Source: http://idea.ed.gov/explore/view/p-old/,root,dynamic,TopicalBrief,20,.html
Timestamp: 2018-01-21 02:33:51
Document Index: 174633106

Matched Legal Cases: ['art 300', 'art 300', 'art 300', 'art 300', 'art 300', 'art 300']

Topic: HQT
(See also Alignment with the No Child Left Behind Act)
The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes from preexisting regulations to the final regulatory requirements regarding highly qualified teachers.
The option for teachers to meet the requirements of section 9101 of the ESEA by meeting the requirements of 34 CFR 300.18(c) and (d) [see “Establishes requirements for special education teachers teaching to alternate achievement standards” and “Establishes requirements for special education teachers teaching multiple subjects” in this document].
2. Establish requirements for special education teachers in general.
When used with respect to any public elementary school or secondary school special education teacher teaching in a State, highly qualified requires that:
[34 CFR 300.18(b)(1)] [20 U.S.C. 1401(10)(B)]
3. Describe how a special education teacher can meet the general requirements when participating in an alternative route to certification program.
A teacher will be considered to meet the standard in 34 CFR 300.18(b)(1)(i)) [see the requirement regarding full State certification in paragraph 2 of this document] if that teacher is participating in an alternative route to special education certification program under which the teacher:
The State ensures, through its certification and licensure process, that the provisions in 34 CFR 300.18(b)(2)(i) are met [see the requirements regarding alternative routes to certification in this paragraph].
[34 CFR 300.18(b)(2)] [20 U.S.C. 1401(10)(B)]
4. Describe how a special education teacher who is not teaching a core academic subject can meet the requirements.
Any public elementary school or secondary school special education teacher teaching in a State, who is not teaching a core academic subject, is highly qualified if the teacher meets the requirements of 34 CFR 300.18(b)(1) [see “Establishes requirements for special education teachers in general” in this document] or the requirements of 34 CFR 300.18(b)(1)(iii) [the requirement that the teacher holds at least a bachelor’s degree] and (b)(2) [see “Describes how a special education teacher can meet the general requirements when participating in an alternative route to certification program” in this document].
[34 CFR 300.18(b)(3)] [20 U.S.C. 1401(10)(B)]
5. Establish requirements for special education teachers teaching to alternate achievement standards.
When used with respect to a special education teacher who teaches core academic subjects exclusively to children who are assessed against alternate achievement standards established under 34 CFR 200.1(d), highly qualified means the teacher, whether new or not new to the profession, may either:
[34 CFR 300.18(c)] [20 U.S.C. 1401(10)(C)]
7. Provide for separate HOUSSE standards for special education teachers.
Provided that any adaptations of the State’s HOUSSE would not establish a lower standard for the content knowledge requirements for special education teachers and meets all the requirements for a HOUSSE for regular education teachers:
The standards described in 34 CFR 300.18(e)(1) [see the prior bullet] may include single HOUSSE evaluations that cover multiple subjects.
[34 CFR 300.18(e)] [20 U.S.C. 1401(10)]
8. Create a rule of construction.
Notwithstanding any other individual right of action that a parent or student may maintain under Part 300, nothing in Part 300 shall be construed to create a right of action on behalf of an individual student or class of students for the failure of a particular State educational agency (SEA) or local educational agency (LEA) employee to be highly qualified, or to prevent a parent from filing a complaint under 34 CFR 300.151-300.153 about staff qualifications with the SEA as provided for under Part 300.
[34 CFR 300.18(f)] [20 U.S.C. 1401(10)(E)]
9. Describe the applicability of definition to ESEA and clarification of “new” special education teacher.
A teacher who is highly qualified under section 602(10) of IDEA [20 U.S.C. 1401(10)] shall be considered highly qualified for purposes of the ESEA.
For purposes of 34 CFR 300.18(d)(3) [see “Establishes requirements for special education teachers teaching multiple subjects,” regarding new teachers, in this document], a fully certified regular education teacher who subsequently becomes fully certified or licensed as a special education teacher is a new special education teacher when first hired as a special education teacher.
[34 CFR 300.18(g)] [20 U.S.C. 1401(10)(F)]
14. Establish a deadline for special education teachers to be highly qualified.
The qualifications described in 34 CFR 300.156(a) [see “Establishes the responsibility of the SEA for personnel qualifications” in this document] must ensure that each person employed as a public school special education teacher in the State who teaches in an elementary school, middle school or secondary school is highly qualified as a special education teacher by the deadline established in section 1119(a)(2) of ESEA.
16. Create a rule of construction.
Notwithstanding any other individual right of action that a parent or student may maintain under Part 300, nothing in Part 300 shall be construed to create a right of action on behalf of an individual student or a class of students for the failure of a particular SEA or LEA employee to be highly qualified, or to prevent a parent from filing a complaint about staff qualifications with the SEA as provided for under Part 300.
[34 CFR 300.156(e)] [20 U.S.C. 1412(a)(14)(E)]
Section 1119(a)(2)