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NCLB Updates

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Title: NCLB Updates


1
NCLBUpdates
  • Cory Green, Senior Director
  • Division of NCLB Program Coordination
  • TEA

2
Agenda
  • Update on NCLB Division
  • Implementing NCLB
  • 2004-05 Funding
  • 2004-05 Automated Consolidated SAS
  • AYP Update
  • Miscellaneous Updates
  • Break

3
Agenda
  • Changes to Paraprofessional Guidance
  • Highly Qualified
  • HOUSE Flexibility
  • Special Education
  • DAEP / AEP
  • Report for 2004-05
  • Questions

4
Division of NCLB Program Coordination
  • Statewide program administration and
    implementation of all NCLB programs, except
  • Title I, Part BReading First, Early Reading
    First, Even Start
  • Title IV, Part B21st CCLC
  • Office of Standards and Programs, Dr. Susan
    Barnes, Associate Commissioner
  • Department of Standards and Alignment, Dr.
    Sharon Jackson, Deputy Associate Commissioner

5
Standards and Alignment
Standards and Alignment
Curriculum
Student Assessment
Textbooks
NCLB Program Coordination
6
Division of Formula Funding
  • Ellsworth Schave, Senior Director
  • 512-463-8525
  • Funding
  • NOGAs
  • Expenditures

7
Implementing NCLB
  • USDE Flexibility
  • New Face
  • Dr. Raymond Simon, Assistant Secretary OESE
  • Put a face on NCLB

8
Put a face on NCLB
  • all student groups proficient by 2013-2014

9
2004-05 Preliminary Funding
  • Planning Amounts posted to web on April 1st.
  • Best information available.
  • Updated annual Census data.
  • Maximum entitlements may change, significantly in
    some cases.

10
Title I, Part A
15
  • 8.3 expected increase.
  • Not everyone will see an increase.
  • Decrease in Basic formula
  • Level funding in Concentration formula
  • Increase in Target formula
  • Increase in Incentive formula
  • New LEAs ineligible due to new Census data.

11
Title I, Part D
15
  • Subpart 1State Agencies
  • 1.6 decrease
  • Subpart 2Local Agencies
  • Applicable increase related to Title I, Part A

12
Migrant
15
  • 0.6 decrease
  • Planning amounts calculated for all LEAs with
    identified Migrant students.

13
Title II, Part A
15
  • 0.8 increase

14
Title II, Part D
15
  • 5.6 increase

15
Title III
15
  • 14.3 increase
  • LEP allotment increases.
  • Immigrant allotment increases, but fewer LEAs are
    eligible in 2004-05.

16
Title IV, Part A
15
  • 5.8 decrease

17
Title V, Part A
15
  • 20.6 decrease

18
Title VI, Part B
15
  • SRSAP and RLISP
  • Level funded

19
Other Program Areas
15
  • Reading First
  • 6.2 increase
  • Even Start
  • 2.2 increase
  • CSR
  • 4.2 CSR
  • 1.9 FIE
  • 21st CCLC
  • 86.9 increase

20
  • SAS-NCLB-AA05
  • Consolidated Application for NCLB Federal Funding
  • Title I, Part A Title I, Part D, Subpart 2
  • Migrant Title II, Part A Title II, Part D
  • Title III Title IV, Part A Title V, Part A
  • Transferability and REAP-Flex

21
SAS-NCLB-AA05 Timeline
  • ADC form available to fiscal agentsMarch 25-30
  • ADC available to all LEAsMarch 31
  • Target date for web launchMay 15
  • Submission DeadlineSeptember 1
  • NOTE All fund sources must be included in
    original submission.
  • Traininglate May and early June

22
SAS-NCLB-AA05 TEA SE
16
  • TEA SE
  • TEA Secure EnvironmentSecurity authorization
    needed for all LEA staff with SAS
    responsibilities
  • LEA decision
  • Email GrantsTEA-SE_at_tea.state.tx.us
  • FAX 512-463-7441

23
SAS-NCLB-AA05 TEA SE
19
  • Complete TEA SE access form on line, print, have
    signed, and fax to TEA.
  • Current TEA SE users must have eGrants
    authorization added.

