**South Carolina Department of Education**

**Revised State Plan for Meeting**

**The Highly Qualified Teacher Goal**

**August 2006**

NOTE: 2005-06 Non-HQ class numbers and percentages contained in this
report have been updated to reflect year-end data from the SASI data
base that links core academic classes to their teachers. The revised
report includes year-end data on groups of teachers and subjects. The
updated report is more accurate since it reflects final scheduling and
incorporates corrections made after error reports were provided to
school districts subsequent to the 135^th^-day.

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

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

The South Carolina Department of Education (SDE) has developed a
state-level data system to collect, verify, and analyze the core
academic classes taught by teachers who are not highly qualified (HQ).
The system ensures consistent application of definitions and standards
and involves merging information from the following two sources.

1.  The Division of Educator Quality and Leadership (DEQL) maintains the
    teacher certification database that contains elements relative to
    teachers' meeting the criteria for being HQ. Each teacher's record
    includes education level, certification status, and demonstration of
    content competency which has been verified at the state level. This
    database identifies teachers who have met the three requirements to
    be HQ: a bachelor's degree or higher, full State certification, and
    demonstration of content competency.

2.  The Division of School Enterprise Operations is responsible for the
    School Administrative Student Information software (SASI). Through
    SASI, the SDE collects class schedules for all public schools in the
    State. For each class, the schedules include a teacher identifier
    and an activity code, which designates the grade level and subject
    area. Districts are provided periodic reports to verify the accuracy
    of classroom level data.

The Office of Technology extracts the core content subject classes that
require an HQ teacher. The teacher identifier for each core class is
matched to the separate HQ teacher file from the certification database
to determine which core content classes are not taught by HQ teachers.

In addition to establishing district and school percentages, the data
are disaggregated by school level (elementary/secondary), poverty level
(low/high/neither), AYP (met/not met), minority (high/not high), and
activity code. This analysis allows the SDE to identify the schools that
are not making adequate yearly progress and whether these schools have
more acute needs than do other schools in attracting highly qualified
teachers. This analysis also identifies the districts and schools in
which significant numbers of teachers do not meet HQ requirements and
examines whether there are particular hard-to-staff courses frequently
taught by non-HQ teachers.

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

![](media/image1.pct)Table 1 provides HQT data relative to schools not
making AYP. The overall State percentage of classes not taught by HQ
teachers is 7.90 percent. The percentage of classes not taught by HQ
teachers in schools that did not make AYP is 9.31, a difference of 1.41
percent. When the data for schools not making AYP are disaggregated
further, a larger gap is evident in non-HQ classes for high poverty
schools and secondary schools.

**Table 1 -- Schools Not Making AYP**[^1]

+------------------+----------------+----------------+----------------+
| **School Type\   | **Total Number | **Classes Not  |                |
| **               | of Core        | Taught by HQ   |                |
|                  | Classes**      | Teachers**     |                |
+------------------+----------------+----------------+----------------+
|                  |                | **Number**     | **Percentage** |
+------------------+----------------+----------------+----------------+
| > Elementary     | > 72,244       | > 5,770        | > 7.99         |
| > Schools        |                |                |                |
+------------------+----------------+----------------+----------------+
| > Secondary      | > 32,923       | > 4,026        | > 12.23        |
| > Schools        |                |                |                |
+------------------+----------------+----------------+----------------+
| > High-Poverty   | > 21,711       | > 2,546        | > 11.73        |
| > Schools        |                |                |                |
+------------------+----------------+----------------+----------------+
| > Low-Poverty    | > 31,042       | > 2,237        | > 7.21         |
| > Schools        |                |                |                |
+------------------+----------------+----------------+----------------+
| > [              | > 105,167      | > 9,796        | > 9.31         |
| All]{.underline} |                |                |                |
| > Schools Not    |                |                |                |
| > Making AYP     |                |                |                |
+------------------+----------------+----------------+----------------+

**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?**

Analyses of the occurrence of specific courses not taught by HQ teachers
reveal subject areas and grade spans, hence groups of teachers, that
warrant particular attention. When considering aggregate data for broad
certification areas, several areas emerge as having percentages of
non-HQ classes greater than 15 percent (i.e. special education, foreign
languages in grades K-8, and science in grades 9-12). Although specific
courses representing other areas are identified in Table 5 as also
having non-HQ percentages greater that 15 percent, aggregate data for
the broad areas such as the arts, foreign language in grades 9-12, and
secondary areas other than science indicate that the HQ percentages of
these courses are not common to all courses within these disciplines.
This can often be attributed to courses that have low frequency. For
example, the non-HQ percentage for piano in grades 9-12 is approximately
53; however, the 79 piano classes across the State are a small portion
of those offered within the arts.

In addition to the groups of teachers established through 2005-06 data,
the State also recognizes middle grades as another area of concern.
South Carolina is phasing in middle level certification in the areas of
language arts, mathematics, science, and social studies. Since few
colleges or universities in the State have programs to prepare teachers
for this certification and since those that do offer such programs
report low enrollments, a shortage is expected in 2008-09, the school
year in which middle level certification will be required. (The current
system allows middle grades to be taught by persons certified in
elementary, middle, or secondary.) To determine the possible impact of
this change, the HQ percentages will be recalculated for seventh and
eighth grade courses in language arts, mathematics, science, and social
studies using 2008-09 standards and year-end 2005-06 SASI data as soon
as it is available.

**Table 2: Groups of Teachers for Priority**

+-------------------+------------+----------+---------------+---------+
| **Number of       | **Grade    | **Number | **Percentage  | **Pri   |
| Classes**         | Level**    | of       | of Non HQ     | ority** |
|                   |            | C        | Classes**     |         |
|                   |            | lasses** |               |         |
+-------------------+------------+----------+---------------+---------+
| **HQ Status as    |            |          |               |         |
| Reported in       |            |          |               |         |
| 2005-06**         |            |          |               |         |
+-------------------+------------+----------+---------------+---------+
| Special Education | > Pre-K -- | 5,601    | > 35.55       | 2       |
|                   | > 6        |          |               |         |
+-------------------+------------+----------+---------------+---------+
|                   | > 7 -- 8   | 3,271    | > 39.53       | 2       |
+-------------------+------------+----------+---------------+---------+
|                   | > 9 -- 12  | 3,477    | > 55.25       | 1       |
+-------------------+------------+----------+---------------+---------+
| Foreign Language  | > Pre-K -- | 3,181    | > 19.59       | 3       |
|                   | > 6        |          |               |         |
+-------------------+------------+----------+---------------+---------+
|                   | > 7 -- 8   | 978      | > 15.85       | 3       |
+-------------------+------------+----------+---------------+---------+
| Science           | > 9 -- 12  | 8,935    | > 15.12       | 3       |
+-------------------+------------+----------+---------------+---------+
| **HQ Status as    |            |          |               |         |
| Reported in       |            |          |               |         |
| 2005-06 and       |            |          |               |         |
| Matched with      |            |          |               |         |
| 2008-09           |            |          |               |         |
| Standards**       |            |          |               |         |
+-------------------+------------+----------+---------------+---------+
| English/Language  | > 7 -- 8   | 5,331    | > 40.95       | 1       |
| Arts              |            |          |               |         |
+-------------------+------------+----------+---------------+---------+
| Mathematics       | > 7 -- 8   | 4,070    | > 41.20       | 1       |
+-------------------+------------+----------+---------------+---------+
| Science           | > 7 -- 8   | 4,660    | > 41.09       | 1       |
+-------------------+------------+----------+---------------+---------+
| Social Studies    | > 7 -- 8   | 4,399    | > 47.17       | 1       |
+-------------------+------------+----------+---------------+---------+

Priorities for schools were set using the following scale and will be
used for Title II monitoring:

> Priority 1 = 40 or higher percent classes taught by teachers who are
> not HQ
>
> Priority 2 = 25 -- 40 percent classes taught by teachers who are not
> HQ
>
> Priority 3 = 15 -- 25 percent classes taught by teachers who are not
> HQ

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

![](media/image2.pct)

**[Districts]{.underline}**

As listed in Table 3 below, 13 of the State's 85 regular school
districts had non-HQ class occurrence higher than 15 percent. One
special school district, S.C. Department of Juvenile Justice, also fell
into this category.

**Table 3: Districts with Significant Numbers of Non-HQ Classes**

  ------------------ --------------- ------------------- -----------------
  **District**       **Priority**    **District**        **Priority**

  Allendale          3               Jasper              2

  Bamberg 2          2               Lee                 3

  Barnwell 19        3               Marlboro            2

  Clarendon 1        3               Orangeburg 3        3

  Colleton           3               Orangeburg 4        3

  Dillon 1           3               Williamsburg        3

  Florence 4         3               *Special Districts* 

                                     S.C. Department of  1
                                     Juvenile Justice    
  ------------------ --------------- ------------------- -----------------

Priorities for schools were set using the following scale and will be
used for Title II monitoring:

> Priority 1 = 40 or higher percent classes taught by teachers who are
> not HQ
>
> Priority 2 = 25 -- 40 percent classes taught by teachers who are not
> HQ
>
> Priority 3 = 15 -- 25 percent classes taught by teachers who are not
> HQ

**[Schools]{.underline}**

The schools with the most significant number of classes taught by
teachers who do not meet the HQ requirements are located within the
above listed districts and/or are schools identified for school
improvement under Title I. Approximately six percent of the State's
schools met these criteria for the most significant number of non-HQ
classes. The identified schools with a designation of priority for
technical assistance and monitoring are provided in Table 4.

