Source: https://www.scribd.com/document/1327574/description-tags-nh
Timestamp: 2018-06-24 02:00:13
Document Index: 684209719

Matched Legal Cases: ['§9101', '§602', '§1111', '§1119', '§1111', '§9101', '§1111']

description: tags: nh | Adequate Yearly Progress | Elementary And Secondary Education Act
Uploaded by anon-511235
Protocol for Department of Education (ED) Review to Determine Which States Must Submit Revised HQT Plans State: NEW HAMPSHIRE Date of Review: 5/1/06 Overall Recommendation: _____ Revised Plan Not Required: The State is making substantial progress and is not required to submit a revised HQT plan __X__ Revised Plan Required: The State has shown good-faith effort in meeting the HQT goal but a revised HQT plan is required _____ Revised Plan Required, Possible Sanctions: The State has not shown good-faith effort in meeting the HQT goal. A revised HQT plan is required and the Department will consider appropriate administrative actions or sanctions Comments to support recommendation: • • • New Hampshire has made significant progress on implementing its HQT definitions and procedures, including instituting a content assessment for new elementary teachers. The State reported complete and accurate data in its 2004-05 CSPR and publishes an annual report card with the required HQT elements. New Hampshire has a variety of strategies that address staffing inequities between highand low-poverty schools. The State, however, lacks a comprehensive equity plan that would provide a statewide blueprint to ensure that all children have access to a highquality teacher. The State has made progress in meeting the 2005-06 HQT goal—with 93 percent of all classes taught by HQTs.
Requirement 1: Appropriate HQT Definitions—A State must have a definition of a “highly qualified teacher” that is consistent with the law, and it must use this definition to determine the status of all teachers, including special education teachers, who teach core academic subjects [ESEA §9101(23); IDEA §602(10)]. Y/N/U Evidence Does the State have an appropriate HQT definition in place? Do the definitions apply to all teachers of core academic subjects, including special education teachers? Y Has the State used these definitions to determine the HQ status of all teachers? N If the State has established HOUSSE procedures, has it completed its review of teachers who are not new to the profession? Y=Yes; N=No; U=Undecided Y Y Finding: ___ Requirement 1 has been met _X_ Requirement 1 has been partially met ___ Requirement 1 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline* Supporting Narrative: • The U.S. Department of Education (ED) conducted an NCLB Title II, Part A, monitoring review of New Hampshire and is satisfied that the State has implemented the correct HQT definitions and procedures. New Hampshire was issued findings with regard to determining the HQT status of new and veteran elementary (including special education) teachers, but has provided an acceptable corrective action plan to ED to address the problem. New Hampshire is in the process of conducting its final HOUSSE review of its veteran teachers.
Source: SEA Monitoring Protocol, Monitoring Report for the May 24-26, 2005 visit (8/29/05), New Hampshire State Response (10/12/05), ED Resolution Letter (12/2/05).
Requirement 2: Public Reporting of HQT Data—A State must provide parents and the public with accurate, complete reports on the number and percentage of classes in core academic subjects taught by highly qualified teachers. States and districts must provide these data to parents through school, district, and State report cards. Parents of students in schools receiving Title I funds must be notified that they may request information regarding the professional qualifications of their children’s teachers, and they must be notified if their children have been assigned to or taught for four or more consecutive weeks by a teacher who is not highly qualified [ESEA §1111(h)(6) and §1119(i)]. Y/N/U Evidence Does the State have an Annual State Report Card that contains required information on the qualifications of teachers, including the percentage of classes not taught by highly qualified teachers? Y Does the State have annual report cards for all of its LEAs and schools that contain required information on the qualifications of teachers, including the percentage of classes not taught by highly qualified teachers? Y Does the State assure that all report cards are available to the public? Y Does the SEA assure that principals in all Title I schools send the required notification to parents when children are taught by teachers who are not HQ? Does the SEA have evidence that notification occurs in a timely way? Y Does the SEA ensure that parents of students in Title I districts are notified that they may request information regarding the professional qualifications of their children’s teachers? Y=Yes; N=No; U=Undecided Y Finding: _X_ Requirement 2 has been met ___ Requirement 2 has been partially met ___ Requirement 2 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: Website link to report cards: http://www4.measuredprogress.org/NHProfile The most recent report card data are for the 2003-04 year. Were HQT data included in the report cards? Yes Other information (if available): • New Hampshire received a finding on the Title I hiring and parental notification issues, but submitted a corrective action plan that satisfies the compliance issues.
