GATE Conference 10-11-12

Assuring Program Completers Meet ESEA/NCLB Requirements

Session Agenda • Program Goals

• Quality

• Equity

• ESEA

Title II-A Focus: Quality

• Recruit, train, support, and retain highly qualified teachers, paraprofessionals, and principals

• Offer high quality professional learning

opportunities

Teacher Quality Goals

• ESEA places a major emphasis on teacher quality as a factor in improving student achievement.

• All teachers, including special education teachers, teaching core academic subjects must be “highly qualified.” to serve as the Teacher of Record with the responsibility for instructing students in core academic subjects;

• Applies to all public K-12 teachers who teach core subjects only. • For all teachers not currently considered highly qualified, the school

district must have in place a remediation plan to be implemented during the school year.

Title II-A Focus: Equity

• Ensure that poor and minority children are not taught by inexperienced, unqualified, or mis-assigned teachers at higher rates than other children.

• Ensure that children in low performing schools in all

geographic regions of the state have access to experienced, effective, qualified and appropriately assigned teachers on an equitable basis.

Core Academic Subjects

Core Academic Subject Areas: Elementary (K-5) and Middle Grades (4-8): Reading, Language Arts, Math, Broad-field Science, Broad-field Social Studies, Foreign Language, Visual Arts, Music, Band, Chorus Secondary (6-12): English, Reading, Math, Broad-field Science, History, Political Science, Geography, Economics, Foreign Language, Visual Arts, Music, Band, Chorus

Core Academic Subjects

“Highly Qualified” New Teachers from Traditional Programs:

• Bachelor’s Degree, AND • Valid PSC Teaching Certificate, AND • Core Academic Major OR 15 semester hours in the subject(s) for middle grades; 21 semester hours in the subject(s) for secondary; AND • Appropriate core academic content assessment (GACE)

and Teachers must be assigned to teach in appropriate subject/content area(s)

“Highly Qualified” New Teachers from Alternative/Non-Traditional Programs or Non-Renewable Non-Professional Certificates:

• Bachelor’s Degree, AND • Valid PSC Teaching Certificate, AND • Core Academic Major OR 15 semester hours in the subject(s) for middle grades; 21 semester hours in the subject(s) for secondary; OR • Appropriate core academic content assessment (GACE) (must pass within three years) and *Teachers must be assigned to teach in appropriate subject/content area(s) and assume the functions of a classroom teacher for no more than three (3) years

Valid PSC Certificate

and

Core Academic Major OR Concentration

Teachers must be assigned to teach in appropriate subject/content area(s)

“Highly Qualified” Teachers

New Teachers/Alt-NT Prog. New Teachers/Trad. Prog. Appropriate Core

Academic Content Assessment (GACE)

Or (must pass within 3 years)

Bachelor’s Degree

and

and

Appropriate Core Academic Content Assessment (GACE)

and 3 year limit

2011-2012 - HiQ Georgia had: • 98.87 percent highly qualified teachers (teachers

who serve as the teacher of record in core academic subjects);

• 99.62 percent highly qualified paraprofessionals. The number of Local Education Agencies (LEAs);

• 98.14 percent HiQ (teachers and paraprofessionals combined); and

• 91 LEAs met all highly qualified requirements for teachers and paraprofessionals.

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

1 11 21 31 41 51 61 71 81 91 101 111 121 131 141 151 161 171 181 191

Highly Qualified System Status 2010-2011 School Year

#1 Am I Highly Qualified? Elementary School

• Certification: T-5 – Special Education General Curriculum P-12 – Early Childhood Education P-5 – Special Education Language Arts, P-5 – Special Education Math, P-5 – Special Education Reading, P-5 – Special Education Science, P-5 – Special Education Social Science, P-5

• Teaching Assignment: Third - Fifth Grade Special Education Resource Class – Reading and Math

#2 Am I Highly Qualified?

Elementary School • Certification: IT-4

– Middle Grades Language Arts, 4-8 – Middle Grades Social Science, 4-8

• Teaching Assignment – Fifth Grade Language Arts – three periods – Fifth Grade Reading – two periods

#3 Am I Highly Qualified?

Elementary School • Certification: T-4

– Special Education General Curriculum

• Teaching Assignment – Inclusion in Fourth Grade Math, 2 periods – Inclusion in First Grade Reading, 3 periods

#4 Am I Highly Qualified?

