1. Do special education teachers/intervention specialists have to be highly qualified in all subjects?

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1 Following the publication of ODE s brochure Special Education Intervention Specialists Meeting Highly Qualified Requirements: What s Expected?, OEA and OFT submitted the questions in this FAQ to ODE for further clarification of HQT requirements. The responses printed here are those provided by Lou Staffilino, Executive Director of ODE s Center for the Teaching Profession. For additional information from ODE, visit WHAT ARE THE REQUIREMENTS TO BE A HIGHLY QUALIFIED SPECIAL EDUCATION TEACHER? 1. Do special education teachers/intervention specialists have to be highly qualified in all subjects? K-6 intervention specialists must meet the same HQ requirements as those for regular elementary teachers. Intervention specialists who teach core academic subjects must meet the federal definition of HQT for each area they teach (grades 7-12) by the end of school year Does a teacher have to major in each content area to be No. The following are the requirements that must be met in order for intervention specialists in grades 7-12 to meet the federal definition of HQT: 1. Hold at least a bachelor s degree; 2. Hold full certification or licensure as an intervention specialist; AND 3. Demonstrate subject-matter competence in each area taught for seventh- through 12 th -grade intervention specialists. 3. Under what circumstances do special education teachers/intervention specialists have to be All K-6 special education teachers/intervention specialists must be highly qualified using the same criteria as regular elementary teachers as outlined on reporting Form A. Delivery Models REQUIRING the Intervention Specialist in grades 7-12 to Meet HQT Status in Core Content Areas: (The intervention specialist must meet #1, #2 and #3 of the requirements listed above.) The intervention specialist is the primary teacher providing instruction to the student in a core academic subject area. Seventh- through 12th-grade intervention specialists working in a team with other intervention specialists who each specialize in one core subject area and become the teacher of record for that subject area.

2 4. Are there any circumstances in which a special education teacher is not required to be Delivery Models NOT REQUIRING Intervention Specialists in grades 7-12 to Meet HQT Status in Core Content Areas: (The intervention specialist in grades 7-12 must meet only #1 and #2 of the requirements listed above, and NOT #3.) The intervention specialist provides individualized and support assistance (e.g., skill reinforcement) to students who receive their instruction in core academic subjects from a highly qualified general education teacher. The intervention specialist provides consultative services to a highly qualified teacher, which may include making adjustments to the learning environment, modifying instructional methods, using positive behavioral supports and interventions, and using appropriate accommodations to meet the individual student needs. 5. What is the relationship between being highly qualified and certification/licensure? A teaching license is the legal credential permitting the holder to teach in Ohio. Being highly qualified is not a licensure requirement. However, state licensure is one part of the federal definition of HQT. 6. Which circumstances automatically determine that a special education teacher is not Intervention specialists must have full certification. Temporary, conditional and substitute licenses do no meet full state certification/licensure requirements. 7. Will newly licensed special education teachers /intervention specialists be highly qualified? Teaching assignment determines whether the newly licensed intervention specialist meets the HQT definition. Seventh- through 12 th -grade intervention specialists in Title I schoolwide buildings must currently demonstrate subject matter competence in order to be hired. Following the school year, this will be true for all newly hired intervention specialists. Newly licensed intervention specialists must meet the federal HQT definition in at least one content area to be eligible for hire. After being hired, these new teachers will have two years to demonstrate subject matter competence in any other areas in which they are assigned to teach. 8. Do teachers with permanent certificates have to prove they are Yes. All teachers of core academic subjects must use the appropriate form (worksheet), complete the appropriate status sheet and submit it to their principal. Teachers must keep documentation of how they meet HQT to present if there is a federal audit.

3 HOW DO TEACHERS BECOME HIGHLY QUALIFIED? 1. How does a teacher (intervention specialist) demonstrate he/she is K-6 intervention specialists can access Form A online (see Web address below) to document HQT status intervention specialists can access Form D online (see Web address below) to document HQT status. Forms A and D can be accessed online at Note: 7-12 intervention specialists who teach only students who participate in standards-based alternate assessments, AND whose curriculum is at or below a sixth-grade level, may use Form A to document HQT status intervention specialists who teach only students who participate in standards-based alternate assessments, AND whose curriculum is above the sixth-grade level must demonstrate subject matter competence and may use Form D to document HQT status. To meet the federal definition of highly qualified in a core academic content area, intervention specialists may choose ONE of the following options: Show that you have a content major in the academic subject area being taught by obtaining a transcript from the college or university where you earned 30 semester hours of content; OR Take and pass the Praxis II test in the content area appropriate to your grade level. You may register for Praxis online at or For mail-in registration, complete the paper-based registration form in the ETS Paper Bulletin; OR Complete 90 CLOCK hours of professional development that includes grade appropriate content knowledge, teaching skills or the Ohio academic content standards aligned to the subject area being taught. This PD may include job embedded or workshop activities which must be recorded as to hours spent and content area addressed. This must be verified for HQT and federal audit purposes by the PD provider, the school district or the LPDC. Note: *90 CLOCK hours = 6 SEMESTER HOURS of college credit OR 9 QUARTER HOURS of college credit 2. How often must intervention specialists demonstrate highly qualified status? Intervention specialists will annually confirm HQT status based on their current teaching assignment. A new determination is only required if the teacher s assignment changes.

