Getting a Handle on Highly Qualified CALPADS Reporting, EDMS, and Beyond

TOM TORLAKSONState Superintendent of Public Instruction

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Getting a Handle on Highly QualifiedCALPADS Reporting, EDMS, and Beyond

California Department of Education

2014 Statewide Workshop Series


Issues and Answers

Ron Taylor, Education Administrator I 916-323-4819

Lynda Nichols, M.Ed., Education Consultant 916-323-5822

Kelly Heffington, Program Analyst 916-324-5689

Caitlin Stephens, Office Technician 916-445-7331

Title II Leadership Office

CALPADS OfficeBrandi Jauregui, Staff Information Systems Analyst 916-327-7367


The most terrifying words in the English language….We are from the CDE and we'd like to talk about reporting…

Why am I here…what have we done…what do we do now?


Why am I Why am I Here?Here?

Required To Be Here

Failed to Report EDMS data for three years

• 2011–12

• 2012–13

• 2013–14

Mandatory to prevent Title II, Part A funds from being frozen

Reported less than 50% HQT via CALPADS

• 2013–14

Suggest You Be Here

Failed to Report EDMS for two years

• 2012–13

• 2013–14

Putting your Title II, Part A funds at risk

Reported less than 75% HQT via CALPADS

• 2013–14

Or…You responded to the Statewide Invitation because you wanted to be here!


What Have We What Have We Done?Done?

More than likely…..•Reported incorrectly on CALPADS

– Course codes don’t match

– Indicated a class was NOT NCLB when it was

– Indicated a teacher was NOT HQT when they were

– Hired non-HQ teachers

Or as simple as– Failed to report required data


What Do We Do What Do We Do Now?Now?

• Establish policies to ensure timely reporting….CALPADS and EDMS

• Establish policies to ensure accurate reporting….NEVER “certify” unchecked submissions

• Send credentialing analyst(s) to CCAC conference EACH year in Sacramento ….use Title II funds

• Never use Report 3.5 (NCLB Core Course

Section) to verify HQT….use 4.3 (Staff Teaching Assignment Detail)


CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Highly Qualified Teacher Data in the

California Longitudinal Pupil Achievement Data System


CALPADS…Course Codes…..and NCLBDefining course codes

Course code…there’s a

code?

Ok… I know one of you changed that code

Hum…wonder what’s for lunch?

Let's see…where can I stick this class?


Security Roles in CALPADSSecurity Roles in CALPADS

• There are three basic levels of security roles for LEAs in CALPADS.

– Administrative - CALPADS LEA Administrator (usually in data or information technology)

• Responsible for assigning school level user accounts

– Data submission – Program-level staff• Can only submit and update data

– Data certification – Superintendent-level staff• Responsible for reviewing and certifying data in

certification reports

• You may not have access, but your CALPADS LEA Administrator knows who does.


Data SubmissionData Submission


How are HQT Data Submitted in How are HQT Data Submitted in CALPADS?CALPADS?

• Fall 2 Submission

– Course Section File

• State Course Code – State Level “Course” name

• Local Course Name – Your local course name

• NCLB Core Course Instructional Level – Elementary/Secondary/Not a Core Course

• Highly Qualified Teacher (HQT) Competency Code – How a teacher is or is not highly qualified


Definition of an NCLB Core Course Definition of an NCLB Core Course in CALPADSin CALPADS

• Falls into one of the NCLB Core Content Areas based on the State Course Code

• Flagged as – Elementary Core or

– Secondary Core

• State course codes that are designated as “Unknown” can also be flagged as – Core (Elem. Or Sec.)

or

– Not Core

at the discretion of the LEA


How are HQT Data Submitted in How are HQT Data Submitted in CALPADS?CALPADS?

• Batch submission– Used by large districts when

submitting many course records at once.

• Online maintenance– Used either for small schools with no

formal student information system or for manual updates to small groups of students.

Click on Maintain Course Data

Maintaining Course Data through the Maintaining Course Data through the CALPADS Online Maintenance ToolCALPADS Online Maintenance Tool

Select Course Section

Select Maintain Course Sections


State course

Local Course Name

NCLB Core Level

HQT Method

Click to validate

Fields denoted with asterisks * are required



Data ValidationData Validation


Input Validations for HQT DataInput Validations for HQT Data

• CALPADS performs checks to ensure that the data you are submitting conform to the business rules for HQT reporting…..Input Validation Rules

• CALPADS Error List

– CALPADS System Documentation Web page:

• http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp

Input Validation RulesInput Validation Rules

Error # Error Message

Error Description Severity Fields validated Possible Resolution

CRSE0127 Invalid NCLB Core Course Instructional Level Code

If CRS-State Course Code is indicated as likely to be core then NCLB Core Course may not equal N

Reference Course Group Master Combos Valid Combination

Warning 9.07 CRS-State Course Code

9.11 CRS-NCLB Core Course Instructional Level Code

1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for CRS-State Course Code is provided in the submitted record.