Elementary School • Certification IT-5

– Middle Grades Math, 4-8

• Teaching Assignment – Fourth Grade Math

#5 Am I Highly Qualified?

Elementary School • Certification: T-6

– Early Childhood, P-5

• Teaching Assignment – Grades 1-5 Art

#6 Am I Highly Qualified?

Middle School • Certification IT-4

– Middle Grades Language Arts, 4-8 – Middle Grades Social Science, 4-8

• Teaching Assignment – Eighth Grade Language Arts – 3 periods – Eighth Grade Reading – 2 periods

#7 Am I Highly Qualified?

Middle School • Certification: T-5

– Middle Grades Language Arts, 4-8

• Teaching Assignment – Seventh Grade Exploratory - Journalism

#8 Am I Highly Qualified? Middle School

• Certification: T-4 – Special Education General Curriculum, P-12 – Special Education Language Arts, P-5, 4-8 – Special Education Math, P-5, 4-8 – Special Education Science, P-5, 4-8 – Special Education Social Science, P-5, 4-8

• Teaching Assignment – Resource Sixth Grade – Language Arts – all students will take the

CRCT – Resource Sixth Grade – Reading – all students will take the CRCT

#9 Am I Highly Qualified?

Middle School • Certification: T-5

– Middle Grades Mathematics, 4-8 – Middle Grades Science, 4-8

• Teaching Assignment – Math I

#10 Am I Highly Qualified?

High School • Certification: T-5

– History, 6-12

• Teaching Assignment – Economics – one block – American History – two blocks

#11 Am I Highly Qualified?

High School

• Certification: T-4 – Middle Grades Math, 4-8

• Teaching Assignment – Math I Support

#12 Am I Highly Qualified?

High School • Certification: T-5

– Special Education General Curriculum, P-12 – Special Education Adapted Curriculum, P-12 – Special Education Social Studies, P-5, 4-8

• Teaching Assignment – Special Ed Resource Class – all subjects; severe

and profound students, instructional level P-5

#13 Am I Highly Qualified?

High School • Certification: T-5

– General Curriculum Consultative, P-12 – Special Education Math, P-5, 4-8 – Special Education Science, P-5, 4-8 – Special Education Social Science, P-5, 4-8, 6-12

• Teaching Assignment – Inclusion for two periods – Ninth Grade English – Resource for three periods – Math I; some of the

students are on track to receive a regular high school diploma

About Special Education

Title II, Part A

Title II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals

Special Education General Curriculum:

Educators certified in Special Education General Curriculum are in-field to provide educational services for students with disabilities whose Individualized Education Program (IEP) indicates instruction using the general education curriculum and participation in the general statewide assessment in grades P-12.

Title II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals

Special Education Adapted Curriculum:

Educators certified in Special Education Adapted Curriculum (P-12) are in-field to provide educational services for all students in grades P-12 with disabilities whose Individualized Education Program (IEP) indicates instruction in an adapted curriculum leading to participation in the Georgia alternate assessment.

Title II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals

Consultative Special Education Teacher:

An educator who is providing consultative special education services along with a classroom teacher who is instructing students in core academic content. The term incorporates references such as inclusion, mainstreaming, collaborative or co-teacher.

Title II, Part A: Recruitment, Induction, and Retention of High Quality Teachers and Principals

Special Education Teacher of Record:

An educator in a special education setting who is assigned as the teacher of record with the responsibility for instructing students in core academic subjects.

What Your Candidates Need to Know

Passing one of the following Special Education GACE assessments does NOT make an educator HiQ to serve as the Teacher of Record in a core academic subject area(s) in the special education classroom:

•Special Education General Curriculum (081 & 082); •Special Education Adapted Curriculum (083 & 084); •Special Education Deaf Education (085 & 086)

•The Learning Disabilities Special Education Certificate aligns with the present Special Education General Curriculum Certificate. •The Interrelated Special Education Certificate aligns with the present Special Education General Curriculum Certificate. •Mental Retardation Special Education Certificate aligns with the Special Education General Curriculum Certificate and Special Education Adaptive Curriculum Certificate. •Behavior Disorders certification allows the educator to instruct at any level of exceptionality to those students on the GAA (special education adapted) or regular (special education general curriculum).

