ࡱ> a Ojbjb11 0[[.};| | | " MMM8MTN" PP$P"FPFPFP!Q!Q!Q.000000,gR \| !Q!Q!Q!Q!Q\Q| | FPFPq^QQQ!Q"| FP| FP.Q t | | !Q.QQNZ| | P x\MCQF0DϕH2śQś`Q| " " d6A " " AAugust 11, 2005 HIGHLY QUALIFIED TEACHERS AND IMPROVING TEACHER QUALITY STATE GRANTS (ESEA TITLE II, PART A) MONITORING REPORT Arizona Department of Education April 19-20, 2005 U.S. Department of Education Monitoring Team Margaret Miles Miriam Lund Tamara Morse Azar (Westat) Arizona Department of Education (ADE) Janis Amator, Deputy Associate Superintendent for Highly Qualified Professionals Margaret Garcia Dugan, Associate Superintendent for Academic Achievement Patty Hardy, Education Program Specialist Nancy Konitzer, Deputy Associate Superintendent for Title I Lois Kruse, Academic Achievement Noni Paris, Director of Professional Development Jan Pentek, Education Program Administrator for Certification Erika Wesley, Education Program Specialist Richard Valdivia, Deputy Associate Superintendent for Program Operations Alhambra Elementary School District Larry Bauer, Assistant Superintendent for Human Resources Linda Flinn Randolph, Staff Development Coordinator Glendale Union HSD Dean Peterson, Assistant Superintendent for Student Services Jennifer Johnson, Human Resources and Certified teaching Deer Valley USD Vickie Edwards, Director or Student Achievement and Assessment Deb Webb, Director of Professional Development State Agency for Higher Education (SAHE) Paul Tweeten, Senior Program Director, Arizona Board of Regents Overview of Arizona:234 school districts, 364 charter school districts Number of DistrictsNumber of Schools2270Number of Teachers50,747FY2003FY2004State Allocation$45,803,961$48,197,887LEA Allocation$43,078,626$45,330,113State Activities$1,133,648$1,192,898SAHE Allocation$1,133,648$1,192,898SEA Administration$400,523$422,333SAHE Administration$57,516$59,645 Scope of Review: Like all State educational agencies (SEAs), the Arizona Department of Education (ADE), as a condition of receiving funds under Title I, Part A and Title II, Part A of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act (NCLB), provided an assurance to the U.S. Department of Education (the Department) that it would administer these programs in accordance with all applicable statutory and regulatory requirements, including those in Title I, Part A that concern Highly Qualified Teachers and those that govern the use of Title II, Part A funds. See 9304(a)(1) of the ESEA. One of the specific requirements the Department established for an SEAs receipt of program funds under its consolidated state application (9302(b)) was submission to the Department of annual data on how well the State has been meeting its performance target for Performance Indicator 3.1: The percentage of classes being taught by highly qualified teachers (as the term is defined in 9101(23) of the ESEA), in the aggregate and in high-poverty schools (as the term is defined in 1111(h)(1)(C)(viii) of the ESEA). The purpose of the U.S. Department of Educations (ED) monitoring team visit to Arizona was twofold: first, to review the progress of the State in meeting the Highly Qualified Teacher (HQT) requirements of the No Child Left Behind Act (NCLB), including the identification of areas needing corrective action as well as promising practices; and second, to review the use of ESEA Title II, Part A funds by the State, selected districts, and the State agency for higher education (SAHE) to ensure that the funds are being used to prepare, retain, and recruit high-quality teachers and principals so that all children will achieve to a high standard. The monitoring review was conducted at the Arizona Department of Education office. In addition to meeting with State representatives from the Arizona Department of Education, the team met with LEA representatives from Alhambra Elementary School District and conducted phone interviews with Deer Valley Unified High School District and Glendale Union High School District. The ED monitoring team conducted the SAHE interview with Paul Tweeten of the Arizona Board of Regents. Summary of Monitoring Indicators Monitoring Area 1: Highly Qualified Teacher Systems & ProceduresElement NumberDescriptionStatusPageCritical Element 1.1Has the State developed and implemented procedures, consistent with the statutory definition of highly qualified, to determine whether all teachers of core academic subjects are highly qualified (9101(23))?Finding Recommendations Commendation 7Critical Element 1.2Are all new elementary school teachers (including special education teachers, as appropriate) required to pass a rigorous State test in reading, writing, mathematics, and the other areas of the elementary school curriculum to demonstrate subject-matter competency (9101(23)(B)(II))?Finding8Critical Element 1.3Are all new middle and secondary school teachers (including special education teachers, as appropriate) required to demonstrate subject-matter competency, in each core academic subject they teach, consistent with 9101(23)(B)(II)(ii)? Findings 8Critical Element 1.4Are all veteran (i.e., those who are not new to the profession) elementary school teachers (including special education teachers, as appropriate) required to demonstrate subject-matter competency by passing a