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

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Professional Qualifications and ESSA In-Field Reporting for LEA PQ Contacts

Optional Spring Regional Training – March 2018

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

March 12, 2018 Dana Golowich & Carly Ambler March 16, 2018 Terri Still March 21, 2018 Terri Still & Joy Gentry March 22, 2018 Chris Leonard March 23, 2018 Pam Daniels & Karen Cliett March 26, 2018 Terri Still & Karen Cliett March 29, 2018 Pam Daniels & Karen Cliett March 29, 2018 Greg Petersen & Chris Leonard March 30, 2018 Carly Ambler & Title II, Part A Specialists

PQ/ESSA In-Field Training

Session Presenters

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

GaDOE Specialists

Carly Ambler cambler@doe.k12.ga.us Karen Cliett kcliett@doe.k12.ga.us Pam Daniels pdaniels@doe.k12.ga.us Joy Gentry kgentry@doe.k12.ga.us Dana Golowich dirwin@doe.k12.ga.us Chris Leonard cleonard@doe.k12.ga.us Greg Petersen gpetersen@doe.k12.ga.us Terri Still tstill@doe.k12.ga.us

March 2018 3 Catlin McMunn Dooley, Ph.D. Deputy Superintendent Office of Teaching and Learning Cindy Saxon Associate Superintendent Division of Teacher and Leader Support and Development Office of Teaching and Learning

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Training Materials

• Electronic or Print Copies
• GaDOE PQ/ESSA In-Field Implementation Guide
• PQ/ESSA In-Field Quick Guides
• PQ/ESSA In-Field Training PPT
• Bring a PRINT copy of participants guide

TASK: As the training progresses, determine what materials need to be included in your LEA training

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Training Purpose

• Provide LEAs with Support for Redelivery
• Outline PQ/ESSA In-Field Requirements
• Provide Context for PQ/ESSA In-Field Requirements
• Navigate the ESSA In-Field Portal
• Explore PQ/ESSA In-Field Scenarios
• Establish Next Steps

TASK: As the training progresses, determine what purpose your LEA training will serve

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Key Content Takeaways

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Key Content Takeaways

Monitoring for Professional Qualifications and Reporting In-Field for both ESSA and IDEA are in FULL EFFECT in FY18. PQ/ESSA In-Field applies to ALL teachers in Georgia. HiQ Consultative/ HOUSSE are N/A. All Special Education Teachers MUST hold certification. *Special Education Teachers issuing grades must hold content certification or in-field equivalent experience in the subject area in which they are assigned.

(*This is dependent on LEA PQ requirements.)

LEAs PQ requirements should take a number of factors into consideration. Resources are available to support LEA implementation of PQ/ESSA In-Field.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Recognizing Flexibility

Implementing PQ/ESSA In-Field may be easier in some LEAs than in others. GaDOE is here to help. Ultimately, the GaDOE expects LEAs to use local autonomy granted under charter and strategic waiver law and SBOE rules to make the best decisions for their students, their staff and their community while taking into consideration related federal, state and local requirements and local capacity (LEA human and fiscal resources).

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Are you ready?

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org March 2018 9

Change is...

…going into unknown territory …often unexpected …impossible to fully predict

FY18 is the first year of PQ/ESSA In-Field implementation

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Communication

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Messaging and Support

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Who should LEA staff contact with PQ/ESSA In-Field Guidance Questions? GaDOE and GaPSC encourage LEA teachers and coordinators to work in partnership with local HR offices when asking questions. This helps to ensure that all key stakeholders receive a common response. If a question cannot be resolved at the LEA level, please notify GaDOE staff at professionalqualifications@doe.k12.ga.us. This email is monitored daily and responses are researched and answered as quickly as possible. Who should LEA staff contact for ESSA In-Field Portal Questions? LEA designated PQ Contacts should notify GaPSC staff at infield@gapsc.com. Please copy assigned GaDOE staff at professionalqualifications@doe.k12.ga.us. Our agencies collaborate to ensure a timely, researched response.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Messaging and Support

State Staff LEA Staff Administrators Educators

Who is your LEA’s primary point of contact for PQ/ESSA In-Field communication? What is your LEA’s communication protocol?

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

PQ Considerations

LEAs might look at how LEA-established PQ requirements could impact…

• student achievement
• school or district climate
• the scheduling of LEA teachers
• the placement of student teachers
• a LEA’s federal program monitoring results
• staffing decisions at the LEA’s charter schools
• a LEA’s internal and external recruitment pool
• a LEA’s budget and/ or an educator’s personal finance
• the length of time it takes to get a teacher fully certified
• a teacher’s mobility (within a district and across districts)
• a teacher’s placement on a salary schedule and retirement
• the civil rights of the students being served & related service models
• whether or not a LEA is required to disseminate ESSA 20 Day notifications

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Title I Director

Special Education Director

Data Collections Coordinator

Parapro/ Teacher Principal/ Assistant Principal Finance Director HR Director Superintendent

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Who supports PQ/ESSA In-Field implementation at the LEA Level? Professional Qualifications/ ESSA In-Field

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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PQ/ESSA In-Field Training

LEA Staff Responsibilities

Superintendent

Be aware that PQ requirements impact many district and school positions and must be consistently implemented. Be aware that each LEA in Georgia has its own unique requirements. Waiving certification may impact LEA funding, budgeting and public reporting.

