1 Teacher Quality & Title I Paraprofessional Qualifications © 2006 Texas Education Agency

1

Teacher Quality &Title I

Paraprofessional Qualifications

© 2006 Texas Education Agency

2

Title I, Part A

Section 1119

Highly Qualified Teachers

3

The History

4

HOW IT ALL BEGAN: The Highly Qualified Teacher

A Nation at Risk:

Released in 1983.

Propelled the “world of education” into a tail-spin; it described the inadequacies that permeated through America’s educational system.

Ten years later, the crisis continued due to the lack of rigor, standards, and funding at the local, state, and national levels.

High expectations for high-poverty schools was virtually nonexistent locally and nationally, there was little consensus as to the approach for resolving the issue.

5


Redefining Education:

1993 government sought to eliminate Department of Education.

Remarkably, by the year 2000, education moved to the forefront of the nation’s domestic agenda.

The national consensus formed around the need to raise standards for all children.

6


Improving Education:

Opened dialogue.

Targeted and restructured increased accountability.

Closed the achievement gap.

Established clear national education goals.

Increased funding.

7


Improvement of Teaching:

The federal government made the first major investment to improve teacher education in almost 30 years.

School districts were challenged to stop two practices:

1) assigning people to teach outside their degreed field

2) assigning new teachers to the most challenging classes (“sink or swim” approach)

These practices lead to burnout and the departure of more than 20% of all new teachers.

8


Federal support:

National Board of Professional Teaching Standards was created.

Encouraged the upgrading of professional development programs.

In three years under the new program, Preparing Tomorrow’s Teachers to Use Technology, more than 400,000 of our nation’s new teachers were trained to integrate technology into the curriculum.

9


Colleges and universities allowed their schools of education to become marginalized.

College presidents were urged to make teacher preparation central to the mission of higher education.

Performance-based certification began whereby a potential teacher demonstrated the knowledge and skills necessary to be effective in the classroom.

10


“We need a dramatic overhaul of how we recruit, prepare, license,

induct, and retain good teachers. We will get the high-quality

teachers that our children deserve only when we prepare them

well, pay them well, and create conditions in which teachers are

treated as professionals whose learning and growth are valued and

supported.”Richard W. Riley

Former Secretary of Education

11


“At a time when millions of students are going to need extra help to

meet challenging new standards, we no longer can assume that

we can get good teachers on the cheap and expect them to work

only nine months a year. I believe it is a wise move for the future

of American education to make teaching a better-paid, year-round

profession.” Richard W. Riley


12


Capacity Building:

Dollars had to be infused into the educational system to support high-quality, sustained professional development for teachers and principals.

There was a need for schools to have the necessary tools to use test data effectively so to help students succeed more effectively, i.e.:

online diagnostic testing training and tools for data analysis timely test results extra time and extra help for those who need it

13


A workable accountability system linked to standards began in 1994 with the reauthorization of a new and improved ESEA.

In 1998 there was strong bipartisan support in Congress for a comprehensive school reform initiative.

In 1999 the $134 million Education Accountability Fund was created.

Resources were targeted to the poorest schools and promoted the idea of whole-school reform.

Title I required states to set a single high standard for all children and to test students at three key grades to gauge progress.

14


2001 ESEA required:

New annual tests for grades 3-8

Timelines for improvement

Equity and Excellence issues began to arise regarding achievement gaps between:

African Americans

Hispanic Americans

Other minority groups

Children with disabilities

Therefore, NO CHILD LEFT BEHIND was born.

15


“…the movement to raise achievement levels cannot be driven by

standardization. Creativity in teaching and learning must be

encouraged, not stymied. If we create an accountability system

that is more punitive than diagnostic, more about fear than

achieving success, then we will have missed the mark entirely

about how to raise standards.” Richard W. Riley


16

Certified Does Not Mean Highly Qualified

17

End of SY 2005-2006: All teachers in core academic subject areas

Two exceptions for certain new teachers:

Rural FlexibilitySpecial Education Flexibility

When?

18

When Hired—Title I, Part A Teachers

Schoolwide Campus: All teachers in core academic subject areas

Targeted Assistance Campus: All teachers whose salary is paid in whole or in part with Title I, Part A funds

Who?

19

NCLB Highly Qualified vs.State Certification Structure

The NCLB definition of “highly qualified” does not completely align to the current state certification structure and assignment rules.

Teachers who are allowed to teach certain courses under state certification and assignment rules may not meet the definition of “highly qualified.”

Teachers who do meet the definition of “highly qualified” may require a permit under the current state certification structure.

20

English

Reading/Language Arts

Mathematics

Science

Foreign Languages

Highly QualifiedCore Academic Subject Areas

Civics and Government

Economics

History

Geography

Arts (Music, Art, Dance, and Theatre)

21

Highly Qualified

A teacher meets NCLB definition if the teacher has—

Full State Certification, and

22

Highly Qualified



A person who holds a valid Texas standard teacher’s certificate or lifetime teacher’s certificate has full state certification.

23

Highly Qualified



A person who holds a valid Texas standard teacher’s certificate or lifetime teacher’s certificate has full state certification.

Also, a degreed individual who holds a probationary certificate, has demonstrated content mastery, and is participating in an acceptable alternate route to certification program may be considered “fully certified” under the “highly qualified” requirements.

