ࡱ>  kmbcdefghij3 !bjbj bb*%l"<XXX4hhhhT$t$:4npJhjjjjjj$ X///XX4/rXXh/h 6XX9 @0h869llצ<:8q[q9XXXX Missouri Revised State Plan Highly Qualified Teachers 2006-2007 November 2006 Revision  Missouri Department of Elementary & Secondary Education Jefferson City, Missouri Outline Introduction and Background Requirement 1: Analysis of core subject area classes not being taught by highly qualified teachers, including Specific subject areas taught by not highly qualified teachers Not highly qualified teachers in buildings not making AYP Groups of teachers not highly qualified Districts and buildings with not highly qualified teachers Courses taught by not highly qualified teachers Requirement 2. Information on Highly Qualified Teacher status in each school district and the steps to assist teachers in attaining HQT status Identify districts that have not met AMOs for HQT Steps districts that have not met AMOs will take Local district plans for HQT Requirement 3. Information on technical assistance, programs, and services to assist school districts in completing their Highly Qualified Teacher Plan Technical assistance AYP DESE programs Requirement 4. How DESE will work with school districts that fail to reach the 100 percent goal by the end of the 2006-2007 school year DESEs compliance monitoring and technical assistance for HQT High Quality Professional Development Requirement 5. The HOUSSE process for teachers not new to the profession and how DESE will limit the use of HOUSSE The HOUSSE process Multi-subject secondary teachers Multi-subject Special Education teachers Requirement 6. DESEs 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 Identification of inequities Strategies Evidence of success DESE compliance monitoring and technical assistance Appendix Introduction and Background The Missouri Department of Elementary & Secondary Education (DESE) has a two-decade long history of providing highly qualified teachers through a statewide teacher licensing system and content-based testing, through the Praxis II examinations, for teacher certification. In addition, teacher certification has long been an integral part of the states Missouri School Improvement Program (MSIP) school accreditation program. The assessment of candidates for teacher education and certification in Missouri was authorized by the Excellence in Education Act of 1985. The Excellence in Education Act also created a Career Ladder program to reward excellent teachers for additional education related activities beyond what is required. It also created a loan and scholarship program for prospective teachers and set minimum salaries for Missouris teachers. In addition, in an effort to strengthen teacher requirements, the Missouri State Board of Education approved the College Basic Academic Subjects Examination (CBASE) as the official assessment required for admittance into professional education programs. The State Board also approved the Praxis II: Subject Assessments/Specialty Area Tests as the official assessments required for the certification of professional school personnel. DESE also has a long history of comprehensive data collection. The current model of Core Data collection is in its 18th version, beginning in 1988. In 1997, DESE embraced the technology of the Web to not only be the first state to use an online, web-based system for our Consolidated Federal Programs Application, but also to place the Core Data system online. This system is matched with the certification database to determine the certification status of each teacher and a report is generated for each school district to determine the number of not highly qualified teachers for the states school district accreditation system. Missouri is a state with almost 900,000 students enrolled K-12, 524 school districts and 16 charter schools as LEAs, for a total 540 LEAs, each with its own administrative structure. Each district is operated by an independent school board. In August 2006, after a U.S. Department of Education monitoring decision, DESE sent 16,507 HOUSSE forms to Missouris school districts to determine the highly qualified status of veteran teachers who received Missouri teacher certification before 1988 when the state began using the Praxis II subject area exams for teacher certification. The 16,507 courses reflect approximately 10% of the total number of 164,620 core academic courses taught in grades K-12. The HOUSSE forms were due from school districts by October 2, 2006. DESE staff compiled the data and applied the revisions to our overall HQT numbers, and then revised our Highly Qualified Teacher Plan. In Missouris current statewide report card, entitled the Missouri Public School Accountability Report, the state reports on a variety of statistics for Missouris schools, including school accreditation status, enrollments, attendance, graduation, and dropout rates, and NAEP and ACT scores. Also included are scores from the Missouri Assessment Program (MAP), the primary academic measure used in the Missouri School Improvement Program (MSIP) school accreditation process and the determination of Adequate Yearly Progress (AYP) data with subgroup results. The report card includes data on highly qualified teachers, including the total number and percentage of classes taught. The data is also separated by highest-poverty and lowest-poverty schools. In 2005, the state legislature approved a change in state law (RSMo 160.522) that eliminated the requirement that each school district produce an annual report card for the district and for each building. Instead, DESE is now responsible for producing a school accountability report card for each public school district, each building and each charter school. School districts are still required to make vital statistics available to parents and school patrons in a timely manner. The law was changed in order to streamline state and federal reporting requirements and to save time and money for school districts. As a condition for receiving funds, the Federal Grants Management section provides compliance monitoring for schools receiving Title I funds. Included in the monitoring are the parent notification requirements of NCLB, including the request of information regarding the professional qualifications of their childrens teachers, and that parents 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. Districts failing to meet AYP and HQT goals are provided technical assistance through the Federal Instructional Improvement section. Requirement 1: Analysis of core subject area classes not being taught by highly qualified teachers, including Specific subject areas taught by not highly qualified teachers Not highly qualified teachers in buildings not making AYP Groups of teachers not highly qualified Districts and buildings with not highly qualified teachers Courses taught by not highly qualified teachers Missouris definition of a highly qualified teacher follows the guidelines provided in Section 9101(23) of ESEA. The requirement that teachers be highly qualified applies to all public elementary or secondary school teachers employed by a local educational agency who teach a core academic subject. Highly qualified means that the teacher has obtained full State certification as a teacher and holds a certificate to teach in Missouri, and does not have certification or licensure requirements waived on an emergency, temporary, or provisional basis. A highly qualified teacher also holds a minimum of a bachelors degree and has demonstrated subject-matter competency in each of the academic subjects in which the teacher teaches, either by taking the required state tests (the C-BASE and