Transcript PowerPoint Template - Forms (CDE Intranet)

Title II, Part A Teacher and Principal Quality
Credential Counselors and Analysts of
California
34nd Annual Fall Conference
October 2012
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
Teacher and Principal Quality
Issues and Answers
TOM TORLAKSON
State Superintendent
of Public Instruction
Title II Leadership Office
Ron Taylor, Education Administrator I
916-323-4819
Lynda Nichols, Education Programs Consultant
916-323-5822
Good Teaching Matters … A Lot!
•
The most significant factor in student
achievement, under the school’s control, is
the teacher.
•
The difference between an effective and
non-effective teacher can be one full level
of achievement in a single school year.
•
Unfortunately, on average, low-income and
minority children have lower-quality
teachers who are far more likely to be
uncertified, to have scored poorly on
college and licensure exams, and to be
teaching outside of their field (Craig 2002).
TOM TORLAKSON
State Superintendent
of Public Instruction
Greatness By Design
TOM TORLAKSON
State Superintendent
of Public Instruction
A Report by State Superintendent of Public Instruction Tom
Torlakson’s Task Force on Educator Excellence
September 2012
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
….Talk to any great teacher or school administrator
about what brought them to and keeps them in the
profession and it is clear that, to attract and keep
excellent educators, we need a comprehensive and
strategic approach. We need to focus equally on
outreach, preparation and mentoring, on the one hand,
and on the creation of school contexts that value and
develop teacher expertise and enable collaborative,
student-centered practice, on the other.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
…On average, education systems are as likely to lose their
top performers as their weaker staff, often because their is
little attention to the kinds of conditions and opportunities
that will persuade them to stay….
…..Recruitment and retention are closely interlinked. If an
occupation develops and sustains productive individuals,
there is less attrition and less need for ongoing recruitment,
which allows the field to be more selective.
While money makes a difference, talented people are
recruited to fields where they believe they will be valued for
their work, and they stay when they feel efficacious and
successful…..
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
Research and common sense tell us that teachers’ and
principals’ decisions regarding whether to enter and stay in
the profession are strongly influenced by salaries and
working conditions.
It turns out that low-salary districts serve disproportionately
high numbers of minority students and more than twice as
many new English learners. These districts also have class
sizes that are, on average, about 20 percent larger than
those in high-salary districts, signaling that they also
provide poorer working conditions.
Furthermore, in both high-minority and high-poverty
districts, there are much greater proportions of newly hired,
inexperienced and under-qualified teachers.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
These inequitably distributed teacher qualifications make a
major difference in student achievement.
A large-scale study of high school student achievement in
North Carolina found that students’ achievement growth
was significantly higher if they were taught by a teacher
who graduated from a competitive college, was fully
prepared upon entry (rather than entering through the
state’s alternative route), had higher scores on the teacher
licensing test, was certified in his or her teaching field, had
taught for more than two years, or was National Board
Certified.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
Similarly, a large-scale study in New York City found that
students’ achievement growth in elementary and middle
school mathematics was most enhanced by having a fully
certified teacher who had graduated from a universitybased, pre-service teacher education program, who had a
strong academic background and who had more than two
years of experience.
Students’ achievement was hurt most by having an
inexperienced teacher on a temporary license – again, a
teaching profile most common in high-minority, low-income
California schools.
Greatness By Design…excerpts
TOM TORLAKSON
State Superintendent
of Public Instruction
These studies strongly suggest that school districts
develop policies to ensure the recruitment of candidates
with strong academic ability, solid preparation, and ensure
that they are placed within their field of certification and
support them so that they stay long enough to gain the
experience that further enhances their effectiveness.
