Getting a Handle on Highly Qualified CALPADS Reporting, EDMS, and Beyond

1
Getting a Handle on Highly QualifiedCALPADS
Reporting, EDMS, and Beyond
California Department of Education 2014
Statewide Workshop Series
2
Issues and Answers
Title II Leadership Office
Ron Taylor, Education Administrator
I 916-323-4819 Lynda Nichols, M.Ed., Education
Consultant 916-323-5822 Kelly Heffington,
Program Analyst 916-324-5689 Caitlin Stephens,
Office Technician 916-445-7331
CALPADS Office
Brandi Jauregui, Staff Information Systems
Analyst 916-327-7367
3
The most terrifying words in the English
language.We are from the CDE and we'd like to
talk about reporting

• Why am I herewhat have we donewhat do we do now?

4
Why am I Here?

• Required To Be Here
• Failed to Report EDMS data for three years
• 201112
• 201213
• 201314
• Mandatory to prevent Title II, Part A funds from
  being frozen
• Reported less than 50 HQT via CALPADS
• 201314

• Suggest You Be Here
• Failed to Report EDMS for two years
• 201213
• 201314
• Putting your Title II, Part A funds at risk
• Reported less than 75 HQT via CALPADS
• 201314

OrYou responded to the Statewide Invitation
because you wanted to be here!
5
What Have We Done?

• More than likely..
• Reported incorrectly on CALPADS
• Course codes dont match
• Indicated a class was NOT NCLB when it was
• Indicated a teacher was NOT HQT when they were
• Hired non-HQ teachers
• Or as simple as
• Failed to report required data

6
What Do We Do Now?

• Establish policies to ensure timely
  reporting.CALPADS and EDMS
• Establish policies to ensure accurate
  reporting.NEVER certify unchecked submissions

• Send credentialing analyst(s) to CCAC conference
  EACH year in Sacramento .use Title II funds
• Never use Report 3.5 (NCLB Core Course Section)
  to verify HQT.use 4.3 (Staff Teaching Assignment
  Detail)

7
Highly Qualified Teacher Data in the California
Longitudinal Pupil Achievement Data System
8
CALPADSCourse Codes..and NCLB

• Defining course codes

9
Security Roles in CALPADS

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

10
Data Submission
11
How are HQT Data Submitted in CALPADS?

• Fall 2 Submission
• Course Section File
• State Course Code State Level Course name
• Local Course Name Your local course name
• NCLB Core Course Instructional Level
  Elementary/Secondary/Not a Core Course
• Highly Qualified Teacher (HQT) Competency Code
  How a teacher is or is not highly qualified

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Definition of an NCLB Core Course in CALPADS

• Falls into one of the NCLB Core Content Areas
  based on the State Course Code
• Flagged as
• Elementary Core or
• Secondary Core
• State course codes that are designated as
  Unknown can also be flagged as
• Core (Elem. Or Sec.)
• or
• Not Core
• at the discretion of the LEA

13
How are HQT Data Submitted in CALPADS?

• Batch submission
• Used by large districts when submitting many
  course records at once.
• Online maintenance
• Used either for small schools with no formal
  student information system or for manual updates
  to small groups of students.

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Maintaining Course Data through the CALPADS
Online Maintenance Tool
Click on Maintain Course Data
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Maintaining Course Data through the CALPADS
Online Maintenance Tool
Select Course Section
Select Maintain Course Sections
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Maintaining Course Data through the CALPADS
Online Maintenance Tool
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Data Validation
18
Input Validations for HQT Data

• CALPADS performs checks to ensure that the data
  you are submitting conform to the business rules
  for HQT reporting..Input Validation Rules
• CALPADS Error List
• CALPADS System Documentation Web page
• http//www.cde.ca.gov/ds/sp/cl/systemdocs.asp

