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Arizona’s four phase HQT data collection plan and timelines

May 26, 2006 – Phase I – Pilot -  HQT data collection instrument to 234 schools (182 elementary and 52 secondary – All Title I Schools identified as in Title I School Improvement

Two hundred and thirty-four HQT Data Collection Reports, pre-populated with individual teacher data, were emailed to schools identified for Title I School Improvement.  School and district personnel were asked to verify and correct data. To increase the accuracy of data reported from district and charter schools a new Highly Qualified Data Collection system was developed.  In this process, reporting forms are pre-populated with teacher data drawn from the School District Employee Report filed by each district and cross referenced using Teacher Certification Records. (The exception to pre-populated reports was for charter schools where this process was the first time charter schools were required to submit HQT and Certification data.) Thus district and charter schools need only make revisions to the data rather than the former system which required the district to create and report new data and add missing data from their records every year.   Beginning with this Phase, data from the reports can and will now be verified at ADE as they come in to the state, as well as through the continued monitoring processes in which state monitors confirm data through on-site and desk audits.

June 9, 2006 – Phase I – Pilot  - Reports  due to ADE

HQT Data Collection Reports due to  ADE from 234 schools identified for Title I School Improvement.

July 7, 2006 – Phase I –  Pilot  - Data to USDE as part of Revised HQT Plan

ADE HQT Plan Phase I - data from Title I schools identified for school improvement - submitted to USDE.  This report includes the following Comprehensive Teacher Quality Data elements:

1.

Race/Ethnicity;

2.

Experience;

3.

Special Coursework (Bilingual or ESL endorsement);

4.

Number and percent of HQ teachers:  

a.

Disaggregated data to indicate which option teachers used to become highly qualified

i.

Rigorous content exam (AEPA)

ii.

Major or 24 hours in the content area

iii.

HOUSSE rubric;

5.

Number and percent of classes taught by HQ teachers;  

6.

Number and percent of classes taught by non-HQ teachers; and

7.

Number and percent of teachers on Emergency Teaching Certificates.

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