Professional Qualifications and ESSA In-Field Reporting for LEA PQ - PowerPoint PPT Presentation

PQ/ESSA In-Field Training Richard Woods, Richard Woods, LEA Staff Responsibilities Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Data Finance HR Superintendent Collections Director Director Coordinator Be aware that PQ Is responsible for Is responsible for Is responsible for ensuring that IDEA/ESSA/ requirements impact ensuring the LEA ensuring that all CPI GaDOE/LEA requirements many district and maximizes the use of data entered accurately for parapros and teachers school positions and Federal and State reflects job have been met. must be consistently resources. assignments. Must maintain equivalent implemented. Be aware of how Is responsible for qualification Be aware that each LEA certification ensuring that CPI CHW documentation to in Georgia has its own requirements impact codes are only used for support CPI charter/ unique requirements. budgeting. This teachers for whom SWSS assertions. includes funding certification is waived. Waiving certification Be aware of how PQ may related to Training and may impact LEA impact teacher CPI must align with Experience and recruitment and training. funding, budgeting and CLIP: District funding/ budgeting to public reporting. Improvement Plan PQ Work with Title I Director support educator requirements. to ensure documentation preparation and of notifications. credentialing. March 2018 15

PQ/ESSA In-Field Training Richard Woods, Richard Woods, LEA Staff Responsibilities Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Principals/ Special Title I Paraprofessionals Assistant Education Teachers Director Director Principals Be aware that each LEA Is responsible for Is responsible for Be aware that each LEA in Georgia has its own in Georgia has its own ensuring that IDEA/ ensuring that LEA PQ unique requirements. unique requirements. ESSA/ GaDOE requirements have requirements for been submitted in the May be required to Be aware that CLIP: District special education support parapros/ additional qualifications Improvement Plan paraprofessionals and teachers in meeting may be required by the teachers have been requirements. employing LEA. Is responsible for met for monitoring Responsible for ensuring that ESSA PQ/ESSA In-Field is purposes: ensuring hiring and requirements have based on educator qualifications and scheduling/ job qualifications and job been met for notifications. assignments align with assignment (course/ monitoring purposes: LEA PQ requirements. grade level). qualifications and This may impact teacher assignments, notifications. May Notifications are Notifications are recruitment and include collaboration required if a teacher required if a teacher with principals and HR. training. does not meet LEA PQ. does not meet LEA PQ. March 2018 16

Title II, Part A Staff Charter/ Title I, Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Part A Policy “Educating Georgia’s Future” “Educating Georgia’s Future” Staff gadoe.org gadoe.org Staff Professional Special Finance Education Qualifications/ Staff Staff ESSA In-Field Who supports PQ/ESSA Data GaPSC In-Field Collections Staff Staff implementation ESOL at the Gifted DUAL State Level? Immersion March 2018 17

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Resources March 2018 18

PQ/ESSA In-Field Training Website & Resources Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Overview Documents Guidance Documents SAMPLE Notifications Training PPTs and Webinars GaDOE > Offices & Divisions > School Improvement/ Federal Programs > Resources “Professional Qualifications and Related Reporting Requirements” March 2018 19

PQ/ESSA In-Field Training PQ/ESSA In-Field Quick Guides Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Quick Guide Decision Guide Special Education Guide Purpose: Purpose: Purpose: • Updates • Special Education Focus • Broad Overview Audience: Audience: Audience: • LEA staff working with • Special Education Staff • General Public PQ and In-Field TASK: Look at these documents. How would you use them? What questions do you have? March 2018 20

PQ/ESSA In-Field Training ESSA PQ & In-Field Implementation Guide Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org The PQ/ESSA In-Field Implementation Guide is an authoritative document that guides local education agencies (LEAs) in their efforts to implement federal, state and local requirements related to professional qualifications and in-field reporting in Georgia. This document is a living document that is updated as guidance becomes available. The most current version is always available on the GaDOE website. March 2018 21

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Finding Answers Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Use the implementation guide to answer the following FAQs: • Do we need to send home a 20 Day Notification for substitute teachers? • Does PQ/ESSA In-Field apply to Pre-K teachers? • If my LEA has a charter/SWSS application can we waive all requirements for special education? • Do all educators need a clearance certificate and, if they don’t have one, are 20 Day Notifications required? • Do LEAs have to keep acknowledgment records for Right to Know Notifications ? • PQ/ESSA In-Field requirements are brand new. Is there a grace period before full implementation? 5 5 0 0 March 2018 22

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Break March 2018 23

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How did PQ and ESSA In-Field begin and what are they? March 2018 24

PQ/ESSA In-Field Training Evolution of PQ/ESSA In-Field Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org ESEA is Eisenhower ESEA is Consolidated ESSA Reauthorized PD and CSR Appropriations Funding and Reauthorized by ESSA Established by NCLB Act Extends Implementation USDE (PQ/ESSA In- By ESEA Start of ESSA Begin (Highly Qualified) Field) 2001 1965 2016 2017 2015 GaDOE Georgia SBOE GaPSC Georgia Law GaPSC Submits Establishes Requires All Implements Highly Qualified Allows Charters/ Georgia PQ/ESSA In-Field Special Education Highly Qualified SWSS to Waive Plan To USDE Requirements Teachers to be Under NCLB Certification 2005 Under ESSA Certified 2001 (2006, 2009) 2008 2016-2017 2017 March 2018 25

PQ/ESSA In-Field Training Evolution of PQ/ESSA In-Field Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Why change the name from HiQ to PQ? First, highly qualified is gone. Teachers do not have to meet federal requirements. ESSA says SEAs and LEAs MUST ensure teachers meet state certification requirements. It also says that LEAs must notify parents when teachers do not meet professional qualification requirements. In Georgia we wanted to distinguish between NCLB and ESSA requirements. In addition, with increased flexibility in Georgia, not all teachers have to be certified. The term professional qualifications captures federal, state and local requirements. March 2018 26

