Highly Qualified Teacher (HQT) Plan
Connecticut
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.Question: 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?
Actions/Strategies / Timeline / Indicators of Success
The Connecticut State Department of Education (CSDE) will perform its highly qualified teacher (HQT) analysis at the end of the 2005-06 school year. In order to comply with the requirements resulting from the federal Title II, Part A monitoring visit, the CSDE has revised the HQT analysis criteria that will be described in detail below:
The CSDE currently collects full-time equivalent (FTE) data for each subject a teacher teaches. The CSDE has collected a stratified random sample of course rosters in order to develop a methodology whereby the FTE data can be converted into accurate classroom-level data. Based on the findings, at the elementary level, an FTE of 1.0 will be recoded as one classroom. At the secondary level, an FTE of 1.0 will be recoded as five classes. As a further example, if a teacher is teaching biology 80 percent of the time and chemistry 20 percent of the time, the biology FTE will be recoded as four classes, and the chemistry FTE will be recoded as one class.
Per the recommendations of the USDOE, CSDE recently revised our requirements for our alternate route program entitled “Durational Shortage Area Permits” (DSAP); CSDE now requires all new applicants to have successfully passed the Praxis II (or ACTFL for world languages) exam prior to being awarded a DSAP and entering the classroom.
CSDE’s high objective uniform state standard evaluation (HOUSSE) process for documenting that veteran teachers and special education teachers demonstrate content knowledge has been accepted by the USDOE; CSDE’s HOUSSE process requires all veteran teachers who do not hold a major or master’s degree in the content area(s) they teach to complete HOUSSE. All special education teachers who serve as the primary instructor of any core academic content area must demonstrate content knowledge through the HOUSSE process also.
The CSDE has collected and validated the federally mandated quality indicators that will be used in conjunction with the existing certified staff file data in the HQT analysis. In order for teachers teaching core academic subjects to be considered highly qualified, these teachers must not only hold a bachelor’s degree and be fully certified in the content area, but also must:
- have a college major in the subject(s) they are teaching; or
- hold a master’s degree in the content area they are teaching; or
- have passed a content exam for each subject(s) they teach; or
- have successfully completed HOUSSE for each subject(s) they teach.
Completed
HOUSSE Plan formally accepted by USDOE on June 19, 2006
By the end of the 2006-07 school year
Completed
Completed / Conversion formula developed and implemented and data reported to USDOE using classes taught versus full-time equivalents. Detailed analysis attached.
Beginning July 1, 2006, all new DSAP applicants will be awarded a DSAP only after demonstrating successful completion of the appropriate content area Praxis II or ACTFL exam.
All veteran teachers and special education teachers, who are HOUSSE candidates will complete HOUSSE by the end the 2006-07 school year
HOUSSE completed for veteran teachers and special education teachers
Data system rules developed to match these criteria when calculating HQT data for each district and school. Detailed analysis attached
Non-HQT DSAPS factored into detailed HQT analysis
Summary Data
Analysis of Classes Taught by Teachers Who Are Not Highly Qualified
Of the 128,318 core academic classes taught in Connecticut, 4,110 (3.2%) were taught by not highly qualified teachers.
Of Connecticut’s 1,049 schools, 462 (44.0%) had classes taught by not highly qualified teachers, while 587 schools (56.0%) had no classes taught by not highly qualified teachers.
The CSDE has identified 234 schools (22.3% - highlighted in yellow in the attached table) that fell below the goal of 96% HQT. These schools will receive priority attention in order to meet the 100% HQT goal by the end of the 2006-2007 school year.
See attached table named “HR1 N_Classes_FTEs_NHQ by Dist_Sch with Percent/Worksheet HR1 N_Classes NHQ with Percent” for the full list of schools.
