1. Special Education Teachers and Highly Qualified Requirements
March 03, 2008
Adapted from Presentations by MDE, Clinton RESA, and Kent ISD

2. Background Information
No Child Left Behind (NCLB)
Sets requirements for teachers and paraprofessionals to demonstrate competence as a condition of assignment in an instructional role.

3. Change in Requirements from USDOE
US Dept. of Education (USDOE)
Notified Michigan that use of the MTTC elementary education test is not appropriate for:
Secondary level special education teachers who are the exclusive providers of direct instruction in one or more content area.
The MTTC elementary education test is appropriate for demonstrating instructional competence for:
K- 5 (elementary school)
Middle school (grade 6 – 8) self-contained programs

4. Definitions
Self-contained: (Based on Michigan rules for Teacher Certification – (r) A classroom in which one teacher provides instruction to the same pupils for the majority of the pupils’ instructional day. Majority of the day = more than 50%.
Departmentalized Program: Based on Michigan rules for Teacher Certification – (r) = Not defined = Means anything other than self-contained

5. Definitions Core Academic Subject Areas as defined under NCLB:
English/Reading/Language Arts
Mathematics
Science
Foreign Languages
Civics/Government
Economics
Arts
History
Geography

6. Definitions Elementary HQ Standards Apply:
Elementary instruction in K-5 classrooms (regardless of setting),
6-8 classrooms if the setting is self-contained
9-12 if all the students are assessed against “alternative achievement standards” (MI-Access)
Elementary MTTC Test (#83) demonstrates HQ across all content areas

7. Definitions Secondary HQ Standards Apply:
6-8 classrooms if they do not meet the definition of self- contained (such as departmentalized)
9-12 classrooms (regardless of the setting)
Teachers who provide direct instruction to students in core content subjects; and
Teachers who assess students on the MEAP or Michigan Merit Exam (MME)

8. Definitions Secondary HQ Standards DO NOT Apply:
Special Ed teachers who co-teach with another General Ed teacher who is HQ in the core content;
Special Ed Teachers who facilitate instruction (study skills, NovaNet)
Classrooms in which all students are assessed against “alternative achievement standards” (MI-Access)

9. Definitions Elementary and Secondary HQ Standards DO NOT Apply:
Teacher Consultants
Early Childhood Special Education Teachers (birth through pre-K)

10. For all Special Education Teachers:
Options for Meeting Highly Qualified Special Education Teachers Requirements
For all Special Education Teachers:
Major (30 hours) in content area
Appropriate MTTC or equivalent national or other state test(s) and/or
Utilize High Objective Uniform State Standards of Evaluation (HOUSSE) Option 1, 2 or 3

11. MTTC Content Area Tests
For all Special Education Teachers:
NCLB requires teachers to take a “rigorous state test” in the content area(s) they are seeking to become HQ
MDE advises special ed teachers to take a content test that covers the area as broadly as possible (take Language Arts instead of Reading or English)
Either the elementary or the secondary version of the MTTC content test(s) is acceptable to become HQ

12. MTTC Content Area Tests (cont.)
It is recommended that NEW teachers take at least one of the “core four” MTTC tests along with the Elementary Education MTTC
Core 4: Language Arts, Mathematics, Social Studies, Science
Passing the MTTC for content at the elementary or MS level is acceptable for demonstrating HQ status for secondary special education teachers
Passing the Core Subject MTTC Test:
Will not alter your teaching certificate
Will make you HQ to teach that specific core area of instruction only within a special education classroom

13. MTTC Resources MTTC Study Guides can be accessed at:
dyGuide.html
General Information about taking the MTTC:
Frequently Asked Questions about the MTTC test:
MTTC Exam Study Guide and Free MTTC Test Tutoring:
MTTC Test Dates and Other MTTC Information:

14. HOUSSE Option 1
After issuance of the provisional certificate, have completed:
18 or more semester hours in a planned, approved program of study; or
A Master’s or higher degree

15. HOUSSE Option 1 (cont.)
Advanced Degrees that Automatically Make Teacher HQ Across All Content Areas:
Master of Arts in Teaching
Master of Arts in Elementary Education
Master of Arts in Secondary Education
Master of Arts in Curriculum & Instruction
Master of Arts in Educational Technology

