Source: http://mb2.ecs.org/reports/Report.aspx?id=1049
Timestamp: 2015-10-07 15:42:02
Document Index: 215008070

Matched Legal Cases: ['art1', 'art 2', 'art 1', 'art 2', '§ 6111', '§300', '§300', '§300', 'art 7']

50-State HQ Special Education Teacher Report
Alabama : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
HQT Definition for Special Education Teachers
Elementary special education teachers must meet the same criteria outlined for general education elementary teachers to be considered highly qualified.
Middle/Secondary Special Education Teachers Middle/secondary special education teachers must meet the same criteria outlined for general education teachers to be considered highly qualified. IDEA 2004 added another option for properly certified middle/secondary special education teachers who are new to the profession, teach exclusively students with disabilities, and teach multiple subjects. A "new to the profession" middle/secondary special education teacher who teaches multiple subjects and who is highly qualified in language arts, mathematics, or science, at the time of being hired for the first time in a public school may meet the highly qualified teacher requirement in other core academic subjects taught through the state's HOUSSE option, not later than two (2) years after the date of initial employment. (The two-year period may extend beyond the end of the 2005-2006 school year.) [NOTE: Highly qualified status in general social science at the time of initial hiring does not establish eligibility for a new middle/secondary teacher to use the HOUSSE option.]
A special education teacher (Grades 7-12) who teaches exclusively students functioning as though they have a significant cognitive impairment, i.e., IQ equal to or less than 55, and participating in the Alabama Alternate Assessment may meet highly qualified teacher requirements based on any applicable option in the Alabama Model - Revised for a general education elementary teacher who is new or not new to the profession, or for a general education middle/secondary teacher who is new or not new to the profession.
If a middle/secondary option is used, the teacher must adhere to the content-specific requirements, and must indicate the subject area(s) being taught when submitting a "checklist" or HOUSSE application.
If an elementary option is used for a middle/secondary special education teacher (Grades 7-12), the LEA must submit a cover memorandum, signed by the local superintendent or authorized designee, and certifying that the teacher teaches core academic subjects exclusively to students functioning as though they have a significant cognitive impairment, i.e., IQ equal to or less than 55, and who will be assessed against alternate achievement standards.
Note: A special education teacher who provides only consultative/support services to a highly qualified general education teacher shall be considered a highly qualified special education teacher if s/he meets the state’s special education certification requirements for the grade level that s/he is assigned to teach. Special education Teacher Teaching LANGUAGE: A special education teacher who teaches LANGUAGE as a substitution for state-approved elementary language arts in Grades K-6 must:
Hold proper special education certification to teach in elementary grades,
Have completed LANGUAGE training, and
Meet one of the state’s options from the Alabama Model – Revised for a new or not new to the
profession elementary teacher or for a new or not new to the profession middle/secondary teacher. Source: Alabama State Board of Education and Department of Education, Alabama Model for Highly Qualified Teachers-Revised 2006
HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
Alaska : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Highly Qualified Special Education Teachers A teacher is highly qualified to teach special education if the teacher holds a valid teaching certificate issued under AS 14.20.015, AS 14.20.017, AS 14.20.020, or AS 14.20.022, endorsed in special education under 4 AAC 12.330 or 4 AAC 12.340, and: Meets the applicable requirements of this section for the level and subject taught by the teacher, and for the teacher's employment experience If the teacher teaches exclusively to the alternative performance standards described in 4 AAC 04.160, has achieved the required score or higher on one of the Praxis II examinations, regardless of the grade level in which the teacher teaches: Praxis II Examination Required Score for Elementary Education Content Knowledge-0014 is 143
Praxis II Examination Required Score for Elementary Education Curriculum, Instruction, and Assessment-0011 is 156
Praxis II Examination Required Score for Multiple Subject Assessments for Teachers Content Knowledge-0140 is 146.
If the teacher was employed as a teacher before July 1, 2002, and teaches multiple subjects at the middle school or high school level, meets the high objective uniform standard for high school or middle school special education teachers of multiple subjects set out in 4 AAC 04.212(g) ; or If the teacher is new to the profession and teaches multiple subjects at the middle school or high school level, Is highly qualified in mathematics, language arts, or science as described below: Has a bachelor's or graduate degree in that subject from a regionally accredited institution of higher education; Has completed 30 semester hours or equivalent in that subject from regionally accredited institutions of higher education; Has obtained certification from the National Board for Professional Teaching Standards in that subject; Taught that subject in middle or high school in another state and was designated as highly qualified to teach that subject in middle or high school by that state, and if the designation was not revoked or withdrawn; or If a middle school teacher, has achieved the required score or higher on the Praxis II examination for that subject: Middle School English Language Arts-0049 (passing score of 154) Middle School Mathematics-0069 (passing score of 145) Middle School Science-0439 (passing score of 136) Middle School Social Studies-0089 (passing score of 147); or If a middle or high school teacher, has achieved the required score or higher on the Praxis II examination for that subject: Art Content Knowledge-0133 (passing score of 155) Biology Content Knowledge-0235 (passing score of 139) Chemistry Content Knowledge-0245 (passing score of 139) Earth Science Content Knowledge-0571 (passing score of 144) Economics-0910 (passing score of 460) English Content Knowledge-0041 (passing score of 158) French Content Knowledge-0173 (passing score of 157) General Science Content Knowledge-0435 (passing score of 149) General Science Content Knowledge, Part1-0431 and Part 2-0432 (passing score for part 1 is 146 and for part 2 is 138) Geography-0920 (passing score of 590) German Content Knowledge-0181 (passing score of 158) Government/Political Science-0930 (passing score of 610) Math Content Knowledge-0061 (passing score of 119) Musical Content Knowledge-0113 (passing score of 148) Physical Science Content Knowledge-0481 (passing score of 145) Physics Content Knowledge-0265 (passing score of 129) Social Studies Content Knowledge-0081 (passing score of 150) Spanish-0191 (passing score of 152) Speech Communication-0220 (passing score of 560) Theatre-0640 (passing score of 560) World and U.S. History-0940 (passing score of 440) World and U.S. History-0941 (passing score of 141) , and Not later than two years after the date of employment, the district that employs the teacher determines, on a form prepared by the department, that the teacher meets the high objective uniform standard set out in 4 AAC 04.212(b) , or the high objective uniform standard for high school or middle school special education teachers of multiple subjects set out in 4 AAC 04.212(g) . Source: Alaska Administrative Code AAC 04.210 (k)
Arizona : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
SPED teachers must have a Bachelor's degree and full state certification as a special education teacher. For SPED teachers of record in core academic subject areas, they are required to meet the same subject matter competency requirements of elementary, middle grade, junior high, and secondary teachers.