The twenty schools with the highest percentage of classes taught by NHQ teachers are listed below:Total / N Core Academic / % Core Academic
Core / Classes / Classes
Academic / Taught by / Taught by
Dist / Sch / District / School / Classes / NHQ Teachers / NHQ Teachers
281 / 1 / Elm City College / Elm City College / 53 / 29 / 54.7
282 / 60 / Stamford Academy / Stamford Academy / 60 / 30 / 50.0
151 / 10 / Waterbury / Brooklyn Elementary School / 26 / 10 / 39.2
64 / 11 / Hartford / Kinsella School / 117 / 36 / 30.8
93 / 65 / New Haven / Polly T. McCabe Center / 21 / 6 / 29.3
15 / 42 / Bridgeport / Curiale School / 159 / 45 / 28.3
277 / 1 / Highville Mustard Seed / Highville Mustard Seed Charter School / 40 / 11 / 27.8
64 / 19 / Hartford / Milner School / 86 / 23 / 26.7
270 / 1 / Side By Side / Side By Side Community School / 29 / 8 / 25.9
93 / 9 / New Haven / Davis 21st Century Magnet Elementary School / 42 / 10 / 24.1
93 / 70 / New Haven / New Haven Academy / 66 / 15 / 22.9
93 / 69 / New Haven / Riverside Educational Academy / 95 / 20 / 21.1
15 / 26 / Bridgeport / Roosevelt School / 123 / 25 / 20.3
15 / 10 / Bridgeport / Luis Munoz Marin School / 197 / 40 / 20.3
163 / 69 / Windham / Windham Academy / 25 / 5 / 20.0
57 / 9 / Greenwich / Old Greenwich School / 60 / 12 / 20.0
64 / 64 / Hartford / Greater Hartford Classical Magnet School / 176 / 35 / 19.9
64 / 53 / Hartford / Dr. Joseph Bellizzi Middle School / 251 / 50 / 19.9
15 / 9 / Bridgeport / Garfield School / 41 / 8 / 19.5
Question: Does the analysis focus on the staffing needs of schools that are not making AYP? Do these schools have high percentages of classes taught by teachers who are not highly qualified?
The CSDE identifies schools that are not making AYP based on the Connecticut Mastery Test (CMT) scores and the Connecticut Academic Performance Test (CAPT) scores in August of each year. The CMT is administered in grades 3 through 8, and the CAPT is administered in grade 10. The percentage of classes in each school being taught by non-HQT will be determined. Then, an analysis will be performed to determine if a higher percent of classes are being taught by non-HQTs in schools not making AYP than in schools making AYP.
NOTE: The CSDE obtained 2005-2006 AYP data earlier than anticipated from its testing contractor, who experienced technical difficulties in scoring the CAPT exam. Therefore, the CSDE is able to provide data to LEAs in a more timely manner. / Annual analysis, beginning with the 2005-06 data, will be completed by Oct. of each year
Semi-annual Update Jan/Feb / Produce and disseminate annual HQT report to districts and schools by November of each year, as part of the State NCLB Report Cards. The HQT report will relate to the current AYP status.
Districts provided HQT data twice during the year. HQT analysis focused first on districts not meeting the current (2005-06 96%, 2006-07 100%) HQT benchmark.
HQT analysis report presented to State Board in November.
Summary Data
Analysis of Classes Taught by Teachers Who Are Not Highly Qualified in Schools Not Making AYP
Of the 337 schools that did not make AYP, 198 (58.6%) had classes taught by not highly qualified teachers, while 139 (41.4%) had no classes taught by not highly qualified teachers.
Of the 712 schools that made AYP, 264 (37.0%) had classes taught by not highly qualified teachers, while 448 (63.0%) had no classes taught by not highly qualified teachers.
The CSDE has identified 114 schools (highlighted in yellow in the attached table) that did not make AYP, and fell below the goal of 96% HQT. In addition, 120 schools that made AYP have been identified as not meeting the 96% HQT goal (highlighted in green in the table below). These two groups of schools will receive priority attention in order to meet the 100% HQT goal by the end of the 2006-2007 school year.
See attached table named “HR1 N_Classes_NHQ by Dist_Sch with Percent_AYP”
Question: 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?Since the 1970’s, the CSDE has collected data on an annual basis about what subjects a teacher teaches. These staff data files along with the annual fall hiring report identify the shortage areas, which include mathematics, science and special education. For the 2005-06 HQT analysis, the CSDE has also collected data about the type of classroom setting in which each special education teacher is working. That is, whether the teacher is the primary teacher in a content area, co-teaching with a content specialist, or resource/support only. If the special education teacher is responsible for instruction, the teacher must:
- have a college major in the subject(s) they are teaching; or
- hold a master’s degree in the content area they are teaching; or
- have passed a content exam for each subject(s) they teach; or
- have completed HOUSSE for each subject(s) they teach.