**Table 4: Schools with Significant Numbers of Non-HQ Classes**

  -----------------------------------------------------------------------
  **District**      **School**                           **Priority**
  ----------------- ------------------------------------ ----------------
  Aiken             Schofield Middle                     3

                    A. L. Corbett Middle                 3

                    Jackson Middle                       3

                    Lloyd Kennedy Charter School         1

  Allendale         Allendale Elementary                 3

                    Allendale Middle                     3

  Bamberg 2         Denmark Olar Elementary              3

                    Denmark Olar Middle                  2

                    Denmark Olar High                    2

  Barnwell 19       Blackville-Hilda Jr. High            1

                    Blackville-Hilda High                2

  Beaufort          Whale Branch Middle                  2

  Charleston        Baptist Hill High                    2

                    Brentwood Middle                     3

                    Haut Gap Middle                      2

                    Memminger Elementary                 2

                    R. D. Schroder Middle                3

  Chesterfield      Cheraw Primary                       3

  Clarendon 1       Scotts Branch Intermediate           3

                    Scotts Branch High                   2

  Colleton          Colleton Middle                      2

                    Colleton County High                 3

                    Bells Elementary                     2

                    Forest Circle Middle                 2

                    Ruffin Middle                        3

  Darlington        Brunson-Dargan Elementary            3

  Dillon 1          Lake View High                       1

  Fairfield         Fairfield Intermediate               3

  Florence 4        Johnson Middle                       2

                    Timmonsville High                    2

  Hampton 1         Ben Hazel Primary                    3

  Horry             Aynor Middle                         3

  Jasper            Jasper County High                   1

                    Ridgeland Elementary                 3

                    Ridgeland Middle                     1

  Lee               Mt. Pleasant Middle                  2

                    Lee Central High                     2

                    MLD Higher Learning Academy          1

  Marlboro          Bennettsville Middle                 1

                    Clio Elementary/Middle               2

                    Marlboro County High                 1

                    McColl Elementary/Middle             3

                    Blenheim Elementary/Middle           2

                    Marlboro School of Discovery         2

  McCormick         McCormick Middle                     3

  Orangeburg 3      Holly Hill Middle                    3

                    St. James-Gaillard Elementary        3

                    Elloree Elementary                   3

                    Lake Marion High                     2

  Orangeburg 4      Carver Edisto Middle                 3

                    Edisto High                          3

                    Edisto Primary                       2

                    Branchville High                     3

                    Hunter-Kinard-Tyler High             3

                    Hunter-Kinard-Tyler Elementary       3

  Orangeburg 5      Robert E. Howard Middle              3

  Richland 1        W. A. Perry Middle                   2

  Sumter 17         Chestnut Oaks Middle                 3

  Williamsburg      Kingstree Jr. High                   3

                    Kingstree High                       2

                    D. P. Cooper Elementary              2

                    C. E. Murray High                    2

                    Greeleyville Elementary              2

                    Chavis Elementary                    3

                    Kingstree Elementary                 2

                    St. Mark Elementary                  2

                    C. E. Murray High Annex              3

                    Youth Academy Charter School         1

  S. C. Department  Willow Lane School                   1
  of Juvenile                                            
  Justice                                                

                    Birchwood High                       1
  -----------------------------------------------------------------------

Priorities for schools were set using the following scale and will be
used for Title II monitoring:

> Priority 1 = 40 or higher percent classes taught by teachers who are
> not HQ
>
> Priority 2 = 25 -- 40 percent classes taught by teachers who are not
> HQ
>
> Priority 3 = 15 -- 25 percent classes taught by teachers who are not
> HQ

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

Table 5 lists 55 specific subjects for which the occurrence of non-HQ
teachers was greater than 15 percent. Data are not included in instances
where courses were offered 10 or fewer times across the State, which
suggest innovative, pilot programs that do not represent statewide
shortages. By far, special education classes have the most significant
percentages of classes taught by teachers who are not HQ. This area, as
well as foreign languages in grades K-8 and science in grades 9-12,
indicate broad areas of concern as discussed on page 4.

**Table 5: Courses Taught by Non-HQ Teachers at a Frequency Greater than
15 Percent**

  -------------------------------------------------------------------------
  **SASI     **Course Title**                   **Number of **Percentage of
  Activity                                      Classes**   Non --HQ
  Code**                                                    Classes**
  ---------- ---------------------------------- ----------- ---------------
  **Grades                                                  
  PreK - 6**                                                

  1525       Dance                              273         15.38

  1630       Latin                              63          58.73

  1650       Spanish                            2562        22.05

  1770       Multiage                           105         19.05

  1902       Educable Mental Disabilities       1643        44.61

  1903       Specific Learning Disability       1673        29.05

  1904       Emotional Disability               823         43.50

  1905       Orthopedic Disability              73          60.27

  1906       Visual Impairment                  68          91.18

  1907       Deafness or Hearing Impairment     167         36.53

  1910       Preschool with Disability          356         16.01

  1913       Autism                             169         20.71

  1916       Generic Cross-Categorical          624         24.04

  **Grades                                                  
  7 - 8**                                                   

  2525       Dance                              124         16.13

  2620       German                             39          30.77

  2630       Latin                              12          66.67

  2630       Spanish                            649         16.95

  2902       Educable Mental Disabilities       814         45.58

  2903       Specific Learning Disability       1303        35.07

  2904       Emotional Disability               647         47.91

  2905       Orthopedic Disability              29          34.48

  2906       Visual Impairment                  37          86.49

  2907       Deafness or Hearing Impairment     73          50.68

  2913       Autism                             20          20.00

  2916       Generic Cross-Categorical          348         20.69

  **Grades 9                                                
  -- 12**                                                   

  3141       Math for the Technologies 1        1452        16.67

  3211       Physical Science                   2592        24.38

  3236       Chemistry for the Technologies     365         22.74

  3243       Physics for the Technologies 1     103         15.53

  3265       Earth Science                      160         49.38

  3277       Advanced Placement Environmental   18          16.67
             Science                                        

  336C       History of Americas HL-1           11          18.18

  3365       Western Civilization               24          16.67

  3375       AP Economics                       31          22.58

  3574       AP Art Studio Two Dimensional      13          23.08
             Design                                         

  3576       AP Music Theory                    33          30.30

  3631       Latin 1                            88          35.23

  3632       Latin 2                            53          15.09

  390A       Alternative 1 High School          188         44.68
             Credit[^2]                                     

  3902       Educable Mental Disabilities       960         55.52

  3903       Specific Learning Disability       751         55.66

  3904       Emotional Disability               419         54.42

  3905       Orthopedic Disability              40          42.50

  3906       Visual Impairment                  98          83.67

  3907       Deafness or Hearing Impairment     122         21.31

  3916       Generic Cross-Categorical          892         59.64

  4501       Dance 1                            94          19.15

  4502       Dance 2                            49          24.49

  4541       Instrumental Music: Piano 1        67          50.75

  4542       Instrumental Music: Piano 2        12          66.67
  -------------------------------------------------------------------------

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

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

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

South Carolina's Consolidated State Plan submitted in September 2003
identified target goals for percentages of highly qualified teachers.
All districts in the State met the annual measurable objectives for the
2003-04 and 2004-05 school years. For the 2005-06 school year, the
annual measurable objective for all districts was consistent with the
State's goal to have 100 percent of core academic classes taught by HQ
teachers. Although preliminary data show that many districts have come
very close, none has met the 100 percent goal. Thirty-eight districts
have attained approximately 95 percent or greater, and the remaining 47
districts have made significant progress.

Table 6: Districts' Percent of Classes Taught by Teachers Who Are Not
Highly Qualified

