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TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Getting.

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Presentation on theme: "TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Getting."— Presentation transcript:

1 TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Getting a Handle on Highly Qualified CALPADS Reporting, EDMS, and Beyond California Department of Education 2014 Statewide Workshop Series

2 TOM TORLAKSON State Superintendent of Public Instruction Issues and Answers Ron Taylor, Education Administrator I Lynda Nichols, M.Ed., Education Consultant Kelly Heffington, Program Analyst Caitlin Stephens, Office Technician Title II Leadership Office CALPADS Office Brandi Jauregui, Staff Information Systems Analyst

3 TOM TORLAKSON State Superintendent of Public Instruction The most terrifying words in the English language….We are from the CDE and we'd like to talk about reporting… Why am I here…what have we done…what do we do now?

4 TOM TORLAKSON State Superintendent of Public Instruction Why am I Here? Required To Be Here Failed to Report EDMS data for three years 2011– – –14 Mandatory to prevent Title II, Part A funds from being frozen Reported less than 50% HQT via CALPADS 2013–14 Suggest You Be Here Failed to Report EDMS for two years 2012– –14 Putting your Title II, Part A funds at risk Reported less than 75% HQT via CALPADS 2013–14 Or…You responded to the Statewide Invitation because you wanted to be here!

5 TOM TORLAKSON State Superintendent of Public Instruction What Have We Done? More than likely….. Reported incorrectly on CALPADS –Course codes don’t match –Indicated a class was NOT NCLB when it was –Indicated a teacher was NOT HQT when they were –Hired non-HQ teachers Or as simple as –Failed to report required data

6 TOM TORLAKSON State Superintendent of Public Instruction What Do We Do Now? Establish policies to ensure timely reporting…. CALPADS and EDMS Establish policies to ensure accurate reporting…. NEVER “certify” unchecked submissions Send credentialing analyst(s) to CCAC conference EACH year in Sacramento …. use Title II funds Never use Report 3.5 (NCLB Core Course Section) to verify HQT…. use 4.3 (Staff Teaching Assignment Detail)

7 TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Highly Qualified Teacher Data in the C alifornia L ongitudinal P upil A chievement D ata S ystem

8 TOM TORLAKSON State Superintendent of Public Instruction CALPADS…Course Codes…..and NCLB Defining course codes Course code…there’s a code? Ok… I know one of you changed that code Hum…wonder what’s for lunch? Let's see…where can I stick this class?

9 TOM TORLAKSON State Superintendent of Public Instruction Security Roles in CALPADS There are three basic levels of security roles for LEAs in CALPADS. –Administrative - CALPADS LEA Administrator (usually in data or information technology) Responsible for assigning school level user accounts –Data submission – Program-level staff Can only submit and update data –Data certification – Superintendent-level staff Responsible for reviewing and certifying data in certification reports You may not have access, but your CALPADS LEA Administrator knows who does.

10 TOM TORLAKSON State Superintendent of Public Instruction Data Submission

11 TOM TORLAKSON State Superintendent of Public Instruction How are HQT Data Submitted in CALPADS? Fall 2 Submission –Course Section File State Course Code – State Level “Course” name Local Course Name – Your local course name NCLB Core Course Instructional Level – Elementary/Secondary/Not a Core Course Highly Qualified Teacher (HQT) Competency Code – How a teacher is or is not highly qualified

12 TOM TORLAKSON State Superintendent of Public Instruction Definition of an NCLB Core Course in CALPADS Falls into one of the NCLB Core Content Areas based on the State Course Code Flagged as –Elementary Core or –Secondary Core State course codes that are designated as “Unknown” can also be flagged as –Core (Elem. Or Sec.) or –Not Core at the discretion of the LEA

13 TOM TORLAKSON State Superintendent of Public Instruction How are HQT Data Submitted in CALPADS? Batch submission –Used by large districts when submitting many course records at once. Online maintenance –Used either for small schools with no formal student information system or for manual updates to small groups of students.

14 Click on Maintain Course Data Maintaining Course Data through the CALPADS Online Maintenance Tool

15 Select Course Section Select Maintain Course Sections Maintaining Course Data through the CALPADS Online Maintenance Tool

16 State course Local Course Name NCLB Core Level HQT Method Click to validate Fields denoted with asterisks * are required Maintaining Course Data through the CALPADS Online Maintenance Tool

17 TOM TORLAKSON State Superintendent of Public Instruction Data Validation

18 TOM TORLAKSON State Superintendent of Public Instruction Input Validations for HQT Data CALPADS performs checks to ensure that the data you are submitting conform to the business rules for HQT reporting ….. Input Validation Rules CALPADS Error List –CALPADS System Documentation Web page:

19 Input Validation Rules Error #Error Message Error DescriptionSeverity Fields validatedPossible Resolution CRSE0127Invalid NCLB Core Course Instructional Level Code If CRS-State Course Code is indicated as likely to be core then NCLB Core Course may not equal N Reference Course Group Master Combos Valid Combination Course Group Master Combos Valid Combination Warning9.07 CRS-State Course Code 9.11 CRS-NCLB Core Course Instructional Level Code 1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for CRS-State Course Code is provided in the submitted record. OR 2) If the CRS-NCLB Core Course Instructional Level Code is incorrectly populated in the submission, remove or change it so the correct value is submitted to CALPADS for the course section record of the SEID. See mdocs.asp for the "CALPADS Valid Code Combinations" document.

