Yes, any teacher providing primary instruction of a core academic subject must be HQ in that subject.

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1 1) Clarification as to whether or not team teachers, teaching core subjects, both have to be HQT Yes, any teacher providing primary instruction of a core academic subject must be HQ in that subject. 2) If a teacher is credentialed/hqt in History, are they also HQT in Econ/Gov? A Single Subject Social Science: History credential only authorizes the holder to teach History. Refer to the Authorization Description on the credential. 3) How do the following match up? Examples of courses that do and do not fall under the credentials below: Elementary/Multiple Subjects 1. Elementary (generally K-8) 2. Secondary Special Education non-graduation track 3. Middle School Core (two or more subjects, two or more periods, same students, same day) Mathematics (Departmentalized; Preschool, K 12, and adults) Basic or general mathematics, algebra, calculus, computer science, consumer mathematics, geometry, mathematical analysis, statistics and probability, and trigonometry Foundational-Level Mathematics General mathematics, all levels of algebra, geometry, probability and statistics, and consumer mathematics. Calculus and math analysis classes are outside the scope of the authorization. Trigonometry is not included in the authorization for FLM. If the content of a precalculus (or any other math) class has a significant focus in trigonometry, the FLM credential does not authorize such an assignment. This introduction of trigonometry in an algebra or geometry class is authorized by the FLM credential. An introduction to the next progression area of math does not require an authorization in the introduced area of math. English/Language Arts/Reading (Departmentalized; Preschool, K 12, and adults) Composition, creative writing, debate, drama, forensics, grammar, humanities, journalism, language arts, language structure, literature, poetry, public speaking, speech, theater arts, and yearbook California Department of Education Page 1 of 13

2 Biological Sciences (Departmentalized; Preschool, K 12, and adults) Anatomy, biology, botany, ecology, environmental science, evolution, genetics, physiology, and zoology Integrated K 12 Intro/General Intro Life Intro Physical Chemistry (Departmentalized; Preschool, K 12, and adults) Chemical reactions, qualitative analysis, quantitative analysis, and structure and stability Integrated K 12 Intro/General Intro Life Intro Physical Geosciences (Departmentalized; Preschool, K 12, and adults) Astronomy, cosmology, earth science, forestry, geology, meteorology, oceanography, and paleontology Integrated K 12 Intro/General Intro Life Intro Physical Physics (Departmentalized; Preschool, K 12, and adults) Energy, mechanics, and thermodynamics Integrated K 12 Intro/General Intro Life Intro Physical Science VPSS (Departmentalized; Preschool, K 12, and adults) Successful completion of the VPSS-Science, tiers one and two, may be used to demonstrate subject-matter competency for all general and integrated science coursework including Biology/Life Science, Chemistry, Earth and Planetary Science, and Physics. California Department of Education Page 2 of 13

3 Science Foundational (General Science) (Departmentalized K 8) Integrated (Departmentalized; Preschool, K 12, and adults) Intro/General Intro Life Intro Physical Social Science (Departmentalized; Preschool, K 12, and adults) American government, anthropology, contemporary issues, current events, cultural studies, economics, ethnic studies, geography, government, history, humanities, international government, law, politics, psychology, sociology, United States history, and world history Government (Departmentalized; Preschool, K 12, and adults) Standard Secondary Social Science: Government Authorizes teaching only the subject listed after the colon, not any subject in the department Economics (Departmentalized; Preschool, K 12, and adults) Standard Secondary Social Science: Economics Authorizes teaching only the subject listed after the colon, not any subject in the department History/Geography (Departmentalized; Preschool, K 12, and adults) Standard Secondary Social Science: History Authorizes teaching only the subject listed after the colon, not any subject in the department Standard Secondary Social Science: Geography Authorizes teaching only the subject listed after the colon, not any subject in the department Drama/Theater (Departmentalized; Preschool, K 12, and adults) If receiving a-g credit only! Drama: English credential Theater Arts: English credential California Department of Education Page 3 of 13

