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October 6, 2006

Dr. Henry L. Johnson

Assistant Secretary for Elementary and Secondary Education

U.S. Department of Education

400 Maryland Avenue, S.W.

Washington, D.C. 20202-6200

Dear Assistant Secretary Johnson:

Enclosed is Montana\'s revised plan to achieve the goal that all
teachers of core academic subjects in Montana\'s public elementary and
secondary schools will be Highly Qualified Teachers (HQT), as defined in
the No Child Left Behind Act (NCLB), and to ensure that poor and
minority children are not taught at higher rates than other children by
inexperienced, unqualified, or out-of-field teachers. As you know, the
plan that we submitted July 7, 2006, was determined in your peer review
process to fully or partially meet all but one of the peer review
\"requirements.\"

Our revisions respond to each of the requirements or sub-elements of the
requirements that were not fully met, in light of the supporting
narrative provided by the peer reviewers. Specifically---

-   We have amended Requirement 2 of our plan to include a narrative
    description identifying LEAs that have not met annual measurable
    objectives (AMOs) for HQT; to clarify that all LEAs have the same
    AMO -- 100% \-- and to describe the steps that are expected of all
    LEAs that do not meet this AMO, effective immediately.

-   We have amended Requirement 4 of our plan to provide that the Office
    of Public Instruction will work with LEAs to ensure that high
    quality professional development is provided to all teachers who do
    not meet the HQT definition and that we will collect data on this
    issue and monitor implementation of the policy in all high-poverty
    districts and schools and all districts and schools that do not make
    adequate yearly progress (AYP). We are communicating these policies
    and procedures to all LEAs in the state.

-   We have not changed our basic approach to Requirement 5, concerning
    the HOUSSE process, but have indicated that we are evaluating that
    process to ensure that it is sufficiently rigorous, on a par with
    the level of content knowledge expectations for new teachers.

-   Although we do not have inequities in HQT and out-of-field teachers,
    and we expect that is also the case for inexperienced teachers, we
    have amended our equity plan to address the issue of equitable
    distribution of inexperienced teachers, including defining
    \"inexperienced teachers\"; providing for the collection of
    information on inexperienced teachers in high-need schools and for
    monitoring this issue in these schools; adding specific strategies
    to address this goal; and explaining the basis for our determination
    as to the probable success of these strategies.

I should note that the enclosed September 28, 2006 letter to me from Bob
Stonehill, responding to our previous request for guidance, was very
helpful to us in preparing this revised plan.

We trust that, with these revisions, you can proceed to fully approve
our plan. In the event you, your staff, or the peer reviewers have any
continuing concerns, we would request an opportunity to address them
informally before any formal determination is made. Thank you.

Sincerely,

Linda McCulloch

State Superintendent

Enclosure

## 

## ![](media/image2.jpeg){width="3.9895833333333335in" height="0.8229166666666666in"}

**Montana\'s Revised Plan**

**For Meeting the**

**Highly Qualified Teacher Goal**

Presented to the U.S. Department of Education

Office of Elementary and Secondary Education

Assistant Secretary Henry Johnson

by

Montana State Superintendent Linda McCulloch

**July 7, 2006**

**Revised October 6, 2006**

**[MONTANA REVISED PLAN FOR HIGHLY QUALIFIED TEACHERS]{.underline}**

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.

**[Data Collection Analysis]{.underline}**

**[Current Implementation Strategies]{.underline}**

The Office of Public Instruction (OPI) collects and analyzes teacher
quality data through its Annual Data Collection (ADC). These data are
collected from all Montana accredited schools and districts (LEAs). To
determine which core academic subject classes are not being taught by
Highly Qualified Teachers (HQT), the OPI analyzes teacher related data
included in the ADC and other HQT related data collected by OPI:
Educator Licensure, Adequate Yearly Progress (AYP), free and reduced
lunch, and professional development records.

(ADC,opi.mt.gov/ADC/Index.html; Educator Licensure Web page,
opi.mt.gov/Cert/Index.html; AYP data.opi.mt.gov/WebReportCard/AYPStatus;
Free and Reduced Lunch, opi.mt.gov/measurement/Index/html; and
Professional Development records, opi.mt.gov/Cert/Index.html)

Montana collects data regarding core academic subject classes in the
state that are currently [not]{.underline} being taught by teachers
meeting the HQT definition in specific subject areas. These data are
analyzed with reference to the adequate yearly progress status of
schools and districts where these classes are located. In addition the
data identify the districts and schools in Montana where teachers are
mis-assigned (not endorsed in the subject area they are teaching), and
whether or not courses are particularly hard-to-staff. In all cases data
collection and analysis are based on the Montana definition of highly
qualified teachers as approved by the United States Department of
Education (USED) in letters of April 4, 2006, and June 6, 2006.

