1. Verification Process Special Settings VPSS
Highly Qualified Teacher
Verification Process
Special Settings
VPSS

2. No Child Left Behind Act of 2001
The No Child Left Behind (NCLB) Act of 2001, contains specific teacher requirements that must be met by all public school teachers who teach “core” academic subjects. Each local educational agency (LEA) must develop a plan to ensure that all elementary, middle and high school teachers, who are assigned to teach core academic subjects, meet these requirements.

3. No Child Left Behind Act of 2001
Who meets NCLB requirements?
A teacher who:
Holds a Bachelor’s degree.
Has a California credential,clear, preliminary or Intern.
Has demonstrated “core” academic subject matter competence (major or exam).

4. Core Subject Areas Arts English Reading Language Arts Mathematics
Science
Arts
Elementary
Foreign Language
Civics & Government
Economics
History
Geography

5. Good Teaching Matters… A Lot!
Schools, and especially teachers, really DO make a difference in student learning.
The most significant factor in student achievement is the teacher.
The difference between a good and a bad teacher can be a full level of achievement in a single school year.

6. What Makes for Teacher Effectiveness?
“What a teacher knows…”
Strong Verbal and Math Skills
Deep Content Knowledge
“What a teacher can do…”
Teaching Skill

7. Strong Verbal and Math Skills

8. Deep Content Knowledge

9. Teaching Skill

10. California’s Plan for HQT: NCLB Three-step

11. NCLB 3-STEP 1. Employment- Local 2. Licensure- State - CTC
3. NCLB Compliance-
Federal, SBE and CDE

12. California Department of Education Guidance
It should be noted that nothing in the No Child Left Behind Act requires that teachers who have not yet demonstrated that they meet the NCLB Teacher Requirements be fired.
In fact, the statutory scheme is that federal funding is made available to enable local education agencies (LEAs) to assist teachers in their efforts to meet the requirements. LEAs are responsible for meeting the teacher requirement goals of NCLB.
Title I requires that LEAs set aside not less than five percent of their Title I funds each year for professional development activities to ensure that all teachers are NCLB-compliant by the end of the school year.

13. California Department of Education Guidance
Additionally, NCLB Title II, Part A, funds may be used to help teachers to prepare for and take exams, and to provide professional development in order to meet this goal.

14. Certificate of Compliance
The HR Office must document these three requirements:
1. Bachelor’s
2. Credential w/ Issuance Date
3. Subject Matter Competency

15. CBEDS: NCLB Core Academic Class
Title 5 NCLB Requirements regulations specify - school districts determine if an assignment is an elementary or secondary assignment for NCLB purposes.
Career technical education class that meets high school graduation requirements or UC/CSU freshman admission requirements in an NCLB core academic subject area.

16. CBEDS NCLB Compliance Education/Testing
32 units for the subject of the course;
California Subject Examination for Teachers (CSET) in each subject;
Advanced Certification
High Objective Uniform State Standard of Evaluation) (HOUSSE)

17. Subject Matter Verification Process for Secondary Settings
Four ways to establish compliance
Additional units
CSET
HOUSSE
Advanced Certification
National Board Certification
Verification Process for Special Settings (VPSS)

18. High Objective Uniform State Standard of Evaluation
Structure:
Points based
Years of experience, core academic course work, professional development, and professional service in the teacher’s respective subject matter areas or direct observation or completion of a portfolio
Eligibility:
If not new (6/30/02), or
If new (7/1/02) and SPED,
and teaching multiple core academic areas, and
within two years of assignment to that core subject, and
HQT in English, math or science

19. VPSS Process
Approved by the State Board of Education on September 18, 2007
Advanced Certification Process
NOT HOUSSE
Subject Matter Competence
English
Math
Science
Social Science
Secondary Teachers in Special Settings ONLY

20. VPSS Process Who may use this option?
Secondary Special Education
Secondary Alternative Programs
Independent Study Programs
Secondary Small Rural School Achievement Programs (SRSA)

21. VPSS Process New and Not New Teachers
Must Meet HQT Requirement in One Core Academic Subject to Utilize This Process
(Multiple Subjects is Considered a Core)

22. A Secondary Alternative Education Teacher is Eligible for VPSS if they:
Are assigned under E.C :
Home teacher, Hospital classes, Necessary small high schools, Continuation schools, Alternative schools, Opportunity schools, Juvenile court schools, County community schools, and/or District community day schools.

23. Independent Study
Independent study is an alternative instructional strategy and not an alternative curriculum.
Teachers in secondary special settings who use the independent study instructional strategy are eligible to use VPSS.

