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PAPERWORK REDUCTION ACT SUBMISSION SUPPORTING STATEMENT 

# Highly Qualified Teacher **Collection**

**t hrough ED**  **Facts**
**September 201**  **3**


# Attachment BHigh	Qualified	Teacher Collection	through	ED Facts Attachmen t	B

Page	B 2 

## OVERVIEW **AND BACKGROUND** This clearance submission is the Highly Q ualified Teacher data set to be collected through the EDFacts Submission S ys tem for school year 201 3
- 1 4
. These data are required for 53 respondents

– all 50 states , the District of Columbia (DC), Puerto Rico (PR), and the Bureau of Indian Education (BIE)
. ED anticipates that the data will be due to the Department by May 1 , 2014. GENERAL NOTES:

 No staff

- level data are collected. The data are aggregated at the local education al agency (LEA) and state levels. Although some of the data files may c ontain small numbers, none of the information is l inked to specific staff members. Ins ubmitting data to ED, state educational agencies ( SEAs ) and other data suppliers cannot suppress the data in small data cells except as specifically authorized b y federal statute.

 Metadata are information to explain other data. Like all data collections, the highl y qualified teacher collection requires metadata. M etadata collected from an SEA aids the analysis and appropriate use of data. The metadata to be collected ranges from information to support data submissions to capturing state policies surrounding data collection. Metadata may b e collected through a variety of modes, depending on ED’s information needs and expectations for its use.Flexibility Collection through EDFacts Attachment B

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## DATA **PROPOSED FOR COLLECTION**  The highly qualified teacher data set will con sist of the collection of six numbers f or each LEA and each SEA . The tables below explain the six numbers that will be collected. All counts are in full time equivalencies (FTE). For all teachers in the LEA and in the state : (1) Highly Qualified Teachers (H QT) teaching # (2) HQTs teaching who are currently enrolled in an alternative route to certification program #
For all special education teachers in the LEA and in the state : (3) S pecial education HQTs # (4) Special education HQTs who are currently enrolled in an alternative route to certification program #

For all teachers in Title III language instruction educational programs regardless of source of salaries in the LEA and in the state :

DEFIN IT IONS **Wha t does “highly qualified” mean?**  Section 9101(23) of the ESEA defines the term “highl y qualified.” The definition can be found at: http://www.ed.gov/policy /elsec/leg/esea02/pg107. html#sec9101
. **How is a teacher defined?** A teacher is an individual who provides instruction to kindergarten, grades 1 through 12, or ungraded classes, or individuals who teach in an environment other than a classroom setting and who maintain daily

student attendance records. (5) H ighly qualified teachers in Title III language instruction educational programs regardless of source of salaries # (6) H ighly qualified teachers in Title III language instruction educational programs regardless of source of salaries who are currently enrolled in an alternative route to certification program #Flexibility Collection through EDFacts Attachment B

Page 4 **What is a special education teacher?** Special education teachers are teachers contracted or employed to provide special education to children with disabilities who receive special education under the Individuals with Disabilities Educ ation Act (IDEA) according to an Individualized Education Program (IEP), Individual Family Service Plan (IFSP), or service s plan. **What is a Title III language instruction educational program?** A Title III language instruction educational program is an instruction course : (A) in which a limited English proficient child is placed for the purpose of developing and attaining English proficiency , while meeting challenging State academic content and student academic achievement standards, as required by Section 1 111(b)(1) and (B) that may

make instructional use of both English and a child’s native language to enable the child to develop and attain English proficiency and may include the participation of English proficient children if such course is designed to enable all participating children to become proficient in English and a second language. **What is an**  **alternative route to**  **certification program?** An alternative route to c ertification program is a program that meets all three of the criteria below: 1) Is a state
- approved course of study for teacher preparation, the completion of which signifies that an enrollee has met all the state’s educational requirements, or training requirements, or both, for an initial credential to teach in the states’ elementary, middle or secondary schools. 2) Is a program that primarily serves candidates whom states permit to be the teachers of record in a classroom while participating in the teacher education program. They may be within an institution of higher education (IHE) (referred to as “alternative, IHE
-based”) or outside an IHE (referred to as “alternative, not IHE
-based”) 3) Is a program in which the participant, who is still activel y participating in the program and is concurrently

being deemed highl y qualified by their state, is doing the following (according to 34 CFR 200.56(a)(2)(ii)):  Receiving high
- quality professional development that is sustained, intensive, and classroom
- focused in order to have a positive and lasting impact on classroom instruction, before and while teaching;  Participating in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers or a teacher mentoring program;Flexibility Collection through EDFacts Attachment B

Page 5  Assuming functions as a teacher only for a specified period of time not to exceed three years; and  Demonstrating satisfactory progress toward full certification as prescribed by the State. The state must have ensured, through its certification and licensure process, that the provisions in bullet 3) above have been met.
COLLECTION OF THE DA TA **What LEAs should be reported?** Report LEAs that were operational and had teachers for elementary or secondary

classes on the state determined date used for the teacher count
. **How are teachers**  **reported?** Report staff in terms of FTE (full
- time equivalent) . FTE should be counted in hundredths. For example, if a teaching position is filled by four people, each working the same amount of time, each person would count as .25 FTE. The total FTE counts must be reported to the nearest hundredth (e.g., 59.20). **W hat is the reporting period?**  Report the count of teachers as of a state determined date between October 1, 2013 , and January 31, 201 4
.