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
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Getting a Handle on Highly Qualified CALPADS Reporting, EDMS, and Beyond
California Department of Education 2014 Statewide Workshop Series. Getting a Handle on Highly Qualified CALPADS Reporting, EDMS, and Beyond. Issues and Answers. Title II Leadership Office. Ron Taylor, Education Administrator I916-323-4819 - PowerPoint PPT Presentation
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TOM TORLAKSONState Superintendent of Public Instruction
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
Getting a Handle on Highly QualifiedCALPADS Reporting, EDMS, and Beyond
California Department of Education
2014 Statewide Workshop Series
TOM TORLAKSONState Superintendent of Public Instruction
Issues and Answers
Ron Taylor, Education Administrator I 916-323-4819
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 http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp for the "CALPADS Valid Code Combinations" document.
TOM TORLAKSONState Superintendent of Public Instruction
Valid Code CombinationsValid Code Combinations
• CALPADS uses data in this document to validate data you submit.
TOM TORLAKSONState Superintendent of Public Instruction
How to prevent the CRSE0127 errorHow 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:http://www.cde.ca.gov/ds/sp/cl/documents/validcodes070114.xls
Input Validation RulesInput Validation Rules
Error # Error Message
Error Description
Severity Fields validated Possible Resolution
CRSE0134
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
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 http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp for the CALPADS Code Sets and File Specifications documents
Input Validation RulesInput Validation Rules
Error # Error Message
Error Description
Severity Fields validated Possible Resolution
CRSE0138
HQT Competency Code submitted for a non NCLB Core Course
If HQT Competency Code is populatedThen NCLB Core Course Instructional Level Code must equal E (Elementary Core) or S (Secondary Core)
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 http://www.cde.ca.gov/ds/sp/cl/systemdocs.asp for the CALPADS Code Sets and File Specifications documents
TOM TORLAKSONState Superintendent of Public Instruction
After Validation…After Validation…
• Data is stored in CALPADS and pulled into aggregate reports for LEA certification.
TOM TORLAKSONState Superintendent of Public Instruction
Data CertificationData Certification
HQT Reports in CALPADSHQT Reports in CALPADS
HQT Reports
Fall 2 Snapshot Reports for HQTFall 2 Snapshot Reports for HQT
TOM TORLAKSONState Superintendent of Public Instruction
• Certification reports are aggregate reports in CALPADS that require certification by a superintendent-level certifier that the data are accurate.
Report 3.4Report 3.4NCLB Compliant = Core Course Taught by a HQT
Data in this report must be certified
Click here to drill down to 3.5 (detail)
Data CertificationData Certification
Data must be reviewed and certified
Use these reports to verify information in Report 3.4
TOM TORLAKSONState Superintendent of Public Instruction
Certification ValidationCertification 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.
No course sections have been identified as NCLB compliant for this school.
Warning CRSE Data None 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
• Supporting reports are used to validate the data in any certification reports.
Report 3.5 – Course DetailReport 3.5 – Course DetailThis 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.
Report 4.3 – Staff DetailReport 4.3 – Staff DetailThis 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.
TOM TORLAKSONState Superintendent of Public Instruction
HQT-Related Reports in CALPADSHQT-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.
This is the code YOU develop locally…..Selected, by YOU, from a state generated list……
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
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
This should be the annual process for CALPADS data submission.
TOM TORLAKSONState Superintendent of Public Instruction
Let’s Look at Scenarios…Let’s Look at Scenarios…
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
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….often leads to correct HQT designation.
2. 2425 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?
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
Elementary CANNOT be HQ via coursework…that pathway is open to secondary only.
TOM TORLAKSONState Superintendent of Public Instruction
What Happens to My Data After What Happens to My Data After Certification?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?
TOM TORLAKSONState Superintendent of Public Instruction
Things to PonderThings 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 6.
• 2821 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.
TOM TORLAKSONState Superintendent of Public Instruction
Things to PonderThings 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.