4 Visual Arts (Departmentalized; Preschool, K 12, and adults) Art appreciation, art history, arts and crafts, art theory, calligraphy, cartooning, ceramics, commercial art, costume design, crafts, design, drawing, humanities, illustration, interior decoration, jewelry, leathermaking, painting, photography, sculpture, stagecraft, and yearbook Dance (Departmentalized; Preschool, K 12, and adults) If receiving a-g credit only! Physical Education credential Music (Departmentalized; Preschool, K 12, and adults) Instrumental music, music appreciation, music theory, and vocal music Foreign Language (Departmentalized; Preschool, K 12, and adults) Courses in culture, grammar, composition, language structure, and literature of the language listed on the document NCLB Core Academic Subjects English Reading/Language Arts Mathematics Science History Economics Civics/Government Geography Foreign Languages Arts California Department of Education Page 4 of 13

5 Core Academic Subjects Federal English Reading/Language Arts Mathematics Science History Economics Civics/Government Geography Foreign Languages Arts California English/Language Arts and Reading (Includes reading intervention and CAHSEE-English classes) Mathematics (Includes math intervention and CAHSEE-Math classes) Biological Sciences Chemistry Geosciences Physics Social Science (Includes: History, Government, Economics, and Geography) Foreign Languages (specific) Drama/Theater (English Credential) Visual Arts Music Dance (Physical Education Credential) Please note: Career Technical Education (CTE) courses identified as meeting graduation requirements via an alternative pathway (California Education Code [EC], Section [b]) are also designated as core academic subjects. California Department of Education Page 5 of 13

6 4) Life Science/Physical Science and what courses they apply to for NCLB Life Science Biological Sciences Integrated Science 7 9 Intro/General Intro Life Physical Science Chemistry Physics Earth/Geosciences Integrated Science 7 9 Intro/General Intro Physical Science 5) Social Science credential and what courses they apply to for NCLB Government Economics Geography History 6) For CTE and ROP courses who in a District is responsible for identifying and coding these courses properly? A lot of qualifications and funding definitions who is supposed to be the repository of this information Personnel or an Administrator? District s with larger programs have this well defined, but smaller ones do not. For ALL courses, it is important that local course codes are mapped correctly to the state course codes and course titles. This is why course code mapping should be a collaborative effort to include staff from the following: Human Resources; Education Services; Curriculum & Instruction; Administrative; and Those responsible for submitting CALPADS data. The CALPADS administrator should not be solely responsible for this task incorrect course code mapping leads to incorrect data. Teams should review course descriptions in the master course catalog and map courses to the appropriate CALPADS course assignment based on the content taught in the course. Course Content Local Course Code CALPADS Course Code Course Content Credential Needed Assigned Teacher California Department of Education Page 6 of 13

7 7) Teachers on Special Assignment Administrators love to use this definition, but how does personnel identify the appropriate non-classroom code? Is there a single one that applies? This is really a coding question and so I will defer to Brandi, but below I ve provided some additional information that may be useful regarding TOSAs: Teachers on Special Assignment (TOSAs) or Resource Teachers are local level employment terms. The assignment of the TOSA or Resource Teacher may be in any subject area. The type of certification required depends upon the area of the special or resource assignment. If an individual is assigned as a TOSA or resource teacher in an instructional capacity, the individual needs to hold a credential or authorization in the subject area. The exception would be if the assignment is in an area in which a credential is not issued. In this case, the employing agency may use Title (b) for the teaching assignment. In most cases there is an obvious match between the class curriculum and the authorizations listed on the credential. However, there will be classes, usually electives, for which there is no match. These include, but are not limited to, classes in life skills, leadership, study skills, conflict management, teen skills, and study hall. Classes such as art, music, foreign language, and computers may be considered as electives by some school districts. However, if a credential exists which authorizes service in the subject area, the teacher must hold a credential or authorization in the subject area. The elective credit given to the class does not make a difference in the determination of which credential is required. Other classes such as leadership are strictly electives in some schools while in others the students receive specific graduation credit. If no credential exists that authorizes the curriculum and elective credit is being given, the employing agency should select the credentialed teacher whose knowledge and training best fulfills the needs of the students. In such assignments, the teacher's consent is required. Title (b) allows an employing agency to select an individual that holds a credential based on a bachelor s degree and a teacher preparation program including student teaching and approved subject area knowledge and training. An individual who holds an emergency permit, teaching permit, internship, or waiver may not serve in this type of assignment. California Department of Education Page 7 of 13