rigorous State test or by completing the States High Objective Uniform State Standard of Evaluation (HOUSSE) procedures (9101(23)(C))? Findings 9Critical Element 1.5Are all veteran middle and secondary teachers (including special education teachers, as appropriate) required to demonstrate subject-matter competency in each core academic subject they teach?Finding10Critical Element 1.6If the State has developed HOUSSE procedures, please provide a copy of the most current version(s). For each set of HOUSSE procedures the State has developed, please describe how it meets each of the following statutory requirements of 9101(23)(C)(ii)Met requirement Recommendations10Critical Element 1.7How does the SEA ensure that, since the beginning of the 2002-03 school year, districts only hire highly qualified teachers (including special education teachers, as appropriate) to teach in Title I programs?Met requirementNACritical Element 1.8How has the SEA ensured, since the beginning of the 2002-03 school year, that districts that use ESEA Title II funds to reduce class size hire only highly qualified teachers for such positions?Met requirementNACritical Element 1.9Does the SEAs plan establish annual measurable objectives for each LEA and school to ensure that annual increases occur: 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 (1119(a)(2)(A)).Met requirementsNACritical Element 1.10Does the SEA also have a plan with specific steps to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified and out-of-field teachers? Does the plan include measures to evaluate and publicly report the progress of such steps (1111(b)(8)(C))?Met requirementNACritical Element 1.11Has the State reported to the Secretary in the CSPR the number and percentage of core academic classes taught by highly qualified teachers in the aggregate and in high-poverty schools?Finding11Critical Element 1.12Are these data reported in the CSPR consistent with the statutory definition of highly qualified (1111(h)(4)(G); 9101(23))?Finding11Critical Element 1.13Does the State prepare and disseminate to the public an Annual State Report Card (1111(h)(1)(C)(viii))? If so, how is it disseminated?Finding 12 Monitoring Area 2: Administration of ESEA Title II, Part AElement NumberDescriptionStatusPageCritical Element 2.1Does the SEA allocate funds according to the statute, using the most recent Census Bureau data as described in the Non-Regulatory Guidance (2121(a))? Met requirementNACritical Element 2.2Does the SEA require an application from each LEA before providing Title II, Part A funding? If yes, what information does the SEA require in the LEA application (2122(b))?Met requirement Commendation12Critical Element 2.3In particular, does the SEA require each LEA to describe how the activities to be carried out are based on the required local needs assessment (2122(b))?Met requirementNACritical Element 2.4Does the SEA have a procedure to determine the amount of funds each LEA expended during the period of availability?Met requirementNACritical Element 2.5.Does the SEA have a procedure to regularly review the drawdowns of the LEAs?Met requirementNACritical Element 2.6Does the SEA have a written policy on allowable carryover funds?Met requirementNACritical Element 2.7If an LEA cannot obligate funds within the 27 months of availability (which includes the extra year of availability permitted under the Tydings amendment), does the SEA have a procedure for reallocating these funds to other LEAs?Met requirementNACritical Element 2.8Does the SEA have records to show that each LEA meets the maintenance of effort requirements?Met requirementNACritical Element 2.9Does the SEA ensure that it and its component LEAs are audited annually, if required, and that all corrective actions required through this process are fully implemented?Met requirementNACritical Element 2.10Has the SEA identified LEAs that are not making progress toward meeting their annual measurable objectives in meeting the highly qualified teacher challenge? Finding12Critical Element 2.11Has the SEA provided technical assistance to LEAs and to schools served by them that will enable them to meet their annual measurable objectives?Met requirementNAMonitoring Area 3: State ActivitiesElement NumberDescriptionStatusPageCritical Element 3.1Does the State use its State Activities funds to promote the recruitment, hiring, training, and retention of highly qualified teachers and principals?Met requirement NACritical Element 3.2Does the State support activities that focus on increasing the subject-matter knowledge of teachers and that assist teachers to become highly qualified? Met requirement Commendations13 Monitoring Area 4: State Agency For Higher Education (SAHE) ActivitiesElement NumberDescriptionStatusPageCritical Element 4.1Did the SAHE manage a competition for eligible partnerships?Met requirementNACritical Element 4.2Does the SAHE have procedures to ensure that eligible partnerships include the required members, i.e., an institution of higher education and the division of the institution that prepares teachers and principals, a school of arts and sciences, and a high-need LEA?Finding Commendation13 Area 1: State Procedures to Identify Highly Qualified Teachers Critical Element 1.1: Has the