20 TOM TORLAKSON State Superintendent of Public Instruction Valid Code Combinations CALPADS uses data in this document to validate data you submit. –Course Master Combo Worksheet –http://www.cde.ca.gov/ds/sp/cl/docu ments/validcodes xlshttp://www.cde.ca.gov/ds/sp/cl/docu ments/validcodes xls

21 TOM TORLAKSON State Superintendent of Public Instruction How to prevent the CRSE0127 error Ensure that your local course is mapped to the appropriate State Course Code. If your course is appropriately mapped and is actually an NCLB core course, make sure you designate it as Elementary or Secondary Core and not “Not a Core Course”. Use the Valid Code Combinations Document as a reference:

22 Input Validation Rules Error #Error Message Error Description Severity Fields validatedPossible Resolution CRSE 0134 Missing HQT Competency Code If NCLB Core Course Instructional Level Code = E (Elementary Core) or S (Secondary Core) Then HQT Competency Code must be populated Fatal9.11 CRS-NCLB Core Course Instructional Level Code 9.28 HQT Competency Code 1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for HQT Competency Code is provided in the submitted record. OR 2) If the CRS-NCLB Core Course Instructional Level Code is incorrectly populated in the submission, remove or change it so the correct value is submitted to CALPADS for the course section record of the SEID. See for the CALPADS Code Sets and File Specifications documents

23 Input Validation Rules Error #Error Message Error Description Severity Fields validatedPossible Resolution CRSE 0138 HQT Competency Code submitted for a non NCLB Core Course If HQT Competency Code is populated Then NCLB Core Course Instructional Level Code must equal E (Elementary Core) or S (Secondary Core) Fatal9.11 CRS-NCLB Core Course Instructional Level Code 9.28 HQT Competency Code 1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for HQT Competency Code is provided in the submitted record. OR 2) If the CRS-NCLB Core Course Instructional Level Code is incorrectly populated in the submission, remove or change it so the correct value is submitted to CALPADS for the course section record of the SEID. See for the CALPADS Code Sets and File Specifications documents

24 TOM TORLAKSON State Superintendent of Public Instruction After Validation… Data is stored in CALPADS and pulled into aggregate reports for LEA certification.

25 TOM TORLAKSON State Superintendent of Public Instruction Data Certification

26 HQT Reports in CALPADS

27 HQT Reports Fall 2 Snapshot Reports for HQT

28 TOM TORLAKSON State Superintendent of Public Instruction CALPADS Certification Reports Certification reports are aggregate reports in CALPADS that require certification by a superintendent- level certifier that the data are accurate.

29 Report 3.4 Report 3.4 NCLB Compliant = Core Course Taught by a HQT Data in this report must be certified Click here to drill down to 3.5 (detail)

30 Data Certification Data Certification Data must be reviewed and certified Use these reports to verify information in Report 3.4

31 TOM TORLAKSON State Superintendent of Public Instruction Certification Validation CALPADS again performs checks to ensure that the data you have submitted over the reporting period conform to the business rules for HQT reporting ….. Certification Validation Rules. CALPADS Error List –CALPADS System Documentation Web page:

32 Certification Validation Errors Certification Errors

33 Certification Validation Errors This is where you would see any errors related to HQT

34 Certification Validation Errors Error #Error Message Error Description SeverityFile TypePossible Resolution CERT 068 No NCLB Compliant Course Sections No course sections have been identified as NCLB compliant for this school. WarningCRSE DataNone of the course sections identified as NCLB Core Courses have teachers who have demonstrated subject matter competence in the NCLB core academic subject taught. Verify that the NCLB Core Course Indicator and Instructional Level. Code (9.11) and HQT Competency Code (9.28) are correct in the course sections for the school. If one or more are incorrect, modify the records. If CALPADS contains correct information, no further action is necessary. Also check any course sections that you believe to be NCLB Compliant and ensure the Distance Learning Indicator (9.24) is set to N. Distance learning courses are not considered NCLB compliant. See Glossary in CALPADS User Manual for information on the following Course Data: NCLB Compliant Course Section See Report NCLB Core Course Section Compliance - Count by Content Area See Report NCLB Core Course Section Compliance - Detail

35 TOM TORLAKSON State Superintendent of Public Instruction CALPADS Supporting Reports Supporting reports are used to validate the data in any certification reports.

36 Report 3.5 – Course Detail Report 3.5 – Course Detail This is a supporting report Use to verify data by Course Section NOTE: Only courses you have designated as Elementary or Secondary Core will be reflected here. Courses you have flagged as “Not Core” will not appear in this report.

37 Report 4.3 – Staff Detail Report 4.3 – Staff Detail This is a supporting report Use to verify data by teacher This report can be used to look at ALL courses to verify that the NCLB Core Course Instructional Level is accurate.

38 TOM TORLAKSON State Superintendent of Public Instruction HQT-Related Reports in CALPADS 3.5 NCLB Core Course Section –DO NOT use unless correct and verified for accuracy. –Remember this form only shows the classes YOU indicated were NCLB…not ALL the classes that are supposed to be NCLB. 4.3 Staff Teaching Assignment Detail –Correct before using to ensure an accurate count of NCLB core classes.

