LAUSD - No Child Left Behind Act of 2001

What is the No Child Left Behind Act of 2001?

The No Child Left Behind Act of 2001 (NCLB) reauthorizes the Elementary and Secondary Education Act (ESEA) of 1965 and expands on major reforms, particularly in the areas of state academic standards, assessment, accountability, and school improvement. The new federal law requires states to develop assessments linked to these standards for all students. The largest single program in NCLB is Title I, Part A, which provides each local educational agency (LEA), or school district, with additional resources to help improve instruction in high-poverty schools and ensure that poor and minority children have the same opportunity as other children to meet challenging State academic standards. This emphasis on closing the achievement gap requires specific standards for teachers in order to ensure that individuals who work with Title 1 students are designated as highly qualified.

For additional information:

Frequently Asked Questions

CDE NCLB Teacher Requirements Resource Guide

California Department of Education NCLB Teacher Requirements

No Child Left Behind: Qualifications for Teachers; Parent Notification Requirements and Parents Rights to Know Procedures, Annual Principal Certification Form and High Objective Uniform State Standard of Evaluation (HOUSSE)

LAUSD Specially Funded Programs Branch

Presentation to HR Staff on February 25, 2005
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Definition of a “Highly Qualified” Elementary Teacher

“Not New” (Status before July 1, 2002)

Elementary Teacher

Is enrolled in an approved intern program for less than three years or holds a credential and meets one of the requirements below.

Has passed a subject matter examination certified by the California Commission on Teacher Credentialing, CCTC, (i.e., CSET) or

Demonstrates subject matter competence via the High Objective Uniform State Standard of Evaluation (HOUSSE) process.

“New” (Status on or after July 1, 2002)

Elementary Teacher

Is enrolled in an approved intern program for less than three years or holds a credential and

has passed a subject matter examination certified by the California Commission on Teacher Credentialing, CCTC, (i.e., CSET).

Definition of a “Highly Qualified” Middle or Senior High School Teacher

“Not New” (Status before July 1, 2002)

Middle or Senior High School Teacher

Is enrolled in an approved intern program for less than three years or holds a full credential and meets one of the requirements below for every core subject currently assigned..

Passed a subject matter examination certified by the CCTC, (i.e., CSET) or

Completed a university subject matter program approved by the CCTC or

Holds an undergraduate major in the subject taught or

Holds a graduate degree in the subject taught or

Holds a coursework equivalent to an undergraduate major or

Holds National Board Certification (NBC) in the subject taught or

Demonstrates subject matter competence via the High Objective Uniform State Standard of Evaluation (HOUSSE) process.

“New” (Status on or after July 1, 2002)

Middle or Senior High School Teacher

Is enrolled in an approved intern program for less than three years or holds a full credential and meets one of the requirements below for every core subject currently assigned.

Passed a subject matter examination certified by the CCTC, (i.e., CSET) or

Completed a university subject matter program approved by the CCTC or

Holds an undergraduate major in the subject taught or

Holds a graduate degree in the subject taught or

Holds a coursework equivalent to an undergraduate major or

Teacher Definitions for NCLB Requirements

Teacher “not new” to the profession is one who has graduated from an accredited institution of higher education and has received a credential, or was enrolled in, or completed an approved intern program before July 1, 2002, (Section 6100).

Teacher “new” to the profession is one who has graduated from an accredited institution of higher education and has received a credential, or begun an approved intern program on or after July 1, 2002, (Section 6100.)

The NCLB Act includes requirements that all teachers of core academic subjects must meet. Core academic subjects include English, reading, language arts, math, science, foreign languages, civics and government, economics, arts, history and geography, (NCLB Section 9101.)

The High Objective Uniform State Standard of Evaluation (HOUSSE) process is one that assesses the teacher's subject matter competence. It is only utilized for “not new” teachers.

Notes

NCLB requirements pertain to all teachers who teach core academic subjects in Title I schools (School Wide Programs) and any teachers funded by Title I monies in Targeted Assistance Programs. By the end of the 2005-06 school year all teachers in all schools in the District who teach core academic subjects must be designated as highly qualified.

All local authorizations (Board Permits, Middle School Authorizations, and Committee on Assignments) will no longer be sufficient in order to be compliant with NCLB. The only supplemental authorizations that may be in compliance are those that are based upon a major or its equivalent.

Pre Intern Certificates and Emergency Permits will not be in compliance with NCLB.

The CCTC is in the process of exploring a new degree authorization for service in grades 9 and below. This new degree authorization will require more coursework for teachers seeking this authorization.

The determination of what requirements a middle school teacher should hold will depend upon the manner in which the curriculum is being delivered. Thus, if a teacher instructs multiple subjects in grades 5-8 in a core assignment, their assignment would be considered elementary in nature and therefore adhere to the elementary highly qualified definition. However, if the instructional configuration is one that is departmentalized, then the teacher must adhere to the secondary highly qualified definition.

All "new" teachers who received a multiple subjects credential or Intern Certificate on or after July 1, 2002 must pass the subject matter exam (now the CSET ) in order to be in compliance, even though they may not have needed this exam for their credential. The District will be working with these individuals to assist them in preparing for the CSET exam.

For NCLB compliance all “new” teachers who received a multiple subjects credential or Intern Certificate on or after July 1, 2002 must pass the subject matter exam (now the CSET ) in order to be in compliance, even though they may not have needed this exam for their credential.

The State Board of Education and the CCTC have now included special education in all core academic subject areas in the regulations. Thus, special education teachers responsible for these subject areas must be designated as “highly qualified” in accord with the federal legislation. More information will be forthcoming with the federal reauthorization of I.D.E.A.

Current teachers who meet the “not new” criteria may be deemed highly qualified via the HOUSSE process. The evaluation of subject matter competence may encompass a combination of experience and assessment of knowledge of the State Content Standards for the grades and subjects taught and the California Standards for the Teaching Profession. This process is being developed at the state level and can be linked to the Stull. This evaluation will be a one-time process unless the teacher changes subject areas. This process will greatly ease the means for ensuring that your “not new” staff are designated as “highly qualified.”

It is important to be aware that State Board of Education and the California Commission on Teacher Credentialing are still in the process of clarifying certain components of the NCLB requirements. As these details become available, they will be shared district wide.