Teacher Quality &
Title I
Paraprofessional
Qualifications
© 2006 Texas Education Agency
1
Highly Qualified
Teachers
Title I, Part A
Section 1119
2
The History
3
HOW IT ALL BEGAN: The Highly Qualified Teacher
A Nation at Risk:
Released in 1983.
Propelled the “world of education” into a tail-spin; it described the
inadequacies that permeated through America’s educational
system.
Ten years later, the crisis continued due to the lack of rigor,
standards, and funding at the local, state, and national levels.
High expectations for high-poverty schools was virtually
nonexistent locally and nationally, there was little consensus as to
the approach for resolving the issue.
4
HOW IT ALL BEGAN: The Highly Qualified Teacher
Redefining Education:
1993 government sought to eliminate Department of
Education.
Remarkably, by the year 2000, education moved to the
forefront of the nation’s domestic agenda.
The national consensus formed around the need to raise
standards for all children.
5
HOW IT ALL BEGAN: The Highly Qualified Teacher
Improving Education:
Opened dialogue.
Targeted and restructured increased accountability.
Closed the achievement gap.
Established clear national education goals.
Increased funding.
6
HOW IT ALL BEGAN: The Highly Qualified Teacher
Improvement of Teaching:
The federal government made the first major investment to
improve teacher education in almost 30 years.
School districts were challenged to stop two practices:
1) assigning people to teach outside their degreed field
2) assigning new teachers to the most challenging classes
(“sink or swim” approach)
These practices lead to burnout and the departure of more than
20% of all new teachers.
7
HOW IT ALL BEGAN: The Highly Qualified Teacher
Federal support:
National Board of Professional Teaching Standards was
created.
Encouraged the upgrading of professional development
programs.
In three years under the new program, Preparing Tomorrow’s
Teachers to Use Technology, more than 400,000 of our
nation’s new teachers were trained to integrate technology
into the curriculum.
8
HOW IT ALL BEGAN: The Highly Qualified Teacher
Colleges and universities allowed their schools of education
to become marginalized.
College presidents were urged to make teacher preparation
central to the mission of higher education.
Performance-based certification began whereby a potential
teacher demonstrated the knowledge and skills necessary to
be effective in the classroom.
9
HOW IT ALL BEGAN: The Highly Qualified Teacher
“We need a dramatic overhaul of how we recruit, prepare, license,
induct, and retain good teachers. We will get the high-quality
teachers that our children deserve only when we prepare them
well, pay them well, and create conditions in which teachers are
treated as professionals whose learning and growth are valued and
supported.”
Richard W. Riley
Former Secretary of Education
10
HOW IT ALL BEGAN: The Highly Qualified Teacher
“At a time when millions of students are going to need extra help to
meet challenging new standards, we no longer can assume that
we can get good teachers on the cheap and expect them to work
only nine months a year. I believe it is a wise move for the future
of American education to make teaching a better-paid, year-round
profession.”
Richard W. Riley
Former Secretary of Education
11
HOW IT ALL BEGAN: The Highly Qualified Teacher
Capacity Building:
Dollars had to be infused into the educational system to support
high-quality, sustained professional development for teachers
and principals.
There was a need for schools to have the necessary tools to use
test data effectively so to help students succeed more
effectively, i.e.:
online diagnostic testing
training and tools for data analysis
timely test results
extra time and extra help for those who need it
12
HOW IT ALL BEGAN: The Highly Qualified Teacher
A workable accountability system linked to standards began in
1994 with the reauthorization of a new and improved ESEA.
In 1998 there was strong bipartisan support in Congress for a
comprehensive school reform initiative.
In 1999 the $134 million Education Accountability Fund was
created.
Resources were targeted to the poorest schools and promoted
the idea of whole-school reform.
Title I required states to set a single high standard for all
children and to test students at three key grades to gauge
progress.
13
HOW IT ALL BEGAN: The Highly Qualified Teacher
2001 ESEA required:
New annual tests for grades 3-8
Timelines for improvement
Equity and Excellence issues began to arise regarding
achievement gaps between:
African Americans
Hispanic Americans
Other minority groups
Children with disabilities
Therefore, NO CHILD LEFT BEHIND was born.
14
HOW IT ALL BEGAN: The Highly Qualified Teacher
“…the movement to raise achievement levels cannot be driven by
standardization. Creativity in teaching and learning must be
encouraged, not stymied. If we create an accountability system
that is more punitive than diagnostic, more about fear than
achieving success, then we will have missed the mark entirely
about how to raise standards.”
Richard W. Riley
Former Secretary of Education
15
Certified Does Not Mean
Highly Qualified
16
When?
End of SY 2005-2006: All teachers in
core academic subject areas
Two exceptions for certain new
teachers:
Rural Flexibility
Special Education Flexibility
17
Who?
When Hired—Title 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
18
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.
19
Highly Qualified
Core Academic Subject Areas
English
Civics and Government
Reading/Language Arts
Economics
Mathematics
History
Science
Geography
Foreign Languages
Arts (Music, Art, Dance,
and Theatre)
20
Highly Qualified
A teacher meets NCLB definition if the
teacher has—
Full State Certification, and
21
Highly Qualified
A teacher meets NCLB definition if the
teacher has—
Full State Certification, and
A person who holds a valid Texas
standard teacher’s certificate or
lifetime teacher’s certificate has full
state certification.
22
Highly Qualified
A person who holds a valid Texas
standard teacher’s certificate or
A teacher meets NCLB definition if the
lifetime teacher’s certificate has full
teacher
has—
state
certification.
Full State Certification, and
Also, a degreed individual who holds a
probationary certificate, has demonstrated
content mastery, and is participating in an
acceptable alternate route to certification
program may be considered “fully certified”
under the “highly qualified” requirements.