the Praxis II exam) or through Missouris HOUSSE. Missouris HOUSSE was distributed to school districts in late August 2006, with data from that collection, along with existing teacher data, was analyzed and submitted to the US Department of Education in October 2006. A review of our data shows that a large number of core academic content courses are taught by teachers that are already at highly-qualified status (96.3%), but that there is a lesser number (91.2%) at high-poverty elementary schools and 89.1% at high-poverty secondary schools (see Table I below). Table 1: Core Academic Subjects being taught by highly qualified teachers School TypeTotal Number of Core Academic ClassesNumber of Core Academic Classes Taught by Highly Qualified TeachersPercentage of Core Academic Classes Taught by Highly Qualified TeachersAll Schools in State164,065158,06396.3%Elementary Level (K-8) High-Poverty Schools15,00113,68191.2% Low-Poverty Schools29,13628,74098.6%All Elementary Schools83,14980,13896.4%Secondary Level (9-12) High-Poverty Schools9,6168,56889.1% Low-Poverty Schools35,33534,74098.3% All Secondary Schools80,91677,92596.3%2004-2005 data, revised 11/15/2006 Table 2 below shows a larger number of secondary courses taught by not highly qualified teachers (6.40%) than any other area. Table 2: Percentage of Classes Not Taught By Highly Qualified Teachers Classes not taught by highly qualified teachers (percent) High-Poverty (percent) Low-Poverty (percent) All Classrooms6,002 (3.7 %)1,908 (1.07%)818 (.46%)Elementary (K-8)3,011 (3.62%)365 (3.87%)128 (1.03%)Secondary (9-12)2,991 (3.70%)1,543 (6.40%)690 (1.27%) Clearly there is a disparity between high-poverty and low-poverty classrooms in the state that must be addressed. Table 3 reviews the percentage of classes taught by subject matter. Language Arts courses at 5.05% and science courses at 5.76% are the two largest groups. Table 3: Percentage of Classes by Subject Courses with Highly Qualified Teacher%Courses without Highly Qualified Teacher%Total Number of Courses TaughtLanguage Arts35,82995.20%1,8084.80%37,637Social Studies23,17797.59%5732.41%23,750Mathematics21,71196.10%8803.90%22,591Elementary21,18599.22%1670.78%21,352Science20,00594.55%1,1525.45%21,157Art11,62997.58%2892.42%11,918Music11,27397.04%3442.96%11,617Foreign Language7,67496.53%2763.47%7,950Other5,88196.52%2123.48%6,093Subtotal158,36496.53%5,7013.47%164,065Educators of all courses (not just core academic) with one year experience33,24591.87%2,9418.13%36,186Totals191,60995.68%8,6424.32%200,251 Also, our data indicates a large number of educators with one year of experience have a large percentage (8.13%) of not highly qualified teachers. The data shows that DESE must target its efforts in the next year toward helping our high poverty schools increase their numbers of highly qualified teachers. Also, we must work toward increasing the number of highly qualified teachers in Language Arts, science, and mathematic courses. There are 104 buildings in Missouri not making Adequate Yearly Progress (AYP) for 2006-2007 (See Appendix 1 for complete list). The 27 buildings not making AYP with at least 10% of their core academic course teachers not highly qualified will receive immediate attention in both technical and monitoring assistance (Table 4 below). Table 4: Buildings not making AYP with at least 10% of teachers not highly qualified. District NameSchool NameRequired ActionBuilding Poverty RatePercent of Teachers Not Highly Qualified1ST. LOUIS CITYLIFT FOR LIFE ACADEMY (Charter)Corrective Action97.20%53.01%2ST. LOUIS CITYLANGSTON MIDDLECorrective Action91.50%46.72%3ST. LOUIS CITYST. LOUIS CHARTER ACADEMIES (Charter)School Improvement77.18%45.71%4ST. LOUIS CITYSTEVENS MIDDLE COMMUNITY ED.Corrective Action89.63%43.55%5ST. LOUIS CITYL'OUVERTURE MIDDLECorrective Action90.29%36.51%6ST. LOUIS CITYETHEL HEDGEMAN LYLE ACADEMY (Charter)School Improvement81.45%33.49%7CARUTHERSVILLE 18CARUTHERSVILLE ELEM.School Improvement80.42%32.14%8ST. LOUIS CITYHUMBOLDT MIDDLECorrective Action90.60%28.09%9ST. LOUIS CITYFANNING MIDDLE COMMUNITY ED.Corrective Action87.50%24.79%10ST. LOUIS CITYCARR LANE VPA MIDDLESchool Improvement81.40%23.39%11KANSAS CITY 33CLARKE ACE MIDDLESchool Improvement86.55%22.95%12ST. LOUIS CITYCONFLUENCE ACADEMIES (Charter)School Improvement89.25%21.74%13WELLSTONBISHOP MIDDLESchool Improvement99.40%20.69%14ST. LOUIS CITYFROEBEL ELEM.School Improvement91.89%19.23%15ST. LOUIS CITYLONG MIDDLE COMMUNITY ED. CTR.School Improvement82.93%18.07%16ST. LOUIS CITYBUNCHE INTERNATIONAL STUDIESCorrective Action88.25%17.52%17ST. LOUIS CITYST. LOUIS CHARTER SCH. (Charter)Corrective Action55.51%14.55%18GILLIAM C-4GILLIAM ELEM.School Improvement54.35%14.29%19KANSAS CITY 33CENTRAL MIDDLESchool Improvement91.47%13.04%20RIVERVIEW GARDENSWESTVIEW MIDDLECorrective Action79.15%12.28%21ST. LOUIS CITYCOLE ELEM.School Improvement94.78%11.11%22ST. LOUIS CITYDUNBAR AND BR.School Improvement89.27%11.11%23ST. LOUIS CITYCOMPTON-DREW ILC MIDDLESchool Improvement71.74%10.10%24KANSAS CITY 33C. A. FRANKLIN ELEM.School Improvement91.67%10.00%25ST. LOUIS CITYHICKEY ELEM.School Improvement85.80%10.00%26ST. LOUIS CITYMONROE ELEM.School Improvement83.99%10.00%27ST. LOUIS CITYOAK HILL ELEM.School Improvement81.40%10.00% DESE will develop, by December 1, 2006, a district-level Highly Qualified Teacher Plan, modeled on our online LEA Plan, to be distributed to districts. The plan will guide districts through a detailed district plan for increasing the numbers of highly-qualified teachers in all of the core academic subjects, but with particular emphasis on the areas of weaknesses in each district. In the upcoming year, as we work to create a new agency-wide online district-wide planning and application tool to replace our current paper driven Comprehensive School Improvement Plan (CSIP), we will include these HQT plans as a major emphasis of planning for overall school quality. In order to help districts with these plans, the Federal Grants Management (FGM) section will develop the plan template, approve the submitted plans, and monitor districts for the completion of their plan as a part of our normal, comprehensive monitoring process and also through quarterly reviews of progress. FGM will continue to review each districts data as submitted through the Core Data system for such things as federally-funded positions and expenditures and the section will also review the highly qualified data to enhance its reliability and to monitor districts as they increase the numbers of highly qualified teachers. FGM will also offer assistance to districts toward the targeting of their Title I, Part A and Title II, Part A funds toward reaching the goal of having 100% of the districts teachers being highly qualified by the end of the 2006-2007 school year. Also, another section of the Federal Programs Unit at DESE, the Instructional Improvement (II) section, will offer assistance to districts. Instructional Improvement is a statewide network of DESE staff, housed throughout the state that offers program improvement assistance to all schools districts, but particularly with those districts having difficulties making AYP. The Instructional Improvement staff will, in conjunction with FGM, offer assistance to districts as they complete their plans and as they fulfill the obligations set forth in the plans. After the highly qualified teacher data was refined through the implementation of our HOUSSE standard, Missouri began a focus of resources to ensure that poor or minority children are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than other children. Missouri currently uses several data and reporting strategies