Reviewing Revised State Plans

Meeting the Highly Qualified Teacher (HQT) Goal

State: OKLAHOMA

Date: July 26, 2006

Peer Review Panel's Consensus Determination:

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

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

Comments to support determination:

The plan submitted by Oklahoma was poorly organized and lacked
sufficient data. There may well have been supporting evidence but the
readers were unable to determine where the information was located and
if the information provided was appropriate. Many of the appendices were
not marked clearly with letters (i.e., A, B, C, D, etc.) that would lead
the readers to the pages referred to in the narrative.

The equity plan needs to be revised to include where inequities in
teacher assignments exist and an assurance that inequities in teacher
assignments will be monitored.

Requirement 1: The revised plan must provide a detailed analysis of the
core academic subject classes in the State that are currently *not*
being taught by highly qualified teachers. The analysis must, in
particular, address schools that are not making adequate yearly progress
and whether or not these schools have more acute needs than do other
schools in attracting highly qualified teachers. The analysis must also
identify the districts and schools around the State where significant
numbers of teachers do not meet HQT standards, and examine whether or
not there are particular hard-to-staff courses frequently taught by
non-highly qualified teachers.

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

  Y                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?

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

  Y                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?

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

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

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

[Finding]{.underline}:

\_\_\_ Requirement 1 has been met

\_X\_ Requirement 1 has been partially met

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

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

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

[Supporting Narrative:]{.underline}

The dates in the chart on page 8 appear to be reversed because the
number of districts with teachers who were not highly qualified
increased rather than decreased. It was unclear to the readers which
districts and schools were defined by the state as high need.

Although the chart in Attachment U indicated the districts that have not
made AYP, there was no discussion in the plan about the focus that would
be placed on these schools. The readers surmised that the 151 districts
with less that 90% of teachers highly qualified would be the recipients
of technical assistance though it was not stated in the plan.

Requirement 2: The revised plan must provide information on HQT status
in each LEA and the steps the SEA will take to ensure that each LEA has
plans in place to assist teachers who are not highly qualified to attain
HQT status as quickly as possible.

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

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

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

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

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 2 has been met

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

\_X\_ Requirement 2 has not been met

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

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

[Supporting Narrative:]{.underline}

While the plan identifies 151 districts that have less than 90% of the
teachers not highly qualified, it is not clear whether these are the
districts that have not met their annual measurable objectives.

There are no steps delineated in the plan for LEAs to complete if they
have not met their annual measurable objectives.

There is a list of general goals for the SEA; however, specific
initiatives that the SEA will provide to assist the LEAs in meeting
their annual measurable goals were not found.

Requirement 3: The revised plan must include information on the
technical assistance, programs, and services that the SEA will offer to
assist LEAs in successfully completing their HQT plans, particularly
where large groups of teachers are not highly qualified, and the
resources the LEAs will use to meet their HQT goals.

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

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

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

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

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

  N                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?

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

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 3 has been met

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

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

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

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

[Supporting Narrative:]{.underline}

The list of activities provided in the plan starting on page 15 are not
specifically tailored to the districts and schools that have not made
AYP and do not have a large percentage of their teachers highly
qualified. Moreover, it appears to be a list of programs with no
organizing themes.

It is unclear whether or not specific subgroups of teachers that are
designated as high need are aware of and will take advantage of the
offerings on the list to positively impact student achievement in their
classrooms and help them meet the HQ requirements.

It is not clear how the state uses available funds to address the needs
of teachers who are not highly qualified. A description of how the state
is using its Title II, Part A funds, as well as other funds, would have
been helpful to the readers.

The offerings do not appear to be prioritized to meet the needs of the
high need schools and districts.

Requirement 4: The revised plan must describe how the SEA will work with
LEAs that fail to reach the 100 percent HQT goal by the end of the
2006-07 school year.

+---------------+------------------------------------------------------+
| Y/N/U         | Evidence                                             |
+---------------+------------------------------------------------------+
| Y             | 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?                              |
+---------------+------------------------------------------------------+
| Y             | 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?                                          |
+---------------+------------------------------------------------------+
| N             | 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?                   |
+---------------+------------------------------------------------------+
| Y             | Consistent with ESEA §2141, does the plan include    |
|               | technical assistance or corrective actions that the  |
|               | SEA will apply if LEAs fail to meet HQT and AYP      |
|               | goals?                                               |
+---------------+------------------------------------------------------+

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 4 has been met

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

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

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

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

[Supporting Narrative:]{.underline}

The plan needs to be revised to include how the SEA will monitor whether
LEAs attain 100% HQT status and whether teachers receive high quality
professional development.

Requirement 5: The revised plan must explain how and when the SEA will
complete the HOUSSE process for teachers not new to the profession who
were hired prior to the end of the 2005-06 school year, and how the SEA
will discontinue the use of HOUSSE procedures for teachers hired after
the end of the 2005-06 school year (except for the situations described
below).

+---------------+------------------------------------------------------+
| Y/N/U         | Evidence                                             |
+---------------+------------------------------------------------------+
| Y             | 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?                             |
+---------------+------------------------------------------------------+
| Y             | Does the plan describe how the State will            |
|               | discontinue the use of HOUSSE after the end of the   |
|               | 2005-06 school year, except in the following         |
|               | situations:                                          |
|               |                                                      |
|               | -   Multi-subject secondary teachers in rural        |
|               |     schools who, if HQ in one subject at the time of |
|               |     hire, may use HOUSSE to demonstrate competence   |
|               |     in additional subjects within three years of the |
|               |     date of hire; or                                 |
|               |                                                      |
|               | -   Multi-subject special education teachers who are |
|               |     new to the profession, if HQ in language arts,   |
|               |     mathematics, or science at the time of hire, may |
|               |     use HOUSSE to demonstrate competence in          |
|               |     additional subjects within two years of the date |
|               |     of hire.                                         |
+---------------+------------------------------------------------------+

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_X\_ Requirement 5 has been met

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

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

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

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

[Supporting Narrative:]{.underline}

Requirement 6: The revised plan must include a copy of the State's
written "equity plan" for ensuring that poor or minority children are
not taught by inexperienced, unqualified, or out-of-field teachers at
higher rates than are other children.

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

  Y                Does the revised plan include a written equity plan?

  N                Does the plan identify where inequities in teacher
                   assignment exist?

  Y                Does the plan delineate specific strategies for
                   addressing inequities in teacher assignment?

  Y                Does the plan provide evidence for the probable
                   success of the strategies it includes?

  N                Does the plan indicate that the SEA will examine the
                   issue of equitable teacher assignment when it monitors
                   LEAs, and how this will be done?
  ---------------- ------------------------------------------------------

Y=Yes; N=No; U=Undecided

[Finding]{.underline}:

\_\_\_ Requirement 6 has been met

\_\_X\_ Requirement 6 has been partially met

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

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

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

[Supporting Narrative:]{.underline}

The equity plan needs to be revised to include where inequities in
teacher assignments exist and an assurance that these inequities will be
monitored.