Highly Qualified Teachers and Paraprofessionals

HIGHLY QUALIFIED TEACHERS AND PARAPROFESSIONALS

SCOPE: Provides procedures to meet state and federal requirements relating to Highly Qualified Teachers and Paraprofessionals

AUTHORITY: WV Board of Education Policy 5202; Federal and State NCLB Policies and Regulations

FILING DATE: April 2, 2007

EFFECTIVE DATE: April 2, 2007

Highly Qualified Teachers in compliance with WV Board of Education Policy 5202, §126-136-8.

1.1. Effective with the 2006-2007 school year, all persons newly hired in Title I schools must meet the definition of highly qualified as defined in NCLB. All teachers delivering instruction in the core academic subject areas must meet the NCLB definition of highly qualified teacher.

1.2. Definitions.

1.2.1. Core Academic Subjects. - The core academic subjects include the arts, reading/language arts, English, foreign language, mathematics, science, civics and government, economics, geography, and history. West Virginia defines the arts as dance, music, theatre, and visual art.

1.2.2. Highly Qualified Teacher.

a. Highly Qualified Teacher-State Definition. – A West Virginia public school teacher is considered highly qualified if s/he:

A. has a bachelor’s degree or higher; AND

B. meets state certification requirements, including those certified through a WVBE-approved alternative route to certification program, with an endorsement(s) in the core academic subject(s) being taught; AND

C. demonstrates subject matter competency by:

(a) passing the state competency test for which a state minimum score was established by the WVBE in the content area(s); OR

(b) having an academic major or advanced credential(s) in the subject taught as defined in §126-136-4.4 and §126-136-4.6, respectively; OR

b. Title I Reading Teacher. - According to the NCLB guidelines, a Title I reading teacher is considered highly qualified if s/he holds certification in elementary education or multi-subjects. For state certification as a Title I reading teacher, the WVBE requires a master’s degree in reading specialist, completion of a graduate level reading specialist program, a reading authorization, or completion of a reading endorsement program

A. The reading endorsement can be granted only to individuals who hold a professional teaching certificate.

B. The reading endorsement shall reflect those grade levels that appear on the individual’s professional teaching certificate.

c. Special Education Teacher. - A special education teacher who is responsible for providing instruction and course credit for any course included in the NCLB defined core academic subject areas for students with exceptionalities must hold a minimum of a bachelor’s degree, meet state certification requirements with the appropriate endorsement in special education, and demonstrate subject matter competency in order to be considered highly qualified. Dependent upon his/her position, a special education teacher can demonstrate subject matter competency in one of the following ways:

A. A special education teacher providing instruction to students with significant cognitive disabilities who take the West Virginia Alternate Assessment can demonstrate subject matter competence by successfully completing the Praxis II test required for Elementary Education OR by using the state’s HOUSSE option defined in §136-136-4.35.

B. A special education teacher providing instruction at the elementary level can demonstrate subject matter competence by successfully completing the Praxis II test required for Elementary Education OR by using the state’s HOUSSE option defined in §126-136-4.35.

C. A special education teacher employed prior to the start of the 2005-2006 school year providing instruction in a departmentalized middle or high school who:

(a) teaches one core academic subject must be highly qualified to teach the core academic subject as defined in §126-136-8.2.2.a to demonstrate subject matter competence.

(b) teaches two or more core academic subjects must successfully complete the Praxis II content exam for each of the core academic subjects OR use the state’s HOUSSE option defined in §126-136-4.35.

D. A special education teacher offered initial employment beginning in the 2005-2006 school year or after providing instruction in a departmentalized middle or high school who:

(a) teaches one core academic subject must be highly qualified to teach the core academic subject as defined in §126-136-8.2.2.a to demonstrate subject matter competence.

(b) teaches two or more core academic subjects must be highly qualified to teach math, English, or Science as defined in §126-136-8.2.2 and then use the state’s HOUSSE option defined in §126-136-4.35 for any other core academic subject within two years.

E. A consultative special education teacher working in a collaborative role with a highly qualified general education teacher is considered highly qualified. Refer to the definition of consultative teacher in §126-136-19.2.

d. Paraprofessionals (includes persons classified as Aide I, II, III, and IV). - The NCLB requires all paraprofessionals (excluding those with sole duties as translators and parental involvement assistants) providing instructional support in a program or school receiving Title I funds to be qualified by the end of the 2005-2006 school year.

A. Salary Classifications. - The Aide I, II, III, IV and Paraprofessional classification identified in W.Va. Code §18A-4-8 are included in the NCLB definition of paraprofessional. Consequently, all Aides I, II, III, IV and Paraprofessionals in West Virginia working in a program or school receiving Title I funds must meet the definition of qualified paraprofessional found in NCLB.

