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NCLB is Now ESEA, So……. APLUS+ Conference October 2010 Diane Grotjohn - ppt download
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NCLB is Now ESEA, So……. APLUS+ Conference October 2010 Diane Grotjohn Diane.aplus@gmail.com
NCLB is Now ESEA! NCLB Act has always been a part of the Elementary and Secondary Education Act, But current administration wanted the name to be dropped, so ESEA it is! APLUS+ October 2010 2
Commonly Used Acronyms NCLBNo Child Left Behind Act of 2001 CAHSEECalifornia High School Exit Examination CTCCommission on Teacher Credentialing CDECalifornia Department of Education CCACCredential Counselors and Analysts of California CSETCalifornia Subject Examinations for Teachers HOUSSEHigh Objective Uniform State Standard of Evaluation CLADCross-cultural Language and Academic Development examination CSTPCalifornia Standards for the Teaching Profession CALPADSCalifornia Longitudinal Pupil Achievement Data Education System SEIDState Educator Identifiers HQTHighly Qualified Teacher APLUS+ October 2010 3
What has been is still in place…. Teachers need to be “HQT” HQT is seen as foundational – Feds and CDE assume all, or nearly all, teachers now meet these standards Transition over to “effective” teachers –How, exactly, is not totally clear –Teacher evaluations –Longitudinal student records APLUS+ October 2010 4
Three requirements for NCLB teacher compliance (HQT) Teachers of NCLB core academic subjects must have: 1. A bachelor’s degree 2. An appropriate State credential or intern certificate* (EC 47605.1) 3.Demonstrated core academic subject matter competence *Intern certificates may not be compliant next fall due to the recent court decision APLUS+ October 2010 5
6 State Credential Federal Content Knowledge Bachelor’s Degree
APLUS+ October 2010 7 ESEA (NCLB) Teacher Classification “ New” to the Profession –Holds a Credential (preliminary or professional clear) or CCTC approved Intern Certificate* issued on or after July 1, 2002. “ Not New” to the Profession –Holds a credential (preliminary or professional clear) or CCTC approved Intern Certificate issued before July 1, 2002. Entry Into The Profession - received a credential from another state prior to July 1, 2002, even if that credential was allowed to lapse. *Note: Recent Court ruling may negate Intern for NCLB
Charter School Flexibility Federal law (ESEA) defers to state only in areas of credential required For credential – State guidelines trump ESEA (NCLB) NOTE: ESEA did not change or alter credentialing requirements! APLUS+ October 2010 8
CA Charter Law Requires credentials for teachers of core, college prep –Vague about what is required for other courses Allows Charter to define “core” for state credential compliance purposes APLUS+ October 2010 9
10 Charter Schools Credentialing California Education Code 47605(1) –Teachers in charter schools shall be required to hold a Commission on Teacher Credentialing certificate, permit or other document equivalent to that which a teacher in other public schools would be required to hold. –It is the intent of the Legislature that charter schools be given flexibility with regard to non-core, non-college preparatory courses.