39 This is the code YOU develop locally…..Selected, by YOU, from a state generated list…… = Understanding 4.3 – Staff Teaching Assignment - Detail These two course codes need to work together……State Course Code drives NCLB core academic subject.

40 Understanding 4.3 – Staff Teaching Assignment - Detail Only 3 Options  N = NO this is not a NCLB core academic class…NEVER change the default YES to a no…you can change undecided  S = YES this is a secondary NCLB core academic class  E = YES this is an elementary NCLB core academic class

41 Understanding 4.3 – Staff Teaching Assignment - Detail 7 Options  N – NOT Highly Qualified  A – exam  B – coursework (CTC approved subject matter program/major/major equivalent)…CAN NOT be used for elementary self-contained…ever…likely to be a fatal error in future  C – National Board Certification  D – HOUSSE  G – VPSS (secondary special education and secondary alternative education only)  N/A – only when designated as NOT being a NCLB core academic class

42 1.Print most current report…review carefully Check any course designated as NOT being a NCLB core academic course Make sure all state and local course codes align Check “how” each teacher is identified as meeting NCLB teacher quality compliance….remember elementary self-contained (MS credential) cannot meet competency via coursework 2.Resubmit to CALPADS, but do not certify 3.Recheck 4.3 for accuracy 4.After all errors have been cleared, certify…. This should be the annual process for CALPADS data submission.

43 TOM TORLAKSON State Superintendent of Public Instruction Let’s Look at Scenarios…

44 If Algebra Prep is NOT a “math” class in your district….. pick another course code. 2498….is a NCLB core subject…every time, every where. Appears to be a misalignment

45 1.When we see…2109 we think non-NCLB…when we see…Reading/History we think NCLB…..is this a reading class, history class or what…who is teaching this class….o ften leads to correct HQT designation math = NCLB but when we see computer animation we do not think math, computers are not generally NCLB…so is this a math class, a computer class, possibly an ART class…again, who is teaching the class…what type of credit are they getting?

46 1.DO NOT change a YES to a NO 2116 is identified as an NCLB core academic subject 2420 is identified as an NCLB core academic subject 2421 is identified as an NCLB core academic subject

47 Elementary CANNOT be HQ via coursework…that pathway is open to secondary only.

48 TOM TORLAKSON State Superintendent of Public Instruction What Happens to My Data After Certification? Certified data are pulled together in a report for the Title II HQT Office. Title II staff review aggregate data for compliance –Which districts do not have 100 percent NCLB-Compliant Courses? –Which districts have indicated that some courses are NOT core that should be core?

49 TOM TORLAKSON State Superintendent of Public Instruction Things to Ponder 2110 is ELD…..not an NCLB core course…..don’t call it English if it’s NOT. Math 6…why use 2498…other math, use 2431, Math Yearbook…NOT English…triggers NCLB…… Yes, yearbook requires an English credential, but is NOT an NCLB core course. Middle School Core Class (two or more subjects, two or more periods, same students, same day). –Multiple subject credential….must identify each class within the core separately….must designate the class as elementary. –Single subject (or other authorization) credential….identify each class within the core separately…..designate the class as secondary.

50 TOM TORLAKSON State Superintendent of Public Instruction Things to Ponder Job Sharing/Team Teaching Two Course Section records should be submitted with the same Course Section ID, different SEIDs, and each teachers respective HQT Competency Code. Teacher A is HQ via examination and Teacher B is HQ via HOUSSE. When are courses not counted? Distance learning, push-in/pull-out classes, courses designated as not being NCLB.

51 TOM TORLAKSON State Superintendent of Public Instruction Dates To Remember Fall 2 –Opening Day First Wednesday of October (October 2, 2013) –Official Submission Window First Wednesday of October through end of February (October 2, 2013 through February 21, 2014) –Amendment Window February 22, 2013 – March 28, 2014 –Certification Deadline March 28, 2014

52 TOM TORLAKSON State Superintendent of Public Instruction Contact Information Lynda Nichols, Education Programs Consultant – Program * Kelly Heffington, Associate Governmental Program Analyst – Data * Brandi Jauregui, Staff Information Systems Analyst – CALPADS *

53 TOM TORLAKSON State Superintendent of Public Instruction Resources You Might Find Valuable Teacher Resource Guide….. CALPADS Course Code Guide….. 4.xls Training – California School Information Services (CSIS) CALPADS Systems Documentation Web page:

54 TOM TORLAKSON State Superintendent of Public Instruction Questions, Concerns, Things Not Covered?

55 TOM TORLAKSON State Superintendent of Public Instruction Afternoon Session Paperwork, Process, Procedures, and More Highly Qualified Teacher Requirements

56 TOM TORLAKSON State Superintendent of Public Instruction Commonly Used Acronyms NCLBNo Child Left Behind Act of 2001 CAHSEECalifornia High School Exit Examination CTCCommission on Teacher Credentialing CDECalifornia Department of Education CCACCredential Counselors and Analysts of California CSETCalifornia Subject Examinations for Teachers HOUSSEHigh Objective Uniform State Standard of Evaluation CLADCross-cultural Language and Academic Development CSTPCalifornia Standards for the Teaching Profession CALPADSCalifornia Longitudinal Pupil Achievement Data System SEIDState Educator Identifiers HQTHighly Qualified Teacher