24

Highly Qualified



Bachelor’s Degree (or higher), and

25

Highly Qualified




Demonstrated Competency

26

Highly Qualified





New Elementary Teacher—

Passing the Elementary Comprehensive Examination for Certification of Educators in Texas (ExCET) or the grade-level appropriate Texas Examination of Educator Standards (TExES).

27

Highly Qualified





Existing Elementary Teacher—

• Passing either the ExCET or TExES, or • Meeting the requirements established under

the High, Objective, Uniform State Standard of Evaluation for elementary teachers.

28

Highly Qualified





New Secondary Teacher—

• Passing the applicable ExCET/TExES content exam for a certification area appropriate to the teaching assignment, or• Having an academic major or graduate degree or the coursework equivalent to an undergraduate academic major in the core academic subject area(s) taught [i.e., 24 semester hours, with 12 of the hours being upper-division (junior- or senior-level) courses in the core academic subject area].

29

Highly Qualified





Existing Secondary Teacher—

• Passing the applicable ExCET/TExES, or• Having an academic major or graduate degree or the coursework equivalent to an undergraduate academic major in the core academic subject area taught, or • Meeting the requirements established under the High, Objective, Uniform State Standard of Evaluation for secondary teachers.

30

Implementation

The LEA should always place the best-qualified teacher available in the classroom.

In addition, each LEA and campus must have a recruitment and retention plan that demonstrates that the LEA has strategies and a timeline for attracting and retaining “highly qualified” staff, with the ultimate goal being that all teachers in the core academic subjects will be “highly qualified” by the end of the 2005-2006 school year.

31

Implementation

LEAs are advised to make adjustments to teacher assignments and hiring procedures that are prudent and manageable in order to come into compliance.

LEA’s are required to keep accurate documentation of teacher assignments and credentials. The burden of proof rests on the district in determining a teacher’s highly qualified status.

32

In general, permits, waivers, and other temporary credentials do not meet the federal intent of highly qualified; however, there are exceptions. TEA continues to work with USDE to determine flexibility in this area.

33

Permits, Temporary Credentials, & WaiversNOT in Compliance with “Highly Qualified”

Teaching waiver approved by the Commissioner of Education.

School District Teaching Permit approved by the Commissioner of Education.

34


Emergency permits issued by SBEC to uncertified individuals (subject, grade-level, or both) for assignments in the core academic subject areas.

Exception: It is possible for an elementary teacher to meet the requirements of a “highly qualified” secondary teacher if the teacher has full state elementary certification and the required coursework (24 semester hours, 12 of which are upper-division) for demonstrating competency in the subject area being taught at the secondary level.

35


Temporary Classroom Assignment Permit (TCAP) issued by the school district under SBEC rules to teach academic class periods outside of the subject area of certification in grades 6-12 for one year.

Exception: It is possible for a teacher under this permit to meet the requirements of “highly qualified” if the teacher has full state certification and the required coursework (24 semester hours, 12 of which are upper-division) for demonstrating competency in the subject area being taught that is outside their area of certification at the middle school or high school levels, as appropriate.

36


A nonrenewable permit (NRP) issued to a teacher who holds a lifetime certification that is no longer valid in order to allow time to reactivate certification by passing a state-approved examination.

Exception: It is possible for a teacher under this permit to meet the requirements of “highly qualified” if the teacher has the required coursework (24 semester hours, 12 of which are upper division) for demonstrating competency at the middle school or high school levels, as appropriate.

37


A nonrenewable permit (NRP) issued to a first-year teacher who has a baccalaureate degree and has completed all courses required for certification, including student teaching, but has not completed all certification exams.

38

Alternative Certification Programs

Teachers in ACP programs may be considered to be highly qualified during the internship year if they meet the following requirements.

Participate in an SBEC-approved alternative route to certification program under which they:

1) receive high-quality professional development that is sustained, intensive, and classroom-focused2) participate in a program of intensive supervision or structured mentoring 3) assume functions as a teacher not to exceed 3 years4) demonstrate satisfactory progress toward full certification

39

Alternative Certification – cont.

Hold a minimum of a bachelor’s degree

Demonstrate subject matter competency in each of the academic subjects assigned to teach:

1) for new elementary ACP interns – pass a rigorous State test of subject knowledge and teaching skills in reading, writing, math, and other areas of basic elementary curriculum (TExES).

2) for new secondary ACP interns – pass the appropriate TExES exam or have an academic major or graduate degree or the coursework equivalent in the core academic subject areas they teach.

40

Elementary Highly Qualified

41

NCLB Highly Qualified Teacher(Core Academic Subject Areas)

All core academic subject teachers must be HQ by end of SY 2005-2006.

Title I, Part A teachers must be HQ when hired.

Bachelor’s Degree

Full State Certification

Demonstrates Subject Competency

SecondaryElementary

42

Meet High, Objective, Uniform State Standard of Evaluation

Elementary(Demonstrates Subject Competency)

ExistingNew

Pass ExCET, TExES*

Pass ExCET or TExES*

OR

* or accepted comparable exam

43

High, Objective, Uniform State Standard of Evaluation

The state has the authority to develop a High, Objective, Uniform State Standard of Evaluation for existing elementary and secondary teachers.

HOUSE is defined in the NCLB Guidance Document.