B. Title I Program or School. - All Aides I, II, III, IV and paraprofessionals working in a Title I school wide program must be qualified, as defined in the NCLB, by the end of the 2005-2006 school year, regardless of the funding source for his/her position. All Aides I, II, III, IV and paraprofessionals, whose positions are funded by Title I funds, working in a Title I targeted assistance school must meet the definition of qualified paraprofessional found in NCLB.

C. Qualified Paraprofessional (includes persons classified as Aide I, II, III, and IV). - Criteria for being considered a qualified paraprofessional, as defined in the NCLB, require the completion of at least one of the following:

(a) College Coursework. – The applicant must have completed at least two years (48 semester hours) of study at an accredited institution of higher education, as defined in §126-136-4.5; OR

(b) College Degree. - The applicant must have obtained an associate degree or higher from an accredited institution of higher education, as defined in §126-136-4.5; OR

(c) WVBE Program. - The applicant must have completed the 36 semester hour program as identified in §126-136-12.1.3 and passed the current state competency exam for paraprofessionals developed pursuant to W.Va. Code §18A-4-8e; OR

(d) Academic Assessment. - The applicant must have met a rigorous standard of quality and can demonstrate, through a formal state approved academic assessment which includes a measurement of 1) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics and 2) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate. Paraprofessionals who have taken and passed the current state competency exam for paraprofessionals developed pursuant to W.Va. Code §18A-4-8e have satisfied this requirement.

D. Certified Paraprofessional (includes persons classified as Aide I, II, III, and IV). - The requirement for being a certified paraprofessional in West Virginia includes completion of the 36 semester hour program as identified in §126-136-12.1.3 and passage of the current state competency exam for paraprofessionals developed pursuant to W.Va. Code §18A-4-8e.

1.3 Efforts to Achieve 100% Highly Qualified Goal

a. In an ongoing effort to meet state and federal requirements relating to highly qualified teachers and paraprofessionals, recruiting and hiring practices will reflect efforts to seek and employ personnel that meet highly qualified standards. Ongoing efforts shall be made to ensure that 100% of teachers and paraprofessionals are highly qualified, which include the following:

A. The Superintendent or his/her designee will verify that course codes, teacher certification codes, and other related data is recorded accurately in the West Virginia Education Information System.

B. The Superintendent or his/her designee will involve the appropriate staff members in analyzing relevant data and identifying current and potential areas where 100% highly qualified requirements may not be met.

C. The Superintendent or his/her designee will make appropriate efforts to recruit, retain, and retrain staff in order to increase the percentage of highly qualified teachers in core academic classes, as a means of designating appropriate solutions for identified problem areas. Also the following steps will be implemented:

(a). Seek and obtain permits for teachers when applicable.

(b). Provide funds that can be used to assist with tuition reimbursement for teachers seeking to become highly qualified, after successful completion of required classes.

(c). Provide professional development opportunities for teachers seeking to become highly qualified.

(d). Provide appropriate information to parents relating to teacher qualifications and highly qualified status, and communicate to staff members the policy and procedures relating to highly qualified teachers.

E. The Superintendent or his/her designee will develop annual individual highly qualified plans for personnel who are not highly qualified. Plans should be developed jointly with principals and non-highly qualified personnel prior to the beginning of the 2nd school month, or within 30 days after employment in a position for which the individual is not highly qualified. Plans should be reviewed on or before June 1 to evaluate progress. (See attached Individual Highly Qualified Plan – Form GBBB-A)

CLAY COUNTY SCHOOLS

INDIVIDUAL HIGHLY QUALIFIED PLAN

Section A – Plan Development

(Please complete prior to beginning of 2nd school month or within 30 days of new teaching assignment)

Teacher Name ______________________________________ Current School Year ________________

School Name _______________________________ Teaching Assignment ______________________

Certification _________________________________________________________________________

Current Status (Out of Field, Permit, Other) __________________________________________________

Reason Not Highly Qualified ____________________________________________________________

______________________________________________________________________________________

Plan To Become Highly Qualified____________________________________________________________

_______________________________________________________________________________________

Institution(s) of Higher Learning Associated with Plan____________________________________________

________________________________________________________________________________________

___________________/__________ _______________________/________ ______________________/____

Teacher Signature / Date Principal Signature / Date Title I/II Director Signature/Date

-------------------------------------------------------------------------------------------------------------------------------------

Section B – Plan Update

(Please complete on or before June 1 of the current school year)

Progress/Modification of Plan to Become Highly Qualified_______________________________________

_______________________________________________________________________________________

-------------------------------------------------------------------------------------------------------------------------------------

Section C – Supporting Documentation/Other Information

(Please attach any supporting documentation relating to this plan, progress, and/or modifications; provide any other needed information below:

_______________________________________________________________________________________

___________________/__________ _______________________/________ ______________________/____

Teacher Signature / Date Principal Signature / Date Superintendent Signature