57 TOM TORLAKSON State Superintendent of Public Instruction Commonly Used Acronyms CMIS CMISCompliance, Monitoring, Interventions, and Sanctions Program High Poverty Schools High Poverty SchoolsIdentified as having 40% student population eligible for the federal free and reduced lunch program Low Performing Schools Low Performing SchoolsIdentified as being in deciles 1–3 or identified for placement into Program Improvement

58 TOM TORLAKSON State Superintendent of Public Instruction Districts must develop or have already developed… –Board Policy that restricts the placement of teachers on Short Term Staff Permits, Provisional Intern Permits at high poverty low performing schools. The use of STSP/PIPs is reported via the EDMS system and verified with CTC…accuracy is important. Ensuring Qualified Personnel…Step 1

59 TOM TORLAKSON State Superintendent of Public Instruction Districts must develop or have already developed…. –Board Policy that equitably distributes interns at elementary schools across the district. The use of interns is reported via the EDMS system and verified with CTC…accuracy is important. Ensuring Qualified Personnel…Step 2

60 TOM TORLAKSON State Superintendent of Public Instruction Districts must develop or have already developed…. –Board policy that addresses how the district will strategically assign students at the middle and high school level to ensure interns will be placed in a manner that will not result in, a student having an intern for more than one class and that will not result in an intern assigned to a student for two consecutive years in high poverty and schools identified as being in deciles 1–3 program improvement. Ensuring Qualified Personnel…Step 3

61 TOM TORLAKSON State Superintendent of Public Instruction These policies will be enforced for planning for the ensuing school year and STSP and PIPS would be considered when there is an unexpected midyear vacancy that cannot be filled with a regular credentialed teacher; however board approval must be obtained as an action item and not placed on the consent calendar. Ensuring Qualified Personnel…Step 4

62 TOM TORLAKSON State Superintendent of Public Instruction Ensuring Qualified Personnel …Step 5 All teachers hired in Title I Programs must meet NCLB Teacher Quality requirements when hired. –If currently assigned teachers are not NCLB compliant district must send parent notification of instruction by non-compliant teacher by the 20 th day of instruction. –When starting the school year…never leave non-NCLB compliant teachers at a Title I school. Special Education….DOCUMENT efforts to hire….make sure you send the letter of instruction by non-compliant teacher.

63 TOM TORLAKSON State Superintendent of Public Instruction Ensuring Qualified Personnel …Step 6 Title I Paraprofessional Requirements –These requirements apply only to those paraprofessionals who work directly with students in Title I programs. High school diploma or the equivalent and Two years of college (48 units) or A.A. degree (or higher) or Pass a local assessment of knowledge and skills in assisting in instruction. This means YOU…you decide what test to use, how to administer and if you provide documentation of passing.

64 TOM TORLAKSON State Superintendent of Public Instruction Interns…. Interns…. Highly Qualified or Not? In response the U.S. Department of Education issued the following statement: As part of a Continuing Resolution that the United States Congress passed and the President signed in late December did address the alternative certification/HQT issue. SEC (a) A ‘highly qualified teacher’ includes a teacher who meets the requirements in 34 C.F.R (a)(2)(ii), as published in the Federal Register on December 2, (b) This provision is effective on the date of enactment of this provision….appears to be ongoing The provision of the Continuing Resolution amends the ESEA to confirm that teachers in alternative route programs (interns) may continue to teach as fully certified-highly qualified teachers under provision of this regulation until 2012–13, subject to any provision that Congress may enact before then in a reauthorized ESEA.

65 TOM TORLAKSON State Superintendent of Public Instruction Interns…. Interns…. Continued University Intern –University sponsored alternative teacher training program; cooperative effort between district and IHE District Intern –Alternative teacher training program by a district/county with an approved Professional Development Plan based on CTC standards Multiple Subject Grades K–8 Single Subject Grades 6–12 –NOT transferable to another district

66 TOM TORLAKSON State Superintendent of Public Instruction NCLB Compliance Paddling Through the Process Degree 1. Degree Licensure 2. Licensure Subject Matter Verification 3. Subject Matter Verification

67 TOM TORLAKSON State Superintendent of Public Instruction Degree…. Must have at least a BA from an accredited university Even in a charter school which is exercising their credentialing flexibility under California Education Code (EC) sections 47605(l), and (l)

68 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Appropriate Credential Ryan (named after Assembly member Leo Ryan) 1970 to 2007 –Multiple Subject - service grades preschool, K–12, and adults in self-contained class and in a core setting in grades 5–8 –Single Subject – service grades preschool, K–12, and adults in subject(s) listed in a departmentalized setting SB 2042 (named after bill number) 2007 –All 2042 credentials are Ryan Credentials, not all Ryan Credentials are 2042 –Denotes embedded EL authorization and induction requirements General (also called Pre-Fisher) Pre 1961 Standard (also called Fisher) 1961 to 1970 –Subjects with a broad subject area followed by a colon (:) authorize teaching only the subject(s) listed after the colon, not any subject in the department Social science: history…only authorizes history not government of economics –Elementary (think self- contained) and secondary (think departmentalized 7–12)

69 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Appropriate Credential “Specialist instruction” –Reading specialist, mathematics specialist, specialist in special education or early childhood education “Designated subjects” –Generally unaffected by NCLB - designated technical, trade, or vocational programs “Single subject instruction” –Generally secondary – High school, Junior/middle (think 7–12) “Multiple subject instruction” –Generally elementary – elementary schools (think one teacher all day…K–8) EC ( Ryan and beyond) Authorization for teaching credentials shall be of four basic kinds, as defined below:

70 TOM TORLAKSON State Superintendent of Public Instruction Introductory Supplementary Authorization ….20 units, therefore NOT NCLB and subject matter must be demonstrated –When added to a single subject, standard secondary, special secondary (academic subject area only) Can teach departmentalized subjects typically taught in grades 9 and below –When added to a multiple subject credential Can teach departmentalized subjects typically taught in grades 9 and below….Introductory will not appear Specific Supplementary Authorization …..20 units, therefore NOT NCLB and subject matter must be demonstrated –When added to a single subject, standard secondary, special secondary (academic subject area only) Can teach the specific subject in grades K–12 Licensure…Authorizations

71 TOM TORLAKSON State Superintendent of Public Instruction (SMAB) Introductory Subject Matter Authorization ….. 32 units, therefore IS NCLB aligned –When added to a single subject, standard secondary, special secondary (academic subject area only), multiple subject, and standard elementary Can teach departmentalized subjects typically taught in grades 9 and below (SMAA) Specific Subject Matter Authorization ….. 32 units, therefore IS NCLB aligned –When added to a single subject, standard secondary, special secondary (academic subject area only), multiple subject, and standard elementary Can teach the specific subject in grades K–12 Licensure…Authorizations

72 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Authorizations Local Teaching Assignment Option (Local Board Authorization) –Requires NCLB subject matter verification OptionRequiresGradeBasic Credential EC §44256(b)6/12 sem unitsK–8Elementary EC § /12 sem units5–8Secondary EC § (Craven) Board approved policies and procedures K–12Elementary/Secondary EC § (c)(d) Committee on assignment - elective classes Board approved policies and procedure K–12Elementary/Secondary EC §442639/18 sem unitsK–12Elementary/Secondary

73 TOM TORLAKSON State Superintendent of Public Instruction Licensure….Education Options  Only one credential is needed – only credentials based on student teaching may be used for this authorization ….NO need for a “local board authorization”. EC Section A valid teaching credential issued by the State Board of Education or the Commission for Teacher Preparation and Licensing, based on a bachelor's degree, student teaching, and special fitness to perform, shall be deemed qualifying for assignment as a teacher in the following assignments, provided that the assignment of a teacher to a position for which qualifications are prescribed by this section shall be made only with the consent of the teacher.

74 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Middle School Middle School Core Class EC The holder of a credential authorizing instruction in a self-contained classroom may teach in any of grades 5 to 8, inclusive, in a middle school, provided that he or she teaches two or more subjects for two or more periods per day to the same group of pupils, –and, in addition, may teach any of the subjects he or she already is teaching to a separate group of pupils at the same grade level as those pupils he or she already is teaching for an additional period or periods, provided that the additional period or periods do not exceed one-half of the teacher's total assignment. –Alternating Day block schedule (A/B day) will not work for this type of assignment as the two periods must be on the same day.

75 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Middle School “Electives” When teaching “electives” at the middle school level (8 and below) teachers must hold the appropriate authorization for the assignment. For example, the holder of an English credential may teach composition, creative writing, debate, drama, forensics, grammar, humanities, journalism, language arts, language structure, literature, poetry, public speaking, speech, theater arts, and yearbook….§80005(a). Unless the elective is such that no authorization exists…. Including, but not limited to, life skills, leadership, study skills, conflict management, teen skills, study hall….§80005(b). If the class is a NCLB core academic subject like drama/theater…the teacher must meet NCLB teach quality requirements.

76 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Introductory Science Classes Think Middle/Junior High Any science credential is appropriate for grades six, seven, eight, and nine science and grades one through twelve integrated science classes. –Credential verifies NCLB Subject Matter Competency –Does NOT include General, Standard and Specialized Science Credentials General/standard life science can teach any life (generally 7 th grade) science class General/standard physical science can teach any physical (generally 6 th and 8 th grade) science class EC (a) –The holder of the single subject teaching credential in science shall be qualified and authorized to teach courses in general science, introductory science, integrated science, and coordinated science in kindergarten and grades 1 to 12, inclusive.

77 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Middle School Licensure…Middle School Next Generation Science Standards The California NGSS middle school learning progression specifies integrated science content (cross- cutting concepts) in grades 6–8 and also incorporates engineering practices for students to engage in, rather than engineering as a distinct content area. –Teachers holding biological science (specialized), chemistry (specialized), physics (specialized), geoscience (specialized); specific supplemental and subject matter authorizations (e.g. biology, chemistry, earth science, physics, biological science, geoscience), and standard secondary teaching credential with a minor in the area would not be authorized to teach the proposed California NGSS middle school integrated science content in grades 6–8.

78 TOM TORLAKSON State Superintendent of Public Instruction Licensure…Reading Teacher Qualifications Secondary reading Intervention –Multiple Subject, Single Subject English, General Elementary, Standard Elementary, Reading Specialist, Reading Certificate, Special Education (for special education students) Response to Intervention (RTI²) –If mixed class (regular education and special education)…teacher must hold more than a special education credential –If special education students only…teacher may hold only a special education credential

79 TOM TORLAKSON State Superintendent of Public Instruction Licensure…..Hints The Administrator’s Assignment Manual is your best source of information Assignment-Manual.pdfhttp://www.ctc.ca.gov/credentials/manuals-handbooks/Administrator- Assignment-Manual.pdf Subject Matter Authorization Requirements Supplementary Authorization Requirements Join Credential Counselors and Analysts of California and attend their annual conference

80 TOM TORLAKSON State Superintendent of Public Instruction Subject Matter Competence  “New” to the Profession: Holds a Credential or Intern Certificate issued on or after July 1,  “Not New” to the Profession: Holds a credential or Intern Certificate issued before July 1, 2002.