44

HOUSE A for Elementary

Competency is demonstrated by meeting all three of the following criteria:

1. At least one creditable year of teaching experience.

AND2. A minimum of 24 points derived from—

Experience teaching at the elementary level [ 1 year = 1 point (maximum of 12 points) ]; and/orCollege coursework in English/Language Arts, Math, Science, and/or Social Studies* [ 1 college hour = 1 point ]; and/orProfessional development that meets the standards for Continuing Professional Education (CPE) credit established by SBEC rules[ 15 CPE clock hours = 1 point ].

45

HOUSE A for Elementary (cont’d)

AND3. Each of the subjects (English/Language

Arts, Mathematics, Science, and Social Studies*) is represented in the 24 points, whether through experience, college coursework, or professional development.

[*Note: The social studies requirement may be met through coursework or CPE hours in government, history, economics, geography, or political science.]

46

Professional Development CPE

Institutes, workshops, seminars, conferences, in-service or staff development;

Interactive distance learning, video conferencing, or on-line activities or conferences;

Independent study (20% max), which may include authoring a published work;

Development of curriculum or CPE training materials;

Teaching or presenting a CPE activity, (10% max);

Serving as a mentor educator, (30% max); and

Serving as an assessor under TAC §241.35 relating to the Principal Certificate (10% max).

47

Elementary

HOUSE A Activity

Scenario 1

48

Scenario 1: Is Jan Highly Qualified?

Jan is a certified elementary teacher who holds a bachelor’s degree. She taught 16 years in grades 3,4,5,6, teaching all four subjects 10 of those years. She began in 1974 and became a consultant in 1990. She has now returned to teach fifth grade in your district. She has not taken any ExCET or TExES exams. You are able to document college coursework in Physics (6 hrs.) and English (9 hrs.).

49


Using the forms located in the Scenario 1 section of your Activity Booklet, decide if you think Jan is highly qualified.

After a few minutes, we will discuss our findings as a group.

50


Jan is a certified elementary teacher who holds a bachelor’s degree. She taught 16 years in grades 3,4,5,6, teaching all four subjects 10 of those years. She began in 1974 and became a consultant in 1990. She has now returned to teach fifth grade in your district. She has not taken any ExCET or TExES exams. You are able to document college coursework in Physics (6 hrs.) and English (9 hrs.).

Bachelors? YCertified? YExCET/TExES? N

Elementary HOUSE A:One Year of Experience? YExperience: 16 yrs el.: 12 yrs maxCourses:

English: 9 hrsPhysics 6 hrs Total: 15 hrs (other course hrs not needed)

Total: 27 ptsPoints in all 4 subject areas –Through experience

Highly Qualified? YES

51

Scenario 1: Notes on Jan

Because Jan came into teaching prior to the ExCET test, she had to demonstrate HQ through HOUSE.

HOUSE A must be used since Jan teaches all subjects.

Jan demonstrated points in all four subject areas through her prior experience. This could also be shown through coursework, or a combination of the two.

52

HOUSE B for Elementary

Competency is demonstrated by meeting both of the following criteria:

1. The teacher has at least one creditable year of teaching experience.

AND

2. The teacher has college coursework equivalent to a college major in the subject to be taught.

Intended for departmentalized elementary classes, music, or art.

53

Elementary

HOUSE B Activity

Scenario 2

54

Scenario 2: Is Mark Highly Qualified?

Mark holds a bachelor’s degree, has secondary math certification, and has taught 7th and 8th grade math at your Junior High for 5 years. Mark has taken the secondary math ExCET, and has 24 hours of college hours in math (12 hours are from freshman and sophomore courses, and 12 hours are from junior and senior courses). You have already determined that he is HQ for his junior high math courses; however, your campus has recently become a middle school, adding 6th grade math to his teaching load. Can Mark be considered highly qualified to teach 6th grade math, even though he has not taken an ExCET or TExES in elementary?

55


Using the forms located in the Scenario 2 section of your Activity Booklet, decide if you think Mark is highly qualified.


56


Mark holds a bachelor’s degree, has secondary math certification, and has taught 7th and 8th grade math at your Junior High for 5 years. Mark has taken the secondary math ExCET, and has 24 hours of college hours in math (12 hours are from freshman and sophomore courses, and 12 hours are from junior and senior courses) Your campus has recently become a middle school, adding 6th grade math to his teaching load. Can Mark be considered highly qualified to teach 6th grade math, even though he has not taken an ExCET or TExES in elementary?

Bachelors? YCertified? YExCET/TExES? N (Not in elementary)Elementary HOUSE B:One year of experience? YCourses: 24 hours of math (12 hours are from freshman/sophomore courses, and 12 hours are from junior/senior courses)

Is Mark Highly Qualified? YES

57

Scenario 2: Notes on Mark

6th grade is considered elementary, thus middle school teachers teaching both 6th and 7th or 8th must demonstrate HQ status for elementary and secondary.

Mark’s 12 upper level coursework would generally be considered 3000/4000 level courses, or higher.