Commonly Used Acronyms
NCLB
TOM TORLAKSON
State Superintendent
of Public Instruction
CAHSEE
No Child Left Behind Act of 2001
California High School Exit Examination
CTC
Commission on Teacher Credentialing
CDE
California Department of Education
CCAC
Credential Counselors and Analysts of California
CSET
California Subject Examinations for Teachers
HOUSSE
High Objective Uniform State Standard of Evaluation
CLAD
Cross-cultural Language and Academic Development
CSTP
California Standards for the Teaching Profession
CALPADS
California Longitudinal Pupil Achievement Data System
SEID
State Educator Identifiers
HQT
Highly Qualified Teacher
Commonly Used Acronyms
TOM TORLAKSON
CMIS
Compliance, Monitoring,
Interventions, and Sanctions program
High Poverty Schools
Identified as having 40% student
population eligible for the federal free
and reduced lunch program
Low Performing Schools
Identified as being in deciles 1-3 or
identified for placement into Program
Improvement
State Superintendent
of Public Instruction
Ensuring Qualified Personnel…Step 1
TOM TORLAKSON
State Superintendent
of Public Instruction
•
Districts must develop or have already
developed…
–
Board Policy that restricts the placement of
teachers on Short Term Staff Permits,
Provisional Intern Permits at high poverty
low performing schools.
Ensuring Qualified Personnel…Step 2
TOM TORLAKSON
State Superintendent
of Public Instruction
•
Districts must develop or have already developed….
–
Board Policy that equitably distributes interns at
elementary schools across the district.
Ensuring Qualified Personnel…Step 3
TOM TORLAKSON
State Superintendent
of Public Instruction
•
Districts must develop or have already developed….
–
Board policy that addresses how the district will
strategically assign students at the middle and high
school level to ensure interns will be placed in a
manner that will not result in, a student having an
intern for more than one class and that will not
result in an intern assigned to a student for two
consecutive years in high poverty and schools
identified as being in deciles 1-3 program
improvement.
Ensuring Qualified Personnel…Step 4
TOM TORLAKSON
State Superintendent
of Public Instruction
•
These policies will be enforced for planning for the
ensuing school year and STSP and PIPS would be
considered when there is an unexpected midyear
vacancy that cannot be filled with a regular
credentialed teacher; however board approval must
be obtained as an action item and not placed on the
consent calendar.
Ensuring Qualified Personnel …Step 5
TOM TORLAKSON
State Superintendent
of Public Instruction
• All teachers hired in Title I programs must meet
NCLB Teacher Quality requirements when hired.
– If currently assigned teachers are not NCLB compliant
district must send parent notification of instruction by
non-compliant teacher by the 20th day of instruction
– When starting the school year…never leave non-NCLB
compliant teachers at a Title I school
Ensuring Qualified Personnel …Step 5
TOM TORLAKSON
State Superintendent
of Public Instruction
• Title I Paraprofessional Requirements
– These requirements apply only to those
paraprofessionals who work directly with students in
Title I programs.
•
•
•
•
High school diploma or the equivalent and
Two years of college (48 units) or
A.A. degree (or higher) or
Pass a local assessment of knowledge and skills in
assisting in instruction.
Just an FYI…..Interns
TOM TORLAKSON
State Superintendent
of Public Instruction
On September 27, 2010, the U.S. Court of
Appeals for the Ninth Circuit, ruled on Renee
v. Duncan. The Court ruled that the federal
regulation that permits teachers who are
participating in an alternative route (interns)
to achieving full certification conflicts with the
statute and does not meet the requirements
of the Elementary and Secondary Education
Act (ESEA).
Interns….continued
TOM TORLAKSON
State Superintendent
of Public Instruction
In response the U.S. Department of Education issued the following
statement:
As part of a Continuing Resolution that the United States Congress passed
and the President signed in late December did address the alternative
certification/HQT issue.
SEC. 163. (a) A ‘highly qualified teacher’ includes a teacher who meets
the requirements in 34 C.F.R. 200.56(a)(2)(ii), as published in the
Federal Register on December 2, 2002.
(b) This provision is effective on the date of enactment of this
provision through the end of the 2012–2013 academic year.
