Tulsa Public Schools The District of Choice

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Tulsa Public SchoolsThe District of Choice

• Special Education HOUSSE
• 2006-2007
• September 27 and 28, 2006

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According to the No Child Left Behind Act of 2001

• Teachers of early childhood education, elementary
  education and core academic subjects (English,
  reading, language arts, mathematics, science,
  foreign languages, civics, and government,
  economics, the arts art and music, history, and
  geography) must be highly qualified by June 30,
  2006.

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Which special education teachers must be highly
qualified?

• Teachers who provide direct instruction (teach a
  class for which a grade is given in a core
  academic subject)

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Veteran Elementary Education Teachers in the
Profession Prior to December 3, 2004

• Special education certification
• Plus
• Build HOUSSE (100 points)
• Or
• Pass appropriate test-specific area

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Elementary Education Teachers New to the
Profession After December 3, 2004

• Either early childhood or elementary education
  certification, depending upon assignment
• And
• Appropriate special education endorsement

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Veteran Middle School and High School Teachers in
the Profession Prior to December 3, 2004

• Certificate in Special Education
• Plus
• Build HOUSSE for each core taught
• Or
• Pass appropriate test for each core taught
• Or
• Meet one of additional options

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Secondary Teachers New to the Profession after
December 3, 2004

• Requirements
• Special education certificate
• And
• Middle School or Secondary Education in Math
• Or
• Science
• Or
• Language Arts

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To teach all other core academic subjects as the
teacher of record...

• Teacher may build a HOUSSE in a single core
  subject or pass appropriate test in a specific
  subject area
• Teacher will have two years from date of
  employment to become highly qualified in each
  core academic subject taught

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Additional Options for Middle and High School
Teachers

• Complete an undergraduate major or coursework
  equivalent to undergraduate major (24 semester
  hours) in academic core subject taught
• Or
• Hold a graduate degree in the subject taught
  (does not include elementary education graduate
  degree or special education graduate degree)
• Or
• Hold certification through National Board for
  Professional Teaching Standards in subject taught

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Collaborative Model of Service Delivery 2007-08

• Teacher in a collaborative role (not the teacher
  of record) does not have to meet the NCLB
  definition of Highly Qualified
• TPS goal is to move toward a collaborative model
  beginning 2007-08

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TPS Collaboration Design Committee

• Beginning in October
• Representative from elementary, middle and high
  schools
• Purpose
• Review models of collaboration
• Review resources currently allocated
• Plan staff development activities
• Develop Implementation Plan

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To Build a HOUSSE (High Objective Uniform State
Standard of Evaluation)

• It takes 100 points Highly Qualified !
• Points are accumulated by
• National Board Certification in a Core Academic
  Subject Taught 100 points
• Coursework in the Core Academic Subject Area
  (semester hours of content coursework with a
  grade of C or better)
• Years of Satisfactory Teaching Experience in an
  accredited school/must be employed as a full-time
  teacher or special education teacher, teaching
  core subjects any portion of the day including
  co-teaching

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To build a HOUSSE continued

• Service in the Content area-specific to the Core
  Academic Subject Area
• Legislative Authorized Academic Institutes (math
  or science) or Professional Development
• Achievement of students taught in a
  content-specific to Core Academic Subject Area
• National Board Certification in Special Education
  30 points

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Column 1 - Coursework in the Core Academic
Subject Area

• Semester hours of content coursework with a C
  or better
• Reading hours count (only education courses that
  DO count)
• Education courses, EDUC or CIED or any other
  prefix are NOT acceptable to count
• CLEP credits, if on the transcript, will count

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Column 1 - continued

• Teaching in an institution of higher education is
  acceptable to count (course taught is a
  three-hour course 3 hours that count)
• Sum of all hours X 4 (4 points per semester
  hour earned or taught) ____ number of points
  for Column 1
• TOTAL Points for Column 1________