58

SecondaryHighly Qualified

59

NCLB Highly Qualified Teacher(Core Academic Subject Areas)



Bachelor’s Degree

Full State Certification


SecondaryElementary

60

OR


(In Subject Taught)

New

FOR ACADEMIC SUBJECT TAUGHT:• Academic Major or• Graduate Degree or• Coursework (Equivalent to an

Undergraduate Major in Subject Area Taught)

OR

Existing


(In Subject Taught)

OR

FOR ACADEMIC SUBJECT TAUGHT:• Academic Major or• Graduate Degree or• Coursework (Equivalent to an

Undergraduate Major in Subject Area Taught)

High, Objective, Uniform State Standard of Evaluation

Secondary(Demonstrates Subject Competency)

* or accepted comparable exam

61

HOUSE for Secondary

Competency is demonstrated by meeting BOTH of the following criteria:

1. At least one creditable year of teaching experience in the subject to be taught or in a closely related field; and

2. A minimum of 24 points (at least 6 of which represent the subject to be taught) derived from—

Experience teaching at the secondary level in the subject to be taught or in a closely related field [ 1 year = 1 point (maximum of 12 points) ];College coursework in the subject to be taught or in a closely related field [ 1 college hour = 1 point ]; and/orProfessional development in the subject to be taught or in a closely related field that meets the standards for Continuing Professional Education (CPE) credit established by SBEC rules [ 15 CPE clock hours = 1 point ].

62

“Closely Related Fields” for Secondary HOUSE

English

Reading

Speech

Journalism

Reading/LA

English

Speech

Journalism

History

Geography

Government

Economics

Pol Sci

Economics

Government

History

Geography

Pol Sci

Geography

History

Economics

Government

Pol Sci

Civics/Govt

History

Economics

Geography

Pol. Sci.

Science

Life Sci

Physical Sci

Biology

Earth Sci

Physics

Chemistry

Arts

Art

Music

Theatre Arts

Dance

Mathematics

Engineering

Statistics

Accounting

Foreign Languages

None

63

Secondary

HOUSE Activity

Scenario 3

64

Scenario 3: Is Marilyn Highly Qualified?

Marilyn is beginning her second year as a teacher at your high school. She teaches 5 sections of English and 1 of history. She has a bachelor’s degree in secondary education, as well as a master’s degree in English. She has 9 hours of history courses on her college transcript, but no hours in related fields (govt., economics, etc). She has secondary English certification and has taught 18 years. She began teaching in 1969, so she has not taken any ExCET/TExES exams. To date, she has received 45 hours of professional development in history.

65


Using the forms located in the Scenario 3 section of your Activity Booklet, decide if you think Marilyn is highly qualified.


66


Marilyn is beginning her second year as a teacher at your high school. She teaches 5 sections of English and 1 of history. She has a bachelor’s degree in secondary education, as well as a master’s degree in English. She has 9 hours of history courses on her college transcript, but no hours in related fields (govt., economics, etc). She has secondary English certification and has taught 18 years. She began teaching in 1969, so she has not taken any ExCET/TExES exams. To date, she has received 45 hours of professional development in history.

Bachelor’s? YCertified? YExCET/TExES in English? NExCET/TExES in History? NEnglish: College major, a graduate degree, or equivalent to a major? YHistory, College major, a graduate degree, or equivalent to a major? NIs she HQ in her primary assignment (English)? YHOUSE (for History):

Experience in History? 1 yrCourse hours in History: 9 hrsProf. Dev. in History: 45 hrs = 3 pts Total Points in History: 13 pts

Is she HQ in History? N

Marilyn is HQ in primary assignment, but not HQ in every course she teaches (History).

67

Scenario 3: Notes on Marilyn

On the HQ survey report, Marilyn would be counted as HQ on the top of the form because she is highly qualified in her primary assignment.

To gain HQ status in history, Marilyn will need to either take the appropriate TExES subject area test, take college coursework, or gain enough CPE credits to reach 24 points via HOUSE.

Under HOUSE 6 points must be in the subject area being taught, not just a closely-related field.

68

Special Education

Elementary

69

NCLB Highly Qualified Teacher(Special Education Core Academic Subject Areas)



Bachelor’s Degree

Full State Special Education Certification


SecondaryElementary

70

Elementary Special Education(Demonstrates Subject Competency)

ExistingNew

Pass ExCET or TExES

Pass ExCET or TExES

OR


71

Elementary Special Education

ExistingNew

Pass ExCET or TExES

Pass ExCET or TExES

OR


The elementary comprehensive ExCET exam can be used to show subject competency for PK-6th grade.

TExES exams meeting subject competency requirements for PK-8th grade are:• EC-12 Special Ed. (Reading/LA or Math)• 4-8 Generalist (Reading/LA, Math, Science, Social Studies)• 4-8 Content Specific Exam

72

Elementary Special Education

ExistingNew

Pass ExCET or TExES

Pass ExCET or TExES

OR


New Special Education Teachers who teach multiple subjects and are highly qualified in math, language arts, or science must demonstrate highly qualified in other subject areas within 2 years after the date of employment. Demonstration of highly qualified in “other” subjects may include using HOUSE options for elementary after one creditable year of experience is obtained.

73

HOUSE A for Elementary Special Education

Competency is demonstrated by meeting all three of the following criteria:

1. At least one creditable year of teaching experience.

AND2. A minimum of 24 points derived from—

Experience teaching at the elementary level [ 1 year = 1 point (maximum of 12 points) ]; and/orCollege coursework in English/Language Arts, Math, Science, and/or Social Studies* [ 1 college hour = 1 point ]; and/orProfessional development that meets the standards for Continuing Professional Education (CPE) credit established by SBEC rules[ 15 CPE clock hours = 1 point ].

74

HOUSE A for Elementary Special Education (cont’d)

AND3. Each of the subjects (English/Language

Arts, Mathematics, Science, and Social Studies*) is represented in the 24 points, whether through experience, college coursework, or professional development.