PQ/ESSA In-Field Training Evolution of PQ/ESSA In-Field Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” NCLB ESSA PQ ESSA In-Field gadoe.org gadoe.org ALL Paraprofessionals ALL Paraprofessionals Paraprofessionals are NOT reported in Meet Federal HiQ Meet Federal PQ the Out-of-Field Requirements Requirements Report ALL PK-12 Special ALL PK-12 Special ALL PK-12 Special Education Teachers Education Teachers Education Teachers Meet Federal HiQ Meet State PQ are reported in the Requirements Requirements Out-of-Field Report K-12 Core Academic ALL PK-12 Teachers ALL PK-12 Teachers Content Teachers Meet State OR LEA are reported in the Meet Federal HiQ PQ Requirements Out-of-Field Report Requirements Out-of-Field PQ for Paras and Reported Annually HiQ Reported Teachers Checked in for ALL Teachers to Accountability Annually Monitoring USDE & State Report Card March 2018 27

PQ/ESSA In-Field Training What does the law say? Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Professional Qualifications ESSA In-Field ESSA – Assurances ESSA – Reporting Sec. 1111(g)(2)(J), 1112(c)(6) Sec. 1111(h)(1)(c)(ix) The state educational agency/ local Teachers who are not teaching in the education agency will ensure that all subject or field for which the teacher is teachers and paraprofessionals working certified or licensed in a program supported with funds under In Georgia, “out-of-field” teachers are this part meet applicable State those who are not teaching in their field of certification and licensure requirements, certification. It may also apply to teachers including any requirements for who hold a GaPSC issued certificate “W”, certification obtained through alternative “N”, or “SI”. routes to certification Checked during Monitoring Reported Annually March 2018 28

PQ/ESSA In-Field Training Key Points About PQ Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • NEW STATE REQUIREMENTS: As of July 2017, Georgia amended board rules to state that charters and strategic waiver systems cannot waive certification requirements for Special Education Teachers. This means that all special education teachers are required to hold special education certification and –if issuing grades – demonstrate content area expertise.  160-4-9-.05 Charter Schools Petition Process  160-4-9-.06 Charter Authorizers, Financing, Management, and Governance Training  160-5-1-.33 Strategic Waivers and Title 20/No Waivers School Systems March 2018 29

PQ/ESSA In-Field Training Understanding PQ & ESSA In-Field Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org ESSA In-Field PQ Teachers who are teaching Paraprofessionals and in the field in which they teachers must meet All are certified. GA allows federal and state teachers who LEAs who waive certification meet ESSA certification to establish requirements. In-Field ESSA in-field by asserting requirements ESSA/NCLB – Paras equivalent experience in are PQ CPI through Charter GaDOE Rule – SpEd Waiver Codes degree LEA DIP - Teachers (101), coursework (102) or content testing (103) . March 2018 30

PQ/ESSA In-Field Training Establishing PQ Requirements Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” • Monitoring/Reporting gadoe.org Federal • Paraprofessionals • GaPSC Requirements O.C.G.A. • LEA Cert. Flexibility • LEA Cert. Flexibility SBOE • SpEd Requirements • GA Implementation GaDOE/ GaPSC Guidance & Reporting • Minimum PQ Charter/ SWSS Requirements March 2018 31

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Establishing PQ in Georgia Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org ESSA Requires ALL SEAs & LEAs Ensure Teachers Meet State Certification Requirements Under ESSA, Paraprofessionals must meet NCLB Requirements In Georgia all Special Education Teachers must be certified in Special Education. In Georgia, LEAs Have 2 Choices for Meeting Requirements for Regular Education Teachers By the start of the 2016 School Year, all Georgia LEAs established whether they were Traditional or Charter/ Strategic Waiver. Charter/ Strategic Waiver Traditional Establish Professional Qualification Follow GaPSC Certification Rules Requirements in Applications and District Improvement Plan March 2018 32

PQ/ESSA In-Field Training Developing LEA Professional Qualifications Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • In the CLIP- District Improvement Plan (DIP) LEAs must answer three questions: • Does the LEA Waive Certification? • If Yes, For Which Teachers? • If Yes, What are the MINIMUM Qualifications? • During monitoring GaDOE staff check to ensure that what was asserted in the DIP is consistent and accurate in practice. • LEAs may revise PQ in the CLIP-DIP as needed . • LEAs will assert PQ requirements annually. When responding, LEAs should review current practices & requirements to determine if revisions are needed. TASK: Discuss LEA PQ requirements. March 2018 33

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Waivers vs DIP PQ vs Policy Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • WAIVERS: While many LEAs have a charter/ SWSS waiver allowing them to waive certification, these waivers rarely say what teacher WILL have, they state what teachers WON’T have. • DIP PQ: The ESEA CLIP- DIP PQ Questions are the official documentation for establishing compliance with ESSA. LEAs may update this at any time. • POLICIES/PROCEDURES: Many LEAs have existing HiQ procedures and/or are developing PQ. Please make sure all requirements are in alignment. March 2018 34