for both compliance and school improvement activities. Missouri collects and reports data on teacher turnover and to project teacher shortages while also collecting and reporting data on teacher salaries. Missouri, like most states, has a large turnover of first and second year teachers (see Table 3). We are currently (November 2006) examining options for incentive and support programs for inexperienced teachers with education organizations in the state. We hope to have a plan in place soon. An online teacher certification system is used to provide current data on teacher certificates held and to ensure availability of data to examine, through compliance monitoring, that all teachers are properly credentialed in the subjects they are assigned to teach. The MSIP school accreditation process looks at the link between teacher certification and student achievement using certification and performance data collected through the online Core Data system. In order to make teacher vacancy notifications available online, DESE created a state job bank that is used by districts that experience the greatest difficulty competing for teachers in hard-to-fill subjects. Missouris Career Ladder program offers financial rewards to help the nearly 400 of our 540 participating districts to attract teachers of hard-to-fill subjects to high-need schools. Career Ladder can reward experienced teachers who mentor inexperienced teachers. Professional Development and the nine Regional Professional Development Centers (RPDCs) are a large part of Missouris extensive commitment to the professional development of all teachers. Both federal and state professional development funds are available for not highly qualified teachers to develop their content knowledge to meet the requirements of NCLBs Highly Qualified Teacher goals.  The Division of Teacher Quality and Urban Educations Educator Preparation and Recruitment section provide several programs to help increase the number of available highly qualified teachers in high-poverty/high-minority schools and low-poverty/low-minority schools. Programs include the Missouri Minority Teaching Scholarship, the Missouri Teacher Education Scholarship Program, the Transition to Teaching Project, and the Special Education Tuition Reimbursement Program. Missouri is committed to fully attain the national goal of improved student achievement by ensuring that all children are taught by highly qualified and effective teachers. Requirement 2. Information on Highly Qualified Teacher status in each school district and the steps to assist teachers in attaining HQT status Identify districts that have not met AMOs for HQT Steps districts that have not met AMOs will take Local district plans for HQT After the completion of the HOUSSE process in November 2006, DESE compiled the data for HQT status for each school district including the review of annual measurable objectives (AMOs) for each district. The bottom 20% of districts that havent met AMOs will, along with those districts not meeting AYP with a high percentage of not highly qualified teachers, receive immediate attention from DESE. In addition to the steps for local district plans for highly qualified teachers outlined in Requirement 1, DESE will integrate teachers HQT status into the states online Educator Certification system. The data from the recent HOUSSE collection will be placed into the Educator Certification database to make for consistent data on a teachers highly qualified status available to DESE, school districts, and the teachers themselves. DESE will require districts with high percentages of not highly qualified teachers, particularly those not making AMOs and those not making AYP, to use Title I, Part A and Title II, Part A funds to improve the numbers of courses taught by highly qualified teachers in the district. We will also encourage districts to use the 1% Professional Development funds from the states Foundation Formula to get more teachers to highly qualified status, either through college coursework or by taking their subjects Praxis exam. Requirement 3. Information on technical assistance, programs, and services to assist school districts in completing their Highly Qualified Teacher Plans Technical assistance AYP DESE programs Clearly, Missouri must address the disparity between the high and low poverty schools in the state. At the elementary level (see Table 5 below), the state has a 7.4 percentage point gap (98.6 % vs. 91.2%) between high-poverty and low-poverty elementary schools. At the secondary level, the gap is even worse, at 9.2 percentage points (98.3% vs. 89.1%). Table 5. Overview of Core Academic Courses and Highly Qualified Teachers School TypeTotal Number of Core Academic ClassesNumber of Core Academic Classes Taught by Highly Qualified TeachersPercentage of Core Academic Classes Taught by Highly Qualified TeachersAll Schools in State164,065158,06396.3%Elementary Level (K-8) High-Poverty Schools15,00113,68191.2% Low-Poverty Schools29,13628,74098.6%All Elementary Schools83,14980,13896.4%Secondary Level (9-12) High-Poverty Schools9,6168,56889.1% Low-Poverty Schools35,33534,74098.3% All Secondary Schools80,91677,92596.3% Throughout Requirements 1 and 2 of this HQT Plan, DESE has outlined agency-wide activities designed to assist districts improve this gap and to reach 100% highly qualified teachers by the end of the 2006-2007 school year, with particular emphasis on those buildings not making AMOs and AYP. DESE will prioritize funds and technical assistance to those districts that have received AYP sanctions and have not met HQT AMOs. The funds include Title I, Part A, Title II, Part A, and the one-percent High Quality Professional Development funds from the states Foundation Formula funds. There are 104 buildings in Missouri not making Adequate Yearly Progress (AYP) for 2006-2007 (See Appendix 1 for complete list). The 27 buildings not making AYP with at least 10% of their core academic course teachers not highly qualified will receive immediate attention in both technical and monitoring assistance (Table 4, page 8). All districts receive an onsite monitoring as part of the states school accreditation process know as the Missouri School Improvement Program (MSIP). The statewide accreditation process and the federal programs monitoring both include a review of the equitable distribution of teaching assignments. Beyond the work of the Federal Grants Management, Instructional Improvement, and other sections already discussed, DESE will offer two other opportunities for districts. Missouris new Virtual School legislation will create online courses that make it possible for school districts to offer courses in schools where highly qualified teachers are not present. DESE will also offer sessions at our Annual Federal Programs Conference to allow school districts to hear the latest on highly qualified teacher information. Also very popular at our conferences are sessions led by other districts to share their ideas for success with other districts. At our next conference we intend to have several sessions on highly qualified teachers, including time for districts to share success stories regarding their growth in numbers of highly qualified teachers and the methods they used. Requirement 4. How DESE will work with school districts that fail to reach the 100 percent goal by the end of the 2006-2007 school year DESEs compliance monitoring and technical assistance for HQT High Quality Professional Development DESE will target additional monitoring scrutiny and technical assistance to those school districts that havent yet met NCLBs goal of 100% highly qualified teachers