Teachers of non-core, non-college prep courses CA Law provides some flexibility in charter credentialing Federal Law does NOT provide flexibility about “Highly Qualified Teacher” –Teacher of ESEA defined core subject must meet subject matter, have a bachelor’s degree and hold “appropriate credential” –All other courses have no ESEA requirements –don’t confuse credential requirement with subject matter competency requirement APLUS+ October 2010 11
Personalized Learning Charters Must follow Independent Study Ed Code Under IS Ed Code, Any credential based on a bachelor’s degree and student teaching is valid to teach any subject, with the teacher’s consent. In order to be HQT, must also show subject matter competency APLUS+ October 2010 12
Any Credential? Yes! 44865. A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher:(a) Home teacher.(b) Classes organized primarily for adults.(c) Hospital classes.(d) Necessary small high schools.(e) Continuation schools.(f) Alternative schools.(g) Opportunity schools.(h) Juvenile court schools.(i) County community schools.(j) District community day schools. APLUS+ October 2010 13
But, IS isn’t on the list… Yes, it is! 51747.5. (a) The independent study by each pupil or student shall be coordinated, evaluated, and, notwithstanding subdivision (a) of Section 46300, shall be under the general supervision of an employee of the school district or county office of education who possesses a valid certification document pursuant to Section 44865 or an emergency credential pursuant to Section 44300, registered as required by law. (b) School districts and county offices of education may claim apportionment credit for independent study only to the extent of the time value of pupil or student work products, as personally judged in each instance by a certificated teacher. APLUS+ October 2010 14
APLUS+ October 2010 15 Limited Authorizations Supplementary Authorization (20 units, requires ESEA subject matter verification) Subject Matter Authorization (32 units, ESEA subject matter compliant)
APLUS+ October 2010 16 Non ESEA Authorizations Emergency Permits STSPs PIPs Pre-intern permits Questionable as of October, 2010 –Intern
APLUS+ October 2010 17 CLAD Authorization CLAD is not required by ESEA CLAD is required by California Education Code –You can be HQT (appropriately authorized to teach a subject) and misassigned (not authorized to teach EL students) if you teach ELL students and do not have a CLAD authorization!
APLUS+ October 2010 18 ESEA Core Academic Subjects English Reading/Language Arts Mathematics Science History Economics Civics/Government Geography Foreign Languages Arts English/Language Arts/Reading –Includes reading intervention and CAHSEE-English classes Mathematics –Includes math intervention and CAHSEE-Math classes Biological Sciences Chemistry Geosciences Physics Social Science –history, government, economics, geography Foreign Languages (specific) Drama/Theater (English Credential) Visual Arts Music Dance (PECredential ) In California …
APLUS+ October 2010 19 Demonstrating Subject Matter Competency for Elementary Teachers “ New” elementary teachers must: –Pass a California Commission on Teacher Credentialing (CCTC) approved subject matter examination – currently, the California Subjects Examination for Teachers (CSET) Multiple Subject Previous exams included MSAT, NTE, General Knowledge, NTE Commons Examination “Not new” elementary teachers have two options to demonstrate subject matter competency: –Exam Option: Passing any prior or current CCTC-approved subject matter exam –HOUSSE Option: Completing the California High Objective Uniform State Standard of Evaluation (HOUSSE)
APLUS+ October 2010 20 Demonstrating Subject Matter Competency for “New” Middle/high School Teachers 1.Exam Option: Passing a CCTC-approved subject matter examination in the core area 2.Course Work Option: a)CCTC-approved subject matter program in the core area, or b)Major in the core area, or c)Major equivalent in the core area (32 non remedial units), or d)Graduate degree in the core area “New” middle/high school teachers have two options to demonstrate subject matter competency:
APLUS+ October 2010 21 Demonstrating Subject Matter Competency for “Not New” Middle/high School Teachers 1.Passing any prior or current CCTC-approved subject matter exam in the core area, or 2.Completing course work in the core area, or 3.Obtaining advanced certification in the core area, or 4.California HOUSSE in the core area “Not new” middle/high school teachers have four options to demonstrate subject matter competency:
Certificate of Compliance Provide teacher a copy Remind teacher that currently there is no statewide electronic tracking of ESEA/NCLB It is the teacher’s responsibility to maintain their own document Edjoin requires copies APLUS+ October 2010 22