[*Note: The social studies requirement may be met through coursework or CPE hours in government, history, economics, geography, or political science.]

75

Special Education

Elementary HOUSE A Activity

Scenario 4—Part 1

76

Scenario 4-1: Is Sue Highly Qualified?

Sue is an elementary special education teacher at your campus. She provides the primary math and reading instruction for her 3rd-5th grade students. Sue has a bachelor’s degree, passed the generic all-level special education ExCET, and has been teaching the same classes for 8 years. She has 12 hours of college reading courses and has also attended 45 hours of professional development related to reading. She recently passed the Math 4-8 TExES. Is she highly qualified?

77


Using the forms located in the Scenario 4—Part 1 section of your Activity Booklet, decide if you think Sue is highly qualified.


78


Sue is an elementary special education teacher at your campus. She provides the primary math and reading instruction for her 3rd-5th grade students. Sue has a bachelor’s degree, passed the generic all-level special education ExCET, and has been teaching the same classes for 8 years. She has 12 hours of college reading courses and has also attended 45 hours of professional development related to reading. She recently passed the Math 4-8 TExES. Is she highly qualified?

Special Education Certified? YBachelor’s? YExCET/TExES in subject areas?

Math: YReading: N

Math:HQ because of TExES (4-8 subject area exams demonstrate mastery for PK-6)

Reading:HOUSE A:Experience in Reading? 8 yrsCourses: 12 hrsProf. Dev: 45 hrs = 3 ptsTotal: 23 pts

Sue is HQ in math, but not HQ in reading.

79

Scenario 4-1: Notes on Sue

The special education ExCET test is not sufficient to prove HQ status for elementary special education teachers.

Subject area mastery must be demonstrated through a test or by elementary HOUSE A or B.

The TExES 4-8 subject area exams will demonstrate subject competency for both Special Education and Regular Education teachers in those core subject areas from PK-8.

The Elementary comprehensive ExCET or the TExES 4-8 generalist exams can also be used to demonstrate subject matter competency (PK-6th).

80

HOUSE B for Elementary Special Education


1. The teacher has at least one creditable year of teaching experience.

AND

2. The teacher has college coursework equivalent to a college major in the subject to be taught.

Intended for departmentalized elementary classes, music, or art.

81

Special Education

Elementary HOUSE B Activity

Scenario 4—Part 2

82

Scenario 4-2: Now Is Sue Highly Qualified?

Let’s change our scenario and say that Sue has the equivalent of a college major in reading. On her transcript, she has 30 hours of reading courses, 18 of which are upper level. We already know that she has appropriate certification, a bachelor’s degree, and is HQ in math. By using HOUSE B, is she now highly qualified to teach her special education reading courses, as well?

83


Using the forms located in the Scenario 4—Part 2 section of your Activity Booklet, decide if you think Sue is highly qualified.


84


Let’s change our scenario and say that Sue has the equivalent of a college major in reading. On her transcript, she has 30 hours of reading courses, 18 of which are upper level. We already know that she has appropriate certification, a bachelor’s degree, and is HQ in math. By using HOUSE B, is she now highly qualified to teach her special education reading courses, as well?

Appropriately Certified? YBachelor’s? YExCET/TExES in subject areas?

Math: YReading: N

Math:HQ because of TExES

Reading:HOUSE B:One year experience? YCourses: 30 hours (18 upper level)

Sue is HQ to teach both math and reading.

85

Scenario 4-2: More Notes on Sue

Although you technically cannot use “college major” to identify an elementary teacher as HQ without going through HOUSE, the hours taken to attain the major can be used to qualify under HOUSE B.

86

SpecialEducationSecondary

87

NCLB Highly Qualified Teacher(Special Education Core Academic Subject Areas)



Bachelor’s Degree

Full State Special Education Certification


SecondaryElementary

88

*Meets Elementary Highly Qualified-only applies if teaching exclusively children assessed on alternate achievement standards and providing instruction only at the elementary level.

*Demonstrates Appropriate Level of Knowledge-only applies if teaching exclusively children assessed on alternate achievement standards and providing instruction above the elementary level. (same as Sec. Sp. Ed. HOUSE def.)

OR

New

FOR ACADEMIC SUBJECT TAUGHT:• Academic Major or• Graduate Degree or• Coursework (Equivalent to an Undergraduate

Major in Subject Area Taught)

Meets HOUSE for Secondary Sp. Ed.

Secondary Special Education(Demonstrates Subject Competency)

*Meets Elementary Highly Qualified-only applies if teaching exclusively children assessed on alternate achievement standards and providing instruction only at the elementary level.

OR

OR

*Demonstrates Appropriate Level of Knowledge-only applies if teaching exclusively children assessed on alternate achievement standards and providing instruction above the elementary level. (same as Sec. Sp. Ed. HOUSE def.)

OR

Existing

FOR ACADEMIC SUBJECT TAUGHT:• Academic Major or• Graduate Degree or• Coursework (Equivalent to an Undergraduate

Major in Subject Area Taught)

OR

OR

OR

Pass ExCET (content specific) or TExES Pass ExCET (content specific) or TExES

89

Appropriate Level of Knowledge/HOUSE for Secondary Special Education


At least one creditable year of teaching experience in the subject to be taught or in a closely related field; and

A minimum of 24 points (at least 6 of which represent the subject to be taught) derived from—

Meeting Elementary Highly Qualified (9 points for competency in Reading/Language Arts, Math, Science, or Social Studies)

OR

Passing an appropriate TExES Certification exam (12 points for any of the following: EC-12 Special Ed. (Reading/LA or Math), 4-8 Generalist (Reading/LA, Math, Science, or Social Studies), or 4-8 Content Specific Exam.

