ࡱ>  q3 Lbjbj ,bbwE%l... 8    8F   "acccccc$  |,DD,,,.D(a,a,V,1/~Q86ݣ #q/ XݣK0{"` ݣ,DDDD  State of Tennessee Department of Education Revised State Plan for Meeting The Highly Qualified Teacher Goal September 2006  Requirement 1: The revised plan must provide a detailed analysis of the core academic subject classes in the State that are currently not being taught by highly qualified teachers. The analysis must, in particular, address schools that are not making adequate yearly progress and whether or not these schools have more acute needs than do other schools in attracting highly qualified teachers. The analysis must also identify the districts and schools around the State where significant numbers of teachers do not meet HQT standards, and examine whether or not there are particular hard-to-staff courses frequently taught by non-highly qualified teachers. 1.1 Does the revised plan include an analysis of classes taught by teachers who are not highly qualified? YES Is the analysis based on accurate classroom level data? YES The Tennessee Department of Education (SEA) has a state-level data system to collect, verify, and analyze the core academic classes taught by teachers who are not highly qualified (HQ). A new database system will be implemented during the fall/winter of 2006-07. The TN SEA HQ web site is accessible to all LEAs by means of a User ID and Password. By looking at this site, the LEA can view and update all of their HQ data and prepare reports of percentages of non-HQT classes. By this means, LEAs can self-monitor their progress in reaching the 100% goal. Field Service Center NCLB Consultants can also access this web site for monitoring and auditing purposes, as well as gathering information to assist in development of HQT Enhancement Strategies. (See Matrix Attachment 2) HQ Data Collection (Step 1) The Tennessee Office of Teacher Licensing (OTL) maintains the teacher licensure database and the state maintains records of the elements relative to teachers meeting the HQ criteria. Each teachers record includes education level, licensure status, and demonstration of content competence, which was originally verified at the LEA level. Once verified by the employing LEA, the HQ information is entered into the states HQ web site from which it is posted on the Teacher Certification Information (TCI) screen. Teachers who appear on this web site have met all three requirements to be HQ: a bachelors degree or higher, full State licensure with no requirements waived, and demonstration of content competency. TCI web site =  HYPERLINK "http://www.k-12.state.tn.us/tcertinf/search.asp" www.k-12.state.tn.us/tcertinf/search.asp School Approval Courses Taught Information (Step 2) The Office of School Approval collects class schedules for all public schools in Tennessee. This is accomplished by means of the Preliminary Report process. For each class, this report includes a teacher identifier and a course code. This course code designates the grade level and subject area. LEAs have daily access to the state web sites in order to maintain accuracy of teacher records and class assignments. Matching HQT data to Teacher Class Assignments (Step 3) The Office of Technology extracts from the Preliminary Report the core content subject classes that require an HQ teacher. The teacher identifier for each core class is matched to the separate HQ teacher file from the certification database to determine which core content classes are not taught by HQ teachers. The TN Department of Education establishes LEA and school-level percentages of classes taught by HQ teachers, as well as statewide totals. These data are disaggregated by school grade-spans, poverty level, minority populations, and content area. Also, data are analyzed by school for teacher experience and levels of education. (See Attachment 1-A = Elementary and Attachment 1-B = Secondary) The TN SEA is committing considerable fiscal and human resources to the improvement of data management. As these improvements are implemented, the ease with which these data can be compiled will be enhanced. The following strategies are being implemented: StrategyAction StepsTime FrameEnhance the SEAs ability to manage HQ data & utilize this data within the various division of the department TN has been awarded a 3.2 million dollar Federal grant to improve overall data management. CCSSO has provided a consultant to aid in this process. A Data Management Committee has been established to transform data management throughout the department.Grant awarded December, 2005 Grant expires December, 2008 Strategy will be completed during this time frameUpgrade software/database of the OTL (state funds)Complete the implementation of the new database. Train staff in use of new system. Transition from old software program to new. Implement HQT data collection using the new system.Fall 2006/ Winter 2007Investigate other sources of data from across state agencies and develop methods of compiling this data for more effective decision-makingCollect and analyze data on teacher retention and projected teacher shortages from Tennessee Consolidated Retirement System(TCRS) data. Gather and analyze information from the Department of Labor research files re: growth patterns in various LEAs. Report pertinent information to relevant policy/decision making groups (State Board, Legislature, Governors staff, etc.) Ongoing/ Annually Data reported prior to the opening of the Legislative session in January 1.2 Does the analysis focus on the staffing needs of schools that are not making AYP? Do these schools have high percentages of classes taught by teachers who are not highly qualified? YES Table 1 provides HQT data for the entire state for those schools not making AYP. The overall State percentage of classes not taught by HQ teachers is 5.09 percent. The percentage of classes not taught by HQ teachers in schools that did not make AYP is 10.79, a difference of 5.70 percent. When the data for schools not making AYP are disaggregated further, a larger gap is evident in non-HQ classes for high poverty schools and secondary schools (highlighted below). Table 1 HQT data for the 147 Schools Not Making AYP School Type Total Number of Core ClassesClasses Not Taught by HQ TeachersNumberPercentageElementary Schools 3,777 233 6.17%Secondary Schools15,0411,79711.95%High-Poverty Schools 8,3161,12113.48%Low-Poverty Schools 2,536 165 6.51%All Schools Not Making AYP18,8182,030 10.79% Further breakdown of this information is available on p. 2 of the TN Equity Plan. StrategyAction StepsTime FrameIdentify content areas and demographic areas within the state having exceptionally large numbers of non-HQ teachersSEA has analyzed available data for this purpose. (See Table 1 and Table 2.)August of each yearTarget those schools in need of attention to meet their HQT goalsClassify schools into groups having unusually high numbers of core classes taught by Non-HQ teachers. Provide lists of these schools to Field Service Center consultants. Provide resources to Field Service Center staff to aid targeted schools to increases their HQT numbers.Ongoing/ Annually Analyzed semi-annually at Federal Programs Staff MeetingsDetermine rates and causes of teach turnover in schools not meeting AYPCollected and analyze school-level data on working conditions associated with high teacher turnover. Prioritize factors according to likelihood of causing teacher attrition. Ongoing/ Annually 1.3 Does the analysis identify particular groups of teachers to which the States plan must pay particular attention, such as special education teachers, mathematics or science teachers, or multi-subject teachers in rural schools? YES Analyses of the occurrence of specific courses not taught by HQ teachers reveal subject areas and grade spans that warrant particular attention. This can often be attributed to courses that have low frequency across the state. The analysis of this data has pointed out the need to refine the application of course codes in a more consistent and logical manner. TN SEA leaders are considering adoption of national course codes in order to be consistent with other states and to facilitate compliance with Federal reporting guidelines. In addition to the groups of teachers established through 2005-06 data, the State also recognizes middle grades (7-8) as another area of concern. Tennessee has a middle grade endorsement (Endorsement Code #400 Middle Grades 5-8) including the areas of language arts, mathematics, science, and social studies. Since few colleges or universities in the State have programs to prepare teachers for the middle grade endorsement and, since those that do offer such programs report low enrollments, Tennessee is experiencing a shortage in this area. The Tennessee employment standards allow middle grades to be taught by persons certified with elementary or middle grades endorsements, as well as secondary content specialty endorsements. [We are transitioning the elementary endorsement from K-8 to K-6. However, those with the K-8 or other, older elementary endorsements will be allowed to keep them indefinitely. The TN SEA is working closely with this specific group of teachers to assure that they become content competent.] These teachers may or may not have been HQ at the time of being hired. However, due to Tennessees extensive licensure testing program, all new grads in any of these endorsement areas are HQ upon program completion. (This includes new teachers with the Middle grades endorsement.) Over the past fifteen years, Tennessee has invested considerable resources to provide Professional Development Academies for secondary (including Middle Grades) teachers with a goal of strengthening their content competence. Currently, we provide the Gateway and Highly Qualified academies which target Math and Science content for teachers who do not have background