State developed and implemented procedures, consistent with the statutory definition of highly qualified, to determine whether all teachers of core academic subjects are highly qualified (9101(23))? Finding: Arizonas procedure for determining the highly qualified teacher (HQT) status of special education teachers of core academic subjects is not consistent with the definition of a highly qualified teacher in 9101(23) of the ESEA. The ADE has not determined the highly qualified status of special education teachers instructing in the core content areas. Currently, special education teachers in Arizona are given a K-12 license with a disability specialty area. Special education teachers take two pedagogy exams, but no content-area assessment. The current required tests are the Elementary Professional Knowledge exam and a disability specialty area exam. Citation: The ESEA provisions governing teacher quality include basic requirements (1119(a) and (b)) that all teachers of core academic subjects who teach in Title I programs and who were hired after the first day of the 2002-03 school year first demonstrate that they are highly qualified, and that all other teachers of core academic subjects in all public schools be highly qualified by the end of the 2005-06 school year. 9101(23) of the ESEA expressly defines a highly qualified teacher as one who has at least a bachelors degree, has full State certification, and has demonstrated competency in each subject he or she teaches in certain statutorily prescribed ways. Further Action Required: The ADE must submit a written plan with specific procedures to ensure that all special education teachers of core academic subjects are highly qualified in conformity with the definition in 9101(23) and the timeline in 1119(a)(1) and (2). Recommendation: Arizona offers a one-year Emergency Teacher Certification that is a waiver from full State certification. The license is renewable if the teacher completes six semester hours of coursework in the specialty area during the one-year validity of the certification. The Department encourages the State to eliminate its dependency on emergency and temporary certification to meet shortages, especially in special education. By the end of the 2005-06 academic year, all teachers of core academic subjects must meet the definition of highly qualified, which includes holding full State certification. Full State certification means that the teacher must not have had certification or licensure requirements waived on an emergency, temporary or provisional basis. Commendation: The State has worked aggressively to decrease the use of emergency licenses. The ADE has reduced the number of emergency licenses administered from approximately 5,000 in 2003-04 to approximately 3,000 in 2004-05. Recommendation: Teachers who come to Arizona from another state and hold a valid standard certificate from that state but have not taken the Arizona Educator Proficiency Assessment (AEPA) in the content area, which is a requirement to obtain full-state licensure, receive a reciprocal provisional license and are given one year to complete Arizonas testing requirements. The State is encouraged to evaluate the content of testing programs that are in use in other states. Critical Element 1.2: Are all new elementary school teachers (including special education teachers, as appropriate) required to pass a rigorous State test in reading, writing, mathematics, and the other areas of the elementary school curriculum to demonstrate subject-matter competency (9101(23)(B)(II))? Finding: Arizonas definition and procedures for determining the highly qualified status of new special education teachers at the elementary level are not in compliance with the statute. See Critical Element 1.1 for a more detailed discussion of this issue. Citation: 9101(23)(B)(II) of the ESEA requires that all new elementary teachers demonstrate subject-matter competency in each of the core academic subjects they teach by passing a rigorous State assessment in reading, writing, mathematics, and the other areas of the elementary school curriculum. Further Action Required: The ADE must ensure that all new elementary teachers, including special education teachers who provide direct instruction in core academic subjects, demonstrate subject-matter competency no later than the end of the 2005-06 school year. Critical Element 1.3: Are all new middle and secondary school teachers (including special education teachers, as appropriate) required to demonstrate subject-matter competency, in each core academic subject they teach, consistent with 9101(23)(B)(II)(ii)? Finding 1: Arizonas definition and procedures for determining the highly qualified status of new special education teachers at the secondary level are not in compliance with the statute. See Critical Element 1.1 for a more detailed discussion of this issue. Citation: 9101(23)(B)(II)(ii) of the ESEA requires middle and secondary school teachers new to the profession to demonstrate subject-matter competency in each of the core academic subjects they teach by passing a rigorous State academic subject test or by successfully completing an academic major, coursework equivalent to an academic major, a graduate degree, or advanced certification