+------------------+-----------------+----------------+----------------+
| **District**     | **Total Number  | > **Classes    |                |
|                  | of Core         | > Not Taught   |                |
|                  | Classes**       | > by HQ        |                |
|                  |                 | > Teachers**   |                |
+==================+=================+================+================+
|                  |                 | **Number**     | >              |
|                  |                 |                | **Percentage** |
+------------------+-----------------+----------------+----------------+
| > Abbeville      | > 1,064         | 56             | > 5.26         |
+------------------+-----------------+----------------+----------------+
| > Aiken          | > 6,540         | 483            | > 7.39         |
+------------------+-----------------+----------------+----------------+
| > Allendale      | > 514           | 100            | > 19.46        |
+------------------+-----------------+----------------+----------------+
| > Anderson 1     | > 2,301         | 44             | > 1.91         |
+------------------+-----------------+----------------+----------------+
| > Anderson 2     | > 694           | 8              | > 1.15         |
+------------------+-----------------+----------------+----------------+
| > Anderson 3     | > 776           | 26             | > 3.35         |
+------------------+-----------------+----------------+----------------+
| > Anderson 4     | > 777           | 3              | > .39          |
+------------------+-----------------+----------------+----------------+
| > Anderson 5     | > 2,623         | 110            | > 4.19         |
+------------------+-----------------+----------------+----------------+
| > Bamberg 1      | > 566           | 41             | > 7.24         |
+------------------+-----------------+----------------+----------------+
| > Bamberg 2      | > 307           | 77             | > 25.08        |
+------------------+-----------------+----------------+----------------+
| > Barnwell 19    | > 355           | 72             | > 20.28        |
+------------------+-----------------+----------------+----------------+
| > Barnwell 29    | > 304           | 20             | > 6.58         |
+------------------+-----------------+----------------+----------------+
| > Barnwell 45    | > 713           | 6              | > .84          |
+------------------+-----------------+----------------+----------------+
| > Beaufort       | > 4,677         | 513            | > 10.97        |
+------------------+-----------------+----------------+----------------+
| > Berkeley       | > 5,996         | 172            | > 2.87         |
+------------------+-----------------+----------------+----------------+
| > Calhoun        | > 529           | 28             | > 5.29         |
+------------------+-----------------+----------------+----------------+
| > Charleston     | > 13,848        | 1,387          | > 10.02        |
+------------------+-----------------+----------------+----------------+
| > Cherokee       | > 2,615         | 121            | > 4.63         |
+------------------+-----------------+----------------+----------------+
| > Chester        | > 1,568         | 48             | > 3.06         |
+------------------+-----------------+----------------+----------------+
| > Chesterfield   | > 1,953         | 224            | > 11.47        |
+------------------+-----------------+----------------+----------------+
| > Clarendon 1    | > 316           | 65             | > 20.57        |
+------------------+-----------------+----------------+----------------+
| > Clarendon 2    | > 1,005         | 108            | > 10.75        |
+------------------+-----------------+----------------+----------------+
| > Clarendon 3    | > 362           | 11             | > 3.04         |
+------------------+-----------------+----------------+----------------+
| > Colleton       | > 1,987         | 348            | > 17.51        |
+------------------+-----------------+----------------+----------------+
| > Darlington     | > 2,691         | 205            | > 7.62         |
+------------------+-----------------+----------------+----------------+
| > Dillon 1       | > 256           | 45             | > 17.58        |
+------------------+-----------------+----------------+----------------+
| > Dillon 2       | > 899           | 27             | > 3.00         |
+------------------+-----------------+----------------+----------------+
| > Dillon 3       | > 396           | 48             | > 12.12        |
+------------------+-----------------+----------------+----------------+
| > Dorchester 2   | > 4,433         | 144            | > 3.25         |
+------------------+-----------------+----------------+----------------+
| > Dorchester 4   | > 639           | 66             | > 10.33        |
+------------------+-----------------+----------------+----------------+
| > Edgefield      | > 1,338         | 64             | > 4.78         |
+------------------+-----------------+----------------+----------------+
| > Fairfield      | > 1,302         | 66             | > 5.07         |
+------------------+-----------------+----------------+----------------+
| > Florence 1     | > 3,023         | 335            | > 11.08        |
+------------------+-----------------+----------------+----------------+
| > Florence 2     | > 252           | 21             | > 8.33         |
+------------------+-----------------+----------------+----------------+
| > Florence 3     | > 986           | 39             | > 3.96         |
+------------------+-----------------+----------------+----------------+
| > Florence 4     | > 382           | 78             | > 20.42        |
+------------------+-----------------+----------------+----------------+
| > Florence 5     | > 443           | 7              | > 1.58         |
+------------------+-----------------+----------------+----------------+
| > Georgetown     | > 2,880         | 319            | > 11.08        |
+------------------+-----------------+----------------+----------------+
| > Greenville     | > 20,268        | 1,121          | > 5.53         |
+------------------+-----------------+----------------+----------------+
| > Greenwood 50   | > 2,786         | 144            | > 5.17         |
+------------------+-----------------+----------------+----------------+
| > Greenwood 51   | > 413           | 9              | > 2.18         |
+------------------+-----------------+----------------+----------------+
| > Greenwood 52   | > 419           | 6              | > 1.43         |
+------------------+-----------------+----------------+----------------+
| > Hampton 1      | > 769           | 26             | > 3.38         |
+------------------+-----------------+----------------+----------------+
| > Hampton 2      | > 379           | 33             | > 8.71         |
+------------------+-----------------+----------------+----------------+
| > Horry          | 10,624          | 1,317          | > 12.40        |
+------------------+-----------------+----------------+----------------+
| > Jasper         | 818             | 252            | > 30.81        |
+------------------+-----------------+----------------+----------------+
| > Kershaw        | 2,600           | 191            | > 7.35         |
+------------------+-----------------+----------------+----------------+
| > Lancaster      | 3,012           | 363            | > 12.05        |
+------------------+-----------------+----------------+----------------+
| > Laurens 55     | 1,942           | 148            | > 7.62         |
+------------------+-----------------+----------------+----------------+
| > Laurens 56     | 760             | 17             | > 2.24         |
+------------------+-----------------+----------------+----------------+
| > Lee            | 730             | 131            | > 17.95        |
+------------------+-----------------+----------------+----------------+
| > Lexington 1    | 5,324           | 214            | > 4.02         |
+------------------+-----------------+----------------+----------------+
| > Lexington 2    | 2,645           | 138            | > 5.22         |
+------------------+-----------------+----------------+----------------+
| > Lexington 3    | 618             | 9              | > 1.46         |
+------------------+-----------------+----------------+----------------+
| > Lexington 4    | 949             | 75             | > 7.90         |
+------------------+-----------------+----------------+----------------+
| > Lexington 5    | 5,223           | 363            | > 6.95         |
+------------------+-----------------+----------------+----------------+
| > Marion 1       | 885             | 31             | > 3.50         |
+------------------+-----------------+----------------+----------------+
| > Marion 2       | 551             | 36             | > 6.53         |
+------------------+-----------------+----------------+----------------+
| > Marion 7       | 323             | 34             | > 10.53        |
+------------------+-----------------+----------------+----------------+
| > Marlboro       | 1,494           | 400            | > 26.77        |
+------------------+-----------------+----------------+----------------+
| > McCormick      | 335             | 43             | > 12.84        |
+------------------+-----------------+----------------+----------------+
| > Newberry       | 1,860           | 152            | > 8.17         |
+------------------+-----------------+----------------+----------------+
| > Oconee         | 3,201           | 343            | > 10.72        |
+------------------+-----------------+----------------+----------------+
| > Orangeburg 3   | 1,034           | 179            | > 17.31        |
+------------------+-----------------+----------------+----------------+
| > Orangeburg 4   | 1,268           | 232            | > 18.30        |
+------------------+-----------------+----------------+----------------+
| > Orangeburg 5   | 1,560           | 99             | > 6.35         |
+------------------+-----------------+----------------+----------------+
| > Pickens        | 5,375           | 154            | > 2.87         |
+------------------+-----------------+----------------+----------------+
| > Richland 1     | 9,918           | 1,147          | > 11.56        |
+------------------+-----------------+----------------+----------------+
| > Richland 2     | 6,425           | 255            | > 3.97         |
+------------------+-----------------+----------------+----------------+
| > Saluda         | 686             | 96             | > 13.99        |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 1  | 1,214           | 26             | > 2.14         |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 2  | 2,567           | 80             | > 3.12         |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 3  | 848             | 20             | > 2.36         |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 4  | 632             | 6              | > .95          |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 5  | 1,648           | 104            | > 6.31         |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 6  | 3,533           | 382            | > 10.81        |
+------------------+-----------------+----------------+----------------+
| > Spartanburg 7  | 2,917           | 142            | > 4.87         |
+------------------+-----------------+----------------+----------------+
| > Sumter 2       | 2,782           | 223            | > 8.02         |
+------------------+-----------------+----------------+----------------+
| > Sumter 17      | 2,435           | 206            | > 8.46         |
+------------------+-----------------+----------------+----------------+
| > Union          | 1,233           | 82             | > 6.65         |
+------------------+-----------------+----------------+----------------+
| > Williamsburg   | 1,955           | 444            | > 22.71        |
+------------------+-----------------+----------------+----------------+
| > York 1         | 1,470           | 61             | > 4.15         |
+------------------+-----------------+----------------+----------------+
| > York 2         | 1,620           | 107            | > 6.60         |
+------------------+-----------------+----------------+----------------+
| > York 3         | 4,116           | 112            | > 2.72         |
+------------------+-----------------+----------------+----------------+
| > York 4         | 2,007           | 115            | > 5.73         |
+------------------+-----------------+----------------+----------------+
| > DJJ            | 155             | 80             | > 51.61        |
+------------------+-----------------+----------------+----------------+
| > Felton Lab     | 14              | 1              | > 7.14         |
+------------------+-----------------+----------------+----------------+
| > SCSDB          | > 216           | 27             | > 12.50        |
+------------------+-----------------+----------------+----------------+
| > **STATE        | > **199,014**   | **15,730**     | > **7.90**     |
| > TOTALS**       |                 |                |                |
+------------------+-----------------+----------------+----------------+

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

Districts will use available resources, including Title II, Part A
allocations, to ensure that teachers of core academic subjects who have
not met requirements become highly qualified as soon as possible.
Specific steps that districts have specified in their yearly plans
include the following ways to support teachers in meeting requirements:

-   reimbursing for courses needed for full certification or for
    demonstration of content mastery,

-   offering study sessions for exam preparation,

-   reimbursing for Praxis II content exams,

-   conducting HOUSSE, as appropriate,

-   providing support and stipends for National Board for Professional
    Teaching Standards Certification above the support provided by the
    State, and

-   stipulating in teacher contracts the necessary steps and timeline to
    meet HQ requirements.