**[Analysis of Montana\'s High Quality Teachers Teaching Core Academic
Classes]{.underline}**

Virtually all of Montana\'s classes in core academic subjects are taught
by highly qualified teachers, consistent with the No Child Left Behind
Act of 2001 (NCLB). Only 1 percent of Montana\'s core academic classes
are taught by teachers who do not meet the HQT definition. Montana is
committed to reach its goal of 100 percent of core academic classes
taught by HQTs for the 2006-07 school year.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

**Montana Classes in Core Academic Subjects Taught by**

**Highly Qualified Teachers for School Year 2004-05**

Core academic subjects are English, reading, language arts, mathematics,
science, foreign languages, civics and government, economics, arts,
history, and geography

  ------------------ ------------ ----------- ----------- ----------- ----------- -----------
  **Teacher          **Total      **% Total   **Classes   **% Classes **Classes   **% Classes
  Qualifications**   Classes**    Classes**   in High     in High     in Low      in Low
                                              Poverty     Poverty     Poverty     Poverty
                                              Schools**   Schools**   Schools**   Schools**

  Highly Qualified   27,850       99%         4,089       98%         7,668       99.1%

  Not Highly         297          1%          75          2%          72          0.9%
  Qualified                                                                       

  **Total**          **28,147**   **100%**    **4,164**   **100%**    **7,740**   **100%**
  ------------------ ------------ ----------- ----------- ----------- ----------- -----------

Data regarding HQT for the 2005-06 school year are not available at this
time. Accordingly, all the tables in this plan that report HQT data are
for the 2004-05 school year. Ordinarily, the 2005-06 data would not be
issued until next fall in connection with reporting under Title II of
the Higher Education Act. However, the OPI is prepared to expedite
preparation, review, and release of these data to the USED in August if
they are needed. We note also that the USED approved a new Montana
multiple measures test for new elementary school teachers to take effect
July 1, 2006. The OPI and the postsecondary Montana Council of Deans of
Education will strictly apply that definition as a condition for
recommending an elementary teacher candidate for licensure. Accordingly,
we do not expect that application of our definition will result in an
increase in non-HQTs assigned to core academic subject classes. However,
we will continue to monitor our districts to ensure that this does not
happen.

**[Analysis of AYP Status and HQT]{.underline}**

The data indicate that even in districts that are not making adequate
yearly progress, we are approaching our goal of having all teachers of
core academic subjects meet the HQT definition. When comparing the data
between districts that do not make AYP and statewide data, the
percentages of classes in core academic subjects taught by non-HQTs, as
shown in the following table, are both about 1 percent.

Analysis of School Year 2004-05 AYP Status and HQT - Districts

+-----------------+----------------+----------------+----------------+
| **MT Total Core | **% Total Core | **Total        | **% Classes    |
| Academic        | Academic       | Classes in     | in**           |
| Classes in      | Classes for    | Districts not  |                |
| Districts not   | all Districts  | making AYP     | **Districts    |
| making AYP**    | in MT not      | Taught by Non- | not making AYP |
|                 | making AYP**   | HQT**          | Taught by Non- |
|                 |                |                | HQT**          |
+-----------------+----------------+----------------+----------------+
| 1,939           | 7%             | 22             | 1%             |
+-----------------+----------------+----------------+----------------+

These data show that there is no difference in the percentage of core
academic classes taught by teachers who do not meet the HQT definition
in districts that do not make AYP and the percentage of such classes in
districts throughout the state.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

Analysis of School Year 2004-05 AYP Status and HQT -- High Schools

+-----------------+----------------+----------------+----------------+
| **MT Total Core | **% Total Core | **Total        | **% Classes    |
| Academic        | Academic       | Classes in     | in**           |
| Classes in High | Classes for    | High Schools   |                |
| Schools not     | all High       | not making AYP | **High Schools |
| making AYP**    | Schools in MT  | Taught by Non- | not making AYP |
|                 | not making     | HQT**          | Taught by      |
|                 | AYP**          |                | Non-HQT**      |
+-----------------+----------------+----------------+----------------+
| 756             | 6%             | 18             | 2%             |
+-----------------+----------------+----------------+----------------+

Analysis of School Year 2004-05 AYP Status and HQT -- Elementary and
Middle Schools

+-----------------+----------------+----------------+----------------+
| **MT Total Core | **% Total Core | **Total        | **% Classes    |
| Academic        | Academic       | Classes in     | in**           |
| Classes in      | Classes**      | Ele            |                |
| El              |                | mentary/Middle | **Ele          |
| ementary/Middle | **for all      | Schools not    | mentary/Middle |
| Schools not     | Ele            | making AYP     | Schools not    |
| making AYP**    | mentary/Middle | Taught by      | making AYP     |
|                 | Schools in MT  | Non-HQT**      | Taught by      |
|                 | not making     |                | Non-HQT**      |
|                 | AYP**          |                |                |
+-----------------+----------------+----------------+----------------+
| 942             | 6%             | 3              | 0.3%           |
+-----------------+----------------+----------------+----------------+

The high schools\' data show that the percentage of core academic
classes in high schools not making AYP taught by teachers not meeting
the HQT definition is one percentage point greater than the percentage
of non-HQT in such classes in high schools throughout the state. The
elementary/middle schools\' data show that the percentage of core
academic classes in elementary/middle schools not making AYP taught by
teachers not meeting the HQT definitions is 0.3 percentage less than the
percentage in such classes in elementary/middle schools throughout the
state. In summary, almost all Montana teachers of core academic subjects
meet the HQT definition in each of these categories of schools.

**[Analysis of HQT and Hard-to-Staff Subjects]{.underline}**

The following table shows the percentages of teachers who do not meet
the HQT definition, disaggregated by subject taught. This table
addresses the extent to which hard-to-staff courses are
disproportionately taught by teachers who do not meet the HQT
definition.