or credentialing. Further Action Required: The ADE must ensure that all new middle school and secondary school teachers who teach multiple subjects, including special education teachers who provide direct instruction in core academic subjects, demonstrate subject-matter competency in each core academic subject they teach, in accordance with the options available in 9101(23)(B)(ii) and 9101(23)(C)(ii) of the ESEA, no later than the end of the 2005-06 school year. Finding 2: The State does not require new middle school teachers of history, geography, civics/government, or economics to demonstrate subject-matter competency in each of those subjects they teach. The State allows middle grades social studies teachers new to the profession to demonstrate subject-matter competency by holding a broad-field Social Studies license for grades 7-12 and passing the AEPA Social Studies assessment. The general social studies degree and the broad-field assessment used for the demonstration of social studies content knowledge may not provide adequate subject-matter preparation for each of the core academic subjects explicitly noted in the statute. Citation: 9101(11) of the ESEA identifies history, geography, civics/government and economics as individual core academic subjects. 9101(23)(B)(ii) of the ESEA requires new teachers of core academic subjects to demonstrate subject-matter competency in each core academic subject they teach. (9101(23)(C) does the same for teachers not new to the profession.) Further Action Required: The ADE must ensure that all history, geography, civics/government and economics teachers demonstrate subject-matter competency in each of these subjects that they teach, no later than the end of the 2005-06 school year. Critical Element 1.4: Are all veteran (i.e., those who are not new to the profession) elementary school teachers (including special education teachers, as appropriate) required to demonstrate subject-matter competency by passing a rigorous State test or by completing the States High Objective Uniform State Standard of Evaluation (HOUSSE) procedures (9101(23)(C))? Finding 1: Arizonas definition and procedures for determining the highly qualified status of veteran special education teachers at the elementary level are not in compliance with the statute. See Critical Element 1.1 for a more detailed discussion of this issue. Citation: 1119(a)(2) of the ESEA requires all teachers of core academic subjects to be highly qualified by the end of the 2005-06 school year. Recent amendments to the IDEA, which the President signed into law on December 3, 2004, affirm that these requirements apply to special education teachers (while providing some flexibility for special education teachers of multiple subjects and who teach to alternate achievement standards for students with significant cognitive disabilities). Further Action Required: The ADE must ensure that all teachers who are not new to the profession, including special education teachers who provide direct instruction in core academic subjects, are highly qualified in each of the core academic subjects they teach by the end of the 2005-06 school year. (Please also refer to the discussions in Critical Element 1.1-1.3 above.) Finding 2: The ADE allows veteran elementary teachers to demonstrate subject-matter competency in ways that are not in compliance with the statute as described in 9101(23)(C). The State considers elementary school teachers who have National Board Certification or a Masters degree in elementary education to be highly qualified. Citation: 9101(23)(C) of the ESEA describes that veteran elementary teachers can demonstrate subject matter competency by either passing a rigorous State assessment of academic subject matter or by using the high, objective, uniform, State standard of evaluation (HOUSSE). Further Action Required: Technical assistance was offered to the SEA that the only statutory methods for determining the subject-matter competency of veteran elementary school teachers is by passing a test or by satisfying the States HOUSSE procedures. Therefore, to appropriately consider advanced credentials, e.g., a Masters degree in elementary education, or National Board certification as criteria for demonstrating subject-matter competency, the ADE must incorporate those accomplishments into their HOUSSE procedures, rather than use them as stand-alone criteria. In aligning these criteria with the States HOUSSE procedures, the ADE may determine that either of those qualifications could be sufficient under the HOUSSE rubric to determine subject-matter competency. Critical Element 1.5: Are all veteran middle and secondary teachers (including special education teachers, as appropriate) required to demonstrate subject-matter competency in each core academic subject they teach? Finding: The Arizona definition and procedures for determining the highly qualified status of veteran special education teachers at the secondary level are not in compliance with statute. See Critical Element 1.1 for a more detailed discussion of this issue. Citation: 9101(23)(C)(ii) of the ESEA requires middle or secondary school teachers not new to the profession, including special education teachers who instruct in the core academic