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VPSS Verification Process Special Settings VPSS Highly Qualified Teacher.

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Presentation on theme: "VPSS Verification Process Special Settings VPSS Highly Qualified Teacher."— Presentation transcript:

1 VPSS Verification Process Special Settings VPSS Highly Qualified Teacher

2 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 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 4 Core Subject Areas English Reading Language Arts Mathematics Science Arts Elementary Foreign Language Civics & Government Economics History Geography

5 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 6 “What a teacher knows…” – Strong Verbal and Math Skills – Deep Content Knowledge “What a teacher can do…” – Teaching Skill What Makes for Teacher Effectiveness?

7 7 Strong Verbal and Math Skills

8 8 Deep Content Knowledge

9 9 Teaching Skill

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

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

12 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 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 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 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 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 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 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 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 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 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 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 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 24 VPSS Process offered by VCOE Two-Tiered Professional Development Four Content Areas – English – Mathematics – Science – Social Science

25 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

26 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

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29 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 30 VPSS Process Meets NCLB High Quality Professional Development Standards. Includes an Assessment Component. Provides Standards-Based Content.

31 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 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 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 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 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 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 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 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 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 40 VPSS Assessing Learning The participant is assessed on: CSTP 3.1 demonstrates knowledge of subject matter and student development

41 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 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 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 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 Face to Face – Where: LACOE – When: Saturdays from 8am – 3pm 4/18, 25 and 5/2, 9, and 16, 2009 Online Learning – When: 5 weeks Beginning

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

46 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) 1 Lesson Plan based on CSTP 3.1

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

48 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 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 50 Mathematics Teachers will demonstrate in-depth conceptual knowledge in Algebra Number Theory Geometry Probability Statistics

51 51 Mathematics (VCOE) Teachers Will: Level I: – 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 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 53 Released Test Question: What number equals 3/8? A B C.2.67 D.3.75 Example

54 54 Example Activity Fraction “Go-Fish” Uses cards showing equivalent fractions, decimals and percents such as these: Percent 10%12 1 / 2 % 20%… Fraction1/101/81/5… Decimal …

55 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.* DatePamela 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 (562)

57 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 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


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