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No Child Left Behind Act of 2001 High Quality Teacher Requirements. Equitable Distribution of High Quality and Experienced Teachers. One Year Extension June 2007. May 2006 US Department of Education notified CDE California had been granted one year extension for HQT goal

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No Child Left Behind Act of 2001 High Quality Teacher Requirements

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No child left behind act of 2001 high quality teacher requirements

No Child Left Behind Act of 2001 High Quality Teacher Requirements

Equitable Distribution of High Quality and Experienced Teachers


One year extension june 2007

One Year ExtensionJune 2007

  • May 2006

    • US Department of Education notified CDE California had been granted one year extension for HQT goal

      • Must submit plan to address key areas

        • All Teachers HQ by June 2007

        • Equitable Distribution of experienced and highly qualified teachers

        • AYP disparities in terms of HQT-ED


Lea effective index state identification

LEA Effective IndexState Identification

  • The “LEA Effective Index” (LEI) is calculated for all low-poverty schools within the LEA (schools with 40 percent or less students eligible for free and reduced price meals program)

    • Percentage of NCLB Core Academic Classes for all low poverty school, and

    • The percentage of those classes taught by teachers with 5 or more years of teaching experience.


Example lea effective index

ExampleLEA Effective Index

  • Percent of NCLB Core Academic Classes taught by Highly Qualified Teacher

    • 97% HQT

  • Percent of those classes taught by teachers with at least 5 years of experience

    • 76%

  • Add the two together

    • 97%+76% =173

  • Divide by 2

    • 173 / 2= 86.5


School effective index state identification

School Effective IndexState Identification

  • An “effective index” is calculated for each high-poverty school within the LEA (schools with 40 percent or higher students eligible for free and reduced price meals program)

    • Each “School Effective Index” (SEI) is compared to the LEA’s effective index”


Example comparing lea and school index

ExampleComparing LEA and School Index

  • LEA Index (all low poverty schools

    • 86.5 LEI

  • High Poverty School A

    • 87.3 SIE

  • High Poverty School B

    • 67.1 SIE

  • The LEA has an inequitable distribution of highly qualified-experienced teachers

    • School B’s SEI is lower than the LEI


Inequitable distribution of highly qualified and experienced teachers

Inequitable Distributionof Highly Qualified and Experienced Teachers

  • If the “school effective index” is lower than the “LEA effective index” the LEA has an inequitable distribution of highly qualified and experienced teachers.

    • 2006/07

      • State Wide – Elementary

        • 1,314 schools in 195 districts

      • State Wide – Secondary

        • 495 schools in 209 districts


Lea requirements for teacher quality

LEA Requirements for Teacher Quality

  • Local Educational Agency (LEA) are responsible for meeting their annual measurable objective regarding teacher quality

    • LEAs are required to work with teachers to explain the requirements for being NCLB compliant

    • LEAs are required to develop and support a plan for the teacher to reach HQT status

    • LEAs are required to report accurate data to the CDE annually

    • LEAs are required, on an ongoing basis, to maintain acceptable levels of NCLB HQT compliance


Funding options to improve teacher quality

Title I Part A

requires that LEAs use at least 5 % of their Title I funds for professional development to ensure that teachers who are not currently highly qualified meet the requirement.

Title II, Part A

Requires schools and districts to improve teacher and principal quality and ensure that all teachers are highly qualified.

Title I, Part B, Reading First

Title II, Part B, Mathematics and Science Partnerships

Title II Part C, Troops-to-Teachers and Transition to Teaching

Title II, Part D, Enhancing Education Through Technology

Title III, Part A, English language acquisition and language enhancement

Title V, Part A

Title VII, Part A, Indian, Native Hawaiian and Alaska Native Education

Funding Options to Improve Teacher Quality


No child left behind act of 2001 high quality teacher requirements

No Child Left Behind Act of 2001

High Quality Teacher Requirements


Nclb teacher classification

NCLB Teacher Classification

“New” to the Profession

  • Holds a Credential (preliminary or professional clear) or CCTC approved Intern Certificate issued on or after July 1, 2002.

    “Not New” to the Profession

  • Holds a credential (preliminary or professional clear) or CCTC approved Intern Certificate issued before July 1, 2002.

    • Entry Into The Profession - received a credential from another state prior to July 1, 2002, even if that credential was allowed to lapse.


Demonstrating subject matter competency for new elementary teachers

Demonstrating Subject Matter Competency for “New” Elementary Teachers

“New” elementary teachers must:

  • Pass a California Commission on Teacher Credentialing (CCTC) approved subject matter examination – currently, the California Subjects Examination for Teachers (CSET) Multiple Subject

    • Previous exams included MSAT, NTE, General Knowledge, NTE Commons Examination

      “Not new” elementary teachers have two options to demonstrate subject matter competency:

  • Exam Option: Passing any prior or current CCTC-approved subject matter exam

  • HOUSSE Option: Completing the California High Objective Uniform State Standard of Evaluation (HOUSSE)


Demonstrating subject matter competency for new middle high school teachers

Demonstrating Subject Matter Competency for “New” Middle/high School Teachers

  • Exam Option: Passing a CCTC-approved subject matter examination in the core area

  • Course Work Option:

    • CCTC-approved subject matter program in the core area, or

    • Major in the core area, or

    • Major equivalent in the core area (32 non remedial units), or

    • Graduate degree in the core area

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


Demonstrating subject matter competency for not new middle high school teachers

Demonstrating Subject Matter Competency for “Not New” Middle/high School Teachers

  • Passing any prior or current CCTC-approved subject matter exam in the core area, or

  • Completing course work in the core area, or

  • Obtaining advanced certification in the core area, or

  • California HOUSSE in the core area

“Not new” middle/high school teachers have four options to demonstrate subject matter competency:


Nclb compliance requirements for teachers of nclb core academic subjects

NCLB Compliance RequirementsFor Teachers of NCLB Core Academic Subjects


Nclb core academic subjects

English

Reading/Language Arts

Mathematics

Science

History

Economics

Civics/Government

Geography

Foreign Languages

Arts

English/Language Arts/Reading

Includes reading intervention and CAHSEE-English classes

Mathematics

Includes math intervention and CAHSEE-Math classes

Biological Sciences

Chemistry

Geosciences

Physics

Social Science

history, government, economics, geography

Foreign Languages (specific)

Drama/Theater (English Credential)

Visual Arts

Music

Dance (Physical Education Credential)

NCLB Core Academic Subjects

How That Looks in California


Clad authorization

CLAD Authorization

  • CLAD is not required by NCLB

  • CLAD is required by California Education Code

    • You can be HQT (appropriately authorized to teach a subject) and misassigned (not authorized to teach EL students) if you teach ELL students and do not have a CLAD authorization!


Nclb teacher requirements title i teachers

NCLB Teacher RequirementsTitle I Teachers

  • Title I School Wide Programs

    • must be HQ when hired

      • After the first day of 2002/03 school year.

    • If any current staff is not HQ the LEA must

      • send PARENT NOTIFICATION LETTER to all parents of students in that class notifying them their child is in a class with a teacher who is not highly qualified under NCLB.

      • not pay for that teachers’ salary using Title I funds.


Nclb teacher requirements title i teachers1

NCLB Teacher RequirementsTitle I Teachers

  • Title I Targeted Assistant Programs

    • must be HQ when hired

      • After the first day of 2002/03 school year.

    • Non-HQ teacher cannot be placed in a targeted assistance classroom or programs until they have met all of the HQT requirements.


Nclb teacher requirements all california teachers

NCLB Teacher RequirementsAll California Teachers

  • ALL California teachers have until the end of the 2006-07 school year to obtain HQT status

  • After June 2007 LEAs must maintain 100% compliance at all schools and programs (95% or higher)

    • Even if your district/school does not receive Title I or other federal funds

    • Any teacher who has not verified NCLB HQT status must be reported as non-compliant annually until they reach HQT status

      • No grace period on reporting including secondary special education an rural flexibility schools


No child left behind act of 2001 high quality teacher requirements

Compliance Monitoring, Interventions and Sanctions

CMIS


M ake a plan for june 2007

All non-HQ teachers have been identified and notified of status in writing

The non-HQ teacher and appropriate district staff create a plan to ensure teacher will be HQ by June 2007

Individual plan on file with district and the site administrator and teacher have a copy of agreed upon plan

Funding sources have been identified

Make a plan for June 2007


M ake a plan for june 20071

All Title II, Part A Class Size Reduction teachers are HQ

If not, they must be moved from the Title II, Part A Class Size Reduction classroom

Class size reduction is not a primary or appropriate use of Title II funds if HQT compliance is less than 95% at any site or program.

District has utilized all appropriate funds to ensure compliance

Think test prep materials or classes, exam fees, content specific professional development, release time for course work…..

Make a plan for June 2007


M ake a plan for june 2007 continued

District has utilized all appropriate funds to ensure compliance

Think test prep materials or classes, exam fees, content specific professional development, release time for course work…..

Title I School Wide teachers are HQ

If not, appropriate parent notification of instruction by non-HQ teacher will be done by 20th day of instruction

All Title I Targeted Assistance teachers are HQ

If not, they should be moved to a non-targeted assistance classroom

Make a plan for June 2007 Continued


I nvest in long term solutions

Re-evaluate staff assignments in cases where compliance has been problematic

Someone who can’t pass a necessary CSET

Assignments that often require teachers to be placed on Local Teaching Option

Redesign master schedules to maximize HQT staff

Singletons

Special assignments or projects

Invest in Long Term Solutions


I nvest in long term solutions1

Be proactive in hiring of staff - think like a Fortune 500 company, they don’t wait for good people to come to them, they go get the best people

Hire early

Retain, retain, retain!

Address the issues of retention specific to your district

Develop exit interview strategies, implement a self study of district retention patterns and create plan for improvement…..

Invest in Long Term Solutions


Contact

Contact

Lynda Nichols, Lead Consultant, NCLB Teacher Quality and CMIS

916-323-5822 * [email protected]

Kim Eaton, Analyst, NCLB Teacher Quality and CMIS

916-324-5689 * [email protected]

Cyndi Olsen, Office Technician

916-323-6407 * [email protected]

Jill Rice, Consultant

916-323-5472 * [email protected]


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