subjects, to demonstrate subject-matter competency in each of the core academic subjects they teach. Further Action Required: The ADE must ensure that, no later than the end of the 2005-06 school year, experienced teachers pass the required State subject test or meet one of the other criteria for demonstrating the required subject-matter knowledge that 9101(23) (B)(ii) or 9101(23) (C)(ii) of the ESEA requires in order to be highly qualified. See Critical Elements 1.1 through 1.4 for more discussion. Critical Element 1.6: Does each set of HOUSSE procedures the State has developed meet each of the statutory requirements of 9101(23)? Recommendation: Technical assistance was offered during the site review to recommend to ADE that they divide the HOUSSE criteria into separate documents for elementary, middle/secondary, and special education teachers. Recommendation: For special education teachers, the State should determine which teachers directly deliver instruction and which teachers provide consultative services only. For teachers in the core content areas who are directly delivering instruction to special education students, these teachers must meet the requirements for a highly qualified teachers as described in 9101(23)(B)(II) of ESEA. Critical Element 1.11: Has the State reported to the Secretary in its Consolidated State Performance Report (CSPR) the number and percentage of core academic classes taught by highly qualified teachers, in the aggregate and in high-poverty schools, consistent with the statutory definition of highly qualified (1111(h)(4)(G); 9101(23))? Finding: While Arizona reported data on the percentage of classes taught by highly qualified teachers in the Consolidated State Performance Report in January 2005, the data did not include special education teachers. Citation: 1111(h)(4)(G) of the ESEA requires each SEA annually to report to the U.S. Secretary of Education on the percentage of classes (in core academic subjects) taught by highly qualified teachers in the State, local educational agency, and school (a summary of which 1111(h)(5) requires the Secretary annually to report to Congress). Consistent with the 1111(h) reporting requirements, SEAs were required to submit to the Department, as part of their consolidated State application due September 1, 2003, baseline information on the percentage of teachers in the State who were highly qualified, in the aggregate and in high-poverty schools. In their Consolidated State Performance Reports for ESEA formula grant programs (implementing requirements governing the receipt of ESEA program funding under consolidated State applications (9303 and 9302(a) of the ESEA, respectively) that were submitted to the Department by January 31, 2005, SEAs were required to provide data on the classes taught by highly qualified teachers, disaggregated by high-poverty and low-poverty and by elementary and secondary schools (1111(h)(4)(G)). These requirements for public reporting on whether teachers are highly qualified extend to all public school teachers. Further Action Required: The State must report to the Department, as required by 1111(h)(4)(G), complete data on the percentage of classes taught by highly qualified teachers at all grade levels (and disaggregated by high-and low-poverty schools), as required for the Consolidated State Performance Report for the 2004-05 school year that will be due to the Department early in 2006. These data must include all teachers, including special education teachers. Critical Element 1.12: Are the data reported to the Secretary in the CSPR consistent with the statutory definition of highly qualified (1111(h)(4)(G); 9101(23))? Finding: As discussed in Critical Elements 1.1-1.5, Arizona has not identified those special education teachers of core academic subjects who do not meet the highly qualified requirements. Therefore, the State did not report data in the Consolidated State Performance Report on the number and percentage of classes in core academic subjects that are taught by highly qualified teachers in a manner that is consistent with the statutory definition of highly qualified. Arizona reported data for special education teachers of core academic subjects based on certification and licensure, rather than on the highly qualified criteria. Citation: 1111(h)(4)(G) of the ESEA further requires each SEA annually to report to the U.S. Secretary of Education on the percentage of classes (in core academic subjects) taught by highly qualified teachers in the State, local educational agency, and school (a summary of which 1111(h)(5) requires the Secretary annually to report to Congress). Further Action Required: The State must submit a written plan with specific procedures and a timeline for reporting to the public and to the Department, as required by 1111(h), the percentage of classes taught by highly qualified teachers at all grade levels (and disaggregated by high-and low-poverty schools), as required for the Consolidated State Performance Report. Critical Element 1.13: Does the State prepare and disseminate to the public an Annual State Report Card (1111(h)(1)(C)(viii))? If so, how is it disseminated? Finding: Arizona has not produced an Annual State Report Card since 2002 and no other State publication