitment, hiring, training,  |                  |      |
| 3.1     | and retention of highly         |                  |      |
|         | qualified teachers and          |                  |      |
|         | principals?                     |                  |      |
+---------+---------------------------------+------------------+------+
| C       | Does the State support          | Met Requirement  | NA   |
| ritical | activities that focus on        |                  |      |
| Element | increasing the subject-matter   |                  |      |
| 3.2     | knowledge of teachers and that  |                  |      |
|         | assist teachers to become       |                  |      |
|         | highly qualified?               |                  |      |
+---------+---------------------------------+------------------+------+

+---------+---------------------------------+------------------+------+
| #       |                                 |                  |      |
| Monitor |                                 |                  |      |
| ing Are |                                 |                  |      |
| a 4: St |                                 |                  |      |
| ate Age |                                 |                  |      |
| ncy for |                                 |                  |      |
|  Higher |                                 |                  |      |
|  Educat |                                 |                  |      |
| ion (SA |                                 |                  |      |
| HE) Act |                                 |                  |      |
| ivities |                                 |                  |      |
+---------+---------------------------------+------------------+------+
| **      | # Description                   | ### Status       | ##   |
| Element |                                 |                  | Page |
| N       |                                 |                  |      |
| umber** |                                 |                  |      |
+---------+---------------------------------+------------------+------+
| C       | Did the SAHE manage a           | Commendations    | 10   |
| ritical | competition for eligible        |                  |      |
| Element | partnerships?                   |                  |      |
| 4.1     |                                 |                  |      |
+---------+---------------------------------+------------------+------+
| C       | Does the SAHE have procedures   | Met Requirement  | NA   |
| ritical | to ensure that eligible         |                  |      |
| Element | partnerships include the        |                  |      |
| 4.2     | required members, i.e., an      |                  |      |
|         | institution of higher education |                  |      |
|         | and the division of the         |                  |      |
|         | institution that prepares       |                  |      |
|         | teachers and principals, a      |                  |      |
|         | school of arts and sciences,    |                  |      |
|         | and a high-need LEA?            |                  |      |
+---------+---------------------------------+------------------+------+

##### Area 1: Highly Qualified Teacher Systems and Procedures

**[Critical Element 1.1:]{.underline} Has the State developed and
implemented procedures, consistent with the statutory definition of
highly qualified, to determine whether *all* teachers of core academic
subjects are highly qualified (§9101(23))?**

**[Recommendation:]{.underline}** Maryland issues a conditional license
that is valid for 2 years with two renewals. This license does not
satisfy the requirement for full State certification, and teachers
holding this certificate are not considered highly qualified. The
Department encourages the State to eliminate its dependency on emergency
and temporary certification to meet shortages. By the end of the 2005-06
academic year, all teachers of core academic subjects must meet the
definition of highly qualified, which includes holding full State
certification. Full State certification means that the teacher must not
have had certification or licensure requirements waived on an emergency,
temporary or provisional basis.

**[Recommendation:]{.underline}** Teachers who have demonstrated
subject-matter competency but have not met the State's pedagogical
requirements are given a conditional license. The review team recommends
that the State consider creating a high-quality alternative route to
certification for these candidates.

**[Commendation:]{.underline}** Maryland is committed to comprehensive
and accurate data reporting. The SEA is working to create a versatile
reporting system that complements the existing certification and
personnel databases.

**[Critical Element 1.3:]{.underline} Are all new middle and secondary
school teachers (including special education teachers, as appropriate)
required to demonstrate subject-matter competency in each core academic
subject they teach (§9101(23)(B)(II)(ii))?**

**[Finding:]{.underline}** Maryland certifies new middle and secondary
level social studies teachers using a broad-field assessment. As a
demonstration of social studies content knowledge, the assessment may
not provide adequate subject-matter preparation for each of the core
academic subjects explicitly noted in the statute.

**[Citation:]{.underline}** Section 9101(11) of the ESEA identifies
history, geography, civics/government and economics as individual core
academic subjects. Section 9101(23)(B)(ii) of the ESEA requires new
teachers of core academic subjects to demonstrate subject-matter
competency in each core academic subject they teach. (Section
9101(23)(C) does the same for teachers

not new to the profession.)

**[Further Action Required:]{.underline}** The MSDE must ensure that all
history, geography, civics/government and economics teachers demonstrate
subject-matter competency in each of those subjects they teach no later
than the end of the 2005-06 school year.

**[Critical Element 1.5:]{.underline} Are all veteran middle and
secondary school teachers (including special education teachers, as
appropriate) required to demonstrate subject-matter competency in each
core academic subject they teach?**

**[Finding:]{.underline}** Maryland certifies veteran middle and
secondary level social studies teachers using a broad-field assessment.
As a demonstration of social studies content knowledge, the assessment
may not provide adequate subject-matter preparation for each of the core
academic subjects explicitly noted in the statute.