Finance Director

Is responsible for ensuring the LEA maximizes the use of Federal and State resources. Be aware of how certification requirements impact

• budgeting. This

includes funding related to Training and Experience and funding/ budgeting to support educator preparation and credentialing.

HR Director

Is responsible for ensuring that IDEA/ESSA/ GaDOE/LEA requirements for parapros and teachers have been met. Must maintain equivalent qualification documentation to support CPI charter/ SWSS assertions. Be aware of how PQ may impact teacher recruitment and training. Work with Title I Director to ensure documentation

• f notifications.

Data Collections Coordinator

Is responsible for ensuring that all CPI data entered accurately reflects job assignments. Is responsible for ensuring that CPI CHW codes are only used for teachers for whom certification is waived. CPI must align with CLIP: District Improvement Plan PQ requirements.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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PQ/ESSA In-Field Training

LEA Staff Responsibilities

Principals/ Assistant Principals

Be aware that each LEA in Georgia has its own unique requirements. May be required to support parapros/ teachers in meeting requirements. Responsible for ensuring hiring and scheduling/ job assignments align with LEA PQ requirements. Notifications are required if a teacher does not meet LEA PQ.

Title I Director

Is responsible for ensuring that LEA PQ requirements have been submitted in the CLIP: District Improvement Plan Is responsible for ensuring that ESSA requirements have been met for monitoring purposes: qualifications and

• notifications. May

include collaboration with principals and HR.

Special Education Director

Is responsible for ensuring that IDEA/ ESSA/ GaDOE requirements for special education paraprofessionals and teachers have been met for monitoring purposes: qualifications and notifications. This may impact teacher assignments, recruitment and training.

Paraprofessionals Teachers

Be aware that each LEA in Georgia has its own unique requirements. Be aware that additional qualifications may be required by the employing LEA. PQ/ESSA In-Field is based on educator qualifications and job assignment (course/ grade level). Notifications are required if a teacher does not meet LEA PQ.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Title I, Part A Staff

Special Education Staff

ESOL Gifted DUAL Immersion

GaPSC Staff Finance Staff Title II, Part A Staff

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Who supports PQ/ESSA In-Field implementation at the State Level?

Data Collections Staff

Charter/ Policy Staff

Professional Qualifications/ ESSA In-Field

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

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Website & Resources

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GaDOE > Offices & Divisions > School Improvement/ Federal Programs > Resources “Professional Qualifications and Related Reporting Requirements” Overview Documents SAMPLE Notifications Training PPTs and Webinars Guidance Documents

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Decision Guide Purpose:

• Broad Overview

Audience:

• General Public

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PQ/ESSA In-Field Training

PQ/ESSA In-Field Quick Guides

Quick Guide Purpose:

• Updates

Audience:

• LEA staff working with

PQ and In-Field Special Education Guide Purpose:

• Special Education Focus

Audience:

• Special Education Staff

TASK: Look at these documents. How would you use them? What questions do you have?

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

ESSA PQ & In-Field Implementation Guide

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.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Finding Answers

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 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

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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?

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Evolution of PQ/ESSA In-Field

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Eisenhower PD and CSR Established By ESEA 1965 ESEA is Reauthorized by NCLB

(Highly Qualified)

2001 ESEA is Reauthorized by ESSA (PQ/ESSA In- Field) 2015 Consolidated Appropriations Act Extends Start of ESSA 2016 ESSA Funding and Implementation Begin 2017

GaPSC Implements Highly Qualified Under NCLB 2001 GaPSC Submits Highly Qualified Plan To USDE 2005

(2006, 2009)

Georgia Law Allows Charters/ SWSS to Waive Certification 2008 GaDOE Establishes PQ/ESSA In-Field Requirements Under ESSA 2016-2017 Georgia SBOE Requires All Special Education Teachers to be Certified 2017

Georgia USDE

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Evolution of PQ/ESSA In-Field

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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.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Evolution of PQ/ESSA In-Field

March 2018 27 HiQ Reported Annually PQ for Paras and Teachers Checked in Monitoring K-12 Core Academic Content Teachers Meet Federal HiQ Requirements ALL PK-12 Teachers Meet State OR LEA PQ Requirements Out-of-Field Reported Annually for ALL Teachers to USDE & State Report Card ALL PK-12 Teachers are reported in the Out-of-Field Report ALL PK-12 Special Education Teachers Meet Federal HiQ Requirements ALL PK-12 Special Education Teachers Meet State PQ Requirements ALL PK-12 Special Education Teachers are reported in the Out-of-Field Report ALL Paraprofessionals Meet Federal HiQ Requirements ALL Paraprofessionals Meet Federal PQ Requirements

NCLB ESSA PQ

Paraprofessionals are NOT reported in the Out-of-Field Report

ESSA In-Field Accountability

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

ESSA – Assurances

• Sec. 1111(g)(2)(J), 1112(c)(6)

The state educational agency/ local education agency will ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification

ESSA – Reporting

• Sec. 1111(h)(1)(c)(ix)

Teachers who are not teaching in the subject or field for which the teacher is certified or licensed In Georgia, “out-of-field” teachers are those who are not teaching in their field of

• certification. It may also apply to teachers

who hold a GaPSC issued certificate “W”, “N”, or “SI”.