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Input Validation Rules
Error Error Message Error Description Severity Fields validated Possible Resolution
CRSE0127 Invalid NCLB Core Course Instructional Level Code If CRS-State Course Code is indicated as likely to be core then NCLB Core Course may not equal NReference Course Group Master Combos Valid Combination Warning 9.07 CRS-State Course Code 9.11 CRS-NCLB Core Course Instructional Level Code 1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for CRS-State Course Code is provided in the submitted record.OR2) 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.
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Valid Code Combinations

• CALPADS uses data in this document to validate
  data you submit.
• Course Master Combo Worksheet
• http//www.cde.ca.gov/ds/sp/cl/documents/validcode
  s070114.xls

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How to prevent the CRSE0127 error

• Ensure that your local course is mapped to the
  appropriate State Course Code.
• If your course is appropriately mapped and is
  actually an NCLB core course, make sure you
  designate it as Elementary or Secondary Core and
  not Not a Core Course.
• Use the Valid Code Combinations Document as a
  reference
• http//www.cde.ca.gov/ds/sp/cl/documents/validcode
  s070114.xls

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Input 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 Fatal 9.11 CRS-NCLB Core Course Instructional Level Code9.28 HQT Competency Code 1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for HQT Competency Code is provided in the submitted record.OR2) 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
23
Input Validation Rules
Error Error Message Error Description Severity Fields validated Possible Resolution
CRSE 0138 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) Fatal 9.11 CRS-NCLB Core Course Instructional Level Code9.28 HQT Competency Code 1) If the CRS-NCLB Core Course Instructional Level Code is correctly populated in the submission, ensure the correct value for HQT Competency Code is provided in the submitted record.OR2) 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
24
After Validation

• Data is stored in CALPADS and pulled into
  aggregate reports for LEA certification.

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Data Certification
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HQT Reports in CALPADS
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Fall 2 Snapshot Reports for HQT
HQT Reports
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CALPADS Certification Reports

• Certification reports are aggregate reports in
  CALPADS that require certification by a
  superintendent-level certifier that the data are
  accurate.

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Report 3.4NCLB Compliant Core Course Taught by
a HQTData in this report must be certified
Click here to drill down to 3.5 (detail)
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Data Certification
Use these reports to verify information in Report
3.4
Data must be reviewed and certified
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Certification Validation

• CALPADS again performs checks to ensure that the
  data you have submitted over the reporting period
  conform to the business rules for HQT
  reporting..Certification Validation Rules.
• CALPADS Error List
• CALPADS System Documentation Web page
• http//www.cde.ca.gov/ds/sp/cl/systemdocs.asp

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Certification Validation Errors
33
Certification Validation Errors
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Certification Validation Errors
Error Error Message Error Description Severity File Type Possible Resolution
CERT 068 No NCLB Compliant Course Sections 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 SectionSee Report 3.4 - NCLB Core Course Section Compliance - Count by Content AreaSee Report 3.5 - NCLB Core Course Section Compliance - Detail
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CALPADS Supporting Reports

• Supporting reports are used to validate the data
  in any certification reports.

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Report 3.5 Course DetailThis is a supporting
reportUse to verify data by Course Section
NOTE Only courses you have designated as
Elementary or Secondary Core will be reflected
here. Courses you have flagged as Not Core will
not appear in this report.
37
Report 4.3 Staff DetailThis is a supporting
reportUse 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.
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HQT-Related Reports in CALPADS

• 4.3 Staff Teaching Assignment Detail
• Correct before using to ensure an accurate count
  of NCLB core classes.

• 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 NCLBnot ALL the classes that are
  supposed to be NCLB.

