Livable Communities for Adults with Disabilities
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Livable Communities for Adults with Disabilities
Maryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Livable Communities for Adults with Disabilities State Department of educationAchievement Matterỉ MoỉtNote on Report OrganizationThis report is divided into four sections.Section 1 contains an introduction; a fundamental analysis of data; an explanation of the master planning process, through which local education agencies (LEAs) submit their hig Livable Communities for Adults with Disabilitieshly qualified leat her plans; and a description of Maryland’s TIOUSSF..Section 2 contains the activities Maryland will undertake to meet the highly quLivable Communities for Adults with Disabilities
alified teacher goal.Section 3 contains Maryland’s Teacher Equity Plan.Section 4 contains Atlac hments I 19. Data on core academic classes in MarylandMaryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Livable Communities for Adults with DisabilitiesSE4IntroductionIn response to the highly qualified teacher provisions of the Elementary and Secondary Education Act as amended by the No Child Left Behind Act (NCLB) of 2001, Maryland has demonstrated both a commitment and a good-faith effort to not only define the highly qualified teacher (HQT) but Livable Communities for Adults with Disabilities to implement procedures and policies to assure that all Maryland teachers of core academic subjects (CAS) will be highly qualified.BackgroundMarylandLivable Communities for Adults with Disabilities
is a state with 24 local education agencies (LEAs). defined by 23 counties and Baltimore city. Five of the LEAs (Anne Arundel County. Baltimore City.Maryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Livable Communities for Adults with Disabilitiesm Kent County (with 2.440 students) to Montgomery County (with 139.398 students). There are 57.683 teachers in elementary, middle, and high schools across Maryland. Two of the LEAs—Baltimore City and Prince George’s County—represent historically intensive poverty areas.Applying the standards contain Livable Communities for Adults with Disabilitiesed in the NCLB legislation, the Maryland State Department of Education (MSDE) promulgated policies in 2003 that would establish the criteria for elemeLivable Communities for Adults with Disabilities
ntary, middle, and high school teachers—both new and experienced—to become highly qualified. Since establishing a baseline of 64.5% of classes taught Maryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Livable Communities for Adults with Disabilitieshared challenges of both attracting and retaining highly qualified teachers in hard-to-fill content areas in all districts—and more specifically in high-poverty areas—Maryland has not yet reached the goal of 100% highly qualified teachers.Committed to reaching the 100% goal and motivated by steady a Livable Communities for Adults with Disabilitiesnd substantial progress. Maryland enthusiastically embraces the strategies that have been outlined in this plan. The plan includes a description of stLivable Communities for Adults with Disabilities
rategies that are in place and strategies to be implemented, and reflects a commitment to ongoing investigation of still further strategies not chroniMaryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Livable Communities for Adults with Disabilitiesacademic subject classes taught in each school and identifies the teacher-of-record for that class. The data are used to calculate the percentage of classes not taught by highly qualified teachers. The calculations are published in the State and local report cards. For the 2005-06 school year, the d Livable Communities for Adults with Disabilitiesata was collected as of December 2. 2005. and was due to MSDE on February 3. 2006.•Class-Level Membership for Determining Highly Qualified Teachers ReLivable Communities for Adults with Disabilities
porting Manual for school year 2005-06 is included as Attachment #13. It contains the specific data processes for identification of highly qualified tMaryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Livable Communities for Adults with Disabilitiespoverty and low-poverty schools.Maryland’s 2002-03 baseline for classes taught by a Highly Qualified Teacher was 64.5%. Annual measurable objectives were established for the State and each district as Indicated in the chart below.Baseline Data and TargetsPercentage of Classes Taught by Highly Qualif Livable Communities for Adults with Disabilitiesied Teachers State Aggregate AMOPercentage of Classes Taught by Highly Qualified Teachers High-Poverty School AMOMaryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007Maryland Maryland's Plan for Meeting the Highly Qualified Teacher GoalSubmitted to the U.S. Department of Education July 7, 2006Revised: July 27, 2007MarylandGọi ngay
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