PQ/ESSA In-Field Training Commonly Confused Concepts Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Waiver vs Waiver In-Field vs In-Field Waiver – GaPSC Certificate In-Field - GaPSC GaPSC establishes in-field criteria by determining Issued by the GaPSC, a waiver certificate which certification(s) are appropriate for each course. (W) can be requested by a LEA for a LUAs are responsible for ensuring that educators are teacher who does not meet certification assigned only within the field (subject area) and requirements, but who is the most grade level for which teachers have been prepared qualified candidate for employment. and certified. Waiver – GaDOE Approved Charter or In-Field - ESSA Strategic Waiver Application In Georgia, in-field for ESSA is based on GaPSC in-field rules, but, in several specific scenarios, GaDOE has Submitted by a LEA, an approved charter different requirements for an in-field determination. waiver or strategic waiver application allows LEAs to waive the requirement for Example: an educator to hold a certificate issued by the GaPSC. GaPSC In-field – Teachers holding a ‘N’ may be in-field if assigned appropriately. ESSA In-field – Teachers holding a ‘N’ are not in-field. March 2018 35

PQ/ESSA In-Field Training Timeline for Process Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” Review Ongoing gadoe.org gadoe.org Participate in GaDOE Publish Establish Teacher support of monitoring or annual Right to PQ in Credentials teachers self-monitoring of Know Annual and Send working to compliance with federal, Notification DIP Home 20 Day meet PQ state, or local PQ Notifications requirements requirements Start of End of Professional Qualifications School School Year Year ESSA In-Field Requirements Review teacher Access ESSA In-Field portal Conduct final credentials to on GaPSC.org to ascertain review of annual determine if the status of records. data set for the teachers are in-field Adjust primary data year (TBD) under ESSA and collections documents to establish next steps reflect actual practices March 2018 36

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Implementation Details March 2018 37

PQ/ESSA In-Field Training Richard Woods, Richard Woods, What is GaDOE looking for? Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Monitoring Reporting Professional Qualifications ESSA In-Field GaDOE staff use the ESSA In- GaDOE staff use the ESSA In- field portal found on GaPSC.org field portal found on GaPSC.org (based on CPI, Student Class, (based on CPI, Student Class, and Certification records) to and Certification records) to identify a wide sample of complete 1) a report to post on educators. LEAs are expected to the state report card and 2) a provide relevant supporting report to submit to USDE. documentation to verify whether or not an educator meets federal, state and, where applicable, local PQ requirements. March 2018 38

PQ/ESSA In-Field Training Federal, State, and Local Requirements Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Paraprofessionals True or All Georgia paraprofessionals meet PQ and are in-field because Georgia has the False? same requirements as the federal government. Regular Education Teachers -Including Gifted and ESOL True or Regular Education Teachers have to meet LEA PQ requirements. If teachers meet False? LEA in-field requirements, they are in-field. Special Education Teachers –Not Issuing Grades True or Special Education Teachers hired after July 1, 2017 have to meet PQ and In-Field False? requirements, all others have to meet PQ requirements. Special Education Teachers –Issuing Grades True or Special Education Teachers who issue grades are in-field if they share a classroom False? with someone who has certification in the content. Substitute Teachers True or Substitutes are exempt from PQ and ESSA in-field if they are in a regular False? classroom. If they are in a special education classroom, a 20 day letter is required. March 2018 39

PQ/ESSA In-Field Training Federal, State, and Local Requirements Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” Paraprofessionals gadoe.org gadoe.org All Georgia paraprofessionals meet PQ and are in-field because Georgia has the same requirements as the federal government. False Under NCLB, Georgia aligned its requirements to federal requirements; however, LEAs must ensure that paraprofessionals hold the proper credentials to meet federal PQ requirements – Paraprofessionals are not subject to in-field. Regular Education Teachers -Including Gifted and ESOL Regular Education Teachers have to meet LEA PQ requirements. If teachers meet LEA in-field requirements, they are in-field. False An LEAs PQ requirements do not impact GaDOE’s determination of ESSA in-field. However, establishing LEA PQ requirements that reflect ESSA in-field requirements may help teachers appear ESSA in-field. Special Education Teachers –Not Issuing Grades Special Education Teachers hired after July 1, 2017 have to meet PQ and In-Field requirements, all others have to meet PQ requirements. False All Special Education Teachers, no matter when hired, need to meet state established certification requirements. March 2018 40

PQ/ESSA In-Field Training Federal, State, and Local Requirements Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Special Education Teachers –Issuing Grades “Educating Georgia’s Future” “Educating Georgia’s Future” Special Education Teachers who issue grades are in-field if they share a classroom gadoe.org gadoe.org with someone who has certification in the content. False While this may have been true under Highly Qualified (HiQ), this is not true under ESSA In-Field reporting. These teachers must have demonstrated content area expertise through either certification, or for LEAs that waive content certification, content equivalent – degree, coursework, testing. Substitute Teachers Short-term and long-term substitutes are exempt from PQ if they are in a regular classroom. Short term substitutes are not subject to ESSA In-field Requirements. Long Term Substitutes ARE subject to in-field requirements. A 20 Day notification is required for any TEACHER who does not meet either state or LEA PQ False requirements. Remember that there are laws and rules that govern how LEAs select and employ substitute teachers. These are designed to ensure that every student receives a quality education. As a best practice, we ask that all LEAs ensure they have the most qualified individual working with students and that schools have a plan for communicating with parents when they face staffing challenges. March 2018 41

PQ/ESSA In-Field Training Federal, State, and Local PQ Requirements Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Paraprofessionals • NCLB Requirements ESSA Sec.1111(g)(2)(M); GaPSC Certification Certification or Equivalent: 2 Yr Degree, 60 • Rule 505-2-.18 Semester Hours, GACE Paraprofessional Test Regular Education Teachers • LEAs That Do Not Waive Cert. (Including Gifted and ESOL) Follow GaPSC Requirements O.C.G.A. §§ 20-2-80, 20-2-200, 20-2-2065 • LEAs Waive Cert. LEA PQ Requirements Sp. Ed. Teachers –Not Issuing Grades GaPSC Sp.Ed. Certification Requirements • O.C.G.A. §20-2-200, SBOE Rules 160-4-9-.05, 160-5-1-.33 Sp. Ed. Teachers –Issuing Grades • GaPSC Sp.Ed. Certification Requirements O.C.G.A. §20-2-200, SBOE Rules 160-4-9-.05, Content: Certification or the Equivalent Based • 160-5-1-.33 on LEA PQ Requirements Substitute Teachers • Hold GaPSC Certification or Best Candidate O.C.G.A. §20-2-216 March 2018 42