in these subject areas. These academies are offered for college credit based on the alignment to professional content standards. Table 2: Content Areas for Priority Consideration Core Subject AreaPCT of NON HQT Classes by Content Area English, Reading, and/or Language Arts24.68 %Mathematics 11.26 %Science (biology, chemistry, physics, and basic sciences)12.67 %Foreign Languages (French, German, Latin, Spanish)4.49 %Civics and Government 1.66 %Economics 4.98 %Arts (Visual Arts and Music)15.28 %History 3.03 %Geography 3.30 %Social Studies 7.71 %Self-Contained* - All Content Areas11.07 %*Self-contained includes teachers who teach multiple subjects in any of the following settings: a. K-6 elementary classes b. Middle grades self-contained (not wide-spread, but does occur) c. Alternative Schools self-contained classes d. Department of Children Services classes e. Department of Corrections classes Teachers in these self-contained settings hold the proper endorsement to meet the TN employment standard as a content generalist, but have not yet demonstrated HQ status for every subject for which they are teacher of record. During the 2006-2007 school year, initiatives are being launched to address the HQ teacher gaps in the core subject courses of language arts, mathematics, and science. These initiatives will be targeted to schools that have not met AYP. The Teach Tennessee and Transition to Teaching programs have been established to attract highly content competent second career candidates from the fields of math and science into Tennessee classrooms. This addresses two of the areas of greatest need. 1.4 Does the analysis identify districts and schools around the State where significant numbers of teachers do not meet HQT standards? YES  A. Identify Districts/LEAs As listed in Table 3 below, four of the States 136 public school LEAs had non-HQ classes at a rate higher than 15 percent. Table 3: LEAs with Significant Numbers of Non-HQ Classes LEA NamePriorityPoverty LevelMet AYPClaiborne County271.52% Yes Fayette County377.55%No (Corrective Action)Haywood County379.71% Yes Richard City SSD*345.78% Yes *Richard City Special School District is a small (K-12), one school system with 23 teachers and only one teacher (an art teacher with multiple classes) had not documented HQ status as of 2005-2006. This has now been corrected and they are at 100% classes taught by HQ teachers as of this writing.  B. Identify Schools Those schools with the most significant numbers of classes taught by teachers who do not meet the HQ requirements are physically located in the above listed districts and/or are schools identified for school improvement under Title I. Approximately nine percent of the States schools had significant numbers of non-HQT classes. The identified schools with a designation of priority for technical assistance and monitoring are provided in Table 4. The list of schools found in Table 4 was shared with the nine regional Field Service Centers in order for Department of Education NCLB Consultants to offer technical assistance to schools in their service area. These schools in need of attention for HQ purposes have been prioritized based on their percentage of Non-HQT classes. Table 4: Tennessee Schools with Significant Numbers of Non-HQ Classes LEASchoolPriorityAnderson CountyClinton H.S.3BedfordCentral H.S.3Harris Middle School3BledsoeBledsoe County Vocational Center2ClevelandBlythe-Bower Elementary School3Campbell CountyElk Valley Elementary3Carter CountyCentral Elementary School3Cheatham CountyCheatham County Central3Claiborne CountyClairfield Elementary School3Powell Valley Elementary School3Claiborne High School2Tazewell-new Tazewell Elementary School2Cumberland Gap High School2Midway Elementary School1Clay CountyMaple Grove Elementary School3Davidson CountyDupont Hadley Middle School3Hillsboro Comprehensive High School3Westmeade Elementary School3William Henry Oliver Middle School3W. A. Bass Middle School3Donelson Middle School3John Early Paideia Middle School3Cameron Middle School3Glencliff Comprehensive High School3East Literature Magnet School3Neelys Bend Middle School3Hillwood Comprehensive High School3John Overton Comprehensive High School3Tulip Grove Elementary School3West End Middle School3Pearl Cohn Magnet High School3May Werthan Shayne Elementary School3Stratford Comprehensive High School3McGavock Comprehensive High School3Jere Baxter Middle School3Nashville School of the Arts3Davidson County (continued)Brick Church Middle School3Maplewood Comprehensive High School3Baxter Alternative Learning Center3Bailey Middle School3Hunters Lane Comprehensive High School2Murrell Special Education Center2Carter Lawrence Elementary Magnet 2McKissack Professional Devel. School2Head Middle Mathematics/Science Magnet2Haynes Health/Medical Science Design Ctr2Robert E. Lilliard @ Kings Lane Design Ctr2Martha Vaught Middle School2I. T. Creswell Arts Magnet Middle School2Cotton Elementary School2Schwab Elementary School2Dalewood Middle School2Goodlettsville Elementary School2Cohn Alternative Learning Center1Kirkpatrick Elementary Enhanced Option 1Smithson Craighead Academy1Fayette CountySomerville Elementary School3West Junior High School3Northwest Elementary School3Oakland Elementary School3Central Elementary School3East Junior High School2Southwest Elementary School1Fayette Ware Comprehensive High School1Franklin CountySouth Middle School3Humboldt SSDEast End Elementary School2Trenton SSDPeabody High School3Grainger CountyBean Station Elementary School3Greene CountyChuckey Doak Middle School3West Pines Elementary School3Greeneville SSDC. Hal Henard Elementary School3Grundy CountyPelham Elementary School2Hamblen CountyAlpha Elementary School2Morristown East High School2Hamilton CountyBarger Academy2Bess T. Shepherd Elementary School1Hardeman CountyBolivar Middle School3Haywood CountyHaywood Junior High School3Haywood High School3East Side Elementary School1Henderson CountyLexington High School3Scotts Hill High School3Henry CountyHenry County High School3Hickman CountyEast Hickman Middle School3Knox CountyPowell High School3Northwest Middle School3Gibbs High School3Fulton High School3Karns Elementary School3A. L. Lotts Elementary School3Karns Middle School3Halls Middle School3Farragut Intermediate School2Knox Adaptive Education Center2Byington Solway Vocational School2Norwood Elementary School2Lake CountyLake County High School3Loudon CountyFort Loudon Middle School3Loudon Elementary School3Philadelphia Elementary School3Eaton Elementary School1McMinn CountyMountain View Elementary School3Richard City SSDRichard Hardy Memorial School3Maury CountyMt. Pleasant High School3Sweetwater SSDSweetwater Junior High School3Morgan CountyCentral Middle School3Scott CountyHuntsville Elementary School2Shelby CountyAlturia Elementary School3Shadowlawn Middle School3Elmore Park Middle School3Millington High School3Dexter Middle School2Shelby County (cont)Arlington Elementary School2Woodstock Middle School1Memphis City SchoolsGeeter Middle School3Middle College High School3Ida B. Wells Academy3Whitehaven High School3Manassas High School3Diamond Academy3Trezevant Career and Technical School3Hamilton Middle School3Grizzlies Academy3City University School of Liberal Arts3Riverview Middle School3Memphis Job Corps Academy3Oakhaven Middle/High School3Mitchell Middle/High School3Vance Middle School3Frayser Middle/High School3Oakhaven Elementary School3Fairview Junior High School3Hillcrest High School3American Way Middle School3Havenview Middle School3Lanier Middle School3Hollis F. Price Middle College High School2Sherwood Middle School2Memphis Academy of Health Sciences2Cummings Academy2Campus School2Humes Middle School2Yo! Academy2Downtown Elementary1Kingsbury Vocational School1Memphis Academy of Science Engineering1Memphis Adult High School1Sheffield career and Technical Center1Smith CountyPleasant Shade Elementary School3Sumner CountyGuild Elementary School2Tipton CountyBrighton High School3Union CountyUnion County Alternative Center1Franklin SSDLiberty Elementary School3Wilson CountyWatertown High School2Wilson County Vocational Center1  Table 5 includes HQ data for the ten largest public school systems in Tennessee. Six of the ten can be classified as urban systems, the largest two being located in Memphis and Nashville. The size of these two systems (Memphis being one of the largest in the nation) causes them to deal with all of the typical challenges of urban systems having large minority populations and highly levels of poverty. Recruiting and retaining highly qualified teachers is a particular challenge in these two systems. The TN SEA is focused on providing maximum effort in the recruitment and retention of Highly Qualified teachers to help alleviate the shortage of content competent candidates. The SEA works directly with the Human Resources personnel in the various LEAs in order to identify and place these individuals. Table 5: HQ Data - Ten Largest LEAs in Tennessee Tennessee DIST_ID #LEA NAMEPCT PovertyTotal HQ ClassesClasses with HQ TeachersPCT HQClasses w/ Non-HQTPCT Non-HQURBAN00791Memphis City Schools 63.69 18,122  16,401  90.50 1,721 9.5000190Metro-Nashville Public Schools 63.60 14,619  12,889  88.17 1,730 11.8300470Knox County (Knoxville, TN) 40.68 8,838  8,195  92.72 643 7.2800330Hamilton County (Chattanooga, TN) 52.32 6,250  5,984  95.74 266 4.2600630Montgomery Co. (Clarksville, TN) 42.69 4,727  4,626  97.86 101 2.1400570Madison County (Jackson, TN) 67.52 2,975  2,900  97.48 75 2.52SUBURBAN00790Shelby County (Memphis collar) 21.90 7,716  7,135  92.47 581 7.5300940Williamson County 7.64 6,102  6,065  99.39 37 0.6100750Rutherford County (Murfreesboro, TN) 32.95 5,849  5,764  98.55 85 1.4500830Sumner County 27.21 4,004  3,814  95.25 190 4.75"Top Ten" Totals 79,202  73,773 93.15 5,429 6.85 These ten LEAs include 46% of all Core Academic Classes in