Source: Arizona’s Model for Identifying Highly Qualified Teachers and Paraprofessionals, FAQs
Arkansas : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
No state definition found for highly qualified special education teachers.
Q & A for Special Education – NCLB and IDEA document highlights differences between highly qualified teachers and highly qualified special education teachers.
California : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Middle and High School Teachers New to the Profession
A teacher who meets NCLB requirements and is new to the profession at the middle and high school levels, in addition to having at least a bachelor’s degree and either being currently enrolled in an approved intern program for less than three years or holding a credential in the subject taught, must have passed or completed one of the following for every core subject currently assigned:
A validated statewide subject matter examination certified by the Commission on Teacher Credentialing,
University subject matter program approved by the Commission on Teacher Credentialing,
Undergraduate major in the subject taught,
Graduate degree in the subject taught, or
Coursework equivalent to undergraduate major.
A new special education teacher who is currently enrolled in an approved special education intern program for less than three years or who holds a special education credential, and can demonstrate subject matter competence in mathematics, language arts, or science, may demonstrate competence in the other core academic subjects in which the teacher teaches through the High Objective Uniform State Standard Evaluation contained in article 2 section 6104 no later than two years after date of employment.
Source: California Administrative Code; Title 5, § 6111(b)
Colorado : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special Education Teachers Teachers who are licensed as a Special Education Generalist and who are teaching at the Elementary Education level, through the 7th grade, have taken an Elementary Education content-area test (PLACE or Praxis), and are, therefore, fully qualified to teach in any core academic-content area. Note: Licensed Special Education teachers, teaching at the Elementary Education level are considered to be “Highly Qualified,” as Elementary Education teachers.Special Education teachers, who teach in core academic-content area(s), at the middle or high school (secondary) level, must meet the NCLB requirements for being “Highly Qualified, unless the Special Education teacher: is already endorsed in the content-area in which that teacher is teaching; OR has passed the approved content test in the content-area being taught; OR has provided documented evidence of having completed 24-semester hours, or their equivalent, in the unendorsed content area
Note: Previously-licensed Special Education teachers, endorsed in mild/moderate, severe, and/or profound, may not be considered “Highly Qualified” to teach in a content-area unless they are qualified in that content-area, or can meet one of the other options suggested in this section. Source: CDE Guidance for Highly Qualified Teachers in Colorado, page 15
Connecticut : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Delaware : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
New Middle and High School Teachers of One Core Academic Subject
New middle and high school teachers are those with less than one full year of teaching experience (that is, new to the profession). The options are: Praxis II in the academic subject taught, OR An academic major in the academic subject taught, OR The equivalent of an academic major (30 credit/semester hours) in the academic subject taught, OR A graduate degree in the academic subject taught. These options apply to both regular and special education teachers of core academic subjects and to teachers who teach core academic subjects to English language learners.
District of Columbia : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Florida : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Exceptional Student Education Teachers (K-6) Teaching Elementary Education or Alternate Achievement Standards Courses
In order to meet the highly qualified requirements at the elementary level, an ESE teacher who is the teacher of record for an elementary core academic course or an alternate achievement standards core academic course must meet the highly qualified requirements for elementary teachers in addition to the appropriate ESE certification. To be highly qualified, the teachers described above must satisfy the following three requirements by June 30, 2006.
New ESE Teachers (No Teaching Experience)
A bachelor’s or higher degree from an accredited or approved institution.
Requirement 2 A valid Florida three-year Temporary or five-year Professional Certificate in an appropriate exceptional student education area(s) to match the ESE table in the Florida Course Code Directory.
Option 1: A passing score on the Florida K-6, 1-6, or PK-3 subject area exam (SAE) appropriate for the elementary grade level(s) assigned; or Option 2: A valid Florida Professional Certificate appropriate for the elementary grade levels assigned (requires a Florida SAE or reciprocity from another state); or Option 3: A valid American Board for Certification of Teacher Excellence (ABCTE) Passport Certificate in Elementary Education. (A passing SAE or valid ABCTE Certificate also establishes eligibility for certification in elementary education.)
Experienced ESE Teachers (Teachers with one or more years of full-time teaching experience)
A valid Florida three-year Temporary or five-year Professional Certificate in an appropriate exceptional student education area(s) to match the ESE table in the Florida Course Code Directory.
Option 1: A passing score on the Florida K-6, 1-6, or PK-3 subject area exam (SAE) appropriate for the elementary grade level(s) assigned; or Option 2: Meet the requirements for a HOUSSE plan that is appropriate for the elementary grade level(s) assigned; or Option 3: A valid ABCTE Passport Certificate in Elementary Education or an Early (PreK-Primary) or Middle Childhood (Elementary Education) Generalist National Board for Professional Teaching Standards (NBPTS) Certificate. (A passing SAE, valid ABCTE, or valid NBPTS Certificate also establishes eligibility for certification in the subject.)
