1 / 36

Thomas Howell, School Data Manager Lynne Erickson, School Data Coordinator

Center for Educational Performance and Information Michigan Association of School Personnel Administrators March 11, 2009. Thomas Howell, School Data Manager Lynne Erickson, School Data Coordinator. REP: What’s New. Today’s Meeting. What’s New for EOY 2009 Updates to Special Education

konane
Download Presentation

Thomas Howell, School Data Manager Lynne Erickson, School Data Coordinator

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Center for Educational Performance and InformationMichigan Association of School Personnel AdministratorsMarch 11, 2009 Thomas Howell, School Data Manager Lynne Erickson, School Data Coordinator REP: What’s New

  2. Today’s Meeting What’s New for EOY 2009 Updates to Special Education Analysis of Fall 2008 Data Trimester Reporting Preview for Fall 2009

  3. Educational Entity Master (EEM) • Replaced the School Code Master (10/6/08) • Maintains Michigan’s database of educational entity data • Link between all educational data collections • Authorized users are appointed by district’s chief administrator • Information available at www.michigan.gov/eem

  4. New Look for EOY

  5. EOY 2009 Updates • Early Childhood • Name change to Great Start Readiness Program from Michigan School Readiness Program • Special Education Assignment Descriptions • Teacher consultant descriptions updated • 00200 Autistic to Autism • 00210 Mentally Impaired to Cognitive Impairment • 00220 Emotionally Impaired to Emotional Impairment • 00230 Learning Disabled to Specific Learning Disabilities • 00240 Hearing Impaired to Hearing Impairment • 00250 Visually Impaired to Visual Impairment • 00250 Physically or Otherwise Heath Impaired to Physical or Other Health Impairment

  6. Updates Continued • Educational Settings • English as a Second Language – Other • Bilingual Education – Other • Field 24: Professional Development • New Category: Instructional Technology • Spreadsheet of all Assignment Codes • Under REP Data Manual on REP Web site • New Report • Personnel Assigned to School/Facility in Another District

  7. Reporting of Special Education Teachers • Work with the Special Education Director in your district • Report the subject area taught and FTE • Report the appropriate primary age group • Report accounting/function code of 122 • Report Highly Qualified Status when required

  8. Birth to age 5 special education • Report "60200", "60300", "60400" for early childhood classrooms dependent upon the teacher and assignment. • "60200" Early Childhood Classroom Teacher - Bachelor's Degree in Child Development without an Early Childhood Endorsement • "60300" Early Childhood Classroom Teacher - Valid Michigan Teacher Certificate with an Early Childhood Endorsement • "60400" Early Childhood Classroom Teacher - Valid Michigan Teacher Certificate with a Child Development Associate (CDA) Credential

  9. Elementary Report "000ZG" (Elementary Education) for K-8 self-contained classrooms Grades 6-8 must be self-contained classrooms to report "000ZG" Middle School Report subject area assignment codes such as "000BA" English or "000EX" Mathematics Typically a middle school setting grades 6-8 or 5-9 Elementary & Middle School

  10. Secondary Education • Report the specific subject area assignments when appropriate such as "000BA" or "000EX" • Report "00196" non-core academic subject areas such as transition skills or study skills • Report "00197" for classrooms where all students in that class period are assessed by alternate achievement standards (MI-Access) • Refer to the REP Data Field Descriptions for the complete description of codes "00196" and "00197"

  11. Additional Special Education Assignment Codes • 00195 Co-teaching with a highly qualified general education teacher • 00192 Speech/Language Impaired Classroom – All subjects (Must report highly qualified status) • 00292 Speech Pathologist with a Certificate of Clinical Competence in a non-classroom setting

  12. Special Education HQ Requirements • If a special education teacher is team-teaching core academic subjects with a HQ teacher, the special education teacher does not need to be HQ in those subject areas. • A teacher facilitating student computer-assisted curriculum such as NovaNet does not have to be HQ.

  13. Highly Qualified Status • Report highly qualified status for all core academic general education assignment codes. • Report highly qualified status for all special education teachers who are assigned to core academic subject areas. • Assignment codes that must report highly qualified status • 00192 Speech/Language Impaired Classroom – All subjects • 00197 Special Education Class where students are accessed by MI-Access • 00403 Special Education Instructional Paraprofessional/Aide (when assigned to a school/facility that operates a Title I Schoolwide Program)

  14. Highly Qualified Special Education Teachers Elementary Special Education Teachers Provides DIRECT instruction K-5 Classrooms 6-8 Self-Contained Must be HQ Teacher must meet the definition of HQ elementary teachers – ex. Elementary Education MTTC Self-contained classroom: A classroom in which one teacher provides instruction to the same students for the majority of the students’ instructional day. Teacher must meet the definition of HQ elementary teachers – ex. Elementary Education MTTC

  15. Highly Qualified Special Education Teachers Secondary means… • Grades 9-12 special education classrooms • regardless of setting, self-contained or departmentalized • Grades 6-8 special education classrooms • departmentalized • Math • Social Studies