8 8) Confirm that Coursework CANNOT be used for elementary self-contained No, see options for demonstrating subject-matter competency below: Demonstrating Subject-Matter Competency NEW to the Profession Initial California credential, California intern credential, or Out-of-State license issued on or after July 1, 2002 SELF-CONTAINED NOT NEW to the Profession Initial California credential, California intern credential, or Out-of-State license issued before July 1, 2002 SELF-CONTAINED 1. Subject-matter exam: Multiple Subjects 1. Subject-matter exam: Multiple Subjects; or 2. HOUSSE DEPARTMENTALIZED 1. Subject-matter exam in the core academic subject; 2. Subject-matter program in the core academic subject; 3. Undergraduate major in the core academic subject; 4. Undergraduate major equivalent (32 non-remedial units earned with a grade of C or higher) in the core academic subject; 5. Graduate degree in the core academic subject; 6. National Board Certification in the core academic subject; or 7. VPSS in the core academic subject. DEPARTMENTALIZED 1. Subject-matter exam in the core academic subject; 2. HOUSSE; 3. Subject-matter program in the core academic subject; 4. Undergraduate major in the core academic subject; 5. Undergraduate major equivalent (32 non-remedial units earned with a grade of C or higher) in the core academic subject; 6. Graduate degree in the core academic subject; 7. National Board Certification in the core academic subject; or 8. VPSS in the core academic subject. California Department of Education Page 8 of 13

9 9) CLAD credential If all teachers have to have this credential in CA and it qualifies them for SDAIE instruction, why does CALPADS collect instructional strategy for courses? They should all be SDAIE. Can a teacher not have a CLAD credential? Not sure this question pertains to the ESEA, Title II, Highly Qualified Teacher requirements. However, I ve provided information that may be helpful regarding state vs. federal requirements below: Teachers of English learners (ELs) who are assigned to teach core academic subjects must meet all HQT requirements. In California, possession of an EL authorization is required if a teacher is providing instructional services to ELs. This requirement is a state credentialing and assignment requirement and does not apply to the ESEA, Title II, HQT requirements. For information on the appropriate credential or authorization to serve ELs, you may contact the CTCs Assignment Unit by at assignment@ctc.ca.gov. 10) Credentialing analysts should go to CCAC Conference in Sacramento every year! Yes, Title II funds can be used for this! 11) What happens when a teacher is NOT HQT? Who is responsible for contacting families? Personnel? District Admin? School Admin? Schools that receive Title I, Part A funds are required to notify parents/guardians of students who have been taught by a non-hqt for four or more consecutive weeks. Please note: This requirement applies throughout the entire school year. The California Department of Education (CDE) recommends that LEAs work closely with parent organizations to ensure that parents are well informed and develop a plan for teachers who are not highly qualified to meet all HQT requirements as quickly as possible. All notices and information provided to parents must be in an understandable and uniform format and, to the extent practicable, be provided in a language that the parents can understand. Notifications may be in letter format, included in a newsletter or website, or provided to parents/guardians by any other method accessible by all. Please note: A link to sample Parents Right to Know and Four-Week Notice letters, including translated versions, may be accessed on the CDEs Improving Teacher and Principal Quality Web page at The person responsible for contacting families is a local decision. The CDE suggests that the designated individual be a position title rather than an actual person so that as people leave their positions, the duty stays with whoever holds the position title. California Department of Education Page 9 of 13

10 12) Who should be working with Schools/Principals to ensure proper State Course Codes are assigned and in line with the teacher s credential? Personnel? CALPADS Coordinator? Administrator? For ALL courses, it is important that local course codes are mapped correctly to the state course codes and course titles. This is why course code mapping should be a collaborative effort to include staff from the following: Human Resources; Education Services; Curriculum & Instruction; Administrative; and Those responsible for submitting CALPADS data. The CALPADS administrator should not be solely responsible for this task incorrect course code mapping leads to incorrect data. Teams should review course descriptions in the master course catalog and map courses to the appropriate CALPADS course assignment based on the content taught in the course. Course Content Local Course Code CALPADS Course Code Course Content Credential Needed Assigned Teacher 13) Yearbook is not NCLB but is school publications? For all courses, to identify if a course is a core academic subject, read the course description to identify the content of the course. If the content that is being taught in a school publications course is English and students are receiving English credit for the course, then the course must be taught by a HQT. California Department of Education Page 10 of 13