OR

2) If the CRS-NCLB Core Course Instructional Level Code is incorrectly populated in the submission, remove or change it so the correct value is submitted to CALPADS for the course section record of the SEID.

See http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp for the "CALPADS Valid Code Combinations" document.


Valid Code CombinationsValid Code Combinations

• CALPADS uses data in this document to validate data you submit.

– Course Master Combo Worksheet– http://www.cde.ca.gov/ds/sp/cl/

documents/validcodes070114.xls


How to prevent the CRSE0127 errorHow to prevent the CRSE0127 error

•Ensure that your local course is mapped to the appropriate State Course Code.

•If your course is appropriately mapped and is actually an NCLB core course, make sure you designate it as Elementary or Secondary Core and not “Not a Core Course”.

•Use the Valid Code Combinations Document as a reference:http://www.cde.ca.gov/ds/sp/cl/documents/validcodes070114.xls



Error Description

Severity Fields validated Possible Resolution

CRSE0134

Missing HQT Competency Code

If NCLB Core Course Instructional Level Code = E (Elementary Core) or S (Secondary Core)Then HQT Competency Code must be populated

Fatal 9.11 CRS-NCLB Core Course Instructional Level Code

9.28 HQT Competency Code

1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for HQT Competency Code is provided in the submitted record.

OR


See http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp for the CALPADS Code Sets and File Specifications documents



Error Description

Severity Fields validated Possible Resolution

CRSE0138

HQT Competency Code submitted for a non NCLB Core Course

If HQT Competency Code is populatedThen NCLB Core Course Instructional Level Code must equal E (Elementary Core) or S (Secondary Core)

Fatal 9.11 CRS-NCLB Core Course Instructional Level Code

9.28 HQT Competency Code

1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for HQT Competency Code is provided in the submitted record.

OR


See http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp for the CALPADS Code Sets and File Specifications documents


After Validation…After Validation…

• Data is stored in CALPADS and pulled into aggregate reports for LEA certification.


Data CertificationData Certification

HQT Reports in CALPADSHQT Reports in CALPADS

HQT Reports

Fall 2 Snapshot Reports for HQTFall 2 Snapshot Reports for HQT


CALPADS Certification ReportsCALPADS Certification Reports

• Certification reports are aggregate reports in CALPADS that require certification by a superintendent-level certifier that the data are accurate.

Report 3.4Report 3.4NCLB Compliant = Core Course Taught by a HQT

Data in this report must be certified

Click here to drill down to 3.5 (detail)

Data CertificationData Certification

Data must be reviewed and certified

Use these reports to verify information in Report 3.4


Certification ValidationCertification Validation

• CALPADS again performs checks to ensure that the data you have submitted over the reporting period conform to the business rules for HQT reporting…..Certification Validation Rules.

• CALPADS Error List

– CALPADS System Documentation Web page:

• http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp

Certification Validation ErrorsCertification Validation Errors

Certification Errors


This is where you would see any errors related to HQT



Error Description

Severity File Type Possible Resolution

CERT068

No NCLB Compliant Course Sections

No course sections have been identified as NCLB compliant for this school.

Warning CRSE Data None of the course sections identified as NCLB Core Courses have teachers who have demonstrated subject matter competence in the NCLB core academic subject taught. Verify that the NCLB Core Course Indicator and Instructional Level. Code (9.11) and HQT Competency Code (9.28) are correct in the course sections for the school. If one or more are incorrect, modify the records. If CALPADS contains correct information, no further action is necessary. Also check any course sections that you believe to be NCLB Compliant and ensure the Distance Learning Indicator (9.24) is set to N. Distance learning courses are not considered NCLB compliant.

See Glossary in CALPADS User Manual for information on the following Course Data: NCLB Compliant Course Section

See Report 3.4 - NCLB Core Course Section Compliance - Count by Content AreaSee Report 3.5 - NCLB Core Course Section Compliance - Detail


CALPADS Supporting ReportsCALPADS Supporting Reports

• Supporting reports are used to validate the data in any certification reports.

Report 3.5 – Course DetailReport 3.5 – Course DetailThis is a supporting report

Use to verify data by Course Section

NOTE: Only courses you have designated as Elementary or Secondary Core will be reflected here. Courses you have flagged as “Not Core” will not appear in this report.

Report 4.3 – Staff DetailReport 4.3 – Staff DetailThis is a supporting report

Use to verify data by teacher

This report can be used to look at ALL courses to verify that the NCLB Core Course Instructional Level is accurate.


HQT-Related Reports in CALPADSHQT-Related Reports in CALPADS

• 3.5 NCLB Core Course Section

– DO NOT use unless correct and verified for accuracy.

– Remember this form only shows the classes YOU indicated were NCLB…not ALL the classes that are supposed to be NCLB.

• 4.3 Staff Teaching Assignment Detail

– Correct before using to ensure an accurate count of NCLB core classes.