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Clearance Certificates Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” O.C.G.A. §§ 20-2-80, 20-2-200, 20-2-211.1, 20-2-2065, GaPSC & SBOE Rules gadoe.org gadoe.org ALL Georgia LEA teachers, school or school system administrators, and paraprofessionals MUST hold a Clearance Certificate. A Clearance Certificate is a certificate issued by the Georgia Professional Standards Commission that verifies that an educator has completed fingerprint and criminal background check requirements. March 2018 43

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Clearance Certificates Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” O.C.G.A. §§ 20-2-80, 20-2-200, 20-2-211.1, 20-2-2065, GaPSC & SBOE Rules gadoe.org gadoe.org March 2018 44

PQ/ESSA In-Field Training Paraprofessionals Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org The State of Georgia ensures that it has professional standards for all paraprofessionals working in any school, including qualifications that were in place on the day before the date of enactment of the Every Student Succeeds Act. In Georgia, a paraprofessional employed by a Georgia LUA, must meet one of the following requirements: • Degree : Hold an associate’s degree or higher in any subject from a Georgia Professional Standards Commission (GaPSC)-accepted accredited institution; or • Coursework : Have complete two (2) years of college coursework (sixty [60] semester hours) at a GaPSC- accepted accredited institution; or • Content Area Test : Have passed the GACE Paraprofessional Assessment. If eligibility is established through the assessment, the applicant must also hold a minimum of a high school diploma or GED equivalent. Paraprofessionals do not have to be certified, but they must meet ESSA/ NCLB requirements. March 2018 45

PQ/ESSA In-Field Training Paraprofessionals Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 46

PQ/ESSA In-Field Training Paraprofessionals Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Monitoring Reporting Professional Qualifications ESSA In-Field During cross-functional monitoring Paraprofessionals are not subject to paraprofessional records will be ESSA In-Field Reporting reviewed to ensure they meet ESSA/ NCLB Requirements Paraprofessionals do not have to be certified, but they must meet ESSA/ NCLB requirements. March 2018 47

PQ/ESSA In-Field Training Regular Education Teachers Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org All means all – ESSA expanded requirements from core academic content to every single teacher serving students. In Georgia, ALL regular education teachers (including Pre-K, Health/PE, Gifted, ESOL, and CTAE), must meet one of the following requirements: • Traditional : GaPSC Requirements • Charter/ SWSS : LEA PQ Requirements • Teachers in charter/ SWSS who waive certification, do not have to be certified, but they will be reported as out-of-field if they do not have equivalent credentials. Teachers are not required to be In- Field; however, GaDOE is required to report whether or not they are in-field. Each LEA will determine their level of compliance. March 2018 48

PQ/ESSA In-Field Training Regular Pre-K Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Professional Qualifications Regular Education Pre-K Teachers do not need to be certified ESSA in-Field Regular Education Pre-K Teachers will need to have demonstrated content area expertise in order to be reported as In-Field. March 2018 49

PQ/ESSA In-Field Training Regular Education Teachers Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 50

PQ/ESSA In-Field Training Regular Education Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Monitoring Reporting Professional Qualifications ESSA In-Field Traditional : During annual reporting, teacher records will be reviewed to ensure During cross-functional monitoring teacher records will be teachers are teaching in the subject reviewed to ensure teachers meet or field in which they are certified applicable GaPSC Requirements or have demonstrated equivalent credentials. Charter/ SWSS : During cross-functional monitoring teacher records will be reviewed to ensure teachers meet LEA PQ Requirements as Outlined in the Annual CLIP District Improvement Plan PQ Questions March 2018 51

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org IDEA ESSA Section 1111(g)(2)(J, M) Section 9214(d)(2) of the ESSA amended Section 1112(c)(6) section 612(a)(14)(C) of the IDEA State educational agency will ensure that A person employed as a special education all teachers and paraprofessionals teacher in elementary school, middle working in a program supported with school, or secondary school must: funds under this part meet applicable 1) have obtained full certification as a State certification and licensure special education teacher or abide by requirements. charter law SBOE Rules 2) not have had special education certification or licensure State Board of Education (SBOE) Rules requirements waived on an 160-4-9-.05, 160-4-9-.06, 160-4-9-.07, emergency, temporary, or provisional 160-5-1-.33 do not allow LEAs to waive basis; AND certification for special education 3) hold bachelor’s degree teachers. March 2018 52

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), Georgia’s School Superintendent Georgia’s School Superintendent SBOE Rules 160-4-9-.07, 160-5-1-.33 “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org How did ESSA impact IDEA? D-1b. If the definition of “highly qualified” is no longer applicable to special education teachers, what are the federal requirements related to the professional qualifications of those teachers? Section 9214(d)(2) of the ESSA amended section 612(a)(14)(C) of the IDEA by incorporating the requirement previously in section 602(10)(B) that a person employed as a special education teacher in elementary school, middle school, or secondary school must: 1) have obtained full certification as a special education teacher (including certification obtained through alternative routes to certification), or passed the State special education teacher licensing examination and hold a license to teach in the State as a special education teacher, except that a special education teacher teaching in a public charter school must meet the requirements set forth in the State’s public charter school law; 2) not have had special education certification or licensure requirements waived on an emergency, temporary, or provisional basis ; AND 3) hold at least a bachelor’s degree . Each State must continue to comply with these certification requirements during the 2016-2017 school year. (Updated May 4, 2016) – from ESSA FAQs 01.18.17 March 2018 53