11 14) Please define Team Teaching and Job Sharing do both need HQT status? Team teaching may mean one teacher provides language arts instruction, for example, to both classes while the other teaches science to both allowing both teachers to use their strengths to instruct a larger number of students. In this manner, the teacher s subject area expertise becomes the important factor. In both of these situations, each of the paired teachers has a self-contained class, but for part of their day the school chooses to allow them to team teach or regroup. These innovative teaching patterns are designed to meet specified educational goals and do not result in a single teacher teaching only one subject such as math or science for a full day. Regrouping and team teaching do not require specific unit approval by school boards as is required for a departmentalized assignment under EC 44256(b), 44263, and Many elementary schools also have programs that take students from the selfcontained classroom and place them in departmentalized classes for a period of time or assign the teacher of a specific subject to come into the self-contained classroom to teach their subject while the regular teacher is gone, such as during the regular teacher's prep period. The individual who teaches music or art, math or science, or physical education to several groups of children during the day must have an authorization to teach that subject in a departmentalized setting. 15) Special ed courses with a curriculum (Learning Center Math) do they require a math credential for the special ed teacher to be HQT? Special education teachers providing instruction in a core academic subject must meet all HQT requirements for that subject. The requirements apply whether a special education teacher provides core academic instruction in a regular classroom, a resource room, or another setting. Special education teachers assigned to selfcontained, Kindergarten through grade six (K 6) or middle school core courses in grades seven and eight may demonstrate subject-matter competency by passing the CSET: Multiple Subjects exam (or a previous CTC-approved multiple subjects exam). Special education teachers teaching in departmentalized settings must demonstrate subject-matter competency like any other departmentalized teacher. Please note: Special education teachers who (1) provide consultation services to the HQT of record; (2) deliver special instructional assistance in classrooms in which the core academic instruction is taught by a HQT; or (3) assist students with study skills or organizational skills and reinforce instruction already received by a HQT, are not required to meet HQT requirements. These teachers may carry out such activities as adapting curricula, using behavioral supports and interventions, or selecting appropriate accommodations for students. A new secondary special education teacher who is highly qualified in mathematics, English, or science upon hire, may use the HOUSSE process to demonstrate subjectmatter competency in the other core academic subjects assigned to teach. Please note: This additional flexibility may be applied no later than two years after the date of California Department of Education Page 11 of 13

12 employment (Codified in the California Code of Regulations, Title 5 [5 CCR] Section 6111[b]). Please note: A California Education Specialist Instruction Credential alone authorizes the holder to provide instruction of core academic subjects to special education students only. Teachers assigned to teach core academic subjects to both regular and special education students must hold the appropriate California multiple or single subject authorization in addition to the California Education Specialist Credential. 16) Does a Special Ed certificate qualify any course HQT? No. Special education teachers providing instruction in a core academic subject must meet all HQT requirements for that subject. 17) Is Distance Learning the same as an online course? For purposes of data reporting via CALPADS, distance learning is also referred to as online learning. 18) Can Special Ed contractors teach a class with or without a credential? No. Any individual providing primary instruction of core academic subjects must be highly qualified. Individuals who: (1) provide consultation services to the HQT of record; (2) deliver special instructional assistance in classrooms in which the core academic instruction is taught by a HQT; or (3) assist students with study skills or organizational skills and reinforce instruction already received by a HQT, are not required to meet HQT requirements. These teachers may carry out such activities as adapting curricula, using behavioral supports and interventions, or selecting appropriate accommodations for students. 19) Title I Program teachers must meet NCLB HQT requirements when hired Does Personnel know what all the Title I programs are? In our district, Title I covers students who are residents and attending our Alternative High School I don t think Personnel knows that all teachers at this school must be HQT for their course when hired. This is a local issue. California Department of Education Page 12 of 13

13 20) A brief overview of the process of determining a teacher s credentials would be helpful for CALPADS folks. We often don t understand why it takes so long isn t it just a matter of applying the subject named on the credential? National Board certification, VPSS and HOUSSE quick overview? We see these terms in our SIS and don t know what they mean. This is a very complex task and can involve all of the following: Timeframe of credential/local Board Policy/Special Setting/Middle School Core (see below): 1. Pre 1961 Pre-Fisher (most retired now) Fisher (limited to what you can teach) Multiple Subject (K 8) Single Subject (9 12) Ryan (most of today s teachers have a Ryan credential) Multiple and Single Subject are both good K to current 2042 Review of Authorization Description o Grade span o Stipulations o Subject-Matter Competency New/Not New Method (Exam, Coursework, HOUSSE, VPSS, Advanced Certification) California Department of Education Page 13 of 13