VPSS

Verification ProcessSpecial Settings

VPSS

Highly Qualified Teacher

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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.

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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).

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Core Subject Areas

English Reading Language Arts Mathematics Science Arts

Elementary Foreign Language Civics & Government Economics History Geography

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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.

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“What a teacher knows…”– Strong Verbal and Math Skills– Deep Content Knowledge

“What a teacher can do…”– Teaching Skill

What Makes for Teacher Effectiveness?

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Strong Verbal and Math Skills

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Deep Content Knowledge

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Teaching Skill

California’s Plan for HQT: NCLB Three-step

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NCLB 3-STEP

1. Employment- Local

2. Licensure- State - CTC

3. NCLB Compliance- Federal, SBE and CDE

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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.

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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

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Certificate of Compliance

The HR Office must document these three requirements:1. Bachelor’s

2. Credential w/ Issuance Date

3. Subject Matter Competency

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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.

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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)

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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)

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High Objective Uniform StateStandard 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

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VPSS Process

Approved by the State Board of Education on September 18, 2007

Advanced Certification Process– NOT HOUSSE

Subject Matter Competence– English– Math– Science– Social Science

Secondary Teachers in Special Settings ONLY

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VPSS Process

Who may use this option?– Secondary Special Education– Secondary Alternative Programs

Independent Study Programs

Secondary Small Rural School Achievement Programs (SRSA)

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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)

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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.

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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.

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VPSS Process offered by VCOE

Two-Tiered Professional Development Four Content Areas

– English– Mathematics– Science– Social Science

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Professional Development Tiers of VPSS

Eligibility Criteria for Level I– Less than 20 units or – 10 upper division units

Eligibility Criteria for Level II– 20 units or more or – 10 or more upper division units

or– Completed Level I

Core Subject

Core Subject

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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

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Eligibly Worksheet VPSS Professional Development

FALL 2008 NAME DATE

Core Academic Subject

CCTC Approved Subject Matter Program

Undergraduate Major/32 units

Graduate Degree

CCTC Approved Subject Matter Exam

At least 20 total or 10 upper division semester units AND Level 2 Professional Development

Less than 20 total or 10 upper division semester units AND Level 1 AND Level 2 Professional Development

Social Science

Science

Mathematics

English

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CTC Subject Matter (Exam or Program)

Eligible for VPSS

Qualifying NCLB Subject Matter

Agriculture See asterisk None*e

Art Yes Arts (Visual)

Biological Sciences (Specialized) Yes Science

Business No None**

Chemistry (Specialized) Yes Science

English Yes English (English, Language Arts, Reading); Arts (Theater)

Foundational-Level General Science Yes Science

Foundational-Level Mathematics Yes Mathematics

Geosciences (Specialized) Yes Science

Health Science No None

Home Economics No None

Industrial and Technology Education No None

Languages other than English (Specific) Yes Foreign Language (Specific )

Mathematics Yes Mathematics

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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.

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VPSS Process

Meets NCLB High Quality Professional Development Standards.

Includes an Assessment Component.

Provides Standards-Based Content.

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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

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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

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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

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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

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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

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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 *

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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

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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

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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

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VPSS Assessing Learning

The participant is assessed on: CSTP 3.1 demonstrates knowledge

of subject matter and student development

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Lesson Plan to DemonstrateCompletionDistrict/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)

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Criteria for CompletionA. 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_________

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Difference Between Assessmentof 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.

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VPSS TimelineTEACHER TIMELINEProcess must be completed within 3 years from point of assignment

English Tier IFace to Face– Where: LACOE– When: Saturdays from 8am – 3pm

4/18, 25 and 5/2, 9, and 16, 2009

Math Tier IFace 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

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VPSS Timeline

English Tier II– Where: LACOE– When: TBD

Math Tier II– Where: LACOE– When: TBD

Science and Social ScienceTier I and II– Where: LACOE– When: TBD

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To Complete VPSS:

English, Mathematics, Science and/or Social StudiesLevel 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

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English Language ArtsTeachers Will:

Demonstrate Reading and Writing Strategies– Linguistics– Language – Literacy

Demonstrate understanding– Literature – Textual Analysis– Composition– Rhetoric

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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 non-

literary texts

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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)

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Mathematics

Teachers will demonstrate in-depth conceptual knowledge in Algebra Number Theory Geometry Probability Statistics

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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

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Example

CAHSEE StandardGrade 7, Number Sense 1.3: Convert fractions to decimals and percents and use these representations in estimations, computations and applications.

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Released Test Question:

What number equals 3/8?A.0.267

B.0.375

C.2.67

D.3.75

Example

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Example

ActivityFraction “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 …

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 Pamela Good, Assistant DirectorDivision of Curriculum and Instructional Services Los Angeles County Office of Education* See back of Certificate

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 EducationDivision of Curriculum and Instructional Services 9300 Imperial Highway, Clark Bldg, Downey, CA 90242(562) 922-6319

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LACOE VPSSTrainer Qualifications

VPSS Face to FaceInstructors 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)

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NCLB ResourcesFor more information on NCLB refer to the following websites:

No Child Left Behind/US Dept of Edhttp://www.ed.gov/nclb/landing.jhtml

No Child Left Behind/State of CAhttp://www.cde.ca.gov/pr/nclb/

California Commission on Teacher Credentialinghttp://www.ctc.ca.gov

The California Teacher Assignment Information Networkhttp://www.ctain.org/