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Understanding 4.3 Staff Teaching Assignment -
Detail

This is the code YOU develop locally..
Selected, by YOU, from a state generated list
These two course codes need to work
togetherState Course Code drives NCLB core
academic subject.
40
Understanding 4.3 Staff Teaching Assignment -
Detail

• Only 3 Options
• N NO this is not a NCLB core academic
  classNEVER change the default YES to a noyou
  can change undecided
• S YES this is a secondary NCLB core academic
  class
• E YES this is an elementary NCLB core academic
  class

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Understanding 4.3 Staff Teaching Assignment -
Detail

• 7 Options
• N NOT Highly Qualified
• A exam
• B coursework (CTC approved subject matter
  program/major/major equivalent)CAN NOT be used
  for elementary self-containedeverlikely to be a
  fatal error in future
• C National Board Certification
• D HOUSSE
• G VPSS (secondary special education and
  secondary alternative education only)
• N/A only when designated as NOT being a NCLB
  core academic class

42

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

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• Lets Look at Scenarios

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2498.is a NCLB core subjectevery time, every
where.
Appears to be a misalignment
If Algebra Prep is NOT a math class in your
district.. pick another course code.
45

• When we see2109 we think non-NCLBwhen we
  seeReading/History we think NCLB..is this a
  reading class, history class or whatwho is
  teaching this class.often leads to correct HQT
  designation.
• 2425 math NCLB but when we see computer
  animation we do not think math, computers are not
  generally NCLBso is this a math class, a
  computer class, possibly an ART classagain, who
  is teaching the classwhat type of credit are
  they getting?

46

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

47
Elementary CANNOT be HQ via courseworkthat
pathway is open to secondary only.
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What Happens to My Data After Certification?

• Certified data are pulled together in a report
  for the Title II HQT Office.
• Title II staff review aggregate data for
  compliance
• Which districts do not have 100 percent
  NCLB-Compliant Courses?
• Which districts have indicated that some courses
  are NOT core that should be core?

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Things to Ponder

• 2110 is ELD..not an NCLB core course..dont
  call it English if its NOT.
• Math 6why use 2498other math, use 2431, Math 6.
• 2821 YearbookNOT Englishtriggers NCLBYes,
  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.

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Things to Ponder

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

51
Dates To Remember

• Fall 2
• Opening Day
• First Wednesday of October (October 2, 2013)
• Official Submission Window
• First Wednesday of October through end of
  February (October 2, 2013 through February 21,
  2014)
• Amendment Window
• February 22, 2013 March 28, 2014
• Certification Deadline
• March 28, 2014

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Contact Information

• Lynda Nichols, Education Programs Consultant
  Program
• lnichols_at_cde.ca.gov 916-323-5822
• Kelly Heffington, Associate Governmental Program
  Analyst Data
• kheffington_at_cde.ca.gov 916-324-5689
• Brandi Jauregui, Staff Information Systems
  Analyst CALPADS
• Bjauregu_at_cde.ca.gov 916-327-7367

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Resources You Might Find Valuable
Teacher Resource Guide.. http//www.cde.ca.gov/N
CLB/sr/tq/documents/eseatrrg.doc CALPADS Course
Code Guide.. http//www.cde.ca.gov/ds/sp/cl/docum
ents/validcodes070114.xls Training California
School Information Services (CSIS) http//csis.fcm
at.org/Pages/TrainingAndEvents.aspx CALPADS
Systems Documentation Web page http//www.cde.ca.
gov/ds/sp/cl/systemdocs.asp
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Questions, Concerns, Things Not Covered?
55
Highly Qualified Teacher Requirements

• Afternoon Session
• Paperwork, Process, Procedures, and More

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Commonly Used Acronyms
NCLB No Child Left Behind Act of 2001
CAHSEE California High School Exit Examination
CTC Commission on Teacher Credentialing
CDE California Department of Education
CCAC Credential Counselors and Analysts of California
CSET California Subject Examinations for Teachers
HOUSSE High Objective Uniform State Standard of Evaluation
CLAD Cross-cultural Language and Academic Development
CSTP California Standards for the Teaching Profession
CALPADS California Longitudinal Pupil Achievement Data System
SEID State Educator Identifiers
HQT Highly Qualified Teacher



57
Commonly Used Acronyms
CMIS Compliance, Monitoring, Interventions,
and Sanctions Program High Poverty
Schools Identified as having 40 student
population eligible for the federal free
and reduced lunch program Low Performing
Schools Identified as being in deciles 13 or
identified for placement into Program
Improvement
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Ensuring Qualified PersonnelStep 1

• Districts must develop or have already developed
• Board Policy that restricts the placement of
  teachers on Short Term Staff Permits, Provisional
  Intern Permits at high poverty low performing
  schools.
• The use of STSP/PIPs is reported via the EDMS
  system and verified with CTCaccuracy is
  important.