> Analysis of HQT and Hard-to-Staff Subjects for School Year 2004-05

  --------------- --------------- --------------- ------------- ----------------
  **Subject**     **Total FTE**   **Total HQT     **Not HQT     **Percentage not
                                  FTE**           FTE**         HQT**

  Elementary      3,595.135       3,580.635       14.500        0.403%

  Arts            493.116         487.133         5.983         1.213%

  Special         697.873         686.854         11.019        1.579%
  Education                                                     

  English         413.546         408.432         5.114         1.237%

  Math            356.113         353.883         2.230         0.626%

  Science         304.398         298.927         5.471         1.797%

  Social Studies  273.118         269.390         3.728         1.365%

  World Language  131.743         127.816         3.927         2.981%

  **TOTAL**       **6,265.042**   **6,213.070**   **51.972**    **0.830%**
  --------------- --------------- --------------- ------------- ----------------

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

(Appendix A includes a list of all schools and districts with teachers
of core academic subjects who are not highly qualified under NCLB,
disaggregated by schools and districts that did or did not make AYP and
by the class subject.)

Although there is no significant difference in the percentages of
teachers who do not meet the HQT definition between schools and
districts that do not make AYP and those that do make AYP, OPI will
continue to monitor this issue on a continuing basis and will give
priority in its monitoring, technical assistance, and professional
development efforts to schools and districts with non-HQT teachers that
did not make AYP. Similarly, priority in these efforts will be given to
teachers of world languages, science, and special education. These
efforts are spelled out in the balance of this plan.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

**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.**

Montana is committed to ensuring that all students are taught by highly
qualified teachers. The OPI continues to implement strategies to help
all schools and districts meet this obligation. Appendix A provides
information on each LEA and school with teachers who do not meet the HQT
requirement. A review of the data shows that the percentages of non-HQT
in each school are very low, except in the smallest schools, where a
single non-HQT may represent a significant percentage of the teaching
staff. Also, the data show that this is overwhelmingly an issue for our
most rural districts and schools. Of 55 high schools that have one or
more non-HQTs, 30 have a total of less than 10 FTE teachers of core
academic subjects, and 10 have a total of between 10 and 15 FTE teachers
in core academic subjects. Similarly, of 68 elementary and middle
schools that have one or more non-HQTs, 49 have a total of less than 10
FTE teachers of core academic subjects, and 12 have a total of between
10 and 15 FTE teachers in core academic subjects. Thus, 82 percent of
our schools with any teachers who do not meet the definition of highly
qualified have fewer than 15 FTE teachers.

The annual measurable objective (AMO) for each of these districts and
schools is 100% HQT, effective now. As more specifically described
below, each LEA that does not meet this AMO, effective now, must develop
a plan to meet the AMO, and OPI works with each district, providing
technical assistance in developing and implementing the plan, and
monitoring its implementation. Each LEA\'s plan delineates the specific
steps to be taken by that LEA, consistent with its needs. LEAs have the
opportunity to select among the programs and technical assistant
activities described under this requirement and requirement 3 in
devising and implementing their plans. OPI is issuing guidance to its
LEAs on the steps they must take in devising their plan, including
reviewing data to determine in which schools and subjects they fall
short of the AMO; analyzing available strategies and their probable
success in meeting the AMO; and addressing the programs described under
this requirement and requirement 3.

[**Technical Assistance Strategies**]{.underline}

The OPI will:

-   Identify districts not making progress toward meeting the annual
    measurable objective for highly qualified teachers (100 percent);

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-   Require these identified districts to develop an improvement plan
    that will enable the districts to meet the annual measurable
    objective for HQT and address the issues that prevented the
    districts from reaching the goal of 100 percent HQT;

-   Provide technical assistance to the identified districts and schools
    within the districts during the development of the improvement plan
    and throughout implementation of the plan; and

-   Monitor the progress of the identified districts progress toward
    reaching the 100 percent HQT goal for the school year 2006-07 school
    year and beyond.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

In addition, here are three strategies we use to assist schools and
districts with their HQT improvement plans.

1.  HQT Status in each LEA -- Through the Annual Data Collection, all
    Montana schools and districts report teacher qualifications, class
    schedules and hours of instruction. These data verify licensure and
    endorsement to determine HQT status of the teachers and which core
    academic subject classes are taught by teachers not meeting the HQT
    definition.

2.  Improvement Plans -- Pursuant to Administrative Rules of Montana
    (ARM) 10.55.605 Accreditation Categories, the Board of Public
    Education (BPE) is authorized to determine the accreditation status
    of all Montana public schools. Accreditation status consists of four
    ratings: Regular, Regular with Deviations, Advice, and Deficiency.
    When a district employs a teacher who does not meet the HQT
    definition, upon recommendation of the state superintendent, the BPE
    declares the school in Advice or Deficiency status. Schools and
    districts are required to submit to the OPI an improvement plan
    providing a step-by-step outline of what strategies will be
    implemented to correct the accreditation deviation to reach the 100
    percent HQT definition. The OPI provides technical assistance to
    schools and districts and monitors their progress. (ARM 10.55.605
    Accreditation Categories - See Appendix B or online at
    www.opi.mt.gov/ARM/Index.html/Chapter55)

3.  Hard-to-Fill Positions -- Pursuant to the BPE policy, teaching
    internships are created to meet the needs of schools and districts
    experiencing hard-to-fill positions, unexpected openings, or no
    applicants. The teaching internship program is a three-party
    arrangement among the teacher, district and an accredited teacher
    education program. If a district is unable to fill a position, the
    district is permitted to assign a teacher on staff to teach an
    out-of-field core academic subject class, on the condition that the
    teacher enroll in a Montana institution of higher education\'s
    accredited teacher education program in that subject area.
    (Professional Educator Preparation Program Standards,
    <http://opi.mt.gov/ARM/Index.html> Chapter 58). The intern is given
    a three-year time line to complete the course work necessary for an
    additional endorsement and to meet the HQT definition through the
    Montana high objective uniform state standards of evaluation
    (HOUSSE). While teaching in the program, the intern is supervised by
    the school principal and an HQT in that core academic subject. The
    OPI provides guidance and technical assistance to the teachers,
    district personnel and higher education faculty during the
    three-year internship.