AND

90

Experience teaching at the secondary level in the subject to be taught or in a closely related field [ 1 year = 1 point (maximum of 12 points) ]; and/or

College coursework in the subject to be taught or in a closely related field [ 1 college hour = 1 point ]; and/or

Professional development in the subject to be taught or in a closely related field that meets the standards for Continuing Professional Education (CPE) credit established by SBEC rules [ 15 CPE clock hours = 1 point ].

Appropriate Level of Knowledge/HOUSE for Secondary Special Education (Continued)

91

Special Notes Related to Secondary Special Education

If using the Elementary HOUSE option for documenting the 9 points for meeting the standard for Elementary Highly Qualified, the teacher MAY NOT count the same college coursework or professional development for meeting Elementary HOUSE and Secondary Special Education HOUSE.

If using the Elementary teaching experience under the Elementary HOUSE option for documenting the 9 points for meeting the standard for Elementary Highly Qualified, the teacher may only count a maximum of 12 years teaching experience in any combination under this HOUSE option.

Districts may allow 6 points of college coursework or professional development for Special Education strategies or modifications courses or trainings.

92

Special Education

Secondary HOUSE Activity

Scenario 5

93

Scenario 5: Is Kelly Highly Qualified?

Kelly is a secondary special education teacher who teaches reading and math to 7th-12th grade special education students. She holds a bachelor’s degree, has taken and passed the EC-12 special education TExES, and has 2 years of experience teaching these same classes. On her transcript, she has 6 hours of reading, 6 hours of English, and 3 hours of math. Over the past two summers, she has accumulated 24 hours of professional development from math-related workshops and 6 hours in special education modifications. Is she highly qualified?

94


Using the forms located in the Scenario 5 section of your Activity Booklet, decide if you think Kelly is highly qualified.


95


Kelly is a secondary special education teacher who teaches reading and math to 7th-12th grade special education students. She holds a bachelor’s degree, has taken and passed the EC-12 special education TExES, and has 2 years of experience teaching these same classes. On her transcript, she has 6 hours of reading, 6 hours of English, and 3 hours of math. Over the past two summers, she has accumulated 24 hours of professional development from math-related workshops and 6 hours in special education modifications. Is she highly qualified?

Special Education Certified? YBachelor’s? YExCET/TExES in subject areas?

Math Y (Through Grade 8)Reading Y (Through Grade 8)

7th and 8th Grade: HQ via EC-12 special education TExES (Reading and Math)9th-12th:Secondary Special Education HOUSE:

Reading:Passed EC-12 TExES: 12 ptsSubject area Experience 2 yrsCollege hours (rdg/related): 12 hrsTotal:

26 pts

HQ in Reading 9-12? YMath:

Passed EC-12 TExES: 12 ptsSubject area Experience: 2 yrsCollege hours (math): 3 hrsProf. Dev. (math/Sp. Ed.-30 hours): 2 ptsTotal:

19 pts

HQ in Math 9-12? N

Kelly is HQ in all areas except high school math.

96

Scenario 5: Notes on Kelly

TExES EC-12 Special Education exam can only be used to demonstrate subject area competency for Reading/Language Arts and Math for grades EC-8.

Other subject areas for EC-8 and all subject areas in 9-12 require subject area competency beyond the special education exam.

Kelly did not need to use Elementary HOUSE to be considered HQ. If she had used it, her years of experience could not be duplicate counted on the special education worksheet and the Elementary HOUSE worksheet.

97

Special Cases

98

Teachers of Limited-English Proficient (LEP) Students

Teachers of limited-English proficient (LEP) students must meet the “highly qualified” requirements that apply to elementary teachers or secondary teachers for the core academic subject areas taught, as appropriate, in addition to the state requirement to hold the required English as a Second Language (ESL) or Bilingual certification.

99

Teachers Certified Outside of Texas

Teachers who are certified in another State meet the requirements of “highly qualified” if they have a valid out-of-state teaching certificate, a Bachelor’s degree, can demonstrate subject area competency, and hold a valid Texas One-Year Certificate.

100

Teachers Certified Outside of Texas

Prior to or during the validity of the one-year certificate, the teacher must meet the state’s certification testing requirements; otherwise, the teacher will not be considered highly qualified after the One-Year Certificate has expired.

101

Out of-State

Certification Activity

Scenario 6

102

Scenario 6: Is Bob Highly Qualified?

Bob has a bachelor’s degree and has taught biology for 10 years in Oklahoma. He recently moved across the state line, obtained a job teaching biology in a Texas district, and holds a valid Texas one-year certificate. On his transcript, Bob has 12 hours of biology and 18 hours of chemistry. Is he highly qualified?

103


Using the forms located in the Scenario 6 section of your Activity Booklet, decide if you think Bob is highly qualified.


104


Bob has a bachelor’s degree and has taught biology for 10 years in Oklahoma. He recently moved across the state line, obtained a job teaching biology in a Texas district, and holds a valid Texas one-year certificate. On his transcript, Bob has 12 hours of biology and 18 hours of chemistry. Is he highly qualified?