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org NEW IN GEORGIA IN FY18 Under Georgia SBOE Board Rule Amended – July 20, 2017, ALL LEA Special Education Teachers must be certified in special education in the field in which the teacher is assigned. This includes special education teachers in charter schools, charter districts and strategic waiver districts. **LEAs and GNETS may not use the HOUSSE rubric or HiQ Consultative Documents to meet PQ/ESSA In-Field requirements.** March 2018 54

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org How does the new SBOE Rule impact ESSA PQ/ESSA In-Field? Content Requirements for SpEd Teachers in LEAs that Do Not Waive Certification in Content Special Education Teachers who issue grades in content areas must hold Georgia special education certification AND the content certification required for the subject area and grade of the job assignment. Grade level certification should align with the IEPs of the students to which the teacher is issuing grades. Content Requirements for SpEd Teachers in LEAs that Waive Certification in Content Special Education Teachers who issue grades in content areas must hold Georgia special education certification AND the certification equivalent for the subject area of the job assignment. Equivalent certification is degree, coursework, or content assessment. LEAs may assert equivalent for content areas waived in District Improvement Plan (DIP). March 2018 55

PQ/ESSA In-Field Training Special Education Pre-K Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18 “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Professional Qualifications Special Education Pre-K Teachers MUST be certified ESSA in-Field Special Education Pre-K Teachers will need to have demonstrated content area expertise in order to be reported as In-Field. March 2018 56

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org TASK: Compare a special education teacher holding content equivalent credentials to a paraprofessional holding content equivalent credentials – what do you notice? Paraprofessionals in LEAs that Do Not Paraprofessionals in LEAs that Waive Waive Certification Certification Paraprofessional License through Equivalent Credentials through (degree, coursework or GACE) (degree, coursework or GACE) Special Education Teachers in LEAs that Special Education Teachers in LEAs that Do Not Waive Content Certification Waive Content Certification Special Education Certification Special Education Certification Content Certification added through Equivalent Credentials through (degree, coursework or GACE) (degree, coursework or GACE) March 2018 57

PQ/ESSA In-Field Training Special Education Teachers– GNETS Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org How does this apply to GNETs in LEAs? LEAs hiring and reporting GNETS teachers in CPI must follow state professional qualification requirements for special education and content certification or equivalent as annually stated in the LEA’s District Improvement Plan (DIP). How does this apply to GNETs in RESAs?  RESAs hiring and reporting GNETS teachers in CPI must follow GaPSC certification requirements under O.C.G.A.  LEAs hiring and reporting RESA GNETS teachers in CPI must follow the professional qualification requirements annually stated in the LEA’s District Improvement Plan (DIP). HOUSSE and the HiQ Consultative Model are NOT options under PQ and In-Field March 2018 58

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org March 2018 59

PQ/ESSA In-Field Training Special Education Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org March 2018 60

PQ/ESSA In-Field Training Special Education Richard Woods, Richard Woods, ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org March 2018 61

PQ/ESSA In-Field Training Special Education Teachers Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), “Educating Georgia’s Future” “Educating Georgia’s Future” SBOE Rules 160-4-9-.07, 160-5-1-.33 gadoe.org gadoe.org Monitoring Reporting Professional Qualifications ESSA In-Field Traditional : During annual reporting, special education During cross-functional monitoring special teacher records will be reviewed to ensure education teacher records will be reviewed to ensure teachers meet applicable GaPSC teachers are teaching in the subject or field requirements for special education and, if in which they are certified and if issuing applicable, content certification. grades, have content certification or demonstrated equivalent credentials in Charter/ SWSS : content. During cross-functional monitoring special education teacher records will be reviewed to ensure teachers meet applicable GaPSC requirements for special education and, if applicable, content certification or the demonstrated equivalent as aligned with the LEA PQ Requirements as Outlined in the Annual CLIP District Improvement Plan PQ Questions. March 2018 62

PQ/ESSA In-Field Training Professional Qualifications for Substitutes Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” O.C.G.A. § 20-2-216 gadoe.org gadoe.org It shall be the duty of the local unit of administration to employ substitutes, including retired teachers in accordance with Code Section 47-3-127, who possess valid teaching certificates issued by the Professional Standards Commission. If no person holding a valid teaching certificate is available for this purpose, the local unit of administration is authorized to employ the person who most closely meets the requirements for certification as a teacher and who is available to serve as a substitute, provided such person is closely supervised by the school principal or principal's designee. Because O.C.G.A. allows LEAs to hire substitutes who are the best candidates and who may or may not be certified, GaDOE and LEAs do not need to establish whether or not substitutes meet state certification requirements for PQ purposes. However, long- term substitutes will be reported as out-of-field if they do not hold the necessary credentials for the course(s) to which they are assigned. March 2018 63

PQ/ESSA In-Field Training Professional Qualifications for Substitutes Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org • Short Term Substitute Teachers • Student Class 2018 Data Element Definition: A substitute teacher is an employee hired when there is a vacant position of less than 20 days. • Professional Qualifications – Not Applicable • ESSA In-Field Reporting – Not Applicable • Long Term Substitute Teachers • CPI 2018 Data Element Definition: A long‐term substitute is an employee hired directly by the district. This person typically has an hourly service agreement to “fill in” for a vacant permanent position for a period of four (4) consecutive weeks (20 consecutive school days) or more. Long‐term substitute teachers are the sole "teachers of record" and there are no teachers under contract for the classes. Reports on long‐term substitutes should not include persons substituting for teachers under contract who are away temporarily and expected to return, such as teachers on medical or maternity leave. • Professional Qualifications – Not Applicable • ESSA In-Field Reporting – Applicable March 2018 64

