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Louisiana's Revised State Plan

On August 16, 2006 the U.S. Department of Education released initial peer review feedback and related information on revised comprehensive state plans for ensuring that all public elementary and secondary school students are taught by highly qualified teachers. The 50 states, the District of Columbia and Puerto Rico submitted plans as required under the No Child Left Behind Act. Scored against protocols containing six requirements provided to states in March, the plans outline the bold new steps that states will take to reach the 100 percent highly qualified teacher goal by the end of the 2006-07 school year.

Nine states developed plans that were recognized by a 31 member team of experts as satisfying all six criteria. These are New Jersey, Ohio, South Carolina, South Dakota, Louisiana, New Mexico, Kansas, Maryland and Nevada. Thirty-nine states submitted plans that partially satisfy the six components and will be required to improve these plans and address the peer concerns by Sept. 29, 2006. However, four states did not address any of the six requirements. For these four states—Hawaii, Missouri, Utah and Wisconsin—revised plans are due November 1, 2006.

ECS collected state plan information and reviewer comments directly from revised state plans and from the peer review response forms. The purpose of this tool is to organize and streamline this extensive content in order to allow states to search, review and reference successful examples of state plans. Although no information has been paraphrased, the order of some plans has been rearranged and some data and specific information has been abbreviated. All abbreviations or informational reorganizations have been given a note with an explanation and a link to the full state plan. This resource will be most useful if used in conjunction with original state plans.

Please feel free to contact Angela Baber, ababer@ecs.org, with questions, comments, or changes to this information.

To access the plans and peer review responses, visit the U.S. Department of Education site at http://www.ed.gov/news/pressreleases/2006/08/08162006a.html and click on state plans.

Louisiana
State Plans to Meet the HQT Goal Mandated by NCLB
State Plan Introduction and/or Background Louisiana has created a strong, interrelated context for addressing the NCLB challenge to provide a highly qualified teacher in all core academic subjects by the end of the 2006-2007 school year. In particular, the state's district and school accountability policy, its teacher quality policies, and the Louisiana Education Accountability Data System (LEADS) database infrastructure provide a coordinated set of policies and practices designed to improve teacher quality and student achievement.

Louisiana is proud of the progress it has made in these areas. For the second year in a row, Louisiana's efforts to improve teacher quality were ranked first in the nation according to a report released in December 2005 by Education Week, the nation's foremost K-12 education magazine. Equally impressive, Louisiana ranked number one for its standards and accountability for the second time in three years among the 50 states and the District of Columbia. Louisiana's teacher quality efforts earned the state one of only two "A's" given in 2006. The state's score of 94 is up one point, from 93 in 2005. Before its first number one ranking in 2005, Louisiana had ranked fifth in the nation in 2004 and twelfth in the nation in 2003. In standards and accountability, eight states, including Louisiana, earned an "A" in 2006. The state's score of 98 - the same as in 2005 - ranked the state first in the nation, ahead of New York, Massachusetts and South Carolina.

The Louisiana Education Accountability Data System (LEADS) is an integrated data management system, with a specific conceptual design/architecture that supports Louisiana's education information needs. It provides decision-makers with accurate, meaningful information relative to elementary and secondary education efforts within the state of Louisiana. LEADS is a phased approach to data integration of all state data collection and dissemination systems. The Student Information System, Profile of Education Personnel, School Transcript System, School and District Accountability, the Special Education Reporting System, and Minimum Foundation Program Accountability are examples of systems included within LEADS. The latest LEADS effort is the collection of Curriculum data from the districts, which connects teachers to students via class/course information.

The Louisiana Department of Education's data system and infrastructure has also garnered national recognition. At the National Governor's Association 2006 National Education Data Summit, 10 essential data elements were identified that are critical for a state to implement a longitudinal data system. While no state has implemented all 10 elements, Louisiana was one of only four states having the capacity to perform nine out of 10. Additionally, in the May 2006 edition of Education Week, Louisiana was recognized for its progress in developing computerized data systems to manage student and teacher information:

  • Concerning its Student Data System, Louisiana was one of 13 states that has unique student IDs that can be linked to basic and more advanced data (attendance, high school dropouts or completion, and transcript information).
  • Concerning its Teacher Data System, Louisiana was one of 18 states that can be linked to basic and also more advanced data (years of experience, "highly qualified" status for NCLB, and salary).
  • When considering advanced data with student-teacher linkage, Louisiana was ONE OF ONLY FIVE STATES to have advanced data systems for both students and teachers, as well as the ability to link information from those two systems. Education Week only recognized a handful of states that have robust statewide data systems for students and teachers as well as the ability to connect student data with information on teachers.
Louisiana has been very successful during the last five years in implementing a systemic initiative that has resulted in the creation of new policies to improve teacher quality that have led to expanded induction and mentoring opportunities for new teachers, enhanced professional development experiences for educators, improved and streamlined certification policies, and the redesign of all public and private teacher preparation programs in Louisiana. This success was partly due to the depth of collaboration that has existed between the governor, Board of Regents (BoR), Board of Elementary and Secondary Education (BESE), Louisiana Department of Education, universities, and school districts, and to the work of the state's Blue Ribbon Commission for Educational Excellence. While important gains have been made, specific needs and challenges still exist.

Despite significant efforts and results to improve teacher quality, school and district accountability, and student achievement, Louisiana educators are still faced with the challenges inherent in a state with very large populations of poor and minority children. The poverty and need cuts across the entire state. The statistics are sobering.

  • Approximately 62% of students in Louisiana public schools are students in poverty (as measured by those who are eligible for free or reduced lunch).
  • Approximately 80% of students in Louisiana's low-performing public schools are students in poverty.
  • Approximately 52% of students in Louisiana public schools are minority students.
  • Approximately 79% of students in Louisiana's low-performing public schools are minority students.
  • Approximately 92% of Louisiana's public schools have more than 30% of their students in poverty.
The pervasiveness of large number of students in poverty in the state's public schools cannot be overlooked. The state's efforts to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, and out-of-field teachers touch every corner of the state.

Louisiana is proud of the progress it has made. State policies, practices, and programs with regard to teacher quality are moving the state in the right direction. Louisiana will continue to aggressively pursue the goal of 100% of all core academic subjects taught by teachers who meet the HQT requirements of NCLB. Additionally, Louisiana will sharpen its focus on policies, programs, and practices that support the equitable distribution of its highly qualified, experienced teachers.

(pages 1-2) 

Revised Plan Status
  • Accepted
  •  
    Comments to Support Determination Overall the plan is likely to help Louisiana meet the highly qualified teacher goals. The plans strengths include:
    • recognizing that while hurricanes, Katrina and Rita have had an impact on the state as a whole, the challenges Louisiana faces now predate the hurricanes,
    • being well thought out,
    • having measurable goals as well as strategies to accomplish the plan’s objectives.
    The challenges of poverty may require more specific measurable objectives.

    While the equity plan includes numerous activities, the review panel could not find evidence for the probable success of the strategies.  

    Link to Full Revised State Plan for Meeting the HQT Goal in NCLB on the U.S. Department of Education Site The State Department of Education has made the NCLB revised plans, as well as reviewer comments, available online for each state.

    Louisiana's Revised Plan

    Louisiana's Plan—Reviewer Comments  

    Revised State Plans-Requirement 1
    Requirement 1 The revised plan must provide a detailed analysis of the core academic subject classes in the State that are currently not being taught by highly qualified teachers. The analysis must, in particular, address schools that are not making adequate yearly progress and whether or not these schools have more acute needs than do other schools in attracting highly qualified teachers. The analysis must also identify the districts and schools around the State where significant numbers of teachers do not meet HQT standards, and examine whether or not there are particular hard-to-staff courses frequently taught by non-highly qualified teachers.  
    Peer Review Finding
  • Requirement 1 has been met.
  •  
    Peer Review Supporting Narrative Analysis of classes taught by teachers who are not highly qualified was included in the revised plan. For example, it was noted that self-contained special education classes, secondary mathematics and physics classes, and foreign language classes are taught at the highest rate by non highly qualified teachers.

    The analysis is based on accurate classroom level data. The data were collected through the Louisiana Education Accountability Data System (LEADS).

    The staffing needs of schools not making AYP were analyzed. The data show that schools not making AYP have high percentages of classes taught by teachers who are not highly qualified.

    Particular groups of teachers who are not HQ to which the state’s plan must pay particular attention, such as special education teachers, mathematics or science teachers, or multi-subject teachers in rural schools were analyzed.

    Districts where significant numbers of teachers do not meet HQT standards were identified.

    Courses often taught by non-highly qualified teachers were identified by statistical analysis, as shown by the inclusion of the tables in the Appendix.  

    Requirement 1-a Does the revised plan include an analysis of classes taught by teachers who are not highly qualified? Is the analysis based on accurate classroom level data?  
    Does the revised state plan meet requirement 1-a?
  • Yes
  •  
    Revised State Plan Addressing Requirement 1-a The Louisiana Department of Education has developed and manages an extensive system of student, curriculum, teacher, school, and district databases (https://www.doe.state.la.us/lde/pair/638.html). These databases and online reporting tools provide for significant quantitative analysis related to teacher credentials and assignments. Some of the key findings relative to teacher quality as it relates to core academic subjects, schools not making AYP, schools and districts with significant numbers of courses taught by teachers who do not meet HQT standards, and more are identified below.

    Core Academic Subjects Not Taught by Teachers Meeting the HQT Standards

    An analysis of course data, teacher assignment data, and teacher certification data provides a snapshot of the core academic subjects in Louisiana taught by teachers meeting the HQT requirements of NCLB. The data are derived from a course by course analysis of data submitted by districts using the LEADS data system, which incorporates several different state-managed databases including the Profile of Educational Personnel (PEP), Student Information Systems (SIS), Curriculum (CUR), and Teacher Certification Management System (TCMS).

