Highly Qualified Teacher-Special Education (Updated July 2006)

HQT Definition for Special Education Teachers

Highly Qualified Special Education Teachers

Teacher of Students with Moderate Disabilities; Teacher of Young Children with and without Disabilities; Teacher of the Deaf or Hard of Hearing; Teacher of the Visually Impaired; and Teacher of Students with Severe Disabilities.

The following are options for demonstrating subject matter competency:

o Passing the appropriate subject matter MTEL test; or

o Completing the appropriate HOUSSE plan (see question 4 below).

Additional options for all special education teachers now available under IDEA-2004 include demonstrating subject matter competency through:

o Possession of an academic major in the appropriate subjects;

o A graduate degree in the appropriate subjects;

o Completion of coursework equivalent to an undergraduate academic major in the appropriate subjects; or

o National or American Board Certification in the field.

NCLB allows states to develop a high objective uniform state standard of evaluation (HOUSSE plan) in order to allow teachers to demonstrate subject matter competency. Teachers in Massachusetts may demonstrate this subject matter competency through an individual professional development plan and the completion of professional development activities.

In order to meet the highly qualified subject matter competency standards through HOUSSE, Massachusetts teachers are required to have a total of 120 Professional Development Points (PDPs) with 80% or 96 PDPs focusing on the content or content pedagogy of the core academic subjects that they teach.

If a special education teacher wishes to demonstrate competency in more than one subject, at least 10 PDPs of the 96 PDPs must be accrued in each core academic subject that the teacher teaches - for a total of 96 PDPs across the subject areas -- in order to demonstrate subject matter competency in those areas.

Paraprofessional Qualification and Certification Requirements (Updated July 2006)

Qualification Requirements for EXISTING Title I Instructional Paraprofessionals

All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent. Paraprofessionals hired on or before January 8, 2002, and working in a program supported with Title I, Part A funds must meet these requirements by January 8, 2006.

o Completed two years of study at an institution of higher education; or

o Obtained an associate’s (or higher) degree

Qualification Requirements for NEW Title I Instructional Paraprofessionals

Paraprofessionals hired after January 8, 2002, and working in a program supported with Title I, Part A funds must have:

o Completed two years of study at an institution of higher education; or

o Obtained an associate’s (or higher) degree.

List of Local and State Assessment Tests for Paraprofessionals to Meet NCLB Title I Requirements

·  ACT "WorkKeys"

·  Educational Testing Services (ETS) "ParaPro Assessment" 

Passing Scores for the Assessment Tests as Set by the State

·  464 (ParaPro)