Middle/Secondary Exceptional Student Education Teachers (7-12) Teaching Alternate Achievement Standards Courses
ESE teachers who are teaching core academic subjects to ESE students in grades 7-12 on a modified curriculum (alternate achievement standards) and who take an ESE alternate assessment must meet the highly qualified requirements for elementary teachers or the subject matter knowledge appropriate to the level of instruction being provided (e.g., middle grades, Biology 6-12) in addition to an appropriate ESE certification. To be highly qualified, teachers teaching core academic subjects to exceptional education students working toward alternate achievement standards must satisfy the following three requirements by June 30, 2006.
(No Teaching Experience)
A bachelor’s or higher degree from an accredited approved institution. Requirement 2
A valid Florida three-year Temporary or five-year A valid Florida three-year Temporary or five-year Professional Certificate in an appropriate exceptional student education area(s) to match the the Course Code Directory.
Requirement 3 for Middle and Secondary (7-12)
Option 1: A passing score on the Florida K-6 or 1-6 subject area exam if appropriate for the level of instruction in the subject matter knowledge being provided; or Option 2: or A valid Florida Professional Certificate in elementary education if appropriate for the level of instruction in the subject matter knowledge being provided (requires a Florida SAE or reciprocity from or another state); or
Option 3: A valid American Board for Certification of Teacher Excellence (ABCTE) Passport Certificate in Elementary Education if appropriate for the level of instruction in the subject matter knowledge being provided.
(A passing SAE or valid ABCTE Certificate also
establishes eligibility for certification in elementary education.) or Option 4: Certification appropriate for the middle/secondary core academic subject(s) assigned.
A bachelor’s or higher degree from an accredited approved institution.
A valid Florida three-year Temporary or five-year Professional Certificate in an appropriate exceptional student education area(s) to match the ESE table in exceptional student education area(s) to match the the Course Code Directory. Requirement 3 for Middle and Secondary (7-12)
Option 1: A passing score on the Florida K-6 or 1-6 subject area exam if appropriate for the level of instruction in the subject matter knowledge being provided. or
Option 2: Certification appropriate for the middle/secondary core academic subject(s) assigned. or
Option 3: Meet the requirements for a HOUSSE plan appropriate for ESE certified teachers of Core Academic Elementary Education or Core Academic Middle/Secondary Education Courses. Source: Florida Department of Education, No Child Left Behind Updated Chart for Highly Qualified Teacher Requirements
Georgia : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
REQUIREMENTS FOR SPECIAL EDUCATION TEACHERS The No Child Left Behind Act of 2001 and the reauthorized IDEA legislation of 2004 require special education teachers to be “highly qualified.” This section of the Georgia Guidelines for Highly Qualified Teachers outlines the requirements for special education teachers to be highly qualified. Consultative Special Education Teacher: To be “highly qualified” as a special education teacher in Georgia providing consultative special education services along with a classroom teacher who is instructing students in core academic content, the special education teacher must meet the following requirements: Hold a 4-year college degree, or higher Have a major or equivalent in the special education area(s) of exceptionality (ies) for which he/she provides consultative services, or passes the teacher certification examinations (Praxis II) in the appropriate special education area(s) of exceptionality (ies) at the P-12 grade levels Hold a Georgia clear, renewable professional P-12 teaching certificate issued with a consultative descriptor that defines the area of exceptionality (ies) for which the special education teacher is qualified Obtain a teaching assignment that is appropriate for the consultative descriptor and the area(s) of exceptionality (ies) listed on the certificate *(The term “consultative” is used to refer to the specific roles that special education teachers have when they are providing services in their area(s) of exceptionality (ies). The term incorporates references such as inclusion, mainstreaming, collaborative or co-teacher.) Consultative Special Education Teacher Teaching Core Academic Content
To be “highly qualified” as a consultative special education teacher who is assigned as the teacher of record with the primary responsibility for instructing students in core academic content, the consultative special education teacher must: Hold a 4-year college degree, or higher Have a major or equivalent in a special education area of exceptionality (ies) for which he/she provides consultative services and/or pass the teacher certification examinations (Praxis II) in the appropriate special education subject area(s) of exceptionality (ies) Hold a Georgia clear, renewable professional P-12 teaching certificate issued with A consultative descriptor that defines the area of exceptionality (ies) for which the special education teacher is qualified, and The core academic content for which the special education teacher is qualified to teach as the teacher of record. Obtain a teaching assignment that is appropriate for the consultative descriptor and the area(s) of exceptionality (ies) and the core academic content area(s) listed on the certificate.
Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (8.01-8.03)
HOUSSE Option for Special Education Teachers The “high objective uniform state standard of evaluation” (HOUSSE) may be used with a veteran teacher to assess his/her competency in the special education area of exceptionality and/or core academic subjects in which the teacher teaches. HOUSSE is required if a veteran teacher does not meet either the content or testing requirement for either the exceptionality or core academic content to be considered “highly qualified.” The HOUSSE may be used for veteran teachers either certified in Georgia or veteran teachers seeking Georgia certification who have three years or more of successful experience teaching core academic subjects based on annual teacher performance evaluations. A veteran teacher is one who is not new to the profession and is defined as a teacher in a public school who has been teaching a total of three or more complete school years.
Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (8.04)
Hawaii : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special Education teachers must Meet the same standards for content knowledge as general education teachers Meet the state's special education certification requirements for the grade level they teach Hold at least a bachelor's degree Adhere to the NCLB Act of 2001 or the Individuals with disabilities Education Act of 2004 (IDEA) Hold a valid Hawaii special education license.
Special Education Teachers REQUIRED to meet the NCLB/IDEA Highly Qualified Definition Core Academic Teacher The special education teacher is the primary teacher providing instruction to students with disabilities in a core academic subject. An elementary or middle/secondary special education teacher who teaches core academic subjects, in addition to holding proper certification for special education, must meet the NCLB/IDEA highly qualified teacher requirements for teachers either "new to the profession" or "veteran to the profession" as described in the Hawaii Model. Source: Department of Education; HOUSSE, Special Education
Note: Special Education - Guiding Principals is currently not available on the Hawaii DOE site.
Idaho : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special education teachers must meet the requirements outlined in IDEA.
Source: Idaho State Department of Education, Highly Qualified Teachers
Illinois : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special Education All Grade Levels
A teacher who has primary responsibility for providing direct content instruction in a core academic area in a special education program and who received his or her first Illinois certificate on or after July 1, 2002, will be considered “highly qualified” if he or she: holds a special preschool-age 21 (Type 10) certificate, or an elementary (Type 03), early childhood (Type 04), or secondary (Type 09) certificate endorsed for a special education field, and has passed the content-area test relevant to the special education area of endorsement on that certificate; or holds a provisional certificate with an endorsement in a special education field based on certification in another state, possession, or territory of the U.S., or in another country (if applicable, must pass the relevant special education content-area test within nine months after receipt of the provisional certificate); or holds an elementary (Type 03) or early childhood (Type 04) certificate with teaching approval in special education or short-term emergency certification in special education, is serving in the elementary grades, and has passed the Elementary/Middle Grades test (or, through Grade 3, the Early Childhood test); or holds a secondary (Type 09) or special K-12 (Type 10) certificate with teaching approval in special education or short-term emergency certification in special education, is serving outside the elementary grades, and: has passed the content-area test applicable to the core academic subject area of the teaching assignment or the special education content-area test applicable to the students served; or has completed a major or the coursework equivalent to a major in the core academic subject area of the teaching assignment; or holds a graduate degree in a field directly related to the area of assignment; or e) holds NBPTS certification in special education.
Indiana : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Must hold a valid Indiana special education teaching license; and Meet Section C: “Highly Qualified New Teacher Requirements” for the school setting the individual is licensed to teach. The 2004 IDEA amendments provide that special education teachers new to the profession who teach multiple core academic subjects and who are highly qualified in mathematics, language arts, or science at the time they are hired, have two additional years after the date of hire to become highly qualified in all other core academic subjects they teach, including through use of the HOUSSE. This exception of a NEW teacher using the HOUSSE, applies ONLY to teachers who teach exclusively to special education students and who are highly qualified in one of the three specified core academic subjects (mathematics, language arts, or science) at the time they are hired. Source: Indiana Department of Education, Identifying Indiana’s Highly Qualified Teachers HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
Must hold a valid Indiana special education teaching license; and Meet Section C: “Highly Qualified New Teacher Requirements” for the school setting the individual is licensed to teach. The 2004 IDEA amendments provide that special education teachers new to the profession who teach multiple core academic subjects and who are highly qualified in mathematics, language arts, or science at the time they are hired, have two additional years after the date of hire to become highly qualified in all other core academic subjects they teach, including through use of the HOUSSE. This exception of a NEW teacher using the HOUSSE, applies ONLY to teachers who teach exclusively to special education students and who are highly qualified in one of the three specified core academic subjects (mathematics, language arts, or science) at the time they are hired. Source: Indiana Department of Education, Identifying Indiana’s Highly Qualified Teachers Iowa : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
All Special Education teachers must Hold at least a B. A.State certification or licenseCannot hold an emergency or temporary certificate (Class C Endorsement)
Highly Qualified Special Education Teacher -Elementary
Hold an elementary classroom endorsement & special education endorsement Hold an elementary special education endorsement
Highly Qualified Special Education Teacher–Middle and High School Teachers of Core ContentHold secondary special education endorsementHold endorsements for each subject area they teach
Source: Iowa Department of Education; IDEA
Kansas : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Kansas NCLB HOUSSE Checklist
Special education and English for speakers of other languages (ESOL) teachers who provide "direct instruction" in one or more core content areas will need to meet NCLB Highly Qualified Teacher (HQT) requirements. The content requirements pertain only to individuals who are coded as "special education" or "ESOL" teachers in the Licensed Personnel Report and who provide direct instruction in a core (English Language Arts, Science, Social Studies or Math) content area(s) for one or more students. Direct instruction is defined as being either the teacher of record or the teacher responsible for introducing new content material and providing initial instruction.
There are many activities that special education or ESOL teachers may carry out that would not, by themselves, require the teacher to meet the HQT content requirements. Special educators or ESOL teachers who assist students with study skills, organizational skills or reinforce instruction that the child has already received from a highly qualified content teacher and do not directly instruct students in core academic subjects do not need to demonstrate subject matter competency.
Special education or ESOL teachers who provide "direct instruction" in English Language Arts, Science, Social Studies or Math have three different options available to use when demonstrating subject matter competency:
Appropriate content endorsement on teaching license has been designated "HQ", or
Pass the appropriate content test (PRAXIS II), or
Document eleven or more checks on the Kansas HOUSSE document for special education and ESL teachers.