Tennessee. Memphis City Schools and Metropolitan Nashville-Davidson County Public Schools are the two largest LEAs and are the two in greatest need of assistance in meeting the HQT goal. 1.5 Does the analysis identify particular courses that are often taught by non-highly qualified teachers? YES Table 6 lists 48 specific subjects for which the occurrence of non-HQ teachers was greater than 30 classes state-wide. By far, Language Arts classes have the most significant numbers of classes taught by teachers who are not HQ. However, it should be pointed out that Tennessee course codes are assigned so that a variety of classes may be grouped in the Language Arts classification. As is true in many states, the number of teachers in Mathematics and Science who are not HQ is relative high, thus the focus of the Teach Tennessee and Transition to Teaching programs. World Geography is a concern due to the small number of teacher candidates being prepared. Table 6: Specific Courses Taught by Non-HQ Teachers at a Relative High Frequency Course CodeCourse TitleClass Count Non-HQTCourse Code Classification3099Special Courses - Language Arts1761755Reading - Grade 71511855Reading - Grade 814213410World Geography13493499Special Courses - Social Studies11210701Language Arts - Grade 71111712Integrated Social Studies - Grade 710610707Science - Grade 71033706Mathematics - Grade 7812100Self-contained - Grade 181113202Physical Science7933Self-contained - Kindergarten79113102Algebra I 782806Mathematics - Grade 87623407U. S. Government7553431Economics756801Language Arts - Grade 8661807Science - Grade 8663400Self-contained - Grade 46311800Self-contained - Grade 863113131Foundations II612619Social Studies - Grade 66110815American History - Grade 8608700Self-contained - Grade 760115000Marketing & Management I - Principles5963221Chemistry I583500Self-contained - Grade 558113021Spanish I554200Self-contained - Grade 254113599Special Courses - Fine Arts537300Self-contained - Grade 35311814Integrated Social Studies - Grade 848103108Geometry 462655Reading - Grade 64213001English I4113210Biology I4133401World History4083130Foundations I392607Science - Grade 6393Course CodeCourse TitleClass Count Non-HQTCourse Code Classification3231Physics3833075English As Second Language3413103Algebra II342606Mathematics - Grade 63323005English IV32125Art - Self-contained - Kindergarten327601Language Arts - Grade 63119619English As Second Language3113002English II301 KEY: Course Code Classifications (Column 4 of Table 6) 1 English, Reading, Language Arts 2 Mathematics 3 Science 4 Foreign Languages 5 Civics and Government 6 Economics 7 Fine Arts 8 History 9 Geography 10 Social Studies (K-8) 11 Self-Contained (All Content Areas) Requirement 2: The revised plan must provide information on HQT status in each LEA and the steps the SEA will take to ensure that each LEA has plans in place to assist teachers who are not highly qualified to attain HQT status as quickly as possible. Does the plan identify LEAs that have not met annual measurable objectives for HQT? YES Tennessees Comprehensive System-wide Planning Process (TCSPP) submitted annually identifies target goals for percentages of highly qualified teachers. Most LEAs in the State met the annual measurable objectives for the 2003-04 and 2004-05 school years. For the 2005-06 school year, the annual measurable objective for all LEAs was consistent with the States goal to have 100 percent of core academic classes taught by HQ teachers. Although current data show that many LEAs have come very close, thirteen have actually met the 100 percent goal. Ninety-seven of our 136 public school LEAs have attained 95 percent or greater, and the remaining LEAs have made significant progress. Table 6: LEAs Percent of Classes Taught by Teachers Who Are Highly Qualified DIST_ID #LEA_NAMEPoverty LevelHQ ClassesClasses Taught by HQ TeachersPercent HQ00010Anderson County 49.411058980 92.6300011Clinton 43.958685 98.8400012Oak Ridge 30.481020995 97.5500020Bedford County 46.3417111620 94.6800030Benton County 59.04614602 98.0500040Bledsoe County 67.46225223 99.1100050Blount County 40.2119011846 97.1100051Alcoa 43.60375372 99.2000052Maryville 22.70785774 98.6000060Bradley County 48.9523772345 98.6500061Cleveland 50.40798717 89.8500070Campbell County 67.37937898 95.8400080Cannon County 52.02364347 95.3300090Carroll County 65.22400092H Rock Bruceton 64.30136135 99.2600093Huntingdon 47.85243216 88.8900094McKenzie 51.09347337 97.1200095South Carroll 41.696363 100.0000097West Carroll Sp Dist 54.39286286 100.0000100Carter County 69.88937890 94.9800101Elizabethton 44.25649647 99.6900110Cheatham County 29.1816221585 97.7200120Chester County 47.55768755 98.31DIST_ID #LEA_NAMEPoverty LevelHQ ClassesClasses Taught by HQ TeachersPercent HQ00130Claiborne County 71.52756551 72.8800140Clay County 68.74367332 90.4600150Cocke County 75.19987962 97.4700151Newport 43.83191191 100.0000160Coffee County 48.3513201313 99.4700161Manchester 61.68249248 99.6000162Tullahoma 38.64394388 98.4800170Crockett County 53.44245240 97.9600171Alamo 57.265251 98.0800172Bells 71.625050 100.0000180Cumberland County 58.54938910 97.0100190Davidson County 63.601461912889 88.1700200Decatur County 50.03399386 96.7400210DeKalb County 50.98543536 98.7100220Dickson County 44.6314441428 98.8900230Dyer County 55.96605588 97.1900231Dyersburg 60.83575572 99.4800240Fayette County 77.551056834 78.9800250Fentress County 70.521136996 87.6800260Franklin County 48.84719708 98.4700271Humboldt 75.86272243 89.3400272Milan 48.54361342 94.7400273Trenton 55.63245224 91.4300274Bradford 58.89184176 95.6500275Gibson Co Sp Dist 38.75713696 97.6200280Giles County 47.6710741068 99.4400290Grainger County 62.79550501 91.0900300Greene County 58.9311351059 93.3000301Greeneville 33.95603568 94.2000310Grundy County 73.27506488 96.4400320Hamblen County 52.3414301305 91.2600330Hamilton County 52.3262505984 95.7400340Hancock County 83.80277270 97.4700350Hardeman County 77.11873817 93.5900360Hardin County 59.30763749 98.1700370Hawkins County 63.2613241308 98.7900371Rogersville 37.01143143 100.0000380Haywood County 79.71811680 83.8500390Henderson County 51.71710663 93.3800391Lexington 49.02194194 100.0000400Henry County 63.11847809 95.5100401Paris 54.65206201 97.5700410Hickman County 50.38677640 94.5300420Houston County 50.11381373 97.9000430Humphreys County 50.14488482 98.7700440Jackson County 72.69249246 98.8000450Jefferson County 54.1012441226 98.55DIST_ID #LEA_NAMEPoverty LevelHQ ClassesClasses Taught by HQ TeachersPercent HQ00460Johnson County 72.45303303 100.0000470Knox County 40.6888388195 92.7200480Lake County 71.03177167 94.3500490Lauderdale County 76.44935925 98.9300500Lawrence County 52.3712351222 98.9500510Lewis County 57.16240239 99.5800520Lincoln County 47.51622610 98.0700521Fayetteville 45.15226220 97.3500530Loudon County 45.68707612 86.5600531Lenoir City 53.34308294 95.4500540McMinn County 50.89819776 94.7500541Athens 51.56264263 99.6200542Etowah 65.26131131 100.0000550McNairy County 52.68762735 96.4600560Macon County 49.00569549 96.4900570Madison County 67.5229752900 97.4800580Marion County 63.6911501118 97.2200581Richard City 45.786958 84.0600590Marshall County 39.4812831268 98.8300600Maury County 47.6727532643 96.0000610Meigs County 66.76376360 95.7400620Monroe County 58.55863850 98.4900621Sweetwater 65.09312289 92.6300630Montgomery County 42.6947274626 97.8600640Moore County 40.93206206 100.0000650Morgan County 62.18455425 93.4100660Obion County 48.43659656 99.5400661Union City 53.61243235 96.7100670Overton County 65.00421404 95.9600680Perry County 57.75161150 93.1700690Pickett County 63.99242236 97.5200700Polk County 64.44348317 91.0900710Putnam County 46.9216341628 99.6300720Rhea County 60.54798755 94.6100721Dayton 50.30199199 100.0000730Roane County 49.9520011957 97.8000740Robertson County 38.1214601437 98.4200750Rutherford County 32.9558495764 98.5500751Murfreesboro 37.01809809 100.0000760Scott County 85.96735677 92.1100761Oneida 61.14226224 99.1200770Sequatchie County 61.07486470 96.7100780Sevier County 53.9623422317 98.9300790Shelby County 21.9077167135 92.4700791Memphis 63.691812216401 90.5000800Smith County 43.25704690 98.0100810Stewart County 46.15454453 99.78DIST_ID #LEA_NAMEPoverty LevelHQ ClassesClasses Taught by HQ TeachersPercent HQ00820Sullivan County 44.1024292401 98.8500821Bristol 45.43588582 98.9800822Kingsport 43.2914161415 99.9300830Sumner County 27.2140043814 95.2500840Tipton County 49.8219381800 92.8800850Trousdale County 45.38195189 96.9200860Unicoi County 56.70395395 100.0000870Union County 66.32938922 98.2900880Van Buren County 58.10211198 93.8400890Warren County 50.7718341817 99.0700900Washington County 45.3519031902 99.9500901Johnson City 43.6811991196 99.7500910Wayne County 62.96574564 98.2600920Weakley County 49.5215071426 94.6300930White County 55.2212241217 99.4300940Williamson County 7.6461026065 99.3900941Franklin 26.44801777 97.0000950Wilson County 20.8120681956 94.5800951Lebanon 47.65617617 100.0000960West Tenn School For Deaf 73.0000961Alvin C York Institute 55.767364 87.6700963Tenn School For Blind 66.3000964Tenn Sch For Deaf 68.671312 92.31Statewide Totals173,404164,57394.91 StrategyAction StepsTime FrameContinue identification of LEAs not meeting annual measurable objectivesAdminister on-line professional development survey to all teachers Analyze results of professional development surveyApril through August (Annually)Identify any LEA that has not met the goal of 100% of core academic courses taught by highly qualified teachers by the end of of each school yearAnalyze state data base Identify LEAs that have not met the 100% benchmarkOngoing/ Annually 2.2 Does the plan include specific steps that will be taken by LEAs that have not met annual measurable objectives? YES LEAs are using available resources, including Title II, Part A allocations, to ensure that teachers of core academic