No Child Left Behind Act of 2001 (NCLB)
MainNCLB NYS
Field Memo
#03-2004
Cover Letter
Introduction
Instructions for NCLB Items
Definitions for NCLB Items
Appendix A
|
Print Field Memo #03-2004 as or
PDF or
WORD
Instructions for NCLB Items
- General Instructions
Teachers complete BEDS Personnel Data forms but their responses should
reflect their employer's review of whether they are "highly qualified" for
the "core academic subjects" they teach as required by the NCLB. The NCLB
requires principals of schools receiving Title I, Part A funds to attest in
writing annually as to the qualifications of their teachers of "core academic
subjects." BEDS forms should be completed in a way that is consistent with
those attestations. Under the NCLB, employers are ultimately responsible for
deciding whether teachers are "highly qualified" for their assignments to
teach "core academic subjects," receive "high quality professional development,"
and submit accurate and complete BEDS forms.
- NCLB item on "high quality professional development" on Side 1
This item asks teachers whether they received "high quality professional
development," as defined in section 9101(34) of the NCLB, in the prior school
year so that SED can measure progress as required in section 1119 of the NCLB.
The response options are YES, NO or NOT APPLICABLE.
- Teachers who had at least one teaching assignment in the prior school
year should select either YES or NO.
- Teachers who did not have any teaching assignments in the prior school
year should select NOT APPLICABLE. This includes, but is not limited to,
new teachers, teachers who had a leave of absence in the prior year, and
teachers who had only non-teaching assignments in the prior year.
- NCLB item on "highly qualified" for each teaching assignment on Side
2
The NCLB requires teachers to be "highly qualified" for their teaching
assignments in "core academic subjects."
- "Core" status of each teaching assignment.
For each reported teaching
assignment, teachers must determine whether the assignment is CORE, NOT
CORE or MAY BE CORE by using the asterisks next to teaching assignment
codes on the list of BEDS Assignment Codes for Teachers.
| Asterisks appearing next to BEDS Assignment
Code for Teachers |
"Core" status of the teaching assignment
|
|
None
|
NOT CORE |
|
*
|
CORE |
|
**
|
MAY BE CORE |
- Local decision on "core" status of MAY BE CORE teaching assignments.
When a teaching assignment has two asterisks (denoting that it MAY
BE CORE), teachers must apply the following criteria to information
that is only available locally to decide whether the assignment is
CORE or NOT CORE.
- Career and Technical Education (CTE). A CTE class is CORE
only when used for credit in a "core academic subject" for a high
school diploma. When a certified CTE teacher does not use the
Collaborative Teaching Model to teach such a class, the class is CORE
for the CTE teacher. When a certified CTE teacher does use
the Collaborative Teaching Model to teach such a class, the class
is NOT CORE for the CTE teacher, but the class is CORE for the collaborating
teacher.
- ESL and bilingual classes.
ESL classes are CORE only when
(1) teachers use ESL methodology to teach core academic subjects and
have dual certification in ESL and the other subject they are teaching
and (2) students use an ESL class for English credit towards a high
school diploma. Bilingual classes are CORE whenever the teacher covers
core academic subjects at the instructional level of grades K through
12 as the teacher of record.
- Special education and other classes. Special education
and other classes are CORE only when teachers provide direct instruction
in a "core academic subject" at the instructional level of grades
K through 12 as the teacher of record for that subject. Instruction
that supplements or reinforces instruction provided by other teachers
who are the teachers of record is not subject to the NCLB. For example,
instruction provided by a consultant teacher, a resource room teacher
or as part of Academic Intervention Services (AIS) is NOT CORE and
is not subject to the NCLB.
- Response options. Teachers must select a response option
for the "NCLB Highly Qualified" item for each reported teaching assignment.
When a teaching assignment is CORE, teachers must select YES or NO
based on the definition of ‘highly qualified" in this supplement.
(See Definitions and Appendix A.) When a teaching assignment is NOT
CORE, teachers must select NOT CORE.
|
Response options on the BEDS form for each teaching assignment
|
What the response options mean
|
|
YES
|
The class is CORE and the teacher is "highly
qualified" to teach it.
|
|
NO
|
The class is CORE and the teacher is not "highly
qualified" to teach it.
|
|
NOT
CORE
|
The class is NOT CORE and the teacher is not subject
to the NCLB definition of "highly qualified."
|
All responses should be checked for accuracy and completeness.
All reported teaching assignments must have a response for the "NCLB
Highly Qualified" item (YES, NO or NOT CORE).
-
When the "NCLB Highly Qualified" response box for a CORE teaching
assignment is incorrectly left blank or reported as NOT CORE, SED
will change the response option to NO, denoting that the teacher
is not "highly qualified" for a CORE class. In these cases,
SED will give employers an opportunity to correct the teacher’s
status before data on "highly qualified" teachers are publicly reported.
-
When a YES is reported for a CORE teaching assignment and SED’s
certification records indicate that the teacher does not meet State
certification standards for that assignment (which take into account
incidental teaching and approved experiments in organizational change
in middle schools), SED will replace the YES response with a NO
response and give employers an opportunity to correct the teacher’s
status before data on "highly qualified" teachers are publicly reported.
|