81 TOM TORLAKSON State Superintendent of Public Instruction NCLB Core Academic Subjects Federal 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) How That Looks in California

82 TOM TORLAKSON State Superintendent of Public Instruction Demonstrating Subject Matter Competency for Elementary Teachers “New” multiple subject-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)

83 Credentialing (State) Did the teacher receive the appropriate MS (elementary) credential by taking an exam? Yes Subject Matter Competence NCLB HQT (Federal) Subject Matter Compliance demonstrated Subject Matter Compliance not demonstrated Teacher Must: HOUSSE if “Not New” Take MS CSET Multiple Subjects (MS) Credential/Assignment Did the teacher receive the MS credential via a CTC- approved program? Yes No

84 TOM TORLAKSON State Superintendent of Public Instruction Demonstrating Subject Matter Competency for “New” Middle & High School Teachers 1.Exam Option: Passing a CCTC-approved subject matter examination in the core area, or 2.Course Work Option: a.CCTC-approved subject matter program in the core area, or b.Major in the core area, or c.Major equivalent in the core area (32 non-remedial units…this option includes holders of a Subject Matter Authorization), or d.Graduate degree in the core area e.Advanced Certification “New” middle/high school teachers have two options to demonstrate subject matter competency:

85 TOM TORLAKSON State Superintendent of Public Instruction Demonstrating Subject Matter Competency for “Not New” Middle & High School Teachers 1.Passing any prior or current CCTC- approved subject matter exam in the core area, or 2.Completing course work in the core area, or 3.Obtaining advanced certification (National Board Certification or VPSS) in the core area, or 4.California HOUSSE in the core area “Not new” middle/high school teachers have four options to demonstrate subject matter competency:

86 Credentialing (State) Does the teacher have the appropriate SS credential? Yes Does the teacher have a subject matter authorization in the core area? (32 units) Is the teacher assigned to teach in an Independent Study Program (Ed Code Option 44865) Subject Matter Competence NCLB HQT (Federal) Subject Matter Compliance demonstrated (exam or CTC-approved program Subject Matter Compliance not demonstrated Teacher Must: HOUSSE if “Not New” Take Subject Matter CSET Take 32 Appropriate Units Take VPSS (if applicable) Single-Subject (SS) Credential/Assignment: Complete for each subject area taught No Yes Subject Matter Compliance demonstrated Yes No

87 TOM TORLAKSON State Superintendent of Public Instruction NCLB Teacher Quality Compliance Paperwork

88 TOM TORLAKSON State Superintendent of Public Instruction Certificate of Compliance New…Drop-Down Menu

89 Should include teacher Statewide Educator Identifiers (SEID). Direct funded Charter Schools are the “district” and may sign the Certificate. Dependent Charter Schools must use the authorizing LEA’s name and appropriate LEA personnel must sign Certificate.

90 Complete this section ONLY if the Certificate pertains to a “special setting” as identified. Identify which Ed Code you are using.

91

92 University conferring the BA…not necessarily the teacher preparation university/program.

93 If placement is based on Ed Code Section 44865, check “other” and type in Ed Code Section If placement is based on Local Teaching Assignment Option check “other” and write in appropriate Ed Code.

94 “New” = on or after July 1, 2002…NO EXCEPTIONS “Not new” = before July 1, 2002 Based on Original credential or CA intern credential:

95 Please note…only secondary teachers (i.e. those teaching departmentalized classes) can demonstrate subject matter competency via coursework or advanced certification.

96 HOUSSE can only be used by “not new” teachers…except –“New” secondary (i.e. departmentalized 7-12) special education teachers who were highly qualified in math, English, or science when hired. These “new” teacher may use the HOUSSE process for subject matter competency verification.

97 Form must be signed by both teacher and district personnel. District must retain original and provide teacher with a copy…federal law. Attach HOUSSE document if appropriate.

98 TOM TORLAKSON State Superintendent of Public Instruction High Objective Uniform State Standard of Evaluation (HOUSSE) Part 1

99 TOM TORLAKSON State Superintendent of Public Instruction High Objective Uniform State Standard of Evaluation….Part 1 If a “not new” teacher is unable to demonstrate subject-matter competence via exam, subject matter program, university units or advanced certification you may choose to use the HOUSSE process to verify subject-matter competency.