subjects who have not met requirements become highly qualified as soon as possible. Specific steps that LEAs have specified in their yearly plans include the following ways to support teachers in meeting requirements: reimbursing for courses needed for full TN licensure or for demonstration of content mastery, offering study sessions for exam preparation, reimbursing for Praxis II content specialty exams, helping educators document one of Tennessees three HOUSSE, providing support and stipends for National Board for Professional Teaching Standards Certification above the support provided by the State, and stipulating in teacher contracts the necessary steps and timeline to meet HQ requirements. LEAs are also reevaluating how teacher assignments are made. To the degree it is necessary and educationally advantageous, LEAs and schools are reassigning teachers to classes for which they are HQ. Since Educational Information System (EIS) data are essential in identifying classes taught by teachers who are not HQ, LEAs must ensure that scheduling and teacher information entered at the school level are complete and accurate. Classes are counted as not HQ if they cannot be matched to HQ teachers because of incomplete data. The TN SEA believes that collecting accurate data is as big a challenge as having 100 percent of classes taught by highly qualified teachers. StrategyAction StepsTime FrameContinue inclusion of specific steps to meet annual measurable goals in TCSPP by LEAs that do not meet benchmarksLEAs revise TCSPP with provisions to address lack of 100% HQT (Examples: monitor appropriateness of expenses and advise LEAs on reallocation of funds; match teaching vacancies against the SEA clearinghouse of available HQ teachers; etc.)October through May AnnuallyProvide technical assistance to LEAs that have not met the benchmark of 100% of core academic courses taught by highly qualified teachers by the end of school year 2005-2006 to develop specific plans to reach this goal by the end of school year 2006-2007Identify LEAs that have not met the 100% goal TN SEA Office of Federal Programs requires LEAs that have not met the 100% goal to develop and submit for state approval specific strategies to meet the 100% goal. Field Service Center consultant and other department staff assist LEAs in meeting needs of non-HQT schools by targeting individual non-HQ teachers. Federal Programs staff members set benchmarks and deadlines for completing HQ compliance plans. Fed. Program and Field Service Center staff members perform comprehensive monitoring throughout the year as LEAs develop and implement these plans.September Annually December Annually Spring Annually Summer Annually Ongoing/ Annually 2.3 Does the plan delineate specific steps the TN SEA will take to ensure that all LEAs have plans in place to assist all non-HQ teachers to become HQ as quickly as possible? YES Currently, using the TCSPP, LEAs meet all of the requirements for the Title II, part A application. For any LEA that has not met HQ for the 2005-2006 school year, specific requirements are mandated for the use of funds on their application for Title II A. StrategyAction StepsTime FrameExpand the requirement of individual plans for all teachers, including those in non-Title I schools, that do not meet highly qualified requirements.Monitor the status of all newly hired teachers in all schools or programs as a part of the comprehensive monitoring process Identify LEAs that have not met the 100% goal Require LEAs that have not met the 100% goal to develop and submit for state approval specific strategies to meet the 100% goal by the end of school year 2006-2007 Require LEAs that have not met the 100% goal to develop individualized action plans and timeframes for each teacher that is not highly qualified The use of Title II-A funds will be mandated for HQ enhancement until each LEA is in full compliance with the 100% HQT requirement. Data will be collected during the first semester of the 2006-07 school year to identify teachers assigned to classes for which they are not HQ. Each LEA must present a plan and timeframe to meet the goal of having 100 percent of core academic classes taught by HQ teachers in its Title II, Part A application.Ongoing/ Annually October Annually December Annually December Annually Ongoing/ Annually December 2006 and Annually thereafter  State-sponsored Activities Provided to Assist LEAs to Increase the Numbers of HQTs The Tennessee Matrix of Highly Qualified Professional Development Activities (see Attachment 2) highlights TN SEA initiatives available to Tennessee LEAs and individual teachers. These activities have been designed to support the state effort to reach the 100% HQT Goal. The recruitment programs are targeted to Non-AYP Schools to place highly qualified, content trained individuals in these specific locations in addition to the high-need content specific courses. The Retention Initiatives are to support new teachers and help diminish teacher turnover and attrition. The professional development opportunities are available for all teachers. Specific activities will be targeted to high poverty schools and teachers who are working to attain HQ status. The TN SEA has developed a series of HQ Academies specifically addressing the high needs content areas of mathematics, language arts and science. These academies provide content and content pedagogy for existing teachers. These academies have been modeled from the Teacher-to-Teacher Federal initiatives. Evaluation and Public Reporting Tennessee will annually report the progress the state, LEAs, and schools are making in meeting the two annual measurable objectives in Section 1119 in two ways: The State will report the percent of core academic courses taught by highly qualified teachers at the state, LEA, and school levels on the annual report cards as required in Section 1111(h); and, The State will annually report the progress each LEA is making in meeting the two annual measurable objectives required in Section 1119 on its website. To evaluate the progress the State and each LEA are making in reaching the goal of 100% of core academic courses taught by highly qualified teachers, the State will use the States data base to: Measure the increase in the percent of core academic courses taught by highly qualified teachers statewide; Measure the increase in the percent of LEAs reaching the goal of 100% of core academic courses taught by highly qualified teachers; and, Measure the increase in the percent of LEAs showing improvement in reaching the goal of 100% of core academic courses taught by highly qualified teachers. The Tennessee SEA Office of Federal Programs (Julie McCargar, Executive Director) will continue to monitor. The TN SEA Office of Internal Audit (Chris Steppe, Director) works with the Field Service Center NCLB Consultants to audit random samples of HQT documentation housed in the Central Offices of the various LEAs. This audit process is also applied to the LEA TCSPP plans. Requirement 3: The revised plan must include information on the technical assistance, programs, and services that the SEA will offer to assist LEAs in successfully completing their HQT plans, particularly where large groups of teachers are not highly qualified, and the resources the LEAs will use to meet their HQT goals. Does the plan include a description of the technical assistance the SEA will provide to assist LEAs in successfully carrying out their HQT plans? YES Tennessee schools that do not make Adequate Yearly Progress (AYP) are given priority for additional staffing services and professional development. A school support team is provided for each school not making AYP. Each support team is comprised of individuals who are knowledgeable about scientifically based research and practices and their potential for improving teaching and learning. In addition, support team members are trained in the school improvement process, methods to evaluate reform models, and other means of improving educational opportunities for low-achieving students. Typically, school support teams include some or all of the following: (1) highly qualified or distinguished teachers and principals; (2) pupil services personnel; (3) parents; (4) representatives of institutions of higher education; (5) representatives of educational laboratories or regional comprehensive centers; (6) representatives of outside consultant groups; or (7) other individuals that the SEA, in consultation with the LEA, may deem appropriate. An extensive knowledge base, wide-ranging experience, and credibility are essential qualifications for support team members. State Department Program Directors frequently hold WebEx Conferences to disseminate information to the LEAs regarding federal programs and guidelines, research, and implementation strategies. In addition, the Tennessee Department of Education has established nine field service centers across the state to provide direct technical assistance to schools. These centers work as teams to address the needs of low performing schools in their region. To provide further support, the Department provides four Title I support consultants to work directly with schools and LEAs on school improvement. Additionally, the Exemplary Educators Program (EE) provides targeted technical assistance to schools not meeting their HQT goals as well as those not making AYP through the use of individuals with expertise in areas where schools have not met standards. The Exemplary Educators service model provides an experienced and trained consultant to each identified school. Typically, the EE program provides 100 days of additional staff services to each low-performing school; however, this may vary according to the needs of the school. These carefully screened, and thoroughly trained, EEs are mostly retired Tennessee educators (teachers and