No Child Left Behind Act of 2001 (NCLB)
Main
NCLB NYS
Field Memo
#05-2003 (Revised)
Cover Letter
Table of Contents
Introduction
Part A: NCLB Requirements for the HOUSSE
Part B: Teachers Who May Want to Use the
HOUSSE
Part C: New York State’s Definition of the
HOUSSE
Part D: Accountability and Records
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
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Introduction
This non-regulatory guidance on the “high objective uniform State standard
of evaluation” (HOUSSE) reflects the New York State Education Department's
(SED) interpretation of the No Child Left Behind Act of 2001(NCLB) based on the
statute and final regulations as well as draft non-regulatory guidance and
technical assistance provided by the U.S. Department of Education (USDOE)
through the date of its publication. Federal information, including Improving
Teacher Quality State Grants Title II, Part A , dated December 19, 2002, can
be found on the Internet at
http://www.ed.gov/about/offices/list/oese/legislation.html .
This guidance supersedes previous SED guidance, unless otherwise noted, and is
subject to change in response to additional federal regulations and guidance.
Questions about this guidance should be sent to nclbnys@mail.nysed.gov
. References appear in italics throughout this document. They
are explained in Appendix E.
For further information about the NCLB’s requirements, please refer to
federal links available at http://www.highered.nysed.gov/nclbfederal.htm.
For other information about the NCLB’s requirements in New York State,
please refer to other NCLB NYS Field Memos at http://www.highered.nysed.gov/nclbhome.htm.
Information about New York State’s certification requirements can be
found at http://www.highered.nysed.gov/tcert/.
State Context
This guidance on the “high objective uniform State standard of evaluation” (HOUSSE)
should be used in the context of existing State requirements for teachers. Taken
together, State requirements and the HOUSSE ensure that all teachers subject to
the NCLB will have the subject matter competency required by the NCLB.
- All teachers must participate each year in activities specified in their
school districts’ or BOCES’ professional development plan, as required in
section 100.2(dd) of the Commissioner’s Regulations, which is available online
at
http://www.emsc.nysed.gov/development/regulations_pdp.htm . This
professional development, collaboratively developed by school district
personnel, must address the needs of the districts’ teachers and the learning
needs of the districts’ students.
- All teachers must participate each year in Annual Professional Performance
Reviews (APPRs) that are required by section 100.2(o) of the Commissioner’s
Regulations, shown in Appendix C of this document. APPRs must address content
knowledge, pedagogical practices, instructional delivery, student assessment,
collaboration and reflective practice.
- Ongoing professional development (175 hours every five years) is required
for all teachers with professional certificates in section 80-5.6 of the
Commissioner’s Regulations, available at
http://www.highered.nysed.gov/tcert/part80.htm#3.4 . This professional
development must be consistent with the professional development goals and
objectives in the school district’s professional development plan.
- Teachers and administrators in low-performing schools receive a range of
professional development services focused on improving student achievement
from the State and its technical assistance networks. The statewide network of
Regional School Support Centers (RSSCs) builds capacity and improves
educational results in schools and school districts with low performance on
NCLB accountability criteria and key special education indicators that are
consistent with the federal Office of Special Education Programs (OSEP)
Government Performance Results Act (GPRA) indicators. Based on the specific
areas of low performance, RSSCs partner with school and district
representatives and other relevant networks and service providers to complete
a data-driven causal analysis of the strategic conditions that should be
addressed and the initiatives/services that should be implemented. RSSCs do
not use "one fits all" or region-wide approaches to professional development.
They recommend professional development based on "root causes" identified for
a particular program area, school or group of schools. Professional
development is increasingly being implemented in an embedded manner, with
expert coaches/mentors working with teachers and/or administrators across
programs (general education, special education, bilingual, etc.) to ensure
that strategies and skills are understood and implemented with fidelity. On a
tri-annual basis, RSSCs submit written Status Reports to SED indicating target
areas, root causes, services and service providers, and results. The RSSC
network functions as a learning community to share information and
evidence-based approaches in regard to school/district engagement, causal
analysis and the strategic provision of professional development and services.
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