24
SAS-NCLB-AA05 ADC Form
16
  • Application Designation and Certification Form
  • Required before LEA can access the application
    forms
  • Binding for the project year
  • Email formulafunds_at_tea.state.tx.us
  • Phone 512-463-8525

25
SAS-NCLB-AA05 ADC Form
16
  • For PowerPoint presentation or QA document on
    the ADC form, email
  • nclb_at_tea.state.tx.us

26
SAS-NCLB-AA05 Training
  • ESC staff receive training in May prior to
    eGrants launch date
  • TEA training for LEAs
  • Austin
  • Late May and early June
  • Overview of changes
  • Paper and PowerPoint not on-line

27
SAS-NCLB-AA05 Training
  • ESCs may offer training
  • TETNs with TEA staff
  • Every Friday morning in June
  • 9001030am
  • Can continue in July and August if necessary

28
AYP Update
  • April 1 Proposal
  • http//www.tea.state.tx.us/ayp
  • http//www.tea.state.tx.us/ayp/usdeprop1.pdf

29
Letters to the Administrator
17
  • Not all letters mailed
  • TAA list serve
  • NCLB list serve for NCLB

30
Sign up for a list serve
18
31
List serve options available
NCLB
TAA
32
Ed-Flex Waiver Application
17
  • Individual Ed-Flex Programmatic Waiver
  • SY 2004-05
  • Due Dates
  • May 15, 2004, for a July 1, 2004, start date
  • Committee Review on June 8th
  • August 15, 2004, for an October 1, 2004, start
    date
  • Committee Review on September 14th

33
TEA Email Name Change
  • Effective May 1st
  • firstname.lastname _at_ tea.state.tx.us
  • Old address (first initial last name max 8
    characters) will work for about a year before
    being phased out.

34
Highly Qualified Survey 2002-03
  • Voluntary
  • 6,373 campuses reported
  • 201,120 teachers reported
  • 661,479 classes reported

35
Preliminary DataHighly Qualified Survey 2002-03
  • 93.2 of CASA teachers HQ in all assignments
  • 68.9 ExCET or TExES
  • 7.4 College major (secondary)
  • 13.8 Elementary HOUSE A
  • 2.6 Elementary HOUSE B
  • 7.3 Secondary HOUSE
  • 91.1 CAS classes taught by HQ teacher

36
(No Transcript)
37
Paraprofessional Guidance
2
  • Updated USDE Guidance
  • March 1, 2004 replaces November 15, 2002
  • Changes to USDE guidance document

38
Title I, Part A Paraprofessionals with
Instructional Duties in Core Academic Subject
Areas
Campus Receives Title I, Part A funds?
No
QualificationsNot Applicable
Yes
Targeted Assistance or Schoolwide Campus?
Targeted Assistance campus ONLY a
paraprofessional withinstructional duties in
core academic subject areas whose salary is paid
with Title I, Part A funds.
Schoolwide campus ALLparaprofessionals with
instructional duties in core academic subject
areas without regard to the source of funding of
the position.
39
Paraprofessionals hired after January 8, 2002,
must meet ONE of these three criteria when hired
Paraprofessionals hired on or before January 8,
2002, must meet ONE of these three criteria by
January 8, 2006
Option 1 Two yearsof study at an institution
of higher education.
Option 2 An associates(or higher) degree.
Option 3 A rigorous standard of quality and can
demonstrate through a formal academic assessment,
knowledge of, and the ability to assist in
instruction, reading (or reading readiness),
writing (or writing readiness), and mathematics
(or mathematics readiness), as appropriate.
40
Paraprofessional Guidance
2
  • B-15 An LEA has discretion to define its
    policies for distinguishing new and existing
    paraprofessionals in the case of
    paraprofessionals hired before January 8, 2002,
    but laid off and subsequently rehired after
    January 8, 2002.

41
Paraprofessional Guidance
2
  • B-16 An LEA may, at its discretion, determine
    that a paraprofessional meets the Title I
    qualification requirements if the individual was
    previously determined to meet these requirements
    when employed by another LEA.

42
Paraprofessional Guidance
2
  • B-19 In general, the requirements do not apply
    to individuals working in 21st Century Community
    Learning Center Programs. However, the
    requirements would apply to paraprofessionals
    paid with Title I, Part A funds in a 21st Century
    afterschool program funded jointly with Title I
    funds in a targeted assistance school, and to
    paraprofessionals working in a 21st Century
    afterschool program that is part of a Title I
    schoolwide program. The requirements do not apply
    to staff of 21st Century programs who are not
    employees of the LEA.