administrators) with proven records of success. The EEs model specific strategies, provide high quality professional development aligned to effective strategies for school improvement in identified need areas, conduct numerous observations, and constantly monitor the implementation of the school improvement plan. The professional development program offered through the EE project provides opportunities for teachers in low-performing schools to meet the HQ requirements and to increase their capacity to be highly effective teachers in increasing student achievement. Staff development activities will meet the requirements of Title IX, Section 9101 (34) of ESEA. Professional development will include activities that: Improve and increase teachers knowledge of academic subjects and enable teachers to become highly qualified; Are an integral part of broad schoolwide and system-wide education improvement plans; Give teachers and principals the knowledge and skills to help students meet challenging State academic standards; Improve classroom management skills; Are sustained, intensive, and classroom-focused and are not one-day or short-term workshops; Advance teacher understanding of effective instruction strategies that are based on scientifically based research; and Are developed with extensive participation of teachers, principals, parents, and administrators. When indicators demonstrate a need for assistance in addition to the on-site Exemplary Educators, a support team is assigned to the school. This external team assesses the current state of the school, makes recommendations for improvement, and monitors implementation of the staff development plan and improvement strategies. The amount of time and the resources needed by the team is defined by the schools needs. Developing a stronger role and providing additional training for this team, and the on-site EEs, in assisting with the implementation of the HQ regulations in schools not making AYP will be included in the proposed strategies listed in the following section. The TN SEA has created a list of targeted activities supported by Federal funds to address schools and LEAs that have not met HQT objectives. (See Attachment 2 - Matrix of Highly Qualified Enhancement Activities) TN SEA staff in Nashville and State NCLB consultants from the regional Field Service Centers will continue to provide LEAs with technical assistance as follows: Through Training Conduct annual regional workshops for LEA Title II program directors. Conduct annual HQ academies focused on high-need content areas with high levels of non-HQ teachers. The intended audience is non-HQ teachers although veteran HQ teachers often participate as well. Through Technology Collaborate with the Office of Technology to ensure accurate and complete EIS data at the LEA and school levels. The TN SEA has a greater awareness of the importance of this data entry process at the LEA level. Maintain current information and relevant updated documents that provide increased understanding of HQ teacher requirements. This information is shared with LEA practitioners via HQ web site, WebEx presentations, and email message groups. Provide preliminary data to LEAs on classes taught by non-HQ teachers, by schools and classes, for verification of accuracy and completeness through the TN SEA HQ web site. Provide LEAs with on-line current information concerning the HQ status of individual teachers (TCI web site) and HQ reports for each school through the TN SEA HQ web site. Through On-Site Visits Visit LEAs and schools to provide technical assistance and for monitoring purposes. Priority will be given to LEAs and individual schools as indicated in the response to Requirement 1. Conduct HQ awareness sessions for teacher groups, Institutions of Higher Education (IHEs) and Human Resources personnel upon request. Through Continual Accessibility Respond consistently to inquiries from teachers and LEAs in a timely manner. Respond to teachers via telephone, e-mail, and in-person with information specific to their needs for becoming HQ. Provide references and resources for exam information and preparation Distribute HQT guidance from US DOE to LEA Title II program directors and personnel administrators. Also, HQT information is shared through Tennessee Education Association (TEA), the state affiliate of NEA. Revise and publish State guidance to comply with U.S. Department of Education guidance. Present HQ and licensure updates regularly to LEA personnel administrators at their professional meetings. Research the records of teachers for examination score reports from tests taken prior to the electronic system. 3.2 Does the plan indicate that the staffing and professional development needs of schools that are not making AYP will be given high priority? YES The States priority is that all students, regardless of ethnicity or socioeconomic status, be taught by HQ teachers. The Title II, Part A application requires a plan and specific strategies for staffing that comply with NCLB expectations. LEAs must provide a rationale for class-size reduction choices of schools, grade levels, and subjects as related to failure to make AYP. The plan must also include documentation of scientifically-based research for professional development initiatives. Tennessee requires that each LEA develop and submit to the State Department of Education a strategic plan (Tennessee School Improvement Planning Process TSIPP). This plan includes an assurance that the LEA will provide effective professional development activities tied to the teachers Framework for Evaluation & Professional Growth plan. StrategyAction StepsTime FrameContinue Field Service Center, and Title I Support Consultants services to schools not making AYP and/or HQTAnalyze AYP needs of each school and assist schools with alignment of staff development and support services Monitor staff development using criteria from Title IX, Section 9101 (34) of ESEA; make recommendations for improvement as needed Monitor progress through student benchmark assessments and help schools revise plans as needed throughout the year Disseminate information about successful programs and practicesSeptember through June AnnuallyTrain Support Team members to assist with the implementation and monitoring of the NCLB Highly Qualified regulationsDevelop and implement a training program for the Exemplary Educators Support Team that includes a comprehensive overview of the NCLB Highly Qualified regulations, strategies for helping schools that did not make AYP nor meet the HQ goals, and methods to monitor and support the implementation of NCLB Highly Qualified requirements.July/August of each Academic YearProvide increased high-quality (as defined in B-1 Improving Teacher Quality State Grants Non-Regulatory Guidance) staff development opportunities for teachers to: (1) meet the HQ requirements, and (2) increase capacity as highly effective teachers in increasing student achievementUsing HQ data, work collaboratively with school staff to assess needs for HQ compliance and increased student achievement Develop a school level staff development program with a focus on content competence Deliver high quality, sustained, and job-embedded staff development to teachers in low-performing schools Analyze periodic benchmark data to adjust staff development focus as neededSeptember through June Annually 3.3 Does the plan include a description of programs and services the SEA will provide to assist teachers and LEAs in successfully meeting HQT goals? YES In addition to the services outlined in the Matrix of Highly Qualified Enhancement Activities (Attachment 2), the TN SEA assists teachers and ensures that LEAs will meet their highly qualified teacher goals through its support of a variety of programs and services that focus on three areas: (1) ensuring that employed teachers meet requirements, (2) recruiting a workforce of highly qualified teachers, and (3) retaining a workforce of highly qualified teachers. The Tennessee Matrix of Highly Qualified Professional Development Activities (see Attachment 2) highlights TN SEA initiatives available to Tennessee LEAs and individual teachers. These activities have been designed to support the state effort to reach the 100% HQT Goal. The recruitment programs are targeted to Non-AYP Schools to place highly qualified, content trained individuals in these specific locations in addition to the high-need content specific courses. The Retention Initiatives are to support new teachers and help diminish teacher turnover and attrition. The professional development opportunities are available for all teachers. Specific activities will be targeted to high poverty schools and teachers who are working to attain HQ status. The TN SEA has developed a series of HQ Academies specifically addressing the high needs content areas of mathematics, language arts and science. These academies provide content and content pedagogy for existing teachers. These academies have been modeled from the Teacher-to-Teacher Federal initiatives. (See Attachment 2 - Matrix of Highly Qualified Enhancement Activities) 3.4 Does the plan specifically address the needs of any subgroups of teachers identified in Requirement 1? YES As documented in the response to Requirement 1, several subgroups of teachers warrant particular attention in assisting them in attaining highly qualified status. Programs to offer this support address teachers in the following areas: middle grades (7 8) [language arts, math, science and social studies], language arts, mathematics, science, and fine arts. Currently many of these teachers are highly qualified in another content area, rather than their specific class assignment. For example, a Middle Grades endorsed teacher may be HQ in Math, but is currently assigned to teach Science. This teacher does meet the TN employment standard for