24. VPSS Process offered by VCOE
Two-Tiered Professional Development
Four Content Areas
English
Mathematics
Science
Social Science

25. Professional Development Tiers of VPSS
Eligibility Criteria for Level I
Less than 20 units or
10 upper division units
Eligibility Criteria for Level II
20 units or more or
10 or more upper division units or
Completed Level I
Core Subject
Core Subject

26. Professional Development
Tiers of VPSS
Level I = 36 hours per content area
Level II = 36 hours per content area
Level I + Level II = 72 hours per content area

29. Acceptable Courses for Subject Matter
Official transcripts must indicate that:
the institution is accredited
the course is non-remedial
the teacher received a grade of C- or higher
the course is in a subject directly related to the core academic subject
the course is NOT just a personal enrichment-type course
Education courses may be counted only if the superintendent determines that the course furthers the understanding of the subject matter contained in the K-12 Content Standards.

30. VPSS Process
Meets NCLB High Quality Professional Development Standards.
Includes an Assessment Component.
Provides Standards-Based Content.

31. LACOE Model
Face to Face Model- ELA Tier I and II/and Math Tier I and II
Five Saturdays- April 18, 25
May 2, 9, 16
Online Learning Model- Math Tier I
Five weeks beginning April 20th

32. Face to Face and Online Learning
Face to Face Model- ELA Tier I and II/and Math Tier I and II
Five Saturdays- April 18, 25
May 2, 9, 16
Online Learning Model- Math Tier I
Five weeks beginning April 20th

33. Face to Face Benefits
Interactive learning activities with professionals in similar educational settings
Customized instruction which builds upon background knowledge of participants
Personalized interaction and feedback

34. Online Learning Benefits
Access to mentor teachers through interactive courses
Anytime, anywhere instruction and learning
Access to wide range of resources
Multimedia enhanced content
Save gas and time
Convenient

35. Face to Face Instructional Materials
Aligned to:
Subject Matter Content Standards
Core Academic Standards
CAHSEE Standards
CSTs
CSET Single Subject content
LACOE Recommended sequence of delivery
Instruction exemplifies CSTP 3 and 5.1
Attendance requirements
Formative assessments
Summative assessments are State Board of Education approved lesson plans which exemplify CSTP 3.1

36. FACE to Face Assessment Component
Presentations
Work Samples
Written and Oral Examination
Standards-Based Lesson Plan which exemplify CSTP 3.1
Includes a Procedure for Repeating Assessments as Needed *

37. Online Learning Instructional Materials
Aligned to:
Subject Matter Content Standards
Core Academic Standards
CAHSEE Standards
CSTs
CSET Single Subject content
LACOE designed course
Instruction exemplifies CSTP 3 and 5.1
Module completion requirements
Formative assessments
Summative assessments are State Board of Education approved lesson plans which exemplify CSTP 3.1

38. Online Learning Assessment Component
Pre and Post tests
Discussion Boards
Initial Benchmark Assessments
Portfolios
Individual Reflections
Standards- Based Lesson Plan which exemplify CSTP 3.1

39. CSTP Standard 3: Understanding and Organizing Subject Matter for Student Learning
VPSS Curriculum Exemplifies:
3.1 demonstrates knowledge of subject matter and student development.
3.2 organizes curriculum to support student understanding of subject matter.
3.3 interrelates ideas and information within and across subject matter areas.
3.4 develops student understanding through instructional strategies that are appropriate to the subject matter.
3.5 uses materials, resources and technologies to make subject matter accessible to students.
5.1 establishes and communicates learning goals for all students

40. VPSS Assessing Learning
The participant is assessed on:
CSTP 3.1 demonstrates knowledge of subject matter and student development

41. Lesson Plan to Demonstrate Completion
District/School/County Office:
Teacher:
 special education
 alternative
 rural
Core academic area:
 English  Math
 Social Science  Science
Grade level/
Course:
A. Standard to be taught (If only a portion of the standard is to be taught, indicate which portion):
B. Teacher input:
C. Student work to be assigned:
(Attach, if need be)

42. Criteria for Completion
A. Standard to be taught (If only a portion of the standard is to be taught, indicate which portion):
Is the standard in A congruent with the core academic area?
Is the standard in A consistent with the grade level?
(CSTP 3.1)
B. Teacher input:
Does the teacher input in B fully address the core subject
content in standard in A? (CSTP 3.1)
C. Student work to be assigned:
Does the Student work to be assigned in C fully address
the core subject content in standard in A?(CSTP 3.1)
Signature_______________________Date_________

43. Difference Between Assessment of the Two Levels
Level 1 (36 hours)
Teachers demonstrate an understanding of each set of Content Standards for California Public Schools as outlined in the corresponding Framework for California Public Schools: Kindergarten through Grade Twelve.
Level 2 (36 hours)
Teachers demonstrate a full understanding of each set of Content Standards for California Public Schools as outlined in the corresponding Framework for California Public Schools: Kindergarten through Grade Twelve from an advanced standpoint.