Only special education content teachers or ESOL content teachers should use this HOUSSE option. The Kansas Content Area Rubric is available for all other core content teachers. Source: Kansas Department of Education; http://www.ksde.org/cert/SPED%20HQT%20explanation.doc
Source: Kansas Department of Education; Special Education HOUSSE Rubric; http://www.ksde.org/cert/NCLBHOUS.doc
Kentucky : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
IDEA 2004 requires all special education teachers to be highly qualified in special education. Highly qualified in special education means:
The teacher has obtained full state certification as a special education teacher, or The teacher has obtained a temporary provisional certificate as a special education teacher through an alternative route to certification.
Source: Kentucky Educational Professional Standards Board; Identifying Highly Qualified Teachers HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
Louisiana : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Since students with disabilities are expected to meet the same standards as other students,
teachers who deliver instruction to special needs students are required to meet the same
standards for content knowledge. Students with disabilities are to receive instruction in core
academic subjects from a teacher who is highly qualified to teach the core academic subjects.
In addition, teachers of students with disabilities must meet the state's special education certification
requirements for the grade level that they are teaching in order to be identified as highly
qualified. Teachers of students with disabilities holding a non-standard certificate [e.g., a
Temporary Authority to Teach (TAT) or an Out-of-Field Authority to Teach (OFAT) do not meet
the NCLB definition of highly qualified].
Source: Loisiana Department of Education; HQ Special Education Teachers
Maine : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements. ECS will post updated information as it is made available. HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements. ECS will post updated information as it is made available. Maryland : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Take and pass the appropriate Praxis II test(s) in the area of your teaching assignment
Meet highly qualified standards under HOUSSE
For each academic area you teach, take course work and pass the Praxis II test(s) or pass the Praxis II test(s) to add the endorsement.
Source: Maryland Department of Education; Special Education
Massachusetts : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Teacher of Students with Moderate Disabilities; Teacher of Young Children with and without Disabilities; Teacher of the Deaf or Hard of Hearing; Teacher of the Visually Impaired; and Teacher of Students with Severe Disabilities.
The following are options for demonstrating subject matter competency:
Passing the appropriate subject matter MTEL test; or Completing the appropriate HOUSSE plan (see question 4 below). Additional options for all special education teachers now available under IDEA-2004 include demonstrating subject matter competency through:
Possession of an academic major in the appropriate subjects; A graduate degree in the appropriate subjects; Completion of coursework equivalent to an undergraduate academic major in the appropriate subjects; or National or American Board Certification in the field. NCLB allows states to develop a high objective uniform state standard of evaluation (HOUSSE plan) in order to allow teachers to demonstrate subject matter competency. Teachers in Massachusetts may demonstrate this subject matter competency through an individual professional development plan and the completion of professional development activities.
In order to meet the highly qualified subject matter competency standards through HOUSSE, Massachusetts teachers are required to have a total of 120 Professional Development Points (PDPs) with 80% or 96 PDPs focusing on the content or content pedagogy of the core academic subjects that they teach. If a special education teacher wishes to demonstrate competency in more than one subject, at least 10 PDPs of the 96 PDPs must be accrued in each core academic subject that the teacher teaches - for a total of 96 PDPs across the subject areas -- in order to demonstrate subject matter competency in those areas. Source: Massachusetts Department of Education; Highly Qualified Q&A
Michigan : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
"Highly Qualified" means the teacher holds a valid Michigan Teaching Certificate and an appropriate required special education endorsement for each teaching assignment
can demonstrate competence in each of the core subject areas taught or assigned to teach.
Source: Michigan Department of Education; http://www.michigan.gov/documents/Highly_Qualified_Packet_of_Information_5-27-05_126905_7.doc
Minnesota : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
IDEA 2004 “Highly Qualified” Requirements for Special Education Teachers
In December 2004, Congress reauthorized the Individuals with Disabilities Education Act and
clarified that special education teachers must meet the following requirements:
Be licensed by the state in special education; and
In certain contexts, also demonstrate subject matter competence. Those who must
demonstrate subject matter competence in order to meet federal “highly qualified”
requirements may do so through licensure or through the “high objective and
uniform state system of evaluation” (also called HOUSSE) process.
Source: Minnesota Department of Education; Minnesota State Plan For Federal “Highly Qualified” Teacher Requirements-RevisedAll special education teachers who teach one or more core academic subjects to children with disabilities must verify their “highly qualified” status in accordance with IDEA 2004 “highly qualified” special education teacher requirements.
Mississippi : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Missouri : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
No Child Left Behind – addressed teachers of core content subjects
Applies to any public elementary school or secondary school
Teacher holds a bachelor’s degree, AND
Has obtained full state certification, AND
Demonstrates competence in all academic subjects in
which the teacher teaches
Competence can be shown through test (i.e.,
Praxis) or
through HOUSSE standard (generally, a points
system where credit is given for a variety of contentspecific
activities and education/professional
Source: Missouri Department of Education; Highly Qualified Teachers; Special Education
Montana : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Proposed rule defining special education highly qualified status and HOUSSE option currently going through approval process (March, 2006).
Source: Montana Office of Public Instruction; OPI Comments in Response to the Notice of Proposed Rulemaking (NPRM),www.opi.state.mt.us
Nebraska : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Nebraska has only one HOUSSE process that will be used by all elementary, middle, secondary and special education teachers not holding appropriate content endorsements for classes they are teaching.
Veteran special education teachers who teach core academic subjects to students who are being assessed against alternate achievement standards must meet the qualifications for elementary school teachers (8th grade instructional level), or if the instruction is above the elementary level, for the level of content knowledge being provided for the students. Beginning in 2006-07, if these teachers do not have appropriate content endorsements, they will utilize the HOUSSE to determine if they have the necessary content knowledge to be NCLB qualified.