100 HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA Total Points Experience in teaching core area - 10 pts per school year (Five years max) Circle years teaching this core academic subject: pts Max. _____pts Experience must be as a classroom teacher in a public school. –A maximum of five years (50 points) may be counted –Out-of-state experience may be counted, and non- consecutive years may be counted –Experience working under an intern permit can be counted –Experience as a substitute teacher does not count All experience must be at a similar level (e.g. secondary to secondary) and content specific. High Objective Uniform State Standard of Evaluation….Part 1

101 HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA Points Elementary School Teachers Core Academic Coursework: Select one if appropriate Completed 18 semester units in each of four core areas: 1)Reading/ Language Arts, 2) Mathematics and Science, 3) History and Social Sciences and 4) the Arts pts, or Completed a CTC approved Liberal Studies Waiver Program - 50 pts, or National Board Certification in grade span - 60 pts, or Completed an advanced degree in teaching, curriculum instruction, or assessment in core academic area [e.g., MAT/MEd/MA/MS] - 60 pts_____pts Use this section for anyone working in a self-contained classroom, typically grades 6th and below, and Secondary special day (where all students are non-graduation track) classrooms You can not use this section for self-contained secondary classrooms even though the multiple subject credential may be the appropriate credential

102 High Objective Uniform State Standard of Evaluation….Part 1 HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA Points Middle/High School Core Academic Coursework: Select one if applicable Completed CTC-Supplementary Authorization – 50 points, or Completed Units of Core – 30 points, or Completed Units of Core – 50 points, or Completed an advanced degree in teaching/curriculum/assessment in core academic area {e.g., MAT/MEd/MA/MS} – 60 points_____pts Use this section for departmentalized 7th through 12th grade classrooms This section also pertains to any departmentalized class including those on elementary school campuses –Units must increase teachers’ knowledge of core academic subject An advanced degree in special education or school counseling will not qualify

103 High Objective Uniform State Standard of Evaluation….Part 1 Participation in BTSA does not count…only if they were the support provided and in the assigned area.

104 High Objective Uniform State Standard of Evaluation….Part 1 Just make sure you keep a list of PD that have been accepted in the past…consistency is key!

105 TOM TORLAKSON State Superintendent of Public Instruction  One-day or short-term workshops and/or conferences are not acceptable and cannot be used to fulfill this requirement.  Methodology or instructional strategies (i.e. CLAD) classes can not be used to fulfill this requirement.  Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused.  Support provider must be in like grade level and subject. High Objective Uniform State Standard of Evaluation….Part 1

106 TOM TORLAKSON State Superintendent of Public Instruction  Because the standards were not in place in California until 1997, only professional development offered after that date is acceptable.  Professional development activities that are used for the HOUSSE evaluation must be activities that increase teachers’ knowledge of core academic subjects and are standards-aligned, sustained, intensive, and classroom-focused. This is about content development…not pedagogical practices… High Objective Uniform State Standard of Evaluation….Part 1

107 TOM TORLAKSON State Superintendent of Public Instruction HOUSSE Part 2

108 TOM TORLAKSON State Superintendent of Public Instruction If a “not new” teacher is unable to accumulate 100 points through HOUSSE - PART 1 the LEA may use HOUSSE PART 2, observation or portfolio requirement to determine subject matter competency. If a teacher does not satisfactorily meet standards 3 and 4.2 (previously 5.1, however the CSTPs have changed) of CSTP subject- matter competency shall be demonstrated through an approved exam or course work option. High Objective Uniform State Standard of Evaluation….Part 2

109 TOM TORLAKSON State Superintendent of Public Instruction The teaching standards are assessed in relation to the California K–12 academic content standards for the appropriate grade span and the core academic subject area to which the teacher is assigned. Evidence from the Observation or Portfolio assessment should be sufficient to indicate that CSTP standards 3 and 4.2 are met. Assessment of progress toward compliance is formative, not summative, in nature. High Objective Uniform State Standard of Evaluation….Part 2

110 TOM TORLAKSON State Superintendent of Public Instruction Let’s Look at Scenarios…

111 TOM TORLAKSON State Superintendent of Public Instruction Secondary Special Education “New” and HQ in math, English, or science… WHEN HIRED –Can use the HOUSSE process Non-graduation/diploma track –“New” CSET: multiple subject –“Not new” use elementary HOUSSE process Graduation/Diploma Track –Must be HQ like any other secondary teacher VPSS as long as they are HQ in one NCLB core academic subject (including elementary self- contained)

112 TOM TORLAKSON State Superintendent of Public Instruction 112 Alternative Methods for Meeting High School Graduation Requirements Ed Code 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 …”

113 TOM TORLAKSON State Superintendent of Public Instruction 113 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 Ed Code Section (b), then it may be taught by the holder of a credential authorizing the teaching of CTE in the specified industry sector….. CTE course is an alternative way to meet graduation requirements as stated in Ed Code Section (b); and teacher has BA degree, proper credential in their CTE discipline; teacher would meet the HQT provision.

114 TOM TORLAKSON State Superintendent of Public Instruction Alternative Pathway to Graduation CA Education Code Section (b) If approved APG courses become a NCLB core course the teacher must be HQ….NCLB does not change the credential requirement…..only triggers who must be HQ. Single Subject Credential –Business Economics class that counts for economics (graduation requirement)….teacher must hold the appropriate single subject business credential Subject matter competency will be via exam or CTC approved subject matter program Career Technical Education Teaching Credential (CTE) …must have a BA/BS –Robotics as a math course Use the Undergraduate major equivalent for subject matter competency

115 TOM TORLAKSON State Superintendent of Public Instruction Alternative Pathway to Graduation CA Education Code Section (b) …..continued If approved APG courses become a NCLB core course the teacher must be HQ….NCLB does not change the credential requirement…..only triggers who must be HQ. Designated Subjects Special Subjects credential….must have a BA/BS –ROTC as a PE course Use the Undergraduate major equivalent for subject matter competency

116 TOM TORLAKSON State Superintendent of Public Instruction Secondary STEM/STEAM Courses … You must decide what curriculum is being taught….Is the class a “math” class that uses engineering as the delivery method…..the teacher must be HQ in math. Team Teaching or Link Learning… Both teachers must be appropriately authorized and HQ for the classes taught.