44. VPSS Timeline TEACHER TIMELINE
Process must be completed within 3 years from point
of assignment
English Tier I
Face to Face
Where: LACOE
When: Saturdays from 8am – 3pm
4/18, 25 and 5/2, 9, and 16, 2009
Math Tier I
Online Learning
When: 5 weeks Beginning

45. VPSS Timeline English Tier II Math Tier II
Where: LACOE
When: TBD
Math Tier II
Science and Social ScienceTier I and II

46. To Complete VPSS: English, Mathematics, Science and/or Social Studies
Level I:
36 hours of engaged seat time (Face to Face) Completion of weekly modules (Distance/Online Learning)
1 Lesson Plan based on CSTP 3.1
Level II:
36 hours of engaged seat time (Face to Face) Completion of weekly Modules
(Distance/Online Learning)

47. English Language Arts Teachers Will:
Demonstrate Reading and Writing Strategies
Linguistics
Language
Literacy
Demonstrate understanding
Literature
Textual Analysis
Composition
Rhetoric

48. English Language Arts (VCOE)
Teachers Will:
Level I:
Lesson Plan based on a CAHSEE Reading
Demonstrate competency in essay responses to literary texts
Level II:
Lesson Plan based on CAHSEE Writing
Demonstrate competency in essay responses to non-literary texts

49. Sentence Types Simple: a sentence with one independent clause
ex. The Berenstein Bears can be a wonderful resource
for grammar.
Compound: a sentence with more than one independent clause joined with a comma and a coordinating conjunction, a semicolon, or a conjunctive adverb
ex. Mama Bear was knitting and Papa Bear was
watching Monday Night Football. (coordinating
conjunction)
ex. Papa Bear was watching football; therefore, he did
not hear the bears climb out of the window.
(semicolon with conjunctive adverb)

50. Mathematics Teachers will demonstrate in-depth conceptual knowledge in
Algebra
Number Theory
Geometry
Probability
Statistics

51. Mathematics (VCOE) Teachers Will: Level I: Level II:
Lesson Plan based on a CAHSEE Algebra
Level II:
Lesson Plan based on Standard taught in teacher’s own classroom based on district pacing guide

52. Example CAHSEE Standard
Grade 7, Number Sense 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations and applications.

53. Example Released Test Question: What number equals 3/8? A. 0.267
C. 2.67
D. 3.75

54. Example Activity Fraction “Go-Fish” 10% 121/2% 20% … Fraction 1/10 1/8
Uses cards showing equivalent fractions, decimals and percents such as these:
Percent
10%
121/2%
20% …
Fraction
1/10
1/8
1/5
Decimal
0.1
0.125
0.2

55. Certificate of Completion
Presented by
This Certifies that
Has successfully completed 36 hours of professional development in the Verification Process for Special Settings (VPSS) .
This Training meets the requirements of No Child Left Behind (NCLB) and can be applied toward determining NCLB compliance.*
Date
Pamela Good, Assistant Director
Division of Curriculum and Instructional Services Los Angeles County Office of Education
* See back of Certificate

56. This Certificate of Completion does not verify that the named individual is NCLB compliant.
Only an individual’s employing school district can determine if NCLB requirements have been met and issue a Certificate of Compliance (as referenced in the NCLB Teacher Resource Guide by the California Department of Education).
Any questions, please contact:
Los Angeles County Office of Education
Division of Curriculum and Instructional Services
9300 Imperial Highway, Clark Bldg, Downey, CA 90242
(562)

57. LACOE VPSS Trainer Qualifications
VPSS Face to Face
Instructors will
Know the background and legal requirements for VPSS.
Understand the organization and curriculum of
the VCOE Language Arts Training Manual for Instructors and Teachers (3/28/09) OR
the VCOE Social Science Training Manual for Instructors and Teachers (3/28/09) OR
the VCOE Mathematics Training Manual for Instructors and Teachers (3/28/09) OR
the VCOE Science Training Manual for Instructors and Teachers (09/09/09)

58. NCLB Resources
For more information on NCLB refer to the following websites:
No Child Left Behind/US Dept of Ed
No Child Left Behind/State of CA
California Commission on Teacher Credentialing
The California Teacher Assignment Information Network