This is the code YOU develop locally…..Selected, by YOU, from a state generated list……

=

Understanding 4.3 – Staff Understanding 4.3 – Staff Teaching Assignment - DetailTeaching Assignment - Detail

These two course codes need to work together……State Course Code drives NCLB core academic subject.


Only 3 Options

N = NO this is not a NCLB core academic class…NEVER change the default YES to a no…you can change undecided

S = YES this is a secondary NCLB core academic class

E = YES this is an elementary NCLB core academic class


7 Options

N – NOT Highly Qualified

A – exam

B – coursework (CTC approved subject matter program/major/major equivalent)…CAN NOT be used for elementary self-contained…ever…likely to be a fatal error in future

C – National Board Certification

D – HOUSSE

G – VPSS (secondary special education and secondary alternative education only)

N/A – only when designated as NOT being a NCLB core academic class

1. Print most current report…review carefully Check any course designated as NOT being a NCLB core academic

course Make sure all state and local course codes align Check “how” each teacher is identified as meeting NCLB teacher

quality compliance….remember elementary self-contained (MS credential) cannot meet competency via coursework

2. Resubmit to CALPADS, but do not certify

3. Recheck 4.3 for accuracy

4. After all errors have been cleared, certify….

This should be the annual process for CALPADS data submission.


Let’s Look at Scenarios…Let’s Look at Scenarios…

If Algebra Prep is NOT a “math” class in your district….. pick another course code.

2498….is a NCLB core subject…every time, every where.

Appears to be a misalignment

1. When we see…2109 we think non-NCLB…when we see…Reading/History we think NCLB…..is this a reading class, history class or what…who is teaching this class….often leads to correct HQT designation.

2. 2425 math = NCLB but when we see computer animation we do not think math, computers are not generally NCLB…so is this a math class, a computer class, possibly an ART class…again, who is teaching the class…what type of credit are they getting?

1. DO NOT change a YES to a NO

2116 is identified as an NCLB core academic subject



Elementary CANNOT be HQ via coursework…that pathway is open to secondary only.


What Happens to My Data After What Happens to My Data After Certification?Certification?

• Certified data are pulled together in a report for the Title II HQT Office.

• Title II staff review aggregate data for compliance– Which districts do not have 100 percent

NCLB-Compliant Courses?

– Which districts have indicated that some courses are NOT core that should be core?


Things to PonderThings to Ponder

• 2110 is ELD…..not an NCLB core course…..don’t call it English if it’s NOT.

• Math 6…why use 2498…other math, use 2431, Math 6.

• 2821 Yearbook…NOT English…triggers NCLB……Yes, yearbook requires an English credential, but is NOT an NCLB core course.

• Middle School Core Class (two or more subjects, two or more periods, same students, same day).

– Multiple subject credential….must identify each class within the core separately….must designate the class as elementary.

– Single subject (or other authorization) credential….identify each class within the core separately…..designate the class as secondary.


Things to PonderThings to Ponder

Job Sharing/Team Teaching•Two Course Section records should be submitted with the same Course Section ID, different SEIDs, and each teachers respective HQT Competency Code.

• Teacher A is HQ via examination and Teacher B is HQ via HOUSSE.

When are courses not counted?

•Distance learning, push-in/pull-out classes, courses designated as not being NCLB.


Dates To RememberDates To Remember

• Fall 2– Opening Day

• First Wednesday of October (October 2, 2013)

– Official Submission Window• First Wednesday of October through end of

February (October 2, 2013 through February 21, 2014)

– Amendment Window• February 22, 2013 – March 28, 2014

– Certification Deadline • March 28, 2014


Contact InformationContact Information

Lynda Nichols, Education Programs Consultant – Program [email protected] * 916-323-5822

Kelly Heffington, Associate Governmental Program Analyst – [email protected] * 916-324-5689

Brandi Jauregui, Staff Information Systems Analyst – CALPADS [email protected] * 916-327-7367


Resources You Might Find Resources You Might Find ValuableValuable

Teacher Resource Guide….. http://www.cde.ca.gov/NCLB/sr/tq/documents/eseatrrg.doc

CALPADS Course Code Guide…..http://www.cde.ca.gov/ds/sp/cl/documents/validcodes070114.xls

Training – California School Information Services (CSIS)http://csis.fcmat.org/Pages/TrainingAndEvents.aspx

CALPADS Systems Documentation Web page:http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp


Questions, Concerns, Things Not Questions, Concerns, Things Not Covered?Covered?