TOM TORLAKSONState Superintendent of Public Instruction
Dates To RememberDates 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
TOM TORLAKSONState Superintendent of Public Instruction
• 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 20th 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.
TOM TORLAKSONState Superintendent of Public Instruction
– 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.
TOM TORLAKSONState 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. 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….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.
TOM TORLAKSONState 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
TOM TORLAKSONState Superintendent of Public Instruction
NCLB ComplianceNCLB CompliancePaddling Through the ProcessPaddling Through the Process
• 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)
TOM TORLAKSONState Superintendent of Public Instruction
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 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.
TOM TORLAKSONState Superintendent of Public Instruction
Licensure…Middle SchoolLicensure…Middle SchoolMiddle School Core ClassMiddle 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 the same day.
TOM TORLAKSONState Superintendent of Public Instruction
• 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.
TOM TORLAKSONState Superintendent of Public Instruction
Licensure…Introductory Science ClassesLicensure…Introductory Science ClassesThink Middle/Junior HighThink Middle/Junior High
• Any science credential is appropriate for grades six, seven, eight, and nine science and grades one through twelve integrated science classes.
– Does NOT include General, Standard and Specialized Science Credentials
• General/standard life science can teach any life (generally 7th grade) science class
• General/standard physical science can teach any physical (generally 6th and 8th 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.
TOM TORLAKSONState Superintendent of Public Instruction
• 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.
TOM TORLAKSONState Superintendent of Public Instruction
– 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
TOM TORLAKSONState Superintendent of Public Instruction
Licensure…..HintsLicensure…..Hints
The Administrator’s Assignment Manual is your best source of information
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)
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 demonstratedTeacher 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
TOM TORLAKSONState Superintendent of Public Instruction
Demonstrating Subject Matter Competency Demonstrating Subject Matter Competency for “New” Middle & High School Teachersfor “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:
TOM TORLAKSONState Superintendent of Public Instruction
Demonstrating Subject Matter Competency Demonstrating Subject Matter Competency for “Not New” Middle & High School Teachersfor “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:
Credentialing (State)
Does the teacher have the appropriate SS credential?
YesDoes 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 demonstratedTeacher 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
TOM TORLAKSONState Superintendent of Public Instruction
TOM TORLAKSONState Superintendent of Public Instruction
Certificate of ComplianceCertificate of ComplianceNew…Drop-Down MenuNew…Drop-Down Menu
• 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.
• Complete this section ONLY if the Certificate pertains to a “special setting” as identified.
• Identify which Ed Code you are using.
• University conferring the BA…not necessarily the teacher preparation university/program.
• If placement is based on Ed Code Section 44865, check “other” and type in Ed Code Section 44865.
• If placement is based on Local Teaching Assignment Option check “other” and write in appropriate Ed Code.
• “New” = on or after July 1, 2002…NO EXCEPTIONS
• “Not new” = before July 1, 2002
Based on Original credential or CA intern credential:
• Please note…only secondary teachers (i.e. those teaching departmentalized classes) can demonstrate subject matter competency via coursework or advanced certification.
• 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.
• 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.
TOM TORLAKSONState Superintendent of Public Instruction High Objective Uniform High Objective Uniform
State Standard of State Standard of Evaluation (HOUSSE)Evaluation (HOUSSE)
Part 1Part 1
TOM TORLAKSONState Superintendent of Public Instruction
High Objective Uniform State Standard of High Objective Uniform State Standard of Evaluation….Part 1Evaluation….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.
HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREAHOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA Total Total PointsPoints
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.50 pts Max._____pts_____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 High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
High Objective Uniform State Standard of High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAHOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA PointsPoints
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_____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
High Objective Uniform State Standard of High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREAHOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA PointsPoints
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_____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
High Objective Uniform State Standard of High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
Participation in BTSA does not count…only if they were the support provided and in the assigned area.
High Objective Uniform State Standard of High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
Just make sure you keep a list of PD that have been accepted in the past…consistency is key!
