Presentation on theme: "Verification Process Special Settings VPSS"— Presentation transcript:
1 Verification Process Special Settings VPSS Highly Qualified TeacherVerification ProcessSpecial SettingsVPSS
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 ScienceArtsElementaryForeign LanguageCivics & GovernmentEconomicsHistoryGeography
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 SkillsDeep Content Knowledge“What a teacher can do…”Teaching Skill
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’s2. Credential w/ Issuance Date3. 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 CertificationHigh Objective Uniform State Standard of Evaluation) (HOUSSE)
17 Subject Matter Verification Process for Secondary Settings Four ways to establish complianceAdditional unitsCSETHOUSSEAdvanced CertificationNational Board CertificationVerification Process for Special Settings (VPSS)
18 High Objective Uniform State Standard of Evaluation Structure:Points basedYears 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 portfolioEligibility:If not new (6/30/02), orIf new (7/1/02) and SPED,and teaching multiple core academic areas, andwithin two years of assignment to that core subject, andHQT in English, math or science
19 VPSS ProcessApproved by the State Board of Education on September 18, 2007Advanced Certification ProcessNOT HOUSSESubject Matter CompetenceEnglishMathScienceSocial ScienceSecondary Teachers in Special Settings ONLY
20 VPSS Process Who may use this option? Secondary Special EducationSecondary Alternative ProgramsIndependent Study ProgramsSecondary 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 StudyIndependent 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 DevelopmentFour Content AreasEnglishMathematicsScienceSocial Science
25 Professional Development Tiers of VPSS Eligibility Criteria for Level ILess than 20 units or10 upper division unitsEligibility Criteria for Level II20 units or more or10 or more upper division unitsorCompleted Level ICore SubjectCore Subject
26 Professional Development Tiers of VPSSLevel I = 36 hours per content areaLevel II = 36 hours per content areaLevel I + Level II = 72 hours per content area
29 Acceptable Courses for Subject Matter Official transcripts must indicate that:the institution is accreditedthe course is non-remedialthe teacher received a grade of C- or higherthe course is in a subject directly related to the core academic subjectthe course is NOT just a personal enrichment-type courseEducation 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 ProcessMeets NCLB High Quality Professional Development Standards.Includes an Assessment Component.Provides Standards-Based Content.
31 LACOE ModelFace to Face Model- ELA Tier I and II/and Math Tier I and IIFive Saturdays- April 18, 25May 2, 9, 16Online Learning Model- Math Tier IFive 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 IIFive Saturdays- April 18, 25May 2, 9, 16Online Learning Model- Math Tier IFive weeks beginning April 20th
33 Face to Face BenefitsInteractive learning activities with professionals in similar educational settingsCustomized instruction which builds upon background knowledge of participantsPersonalized interaction and feedback
34 Online Learning Benefits Access to mentor teachers through interactive coursesAnytime, anywhere instruction and learningAccess to wide range of resourcesMultimedia enhanced contentSave gas and timeConvenient
35 Face to Face Instructional Materials Aligned to:Subject Matter Content StandardsCore Academic StandardsCAHSEE StandardsCSTsCSET Single Subject contentLACOE Recommended sequence of deliveryInstruction exemplifies CSTP 3 and 5.1Attendance requirementsFormative assessmentsSummative assessments are State Board of Education approved lesson plans which exemplify CSTP 3.1
36 FACE to Face Assessment Component PresentationsWork SamplesWritten and Oral ExaminationStandards-Based Lesson Plan which exemplify CSTP 3.1Includes a Procedure for Repeating Assessments as Needed *
37 Online Learning Instructional Materials Aligned to:Subject Matter Content StandardsCore Academic StandardsCAHSEE StandardsCSTsCSET Single Subject contentLACOE designed courseInstruction exemplifies CSTP 3 and 5.1Module completion requirementsFormative assessmentsSummative assessments are State Board of Education approved lesson plans which exemplify CSTP 3.1
38 Online Learning Assessment Component Pre and Post testsDiscussion BoardsInitial Benchmark AssessmentsPortfoliosIndividual ReflectionsStandards- 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 ruralCore academic area: English Math Social Science ScienceGrade 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 subjectcontent in standard in A? (CSTP 3.1)C. Student work to be assigned:Does the Student work to be assigned in C fully addressthe 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 pointof assignmentEnglish Tier IFace to FaceWhere: LACOEWhen: Saturdays from 8am – 3pm4/18, 25 and 5/2, 9, and 16, 2009Math Tier IOnline LearningWhen: 5 weeks Beginning
45 VPSS Timeline English Tier II Math Tier II Where: LACOEWhen: TBDMath Tier IIScience 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 3.1Level 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 StrategiesLinguisticsLanguageLiteracyDemonstrate understandingLiteratureTextual AnalysisCompositionRhetoric
48 English Language Arts (VCOE) Teachers Will:Level I:Lesson Plan based on a CAHSEE ReadingDemonstrate competency in essay responses to literary textsLevel II:Lesson Plan based on CAHSEE WritingDemonstrate 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 resourcefor grammar.Compound: a sentence with more than one independent clause joined with a comma and a coordinating conjunction, a semicolon, or a conjunctive adverbex. Mama Bear was knitting and Papa Bear waswatching Monday Night Football. (coordinatingconjunction)ex. Papa Bear was watching football; therefore, he didnot hear the bears climb out of the window.(semicolon with conjunctive adverb)
50 Mathematics Teachers will demonstrate in-depth conceptual knowledge in AlgebraNumber TheoryGeometryProbabilityStatistics
51 Mathematics (VCOE) Teachers Will: Level I: Level II: Lesson Plan based on a CAHSEE AlgebraLevel 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. 2.67D. 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:Percent10%121/2%20%…Fraction1/101/81/5Decimal0.10.1250.2
55 Certificate of Completion Presented byThis Certifies thatHas 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.*DatePamela Good, Assistant DirectorDivision 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 EducationDivision of Curriculum and Instructional Services9300 Imperial Highway, Clark Bldg, Downey, CA 90242(562)
57 LACOE VPSS Trainer Qualifications VPSS Face to FaceInstructors willKnow the background and legal requirements for VPSS.Understand the organization and curriculum ofthe VCOE Language Arts Training Manual for Instructors and Teachers (3/28/09) ORthe VCOE Social Science Training Manual for Instructors and Teachers (3/28/09) ORthe VCOE Mathematics Training Manual for Instructors and Teachers (3/28/09) ORthe VCOE Science Training Manual for Instructors and Teachers (09/09/09)
58 NCLB ResourcesFor more information on NCLB refer to the following websites:No Child Left Behind/US Dept of EdNo Child Left Behind/State of CACalifornia Commission on Teacher CredentialingThe California Teacher Assignment Information Network