    Data submitted during the fall semester of school year (SY) 2005-2006 indicate that 168,857 classes of core academic subjects are offered in Louisiana's K-12 public school classrooms. Of those classes, 97% are taught by teachers who hold appropriate certification for the course being taught. However, current HQ reports from districts indicate that only 77% of those core academic classes are taught by teachers who meet the HQ requirements for content mastery.

    These data demonstrate that a significant majority of core classes are taught by teachers who are certified to teach the classes, but who may not yet have taken advantage of one of the routes available to veteran teachers to establish content mastery. This would seem to indicate that new certification policies and initiatives have been successful in increasing the percentage of certified teachers in the state; however, schools, districts, and the state will need to have a more concerted effort to assist the current teaching staff in meeting the HQ standards by the end of the 2006-2007 school year.

    (pages 3-4) 

     
    Peer Review Response to Requirement 1-a Analysis of classes taught by teachers who are not highly qualified was included in the revised plan. For example, it was noted that self-contained special education classes, secondary mathematics and physics classes, and foreign language classes are taught at the highest rate by non highly qualified teachers.

    The analysis is based on accurate classroom level data. The data were collected through the Louisiana Education Accountability Data System (LEADS).

    The data further indicate that the situation is particularly challenging in all middle school core academic subjects, in which 95% of the classes are taught by individuals with proper certification but only 60% of the classes are taught by individuals who have at this point provided documented evidence of content mastery. A similar challenge exists at the high school level, with approximately 97% of the core academic subjects taught by individuals with the appropriate certification and 77% of the core academic subjects taught by individuals with documented HQ status.

    Table 1 in Appendix B provides more detailed information relative to this analysis.  

    Requirement 1-b Does the analysis focus on the staffing needs of school that are not making AYP? Do these schools have high percentages of classes taught by teachers who are not highly qualified? 
    Does the revised state plan meet requirement 1-b?
  • Yes
  •  
    Revised State Plan Addressing Requirement 1-b Comparison of HQT in Schools Not Making AYP to HQT in Schools Making AYP

    Further analysis of the HQT reports generated by the Louisiana Department of Education from the SIS, CUR, and PEP databases in combination with analysis of the detailed School Level Accountability Data and Louisiana State Report Card yields insights and comparisons across schools that have met their Annual Yearly Progress (AYP) and those that did not meet AYP. An examination of the data reveals that 79% of the teachers who teach in schools that have made AYP have met the HQT requirements of NCLB. On the other hand, approximately 61% of teachers in schools that have not made AYP have met the HQT requirements.

    Further analysis of the data indicates that the percentage of core classes taught by teachers who do not meet the HQT requirements of NCLB differs considerably at the various levels of school performance scores in Louisiana. Schools with SPS of 100 or higher have significantly fewer courses taught by teachers who do not meet the HQT requirements than do schools with SPS scores below 70. As school performance scores decline, the percentage of teachers who do not meet the HQ requirements of NCLB rises from a low of 11% for schools that have performance scores above 120 to a high of 42% for schools that have performance scores below 50. Table 2 in Appendix B provides more detail.

    (page 4) 

    Peer Review Response to Requirement 1-b

    The staffing needs of schools not making AYP were analyzed. The data show that schools not making AYP have high percentages of classes taught by teachers who are not highly qualified.  

    Requirement 1-c Does the analysis identify particular groups of teachers to which the State's plan must pay particular attention, such as special education teachers, mathematics or science teachers, or multi-subject teachers in rural schools? 
    Does the revised state plan meet requirement 1-c?
  • Yes
  •  
    Revised State Plan Addressing Requirement 1-c Hard to Staff Courses and Groups of Teachers Challenged to Meet HQT Standards

    Continued data analysis for Louisiana confirms what is undoubtedly a pattern across the nation: self-contained special education classes, secondary mathematics classes, physics classes, and foreign language classes are taught at the highest rate by individuals who have not yet met the HQT requirement, as illustrated below.

    Subject/Area
    HQ
    Not HQ
    Pct. HQ
    Pct. Not HQ
    Self-Contained Special Ed
    2778
    4729
    37%
    63%
    High School Mathematics
    7381
    2895
    72%
    28%
    Physics
    365
    170
    68%
    32%
    Elementary Foreign Language
    1534
    784
    66%
    34%
    Spanish
    1201
    725
    62%
    38%

    Additionally, veteran middle school teachers who are teaching multiple subjects are challenged to meet the HQT requirements. (See Table 1, Appendix B)

    (page 5) 

    Peer Review Response to Requirement 1-c

    Particular groups of teachers who are not HQ to which the state’s plan must pay particular attention, such as special education teachers, mathematics or science teachers, or multi-subject teachers in rural schools were analyzed.  

    Requirement 1-d Does the analysis identify districts and schools around the State where significant numbers of teachers do not meet HQT standards? 
    Does the revised state plan meet requirement 1-d?
  • Yes
  •  
    Revised State Plan Addressing Requirement 1-d Louisiana Districts and Schools with Significant Number of Core Courses Taught by Teachers who do not meet HQT Standards

    There is considerable variation across districts relative to the number of core courses in the district taught by teachers who do not meet the HQT standards. Reasons for the differences include the serious devastation and interruptions caused by the Hurricanes of 2005 (Katrina and Rita); the challenges of remote, rural districts; and, the challenges of high-poverty, low-paying districts. Table 3 in Appendix B provides a complete listing of the HQT status of each LEA in Louisiana. Table 4 in Appendix B identifies those districts that face some of the more significant challenges to meet the HQT standard by the end of 2006-2007.

    Similar detailed data is available for each school within every Louisiana school district. Information is available via the Accountability section of the Louisiana Department of Education website at http://www.louisianaschools.net/lde/accountability/home.html. Specific School Report Cards are available in various formats: Principal's Report Card, Parent's Report Card, and Subgroup Component Report. All three formats provide information relative to percent of core courses taught by teachers who meet the HQT requirements. In particular, in the Subgroup Component Report, Table 10, Professional Qualifications of Teachers in Your School and District, contains the number and percent of teachers with emergency credentials, teachers with valid state credentials, classes NOT taught by teachers meeting the NCLB HQ definition, and classes taught by teachers meeting the NCLB HQ definition for high-poverty schools, low-poverty schools, all schools, and the particular school in question.

    Additionally as part of Title II - Part A on-site monitoring visits, department staff utilizes a District Summary HQ Report that provides an overall picture of HQT progress by district and by individual school. This report provides for more targeted monitoring and technical assistance.

    (page 4-5) 

    Peer Review Response to Requirement 1-d

    Districts where significant numbers of teachers do not meet HQT standards were identified.  

    Requirement 1-e Does the analysis identify particular courses that are often taught by non-highly qualified teachers?  
    Does the revised state plan meet requirement 1-e?
  • Yes
  •  
    Revised State Plan Addressing Requirement 1-e Hard to Staff Courses and Groups of Teachers Challenged to Meet HQT Standards

    Continued data analysis for Louisiana confirms what is undoubtedly a pattern across the nation: self-contained special education classes, secondary mathematics classes, physics classes, and foreign language classes are taught at the highest rate by individuals who have not yet met the HQT requirement, as illustrated below.

    Subject/Area
    HQ
    Not HQ
    Pct. HQ
    Pct. Not HQ
    Self-Contained Special Ed
    2778
    4729
    37%
    63%
    High School Mathematics
    7381
    2895
    72%
    28%
    Physics
    365
    170
    68%
    32%
    Elementary Foreign Language
    1534
    784
    66%
    34%
    Spanish
    1201
    725
    62%
    38%

    Additionally, veteran middle school teachers who are teaching multiple subjects are challenged to meet the HQT requirements. (See Table 1, Appendix B)

    (page 5) 

    Peer Review Response to Requirement 1-e

    Courses often taught by non-highly qualified teachers were identified by statistical analysis, as shown by the inclusion of the tables in the Appendix.  

    Revised State Plans-Requirement 2
    Requirement 2 The revised plan must provide information on HQT status in each LEA and the steps the SEA will take to ensure that each LEA has plans in place to assist teachers who are not highly qualified to attain HQT status as quickly as possible.  
    Peer Review Finding
  • Requirement 2 has been met.
  •  
    Peer Review Supporting Narrative The SEA has stated that no LEA in Louisiana met the AMO for highly qualified. On pages 7-8 the SEA states the specific steps that will be taken by LEAs that have not met annual measurable objectives for HQT.

    The SEA should be commended for including a specific reference on page 22 to ensuring that LEA plans allocate sufficient financial and personnel resources to meet the HQT goal.  

    Requirement 2-a Does the plan identify LEAs that have not met annual measurable objectives for HQT?  
    Does the revised state plan meet requirement 2-a?
  • Yes
  •  
    Revised State Plan Addressing Requirement 2-a Strategy I: Ensure that each LEA has a plan in place to assist teachers who are not Highly Qualified to attain HQT status as quickly as possible.

    1.1 The development and statewide implementation of the Louisiana Department of Education's LEADS database makes HQT data analysis and needs assessment more accessible to LEAs and contributes to the development of a district plan that addresses real needs in this area. Through the implementation of the Louisiana Department of Education's LEADs database, the LEA is able to access current data to identify schools in the district that have a large percentage of teachers who do not meet the state certification and/or HQT requirements. With this data, the LEA staff is able to develop a plan with specific activities to address teacher quality and teacher equity issues. The SEA staff members are able to provide targeted one-on-one assistance to explore options and develop plans with the LEA including specific objectives, activities, and timelines to ensure that all students receive instruction from a qualified teacher. This information will be used by both LEA and SEA staffs to monitor HQT progress, conduct on-site monitoring and program evaluations, and determine the LEA's success in accomplishing its teacher quality and student achievement goals.