Biannual Update Nov/ Jan / Annual analysis will focus upon particular sub-groups of teachers, including special education, mathematics and science teachers. These are all areas of shortage within our state.
Produce and disseminate annual HQT report to districts and schools by November of each year as part of the State NCLB Report Cards. The HQT report will relate to the current AYP status.
Districts provided HQT data twice during the year. HQT analysis focused first on districts not meeting the current (2005-06 96%, 2006-07 100%) HQT benchmark.
HQT analysis report presented to State Board in November.
Annual fall hiring report presented to the State Board – copy attached.
Rural districts will be included in the annual analysis each year and compared to suburban and urban districts for HQT purposes.
Summary Data
Analysis of Not Highly Qualified Teachers by Core Academic Subjects
Of the 36,379.1 teacher FTEs in core academic subject areas in Connecticut, 916.3 (2.5%) teacher FTEs were not highly qualified. Priority attention will be given to all schools (highlighted in yellow in the attached table) that have not met the 96% HQT goal for all core academic subject areas, and specifically for math, science, and world languages in order to help them reach the goal of 100% HQT by the end of the 2006-2007 school year.*Special Education classes and teachers were not included in the specific subject area totals (see table) since Connecticut is currently developing a method to collect data about the specific core academic subjects these teachers teach when they are primarily responsible for instruction. Although not reported in the summary, the special education assignments were reported in the HQT data validation project conducted during the 2005-2006 school year, and have been analyzed to determine if they are HQT.
See attached table named “HR1 N_Classes by Dist_Sch_Asg with Percent/Worksheet HR1 % Teachers NHQ”
Overall, the percentage of NHQ teachers by subject areas is as follows:Total
Core / Total / Teacher / % Teacher
Academic / Teacher / FTE / FTE
Dist / Sch / District / School / Assignments / FTE / NHQ / NHQ
*State Totals by Core Academic Subject Areas / Mathematics / 3,021.4 / 175.0 / 5.8
World Languages / 1,804.9 / 96.7 / 5.4
Science / 2,882.2 / 144.4 / 5.0
English Language Arts / 3,393.1 / 137.9 / 4.1
Reading / 1,330.8 / 30.9 / 2.3
Music / 1,583.9 / 26.5 / 1.7
Social Studies / 2,697.4 / 27.2 / 1.0
Elementary / 11,548.1 / 93.5 / 0.8
Art / 1,336.0 / 10.6 / 0.8
Question: Does the analysis identify districts and schools around the State where significant numbers of teachers do not meet HQT standards?
The CSDE determines the percentage of non-HQT by district and school, and by high poverty and low poverty schools. The analysis includes identifying those districts and schools who are not meeting the 2005-06 benchmark of 96 percent HQT. For those districts a semi-annual monitoring report on progress towards meeting HQT will be published. This information will continue to be published in the annual state and district report cards in November. / Annual analysis, beginning with the 2005-06 data, will be completed by October of each year
Semi-annual Update Jan/Feb / Produce and disseminate annual HQT report to districts and schools by November of each year as part of the State NCLB Report Cards. The HQT report will relate to the current AYP status.
Districts provided HQT data twice during the year. HQT analysis focused first on districts not meeting the current (2005-06 96%, 2006-07 100%) HQT benchmark.
HQT analysis report presented to State Board in November.
Summary Data
Analysis of Not Highly Qualified Teacher FTEsOf the 36,379.1 total teacher FTEs in Connecticut in core academic subjects, 916.3 (2.5%) were identified as NHQ.
Of the 1,049 schools, 462 (44.0%) had teachers who were NHQ, while 587 schools (56.0%) had no teachers who were NHQ.
The CSDE has identified 193 schools (18.3% - highlighted in yellow in the table below) that fell below the goal of 96% HQT. These schools will receive priority attention in order to meet the 100% HQT goal by the end of the 2006-2007 school year.
See attached table named “HR1 N_Classes_FTEs_NHQ by Dist_Sch with Percent/Worksheet FTE Sums NHQ with Percent” for the full list of schools.
