Reauthorization of IDEA and No Child Left Behind

Individuals with Disabilities Education Act (IDEA) Website

The official website for the IDEA.

Improving Assessment and Accountability for English Language Learners in the No Child Left Behind Act

Washington, DC – A report by the National Council of La Raza (NCLR), the largest national Hispanic civil rights and advocacy organization in the U.S., examining the impact of the No Child Left Behind Act (NCLB) on English language learners (ELLs) concludes that while the law has not been implemented adequately, it holds considerable promise for closing the achievement gap between ELLs and other students.

Professional Development Plan (PDP) Summary

Requirements for the Professional Development Plan

General School Requirements Section 100.2 (dd)

Summarized by Peter L. Kozik from Information at Part 100.2, NYSED.

The purpose of the plan shall be to improve the quality of teaching and learning by ensuring that teachers participate in substantial professional development in order that they remain current with their profession and meet the learning needs of their students.

Summary of HOUSSE


        New York State Requirements for HOUSSE: High Objective Uniform State Standards of Evaluation as per Field Memo: NCLB NYS #05-2003 and Addenda
Summary by Peter Kozik
What is the “high objective uniform State standard of evaluation” (HOUSSE)?
     To be “highly qualified,” teachers must have a bachelor’s degree, be certified for the classes they are teaching (except certain charter school teachers) and demonstrate subject matter competency in all core subjects they teach. A teacher’s highly objective qualifications are measured by HOUSSE Rubrics. HOUSSE is one option for teachers beyond their first year of teaching to demonstrate their competency.


This presentation by Patricia Geary illustrated how VESID is utilizing the State Performance Plan (SPP) and NCLB - IDEA

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