PQ/ESSA In-Field Training

What does the law say?

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Professional Qualifications ESSA In-Field Checked during Monitoring Reported Annually

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Key Points About PQ

• 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

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Understanding PQ & ESSA In-Field

PQ Paraprofessionals and teachers must meet federal and state certification requirements. ESSA/NCLB – Paras GaDOE Rule – SpEd LEA DIP - Teachers ESSA In-Field

Teachers who are teaching in the field in which they are certified. GA allows LEAs who waive certification to establish ESSA in-field by asserting equivalent experience in CPI through Charter Waiver Codes degree (101), coursework (102) or content testing (103).

All teachers who meet ESSA In-Field requirements are PQ

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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Federal O.C.G.A. SBOE GaDOE/ GaPSC Charter/ SWSS

• Monitoring/Reporting
• Paraprofessionals
• GaPSC Requirements
• LEA Cert. Flexibility
• LEA Cert. Flexibility
• SpEd Requirements
• GA Implementation

Guidance & Reporting

• Minimum PQ

Requirements

PQ/ESSA In-Field Training

Establishing PQ Requirements

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Establishing PQ in Georgia

ESSA Requires ALL SEAs & LEAs Ensure Teachers Meet State Certification Requirements 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. Traditional Follow GaPSC Certification Rules Charter/ Strategic Waiver Establish Professional Qualification Requirements in Applications and District Improvement Plan Under ESSA, Paraprofessionals must meet NCLB Requirements In Georgia all Special Education Teachers must be certified in Special Education.

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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 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.

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PQ/ESSA In-Field Training

Developing LEA Professional Qualifications

TASK: Discuss LEA PQ requirements.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Waivers vs DIP PQ vs Policy

• 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
• fficial 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.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Waiver vs Waiver

Waiver – GaPSC Certificate Issued by the GaPSC, a waiver certificate (W) can be requested by a LEA for a teacher who does not meet certification requirements, but who is the most qualified candidate for employment. Waiver – GaDOE Approved Charter or Strategic Waiver Application Submitted by a LEA, an approved charter waiver or strategic waiver application allows LEAs to waive the requirement for an educator to hold a certificate issued by the GaPSC.

In-Field vs In-Field

In-Field - GaPSC GaPSC establishes in-field criteria by determining which certification(s) are appropriate for each course. LUAs are responsible for ensuring that educators are assigned only within the field (subject area) and grade level for which teachers have been prepared and certified. In-Field - ESSA In Georgia, in-field for ESSA is based on GaPSC in-field rules, but, in several specific scenarios, GaDOE has different requirements for an in-field determination. Example: 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.

PQ/ESSA In-Field Training

Commonly Confused Concepts

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Timeline for Process

Professional Qualifications ESSA In-Field Requirements

Start of School Year End of School Year

Establish PQ in Annual DIP Publish Right to Know Notification Review Teacher Credentials and Send Home 20 Day Notifications Ongoing support of teachers working to meet PQ requirements Participate in GaDOE monitoring or annual self-monitoring of compliance with federal, state, or local PQ requirements Review teacher credentials to determine if teachers are in-field under ESSA and establish next steps Access ESSA In-Field portal

• n GaPSC.org to ascertain

the status of records. Adjust primary data collections documents to reflect actual practices Conduct final review of annual data set for the year (TBD)

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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

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

What is GaDOE looking for?

GaDOE staff use the ESSA In- field portal found on GaPSC.org (based on CPI, Student Class, and Certification records) to identify a wide sample of

• educators. LEAs are expected to

provide relevant supporting documentation to verify whether or not an educator meets federal, state and, where applicable, local PQ requirements. GaDOE staff use the ESSA In- field portal found on GaPSC.org (based on CPI, Student Class, and Certification records) to complete 1) a report to post on the state report card and 2) a report to submit to USDE.

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Monitoring Professional Qualifications Reporting ESSA In-Field

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Federal, State, and Local Requirements

True or False? Paraprofessionals All Georgia paraprofessionals meet PQ and are in-field because Georgia has the same requirements as the federal government. True or False? 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. True or False? 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. True or False? Special Education Teachers –Issuing Grades Special Education Teachers who issue grades are in-field if they share a classroom with someone who has certification in the content. True or False? Substitute Teachers Substitutes are exempt from PQ and ESSA in-field if they are in a regular

• classroom. If they are in a special education classroom, a 20 day letter is required.

March 2018 39

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Federal, State, and Local Requirements

False Paraprofessionals All Georgia paraprofessionals meet PQ and are in-field because Georgia has the same requirements as the federal government. 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. False 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. 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. False 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. All Special Education Teachers, no matter when hired, need to meet state established certification requirements.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Federal, State, and Local Requirements

False Special Education Teachers –Issuing Grades Special Education Teachers who issue grades are in-field if they share a classroom with someone who has certification in the content. 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. False 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

• 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.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Federal, State, and Local PQ Requirements

Paraprofessionals

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

• NCLB Requirements
• Certification or Equivalent: 2 Yr Degree, 60

Semester Hours, GACE Paraprofessional Test Regular Education Teachers (Including Gifted and ESOL)

O.C.G.A. §§ 20-2-80, 20-2-200, 20-2-2065

• LEAs That Do Not Waive Cert.