4.  Discover Montana Classrooms - The OPI created and maintains an
    easily accessible Web page, Discover Montana Classrooms. This Web
    page provides services for schools and districts, e.g., posting the
    school\'s job openings, searching the applicant pool, and viewing
    educators\' credentials. This Web page is an effective and efficient
    means for schools and districts to hire HQTs for all core academic
    subjects. In addition, Discover Montana Classrooms provides services
    for educators seeking teaching positions, including job listings,
    educator licensure requirements, applications for employment, plus
    other services. Discover Montana Classrooms is located at the OPI
    Web site at opi.mt.gov/jobs.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

**[Strategies to Increase to 100 Percent the Number of HQT in all
LEAs]{.underline}**

1.  School Support Teams -- The OPI is committed to the academic success
    of all students, and it is the state superintendent\'s goal to
    provide technical assistance to all schools in the pursuit of
    student achievement. As a beginning step toward reaching this goal,
    the OPI is giving high priority for technical assistance to schools
    and districts not making AYP and not meeting the HQT goals.

> This spring the OPI launched the School Support Team (SST) program to
> assist schools identified for corrective action and restructuring.
> Through comprehensive on-site reviews based on the Correlates and
> Indicators of Effective Schools Research, the SSTs evaluate schools
> and districts using a scholastic review of the learning environment,
> organizational efficiency and academic performance. The review
> findings are used to determine the type and level of technical
> assistance necessary to continuously improve student academic
> performance, including strategies to reach the 100 percent HQT goal.
> The OPI SSTs provide follow-up support during the implementation of
> the strategic plan to reach the schools\' and districts\' identified
> goals, including the 100 percent HQT goal.

2.  Improve HQT Data Collection and Analysis -- The OPI will continue to
    collaborate with Montana education associations, school district
    boards of trustees, administrators, and teachers, tribal education
    organizations, and other professional development service providers
    to refine the HQT data collection and analysis process to help meet
    the 100 percent HQT goal.

3.  Regional Professional Development Outreach --Through the utilization
    of regional education cooperatives and consortia, the OPI ensures
    that content specific professional development is available to
    teachers not meeting the HQT definition. In particular, OPI will
    give priority to those schools that did not make AYP and have not
    met the 100 percent HQT goal. Priority will also be given to core
    academic subjects with the highest percentage of teachers not
    meeting the HQT definition; namely, science, special education and
    world languages. The OPI will broker professional development
    offerings in these areas.

4.  Mentorship -- The OPI cosponsors, with some of its education
    partners, an annual mentorship institute to provide support to
    beginning teachers and provide job-embedded professional development
    opportunities to help the participating districts and schools reach
    the 100 percent HQT goal. Such mentorship programs fulfill a
    two-fold purpose: creating a culture in schools for new teachers
    that promotes effective teaching and learning and continuous
    professional growth; and taking teachers who do not meet the HQT
    definition and making them HQT through HOUSSE.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

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.

Although Montana does not have large groups of teachers identified as
not meeting the HQT definition, the OPI is committed to ensure that 100
percent of all teachers meet this goal for the 2006-07 school year and
beyond. Technical assistance to districts is vital to successfully reach
and maintain this goal. Following is a summary of the general
implementation and, technical assistance, strategies used by the OPI to
accomplish our HQT goal.

**[Current Implementation Strategies in General]{.underline}**

-   School Support Teams -- The OPI is committed to the academic success
    of all students, and it is the state superintendent\'s goal to
    provide technical assistance to all schools in the pursuit of
    student achievement. As a beginning step toward reaching this goal,
    the OPI is giving high priority for technical assistance to schools
    and districts not making AYP and not meeting the HQT goal.

> This spring the OPI launched the School Support Team (SST) program to
> assist schools identified for corrective action and restructuring.
> Through comprehensive on-site reviews based on the Correlates and
> Indicators of Effective Schools Research, the SSTs evaluate schools
> and districts using a scholastic review of the learning environment,
> organizational efficiency, and the academic performance. The review
> findings are used to determine the type and level of technical
> assistance necessary to continuously improve student academic
> performance, including strategies to reach the 100 percent HQT goal.
> The OPI SSTs provide follow-up support during the implementation of
> the strategic plan to reach the schools\' and districts\' identified
> goals, including the 100 percent HQT goal.