    1.2 The Louisiana Department of Education has developed and implemented a web-based E-grant consolidated NCLB/IDEIA application to be used by all LEAs. The electronic Grant Management System, eGMS, is an automated and web-based support system that has streamlined the grant process and has improved the consistency of grant programs administered by the Louisiana Department of Education. The electronic grants system includes flow-through programs under the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA). Within the district consolidated application, the LEA must address Performance Indicator 3.1, the percentage of classes being taught by highly qualified teachers in the aggregate and in high-poverty schools, and must provide specific targets and an action plan. The action plan includes strategies, activities/programs, and evaluation measures. Following the submission of the electronic grant, SEA staff representing federal programs review the application to determine compliance with federal regulations. This electronic review process also allows SEA staff to review all planned LEA activities and allocations that support the teacher quality initiatives to determine the status toward meeting AMOs and teacher equity concerns.

    1.3 In addition to the details submitted by the LEA in its consolidated application for NCLB, the Louisiana Department of Education developed and administers a state-funded program that requires the LEA to provide more specificity to its teacher quality plan. The 8(g) Local Teacher Quality Block Grant program has been refined to reflect a greater emphasis on ensuring the quality of all teachers while addressing LEA efforts to ensure that students in high-poverty, rural, and/or lower-performing schools receive instruction from teachers that meet the NCLB HQT requirements. The funding priorities for the 8(g) Local Teacher Quality Block grant mirror Louisiana's increasing emphasis on teacher quality to ensure that all students receive instruction from qualified teachers. The primary funding priorities for the Local Teacher Quality funds are to increase the number of teachers with standard state certification and increase the number of teachers who meet the NCLB HQT requirements. Only after the LEA or the public independent school is able to provide documentation that the primary funding priorities have been addressed is it allowed to move to the secondary funding priorities. These are defined as activities that provide professional development for teachers and other school personnel that are in alignment with the school or district improvement plan; address the needs of teacher leaders and/or school personnel seeking the Education Leader 1 endorsement; or teachers earning Continuing Learning Units (CLUs) to meet the state relicensure requirements. Office of Educator Support (OES) staff review each application to ensure that the LEA has allocated sufficient financial and personnel resources to assist all teachers to become HQT within the established timelines. On-site visits are conducted to ensure that the LEA is implementing the application in accordance with the approved plan.

    Note: Strategy 1 of Louisiana's plan corresponds with requirement 2a of the peer review response form.

    (pages 6-7) 

    Peer Review Response to Requirement 2-a The SEA has stated that no LEA in Louisiana met the AMO for highly qualified. 
    Requirement 2-b Does the plan include specific steps that will be taken by LEAs that have not met annual measurable objectives?  
    Does the revised state plan meet requirement 2-b?
  • Yes
  •  
    Revised State Plan Addressing Requirement 2-b Strategy 2: Establish and implement a process for districts to utilize that identifies the steps the district must take if it does not meet AMO for HQT.

    2.1 The SEA established 100% as the AMO for HQT in each LEA. At the present time, no LEA meets this requirement. Table 3, Appendix B, shows state LEAs ranked in descending order by the percent of core content courses taught by teachers who have been identified and reported as meeting the HQT requirements.

    2.2 Districts that do not meet AMO for HQT will be identified through the Louisiana eGrant Consolidated Application process for funds under the No Child Left Behind Act of 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA).

    2.3 Through the eGrant Consolidated Application process, Leas that do not meet AMO for HQT will be required to provide a clear explanation as to why the LEA did not meet the AMO for HQT; identify subgroups of teachers particularly challenged to meet the HQT requirements; and identify specific actions that will be taken by the LEA to ensure that the LEA meets the HQT requirements in the current year AND addresses the specific needs of those subgroups of teachers identified.

    2.4 Additionally, Leas receive financial assistance to address teacher quality issues through the Louisiana Quality Education Support Fund known as 8(g) funds. In particular, the 8(g) Local Teacher Quality Block Grant application process requires that districts direct the use of these funds to meet any unmet HQT requirements. Applicants must (a) identify the teachers who do not meet the HQT requirements; (b) identify specific actions that will be taken by the LEA to ensure that those individuals will meet the HQT requirements; and (e) specify how the LEA will use all available funds from multiple funding sources (i.e., federal, state, local) to ensure that all teachers have the necessary resources to meet the NCLB HQT requirements by the end of the current school year.

    Note: Strategy 2 of Louisiana's plan corresponds with requirement 2b of the peer review response form.

    (pages 7-8) 

    Peer Review Response to Requirement 2-b On pages 7-8 the SEA states the specific steps that will be taken by LEAs that have not met annual measurable objectives for HQT.

    The SEA should be commended for including a specific reference on page 22 to ensuring that LEA plans allocate sufficient financial and personnel resources to meet the HQT goal.  

    Requirement 2-c Does the plan delineate specific steps the SEA will take to ensure that all LEAs have plans in place to assist all non-HQ teachers to become HQ as quickly as possible?  
    Does the revised state plan meet requirement 2-c?
  • Yes
  •  
    Revised State Plan Addressing Requirement 2-c Strategy 9: Work with LEAs that fail to reach the 100% HQT goal by the end of the 2006-2007 school year.

    9.1 The state will monitor LEA compliance with the HQT plans referenced in Strategy 1. Each LEA is required to submit applications for funds under the NCLB/IDEIA Consolidated application and the 8(g) Local Teacher Quality block grant program. Office of Educator Support staff are responsible for reviewing each application to ensure the following:

    1. Each application is in compliance with the required federal/state program mandates
    2. Each application includes sufficient information on the activities that will be used to ensure that all teachers meet the HQT requirements;
    3. Each application includes sufficient information to ensure that the LEA has allocated sufficient financial and personnel resources required to implement the activities in order to meet the HQT goals;
    4. Each application includes an evaluation component to ensure that the LEA monitors its current progress in meeting the HQT goals.
    Additionally, the OES staff conducts on-site reviews to determine the degree of implementation of the HQT plan through the NCLB/IDEIA consolidated monitoring process. The on-site reviews include interviews at the district, school, and teacher levels; review of available documentation/records; and observations. The information obtained during the on-site visit is compared to the LEA's approved HQT plans as written in the application for funds. The OES staff completes a written report summarizing the results of the on-site visit and provides technical assistance, as needed, to support the LEA in successfully implementing the HQ plan as approved and/or recommend modifications to ensure that the LEA meets the HQT goals.

    Note: Strategy 9.1 of Louisiana's plan corresponds with requirement 2c of the peer review response form.

    (pages 21-22) 

    Peer Review Response to Requirement 2-c On pages 7-8 the SEA states the specific steps that will be taken by LEAs that have not met annual measurable objectives for HQT.

    The SEA should be commended for including a specific reference on page 22 to ensuring that LEA plans allocate sufficient financial and personnel resources to meet the HQT goal.  

    Revised State Plans-Requirement 3
    Requirement 3 The revised plan must include information on the technical assistance, programs, and services that the SEA will offer to assist LEAs in successfully completing their HQT plans, particularly where large groups of teachers are not highly qualified, and the resources the LEAs will use to meet their HQT goals.  
    Peer Review Finding
  • Requirement 3 has been met.
  •  
    Peer Review Comments to Support Determination A description of the technical assistance that the SEA will provide to assist LEAs in successfully carrying out their HQT plans is included, as shown by the creation of a position of Regional Certification Counselors in 2002-2003 who are placed in each geographical region of the state and through outreach meetings at both district and regional levels.

    The plan includes a description of many programs and activities but not by fund source. An analysis of the total dollars available by fund sources will help keep all funding focused on the priorities in the plan.

    On page 14, the SEA states, "…Louisiana has developed and identified specific programs for schools that are not making AYP."  

    Requirement 3-a Does the plan include a description of the technical assistance the SEA will provide to assist LEAs in successfully carrying out their HQT plans?  
    Does the revised state plan meet requirement 3-a?
  • Yes
  •  
    Revised State Plan Addressing Requirement 3-a Strategy 3: Provide technical assistance to LEAs that will support the LEA's successful implementation of its HQT plan.

    3.1 In an effort to provide more direct technical assistance to LEAs, the Louisiana Department of Education created the position of Regional Certification Counselors (RCCs) in 2002-2003. The RCCs are located in the Regional Education Service Centers that are strategically placed in each geographical region of the state. The overarching purpose of the RCCs is to provide assistance to districts and to individual teachers to enable them to earn standard state certification and HQT. The RCCs are also charged with providing assistance to the LEAs to support efforts toward the equitable distribution of certified and HQ teachers in all schools, with particular emphasis on addressing the teacher quality needs in high-poverty, low-performing, and rural schools.

    3.2 As part of its technical assistance efforts, the Louisiana Department Education provides outreach meetings at both the district and regional levels. Examples of the types of meetings provided are identified below.

    Regional Meetings

    • NCLB Highly Qualified Technical Assistance Meetings: Clarify definition and policy for HQT; distribute Highly Qualified Pop Quiz Materials.
    • NCLB Highly Qualified Technical Assistance Meetings: Introduce LEA teams to LEADS database system.
    • NCLB High Quality Professional Development Meetings: Introduction to the three Louisiana Professional Development Guides-for Teachers, School Leaders, and District Leaders.
    District Meetings
    • Meetings with LEA central office personnel and school-site administration relative to "teacher reporting" data on the PEP database.
    • Technical assistance to LEAs upon request relative to 8(g) Local Teacher Quality Block Grant funding priorities and strategies to address HQT issues.
    • Dissemination of Professional Development Guides for Teachers, School Leaders, and District Leaders.
    In addition to the SEA-sponsored trainings, OES staff makes multiple presentations at the State Human Resource Directors biannual meetings and the Louisiana Association of School Administrators of Federally Assisted Programs (LASAFAP) conference.