23
Highly Qualified
A teacher meets NCLB definition if the
teacher has—
Full State Certification, and
Bachelor’s Degree (or higher), and
24
Highly Qualified
A teacher meets NCLB definition if the
teacher has—
Full State Certification, and
Bachelor’s Degree (or higher), and
Demonstrated Competency
25
Highly Qualified
New Elementary Teacher—
A teacher meets NCLB definition if the
Passing
the Elementary Comprehensive
teacher
has—
Full
Examination for Certification of Educators in
Texas (ExCET) or the grade-level appropriate
State
Certification, and
Texas Examination of Educator Standards
(TExES).
Bachelor’s Degree (or higher), and
Demonstrated Competency
26
Highly Qualified
Existing Elementary Teacher—
A teacher meets NCLB definition if the
• Passing
either the ExCET or TExES, or
teacher
has—
Full
• Meeting the requirements established under
the High,
Objective, Uniform
State
Certification,
and State Standard
of Evaluation for elementary teachers.
Bachelor’s Degree (or higher), and
Demonstrated Competency
27
Highly Qualified
New Secondary Teacher—
• Passing the applicable ExCET/TExES content
exam for a certification area appropriate to the
teaching
assignment,
or
A teacher
meets
NCLB definition
if the
• Having an academic major or graduate degree
teacher
has—
or the
coursework equivalent to an
undergraduate academic major in the core
Full State
Certification,
and
academic
subject area(s)
taught
[i.e., 24 semester hours, with 12 of the hours
being upper-division (junior- or senior-level)
courses in the core academic subject area].
Bachelor’s Degree (or higher), and
Demonstrated Competency
28
Highly Qualified
Existing Secondary Teacher—
• Passing the applicable ExCET/TExES, or
• Having
an academic
or graduate
A teacher
meets
NCLBmajor
definition
if degree
the
or the coursework equivalent to an
teacher
has— academic major in the core
undergraduate
academic subject area taught, or
Full •State
Certification,
and
Meeting
the requirements
established under
the High, Objective, Uniform State Standard of
Bachelor’s
Degree
(or higher),
Evaluation
for secondary
teachers.and
Demonstrated Competency
29
Implementation
The LEA should always place the best-qualified
teacher available in the classroom.
In addition, each LEA and campus 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.
30
Implementation
LEAs are advised to make adjustments to
teacher assignments and hiring procedures that
are prudent and manageable in order to come
into compliance.
LEA’s are required to keep accurate
documentation of teacher assignments and
credentials. The burden of proof rests on the
district in determining a teacher’s highly qualified
status.
31
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
flexibility in this area.
32
Permits, Temporary Credentials, & Waivers
NOT in Compliance with “Highly Qualified”
Teaching waiver approved by the
Commissioner of Education.
School District Teaching Permit approved by
the Commissioner of Education.
33
Permits, Temporary Credentials, & Waivers
NOT in Compliance with “Highly Qualified”
Emergency permits issued by SBEC to
uncertified individuals (subject, grade-level, or
both) for assignments in the core academic
subject areas.
Exception: It is possible for an elementary teacher to
meet the requirements of a “highly qualified”
secondary teacher if the teacher has full state
elementary certification and the required coursework
(24 semester hours, 12 of which are upper-division)
for demonstrating competency in the subject area
being taught at the secondary level.
34
Permits, Temporary Credentials, & Waivers
NOT in Compliance with “Highly Qualified”
Temporary Classroom Assignment Permit
(TCAP) issued by the school district under
SBEC rules to teach academic class periods
outside of the subject area of certification in
grades 6-12 for one year.
Exception: It is possible for a teacher under this
permit to meet the requirements of “highly qualified” if
the teacher has full state certification and the required
coursework (24 semester hours, 12 of which are
upper-division) for demonstrating competency in the
subject area being taught that is outside their area of
certification at the middle school or high school levels,
as appropriate.
35
Permits, Temporary Credentials, & Waivers
NOT in Compliance with “Highly Qualified”
A nonrenewable permit (NRP) issued to a
teacher who holds a lifetime certification that is
no longer valid in order to allow time to
reactivate certification by passing a stateapproved examination.
Exception: It is possible for a teacher under this
permit to meet the requirements of “highly qualified” if
the teacher has the required coursework (24
semester hours, 12 of which are upper division) for
demonstrating competency at the middle school or
high school levels, as appropriate.
36
Permits, Temporary Credentials, & Waivers
NOT in Compliance with “Highly Qualified”
A nonrenewable permit (NRP) issued to a
first-year teacher who has a baccalaureate
degree and has completed all courses
required for certification, including student
teaching, but has not completed all
certification exams.
37
Alternative Certification Programs
Teachers in ACP programs may be considered
to be highly qualified during the internship year
if they meet the following requirements.
Participate in an SBEC-approved alternative route to
certification program under which they:
1) receive high-quality professional development that is
sustained, intensive, and classroom-focused
2) participate in a program of intensive supervision or
structured mentoring
3) assume functions as a teacher not to exceed 3 years
4) demonstrate satisfactory progress toward full
certification
38
Alternative Certification – cont.
Hold a minimum of a bachelor’s degree
Demonstrate subject matter competency in each of
the academic subjects assigned to teach:
1) for new elementary ACP interns – pass a
rigorous State test of subject knowledge and
teaching skills in reading, writing, math, and other
areas of basic elementary curriculum (TExES).
2) for new secondary ACP interns – pass the
appropriate TExES exam or have an academic
major or graduate degree or the coursework
equivalent in the core academic subject areas they
39
teach.
Elementary
Highly Qualified
40
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.
Bachelor’s Degree
Full State Certification
Demonstrates Subject Competency
Elementary
Secondary
41
Elementary
(Demonstrates Subject Competency)
New
Existing
Pass ExCET,
TExES*
Pass ExCET
or TExES*
OR
* or accepted
comparable exam
Meet High, Objective, Uniform State
Standard of Evaluation
42
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 the NCLB Guidance
Document.