Districts are also reevaluating how teacher assignments are made. To the
degree it is necessary and educationally advantageous, districts and
schools are reassigning teachers to classes for which they are HQ. Since
SASI data are essential in identifying classes taught by teachers who
are not HQ, districts must ensure that scheduling and teacher
information entered at the school level are complete and accurate.
**Classes are counted as not HQ if they cannot be matched to HQ teachers
because of incomplete data.** We believe that collecting accurate data
is as big a challenge as having 100 percent of classes taught by highly
qualified teachers.

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

Each district must present a plan and timeframe to accomplish the goal
of having 100 percent of core academic classes taught by HQ teachers in
its Title II, Part A application. Districts must offer appropriate
methods for teachers to become HQ and must address all groups of
teachers who have not met requirements. Applications are not approved
and funds are withheld until districts are in full compliance with this
expectation.

Data will be collected during the first semester of the 2006-07 school
year to identify teachers assigned to classes for which they are not HQ.
This information will be utilized in the monitoring process and in
providing technical assistance to districts. The State will monitor LEAs
for individual documented plans for non-HQ teachers to become HQ as
quickly as possible. Districts will also be required to attach a copy of
the letter of notification sent to parents in instances in which the
non-HQ teacher is teaching a core academic class in a Title I setting.

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

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

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

State coordinators will continue initiatives to provide LEAs with
technical assistance as follows:

[Through Training]{.underline}

-   Conduct annual regional workshops for district Title II
    coordinators.

-   Conduct annual HQ 101 workshop and notebook of resources. The
    intended audience is new Title II coordinators although veteran
    coordinators often participate as well.

[Through Technology]{.underline}

-   Collaborate with the Office of Technology to ensure accurate and
    complete SASI data at the district and school levels.

-   Review teacher files to verify content competency required for
    consideration in applications for restricted alternative
    certificates.

-   Maintain current information and relevant updated documents that
    provide increased understanding of HQ teacher requirements on the
    DEQL Website.

-   Provide preliminary data to districts on classes taught by non-HQ
    teachers, by schools and classes, for verification of accuracy and
    completeness.

-   Provide districts with on-line current information concerning the HQ
    status of individual teachers and HQ reports for each school through
    the Certification Portal System.

[Through On-Site Visits]{.underline}

-   Visit districts and schools to provide technical assistance and for
    monitoring purposes. Priority will be given to school districts and
    individual schools as indicated in the response to Requirement 1.
    (See pages 5-7.)

-   Conduct HQ awareness sessions for teacher groups upon request.

[Through Continual Accessibility]{.underline}

-   Respond consistently to inquiries from teachers and districts in a
    timely manner.

-   Respond to teachers via telephone, e-mail, and in-person with
    information specific to their needs for becoming HQ.

-   Provide references and resources for exam information and
    preparation

-   Distribute HQT guidance from ED to district Title II coordinators
    and personnel administrators.

-   Revise and publish State guidance to comply with U.S. Department of
    Education guidance.

-   Present HQ and certification updates regularly to district personnel
    administrators at their monthly meetings.

-   Research the credentials of teachers for exams taken prior to the
    electronic system and for academic majors or their equivalence.

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

The State's priority is that all students, regardless of ethnicity or
socioeconomic status, be taught by HQ teachers. The Title II, Part A
application requires a plan and specific strategies for staffing that
comply with NCLB expectations. Districts must provide a rationale for
class-size reduction choices of schools, grade levels, and subjects as
related to failure to make AYP. The plan must also include documentation
of scientifically-based research for professional development
initiatives.

South Carolina's *Education Accountability Act of 1998* requires that
each district develop and submit to the SDE a strategic plan. This plan
includes an assurance that the district will, "target Title II teacher
quality funds to schools that have the lowest population of highly
qualified teachers or have the largest average class size or are
identified for school improvement under the specification in Title I,
§1116(b)(1)(A) of the Elementary and Secondary Education Act (ESEA), 'a
local educational agency shall identify for school improvement any
elementary school or secondary school served under this part that fails,
for two consecutive years, to make adequate yearly progress as defined
in the State's plan under §1111(b)(2).'" Schools that receive report
card absolute ratings of below average or unsatisfactory receive funds
for targeted school improvement. Staffing initiatives that schools can
choose to implement and that are supported programmatically by the SDE
include the following:

-   Teacher Specialists,

-   Curriculum Specialists,

-   Principal Specialists,

-   Principal Leaders, and

-   District Instruction Facilitators.

Descriptions of these programs are provided in the response to
Requirement 6. (See pages 31 - 32.)

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

In addition to the services outlined on page 14, the SDE assists
teachers and ensures that districts will meet their highly qualified
teacher goals through its support of a variety of programs and services
that focus on three areas: **(1) ensuring that employed teachers meet
requirements, (2) recruiting a workforce of highly qualified teachers,
and (3) retaining a workforce of highly qualified teachers.** (Web links
are provided as resources for additional information.)

**[Ensuring That Employed Teachers Meet Requirements]{.underline}**

-   [Project CREATE]{.underline}

> The Centers for the Re-Education and Advancement of Teachers in
> Special Education (CREATE) were initially funded in 2003 by the Office
> of Exceptional Children and now in collaboration with the DEQL. The
> chief mission of Project CREATE is to reduce the number of
> non-certified special education teachers employed in South Carolina
> public schools, thereby enabling them to more effectively teach
> students with disabilites. Through a partnership with leading colleges
> and universities across the state that have approved teacher
> preparation programs in special education, the project provides
> qualifying teachers with course scholarships to fulfill add-on course
> requirements for special education.
>
> <http://www.sccreate.org/>

-   [ML-TEACH]{.underline}

> Through a partnership between the University of South Carolina and
> DEQL, ML-TEACH will ensure ***m***iddle ***l***evel ***t***eacher
> ***e***ducation, ***a***dvancement, ***c***ertification, and
> ***h***igh-qualification for all participants by coordinating
> coursework and professional development experiences that are closely
> aligned with National Middle School Association (NMSA) standards for
> teacher preparation. ML-TEACH will provide access to the coursework
> needed to obtain middle level add-on certification and associated HQ
> status to all eligible middle level teachers who are certified at the
> elementary or secondary level.

-   [MULTI-SUBJECT HOUSSE]{.underline}

> South Carolina has instituted the use of a multi-subject HOUSSE in the
> areas of early childhood, elementary, and special education. Teachers
> can demonstrate subject matter knowledge in language arts, math,
> science, and social studies in less than one year through an
> integrated approach, rather than with four separate subject plans as
> previously required.
>
> scteachers.org/Adept/housse.cfm

-   [RESTRICTED ALTERNATIVE CERTIFICATE]{.underline}

> The restricted alternative certificate provides a route for teachers
> who are already fully certified to add other areas to their
> credentials. Districts request the restricted certificate for teachers
> who have demonstrated content competency in the area requested and
> have at least 12 semester hours toward certification requirements for
> the new area. Districts also sign assurances that include their
> responsibility for these teachers in the following areas:

1.  providing high quality professional development that is sustained,
    intensive, and classroom-focused;

2.  providing a program of intensive supervision that consists of
    structured guidance and regular ongoing support;

3.  assuring that this alternative route to added areas of certification
    will not exceed three years;

4.  assuring satisfactory progress toward full certification as
    prescribed by the State (six semester hours annually plus Praxis
    exam(s) within the three year period).

**[Recruiting a Workforce of Highly Qualified Teachers]{.underline}**

-   [CERTIFICATION RECIPROCITY]{.underline}

> The SDE signed the 2005-2010 NASDTEC Interstate Contract and currently
> has reciprocity with more than 50 states, territories, and countries
> to provide a smooth transition to South Carolina certification.
> Reciprocity has been extended to include acceptance of other states'
> HOUSSE plans for the purpose of demonstrating content mastery for
> becoming highly qualified.

-   [TEACHERS-TEACHERS.COM]{.underline}

> Teachers-Teachers.com is an educational recruitment service that is
> free to teachers, administrators, and other school personnel seeking
> positions. The site leads applicants through the process of creating
> an electronic resume specifically geared toward appropriate placement.
> The resume is immediately posted online for schools across the country
> to view. Candidates are notified by e-mail of positions that match
> their criteria. Recruiters conduct candidate searches electronically.
> Subscriptions to the service have been provided to school districts in
> South Carolina by the DEQL.
>
> [www.teachers-teachers.com](http://www.teachers-teachers.com/)

-   [PROGRAM OF ALTERNATIVE CERTIFICATION FOR EDUCATORS
    (PACE)]{.underline}

> The Program of Alternative Certification for Educators (PACE) is South
> Carolina's alternative route for initial certification. To address
> critical teaching shortages, the South Carolina General Assembly
> provided for a conditional certification program as part of the 1984
> Education Improvement Act. The purpose of the program is to enable
> degreed individuals, who otherwise do not meet certification
> requirements, to gain employment in the public schools in a critical
> need subject area teaching position and/or in a critical geographic
> area where teacher shortages exist, as determined annually by the
> State Board of Education.Eligible candidates are enrolled in a series
> of training seminars as well as graduate courses which lead to their
> professional certification.. Candidate must complete all requirements
> by the end of year three.
>
> <http://www.scteachers.org/cert/pace/overview.cfm>

-   [INTERNATIONAL TEACHERS]{.underline}

> International certificates are issued to applicants who are from a
> country other than the United States and have completed at least a
> bachelor's degree with a major in the teaching field and have met all
> cultural/educational visa requirements. The certificate can be renewed
> for up to two additional years at the request of the school district
> provided that the teacher has met all certification examination
> requirements during the first year. The Office of Educator
> Certification works closely with responsible officers and foreign
> country representatives to provide appropriate certification and
> employment to international teachers. These teachers often meet
> critical needs in hard-to-staff geographical and subject areas,
> especially special education, secondary math and sciences, and foreign
> languages.