16. HOUSSE Option 1 (cont.)
Advanced Degrees that DO NOT Automatically Make Teacher HQ Across All Content Areas:
Master’s in Special Education
Master’s in Educational Leadership/Administration
Master’s in Educational Psychology
Master’s in Psychology or Counseling

17. HOUSSE Option 1 (cont.)
Courses within planned program or Master’s that count toward becoming HQ across all content areas:
Content Specific:
Examples:
Algebra, English, Biology, Reading
Content Related: Courses that support improvement of instruction in the core academic subject(s) being taught:
Reading Across the Content Areas
Integrating Technology into Instruction (content related)
Strategies for Instructing Students with Learning Disabilities
How to determine?: Requires a review of transcripts and possibly course description(s)

18. HOUSSE Option 2
After issuance of the provisional certificate the teacher must have completed one of the following (or a combination) within the last five (5) years:
6 semester hours per HQ content area
90 clock hours of professional development per HQ content area
If using a combination:
1 semester hour = 15 clock hours of PD

19. HOUSSE Option 3 Multisubject Portfolio Defined:
Completion of the portfolio is the purposeful collection/documentation of experiences, activities, events and opportunities that support professional learning and demonstrate competence in one or more of the core academic areas. The special ed teacher must document competency for each core academic area of assignment.

20. HOUSSE Option 3 (cont.) Four Components of the Portfolio:
1 – Years of Teaching Experience
2 – College Level Course Work
4 – Service to the Profession in the Content Area
3 – Content Specific and Multisubject PD Activities

21. HOUSSE Option 3 (cont.) Component 1 – Teaching Experience
May have up to five years of successful teaching experience in at least one of the four content areas of English/language arts, math, science and/or social studies.
Teaching experience must be documented by:
A valid Michigan teaching certificate
Experience Report

22. HOUSSE Option 3 (cont.) Component 2 – College Coursework
Complete a minimum of 30 semester hours with at least:
6 semester hours in each of the content areas or in courses that support the teaching of the content areas
Must include 3 semester hours in reading
Coursework may be completed any time as an undergraduate or graduate and documented with a copy of official transcript(s).

23. HOUSSE Option 3 (cont.)
Component 3 – Content Specific and Multisubject PD Activities
Teachers must list at least five (5) PD experiences they participated in during the last five (5) years that support teaching and learning in the core academic area(s).
Examples:
Develop and select or evaluate content standards
Align local content standards with state standards
Develop, validate or evaluate content assessments
Engage in action research study group
Complete the portfolio assessment for National Board Certification
A written reflection must be written on how activities have improved instruction

24. HOUSSE Option 3 (cont.) Component 4 – Service to the Profession
Teachers must list a service to the profession that has occurred within the last five (5) years
Examples:
Department Chair or Team Leader
Mentor Teacher or Supervising Teacher for Student Teacher
Officer for national, regional, state, or local content organization
Content instructor at college level
Member of school improvement team
Author of professional literature related to content
Participant in the development of standards in any of the core academic areas
Participant in the development or pilot of curriculum, instructional or assessment tools/procedures

25. District and Teacher Responsibilities
The district and teacher need to work together to determine one’s highly qualified status based on Michigan’s requirements

26. The Teacher’s Responsibilities
Teachers are ultimately responsible to:
Make sure they are highly qualified,
Meet certification requirements and
Maintain a valid state teaching certificate
Verify HQ eligibility by signing the
“Official Michigan HQ Elementary and/or Secondary Special Education Teacher Report”

27. District Responsibilities
Submit to MDE letter verifying the model that will be used to meet the HQ requirements of district special education teachers. Options: create a district model or verify that the district will use the state’s model
Verify that teachers employed by the district
are highly qualified,
meet certification requirements and
have a valid state teaching certificate

28. District Responsibilities
Maintain documentation verifying Special Education Teacher is HQ
Complete REP identifying the HQ status of all special education teachers based on new requirements
Only assign HQ teachers to teach in special education classrooms

29. Timeline
All currently employed special education teachers must demonstrate that they are Highly Qualified for their assigned position by June 30, 2009.
MDE will implement “consequences” if the district is out of compliance after this date. (Not sure what )
The district must comply with NCLB reporting requirements when a special education teacher is not HQ.