Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
50-State HOUSSE Information
Alabama : NCLB Highly Qualified Teachers and Paraprofessionals
HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers
    Required Element State Strategies Evidences Notes/Comments
    A. The plan describes how and when the ADE will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-2006 school year. The ADE has informed LEAs that all veteran teachers who choose to use the HOUSSE option and are eligible to do so should submit applications not later than August 15, 2006. All HOUSSE applications will be reviewed and corresponding notifications of highly qualified status will be made by September 1, 2006. Presentation notes from March-April 2006 training of designated LEA staff. April 17, 2006, memorandum to LEA superintendents to notify them of the HOUSSE end date. Copy of "talking points" for July 12, 2006, ADE presentation to LEA superintendents.

    Evidence is retained in the ADE NCLB Research and Development Office.

    Evidence is available on the ADE Web site.

    Evidence will be available at the above-referenced Web link.

    B. The plan describes how the ADE will limit use of HOUSSE after the end of the 2005-2006 SY to the following situations:
    1. Multi-subject secondary teachers in rural schools who, if highly qualified in one subject at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire; or
    2. Multi-subject special education teachers who are new to the profession, if highly qualified in language arts, mathematics, or science at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire.
    After August 15, 2006, the HOUSSE portfolio option may be used only by new middle/secondary special education teachers who are highly qualified in English language arts, mathematics, or science at the time of hire and are assigned to teach multiple subjects. A teacher in this category may use the HOUSSE option to meet the highly qualified teacher requirement in additional subjects within two years of the date of hire. April 17, 2006, memorandum to LEA superintendents.

    Evidence is available on the ADE Web site.

    Alabama is not eligible for "rural flexibility" as such flexibility was authorized by the U. S. Department of Education in March 2004.

    Source: Alabama's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools

    Alabama Highly Qualified Teacher Application
    HOUSSE Portfolio Option

    The following teachers are eligible to use the HOUSSE portfolio option:
    • "NOT NEW" general education, elementary teacher
    • "NOT NEW" general education, middle/secondary teacher
    • "NOT NEW" special education, elementary teacher
    • "NOT NEW" special education, middle/secondary teacher
    • "NOT NEW" special education, teacher of Alternate Achievement Standards, only
    OR
    • "NEW" special education, middle/secondary teacher who teaches multiple core academic subjects exclusively to students with disabilities, and is highly qualified in:
      • English language arts,
      • mathematics, OR
      • science.

    Teacher applicants must hold at least a valid Class B Professional Educator Certificate, Alternative Baccalaureate-Level Certificate (ABC), Special Alternative Certificate, or Preliminary Certificate.

    HOUSSE Portfolio Criteria Details

    Teachers who earn 100 points for the portfolio option meet the federal "highly qualified teacher" requirement.

    • College Coursework in Content Area

      To be eligible to use the HOUSSE portfolio option, a general education or special education elementary (Grades K-6) teacher must have completed a minimum of 6 semester hours in each of the four content areas: English language arts (including reading), mathematics, science, and social science. A general education or special education middle/secondary (Grades 7-12) teacher must have at least 18 semester hours in the content area for which the teacher is certified and seeking highly qualified teacher status. Prerequisite hours can be counted in the total points for this category.

      • Measure: Semester hours-40 hours' maximum
      • Point Value: 1 point for each semester hour
      • Total Points: 40 points maximum

    • College Coursework in Professional Studies Related to Content Area

      Professional studies courses include the following: methods of teaching in the content area, learning styles, differentiating instruction for sub- groups of students, understanding the nature and needs of learners, classroom management, assessment/evaluation, reading, and educational/instructional technology. (General professional courses that are required of all students in teacher preparation programs, e.g., Foundations/Philosophy of Education, Directed Teaching/Internship/Practicum, Curriculum Design/Implementation., May not be counted.)

      • Measure: Semester hours-35 hours' maximum
      • Point Value: 1 point for each semester hour
      • Total Points: 35 points maximum

    • Professional Development Related to Content Area

      Professional development activities must meet the federal definition and criteria of high-quality professional development and Alabama's standards for high-quality professional development. These include professional development activities related directly to teaching in the content area for which the teacher is applying, that the teacher has taken within the last 10 years.

      • Measure: Number of activities-12 activities' maximum
      • Point Value: 3 points for each activity
      • Total Points: 36 points maximum

    • Professional Activities Related to Content Area

      Professional activities must relate directly to the content area for which the teacher is certified and seeking highly qualified teacher status and must provide clear evidence of exemplary knowledge and teaching skills in the content area.

      • Measure: Number of activities-5 activities' maximum
      • Point Value: 4 points for each activity
      • Total Points: 20 points maximum

    • Years of Public School Teaching Experience in the Content Area

      Includes the number of years of public school experience that a teacher will have taught in the content area in a public school as a fully certificated/licensed teacher by the end of the current school year. Service of one semester or more in a given year can be counted as one full year.

      Short-term or long-term substitute teaching, student teaching, teaching under an emergency certificate, teaching without a valid certificate, working as a teacher aide or paraprofessional, teaching summer school, and service of less than one semester during a given year may not be counted.