by the end of the 2006-2007 school year. The purpose of the monitoring and assistance is to help the buildings meet their HQT goals. The state will use the 2006-2007 HQT goals as part of the criteria for high-risk monitoring status. Along with the criteria of large allocations, audit findings, AYP status, and other such indicators, we have added HQT goals. If a building makes no progress toward their AMO goals, an onsite visit will review the data and offer assistance. DESE will then work in collaboration with the district and the buildings not making their HQT AMOs to create a Letter of Understanding to make the HQT goals a clear part of any actions required by the district to continue to receive funds through the Consolidated Federal Programs application. Technical assistance, through the Instructional Improvement section, to help districts meet the goals is also an integral part of the Letter of Understanding. Consistent with ESEA 2141, DESE will continue to track the status of schools that have not met HQT and AYP goals each year. At the beginning of each school year, the Core Data section at DESE will review each districts teacher data to determine the highly qualified status of all core academic subject teachers in combination with AYP data. Technical assistance, from the Federal Grants Management and Instructional Improvement sections, will assist buildings to meet their AYP and HQT goals. NCLB requires that after three consecutive years, DESE will enter into an agreement (Letter of Understanding) that includes corrective actions, such as requiring those buildings to focus both federal and state professional development funds to exclusively increase the number of highly qualified teachers. School districts use of High Quality Professional Development (HQPD) as defined by NCLB and funded with Title II, Part A funds in conjunction with the state funds available though the required 1% of the state funding formula for districts, is monitored through the Core Data collection system. Every teacher in the state is asked to assure that they have participated in HQPD. More than 95 percent of Missouris teachers participate in HQPD as required by state rule and NCLB. Requirement 5. The HOUSSE process for teachers not new to the profession and how DESE will limit the use of HOUSSE The HOUSSE process Multi-subject secondary teachers Multi-subject Special Education teachers In August 2006, DESE sent 16,507 HOUSSE forms to Missouris school districts to collect the highly qualified status of our veteran teachers who received Missouri teacher certification before 1988 when the state began using the Praxis II subject area exams for teacher certification. Also included in the list of HOUSSE forms were high school special education teachers whose Praxis exams are in Special Education not in the content areas they teach. As permitted in NCLB, Missouris HOUSSE form allows veteran teachers to prove their highly qualified status without taking the Praxis exam. Since Missouri has required the subject area Praxis II exam for years, the number of veterans without an exam in their subject area is limited. With this initial HOUSSE survey, we have captured the lifetime certificated teachers who were teaching in their content field for the 2004-2005 school year. We plan to have the HOUSSE available for eligible teachers who werent caught in this initial year for 2006-2007. After the current school year, we anticipate a very limited need for HOUSSE with an increasing pool of teachers from the non-lifetime certified ranks, as those veteran teachers retire. Missouri will also allow the use of HOUSSE specifically in the following situations: Multi-subject secondary teachers in rural schools who, if highly qualified in one subject at the time of hire, may use HOUSSE to demonstrate their highly qualified status in additional subjects within three years of the date of hire, and 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 their highly qualified status in additional subjects with two years of the date of hire. Requirement 6. DESEs 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 Identification of inequities Strategies Evidence of success DESE compliance monitoring and technical assistance Missouris equity plan concentrates its efforts on teachers who do not meet No Child Left Behinds criteria for highly qualified in the Kansas City and St. Louis School Districts. Although these two urban districts have a combined total of 8% of Missouris K-12 enrollment, they have a combined total of 25.2% of Missouris minority student enrollment. In addition, although the state percent of students eligible to receive free/reduced lunch is 41.8%, the percent for St. Louis is 83.7 and the percent for Kansas City is 80.5, almost twice that of the state as a whole. Providing equity in highly qualified teachers for these large urban districts with high numbers of minority students and high numbers of students eligible for free/reduced lunch is an important focus as Missouri strives to have all of its teachers in core subjects meet the criteria for highly qualified. Three areas of concern for equitable distribution of highly qualified teachers will be considered. They are: Are students in Kansas City and St. Louis taught by a large number of teachers with five years or less experience? Are teachers in Kansas City and St .Louis highly qualified? Within the districts of St. Louis and Kansas City is the distribution of highly qualified teachers equitable? At least one strategy will be described to deal with each of these issues. As success is monitored, those strategies which prove the most effective can also be exported to other districts as appropriate. A. Does the revised plan include a written equity plan? Since 2002, Missouri has reviewed data for high poverty districts to ensure that children in those districts are not taught by inexperienced or unqualified teachers in greater percentages than in districts of low poverty. Inexperienced teachers are those who have taught five years or less. An analysis of data about years of service for Missouri teachers indicates that the largest number of individuals to leave teaching do so before they complete their fifth year of teaching. Therefore, strategies to retain highly qualified teachers during those initial five years are critical to maintaining a qualified teaching force in Missouri schools. Data in Table 5 looks at numbers of teachers who are in their first five years of teaching for the Kansas City and St. Louis districts, Missouris high needs, urban districts. An analysis of Missouris core data shows that the largest number of teachers who leave the profession before retirement leave before they complete their fifth year of teaching. This is true for St. Louis and Kansas City as well. Table 6. Number of Teachers in their First 5 years of Experience Teaching in the District Years of ExperienceKansas CitySt. Louis1st Year3704622nd Year2473513rd Year1791574th Year1752095th Year163204TOTAL11341383 Unqualified teachers are those who do not meet one or more of the criteria for highly qualified. Those criteria are: Baccalaureate degree Appropriate state certification Documentation of content expertise Missouri has required the Praxis II for certification since 1988. The HOUSSE is being used for teachers who became certified before 1988. The data in Table 6 shows the trend in not highly qualified teachers for the state, high poverty and low poverty districts since 2002. The data is run for each course that is being taught so a teacher may be qualified for most of the classes taught but may be teaching outside their field for one or more