    3.3 To further support districts in their efforts to provide high quality professional development and to increase the number of teachers meeting the HQT requirements, the Louisiana Department of Education's Office of Educator Support has identified and adopted the Louisiana Components of Effective Professional Development that are based on the NCLB's Professional Development definition [Section 9101 (A)(34)] and the National Staff Development Council's Standards for Staff Development Revised. Through the identification and statewide implementation of Louisiana Components of Effective Professional Development, the SEA is providing technical assistance and training for LEAs to ensure that professional development is effective in meeting the needs of the teachers in order to enhance the quality of instruction for the students. The Louisiana Components of Effective Professional Development emphasize the positive effect of professional learning communities on teacher quality, on-going support for teachers, and evaluation to determine the overall impact of the professional development.

    3.4 To provide a mechanism that will allow the Louisiana Components of Effective Professional Development to be relevant and implemented at the district and school level, the Louisiana Department of Education's Office of Educator Support is developing and publishing three professional development guides: Teacher's Guide to Professional Development; Principal's Guide to Professional Development; and, District Leader's Guide to Professional Development. Each guide provides information on implementing effective professional development that is targeted to the needs each audience. These guides provide the foundation for a common language across all educators and establish the dialogue to have a positive impact on teacher quality through effective professional development. The guides are scheduled for distribution in fall 2006.

    3.5 The Louisiana Department of Education's Teach Louisiana site (www.teachlouisiana.net) is on online clearinghouse for information on teacher recruitment, certification and professional development. LEAs are able to post job openings as well as review applications for employment. Additionally, through Teach Louisiana, the human resource directors in each school system have access to teacher credential data, including certification status and Praxis scores. This tool has been invaluable to districts in their efforts to document HQT status of teachers in their employ. Additional tools are being developed for Teach Louisiana that will provide the LEA with additional data analysis functionality.

    3.6 Initiated in summer 2005, the Louisiana Leads Summer Conference sponsored by the Louisiana Department of Education provides a unique opportunity for district and school leaders to receive up-to-date information on numerous LDE initiatives, including HQT efforts, policies, and programs. Over 200 sessions will be available to district leaders at this year's conference. A new feature of the 2006 Louisiana Leads Summer Conference is the "Birds of a Feather" session. A "birds-of-a-feather" session will enable SEA staff to meet the district and/or school-site staff who are responsible for implementing programs and education initiatives sponsored by the LDE. During these meetings, the SEA will provide program update information. The LEA staffs will have the opportunity to dialogue with counterparts from throughout the state on common issues and innovative education practices.

    Note: Strategy 3 of Louisiana's plan corresponds with requirement 3a of the peer review response form.

    (pages 8-10) 

    Peer Review Response to Requirement 3-a A description of the technical assistance that the SEA will provide to assist LEAs in successfully carrying out their HQT plans is included, as shown by the creation of a position of Regional Certification Counselors in 2002-2003 who are placed in each geographical region of the state and through outreach meetings at both district and regional levels. 
    Requirement 3-b Does the plan indicate that the staffing and professional development needs of schools that are not making AYP will be given high priority? Does the plan include a description of the technical assistance the SEA will provide to assist LEAs in successfully carrying out their HQT plans?  
    Does the revised state plan meet requirement 3-b?
  • Yes
  •  
    Revised State Plan Addressing Requirement 3-b Strategy 5: Identify and provide targeted, focused programs and services to support the staffing and professional development needs of schools that are not making AYP (In Louisiana that would be schools that are in S2-S6).

    5.1 In addition to the program and services to assist teachers and LEAs in successfully meeting HQT goals that are available to all districts (identified in actions 4.1 - 4.19), Louisiana has developed and identified specific programs for schools that are not making AYP. Included in the targeted programs for schools not making AYP are District Assistance Teams, Distinguished Educators, Scholastic Audits, the Recovery School District, LINCS, and a pending Teacher Incentive Fund proposal.

    5.2 The District Assistance Team (DAT) is a specially trained team of staff from the LEA and local universities that serve as an external resource to provide on-site assistance to schools identified as School Improvement 2 or greater. The LEA may elect to assign a DAT to each school in the district. The focus of the DAT is to take a leadership role for schools in conducting a needs assessment, analyzing data, implementing a school improvement plan, and evaluating the impact of school improvement initiatives on teacher quality, professional development, and student achievement. The Regional Education Service Centers are responsible for providing the extensive training and certifying of personnel as DAT members.

    5.3 The Distinguished Educators program is an innovative program designed to provide comprehensive on-site assistance to parents, teachers, and administrators in schools that are in school improvement as defined by the Louisiana Accountability System as School Improvement 3 (SI3) or higher. The responsibilities of the DEs include but are not limited to assisting school staff in analyzing, interpreting and using data for school improvement; assisting schools in reallocating school funds and other resources to focus on student achievement; serving as mentors and coaches to classroom teachers; and modeling effective instructional and leadership strategies.

    5.4 The Scholastic Audit process provides a comprehensive review of academic performance, learning environment, and efficiency for each school that is identified in School Improvement 3 (SI3) or higher. The audit process includes extensive school-site visits by the LDE Scholastic Audit team to review school documents, conduct observations throughout the school, and conduct school interviews with the school site administration, student, family, and teacher representatives. At the completion of the process, the school receives a comprehensive report that addresses the school's performance on each of the nine principles that are linked to school achievement. The report includes recommended actions to taken by the school. Principle 6-Professional Development, Professional Growth, and Evaluation-addresses teacher quality issues.

    5.5 The Recovery School District is the educational service agency that is administered by the Louisiana Department of Education that is responsible for all elementary and secondary schools that have been identified as "academically unacceptable" under a uniform statewide program of accountability as defined by the Board of Elementary and Secondary Education. The overarching goal of the Recovery School District is that all children in Louisiana have access to strong curriculum and high quality teachers in order to meet or exceed the required academic standards.

    5.6 Schools that participate in the LINCS (see action 4.2) process must have School Performance Scores (SPSs) below 100. LINCS is designed to allow schools to focus on any of the three core content areas: English/language arts, math, or science. In deciding the content area(s) of focus, each school should base the decision on its student achievement data from the past several years. Schools must have the capacity, structure, and commitment to successfully implement the LINCS process. LDE staff will explore options for strategic outreach methods for helping more rural, high-poverty districts to become LINCS schools in 2007-2008, where the Regional Coordinator capacity exists.

    5.7 The Teacher Incentive Fund (TIF) is a federal grant initiative (P.L. 109-149) designed to support programs that develop and implement performance-based teacher and principal compensation systems in high-need schools, based primarily on increases in student achievement. The goals of TIF include: (1) improving student achievement by increasing teacher and principal effectiveness; (2) reforming teacher and principal compensation systems so that teachers and principals are rewarded for increases in student achievement; (3) increasing the number of effective teachers teaching poor, minority, and disadvantaged students in hard-to-staff subjects; (4) creating sustainable performance-based compensation systems; and (5) examining multiple approaches to providing teacher incentives. Louisiana is in the process of developing a proposal for a TIF grant. The proposal will be a partnership with LEAs and high-need schools within the LEA and will be designed to implement the Teacher Advancement Program (see 4.3) in those schools.

    5.8 The Louisiana FIRST On-Line Teacher Induction Partnership grant (TIP) and the Louisiana Initiative National Board for Professional Teaching Standards Take One!™ are examples of two professional development initiatives that are administered by Office of Education Support staff that target the teacher quality needs in low performing schools.

    Under the LA First On-Line TIP, low-performing districts are paired with districts that have implemented successful teacher induction programs and with local universities. Through this partnership, successful districts and the local universities provide needed support and assistance to enable the lower- performing district to increase teacher retention and enhance teacher quality.

    The Take One!™ initiative targets rural, high-poverty and low-performing school and district cohorts by providing financial and personnel assistance for educators who are interested in exploring the National Board Certification process. This program provides sustained, job-embedded professional development to build learning communities in schools and strengthen professional collaboration. The overarching goal of this initiative is to build cohorts of exemplary teachers in rural and/or low-performing schools to enhance overall teacher quality.

    Note: Strategy 5 of Louisiana's plan corresponds with requirement 3b of the peer review response form.

    (pages 14-16)  

    Peer Review Response to Requirement 3-b On page 14, the SEA states, "…Louisiana has developed and identified specific programs for schools that are not making AYP."  
    Requirement 3-c Does the plan include a description of programs and services the SEA will provide to assist teachers and LEAs in successfully meeting HQT goals?  
    Does the revised state plan meet requirement 3-c?
  • Yes
  •  
    Revised State Plan Addressing Requirement 3-c Strategy 4: Provide programs and services to assist teachers and LEAs in successfully meeting HQT goals.

    Multiple funding sources [federal funds, state funds, 8(g) funds, foundation funds] are coordinated to support a comprehensive set of programs and services to assist teachers and LEAS in meeting HQT goals.

    4.1 The 8(g) Local Teacher Quality Block Grant* provides financial assistance to public systems, public independent schools, and eligible non-public schools and/or systems to increase the number of certified and qualified teachers in Louisiana classrooms.

    4.2 The Learning Intensive Networking Communities for Success (LINCS)* program is a multi-dimensional, whole-school professional development process for school improvement.

    4.3 The Teacher Advancement Program (TAP)*, a whole school educational initiative originated by the Milken Family Foundation, has been aggressively implemented in Louisiana to support and develop high quality teachers, increase student achievement, and provide differentiated compensation to teachers based on student achievement and classroom performance.

    4.4 The Louisiana Teacher Assistance and Assessment Program (LaTAAP*), is a uniform statewide program of assistance and assessment for new teachers entering service for the first time in a Louisiana school district.

    4.5 Louisiana provides financial assistance to teachers seeking National Board Certification* and provides a salary bonus to those teachers who achieve the distinction.

    4.6 Take One!™* , a new offering from the National Board for Professional Teaching Standards for educators, allows educators to begin the NBC process on a smaller scale while establishing an ongoing professional learning community.