Source: Nebraska Department of Education; NCLB/SPECIAL EDUCATION FAQ
Nevada : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
SPECIAL EDUCATION TEACHERS WHO ARE NOT NEW
The following special education teachers who are NOT NEW may meet the requirements to be highly qualified through the HOUSSE option for demonstrating competency:
Special education teachers who teach a single core academic subject exclusively to students with disabilities;
Special education teachers who teach more than one core academic subject area exclusively to students with disabilities; and
Special education teachers who teach core academic subjects exclusively to students assessed against alternate achievement standards.
In addition, NOT NEW special education teachers who teach multiple core academic subjects, if they are already highly qualified in Language Arts, Mathematics, or Science may demonstrate competency in additional core academic subjects if they have 2 years verified full-time teaching experience in the core academic subject area(s) and in the appropriate grade span, and meet an additional requirement as outlined under B or C of the Nevada HOUSSE.
Source: Nevada Department of Education; "Highly Qualified" Teacher Requirements, Meeting the "Highly Qualified" Definition (rev. 3/16/06) HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
New Hampshire : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
The Office of Management and Budget (OMB) and Secretary Spellings have signed the proposed regulations to implement the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). This follows a concerted effort by many in OSERS to review the old and new law, receive public comments, and draft the proposed regulations. So that members of the public will have as much time as possible to review the proposed regulations, the Department has posted an unofficial copy on its Web site at: http://www.ed.gov/policy/speced/guid/idea/unofficial_proposed_idea-regs.doc. The following is from the proposed regulation:
"A new definition of highly qualified special education teacher would be added in proposed §300.18, reflecting the addition of a definition of this term to the statute in section 602(10) of the Act, with the following modifications: Paragraph (a)(1) of this section would specify that the term "highly qualified" applies only to public elementary school and secondary school special education teachers, consistent with the definition of that term in section 9101 of the ESEA, which is incorporated into the Act and applied to special education teachers in section 602(10) of the Act. We do not believe that the "highly qualified" requirements of the ESEA, or, by statutory cross-reference, the Act, were intended to apply to private school teachers, even in situations where a child with a disability is placed in, or referred to, a private school by a public agency in order to carry out the public agency's responsibilities under this part, consistent with section 612(a)(10)(B) of the Act and proposed §300.146. This issue also is addressed in proposed §300.156." Source: New Hampshire Department of Education; Bureau of Special Education HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
New Jersey : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Modification to Forms in The New Jersey Model for Identifying Highly Qualified Teachers:
Form A has been modified to include special education teachers in grades 9-12 who are instructing students in academic content at the elementary level. Source: New Jersey Department of Education; The New Jersey Model for Identifying Highly Qualified Teachers HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
Title I and non-Title I schools.Source: New Jersey Department of Education; The New Jersey Model for Identifying Highly Qualified Teachers New Mexico : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
“A highly qualified K-12 special education teacher,” under this rule, means a teacher who is fully qualified to teach special education students by either providing access for those students to a regular education classroom where instruction in the core academic subjects is delivered by a highly qualified regular education teacher, and where the special education teacher shall meet the requirements of Paragraphs (1) and (2) below; or, if the special education teacher teaches the core academic subjects to special education students who are assessed under regular education standards, and is fully qualified to teach each core academic subject the teacher teaches, and where that teacher also meets the requirements of Paragraphs (1) and (2) and (3) below; or if the special education teacher teaches the core academic subjects exclusively to children who are assessed against alternate achievement standards and where the teacher also meets the requirements of Paragraphs (1) and (2) and either (3) or (4):
The teacher meets the requirements for his/her special education license;
The teacher has no special education licensure requirements waived on an emergency or temporary basis, or for any other reason;
The teacher has demonstrated competency in any core academic subjects the teacher teaches by:
Passing the elementary teacher competency or the elementary content knowledge test of the New Mexico teacher assessments or predecessor New Mexico teacher licensure examinations, or accepted comparable licensure tests offered in New Mexico or in another state, if the special education teacher teaches in an elementary school; or
Passing the content knowledge test(s) of the New Mexico teacher assessments or predecessor New Mexico teacher licensure examinations, or accepted comparable licensure tests from another state in each subject area the teacher teaches if the teacher teaches in a middle or high school; or
Successfully completing an undergraduate academic major (24-36 semester hours), or coursework equivalent to an undergraduate major, or a graduate degree in each subject area the teacher teaches; or
Obtaining advanced credentials, which means content area or special education certification by the national board for professional teaching standards for the appropriate grade level and type; or
Demonstrating competence in all of the core academic subjects the teacher teaches based on the state’s high objective uniform standard of evaluation for subject area competence as provided in 6.69.4.9 The teacher has demonstrated competency in the core academic subjects, regardless of the grade level taught, by passing the elementary or secondary teacher competency test, or the elementary content knowledge test, or any one of the middle level or secondary level content knowledge tests in the core academic areas of the New Mexico teacher assessments or comparable predecessor New Mexico teacher licensure examinations, or accepted comparable licensure test(s) from another state.
Source: New Mexico Administrative Code 6.69.4.8 (E)
New York : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
IDEA REQUIREMENTS FOR TEACHING ASSIGNMENTS A teacher of a “special class” for students with disabilities in grades 7-12 or the age equivalent must meet the NCLB definition of “highly qualified” for middle/secondary assignments, with one exception noted below. This is a change from previous New York State guidance, which was superseded when the IDEA was reauthorized in December 2004. The exception is that the IDEA permits a teacher to use the definition of “highly qualified” for elementary assignments when s/he teaches a “special class” whose students with disabilities of any grade or age all qualify for the New York State Alternate Assessment (NYSAA).