Total
Total / Teacher / % Teacher
Teacher / FTE / FTE
Dist / Sch / District / School / FTE / NHQ / NHQ
282 / 60 / Stamford Academy / Stamford Academy / 12.0 / 6.0 / 50.0
281 / 1 / Elm City College / Elm City College / 20.2 / 9.0 / 44.6
93 / 60 / New Haven / Metropolitan Business High School / 13.0 / 5.0 / 38.5
93 / 65 / New Haven / Polly T. McCabe Center / 4.2 / 1.2 / 28.9
241 / 31 / CREC / Montessori Magnet School / 14.2 / 4.0 / 28.2
93 / 70 / New Haven / New Haven Academy / 13.1 / 3.0 / 22.9
277 / 1 / Highville Mustard Seed / Highville Mustard Seed Charter School / 13.5 / 3.0 / 22.2
93 / 69 / New Haven / Riverside Educational Academy / 19.0 / 4.0 / 21.1
163 / 69 / Windham / Windham Academy / 5.0 / 1.0 / 20.0
64 / 64 / Hartford / Greater Hartford Classical Magnet School / 35.1 / 7.0 / 19.9
64 / 53 / Hartford / Dr. Joseph Bellizzi Middle School / 50.2 / 10.0 / 19.9
15 / 42 / Bridgeport / Curiale School / 45.8 / 9.0 / 19.7
64 / 11 / Hartford / Kinsella School / 41.0 / 8.0 / 19.5
64 / 19 / Hartford / Milner School / 36.4 / 7.0 / 19.2
151 / 10 / Waterbury / Brooklyn Elementary School / 11.5 / 2.0 / 17.4
64 / 23 / Hartford / Burr School / 31.8 / 5.5 / 17.3
900 / 11 / CTHSS / Bullard-Havens / 38.5 / 6.5 / 16.9
900 / 21 / CTHSS / J. M. Wright / 20.0 / 3.1 / 15.5
64 / 67 / Hartford / University High School / 13.0 / 2.0 / 15.4
64 / 69 / Hartford / Capital Preparatory Magnet / 13.0 / 2.0 / 15.4
Question: Does the analysis identify particular courses that are often taught by non-highly qualified teachers?
The analysis does identify courses that are taught by non- HQTs. The following courses are typically of concern: mathematics, science, specifically chemistry and physics, and world languages. / Annual analysis, beginning with the 2005-06 data, will be completed by Nov. of each year
Biannual Update Nov/ Jan / Annual analysis will focus upon particular courses, including mathematics, science, especially chemistry and physics, and world languages. These are areas of shortage in Connecticut.
Produce and disseminate annual HQT report to districts and schools by November of each year as part of the State NCLB Report Cards. The HQT report will relate to the current AYP status.
Districts provided HQT data twice during the year. HQT analysis focused first on districts not meeting the current (2005-06 96%, 2006-07 100%) HQT benchmark.
HQT analysis report presented to State Board in November
Summary Data
Analysis of Classes Taught by NHQ Teaches by Core Academic SubjectsOf the total 128,318 core academic classes taught in Connecticut, 4,110 (3.2%) were taught by not highly qualified teachers. Priority attention will be given to all schools (highlighted in yellow) that have not met the 96% HQT goal for all core academic subject areas, and specifically for math, science, and world languages in order to help them reach the goal of 100% classes taught by HQT by the end of the 2006-2007 school year.
*Special Education classes were not included in the specific subject area totals above since Connecticut is currently developing a method to collect data about the specific core academic subjects these teachers teach when they are primarily responsible for instruction. Although not reported in the summary, the special education assignments were reported in the HQT data validation project conducted during the 2005-2006 school year, and have been analyzed to determine if they are HQT.
See attached table named “HR1 N_Classes by Dist_Sch_Asg with Percent/Worksheet HR1 % Classes NHQ”
Overall, the percentage of classes taught by NHQ teachers by subject areas is as follows:
Total / N Core Academic / % Core Academic
Core / Core / Classes / Classes
Academic / Academic / Taught by / Taught by
Dist / Sch / District / School / Assignments / Classes / NHQ Teachers / NHQ Teachers
*State Totals by Core Academic Subject Areas / Mathematics / 15,077 / 874 / 5.8
World Languages / 8,988 / 483 / 5.4
Science / 14,351 / 720 / 5.0
English Language Arts / 16,946 / 689 / 4.1
Reading / 6,638 / 154 / 2.3
Music / 7,892 / 132 / 1.7
Social Studies / 13,451 / 136 / 1.0
Elementary / 11,557 / 94 / 0.8
Art / 6,671 / 53 / 0.8
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.