The provision of the Continuing Resolution amends the ESEA to confirm
that teachers in alternative route programs (interns) may continue to teach
as fully certified-highly qualified teachers under provision of this regulation
until 2012–13, subject to any provision that Congress may enact before
then in a reauthorized ESEA.
Interns….continued
TOM TORLAKSON
State Superintendent
of Public Instruction
• University Intern
– University sponsored
alternative teacher
training program;
cooperative effort
between district and
IHE
• District Intern
– Alternative teacher training
program by a district/county
with an approved
Professional Development
Plan based on CTC
standards
• Multiple Subject – Grades
K-8
• Single Subject – Grades 612
– NOT transferable to another
district
NCLB Compliance
Paddling Through the Process
TOM TORLAKSON
State Superintendent
of Public Instruction
1. Degree
2. Licensure
3. Subject Matter Verification
Degree….
TOM TORLAKSON
State Superintendent
of Public Instruction
• Must have at least a BA from an accredited
university
• Even in a charter school which is exercising
their credentialing flexibility under California
Education Code (EC) sections 47605(l), and
47605.6(l),
Licensure…Appropriate Credential
•
General (also called Pre-Fisher)
Pre 1961
•
Standard (also called Fisher)
1961 to 1970
TOM TORLAKSON
State Superintendent
of Public Instruction
•
–
– subjects with a broad subject
area followed by a colon (:)
authorize teaching only the
subject(s) listed after the colon,
not any subject in the
department
• Social science: history…only
authorizes history not
government of economics
– elementary (think self-contained)
and secondary (think
departmentalized 7-12)
Ryan (named after
Assembly member Leo
Ryan) 1970 to 2007
–
•
Multiple Subject - service
grades preschool, K-12, and
adults in self-contained class
and in a core setting in grades
5-8
Single Subject – service
grades preschool, K-12, and
adults in subject(s) listed in a
departmentalized setting
SB 2042 (named after bill
number) 2007
Licensure…Appropriate Credential
EC 44256 (Ryan and beyond) Authorization for teaching
TOM TORLAKSON
State Superintendent
of Public Instruction
credentials shall be of four basic kinds, as defined below:
• "Single subject
instruction”
– Generally secondary – High
school, Junior/middle High
(think 7-12)
• "Multiple subject
instruction”
– Generally elementary –
elementary schools (think
one teacher all day…K-8)
• “Specialist instruction”
– Reading specialist,
mathematics specialist,
specialist in special education
or early childhood education
• “Designated subjects”
– Generally unaffected by
NCLB - designated technical,
trade, or vocational programs
Licensure…Authorizations
TOM TORLAKSON
State Superintendent
of Public Instruction
• Supplementary
Authorization
– Added to multiple &
single subject
credentials only
– Issued as Specific or
Introductory Subjects
• 20 units, requires
NCLB subject
matter verification
• Subject Matter
Authorization
– Added to multiple &
single subject
credentials only
– Issued as Specific or
Introductory Subjects
(NCLB Core
Academic Subjects
Only)
• 32 units, NCLB
subject matter
compliant
Licensure…Authorizations
•
Local Teaching Assignment Option (Local Board Authorization)
–
TOM TORLAKSON
Requires NCLB subject matter verification
Option
Requires
Grade
Basic Credential
State Superintendent
of Public Instruction
EC §44256(b)
6/12 sem units
K-8
elementary
EC §44258.2
6/12 sem units
5-8
secondary
EC §44258.3 (Craven)
Board approved
policies and
procedures
K-12
elementary/secondary
EC §44258.7(c)(d)
Committee on
assignment - elective
classes
Board approved
policies and procedure
K-12
elementary/secondary
EC §44263
9/18 sem units
K-12
elementary/secondary
Licensure….Education Options
TOM TORLAKSON
State Superintendent
of Public Instruction

Only one credential is needed – only credentials based
on student teaching may be used for this authorization

EC Section 44865. A valid teaching credential
issued by the State Board of Education or the
Commission for Teacher Preparation and Licensing,
based on a bachelor's degree, student teaching, and
special fitness to perform, shall be deemed
qualifying for assignment as a teacher in the
following assignments, provided that the assignment
of a teacher to a position for which qualifications are
prescribed by this section shall be made only with
the consent of the teacher.