Afternoon SessionPaperwork, Process, Procedures, and More

Highly Qualified Teacher Requirements


Commonly Used AcronymsCommonly Used Acronyms

NCLBNCLB No Child Left Behind Act of 2001

CAHSEECAHSEE California High School Exit Examination

CTCCTC Commission on Teacher Credentialing

CDECDE California Department of Education

CCACCCAC Credential Counselors and Analysts of California

CSETCSET California Subject Examinations for Teachers

HOUSSEHOUSSE High Objective Uniform State Standard of Evaluation

CLADCLAD Cross-cultural Language and Academic Development

CSTPCSTP California Standards for the Teaching Profession

CALPADSCALPADS California Longitudinal Pupil Achievement Data System

SEIDSEID State Educator Identifiers

HQTHQT Highly Qualified Teacher


Commonly Used AcronymsCommonly Used Acronyms

CMISCMIS Compliance, Monitoring, Interventions, and Sanctions Program

High Poverty SchoolsHigh Poverty Schools Identified as having 40% student population eligible for the federal free and reduced lunch program

Low Performing SchoolsLow Performing Schools Identified as being in deciles 1–3 or identified for placement into Program Improvement


• Districts must develop or have already developed…

– Board Policy that restricts the placement of

teachers on Short Term Staff Permits,

Provisional Intern Permits at high poverty

low performing schools.

The use of STSP/PIPs is reported via the EDMS system and verified with CTC…accuracy is important.

Ensuring Qualified Personnel…Step 1Ensuring Qualified Personnel…Step 1


• Districts must develop or have already developed….

– Board Policy that equitably distributes interns at elementary schools across the district.

The use of interns is reported via the EDMS system and verified with CTC…accuracy is important.



• 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.



• 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.



Ensuring Qualified Personnel …Step 5Ensuring Qualified Personnel …Step 5

• All teachers hired in Title I Programs must meet NCLB Teacher Quality requirements when hired.

– If currently assigned teachers are not NCLB compliant district must send parent notification of instruction by non-compliant teacher by the 20th day of instruction.

– When starting the school year…never leave non-NCLB compliant teachers at a Title I school.

• Special Education….DOCUMENT efforts to hire….make sure you send the letter of instruction by non-compliant teacher.


Ensuring Qualified Personnel …Step 6Ensuring Qualified Personnel …Step 6

• Title I Paraprofessional Requirements

– These requirements apply only to those paraprofessionals who work directly with students in Title I programs.

• High school diploma or the equivalent and

• Two years of college (48 units) or

• A.A. degree (or higher) or

• Pass a local assessment of knowledge and skills in assisting in instruction.

This means YOU…you decide what test to use, how to administer and if you provide documentation of passing.


Interns….Interns….Highly Qualified or Not?

In response the U.S. Department of Education issued the following statement:

As part of a Continuing Resolution that the United States Congress passed and the President signed in late December did address the alternative certification/HQT issue.

SEC. 163. (a) A ‘highly qualified teacher’ includes a teacher who meets the requirements in 34 C.F.R. 200.56(a)(2)(ii), as published in the Federal Register on December 2, 2002.

(b) This provision is effective on the date of enactment of this provision….appears to be ongoing

The provision of the Continuing Resolution amends the ESEA to confirm that teachers in alternative route programs (interns) may continue to teach as fully certified-highly qualified teachers under provision of this regulation until 2012–13, subject to any provision that Congress may enact before then in a reauthorized ESEA.


Interns….Interns….Continued

• University Intern– University sponsored

alternative teacher training program; cooperative effort between district and IHE

• District Intern– Alternative teacher training

program by a district/county with an approved Professional Development Plan based on CTC standards

• Multiple Subject Grades K–8

• Single Subject Grades 6–12

– NOT transferable to another district


NCLB ComplianceNCLB CompliancePaddling Through the ProcessPaddling Through the Process

1. DegreeDegree

2. LicensureLicensure

3. Subject Matter VerificationSubject Matter Verification


Degree….Degree….

• Must have at least a BA from an accredited university

• Even in a charter school which is exercising their credentialing flexibility under California Education Code (EC) sections 47605(l), and 47605.6(l)


Licensure…Appropriate CredentialLicensure…Appropriate Credential

• Ryan (named after Assembly member Leo Ryan) 1970 to 2007

– Multiple Subject - service grades preschool, K–12, and adults in self-contained class and in a core setting in grades 5–8

– Single Subject – service grades preschool, K–12, and adults in subject(s) listed in a departmentalized setting

• SB 2042 (named after bill number) 2007

– All 2042 credentials are Ryan Credentials, not all Ryan Credentials are 2042

– Denotes embedded EL authorization and induction requirements

• General (also called Pre-Fisher) Pre 1961

• Standard (also called Fisher) 1961 to 1970

– Subjects with a broad subject area followed by a colon (:) authorize teaching only the subject(s) listed after the colon, not any subject in the department

• Social science: history…only authorizes history not government of economics

– Elementary (think self-contained) and secondary (think departmentalized 7–12)


Licensure…Appropriate CredentialLicensure…Appropriate Credential

• “Specialist instruction”– Reading specialist,

mathematics specialist, specialist in special education or early childhood education

• “Designated subjects”– Generally unaffected by

NCLB - designated technical, trade, or vocational programs

• “Single subject instruction”