    4.7 The Louisiana Framework for Inducting, Recruiting, and Supporting New Teachers (LaFIRST) Online* is an innovative and comprehensive program designed to equip school districts with the resources needed to better meet the needs of new teachers.

    4.8 The Grade-Level Expectations Education Model (GLEEM)* was developed by the Office of Educator Support as a model for providing high quality, ongoing, job-embedded professional development for LEA, school staff, and higher education on the Grade-Level Expectations (GLEs) and the Louisiana Comprehensive Curriculum.

    4.9 Through the Louisiana Virtual School (LVS)*, the Louisiana Department of Education in partnership with the Louisiana School for Math, Science, and the Arts provides Louisiana high school students access to standards-based high school courses taught by certified and highly qualified Louisiana teachers through the Louisiana Virtual School.

    4.10 The Louisiana Math/Science Partnership (MSP)* Grant targets middle school mathematics and science teachers; the focus was chosen to specifically address the HQT needs of these teachers.

    4.11 Teach Louisiana* (see section 3.5) is the Department of Education's online clearinghouse for educators and provides recruitment, certification, teacher preparation, and professional development resources to improve teacher quality throughout the state.

    4.12 The Teacher of Year Program* honors public school teachers for outstanding services at the elementary, middle/junior high, and high school levels. Teachers are nominated at the local level and go through an extensive review process before they are selected to represent their geographical region.

    4.13 The State of Louisiana is building a Teacher Talent Network* of emerging classroom leaders that consists of a cadre of distinguished teachers and principals. These educators represent the best of the best and have distinguished themselves above and beyond established top-quality professionals in our state.

    4.14 In order to further strengthen the teaching profession and the public's perception of the teaching profession, the Louisiana Department of Education is implementing a comprehensive communications program designed to (a) provide a common language and establish dialogues between teachers, school administrators, district personnel, and the LDE to promote teacher quality through effective professional development; and (b) promote teaching as profession. One goal of this teacher quality campaign is to identify and recruit individuals from outside of education into teaching to address our teacher shortages, especially in high-poverty and/or rural schools.

    4.15 The Louisiana Department of Education has utilized the Reallocation of Title 2 - Part A flexibility to support districts with high numbers of teachers who do not meet HQT. The No Child Left Behind Act of 2001 provides for the reallocation of funds to districts that do not meet the HQT requirements. As an example, in SY 2004-2005, additional Title II funds became available for reallocation due to the closure of Special School District #2. LEAs were rank ordered by the percent of teachers not meeting the state certification requirements. The LEAs with 14% or greater teachers on nonstandard teaching certificates received additional funds to support the teacher certification efforts. Guidelines were established for the use of the re-allocated funds, and the districts were contacted to ensure that the funds would be used for the established purposes.

    4.16 The Students Teaching and Reaching (STAR)* program, under the auspices of the Louisiana Department of Education's Office of School and Community Support, is designed as a "grow-your-own" program and engages high school students in the study of teaching as a profession.

    4.17 The Louisiana Department of education has established and implemented three new alternate certification pathways*: (1) Practitioner Teacher Program; (2) Master's Degree Program; and (3) Non-Master's/Certification-Only Program.

    4.18 The Louisiana Department of Education's Regional Education Service Centers (RESC)* are located within the eight geographical regions of the state.

    Note: Strategy 4 of Louisiana's plan corresponds with requirement 3c of the peer review response form.

    *This information has been abbreviated.

    (pages 10-14) 

    Peer Review Response to Requirement 3-c A description of the technical assistance that the SEA will provide to assist LEAs in successfully carrying out their HQT plans is included, as shown by the creation of a position of Regional Certification Counselors in 2002-2003 who are placed in each geographical region of the state and through outreach meetings at both district and regional levels. 
    Requirement 3-d Does the plan specifically address the needs of any subgroups of teachers identified in Requirement 1?  
    Does the revised state plan meet requirement 3-d?
  • Yes
  •  
    Revised State Plan Addressing Requirement 3-d Strategy 6: Identify and provide targeted, focused programs and services to support the needs of subgroups of teachers identified in the needs assessment as teachers who are particularly challenged by the HQT requirements, i.e., middle school teachers, mathematics teachers, science teachers, and special education teachers.

    6.1 The Louisiana Systemic Initiatives Program (LaSIP)* was established at the urging of the governor, the state legislature, the Louisiana Department of Education, the Louisiana Board of Regents, and the Louisiana Board of Elementary and Secondary Education to ensure that all teachers throughout the state have opportunities to participate in high-quality, intensive professional development in order to increase their subject matter knowledge and enhance their instructional practices in the specific content areas. The primary goal of LaSIP is to promote comprehensive, standards-based mathematics, science and technology reforms.

    6.2 Louisiana Gaining Early Awareness and Readiness for Undergraduate Program (LaGEAR-UP)* is funded through a national initiative to increase the number of middle school students in high-poverty areas who complete high school and go on to succeed in college. To meet the needs of these targeted students, LaGEAR-UP provides financial assistance for teachers to participate in LaSIP and LINCS professional development programs that provide intensive, content-focused professional development for middle school teachers in English/Language Arts, math, and science.

    6.3 Making Middle Grades Work (MMGW)* is a research-based school improvement initiative committed to implementing 10 essential elements that focus on a rigorous and challenging academic core curriculum for all students and on the teaching and learning conditions that support continuous improvement in student achievement. The goal of Making Middle Grades Work is to raise academic achievement of all middle grade students to at least the Basic level, with increasing percentages of middle grade students performing at the Proficient level. MMGW was developed by the Southern Regional Education Board (SREB).

    6.4 The Louisiana Math/Science Partnership (MSP)* Grant targets middle school mathematics and science teachers. The focus was chosen to specifically address the HQT needs of these teachers. Through the MSP initiative, math and science teachers in more than 38 school systems are participating in professional development designed to raise content knowledge and teaching skills. The project is directed toward teachers in high-need, low-performing schools.

    6.5 High Schools That Work (HSTW)* is a research-based school improvement initiative founded on the conviction that most students can master rigorous academic and career/technical studies if school leaders and teachers create an environment that motivates students to make the effort to succeed. The mission of HSTW is to create a culture of high expectations and continuous improvement in high schools. HSTW has identified a set of 10 Key Practices that impact student achievement by providing direction and meaning to comprehensive school improvement and student learning. HSTW was developed by the Southern Regional Education Board (SREB).

    6.6 The Louisiana State Improvement Grant (LaSIG)* is committed to the systemic change required to improve the quality of education for students with disabilities and continuously to strive to create and sustain inclusive learning communities to support effective, high quality professional development for all teachers. The overarching focus of LaSIG is to provide effective professional development for all special educators in order to address teacher quality requirements.

    6.7 Beginning in 2006-2007, the Advanced Placement Incentive Program Grant (AP Grant)* will target annually 36 English, mathematics, and science teachers from nine high-poverty middle and high schools serving 4,755 students across Louisiana. The grant will provide substantial support to participating schools to design and implement sustainable "stand-alone" AP and Pre-AP programs in English, mathematics, and biology that will be offered through the Louisiana Virtual School. It will also provide model programs for rural, inner-city, and suburban school districts that can be expanded to provide open access in the future to strong AP and Pre-AP programs across Louisiana.

    6.8 A tool used by Louisiana to address the shortage of qualified foreign language teachers is the Foreign Associate Teachers Program*, which solicits teachers from Belgium, Canada, France, Mexico, Spain, and other countries to teach in elementary or middle school immersion programs or to teach their native language to elementary or middle school students. To qualify for a Louisiana Foreign Language Elementary Special PK-8 Certificate, these teachers are required to have a degree that is equivalent to an American baccalaureate degree, with transcripts; two years of teaching experience; and a teaching certificate from the country of origin.

    Note: Strategy 6 of Louisiana's plan corresponds with requirement 3d of the peer review response form.

    *Information has been abbreviated.

    (pages 16-18)  

    Peer Review Response to Requirement 3-d This sub-requirement was not directly addressed in the peer reviewers' responses. 
    Requirement 3-e Does the plan include a description of how the State will use its available funds (e.g., Title I, Part A; Title II, Part A, including the portion that goes to the State agency for higher education; other Federal and State funds,as appropriate) to address the needs of teachers who are not highly qualified?  
    Does the revised state plan meet requirement 3-e?
  • Yes
  •  
    Revised State Plan Addressing Requirement 3-e Strategy 7: Coordinate and focus use of available funds (including Title I-Part A; Title II-Part A, including the part that goes to SAHE; other federal and state funds) to support HQT efforts.

    7.1 The Louisiana Department of Education coordinates efforts and resources across offices, divisions, and funding sources to support the School Improvement Process at the state and local levels. Available federal, state, and foundation funds are coordinated and leveraged so as to provide needed technical assistance, support, and services to LEAs in developing and implementing school improvement plans that address professional development needs of teachers in meeting HQT status. As an example, the department's Regional Education Service Center staff, District Assistance Team, and Regional Certification Counselors provide hands-on technical assistance to districts and schools in leveraging available funds to support HQT efforts. Additional example of coordination and convergence of resources is cited in actions 7.2, 7.3, and 7.4.

    7.2 The BESE 8(g) Local Teacher Quality Block Grant program is designed to provide financial and personnel assistance to the LEAs to ensure that all teachers have the supports needed to meet the HQT requirements. In the application for these funds, the LEAs must outline how all available funds (federal, state, and/or local) are coordinated to ensure that all teachers meet the NCLB HQT requirements within the established timelines.

    7.4 The Louisiana Education Quality Trust Fund [8(g)] was established in 1986 to provide funds to improve the overall quality of education in Louisiana. The program, overseen by the Louisiana Board of Elementary and Secondary Education (BESE), has established long-range goals with short term priorities and identified targeted areas to improve Louisiana's education system. The three different grant programs under the administration of the BESE 8(g) staff are 8(g) Competitive Grants, the 8(g) Student Enhancement Block Grant, and the 8(g) State-wide Grant Program. The Office of Educator Support is responsible for professional development programs funded through the 8(g) Statewide Grant Program. These programs have been refined to ensure that LEAs are using these funds to meet all teacher quality requirements and ensure equitable distribution of HQT in all schools. Additionally, 8(g) funded proposals must show leveraging and convergence of other funding sources to support the proposed effort.

