Highly Qualified Teacher
VPSS
Verification Process
Special Settings
VPSS
No Child Left Behind Act of 2001
The No Child Left Behind (NCLB) Act of 2001,
contains specific teacher requirements that must
be met by all public school teachers who teach
“core” academic subjects. Each local
educational agency (LEA) must develop a plan
to ensure that all elementary, middle and high
school teachers, who are assigned to teach core
academic subjects, meet these requirements.
2
No Child Left Behind Act of 2001
Who meets NCLB requirements?
A teacher who:
 Holds a Bachelor’s degree.
 Has a California credential,clear,
preliminary or Intern.
 Has demonstrated “core” academic
subject matter competence (major or
exam).
3
Core Subject Areas


English
Reading
Language Arts
Mathematics
Science

Arts









Elementary
Foreign Language
Civics & Government
Economics
History
Geography
4
Good Teaching Matters… A Lot!
• Schools, and especially teachers, really
DO make a difference in student learning.
• The most significant factor in student
achievement is the teacher.
• The difference between a good and a bad
teacher can be a full level of achievement
in a single school year.
5
What Makes for Teacher
Effectiveness?

“What a teacher knows…”
– Strong Verbal and Math Skills
– Deep Content Knowledge

“What a teacher can do…”
– Teaching Skill
6
Strong Verbal and Math Skills
7
Deep Content Knowledge
8
Teaching Skill
9
California’s Plan for HQT:
NCLB Three-step
NCLB 3-STEP
1. Employment- Local
2. Licensure- State - CTC
3. NCLB ComplianceFederal, SBE and CDE
11
California Department of
Education Guidance

It should be noted that nothing in the No Child Left Behind
Act requires that teachers who have not yet demonstrated
that they meet the NCLB Teacher Requirements be fired.

In fact, the statutory scheme is that federal funding is made
available to enable local education agencies (LEAs) to
assist teachers in their efforts to meet the requirements.
LEAs are responsible for meeting the teacher requirement
goals of NCLB.

Title I requires that LEAs set aside not less than five
percent of their Title I funds each year for professional
development activities to ensure that all teachers are
NCLB-compliant by the end of the 2005-06 school year.
12
California Department of
Education Guidance


Additionally, NCLB Title II, Part A, funds may
be used to help teachers to prepare for and
take exams, and to provide professional
development in order to meet this goal.
http://www.cde.ca.gov/nclb/sr/tql
13
Certificate of Compliance

The HR Office must document these
three requirements:
1. Bachelor’s
2. Credential w/ Issuance Date
3. Subject Matter Competency
14
CBEDS:
NCLB Core Academic Class

Title 5 NCLB Requirements regulations
specify - school districts determine if an
assignment is an elementary or secondary
assignment for NCLB purposes.

Career technical education class that
meets high school graduation
requirements or UC/CSU freshman
admission requirements in an NCLB core
academic subject area.
15
CBEDS NCLB Compliance

Education/Testing
– 32 units for the subject of the
course;
– California Subject Examination for
Teachers (CSET) in each subject;
– Advanced Certification

High Objective Uniform State Standard
of Evaluation) (HOUSSE)
16
Subject Matter Verification
Process for Secondary Settings
• Four ways to establish compliance
– Additional units
– CSET
– HOUSSE
–
Advanced Certification
• National Board Certification
• Verification Process for Special
Settings (VPSS)
17
High Objective Uniform State
Standard of Evaluation


Structure:
– Points based
– Years of experience, core academic course work,
professional development, and professional service in the
teacher’s respective subject matter areas or direct
observation or completion of a portfolio
Eligibility:
– If not new (6/30/02), or
– If new (7/1/02) and SPED,



and teaching multiple core academic areas, and
within two years of assignment to that core subject,
and
HQT in English, math or science
18
VPSS Process


Approved by the State Board of Education
on September 18, 2007
Advanced Certification Process
–

Subject Matter Competence
–
–
–
–

NOT HOUSSE
English
Math
Science
Social Science
Secondary Teachers in Special Settings
ONLY
19
VPSS Process

Who may use this option?
–
–
Secondary Special Education
Secondary Alternative Programs


Independent Study Programs
Secondary Small Rural School Achievement
Programs (SRSA)
20
VPSS Process


New and Not New Teachers
Must Meet HQT Requirement in One Core
Academic Subject to Utilize This Process
(Multiple Subjects is Considered a Core)
21
A Secondary Alternative Education
Teacher is Eligible for VPSS if they:

Are assigned under E.C. 44865:
Home teacher, Hospital classes,
Necessary small high schools,
Continuation schools, Alternative schools,
Opportunity schools, Juvenile court
schools, County community schools,
and/or District community day schools.
22
Independent Study

Independent study is an alternative
instructional strategy and not an alternative
curriculum.

