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The data indicates that the classes of greatest concern, based on percentages of teachers who are not HQ are:

1.

Special Education

2.

Mathematics

3.

Foreign Languages

4.

Social Studies

5.

Science

Unlike the analysis of the highest need areas in elementary schools, in those highest poverty secondary schools, the areas of greatest concern, based on the percentages of teachers who are not HQ were identical to those of the overall results.  

Classes in high poverty schools taught by non-HQ teachers

Despite the initial data analysis based on Phase I data, Arizona is concerned about the number of teachers in high poverty (and other) schools who have yet to meet HQT status.  Between now and the time the Phase III analyses is complete, Arizona has begun and will continue to implement strategies to help more teachers in high poverty schools meet the requirements of HQT.  Those strategies are described in the Arizona Equity Plan which is attached.

1b) 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 Phase I data collection was limited to the Title I schools not making AYP.  Thus the data analysis above reflects the HQT needs of schools not making AYP including data from:

a.

Table 2 above and its analysis is of the elementary high and low poverty school core academic classes taught by HQ and Non-HQ teachers by subject for all schools in Arizona identified as in School Improvement Status for 2005-06; and

b.

Table 3 above and its analysis is of the secondary high and low poverty school core academic classes taught by HQ and Non-HQ teachers by subject for all schools in Arizona identified as in School Improvement Status for 2005-06;

1c) 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?

Groups of teachers to whom the Arizona plan and strategy will pay particular attention

Arizona will use the analysis in Question 1a as the basis for identification of particular groups of teachers that Arizona will work to assure meet HQ status.  They are:

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