-   Regional Professional Development Infrastructure -- Montana is a
    geographically large rural state with a sparse population (147,046
    square miles and 145,416 students, K-12). To systematically and
    consistently deliver high quality professional development in core
    academic subjects, the OPI supports the expansion of a statewide
    professional development infrastructure, including brokering the
    services of postsecondary institutions and regional education
    cooperatives/consortia to provide content rich professional
    development in all core academic subjects, with particular priority
    given to hard-to-staff subjects, i.e., science, special education,
    and world languages. Supported with federal funding through ESEA
    Title I, IDEA, and ESEA Title II, Parts A and B, regional education
    cooperatives and consortia deliver high quality professional
    development in core academic subject content. These professional
    development offerings are based on needs assessments, student
    achievement data, and the HQT and AYP status of schools and
    districts. High priority is given to schools and districts that make
    neither AYP nor the HQT goals.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

-   Teaching Internships -- Pursuant to the BPE policy, teaching
    internships are created to meet the needs of districts experiencing
    hard-to-fill positions, unexpected openings, or no applicants. The
    teaching internship program is a three-party arrangement among the
    teacher, district and an accredited teacher education program. If a
    district is unable to fill a position, the district is permitted to
    assign a teacher on staff to teach an out-of-field core academic
    subject class, on the condition that the teacher enroll in a Montana
    institution of higher education\'s accredited teacher education
    program in that subject area. (Professional Educator Preparation
    Program Standards, <http://opi.mt.gov/ARM/Index.html>) The intern is
    given a three-year time line to complete the course work necessary
    for an additional endorsement and to meet the HQT definition through
    the Montana HOUSSE. While teaching in the program, the intern is
    supervised by the school principal and an HQT in the specific core
    academic subject. The OPI provides guidance and technical assistance
    to the teachers, district personnel and higher education faculty
    during the three-year internship.

-   Online Professional Development Opportunities -- Montana\'s
    Postsecondary Institutions provide online core academic subject
    courses appropriate for all teachers to deepen their content
    knowledge and teaching skills. In addition, these online core
    academic subject courses provide an avenue to teachers who do not
    meet the HQT requirements to complete the necessary course work to
    reach the HQT goal utilizing the Montana HOUSSE.

**[Technical Assistance Strategies]{.underline}**

The OPI will:

-   Provide information and outreach to the Montana Association of
    School Superintendents (MASS) regarding the of 100 percent HQT goal
    of all teachers of core academic subjects, in all LEAs;

-   Provide information and outreach to other professional education
    organizations regarding the HQT requirements;

-   Develop and disseminate online material and provide \"tech talks\"
    for teachers who currently do not meet the HQT definition;

-   Analyze ADC data and monitor progress of schools and districts in
    their progress to meeting the HQT 100 percent goal for the 2006-07
    and beyond;

-   Continue to promote and scale-up regional delivery of high quality
    content rich professional development;

-   Expand and promote a regionalized plan for districts to share the
    services of properly licensed and endorsed teachers for schools with
    hard-to-fill positions in core academic subjects. The OPI is working
    with the Montana Association of School Superintendents, MEA-MFT,
    School Administrators of Montana, Montana School Boards Association,
    and Tribal Education Departments and Councils to expand a regional
    system to equitably

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

> distribute HQT to teach in core academic subjects. Regional HQT
> \"circuit riders\" will be able to teach core academic subject classes
> in two or more school districts; and

-   Continue to build partnerships with schools of education and
    discipline (science, mathematics, and engineering) faculty to
    provide core academic subject courses, professional development and
    technical assistance to reach the HQT goal for all LEAs.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

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.

**[The OPI will use the following strategies to work with LEAs that fail
to reach the 100 percent HQT goal by the end of the 2006-07 school
year]{.underline}.**

**[Current Implementation Strategies]{.underline}**

1.  Districts failing to meet the 100 percent HQT goal are required to
    submit an improvement plan outlining how the district and each
    school not meeting HQT within the district will meet the 100 percent
    HQT goal for the 2006-07 school year.

    -   The OPI will provide technical assistance to the district and
        the schools within the district. The technical assistance will
        be provided to the district during the development of the
        improvement plan and throughout its implementation. Priority
        will be given to schools and districts not making AYP and not
        meeting the 100 percent HQT goal.

    -   If a district still does not make progress toward the 100
        percent HQT goal, the OPI will develop, with the teachers and
        administrators of the district, professional development
        strategies and activities. These strategies and activities based
        on scientifically based research will be used by the district to
        increase student achievement and to meet the 100 percent HQT
        goal.

2.  Priority will be given to schools and districts that fail to make
    AYP and that do not meet the HQT goal. In particular, the OPI
    provides support to high risk schools and districts and those in
    need of improvement or restructuring. The OPI establishes School
    Support Teams to conduct regular on-site visits to monitor and
    assist schools and districts to set and implement strategies to
    locate, hire and orient highly qualified teachers to their school.

3.  The OPI will identify and broker arrangements with partner schools
    to work collaboratively with those schools having difficulty finding
    applicants to fill hard-to-staff core academic subjects. Several
    rural districts may arrange to employ a teacher or \"circuit rider\"
    who meets the HQT definition to teach core academic subject.

**[Additional Technical Assistance Strategies]{.underline}**

1.  Identify the schools and districts with the lowest percent of HQTs
    and provide direct technical assistance to them. In coordination
    with the Montana School Boards Association, Montana Small Schools
    Alliance, School Administrators of Montana, Montana Advisory Council
    for Indian Education, Montana Rural Education Association, Montana
    Council of Deans of Education, MEA-MFT and other professional
    education associations, develop strategies to encourage Montana
    teacher preparation program unit graduates to teach in Montana.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

2.  Using the Montana videoconferencing systems (METNET/Vision Net) and
    the regularly scheduled ADC training, the Office of Public
    Instruction will work with all districts at the beginning of the
    2006-07 school year to determine the districts in most need of
    assistance. The OPI will communicate with administrators, local
    boards of trustees, professional education organizations, and
    postsecondary education to plan for 100 percent HQT goal for the
    2006-07 school year.