Teachers in secondary special settings who
use the independent study instructional
strategy are eligible to use VPSS.
23
VPSS Process offered by VCOE


Two-Tiered Professional Development
Four Content Areas
–
–
–
–
English
Mathematics
Science
Social Science
24
Professional Development
Tiers of VPSS

Eligibility Criteria for Level I
–
–

Less than 20 units or
10 upper division units
Core Subject
Eligibility Criteria for Level II
–
–
20 units or more or
10 or more upper division units
Core Subject
or
–
Completed Level I
25
Professional Development
Tiers of VPSS

Level I = 36 hours per content area

Level II = 36 hours per content area

Level I + Level II = 72 hours per content
area
26
Elig ibly W orksheet
VPSS Profe
ss iona l Develop m ent
FALL 2008
NA M E
DATE
Co r e A cade m ic
CCTC
U nde rg radua te
G radua te
CCTC
At l eas t 20
Le ss th a n 20
S ub ject
Ap prov ed
S ub ject M a tter
Ma jor/3 2 units
D e gre e
Ap proved
S ub j ect M a tter
tot al o r 10
uppe r d iv is io n
tot al o r 10
uppe r d ivis io n
Exa m
s e m e st er u n its
AND L ev e l 2
s e m e st er u n its
AND L eve l 1
Pro fes s ion al
D ev el op m e nt
AND L eve l 2
Pro fes s ion al
Pro gram
D ev el op m e nt
S o c ia l S cie n c e
Sc i e n c e
Ma th em a t ic s
En g l is h
27
CT C S u b jec t M a tter
(Exa m o r P ro gram)
El ig ib le for
VP S S
Q ua lify in g NC L B
S u bj e ct Matter
Ag ricultu re
See aster isk
No ne*e
A rt
Yes
A rts (V isual)
Bi ologi ca l Sc iences (Spec iali ze d )
Yes
Sc ience
Bu sin ess
No
No ne**
C hem istr y (S pec iali zed)
Yes
Sc ience
Engli sh
Y es
Engli sh (Eng lish, Langu age A rts,
Read ing ); A rts (Theate r)
Foun dat ional-Level Ge nera l Sc ience
Yes
Sc ience
Foun dat ional-Level Mat hem at ics
Yes
Mat hem at ics
Geosc iences (Spec iali zed)
Yes
Sc ience
H ea lth Sc ience
No
No ne
H om e Eco nom ics
No
No ne
Industr ial and Tec hn ology Ed ucat ion
No
No ne
Langu ages ot her than E n gli sh (Spec ifi c)
Yes
Fore ign L angu age (S pec ific )
Mat hem at ics
Yes
Mat hem at ics
28
Acceptable Courses for
Subject Matter

Official transcripts must indicate that:
– the institution is accredited
– the course is non-remedial
– the teacher received a grade of C- or higher
– the course is in a subject directly related to the core
academic subject
– the course is NOT just a personal enrichment-type course

Education courses may be counted only if the superintendent
determines that the course furthers the understanding of the
subject matter contained in the K-12 Content Standards.
29
VPSS Process

Meets NCLB High Quality Professional
Development Standards.

Includes an Assessment Component.