Should include teacher Statewide Educator Identifiers (SEID) Direct funded Charter Schools are the “district” and may sign the Certificate. Indirect funded Charter Schools must use the authorizing LEA’s name and appropriate LEA personnel must sign Certificate. APLUS+ October 2010 23
Complete this section ONLY if the Certificate pertains to a “special setting” as identified APLUS+ October 2010 24
APLUS+ October 2010 25
If placement is based on Education Code 44865 check “other” and write in Ed Code 44865 If placement is based on Local Teaching Assignment Option check “other” and write in appropriate Education Code APLUS+ October 2010 26
Based on Original credential or CA intern credential or entry into charter position that did not require a credential “New” = on or after July 1, 2002 “Not new” = before July 1, 2002 APLUS+ October 2010 27
Please note…only secondary teachers (i.e. those teaching grades 9-12 and departmentalized 7 th and 8 th ) can demonstrate subject matter competency via coursework or advanced certification APLUS+ October 2010 28
HOUSSE can only be used by “not new” teachers…except “New” secondary (i.e. departmentalized 7-12) special education teachers who were highly qualified in math, English, or science when hired APLUS+ October 2010 29
Must be signed by both teacher and district personnel District must retain original and provide teacher with a copy. Attach HOUSSE document if appropriate. APLUS+ October 2010 30
HOUSSE A process for “not new” teachers (and some “new” special education teachers) to demonstrate or verify subject matter competence in the subject(s) they are teaching Includes credit for experience, course work, professional development, and leadership/ service in the subject(s) Includes LIMITED additional option for observation or portfolio Is an OPTION available to schools/LEAs – not a requirement APLUS+ October 2010 31
HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA Total Points Experience in teaching core area - 10 pts per school year (Five years max) Circle years teaching this core academic subject: 1 2 3 4 5 50 pts Max. _____pts Experience must be as a classroom teacher in a public school –A maximum of five years (50 points) may be counted –Out-of-state experience may be counted, and non- consecutive years may be counted. –Experience working under an intern can be counted –Experience as a substitute teacher does not count All experience must be at a similar level (e.g. secondary to secondary) and content specific High Objective Uniform State Standard of Evaluation….Part 1 APLUS+ October 2010 32
High Objective Uniform State Standard of Evaluation….Part 1 HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAPoints Elementary School Teachers Core Academic Coursework: Select one if appropriate Completed 18 semester units in each of four core areas: 1)Reading/ Language Arts, 2) Mathematics and Science, 3) History and Social Sciences and 4) the Arts. - 50 pts, or Completed a CTC approved Liberal Studies Waiver Program - 50 pts, or National Board Certification in grade span - 60 pts, or Completed an advanced degree in teaching, curriculum instruction, or assessment in core academic area [e.g., MAT/MEd/MA/MS] - 60 pts _____pts Use for teachers working in a self-contained classroom, typically grades 6th and below, and Secondary special day (where all students are non-graduation track) classrooms Do not use this section for self-contained secondary classrooms even though the multiple subject credential may be the appropriate credential APLUS+ October 2010 33
High Objective Uniform State Standard of Evaluation….Part 1 HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAPoints Middle/High School Core Academic Coursework: Select one if applicable Completed CTC-Supplementary Authorization – 50 points, or Completed 15-21 Units of Core – 30 points, or Completed 22-30 Units of Core – 50 points, or Completed an advanced degree in teaching/curriculum/assessment in core academic area {e.g., MAT/MEd/MA/MS} – 60 points _____pts  For departmentalized K through 12th grade classrooms Units must increase teachers’ knowledge of core academic subject  An advanced degree in special education or school counseling will not qualify, MA in Admin does qualify APLUS+ October 2010 34