**[Citation:]{.underline}** Section 9101(23)(C) of the ESEA requires
middle or secondary school teachers not new to the profession to
demonstrate subject-matter competency in each of the core academic
subjects they teach by passing a content test; successfully completing
an academic major, coursework equivalent to a major, advanced
certification or a graduate degree; or by satisfying the State's High
Objective Uniform State Standard of Evaluation (HOUSSE) requirements.

**[Further Action Required:]{.underline}** The State must ensure that
all history, geography, civics/government and economics teachers
demonstrate subject-matter competency in each of those subjects they
teach no later than the end of the 2005-06 school year.

**[Critical Element 1.6:]{.underline} For each set of HOUSSE procedures
the State has developed, please describe how it meets each of the
statutory requirements of §9101(23)(C)(ii).**

**[Finding:]{.underline}** Maryland\'s procedures for determining the
HQT status of veteran middle and secondary special education teachers
may not meet statutory requirements. The Maryland HOUSSE for veteran
middle and secondary school special education teachers allows a special
education teacher to demonstrate subject-matter competency by holding
National Board Certification in special education. While the
requirements for the Early Childhood through Young Adult/Exceptional
Needs Specialist certificates appear to require teachers to demonstrate
familiarity with core content at the elementary school level, it does
not appear sufficient as a demonstration of adequate core knowledge in
any single subject area at the secondary level.

**[Citation:]{.underline}** Section 9101(23)(C)(ii) permits a State to
establish HOUSSE procedures to determine the subject-matter knowledge of
an "elementary, middle, or secondary school teacher who is not new to
the profession." Section 9101(23)(C)(ii)(III) requires that a HOUSSE
provide objective, coherent information about the teacher's attainment
of core content knowledge in the academic subjects in which the teacher
teaches.

**[Further Action Required:]{.underline}** The MSDE must ensure that all
middle and secondary school special education teachers who are not new
to the profession demonstrate subject-matter competency in each core
academic subject they teach, in accordance with the options available in
§9101(23)(C)(ii) of the ESEA, no later than the end of the 2005-06
school year.

**[Critical Element 1.11:]{.underline} Has the State reported to the
Secretary in its Consolidated State Performance Report (CSPR) the number
and percentage of core academic classes taught by highly qualified
teachers, in the aggregate and in high-poverty schools, consistent with
the statutory definition of highly qualified (§1111(h)(4)(G);
§9101(23))?**

**[Finding:]{.underline}** The State may not have reported data in its
CSPR that are consistent with the statute. Due to the problem outlined
in critical element 1.6, some classes taught by veteran middle and
secondary special education teachers may have been counted as classes
taught by a highly qualified teacher when in fact those teachers may not
have sufficient knowledge in the core academic areas they teach.

**[Citation]{.underline}:** Section 1111(h)(4)(G) of the ESEA requires
each SEA annually to report to the U.S. Secretary of Education on the
percentage of classes (in core academic subjects) taught by highly
qualified teachers in the State, local educational agency and school[^2]
(a summary of which §1111(h)(5) requires the Secretary annually to
report to Congress).

**[Further Action Required:]{.underline}** The MSDE must submit a
written plan with specific procedures and a timeline for reporting to
the Secretary through the CSPR in a manner consistent with the statutory
requirements, as required by §1111(h).

**[Area 2: Administration of ESEA Title II, Part A]{.underline}**

**[Critical Element 2.2:]{.underline} Does the SEA require an
application from each LEA before providing Title II, Part A funding? If
yes, what information does the SEA require in the LEA application
(§2122(b))?**

**[Commendation:]{.underline}** Maryland's comprehensive LEA application
for federal funding, called the Master Plan, requires LEAs to submit
5-year plans with annual updates. The process closely ties local needs
together with federal and State funding sources.

**[Area 3: State Activities]{.underline}**

**[Critical Element 3.1:]{.underline} Does the State use its State
Activities funds to promote the recruitment, hiring, training, and
retention of highly qualified teachers and principals?**

**[Commendation:]{.underline}** The MSDE has committed extensive
resources to develop standards for high-quality professional development
and recommendations for implementation and improvement.

**[Commendation:]{.underline}** The State data collection system is
comprehensive and versatile and is widely used by LEAs for reporting.

**[Area 4: State Agency for Higher Education (SAHE)
Activities]{.underline}**

**[Critical Element 4.1:]{.underline} Did the SAHE manage a competition
for eligible partnerships?**

**[Commendation:]{.underline}** The SAHE has a collaborative, effective
partnership with the SEA. In the most recent RFP, the SAHE incorporated
the State standards for high-quality professional development and
included SEA staff on the proposal review panel.

**[Commendation:]{.underline}** The SAHE provides excellent technical
assistance to applicants and grantees and offers workshops twice a year
to provide outreach to the grant programs.

[^1]: FY 2004 funds are those that became available to the State on July
    1, 2004.

[^2]: The Department currently is requiring States to report data on
    classes taught by highly qualified teachers at the State level only.
    However we reserve the right to require this information in future
    annual State reports to the Secretary.