Follow GaPSC Requirements

• LEAs Waive Cert.

LEA PQ Requirements

• Sp. Ed. Teachers –Not Issuing Grades

O.C.G.A. §20-2-200, SBOE Rules 160-4-9-.05, 160-5-1-.33

• GaPSC Sp.Ed. Certification Requirements
• Sp. Ed. Teachers –Issuing Grades

O.C.G.A. §20-2-200, SBOE Rules 160-4-9-.05, 160-5-1-.33

• GaPSC Sp.Ed. Certification Requirements
• Content: Certification or the Equivalent Based
• n LEA PQ Requirements

Substitute Teachers

O.C.G.A. §20-2-216

• Hold GaPSC Certification or Best Candidate

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Clearance Certificates

O.C.G.A. §§ 20-2-80, 20-2-200, 20-2-211.1, 20-2-2065, GaPSC & SBOE Rules

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.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Clearance Certificates

O.C.G.A. §§ 20-2-80, 20-2-200, 20-2-211.1, 20-2-2065, GaPSC & SBOE Rules

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Paraprofessionals

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

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.

March 2018 45

Paraprofessionals do not have to be certified, but they must meet ESSA/ NCLB requirements.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Paraprofessionals

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Paraprofessionals

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

Monitoring Professional Qualifications

During cross-functional monitoring paraprofessional records will be reviewed to ensure they meet ESSA/ NCLB Requirements

Reporting ESSA In-Field

Paraprofessionals are not subject to ESSA In-Field Reporting

March 2018 47

Paraprofessionals do not have to be certified, but they must meet ESSA/ NCLB requirements.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Regular Education Teachers

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

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.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Regular Pre-K Teachers

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

March 2018 49

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.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Regular Education Teachers

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Regular Education Teachers

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

Traditional: During cross-functional monitoring teacher records will be reviewed to ensure teachers meet applicable GaPSC Requirements 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 During annual reporting, teacher records will be reviewed to ensure teachers are teaching in the subject

• r field in which they are certified
• r have demonstrated equivalent

credentials.

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Monitoring Professional Qualifications Reporting ESSA In-Field

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

IDEA

Section 9214(d)(2) of the ESSA amended section 612(a)(14)(C) of the IDEA 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 or abide by charter law 2) not have had special education certification or licensure requirements waived on an emergency, temporary, or provisional basis; AND 3) hold bachelor’s degree

ESSA

Section 1111(g)(2)(J, M) Section 1112(c)(6) State educational agency will ensure that all teachers and paraprofessionals working in a program supported with funds under this part meet applicable State certification and licensure requirements.

SBOE Rules

State Board of Education (SBOE) Rules 160-4-9-.05, 160-4-9-.06, 160-4-9-.07, 160-5-1-.33 do not allow LEAs to waive certification for special education teachers.

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

How did ESSA impact IDEA?

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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

• btained 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

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

March 2018

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.**

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

March 2018

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

• f 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).

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Pre-K Teachers

ESSA Sec.1111(g)(2)(M); GaPSC Certification Rule 505-2-.18

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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.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

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Paraprofessionals in LEAs that Do Not Waive Certification Paraprofessionals in LEAs that Waive Certification Paraprofessional License through (degree, coursework or GACE) Equivalent Credentials through (degree, coursework or GACE) Special Education Teachers in LEAs that Do Not Waive Content Certification Special Education Teachers in LEAs that Waive Content Certification Special Education Certification Special Education Certification Content Certification added through (degree, coursework or GACE) Equivalent Credentials through (degree, coursework or GACE) TASK: Compare a special education teacher holding content equivalent credentials to a paraprofessional holding content equivalent credentials – what do you notice?

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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How does this apply to GNETs in LEAs?

HOUSSE and the HiQ Consultative Model are NOT options under PQ and In-Field

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).

PQ/ESSA In-Field Training

Special Education Teachers– GNETS

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

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).

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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PQ/ESSA In-Field Training

Special Education

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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PQ/ESSA In-Field Training

Special Education

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Special Education Teachers

ESSA Sec.1111(g)(2)(M), IDEA 612(a)(14)(C), SBOE Rules 160-4-9-.07, 160-5-1-.33 Traditional: 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. Charter/ SWSS: 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. During annual reporting, special education teacher records will be reviewed to ensure teachers are teaching in the subject or field in which they are certified and if issuing grades, have content certification or demonstrated equivalent credentials in content.

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Monitoring Professional Qualifications Reporting ESSA In-Field

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

O.C.G.A. § 20-2-216 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.

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PQ/ESSA In-Field Training

Professional Qualifications for Substitutes

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.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” 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

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PQ/ESSA In-Field Training

Professional Qualifications for Substitutes

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

I don’t have to worry about 20 Day letters, PQ or In-Field. Have I met all my

• bligations 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

• ccasions 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 .

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PQ/ESSA In-Field Training

Professional Qualifications for Substitutes

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

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

March 2018 67

PQ/ESSA In-Field Training

Emergency, Temporary, or Provisional Special Education Teachers

What Constitutes Emergency or Provisional Certification for ESSA/ IDEA in Georgia?

N

Special Education Teachers who hold a ‘N’ Certificate in Special Education are assigned to teach in a field in which they do not meet certificate requirements. These teachers have not demonstrated content experience in Special Education.