43
Paraprofessional Guidance
2
  • B-20 In general, the requirements do not apply
    to paraprofessionals working in a Head Start
    program. However, the requirements would apply to
    paraprofessionals working in a Head Start program
    that is jointly funded with Title I, Part A,
    funds and the paraprofessional is paid with Title
    I funds for example, a program where Title I
    funds the instructional component and Head Start
    funds the remainder of the program activities.
    The requirements would also apply when a Head
    Start program is part of a Title I schoolwide
    program.

44
Paraprofessional Guidance
2
  • B-22 Two years of study means the equivalent
    of two years of full-time study, as defined by
    the institution of higher education (IHE).
  • Subject to COP recommendation.

45
Paraprofessional Guidance
2
  • B-25 A State or LEA, as appropriate, may count
    CECs toward the requirement that a
    paraprofessional complete at least two years of
    study at an institution of higher education if
    the CECs are part of an overall training and
    development program plan and an institution of
    higher education accepts or translates them to
    course credits.

46
Paraprofessional Guidance
2
  • C-5 May Title I funds be used to pay for the
    paraprofessional assessment?
  • Yes.

47
Paraprofessional Guidance
2
  • D-1 A paraprofessional works under the direct
    supervision of a teacher if
  • (1) the teacher prepares the lessons and plans
    the instructional support activities the
    paraprofessional carries out, and evaluates the
    achievement of the students with whom the
    paraprofessional is working, and
  • (2) the paraprofessional works in close and
    frequent proximity with the teacher.

48
Paraprofessional Guidance
2
  • D-1 Examples of improper supervision
  • A program where a paraprofessional provides
    instructional support and a teacher visits a site
    once or twice a week but otherwise is not in the
    classroom.
  • A paraprofessional works with a group of students
    in another location while the teacher provides
    instruction to the rest of the class.

49
Paraprofessional Guidance
2
  • D-2 Paraprofessionals hired by a third-party
    contractor to work in a Title I program must work
    under the direct supervision of a teacher. That
    teacher does not have to meet the teacher
    qualification requirements if he/she is also
    employed by the third party connection.

50
Highly Qualified
  • A teacher meets NCLB definition if the teacher
    has
  • Full State Certification, and a
  • Bachelors Degree (or higher), and has
  • Demonstrated Competency

51
Who? When?
  • End of SY 2005-2006All teachers in core
    academic subject areas
  • When HiredTitle I, Part A Teachers
  • Schoolwide Campus All teachers in core academic
    subject areas
  • Targeted Assistance Campus All teachers whose
    salary is paid in whole or in part with Title I,
    Part A funds

52
Core Academic Subject Areas
  • English
  • Reading/Language Arts
  • Mathematics
  • Science
  • Foreign Languages
  • Civics and Government
  • Economics
  • History
  • Geography
  • Arts

53
NCLB Highly Qualified vs.State Certification
Structure
  • The NCLB definition of highly qualified does
    not completely align to the current state
    certification structure and assignment rules.
  • Teachers who are allowed to teach certain courses
    under state certification and assignment rules
    may not meet the definition of highly
    qualified.
  • Teachers who do meet the definition of highly
    qualified may require a permit under the current
    state certification structure.

54
4
NCLB Highly Qualified Teacher(Core Academic
Subject Areas)
All core academic subject teachers must be HQ by
end of SY 2005-2006.
Title I, Part A teachers must be HQ when hired.
Bachelors Degree
Full State Certification
Demonstrates Subject Competency
Secondary
Elementary
55
4
Meet High, Objective, Uniform State Standard of
Evaluation
56
Secondary
4
Existing
Pass ExCET or TExES
OR
  • FOR ACADEMIC SUBJECT TAUGHT
  • Academic Major or
  • Graduate Degree or
  • Coursework (Equivalent to an Undergraduate Major
    in Subject Area Taught)
  • FOR ACADEMIC SUBJECT TAUGHT
  • Academic Major or
  • Graduate Degree or
  • Coursework (Equivalent to an Undergraduate Major
    in Subject Area Taught)

OR
High, Objective, Uniform State Standard of
Evaluation
57
High, Objective, Uniform State Standard of
Evaluation
  • The state has the authority to develop a High,
    Objective, Uniform State Standard of Evaluation
    for existing elementary and secondary teachers.
  • HOUSE is defined in Volume 1, Issue 2 of the NCLB
    Bulletin.