  16. Highly Qualified Special Education Teachers SECONDARY Special Education Teachers Provides DIRECT instruction Co-teaches or facilitates instruction Not required to be HQT Must be HQT assessed to “alternate achievement standards” Teacher must meet the definition of HQT elementary teachers – ex. Elementary Education MTTC tested with MEAP/MME Use one of the HOUSSE options, test in specific subject area, OR have a major (or equivalent)

  17. Highly Qualified Special Education Teachers “alternate achievement standards” = MI-Access

  18. Highly Qualified Special Education Teachers SECONDARY Special Education Teachers Provides DIRECT instruction Co-teaches or facilitates instruction Not required to be HQT Must be HQT Students assessed to “alternate achievement standards” Teacher must meet the definition of HQT elementary teachers – ex. Elementary Education MTTC Students tested with MEAP/MME Use one of the HOUSSE options, test in specific subject area, OR have a major (or equivalent)

  19. Highly Qualified Special Education Teachers HOUSSE Options- Note: Three years of experience previously required has been retracted by the MDE • Completed, after receiving their initial teaching certificate, a minimum of 18 semester hours in a core academic subject program of study or towards a master’s or higher degree that supports the teaching of the core academic subject that supports

  20. Highly Qualified Special Education Teachers Master’s Degrees (HOUSSE #1): March 2004 Flexibility Update • 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

  21. Highly Qualified Special Education Teachers 18 Hour Planned Program (HOUSSE #1): • content related • not necessarily content specific • Examples – • Methods of Teaching Math • Reading in the Content Areas • Integrating Technology (content related) • Strategies for Instructing Students with Learning Disabilities

  22. Highly Qualified Special Education Teachers HOUSSE Options – 2. Completed an individual professional development plan of 90 clock hours of professional development or 6 semester hours of coursework in the specific content area within the last five years Note: Credit must have been earned AFTER initial certification.

  23. Highly Qualified Special Education Teachers HOUSSE Options – 3. Demonstrated competence as outlined in a local performance assessment of the employing district or school such as a portfolio • Multi-subject portfolio for special education teachers is available on the Office of Professional Preparation Services Web site at: • http://www.michigan.gov/opps

  24. Highly Qualified Special Education Teachers HOUSSE Option #3 Components: College Level Course Work Years of Teaching Experience Content Specific Professional Development Activities Service to the Profession in the Content Area

  25. Highly Qualified Special Education Teachers ALL teachers- • May demonstrate competence across multiple core academic subject areas by utilizing HOUSSE option #1 or #3 NEW teachers- • Recommended that they take at least one of the “core four” MTTCs along with the Elementary Education MTTC

  26. MTTC Option • Special education teachers may also opt to take and pass the appropriate SUBJECT MTTC to verify HQ • Certificate will not change

  27. Highly Qualified Special Education Teachers Questions regarding Highly Qualified status or HOUSSE options? Krista D. Ried Teacher Quality Coordinator Office of Professional Preparation Services Michigan Department of Education riedk@mi.gov or 517-373-0699 www.michigan.gov/teachercert

  28. Trimester Reporting • Field 10 is the of the REP • All fields dependent upon assignment code reported in Field 10 • Report trimester one in the fall submission • Report trimesters two and three EOY • Count total number of classes taught for core academic subject areas • If 10 or more classes, split the assignment into two parts • FTE and Number of Classes taught must be different in each assignment reported.

  29. Analysis of Fall 2008 Data • Vacant Funded Positions • Name – “In the Estate of” • Suffixes - Ex. First name of Jr., Sr., etc. • Mr./Mrs. as first name • Title IX Coordinators • Invalid SSN • Terminations • Pending Status - Certification • Data Changing • i.e., gender, SSN, DOB, HQ Status

  30. Fall 2009 Preview • Foreign Languages – Highly qualified status must be reported • Bilingual Paraprofessionals/Aides will be reported by program area • Special Education Assignment Codes removed; guidelines provided for new reporting of these positions • 00350 Curriculum Resource Consultant • 00387 Work Study Coordinator

  31. Need Help? What to do when things go wrong • Contact our Customer Support Team • E-mail: CEPI@michigan.gov • Call: 517-335-0505, select Option 3

  32. Do Send an e-mail to CEPI@michigan.gov Call 517-335-0505, select Option 3 Be thorough in your e-mail or voice mail message regarding your question(s). Be sure to leave your complete name, district code and name, application you are calling about and your question. Wait for a response from our staff. You should have a response within 1-2 business days. Refer to resource materials. Don’t Call and e-mail with the same question Call a second, third, fourth, fifth time with the same question E-mail a second, third, fourth time with the same question Why Five staff members access voice mail and e-mail messages continually. More than one person may be working on the same response which will delay turnaround time for everyone. Help Request Dos and Don’ts

  33. EOY 2009 SubmissionDeadline Approaching June 30, 2009

  34. for attending today’s session. ~~~ Center for Educational Performance and Information

More Related