Oklahoma State Department of Education




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Oklahoma State Department of Education

Title II, Part A

Improving Teacher Quality

Revised State Equity Action Plan

2002-2007

Resubmitted September 29, 2006




Table of Contents
The entire equity action plan is provided for USDE review. However, in order to differentiate between the sections submitted on July 7, 2006 all new and revised information is presented in Arial bold and italicized.
Requirement 1: Peer Review Finding – Requirement 1 has been partially met

    1. Oklahoma met this requirement 7

    2. Revised Information 13

    3. Oklahoma met this requirement 15

    4. Revised Information 15

    5. Oklahoma met this requirement 18

Requirement 2: Peer Review Finding – Requirement 2 has not been met

2.1 Revised Information 18

2.2 Revised Information 19

2.3 Revised Information 19

Requirement 3: Peer Review Finding – Requirement 3 has not been met

3.1 Revised Information 24

3.2 Revised Information 28

3.3 Revised Information 30

3.4 Revised Information 30

3.5 Revised Information 33

3.6 Revised Information 34

Requirement 4: Peer Review Finding – Requirement 4 has been partially met

4.1 Oklahoma met this requirement 35

4.2 Oklahoma met this requirement 36

4.3 Revised Information 36

4.4 Oklahoma met this requirement 37



Requirement 5: Peer Review Finding – Requirement 5 has been met

    1. Oklahoma met this requirement 38

    2. Oklahoma met this requirement 39

Requirement 6: Peer Review Finding – Requirement 6 has been partially met

    1. Oklahoma met this requirement 42

Oklahoma Equity Plan

  1. Data and Reporting Systems 43

  2. Teacher Preparation 44

  3. Out-of-Field Teaching 45

  4. Recruitment and Retention of Experienced Teachers 45

  5. Professional Development 49

  6. Specialized Knowledge and Skills 51

  7. Working Conditions 55

  8. Policy Coherence 58

    1. Revised Information 59

    2. Oklahoma met this requirement 59

    3. Revised Information 61

    4. Revised Information 61


Oklahoma Equity Plan Attachments
Attachment A Special Education Letter, July 10, 2006
Attachment B Special Education Collaboration - Powerpoint
Attachment C Certification - Powerpoint
Attachment D Special Education Letter, September 15, 2006
Attachment E Special Education Highly Qualified (HQ) Frequently Asked Questions
Attachment F School Improvement Sites and Schools Not Making AYP
Attachment G District Consolidated Plan
Attachment H Title I HQ Letter District and Teacher Plans
Attachment I District and Teacher Plan HQ Templates
Attachment J Monitoring Instrument HQ
Attachment K Nine Essential Elements
Attachment L HOUSSE Elementary Education
Attachment M HOUSSE Secondary Education

Attachment N HOUSSE Elementary Special Education

Attachment O HOUSSE Secondary Special Education

Attachment P 04-05 Report Card


Attachment Q 05-06 Report Card
Attachment R District and Site Minority Data
Attachment S District and Site HQ Data
Oklahoma Revised State Equity Action Plan – Title II, Part A

Highly Qualified Teachers

September 29, 2006 Submission
Overview
Oklahoma has focused on Teacher Quality since it began teacher testing in 1982. With the No Child Left Behind legislation requiring highly qualified teachers in every classroom of core academic content areas, Oklahoma is in a good position to meet the 100% goal of all classes taught by highly qualified teachers. Oklahoma currently has 92.85% of core classes taught by highly qualified teachers including special education teachers. When we disaggregate the data, although we have not closed the gap completely between our high-poverty schools (91.31%) and our low poverty schools (92.72%), we are only 1.4% apart.
Oklahoma Teacher Quality
Quality Counts – Improving Teacher Quality

Teacher quality has always been a focus for Oklahoma. Education Week’s Quality Counts tenth annual report card on state education systems ranks Oklahoma among the top 10 states in each of their four major reform categories and Oklahoma consistently is ranked in the top 10 states in “Improving Teacher Quality” (1st nationally in 1998 with the only “A” given). Education Week acknowledges the following efforts to improve teacher quality in Oklahoma:



  • State requires a college major in the subject taught for initial teacher licensure at the high school level.