PQ/ESSA In-Field Training Professional Qualifications for Substitutes Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org I don’t have to worry about 20 Day letters, PQ or In-Field. Have I met all my obligations for substitutes and federal expectations? Remember that LEAs are still required under Federal law to provide student with a free and appropriate public education. In the investigation of complaints, the GaDOE Special Education Division will also take into consideration the expectations for substitute qualifications outlined in Georgia State Board of Education Rule 160-5-1- . 05 (2) REQUIREMENTS . (a) Each local unit of administration shall maintain and employ from a substitute teacher list . (b) Priority shall be given to persons with the highest qualifications as determined by the Professional Standards Commission . (c) A substitute teacher having qualifications lower on the priority list may be employed if that person has performed effectively on previous occasions and/or has the appropriate in-field expertise . (d) Any classroom teacher absence or vacancy that lasts 46 or more consecutive days in a school year shall be filled with a certified in-field teacher, except in situations where longer periods of time are required by state or federal law . (e) Substitute teachers who hold only a high school diploma or GED certificate shall not work in any one classroom more than 10 consecutive school days . March 2018 65

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Lunch Break March 2018 66

PQ/ESSA In-Field Training Emergency, Temporary, or Provisional Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent Special Education Teachers “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org N W SI What Constitutes Emergency or Special Education Provisional Teachers who hold a Special Education Special Education ‘N’ Certificate in Teachers who hold a Certification Teachers who hold a Special Education ‘W’ Certificate in ‘SI’ Certificate in for ESSA/ are assigned to Special Education Special Education teach in a field in have not satisfied all AND who have NOT IDEA in which they do not GaPSC certification passed the GACE meet certificate requirements. These have not Georgia? requirements. teachers have not demonstrated These teachers have demonstrated content experience not demonstrated content experience in Special Education. content experience in Special Education. in Special Education. March 2018 67

PQ/ESSA In-Field Training Emergency, Temporary, or Provisional Richard Woods, Richard Woods, Regular Education Teachers Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” Gifted & ESOL Teachers gadoe.org gadoe.org N W What Constitutes Teachers who hold a ‘W’ Emergency or Certificate in any field may not have satisfied all GaPSC Provisional Teachers who hold a ‘N’ certification requirements. Certificate in any field are Certification They may not have assigned to teach in a field in demonstrated content which they do not meet for ESSA in experience in the field in which certificate requirements. These they are assigned. Georgia? teachers have not demonstrated content experience in the field in which Exceptions: Teachers with two they are assigned. unremediated, unsatisfactory, needs development or ineffective evaluations. March 2018 68

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Frequently Asked Questions Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Are IN1T, IN2T, IN3T, and IN4T certificates considered provisional? Educators who hold IN1T, IN2T, IN3T, and IN4T have met or are actively working to meet GaPSC certification requirements. These certificates are not considered provisional for ESSA In-Field reporting purposes. What if an educator with an IN4T certificate has not yet passed the GACE? If an educator holding an IN4T certificate is actively enrolled in an alternative certification program, the educator is working to meet GaPSC certification requirements. This educator will be considered in-field for ESSA reporting purposes. March 2018 69

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Frequently Asked Questions Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org My current CPI/Student Class coding for my special education teacher makes the teacher appear as out-of-field which means the teacher also doesn’t meet State PQ requirements. Would changing CPI or Student Class coding for this special education teacher to more accurately reflect the classroom scenario impact funding? Who can counsel me? • GaDOE Finance … Changing subject codes in CPI should not impact funding. Funding is tied to student reporting. Changing the primary area codes in Student Class DOES impact funding. Funding questions should be directed to GaDOE finance. • GaDOE Data Collections … Data Collections provides definitions for coding after consultation with the program that requires the data collected, but cannot counsel LEAs regarding selecting service models for students. • GaDOE Special Education…Special Education provides definitions for service models and guidance as it relates to Federal and State requirements, but LEAs must make independent decisions regarding the provision of services to students. LEAs should ALWAYS and ONLY report the most accurate data available that reflects the actual classroom scenarios and student information. March 2018 70

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - Gifted Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 71

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - Gifted Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Required Qualifications Program Delivery Models SBOE 160-4-2-.38, Charter Guidance, Resource Manual for Gifted Education Services OCGA §20-2-2065 Resource Class (K-12) Gifted students are taken out of a general education class Gifted Teacher • for the purpose of receiving small group gifted instruction Gifted Certification or Endorsement from the gifted teacher. Advanced Content Classes (K-12) Students are homogeneously grouped on the basis of Gifted Teacher • achievement and interests in a specific academic content Content Certification or Equivalent AND • area. Gifted Certification or Endorsement Advanced Content Classes Students are homogeneously grouped on the basis of AP/IB Teachers • achievement and interest in a specific academic content Content Certification or Equivalent AND • area. AP/IB Training AND • • Advanced Placement (AP) College Courses (9-12) Gifted Certification/Endorsement or • International Baccalaureate Courses (IB) 10 hr Gifted Professional Development March 2018 72

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - Gifted Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Required Qualifications Program Delivery Models SBOE 160-4-2-.38, Charter Guidance, OCGA §20- Resource Manual for Gifted Education Services 2-2065 Cluster Grouping (K-12) Identified gifted students are placed as a group (recommended Gifted Teacher • 6-8 students) into an otherwise heterogeneous classroom, Content Certification or Equivalent AND • rather than being dispersed among all of the rooms/courses at Gifted Certification or Endorsement that grade level Collaborative Teaching (K-12) A maximum of eight identified gifted students are placed as a Gifted Teacher • group into an otherwise heterogeneous classroom. Direct Gifted Certification or Endorsement instruction is provided by the students’ regular classroom General Education Teacher • teacher who collaborates with a designated gifted teacher. Content Certification or Equivalent Internship/Mentorship (9-12) A gifted student works with a mentor to explore a profession of Gifted Teacher • interest one full period each day or its weekly equivalent. Gifted Certification or Endorsement GaDOE Approved Innovative Model Criteria outlined Resource Manual for Gifted Education Services Gifted Teacher • Gifted Certification or Endorsement March 2018 73