58
HOUSE A for Elementary
5
Professional development in one of the four
subject areas.
  • Competency is demonstrated by meeting all three
    of the following criteria
  • At least one creditable year of teaching
    experience.
  • A minimum of 24 points derived from experience
    teaching at the elementary level college
    coursework in English/Language Arts, Math,
    Science, and/or Social Studies and/or
    professional development that meets the standards
    for Continuing Professional Education (CPE)
    credit established by SBEC rules.
  • Each of the subjects (English/Language Arts,
    Mathematics, Science, and Social Studies) is
    represented in the 24 points, whether through
    experience, college coursework, or professional
    development.

59
HOUSE B for Elementary
5
  • Competency is demonstrated by meeting both of the
    following criteria
  • The teacher has at least one creditable year of
    teaching experience.
  • The teacher has college coursework equivalent to
    a college major in the subject to be taught.

60
HOUSE for Secondary
6
  • Competency is demonstrated by meeting both of the
    following criteria
  • At least one creditable year of teaching
    experience in the subject to be taught or in a
    closely related field and
  • A minimum of 24 points (at least 6 of which
    represent the subject to be taught) derived from
    experience teaching at the secondary level in the
    subject to be taught or in a closely related
    field college coursework in the subject to be
    taught or in a closely related field and/or
    professional development in the subject to be
    taught or in a closely related field that meets
    the standards for Continuing Professional
    Education (CPE) credit established by SBEC rules.

61
Professional Development CPE
  • Institutes, workshops, seminars, conferences,
    in-service or staff development
  • Interactive distance learning, video
    conferencing, or on-line activities or
    conferences
  • Independent study (20 max) including authoring
    a published work
  • Development of curriculum or CPE training
    materials
  • Teaching or presenting a CPE activity, (10 max)
  • Serving as a mentor educator, (30 max) and
  • Serving as an assessor under TAC 241.35 relating
    to the Principal Certificate (10 max).

62
Closely Related Fields for Secondary HOUSE
6
63
HOUSE Flexibility re Assessments
7
  • In efforts to provide flexibility to experienced
    teachers, TEA will allow the campus and LEA to
    count other state certification examinations or
    national assessment instruments for teacher
    licensing as professional development points
    toward meeting the Elementary HOUSE A or
    Secondary HOUSE procedures.

64
HOUSE Flexibility
7
  • The flexibility only exists to allow a teacher to
    count an examination or assessment instrument for
    teacher licensing for points toward professional
    development in the applicable HOUSE procedures
    and in no way relates to a teacher becoming
    certified in Texas.
  • The campus/LEA must maintain proper documentation
    in order to implement this flexibility.

65
HOUSE Flexibility
7
  • Flexibility Options for use within Elementary
    HOUSE A
  • For each Elementary examination or assessment
    instrument for teacher licensing taken by an
    elementary teacher, the campus/LEA may count 2
    points toward the 24 point requirement.
  • Flexibility Options for use within Secondary
    HOUSE
  • For each secondary examination or assessment for
    teacher licensing taken, in the core academic
    subject or closely related field, by a secondary
    teacher, the campus/LEA may count 2 points toward
    the 24 point requirement.

66
International Teacher Exchange Programs
  • Teachers who come to teach in Texas schools and
    who will be employed for no more than three years
    meet the definition of highly qualified if a
    foreign credential evaluation service verifies
    that

67
International Teacher Exchange Programs
  • the degree held is at least equivalent to a
    Bachelors degree offered by an American
    institution of higher education
  • the teacher holds valid teaching credentials in
    his/her country and
  • the teacher demonstrates competency.

68
HOUSE Flexibility re International Teacher
Programs
7
  • In efforts to provide flexibility to LEAs wishing
    to hire visiting international teachers who
    participate in foreign teacher exchange programs
    officially recognized by the State Board for
    Educator Certification/Texas Education Agency for
    periods not to exceed three years, TEA will allow
    the campus and LEA the following flexibility
    toward meeting the Elementary HOUSE A or
    Secondary HOUSE procedures.

69
Elementary HOUSE A Flexibility
7
  • Teaching experience may be in the teachers home
    country or Texas or a combination.
  • Subject-specific coursework successfully
    completed at the middle-upper secondary level
    or college-preparatory level in English, Language
    Arts, Mathematics, Science, or Social Studies may
    count toward the 24 point requirement.
  • College coursework in a foreign language (such
    as English as a Second Language, Spanish
    Language Arts and Literature Spanish as a Second
    Language) or other specialized area in Liberal
    Arts related to Elementary education may count
    toward the 24 point requirement.
  • Professional development in the teachers home
    country may count toward the 24 point requirement
    as long as it is core academic subject area
    specific.