43
HOUSE A for Elementary
Competency is demonstrated by meeting all three
of the following criteria:
1.
At least one creditable year of teaching
experience.
AND
2.
A minimum of 24 points derived from—
Experience teaching at the elementary level
[ 1 year = 1 point (maximum of 12 points) ]; and/or
College coursework in English/Language Arts, Math,
Science, and/or Social Studies*
[ 1 college hour = 1 point ]; and/or
Professional development that meets the standards for
Continuing Professional Education (CPE) credit
established by SBEC rules
[ 15 CPE clock hours = 1 point ].
44
HOUSE A for Elementary (cont’d)
AND
3.
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.
[*Note: The social studies requirement may be met
through coursework or CPE hours in
government, history, economics, geography, or
political science.]
45
Professional Development CPE
Institutes, workshops,
seminars, conferences,
in-service or staff
development;
Development of curriculum
or CPE training materials;
Teaching or presenting a
CPE activity, (10% max);
Interactive distance learning,
video conferencing, or online activities or
conferences;
Serving as a mentor
educator, (30% max); and
Independent study (20%
max), which may include
authoring a published work;
Serving as an assessor
under TAC §241.35 relating
to the Principal Certificate
(10% max).
46
Elementary
HOUSE A Activity
Scenario 1
47
Scenario 1: Is Jan Highly
Qualified?
Jan is a certified elementary teacher who
holds a bachelor’s degree. She taught 16
years in grades 3,4,5,6, teaching all four
subjects 10 of those years. She began in
1974 and became a consultant in 1990.
She has now returned to teach fifth grade
in your district. She has not taken any
ExCET or TExES exams. You are able to
document college coursework in Physics
(6 hrs.) and English (9 hrs.).
48
Scenario 1: Is Jan Highly
Qualified?
Using the forms
located in the
Scenario 1 section of
your Activity Booklet,
decide if you think
Jan is highly qualified.
After a few minutes,
we will discuss our
findings as a group.
49
Scenario 1: Is Jan Highly
Qualified?
Jan is a certified elementary
teacher who holds a bachelor’s
degree. She taught 16 years
in grades 3,4,5,6, teaching all
four subjects 10 of those
years. She began in 1974 and
became a consultant in 1990.
She has now returned to teach
fifth grade in your district. She
has not taken any ExCET or
TExES exams. You are able to
document college coursework
in Physics (6 hrs.) and English
(9 hrs.).
Bachelors? Y
Certified? Y
ExCET/TExES? N
Elementary HOUSE A:
One Year of Experience? Y
Experience: 16 yrs el.:
12 yrs
max
Courses:
English:
9 hrs
Physics
6 hrs
Total:
15 hrs
(other course hrs not needed)
Total:
27 pts
Points in all 4 subject areas –Through
experience
Highly Qualified? YES
50
Scenario 1: Notes on Jan
Because Jan came into teaching prior to
the ExCET test, she had to demonstrate
HQ through HOUSE.
HOUSE A must be used since Jan teaches
all subjects.
Jan demonstrated points in all four subject
areas through her prior experience. This
could also be shown through coursework,
or a combination of the two.
51
HOUSE B for Elementary
Competency is demonstrated by meeting
both of the following criteria:
The teacher has at least one creditable year of
teaching experience.
AND
2. The teacher has college coursework
equivalent to a college major in the subject to
be taught.
1.
Intended for departmentalized elementary classes, music, or art.
52
Elementary
HOUSE B Activity
Scenario 2
53
Scenario 2: Is Mark Highly
Qualified?
Mark holds a bachelor’s degree, has secondary
math certification, and has taught 7th and 8th
grade math at your Junior High for 5 years.
Mark has taken the secondary math ExCET, and
has 24 hours of college hours in math (12 hours
are from freshman and sophomore courses, and
12 hours are from junior and senior courses).
You have already determined that he is HQ for
his junior high math courses; however, your
campus has recently become a middle school,
adding 6th grade math to his teaching load. Can
Mark be considered highly qualified to teach 6th
grade math, even though he has not taken an
54
ExCET or TExES in elementary?
Scenario 2: Is Mark Highly
Qualified?
Using the forms
located in the Scenario
2 section of your
Activity Booklet, decide
if you think Mark is
highly qualified.
After a few minutes,
we will discuss our
findings as a group.
55
Scenario 2: Is Mark Highly
Qualified?
Mark holds a bachelor’s degree,
has secondary math certification,
and has taught 7th and 8th grade
math at your Junior High for 5
years. Mark has taken the
secondary math ExCET, and has
24 hours of college hours in math
(12 hours are from freshman and
sophomore courses, and 12 hours
are from junior and senior
courses) Your campus has
recently become a middle school,
adding 6th grade math to his
teaching load. Can Mark be
considered highly qualified to
teach 6th grade math, even though
he has not taken an ExCET or
TExES in elementary?
Bachelors? Y
Certified? Y
ExCET/TExES? N (Not in
elementary)
Elementary HOUSE B:
One year of experience? Y
Courses: 24 hours of math (12
hours are from
freshman/sophomore courses,
and 12 hours are from
junior/senior courses)
Is Mark Highly Qualified? YES
56
Scenario 2: Notes on Mark
6th grade is considered elementary, thus
middle school teachers teaching both 6th
and 7th or 8th must demonstrate HQ status
for elementary and secondary.
Mark’s 12 upper level coursework would
generally be considered 3000/4000 level
courses, or higher.
57
Secondary
Highly Qualified
58
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.