Licensure…Middle School
Middle School Core Class
TOM TORLAKSON
State Superintendent
of Public Instruction
EC 44258.1
• The holder of a credential authorizing instruction in a
self-contained classroom may teach in any of grades 5
to 8, inclusive, in a middle school, provided that he or
she teaches two or more subjects for two or more
periods per day to the same group of pupils,
– and, in addition, may teach any of the subjects he or she
already is teaching to a separate group of pupils at the
same grade level as those pupils he or she already is
teaching for an additional period or periods, provided that
the additional period or periods do not exceed one-half of
the teacher's total assignment.
– Alternating Day block schedule (A/B day) will not work for
this type of assignment as the two periods must be on
the4 same day
Licensure…Introductory Science Classes
Think Middle/Junior High
TOM TORLAKSON
State Superintendent
of Public Instruction
• Any science credential is appropriate for grades six,
seven, eight, and nine science and grades one through
twelve integrated science classes
– Credential verifies NCLB Subject Matter Competency
– Does NOT include General, Standard and Specialized Science
Credentials
• General/standard life science can teach any life (generally 7th grade)
science class
• General/standard physical science can teach any physical (generally
6th and 8th grade) science class
EC 44257.2(a)
– The holder of the single subject teaching credential in science
shall be qualified and authorized to teach courses in general
science, introductory science, integrated science, and
coordinated science in kindergarten and grades 1 to 12, inclusive.
Licensure…Reading Teacher
Qualifications
TOM TORLAKSON
State Superintendent
of Public Instruction
•
Response to Intervention
(RTI²)
– If mixed class (regular
education and special
education)…teacher
must hold more than a
special education
credential
– If special education
students
only…teacher may
hold only a special
education credential
•
Secondary reading
Intervention
– Multiple Subject,
Single Subject
English, General
Elementary, Standard
Elementary, Reading
Specialist, Reading
Certificate, Special
Education (for special
education students)
Licensure…..Hints
TOM TORLAKSON
State Superintendent
of Public Instruction
The Administrator’s Assignment Manual is your
best source of information
• http://www.ctc.ca.gov/credentials/manualshandbooks/Administrator-AssignmentManual.pdf
Join Credential Counselors and Analysts of
California and attend their annual conference
• http://www.teamccac.org/
Subject Matter Competence
TOM TORLAKSON
State Superintendent
of Public Instruction
“New”
to the Profession:
Holds a Credential or Intern Certificate
issued on or after July 1, 2002.
“Not
New” to the Profession:
Holds a credential or Intern Certificate
issued before July 1, 2002.
NCLB Core Academic
Subjects
Federal
TOM TORLAKSON
State Superintendent
of Public Instruction
How That Looks in California
•
•
English
•
•
•
•
•
•
•
•
•
Reading/Language Arts
Mathematics
Science
History
Economics
Civics/Government
Geography
Foreign Languages
Arts
•
English/language arts/Reading
– Includes reading intervention and
CAHSEE-English classes
Mathematics
–
Includes math intervention and
CAHSEE-Math classes
•
•
Biological Sciences
Chemistry
•
•
Geosciences
Physics
•
Social Science
– history, government, economics,
•
geography
Foreign Languages (specific)
•
•
Drama/Theater (English Credential)
Visual Arts
•
Music
•
Dance (Physical Education Credential)
Demonstrating Subject Matter Competency
for Elementary Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
“New” multiple subject-elementary teachers
must:

Pass a California Commission on Teacher Credentialing (CCTC)
approved subject matter examination… currently, the California
Subjects Examination for Teachers (CSET) Multiple Subject
• Previous exams included MSAT, NTE, General Knowledge, NTE
Commons Examination
“Not new” elementary teachers have two
options to demonstrate subject matter
competency:


Exam Option: Passing any prior or current CCTC-approved subject
matter exam
HOUSSE Option: Completing the California High Objective Uniform
State Standard of Evaluation (HOUSSE)
Demonstrating Subject Matter Competency for
“New” Middle & High School Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
“New” middle/high school teachers have two
options to demonstrate subject matter
competency:
1.