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - Gifted Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 74

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - ESOL Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 75

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - ESOL Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Required Qualifications Delivery Models of Instruction OCR Rulings, OCGA §20-2-2065, ESOL Resource Guide GaDOE Guidance Pull-out Model EL students are taken out of a general education ESOL Teacher • class for the purpose of receiving small group ESOL Certification or Endorsement language instruction from the ESOL teacher. Scheduled Class Period EL students at the middle and high school levels ESOL Teacher • receive language assistance and /or content ESOL Certification or Endorsement • instruction in a class composed only of ELs. If Issuing Content Grades - Content Dual Language Model EL students participating in a dual language ESOL Teacher • immersion program receive language support ESOL Certification or Endorsement during the English portion of their academic day. DUAL Immersion Language Teacher • LEA Professional Qualifications March 2018 76

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - ESOL Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Required Qualifications Delivery Models of Instruction OCR Rulings, OCGA §20-2-2065, ESOL Resource Guide GaDOE Guidance Cluster Center* EL students from two or more schools are grouped ESOL Teacher • in a center designed to provide intensive language ESOL Certification or Endorsement assistance. Push-in Model EL students remain in their core academic class ESOL Teacher • where they receive content instruction from their ESOL Certification or Endorsement content area teacher along with targeted language General Education Teacher instruction from the ESOL teacher. • LEA Professional Qualifications Resource Center/ Laboratory EL students receive language assistance in a group ESOL Teacher • setting supplemented by multi-media materials. ESOL Certification or Endorsement GaDOE Approved Innovative Model Criteria outlined in ESOL Resource Guide ESOL Teacher • ESOL Certification or Endorsement March 2018 77

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - ESOL Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 78

PQ/ESSA In-Field Training PQ & the Office of Civil Rights Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org SBOE Rule 160-4-9-.07 CHARTER SYSTEMS 2. STATEMENT REGARDING WAIVERS. A statement that the system shall utilize the broad flexibility from law, rule, and regulation permitted by O.C.G.A. § 20- 2-2065(a). Systems cannot waive any federal, state, and local rules, regulations, court orders, and statutes relating to civil rights; March 2018 79

PQ/ESSA In-Field Training PQ & the Office of Civil Rights Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org SBOE Rule 160-5-1-.33 STRATEGIC WAIVERS AND TITLE 20/NO WAIVERS SCHOOL SYSTEMS. 7. The flexibility component of the Strategic Waivers contract may also include the waiver of any other requirements or provisions of Title 20 as identified by the LEA and approved by the SBOE except as provided in subsection (e) of O.C.G.A. § 20-2-82, and notwithstanding any provision to the contrary, the contract shall not be construed to waive or approve variances of any federal, state and local rules, regulations, court orders, and statutes related to civil rights; insurance; March 2018 80

PQ/ESSA In-Field Training PQ & the Office of Civil Rights Richard Woods, Richard Woods, July 31, 1997 OCR Letter to Denver Public Schools Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org “Staffing: OCR's September 1991 policy memorandum requires a district to provide the staff necessary to carry out properly its chosen program. A district lacking adequate staff must either hire qualified teachers trained to provide alternative language services or require that teachers already on staff work toward attaining those formal qualifications. A district must complete this transition within a reasonable period, and should be able to show that its teachers have mastered the skills necessary to teach effectively in the chosen alternative language program. According to Castañeda, if a District shows that it has unsuccessfully tried to hire qualified teachers, then it must provide adequate training to teachers already on staff. Such training must take place as soon as possible. OCR’s September 1991 policy memorandum also provides that a district should be able to show that it has determined that its teachers have mastered the skills necessary to teach effectively in a program for LEP students. In making this determination, the district should use validated evaluative instruments, that is, tests that have been shown to accurately measure the skills in question. The district should also have the teachers’ classroom performance evaluated by someone familiar with the method being used.” March 2018 81

PQ/ESSA In-Field Training PQ & the Office of Civil Rights Richard Woods, Richard Woods, January 7, 2015 Dear Colleague Letter Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org “C. Staffing and Supporting EL Programs School districts have an obligation to provide the personnel and resources necessary to effectively implement their chosen EL programs. This obligation includes having highly qualified teachers to provide language assistance services, trained administrators who can evaluate these teachers, and adequate and appropriate materials for the EL programs. At a minimum, every school district is responsible for ensuring that there is an adequate number of teachers to instruct EL students and that these teachers have mastered the skills necessary to effectively teach in the district’s program for EL students. Where formal qualifications have been established, e.g., the SEA requires authorization or certification to teach in particular EL programs, or a school district generally requires its teachers in other subjects to meet formal requirements, a school district must either hire teachers who already have the necessary formal qualifications to teach EL students or require that teachers already on staff be trained or work towards attaining the necessary formal qualifications and obtain the formal qualifications within a reasonable period of time….” March 2018 82