North Carolina : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
To be designated “Highly Qualified,” new elementary and new special education teachers must pass a rigorous state test (currently PRAXIS II). Source: North Carolina Public Schools; HQT FAQ
North Dakota : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
The State HOUSSE for elementary education teachers includes successful
completion of a major in elementary education from an approved teacher
education program. Current teachers, including special education teachers, who
hold the elementary education professional educator’s license do meet the highly
qualified requirements for teaching core academic subjects in grades one through
eight in an elementary school.
A preschool or kindergarten teacher must have the appropriate licensure and
endorsement corresponding to early childhood, kindergarten, or early childhood
In North Dakota, the rigorous State academic subject matter test is the Praxis II.
Information about the Praxis II is available on the Education Standards and
Practices Board (ESPB) website at http://www.state.nd.us/espb/ or at ets.org.
All elementary education teachers who are “new to the profession” hired for the
2005 – 2006 school year will need to take and pass the Praxis II content test 0011
and the PLT test 0522 before the end of the 2005 – 2006 school year in order to
be eligible for continued employment.
Some schools are Title I targeted assistance schools and some are Title I
schoolwide schools. For special education teachers in a Title I schoolwide
program, additional regulations apply. In a schoolwide program, all teachers
hired for the 2005 – 2006 school year must be highly qualified before they are
eligible for employment. Therefore, all new teachers at the elementary level,
including special education teachers, must have taken and passed the Praxis II
tests before they are eligible for employment.
Special education teachers who hold a North Dakota professional educator’s
license plus additional special education credentials, subject to administrative
rule, are qualified to provide special education support services in Kindergarten
Source: North Dakota Education Standards and Practices Board; DRAFT:
Ohio : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Oklahoma : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special Education - Grades PK -12
Veteran teachers in the Profession PRIOR TO December 3, 2004, are required to have
Certificate in Special Education PLUS
Build HOUSSE* single core subject areas OR pass appropriate test - specific subject area. New teachers to the Profession AFTER December 3, 2004, are required to have
Special Education Certificate AND appropriate certificate in Early Childhood OR Elementary Education
OR Middle or Secondary Education in Math OR Science OR Language Arts certificate PLUS
In order to teach all other core academic subjects and be the teacher of record, these teachers will have
two years from date of employment to become highly qualified in each core academic subject taught.
They may build a HOUSSE* in single core subject areas or pass appropriate test–specific subject area.
Additional Options to be Highly Qualified for Middle Level or Secondary: (Not an option for PK-5 early childhood/elementary education or 6-8
elementary education self contained classes.)
Complete an undergraduate major or coursework equivalent to undergraduate major (24 semester hours)
in academic subject taught (Does not include elementary education coursework or special education coursework) OR
Hold a Graduate Degree in subject area taught (Does not include elementary education graduate degree or special education graduate degree) OR
Hold certification through National Board for Professional Teaching Standards in subject taught.
Source: Oklahoma State Department of Education; Special Education Highly Qualified Requirements At a Glance
Oregon : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special Education teachers who are providing instruction in core academic subject also must meet the “highly qualified” standards of the law. However, special educators who do not directly instruct students on any core academic subject, or who provide only consultation to highly qualified teachers of core academic subjects in adapting curricula, using behavioral supports and interventions, and selecting appropriate accommodations, are not subject to the same requirements that apply to teachers of core academic subjects.
Elementary Special Education Teachers If hold an elementary special education endorsement or an elementary endorsement or authorization with special education, then highly qualified to teach K-8 self-contained special education classroom.
Middle-level/Secondary Special Education Teachers
If teaching core academic subject, must have a partnership relationship with a highly qualified teacher in the core academic area if not highly qualified in the subject matter area.
Source: Teacher Standards and Practices Commission of Oregon; NCLB
Pennsylvania : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Puerto Rico : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Rhode Island : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
The Rhode Island Department of Education Website was offline during the update of this data. ECS will post updated information as it is made available. HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
The Rhode Island Department of Education Website was offline during the update of this data. ECS will post updated information as it is made available. South Carolina : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Highly qualified teachers are those teachers that have earned at least a bachelor's degree, demonstrated content knowledge in each core content area he/she teaches, do not have any waivers of the requirements for full state certification. A teacher is considered to meet the certification requirements for being highly qualified if he/she has one of the following certificates: Initial Critical Need (PACE) Professional (including Regular/Grade A certificates issued prior to 1970) International Intern Restricted Source: South Carolina Division of Educator Quality and Leadership; HQT Definitions
South Dakota : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Tennessee : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
While special education teachers who only provide consultative
services are excluded from meeting the highly qualified requirements, current guidance indicates
that special education teachers, who teach core academic subjects at the middle or secondary
level, must meet the subject specific requirements. For those special education teachers who
teach core academic subjects, the U.S. Department of Education is expected to issue guidance on
how states can establish procedures for those teachers to demonstrate competency in the core
content areas. The state will await further guidance and the reauthorization of the Individuals
with Disabilities Education Act (IDEA) to define the specific requirements pertaining to special
Texas : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
REQUIREMENTS FOR SPECIAL EDUCATION TEACHERSWhen used with respect to
any public elementary school or secondary school special education teacher teaching in a
State, such term means that:
The teacher has obtained full State certification as a special education teacher (including
certification obtained through alternative routes to certification), or passed the State special
education teacher licensing examination, and holds a license to teach in the State as a
special education teacher, except that when used with respect to any teacher teaching in a
public charter school, the term means that the teacher meets the requirements set forth in
the State's public charter school law
The teacher has not had special education certification or licensure requirements waived
on an emergency, temporary, or provisional basis
HOUSE Option for Secondary Special Education Teachers
The special education teacher has at least one creditable year of teaching experience in the subject
to be taught or in a closely related field and must document 24 points derived from:
Meeting the standard for Elementary Highly Qualified
[ 9 points for competency in Reading/Language Arts, Math, Science, or Social Studies ];
Passing an appropriate TExES Certification Exams:
EC-12 Special Ed [ for competency in Reading/Language Arts or Math ]; or
4-8 Generalist [ for competency in Reading/Language Arts, Math, Science, or Social Studies ]; or
4-8 Content Specific Exam [ for specific content area only ][ 12 points ]
Experience teaching in the core academic subject area or related field at the secondary level
[ 1 year = 1 point (maximum of 12 points)2 ];
College coursework in the core academic subject area or closely related field3
[ 1 college hour = 1 point ];
Professional development in the core academic subject area or related field3 that meets the
standards for Continuing Professional Education (CPE) credit {as defined in TAC, Title 19, Part 7,
Chapter 232, Subchapter R}
Source: Texas Education Agency; GUIDANCE FOR THE IMPLEMENTATION
NCLB HIGHLY QUALIFIED TEACHER REQUIREMENTS, http://www.tea.state.tx.us/nclb/hq.guidance.070705.web.pdf
Utah : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Vermont : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special educators who are performing primary instruction or team teaching roles in one or more of the core academic content areas (English language arts/reading, math, science, and social studies) for one or more students must meet HQT licensure and content knowledge requirements. HQT requirements can be met by meeting coursework/professional development credit requirements or through content knowledge exams.