contains the information required by section 1111(h)(1)(C)(viii) of the statute. Citation: 1111(h)(1)(C)(viii) of the ESEA requires each SEA to include in its Annual State Report Card data on the percentage of classes (in core academic subjects) not taught by highly qualified teachers. Further Action Required: The ADE is preparing to release Report Cards for the most recent year and missing years; however, the State must submit a written plan with specific procedures and a timeline for reporting to the public, as required for the Annual State Report Card and in a manner consistent with the statutory requirements, as required by 1111(h). Area 2: Administration of ESEA Title II, Part A Critical Element 2.2: Does the SEA require an application from each LEA before providing Title II, Part A funding? If yes, what information does the SEA require in the LEA application (2122(b))? Commendation: The State is commended for using a consolidated state application for funding and for reforming and aligning fiscal requests to the application and the district needs assessment. Critical Element 2.10: Has the SEA identified and provided technical assistance to LEAs that are not making progress toward meeting their annual measurable objectives in meeting the highly qualified teacher challenge? Finding: The ADE has not collected two consecutive years of data on classes being taught by highly qualified teachers, and has not identified districts that are not making progress toward meeting annual measurable objectives. Because of these data constraints and because clear annual measurable objectives for LEAs do not exist the SEAs ability to monitor the districts progress toward these goals is limited. Citation: 1119(a)(2)(A) of the ESEA requires each SEA to develop a plan to ensure that all teachers teaching core academic subjects within the State are highly qualified by the end of the 2005-06 school year. Further Action Required: The ADE must submit a written plan with specific procedures and a timeline for implementing this requirement. Area 3: State Activities Critical Element 3.2: Does the State support activities that focus on increasing the subject-matter knowledge of teachers and that assist teachers to become highly qualified? Commendation: The ADE is commended for using State funds to redesign initial certification requirements to ensure that middle school educators have subject-matter mastery. The process includes deconstructing the current broad-grade licenses and establishing grade-level appropriate requirements for middle school teachers. Commendation: The State is commended for reforming its teacher preparation program evaluation criteria and program approval process. Commendation: The ADE is commended for supporting and developing the IDEAL and Teachscape programs. These two programs make professional development accessible to teachers across the state via an online delivery system. In developing the programs, the State ensured that the professional development activities are aligned to state standards. Area 4: State Agency for Higher Education (SAHE) Activities Critical Element 4.2: Does the SAHE have procedures to ensure that eligible partnerships include the required members, i.e., an institution of higher education and the division of the institution that prepares teachers and principals, a school of arts and sciences, and a high-need LEA? Finding: The SAHE could not confirm that the required Census data was used in its determination of a high-need LEA. Citation: 2131(1)(A)(iii) of ESEA requires the SAHE to include a high-need LEA in each eligible partnership. 2102(3) defines the poverty requirements for a high-need LEA as an LEA that: Serves not fewer than 10,000 children from families with incomes below the poverty line; or Not less than 20 percent of the children served by the agency are from families with incomes below the poverty line and For which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or For which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing [Section 2102(3)]. Because the statute addresses family income, the Secretary has determined that the Census Bureau data is the only stable and reliable measure of family income and poverty. Further Action Required: In the next competition for eligible partnerships, the SAHE must use the most recent available Census data (as determined by the Secretary) to identify high-need LEAs. Other sources of data, such as free and reduced priced lunch data, may not be factored into the calculations, except for LEAs for which there is no available Census data (e.g., charter school LEAs). The most recent data can be found at HYPERLINK "http://www.census.gov/hhes/www/saipe/"http://www.census.gov/hhes/www/saipe/.  The Department currently is requiring States to report data on classes taught by highly qualified teachers at the State level only. However we reserve the right to require this information in future annual State reports to the Secretary.  The Department currently is requiring States to report data on classes taught by highly qualified teachers at the State level only. However we reserve the right to require this information in future annual State reports to the Secretary. 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