PQ/ESSA In-Field Training PQ & the Office of Civil Rights Richard Woods, Richard Woods, January 7, 2015 Dear Colleague Letter Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org “…In some instances, however, SEA endorsements or other requirements may not be rigorous enough to ensure that teachers of EL students have the skills necessary to carry out the school district’s chosen EL program. For example, in Castañeda, the SEA and school district considered teachers qualified to teach in a bilingual EL program once they had completed a 100-hour training designed to provide instruction in bilingual education methods and had a 700-word Spanish-language vocabulary. Because many of the teachers who completed the specified training were found to be unable to teach effectively in a Spanish bilingual program, the court required the SEA and school district to improve training for bilingual teachers and to develop adequate methods for assessing the qualifications of teachers who completed the training.” March 2018 83

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - SpEd Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 84

PQ/ESSA In-Field Training Richard Woods, Richard Woods, How do we know it’s GNETS? Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 85

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - SpEd Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Required Qualifications Special Education Personnel Supports ESSA Sec. 1112, IDEA Sec. 612(a)14)(C), Special Education Rules Implementation Manual OCGA §20-2-2065, GaDOE Guidance Alternative Placement The special education teacher provides instruction Special Education Teacher • to students with disabilities in a separate General Special Education Certification OR classroom, special schools, home environment, Adapted Special Education Certification AND • hospitals, or institutions. Content Certification or Equivalent General Education Students with disabilities are served in the general General Education Teacher • education class with no personnel support. Content Certification or Equivalent Consultation Students with disabilities receive at least one Special Education Teacher • segment per month of direct service from the General Special Education Certification special education teacher. March 2018 86

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Service Models and In-Field - SpEd Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Required Qualifications Special Education Personnel Supports ESSA Sec. 1112, IDEA Sec. 612(a)14)(C), Special Education Rules Implementation Manual OCGA §20-2-2065, GaDOE Guidance Co-Teaching*** The special education teacher provides service in Special Education Teacher*** • the general education classroom by sharing General Special Education Certification teaching responsibility with the general education General Education Teacher • teacher (full segment everyday). Content Certification or Equivalent Collaboration*** A special education teacher works with identified Special Education Teacher*** • students with disabilities and the general General Special Education Certification education teacher within the general education General Education Teacher • classroom (less than full segment daily). Content Certification or Equivalent Supportive Instruction Students with disabilities receive service from General Education Teacher • personnel other than a certified teacher in the Content Certification or Equivalent general education classroom (i.e., a Paraprofessional • paraprofessional, interpreter, or job coach). Paraprofessional Certification March 2018 87

PQ/ESSA In-Field Updates Webinar Richard Woods, Richard Woods, Virtual Learning Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Student Class & ESSA In-Field Virtual Learning Model Courseware/Software Issues Grades = Not Subject to In-Field 444-44-4444 Virtual Self-Directed Instruction Primary - Courseware/ Software Issues Grades Primary - Courseware/ Software Issues Grades Facilitated Instruction Additional – Provides services (SWD, ESOL, Gifted) Primary - Teacher issues Grades Blended Learning Additional – Provides services (SWD, ESOL, Gifted) Primary - Teacher issues Grades Classroom Teacher Additional – Provides services (SWD, ESOL, Gifted) February 21, 2018 88

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Virtual Learning Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 89

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Virtual Learning Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Change is coming March 2018 90

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Dual Enrollment Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 91

PQ/ESSA In-Field Updates Webinar Richard Woods, Richard Woods, Third Party Contractors Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org How are Third Party Providers Being Handled? • Common Problem & Solution • Problem – Teachers are being coded as out-of-field, but I’m not sure the situation was captured accurately. • Solution – In alignment with GaDOE Data Collections guidance and GaDOE ESSA In-Field Reporting Guidance, teachers and paraprofessionals who are employees of a third party provider being used by the LEA are subject to reporting in Student Class and CPI A and C record reporting and are subject to ESSA In-Field Reporting. February 21, 2018 92

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Substitutes Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 93

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Two Required Notifications Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Parents’ Right to Know Notification 20 Day Notification March 2018 94

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Parents’ Right to Know Notification Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Considerations: • New Verbiage • Flexible Format ‘Notification’ not ‘Letter’ • Records Retention • Intent & Best Practices TASK: Consider – why is this a requirement? Parents’ Right to Know Notification March 2018 95

PQ/ESSA In-Field Training 20 Day Notification of Professional Qualification Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Considerations: • PQ Requirements • New Verbiage • Flexible Format ‘Notification’ not ‘Letter’ • Records Retention • Intent & Best Practices TASK: Consider – why is this a requirement? 20 Day Notification March 2018 96

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Frequently Asked Questions Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Is there a new Principal Attestation form for PQ? Are remediation plans still required? No, this was a state requirement under NCLB that served as a scaffold to ensure principals were aware of teachers’ credentials, the impact of teacher assignment, and the steps required to support teachers to attain the required credentials. Under ESSA, Georgia will not ask LEAs to complete any extra steps, trusting that LEAs will ensure that teachers meet applicable federal, state and local PQ requirement. March 2018 97

PQ/ESSA In-Field Training Richard Woods, Richard Woods, Frequently Asked Questions Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org Recruitment is an ongoing challenge and the LEA rarely fills all positions with qualified candidates. Can the LEA hire an educator without the required credentials, but who is willing to attain credentials? Is there are grace period for implementing these new requirements for special education teachers and for helping new teachers get certified? The GaDOE expects LEAs to make the best decisions for students taking into consideration related requirements, and human and fiscal resources. There is not a grace period. PQ monitoring is active and ESSA In-Field reporting will occur each year. This is not dissimilar to SEA and LEA implementation of highly qualified. March 2018 98

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org In-Field Portal Reminders March 2018 99

PQ/ESSA In-Field Training CAPS and In-Field Rules Richard Woods, Richard Woods, Georgia’s School Superintendent Georgia’s School Superintendent “Educating Georgia’s Future” “Educating Georgia’s Future” gadoe.org gadoe.org March 2018 100