classes Table 7 - Percent of Courses Taught by Highly Qualified Teachers in High & Low Poverty Schools 200320042005High PovertyLow PovertyHigh PovertyLow PovertyHigh PovertyLow Poverty90.097.492.797.994.899.8 Although the percent of highly qualified teachers in high poverty schools has increased in the last 5 years the trend does not indicate 100% highly qualified by the end of the 2006-2007 school year. Does the plan identify where inequities in teacher assignment exist? The largest number (1543, see Table 8) of not-highly qualified teachers in high poverty districts are in Missouris two urban districts, St. Louis and Kansas City. The highest number and percent of not-highly qualified teachers in high poverty districts are in Language Arts (English), Math, and Science. Special Education and elementary are also areas of special concern in at least one of the districts. Both districts have larger percentages of not-highly qualified teachers then the state as a whole except for foreign language and art in Kansas City. Table 8. Percentage of Not Highly Qualified by Content Area for State and for Kansas City and St Louis (2005) Content AreaStateUrban District/STLUrban District/KCScience5.4511.511.5Language Arts4.8016.418.8Math3.8016.612.1Foreign Language3.474.21.3Music2.963.605.8Art2.723.602.0Social Studies2.419.504.8Special Education1.5010.65.3Elementary.818.32.2 Table 9. Not Appropriately Certificated By Content Area for Expired Invalid, None, Substitute Kansas CityContent AreaExpiredInvalidNoneSubstituteTotal% of TotalArt1314182.0Language Arts/English2545138318.8Foreign Language1245211.3Math17453198416.6Music1458185.8Science8203275811.5Social Studies11141013484.8Special Education10548275.3Elementary891114422.2St. LouisArt821211333.6Language Arts/English64160275931016.4Foreign Language1344214.2Math33442110119912.1Music318948963.6Science496927019011.5Social Studies112147799.5Special Education7019157618010.9Elementary951012368.3 In addition, Kansas City has 14 paraprofessionals and St. Louis has 27 paraprofessionals that do not meet NCLB requirements. Does the plan designate specific strategies for addressing inequities in teacher assignment? The following strategies will be focused on assisting Kansas City and St. Louis to reach 100% highly qualified by the end of the 2006-2007 school year. The priority for the Math/Science Partnership Grants for the 06-07 school year will be for St. Louis and Kansas City and in the content area of Math. Kansas City and St. Louis will identify math teachers who are not appropriately certificated and/or who cant document content expertise. These teachers will be recruited into courses in the University in their geographic area that will allow them to be appropriately certificated and/or document content expertise. The SEA will be responsible for negotiating the partnership with the university and the district. District personnel, with the principals leading, will be responsible for recruiting teachers into the program and for monitoring their progress. District Human Resources department in cooperation with the district Federal Programs Office will be responsible for providing incentives. The LEA will use Title II-A and, where appropriate, Title I funds to provide tuition reimbursement to teachers who finish the courses and receive a satisfactory grade as determined by the district. The Math/Science Partnerships that focus on science will continue in Kansas City and St. Louis with the districts identifying teachers who can complete certification and/or content expertise during the 06-07 school year. Although any teacher may participate in this program, priority will be given to teachers from St. Louis and Kansas City in cases where space is limited. Responsibilities will be the same as those listed above. On-line courses will be offered through the public television stations in Kansas City and St. Louis in language arts and math for middle school and high school teachers who need certification or content expertise in these two areas. Credit for these courses will be available through local universities. The district human resources department will work with the principals in recruiting individuals. The state will waive the registration fees for teachers who need these courses in order to meet one or more of the criteria to become highly qualified. The district will use Title II-A funds, and Title I as appropriate, to reimburse for tuition for individuals who complete these courses and receive a satisfactory grade as determined by the district. The SEA will distribute the necessary information about these courses the human resources office of these districts to be distributed to appropriate teachers. These courses will be available on the predetermined schedule of the credit-granting institution. In addition, arrangements can be made to have the on-line course offered on a special schedule for the St. Louis and Kansas City district if a minimum of 10 students sign up for the course. The Kansas City and St. Louis districts will identify individuals who already have a teaching certificate and use Title II funds to pay for content course refreshers and the Praxis to assist teachers to become fully certified in the core content areas, elementary education and special education where they are currently teaching out-of-field. Building principals will be responsible for monitoring progress. District human resources in cooperation with the district federal program office will be responsible for providing financial support. The Kansas City and St. Louis districts will identify individuals with substitute certificates, who already have baccalaureate degrees and offer scholarships (using district Title II-A funds) to those who will be able to complete full certification by the end of August, 2007. The district personnel office will work with building principals to identify and recruit these individuals. The building principal will monitor progress. The SEA will add these teachers to the highly qualified data base as these individuals request and receive professional certification. Kansas City and St. Louis districts will each prepare and implement a plan for mentoring teachers with 5 years of experience or less. The plan will include criteria for identifying mentor/teachers, job descriptions for teachers as mentors and for teachers being mentored, a timeline for differentiated activities depending on the years of experience of the teacher being mentored, and a description of support group activities for both groups. DESE Federal Grants Management Section will work with the person(s) designated in the district to assist with resources for planning and implementation of the mentoring program. The Grants Management Section will also monitor progress and decide if a site visit is needed. Does the plan provide evidence for the probable success of the strategies it includes? The Core Data and Certification Sections will run the highly qualified data each month for Kansas City and St. Louis districts for teachers of core content areas, elementary, and special education. The director of Grants Management and one other member of the Grants Management staff will analyze the progress made in each district and discuss progress being made with the designated team from the district in each of the areas of need and for each of the strategies identified in the plan. The conversation will include any barriers to achieving 100% highly qualified by August 2007. As the districts Title II-A funds or available Title I funds are depleted, DESE has reserved SEA funds from the Title II set aside to assist these large, high poverty, high minority districts