– Generally secondary – High school, Junior/middle (think 7–12)

• “Multiple subject instruction”

– Generally elementary – elementary schools (think one teacher all day…K–8)

EC 44256 (Ryan and beyond) Authorization for teaching credentials shall be of four basic kinds, as defined below:


• Introductory Supplementary Authorization….20 units, therefore NOT NCLB and subject matter must be demonstrated

– When added to a single subject, standard secondary, special secondary (academic subject area only)

• Can teach departmentalized subjects typically taught in grades 9 and below

– When added to a multiple subject credential

• Can teach departmentalized subjects typically taught in grades 9 and below….Introductory will not appear

• Specific Supplementary Authorization…..20 units, therefore NOT NCLB and subject matter must be demonstrated

– When added to a single subject, standard secondary, special secondary (academic subject area only)

• Can teach the specific subject in grades K–12

Licensure…AuthorizationsLicensure…Authorizations


• (SMAB) Introductory Subject Matter Authorization….. 32 units, therefore IS NCLB aligned

– When added to a single subject, standard secondary, special secondary (academic subject area only), multiple subject, and standard elementary

• Can teach departmentalized subjects typically taught in grades 9 and below

• (SMAA) Specific Subject Matter Authorization….. 32 units, therefore IS NCLB aligned

– When added to a single subject, standard secondary, special secondary (academic subject area only), multiple subject, and standard elementary

• Can teach the specific subject in grades K–12

Licensure…AuthorizationsLicensure…Authorizations


Licensure…AuthorizationsLicensure…Authorizations• Local Teaching Assignment Option (Local Board Authorization)

– Requires NCLB subject matter verification

Option Requires Grade Basic Credential

EC §44256(b) 6/12 sem units K–8 Elementary

EC §44258.2 6/12 sem units 5–8 Secondary

EC §44258.3 (Craven)

Board approved policies and procedures

K–12 Elementary/Secondary

EC §44258.7(c)(d) Committee on

assignment - elective classes

Board approved policies and procedure

K–12 Elementary/Secondary

EC §44263 9/18 sem units K–12 Elementary/Secondary


Licensure….Education OptionsLicensure….Education Options

Only one credential is needed – only credentials based on student teaching may be used for this authorization….NO need for a “local board authorization”.

EC Section 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.


Licensure…Middle SchoolLicensure…Middle SchoolMiddle School Core ClassMiddle School Core Class

EC 44258.1

• The holder of a credential authorizing instruction in a self-contained classroom may teach in any of grades 5 to 8, inclusive, in a middle school, provided that he or she teaches two or more subjects for two or more periods per day to the same group of pupils,

– and, in addition, may teach any of the subjects he or she already is teaching to a separate group of pupils at the same grade level as those pupils he or she already is teaching for an additional period or periods, provided that the additional period or periods do not exceed one-half of the teacher's total assignment.

– Alternating Day block schedule (A/B day) will not work for this type of assignment as the two periods must be on the same day.


Licensure…Middle SchoolLicensure…Middle School“Electives”“Electives”

• When teaching “electives” at the middle school level (8 and below) teachers must hold the appropriate authorization for the assignment.

For example, the holder of an English credential may teach composition, creative writing, debate, drama, forensics, grammar, humanities, journalism, language arts, language structure, literature, poetry, public speaking, speech, theater arts, and yearbook….§80005(a).

Unless the elective is such that no authorization exists…. Including, but not limited to, life skills, leadership, study skills, conflict management, teen skills, study hall….§80005(b).

If the class is a NCLB core academic subject like drama/theater…the teacher must meet NCLB teach quality requirements.


Licensure…Introductory Science ClassesLicensure…Introductory Science ClassesThink Middle/Junior HighThink Middle/Junior High

• Any science credential is appropriate for grades six, seven, eight, and nine science and grades one through twelve integrated science classes.

– Credential verifies NCLB Subject Matter Competency

– Does NOT include General, Standard and Specialized Science Credentials

• General/standard life science can teach any life (generally 7th grade) science class

• General/standard physical science can teach any physical (generally 6th and 8th grade) science class

EC 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.


Licensure…Middle SchoolLicensure…Middle SchoolNext Generation Science Standards

• The California NGSS middle school learning progression specifies integrated science content (cross-cutting concepts) in grades 6–8 and also incorporates engineering practices for students to engage in, rather than engineering as a distinct content area.

– Teachers holding biological science (specialized), chemistry (specialized), physics (specialized), geoscience (specialized); specific supplemental and subject matter authorizations (e.g. biology, chemistry, earth science, physics, biological science, geoscience), and standard secondary teaching credential with a minor in the area would not be authorized to teach the proposed California NGSS middle school integrated science content in grades 6–8.