Bachelor’s Degree
Full State Certification
Demonstrates Subject Competency
Elementary
Secondary
59
Secondary
(Demonstrates Subject Competency)
New
Pass ExCET or
TExES*
Existing
Pass ExCET or
TExES*
(In Subject Taught)
(In Subject Taught)
OR
OR
FOR ACADEMIC SUBJECT TAUGHT:
FOR ACADEMIC SUBJECT TAUGHT:
• Academic Major or
• Graduate Degree or
• Coursework (Equivalent to an
Undergraduate Major in Subject
Area Taught)
* or accepted
comparable exam
• Academic Major or
• Graduate Degree or
• Coursework (Equivalent to an
Undergraduate Major in Subject
Area Taught)
OR
High, Objective, Uniform State
Standard of Evaluation 60
HOUSE for Secondary
Competency is demonstrated by meeting BOTH of the following
criteria:
1.
2.
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
[ 1 year = 1 point (maximum of 12 points) ];
College coursework in the subject to be taught or in a closely
related field
[ 1 college hour = 1 point ]; 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
[ 15 CPE clock hours = 1 point ].
61
“Closely Related Fields” for Secondary
HOUSE
English
Reading
Speech
Journalism
Reading/LA
English
Speech
Journalism
History
Geography
Government
Economics
Pol Sci
Economics
Government
History
Geography
Pol Sci
Geography
History
Economics
Government
Pol Sci
Civics/Govt
History
Economics
Geography
Pol. Sci.
Science
Life Sci
Physical Sci
Biology
Earth Sci
Physics
Chemistry
Arts
Art
Music
Theatre Arts
Dance
Mathematics
Engineering
Statistics
Accounting
Foreign
Languages
None
62
Secondary
HOUSE Activity
Scenario 3
63
Scenario 3: Is Marilyn Highly
Qualified?
Marilyn is beginning her second year as a
teacher at your high school. She teaches 5
sections of English and 1 of history. She has a
bachelor’s degree in secondary education, as
well as a master’s degree in English. She has 9
hours of history courses on her college
transcript, but no hours in related fields (govt.,
economics, etc). She has secondary English
certification and has taught 18 years. She
began teaching in 1969, so she has not taken
any ExCET/TExES exams. To date, she has
received 45 hours of professional development
64
in history.
Scenario 3: Is Marilyn Highly
Qualified?
Using the forms
located in the Scenario
3 section of your
Activity Booklet, decide
if you think Marilyn is
highly qualified.
After a few minutes,
we will discuss our
findings as a group.
65
Scenario 3: Is Marilyn Highly
Qualified?
Marilyn is beginning her second
year as a teacher at your high
school. She teaches 5 sections of
English and 1 of history. She has
a bachelor’s degree in secondary
education, as well as a master’s
degree in English. She has 9
hours of history courses on her
college transcript, but no hours in
related fields (govt., economics,
etc). She has secondary English
certification and has taught 18
years. She began teaching in
1969, so she has not taken any
ExCET/TExES exams. To date,
she has received 45 hours of
professional development in
history.
Bachelor’s? Y
Certified? Y
ExCET/TExES in English? N
ExCET/TExES in History? N
English: College major, a graduate
degree, or equivalent to a major? Y
History, College major, a graduate
degree, or equivalent to a major? N
Is she HQ in her primary
assignment (English)? Y
HOUSE (for History):
Experience in History?
1 yr
Course hours in History:
9 hrs
Prof. Dev. in History: 45 hrs = 3 pts
Total Points in History:
13 pts
Is she HQ in History? N
Marilyn is HQ in primary
assignment, but not HQ in every
course she teaches (History).
66
Scenario 3: Notes on Marilyn
On the HQ survey report, Marilyn would be
counted as HQ on the top of the form because
she is highly qualified in her primary assignment.
To gain HQ status in history, Marilyn will need to
either take the appropriate TExES subject area
test, take college coursework, or gain enough
CPE credits to reach 24 points via HOUSE.
Under HOUSE 6 points must be in the subject
area being taught, not just a closely-related field.
67
Special
Education
Elementary
68
NCLB Highly Qualified Teacher
(Special Education 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.
Bachelor’s Degree
Full State Special Education Certification
Demonstrates Subject Competency
Elementary
Secondary
69
Elementary Special Education
(Demonstrates Subject Competency)
New
Existing
Pass ExCET
or TExES
Pass ExCET
or TExES
OR
Meet High, Objective, Uniform State
Standard of Evaluation
70
Elementary Special Education
New
Pass ExCET
or TExES
Existing
The elementary
comprehensive
ExCET exam can be used to
show subject competency for PK6th grade.
Pass ExCET
or TExES
TExES exams
meeting subject
competency requirements for PK8th grade are:
OR
• EC-12 Special Ed. (Reading/LA
or Math)
• 4-8 Generalist (Reading/LA,
Math, Science, Social Studies)
Meet High,
Objective,
Uniform
• 4-8 Content
Specific
Exam State
Standard of Evaluation
71
Elementary Special Education
New Special Education Teachers
New
who teachExisting
multiple subjects and
are highly qualified in math,
language arts, or science must
Pass ExCET
Pass ExCET
demonstrate highly qualified in
or TExES
or TExES
other subject areas within 2
years after the date of
OR
employment. Demonstration of
highly qualified in “other”
subjects may include using
options for
elementary
MeetHOUSE
High, Objective,
Uniform
State
after
one creditable
year of
Standard
of Evaluation
experience is obtained.
72
HOUSE A for Elementary Special Education
Competency is demonstrated by meeting all three
of the following criteria:
1.
At least one creditable year of teaching
experience.
AND
2.
A minimum of 24 points derived from—
Experience teaching at the elementary level
[ 1 year = 1 point (maximum of 12 points) ]; and/or
College coursework in English/Language Arts, Math,
Science, and/or Social Studies*
[ 1 college hour = 1 point ]; and/or
Professional development that meets the standards for
Continuing Professional Education (CPE) credit
established by SBEC rules
[ 15 CPE clock hours = 1 point ].
73
HOUSE A for Elementary Special Education
(cont’d)
AND
3.
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.
[*Note: The social studies requirement may be
met through coursework or CPE hours in
government, history, economics, geography, or
political science.]