TOM TORLAKSONState 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 High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
TOM TORLAKSONState 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 High Objective Uniform State Standard of Evaluation….Part 1Evaluation….Part 1
TOM TORLAKSONState Superintendent of Public Instruction
HOUSSEHOUSSE
Part 2Part 2
TOM TORLAKSONState 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 High Objective Uniform State Standard of Evaluation….Part 2of Evaluation….Part 2
TOM TORLAKSONState 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 High Objective Uniform State Standard of Evaluation….Part 2Evaluation….Part 2
TOM TORLAKSONState Superintendent of Public Instruction
Let’s Look at Scenarios…Let’s Look at Scenarios…
TOM TORLAKSONState Superintendent of Public Instruction
Secondary Special EducationSecondary 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)
TOM TORLAKSONState Superintendent of Public Instruction
112
Alternative Methods for Meeting High Alternative Methods for Meeting High School Graduation RequirementsSchool Graduation Requirements
Ed Code Section 51225.3(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 …”
TOM TORLAKSONState Superintendent of Public Instruction
113
Alternative Methods for Meeting High Alternative Methods for Meeting High School Graduation RequirementsSchool 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 51225.3(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 51225.3(b); and teacher has BA degree, proper credential in their CTE discipline; teacher would meet the HQT provision.
TOM TORLAKSONState Superintendent of Public Instruction
Alternative Pathway to Graduation Alternative Pathway to Graduation CA Education Code Section 51225.3(b)CA Education Code Section 51225.3(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
TOM TORLAKSONState Superintendent of Public Instruction
Alternative Pathway to Graduation Alternative Pathway to Graduation CA Education Code Section 51225.3(b)CA Education Code Section 51225.3(b)…..continued…..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
TOM TORLAKSONState Superintendent of Public Instruction
SecondarySecondary
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.
TOM TORLAKSONState Superintendent of Public Instruction
Nuances of the Credentialing WorldNuances 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.
TOM TORLAKSONState Superintendent of Public Instruction
ElementaryElementary
• 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.
TOM TORLAKSONState Superintendent of Public Instruction CCompliance ompliance MMonitoring, onitoring,
IInterventions, and nterventions, and SSanctionsanctions
Getting In and Getting Out and ReportingGetting In and Getting Out and Reporting
TOM TORLAKSONState Superintendent of Public Instruction
CMIS…DefinitionsCMIS…Definitions
CMIS Compliance Monitoring, Interventions, and Sanctions program
SSD Comprehensive Single School Districts
USD Undersized 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
TOM TORLAKSONState Superintendent of Public Instruction
CMIS…Level ACMIS…Level AGetting InGetting 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.
TOM TORLAKSONState Superintendent of Public Instruction
CMIS…Level ACMIS…Level AGetting OutGetting Out
• Level A, report 100 percent teacher quality compliance
TOM TORLAKSONState Superintendent of Public Instruction
CMIS….Level BCMIS….Level BGetting InGetting 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
TOM TORLAKSONState Superintendent of Public Instruction
CMIS….Monitoring (Level B)CMIS….Monitoring (Level B)Getting OutGetting 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
TOM TORLAKSONState Superintendent of Public Instruction
EEquitable DDistribution MMonitoring SSystem
(EDMSEDMS)
TOM TORLAKSONState 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
TOM TORLAKSONState Superintendent of Public Instruction
EEquitable DDistribution MMonitoring SSystem
• 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 e-mail– Sent October 1,
2014….from Title II Mailbox
– Superintendent
– Also to our contact list
TOM TORLAKSONState Superintendent of Public Instruction
EDMS TimelineEDMS Timeline
• Notification letter to Superintendent
– August 1, 2014
• Reminder e-mail to Superintendent
– September 2, 2014
• E-mail with password to Superintendent
– October 1, 2014
TOM TORLAKSONState Superintendent of Public Instruction
EDMS ContinuedEDMS Continued
CMIS Monitoring Requirements
– Instructions
– Data Template
http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp
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 .
TOM TORLAKSONState Superintendent of Public Instruction