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What impact will ESEA have on teachers?
ESEA requires that all teachers hired and teaching in a Title 1 program be “highly qualified.” It also requires that ALL teachers be highly qualified in the subjects they teach by the end of the 2005-2006 school year.
What is meant by “highly qualified”
Teachers must have obtained full state certification, or passed the state teacher licensing examination; hold a license to teach in the state; and not have had a certificate or license requirement waived on an emergency, temporary or provisional basis.
New teachers:
Elementary teachers new to the profession must hold a least a bachelor’s degree and must demonstrate, by passing a rigorous state test, subject knowledge and teaching skill in reading, writing, mathematics, and other areas of the basic elementary school curriculum.
Secondary school teachers new to the profession must hold at least a bachelor’s degree and must demonstrate a high level of competency in each of the academic subjects in which the teacher teaches. This may be accomplished by either passing a rigorous state subject matter test or completing an undergraduate major in the subject, a graduate degree or coursework equivalent to an undergraduate academic major.
Current teachers:
Elementary, middle and secondary teachers who are not new to the profession must hold at least a bachelor’s degree and must have met the applicable standard above. Teachers who do not meet the above qualifications may demonstrate competence in all their academic subjects based on a state standard of evaluation.
When does this requirement for highly qualified teachers go into effect?
Starting with this 2002-2003 school year, all newly hired Title I teachers must be highly qualified. In addition, each state must develop provisions to ensure that ALL teachers in core subjects (English, math, science, social studies, foreign languages, art) are highly qualified by the end of the school year 2005-2006. The plan must include annual, measurable objectives towards this goal.
What happens if the district does not make progress toward meeting this goal?
Districts that fail to make progress after two consecutive years are required to develop an improvement plan, and the state department of education is required to provide technical assistance. After the third year of failing to make progress, the state department and the district must agree on how the district’s funds are used, and the district must implement activities in conjunction with the state department.
Is there any funding to support these teacher quality requirements?
Title II of ESEA provides grants to states, districts, colleges and universities as well as other eligible partners.
What impact will ESEA have on para-professionals?
Overall, ESEA emphasizes high standards and accountability for para-professionals, as well as teachers and students. para-professionals play a central role in many Title I programs. Working alongside teachers, they often help provide the extra academic support that students need to meet the new high standards of achievement.
Prior to enactment of this law, Title I funded para-professionals were required to have a high school diploma, and there were no limits on their duties. The new law contains some significant changes involving the para-professionals’ qualifications and duties. Just as with teachers, the law lists new educational requirements in order to continue as or become a Title I para-professionals. In addition, the new law specifically lists the duties that para-professional may perform.
How do I know if a para-professional is a Title I para-professional?
Many programs that receive Title I funds use part of their allocation to hire para-professionals. There is no difference in pay, just in the source of funds. If you are not sure whether or not you are being paid through Title I funds, your principal should be able to tell you.
What if a para-professional is not a Title I para-professional?
These changes will still have a significant effect if you have to move into a Title I program or if the district uses Title I funds to pay your salary. In general, the requirements in Title I usually become a standard. In other words, you would be wise to meet the Title I requirements within the next few years if you don’t already.
What are some of the changes regarding qualifications for currently employed Title I para-professionals?
para-professionals who are currently working in a Title 1 program have four years (by January 2006) to meet one of the following conditions:
- complete two years of post-secondary education, or
- be a high school graduate who can demonstrate on a “formal state or local academic assessment” the skills necessary to assist in the classroom instruction of reading, writing, and mathematics.
Are all Title I para-professionals subject to these new requirements?
The only exemption from these new requirements is for Title I para-professionals who provide only translation or parental involvement assistance. All others must meet the new standard.
Are there any changes in the law for newly hired Title I para-professionals?
Yes, under the new law Title 1 para-professionals hired after January 8, 2002 have to meet a new set of standards. In order to become a Title 1 para-professional, a newly hired para-professional must meet one of the following conditions:
- complete two years of post-secondary education, or
- be a high school graduate who can demonstrate on a “formal state or local academic assessment” the skills necessary to assist in the classroom instruction of reading, writing, and mathematics.
Is there any help that a Title I para-professional can get to meet these requirements?
The law allows districts to use Title I funds to support ongoing professional development for para-professional to assist you in satisfying the requirements. The law also allows the use of funds for programs to recruit “highly qualified” para-professionals into teacher certification programs.
If a para-professional is not in a Title I program, how does this affect him/her?
If you do not already meet the Title I requirements, then it may be wise to do so. In the future the district may need to change the source of funding for your job to Title I. In that case, you would need to meet the new requirements. Similarly, many districts may want to hire only new para-professionals in any area who meet Title I qualifications. This would ensure them the greatest flexibility in assigning and retaining para-professionals.
What are some of the duties that a Title I para-professional may perform?
The new law specifically lists the allowable duties of para-professionals and prohibits requiring para-professionals to provide any instructional services unless under the direct supervision of a teacher. Allowable duties are:
- one-on-one tutoring;
- assisting with classroom management;
- providing assistance in a computer laboratory;
- conducting parental involvement activities;
- providing support in a library or media center; or
- acting as a translator.
Are there any other changes for para-professionals in the law?
If a school district fails to make adequate yearly progress for three consecutive years in increasing the percentage of highly qualified teachers, then the state must prohibit the use of funds to pay for hiring new para-professionals. The state may allow funding for para-professionals to fill vacancies, or to add staff due to increased student enrollment. This should not affect currently employed para-professionals.