Certified? Y (one year)Bachelor’s? YExCET/TExES in biology? NMajor/Equivalent in biology? NSecondary HOUSE:

Biology:Subject area Experience: 10 yrsCollege hours:

Biology: 12 hrs

Chemistry (related): 18 hrs

Total: 40 pts

HQ in Biology? Y (Temporary)

Bob is HQ in biology for the current school year.

105

Scenario 6: Notes on Bob

Bob must hold or be eligible for a one-year Texas certificate.Once Bob’s one-year certificate expires, he will lose his HQ status unless he has passed the TExES exam for his teaching area.Bob needs to check with SBEC to see if any out-of-state tests he has taken may be deemed “comparable” to a Texas test.If the district chose to do so, Bob could have used 2 points toward HOUSE for each secondary out-of-state certification examination or national assessment instrument for teacher licensing taken in the core academic subject or closely related field. An elementary teacher could have done the same for any elementary level exams taken.

106

International Teacher Exchange Programs

Teachers who come to teach in Texas schools and who will be employed for no more than three years meet the definition of “highly qualified” if a foreign credential evaluation service verifies that:

1) the degree held is at least equivalent to a Bachelor’s degree offered by an American institution of higher education;

2) the teacher holds valid teaching credentials in his/her country; and

3) the teacher demonstrates competency.

107

Elementary DAEPs and AEPs

At the elementary school level, teachers who provide instruction and assignments in DAEPs or AEPs must meet the same “highly qualified” requirements as all elementary school teachers.

108

Secondary DAEPs and AEPs

At the middle and high school levels, arrangements could be made for independent study opportunities or distance learning methods, where an off-site teacher of record provides materials and lessons for the student.

In such cases, the on-site teacher would not serve as the primary teacher (the teacher of record) but would assist in the teaching and learning.

The teacher of record must meet the definition of “highly qualified.” Note: Teacher of record does not necessarily meet TEC 37.008 requirements.

109

Long-Term Substitutes

An individual that is hired to substitute for a teacher while the teacher is out sick or on leave is not considered the teacher of record and is not required to meet the requirements of “highly qualified.”

110

Long-Term Substitutes

However, if an individual is hired to substitute for a teacher who has not been hired, the substitute becomes the teacher of record and must meet the requirements of a “highly qualified” teacher.

Parent notification requirements apply.

111

Highly Qualified Flexibility for Rural Schools

112

Who is Eligible for Rural Flexibility?

LEA’s who were eligible for REAP flexibility and the Small Rural School Achievement Program through USDE. This generally applies to LEA’s with 600 or fewer ADA with a school locale code of 7 or 8.

113

Rural Flexibility for NEW Teachers

Applies to teachers hired by the LEA for the 2004-2005 school year or beyond.

States that newly hired teachers in eligible LEA’s who teach two or more subjects and are highly qualified in at least one core academic subject they teach will have three years from the date of hire to become highly qualified in each core academic subject they teach.

114

Rural Flexibility for EXISTING Teachers

Applies to teachers teaching at the LEA during the 2003-2004 school year.

States that teachers who teach two or more subjects and are highly qualified in at least one core academic subject area they teach, but do not meet all the criteria for a highly qualified teacher in each of the core academic subjects they teach, will have until the end of the 2006-2007 school year to become highly qualified in each subject they teach.

115

To Utilize Rural Flexibility, LEA’s Must:

Ensure that all teachers in core academic subjects are highly qualified in at least one core academic subject they teach.

Provide high-quality professional development that increases the teachers’ content knowledge in the additional subjects they teach.

Provide mentoring or a program of intensive supervision that consists of structured guidance and regular, on-going support so they become highly qualified in the additional core academic subject(s) they teach.

116

Rural Schools Flexibility Activity

Scenario 7

117

Scenario 7: Is Lisa Highly Qualified?

Lisa was hired at the beginning of the 2004-05 school year by your rural school district to teach five secondary English classes and 2 biology classes. She was fully certified via TExES to teach English, but not science. On her transcript, she has 6 hours of biology and 6 hours of chemistry. She has taken 30 hours of professional development related to science. Is she HQ?

118


Using the forms located in the Scenario 7 section of your Activity Booklet, decide if you think Lisa is highly qualified.


119


Lisa was hired at the beginning of the 2004-05 school year by your rural school district to teach five secondary English classes and 2 biology classes. She was fully certified via TExES to teach English, but not science. On her transcript, she has 6 hours of biology and 6 hours of chemistry. She has taken 30 hours of professional development related to science. Is she HQ?

Certified? YBachelor’s? YExCET/TExES?

English: YScience: N

Secondary HOUSE:Science:

Subject area Experience: 1 yrCollege hours:

Biology: 6 hrs

Chemistry (related) 6 hrs Prof. Dev.: 30 hrs = 2 pts

Total: 15 pts

Is Lisa HQ in English? YIs Lisa HQ in Science? N

120

Scenario 7: Notes on LisaLisa is HQ in English; therefore, on the HQ survey, she can be counted as HQ in her primary field. However, the science classes would be reported as being taught by a non-HQ teacher.

Lisa has until the end of 2006-07 (3 years) to either: take more coursework, gain more Professional Development hours to qualify via HOUSE, or take the appropriate TExES.

Lisa was able to use the HOUSE option to prove HQ status because she had completed one full year of teaching science.

NOTE: If Lisa had been hired in 05-06, she would not be eligible to attempt the HOUSE option because she did not have one full year of experience yet. Although HQ surveys are not submitted until summer, data must be collected during the current school year.