-   [TROOPS TO TEACHERS]{.underline}

> Troops to Teachers, a cooperative project between ED and the SDE,
> assists retired and separated members of the Armed Forces, as well as
> Guard and Reserve personnel with obtaining certification and
> employment as teachers. Troops to Teachers provides support to
> personnel who are making the transition to teaching and to the
> districts who hire them. Eligible veterans may receive either a
> stipend of not more then \$5,000 to assist in attaining teacher
> certification or a \$10,000 incentive grant bonus for participants who
> teach for three years in a high needs school.
>
> <http://www.scteachers.org/troops/index.cfm>.

-   [CERRA]{.underline}

> The Center for Educator Recruitment, Retention, and Advancement
> (CERRA) is the oldest and most established teacher recruitment program
> in the country. The Center, established by the Commission on Higher
> Education in December 1985 and funded by the South Carolina General
> Assembly, has completed its 20^th^ year of operation. CERRA was
> created out of a concern for the quality of South Carolina's teacher
> supply pool and a need for a centralized teacher recruitment effort.
>
> CERRA's recruitment agenda is a comprehensive one in which the Center
> pursues a variety of programs for increasing the number of students in
> the education pipeline and recruiting certified teachers, including a
> marketing program to attract teachers for critical needs subjects and
> locations partially using Title II, A funds. The CERRA [Teacher Job
> Bank](http://www.cerra.org/) allows districts to locate teacher
> candidates and advertise openings for positions. An "Available
> Teaching Positions" [vacancy list](http://www.cerra.org/) is
> maintained through the Job Bank and teachers may directly participate
> by submitting an [on-line
> application](http://www.winthrop.edu/scteach). Each summer CERRA
> co-sponsors the South Carolina Teacher Expo for Teacher Recruitment.
> The Expo brings together teachers looking for new professional
> opportunities and South Carolina school districts looking for
> teachers. The Expo is advertised nationally and attracts teachers from
> a number of states, as well as a large number of new and veteran
> in-state teachers.
>
> [http://www.cerra.org](http://www.cerra.org/)

-   [CALL ME MISTER]{.underline}

> The Call Me MISTER program is an effort to address the critical
> shortage of African-American male teachers, particularly in the
> State\'s lowest performing schools. The program combines the special
> strengths and resources of Clemson University with the individualized
> instructional programs offered by four historically black colleges:
> Benedict College, Claflin University, Morris College, and South
> Carolina State University. Participants are selected from
> under-served, socio-economically disadvantaged, and educationally
> at-risk communities. The project provides tuition assistance, an
> academic support system to help assure success, and a cohort system
> for social and cultural support.
>
> [http://www.callmemister.clemson.edu](http://www.callmemister.clemson.edu/)

**[Retaining a Workforce of Highly Qualified Teachers]{.underline}**

-   [MENTORING]{.underline}

> The DEQL and CERRA collaborated to develop State Induction and
> Mentoring Guidelines and work together to promote and support mentor
> training. Based on the work of the New Teacher Center, University of
> California-Santa Cruz, the Foundations for Mentoring training supports
> quality learning opportunities to develop mentoring skills to work
> with beginning teachers. CERRA also offers training for educators in
> cognitive coaching from the Center of Cognitive Coaching, which is an
> instructional coaching model that is used by advanced mentors with a
> variety of educators. Over 575 South Carolina educators have completed
> the Foundation in Cognitive Coaching training. Every district has at
> least one trained mentor from at least one of these programs.
>
> <http://www.scteachers.org/cert/mentoring.cfm>

-   [ADEPT]{.underline}

> State Board of Education Regulation 43-205.1 stipulates that each
> school district must develop and implement a plan to provide induction
> contract teachers with comprehensive guidance and assistance
> throughout the school year. District induction plans must comply with
> State Board of Education ADEPT Implementation Guidelines and must be
> approved prior to implementation. In order to comply with this
> regulation, all South Carolina public school districts have a written
> induction plan that includes professional development and support
> systems for new teachers in that district. The DEQL ADEPT coordinator
> works closely with the districts' ADEPT coordinators.
>
> <http://www.scteachers.org/adept/index.cfm>.

-   [NBPTS CERTIFICATION SUPPORT]{.underline}

> South Carolina has one of the largest statewide populations of
> teachers who have achieved certification through the National Board
> for Professional Teaching Standards (NBPTS), due largely to the
> substantial investment the State has made in this process. The State
> has supported this advanced certification for 4,444 teachers, ranking
> it third in the nation after North Carolina and Florida. Over the
> years, the General Assembly has increased the salary supplement for
> NBPTS teachers to the current level of \$7,500 per year for the life
> of the certificate. In addition, up-front \$2,300 loans have been
> approved for teachers seeking NBPTS, half of which is forgiven with no
> interest when a scorable portfolio is submitted and the remainder
> forgiven upon certification. NBPTS teachers are exempt from taking six
> semester hours for certification renewal during the ten-year life of
> the certificate.

-   [RETIRED TEACHER INCENTIVES]{.underline}

> Members of South Carolina Retirement System who are eligible for
> service retirement may elect to participate in the Teacher and
> Employee Retention program (TERI). TERI allows a teacher to work for
> up to five years as a retiree, while accumulating a retirement annuity
> and drawing salary as a full-time employee. At the end of the program,
> the participant can choose to receive their retirement as an IRA, 401K
> rollover or lump sum distribution.
>
> Legislation was amended to lift the earning limitation of \$50,000 on
> teachers and other State employees who choose to reenter their
> professions subsequent to retirement. Fully retired teachers may
> reenter the workforce and receive full teaching salary and full State
> retirement benefits simultaneously.

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

As documented in the response to Requirement 1, several subgroups of
teachers warrant particular attention in assisting them in attaining
highly qualified status. (See pages 4, 8-9.) Programs to offer this
support address teachers in the following areas:

-   special education,

-   foreign languages in grades K-8,

-   science in grades 9-12, and

-   middle level language arts, math, science and social studies.

**Special education teachers** are consistently less likely to be highly
qualified for their teaching assignments. Exams required for
certification are not acceptable for demonstrating content mastery, so
new teachers must take an additional exam after they are fully
certified. Veteran teachers must take an additional exam or complete
HOUSSE. The problem is complicated by accreditation requirements for
specific areas of certification for different classifications of special
education. Classes are identified, for data collection purposes, by the
highest percent of students that are part of the teacher's class load,
which can be a changing variable. For example, a special education
teacher certified in the area of learning disabled may be assigned a
class load that includes more educable mentally handicapped than
learning disabled students. The teacher is then not properly certified
and not highly qualified for the teaching assignment. The State issues
credentials for twelve special education areas.

The SDE has implemented four initiatives, all previously described, to
address the needs of special education teachers. (See pages 15-18 for
descriptions and web links.)

1.  The restricted alternative certificate allows a veteran special
    education teacher whose credential is not acceptable for the
    teaching assignment to add the appropriate area or a more flexible
    classification.

2.  Project CREATE supports veteran teachers in obtaining the coursework
    necessary to add areas of special education to their credentials.

3.  PACE includes provisions to earn initial certification in special
    education for the emotionally disabled.

4.  Implementation of a multi-subject HOUSSE has expedited the process
    for special education teachers to demonstrate content knowledge of
    language arts, math, science, and social studies, which is critical
    in self-contained learning environments.

**Foreign language teachers in grades K-8** are another subgroup of
teachers who are more likely to be identified as teaching classes for
which they are not highly qualified. Elementary foreign language
teachers, beginning with the 2005-06 school year, must be certified and
highly qualified in the specific foreign language. Currently many of
these teachers are highly qualified in early childhood or elementary
education, rather than in the foreign language. The restricted
alternative certificate offers the opportunity for elementary foreign
language teachers to participate in the alternative route to full
certification and HQ status.

**Secondary science teachers** are a subgroup likely to be non-HQ for
the classes they instruct. Teachers who are HQ in biology and
instructing physical science, for example, are not properly certified
for their class assignment since that specific course requires
certification in science, chemistry, or physics. Veteran science
instructors who are not HQ for their assignments benefit from the
restricted alternative certificate. The PACE program provides an
alternative route for certification to non-educators with science
degrees who want to enter the teaching profession.