W

Special Education Teachers who hold a ‘W’ Certificate in Special Education have not satisfied all GaPSC certification

• requirements. These

teachers have not demonstrated content experience in Special Education.

SI

Special Education Teachers who hold a ‘SI’ Certificate in Special Education AND who have NOT passed the GACE have not demonstrated content experience in Special Education.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

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PQ/ESSA In-Field Training

Emergency, Temporary, or Provisional Regular Education Teachers Gifted & ESOL Teachers

What Constitutes Emergency or Provisional Certification for ESSA in Georgia?

N

Teachers who hold a ‘N’ Certificate in any field are assigned to teach in a field in which they do not meet certificate requirements. These teachers have not demonstrated content experience in the field in which they are assigned.

W

Teachers who hold a ‘W’ Certificate in any field may not have satisfied all GaPSC certification requirements. They may not have demonstrated content experience in the field in which they are assigned. Exceptions: Teachers with two unremediated, unsatisfactory, needs development or ineffective evaluations.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” 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.

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PQ/ESSA In-Field Training

Frequently Asked Questions

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” 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.

PQ/ESSA In-Field Training

Frequently Asked Questions

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PQ/ESSA In-Field Training

Service Models and In-Field - Gifted

March 2018 71

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - Gifted

Program Delivery Models Resource Manual for Gifted Education Services Required Qualifications SBOE 160-4-2-.38, Charter Guidance, OCGA §20-2-2065 Resource Class (K-12) Gifted students are taken out of a general education class for the purpose of receiving small group gifted instruction from the gifted teacher. Gifted Teacher

• Gifted Certification or Endorsement

Advanced Content Classes (K-12) Students are homogeneously grouped on the basis of achievement and interests in a specific academic content area. Gifted Teacher

• Content Certification or Equivalent AND
• Gifted Certification or Endorsement

Advanced Content Classes Students are homogeneously grouped on the basis of achievement and interest in a specific academic content area.

• Advanced Placement (AP) College Courses (9-12)
• International Baccalaureate Courses (IB)

AP/IB Teachers

• Content Certification or Equivalent AND
• AP/IB Training AND
• Gifted Certification/Endorsement or

10 hr Gifted Professional Development

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - Gifted

Program Delivery Models Resource Manual for Gifted Education Services Required Qualifications SBOE 160-4-2-.38, Charter Guidance, OCGA §20- 2-2065 Cluster Grouping (K-12) Identified gifted students are placed as a group (recommended 6-8 students) into an otherwise heterogeneous classroom, rather than being dispersed among all of the rooms/courses at that grade level Gifted Teacher

• Content Certification or Equivalent AND
• Gifted Certification or Endorsement

Collaborative Teaching (K-12) A maximum of eight identified gifted students are placed as a group into an otherwise heterogeneous classroom. Direct instruction is provided by the students’ regular classroom teacher who collaborates with a designated gifted teacher. Gifted Teacher

• Gifted Certification or Endorsement

General Education Teacher

• Content Certification or Equivalent

Internship/Mentorship (9-12) A gifted student works with a mentor to explore a profession of interest one full period each day or its weekly equivalent. Gifted Teacher

• 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

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - Gifted

March 2018 74

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - ESOL

March 2018 75

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - ESOL

Delivery Models of Instruction ESOL Resource Guide Required Qualifications OCR Rulings, OCGA §20-2-2065, GaDOE Guidance Pull-out Model EL students are taken out of a general education class for the purpose of receiving small group language instruction from the ESOL teacher. ESOL Teacher

• ESOL Certification or Endorsement

Scheduled Class Period EL students at the middle and high school levels receive language assistance and /or content instruction in a class composed only of ELs. ESOL Teacher

• ESOL Certification or Endorsement
• If Issuing Content Grades - Content

Dual Language Model EL students participating in a dual language immersion program receive language support during the English portion of their academic day. ESOL Teacher

• ESOL Certification or Endorsement

DUAL Immersion Language Teacher

• LEA Professional Qualifications

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - ESOL

Delivery Models of Instruction ESOL Resource Guide Required Qualifications OCR Rulings, OCGA §20-2-2065, GaDOE Guidance Cluster Center* EL students from two or more schools are grouped in a center designed to provide intensive language assistance. ESOL Teacher

• ESOL Certification or Endorsement

Push-in Model EL students remain in their core academic class where they receive content instruction from their content area teacher along with targeted language instruction from the ESOL teacher. ESOL Teacher

• ESOL Certification or Endorsement

General Education Teacher

• LEA Professional Qualifications

Resource Center/ Laboratory EL students receive language assistance in a group setting supplemented by multi-media materials. ESOL Teacher

• ESOL Certification or Endorsement

GaDOE Approved Innovative Model Criteria outlined in ESOL Resource Guide ESOL Teacher

• ESOL Certification or Endorsement

March 2018 77

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Service Models and In-Field - ESOL

March 2018 78

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” 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;

PQ/ESSA In-Field Training

PQ & the Office of Civil Rights

March 2018 79

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” 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;

PQ/ESSA In-Field Training

PQ & the Office of Civil Rights

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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

PQ & the Office of Civil Rights

July 31, 1997 OCR Letter to Denver Public Schools “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.”