in meeting the 100% goal. Determination will be made by the DESE Federal Program staff as to when additional funds might be needed. A site visit will be made if no progress is made toward the 100% goal for 2 full months. That monitoring visit will include reviewing the processes that have been put in place as well as the progress individuals have made toward meeting the criteria for highly qualified. Strategies that have not produced successful results will be carefully reviewed to see if barriers can be identified. Special site visits may be made to buildings whose trend data indicates they will not reach 100% highly qualified by August, 2007. When site visits are made a report will be written to the superintendent describing progress and concerns. Does the plan indicate that the SEA will examine the issue of equitable teacher assignment when it monitors LEAs, and how this will be done? Although the data on page three indicates that the highest percentage of Not Highly Qualified Teachers are in the two urban districts of high poverty, an analysis of building level highly qualified data within the districts of St. Louis and Kansas City does not show any obvious patterns for assigning highly qualified teachers to buildings within the district. It does not show any correlation between highly qualified and poverty level. It does show that charter schools have some of the lowest levels of highly qualified staff but they are held to a different standard in No Child Left Behind and DESEs director of charter schools will work with those buildings to make sure that they meet the NCLB standard. For buildings the human resources personnel will work with the building principals to choose from the strategies listed in this plan to reach 100% by August of 2007. First priority will be given to those buildings that are below 90%. DESE staff will assist with data analysis and with other resources as needed. DESE core data will use the data to drill down to the building level data on a regular monthly schedule for these two districts so that progress can be assessed. The need to have highly qualified teachers in all core academic areas will be highlighted for all districts by adding a question specifically about highly qualified teachers to the Title II section of the self-monitoring checklist that all districts that receive NCLB funds complete and return during October of each school year. A DESE onsite monitoring visit for all 540 school districts in the state, at both the district and building levels, is done at least every five years, with more frequent visits, many annual, for districts that dont make AYP, have audit issues, large allocations, or problems that arise. All districts in Missouri are monitored for all federal programs requirements, including HQT as part of the Missouri School Improvement Program (MSIP), Missouris school accreditation process. Both the statewide accreditation process and the federal programs monitoring include a review of the equitable distribution of teaching assignments. DESE monitors equitable teacher assignment whenwe review the building level Core Data submissions by districts in the fall of each year, during an onsite monitoring, and as part of the MSIP process. Districts are given reports describing their teachers qualifications (HQT status) and years of experience. Teacher quality, particularly through years of experience and HQT status, are a large part of the newly revised MSIP process. In conjunction with federal programs monitoring, technical assistance, and the overall accreditation process, teacher quality will improve in Missouri. Toward that goal, DESE is currently developing, through a series of meetings with agency staff and representatives of the states education organizations, a plan to examine the potential to create an incentive program to reward experienced, highly qualified teachers to serve in school buildings that currently have a large number of inexperienced. The program would help the state solve the large problem of inexperienced teachers, especially in those buildings not currently making AYP. In the coming months, DESE will hold more meetings, expanding the committee membership. The committee hopes to have a plan to submit to DESE leadership that will ask for legislative approval for a comprehensive incentives plan to help districts attract highly qualified and experience classroom teachers for the core academic subjects. For a list of MSIP reviews, both last and current year, see  HYPERLINK "http://dese.mo.gov/divimprove/sia/schedules.html" http://dese.mo.gov/divimprove/sia/schedules.html . Table 10. Number of Teachers Who Are Not (N) and Who Are (Y) Highly Qualified with the Percent Who Are (OK) Along with the Percent of Free/Reduced Lunch by Building in Kansas City (048-078) and St. Louis (115-115). YearCounty-District CodeBuilding NumberBuilding NameGrand TotalNYPct OkPct FRL2006048-0781000CENTRAL OFFICE66100.002006048-0781100MANUAL CAREER & TECH. CTR.11100.002006048-0781130C. R. ANDERSON ALTERNATIVE11100.074.22006048-0781140FAIRVIEW ALTERNATIVE22100.089.72006048-0781200CENTRAL SR. HIGH4314297.770.22006048-0781220LINCOLN COLLEGE PREP.6426296.953.42006048-0781340N.E. LAW & PUBLIC SERV. MAGNET5735494.765.82006048-0781400PASEO ACAD. OF PERFORMING ARTS4554088.953.32006048-0781460SOUTHEAST HIGH2822692.9692006048-0781550TEENAGE PARENTS CTR.61583.388.12006048-0781580VAN HORN HIGH5024896.064.52006048-0781640WESTPORT HIGH3132890.360.82006048-0781915UNIVERSITY ACADEMY54124277.870.72006048-0781925ALTA VISTA CHARTER SCH.101990.087.32006048-0781930DON BOSCO EDUCATION CTR.2051575.084.72006048-0781935HOGAN PREPARATORY ACADEMY2812796.458.62006048-0781945GENESIS SCHOOL INC.51480.0872006048-0781950SOUTHWEST CHARTER SCH.29101965.5792006048-0783000J. A. ROGERS MIDDLE3132890.388.62006048-0783030CENTRAL MIDDLE2732488.991.52006048-0783040M. L. KING MIDDLE2222100.092.12006048-0783060CLARKE ACE MIDDLE1431178.686.62006048-0783080K C MIDDLE SCHOOL OF THE ARTS3030100.085.22006048-0783100NORTHEAST MIDDLE4914898.088.92006048-0783120CLIFFORD H. NOWLIN MIDDLE3313297.084.32006048-0783160WESTPORT MIDDLE1821688.987.72006048-0783915URBAN COM. LEADERSHIP ACADEMY1711635.3962006048-0784040ASKEW ELEM.2020100.085.92006048-0784060ATTUCKS ELEM.1515100.080.42006048-0784120BLENHEIM ELEM.1911894.789.82006048-0784180BRYANT ELEM.1611593.887.22006048-0784240J. S. CHICK ELEM.1811794.482.82006048-0784280HALE COOK ELEM.1515100.085.52006048-0784290GEO. WASHINGTON CARVER ELEM.1616100.0882006048-0784310TRAILWOODS ENVIRONMENTAL ELEM.2525100.087.92006048-0784330EAST ELEM.4242100.089.22006048-0784350FOREIGN LANGUAGE ACADEMY4646100.073.52006048-0784380FAIRMONT ELEM. MAGNET1414100.086.92006048-0784420FAXON MONTESSORI1313100.083.92006048-0784450C. A. FRANKLIN ELEM.2021890.089.42006048-0784460GARFIELD ELEM.2121990.5972006048-0784500GLADSTONE ELEM.2828100.085.32006048-0784520GRACELAND ELEM.2011995.0882006048-0784580JOHN T. HARTMAN ELEM. MAGNET1818100.082.72006048-0784700JAMES ELEM.2121100.093.12006048-0784760WM. A. KNOTTS ELEM. MAGNET2121100.0882006048-0784770NORTH ROCK CREEK/KORTE ACADEMY2727100.085.12006048-0784800SANFORD B. LADD ELEM.1818100.088.92006048-0784860GEORGE B. LONGAN ELEM.1717100.086.12006048-0784880LONGFELLOW ELEM. MAGNET1818100.090.62006048-0784900MCCOY ELEM.1717100.093.12006048-0785020GEORGE MELCHER ELEM.1611593.887.42006048-0785060MILTON MOORE ELEM.1515100.0892006048-0785080MT. WASHINGTON ELEM.1711694.188.72006048-0785200WENDELL PHILLIPS ELEM. MAGNET2222090.995.42006048-0785220PINKERTON ELEM.1919100.088.42006048-0785240PITCHER ELEM.2020100.083.82006048-0785250RICHARDSON ELEM.2020100.093.52006048-0785320WEST ROCK CREEK