**Seventh and eighth grade teachers of language arts, math, science, and
social studies** have been identified as a subgroup more likely to be
identified as not highly qualified in the future. South Carolina has
initiated the requirement for middle level certification that will be
mandatory for seventh and eighth grade teachers of core academic
subjects by the end of 2007-08. Three initiatives address the needs for
HQ middle level teachers. ML-TEACH and the restricted alternative
certificate are appropriate for teachers who are elementary or secondary
certified and need to add middle level certification (See page 16.)
Additionally, as a member of the Southern Regional Education Board,
South Carolina participates in the Making Middle Grades Work. One of the
purposes of this initiative is to ensure that students are taught by HQ
teachers who hold a content major or minor in the subject(s) they teach.

<http://www.sreb.org/programs/MiddleGrades/background/backgroundindex.asp>

**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?**

State and federal funds support projects and services, as described
above, that address the needs of teachers who are not highly qualified.
Title II, Part A state-level activity monies partially fund Project
CREATE. Title II, Part A administrative funds support the ML-TEACH
initiative. State funds support related initiatives that include PACE
and Troops to Teachers. The State reimburses application expenses and
pays stipends to teachers who attain National Board Certification. The
S.C. Commission on Higher Education works in conjunction with DEQL to
identify priorities and criteria for funding the Improving Teacher
Quality State Grants to State Agencies for Higher Education (SAHEs). The
Commission administers the application and review process and provides
technical assistance to grantees.

[http://www.che.sc.gov](http://www.che.sc.gov/)

The Education Lottery Teaching Scholarships, funded through the South
Carolina Education Lottery Act, support classroom teachers in their
efforts to improve their content knowledge by completing coursework and
degree programs. Teachers who hold a professional certificate and teach
in the public schools of the state are awarded grants not to exceed
\$1000 per year to attend the state's public and independent colleges
and universities for the purposes of upgrading existing core content
area skills or obtaining a master's degree in the teacher's core content
area. The enabling legislation prioritizes these fields by stipulating
that if there are insufficient funds in the education lottery account to
provide the grant to each eligible recipient for a particular year,
priority must be given to those classroom teachers whose teaching areas
are critical need subject areas as defined by the State Board of
Education.

**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?**

Currently, funds are available to support most of the initiatives
included in this report in all districts that choose to participate.
When that is not the case, plans are implemented to prioritize services
and programs for those that do not make adequately yearly progress.
Specific to schools not making AYP, the *Education Accountability Act*
mandates intervention and assistance to schools rated below average or
unsatisfactory on report cards. Funds are allocated to give the
lowest-performing schools priority. (See page 28)

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

**Does the plan indicate how the SEA will monitor LEA compliance with
the LEAs' HQT plans described in Requirement 2 and hold LEAs accountable
for fulfilling their plans?**

The Title II, Part A grant application includes a requirement for
districts to explain their plan and timeframe for meeting the 100
percent goal. State coordinators do not approve grant applications or
allocate funds until sufficient information is provided. Coordinators
review plans and budgeted activities to ensure that teachers are given
the resources needed for them to become highly qualified.

The State will utilize its data collection to monitor districts for
compliance in fulfilling their documented plans for each teacher of core
academic subjects to become HQ. Periodic reports of classes taught by
teachers who are not HQ will be generated by the DEQL in collaboration
with the Office of Technology. Coordinators will review the data and
schedule monitoring visits to districts, giving priority to those that
do not make AYP. Districts will provide appropriate documentation of
plans and progress toward meeting the 100 percent goal. A plan for
corrective action will be mandated for districts that do not fulfill
their plans and make sufficient progress.

**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?**

Data collected on classes taught by teachers who are not HQ will be
combined with data on schools and districts that do not make AYP to
determine the schedule for monitoring and technical assistance visits.
Priority will be given to districts and schools that do not meet AYP and
that have the greatest percent of classes taught by non-HQ teachers.

**Does the plan describe how the SEA will monitor whether LEAs attain
100 percent HQT in each LEA and school:**

1.  **• 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?**

**[Highly Qualified Teachers]{.underline}**

Data will be collected during the first semester of the 2006-07 school
year to identify teachers assigned to classes for which they are not HQ.
This information will be utilized in the monitoring process and in
providing technical assistance to districts. The State will monitor LEAs
for individual documented plans for non-HQ teachers to become HQ as
quickly as possible. Districts will also be required to attach a copy of
the letter of notification sent to parents in instances in which the
non-HQ teacher is teaching a core academic class in a Title I setting.

**[High-Quality Professional Development]{.underline}**

The State's certificate renewal system ensures that all teachers receive
high-quality professional development that supports their current
professional growth and development plans. A South Carolina educator\'s
professional certificate is valid for five years. In order to be
eligible for certificate renewal, the educator must earn a minimum of
120 renewal credits that

-   directly relate to the educator\'s professional growth and
    development plan;

-   support the goals of the employing public school district; and

-   promote student achievement, as required by State Board of Education
    Regulation 43-205.1, Assisting, Developing, and Evaluating
    Professional Teaching and Regulation 43-165.1, Program for
    Assisting, Developing, and Evaluating Principal Performance.

The district strategic plans required by South Carolina's *Education
Accountability Act of 1998* mandate elements that assure that teachers
receive high-quality professional development. Districts must attest
that they provide staff development training for teachers and
administrators in the teaching techniques and strategies needed for the
improvement of student academic performance. This training must be
aligned with the National Staff Development Council's *Standards for
Staff Development*. Professional development to provide students with
the opportunity to meet challenging state and local student academic
achievement standards must be addressed in the needs assessment as well.

<http://www.nsdc.org/standards/index.cfm>

The State supports initiatives to make high-quality professional
development accessible to all districts, schools, and individual
teachers. South Carolina supports many face-to-face and on-line
opportunities for teachers to increase their subject matter knowledge
and to become highly qualified. (Web links are provided as resources for
additional information.)

South Carolina: Teaching, Learning, and Connecting is a SDE Web resource
with South Carolina's standards as its core. It provides teachers with a
fully searchable database of South Carolina standards, lesson plans, and
professional development and assessment resources as well as a lesson
plan builder, Slate. The objectives for Slate include the following:

1.  build high quality lessons/units aligned to the South Carolina
    standards,

2.  store and share lessons/units,

3.  serve as a professional development resource to assist teachers in
    identifying and developing the components of a standards-based
    lesson/unit,

4.  save and edit lessons/units in teachers' own personnel workspace,
    and

5.  obtain a peer review and evaluation of a lesson/unit plan using
    specific criteria.

South Carolina Educational Television (SCETV) provides access to the PBS
TeacherLine, which offers professional development through
standards-based courses, supportive and collaborative learning
communities, and exemplary Internet-based resources. More than 90
courses, developed by leading educational producers in alignment with
national standards, focus on mathematics, reading, instructional
technology, instructional strategies, science, and curriculum mapping.
Courses are facilitated by specially trained educators, combining the
best of face-to-face professional development with the best of online
instructional design.

<http://www.teacherlinesoutheast.org/>

The South Carolina Partnership for Distance Education is a collaborative
organization with the purpose of increasing access to education for all
the State's citizens through the use of technology. Its members include
public and independent higher education institutions, preK-12 school
districts, public libraries, governmental agencies, businesses and
industries, and health care organizations. All of these groups are
involved in developing and utilizing distance education courses. The new
digital capabilities allow all of the partners to maximize resources
through a "PreK - Lifetime" approach.

<http://www.desc.info/>

The South Carolina Reading Initiative, administered by the Governor's
Institute of Reading, is an intensive staff development effort carried
out through study groups of teachers and administrators in participating
schools across the State. Led by a literacy coach, teams meet to conduct
systematic inquiry into reading research and practice and to discuss
related issues and questions that arise in their classrooms. The
initiative's major goals include developing structures within individual
schools so that educators can engage in an independent and ongoing
process of change.

<http://ed.sc.gov/agency/offices/cso/english_la/GRI.html>

The SDE Office of Curriculum and Standards provides statewide leadership
for Reading First, a national initiative to help every young child
become a successful reader. Its goals include staff development that
enables and motivates teachers to understand and implement
scientifically-based reading programs, strategies, skills, and
assessments in their classrooms.

<http://ed.sc.gov/agency/offices/cso/english_la/ReadingFirst.html>

Because South Carolina is one of sixteen participating states in the
Southern Regional Education Board (SREB), residents may participate in
the SREB Academic Common Market/Electronic Campus for distance learning
programs at significant savings. The Teacher Center is an SREB-State
online resource for educators.

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

**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?**

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

The SDE's Title II, A coordinators will continue to provide on-going
technical assistance to districts and schools that do not meach HQT
goals. Teacher quality initiatives are also in place to address the
staffing needs in districts and schools. The assistance and programs are
multifaceted and described in the response to Requirement 3. (See pages
14-21.)

Technical assistance as related to AYP is addressed by the State's
*Education Accountability Act of 1998*, which mandates that the State
address failure to meet expected progress on report card ratings through
an external review process. Dependent on the school's size and rating,
each external review team is comprised of two to four members. Members
include superintendents, principals, and other educational leaders
outside the district being reviewed; respected retired educators; higher
education representatives; parents; business representatives; and SDE
staff. They are charged with

-   examining all aspects of school operations;

-   interviewing stakeholders;

-   reviewing documentation;

-   working with district offices, school staff, and local boards;

-   identifying needed support; and

-   reporting needed changes and/or recommendations.

Upon a review of the recommendations, the SDE delineates the activities,
support, services, and technical assistance it will make available to
support the school\'s plan and sustain improvement over time.