74
Special Education
Elementary HOUSE A
Activity
Scenario 4—Part 1
75
Scenario 4-1: Is Sue Highly
Qualified?
Sue is an elementary special education teacher
at your campus. She provides the primary math
and reading instruction for her 3rd-5th grade
students. Sue has a bachelor’s degree, passed
the generic all-level special education ExCET,
and has been teaching the same classes for 8
years. She has 12 hours of college reading
courses and has also attended 45 hours of
professional development related to reading.
She recently passed the Math 4-8 TExES. Is
she highly qualified?
76
Scenario 4-1: Is Sue Highly
Qualified?
Using the forms
located in the Scenario
4—Part 1 section of
your Activity Booklet,
decide if you think Sue
is highly qualified.
After a few minutes, we
will discuss our findings
as a group.
77
Scenario 4-1: Is Sue Highly
Qualified?
Sue is an elementary special
education teacher at your campus.
She provides the primary math
and reading instruction for her 3rd5th grade students. Sue has a
bachelor’s degree, passed the
generic all-level special education
ExCET, and has been teaching
the same classes for 8 years. She
has 12 hours of college reading
courses and has also attended 45
hours of professional development
related to reading. She recently
passed the Math 4-8 TExES. Is
she highly qualified?
Special Education Certified? Y
Bachelor’s? Y
ExCET/TExES in subject areas?
Math: Y
Reading: N
Math:
HQ because of TExES (4-8
subject area exams
demonstrate mastery for PK-6)
Reading:
HOUSE A:
Experience in Reading? 8 yrs
Courses:
12 hrs
Prof. Dev: 45 hrs =
3 pts
Total:
23 pts
Sue is HQ in math, but not HQ in
reading.
78
Scenario 4-1: Notes on Sue
The special education ExCET test is not sufficient to prove HQ
status for elementary special education teachers.
Subject area mastery must be demonstrated through a test or by
elementary HOUSE A or B.
The TExES 4-8 subject area exams will demonstrate subject
competency for both Special Education and Regular Education
teachers in those core subject areas from PK-8.
The Elementary comprehensive ExCET or the TExES 4-8 generalist
exams can also be used to demonstrate subject matter competency
(PK-6th).
79
HOUSE B for Elementary Special Education
Competency is demonstrated by meeting
both of the following criteria:
The teacher has at least one creditable year of
teaching experience.
AND
2. The teacher has college coursework
equivalent to a college major in the subject to
be taught.
1.
Intended for departmentalized elementary classes, music, or art.
80
Special Education
Elementary HOUSE B
Activity
Scenario 4—Part 2
81
Scenario 4-2: Now Is Sue Highly
Qualified?
Let’s change our scenario and say that Sue has
the equivalent of a college major in reading. On
her transcript, she has 30 hours of reading
courses, 18 of which are upper level. We
already know that she has appropriate
certification, a bachelor’s degree, and is HQ in
math. By using HOUSE B, is she now highly
qualified to teach her special education reading
courses, as well?
82
Scenario 4-2: Now Is Sue Highly
Qualified?
Using the forms
located in the Scenario
4—Part 2 section of
your Activity Booklet,
decide if you think Sue
is highly qualified.
After a few minutes, we
will discuss our findings
as a group.
83
Scenario 4-2: Now Is Sue Highly
Qualified?
Let’s change our scenario and
say that Sue has the
equivalent of a college major in
reading. On her transcript, she
has 30 hours of reading
courses, 18 of which are upper
level. We already know that
she has appropriate
certification, a bachelor’s
degree, and is HQ in math. By
using HOUSE B, is she now
highly qualified to teach her
special education reading
courses, as well?
Appropriately Certified? Y
Bachelor’s? Y
ExCET/TExES in subject
areas?
Math: Y
Reading: N
Math:
HQ because of TExES
Reading:
HOUSE B:
One year experience? Y
Courses: 30 hours (18 upper
level)
Sue is HQ to teach both math
and reading.
84
Scenario 4-2: More Notes on Sue
Although you technically cannot use
“college major” to identify an elementary
teacher as HQ without going through
HOUSE, the hours taken to attain the
major can be used to qualify under
HOUSE B.
85
Special
Education
Secondary
86
NCLB Highly Qualified Teacher
(Special Education 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.
Bachelor’s Degree
Full State Special Education Certification
Demonstrates Subject Competency
Elementary
Secondary
87
Secondary Special Education
(Demonstrates Subject Competency)
New
Pass ExCET (content specific) or TExES
OR
FOR ACADEMIC SUBJECT TAUGHT:
• Academic Major or
• Graduate Degree or
• Coursework (Equivalent to an Undergraduate
Major in Subject Area Taught)
OR
*Meets Elementary Highly Qualified-only applies
if teaching exclusively children assessed on
alternate achievement standards and
providing instruction only at the elementary
level.
OR
*Demonstrates Appropriate Level of Knowledgeonly applies if teaching exclusively children
assessed on alternate achievement standards
and providing instruction above the
elementary level. (same as Sec. Sp. Ed.
HOUSE def.)
Existing
Pass ExCET (content specific) or TExES
OR
FOR ACADEMIC SUBJECT TAUGHT:
• Academic Major or
• Graduate Degree or
• Coursework (Equivalent to an Undergraduate
Major in Subject Area Taught)
OR
Meets HOUSE for Secondary Sp. Ed.
OR
*Meets Elementary Highly Qualified-only applies
if teaching exclusively children assessed on
alternate achievement standards and
providing instruction only at the elementary
level.
OR
*Demonstrates Appropriate Level of Knowledgeonly applies if teaching exclusively children
assessed on alternate achievement standards
and providing instruction above the
elementary level. (same as Sec. Sp. Ed. 88
HOUSE def.)