Licensure…Reading Teacher Licensure…Reading Teacher QualificationsQualifications

• Secondary reading Intervention

– Multiple Subject, Single Subject English, General Elementary, Standard Elementary, Reading Specialist, Reading Certificate, Special Education (for special education students)

• Response to Intervention (RTI²)– If mixed class (regular

education and special education)…teacher must hold more than a special education credential

– If special education students only…teacher may hold only a special education credential


Licensure…..HintsLicensure…..Hints

The Administrator’s Assignment Manual is your best source of information

• http://www.ctc.ca.gov/credentials/manuals-handbooks/Administrator-Assignment-Manual.pdf

• Subject Matter Authorization Requirements http://www.ctc.ca.gov/credentials/manuals-handbooks/Subject-Matter-Auth.pdf

• Supplementary Authorization Requirements http://www.ctc.ca.gov/credentials/manuals-handbooks/Supplement-Auth.pdf

Join Credential Counselors and Analysts of California and attend their annual conference

• http://www.teamccac.org/


Subject Matter CompetenceSubject Matter Competence

“New” to the Profession: Holds a Credential or Intern Certificate issued on or after July 1, 2002.

“Not New” to the Profession:Holds a credential or Intern Certificate issued before July 1, 2002.


NCLB Core Academic NCLB Core Academic SubjectsSubjectsFederalFederal

• 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 (Physical Education Credential)

How That Looks in How That Looks in CaliforniaCalifornia


Demonstrating Subject Matter Competency Demonstrating Subject Matter Competency for Elementary Teachersfor Elementary Teachers

“New” multiple subject-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)

Credentialing (State)

Did the teacher receive the appropriate MS

(elementary) credential by taking an exam?

Yes

Subject Matter Competence NCLB HQT (Federal)

Subject Matter Compliance demonstrated

Subject Matter Compliance not demonstratedTeacher Must:

• HOUSSE if “Not New”• Take MS CSET

Multiple Subjects (MS) Credential/Assignment

Did the teacher receive the MS credential via a CTC-

approved program?

Yes

No


Demonstrating Subject Matter Competency Demonstrating Subject Matter Competency for “New” Middle & High School Teachersfor “New” Middle & High School Teachers

1.Exam Option: Passing a CCTC-approved subject matter examination in the core area, or

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…this option includes holders of a Subject Matter Authorization), or

d. Graduate degree in the core area

e. Advanced Certification

“New” middle/high school teachers have two options to demonstrate subject matter competency:


Demonstrating Subject Matter Competency Demonstrating Subject Matter Competency for “Not New” Middle & High School Teachersfor “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 (National Board Certification or VPSS) 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:

Credentialing (State)

Does the teacher have the appropriate SS credential?

YesDoes the teacher have a subject matter authorization in the core

area? (32 units)

Is the teacher assigned to teach in an Independent Study Program (Ed Code

Option 44865)

Subject Matter Competence NCLB HQT (Federal)

Subject Matter Compliance demonstrated (exam or CTC-approved program

Subject Matter Compliance not demonstratedTeacher Must:

• HOUSSE if “Not New”• Take Subject Matter CSET• Take 32 Appropriate Units• Take VPSS (if applicable)

Single-Subject (SS) Credential/Assignment: Complete for each subject area taught

No

Yes

Subject Matter Compliance demonstrated

Yes

No


NCLB Teacher Quality NCLB Teacher Quality Compliance PaperworkCompliance Paperwork


Certificate of ComplianceCertificate of ComplianceNew…Drop-Down MenuNew…Drop-Down Menu

• Should include teacher Statewide Educator Identifiers (SEID).

• Direct funded Charter Schools are the “district” and may sign the Certificate.

• Dependent Charter Schools must use the authorizing LEA’s name and appropriate LEA personnel must sign Certificate.

• Complete this section ONLY if the Certificate pertains to a “special setting” as identified.

• Identify which Ed Code you are using.

• University conferring the BA…not necessarily the teacher preparation university/program.

• If placement is based on Ed Code Section 44865, check “other” and type in Ed Code Section 44865.

• If placement is based on Local Teaching Assignment Option check “other” and write in appropriate Ed Code.

• “New” = on or after July 1, 2002…NO EXCEPTIONS

• “Not new” = before July 1, 2002

Based on Original credential or CA intern credential:

• Please note…only secondary teachers (i.e. those teaching departmentalized classes) can demonstrate subject matter competency via coursework or advanced certification.

• 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.

• These “new” teacher may use the HOUSSE process for subject matter competency verification.

• Form must be signed by both teacher and district personnel.

• District must retain original and provide teacher with a copy…federal law.

• Attach HOUSSE document if appropriate.

TOM TORLAKSONState Superintendent of Public Instruction High Objective Uniform High Objective Uniform

State Standard of State Standard of Evaluation (HOUSSE)Evaluation (HOUSSE)

Part 1Part 1


High Objective Uniform State Standard of High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1

If a “not new” teacher is unable to demonstrate subject-matter competence via exam, subject matter program, university units or advanced certification you may choose to use the HOUSSE process to verify subject-matter competency.

HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREAHOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA Total Total PointsPoints

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.50 pts Max._____pts_____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 permit 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.



HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAHOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA PointsPoints

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_____pts

Use this section for anyone working in a self-contained classroom, typically grades 6th and below, and Secondary special day (where all students are non-graduation track) classrooms

You can not use this section for self-contained secondary classrooms even though the multiple subject credential may be the appropriate credential


HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAHOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA PointsPoints

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_____pts

• Use this section for departmentalized 7th through 12th grade classrooms

• This section also pertains to any departmentalized class including those on elementary school campuses

– Units must increase teachers’ knowledge of core academic subject

• An advanced degree in special education or school counseling will not qualify


Participation in BTSA does not count…only if they were the support provided and in the assigned area.


Just make sure you keep a list of PD that have been accepted in the past…consistency is key!


One-day or short-term workshops and/or conferences are not acceptable and cannot be used to fulfill this requirement.

Methodology or instructional strategies (i.e. CLAD) classes can not be used to fulfill this requirement.

Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.

Support provider must be in like grade level and subject.



Because the standards were not in place in California until 1997, only professional development offered after that date is acceptable.

Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.

This is about content development…not pedagogical practices…



HOUSSEHOUSSE

Part 2Part 2


•If a “not new” teacher is unable to accumulate 100 points through HOUSSE - PART 1 the LEA may use HOUSSE PART 2, observation or portfolio requirement to determine subject matter competency.

•If a teacher does not satisfactorily meet standards 3 and 4.2 (previously 5.1, however the CSTPs have changed) of CSTP subject-matter competency shall be demonstrated through an approved exam or course work option.

High Objective Uniform State Standard High Objective Uniform State Standard of Evaluation….Part 2of Evaluation….Part 2


•The teaching standards are assessed in relation to the California K–12 academic content standards for the appropriate grade span and the core academic subject area to which the teacher is assigned.

•Evidence from the Observation or Portfolio assessment should be sufficient to indicate that CSTP standards 3 and 4.2 are met.

•Assessment of progress toward compliance is formative, not summative, in nature.



Let’s Look at Scenarios…Let’s Look at Scenarios…


Secondary Special EducationSecondary Special Education

• “New” and HQ in math, English, or science…

WHEN HIRED

– Can use the HOUSSE process

• Non-graduation/diploma track

– “New” CSET: multiple subject

– “Not new” use elementary HOUSSE process

• Graduation/Diploma Track

– Must be HQ like any other secondary teacher

• VPSS as long as they are HQ in one NCLB core academic subject (including elementary self-contained)


112

Alternative Methods for Meeting High Alternative Methods for Meeting High School Graduation RequirementsSchool Graduation Requirements

Ed Code Section 51225.3(b) provides an alternative method for meeting high school graduation requirements –

"The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for students to complete the prescribed course of study which may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education courses in high schools, courses offered by regional occupational centers or programs, interdisciplinary study …”


113

Alternative Methods for Meeting High Alternative Methods for Meeting High School Graduation RequirementsSchool Graduation Requirements

Appropriate Credential and Authorization If a class is a CTE based class and the school district has a policy that allows granting graduation credits to the class per Ed Code Section 51225.3(b), then it may be taught by the holder of a credential authorizing the teaching of CTE in the specified industry sector…..

CTE course is an alternative way to meet graduation requirements as stated in Ed Code Section 51225.3(b); and teacher has BA degree, proper credential in their CTE discipline; teacher would meet the HQT provision.


Alternative Pathway to Graduation Alternative Pathway to Graduation CA Education Code Section 51225.3(b)CA Education Code Section 51225.3(b)

If approved APG courses become a NCLB core course the teacher must be HQ….NCLB does not change the credential requirement…..only triggers who must be HQ.

•Single Subject Credential

– Business Economics class that counts for economics (graduation requirement)….teacher must hold the appropriate single subject business credential

• Subject matter competency will be via exam or CTC approved subject matter program

•Career Technical Education Teaching Credential (CTE)…must have a BA/BS

– Robotics as a math course

• Use the Undergraduate major equivalent for subject matter competency


Alternative Pathway to Graduation Alternative Pathway to Graduation CA Education Code Section 51225.3(b)CA Education Code Section 51225.3(b)…..continued…..continued

If approved APG courses become a NCLB core course the teacher must be HQ….NCLB does not change the credential requirement…..only triggers who must be HQ.

•Designated Subjects Special Subjects credential….must have a BA/BS

– ROTC as a PE course

• Use the Undergraduate major equivalent for subject matter competency


SecondarySecondary

STEM/STEAM Courses…

You must decide what curriculum is being taught….Is the class a “math” class that uses engineering as the delivery method…..the teacher must be HQ in math.

Team Teaching or Link Learning…

Both teachers must be appropriately authorized and HQ for the classes taught.