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Column 2 - Years of Satisfactory Teaching
Experience in an Accredited School

• Full time teacher or special education teachers,
  teaching core academic subjects any portion of
  the day including co-teaching
• Fall 1981-Spring 1986 1 point per year
• Fall 1986-Spring 1993 2 points per year
• Fall 1993-To present 3 points per year

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Column 2 - continued

• Number of years experience A___ B___ C___
  ______
• points for Column 2
• Maximum of 49 points.
• TOTAL Points for Column 2_______

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Column 3 - Service in the Content-Specific to
Core Academic Subject Area(documentation
required)

• Served as
• Department chair/team leader in a content area
  (reading, math, science,etc)
• Mentor teacher in a content area
• Cooperating teacher for intern/student teacher in
  a content area
• Academic Club sponsor
• Academic Judge

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Column 3 - continued

• Membership in a regional, state or national
  professional content organization
• Professional content organization
• Committee member on a local, state, or national
  committee to develop, select, evaluate, or
  validate content standards, curriculum or
  assessments, e.g., Curriculum Access Resource
  Guide
• Other (provide documentation)

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Column 3 - continued

• 10 points for any ONE ITEM or
• 20 points for any TWO OR MORE ITEMS
• Documentation REQUIRED Maximum 20 points
• TOTAL Points for Column 3______

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Column 4 - Legislative Authorized Academic
Institutes or Professional Development
(documentation required and must be
content-specific to core academic subject area)

• Professional Development Institute (Math) 30
  points
• Professional Development Institute (Science) 30
  points
• Professional Development (One point per clock
  hour)
• Algebra for All (College Board Model)
• Pre AP/AP training in subject area
• Professional development related to Priority
  Academic Student Skills (PASS) in core academic
  subject taught

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Column 4 - continued

• Teacher-to-Teacher Initiative
• Payne Education Center Institute
• Voyager University
• ____points for Math PDI
• ____points for Science PDI
• ____points for Algebra for All
• ____points for AP training
• ____points for Professional Development clock
  hour
• Documentation REQUIRED Maximum 30 points
• Institutes____________
• Professional Development Hours _____
• TOTAL Points for Column 4________

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Column 5 - Achievement of Students Taught
(optional) Must be Content-specific to Core
Academic Subject Area (documentation required)

• Documentation of increases in student test scores
• Competed in student academic competition
• 10 points for any ONE ITEM
• 20 points for TWO OR MORE ITEMS
• Documentation REQUIRED Maximum 20 points
• TOTAL Points for Column 5__________

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Column 6 - National Board Certification in
Special Education (documentation required)

• National Board Certification in Early Childhood
  through Young Adulthood Exceptional Needs
  Specialist 30 points
• Documentation REQUIRED Maximum 30 points
• TOTAL Points for Column 6____________

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Congratulations!

• Column 1
• Column 2
• Column 3
• Column 4
• Column 5
• Column 6
• Total of Columns 1-6 100 points!
• You are Highly Qualified!!!!!

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Documentation that is ACCEPTABLE

• Copies of original transcripts from ALL
  universities attended
• Copies of verification from Human Resources
  showing your service of satisfactory teaching in
  an accredited school from Fall of 1981 until the
  Present
• Copies of official certificates from professional
  development workshops and seminars such as Pre-AP
  or AP workshops, professional development, Math
  or Science Institute, Algebra for All, etc.