Appropriate Level of Knowledge/HOUSE for
Secondary Special Education
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—
Meeting Elementary Highly Qualified (9 points for competency in
Reading/Language Arts, Math, Science, or Social Studies)
OR
Passing an appropriate TExES Certification exam (12 points for any
of the following: EC-12 Special Ed. (Reading/LA or Math), 4-8
Generalist (Reading/LA, Math, Science, or Social Studies), or 4-8
Content Specific Exam.
AND
89
Appropriate Level of Knowledge/HOUSE for
Secondary Special Education (Continued)
Experience teaching at the secondary level in the
subject to be taught or in a closely related field
[ 1 year = 1 point (maximum of 12 points) ]; and/or
College coursework in the subject to be taught or in a
closely related field
[ 1 college hour = 1 point ]; 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
[ 15 CPE clock hours = 1 point ].
90
Special Notes Related to Secondary Special Education
If using the Elementary HOUSE option for documenting the 9 points for
meeting the standard for Elementary Highly Qualified, the teacher MAY
NOT count the same college coursework or professional development
for meeting Elementary HOUSE and Secondary Special Education
HOUSE.
If using the Elementary teaching experience under the Elementary
HOUSE option for documenting the 9 points for meeting the standard for
Elementary Highly Qualified, the teacher may only count a maximum of
12 years teaching experience in any combination under this HOUSE
option.
Districts may allow 6 points of college coursework or professional
development for Special Education strategies or modifications courses
or trainings.
91
Special Education
Secondary HOUSE
Activity
Scenario 5
92
Scenario 5: Is Kelly Highly
Qualified?
Kelly is a secondary special education teacher
who teaches reading and math to 7th-12th grade
special education students. She holds a
bachelor’s degree, has taken and passed the
EC-12 special education TExES, and has 2
years of experience teaching these same
classes. On her transcript, she has 6 hours of
reading, 6 hours of English, and 3 hours of
math. Over the past two summers, she has
accumulated 24 hours of professional
development from math-related workshops and
6 hours in special education modifications. Is
she highly qualified?
93
Scenario 5: Is Kelly Highly
Qualified?
Using the forms
located in the Scenario
5 section of your
Activity Booklet, decide
if you think Kelly is
highly qualified.
After a few minutes, we
will discuss our findings
as a group.
94
Scenario 5: Is Kelly Highly
Qualified?
Kelly is a secondary special
education teacher who teaches
reading and math to 7th-12th grade
special education students. She
holds a bachelor’s degree, has
taken and passed the EC-12
special education TExES, and has
2 years of experience teaching
these same classes. On her
transcript, she has 6 hours of
reading, 6 hours of English, and 3
hours of math. Over the past two
summers, she has accumulated
24 hours of professional
development from math-related
workshops and 6 hours in special
education modifications. Is she
highly qualified?
Special Education Certified? Y
Bachelor’s? Y
ExCET/TExES in subject areas?
Math Y (Through Grade 8)
Reading Y (Through Grade 8)
th
7 and 8th Grade: HQ via EC-12 special
education TExES (Reading and Math)
9th-12th:
Secondary Special Education HOUSE:
Reading:
Passed EC-12 TExES:
Subject area Experience
College hours (rdg/related):
Total:
12 pts
2 yrs
12 hrs
26 pts
HQ in Reading 9-12? Y
Math:
Passed EC-12 TExES:
Subject area Experience:
College hours (math):
Prof. Dev. (math/Sp. Ed.-30 hours):
Total:
12 pts
2 yrs
3 hrs
2 pts
19 pts
HQ in Math 9-12? N
Kelly is HQ in all areas except high school
math.
95
Scenario 5: Notes on Kelly
TExES EC-12 Special Education exam can only be
used to demonstrate subject area competency for
Reading/Language Arts and Math for grades EC-8.
Other subject areas for EC-8 and all subject areas in 912 require subject area competency beyond the special
education exam.
Kelly did not need to use Elementary HOUSE to be
considered HQ. If she had used it, her years of
experience could not be duplicate counted on the
special education worksheet and the Elementary
HOUSE worksheet.
96
Special Cases
97
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 for the core academic
subject areas taught, as appropriate, in addition
to the state requirement to hold the required
English as a Second Language (ESL) or
Bilingual certification.
98
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
Bachelor’s degree, can demonstrate subject
area competency, and hold a valid Texas OneYear Certificate.
99
Teachers Certified Outside of Texas
Prior to or during the validity of the oneyear certificate, the teacher must meet the
state’s certification testing requirements;
otherwise, the teacher will not be
considered highly qualified after the OneYear Certificate has expired.
100
Out of-State
Certification Activity
Scenario 6
101
Scenario 6: Is Bob Highly
Qualified?
Bob has a bachelor’s degree and has
taught biology for 10 years in Oklahoma.
He recently moved across the state line,
obtained a job teaching biology in a Texas
district, and holds a valid Texas one-year
certificate. On his transcript, Bob has 12
hours of biology and 18 hours of
chemistry. Is he highly qualified?
102
Scenario 6: Is Bob Highly
Qualified?
Using the forms located
in the Scenario 6
section of your Activity
Booklet, decide if you
think Bob is highly
qualified.
After a few minutes, we
will discuss our findings
as a group.
103
Scenario 6: Is Bob Highly
Qualified?
Bob has a bachelor’s degree
and has taught biology for 10
years in Oklahoma. He
recently moved across the
state line, obtained a job
teaching biology in a Texas
district, and holds a valid
Texas one-year certificate. On
his transcript, Bob has 12
hours of biology and 18 hours
of chemistry. Is he highly
qualified?
Certified? Y (one year)
Bachelor’s? Y
ExCET/TExES in biology? N
Major/Equivalent in biology? N
Secondary HOUSE:
Biology:
Subject area Experience: 10 yrs
College hours:
Biology:
12 hrs
Chemistry (related):
18 hrs
Total:
40 pts
HQ in Biology? Y (Temporary)
Bob is HQ in biology for the
current school year.