59
Ensuring Qualified PersonnelStep 2

• Districts must develop or have already
  developed.
• Board Policy that equitably distributes interns
  at elementary schools across the district.
• The use of interns is reported via the EDMS
  system and verified with CTCaccuracy is
  important.

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Ensuring Qualified PersonnelStep 3

• 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 13 program improvement.

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Ensuring Qualified PersonnelStep 4

• 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.

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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
  20th day of instruction.
• When starting the school yearnever 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.

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Ensuring Qualified Personnel Step 6

• Title I Paraprofessional Requirements
• These requirements apply only to those
  paraprofessionals who work directly with students
  in Title I programs.
• High school diploma or the equivalent and
• Two years of college (48 units) or
• A.A. degree (or higher) or
• Pass a local assessment of knowledge and skills
  in assisting in instruction.

This means YOUyou decide what test to use, how
to administer and if you provide documentation of
passing.
64
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 201213,
subject to any provision that Congress may enact
before then in a reauthorized ESEA.
65
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 K8
• Single Subject
• Grades 612
• NOT transferable to another district

66
NCLB CompliancePaddling Through the Process
1. Degree
2. Licensure
3. Subject Matter Verification
67
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)

68
LicensureAppropriate Credential

• Ryan (named after Assembly member Leo Ryan) 1970
  to 2007
• Multiple Subject - service grades preschool,
  K12, and adults in self-contained class and in a
  core setting in grades 58
• Single Subject service grades preschool, K12,
  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 historyonly authorizes history
  not government of economics
• Elementary (think self-contained) and secondary
  (think departmentalized 712)

69
LicensureAppropriate Credential
EC 44256 (Ryan and beyond) Authorization for
teaching credentials shall be of four basic
kinds, as defined below

• Specialist instruction
• Reading specialist, mathematics specialist,
  specialist in special education or early
  childhood education
• Designated subjects
• Generally unaffected by NCLB - designated
  technical, trade, or vocational programs

• Single subject instruction
• Generally secondary High school, Junior/middle
  (think 712)
• Multiple subject instruction
• Generally elementary elementary schools (think
  one teacher all dayK8)

70
LicensureAuthorizations

• Introductory Supplementary Authorization.20
  units, therefore NOT NCLB and subject matter must
  be demonstrated
• When added to a single subject, standard
  secondary, special secondary (academic subject
  area only)
• Can teach departmentalized subjects typically
  taught in grades 9 and below
• When added to a multiple subject credential
• Can teach departmentalized subjects typically
  taught in grades 9 and below.Introductory will
  not appear
• Specific Supplementary Authorization..20 units,
  therefore NOT NCLB and subject matter must be
  demonstrated
• When added to a single subject, standard
  secondary, special secondary (academic subject
  area only)
• Can teach the specific subject in grades K12

71
LicensureAuthorizations

• (SMAB) Introductory Subject Matter
  Authorization.. 32 units, therefore IS NCLB
  aligned
• When added to a single subject, standard
  secondary, special secondary (academic subject
  area only), multiple subject, and standard
  elementary
• Can teach departmentalized subjects typically
  taught in grades 9 and below
• (SMAA) Specific Subject Matter Authorization..
  32 units, therefore IS NCLB aligned
• When added to a single subject, standard
  secondary, special secondary (academic subject
  area only), multiple subject, and standard
  elementary
• Can teach the specific subject in grades K12