70
Secondary HOUSE Flexibility
7
  • Teaching experience may be in the teachers home
    country or Texas or a combination.
  • Subject-specific coursework successfully
    completed at the middle-upper secondary level
    or college-preparatory level in English, Language
    Arts, Mathematics, Science, or Social Studies may
    count toward the 24 point requirement.
  • Professional development in the teachers home
    country may count toward the 24 point requirement
    as long as it is core academic subject area
    specific.

71
HQ for Special Ed Teachers
10
  • Still waiting USDE Guidance.
  • IDEA reauthorization could come up in Senate this
    week or end of the month.
  • USDE issue guidance after IDEA reauthorization.
  • TEA must collect HQ data on Special Ed teachers
    for the end of SY 2003-04.

72
HQ for Special Ed Teachers
10
  • For reporting on HQ survey in 2003-04
  • Teacher of record strategy.
  • Supplementary instruction by Special Ed teacher.
  • LEA/campus must document teacher of record.

73
Elementary DAEPs and AEPs
11
  • At the elementary school level, teachers who
    provide instruction in DAEPs or AEPs must meet
    the same highly qualified requirements as all
    elementary school teachers.

74
Secondary DAEPs and AEPs
11
  • The teacher of record strategy may be implemented
    at secondary DAEP or AEP campuses.
  • The teacher of record must meet the definition of
    highly qualified for elementary or secondary,
    as appropriate.
  • NOTE This strategy may not meet the new state
    requirements under TEC 37.008(a)(7-8).

75
Long-Term Substitutes
  • An individual that is hired to substitute for a
    teacher while the teacher is out sick or on leave
    is not considered the teacher of record and is
    not required to meet the requirements of highly
    qualified.

76
Long-Term Substitutes
  • However, if an individual is hired to substitute
    for a teacher who has not been hired, the
    substitute becomes the teacher of record and must
    meet the requirements of a highly qualified
    teacher.
  • Parent notification requirements apply.

77
2003-04 HQ Reporting
12
  • Required of all campuses.
  • Automated in eGrants.
  • Changes
  • 2primary teaching assignment.
  • 4will allow decimals (i.e., 0.5)
  • 6-15classes broken out by CASA.

78
PERMITS?
Temporary Credentials?
Waivers?
In general permits, waivers, and other temporary
credentials do not meet the federal intent of
highly qualified. However, there are exceptions.
TEA continues to work with USDE to determine any
flexibility available in this area.
79
Teachers of Limited-English Proficient (LEP)
Students
  • Teachers of limited-English proficient (LEP)
    students must meet the highly qualified
    requirements that apply to elementary teachers or
    secondary teachers, as appropriate, in addition
    to the State-required English as a Second
    Language (ESL) or Bilingual certification.

80
Teachers Certified Outside of Texas
  • Teachers who are certified in another State meet
    the requirements of highly qualified if they
    have a valid out-of-state teaching certificate, a
    Bachelors degree, can demonstrate subject area
    competency, and hold a valid Texas One-Year
    Certificate.

81
Teachers Certified Outside of Texas
  • Prior to or during the validity of the one-year
    certificate, the teacher must meet the states
    certification testing requirements otherwise,
    the teacher will not be considered highly
    qualified after the One-Year Certificate has
    expired.

82
Alternative Certification Programs
  • In order to be considered highly qualified
    during their internship, elementary and secondary
    teachers who are enrolled in an SBEC-approved
    alternative certification program or
    post-baccalaureate program must have a bachelors
    degree and have demonstrated competency before
    being placed in the classroom.

83
Implementation
  • The LEA should always place the best-qualified
    teacher available in the classroom.
  • In addition, each LEA must have a recruitment and
    retention plan that demonstrates that the LEA has
    strategies and a timeline for attracting and
    retaining highly qualified staff, with the
    ultimate goal being that all teachers in the core
    academic subjects will be highly qualified by
    the end of the 2005-2006 school year.

84
Implementation
  • LEAs are advised to make adjustments to teacher
    assignments and hiring procedures that are
    prudent and manageable for school year 2003-04 in
    order to be in compliance in 2004-05.

85
Questions?
  • nclb_at_tea.state.tx.us
  • www.tea.state.tx.us/nclb/
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