Source: https://www.scribd.com/document/1327838/description-tags-wi
Timestamp: 2018-08-20 19:27:42
Document Index: 494999385

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

description: tags: wi | Adequate Yearly Progress | Elementary And Secondary Education Act
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Protocol for Department of Education (ED) Review to Determine Which States Must Submit Revised HQT Plans State: WISCONSIN Date of Review: 5/5/06 Overall Recommendation: _____ Revised Plan Not Required: The State is making substantial progress and is not required to submit a revised HQT plan _____ 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 The monitoring visit in Wisconsin took place April 4-6, 2006. Consequently, the monitoring process is not yet complete. The State intends to map its elementary certification to a State-level HOUSSE. If successful, this will resolve most of its HQT issues. Comments to support recommendation: While Wisconsin collects and reports HQT data, the State did not report data in adherence with correct HQT definitions. The data reported in the State’s annual report card and in its 2004-05 CSPR reflect an HQT population that was out of compliance with the NCLB HQT requirements. Given the approaching 2005-06 HQT deadline, the lack of accurate data is a serious concern. • Because Wisconsin has incorrectly identified its veteran elementary teachers as HQ, Wisconsin cannot assure that principals in all Title I schools send the required notification to parents when children are taught by teachers who are not HQ. • Though Wisconsin has various strategies for recruiting and retaining experienced and high-quality teachers in hard-to-staff schools, the State received a finding indicating that it 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. Decision Approve ______X________ Signature Elizabeth A. Witt /s/ Date 5/10/2006 Disapprove ____________ Signature ________________________ Date ____________ •
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 N Does the State have an appropriate HQT definition in place? Y 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? NA 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 Finding: ___ Requirement 1 has been met ___ Requirement 1 has been partially met _X_ Requirement 1 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline* Supporting Narrative: • The State considers its State-approved teacher preparation programs for elementary teachers to be its HOUSSE. The State has not demonstrated that its HOUSSE procedures meet the statutory criteria. The State intends to map its elementary teacher certification program requirements to HOUSSE.
Source: SEA Monitoring Protocol; Wisconsin Monitoring Report for the April 4-6, 2006 visit (Draft 4/27/06).
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? N 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? N 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 N Finding: ___ Requirement 2 has been met _X_ 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://dpi.wi.gov/spr/ The most recent report card data are for the unknown year. Were HQT data included in the report cards? unknown Other information (if available): http://dpi.wi.gov/lbstat/eseareport.html
While Wisconsin publishes a State report card with the required HQT data, the most recent version on the State’s website was prepared in accordance with the incorrect HQT definitions. The State provided HQT data by FTEs, not by classes. In addition, Wisconsin did not disaggregate its HQT data by high- and low-poverty schools. The LEA report card has the same issues as the State report card. Because Wisconsin has incorrectly identified its veteran elementary teachers as HQ, Wisconsin cannot assure that principals in all Title I schools send the required notification to parents when children are taught by teachers who are not HQ.
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 N Y Y Y Finding: ___ Requirement 3 has been met ___ Requirement 3 has been partially met _X_ Requirement 3 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • While Wisconsin submitted 2004-05 CSPR data by the required disaggregated categories, the data are not reported in adherence with the correct HQT definitions. Given that the data reflect an HQT population that was out of compliance with the NCLB HQT requirements, the State cannot meet Requirement 3.
Source: SEA Monitoring Protocol; Wisconsin Monitoring Report for the April 4-6, 2006 (Draft 4/27/06); Consolidated State Performance Report, March 2006; Follow-up to the 2004-05 CSPR data verification (5/5/06).
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: • Though Wisconsin has various strategies for recruiting and retaining experienced and high-quality teachers in hard-to-staff schools, the State received a finding in its monitoring report indicating that it 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 99 NA NA 97 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 51,963 26,387 24,095 12,405 13,836 50,923 25,995 23,638 11,865 13,749 98.0 98.5 98.1 95.6 99.3
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 51,884 51,598 99.5
12,498 13,920 27,200
12,365 13,879 27,061
98.9 99.7 99.5
5,481 6,842 24,684
5,419 6,819 24,537
98.9 99.7 99.4
Finding: ___ The State is making annual progress in increasing the percentage of classes taught by highly qualified teachers _X_ 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: • While Wisconsin submitted 2004-05 CSPR data by the required disaggregated categories, the State did not report data in adherence with the correct HQT definitions at the elementary level. Given that the data reflect an HQT population that was out of compliance with the NCLB HQT requirements, the State cannot meet these requirements.
Source: SEA Monitoring Protocol; Wisconsin Monitoring Report for the April 4-6, 2006 visit (Draft 4/27/06); Consolidated State Performance Report, March 2006.
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 U 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 U teachers? Are at least 90 percent of elementary school classes taught by U 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 U 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: ___ The State has made substantial progress in meeting the HQT goal _X_ The State has not made substantial progress in meeting the HQT goal ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • While Wisconsin submitted 2004-05 CSPR data by the required disaggregated categories, the State did not report data in adherence with the correct HQT definitions at the elementary level. Given that the data reflect an HQT population that was out of compliance with the NCLB HQT requirements, the State cannot meet these requirements.
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