72
LicensureAuthorizations

• Local Teaching Assignment Option (Local Board
  Authorization)
• Requires NCLB subject matter verification

Option Requires Grade Basic Credential
EC 44256(b) 6/12 sem units K8 Elementary
EC 44258.2 6/12 sem units 58 Secondary
EC 44258.3 (Craven) Board approved policies and procedures K12 Elementary/Secondary
EC 44258.7(c)(d) Committee on assignment - elective classes Board approved policies and procedure K12 Elementary/Secondary
EC 44263 9/18 sem units K12 Elementary/Secondary
73
Licensure.Education Options

• Only one credential is needed only credentials
  based on student teaching may be used for this
  authorization.NO need for a local board
  authorization.
• EC Section 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.

74
LicensureMiddle SchoolMiddle 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.

75
LicensureMiddle SchoolElectives

• 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/theaterthe teacher must meet NCLB
  teach quality requirements.

76
LicensureIntroductory Science ClassesThink
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 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.

77
LicensureMiddle SchoolNext Generation Science
Standards

• The California NGSS middle school learning
  progression specifies integrated science content
  (cross-cutting concepts) in grades 68 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 68.

78
LicensureReading 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 onlyteacher may
  hold only a special education credential

79
Licensure..Hints

• The Administrators Assignment Manual is your
  best source of information
• http//www.ctc.ca.gov/credentials/manuals-handbook
  s/Administrator-Assignment-Manual.pdf
• Subject Matter Authorization Requirements
  http//www.ctc.ca.gov/credentials/manuals-handbook
  s/Subject-Matter-Auth.pdf
• Supplementary Authorization Requirements
  http//www.ctc.ca.gov/credentials/manuals-handbook
  s/Supplement-Auth.pdf
• Join Credential Counselors and Analysts of
  California and attend their annual conference
• http//www.teamccac.org/

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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.

81
NCLB Core Academic SubjectsFederal
How That Looks in California

• English/language arts/Reading
• Includes reading intervention and CAHSEE-English
  classes
• Mathematics
• Includes math intervention and CAHSEE-Math
  classes
• Biological Sciences
• Chemistry
• Geosciences
• Physics
• Social Science
• history, government, economics, geography
• Foreign Languages (specific)
• Drama/Theater (English Credential)
• Visual Arts
• Music
• Dance (Physical Education Credential)

• English
• Reading/Language Arts
• Mathematics
• Science
• History
• Economics
• Civics/Government
• Geography
• Foreign Languages
• Arts

82
Demonstrating Subject Matter Competency for
Elementary Teachers

• New multiple subject-elementary teachers must
• Pass a California Commission on Teacher
  Credentialing (CCTC) approved subject matter
  examination currently, the California Subjects
  Examination for Teachers (CSET) Multiple Subject
• Previous exams included MSAT, NTE, General
  Knowledge, NTE Commons Examination
• Not new elementary teachers have two options to
  demonstrate subject matter competency
• Exam Option Passing any prior or current
  CCTC-approved subject matter exam
• HOUSSE Option Completing the California High
  Objective Uniform State Standard of Evaluation
  (HOUSSE)

83
Multiple Subjects (MS) Credential/Assignment
Subject Matter Competence NCLB HQT (Federal)
Credentialing (State)
Did the teacher receive the appropriate MS
(elementary) credential by taking an exam?
Subject Matter Compliance demonstrated

• Subject Matter Compliance not demonstrated
• Teacher Must
• HOUSSE if Not New
• Take MS CSET

Did the teacher receive the MS credential via a
CTC-approved program?
84
Demonstrating Subject Matter Competency for New
Middle High School Teachers
New middle/high school teachers have two
options to demonstrate subject matter competency

• Exam Option Passing a CCTC-approved subject
  matter examination in the core area, or
• Course Work Option
• CCTC-approved subject matter program in the core
  area, or
• Major in the core area, or
• Major equivalent in the core area (32
  non-remedial unitsthis option includes holders
  of a Subject Matter Authorization), or
• Graduate degree in the core area
• Advanced Certification