  • Teachers must pass a basic-skills test for initial licensure.

  • Teachers must pass a test of subject-matter knowledge for initial licensure.

  • Teachers must pass a test of subject-specific pedagogy for initial licensure.

  • State provides licensure incentives for teachers who earn certificates for the National Board for Professional Teaching Standards (NBPTS).

  • State provides financial incentives for teachers who pursue or earn certificates from the NBPTS.

  • State requires and finances mentoring for all novice teachers.


National Board Certified Teachers

Oklahoma had the 9th highest number of National Board Certified teachers in the U.S. in 2005 – according to the National Board of Professional Teaching Standards – thanks to legislation and funding for incentives and support. The Education Leadership Oklahoma Act, passed by the state legislature in 1998, provides significant incentives for teachers seeking National Board Certification. Oklahoma ranks 5th nationally when the number of nationally board certified teachers is figured as a percentage of all Oklahoma certified teachers (Dec. 2005).



Elementary and Secondary Education Act Statutory Requirements
Oklahoma’s plan is designed to meet the ESEA statutory requirements, that is, that each SEA must have a plan to ensure that all teachers teaching in core academic subjects within the State are highly qualified not later than the end of the 2005-2006 school year (1119(a)(2)).
The SEA plan must establish annual measurable objectives for each LEA and school to ensure that annual increases occur:

  • In the percentage of highly qualified teachers at each LEA and school; and

  • In the percentage of teachers who are receiving high-quality professional development to enable such teachers to become highly qualified and successful classroom teachers (1119(a)(2)(a)(A)).

The SEA must have a plan with specific steps to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified and out-of-field teachers. The plan must include measures to evaluate and publicly report the progress of such steps.



Oklahoma Equity Action Plan
The Oklahoma Equity Action Plan includes three focused initiatives to ensure that all teachers, particularly those in high poverty, high minority, and low-performing schools, are highly qualified. The equity action plan is designed to ensure that poor or minority children are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than are other children. The equity action plan describes the technical assistance that Oklahoma provides to school districts and schools through the following initiatives:


  • Initiative #1: Publicly report progress of meeting annual measurable objectives in the percentage of highly qualified teachers at each LEA and school and in the percentage of teachers who are receiving high-quality professional development to enable such teachers to become highly qualified and highly effective classroom teachers.

  • Initiative #2: Conduct effective high quality professional development activities.

  • Initiative #3: Recruit and hire highly qualified teachers, including those licensed or certified through alternative routes, and retain highly qualified teachers.

The table below indicates that for the 2005-2006 school-year Oklahoma has 7.13% non-highly-qualified teachers. The lowest percentage of classes in core academic subjects taught by highly qualified teachers is in high-poverty secondary schools at 88.10%. There is a 4.43% difference between the percentage of classes taught by highly qualified teachers in secondary classes, in high poverty schools (88.10%) and low-poverty schools (92.53%) based on 2005-2006 data collection.




Number and percentage of classes in core academic subjects
taught by highly qualified teachers




Classes taught by highly qualified teachers


High-Poverty


Low-Poverty

2004-2005 Data

Number

Percent

Number

Percent


Number

Percent

All Classrooms

121,514

91.64%

21,606

89.30%

44,817

91.85%

Elementary

44,813

92.54%

12,472

92.41%

11,048

93.01%

Secondary

76,701

91.11%

9,134

85.39%

33,769

91.48%

2005-2006 Data

Number

Percent

Number

Percent

Number

Percent

All Classrooms

122,844

92.85%

22,592`

91.31%

45,686

92.72%

Elementary

44,928

93.83%

12,085

94.29%

10,677

93.38%

Secondary

77,916

92.30%

10,507

88.10%

35,009

92.53%
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