3.  School Support Teams -- The OPI is committed to the academic success
    of all students, and it is the state superintendent\'s goal to
    provide technical assistance to all schools in the pursuit of
    student achievement. As a beginning step toward reaching this goal,
    the OPI is giving high priority for technical assistance to schools
    and districts not making AYP and not meeting the HQT goal.

> This spring the OPI launched the School Support Team (SST) program to
> assist schools identified for corrective action and restructuring.
> Through comprehensive on-site reviews based on the Correlates and
> Indicators of Effective Schools Research, the SSTs evaluate schools
> and districts using a scholastic review of the learning environment,
> organizational efficiency, and the academic performance. The review
> findings are used to determine the type and level of technical
> assistance necessary to continuously improve student academic
> performance, including strategies to reach the 100 percent HQT goal.
> The OPI SSTs provide follow-up support during the implementation of
> the strategic plan to reach the schools\' and districts\' identified
> goals, including the 100 percent HQT goal.
>
> 4\. Professional Development AMO -- The Office of Public Instruction
> will work with LEAs to ensure that high qualify professional
> development is provided to all teachers who do not meet the HQT
> definition. OPI will collect data on this issue and monitor
> implementation of the policy in all high-poverty districts and schools
> and in all districts and schools that do not make AYP. We are
> communicating these policies and procedures to all LEAs in the state.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

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 limit the use of HOUSSE procedures for teachers hired after the end
of the 2005-06 school year to multi-subject secondary teachers in rural
schools eligible for additional flexibility, and multi-subject special
education who are highly qualified in language arts, mathematics, or
science at the time of hire.

Montana expects to have limited need for continuing use of HOUSSE given
that virtually all of our teachers meet our approved HQT definition.
Through the steps outlined below, the OPI generally expects current
veteran teachers to receive professional development that will enable
them to meet the HQT definition within the coming school year. At the
same time, particularly given the relatively unique rural make-up of the
state and the continuing need to hire teachers who will be required to
teach multiple subjects, we expect to make continuing, limited use of
HOUSSE consistent with the NCLB law. We expect that HOUSSE will be used
principally for multi-subject special education teachers who were highly
qualified at the time of hire in language arts, mathematics, or science
to demonstrate competence in other subjects within two years of the date
they were hired and for multi-subject secondary teachers in rural areas
who were highly qualified in one subject at the time of hire to
demonstrate competence in other subjects within three years of hire.
However, there may be other limited situations where we will continue to
use HOUSSE, such as other cases where a teacher who is highly qualified
in one subject must be assigned to teach another subject, or cases
where, despite its best efforts to hire only new HQTs, a district must
hire a non-HQT to teach a class and that teacher becomes competent in
that subject over time.

The Office of Public Instruction is evaluating our HOUSSE process to
ensure it is sufficiently rigorous, on a par with the level of content
knowledge expectations for new teachers of core academic subjects.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

**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.**

[Montana Equity Plan]{.underline}

Montanans believe \"(1) It is the goal of the people to establish a
system of education which will develop the full educational potential of
each person. Equality of educational opportunity is guaranteed to each
person of the state.\" (The Constitution of the State of Montana,
Article X, 1).

The Constitution of the State of Montana continues, \"(2) the state
recognizes the distinct and unique cultural heritage of the American
Indians and is committed in its educational goals to the preservation of
their cultural integrity.\"

These provisions of the Constitution of the State of Montana are the
foundation of the Montana Equity Plan.

The OPI continues to develop strategies to ensure that all Montana
teachers in all Montana core academic classrooms meet the definition for
highly qualified teachers. Student achievement among our high-poverty
student population remains a significant concern for us. Of the 33
districts not making AYP in school year 2004-05, all but two are
high-poverty schools districts and the majority of the students in these
districts are American Indians. We consider it vital to ensure that
there is no inequitable assignment of teachers to these schools and
districts that would only perpetuate these problems.

[Goal: To ensure that poor or minority children are taught by
experienced, qualified, and properly endorsed teachers on par with other
Montana children]{.underline}.

[Equitable teacher distribution means, teachers are distributed
throughout Montana such that high-poverty, minority or special needs or
English language learners are just as likely to be taught by an
experienced, highly qualified teacher working in their field as are
students who do not fall into those categories]{.underline}.

[Experienced means, a teacher with one or more years of successfully
teaching in a core academic subject in which the teacher is
endorsed]{.underline}.

Montana does not currently have the capacity to collect data on the
experience status of Montana teachers. However, the OPI will follow the
steps outlined below to address any inequities of distribution of the
Montana teaching force as to inexperienced, unqualified and out-of-field
teachers. The Montana Office of Public Instruction defines experience as
one or more years of successfully teaching in a core academic area in
which the teacher is endorsed. Montana will take the following steps to
ensure that poor and minority children are not taught at higher rates
than other children by inexperienced, unqualified, or out-of-field
teachers and Montana OPI will measure, evaluate and publicly report the
progress toward meeting equitable distribution of highly qualified
teachers.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

[Equitable Distribution of Experienced Teachers]{.underline}

With specific regard to experienced teachers, our strategy is as
follows:

Step 1. Identify those schools and districts that serve the largest
numbers or the highest percentages of Montana\'s highest-needs,
high-poverty, and minority children, in particular, American Indians;

Step 2. Collect data on the numbers and percentages of teachers (who are
experienced and inexperienced) teaching core academic subjects in these
schools and districts; and

Step 3. Target technical assistance and monitoring on those schools in
this group that have inexperienced teachers of core academic subjects,
with priority with the most intensive technical assistance and
monitoring focused on those schools and districts not meeting the
adequate year progress or highly qualified teacher goals.