Exam Option: Passing a CCTC-approved subject matter
examination in the core area, or
2.
Course Work Option:
a.
CCTC-approved subject matter program in the core area, or
b.
Major in the core area, or
c.
Major equivalent in the core area (32 non remedial
units…this option includes holders of a Subject Matter
Authorization), or
d.
Graduate degree in the core area
Demonstrating Subject Matter Competency for
“Not New” Middle & High School Teachers
TOM TORLAKSON
State Superintendent
of Public Instruction
“Not new” middle/high school teachers have four
options to demonstrate subject matter
competency:
1. Passing any prior or current CCTCapproved subject matter exam in the
core area, or
2. Completing course work in the core
area, or
3. Obtaining advanced certification
(National Board Certification or VPSS)
in the core area, or
4. California HOUSSE in the core area
TOM TORLAKSON
State Superintendent
of Public Instruction
NCLB Teacher Quality Compliance
Paperwork
TOM TORLAKSON
State Superintendent
of Public Instruction
Certificate of Compliance
New…Drop-Down Menu
• Should include teacher Statewide Educator Identifiers
(SEID)
• Direct funded Charter Schools are the “district” and may
sign the Certificate.
• Dependent Charter Schools must use the authorizing
LEA’s name and appropriate LEA personnel must sign
Certificate.
• Complete this section ONLY if the
Certificate pertains to a “special
setting” as identified
• University conferring the BA…not
necessarily the teacher preparation
university/program.
• If placement is based on EC Section 44865,
check “other” and write in EC Section 44865.
• If placement is based on Local Teaching
Assignment Option check “other” and write in
appropriate EC.
Based on Original credential or CA intern credential:
• “New” = on or after July 1, 2002…NO EXCEPTIONS
• “Not new” = before July 1, 2002
• Please note…only secondary teachers (i.e. those
teaching grades 9–12 and departmentalized 7th
and 8th) can demonstrate subject matter
competency via coursework or advanced
certification.
• HOUSSE can only be used by “not new”
teachers…except
– “New” secondary (i.e. departmentalized 7-12) special
education teachers who were highly qualified in math,
English, or science when hired
• These “new” teacher may use the HOUSSE process
for subject matter competency verification.
• Form must be signed by both teacher and
district personnel.
• District must retain original and provide
teacher with a copy.
• Attach HOUSSE document if appropriate.
TOM TORLAKSON
State Superintendent
of Public Instruction
High Objective Uniform State
Standard of Evaluation (HOUSSE)
Part 1
High Objective Uniform State Standard of
Evaluation….Part 1
TOM TORLAKSON
State Superintendent
of Public Instruction
If a “not new” teacher is unable to
demonstrate subject-matter competence via
exam, subject matter program, university
units or advanced certification you may
choose to use the HOUSSE process to verify
subject-matter competency.
High Objective Uniform State Standard of Evaluation….Part 1
HOUSSE-PART 1: PRIOR EXPERIENCE IN ASSIGNED AREA
Experience in teaching core area - 10 pts per school year (Five years
max)
Circle years teaching this core academic subject: 1 2 3 4 5
Total Points
50 pts Max.
_____pts
• Experience must be as a classroom teacher in a
public school
– A maximum of five years (50 points) may be counted
– Out-of-state experience may be counted, and nonconsecutive years may be counted.