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PQ/ESSA In-Field Training

PQ & the Office of Civil Rights

January 7, 2015 Dear Colleague Letter

“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

• r 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….”

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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 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

• nce 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.”

PQ/ESSA In-Field Training

PQ & the Office of Civil Rights

January 7, 2015 Dear Colleague Letter

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Service Models and In-Field - SpEd

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How do we know it’s GNETS?

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Service Models and In-Field - SpEd

Special Education Personnel Supports Special Education Rules Implementation Manual Required Qualifications ESSA Sec. 1112, IDEA Sec. 612(a)14)(C), OCGA §20-2-2065, GaDOE Guidance Alternative Placement The special education teacher provides instruction to students with disabilities in a separate classroom, special schools, home environment, hospitals, or institutions. Special Education Teacher

• General Special Education Certification OR

Adapted Special Education Certification AND

• Content Certification or Equivalent

General Education Students with disabilities are served in the general education class with no personnel support. General Education Teacher

• Content Certification or Equivalent

Consultation Students with disabilities receive at least one segment per month of direct service from the special education teacher. Special Education Teacher

• General Special Education Certification

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PQ/ESSA In-Field Training

Service Models and In-Field - SpEd

Special Education Personnel Supports Special Education Rules Implementation Manual Required Qualifications ESSA Sec. 1112, IDEA Sec. 612(a)14)(C), OCGA §20-2-2065, GaDOE Guidance Co-Teaching*** The special education teacher provides service in the general education classroom by sharing teaching responsibility with the general education teacher (full segment everyday). Special Education Teacher***

• General Special Education Certification

General Education Teacher

• Content Certification or Equivalent

Collaboration*** A special education teacher works with identified students with disabilities and the general education teacher within the general education classroom (less than full segment daily). Special Education Teacher***

• General Special Education Certification

General Education Teacher

• Content Certification or Equivalent

Supportive Instruction Students with disabilities receive service from personnel other than a certified teacher in the general education classroom (i.e., a paraprofessional, interpreter, or job coach). General Education Teacher

• Content Certification or Equivalent

Paraprofessional

• Paraprofessional Certification

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PQ/ESSA In-Field Updates Webinar

Virtual Learning

Virtual Learning Model Student Class & ESSA In-Field

Courseware/Software Issues Grades = Not Subject to In-Field 444-44-4444

Virtual Self-Directed Instruction Primary - Courseware/ Software Issues Grades Facilitated Instruction Primary - Courseware/ Software Issues Grades Additional – Provides services (SWD, ESOL, Gifted) Blended Learning Primary - Teacher issues Grades Additional – Provides services (SWD, ESOL, Gifted) Classroom Teacher Primary - Teacher issues Grades Additional – Provides services (SWD, ESOL, Gifted)

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Virtual Learning

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Virtual Learning

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Change is coming

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Dual Enrollment

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PQ/ESSA In-Field Updates Webinar

Third Party Contractors

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.

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PQ/ESSA In-Field Training

Substitutes

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Parents’ Right to Know Notification

PQ/ESSA In-Field Training

Two Required Notifications

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20 Day Notification

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Parents’ Right to Know Notification

PQ/ESSA In-Field Training

Parents’ Right to Know Notification

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Considerations:

• New Verbiage
• Flexible Format

‘Notification’ not ‘Letter’

• Records Retention
• Intent & Best Practices

TASK: Consider – why is this a requirement?

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

20 Day Notification of Professional Qualification

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20 Day Notification

Considerations:

• PQ Requirements
• New Verbiage
• Flexible Format

‘Notification’ not ‘Letter’

• Records Retention
• Intent & Best Practices

TASK: Consider – why is this a requirement?

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Frequently Asked Questions

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

• f 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.

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PQ/ESSA In-Field Training

Frequently Asked Questions

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.

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Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

In-Field Portal Reminders

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PQ/ESSA In-Field Training

CAPS and In-Field Rules

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How to Use CAPS

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LEAs can look up alignment by subject area or certification field Results of the search

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

ESSA In-field Portal on www.gapsc.org

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• LEAs have an Account Manager who coordinates access
• LEA Superintendent or HR should notify infield@gapsc.com if your LEA doesn’t have a

www.gapsc.org Account Manager.

• Levels and roles include Building-level, System-level, and Edit or View Capability

A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

• FY18 is the first year that the ESSA In-Field portal has been
• piloted. It uses data from CPI and Student Class from each
• fficial data collection cycle (fall, spring, summer). It also

uses the GaPSC certification records and GACE test records.

• Data will be reported publicly in Fall of 2018; however,

contextual explanation will be provided.

• The system will continue to be refined based on LEA

feedback around individual scenarios (“disputed statuses.”) The goal is to produce a system that requires minimal input from LEAs.

PQ/ESSA In-Field Training

ESSA In-Field Portal

103 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

• The ESSA In-field Portal is very similar to NCLB’s HiQ Portal
• The ESSA In-field Portal uses GaPSC

Certification/Curriculum Assignment Policies System (CAPS) as a foundation for determining ‘in-field’ status.

