Education Issues and Policy

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• Changes Made by the IDEA Reauthorization regarding Special Education Teachers
• Paraprofessional Tuition Program 2004-2005 Applications Available
• No Child Left Behind
• MassPartners for Public Schools

Changes Made by the IDEA Reauthorization to the "Highly Qualified" Requirements for Special Education Teachers

Congress recently reauthorized IDEA (Individuals with Disabilities Act). This bill included changes to the "highly qualified" requirements for SPED teachers. Those changes are as follows:

Certification:

• To be considered highly qualified special education teachers must be certified or licensed in special education.

Special education teachers teaching multiple subjects:

• A veteran special education teacher who teaches 2 or more core academic subjects exclusively to children with disabilities may demonstrate competence in all the core academic subjects the teacher teaches in the same manner as is required for an elementary, middle or secondary school teacher under the NCLB HOUSSE, which may include a singe HOUSSE covering multiple subjects.
• A new teacher who teaches multiple subjects and who is highly qualified in math, language arts, or science when hired may demonstrate competence in the other core academic subjects the teacher teaches through the HOUSSE, which may include a single HOUSSE covering multiple subjects, not later than 2 years after the date of employment.
• Both new and veteran special education teachers may also qualify by meeting the original subjectr matter requirements under NCLB.

Special education teachers teaching to alternate achievement standards:

• A special education teacher who teaches core academic subjects exclusively to children who are assessed against alternate achievement standards may demonstrate subject matter competence by meeting the NCLB requirements applicable to an elementary school teacher, or in the case of instruction above the elementary level, by having subject matter knowledge appropriate to the level of instruction being provided, as determined by the State.

Special education teachers who only provide consultative services:

• The conference included report language clarifying that teachers who provide only consultative services to a highly qualified teacher should be considered highly qualified as long as they are certified in special education.
• Consultative services do not include instruction in core academic subjects, but may include adjustments to the learning environment, modifications of instructional methods, adaptation of curricula, the use of positive behavioral supports and interventions, or the use of appropriate accommodations to meet the needs of individual children.

Special education teachers teaching one core academic subject:

• Report language states the conferees' intent that special education teachers teaching one core academic subject must meet the original NCLB requirements for demonstrating subject matter competency.

Paraprofessional Tuition Program

Applications for the Paraprofessional Teacher Preparation Grant Program for the 2007 - 2008 school year are now available. (Please be patient the file is very large so it is very slow downloading). The AFT Massachusetts sponsored the legislation creating the program and the legislature has continued to fund it.

The Paraprofessional Teacher Preparation Grant Program is designed to provide financial assistance to paraprofessionals who wish to pursue teacher education degrees and become certified to teach in a Massachusetts Public School. Paraprofessionals who enroll in a teacher education program at a Massachusetts public or private college or university may qualify for a grant for full-time or part-time study during the 2007-2008 academic year including summer sessions. The grant awards will vary depending on the college rates and the student's enrollment status (number of credits taken). Information and the application form are available from the Board of Higher Education.

AFT Massachusetts sponsored the origina legislation creating this program and worked hard to pass the legislation and to secure continued funding to benefit paraprofessionals.

The completed application, as well as, the Federal Financial Assistance Form must be completed by the individual applicant and sent to the Board of Higher Education.

As an added precaution, the AFT Massachusetts urges paraprofessionals to send their completed application materials to the Board of Higher Education. Although the application form cites a priority date of August 1, 2007, the application can be submitted at any time.

As an added precaution, AFT Massachusetts urges paraprofessionals to send their completed application materials to the Board of Higher Education by registered mail and to keep a copy of all materials that are submitted.

No Child Left Behind

Congress is working on the reauthorization of the NCLB law. Many interest groups are trying to influence changes to the law. The AFT has identified many flaws in the legislation and has proposed constructive recommendations that reflect our members' views about what works for the children we teach. These recommendations and other information about NCLB can be found at NCLB Let's Get It Right .

MassPartners For Public Schools Reports

MassPartners For Public Schools, a coalition of seven statewide education associations including AFT Massachusetts, has released several reports dealing with important issues facing educators in Massachusetts .

Facing Reality - What happens when good schools are labeled "failures " ? This report, based on a commissioned study, projects the effect of the federal AYP requirement on Massachusetts schools from 2004 to 2014. Click here to read the Executive Summary or, if you wish to read the entire 44 page report, click here.

A Call to Action: Don't Shortchange Children This report cites important shortcomings and flaws in NCLB and makes recommendations that would help Massachusetts students. AFT Massachusetts strongly encourages all union leaders to read this 19 page report and share it with their membership and policy makers in their community. Click here to read and/or download the report. (This PDF file is large so please be patient with the download.)

Teaching Matters: Strengthening Teacher Evaluation in Massachusetts This paper, a conceptual framework, develops ideas and suggestions intended to elevate traditional teacher evaluation so that it becomes a meaningful part of instructional improvement strategies. Click here to download the report.

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