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Documentation that is ACCEPTABLE - continued

• Copies of officer and/or membership cards from
  regional, state, or national professional content
  organizations
• Copies of official agendas/publications showing
  you served as a member of the local, state or
  national committee to develop, select, evaluate
  or validate, content standards, curriculum or
  assessments
• School board agendas or appropriate official
  document from Human Resources or the Financial
  Department approving and/or indicating that you
  have served as a department head, team leader,
  mentor teacher, cooperating teacher for a student
  teacher, academic club sponsor, academic judge

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Documentation that is acceptable - continued

• Official documentation from Fulton Teaching and
  Learning Academy that you attended a workshop or
  seminar in connection with the PASS objectives
  and/or content areas.
• Copies of official state testing results showing
  that at least one of your students raised their
  test score(s) from 2004-2005 to 2005-06
• Copies of official document stating that at least
  one of your students competed in an academic
  competition, (e.g., a completion certificate)

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TPS District Provided Staff Development

• District-level training provided at Fulton from
  1999-2000 to present is recorded on the DK system
  at Fulton.
• Contact Vickie Berry or Darnell London at
  925-1100 to request a copy of your trainings.

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HOUSSE Elementary Procedure

• Each special education teacher employed in TPS in
  the 05-06 school year was required to have a
  HOUSSE form completed and certified by their
  principal.
• Principals need to provide copies of this form
  with documentation attached for ESC review.
• Time line for submitting copies to Lynelle
  Burrows in HR is October 9, 2006.

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Elementary Incomplete HOUSSE

• Individuals who are new employees, or for which a
  certified 2005-06 HOUSSE cannot be located, will
  be required to complete a new HOUSSE with their
  principal.

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HOUSSE Secondary Procedure

• Beginning September 29, 2006, ESC special
  education program supervisory staff will schedule
  individual appointments with teachers at the
  secondary level who are the teacher of record in
  an NCLB core academic area.
• Teacher will need to have previously mentioned
  documentation
• ESC supervisors will assist teacher in
  completing HOUSSE form and attach copies of
  documentation to completed form

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HOUSSE Secondary Procedure - continued

• Take completed form to principal for principals
  certification (signature)
• Teacher is provided a copy of the completed
  certified HOUSSE form for his/her file

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HOUSSE Completion Timeline

• ESC special education supervisory staff will
  submit HOUSSE forms to HR.
• All HOUSSE forms are to be completed prior to
  October 16, 2006.

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Secondary Incomplete HOUSSE

• Teachers of record who cannot meet the HOUSSE
  criteria for each core subject taught
• must complete a Teacher Action Plan to Meet
  Highly Qualified Teachers Status Form prior to
  October 20, 2006.
• assigned ESC special education supervisory staff
  will assist teachers in completion of form

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Beginning in 2006-07, a Special Education Teacher
Hired by TPS

• Must be certified in Mild/Moderate Disabilities
  or Severe/Profound
• Or Blind Visual Impairment
• Or Deaf/Hard of Hearing
• Or
• Hold such certification at the end of the first
  year of employment

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2007-08 requirements

• Teachers who are required to complete a Teacher
  Action Plan to meet Highly Qualified Teacher
  Status must demonstrate sufficient progress in
  the completion of Plan prior to June 30, 2007
• ESC will be responsible for reviewing progress of
  plans
• Teachers who make insufficient progress toward
  completion of plan will be considered for
  non-renewal of employment

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2007-08 Requirements

• Roster data will be reviewed and compared to each
  schools special education staff certification to
  determine if IEPs can be implemented.
• In some circumstances secondary special education
  teachers who do not possess Mild/Moderate
  certification may be required, as a condition of
  employment, to obtain mild/moderate certification
  (e.g., teachers who possess only an MR
  certificate)

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District Plan for Support

• Three Mild/Moderate prep classes will be offered
  during the 2006-07 school year via OSU.
• Classes will be limited to 35 participants.
• Teachers who do not meet the definition of highly
  qualified will be given priority.
• Teachers who desire to take the prep class must
  be registered to take the next scheduled test.

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District Support - continued

• The classes will be presented in the evenings
  during the week.
• Trainings will be scheduled just prior to the
  test dates.
• Upon passage of the OSAT (Mild/Moderate) the
  district will reimburse the employee for the
  registration cost of the test.
• Proof of payment and test results 100.00
  reimbursement

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Teacher Certification Testing Dates

• February 3, 2007
• April 21, 2007
• June 23, 2007