TRADITIONAL1515100.079.82006048-0785360SATCHEL PAIGE ELEM.3643288.984.92006048-0785380SCARRITT ELEM.1919100.088.32006048-0785420SOUTHEAST ZOO ACADEMY3232990.688.62006048-0785440B. BANNEKER ELEM.2020100.090.52006048-0785450HOLLIDAY MONTESSORI2121100.062.72006048-0785460SUGAR CREEK ELEM.1111100.0862006048-0785500SWINNEY/VOLKER ELEM.1919100.088.22006048-0785570THREE TRAILS ELEM.1515100.080.42006048-0785580TROOST ELEM.1811794.4872006048-0785630PRIMITIVO GARCIA ELEM.2525100.086.82006048-0785650MARY HARMON WEEKS ELEM.2020100.090.12006048-0785660PHYLLIS WHEATLEY ELEM.1811794.489.52006048-0785700WHITTIER ELEM.2121100.085.82006048-0785740WOODLAND ELEM.2011995.090.82006048-0785780BORDER STAR ELEM.1721588.248.42006048-0786030R. J. DELANO101990.057.52006048-0786910ACADEMY OF KANSAS CITY25141144.01002006048-0786915ALLEN VILLAGE CHARTER1831583.387.22006048-0786920LEE A. TOLBERT COM. ACADEMY2882071.479.42006048-0786925B. BANNEKER CHARTER ACADEMY1431178.6982006048-0786930DELLA LAMB ELEM.34102470.691.52006048-0786935GORDON PARKS ELEM.1631381.393.12006048-0786940ACADEMIE LAFAYETTE2791866.731.62006048-0786945SCUOLA VITA NUOVA147750.090.52006048-0786950BROOKSIDE CHARTER SCH.1521386.761.92006048-0786955DERRICK THOMAS ACADEMY2542184.095.12006048-078Total1908161174791.6YearCounty-District CodeBuilding NumberBuilding NameGrand TotalNYPct OkPct FRL2006115-1151000CENTRAL OFFICE110.002006115-1151015GRISCOM DETENTION CTR.41375.057.62006115-1151100MILLER CAREER ACADEMY4353888.4642006115-1151220GATEWAY HIGH85157082.458.12006115-1151222COMMUNITY ACCESS JOB TRAINING1221083.380.62006115-1151250BEAUMONT HIGH72254765.377.32006115-1151380MEDA P. WASHINGTON EDUC. CTR.1841477.891.72006115-1151440CLEVELAND NJROTC ACADEMY49133673.5742006115-1151560METRO HIGH2131885.733.92006115-1151680ROOSEVELT HIGH98207879.684.92006115-1151730SOLDAN INTERNATIONAL STUDIES54124277.8832006115-1151800SUMNER HIGH59174271.281.32006115-1151830VASHON HIGH67145379.175.82006115-1151860CENTRAL VISUAL/PERF. ARTS HIGH57134477.266.72006115-1151910CONSTRUCTION CAREERS CTR.1221083.383.52006115-1153020BLEWETT MIDDLE2031785.0902006115-1153040BLOW MIDDLE COMMUNITY ED. CTR.2011995.090.82006115-1153050BUSCH/ACADEMIC-ATHLETIC ACAD.1515100.073.22006115-1153070CARR LANE VPA MIDDLE3482676.580.92006115-1153110BUNCHE INTERNATIONAL STUDIES3042686.788.12006115-1153130MCKINLEY/CLASSICAL JR. ACAD.2432187.541.82006115-1153140FANNING MIDDLE COMMUNITY ED.2581768.087.42006115-1153210HUMBOLDT MIDDLE2471770.889.12006115-1153230GATEWAY MIDDLE3022893.3812006115-1153240LANGSTON MIDDLE31151651.688.62006115-1153260LONG MIDDLE COMMUNITY ED. CTR.2542184.083.22006115-1153280L'OUVERTURE MIDDLE2391460.989.72006115-1153310NORTHWEST MIDDLE24111354.289.92006115-1153370PRUITT MILITARY ACADEMY1721588.291.92006115-1153390COMPTON-DREW ILC MIDDLE3122993.571.62006115-1153400STEVENS MIDDLE COMMUNITY ED.178952.988.82006115-1153420STOWE MIDDLE23101356.591.92006115-1153440TURNER MIDDLE SCH. AND BR.2061470.095.22006115-1153480WEBSTER MIDDLE3082273.393.62006115-1153520YEATMAN MIDDLE COMMUNITY ED.25111456.0922006115-1153540MEL CARNAHAN MIDDLE2041680.086.42006115-1153910LIFT FOR LIFE ACADEMY28161242.996.72006115-1154000ADAMS ELEM.2011995.092.62006115-1154060ASHLAND ELEM. AND BR.2812796.4882006115-1154080BADEN ELEM.2011995.091.52006115-1154180BRYAN HILL ELEM.1711694.196.72006115-1154200BUDER ELEM.2322191.380.22006115-1154250AMES VISUAL/PERF. ARTS2222090.981.12006115-1154320CLARK ELEM.1515100.082.22006115-1154360CLAY ELEM.1811794.490.72006115-1154400COLE ELEM.1821688.995.62006115-1154420COLUMBIA ELEM. COMM. ED. CTR.2322191.390.22006115-1154440COTE BRILLIANTE ELEM.1731482.495.62006115-1154470DEWEY SCH.-INTERNAT'L. STUDIES2732488.973.52006115-1154480DUNBAR AND BR.1821688.985.92006115-1154510KOTTMEYER EARLY CHILD. CTR.101990.083.22006115-1154560EUCLID MONTESSORI62466.773.12006115-1154580FARRAGUT ELEM.1515100.091.72006115-1154630FORD-FORD BR. ELEM. COMM. ED.2020100.090.22006115-1154660FROEBEL ELEM.2652180.8922006115-1154720GALLAUDET SCH. FOR DEAF ELEM.1111100.086.82006115-1154730GATEWAY ELEM.3113096.876.22006115-1154760GUNDLACH ELEM.1717100.0922006115-1154780HAMILTON ELEM. COMMUNITY ED.1818100.085.62006115-1154880HENRY ELEM.1211191.789.62006115-1154890HICKEY ELEM.2021890.085.92006115-1154900HERZOG ELEM.1611593.891.72006115-1154920HODGEN ELEM.1911894.796.12006115-1155020JEFFERSON ELEM.2121990.590.82006115-1155030KENNARD/CLASSICAL JR. ACAD.2112095.230.32006115-1155060LACLEDE ELEM.1611593.893.42006115-1155100LEXINGTON ELEM.1721588.290.82006115-1155180LYON ACADEMY - BASIC INSTR.1711694.186.42006115-1155240MALLINCKRODT A.B.I. ELEM.1717100.068.82006115-1155260MANN ELEM.1717100.078.22006115-1155280MARK TWAIN ELEM.1717100.096.52006115-1155340MASON ELEM.2323100.066.22006115-1155500MERAMEC ELEM.1721588.290.42006115-1155520ELIAS MICHAEL ELEM.71685.7802006115-1155540MITCHELL ELEM.1821688.987.42006115-1155560MONROE ELEM.2021890.083.82006115-1155590MULLANPHY BOTANICAL GARDENS2822692.9732006115-1155600OAK HILL ELEM.2021890.079.72006115-1155610EARL NANCE, SR. ELEM.2020100.085.52006115-1155620PEABODY ELEM.1821688.994.62006115-1155740SCRUGGS ELEM.2341982.677.92006115-1155780SHAW VISUAL/PERF. ARTS CTR.2432187.573.12006115-1155800SHENANDOAH ELEM.1511493.393.42006115-1155820SHEPARD ELEM.1821688.988.72006115-1155840SHERMAN ELEM. COMM. ED. CTR.1414100.094.62006115-1155860SIGEL ELEM. COMM. ED. CTR.2031785.092.62006115-1155880SIMMONS ELEM.2121100.094.32006115-1155930STIX EARLY CHILDHOOD CTR.2222100.057.52006115-1155960WALBRIDGE ELEM. COMMUNITY ED.2020100.0932006115-1155970WOERNER ELEM.2222090.9822006115-1156010WASHINGTON MONTESSORI2121100.0812006115-1156030WILKINSON EARLY CHILDHOOD CTR.1212100.067.62006115-1156100MADISON I.G.E. ELEM.1411392.989.82006115-1156120WOODWARD ELEM.2222100.090.22006115-1156140WYMAN ELEM.1818100.089.52006115-1156915ST. LOUIS CHARTER SCH.5584785.555.52006115-1156920ETHEL HEDGEMAN LYLE ACADEMY55163970.981.42006115-1156925ST. LOUIS CHARTER ACADEMIES2591664.077.22006115-1156930CONFLUENCE ACADEMIES68155377.993.72006Total2478408207083.5 Appendix 1. 2006-2007 AYP - Schools Receiving Sanctions with Building Poverty Level and Percent of Core Academic Teachers Not Highly Qualified. November 11, 2006 County-District CodeDistrict NameBuilding NumberSchool NameRequired ActionBuilding Poverty RatePercent of Teachers Not Highly Qualified115115ST. LOUIS CITY3910LIFT FOR LIFE ACADEMYCorrective Action97.20%53.01%115115ST. LOUIS CITY3240LANGSTON MIDDLECorrective Action91.50%46.72%115115ST. LOUIS CITY6925ST. LOUIS CHARTER ACADEMIESSchool Improvement77.18%45.71%115115ST. LOUIS CITY3400STEVENS MIDDLE COMMUNITY ED.Corrective Action89.63%43.55%115115ST. LOUIS CITY3280L'OUVERTURE MIDDLECorrective Action90.29%36.51%115115ST. LOUIS CITY6920ETHEL HEDGEMAN LYLE ACADEMYSchool Improvement81.45%33.49%078012CARUTHERSVILLE 184060CARUTHERSVILLE ELEM.School Improvement80.42%32.14%115115ST. LOUIS CITY3210HUMBOLDT MIDDLECorrective Action90.60%28.09%115115ST. LOUIS CITY3140FANNING MIDDLE COMMUNITY ED.Corrective Action87.50%24.79%115115ST. LOUIS CITY3070CARR LANE VPA MIDDLESchool Improvement81.40%23.39%048078KANSAS CITY 333060CLARKE ACE MIDDLESchool Improvement86.55%22.95%115115ST. LOUIS CITY6930CONFLUENCE ACADEMIESSchool Improvement89.25%21.74%096115WELLSTON3000BISHOP MIDDLESchool Improvement99.40%20.69%115115ST. LOUIS CITY4660FROEBEL ELEM.School Improvement91.89%19.23%115115ST. LOUIS CITY3260LONG MIDDLE COMMUNITY ED. CTR.School Improvement82.93%18.07%115115ST. LOUIS CITY3110BUNCHE INTERNATIONAL STUDIESCorrective Action88.25%17.52%115115ST. LOUIS CITY6915ST. LOUIS CHARTER SCH.Corrective Action55.51%14.55%097127GILLIAM C-44020GILLIAM ELEM.School Improvement54.35%14.29%048078KANSAS CITY 333030CENTRAL MIDDLESchool