104
Scenario 6: Notes on Bob
Bob must hold or be eligible for a one-year Texas
certificate.
Once Bob’s one-year certificate expires, he will lose his
HQ status unless he has passed the TExES exam for his
teaching area.
Bob needs to check with SBEC to see if any out-of-state
tests he has taken may be deemed “comparable” to a
Texas test.
If the district chose to do so, Bob could have used 2
points toward HOUSE for each secondary out-of-state
certification examination or national assessment
instrument for teacher licensing taken in the core
academic subject or closely related field. An elementary
teacher could have done the same for any elementary
105
level exams taken.
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:
1) the degree held is at least equivalent to a
Bachelor’s degree offered by an American institution
of higher education;
2) the teacher holds valid teaching credentials in
his/her country; and
3) the teacher demonstrates competency.
106
Elementary DAEPs and AEPs
At the elementary school level, teachers who
provide instruction and assignments in DAEPs
or AEPs must meet the same “highly qualified”
requirements as all elementary school teachers.
107
Secondary DAEPs and AEPs
At the middle and high school levels, arrangements
could be made for independent study opportunities or
distance learning methods, where an off-site teacher of
record provides materials and lessons for the student.
In such cases, the on-site teacher would not serve as the
primary teacher (the teacher of record) but would assist
in the teaching and learning.
The teacher of record must meet the definition of “highly
qualified.” Note: Teacher of record does not necessarily
meet TEC 37.008 requirements.
108
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.”
109
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.
110
Highly Qualified
Flexibility for
Rural Schools
111
Who is Eligible for Rural Flexibility?
LEA’s who were eligible for REAP flexibility
and the Small Rural School Achievement
Program through USDE. This generally
applies to LEA’s with 600 or fewer ADA
with a school locale code of 7 or 8.
112
Rural Flexibility for NEW Teachers
Applies to teachers hired by the LEA for the
2004-2005 school year or beyond.
States that newly hired teachers in eligible LEA’s
who teach two or more subjects and are highly
qualified in at least one core academic subject
they teach will have three years from the date of
hire to become highly qualified in each core
academic subject they teach.
113
Rural Flexibility for EXISTING Teachers
Applies to teachers teaching at the LEA during
the 2003-2004 school year.
States that teachers who teach two or more
subjects and are highly qualified in at least one
core academic subject area they teach, but do
not meet all the criteria for a highly qualified
teacher in each of the core academic subjects
they teach, will have until the end of the 20062007 school year to become highly qualified in
each subject they teach.
114
To Utilize Rural Flexibility, LEA’s Must:
Ensure that all teachers in core academic
subjects are highly qualified in at least one core
academic subject they teach.
Provide high-quality professional development
that increases the teachers’ content knowledge
in the additional subjects they teach.
Provide mentoring or a program of intensive
supervision that consists of structured guidance
and regular, on-going support so they become
highly qualified in the additional core academic
115
subject(s) they teach.
Rural Schools Flexibility
Activity
Scenario 7
116
Scenario 7: Is Lisa Highly
Qualified?
Lisa was hired at the beginning of the 2004-05
school year by your rural school district to teach
five secondary English classes and 2 biology
classes. She was fully certified via TExES to
teach English, but not science. On her
transcript, she has 6 hours of biology and 6
hours of chemistry. She has taken 30 hours of
professional development related to science. Is
she HQ?
117
Scenario 7: Is Lisa Highly
Qualified?
Using the forms
located in the Scenario
7 section of your
Activity Booklet, decide
if you think Lisa is
highly qualified.
After a few minutes, we
will discuss our findings
as a group.
118
Scenario 7: Is Lisa Highly
Qualified?
Lisa was hired at the beginning
of the 2004-05 school year by
your rural school district to
teach five secondary English
classes and 2 biology classes.
She was fully certified via
TExES to teach English, but
not science. On her transcript,
she has 6 hours of biology and
6 hours of chemistry. She has
taken 30 hours of professional
development related to
science. Is she HQ?
Certified? Y
Bachelor’s? Y
ExCET/TExES?
English: Y
Science: N
Secondary HOUSE:
Science:
Subject area Experience: 1 yr
College hours:
Biology:
6 hrs
Chemistry (related)
6 hrs
Prof. Dev.: 30 hrs = 2 pts
Total:
15 pts
Is Lisa HQ in English? Y
Is Lisa HQ in Science? N
119
Scenario 7: Notes on Lisa
Lisa is HQ in English; therefore, on the HQ survey, she can be
counted as HQ in her primary field. However, the science classes
would be reported as being taught by a non-HQ teacher.
Lisa has until the end of 2006-07 (3 years) to either: take more
coursework, gain more Professional Development hours to qualify
via HOUSE, or take the appropriate TExES.
Lisa was able to use the HOUSE option to prove HQ status
because she had completed one full year of teaching science.
NOTE: If Lisa had been hired in 05-06, she would not be eligible
to attempt the HOUSE option because she did not have one full
year of experience yet. Although HQ surveys are not submitted
until summer, data must be collected during the current school
year.
120
Reporting
121
State and LEA Annual Planning and
Reporting Requirements
Increase in the percentage of highly qualified
teachers for each LEA and campus so that
ALL teachers teaching in core academic
subject areas are “highly qualified” no later
than the end of the 2005-2006 school year.