To be HQT for his/her assignment, a special educator must carry an endorsement appropriate to the assignment AND must meet the HQT content knowledge requirements for the highest present level of performance of the students taught by the educator (which is not necessarily the students’ actual grade levels). The appropriate endorsement for any special education assignment is a special education endorsement (i.e., Special Educator, Consulting Teacher, Intensive Special Education Teacher, Teacher of the Deaf and Hard of Hearing, Teacher of the Blind and Visually Impaired, Educational SLP, Director of Special Education, Career and Technical Special Needs Teacher). In addition, the instructional levels of the endorsement used must encompass the actual grade(s) taught (e.g., grades K – 8, grades K – age 21, grade 7 – age 21) in order to be appropriate for the assignment.
Source: Vermont Department of Education; HQT Special Education Source: Vermont Department of Education; HQT Special Education
Virgin Islands : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Virginia : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
New or veteran elementary school teachers teaching one or more core academic subjects only to children with disabilities held to alternative academic standards (most severely cognitively disabled), in addition to the general requirements above, may demonstrate academic subject competence through “a high objective uniform State standard of evaluation” (the HOUSSE process). Source: Virginia Department of Education; Virginia Requirements to Be a Highly Qualified
Washington : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special education teachers, at all levels, who teach core academic
content as part of their teaching assignment are required to meet NCLB content area
knowledge requirements. At the elementary level they must meet the same requirement
as elementary education teachers. At the secondary levels they must meet NCLB content
area knowledge requirements in each core academic subject they are teaching. See the
new Points-Based HOUSSE.
West Virginia : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Elementary special education teachers (new and not new to the teaching profession) who are teaching one or more core academic subjects to students with severe cognitive disabilities (students who are assessed on the WV Alternate Assessment) may be considered highly qualified if the teacher meets full WV certification requirements in the specific area of exceptionality in special education as outlined in WV Board of Education Policy 5202 (Minimum Requirements for the Licensure of Professional and Paraprofessional Personnel and Advanced Salary Classifications), AND can demonstrate competence in areas of the basic elementary school curriculum or through a “high objective uniform state standard of evaluation” or HOUSSE. Middle or high school special education teachers (new and not new to the teaching profession) who are teaching one or more core academic subjects only to children with severe cognitive disabilities (students who are assessed on the WV Alternate Assessment) may be considered highly qualified if the teacher demonstrates “subject matter knowledge appropriate to the level of instruction being provided, as determined by the State, needed to effectively teach to those standards.” (This teacher would be considered highly qualified if the teacher meets full WV certification requirements in the specific area of exceptionality in special education as outlined in WV Board of Education Policy 5202 (Minimum Requirements for the Licensure of Professional and Paraprofessional Personnel and Advanced Salary Classifications), AND can demonstrate academic subject competence through a “high objective uniform state standard of evaluation” or HOUSSE.
Source: West Virginia Department of Education; HQT Special Education
Wisconsin : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
Special education teachers. Special education teachers who are teaching core academic subjects must give evidence of
being “highly qualified.” Special education teachers not new to the profession are highly qualified if they hold the regular
license for their assignment. They qualify through the HOUSE requirement. New special education teachers will be
required to take a licensing content test in the basic subjects under PI 34 and will qualify through the test requirement.Source: State of Wisconsin Department of Public Instruction; http://dpi.wi.gov/esea/pdf/hqteachers.pdf
Wyoming : NCLB Highly Qualified Teachers and Paraprofessionals Highly Qualified Teacher-Special Education (Updated July 2006)
WYOMING ELEMENTARY SPECIAL EDUCATION HOUSSE RUBRIC
Pursuant to requirements mandated by Federal IDEA Legislation
Experience must be in an elementary setting
College Level Course Work in the 4 Content Areas
Must be Content Specific Math, Science, Social Studies and Language Arts
Must equal 24 semester hours across the four areas
Courses cannot have the EDU or EDEX prefix unless they are reading courses
2 points per credit hour must equal at least 48 points. No Limit
5 points per activity per year with a maximum of 15 points. Last six years only.
Source; Wyoming Professional Teaching Standards Board: Wyoming Elementary Special Education Rubric