    Note: Strategy 7.1, 7.2 & 7.4 of Louisiana's plan corresponds with requirement 3e of the peer review response form.

    (page 19)  

    Peer Review Response to Requirement 3-e The plan includes a description of many programs and activities but not by fund source. An analysis of the total dollars available by fund sources will help keep all funding focused on the priorities in the plan. 
    Requirement 3-f Does the plan for the use of available funds indicate that priority will be given to the staffing and professional development needs of schools that are not making AYP? 
    Does the revised state plan meet requirement 3-f?
  • Yes
  •  
    Revised State Plan Addressing Requirement 3-f Strategy 7: Coordinate and focus use of available funds (including Title I-Part A; Title II-Part A, including the part that goes to SAHE; other federal and state funds) to support HQT efforts.

    7.3 The LINCS, LaSIP, and LA GEAR-UP programs represent joint funding efforts by the Louisiana Department of Education, the Louisiana Systemic Initiatives Program through the Louisiana Board of Regents (SAHE), and the Louisiana Board of Elementary and Secondary Education through the state-funded Louisiana Education Quality Trust Fund. These programs represent a diverse partnership that shares a common goal to improve student learning through intensive, content-rich, classroom-focused professional development for all teachers. The strength of this partnership is reflected in the positive working relationship among K-12 schools, universities, and the state in order to use all available funding resources to ensure that lower-performing schools have the financial and personnel resources to sustain needed reform that will ensure academic growth for all students.

    Note: Strategy 7.3 of Louisiana's plan corresponds with requirement 3f of the peer review response form.

    (page 19)  

    Peer Review Response to Requirement 3-f The plan includes a description of many programs and activities but not by fund source. An analysis of the total dollars available by fund sources will help keep all funding focused on the priorities in the plan. 
    Revised State Plans-Requirement 4
    Requirement 4 The revised plan must describe how the SEA will work with LEAs that fail to reach the 100% HQT goal by the end of the 2006-07 school year. 
    Peer Review Finding
  • Requirement 4 has been met.
  •  
    Peer Review Supporting Narrative The SEA is conducting regional trainings on The Louisiana Components of Effective Professional Development.

    The SEA has a plan in place to monitor the LEAs on page 22.

    The SEA will do on-site visitations to verify LEA data and based upon the data will provide further technical assistance to help LEAs meet the requirements.

    On page 14 the SEA has indicated the technical assistance it will provide to LEAs not meeting AYP and HQT goals, such as the District Assistance Teams, Scholastic Audits.  

    Requirement 4-a Does the plan indicate how the SEA will monitor LEA compliance with the LEAs' HQT plans described in Requirement 2 and hold LEAs accountable for fulfilling their plans?  
    Does the revised state plan meet requirement 4-a?
  • Yes
  •  
    Revised State Plan Addressing Requirement 4-a Strategy 9: Work with LEAs that fail to reach the 100% HQT goal by the end of the 2006-2007 school year.

    9.2 The state will monitor and determine whether LEAs attain 100% HQ in each LEA and school in the percentage of highly qualified teachers of core academic subjects in each LEA and school. Staff in the Office of Educator Support (OES) will conduct a review of the current data on the LEADS database as it relates to HQT at the LEA, school, and teacher level to determine each LEA's current status. OES staff will analyze available data to determine overall HQT needs as well as trends in rural, high-poverty, and low-performing schools. For districts that have been identified for on-site visits through the LDE Consolidated Monitoring process, OQE staff will conduct a desk audit to verify accuracy of the teacher certification data on the LEADS database. Also, as part of the Consolidated Monitoring process, Department staff (a) meet with LEA staff to obtain information and documentation and to verify district data; (b) review and verify LEA data on teacher assignments to ensure equitable distribution of HQ teachers through the LEA with attention to teacher assignments in the high-poverty, low-performing schools; (c) conduct school-site visits to obtain information, review records, verify teacher/school data; and (d) complete report summary noting any findings, commendations, and recommendations. LDE staff will provide technical assistance as needed to assist the LEAs in attaining 100% HQT.

    9.3 The state will also determine and monitor whether LEAs attain 100% HQ in each LEA and school in the percentage of teachers who are receiving high-quality professional development to enable them to become HQ and successful classroom teachers. Office of Educator Support staff will conduct regional trainings on The Louisiana Components of Effective Professional Development to ensure a common understanding of the key requirements for high-quality professional development. Additionally, staff will review grants [eGrants and 8(g) LTQ] to determine if a LEA has allocated sufficient resources to provide high-quality professional development to enable teachers to meet the HQT goals. For districts that have been identified for the LDE Consolidated Monitoring process, the OES staff will review the district's comprehensive Professional Development plan to (a) ensure the LEA has identified the district professional development needs and that the LEA's plan to address these needs has been developed by key stakeholders; (b) determine the degree of implementation of the plan through district, school and teacher interviews, observations, and review of records; and (c) review the evaluation of the overall results of the professional development. Staff will provide technical assistance to the LEAs to support changes as needed.

    Note: Strategy 9.2 & 9.3 correspond with requirement 4c of the peer review response form.

    Note: This information is repeated in 4c.

    (page 22-23) 

    Peer Review Response to Requirement 4-a The SEA has a plan in place to monitor the LEAs on page 22. 
    Requirement 4-b Does the plan show how technical assistance from the SEA to help LEAs meet the 100 percent HQT goal will be targeted toward LEAs and schools that are not making AYP? 
    Does the revised state plan meet requirement 4-b?
  • Yes
  •  
    Revised State Plan Addressing Requirement 4-b Strategy 5: Identify and provide targeted, focused programs and services to support the staffing and professional development needs of schools that are not making AYP (In Louisiana that would be schools that are in S2-S6).

    5.2 The District Assistance Team (DAT) is a specially trained team of staff from the LEA and local universities that serve as an external resource to provide on-site assistance to schools identified as School Improvement 2 or greater. The LEA may elect to assign a DAT to each school in the district. The focus of the DAT is to take a leadership role for schools in conducting a needs assessment, analyzing data, implementing a school improvement plan, and evaluating the impact of school improvement initiatives on teacher quality, professional development, and student achievement. The Regional Education Service Centers are responsible for providing the extensive training and certifying of personnel as DAT members.

    Note: Strategy 5.2 seems to line up with requirement 3b, 4b and 4d.

    (page 14) 

    Peer Review Response to Requirement 4-b The SEA will do on-site visitations to verify LEA data and based upon the data will provide further technical assistance to help LEAs meet the requirements.

    On page 14 the SEA has indicated the technical assistance it will provide to LEAs not meeting AYP and HQT goals, such as the District Assistance Teams, Scholastic Audits.  

    Requirement 4-c Does the plan describe how the SEA will monitor whether LEAs attain 100 percent HQT in each LEA and school:
    • in the percentage of highly qualified teachers at each LEA and school; and  
    Does the revised state plan meet requirement 4-c?
  • Yes
  •  
    Revised State Plan Addressing Requirement 4-c Strategy 9: Work with LEAs that fail to reach the 100% HQT goal by the end of the 2006-2007 school year.

    9.2 The state will monitor and determine whether LEAs attain 100% HQ in each LEA and school in the percentage of highly qualified teachers of core academic subjects in each LEA and school. Staff in the Office of Educator Support (OES) will conduct a review of the current data on the LEADS database as it relates to HQT at the LEA, school, and teacher level to determine each LEA's current status. OES staff will analyze available data to determine overall HQT needs as well as trends in rural, high-poverty, and low-performing schools. For districts that have been identified for on-site visits through the LDE Consolidated Monitoring process, OQE staff will conduct a desk audit to verify accuracy of the teacher certification data on the LEADS database. Also, as part of the Consolidated Monitoring process, Department staff (a) meet with LEA staff to obtain information and documentation and to verify district data; (b) review and verify LEA data on teacher assignments to ensure equitable distribution of HQ teachers through the LEA with attention to teacher assignments in the high-poverty, low-performing schools; (c) conduct school-site visits to obtain information, review records, verify teacher/school data; and (d) complete report summary noting any findings, commendations, and recommendations. LDE staff will provide technical assistance as needed to assist the LEAs in attaining 100% HQT.

    9.3 The state will also determine and monitor whether LEAs attain 100% HQ in each LEA and school in the percentage of teachers who are receiving high-quality professional development to enable them to become HQ and successful classroom teachers. Office of Educator Support staff will conduct regional trainings on The Louisiana Components of Effective Professional Development to ensure a common understanding of the key requirements for high-quality professional development. Additionally, staff will review grants [eGrants and 8(g) LTQ] to determine if a LEA has allocated sufficient resources to provide high-quality professional development to enable teachers to meet the HQT goals. For districts that have been identified for the LDE Consolidated Monitoring process, the OES staff will review the district's comprehensive Professional Development plan to (a) ensure the LEA has identified the district professional development needs and that the LEA's plan to address these needs has been developed by key stakeholders; (b) determine the degree of implementation of the plan through district, school and teacher interviews, observations, and review of records; and (c) review the evaluation of the overall results of the professional development. Staff will provide technical assistance to the LEAs to support changes as needed.

    Note: Strategy 9.2 & 9.3 correspond with requirement 4c of the peer review response form.