> The OPI\'s technical assistance efforts addressed to equitable
> distribution of experienced teachers will be integrated with the
> efforts focused on the equitable distribution of highly qualified and
> in-field teachers, and will draw upon and involve each of the
> strategies described below that relate to all of these elements,
> including the OPI rapid response teams, the school support teams, and
> internships. The OPI will explore, if appropriate, financial sources
> to support strategies for recruitment and retention with each district
> and school, as well as other strategies to attract experienced
> teachers to these districts and schools.

Specifically, the OPI will:

1\. Consult with schools and districts identified as not meeting AYP and
HQT goals with high-needs and high-poverty status to discuss efforts to
increase recruitment and retention efforts of highly qualified and
experienced teachers. For example,

-   Educators (superintendents, principals, chairs of boards of
    trustees) from schools and districts in the categories of
    restructuring and corrective action under the No Child Left Behind
    Act were required by the OPI in October 2006 to attend a two-day
    conference to receive technical assistance on improving student
    achievement. The two-day conference was titled \"Call to
    Greatness.\" Part of the discussion included strategies to increase
    recruitment and retention of highly qualified and experienced
    teachers.

-   It was decided at the October 2006 Call to Greatness meeting to meet
    every six months. Plans have been finalized to hold the next two
    conferences in February 2007 and August 2007.

2\. The OPI will identify successful methods, initiatives and strategies
to attract experienced and effective teachers to teach in Montana\'s
high-need, high-poverty schools and districts.

-   The OPI will post on its Web site successful methods, initiatives
    and strategies to attract experienced and effective teachers to
    teach in Montana\'s high-need, high-poverty schools and districts.

-   The OPI will survey schools and districts regarding successful
    recruitment and retention strategies.

Montana Revised HQT Plan

Office of Public Instruction, Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

3\. Monitor progress on recruiting and retaining experienced and
effective teachers.

-   The OPI will meet biannually with schools and districts identified
    in the categories of restructuring and corrective action to monitor
    progress toward meeting the AYP and HQT goals of ensuring effective
    and experienced teachers.

4\. Promote effective recruitment and retention methods statewide.

-   The OPI will provide technical assistance, workshops, and other
    related activities to promote effective recruitment and retention
    strategies statewide.

[Equitable Distribution of Highly Qualified and In-Field
Teachers]{.underline}

The following table presents data comparing the numbers and percentages
of classes taught by HQT in high- and low-poverty schools.

> Montana HQT Data for School Year 2004-05 by School Type

  --------------------- ---------------- ----------------- -----------------
  **School Type**       **Total Number   **Number of Core  **Reported
                        of Core Academic Academic Classes  Percentage of
                        Classes**        Taught by Highly  Core Academic
                                         Qualified         Classes Taught by
                                         Teachers**        Highly Qualified
                                                           Teachers**

  **All Schools in      28,147           27,850            98.9%
  State**                                                  

  **Elementary/Middle                                      
  Level**                                                  

  **High Poverty**      2,661            2,632             98.9%

  **Low Poverty**       2,097            2,081             99.2%

  **All                 14,578           14,466            99.2%
  Elementary/Middle**                                      

  **Secondary Level                                        
  Schools**                                                

  **High Poverty**      1,503            1,457             96.9%

  **Low Poverty**       5,643            5,587             99.0%

  **All Secondary       13,569           13,384            98.6%
  Schools**                                                
  --------------------- ---------------- ----------------- -----------------

[Analysis]{.underline}

The difference of the percentage of classes with HQT between
high-poverty and low-poverty elementary and secondary schools is
statistically insignificant. That difference increases somewhat, but not
significantly, when the distribution of HQT is examined by poverty
quartiles for schools and districts in the following charts. The
district percentage difference between high-poverty and low-poverty FTE
consistent with the HQT definition is 0.395; for the schools, the
percentage difference is 0.342. These data provide the Office of Public
Instruction with clear direction of where to concentrate our efforts and
next steps to reach the goal of 100 percent high quality and effective
teachers for the 2006-07 school year and thereafter.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

> Montana HQT Distribution Data for School Year 2004-05 by Quartiles

  ------------ --------------- -------------- -------------- --------------
  Montana                                                    
  District                                                   
  Quartiles                                                  

               Total FTE       Not HQT FTE    \% Not HQT     \% HQT

  **Quartile 1 1780.383        18.253         1.025%         98.975%
  -High                                                      
  Poverty                                                    
  Schools**                                                  

  **Quartile   3854.641        22.494         0.584%         99.416%
  2**                                                        

  **Quartile   3509.893        14.805         0.422%         99.578%
  3**                                                        

  **Quartile 4 1047.356        6.601          0.630%         99.370%
  -Low Poverty                                               
  Schools**                                                  

  **State      **10192.273**   **62.153**     **0.610%**     **99.390%**
  Total**                                                    
  ------------ --------------- -------------- -------------- --------------

  ------------ --------------- -------------- -------------- --------------
  Montana                                                    
  School                                                     
  Quartiles                                                  

               Total FTE       Not HQT FTE    \% Not HQT     %HQT

  **Quartile   1947.065        17.275         0.887%         99.113%
  1- High                                                    
  Poverty                                                    
  Schools**                                                  

  **Quartile   2356.701        17.519         0.743%         99.257%
  2**                                                        

  **Quartile   3407.580        13.847         0.406%         99.594%
  3**                                                        

  **Quartile 4 2480.927        13.512         0.545%         99.455%
  -- Low                                                     
  Poverty                                                    
  Schools**                                                  

  **State      **10192.273**   **62.153**     **0.610%**     **99.390%**
  Total**                                                    
  ------------ --------------- -------------- -------------- --------------

[Analysis]{.underline}

Montana\'s data system, as discussed above, permits us to identify high
poverty districts and schools, as well as districts and schools with
significant concentrations of American Indians that are falling short of
our HQT goal. We focus on these districts and schools, as well as those
not making AYP, in reviewing the data. The data indicate that we do not
now have a problem of inequitable distribution of teachers who do not
meet the HQT definition or are teaching out-of-field.