all content areas in grades 7 8, but is not HQ in science. The Tennessee alternative licensure program offers the opportunity for LEAs to hire teachers who demonstrate content competence to participate in the alternative route to full licensure and HQ status. Tennessee has a Middle Grade endorsement includes the areas of language arts, mathematics, science, and social studies. Since few colleges or universities in the State have programs to prepare teachers for the middle grade endorsement and since those that do offer such programs report low enrollments, we are experiencing a shortage in this area. The Tennessee employment standards allow middle grades to be taught by persons certified with elementary or middle grades endorsements, as well as secondary content specialty endorsements. [One of the major factors impeding the number of HQ Middle Grades teachers is the LEA tendency to hire teachers endorsed in Elementary (K-8) to teach in grade 7 - 8. Once the State of Tennessee transitions to the K-6 Elementary and 5-8 Middle grades endorsements, this problem will be reduced.] These teachers may or may not have been HQ at the time of being hired. The State offers multiple opportunities to strengthen the specific content knowledge of these middle school teachers. (See pages 5 & 6 and the Professional Development Matrix Attachment 2.) However, due to Tennessees extensive licensure testing program, all new grads in any of these endorsement areas are HQ upon program completion. The category of Language Arts teachers includes teachers of reading courses K-12, spelling and writing K-8, content area reading 7-12, English 7-12 and English as a second language courses. In the 2005-06 school year, Tennessee established a Reading Panel to set standards and best practices for the instruction of reading in the State (K-12). The Panel will analyze the data, look at employment standards and make recommendations to amend state policy to align employment standards to HQ requirements. The Panel will also design initiatives to re-tool existing teachers with reading expertise. The State of Tennessee has had a large influx of non- and limited English speakers. The State is addressing the ESL growth in student population by hiring a state ESL consultant and providing $200,000 of State Title IIA funding to address the content needs of our ESL teachers. Recommendation will also be made to address employment standards to align with HQ requirements. The state has an on-going recruitment for teachers of Mathematics through programs such as Troops to Teachers, Teach Tennessee, Math-Science Partnership and Transition to Teaching. We have established a comprehensive test preparation workshop to prepare for the Praxis mathematics licensure exam. At this time, the state data does not reflect the effects of this training. Secondary science teachers are a subgroup likely to be non-HQ for the classes they instruct. Teachers who are endorsed and HQ in biology and instructing chemistry, for example, are not properly endorsed for their class assignment since that specific course requires endorsement in chemistry. Of the forty institutions of higher education in Tennessee, fifteen have agreed to recommend for add-on endorsements based solely on a passing score on the Praxis content specialty exam. Systems with licensed science and/or social studies teachers who need additional endorsements to be HQ will be targeted to use Title IIA funds to assist these teachers with the costs of the test fees and content preparation. Additional analysis of the Fine Arts category will be done to determine the count of teachers who teach art or music in a self-contained elementary placement. These teachers should not have shown up in the data as non-HQ. A concern which will be taken to the Arts Council (an education/community task force) is the lack of qualified candidates for fine arts teaching positions. A goal for the coming year is to solicit the input and support of state and community-level fine arts advocacy organizations to remedy this shortage of HQ fine arts teachers. 3.5 Does the plan include a description of how the State will use its available funds (e.g., Title I, Part A; Title II, Part A, including the portion that goes to the State agency for higher education; other Federal and State funds, as appropriate) to address the needs of teachers who are not highly qualified? YES The Tennessee Department of Education has committed $21,250,000.00 in State funds over five years for the Exemplary Educator (EE) program to assist schools not meeting the AYP benchmarks. These funds provide additional staff services, up to 100 days per school, and onsite staff development. Title I school improvement funds are available to LEAs with Title I High Priority (Non-AYP) schools. Each Title I High Priority school generates at least $50,000 in school improvement funds for the LEAs allocation. With the support of the Title I High Priority schools assigned Exemplary Educators, the LEA completes an application and submits it to its assigned Title I support consultant for screening for alignment to the NCLB identified needs. At the end of the year, a performance report is submitted that details the implementation of the plan and the results. In addition to the nine regional Field Service Centers, Title I Support Staff, and Exemplary Educators Program, the Tennessee Department of Education provides extensive programs and services to assist teachers and LEAs in meeting HQT goals. Services included are offered through collaborative partnerships of Department staff, Governors initiatives, higher education, regional comprehensive centers, consultants, and other support networks. State and federal funds support projects and services, as described above, that address the needs of teachers who are not highly qualified. Title II, Part A state-level monies fund activities to assist teachers in meeting HQ qualifications. (See Attachment 2 - Matrix of Highly Qualified Enhancement Activities) The state also will continue to enhance the following strategies: StrategyAction StepsTime FrameProvide HQ Team and Field Service Center services to schools that do not make HQTContinue priority state funding for staff services and professional development for low-performing schools Update status report of Non-HQT schools to Fed Prog Staff at semi-annual meetingsJuly through June AnnuallyProvide Title I Support ConsultantsContinue priority federal Title I funding for staff support for training and school improvement initiativesJuly through June AnnuallyProvide Title I and Title IIA funds for staff development for schools that do not make HQT goalContinue monitoring required Title I set-aside funding for professional development for schools and LEAs that do not make HQT Provide technical assistance to schools and LEAs as needed to assure high quality staff developmentJuly through June Annually Ongoing/ AnnuallyProvide financial support through state lottery funds for math and science teachers to enhance their content knowledgeTHEC (SAHE) will develop guidelines for selection and distribution for a loan repayment program for math and science teachers THEC will provide annual report of funds distributionPrior to end of 2006-2007 academic year June each yearProvide Title II A funds for financial support to IHEs to offer programs that create a large pool of candidates for hard-to- staff core content subject areasTennessee Higher Education Commission (THEC/SAHE) administers the distribution of II A funds to qualified IHEs THEC consultant monitors IHE compliance with the guidelines for this funding processOngoing/ Annually 3.6 Does the plan for the use of available funds indicate that priority will be given to the staffing and professional development needs of schools that are not making AYP? YES Currently, funds are available to support most of the initiatives included in this report in all LEAs that choose to participate. When that is not the case, plans are implemented to prioritize services and programs for those that do not make adequately yearly progress. Specific to schools not making AYP, the State of Tennessee mandates intervention and assistance to schools rated below average or unsatisfactory on report cards. Funds are allocated to give the lowest-performing schools priority. StrategyAction StepsTime FrameIdentify LEAs that must make revisions to their use of Title II fundsAnalyze state data Identify LEAs that have not met HQ benchmarks Review LEA plans Provide technical assistance for focusing Title II resources on identified needs Require changes if necessary to prioritize resources to meet greatest needsOngoing/ Annually  Requirement 4: The revised plan must describe how the SEA will work with LEAs that fail to reach the 100 percent HQT goal by the end of the 2006-07 school year. 4.1 Does the plan indicate how the SEA will monitor LEA compliance with the LEAs HQT plans described in Requirement 2 and hold LEAs accountable for fulfilling their plans? YES The Title II, Part A Consolidated Application includes a requirement for LEAs to explain their plan and timeframe for meeting the 100 percent HQT goal. State SEA project directors do not approve the Consolidated Application nor allocate funds until sufficient information is provided. The SEA staff reviews plans and the budgeted activities to ensure that teachers are given the resources needed for them to become Highly Qualified. The TN SEA will utilize its data collection to monitor LEAs for compliance in fulfilling their documented plans for each teacher of core academic subjects to become Highly Qualified. Reports of classes taught by teachers who are not HQ are generated by the Highly Qualified web site as developed by the Office of Technology. Field Service Center NCLB Consultants will review the data and schedule monitoring visits to LEAs, giving priority to those