Source: https://www.scribd.com/document/1328835/description-tags-mo
Timestamp: 2018-09-20 02:31:09
Document Index: 650999928

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

description: tags: mo | Adequate Yearly Progress | Elementary And Secondary Education Act
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description: tags: tncsa
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Protocol for Department of Education (ED) Review to Determine Which States Must Submit Revised HQT Plans State: MISSOURI 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 Due to the review of the CBASE assessment for elementary teachers, the monitoring process is not yet complete. Comments to support recommendation: • Missouri is examining the creation of HOUSSE procedures for veteran elementary and special education teachers. The State requested a review of the CBASE assessment to determine if it is a rigorous assessment of elementary content knowledge. ED issued a finding regarding the rigor of the CBASE assessment used in Missouri. ED determined that while the test includes content that that may be relevant to the elementary curriculum, it does not contain measures of teaching skills as required by statute. • While the State publishes an annual report card and makes it available to the public, the report card does not contain the required HQT data, and special education teachers are not included in the data. • While the State is approaching the 100 percent HQT goal with 97 percent of classes overall taught by HQTs in 2004-05, Missouri excluded special education teachers from its data and misclassified some veteran elementary teachers. Therefore, it is not possible to determine accurately the percentage of classes taught by HQTs or the annual progress the State is making in reaching the goal. • Missouri lacks a comprehensive equity plan that would provide a statewide blueprint to ensure that all children have access to a high-quality teacher. Decision
Approve ____X_________ Signature Miriam Lund
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? N 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 N Y 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 U.S. Department of Education (ED) conducted an NCLB Title II, Part A, monitoring review of Missouri. Missouri was issued findings with regard to determining the HQT status of special education teachers and veteran elementary teachers. ED issued a finding regarding the rigor of the CBASE assessment used in Missouri. The State requested a review of the CBASE to determine if it is a rigorous assessment of elementary content knowledge. ED determined that while the test includes content that that may be relevant to the elementary curriculum, it does not contain measures of teaching skills as required by statute. In addition, elementary teachers hired prior to 1985 did not take the CBASE or Praxis II. Since Missouri does not have HOUSSE procedures in place, there is no mechanism to allow veteran elementary teachers to demonstrate subject-matter competence other than by taking a test. Missouri is examining the creation of HOUSSE procedures for veteran elementary and special education teachers.
Source: SEA Monitoring Protocol; Monitoring Report for the October 17-19, 2005 visit (12/20/05); Missouri State Response (3/15/06); Control mail from Robert Stonehill to D. Kent King (5/3/06).
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 N 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? N 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 Finding: ___ Requirement 2 has been met ___ Requirement 2 has been partially met _X__ Requirement 2 has not been met ___ Additional information needed to make determination _______ Date Requested ______ Submission Deadline Supporting Narrative: • While the State publishes an annual report card and makes it available to the public, the report card does not contain the required HQT data, and special education teachers are not included in the data.
Missouri received a finding on Title I hiring and parental notification, but submitted a corrective action plan. However, problems with the HQT definitions may make the proposed corrective plan incomplete.
Website link to report cards: http://www.dese.mo.gov/commissioner/statereportcard/ The most recent report card data are for the 2004-2005 year. Were HQT data included in the report cards? Yes Other information (if available): Source: SEA Monitoring Protocol, Monitoring Report for the October 17-19, 2005 visit (12/20/05); Missouri State Response (3/15/06); Control mail from Robert Stonehill to D. Kent King (5/3/06).
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: • Missouri reported HQT data disaggregated by school and poverty levels. However, the State excluded special education teachers from the analyses so the data are incomplete. In addition, there are elementary teachers hired prior to 1985 whose HQT status has been incorrectly classified as HQT. The State reported its greatest challenge in meeting the HQT goal is secondary classes taught by certified general education teachers who have not demonstrated subject-matter competence in those subjects (50 percent of classes not taught by HQT).
Source: Consolidated State Performance Report, 2006; Followup of 2004-05 CSPR data verification (4/13/06; 5/1/06).
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: • Missouri received a finding on its lack of an equity plan during its monitoring review. ED received a corrective action plan that provided the State’s approach to addressing staffing inequities between high- and low-poverty schools. The approach described in the State’s response did not provide enough detail to determine whether the plan adequately addresses all of ED’s equity concerns.
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 95 NA NA -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 254,657 ----243,355 ----95.6 --91.8 97.5
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 178,826 173,698 97.1
9,437 12,422 44,388
9,072 12,294 43,426
96.1 99.0 97.8
24,125 55,506 134,438
22,582 53,816 130,272
93.6 98.7 96.9
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 the State is approaching the 100 percent HQT goal with 97 percent of classes overall taught by HQTs in 2004-05, Missouri excluded special education teachers from its data and misclassified some veteran elementary teachers. Therefore, it is not possible to determine accurately the percentage of classes taught by HQTs or the annual progress the State is making in reaching the goal. HQT data by school level were not provided in 2003-04.
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 U 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 U 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 the State is approaching the 100 percent HQT goal with 97 percent of classes overall taught by HQTs in 2004-05, Missouri excluded special education teachers from its data and misclassified some veteran elementary teachers. Therefore, it is not possible to determine accurately the percentage of classes taught by HQTs or the annual progress the State is making in reaching the goal. HQT data by school level were not provided in 2003-04.
Source: SEA Monitoring Protocol; Monitoring Report for the October 17-19, 2005 visit (12/20/05); Missouri State Response (3/15/06); Consolidated State Performance Report, 2006; Followup of 2004-05 CSPR data verification (4/13/06; 5/1/06).
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