• The ESSA In-field Portal uses Georgia’s ESSA Guidance to

compare

• an educator’s credentials to
• detailed class records reported through the Student Class and

CPI data collections to

• the “in-field” alignments in CAPS

PQ/ESSA In-Field Training

ESSA In-Field Portal Basis of Operations

104 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

ESSA In-Field Portal Provisioning Users

Provisioning Users

• User setup is identical to HiQ
• Use your www.gapsc.org Account

Manager

• Ask GaDOE if you don’t know

who is the LEA Account Manager

• Ask infield@gapsc.com if you

don’t have a www.gapsc.org account manager

• Same “levels” and roles as HiQ
• Building-level
• System-level
• Edit or View

Pre-Provisioning

• GaPSC has extended

authorization of HiQ users to “In-field”

• Users must have a currently

active account on www.gapsc.org

• Users received the same rights

they had in HiQ

105 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

ESSA In-Field Portal Main Page

106 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

List By Status

• In-field
• Out-of-field
• Subject to In-field rules
• Not Subject to In-field rules
• Has Certification Waiver
• CAPS course missing
• Disputed records
• All

PQ/ESSA In-Field Training

ESSA In-Field Portal Main Page – Close Up #1

107 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Search By School Building

• List educators by school

building

PQ/ESSA In-Field Training

ESSA In-Field Portal Main Page – Close Up #2

List educators by “Type”

• Teachers
• Teachers - SpEd
• Teachers - ESOL
• Teachers - Gifted
• Paraprofessionals

108 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Lists – Print or Download

• Printable View – prints all rows on all pages of the list.
• Data View – generates a file from all rows on all pages of the list.

PQ/ESSA In-Field Training

ESSA In-Field Portal

109 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

List - Click SSN/Cert ID for Details

PQ/ESSA In-Field Training

ESSA In-Field Portal

110 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

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PQ/ESSA In-Field Training

ESSA In-Field Portal

111 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

ESSA In-Field Portal

How is this determined?

Clearance Certificate 1. Everyone needs a Clearance Certificate! Anyone without a Clearance Certificate is “out-of-field” regardless of any other criteria. In-field by Certification 1. Compare the course number for a teacher’s entry in Student Class to course definitions in CAPS. 2. Does the teacher hold suitable certification in an appropriate field listed in CAPS for that course number? In-field by Waiver 1. Compare the course number for a teacher’s entry in Student Class to course definitions in CAPS. 2. Does the teacher have a waiver code in CPI for the subject code for that course number? a. Code 101, Academic Major (applies to any grade level) b. Code 102, Course Work c. Code 103, GACE Assessment - Verified against GaPSC records! d. Code 104, Meets LEA PQ Requirements 3. Does the Teacher hold suitable certification in an appropriate field listed in CAPS for that course number? Content OK, but… The Teacher is in-field by certification or waiver, but… … students in the class appear to be receiving services from the teacher for SpEd, Gifted, or ESOL and the teacher does not appear to have certification, endorsement, charter waiver in the service area.

112 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

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 to Get Accurate Results Using a Charter or SWSS Certification Waiver If a LEA uses a Charter or SWSS waiver for a teacher, the LEA must enter a waiver code in the ‘Certificate Field Code’ in CPI!

PQ/ESSA In-Field Training

ESSA In-Field Portal

Certificate Field Code Certificate Field Comments 101 Academic Major LEA Uses GaDOE Charter/SWSS Waiver to meet ESSA In-Field 102 Course Work (21 SH/35 QH) LEA Uses GaDOE Charter/SWSS Waiver to meet ESSA In-Field 103 GACE LEA Uses GaDOE Charter/SWSS Waiver to meet ESSA In-Field 104 Meets LEA PQ Requirements LEA Uses full flexibility under GaDOE Charter/SWSS Waiver to establish individualized PQ

113 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Reviewing Source Documentation to Support Use of ‘Certificate Field Code’ 101, 102, 103 in CPI

As we audit records, we ask LEAs to use their best judgment and we generally follow these guidelines:

• Is the college/ university accredited according to GaPSC

recognized agencies? (found on their website)

• If a transcript is translated – was it translated by a GaPSC accepted

agency? (found on their website)

• Are all courses identified by the LEA completed at a ‘C’ grade or

higher?

• Are all courses identified by the LEA in alignment with the topic/

Ed Prep/ certification descriptions?

PQ/ESSA In-Field Training

ESSA In-Field Portal

114 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

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PQ/ESSA In-Field Training

ESSA In-Field Portal

Disputable Statuses

Disputation will not make any educator in-field. At this time, we are only asking LEAs to dispute “CAPS – possible course/certificate alignment error” Disputation Reasons are Subject to Change. LEAs must ensure that CPI and Student Class are correct.

115 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

What happens when you dispute a status?

1. Disputed records will be reviewed weekly by GaDOE and GaPSC staff for “business rules/ programming”, “data collections”, and “guidance” issues.

• If a “dispute” results in a “fix in business rules/programming” that would cause the disputed

record to become “In-Field”, the programming will be completed and the “dispute” will be

• removed. (Note that “fixes” are applied to all similar records in the In-Field portal. In-field
• perators benefit from each others’ work.)
• If a “dispute” results in a “fix in data collections” any updates or changes would be

communicated through GaDOE Data Collections either in a future cycle or in the next fiscal

• year. The “dispute” would be removed at the time the updates take effect.
• If a “dispute” results in a “fix in guidance”, GaDOE Program Staff will update the GaDOE PQ

and ESSA In-Field Implementation Guide to reflect updates. Major updates will be communicated to all PQ/In-Field Coordinators and will be reflected in future trainings.