4 3. Will intervention specialists be asked to prove/show evidence of how they determined they were Like all teachers, intervention specialists will complete a self-report and submit it to their building principal, documenting their HQT status. Teachers are responsible for keeping supporting documentation regarding their HQT status in case of an audit. 4. What role does a principal play in verifying a teacher s highly qualified status? All teachers of core academic subjects must complete the appropriate form (worksheet) and status sheet and submit the status sheet to their principal, indicating how they meet HQT status. The principal s job is to document that each teacher of a core academic subject area has submitted a self-report. 5. Do principals have to approve a teacher s highly qualified form? No. This is a tool to be used by teachers to determine their HQ status. 6. What is the deadline for becoming NCLB mandates that all teachers be highly qualified by the end of school year How can a teacher qualify for highly qualified status using professional development? Teachers may complete 90 CLOCK hours of professional development that includes grade appropriate content knowledge, teaching skills or the Ohio academic content standards aligned to the subject area being taught. This PD may include job embedded or workshop activities which must be recorded as to hours spent and content area addressed. This must be verified for HQT and federal audit purposes by the PD provider, the school district or the LPDC. Note: *90 CLOCK hours = 6 SEMESTER HOURS of college credit OR 9 QUARTER HOURS of college credit A list of activities aligned to each content area can be found within ODE s Special Education Intervention Specialist Highly Qualified Brochure, which can be accessed at under hot topics. 8. Does the LPDC have to approve the professional development for highly qualified requirements? No. The LPDC does not have to approve professional development activity for HQT purposes. However, all professional development must meet the high quality professional development standards, which can be accessed online at If a teacher intends to use the professional development activity for certification or licensure purposes in addition to HQT purposes, it needs to be approved by the LPDC. For HQT purposes, LPDCs can assist teachers by verifying professional development time and content area as indicated in the answers to question # 7 above.

5 9. What opportunities are provided by the state for intervention specialists to become A list of activities aligned to each content area can be found within ODE s Special Education Intervention Specialist Highly Qualified Brochure, which can be accessed at under hot topics. 10. What staffing strategies could a school district use to help intervention specialists be All intervention specialists need to meet the federal HQT definition in each subject area they teach. How a district assigns teachers can affect their HQT status as exemplified by the following delivery models: Delivery Models REQUIRING the Intervention Specialist to Meet HQT Status in Core Content Areas: (The intervention specialist must meet #1, #2 and #3 of the requirements listed in section 1, question 2 of this FAQ.) The intervention specialist is the primary teacher providing instruction to the student in a core academic subject area. Seventh- through 12th-grade intervention specialists working in a team with other intervention specialists who each specialize in one core subject area and become the teacher of record for that subject area. Delivery Models NOT REQUIRING the Intervention Specialist to Meet HQT Status in Core Content Areas: (The intervention specialist must meet only #1 and #2 of the requirements listed in section 1, question 2 of this FAQ, but NOT #3.) The intervention specialist provides individualized and support assistance (e.g., skill reinforcement) to students who receive their instruction in core academic subjects from a highly qualified general education teacher. The intervention specialist provides consultative services to a highly qualified teacher, which may include making adjustments to the learning environment, modifying instructional methods, using positive behavioral supports and interventions, and using appropriate accommodations to meet the individual student needs. WHAT ARE THE CONSEQUENCES OF NOT BEING HIGHLY QUALIFIED? 1. Can teachers be fired/non-renewed if they are not There is no provision in the law that says a teacher can lose his/her job for not being highly qualified. NCLB does mandate that all teachers be highly qualified by the end of school year It also requires districts to set goals for having all teachers meet HQT

6 requirements by that date and requires districts to report the HQ status of all teachers of core academic subjects. 2. What are the current penalties in place for teachers and school districts if teachers are not Currently, reporting the percentage of teachers who are highly qualified on the state s Local Report Card is the only penalty. Consequences for not complying with federal law have not been established at this time. 3. Must an intervention specialist be highly qualified under ESEA to secure employment in Ohio? Federal law requires that all teachers meet HQT definition upon employment. Teaching assignment determines whether the newly licensed intervention specialist meets the HQT definition. Seventh- through 12 th -grade intervention specialists must demonstrate subject matter competence in order to be hired. Newly licensed intervention specialists must meet the federal HQT definition in at least one content area to be eligible for hire. After being hired, new teachers will have two years to demonstrate subject matter competence in any other areas. 4. When are school districts required to send letters to parents about a teacher s highly qualified status? School districts are required to send a letter to parents when their child s instructor, who is a core academic teacher in a Title I school (school-wide or targeted assistance), does not meet the federal definition of HQT by the 20 th day of instruction. 5. What is the purpose/content of the letters to parents about The letter is sent to notify parents that their child s instructor currently does not meet the federal definition of HQT. While the letter is individually crafted by each school district, it is highly recommended that it be positive and supportive of the teacher and of his or her plans to become highly qualified.