1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Title II, Part A Teacher and Principal Quality Credential Counselors and Analysts of California 34nd Annual Fall Conference October 2012

2. TOM TORLAKSON State Superintendent of Public Instruction Teacher and Principal Quality Issues and Answers Ron Taylor, Education Administrator I916-323-4819 Lynda Nichols, Education Programs Consultant 916-323-5822 Title II Leadership Office

3. TOM TORLAKSON State Superintendent of Public Instruction The most significant factor in student achievement, under the schools control, is the teacher. The difference between an effective and non-effective teacher can be one full level of achievement in a single school year. Unfortunately, on average, low-income and minority children have lower-quality teachers who are far more likely to be uncertified, to have scored poorly on college and licensure exams, and to be teaching outside of their field (Craig 2002). Good Teaching Matters … A Lot!

4. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design A Report by State Superintendent of Public Instruction Tom Torlaksons Task Force on Educator Excellence September 2012

5. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts ….Talk to any great teacher or school administrator about what brought them to and keeps them in the profession and it is clear that, to attract and keep excellent educators, we need a comprehensive and strategic approach. We need to focus equally on outreach, preparation and mentoring, on the one hand, and on the creation of school contexts that value and develop teacher expertise and enable collaborative, student-centered practice, on the other.

6. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts …On average, education systems are as likely to lose their top performers as their weaker staff, often because their is little attention to the kinds of conditions and opportunities that will persuade them to stay…. …..Recruitment and retention are closely interlinked. If an occupation develops and sustains productive individuals, there is less attrition and less need for ongoing recruitment, which allows the field to be more selective. While money makes a difference, talented people are recruited to fields where they believe they will be valued for their work, and they stay when they feel efficacious and successful…..

7. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts Research and common sense tell us that teachers and principals decisions regarding whether to enter and stay in the profession are strongly influenced by salaries and working conditions. It turns out that low-salary districts serve disproportionately high numbers of minority students and more than twice as many new English learners. These districts also have class sizes that are, on average, about 20 percent larger than those in high-salary districts, signaling that they also provide poorer working conditions. Furthermore, in both high-minority and high-poverty districts, there are much greater proportions of newly hired, inexperienced and under-qualified teachers.

8. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts These inequitably distributed teacher qualifications make a major difference in student achievement. A large-scale study of high school student achievement in North Carolina found that students achievement growth was significantly higher if they were taught by a teacher who graduated from a competitive college, was fully prepared upon entry (rather than entering through the states alternative route), had higher scores on the teacher licensing test, was certified in his or her teaching field, had taught for more than two years, or was National Board Certified.

9. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts Similarly, a large-scale study in New York City found that students achievement growth in elementary and middle school mathematics was most enhanced by having a fully certified teacher who had graduated from a university- based, pre-service teacher education program, who had a strong academic background and who had more than two years of experience. Students achievement was hurt most by having an inexperienced teacher on a temporary license – again, a teaching profile most common in high-minority, low-income California schools.

10. TOM TORLAKSON State Superintendent of Public Instruction Greatness By Design…excerpts These studies strongly suggest that school districts develop policies to ensure the recruitment of candidates with strong academic ability, solid preparation, and ensure that they are placed within their field of certification and support them so that they stay long enough to gain the experience that further enhances their effectiveness.

11. 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

12. 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

13. 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. Ensuring Qualified Personnel…Step 1

14. 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. Ensuring Qualified Personnel…Step 2

15. 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

16. 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

17. 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

18. TOM TORLAKSON State Superintendent of Public Instruction Ensuring Qualified Personnel …Step 5 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.

19. TOM TORLAKSON State Superintendent of Public Instruction Just an FYI…..Interns On September 27, 2010, the U.S. Court of Appeals for the Ninth Circuit, ruled on Renee v. Duncan. The Court ruled that the federal regulation that permits teachers who are participating in an alternative route (interns) to achieving full certification conflicts with the statute and does not meet the requirements of the Elementary and Secondary Education Act (ESEA).

20. TOM TORLAKSON State Superintendent of Public Instruction Interns…. Interns…. continued 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. 163. (a) A highly qualified teacher includes a teacher who meets the requirements in 34 C.F.R. 200.56(a)(2)(ii), as published in the Federal Register on December 2, 2002. (b) This provision is effective on the date of enactment of this provision through the end of the 2012–2013 academic year. 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.

21. 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

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

23. 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 47605.6(l),

24. 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 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)

25. 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 High (think 7-12) "Multiple subject instruction –Generally elementary – elementary schools (think one teacher all day…K-8) EC 44256 ( Ryan and beyond) Authorization for teaching credentials shall be of four basic kinds, as defined below:

26. TOM TORLAKSON State Superintendent of Public Instruction Supplementary Authorization –Added to multiple & single subject credentials only –Issued as Specific or Introductory Subjects 20 units, requires NCLB subject matter verification Subject Matter Authorization –Added to multiple & single subject credentials only –Issued as Specific or Introductory Subjects (NCLB Core Academic Subjects Only) 32 units, NCLB subject matter compliant Licensure…Authorizations

27. 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 §44258.26/12 sem units5-8secondary EC §44258.3 (Craven)Board approved policies and procedures K-12elementary/secondary EC §44258.7(c)(d) Committee on assignment - elective classes Board approved policies and procedure K-12elementary/secondary EC §442639/18 sem unitsK-12elementary/secondary

28. 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 EC Section 44865. 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.

29. TOM TORLAKSON State Superintendent of Public Instruction Licensure…Middle School Middle School Core Class EC 44258.1 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 the4 same day

30. 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 44257.2(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.