High Objective Uniform State Standard of Evaluation….Part 1 HOUSSE-PART 1: STANDARDS ALIGNED PROFESSIONAL DEVELOPMENT IN ASSIGNED AREA Points Standards Aligned Professional Development (20 hrs = 5 pts, 40 hrs = 10 pts ….)  Reading and Mathematics Professional Development Program (AB466 Training – now SB 472)  Beginning Teacher Support and Assessment (BTSA) Programs  Participate, but not yet certified, in National Board Certification program. NOTE: This list is not exhaustive. Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers ’ knowledge of core academic subjects, are standards-aligned, sustained, intensive and classroom-focused and are not 1-day or short-term workshops or conferences. NCLB requires that the list of professional development activities is available to the public. (See Section 3.2.3.1) (Within last six years) ______pts HOUSSE-PART 1: LEADERSHIP AND SERVICE TO THE PROFESSION IN ASSIGNED AREA Points Service and leadership roles within Core academic content area 1 yr = 30 pts, 2 yr = 60 pts, 3 yrs = 90 pts  Mentor, Academic Curriculum Coach, Supervising Teacher, College / University instructor in content area/content methodology, BTSA Support Provider, Department Chair, or National / State Recognition as “Outstanding Educator” in Content Area NOTE: This list is not exhaustive. NCLB requires that the list of qualified service and leadership activities is available to the public. (See Section 3.3 of the TRRG ______pts APLUS+ October 2010 35
Professional Development activities used for the HOUSSE evaluation must increase teachers’ knowledge of core academic subjects (Not methodology or instructional strategies such as CLAD) standards-aligned, (therefore, post-1997) sustained, (not one-day/short-term) intensive, and classroom-focused. High Objective Uniform State Standard of Evaluation….Part 1 APLUS+ October 2010 36
Special and Unique Cases
APLUS+ October 2010 38 Introductory Science Classes Think Middle/Junior High Any science credential is appropriate for 6 th, 7 th, 8 th, and 9 th grade science and 1-12 integrated science classes –Credential verifies ESEA Subject Matter Competency –Does NOT include General, Standard and Specialized Science Credentials Ed Code 44257.2. (a) –The holder of the single subject teaching credential in science shall be qualified and authorized to teach courses in general science, introductory science, integrated science, and coordinated science in kindergarten and grades 1 to 12, inclusive.
Special Education Teachers Must meet same ESEA requirements as general education teachers Unless they provide only consultation or instructional support services (re-teaching content) Secondary Special Education Teachers may use HOUSSE if “new” and HQT in Math, English or Science when hired APLUS+ October 2010 39
APLUS+ October 2010 40 ESEA Paraprofessional Requirements 1.High school diploma or the equivalent 2.Two years of college (48 units) or 3.A.A. degree (or higher) or 4.Pass a local assessment of knowledge and skills in assisting in instruction
APLUS+ October 2010 41 Verification Process for Special Settings (VPSS) 1.ESEA compliant in one ESEA core academic subject (includes elementary multiple subjects) 2.Complete content specific coursework in each area assigned to teach 3.Three years to complete the process Subject Matter Advanced Certification for Secondary Teachers in Special Setting: Approved January 11, 2007
Once HQT is established…. “effective” becomes key
The most significant factor in student achievement is the teacher. The difference between an effective and non- effective teacher can be one full level of achievement in a single school year. Unfortunately, on average, low-income and minority children have lower-quality teachers who are far more likely to be uncertified, to have scored poorly on college and licensure exams, and to be teaching outside of their field (Craig 2002). Good Teaching Matters … A Lot! APLUS+ October 2010 43
Districts must develop or have already developed…. –Board Policy that restricts the placement of teachers on Short Term Staff Permits, Provisional Intern Permits and credential waivers at high poverty low performing schools. Procuring, Training, Maintaining and Managing Qualified Personnel…Step 1 APLUS+ October 2010 44
Districts must develop or have already developed…. –Board Policy that equitably distributes interns at elementary schools across the District. Procuring, Training, Maintaining and Managing Qualified Personnel…Step 2 APLUS+ October 2010 45
Districts must develop or have already developed…. –Board policy that addresses how the district will strategically assign students at the middle and high school level to ensure interns will be placed in a manner that will not result in, a student having an intern for more than one class and that will not result in an intern assigned to a student for two consecutive years in high poverty and schools identified as being in deciles 1-3 program improvement. Procuring, Training, Maintaining and Managing Qualified Personnel…Step 3 APLUS+ October 2010 46
These policies will be enforced for planning for the ensuing school year and STSP and PIPS would be considered when there is an unexpected midyear vacancy that cannot be filled with a regular credentialed teacher; however board approval must be obtained as an action item and not placed on the consent calendar. Procuring, Training, Maintaining and Managing Qualified Personnel…Step 4 APLUS+ October 2010 47
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