85
Demonstrating Subject Matter Competency for Not
New Middle High School Teachers
Not new middle/high school teachers have four
options to demonstrate subject matter competency

• Passing any prior or current CCTC-approved
  subject matter exam in the core area, or
• Completing course work in the core area, or
• Obtaining advanced certification (National Board
  Certification or VPSS) in the core area, or
• California HOUSSE in the core area

86
Single-Subject (SS) Credential/Assignment
Complete for each subject area taught
Subject Matter Competence NCLB HQT (Federal)
Credentialing (State)
Subject Matter Compliance demonstrated (exam or
CTC-approved program
Does the teacher have the appropriate SS
credential?
Does the teacher have a subject matter
authorization in the core area? (32 units)
Subject Matter Compliance demonstrated

• Subject Matter Compliance not demonstrated
• Teacher Must
• HOUSSE if Not New
• Take Subject Matter CSET
• Take 32 Appropriate Units
• Take VPSS (if applicable)

Is the teacher assigned to teach in an
Independent Study Program (Ed Code Option 44865)
87
NCLB Teacher Quality Compliance Paperwork
88
Certificate of Compliance NewDrop-Down Menu
89

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

90

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

91
(No Transcript)
92

• University conferring the BAnot necessarily the
  teacher preparation university/program.

93

• 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.

94
Based on Original credential or CA intern
credential

• New on or after July 1, 2002NO EXCEPTIONS
• Not new before July 1, 2002

95

• Please noteonly secondary teachers (i.e. those
  teaching departmentalized classes) can
  demonstrate subject matter competency via
  coursework or advanced certification.

96

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

97

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

98
High Objective Uniform State Standard of
Evaluation (HOUSSE)
Part 1
99
High Objective Uniform State Standard of
Evaluation.Part 1

• If a not new teacher is unable to demonstrate
  subject-matter competence via exam, subject
  matter program, university units or advanced
  certification you may choose to use the HOUSSE
  process to verify subject-matter competency.

100
High Objective Uniform State Standard of
Evaluation.Part 1
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.

101
High Objective Uniform State Standard of
Evaluation.Part 1
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

102
High Objective Uniform State Standard of
Evaluation.Part 1
HOUSSE-PART 1 CORE ACADEMIC COURSEWORK IN ASSIGNED AREA Points
Middle/High School Core Academic Coursework Select one if applicable Completed CTC-Supplementary Authorization 50 points, or Completed 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

103
High Objective Uniform State Standard of
Evaluation.Part 1
Participation in BTSA does not countonly if they
were the support provided and in the assigned
area.
104
High Objective Uniform State Standard of
Evaluation.Part 1
Just make sure you keep a list of PD that have
been accepted in the pastconsistency is key!
105
High Objective Uniform State Standard of
Evaluation.Part 1

• 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.

106
High Objective Uniform State Standard of
Evaluation.Part 1

• 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 developmentnot pedagogical
  practices

107
HOUSSE
Part 2
108
High Objective Uniform State Standard of
Evaluation.Part 2

• 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.

109
High Objective Uniform State Standard of
Evaluation.Part 2

• The teaching standards are assessed in relation
  to the California K12 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.

110
Lets Look at Scenarios
111
Secondary Special Education

• New and HQ in math, English, or science
• WHEN HIRED
• Can use the HOUSSE process
• Non-graduation/diploma track
• New CSET multiple subject
• Not new use elementary HOUSSE process

• Graduation/Diploma Track
• Must be HQ like any other secondary teacher
• VPSS as long as they are HQ in one NCLB core
  academic subject (including elementary
  self-contained)

112
Alternative Methods for Meeting High School
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

112
113
Alternative Methods for Meeting High School
Graduation Requirements

• Appropriate Credential and Authorization
• If a class is a CTE based class and the school
  district has a policy that allows granting
  graduation credits to the class per Ed Code
  Section 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.