Requirement 3: Data Reporting to ED—States must submit complete and accurate data to the U.S. Secretary of Education on their implementation of the HQT requirements as part of their Consolidated State Performance Report (CSPR). In addition to reporting the number and percentage of core academic classes being taught by highly qualified teachers in all schools, States must report on the number and percentage of core academic classes being taught in “high-” and “low-poverty” schools [ESEA §1111(h)(4)(G) and §9101(23)]. States must also provide additional information in the CSPR that describes, for classes taught by non-HQ teachers, the reasons why the teachers are not highly qualified. Y/N/U Evidence Did the State submit complete HQT data in the 2004-05 CSPR? Are the submitted HQT data reported at the classroom level? Were data disaggregated for elementary and secondary schools? Were data disaggregated by high- and low-poverty elementary schools and high- and low-poverty secondary schools? Y Did the State provide specific information describing the reasons why teachers are not highly qualified? Y=Yes; N=No; U=Undecided Y Y Y Y Finding: _X_ Requirement 3 has been met ___ Requirement 3 has been partially met ___ Requirement 3 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • • New Hampshire reported complete 2004-05 HQT data in its 2006 CSPR by the required disaggregated categories. The State reported its greatest challenge was in meeting the HQT goal in secondary classes taught by certified special education teachers who have not demonstrated subjectmatter competence (43 percent of all classes not taught by HQTs), followed by elementary classes taught by certified special education teachers who have not demonstrated subject-matter competence (35 percent).
Source: Consolidated State Performance Report, 2006; New Hampshire response to CSPR follow-up (4/12/06)
Requirement 4: Equity Plans—States must have a plan in place to ensure that poor or minority children are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than are other children [ESEA §1111(b)(8)(C)]. Y/N/U Evidence N Does the State have a plan in place to ensure that poor or minority children are not taught by inexperienced, unqualified, or out-offield teachers at higher rates than are other children? N Does the plan include specific strategies for addressing inequities in teacher assignment? Y=Yes; N=No; U=Undecided Finding: ___ Requirement 4 has been met _X_ Requirement 4 has been partially met ___ Requirement 4 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • As is evident from the State’s monitoring review, New Hampshire has various strategies for recruiting and retaining experienced and high-quality teachers in hard-to-staff schools. However, the State lacks a cohesive written plan to ensure that poor and minority children are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than are other children.
School Type Total Number of Core Academic Classes NA NA NA NA NA Number of Core Academic Classes Taught by Highly Qualified Teachers NA NA NA NA NA Percentage of Core Academic Classes Taught by Highly Qualified Teachers 86 NA NA 84 NA
School Type Total Number of Number of Core Percentage of Core Core Academic Academic Classes Taught Academic Classes Taught Classes by Highly Qualified by Highly Qualified Teachers Teachers 33,510 19,822 13,688 5,338 12,049 24,484 14,966 9,518 3,687 8,800 73.0 76.0 70.0 69.0 73.0
School Type Total Number of Number of Core Percentage of Core Core Academic Academic Classes Taught Academic Classes Taught Classes by Highly Qualified by Highly Qualified Teachers Teachers 36,467 33,895 92.9
1,887 3,381 10,929
1,773 3,232 10,269
94.0 95.6 94.0
4,491 7,567 25,538
4,162 7,176 23,626
92.7 94.8 92.5
Finding: _X_ The State is making annual progress in increasing the percentage of classes taught by highly qualified teachers ___ The State is not making annual progress in increasing the percentage of classes taught by highly qualified teachers ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • New Hampshire reported that the percentage of classes taught by HQTs has increased from 73 percent in 2003-04 to 93 percent in 2004-05. The State reported that some of this change may be due to improved quality control procedures implemented for the 2004-05 reporting year.
Source: Consolidated State Performance Reports; New Hampshire response to 2004-05 CSPR follow-up (4/12/06).
The 2004-05 CSPR data must show that the State has made substantial progress in reaching the goal that, after the 2005-06 school year, 100 percent of all core academic classes will be taught by a highly qualified teacher. Y/N/U/NA Evidence Is the percentage of classes taught by highly qualified teachers in high-poverty elementary schools reasonably close to (e.g., within 5 Y points) the percentage of classes taught by highly qualified teachers in low-poverty elementary schools? Is the percentage of classes taught by highly qualified teachers in high-poverty secondary schools reasonably close to (e.g., within 5 Y points) the percentage of classes taught by highly qualified teachers in low-poverty secondary schools? Has the State made substantial progress since 2002-03 in reaching U the goal of 100 percent of classes taught by highly qualified teachers? Are at least 90 percent of classes, in total, taught by highly qualified Y teachers? Are at least 90 percent of elementary school classes taught by Y highly qualified teachers? Are at least 90 percent of secondary school classes taught by highly Y qualified teachers? If more than 90 percent of classes are taught by highly qualified teachers, do the data on teachers who remain non-HQT suggest Y special cases that may make it difficult for the State to meet the HQT goal? Y=Yes; N=No; U=Undecided; NA=Not Applicable Finding: _X_ The State has made substantial progress in meeting the HQT goal ___ The State has not made substantial progress in meeting the HQT goal ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • • In 2004-05, New Hampshire reported that 93 percent of classes statewide were taught by HQTs. The percentage of classes taught by HQTs was above 90 percent in all categories. Due to significant changes in data collection procedures from the baseline year, trends from 2002-03 to 2004-05 cannot be determined.
Source: Consolidated State Performance Reports; New Hampshire response to CSPR follow-up (4/12/06)
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