Source: https://www.scribd.com/document/1327298/description-tags-me
Timestamp: 2018-06-22 04:08:25
Document Index: 372669413

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

Uploaded by anon-708435
Protocol for Department of Education (ED) Review to Determine Which States Must Submit Revised HQT Plans State: MAINE Date of Review: 5/3/06 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: • • • • The State has made significant progress in establishing HQT definitions that are consistent with the NCLB HQT requirements. Maine’s annual State report card does not contain the required NCLB HQT data elements. Maine reported complete CSPR data for 2004-05. As of the 2004-05 school year, 93 percent of classes in Maine were taught by HQTs. The State reported slight gaps in the percentage of classes taught by HQTs between high- and low-poverty schools. While the State has many successful strategies that address teaching inequities in schools with large high-poverty and minority student populations, it lacks a cohesive written plan to ensure that all students have access to a high-quality teacher.
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 Y 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? 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 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 Maine and is satisfied that the State has implemented the correct HQT definitions and procedures. Maine was issued a finding for not having a content test in place for new elementary teachers, but has provided an acceptable corrective action plan to ED to address the issue. The State began testing new elementary teachers August 1, 2005. Maine is in the process of conducting its final HOUSSE review of its veteran teachers.
Source: SEA Monitoring Protocol, Monitoring Report for the February 28-March 2, 2005 visit (6/1/05), Maine State Response (7/14/05), ED Resolution Letter (2/9/06).
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? 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 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://www.state.me.us/education/nclb/home.htm The most recent report card data are for the 2004 year. Were HQT data included in the report cards? Yes Other information (if available):
Maine produces annual report cards for schools that provide information on the percentage of classes taught by HQTs. Maine does not report statewide HQT data overall or by the required disaggregated categories. The State was issued a finding on the lack of HQT data in its statewide annual report card. In addition, ED’s resolution letter to Maine suggested that the State improve access to the report cards. Maine has made the State report card more prominent on its website, however it does not contain the required HQT data. Maine received a finding on Title I hiring and parental notification, 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: • • Maine submitted the complete 2004-05 HQT data in its 2006 CSPR by the disaggregated categories. The State reported its greatest challenge in meeting the HQT goal is elementary classes taught by certified general education teachers who have not demonstrated subject-matter competence in those subjects (48 percent of elementary classes not taught by HQT), followed by secondary classes taught by certified general education teachers who have not demonstrated subject-matter competence in those subjects (47 percent of secondary classes not taught by HQT).
Source: Consolidated State Performance Report, March 2006; Followup of 2004-05 CSPR data verification (4/24/06).
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: • As is evident from the State’s monitoring review, Maine 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 Number of Core Percentage of Core Core Academic Academic Classes Taught Academic Classes Taught Classes by Highly Qualified by Highly Qualified Teachers Teachers 47,858 13,815 34,043 5,761 20,280 43,173 12,804 30,333 5,220 18,518 90.1 92.6 89.1 90.6 91.0
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 45,010 41,982 93.0
4,164 3,149 15,636
3,881 3,020 14,818
93.2 95.9 94.8
3,606 12,587 29,374
3,277 11,841 27,164
90.9 94.1 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: • The percentage of classes taught by HQTs is above 90 percent in all categories. Maine reported a modest increase in the percentage of classes taught by HQTs between 2003-04 and 2004-05.
Source: Consolidated State Performance Reports; Followup of 2004-05 CSPR data verification (4/24/06).
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: • • • The percentage of classes taught by HQTs is above 90 percent in all categories, and the gaps between high- and low-poverty schools were 3 percentage points or less. Maine indicated that it continues to face challenges with out-of-field teaching. Maine did not submit CSPR data for 2002-03.
Impact: Volume 1
Harrison Report Card