Webinar engagement features (survey, chat, …) Supporting non HQ Teachers – Action Plan Sessions ACP Marketing/ Recruitment Updates Test prep calendar (March/May) Preparing for c32 ACP Curriculum Differentiated Instruction TOT series Moodle Course development General Session (10:30-11:30) – PL3
Webinar Engagement Features Participant feedback Survey Chat
Webinar Engagement Features Have you verified if your ACP interns have registered for the PPR exam? Yes (All) Some and still contacting No Need explanation What percent of Fall entries have you completed in your Field Supervisor observation Excel file? Formula: All # obsv completed / 3 obsv. For Fall x # of interns 0-25% 26-50% 51-75% 76-100%
Webinar Engagement Features Which area is not specifically required in content established by TAC Chapter 228? TEKS in the content areas reading instruction Code of ethics Code of Student conduct Child development; Motivation; Learning theories; State assessment of students; Professional learning communities special populations; parent conferences/communication skills instructional technology pedagogy/instructional strategies differentiated instruction certification test preparation
Meeting Highly Qualified Requirement LEA Expectation Local Education Agencies must ensure that teachers of a core academic subject meet certain minimum requirements they need to become effective educators. The requirements to be considered highly qualified are that teachers hold at least a bachelors degree, be fully certified in Texas, and demonstrate competency in the core academic subject area they are teaching. Special education teachers must be appropriately certified as a special education teacher.
Meeting Highly Qualified Requirement LEA Expectation Teachers must meet the NCLB highly qualified teacher requirements who: 1) is the teacher of record, and 2) provides direct instruction to students in any of the core academic subject areas defined by NCLB must meet the requirement. Special education teachers who deliver direct instruction to students with disabilities in core academic subject areas must meet the appropriate state special education certification requirements for the grade level that they are teaching in addition to meeting the same standard for subject matter competency to meet highly qualified. These requirements apply whether a special education teacher provides direct core academic instruction in a regular classroom, in a resource room, or in another non-traditional setting.
Meeting Highly Qualified Requirement LEA Expectation Core academic subjects means English, reading or language arts, Mathematics, science, Foreign Languages (languages other than English), Civics and Government, Economics, Arts, History, and Geography. States must make this determination. TEA has defined arts as music (including band and choir directors), art, theatre, dance, and other courses accepted by SBOE for graduation credit in Fine Arts
Meeting Highly Qualified Requirement Non HQ Teacher action plan to support meeting HQ non HQ teacher identified in staffing audit Received email (Dec-Jan) from Human Resources/Certification on Highly Qualified Status Antanita Harvey Victoria Real Principal copied on email Email identifies reason teacher is not HQ, and shares expectations for meeting definition of HQ
Meeting Highly Qualified Requirement Non HQ Teacher action plan to support meeting HQ Schedule to visit teacher to discuss email content (Jan-Feb) Discuss teachers comfort in current teaching assignment Summarize visit discussion on NCR summary document, questions/concerns, and teachers action steps Obtain signatures on NCR HQ support form and HQ Status email Distribute NCR copies Follow-up on teacher concerns (as appropriate) Follow-up on teachers actions (Mar-April) [Document on NCR HQ support form] Submit all evidence to Lori Glapion for tracking
Meeting Highly Qualified Requirement NCR HQ Support Form Name(s), School, Date of Visit, Time, Location Summary of visit Requests/Concerns/Challenges Human Resource Action Steps Teachers Action Steps Signatures
Meeting Highly Qualified Requirement Non HQ Teacher FAQs 1)Certification questions Human Resource Certification Office 713-556-7300 2)Assignment questions Refer to principal or administrator 3)Need support with preparing for content exam ACP Test Prep Sessions (March/May) ACP Rep. Exam administration and Item Analysis Preparation materials on ETS/TExES website Lori will track services ACP provides to nonHQ 4)Process to request test reimbursement for successful completion of exam Contact Human Resource Certification Office Provide to Lori Glapion for processing
DatesLocationTime February 5, 2011 (Saturday) Elementary – Hartman MS Secondary – Ortiz MS Core Enrichment – Ortiz MS 9 am – 12:30 pm ^ April 2, 2011 (Saturday) Elementary – Hartman MS Secondary – Ortiz MS Core Enrichment – Ortiz MS 9 am – 12:30 pm ^ June 14-15, 2011 Mini-conference format Hartman MS9 am – 12:00 noon and/or 1:00 pm – 4:00 pm *Participants bring their brown bag brunch. ^Option: Afternoon (2 hr) break-out sessions - 1:30 pm – 3:30 pm (Classroom Management, ELL support, Special Education support, Technology, Reading Strategies, etc.) Refer to PDServ.org website - ABRAZO
DatesLocationTime February 5, 2011 (Saturday) Elementary – Hartman MS Secondary – Ortiz MS Core Enrichment – Ortiz MS 9 am – 12:30 pm ^ April 2, 2011 (Saturday) Elementary – Hartman MS Secondary – Ortiz MS Core Enrichment – Ortiz MS 9 am – 12:30 pm ^ June 14-15, 2011 Mini-conference format Hartman MS All not training support 9 am – 12:00 noon and/or 1:00 pm – 4:00 pm POLL: Which day can you volunteer to support?