113
114
Alternative Pathway to Graduation 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

115
Alternative Pathway to Graduation CA Education
Code Section 51225.3(b)..continued

• If approved APG courses become a NCLB core course
  the teacher must be HQ.NCLB does not change the
  credential requirement..only triggers who must
  be HQ.
• Designated Subjects Special Subjects
  credential.must have a BA/BS
• ROTC as a PE course
• Use the Undergraduate major equivalent for
  subject matter competency

116
Secondary
STEM/STEAM Courses You must decide what
curriculum is being taught.Is the class a math
class that uses engineering as the delivery
method..the teacher must be HQ in math. Team
Teaching or Link Learning Both teachers must be
appropriately authorized and HQ for the classes
taught.
117
Nuances of the Credentialing World
Eminence Credential..NCLB compatible, use the
Undergraduate Major for subject matter
competency. Limited Assignment PermitNOT NCLB
compatible. Local Teaching Assignment
Option..NCLB compatible, but must establish
subject matter competency via new or not new
status. Provisional Intern Permit, Short Term
Staff Permit.NOT NCLB compatible.
118
Elementary

• Departmentalized classes at the elementary level
• Example..pull out science class
• Teacher must hold a single subject science
  credential, supplemental authorization, subject
  matter authorization or local teaching assignment
  option.
• Example..self-contained but one teacher teaches
  math (to all students) and one teaches science
  (to all students)
• Even if you dont use a roster.the teacher must
  hold an appropriate authorization.

119

• Compliance Monitoring, Interventions, and
  SanctionsEquitable Distribution Monitoring
  SystemGetting In and Getting Out and Reporting

120
CMISDefinitions

• 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 (k8) or one
  comprehensive high school, one elementary and
  one middle, or one primary/intermediate and
  or middle

121
CMISLevel AGetting 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
  K8), or one comprehensive high school, one
  elementary and one middle, or one
  primary/intermediate and or middle.

122
CMISLevel AGetting Out

• Level A, report 100 percent teacher quality
  compliance

123
CMIS.Level BGetting 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 (K8) 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

124
CMIS.Monitoring (Level B)Getting Out
Criteria are Monitored Annually via the Equitable
Distribution Monitoring System
125
Equitable Distribution Monitoring System(EDMS)
126
EDMS Data Requirement's

• CDS Code
• School Name
• Title I Parent Notification Doc Met
• Teacher Interns
• Short Term Staff Permits
• Provisional Intern Permits
• Limited Assignment Teaching Permits
• Local Board Authorization
• NCLB Core Classes
• NCLB Classes Taught by HQT
• Non Compliant Teachers in EOP or SSEC Yes or NO
• Are Non Compliant Teachers enrolled in VPSS or
  other approved method Yes or NO

127
Equitable Distribution Monitoring System

• 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 sensitivecopy and paste from
  e-mail
• Sent October 1, 2014.from Title II Mailbox
• Superintendent
• Also to our contact list

128
EDMS 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

129
EDMS 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 Kellydo not wait until the last
  minute to contact her with questions, concerns
  and issues. If you failed to submit, for ANY
  reason, by 500 pm on November 14, 2014well
  thats why you are here ?.

130
Contact Information

• Lynda Nichols, Education Programs Consultant
  Program
• lnichols_at_cde.ca.gov 916-323-5822
• Geeta Rezvani, Education Programs Consultant
  FPM
• grezvani_at_cde.ca.gov 916-323-5595
• Jane Ross, Education Programs Consultant, Private
  School Issues
• jross_at_cde.ca.gov 916-319-0339
• Kelly Heffington, Analyst Data
• kheffington_at_cde.ca.gov 916-324-5689
• Jackie Rose, Analyst Fiscal
• jrose_at_cde.ca.gov 916-322-9503
• Ron Taylor, Education Administrator I
• rtaylor_at_cde.ca.gov 916-323-4819