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CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Credential Counselors and Analysts of California Conference.

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Presentation on theme: "CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Credential Counselors and Analysts of California Conference."— Presentation transcript:

1 CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Credential Counselors and Analysts of California Conference October 2012 Roxann L. Purdue Commission on Teacher Credentialing Lynda Nichols California Department of Education Lloyd McCabe California Department of Education Advanced Monitoring Where Does This Course Fit?

2 TOM TORLAKSON State Superintendent of Public Instruction 2 Topics for Discussion Roles and Responsibilities New Courses – Determining Content What are the steps in the decision making process related to staffing new courses? Considerations – Assignment, HQT, Funding Meeting Highly Qualified Teacher Requirements for NCLB CTE Courses Earning Academic Credit Alternative Method for Meeting High School Graduation Requirements Course Examples CBEDS Course Codes as a Tool

3 TOM TORLAKSON State Superintendent of Public Instruction 3 Covering the Basics Roles and Responsibilities for Certificated Staff Assignments - Commission on Teacher Credentialing - California Department of Education - School Site/District/County Office Does a teacher need to hold a credential or authorization? NCLB Compliance Requirements

4 TOM TORLAKSON State Superintendent of Public Instruction 4 Roles and Responsibilities Commission on Teacher Credentialing (CTC): Teacher Preparation Programs Credential Requirements Authorizations Appropriate Assignment Assignment Monitoring Oversight Sanctions for Misassignments Report of Assignments to Legislature CTC Presenter

5 TOM TORLAKSON State Superintendent of Public Instruction 5 Roles and Responsibilities California Department of Education (CDE): Title II Compliance Monitoring Intervention and Sanctions Title I, Title II, and/or Title III accountability status under Elementary and Secondary Education Act (ESEA) Compliance with teacher requirement provisions of Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind (NCLB) Act of 2001 CTE Teachers Meeting ESEA Highly Qualified Teacher (HQT) Compliance

6 TOM TORLAKSON State Superintendent of Public Instruction 6 Roles and Responsibilities Site/District/County Office: Job Specifications Recruitment Hiring Priority – EC § NCLB Compliance Funding Compliance Site/district/county administrators responsibility under EC § (b): -Evidence of credential(s) in order to make a legal assignment or legal documentation on file if assignment made on basis of an option in statute or regulations

7 TOM TORLAKSON State Superintendent of Public Instruction 7 Does a Teacher Need to Hold a Credential or Authorization? Individuals need to hold the appropriate authorization prior to providing instructional services EC §44001 EC §44225(e) EC §44830(a) EC §44831 EC § EC §33126(b)(5)(B) EC § (b)(2)EC § (e)(2)(3)

8 TOM TORLAKSON State Superintendent of Public Instruction 8 New Courses Content of the class and authorization(s) held are determining factors for appropriate assignment Determination of primary focus of course content and course designation by local level necessary Verify designation by CBEDS Codes, Course Description & Funding Source 8

9 TOM TORLAKSON State Superintendent of Public Instruction 9 New Courses Type of class such as review, honors, intervention, or supplemental instruction is not a factor Credential and authorization must match content whether remedial or honors

10 TOM TORLAKSON State Superintendent of Public Instruction California Basic Educational Data System (CBEDS) Assignment Codes and Course Definitions Course definitions provided by assignment code and title – subjects.asp Course categories fall within a sequence (ex English) 10

11 TOM TORLAKSON State Superintendent of Public Instruction 11 CBEDS Course Codes If CTE course is used as an NCLB core class….districts must change the NCLB Core column from U to Y and then add the content area to the NCLB Content Area Category Assigned Name column Science 11

12 TOM TORLAKSON State Superintendent of Public Instruction Career Technical Education Course Defined Education Code (EC) section (E)(ii) A course in career technical education means a course in a district-operated CTE program that is aligned to the CTE model curriculum standards and framework adopted by the state board 12

13 TOM TORLAKSON State Superintendent of Public Instruction 13 CTE Courses Courses designated as career, technical, trade or vocational by the local level should be taught by an individual holding a Designated Subjects Vocational/Career Technical Education Credential in the appropriate industry or industry sector

14 TOM TORLAKSON State Superintendent of Public Instruction 14 Regulations Current Regulations – Title 5 section 80004(c) clarifies that holders of Single Subject Teaching Credentials in specific subject areas (agriculture, business, home economics, industrial arts, and industrial technology education) are also authorized to teach trade, technical, career or vocational classes.

15 TOM TORLAKSON State Superintendent of Public Instruction 15 Primary Focus of Content Considerations – Does the course have a primary focus on CTE standards and industry sector content? Does the course have a primary focus on academic content standards with some integration of the industry sector content based on the academy theme?

16 TOM TORLAKSON State Superintendent of Public Instruction 16 Questions to Ask Flexibility – As CTE designated courses become integrated with academic curriculum, counties and districts need to understand the structure of the program at the high school and ask questions related to the focus of the course and how instruction is delivered.

17 TOM TORLAKSON State Superintendent of Public Instruction 17 Co-teaching Considerations – Some integrated courses have a dual emphasis in CTE and academic standards. Co-teaching models and collaborative teaching may be one method for staffing these courses

18 TOM TORLAKSON State Superintendent of Public Instruction 18 Local Assignment Options & NCLB Additional Considerations – Use of local assignment options in the Education Code Options for NCLB compliance for CTE teachers Options for NCLB compliance for teachers serving on a local assignment option

19 TOM TORLAKSON State Superintendent of Public Instruction Factors to Consider 19 Funding Source Highly Qualified - Subject Matter Credential Held

20 TOM TORLAKSON State Superintendent of Public Instruction 20 NCLB Compliance Requirements For Teachers of NCLB Core Academic Subjects NCLB Highly Qualified Teacher Bachelors Degree APPROPRIATE California Credential Currently enrolled in approved intern program Subject Matter Competency

21 TOM TORLAKSON State Superintendent of Public Instruction 21 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, RTI² and California High School Exit Examination (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 California

22 TOM TORLAKSON State Superintendent of Public Instruction 22 Alternative Methods for Meeting High School Graduation Requirements EC Section (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, independent study, and credit earned at a postsecondary institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public."

23 TOM TORLAKSON State Superintendent of Public Instruction 23 Alternative Methods for Meeting High School 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 EC Section (b), then it may be taught by the holder of a credential authorizing the teaching of CTE in the specified industry sector.

24 TOM TORLAKSON State Superintendent of Public Instruction CDE has established policy - If a CTE course is an alternative way to meet graduation requirements as stated in Ed Code Section (b); and Teacher has four-year college degree; and Holds proper credential (Designated Subject, Single Subject, or Standard Secondary) in CTE discipline; Then teacher meets highly qualified teacher provision – whether New or Not New Highly Qualified Teacher Provision of NCLB for CTE Courses Earning Core Academic Credit

25 TOM TORLAKSON State Superintendent of Public Instruction 25 Course Content Review Whole Group Activity – Examples of Course Descriptions (provided based on prior submission) Decision making process Questions to ask Research options and tools

26 TOM TORLAKSON State Superintendent of Public Instruction 26 Title II Leadership Office Contact Information Ron TaylorAdministrator Lynda NicholsConsultant Jackie RoseAnalyst, Fiscal Kelly HeffingtonAnalyst, Data

27 TOM TORLAKSON State Superintendent of Public Instruction 27 Administrators Assignment Manual Information on credentials issued, authorizations, and options for employers Assignment Unit – Roxann L. Purdue


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