31. 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

32. TOM TORLAKSON State Superintendent of Public Instruction Licensure…..Hints The Administrators Assignment Manual is your best source of information http://www.ctc.ca.gov/credentials/manuals- handbooks/Administrator-Assignment- Manual.pdf Join Credential Counselors and Analysts of California and attend their annual conference http://www.teamccac.org/

33. 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, 2002. Not New to the Profession: Holds a credential or Intern Certificate issued before July 1, 2002.

34. TOM TORLAKSON State Superintendent of Public Instruction NCLB Core Academic Subjects Federal EnglishEnglish Reading/Language ArtsReading/Language Arts MathematicsMathematics ScienceScience HistoryHistory EconomicsEconomics Civics/GovernmentCivics/Government GeographyGeography Foreign LanguagesForeign Languages ArtsArts English/language arts/ReadingEnglish/language arts/Reading –Includes reading intervention and CAHSEE-English classes MathematicsMathematics –Includes math intervention and CAHSEE-Math classes Biological SciencesBiological Sciences ChemistryChemistry GeosciencesGeosciences PhysicsPhysics Social ScienceSocial Science –history, government, economics, geography Foreign Languages (specific)Foreign Languages (specific) Drama/Theater (English Credential)Drama/Theater (English Credential) Visual ArtsVisual Arts MusicMusic Dance (Physical Education Credential)Dance (Physical Education Credential) How That Looks in California

35. 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)

36. 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

37. 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 New middle/high school teachers have two options to demonstrate subject matter competency:

38. 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:

39. 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

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

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

42. 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 LEAs name and appropriate LEA personnel must sign Certificate.

43. Complete this section ONLY if the Certificate pertains to a special setting as identified

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

46. If placement is based on EC Section 44865, check other and write in EC Section 44865. If placement is based on Local Teaching Assignment Option check other and write in appropriate EC.

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

48. Please note…only secondary teachers (i.e. those teaching grades 9–12 and departmentalized 7 th and 8 th ) can demonstrate subject matter competency via coursework or advanced certification.

49. 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.

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

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

52. 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.

53. 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: 1 2 3 4 5 50 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

54. 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. - 50 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

55. 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 15-21 Units of Core – 30 points, or Completed 22-30 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

56. 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.

57. 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!

58. 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

59. 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

60. TOM TORLAKSON State Superintendent of Public Instruction HOUSSE Part 2

61. 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

62. 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. 2 High Objective Uniform State Standard of Evaluation….Part 2

63. TOM TORLAKSON State Superintendent of Public Instruction Reading the Credential for NCLB

64. TOM TORLAKSON State Superintendent of Public Instruction Elementary … by Exam

65. TOM TORLAKSON State Superintendent of Public Instruction Elementary … No Exam

66. TOM TORLAKSON State Superintendent of Public Instruction Elementary …Supplemental Authorization

67. TOM TORLAKSON State Superintendent of Public Instruction Secondary….. Social Studies

68. TOM TORLAKSON State Superintendent of Public Instruction Secondary …Subject Matter Authorization

69. TOM TORLAKSON State Superintendent of Public Instruction Secondary …Supplemental Authorization

70. TOM TORLAKSON State Superintendent of Public Instruction Compliance Monitoring, Interventions, and Sanctions Getting In and Getting Out

71. 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

72. 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. Report each non-compliant teacher, using Non-Compliant Teacher Action Plan (http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp)

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

74. 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 http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp

75. Release Criteria 2: Interns equitably distributed Release Criteria 4a: Highly Qualified teachers Release Criteria 4b: Highly Qualified Teachers – Special Settings Quantitative Benchmark: interns are equitably distributed among all elementary schools Quantitative Benchmark: All teachers at high poverty/low performing comprehensive schools are NCLB compliant Quantitative Benchmark: All teachers assigned to Education Options programs and secondary special education classes are NCLB compliant Release Criteria 1: Fully certificated teachers in equity schools Quantitative Benchmark: No PIPs/STSPs in high poverty or low performing schools CMIS….Monitoring Getting Out

76. TOM TORLAKSON State Superintendent of Public Instruction CMIS...Level C Getting In Level C, defined as reporting less than 100 percent teacher quality compliance and having failed Adequate Yearly Progress (AYP) for three 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 (K–8) or one comprehensive high school, one elementary and one middle, or one primary/intermediate and or middle. –Enter into an agreement with the CDE consisting of a Memorandum of Understanding (MOU), Budget Agreement and a Non-Compliant Teacher Action Plan as described http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp

77. TOM TORLAKSON State Superintendent of Public Instruction CMIS...Level C Getting Out Level C, report 100 percent teacher quality compliance and or meet AYP for one year, including 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. –Will be moved into Monitoring until requirements for removal are met

78. TOM TORLAKSON State Superintendent of Public Instruction Contact Information Lynda Nichols, Education Programs Consultant – Program lnichols@cde.ca.gov * 916-323-5822 Geeta Rezvani, Education Programs Consultant – CPM grezvani@cde.ca.gov * 916-323-5595 Juan Sanchez, Education Programs Consultant – CMIS Level C (2141) jsanchez@cde.ca.gov * 916-319-0452 Jane Ross, Education Programs Consultant, Private School Issues jross@cde.ca.gov * 916-319-0339 Kelly Heffington, Analyst - Data kheffington@cde.ca.gov * 916-324-5689 Jackie Rose, Analyst - Fiscal jrose@cde.ca.gov * 916-322-9503 Ron Taylor, Education Administrator I rtaylor@cde.ca.gov * 916-323-4819