Equity

Title II, Part A

Title II, Part A of ESEA requires that all students, including poor and minority, have equitable opportunities with respect to quality instruction, teachers’ instructional experience, class size, and teachers’ ability to meet the diverse learning needs of all students.

The needs assessment drives the development of the Equity Plan.

All equity indicators are addressed and rated. The LEA must select at least

one equity indicator to move from “Adequate” or below to “Target” on Georgia’s Equity Rubric.

Equity Plans for FY13

LEA Self-Review of System Equity Plan: Poor and Minority Student Equity Rubric Indicators

Annual Needs Assessment Including Required Equity Components

Equity of Stakeholder Involvement

Highly Qualified Teacher Equity

Teacher Experience and Effectiveness Equity

Class Size Equity

Teacher Preparation and Ability to Meet Diverse Needs of Students

Retention of Highly Qualified, Effective Teachers

Recruitment and Placement of Highly Qualified, Effective Teachers

ESEA Goals

• Raise the bar for all students. Close the gap • Reward excellence and growth • Increase local flexibility while maintaining the

focus on equity and closing achievement gaps

USDOE, 2010

ESEA Goals

• Standards and Assessments • Rigorous and Fair Accountability • Great Teachers and Great Leaders • Meeting the Needs of Diverse Learners • A Complete Education • Student Supports • State and Local Innovation - drive breakthrough inventions in

education or for dramatic and innovative approaches to improving educational outcomes

• Early Learning

USDOE, 2010

1. Measures of teacher quality. Does the district use measures of teacher effectiveness, for any purpose? If so, Do the measures use data on student growth? Do the measures use data on instructional practice? 2. Differences in teacher quality. What is your understanding of the challenge that the district confronted (or now confronts) with equitable distribution? For example, have there been notable differences in teacher quality between particular types of schools within the district? 3. Actions taken to address differences. What notable actions has the district taken to address differences in teacher quality within the district?

Recent Interview Questions asked of Georgia from the American Institutes for Research

A collaborative library of equity plans and solutions with

• Open Access • Local goals and objectives • Summary of Impact • Evidence of Success

ProjectEQ

Coming Spring 2013: • Project EQ will include:

– Impact of Professional Learning – Impact of Title II, Part A Funds – Capacity for Interstate Inputs

• Peer Equity Reviews

Additional Equity Initiatives

• Fall Conference/Regional Workshops • Annual Spring Conference • Virtual Informational Sessions • Principal Professional Development – HiQ and ED • Regional Professional Development • State Equity Plan • And More

Georgia Professional Standards Commission

www.gapsc.com

Title II-A Handbook

1 Emily Bolton

2 Pam Daniels

3 Gerri Heard

4 Sharon Brown

5 Ann Hatchell

6 Elizabeth Zipperer

7 Leslie Morrison

8 Carolyn Rainey

9 Angie Davis

Name Title Telephone Number Email Address

Anne Marie Fenton Program Director (404) 232-2654 annemarie.fenton@gapsc.com

Emily Bolton Education Specialist (404) 291-9714 emily.bolton@gapsc.com

Sharon Brown Education Specialist (404) 561-4888 sharon.brown@gapsc.com

Pam Daniels Education Specialist (404) 290-7577 pam.daniels@gapsc.com

Angie Davis, Ed.D. Education Specialist (404) 290-5054 angie.davis@gapsc.com

Ann Hatchell Education Specialist (404) 291-3062 ann.hatchell@gapsc.com

Gerri Heard Education Specialist (404) 290-0332 gerri.heard@gapsc.com Leslie Morrison,

Ed.D. Education Specialist (404) 561-3876 leslie.morrison@gapsc.com

Carolyn Rainey Education Specialist (404) 291- 3054 carolyn.rainey@gapsc.com

Elizabeth Zipperer Education Specialist (404) 290-8763 elizabeth.zipperer@gapsc.com

Jackson Alley Data Analyst 404-232-2639 jackson.alley@gapsc.com

Data Specialist

Mary-Ellen Snow Operations Specialist 404-232-2643 maryellen.snow@gapsc.com

GaPSC Title II-A Staff Directory

Anne Marie Fenton Program Director, Assessment

404.232.2654 annemarie.fenton@gapsc.com

Please let us know how we can assist you with Title II, Part A.