– Experience working under an intern permit can be counted
– Experience as a substitute teacher does not count
• All experience must be at a similar level (e.g.
secondary to secondary) and content specific
High Objective Uniform State Standard of Evaluation….Part 1
HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA
Elementary School Teachers Core Academic Coursework: Select
one if appropriate
• Completed 18 semester units in each of four core areas: 1)Reading/
Language Arts, 2) Mathematics and Science, 3) History and Social Sciences
and 4) the Arts. - 50 pts, or
• Completed a CTC approved Liberal Studies Waiver Program - 50 pts, or
• National Board Certification in grade span - 60 pts, or
• Completed an advanced degree in teaching, curriculum instruction, or
assessment in core academic area [e.g., MAT/MEd/MA/MS] - 60 pts
Points
_____pts
Use this section for anyone working in a self-contained classroom,
typically grades 6th and below, and Secondary special day (where all
students are non-graduation track) classrooms

You can not use this section for self-contained secondary classrooms even
though the multiple subject credential may be the appropriate credential
High Objective Uniform State Standard of Evaluation….Part 1
HOUSSE-PART 1: CORE ACADEMIC COURSEWORK IN ASSIGNED AREA
Middle/High School Core Academic Coursework: Select one if
applicable
• Completed CTC-Supplementary Authorization – 50 points, or
• Completed 15-21 Units of Core – 30 points, or
• Completed 22-30 Units of Core – 50 points, or
Points
_____pts
•
Completed an advanced degree in teaching/curriculum/assessment in core
academic area {e.g., MAT/MEd/MA/MS} – 60 points
• Use this section for departmentalized 7th through 12th grade classrooms
• This section also pertains to any departmentalized class including those on
elementary school campuses
– Units must increase teachers’ knowledge of core academic subject
• An advanced degree in special education or school counseling will not qualify
High Objective Uniform State Standard of Evaluation….Part 1
Participation in BTSA does not count…only if they were
the support provided and in the assigned area.
High Objective Uniform State Standard of Evaluation….Part 1
Just make sure you keep a list of PD that have been
accepted in the past…consistency is key!
High Objective Uniform State Standard of Evaluation….Part 1

One-day or short-term workshops and/or
conferences are not acceptable and cannot
be used to fulfill this requirement.

Methodology or instructional strategies (i.e.
CLAD) classes can not be used to fulfill this
requirement.

Professional development activities that are
used for the HOUSSE evaluation must be
activities that increase teachers’ knowledge
of core academic subjects and are
standards-aligned, sustained, intensive, and
classroom-focused.

Support provider must be in like grade level
and subject.
TOM TORLAKSON
State Superintendent
of Public Instruction
High Objective Uniform State Standard of Evaluation….Part 1
TOM TORLAKSON
State Superintendent
of Public Instruction
 Because the standards were not in place in
California until 1997, only professional
development offered after that date is
acceptable.
 Professional development activities that are
used for the HOUSSE evaluation must be
activities that increase teachers’ knowledge
of core academic subjects and are
standards-aligned, sustained, intensive, and
classroom-focused.

This is about content development…not
pedagogical practices…
TOM TORLAKSON
State Superintendent
of Public Instruction
Reading the Credential for NCLB
TOM TORLAKSON
State Superintendent
of Public Instruction
Elementary …by Exam
TOM TORLAKSON
State Superintendent
of Public Instruction
Elementary …No Exam
TOM TORLAKSON
State Superintendent
of Public Instruction
Elementary …Supplemental Authorization
TOM TORLAKSON
State Superintendent
of Public Instruction
Secondary…..Social Studies
TOM TORLAKSON
State Superintendent
of Public Instruction
Secondary …Subject Matter Authorization
TOM TORLAKSON
State Superintendent
of Public Instruction
Secondary …Supplemental
Authorization
TOM TORLAKSON
State Superintendent
of Public Instruction
Compliance Monitoring, Interventions,
and Sanctions
Getting In and Getting Out
CMIS…Definitions
TOM TORLAKSON
CMIS
Compliance Monitoring, Interventions,
and Sanctions program
SSD
Comprehensive Single School Districts
USD
Undersized School Districts, defined
as a school district with one
comprehensive high school, one
elementary (k–8) or one comprehensive
high school, one elementary and one
middle, or one primary/intermediate and
or middle
State Superintendent
of Public Instruction
CMIS…Level A
Getting In
TOM TORLAKSON
State Superintendent
of Public Instruction
• Level A, defined as reporting less than 100
percent teacher quality compliance for nonconsecutive years, including comprehensive
single school districts (SSD) and undersized
school districts (USD), defined as a school
district with one comprehensive high school,
one elementary (kindergarten through grade
eight [K–8]), or one comprehensive high
school, one elementary and one middle, or
one primary/intermediate and or middle.