that do not make AYP. Tennessee identifies LEAs that do not meet the two annual measurable objectives for highly qualified teachers as required in Section 1119. Tennessee monitors LEAs for compliance with highly qualified requirements by reviewing data on the percent of core academic courses taught by highly qualified teachers at both the LEA and school levels as well as the percent of teachers receiving high quality professional development. We require LEAs that have not met the same measurable objective for two consecutive years to revise their Tennessee Comprehensive System-wide Planning Process (TCSPP) plans to include strategies and resources to address this HQ deficiency. LEAs will provide appropriate documentation of plans and progress toward meeting the 100 percent goal. A plan for corrective action will be mandated for LEAs that do not fulfill their plans and make sufficient progress. StrategyAction StepsTime FrameIdentify LEAs not meeting professional development benchmark for 2 consecutive yearsAdminister on-line professional development survey to all teachers Analyze results of professional development survey Identify LEAs that failed the benchmark for prof. dev. for 2 consecutive yearsApril though August Annually October AnnuallyIdentify any LEA that has not met the goal of 100% of core academic courses taught by highly qualified teachers by the end of 2005-2006Analyze state data base Identify LEAs that have not met the 100% benchmarkAugust AnnuallyProvide technical assistance to LEAs to develop highly qualified plans to meet goal of 100% core academic courses by highly qualified teachers by 2006-2007Provide technical assistance to LEAs in developing these plans Require these plans to include individual teacher plans for any teacher who does not meet the highly qualified requirements October Annually December AnnuallyIdentify LEAs that did not meet the 100%goal at the end of 2006-2007 Analyze 2006-2007 teacher quality data for identification of LEAs that did not meet goal Identify LEAs that did not meet goalOctober Annually October AnnuallyConduct monitoring visits by NCLB field service staff of LEAs that did not meet the 100% goal and identify reasons why the goal was not metConduct monitoring visit of LEAs Identify reasons for deficiencies in meeting the goalOngoing/ AnnuallyRequire LEAs that did not meet the goals to develop and submit the year 2 plan to meet the highly qualified requirement and to show resources, especially Title IIA resources, that will be targeted to meet the goalDevelop year 2 of the highly qualified plan with technical assistance from State Review Year 2 plans for approvalOngoing (as needed)Ensure that all state teacher initiatives (Base 10, Transition to Teach, Troops to Teachers and Teach Tennessee) are included in the LEA plans, when applicableProvide statewide technical assistance by WebEx conferencing to all LEAs to review all possible programs to recruit and retain teachers Review each LEA plan to ensure that the plan includes all possible programs available and applicable Fall of 2006 and each Academic Year thereafter December Annually 4.2 Does the plan show how technical assistance from the SEA to help LEAs meet the 100 percent HQT goal will be targeted toward LEAs and schools that are not making AYP? YES The State identifies both schools and LEAs that do not meet adequate yearly progress for two consecutive years for LEA improvement or school improvement. In Tennessee, these non-AYP schools and LEAs are referred to as High Priority. These identified schools and LEAs receive specialized technical assistance through the States Exemplary Educator program. This program provides a specially trained retired educator, who has a record of success of helping schools make improvement, to each High Priority school. These Exemplary Educators are placed for about 100 days in the school to assist with the revision and implementation of school improvement plans, to provide professional development to teachers, and to provide support to the school leadership. (See Attachment 4 - All Non-AYP LEAs, with HQ Data) Data collected on classes taught by teachers who are not HQ will be combined with data on schools and LEAs that do not make AYP to determine the schedule for monitoring and technical assistance visits. Priority will be given to schools and LEAs that do not meet AYP and that have the greatest percent of classes taught by non-HQ teachers. (See Attachment 3 NonAYP/NonHQT LEAs - Below 85% HQT) Tennessee will continue its support of local capacity to increase student achievement by improving teacher quality through implementation of the following strategies: StrategyAction StepsTime FrameAssure that Field Service Center NCLB Consultants and Exemplary Educators are prepared to assist LEAs with development of the Highly Qualified plans and are aware of their roles in the development and implementation of these plansTrain SEA staff and Exemplary Educators on highly qualified plan requirements for LEAs that do not meet 100% goal Use HQ data to identify LEAs which will be High Priority (Non-AYP) to receive technical assistanceOctober 2006 and as needed thereafterContinue inclusion of specific steps to meet annual measurable goals in TCSPP by LEAs that do not meet benchmarks with guidance from Exemplary Educator at the school levelRevise TCSPP with specific strategies included for any school that is identified as High Priority (Non-AYP)October through May AnnuallyRequire LEAs that have not met the benchmark of 100% of core academic courses taught by highly qualified teachers by the end of school year 2005-2006 to develop specific plans to reach this goal by the end of school year 2006-2007Identify LEAs that have not met the 100% goal Require LEAs that have not met the 100% goal to develop and submit for state approval specific strategies to meet the 100% goal by the end of school year 2006-2007 with specific strategies included for any school that is identified as High Priority (Non-AYP) Ensure that the LEAs have included strategies that utilize the states programs for recruiting and retaining teachersOctober of each Academic Year December AnnuallyRequire High Priority (Non-AYP) LEAs and schools to include the use of their Title IIA and Title I LEA improvement funds to meet the 100% goal Review plans and applications from LEAs with High Priority schools or High Priority (Non-AYP) LEAs to ensure the appropriate use of Federal funds to meet the highly qualified 100% goalOngoing/ Annually 4.3 Does the plan describe how the SEA will monitor whether LEAs attain 100 percent HQT in each LEA and school: in the percentage of highly qualified teachers at each LEA and school; and in the percentage of teachers who are receiving high-quality professional development to enable such teachers to become highly qualified and successful classroom teachers? YES The TN SEA HQ web site allows each LEA as well as Field Service Center consultants to identify teachers assigned to classes for which they are not HQ. This web site is available for daily updates, thus providing a current snapshot of HQ status. This information will be utilized in the monitoring process and in providing technical assistance to LEAs. The State will monitor LEAs for individual documented plans for non-HQ teachers to become HQ. LEAs will also be required to attach a copy of the letter of notification sent to parents in instances in which the non-HQ teacher is teaching a core academic class in a Title I setting. Title I Section 1119 requires each LEA to meet annual measurable objectives for highly qualified teachers in two areas: The percent of core academic courses taught by highly qualified teachers with a goal of 100% of core academic courses taught by highly qualified teachers by the end of school year 2005-2006; and, An annual increase in the percent of teachers receiving high quality professional development to enable such teachers to become highly qualified and successful classroom teachers. To monitor these two requirements, the State has implemented the following procedures: All LEAs enter the highly qualified status of their teachers on the state web site. This site is merged with the data base for the courses these teachers have been assigned to teacher as reported to our Office of School Approval. An analysis of the percent of core academic courses taught by highly qualified teachers is determined for each school and LEA. From March through August of each year, all public school teachers are required to answer an anonymous on-line survey about their professional development activities for the school year. The website shows the number of responses and a summary of the results for each school and LEA. Each September, the State Office of Federal Programs analyzes these results to ensure that there is an increasing percentage of teachers reporting receiving high-quality professional development for the preceding school year. The results of the progress of each LEA on these two indicators are shared individually with each LEA and posted on the Departments website. Any LEA that has not met either of the two benchmarks for two consecutive years is identified in Title IIA Accountability Status. These LEAs must develop specific plans to address the areas in which they are not in compliance. (See Attachment 5 Accountability Information and System Status) StrategyAction StepsTime FrameContinue analysis of highly qualified teacher status of each LEA and school and identify LEAs that have not met the 100% goalAnalyze teacher quality and school approval data bases Identify LEAs that have not met the 100% goalOctober Annually October AnnuallyContinue administration of statewide professional development surveyAdminister survey March through August AnnuallyAnalyze survey results to identify LEAs that have not increased their percent of teachers receiving high