**[Corrective Actions]{.underline}**

Data will be collected during the first semester of the 2006-07 school
year and compared to year-end data for 2005-06 to identify school
districts and individual schools that have not made sufficient progress
toward meeting the HQT goal. These districts and schools will be
prioritized for on-site monitoring visits. At this time, districts must
present plans and timeframes for each individual teacher to become HQ.
Districts will also be required to attach a copy of the letter of
notification sent to parents in instances in which the non-HQ teacher is
teaching a core academic class in a Title I setting.

**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.**

**Does the plan describe how and when the SEA will complete the HOUSSE
process for all teachers not new to the profession who were hired before
the end of the 2005-06 school year?**

The vast majority of teachers who are eligible to demonstrate content
competency through HOUSSE have already done so. South Carolina will use
HOUSSE after the 2005-06 school year in a very limited manner.
Consistent with *USED Improving Teacher Quality State Grants
Non-Regulatory Guidance (August 3, 2005)*, HOUSSE will continue to be
offered under circumstances such as the following:

-   Veteran teachers who seek to rejoin the teaching force after a break
    in service (e.g., retirement, extended family or medical leave),

-   Veteran international teachers who have not taken validated content
    exams in their countries of origin,

-   Veteran teachers who are fully certified in multiple subjects and
    are needed to teach a subject for which they have not yet
    demonstrated content competency,

-   Out-of-state veteran teachers who receive South Carolina
    certification through reciprocity but do not have a content exam,
    academic major, or documentation of HOUSSE to demonstrate content
    competency,

-   Veteran teachers who are teaching multiple subjects who have not
    completed the HOUSSE process. These typically are teachers who are
    certified in early childhood, elementary, or special education and
    are teaching in self-contained settings and thus must demonstrate
    content competency in four subjects (i.e., language arts, math,
    science, and social studies), and

-   Teachers who are fully certified in areas for which no Praxis
    content exam is available (e.g., dance) or the available exam has
    not been validated for the State (e.g., Latin). Validation of
    available exams is difficult in areas in which few teachers are
    available to participate in the standard setting process.

School districts have been advised that HOUSSE will be available on only
a limited basis beginning with the 2006-07 school year. South Carolina
will respond promptly in the event that the U.S. Department of Education
issues future guidance requiring changes in the above policy.

**Does the plan describe how the State will limit the use of HOUSSE
after the end of the 2005-06 school year to the following situations:**

1.  **• 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**

    Not applicable. No school district in South Carolina meets the
    federal definition of rural.

    **• 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.**

> South Carolina elects not to use this provision except as these
> teachers may fall into one of the circumstances outlined above in the
> previous section.

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

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

The State's equity plan has two prongs. The first prong is legislative.
The South Carolina Education Accountability Act of 1998 (EAA) creates
the foundation of programs and services administered by the Office of
School Quality. Strategies implemented and supported by the DEQL
complement initiatives of the EAA and comprise the second prong.

The purpose of the EAA is to establish a performance-based
accountability system for public education which focuses on improving
teaching and learning so that students are equipped with a strong
academic foundation. Provisions focus on eliminating the achievement gap
and targeting resources to low-performing schools. These low-performing
schools typically have percentages of poor or minority children greater
than the State average. Because this legislation preceded NCLB, terms
such as "highly qualified teachers" and "equity" are not referenced. The
purpose of the legislation, however, is consistent with the spirit of
NCLB.

Schools rated below average or unsatisfactory on the annual State report
card must create an improvement plan. Upon a review of the revised plan
to ensure it contains sufficiently high standards and expectations for
improvement, the SDE delineates the activities, support, services, and
technical assistance it will make available to support the school\'s
plan and sustain improvement over time.

The EAA authorizes a declaration of a state of emergency in schools
rated below average that do not satisfactorily implement approved
recommendations. The state superintendent, after consulting with the
external review committee and with the approval of the State Board of
Education, is granted the authority to take any of the following
actions:

> 1\. furnish continuing advice and technical assistance in implementing
> the recommendations of the State Board of Education;
>
> 2\. declare a state of emergency in the school and replace the
> school\'s principal; or
>
> 3\. declare a state of emergency in the school and assume management
> of the school.

Initiatives and strategies implemented and supported by the DEQL
comprise the second prong of the State's plan to ensure that all
students are taught by teachers who are highly qualified. These services
and programs address training, recruitment, and retention of HQ
teachers, and the professional development necessary to give teachers
the skills they need to be effective.

Technical assistance and monitoring will be based on data collection
that identifies, by school and district, specific classes taught by
teachers who are not highly qualified. Although the ultimate goal is for
every child to be taught by a teacher who is highly qualified, priority
will be given to districts and schools with high minority, high poverty
populations that and do not meet adequate yearly progress.

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

Based on preliminary data, there is a higher occurrence of non-HQ
classes in both schools identified as high poverty and those in the
highest quartile of minority enrollment.

Table 7: Occurrence of Non-HQ Classes in High Poverty and High Minority
Schools

+-----------------------+-------------+-----------------+--------------+
| **School Type**       | **Total     | **Classes Not   |              |
|                       | Number of   | Taught by HQ    |              |
|                       | Core        | Teachers**      |              |
|                       | Classes**   |                 |              |
+-----------------------+-------------+-----------------+--------------+
|                       |             | **Number**      | **Number**   |
+-----------------------+-------------+-----------------+--------------+
| All Schools           | 199,014     | > 15,730        | > 7.90       |
+-----------------------+-------------+-----------------+--------------+
| High Poverty Schools  | 37,379      | > 3,908         | > 10.46      |
+-----------------------+-------------+-----------------+--------------+
| High Minority Schools | 30,416      | > 3,310         | > 10.88      |
+-----------------------+-------------+-----------------+--------------+

**Does the plan delineate specific strategies for addressing inequity in
teacher assignment?**

Strategies to address inequity in teacher assignments and ensure
equitable distribution of highly qualified and experienced teachers are
provided for in South Carolina legislation and DEQL initiatives.

*Strategy:* Offer financial incentives to encourage teachers to work in
high-need schools.

The South Carolina Teacher Loan Program was established to entice
talented and qualified students into the teaching profession.
Eligibility requirements include ranking in the top 40 percent of one's
high school graduating class and performing at or above the State
average on a college entrance exam. Career changers and teachers in the
alternative certification program may participate. Available loan
amounts range from \$1,000 annually to an aggregate maximum of \$60,000.
This loan is cancelled by teaching in South Carolina public schools in
an area of critical need, which may be geographical or subject area. The
cancellation rate is twenty percent or \$3000, whichever is greater, for
each full year of teaching in a critical subject or critical geographic
area. For teachers of both a critical subject and a critical geographic
area, loans are cancelled at the rate of thirty-three percent or
\$5,000, whichever is greater, for each year of full time teaching.

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

***Strategy:* Pay for performance.**

The South Carolina Teacher Advancement Program (TAP) is an initiative to
attract, retain, develop and motivate talented people to the teaching
profession. One of the four elements of TAP is Performance-Based
Compensation. Teachers are compensated according to their roles and
responsibilities, their performance in the classroom, and the
performance of their students. The ultimate goal of this project is to
develop policies, practices, and procedures which will be implemented in
all of South Carolina's public schools.

***Strategy:* Require and fund mentoring and induction programs to give
teachers the support that they need to succeed and remain in challenging
schools.**

The DEQL and CERRA collaborated to develop State Induction and Mentoring
Guidelines and work together to promote and support mentor training.
Based on the work of the New Teacher Center, University of
California-Santa Cruz, the Foundations for Mentoring training supports
quality learning opportunities to develop mentoring skills to work with
beginning teachers. CERRA also offers training for educators in
cognitive coaching from the Center of Cognitive Coaching, which is an
instructional coaching model that is used by advanced mentors with a
variety of educators. Over 575 South Carolina educators have completed
the Foundation in Cognitive Coaching training. Every district has at
least one trained mentor from at least one of these programs.

<http://www.scteachers.org/cert/mentoring.cfm>

Mentoring is also an integral component of ADEPT. State Board of
Education Regulation 43-205.1 stipulates that each school district must
develop and implement a plan to provide induction contract teachers with
comprehensive guidance and assistance throughout the school year.
District induction plans must comply with State Board of Education ADEPT
Implementation Guidelines and must be approved prior to implementation.
In order to comply with this regulation, all South Carolina public
school districts have a written induction plan that includes
professional development and support systems for new teachers in that
district. The DEQL ADEPT coordinator works closely with the districts'
ADEPT coordinators.

<http://www.scteachers.org/adept/index.cfm>.

***Strategy:* Support the development of high-quality alternative route
programs to create a pool of teachers specifically for high-need
schools.**

The Program of Alternative Certification for Educators (PACE) is South
Carolina's alternative route for initial certification. The purpose of
the program is to enable degreed individuals, who otherwise do not meet
certification requirements, to gain employment in the public schools in
a critical need subject area teaching position and/or in a critical
geographic area where teacher shortages exist, as determined annually by
the State Board of Education.Eligible candidates are enrolled in a
series of training seminars as well as graduate courses which lead to
their professional certification.. Candidate must complete all
requirements by the end of year three.