Improvement91.47%13.04%096111RIVERVIEW GARDENS4040WESTVIEW MIDDLECorrective Action79.15%12.28%115115ST. LOUIS CITY4400COLE ELEM.School Improvement94.78%11.11%115115ST. LOUIS CITY4480DUNBAR AND BR.School Improvement89.27%11.11%115115ST. LOUIS CITY3390COMPTON-DREW ILC MIDDLESchool Improvement71.74%10.10%048078KANSAS CITY 334450C. A. FRANKLIN ELEM.School Improvement91.67%10.00%115115ST. LOUIS CITY4890HICKEY ELEM.School Improvement85.80%10.00%County-District CodeDistrict NameBuilding NumberSchool NameRequired ActionBuilding Poverty RatePercent of Teachers Not Highly Qualified115115ST. LOUIS CITY5560MONROE ELEM.School Improvement83.99%10.00%115115ST. LOUIS CITY5600OAK HILL ELEM.School Improvement81.40%10.00%048078KANSAS CITY 333160WESTPORT MIDDLECorrective Action87.75%9.76%115115ST. LOUIS CITY5020JEFFERSON ELEM.School Improvement90.60%9.52%115115ST. LOUIS CITY4250AMES VISUAL/PERF. ARTSSchool Improvement81.40%9.09%115115ST. LOUIS CITY5970WOERNER ELEM.School Improvement82.04%8.70%096089FERGUSON-FLORISSANT R-II4010AIRPORT ELEM.School Improvement90.18%7.14%067061CHARLESTON R-I4040WARREN E. HEARNES ELEM.School Improvement82.53%6.67%048078KANSAS CITY 334180BRYANT ELEM.School Improvement87.21%6.25%048078KANSAS CITY 335020GEORGE MELCHER ELEM.School Improvement90.82%6.25%115115ST. LOUIS CITY5800SHENANDOAH ELEM.School Improvement92.47%6.25%005128MONETT R-I4020MONETT ELEM.School Improvement55.33%6.00%048078KANSAS CITY 333000J. A. ROGERS MIDDLECorrective Action88.58%5.67%048078KANSAS CITY 335660PHYLLIS WHEATLEY ELEM.School Improvement89.53%5.56%048078KANSAS CITY 335580TROOST ELEM.School Improvement87.40%5.56%115115ST. LOUIS CITY4360CLAY ELEM.School Improvement89.85%5.56%115115ST. LOUIS CITY4000ADAMS ELEM.School Improvement94.17%5.00%100061SCOTT CO. R-IV3000SCOTT CO. MIDDLESchool Improvement53.48%4.41%096111RIVERVIEW GARDENS5040MEADOWS ELEM.School Improvement87.29%3.85%115115ST. LOUIS CITY3020BLEWETT MIDDLECorrective Action90.71%3.70%048078KANSAS CITY 333120CLIFFORD H. NOWLIN MIDDLECorrective Action84.36%3.68%010093COLUMBIA 934080EUGENE FIELD ELEM.School Improvement79.33%3.57%109003WARREN CO. R-III4020DANIEL BOONE ELEM.School Improvement38.77%3.03%096088HAZELWOOD4250TOWNSEND ELEM.School Improvement59.11%2.86%049142CARTHAGE R-IX4060FAIRVIEW ELEM.School Improvement68.96%2.38%096111RIVERVIEW GARDENS3000R. G. CENTRAL MIDDLECorrective Action77.00%2.31%096109NORMANDY4145LUCAS CROSSING ELEM. COMPLEXSchool Improvement91.57%2.04%057002ELSBERRY R-II3000IDA CANNON MIDDLESchool Improvement43.73%1.75%060077MCDONALD CO. R-I4040NOEL ELEM.School Improvement81.40%1.64%County-District CodeDistrict NameBuilding NumberSchool NameRequired ActionBuilding Poverty RatePercent of Teachers Not Highly Qualified035098SENATH-HORNERSVILLE C-83000HORNERSVILLE MIDDLESchool Improvement68.65%1.25%111087CLEARWATER R-I3000CLEARWATER MIDDLESchool Improvement64.11%0.94%091092DONIPHAN R-I3000DONIPHAN MIDDLESchool Improvement65.50%0.00%096089FERGUSON-FLORISSANT R-II4320WALNUT GROVE ELEM.School Improvement76.50%0.00%104042GALENA R-II1050GALENA HIGHSchool Improvement52.80%0.00%048074GRANDVIEW C-45020MARTIN CITY ELEM.School Improvement58.76%0.00%078002HAYTI R-II4040MATHIS ELEM.School Improvement78.18%0.00%078002HAYTI R-II4020WALLACE ELEM.Corrective Action83.24%0.00%096088HAZELWOOD4340ARROWPOINT ELEM.School Improvement58.66%0.00%096088HAZELWOOD4150GRANNEMANN ELEM.School Improvement57.41%0.00%096088HAZELWOOD4020KEEVEN ELEM.School Improvement73.68%0.00%096088HAZELWOOD4260TWILLMAN ELEM.School Improvement81.06%0.00%096104JENNINGS2050JENNINGS JR. HIGHCorrective Action82.82%0.00%048078KANSAS CITY 334060ATTUCKS ELEM.School Improvement85.22%0.00%048078KANSAS CITY 335440B. BANNEKER ELEM.School Improvement90.52%0.00%048078KANSAS CITY 334330EAST ELEM.School Improvement90.28%0.00%048078KANSAS CITY 334350FOREIGN LANGUAGE ACADEMYSchool Improvement73.50%0.00%048078KANSAS CITY 334860GEORGE B. LONGAN ELEM.School Improvement86.10%0.00%048078KANSAS CITY 334700JAMES ELEM.School Improvement93.10%0.00%048078KANSAS CITY 333080K C MIDDLE SCHOOL OF THE ARTSSchool Improvement85.18%0.00%048078KANSAS CITY 333040M. L. KING MIDDLECorrective Action92.06%0.00%048078KANSAS CITY 335650MARY HARMON WEEKS ELEM.School Improvement90.13%0.00%048078KANSAS CITY 334770NORTH ROCK CREEK/KORTE ACADEMYSchool Improvement85.15%0.00%048078KANSAS CITY 335220PINKERTON ELEM.School Improvement88.24%0.00%048078KANSAS CITY 335630PRIMITIVO GARCIA ELEM.School Improvement86.84%0.00%048078KANSAS CITY 335250RICHARDSON ELEM.School Improvement93.47%0.00%048078KANSAS CITY 334800SANFORD B. LADD ELEM.School Improvement88.89%0.00%048078KANSAS CITY 335500SWINNEY/VOLKER ELEM.School Improvement88.24%0.00%048078KANSAS CITY 334310TRAILWOODS ENVIRONMENTAL ELEM.School Improvement87.90%0.00%County-District CodeDistrict NameBuilding NumberSchool NameRequired ActionBuilding Poverty RatePercent of Teachers Not Highly Qualified048078KANSAS CITY 335700WHITTIER ELEM.School Improvement86.92%0.00%035102KENNETT 394080SOUTH ELEM.School Improvement63.88%0.00%035092MALDEN R-I4020MALDEN ELEM.School Improvement75.28%0.00%068072MONITEAU CO. R-V4020LATHAM ELEM.School Improvement42.00%0.00%096109NORMANDY4100JEFFERSON ELEM.School Improvement77.29%0.00%005124PURDY R-II3000PURDY MIDDLESchool Improvement60.22%0.00%096110RITENOUR3000HOECH MIDDLESchool Improvement63.42%0.00%096110RITENOUR4120KRATZ ELEM.School Improvement74.42%0.00%096110RITENOUR3050RITENOUR MIDDLESchool Improvement60.95%0.00%096111RIVERVIEW GARDENS4020DANFORTH ELEM.School Improvement68.15%0.00%096111RIVERVIEW GARDENS4080HIGHLAND ELEM.School Improvement96.50%0.00%096119SPECL. SCH. DST. ST. LOUIS CO.4029ACKERMAN SCH.School Improvement71.33%0.00%096119SPECL. SCH. DST. ST. LOUIS CO.4069LITZSINGERSchool Improvement63.16%0.00%039141SPRINGFIELD R-XII3140REED MIDDLESchool Improvement74.48%0.00%036136ST. CLAIR R-XIII4040EDGAR MURRAY ELEM.School Improvement42.15%0.00%115115ST. LOUIS CITY3050BUSCH/ACADEMIC-ATHLETIC ACAD.School Improvement73.36%0.00%115115ST. LOUIS CITY4760GUNDLACH ELEM.School Improvement92.02%0.00%115115ST. LOUIS CITY5260MANN ELEM.School Improvement80.43%0.00%115115ST. LOUIS CITY5340MASON ELEM.School Improvement66.30%0.00%092089WENTZVILLE R-IV4030HERITAGE INTERMEDIATESchool Improvement27.13%0.00%009080WOODLAND R-IV4040WOODLAND ELEM.School Improvement59.42%0.00%MIN27.13%0.00%MAX99.40%53.01%AVG78.13%7.62%COUNT104  The current state report card is available at HYPERLINK "http://dese.mo.gov/commissioner/statereportcard/" http://dese.mo.gov/commissioner/statereportcard/ .  Report cards for every school district and charter school are available at  HYPERLINK "http://dese.mo.gov/schooldata/" http://dese.mo.gov/schooldata/.   HYPERLINK "http://www.moteachingjobs.com/" http://www.moteachingjobs.com/   HYPERLINK "http://www.dese.mo.gov/divteachqual/leadership/profdev/" http://www.dese.mo.gov/divteachqual/leadership/profdev/ and  HYPERLINK "http://www.dese.mo.gov/divteachqual/leadership/rpdc/index.html" http://www.dese.mo.gov/divteachqual/leadership/rpdc/index.html   HYPERLINK "http://www.dese.mo.gov/divteachqual/teachrecruit/" http://www.dese.mo.gov/divteachqual/teachrecruit/     Missouris Revised State Plan for Highly Qualified Teachers for 2006-2007 PAGE  PAGE 2 Missouris Revised State Plan for Highly Qualified Teachers for 2006-2007  PAGE 2 Jbcdf[NOkl+,, - / L ^ y a>@A%e%ҽˡ˘˽5B*\ph5\ 5>*\j0J5Uj5H*UCJH*OJQJaJCJOJQJ]aJCJOJQJaJOJQJ5PJ\5>*CJOJQJaJ jUCJaJCJOJQJaJCJHOJQJaJHCJHaJH4    "#>?IJabcef$a$*O Oq*F & FEƀꬦoF & FEƀꬦF & FEƀꬦ+q*F & FEƀꬦoF & FEƀꬦoF & FEƀꬦo+[q*F & FEƀꬦoF & FEƀꬦF & FEƀꬦoOlq*F & FEƀꬦF & FEƀꬦoF & FEƀꬦo,q*F & FEƀꬦoF & FEƀꬦoF & FEƀꬦo, q*F & FEƀꬦoF & FEƀꬦoF & FEƀꬦ q*F & FEƀꬦoF & FEƀꬦoF & FEƀꬦ q*F & 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