[Strategies]{.underline}

The Montana Office of Public Instruction\'s goal is to ensure continuing
equity in teacher allocations by concentrating the full range of our
technical assistance, professional development, and monitoring programs,
discussed below and in other sections of this overall plan, on high-

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

poverty districts and schools and ensuring that these programs also
equitably and carefully address the needs of districts and schools with
significant concentrations of minority students, in particular American
Indians. If significant problems of equity are identified or a pattern
of such problems appears to be developing based on an examination of the
data we collect, OPI will deploy a rapid response team to work with the
negatively affected schools and districts to analyze their particular
needs and obstacles and to devise a specific strategy incorporated in
the district\'s improvement plan to address these needs and obstacles,
tapping into the full range of technical assistance and professional
development programs provided in the state. The OPI team will work
intensively with the applicable schools and districts, and with the
School Support Team, to package these programs in a way that best meets
the needs of the school and district and their teachers. These programs
include \--

1.  Technical assistance to schools and districts in developing the
    improvement plan required by the BPE that includes an analysis of
    problems and obstacles and provides a step-by-step outline of
    strategies to solve them. The OPI provides technical assistance to
    the district and school and monitors their progress. (ARM 10.55.605
    Accreditation Categories - See Appendix A)

2.  School Support Teams -- Whether or not the district or school is
    designated for corrective action or restructuring, School Support
    Teams (SST) will be assigned to districts and schools that have
    inequitable proportions of teachers who are not highly qualified or
    teaching out-of-field, or inexperienced. The SST will conduct a
    comprehensive on-site review based on the Correlates and Indicators
    of Effective Schools Research, and these results will be used by the
    OPI rapid response team in working with the district and school in
    developing its improvement plan for meeting the HQT goal.

3.  Internships -- Teaching internships for hard-to-fill positions,
    unexpected openings, or no applicants. The teaching internship
    program is a three-party arrangement among the teacher, district,
    and an accredited teacher education program. If a district is unable
    to fill a position, the district is permitted to assign a teacher on
    staff to teach an out-of-field core academic subject class, on the
    condition that the teacher enroll in a Montana institution of higher
    education\'s accredited teacher education program in that subject
    area. (Professional Educator Preparation Program Standards,
    <http://opi.mt.gov/ARM/Index.html>). The intern is given a
    three-year time line to complete the course work necessary for an
    additional endorsement and meet the HQT definition and the Montana
    HOUSSE. While teaching in the program, the intern is supervised by
    the school principal and an HQT in that core academic subject. The
    OPI provides guidance and technical assistance to the teachers,
    district personnel and higher education faculty during the
    three-year internship.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

4.  Mentorships -- The mentorship institute cosponsored by OPI and its
    partners provides support to beginning teachers and job-embedded
    professional development opportunities to help the participating
    schools and districts identify strategies to reach the 100 percent
    HQT goal. Such mentorship programs fulfill a two-fold purpose:
    creating a culture in schools for new teachers that promotes
    effective teaching and learning and continuous professional growth,
    thereby enhancing retention of experienced and effective teachers;
    and helping schools and districts take teachers who do not meet the
    HQT definition and make them HQT through HOUSSE.

5.  Regional Professional Development Outreach -- Content-specific
    professional development for teachers not meeting the HQT
    definition, provided through regional education cooperatives and
    consortia,. In particular, for core academic subjects or areas with
    the highest percentage of teachers not meeting the HQT definition
    \-- science, special education, and world languages \-- the OPI will
    broker professional development offerings in these areas.

> 6\. Regional Teacher Sharing. Sharing the services of properly
> licensed and endorsed (and experienced) teachers for schools with
> hard-to-fill positions in core academic subjects among adjoining
> districts, with a focus on ensuring equity in teacher quality among
> districts and schools. The OPI is working with the Montana Association
> of School Superintendents, MEA-MFT, School Administrators of Montana,
> Montana School Boards Association, Montana Small Schools Alliance and
> Tribal Education Departments and Councils to expand a regional system
> to equitably distribute HQT to teach in core academic subjects.
> Regional HQT \"circuit riders\" will be able to teach core academic
> subject classes in two or more school districts.

Through a focused application of these programs on schools and districts
that begin to have a teacher quality equity problem, OPI will continue
to ensure that any such problems do not develop or persist.

Montana Revised HQT Plan

Office of Public Instruction

Linda McCulloch, Superintendent

July 7, 2006/Revised October 6, 2006

**Montana\'s Revised Plan**

**Appendix A**

> **Spreadsheets Containing the**
>
> **Not AYP Schools and Districts**
>
> **and the Not HQT**

## ![](media/image2.jpeg){width="3.9895833333333335in" height="0.8229166666666666in"}

July 7, 2006

Revised October 6, 2006