<http://www.scteachers.org/cert/pace/overview.cfm>

The restricted alternative certificate provides a route for teachers who
are already fully certified to add other areas to their credentials.
Districts request the restricted certificate for teachers who have
demonstrated content competency in the area requested and have at least
12 semester hours toward certification requirements for the new area.
Districts also sign assurances that include their responsibility for
these teachers in the following areas:

1.  providing high quality professional development that is sustained,
    intensive, and classroom-focused;

2.  providing a program of intensive supervision that consists of
    structured guidance and regular ongoing support;

3.  assuring that this alternative route to added areas of certification
    will not exceed three years;

4.  assuring satisfactory progress toward full certification as
    prescribed by the State (six semester hours annually plus Praxis
    exam(s) within the three year period).

***Strategy:* Rehire retired teachers.**

Members of South Carolina Retirement System who are eligible for service
retirement may elect to participate in the Teacher and Employee
Retention program (TERI). TERI allows a teacher to work for up to five
years as a retiree, while accumulating a retirement annuity and drawing
salary as a full-time employee. At the end of the program, the
participant can choose to receive their retirement as an IRA, 401K
rollover or lump sum distribution.

Legislation was amended to lift the earning limitation of \$50,000 on
teachers and other State employees who choose to reenter their
professions subsequent to retirement. Fully retired teachers may reenter
the workforce and receive full teaching salary and full State retirement
benefits simultaneously.

***Strategy:* Improve administrative support and leadership.**

The EAA provides funds and programmatic support for staff to address
needs in low-performing schools. The following administrative positions
are included:

1.  **Principal Specialists** may be hired for a school designated as
    unsatisfactory if the district board of trustees chooses to replace
    the principal of that school. The principal specialist will assist
    the school in gaining knowledge of best practices and well-validated
    alternatives in carrying out the recommendations of the review team.
    The specialist will demonstrate effective leadership for improving
    classroom practices, assist in the analyses of assessment data, work
    with individual members of the faculty emphasizing needed changes in
    classroom instructional strategies based upon analyses of assessment
    data, and support teachers in acquiring new skills designed to
    increase academic performance. The principal specialists hired in
    such schools will receive their salary and a supplement equal to
    1.25 times the supplement amount calculated for teachers. The salary
    and supplement are to be paid by the State for two years.

2.  **Principal Leaders** are employed in situations in which the
    district board of trustees does not choose to replace a principal.
    The principal leader works with the building principal, school
    staff, central office, and the local board of trustees to build
    local capacity, improve student performance, and increase the rate
    of student progress in that school.

***Strategy:* Provide intensive professional development in core
academic content to teachers currently working in high-need schools.**

The EAA provides funds and programmatic support for staff to address
needs in low-performing schools. The following professional development
positions are included:

1.  **Teacher Specialists** are experienced, exemplary educators
    committed to improving teaching and learning who partner with
    classroom teachers to provide support and training, and to serve as
    a resource needed to help the teacher improve instructional skills.
    Teacher specialists assist classroom teachers by

-   demonstrating effective teaching and serving as a coach to improve
    instruction,

-   assisting the faculty in gaining knowledge and in implementing best
    instructional practices,

-   assisting school teams in analyzing test data to identify patterns
    and instructional deficiencies,

-   developing strategies to address instructional deficiencies, and

-   providing support and training for needed changes in instructional
    practices.

2.  **Curriculum Specialists** and **District Instruction Facilitators**
    provide technical assistance and instructional support in curriculum
    planning and alignment, professional Development, and student
    performance.

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

Evidence for the probable success of the above strategies is grounded in
well-researched and documented studies. Bibliographical citations
accompany each synopsis of global findings.

[]{.mark}

[]{.mark}

*Strategy:* Offer financial incentives to encourage teachers to work in
high-need schools.

Compensation is one of many job variables that matter to teachers, and
it can be adjusted to attract teachers to more challenging assignments.
Teachers are more likely to accept assignments in settings that do not
have strong records of success if they are compensated for the academic
gains they help achieve. Several studies have underscored salary as a
factor when potential employees choose whether or not to accept a
particular assignment.

> Prince, C. (2003). *Higher pay in hard-to-staff schools: The case for
> financial incentives.* Lanham, MD: Scarecrow Press, Inc.
>
> Kirby, S., Naftel, S., & Berends, M. (1999). *Staffing at-risk school
> districts in Texas: Problems and prospects*, pp. 57-58. Santa Monica,
> CA: RAND. www.rand.org/pubs/monograph_reports/MR1083/index.html.

***Strategy:* Require and fund mentoring and induction programs to give
teachers the support that they need to succeed and remain in challenging
schools.**

Teacher turnover is highest in high-poverty schools and contributes to
lower levels of student achievement, as much as 50 percent higher than
in other settings. Hard-to-staff schools struggle to recruit and keep
high-quality teachers because they often fail to provide effective
training, valuable induction programs, and a generally supportive
teaching environment. This statistic can be offset by induction and
mentoring programs, which are attributed to teachers being twice as
likely to remain in the profession as those who did not have these
resources.

> Center for Teaching Quality. (2006, June). "Why mentoring and
> induction matters and what must be done for new teachers." *Teaching
> Quality Across the Nation: Best Practices & Policies, 5*(2).
>
> "Alliance for Excellent Education. (2004). *Tapping the potential:
> Retaining and developing high-quality new teachers.* Washington, DC:
> Author.
> <http://www.all4ed.org/files/archive/publications/TappingThePotential/TappingThePotential.pdf>
>
> Villar, A. (2004). *Measuring the benefits and costs of mentor-based
> induction: A value-added assessment of new teacher effectiveness
> linked to student achievement.* Santa Cruz, CA: New Teacher Center.

***Strategy:* Support the development of high-quality alternative route
programs to create a pool of teachers specifically for high-need
schools.**

Studies that have examined the effectiveness of alternative route
teachers are mixed. Some suggest that they are less effective than those
who have gone through traditional four-year teacher preparation
programs. Research does show that alternative routes are adding to the
ranks of certified teachers by attracting people who would not have
entered teaching otherwise. Studies have also concluded that alternative
routes attract candidates from diverse backgrounds.

> Jacobson, L. "Alternative routes attracting unlikely candidates,"
> *Education Week*, February 23, 2005.
> <http://www.edweek.org/ew/articles/2005/02/23/24altern.h24.html>
>
> Viadero, D. "Teachers from alternate routes scrutinized," *Education
> Week*, September 28, 2005.
> <http://www.edweek.org/ew/articles/2005/09/28/05alternate.h25.html>

[]{.mark}

***Strategy:* Rehire retired teachers.**

High-need schools have a disproportionate share of inexperienced
teachers who are new to the school and new to the profession. Numerous
studies have confirmed that teaching experience is directly linked to
teacher effectiveness. As stated in *Teaching Inequality: How Poor and
Minority Students Are Shortchanged on Teacher Quality:*

> The evidence is incontrovertible that experience increases teacher
> effectiveness. Most research suggests that teachers are considerably
> more effective after completing two years. Murnane was one of the
> first to document the relationship between experience and student
> achievement; controlling for other factors, teacher effectiveness
> escalated in the first three years of teaching. Similarly, Rivkin,
> Hanushek, and Kain reported that beginning teachers in mathematics and
> second- and third-year teachers perform significantly worse than more
> experienced teachers. In a recent study of teachers in New York City,
> researchers found that as teachers gained experience in their first
> three or four years, student performance increased.
>
> <http://www2.edtrust.org/NR/rdonlyres/010DBD9F-CED8-4D2B-9E0D-91B446746ED3/0/TQReportJune2006.pdf>

***Strategy:* Improve administrative support and leadership.**

One of the most frequently cited reasons that teachers give for moving
away from certain schools is weak leadership and lack of administrative
support. High-need schools have a disproportionate share of principals
who are inexperienced and have little teaching experience themselves.

> The National Council of Staff Development has extensive resources
> available that substantiate the importance of school leadership for
> professional development and positive school change.
>
> <http://www.nsdc.org/standards/leadership.cfm>

***Strategy:* Provide intensive professional development in core
academic content to teachers currently working in high-need schools.**

Research has identified strong relationships between teachers' content
knowledge and student achievement, particularly in math and science.
Evidence suggests that teachers who leave schools with high
concentrations of poor and minority students are more likely to be
highly-skilled than those who remain. While states may be able to
attract some new teachers to high-need schools, states must also be
prepared to build the knowledge, skills, and abilities of teachers who
remain in these schools. Intensive professional development to build the
skills of teachers already working in high-need schools so that they
become highly effective is another way that states can ensure an
equitable distribution of teachers.

> The National Council of Staff Development has extensive resources
> available that validate the NSDC Standards for Professional
> Development.
>
> <http://www.nsdc.org/standards/leadership.cfm>

**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?**

The Title II, Part A application will be revised in 2006-07 to include
district plans for equitable teacher assignment. The State will use
available data that identify classes taught by teachers who are not
highly qualified, average teaching experience of teachers, and retention
rate for teachers in districts and schools. Technical assistance and
monitoring visits will be prioritized for high poverty and high minority
districts and schools with the greatest percent of classes taught by
teachers who are not highly qualified.

[^1]: AYP status was determined by results on 2004-05 State reports
    cards required by the *Education Accountability Act of 1998*. AYP
    data for 2005-06 will be available in December 2006.

[^2]: Due to changes in State regulations, the Alternative 1 High School
    Credit course will be eliminated in 2006-07.