• Some disputes cannot be resolved, and will not result in a status change to “In-Field.”

2. If your Title II, Part A specialist is included in communication regarding the dispute, the specialist will follow-up once a resolution has been identified. This may range from a few days to a few weeks, depending on the dispute.

PQ/ESSA In-Field Training

ESSA In-Field Portal

116 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

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PQ/ESSA In-Field Training

ESSA In-Field Portal

117 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

A dispute can be removed by selecting the “Dispute removed by employing system” dispute reason and clicking the “Log Dispute” button.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

ESSA In-Field Portal

118 March 2018 A version of this slide was used in a collaboratively developed GaPSC GaDOE Presentation.

How is it reported if a teacher is out-of-field part of the year and in- field part of the year?

• Teachers will be reported across the full academic year, capturing

both time spent out-of-field and time spent in-field. How is it reported if a teacher is terminated?

• Terminated teachers will be reported for the time in which they were

teaching whether it was in-field or out-of-field. Follow Data Collections guidelines for indicating termination.

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Scenarios and FAQs

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PQ/ESSA In-Field Training

Frequently Asked Questions

Can Title II, Part A pay for Alternative Certification/GaTAPP? ***NEW GUIDANCE*** Can Title II, Part A pay for the GACE? Yes, for Career Growth – before placing in position

Endorsements Leadership Add a content area

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PQ/ESSA In-Field Training Question # 1

An Educator has an undergraduate degree in Speech Language Pathology. The Educator is currently working as a paraprofessional and the school administrator wants the Educator to become a special education teacher at the high school. The Educator is interested and will take the Special Ed GACE and complete the other requirements to teach this year. The Educator also plans to get a Master’s Degree to become certified as a special education teacher. Can the LEA hire this Educator or do they have to find a teacher already fully certified?

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PQ/ESSA In-Field Training Question # 2

Question from a Teaching Candidate in a Prep Program: I have taken and passed the GACE Special Ed Adapted Curriculum and am registered to take the GACE content tests 087 and 088. What test/ certifications do I need to complete/obtain to be considered highly qualified for Title I schools in ABC County and XYZ County? Also, I have a GA school social work certificate, do I need to

• btain any additional certifications to be considered HiQ for

Title I schools? How would you respond?

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PQ/ESSA In-Field Training Question # 3

We are a strategic waiver system. We have a residential treatment facility. They receive some Title I funds. A special education teacher left, and they are struggling to find a teacher to fill this position. If they hire someone that does not have certification in special education, but who is going to go back for certification and most likely take the GACE this summer, will this be a problem with professionally qualified?

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PQ/ESSA In-Field Training Question # 4

We have had a hard time getting fully staffed and have a retired teacher serving as a long term

• substitute. His certification has expired.
• Can I put this teacher in a classroom?
• Do I need to send home 20 Day notification?
• Will this teacher be subject to in-field

requirements?

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PQ/ESSA In-Field Training Question # 5

This educator is assigned to teach adaptive curriculum in high school to students with a cognitive level 4-8. Does this teacher meet PQ requirements?

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PQ/ESSA In-Field Training Question # 6

One of our special education teachers currently has the non-renewable Special Education certification and is working to get a renewable certificate.

• Can we use this teacher next year if the teacher still

has a non-renewable certificate?

• Can a special education teacher with a non-

renewable certificate teach in a special education co- taught class?

• Do we have to send the 20 day letter to the

parents?

• Will there be any findings?

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Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Questions?

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Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

How will your training work?

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Title I Director

Special Education Director

Data Collections Coordinator

Parapro/ Teacher Principal/ Assistant Principal Finance Director HR Director Superintendent

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Who supports PQ/ESSA In-Field implementation at the LEA Level? Professional Qualifications/ ESSA In-Field

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org

PQ/ESSA In-Field Training

Planning the Basics

In Small Groups Discuss:

• When will you offer your training? Why?
• What format will your training take? In-Person,

Webinar, Module?

• What materials will participants need?
• What should be the audience take-aways?

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Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Training Opportunities

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PQ/ESSA In-Field Training Next Steps

One more GoTo Webinar PQ/ESSA In-Field Functionality and Edits training opportunity May 8, 2018 at 2:00

https://attendee.gotowebinar.com/rt/3258155702962029058

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Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org

Training Feedback

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PQ/ESSA In-Field Training

Training Purpose

DID THIS TRAINING….

• Provide LEAs with Support for Redelivery?
• Outline PQ/ESSA In-Field Requirements?
• Provide Context for PQ/ESSA In-Field Requirements?
• Navigate the ESSA In-Field Portal?
• Explore PQ/ESSA In-Field Scenarios?
• Establish Next Steps?

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PQ/ESSA In-Field Training

Training Feedback

Teacher and Leader Support and Development https://www.surveymonkey.com/r/S3DW3HG

Name of Session: PQ/ESSA Training Name of Presenters: Title II, Part A Specialists

Carly Ambler, Karen Cliett, Pam Daniels, Joy Gentry, Dana Golowich, Chris Leonard, Greg Petersen, Terri Still

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