121

Reporting

122

• Increase in the percentage of highly qualified teachers for each LEA and campus so that ALL teachers teaching in core academic subject areas are “highly qualified” no later than the end of the 2005-2006 school year.

• Annual Highly Qualified TeacherCompliance Report

• Parent Notification Requirements

State and LEA Annual Planning and Reporting Requirements

123

Plan for Teacher Quality Requirements under NCLB

124

• Strategies and activities to ensure LEA is making progress toward meeting measurable achievement objectives:

• Percent of highly qualified teachers (HQT)

• Percent of classes taught by HQT

• Percent of classes in high poverty schools taught by HQT

• Percent of teachers receiving high-quality professional development


125


2005-2006 Targets*100% - percent of HQT*100% - percent of classes taught by HQT*100% - percent of classes in high-poverty school taught by HQT*100% - percent of teachers receiving high-quality professional development

126


Each LEA and campus must have a recruitment and retention plan that describes strategies to:

Increase percentage of HQT on each campus to meet 100% by end of 2005-06, or later if exceptions apply (i.e. rural schools and special education)

Ensure low-income students and minority students are not taught at higher rates than other student groups by teachers who are not HQ

Attract and retain HQT

Assist teachers not currently HQ to meet the HQ requirements in a timely manner

127

Paraprofessionals

128

Title I, Part AParaprofessional Qualifications

Any paraprofessional with instructional support duties working in a Title I, Part A program must have a high school diploma or its recognized equivalent.

129


Paraprofessionals with instructional duties hired before January 8, 2002, must satisfy the following requirements by the end of the 2005-2006 school year.

Any paraprofessional with instructional support duties hired after January 8, 2002, and working in a Title I, Part A program must meet one of three criteria in statute when hired.

130



The term “instructional support duties” means that the paraprofessional is actively assisting in providing direct instruction to students.

131



The term “instructional support duties” means that the paraprofessional is actively assisting in providing direct instruction to students.

LEAs should refer to a paraprofessional’sjob description to determine whether the qualification requirements apply.

132


2 years of study at institution of higher education; OR

133



For purposes of Title I, Part A in Texas, two years of study at an institution of higher education is defined as completion of 48 semester hours or equivalent trimester hours, or as defined by the institution, whichever is less.

134



For purposes of Title I, Part A in Texas, two years of study at an institution of higher education is defined as completion of 48 semester hours or equivalent trimester hours, or as defined by the institution, whichever is less.

Statute does not list any required field of study.

135



Associate’s (or higher) degree; OR

136




Statute does not list any required field of study.

137




Meet a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment.

138




Meet a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment.

• Knowledge of, and the ability to assist in, instruction of reading, writing, and mathematics; or

• Knowledge of, and the ability to assist in, instruction of reading readiness, writing readiness, and mathematics readiness, as appropriate.

139

Title I, Part A Paraprofessionals hired after January 8, 2002

Any Title I, Part A paraprofessional with instructional support duties in the core academic subject areas hired after January 8, 2002, who does not meet the paraprofessional qualifications, must be provided a rigorous academic assessment as soon as possible.

School districts are advised that any newly hired Title I, Part A paraprofessional must meet the paraprofessional qualifications before being hired.

140

Paraprofessional Qualifications

Exceptions:

Paraprofessional who is proficient in English and a language other than English who provides services solely by acting as a translator; or

Paraprofessional whose duties consist solely of conducting Title I, Part A parental involvement activities.

141

Title I, Part A Paraprofessionals with Instructional Duties in Core Academic Subject Areas

Campus Receives Title I, Part A funds?

No

QualificationsNot Applicable

Yes

Targeted Assistance or

Schoolwide Campus?

Targeted Assistance campus: ONLY a paraprofessional withinstructional duties in core academic subject areas whose salary is paid with Title I, Part A funds.

Schoolwide campus: ALLparaprofessionals with instructional duties in core academic subject areas without regard to the source of funding of the position.

142

Paraprofessionals hired after January 8, 2002, must meet ONE of these three criteria when hired

Paraprofessionals hired on or before January 8, 2002, must meet ONE of these three criteria by end of 2005-06

school year.

Option 3: A rigorous standard of quality and can demonstrate through a formal academic assessment, knowledge of, and the ability to assist in, instruction of reading (or reading readiness), writing (or writing readiness), and mathematics (or mathematics readiness), as appropriate.

Option 1: Two yearsof study at an institution of higher education.

Option 2: An associate’s

(or higher) degree.

143

Portability of Paraprofessional Qualifications

When hiring a Title I, Part A paraprofessional who will have instructional support duties, local policy should determine whether the school district will accept the assessment results from another school district or open-enrollment charter school or require the paraprofessional to take the local assessment used by the hiring campus or school district.

For consistency, school districts may want to consider having all campuses within the school district use the same instruments and processes for assessing paraprofessionals.

144

• Percentage of Title I, Part A paraprofessionals who meet the Section 1119 qualifications

• Reported on Title I, Part A Annual Compliance Report in eGrants

State and LEA Annual Planning and Reporting Requirements

145

For additional information, contact the Division of NCLB Program Coordination

at TEA.

www.tea.state.tx.us/nclb/[email protected]

Documents

1 Teacher Quality & Title I Paraprofessional Qualifications © 2006 Texas Education Agency