quality professional developmentAnalyze survey results Identify LEAs September Annually October AnnuallyDisseminate results of the two measurable objectives to each LEA and the publicDisseminate results (via State Report Card) Post resultsNovember Annually December Annually 4.4 Consistent with ESEA 2141, does the plan include technical assistance or corrective actions that the SEA will apply if LEAs fail to meet HQT and AYP goals? YES Currently the State identifies LEAs that fail either the highly qualified teacher requirements or adequate yearly progress goals. LEAs that fail these goals for two consecutive years are identified as being in either Title II Accountability status or as High Priority. Section 2141 of the No Child Left Behind Act (NCLB) requires that the State to identify LEAs that have not met the measurable objectives in Section 1119 and have failed AYP for three consecutive years. Currently, there are no LEAs that have failed both of these requirements for three consecutive years. When LEAs are identified that have failed both of these requirements for three consecutive years, the TN SEA will increase our involvement in the working relationship with the LEA, including the assignment of a specific NCLB consultant from the nearest Field Service Center office, to oversee the day-to-day operations of the HQT enhancement plan of the LEA. State human and fiscal resources will be focused on the high-priority LEAs in order to monitor their progress and ensure a greater degree of success. A curriculum audit team (under the direction of the Office of Internal Audit, Chris Steppe, Director) will go in to conduct a thorough assessment of the overall LEA operation. Technical Assistance The TN SEA Title II, A project directors and Field Servce Center NCLB consultants will continue to provide on-going technical assistance to LEAs and schools that do not reach HQT goals. Teacher quality initiatives are also in place to address the staffing needs in LEAs and schools. The assistance and programs are multifaceted and described in the response to Requirement 3. (See Attachment 2 - Matrix of Highly Qualified Enhancement Activities) Corrective Actions Data is collected annually and is compared to the previous school year to identify LEAs and individual schools that have not made sufficient progress toward meeting the 100% HQT goal. These LEAs and schools are prioritized for on-site monitoring visits. At this time, LEAs must present plans and timeframes for each individual teacher to become HQ. LEAs are required to attach a copy of the letter of notification sent to parents in instances in which the non-HQ teacher is teaching a core academic class in a Title I setting. Tennessee will continue its goal of supporting local capacity to increase student achievement by improving teacher quality through implementation of the following strategies: StrategyAction StepsTime FrameIdentify highly qualified teacher status of each LEA and each school and identify LEAs that have not met the 100% goal and have failed AYP for 3 consecutive yearsAnalyze teacher quality and school approval data Identify LEAs that have not met the 100% goal for 3 consecutive years and have not met AYP for 3 consecutive yearsAugust through September Annually October AnnuallyAdminister of statewide professional development surveyNotify LEAs of requirement to complete PD survey January/ February AnnuallyAnalyze survey results to identify LEAs that have not increased their percent of teachers receiving high quality professional developmentIdentify LEAs that have failed this benchmark for 3 consecutive years and have also failed AYP for 3 consecutive yearsSeptember/October AnnuallyNotify LEAs that have not met the highly qualified teacher measurable objectives for 3 years and have failed AYP for 3 consecutive years of their status as Title II Corrective ActionCommunicate status to LEAs when they are identified as Title II Corrective Action systems October/ November AnnuallyEnsure the LEAs identified as being in Title II Corrective Action are subject to the requirements of Section 2141(c)Develop and approve an LEA agreement on the use of Title IIA funds that involves the teachers and principals to improve professional development based on scientifically based research Prohibit the use of Title IA funds to hire new paraprofessionals unless to fill an existing vacancy or there is State approval of an exception listed under Section 2141(c)(2(C)Ongoing Annually  Requirement 5: The revised plan must explain how and when the SEA will complete the HOUSSE process for teachers not new to the profession who were hired prior to the end of the 2005-06 school year, and how the SEA will limit the use of HOUSSE procedures for teachers hired after the end of the 2005-06 school year to multi-subject secondary teachers in rural schools eligible for additional flexibility, and multi-subject special education who are highly qualified in language arts, mathematics, or science at the time of hire. 5.1 Does the plan describe how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year? YES The vast majority of existing teachers who are eligible to demonstrate content competence through Tennessees three HOUSSE options have already done so. Tennessee will use HOUSSE after the 2005-06 school year in a very limited manner. Consistent with USED Improving Teacher Quality State Grants Non-Regulatory Guidance (August 3, 2005), the HOUSSE options will continue to be offered under circumstances such as the following: Veteran teachers who seek to rejoin the teaching force after a break in service (e.g., retirement, extended family or medical leave), Veteran international teachers who have not taken validated content exams in their countries of origin, Veteran teachers who are fully endorsed in multiple subjects and are needed to teach a subject for which they have not yet demonstrated content competence [When NCLB is re-authorized, the HOUSSE option will likely be eliminated. To prepare the LEAs for this likelihood, the State of Tennessee is notifying school systems that all veteran teachers should be verified as HQ in as many content areas as possible this academic year, even if they are not currently teaching these subjects.], Out-of-state veteran teachers who receive Tennessee licensure through reciprocity but do not have a content exam, academic major, or documentation of HOUSSE to demonstrate content competency, Veteran teachers who are teaching multiple subjects who have not completed the HOUSSE process. These typically are teachers who are certified in early childhood, elementary, or special education and are teaching in self-contained settings and thus must demonstrate content competency in four subjects (i.e., language arts, math, science, and social studies), and Teachers who are fully certified in areas for which no Praxis content exam is available (e.g., dance) or the available exam has not been validated for the State (e.g., Latin). Validation of available exams is difficult in areas in which few teachers are available to participate in the standard setting process. LEAs have been advised that the HOUSSE options will be available on only a limited basis beginning with the 2006-07 school year. Tennessee will respond promptly in the event that the U.S. Department of Education issues future guidance requiring changes in the above policy. StrategyAction StepsTime FrameIdentify existing teachers who are teaching core academic courses, but have not documented HQ status.Analyze the HQ data provided by the LEAs to the SEA Target LEAs for technical assistance from NCLB consultants (regional Field Service Centers) Target content areas and/or regions (rural) of the state for which the SEA will provide content-specific professional development activities to supplement local initiativesAugust/Fall Semester AnnuallyEnsure program completers are HQ at the point of licensure in order to diminish the need for HOUSSE optionsAssure that TN IHEs preparing teachers are informed of the HQ requirements of NCLB (work with TACTE) Assist IHEs in plans to prepare teachers that are HQ upon graduation Aid IHEs in preparing teacher candidates to pass their Praxis exams (thus being HQ)October through May Annually 5.2 Does the plan describe how the State will limit the use of HOUSSE after the end of the 2005-06 school year to the following situations: ( Multi-subject secondary teachers in rural schools who, if HQ in one subject at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire; or Barely applicable because only four small, special school districts (out of 136 statewide) in Tennessee meet the federal definition of rural. ( Multi-subject special education teachers who are new to the profession, if HQ in language arts, mathematics, or science at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire. Tennessee is a full-inclusion state for special education. Therefore, the majority of SpEd teachers are not the teacher of record. However, all new graduates in Special Education must new pass Praxis exam 0201 Reading Across the Curriculum, which makes them HQ in Reading/Language Arts. If SpEd teachers are teacher of record for multiple subjects (self-contained), the are given two years after date of hire to document HQ status in other core content areas. Requirement 6: The revised plan must include a copy of the States written equity plan for ensuring that poor or minority children are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than are other children. Attachment 6 is a copy of Tennessee Teacher Equity Plan to ensure that poor or minority children are taught by effective teachers at the same or higher rate as other children September 2006  AYP status was determined by results on 2004-05 State Reports Card. AYP data for 2005-06 will be available in November 2006.     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