• Report each non-compliant teacher, using
Non-Compliant Teacher Action Plan
(http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp)
CMIS…Level A
Getting Out
TOM TORLAKSON
State Superintendent
of Public Instruction
• Level A, report 100 percent teacher
quality compliance
CMIS….Level B
Getting In
TOM TORLAKSON
State Superintendent
of Public Instruction
• Level B, defined as reporting less than 100 percent
teacher quality compliance for two consecutive years,
excluding comprehensive single school districts (SSD)
and undersized school districts (USD), defined as a
school district with one comprehensive high school,
one elementary (K–8); or one comprehensive high
school, one elementary and one middle; or one
primary/intermediate and or middle. Any SSD and USD
reporting less than 100 percent teacher quality
compliance for two consecutive years will be assigned
to Level A.
– Develop an Equitable Distribution Plan (EDP) as
described
http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp
CMIS….Monitoring
Getting Out
Release Criteria 1:
Fully certificated teachers
in equity schools
Quantitative Benchmark:
No PIPs/STSPs in high
poverty or low performing
schools
Release Criteria 2:
Interns equitably
distributed
Quantitative Benchmark:
interns are equitably
distributed among all
elementary schools
Release Criteria 4a:
Highly Qualified teachers
Release Criteria 4b:
Highly Qualified Teachers –
Special Settings
Quantitative Benchmark:
All teachers at high
poverty/low performing
comprehensive schools are
NCLB compliant
Quantitative Benchmark:
All teachers assigned to
Education Options programs
and secondary special
education classes are NCLB
compliant
CMIS...Level C
Getting In
TOM TORLAKSON
State Superintendent
of Public Instruction
• Level C, defined as reporting less than 100 percent
teacher quality compliance and having failed Adequate
Yearly Progress (AYP) for three consecutive years,
including comprehensive single school districts (SSD)
and undersized school districts (USD), defined as a
school district with one comprehensive high school, one
elementary (K–8) or one comprehensive high school, one
elementary and one middle, or one primary/intermediate
and or middle.
– Enter into an agreement with the CDE consisting of a
Memorandum of Understanding (MOU), Budget
Agreement and a Non-Compliant Teacher Action Plan
as described
http://www.cde.ca.gov/nclb/sr/tq/tiicmis.asp
CMIS...Level C
Getting Out
TOM TORLAKSON
State Superintendent
of Public Instruction
• Level C, report 100 percent teacher quality compliance
and or meet AYP for one year, including comprehensive
single school districts (SSD) and undersized school
districts (USD), defined as a school district with one
comprehensive high school, one elementary (K–8) or one
comprehensive high school, one elementary and one
middle, or one primary/intermediate and or middle.
– Will be moved into Monitoring until requirements for
removal are met
Contact Information
Lynda Nichols, Education Programs Consultant – Program
[email protected] * 916-323-5822
TOM TORLAKSON
State Superintendent
of Public Instruction
Geeta Rezvani, Education Programs Consultant – CPM
[email protected] * 916-323-5595
Juan Sanchez, Education Programs Consultant – CMIS Level C (2141)
[email protected] * 916-319-0452
Jane Ross, Education Programs Consultant, Private School Issues
[email protected] * 916-319-0339
Kelly Heffington, Analyst - Data
[email protected] * 916-324-5689
Jackie Rose, Analyst - Fiscal
[email protected] * 916-322-9503
Ron Taylor, Education Administrator I
[email protected] * 916-323-4819