117 TOM TORLAKSON State Superintendent of Public Instruction Nuances of the Credentialing World Eminence Credential….. NCLB compatible, use the Undergraduate Major for subject matter competency. Limited Assignment Permit …NOT NCLB compatible. Local Teaching Assignment Option …..NCLB compatible, but must establish subject matter competency via “new” or “not new” status. Provisional Intern Permit, Short Term Staff Permit ….NOT NCLB compatible.

118 TOM TORLAKSON State Superintendent of Public Instruction Elementary Departmentalized classes at the elementary level –Example…..pull out science class Teacher must hold a single subject science credential, supplemental authorization, subject matter authorization or local teaching assignment option. –Example…..self-contained but one teacher teaches math (to all students) and one teaches science (to all students) Even if you don’t use a roster….the teacher must hold an appropriate authorization.

119 TOM TORLAKSON State Superintendent of Public Instruction C ompliance M onitoring, I nterventions, and S anctions E quitable D istribution M onitoring S ystem Getting In and Getting Out and Reporting

120 TOM TORLAKSON State Superintendent of Public Instruction CMIS…Definitions CMISCompliance Monitoring, Interventions, and Sanctions program SSDComprehensive Single School Districts USDUndersized School Districts, defined as a school district with one comprehensive high school, one elementary (k–8) or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle

121 TOM TORLAKSON State Superintendent of Public Instruction CMIS…Level A Getting In Level A, defined as reporting less than 100 percent teacher quality compliance for non-consecutive years, including comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (kindergarten through grade eight [K–8]), or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle.

122 TOM TORLAKSON State Superintendent of Public Instruction CMIS…Level A Getting Out Level A, report 100 percent teacher quality compliance

123 TOM TORLAKSON State Superintendent of Public Instruction CMIS….Level B Getting In Level B, defined as reporting less than 100 percent teacher quality compliance for two consecutive years, excluding comprehensive single school districts (SSD) and undersized school districts (USD), defined as a school district with one comprehensive high school, one elementary (K–8); or one comprehensive high school, one elementary and one middle; or one primary/intermediate and or middle. Any SSD and USD reporting less than 100 percent teacher quality compliance for two consecutive years will be assigned to Level A. –Develop an Equitable Distribution Plan (EDP) as described

124 TOM TORLAKSON State Superintendent of Public Instruction CMIS….Monitoring (Level B) Getting Out Release Criteria 2: Interns equitably distributed Release Criteria 3: Highly Qualified Teachers Release Criteria 4: Highly Qualified Teachers Special Settings Quantitative Benchmark: Interns are equally distributed among all schools Quantitative Benchmark: Teachers are ESEA compliant Quantitative Benchmark: All non compliant Teachers assigned to education option programs or secondary special education classes are registered for appropriate CSET exam or enrolled in a VPSS program Release Criteria 1: Fully certificated teachers in equity schools Quantitative Benchmark: No PIPs/STSPs in high poverty/low performing schools Criteria are Monitored Annually via the Equitable Distribution Monitoring System

125 TOM TORLAKSON State Superintendent of Public Instruction ED MS EDMS Equitable Distribution Monitoring System (EDMS)

126 TOM TORLAKSON State Superintendent of Public Instruction EDMS Data Requirement's  CDS Code  School Name  Title I Parent Notification Doc Met  Teacher Interns  Short Term Staff Permits  Provisional Intern Permits  Limited Assignment Teaching Permits  Local Board Authorization  NCLB Core Classes  NCLB Classes Taught by HQT  Non Compliant Teachers in EOP or SSEC – Yes or NO  Are Non Compliant Teachers enrolled in VPSS or other approved method – Yes or NO

127 TOM TORLAKSON State Superintendent of Public Instruction EDMS E quitable D istribution M onitoring S ystem EDMS Opens: October 1, 2014 EDMS Closes: November 14, 2014 will NOT reopen –Failure to submit could result in suspension of Title II funds Password is case sensitive…copy and paste from –Sent October 1, 2014….from Title II Mailbox –Superintendent –Also to our contact list

128 TOM TORLAKSON State Superintendent of Public Instruction EDMS Timeline Notification letter to Superintendent –August 1, 2014 Reminder to Superintendent –September 2, with password to Superintendent –October 1, 2014

129 TOM TORLAKSON State Superintendent of Public Instruction EDMS Continued CMIS Monitoring Requirements –Instructions –Data Template Please remember that there are LOTS of you….and only ONE of Kelly…do not wait until the last minute to contact her with questions, concerns and issues. If you failed to submit, for ANY reason, by 5:00 pm on November 14, 2014…well that’s why you are here.

130 TOM TORLAKSON State Superintendent of Public Instruction Contact Information Lynda Nichols, Education Programs Consultant – Program * Geeta Rezvani, Education Programs Consultant – FPM * Jane Ross, Education Programs Consultant, Private School Issues * Kelly Heffington, Analyst – Data * Jackie Rose, Analyst – Fiscal * Ron Taylor, Education Administrator I *


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