How will ESEA impact standards, accountability and student testing?
The prior version of the ESEA law emphasized helping Title 1 students meet high standards of achievement. However, in a significant change from the prior law, the new Title I law requires states to set measurable goals for student improvement on state assessments so that all students are proficient in reading and math within 12 years. States are required to test all students in grades 3 – 8.
How does ESEA hold schools and districts accountable?
The new law requires all students, not only those eligible for Title I services, to make adequate yearly progress (AYP). AYP will be the measure of student improvement against which schools will be judged for purposes of meeting federal standards. A school’s failure to make AYP over a number of years will lead to a series of corrective actions that may ultimately result in restructuring, closure or takeover of the school by the state or a private management company.
How is AYP determined?
Each state must set measurable goals for student achievement on state tests to ensure that students are “proficient” in reading and math within 12 years. Using the 2001-2002 school year as the baseline set of scores, states will be required to set numerical targets (in each subject and grade) for the percentage of students who will be expected to be proficient over the next 12 years.
Which tests will be used to determine AYP?
Annual reading and math assessments are required for all students in grades 3 –8. States will select and administer their own tests, and they have until the 2005-2006 school year to develop and implement these assessments. When the new tests are introduced, they will replace the current ones.
Are there any other testing requirements?
States are also required to develop science content standards by 2005-2006 and begin administering state science assessments in the 2007-2008 school year. States will also be required to participate in the National Assessment of Educational Progress (NAEP) every other year.
What if tests already exist in these grades?
NEA-Alaska is concerned that implementation of these testing requirements does not result in duplication of existing tests or overall excessive testing of students. ESEA states that the assessments must:
be the same for all students;
be aligned with the state’s content standards;
involve multiple, up-to-date measures, including measures that assess higher order thinking skills;
be valid, reliable, consistent with nationally recognized professional and technical standards;
produce individual student interpretive, descriptive and diagnostic reports that allows parents, teachers, and administrators to assess the specific needs of students; and
enable itemized score analyses to be produced to the needs of each student with respect to specific test questions.
States will have to decide whether their current tests fulfill these requirements.
Who has to take these tests?
All students. Results of these tests will be “disaggregated” within each state by school district, school, as well as by gender, each major racial and ethnic group, disabled status, limited English proficient (LEP) status, economically disadvantaged status and migrant status. Each subgroup must make AYP. Further, the law requires the same goal for all student sub-groups.
Does the law require that special education students be tested as well?
Yes. The law requires that students with disabilities, English language learners and all others be tested. Appropriate modifications and accommodations (consistent with IDEA) are permitted, where needed, for students with special needs.
What happens when a school does not make AYP?
The new law imposes sanctions based primarily on students’ performance on state tests. Sanctions are grouped into three categories: school improvement, corrective action, and school restructuring. In Year 5, such schools must continue to provide public school choice and supplemental services; and do at least one of the following: implement a new curriculum; decrease local decision-making; appoint an outside expert; extend the school day or year; replace staff relevant to failure; and/or restructure internal organization.
How will teachers and parents know how well their schools are doing?
Beginning in the this school year, states and school districts must publish annual report cards in an easy-to-understand format to inform parents and the community. These report cards will provide information about student achievement on state assessments compared to other students in the state and district, graduation rates, school that are in need of improvement, and teacher qualifications/credentials.
Is there any money for reducing class size?
A number of programs from the previous law, most notably the class-size reduction initiative and the Eisenhower Professional Development program, were combined under the teacher quality title. This provides an opportunity to use increased funding (+35%) to hire additional teachers to reduce class size. In addition, school districts have more flexibility to use funds to reduce class sizes in all grades, not just K-3
Are there any new allowable uses of Title II funds?
Although the emphasis is on supporting and improving teacher quality, several of the new allowable activities may present significant challenges. Use of the funds for tenure reform, teacher testing, merit-based performance systems, and differential and bonus pay is specifically mentioned. However, there is no federal requirement that states and districts use funds for these programs. The law clearly states that the funds may not be used in ways that are in violation of state or local laws or collective bargaining agreements.
With all these changes is there any way to know that state and local authorities are actually following the law?
There is already a mechanism on the books to help ensure compliance with ESEA. It’s called The “Committee of Practitioners.” Each state department of education is required to have such a committee. Membership consists of teachers, paraprofessionals, parents, administrators and other involved in Title I schools and students. The majority of members must be from districts around the state. If you don’t know who the members are in your state, then you should find out immediately. The main job of this committee is to review the development and implementation of state Title I plans. It also can be a very strong watchdog group to prevent any misuse or misapplication of the law.
What impact will ESEA have on bargaining?
ESEA raises important new issues for collective bargaining. In consultation with your UniServ Director, members should consider advocating for:
reopening collective bargaining to bring your agreement fully in line with ESEA's provisions:
codifying the definition and scope of the bargaining unit, i.e., determining if outside agencies such as community-based organizations used in supplemental services required under ESEA are covered under collective bargaining agreements;
using members to provide certification training for those providing supplemental services;
establishing clear dispute settlement procedures;
assuring that all new programs and products are scientifically based;
codifying how schools will be involved in school choice programs and the provision of support services when the schools are deemed to have failed to meet Adequate Yearly Progress (AYP) goals;
guarding against the establishment of a two-tier system that creates as super-salaried strata of elite teachers and para-professionals;
codifying payment guidelines for the provision of supplemental services by members, in many cases by establishing a daily rate of pay.