Provides Standards-Based Content.
30
LACOE Model

Face to Face Model- ELA Tier I and
II/and Math Tier I and II
– Five Saturdays- April 18, 25
May 2, 9, 16

Online Learning Model- Math Tier I
– Five weeks beginning April 20th
31
Face to Face and Online Learning


Face to Face Model- ELA Tier I and
II/and Math Tier I and II
– Five Saturdays- April 18, 25
May 2, 9, 16
Online Learning Model- Math Tier I
– Five weeks beginning April 20th
32
Face to Face Benefits

Interactive learning activities with professionals
in similar educational settings

Customized instruction which builds upon
background knowledge of participants

Personalized interaction and feedback
33
Online Learning Benefits






Access to mentor teachers through
interactive courses
Anytime, anywhere instruction and
learning
Access to wide range of resources
Multimedia enhanced content
Save gas and time
Convenient
34
Face to Face Instructional
Materials

Aligned to:
–
–
–
–
–





Subject Matter Content Standards
Core Academic Standards
CAHSEE Standards
CSTs
CSET Single Subject content
LACOE Recommended sequence of delivery
Instruction exemplifies CSTP 3 and 5.1
Attendance requirements
Formative assessments
Summative assessments are State Board of
Education approved lesson plans which exemplify
CSTP 3.1
35
FACE to Face Assessment
Component





Presentations
Work Samples
Written and Oral Examination
Standards-Based Lesson Plan which
exemplify CSTP 3.1
Includes a Procedure for Repeating
Assessments as Needed *
36
Online Learning Instructional
Materials

Aligned to:
–
–
–
–
–





Subject Matter Content Standards
Core Academic Standards
CAHSEE Standards
CSTs
CSET Single Subject content
LACOE designed course
Instruction exemplifies CSTP 3 and 5.1
Module completion requirements
Formative assessments
Summative assessments are State Board of
Education approved lesson plans which exemplify
CSTP 3.1
37
Online Learning Assessment
Component






Pre and Post tests
Discussion Boards
Initial Benchmark Assessments
Portfolios
Individual Reflections
Standards- Based Lesson Plan which
exemplify CSTP 3.1
38
CSTP Standard 3:
Understanding and Organizing
Subject Matter for Student Learning
VPSS Curriculum Exemplifies:
3.1 demonstrates knowledge of subject matter and
student development.
3.2 organizes curriculum to support student
understanding of subject matter.
3.3 interrelates ideas and information within and
across subject matter areas.
3.4 develops student understanding through
instructional strategies that are appropriate to the
subject matter.
3.5 uses materials, resources and technologies to make
subject matter accessible to students.
5.1 establishes and communicates learning goals for all
students
39
VPSS Assessing Learning
The participant is assessed on:

CSTP 3.1 demonstrates knowledge
of subject matter and student
development
40
Lesson Plan to Demonstrate
Completion
District/School/County Office:
Teacher:
 special


education
alternative
rural
Core academic area:
 English
 Math
 Social Science  Science
Grade level/
Course:
A. Standard to be taught (If only a portion of the standard is to
be taught, indicate which portion):
B. Teacher input:
C. Student work to be assigned:
(Attach, if need be)
41
Criteria for Completion
A. Standard to be taught (If only a portion of the
standard is to be taught, indicate which portion):
Is the standard in A congruent with the core academic area?
Is the standard in A consistent with the grade level?
(CSTP 3.1)
B. Teacher input:
Does the teacher input in B fully address the core subject
content in standard in A? (CSTP 3.1)
C. Student work to be assigned:
Does the Student work to be assigned in C fully address
the core subject content in standard in A?(CSTP 3.1)
Signature_______________________Date_________
42
Difference Between Assessment
of the Two Levels

Level 1 (36 hours)
–

Teachers demonstrate an understanding of each set of
Content Standards for California Public Schools as outlined
in the corresponding Framework for California Public
Schools: Kindergarten through Grade Twelve.
Level 2 (36 hours)
–
Teachers demonstrate a full understanding of each set of
Content Standards for California Public Schools as outlined
in the corresponding Framework for California Public
Schools: Kindergarten through Grade Twelve from an
advanced standpoint.
43
VPSS Timeline
TEACHER TIMELINE
Process must be completed within 3 years from point
of assignment

English Tier I
Face to Face
– Where: LACOE
– When: Saturdays from 8am – 3pm
4/18, 25 and 5/2, 9, and 16, 2009

Math Tier I
Face to Face
– Where: LACOE
– When: Saturdays from 8am – 3pm
4/18, 25 and 5/2, 9, and 16, 2009
Online Learning
– When: 5 weeks Beginning 4-20-09
44
VPSS Timeline