Nuances of the Credentialing WorldNuances of the Credentialing World

Eminence Credential…..NCLB compatible, use the Undergraduate Major for subject matter competency.

Limited Assignment Permit…NOT NCLB compatible.

Local Teaching Assignment Option…..NCLB compatible, but must establish subject matter competency via “new” or “not new” status.

Provisional Intern Permit, Short Term Staff Permit….NOT NCLB compatible.


ElementaryElementary

• Departmentalized classes at the elementary level

– Example…..pull out science class

• Teacher must hold a single subject science credential, supplemental authorization, subject matter authorization or local teaching assignment option.

– Example…..self-contained but one teacher teaches math (to all students) and one teaches science (to all students)

• Even if you don’t use a roster….the teacher must hold an appropriate authorization.

TOM TORLAKSONState Superintendent of Public Instruction CCompliance ompliance MMonitoring, onitoring,

IInterventions, and nterventions, and SSanctionsanctions

EEquitable quitable DDistribution istribution MMonitoring onitoring

SSystemystem

Getting In and Getting Out and ReportingGetting In and Getting Out and Reporting


CMIS…DefinitionsCMIS…Definitions

CMIS Compliance Monitoring, Interventions, and Sanctions program

SSD Comprehensive Single School Districts

USD Undersized School Districts, defined as a school district with one

comprehensive high school, one elementary (k–8) or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle


CMIS…Level ACMIS…Level AGetting InGetting In

• Level A, defined as reporting less than 100 percent teacher quality compliance for non-consecutive years, including comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (kindergarten through grade eight [K–8]), or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle.


CMIS…Level ACMIS…Level AGetting OutGetting Out

• Level A, report 100 percent teacher quality compliance


CMIS….Level BCMIS….Level BGetting InGetting In

• Level B, defined as reporting less than 100 percent teacher quality compliance for two consecutive years, excluding comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (K–8); or one comprehensive high school, one elementary and one middle; or one primary/intermediate and or middle. Any SSD and USD reporting less than 100 percent teacher quality compliance for two consecutive years will be assigned to Level A.

– Develop an Equitable Distribution Plan (EDP) as

described http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp


CMIS….Monitoring (Level B)CMIS….Monitoring (Level B)Getting OutGetting Out

Release Criteria 2: Interns equitably distributed

Release Criteria 3: Highly Qualified Teachers

Release Criteria 4: Highly Qualified Teachers

Special Settings

Quantitative Benchmark: Interns are equally

distributed among all schools

Quantitative Benchmark: Teachers are ESEA

compliant

Quantitative Benchmark:All non compliant Teachers

assigned to education option programs or secondary special

education classes are registered for appropriate CSET exam or enrolled in a VPSS program

Release Criteria 1:Fully certificated teachers in

equity schools

Quantitative Benchmark: No PIPs/STSPs in high poverty/low performing schools

Criteria are Monitored Annually via the Equitable Distribution Monitoring

System


EEquitable DDistribution MMonitoring SSystem

(EDMSEDMS)


EDMS Data Requirement's

CDS Code School Name Title I Parent Notification Doc Met Teacher Interns Short Term Staff Permits Provisional Intern Permits Limited Assignment Teaching Permits Local Board Authorization NCLB Core Classes NCLB Classes Taught by HQT Non Compliant Teachers in EOP or SSEC – Yes or NO Are Non Compliant Teachers enrolled in VPSS or other approved method – Yes or NO


EEquitable DDistribution MMonitoring SSystem

• EDMS Opens:

October 1, 2014

• EDMS Closes:

November 14, 2014

will NOT reopen

– Failure to submit could result in suspension of Title II funds

• Password is case sensitive…copy and paste from e-mail– Sent October 1,

2014….from Title II Mailbox

– Superintendent

– Also to our contact list


EDMS TimelineEDMS Timeline

• Notification letter to Superintendent

– August 1, 2014

• Reminder e-mail to Superintendent

– September 2, 2014

• E-mail with password to Superintendent

– October 1, 2014


EDMS ContinuedEDMS Continued

CMIS Monitoring Requirements

– Instructions

– Data Template

http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp

Please remember that there are LOTS of you….and only ONE of Kelly…do not wait until the last minute to contact her with questions, concerns and issues. If you failed to submit, for ANY reason, by 5:00 pm on November 14, 2014…well that’s why you are here .


Contact InformationContact Information

Lynda Nichols, Education Programs Consultant – Program [email protected] * 916-323-5822

Geeta Rezvani, Education Programs Consultant – [email protected] * 916-323-5595

Jane Ross, Education Programs Consultant, Private School [email protected] * 916-319-0339

Kelly Heffington, Analyst – [email protected] * 916-324-5689

Jackie Rose, Analyst – [email protected] * 916-322-9503

Ron Taylor, Education Administrator [email protected] * 916-323-4819

Documents

Getting a Handle on Highly Qualified CALPADS Reporting, EDMS, and Beyond