Houston ISD Alternative Certification Program e
Activity BCDE Phase 1 Application Nov 23 – Jan 7 January 8- February 14 February 15– March 11 March 21– April 11 Phase 2 JanuaryFebruaryMarchApril Phase 3 February MarchApril Info. mtg FebruaryMarch May HISD ACP Orientation March May Pre- Assignment Training March – April (July) March – April (July) May – June (July) May – June (July) Payment due in full ($400) April 1 June 1
Phase 2 Sample Teach Gail, Cheryl F, Cheryl W, Sandra, Gustavo, Peggy, Sybil, JoAnn, Vanessa NG, Pearl January 19, 2011 Phase 3 Structured interviews John, Tremeka, Kim, Jackie, Cristina, Tammie, Wally January 26, 2011
Content Exam Preparation (March/May) March Schedule (c32 A-C) May Schedule (c32 D-E) Field Experience April 11-15 June 20-24
Early application submission - amount discounted during each 2011 cycle (up to $20) Regular fee is $75.00. Cycle2011 Dates Discount off of $75.00 fee Discounted fee B Nov. 23 – Jan. 7$20.00$55.00 C Jan. 8 – Feb. 14$15.00$60.00 D Feb. 15 – Mar 11$10.00$65.00 E Mar 21 – Apr 11$ 5.00$70.00 Beyond April 12 – Dec.---$75.00
Minimal up front cost Cost –competitive Payroll deduction for program fee in Houston ISD Promissory Note for Out-of- District Standard State costs No hidden fees
Application fee (non refundable) $ 75.00 * Pre-service training fee (non refundable) $ 400.00 * One time program cost of $4,350.00 ** * Minus any discounts ** Grant opportunities for program fee reimbursement
Other Associated Fees THEA fee (if needed) $ 29.00 Cost of official transcript(s) Varied LAS testing if a bilingual or Spanish applicant $120.00 Textbooks/Materials $200.00 - $300.00 District Mentor fee $600.00 (discounted for HISD ACP) Probationary Certification fee $52.00 Finger printing processing fee $42.25 Finger prints $10.00 Required exams per test$120.00 Standard Certification $ 77.00
Teachers in ACP program may be considered highly qualified during the internship year if the teacher meets the following three requirements: 1. Holds a minimum of a bachelors degree; and 2. Has demonstrated subject matter competency in each of the academic subjects in which the teacher is assigned to teach, … (a) For new elementary ACP interns, this would be demonstrated by passing a rigorous State test of subject knowledge and teaching skills in reading, writing, mathematics, and other areas of the basic elementary school curriculum (which consists of passing a TExES certification exam or tests in reading, writing, mathematics, and other areas of the basic elementary school curriculum.) (b) For new secondary ACP interns, this would be either passing the appropriate TExES exam or having an academic major or graduate degree or the coursework equivalent to an undergraduate academic major [i.e., 24 semester hours, with 12 of the hours being upper-division (junior- or senior- level) courses] in the core academic subject areas in which they teach.
3. Teachers, including special education teachers in ACP programs, may be considered to meet the certification requirements in the NCLB definition of a highly qualified teacher if they are participating in an SBEC-approved alternative route to certification program under which they: (a) receive, before and while teaching, high-quality professional development that is sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction before and while teaching; (b) participate in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers, or a teacher mentoring program; (c) assume functions as a teacher only for a specified period of time not to exceed three years; and (d) demonstrate satisfactory progress toward full certification as prescribed by state statute.
February 4, 2011 1pm-4pm February 18, 2011 1pm-4pm March 4, 2011 1pm-4pm April 1, 2011 1pm-4pm April 8, 2011 1pm-4pm A pilot DI course was offered Fall 2010. Rebecca Sheinberg and Jackie Gentry (along with other co-presenter partners) successfully provided the 40 hour hybrid course. As we plan to roll out DI for 2011-2012 year (c32), we will need our core group trained on module content, expectations, grading, etc. These Fridays allows us to learn and understand the training.
Houston ISD ACP – Curriculum Revisions e Date*Event JanuaryInitial team review of content January - FebruaryModule development/update MarchVetting with Manager, PDS Tech/Clearinghouse and 2 others AprilModule completion May - SeptemberModule launched to ACP candidates
Houston ISD ACP – Curriculum Revisions Determine standards for content; form objectives Identify research-based principles for content learning Review current module content Gather resources/technology tools and create content for engagement Determine accountability to content Standard for demonstrating proficiency in learning Opportunity to reflect and apply content knowledge Review for navigation and instructions needed
Houston ISD ACP – Curriculum Revisions Learner-Centered Knowledge Learner-Centered Instruction Learner Centered Communication Equity for Learners Special Education for All Assessment and Grading Introduction to Teaching Reading Foundations Classroom Management Differentiated Instruction
January 7, 2011 Staff Meeting Meeting Part 2 begins at 10:30 am – PL3