English Tier II
–
–

Math Tier II
–
–

Where: LACOE
When: TBD
Where: LACOE
When: TBD
Science and Social ScienceTier I and II
–
–
Where: LACOE
When: TBD
45
To Complete VPSS:
English, Mathematics, Science and/or Social
Studies
Level I:


36 hours of engaged seat time (Face to Face)
Completion of weekly modules (Distance/Online
Learning)
1 Lesson Plan based on CSTP 3.1
Level II:


36 hours of engaged seat time (Face to Face)
Completion of weekly Modules
(Distance/Online Learning)
1 Lesson Plan based on CSTP 3.1
46
English Language Arts
Teachers Will:

Demonstrate Reading and Writing Strategies
–
–
–

Linguistics
Language
Literacy
Demonstrate understanding
–
–
–
–
Literature
Textual Analysis
Composition
Rhetoric
47
English Language Arts (VCOE)
Teachers Will:
 Level I:
–
–

Lesson Plan based on a CAHSEE Reading
Demonstrate competency in essay responses to literary
texts
Level II:
–
–
Lesson Plan based on CAHSEE Writing
Demonstrate competency in essay responses to nonliterary texts
48
Sentence Types


Simple: a sentence with one independent clause
ex. The Berenstein Bears can be a wonderful resource
for grammar.
Compound: a sentence with more than one
independent clause joined with a comma and a
coordinating conjunction, a semicolon, or a conjunctive
adverb
ex. Mama Bear was knitting and Papa Bear was
watching Monday Night Football. (coordinating
conjunction)
ex. Papa Bear was watching football; therefore, he did
not hear the bears climb out of the window.
(semicolon with conjunctive adverb)
49
Mathematics
Teachers will demonstrate in-depth
conceptual knowledge in





Algebra
Number Theory
Geometry
Probability
Statistics
50
Mathematics (VCOE)
Teachers Will:
 Level I:
–

Lesson Plan based on a CAHSEE Algebra
Level II:
–
Lesson Plan based on Standard taught in
teacher’s own classroom based on district pacing
guide
51
Example

CAHSEE Standard
Grade 7, Number Sense 1.3: Convert
fractions to decimals and percents and use
these representations in estimations,
computations and applications.
52
Example

Released Test Question:
What number equals 3/8?
A.0.267
B.0.375
C.2.67
D.3.75
53
Example
 Activity
Fraction “Go-Fish”
Uses cards showing equivalent fractions, decimals
and percents such as these:
Percent
10%
121/2%
20%
…
Fraction
1/10
1/8
1/5
…
Decimal
0.1
0.125
0.2
…
54
Presented by
This Certifies that
Has successfully completed 36 hours of professional
development in the Verification Process for Special
Settings (VPSS)
.
This Training meets the requirements of No Child Left
Behind (NCLB) and can be applied toward determining
NCLB compliance.*
Date
* See back of Certificate
Pamela Good, Assistant Director
Division of Curriculum and Instructional Services
Los Angeles County Office of Education
This Certificate of Completion does not verify that the named
individual is NCLB compliant.
Only an individual’s employing school district can determine if
NCLB requirements have been met and issue a Certificate of
Compliance (as referenced in the NCLB Teacher Resource Guide
by the California Department of Education).
Any questions, please contact:
Los Angeles County Office of Education
Division of Curriculum and Instructional Services
9300 Imperial Highway, Clark Bldg, Downey, CA 90242
(562) 922-6319
LACOE VPSS
Trainer Qualifications
VPSS Face to Face
Instructors will


Know the background and legal requirements for VPSS.
Understand the organization and curriculum of
–
–
–
–
the VCOE Language Arts Training Manual for Instructors and
Teachers (3/28/09) OR
the VCOE Social Science Training Manual for Instructors and
Teachers (3/28/09) OR
the VCOE Mathematics Training Manual for Instructors and
Teachers (3/28/09) OR
the VCOE Science Training Manual for Instructors and Teachers
(09/09/09)
57
NCLB Resources
For more information on NCLB refer to the following websites:
No Child Left Behind/US Dept of Ed
http://www.ed.gov/nclb/landing.jhtml
No Child Left Behind/State of CA
http://www.cde.ca.gov/pr/nclb/
California Commission on Teacher Credentialing
http://www.ctc.ca.gov
The California Teacher Assignment Information Network
http://www.ctain.org/
58
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VPSS - LACOE