NCLB, Highly Qualified and IDEA 2004

How it all fits together and

What it means for you.RIDE Spring Leadership Conference

May 11, 2006Grossi/Olsen

2006

Session Objectives

Participants will:• Gain information about federal and

Rhode Island requirements for Highly Qualified Teachers and Teacher Assistants

• Generate an issue list for future follow-up

Federal Requirements

What is No Child Left Behind?

The No Child Left Behind Act of 2001 (NCLB) was designed to improve student achievement and change the culture of schools.

This new law amended the Elementary and Secondary Education Act (ESEA).

NCLB is built on four pillars:– Accountability for results– Doing what works based on scientific research– Expanded parental options– Expanded local control and flexibility

Any public school teacher, Any public school teacher, elementary or secondary, who is the elementary or secondary, who is the teacher of record for a core academic teacher of record for a core academic subject (english, reading or language subject (english, reading or language arts, mathematics, science, history, arts, mathematics, science, history, civics and government, geography, civics and government, geography, economics, the arts, and foreign economics, the arts, and foreign language) must be "highly qualified."language) must be "highly qualified."

What is “Highly Qualified”?

“Highly qualified” is a specific term defined by NCLB and IDEA. NCLB requires that teachers:

Hold a bachelor’s degree.Hold full state certification.Demonstrate subject matter competency in the core academic subjects that the teacher teaches.

IDEA 2004 Highly QualifiedSpecial Education Teachers

• NCLB Definitions Apply • Certification has not been waived on an

emergency, temporary or provisional basis, • Clarifies requirements for Special

Education Teachers teaching to Alternate Achievement Standards

• Clarifies requirements for Special Education Teachers teaching Multiple Subjects

Special Education Teachers Teaching to Alternate Achievement Standards

• Teaches core academic subjects exclusively to students who are assessed against alternate achievement standards.

• Meet NCLB requirements or• In the case of instruction above the

elementary level “has subject matter knowledge appropriate to the level of instruction being provided” to effectively teach to those standards.

Special Education Teachers Teaching Multiple Subjects

• Meet NCLB requirements• Teacher who is not new may also

demonstrate HQ through HOUSSE• Teacher who is new and highly qualified

in (one area) mathematics, language arts or science must demonstrate competence in other core academic areas through HOUSSE not later than two years after hire

“Highly qualified” is NOT the same as certified

• Certification is required to be designated “highly qualified” but does not guarantee that a teacher meets the federal definition of “highly qualified”

• The designation of “highly qualified” is for the specific teaching assignment

• A teacher may be “highly qualified” for one assignment and not another

All Instructional Teacher AssistantsGood CharacterHigh School Diploma or General EquivalencyTA Training Program (If Hired After January 1, 1999)One of 3 following requirements

2 years higher education (48 hours)Associates Degree or higherAssessment (ParaPro is State Assessment)

Legal Requirements - Employment

Qualifications

Non-Instructional Teacher AssistantsGood CharacterHigh School Diploma or General EquivalencyTA Training Program (If Hired After January 1, 1999)Proficiency in English & language other than English if serving as translator for ESL students

Other Paraprofessionals as recognized by RIDE, e.g., therapy assistants

Legal Requirements - Employment

Qualifications

State Standards for Training Program Approval

1. Professionalism in Communication & Collaboration

2. Instructional Opportunities

3. Learning Environment re: Behavior

4. Health, Safety & Emergency Procedures

Legal Requirements - Beginning TA Competencies

State Guidelines

1. English As A Second Language

2. Speech/Language

3. Behavior

4. Instructional Teams, Supervision & Performance Evaluation

5. In progress - Community-Based Instruction

Competencies for Specific Assignments

• Substitute TAs employed more than 20 days in a given school year must be fully qualified.

• TAs engage in ongoing PD related to their job assignment

• Districts maintain data re: TAs’ ongoing PD

Other Legal Requirements

Am I “Highly Qualified”?

Highly Qualified by virtue of certification and assignment

• Special education teachers providing services and are NOT the teacher of record for any subject (resource models and/or co-teaching with a regular education teacher) are Highly Qualified

• The teacher of record is the teacher responsible for content instruction and determining student grades

Reflection

Pair share discussion:• How have your

service delivery models changed?

• What works?• What doesn’t?• How will this

impact your next steps?

Special Education Teachers

• Must complete the HOUSSE verification process for each core content area if the teacher is:

– teaching students core content – teacher of record for that subject

What is the Rhode Island HOUSSE Plan?

The Rhode Island HOUSSE Plan provides two options through which experienced teachers can demonstrate that they are "highly qualified."– Option #1: Academic preparation, National

Board for Professional Teaching Standards Certification, or testing

– Option #2: Prior experience, professional development, service, and other professional recognition

How do teachers document that they are "highly qualified"?

All teachers who teach any core academic classes must complete the Rhode Island “Highly Qualified” Teacher Verification Form (elementary or secondary version)

– Teachers list all core academic subject classes. Teachers who teach multiple sections of the same class write each section on a different line.

– Teachers review the criteria for Option #1 and indicate all assignments for which they are “highly qualified.”

– If there are still assignments for which they are not "highly qualified”, teachers complete the appropriate HOUSSE rubric to determine if they are “highly qualified” by the criteria for Option #2.

What is Option #1? Teachers who meet any ONE of the following

criteria are “highly qualified” in terms of subject area

– Hold an academic major or course work equivalent to an academic major (30 credits) for each content area of the teaching assignment (secondary only) OR

– Hold an advanced degree in the content area of the teaching assignment (secondary only) OR

– Hold National Board for Professional Teaching Standards certification in the content area of the teaching assignment OR

– Have passed a rigorous content examination identified by RIDE as acceptable for the teaching assignment (elementary, middle school or severe profound see handout).

What is the equivalent of an academic major? For each core academic subject area

taught by a middle school or secondary school teacher the coursework equivalent of a major is 30 credits.

For early childhood and elementary school teachers who teach all core content areas there is no equivalent to an academic major.

Courses must be in the content areas, not courses in the school or college of education (typically EDU, EDC pre-fixes).

What is Option #2?Teachers who cannot demonstrate

subject matter competency for each assignment through Option #1 can determine whether their prior experience is sufficient to meet the definition of "highly qualified".

Using the Rhode Island HOUSSE Rubric, teachers document prior experience.

How many points do I need on the rubric? You must complete a rubric for each assignment

for which you are not “highly qualified” by Option #1.

– For each assignment you need a minimum of 100 points.– Elementary teachers must complete the elementary

rubric and receive at least 33 points in English Language Arts, 33 points in mathematics, 17 points in science and 17 points in social studies.

– Those points must come from at least three different categories on the rubric.

– Elementary teachers must demonstrate points in at least three different categories on the rubric in each of the four content areas.

What kinds of experiences can be used to document subject matter competency?

Years of teaching experience in an accredited school

College level course work in the content area

Professional development activities related to the content area

Service to the content areaAwards in the content area

Roles and Responsibilities

Resources and Information

Office of Educator Quality and Certification

www.ride.ri.govwww.ritap.org/ta

Steven.olsen@ride.ri.govBarrie.grossi@ride.ri.gov