    (page 22-23) 

    Peer Review Response to Requirement 4-c The SEA is conducting regional trainings on The Louisiana Components of Effective Professional Development. 
    Requirement 4-d Consistent with ESEA §2141, does the plan include technical assistance or corrective actions that the SEA will apply if LEAs fail to meet HQT and AYP goals?  
    Does the revised state plan meet requirement 4-d?
  • Yes
  •  
    Revised State Plan Addressing Requirement 4-d Strategy 5: Identify and provide targeted, focused programs and services to support the staffing and professional development needs of schools that are not making AYP (In Louisiana that would be schools that are in S2-S6).

    5.2 The District Assistance Team (DAT) is a specially trained team of staff from the LEA and local universities that serve as an external resource to provide on-site assistance to schools identified as School Improvement 2 or greater. The LEA may elect to assign a DAT to each school in the district. The focus of the DAT is to take a leadership role for schools in conducting a needs assessment, analyzing data, implementing a school improvement plan, and evaluating the impact of school improvement initiatives on teacher quality, professional development, and student achievement. The Regional Education Service Centers are responsible for providing the extensive training and certifying of personnel as DAT members.

    Note: Strategy 5.2 seems to line up with requirement 3b, 4b and 4d.

    (page 14) 

    Peer Review Response to Requirement 4-d The SEA will do on-site visitations to verify LEA data and based upon the data will provide further technical assistance to help LEAs meet the requirements.

    On page 14 the SEA has indicated the technical assistance it will provide to LEAs not meeting AYP and HQT goals, such as the District Assistance Teams, Scholastic Audits.  

    Revised State Plans-Requirement 5
    Requirement 5 The revised plan must explain how and when the SEA will complete the HOUSSE process for teachers not new to the profession who were hired prior to the end of the 2005-06 school year, and how the SEA will limit the use of HOUSSE procedures for teachers hired after the end of the 2005-06 school year to multi-subject secondary teachers in rural schools eligible for additional flexibility, and multi-subject special education who are highly qualified in language arts, mathematics, or science at the time of hire. 
    Peer Review Finding
  • Requirement 5 has been met.
  •  
    Peer Review Supporting Narrative The SEA clearly describes the procedures for limiting the use of the HOUSSE except in specific allowable cases and gives the timelines. The HOUSSE is measurable, listing the specific content requirements necessary to meet the HOUSSE.  
    Requirement 5-a Does the plan describe how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year?  
    Does the revised state plan meet requirement 5-a?
  • Yes
  •  
    Revised State Plan Addressing Requirement 5-a Strategy 8: Develop and implement a plan that will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-2006 school year and that will limit the use of HOUSSE after the end of 2005-2006 to multi-subject secondary teachers in rural schools eligible for additional flexibility and multi-subject special education teachers who are highly qualified in language arts, mathematics, or science at the time of hire.

    8.1 In Louisiana, a not-new teacher choosing the HOUSSE option to demonstrate content mastery must complete a total of 90 continuing learning units (CLUs) that are content-focused and specific to his/her teaching assignment(s) and area(s) of certification. The HOUSSE option also allows for a teacher's previous work experience as a fully certified teacher to be credited as CLUs at the rate of three (3) CLUs for each year of successful experience in the content area, with a maximum of 45 CLUs earned through work experience.

    8.2 By September 2006, the Louisiana Department of Education (LDE) will have a highly qualified (HQ) status report on all core-content area teachers employed during the 2005-2006 school year. This HQ status flag is included as a field in the Profile of Education Personnel (PEP) database, a component of the Louisiana Education Accountability Data System (LEADS).

    The LDE developed and implemented the Louisiana Education Accountability Data System (LEADS) to collect and accurately report the data as required in NCLB §1111 (h). This comprehensive data management system requires six separate data collection systems to interface with each other to ensure the accuracy of the reported data. The data collection process was established during the fall of 2004 and scheduled to be implemented in the summer/fall of 2005 with data to be reported on School Report Cards. Districts across the state were in the process of compiling and submitting "highly qualified content mastery" indicators into the Louisiana Department of Education's redesigned Profile of Education Personnel (PEP) database when the Hurricanes of 2005 devastated Louisiana. The PEP database is designed to hold the HQ indicators that interface with the complete LEADS. To assist districts in this data collection and reporting effort, the Louisiana Department of Education initiated a series of actions, internally and externally, that improved HQ data collection for 2005-2006. In particular, the Department has (a) hosted a series of regional assistance meetings, (b) improved district- and school-level benchmark reports, and (c) implemented on-site visits. The technical assistance meetings, new reports, and on-site visits were designed to ensure more complete and accurate data for the SY 05-06 and to ensure that Louisiana teachers have the opportunity to meet the HQT requirements by the end of 2006-2007. Although initial submission was delayed by the hurricanes, school systems have completed initial analysis of educators in their employ and reported HQ status in the 2005-2006 PEP data. In short, the LDE will complete the HOUSSE process for those teachers not new to the profession who were hired prior to the end of the 2005-2006 school year through its LEADS and PEP data systems. School districts will be required to submit/update HQ data on an annual basis.

    8.3 The Louisiana Department of Education proposes to limit the use of HOUSSE to demonstrate content mastery for teachers hired after the end of 2005-2006 in the following manner. Teachers who were in the employ of a school system prior to the end of the 2005-2006 school year will be allowed to use the HOUSSE option to obtain HQ status during the 2006-2007 and 2007-2008 school years.

    In the summer preceding the 2006-2007 school year, information will be disseminated to all Louisiana school systems to notify them of the following conditions:

    • "Not new" teachers hired prior to the end of the 2005-2006 school year may utilize the HOUSSE option to obtain HQ status during the 2006-2007 school year and 2007-2008 school year. After the 2007-2008 school year, the HOUSSE option will not be available to these individuals. Districts will be advised to work with all veteran teachers (teachers with at least one year of teaching experience) to use HOUSSE to determine their Highly Qualified status in all possible core academic subjects.
    • New special education teachers who teach multiple core academic subjects and who are highly qualified in either language arts, mathematics, or science at the time they are hired will have two years to become highly qualified in the remaining core subjects and may use HOUSSE after their first year of teaching.
    • "Not new" teachers hired after the end of the 2005-2006 school year will not be allowed to use HOUSSE, but will be required to demonstrate content mastery through one of ways specified in statute: pass a state exam, earn a major in the content area, or earn an advanced degree or advanced certificate in the content area. In other words, these teachers will be required to meet the same requirements as "new" teachers to demonstrate highly qualified status. On a case by case basis, exceptions may be granted by the LDE Office of Educator Support if there are extenuating circumstances for a "not-new" teacher hired after 2005-2006.

    Note: Strategy 8 corresponds with requirement 5 of the peer review response form (8.1 gives background information, 8.2 deals with the "how" and 8.3 deals with the "when" as well as outlining the restricted uses for the HOUSSE option).

    (page 20-21)  

    Peer Review Response to Requirement 5-a The SEA clearly describes the procedures for limiting the use of the HOUSSE except in specific allowable cases and gives the timelines. The HOUSSE is measurable, listing the specific content requirements necessary to meet the HOUSSE.  
    Requirement 5-b Does the plan describe how the State will limit the use of HOUSSE after the end of the 2005-06 school year to the following situations:
    • Multi-subject secondary teachers in rural schools who, if HQ in one subject at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire; or
    • Multi-subject special education teachers who are new to the profession, if HQ in language arts, mathematics, or science at time of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire. 
    Does the revised state plan meet requirement 5-b?
  • Yes
  •  
    Revised State Plan Addressing Requirement 5-b Strategy 8: Develop and implement a plan that will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-2006 school year and that will limit the use of HOUSSE after the end of 2005-2006 to multi-subject secondary teachers in rural schools eligible for additional flexibility and multi-subject special education teachers who are highly qualified in language arts, mathematics, or science at the time of hire.

    8.1 In Louisiana, a not-new teacher choosing the HOUSSE option to demonstrate content mastery must complete a total of 90 continuing learning units (CLUs) that are content-focused and specific to his/her teaching assignment(s) and area(s) of certification. The HOUSSE option also allows for a teacher's previous work experience as a fully certified teacher to be credited as CLUs at the rate of three (3) CLUs for each year of successful experience in the content area, with a maximum of 45 CLUs earned through work experience.

    8.2 By September 2006, the Louisiana Department of Education (LDE) will have a highly qualified (HQ) status report on all core-content area teachers employed during the 2005-2006 school year. This HQ status flag is included as a field in the Profile of Education Personnel (PEP) database, a component of the Louisiana Education Accountability Data System (LEADS).

    The LDE developed and implemented the Louisiana Education Accountability Data System (LEADS) to collect and accurately report the data as required in NCLB §1111 (h). This comprehensive data management system requires six separate data collection systems to interface with each other to ensure the accuracy of the reported data. The data collection process was established during the fall of 2004 and scheduled to be implemented in the summer/fall of 2005 with data to be reported on School Report Cards. Districts across the state were in the process of compiling and submitting "highly qualified content mastery" indicators into the Louisiana Department of Education's redesigned Profile of Education Personnel (PEP) database when the Hurricanes of 2005 devastated Louisiana. The PEP database is designed to hold the HQ indicators that interface with the complete LEADS. To assist districts in this data collection and reporting effort, the Louisiana Department of Education initiated a series of actions, internally and externally, that improved HQ data collection for 2005-2006. In particular, the Department has (a) hosted a series of regional assistance meetings, (b) improved district- and school-level benchmark reports, and (c) implemented on-site visits. The technical assistance meetings, new reports, and on-site visits were designed to ensure more complete and accurate data for the SY 05-06 and to ensure that Louisiana teachers have the opportunity to meet the HQT requirements by the end of 2006-2007. Although initial submission was delayed by the hurricanes, school systems have completed initial analysis of educators in their employ and reported HQ status in the 2005-2006 PEP data. In short, the LDE will complete the HOUSSE process for those teachers not new to the profession who were hired prior to the end of the 2005-2006 school year through its LEADS and PEP data systems. School districts will be required to submit/update HQ data on an annual basis.