Annual Highly Qualified Teacher
Compliance Report
Parent Notification Requirements
122
Plan for Teacher Quality
Requirements under NCLB
123
Plan for Teacher Quality
Requirements under NCLB
Strategies and activities to ensure LEA is
making progress toward meeting
measurable achievement objectives:
Percent of highly qualified teachers (HQT)
Percent of classes taught by HQT
Percent of classes in high poverty schools taught by HQT
Percent of teachers receiving high-quality professional
development
124
Plan for Teacher Quality Requirements
under NCLB
2005-2006 Targets
*100% - percent of HQT
*100% - percent of classes taught by HQT
*100% - percent of classes in high-poverty
school taught by HQT
*100% - percent of teachers receiving
high-quality professional development
125
Plan for Teacher Quality Requirements
under NCLB
Each LEA and campus must have a recruitment
and retention plan that describes strategies to:
Increase percentage of HQT on each campus to meet
100% by end of 2005-06, or later if exceptions apply
(i.e. rural schools and special education)
Ensure low-income students and minority students
are not taught at higher rates than other student
groups by teachers who are not HQ
Attract and retain HQT
Assist teachers not currently HQ to meet the HQ
requirements in a timely manner
126
Paraprofessionals
127
Title I, Part A
Paraprofessional Qualifications
Any paraprofessional with instructional support
duties working in a Title I, Part A program must
have a high school diploma or its recognized
equivalent.
128
Title I, Part A
Paraprofessional Qualifications
Paraprofessionals with instructional duties hired
before January 8, 2002, must satisfy the
following requirements by the end of the 20052006 school year.
Any paraprofessional with instructional support
duties hired after January 8, 2002, and working
in a Title I, Part A program must meet one of
three criteria in statute when hired.
129
Title I, Part A
Paraprofessional
Qualifications
The term “instructional
support duties” means
that the paraprofessional is actively assisting in
providing direct instruction to students.
Any paraprofessional with instructional support
duties hired after January 8, 2002, and working
in a Title I, Part A program must meet one of
three criteria in statute when hired.
130
Title I, Part A
The term “instructional support duties”
Paraprofessional
Qualifications
means that the paraprofessional is actively
assisting in providing direct instruction to
students.
Any paraprofessional with instructional support
duties hired after January 8, 2002, and working
in a Title I, Part A program must meet one of
three criteria in statute
when refer
hired.
LEAs should
to a
paraprofessional’s
job description to
determine whether the
qualification requirements
apply.
131
Title I, Part A
Paraprofessional Qualifications
2 years of study at institution of higher
education; OR
132
Title I, Part A
Paraprofessional Qualifications
2 years of study at institution of higher
education; OR
For purposes of Title I, Part A in Texas, two
years of study at an institution of higher
education is defined as completion of 48
semester hours or equivalent trimester
hours, or as defined by the institution,
whichever is less.
133
Title I, Part A
Paraprofessional Qualifications
Statute does not list any
required field of study.
2 years of study at institution of higher
education; OR
For purposes of Title I, Part A in Texas, two
years of study at an institution of higher
education is defined as completion of 48
semester hours or equivalent trimester
hours, or as defined by the institution,
whichever is less.
134
Title I, Part A
Paraprofessional Qualifications
2 years of study at institution of higher
education; OR
Associate’s (or higher) degree; OR
135
Title I, Part A
Paraprofessional Qualifications
2 years of study at institution of higher
education; OR
Associate’s (or higher) degree; OR
Statute does not list any
required field of study.
136
Title I, Part A
Paraprofessional Qualifications
2 years of study at institution of higher
education; OR
Associate’s (or higher) degree; OR
Meet a rigorous standard of quality and can
demonstrate, through a formal state or local
academic assessment.
137
Title I, Part A
• Knowledge of, and
the ability to assist in,
Paraprofessional
Qualifications
instruction of reading, writing, and
mathematics; or
• Knowledge of, and the ability to assist in,
instruction of reading readiness, writing
and mathematics
readiness, as
2 years of readiness,
study at institution
of higher
education;appropriate.
OR
Associate’s (or higher) degree; OR
Meet a rigorous standard of quality and can
demonstrate, through a formal state or local
academic assessment.
138
Title I, Part A Paraprofessionals hired
after January 8, 2002
Any Title I, Part A paraprofessional with
instructional support duties in the core academic
subject areas hired after January 8, 2002, who
does not meet the paraprofessional
qualifications, must be provided a rigorous
academic assessment as soon as possible.
School districts are advised that any newly hired
Title I, Part A paraprofessional must meet the
paraprofessional qualifications before being
hired.
139
Paraprofessional Qualifications
Exceptions:
Paraprofessional who is proficient in English and
a language other than English who provides
services solely by acting as a translator; or
Paraprofessional whose duties consist solely of
conducting Title I, Part A parental involvement
activities.
140
Title I, Part A Paraprofessionals
with Instructional Duties in Core Academic Subject Areas
No
Campus Receives
Title I, Part A funds?
Qualifications
Not Applicable
Yes
Targeted Assistance
or
Schoolwide Campus?
Targeted Assistance campus:
ONLY a paraprofessional with
instructional duties in core
academic subject areas whose
salary is paid with Title I, Part A
funds.
Schoolwide campus: ALL
paraprofessionals with
instructional duties in core
academic subject areas without
regard to the source of funding
141 of
the position.
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 end of 2005-06
school year.
Option 1: Two years
of study at an
institution of higher
education.
Option 2: An
associate’s
(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 of reading (or reading readiness),
writing (or writing readiness), and mathematics (or
mathematics readiness), as appropriate.
142
Portability of Paraprofessional
Qualifications
When hiring a Title I, Part A paraprofessional who will
have instructional support duties, local policy should
determine whether the school district will accept the
assessment results from another school district or openenrollment charter school or require the paraprofessional
to take the local assessment used by the hiring campus or
school district.
For consistency, school districts may want to consider
having all campuses within the school district use the
same instruments and processes for assessing
paraprofessionals.
143
State and LEA Annual Planning and
Reporting Requirements
Percentage of Title I, Part A
paraprofessionals who meet the Section
1119 qualifications
Reported on Title I, Part A Annual
Compliance Report in eGrants
144
For additional information, contact the
Division of NCLB Program Coordination
at TEA.
www.tea.state.tx.us/nclb/
nclb@tea.state.tx.us
145