    8.3 The Louisiana Department of Education proposes to limit the use of HOUSSE to demonstrate content mastery for teachers hired after the end of 2005-2006 in the following manner. Teachers who were in the employ of a school system prior to the end of the 2005-2006 school year will be allowed to use the HOUSSE option to obtain HQ status during the 2006-2007 and 2007-2008 school years.

    In the summer preceding the 2006-2007 school year, information will be disseminated to all Louisiana school systems to notify them of the following conditions:

    • "Not new" teachers hired prior to the end of the 2005-2006 school year may utilize the HOUSSE option to obtain HQ status during the 2006-2007 school year and 2007-2008 school year. After the 2007-2008 school year, the HOUSSE option will not be available to these individuals. Districts will be advised to work with all veteran teachers (teachers with at least one year of teaching experience) to use HOUSSE to determine their Highly Qualified status in all possible core academic subjects.
    • New special education teachers who teach multiple core academic subjects and who are highly qualified in either language arts, mathematics, or science at the time they are hired will have two years to become highly qualified in the remaining core subjects and may use HOUSSE after their first year of teaching.
    • "Not new" teachers hired after the end of the 2005-2006 school year will not be allowed to use HOUSSE, but will be required to demonstrate content mastery through one of ways specified in statute: pass a state exam, earn a major in the content area, or earn an advanced degree or advanced certificate in the content area. In other words, these teachers will be required to meet the same requirements as "new" teachers to demonstrate highly qualified status. On a case by case basis, exceptions may be granted by the LDE Office of Educator Support if there are extenuating circumstances for a "not-new" teacher hired after 2005-2006.

    Note: Strategy 8 corresponds with requirement 5 of the peer review response form (8.1 gives background information, 8.2 deals with the "how" and 8.3 deals with the "when" as well as outlining the restricted uses for the HOUSSE option).

    (page 20-21)  

    Peer Review Response to Requirement 5-b The SEA clearly describes the procedures for limiting the use of the HOUSSE except in specific allowable cases and gives the timelines. The HOUSSE is measurable, listing the specific content requirements necessary to meet the HOUSSE.  
    Revised State Plans-Requirement 6
    Requirement 6 The revised plan must include a copy of the State's 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. 
    Peer Review Finding
  • Requirement 6 has been partially met.
  •  
    Peer Review Supporting Narrative There are some data regarding poverty and need included in the Introduction that were not included in the equity plan. On page 24 the SEA addresses the issue of teacher experience with regard to teacher assignment in high needs schools. Although the equity plan references many activities within the listed sub-strategies, it is not clear how all of them relate to the equitable distribution of experienced, qualified teachers in schools. For example, 2..4 on page 25, “ Publish an annual report on the quality of teacher preparation in Louisiana.” No evidence was found for the probable success of strategies included in the equity plan.  
    Requirement 6-a Does the revised plan include a written equity plan? 
    Does the revised state plan meet requirement 6-a?
  • Yes
  •  
    Revised State Plan Addressing Requirement 6-a
    Louisiana Equity Plan for HQT
    July 2006

    GOAL
    Ensure that poor and minority children are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than are other children.

    Overarching Strategies

    1. Continuously monitor, through data collection and analyses, that Louisiana's poor and minority students are not being taught at higher rates than other students by inexperienced, unqualified, and out-of-field teachers.
      • Measure: Percentage of core academic subjects taught by teachers who meet the NCLB HQT requirements in Louisiana's districts and schools with the highest concentration of poverty and minority children
      • Measure: Percentage of core academic subjects taught by teachers who meet the NCLB HQT requirements in Louisiana's schools that have failed to meet AYP
      • Measure: Percentage of teachers with three or more years of teaching experience in high-need schools (30% or more of the population qualify for free/reduced lunch)
      • Publicly Report Progress: State Report Card (Louisiana State Education Progress Report), District Report Card, School Report Card, Various State-Level Data Systems
    2. Increase the percentage of core academic subjects in Louisiana being taught by teachers who meet the HQT requirements to 100%.
      • Measure: Percentage of core academic subjects taught by teachers who meet the NCLB HQT requirements in Louisiana's districts and schools.
      • Publicly Report Progress: State Report Card (Louisiana State Education Progress Report), District Report Card, School Report Card, Various State-Level Data Systems
    Sub-Strategy 1: Data and Reporting Systems
    Utilize the state's multi-layered data collection and reporting systems to better identify and potentially correct inequities in teacher distribution in high-poverty/high-minority schools vs. low-poverty/low-minority schools.

    Sub-Strategy 2: Teacher Preparation
    Strengthen the state's teacher preparation accountability system to further support the preparation of high-quality teachers for high-poverty, low-performing schools.

    Sub-Strategy 3: Out-of-Field Teaching
    Implement policies, programs, and practices that reduce the incidence of out-of-field teaching in high-poverty, low-performing schools.

    Sub-Strategy 4: Recruitment and Retention of Experienced Teachers
    Implement policies, programs, and practices that build a critical mass of qualified, experienced teachers willing to work in hard-to-staff schools.

    Sub-Strategy 5: Professional Development Implement policies, programs, and practices that strengthen and build the skills, knowledge, and qualifications of teachers already working in high-poverty, low-performing schools and districts.

    Sub-Strategy 6: Working Conditions
    Implement programs and practices designed to improve the conditions in high-need schools.

    Sub-Strategy 7: Policy Coherence
    Improve internal processes and policies that may inadvertently contribute to local staffing inequities.

    Note: This is an outline of Louisiana's equity plan. See the full state report, pages 24-28, for complete text.

    (pages 23-28) 

    Peer Review Response to Requirement 6-a N/A-This is a yes or no question. 
    Requirement 6-b Does the plan identify where inequities in teacher assignment exist?  
    Does the revised state plan meet requirement 6-b?
  • Yes
  •  
    Revised State Plan Addressing Requirement 6-b Sub-Strategy 1: Data and Reporting Systems
    Utilize the state's multi-layered data collection and reporting systems to better identify and potentially correct inequities in teacher distribution in high-poverty/high-minority schools vs. low-poverty/low-minority schools.

    1.1 Collect data on teacher certificates/licenses held by individuals employed in Louisiana schools and make it publicly available through the Teach Louisiana website (www.teachlouisiana.net).

    1.2 Develop a data reporting system that allows parents and other stakeholders to review educator credentials and highly qualified status.

    1.3 Continue to expand the functionality of the Teach Louisiana website to facilitate the matching of teaching vacancies with prospective educators.

    1.4 Continue the enhancement of the Teacher Certification Management System database to further reduce time it takes to issue educator licenses.

    1.5 Provide targeted technical assistance to high-poverty, high-minority districts to support the more effective use of available state data systems, state recruitment systems, state certification specialists, and regional certification counselors.

    1.6 Provide targeted technical assistance to high-poverty, high-minority districts to ensure that HQ teachers are equitably distributed throughout all schools in the LEAs, specifically those schools with the highest poverty and the highest number of minority students.

    (pages 24-25)  

    Peer Review Response to Requirement 6-b On page 24 the SEA addresses the issue of teacher experience with regard to teacher assignment in high needs schools. 
    Requirement 6-c Does the plan delineate specific strategies for addressing inequities in teacher assignment? 
    Does the revised state plan meet requirement 6-c?
  • Yes
  •  
    Revised State Plan Addressing Requirement 6-c Sub-Strategy 1: Data and Reporting Systems
    Utilize the state's multi-layered data collection and reporting systems to better identify and potentially correct inequities in teacher distribution in high-poverty/high-minority schools vs. low-poverty/low-minority schools.

    Sub-Strategy 2: Teacher Preparation
    Strengthen the state's teacher preparation accountability system to further support the preparation of high-quality teachers for high-poverty, low-performing schools.

    Sub-Strategy 3: Out-of-Field Teaching
    Implement policies, programs, and practices that reduce the incidence of out-of-field teaching in high-poverty, low-performing schools.

    Sub-Strategy 4: Recruitment and Retention of Experienced Teachers
    Implement policies, programs, and practices that build a critical mass of qualified, experienced teachers willing to work in hard-to-staff schools.

    Sub-Strategy 5: Professional Development Implement policies, programs, and practices that strengthen and build the skills, knowledge, and qualifications of teachers already working in high-poverty, low-performing schools and districts.

    Sub-Strategy 6: Working Conditions
    Implement programs and practices designed to improve the conditions in high-need schools.

    Sub-Strategy 7: Policy Coherence
    Improve internal processes and policies that may inadvertently contribute to local staffing inequities.

    Note: This is an outline of the sub-strategies for addressing inequities in teacher assignment See the full state report, pages 24-28, for complete text.

    (pages 24-28) 

    Peer Review Response to Requirement 6-c Although the equity plan references many activities within the listed sub-strategies, it is not clear how all of them relate to the equitable distribution of experienced, qualified teachers in schools. For example, 2..4 on page 25, “ Publish an annual report on the quality of teacher preparation in Louisiana.”  
    Requirement 6-d Does the plan provide evidence for the probable success of the strategies it includes? 
    Does the revised state plan meet requirement 6-d?
  • No
  •  
    Revised State Plan Addressing Requirement 6-d No information found. 
    Peer Review Response to Requirement 6-d No evidence was found for the probable success of strategies included in the equity plan. 
    Requirement 6-e 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? 
    Does the revised state plan meet requirement 6-e?
  • Yes
  •  
    Revised State Plan Addressing Requirement 6-e 10.3 The state plan will incorporate the examination of equitable teacher assignments into the process used to monitor LEAs.

    Note: Strategy 10.3 corresponds with requirement 6e

    (page 23)  

    Peer Review Response to Requirement 6-e Although the equity plan references many activities within the listed sub-strategies, it is not clear how all of them relate to the equitable distribution of experienced, qualified teachers in schools. For example, 2.4 on page 25, “ Publish an annual report on the quality of teacher preparation in Louisiana.”  


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