      Documentation of teaching experience must clearly state the subject/content area taught during each year or span of years. Only those years of teaching in the content area for which the teacher is seeking highly qualified status through this application may be counted. A Supplement EXP, the official state form for reporting experience, or a comparable document must be used as documentation. (Keep in mind that "Special Education" is not a core academic subject or content area.)

      • Measure: Years of public school experience in content area
      • Point Value: 2 points / yr. for each yr. within the past 10. 1 point for each yr. prior to the past 10.
      • Total Points: 30 points maximum

    • Recognition in Content Area

      Recognitions must be directly related to the content area for which the teacher is certified and seeking highly qualified teacher status and must provide clear evidence of exemplary knowledge and teaching expertise in the content area. All recognitions must be from the state, regional, or national level.

      • Measure: Number of recognitions 2 recognitions maximum
      • Point Value: 2 points for each recognition
      • Total Points: 4 points maximum

    Source: Alabama Department of Education; High Objective Uniform State Standard of Evaluation (HOUSSE)-Revised

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects

    Alabama Highly Qualified Teacher Application
    HOUSSE Portfolio Option

    The following teachers are eligible to use the HOUSSE portfolio option:
    • "NOT NEW" general education, elementary teacher
    • "NOT NEW" general education, middle/secondary teacher
    • "NOT NEW" special education, elementary teacher
    • "NOT NEW" special education, middle/secondary teacher
    • "NOT NEW" special education, teacher of Alternate Achievement Standards, only
    OR
    • "NEW" special education, middle/secondary teacher who teaches multiple core academic subjects exclusively to students with disabilities, and is highly qualified in:
      • English language arts,
      • mathematics, OR
      • science.

    Teacher applicants must hold at least a valid Class B Professional Educator Certificate, Alternative Baccalaureate-Level Certificate (ABC), Special Alternative Certificate, or Preliminary Certificate.

    HOUSSE Portfolio Criteria Details

    Teachers who earn 100 points for the portfolio option meet the federal "highly qualified teacher" requirement.

    • College Coursework in Content Area

      To be eligible to use the HOUSSE portfolio option, a general education or special education elementary (Grades K-6) teacher must have completed a minimum of 6 semester hours in each of the four content areas: English language arts (including reading), mathematics, science, and social science. A general education or special education middle/secondary (Grades 7-12) teacher must have at least 18 semester hours in the content area for which the teacher is certified and seeking highly qualified teacher status. Prerequisite hours can be counted in the total points for this category.

      • Measure: Semester hours-40 hours' maximum
      • Point Value: 1 point for each semester hour
      • Total Points: 40 points maximum

    • College Coursework in Professional Studies Related to Content Area

      Professional studies courses include the following: methods of teaching in the content area, learning styles, differentiating instruction for sub- groups of students, understanding the nature and needs of learners, classroom management, assessment/evaluation, reading, and educational/instructional technology. (General professional courses that are required of all students in teacher preparation programs, e.g., Foundations/Philosophy of Education, Directed Teaching/Internship/Practicum, Curriculum Design/Implementation., May not be counted.)

      • Measure: Semester hours-35 hours' maximum
      • Point Value: 1 point for each semester hour
      • Total Points: 35 points maximum

    • Professional Development Related to Content Area

      Professional development activities must meet the federal definition and criteria of high-quality professional development and Alabama's standards for high-quality professional development. These include professional development activities related directly to teaching in the content area for which the teacher is applying, that the teacher has taken within the last 10 years.

      • Measure: Number of activities-12 activities' maximum
      • Point Value: 3 points for each activity
      • Total Points: 36 points maximum

    • Professional Activities Related to Content Area

      Professional activities must relate directly to the content area for which the teacher is certified and seeking highly qualified teacher status and must provide clear evidence of exemplary knowledge and teaching skills in the content area.

      • Measure: Number of activities-5 activities' maximum
      • Point Value: 4 points for each activity
      • Total Points: 20 points maximum

    • Years of Public School Teaching Experience in the Content Area

      Includes the number of years of public school experience that a teacher will have taught in the content area in a public school as a fully certificated/licensed teacher by the end of the current school year. Service of one semester or more in a given year can be counted as one full year.

      Short-term or long-term substitute teaching, student teaching, teaching under an emergency certificate, teaching without a valid certificate, working as a teacher aide or paraprofessional, teaching summer school, and service of less than one semester during a given year may not be counted.

      Documentation of teaching experience must clearly state the subject/content area taught during each year or span of years. Only those years of teaching in the content area for which the teacher is seeking highly qualified status through this application may be counted. A Supplement EXP, the official state form for reporting experience, or a comparable document must be used as documentation. (Keep in mind that "Special Education" is not a core academic subject or content area.)

      • Measure: Years of public school experience in content area
      • Point Value: 2 points / yr. for each yr. within the past 10. 1 point for each yr. prior to the past 10.
      • Total Points: 30 points maximum

    • Recognition in Content Area

      Recognitions must be directly related to the content area for which the teacher is certified and seeking highly qualified teacher status and must provide clear evidence of exemplary knowledge and teaching expertise in the content area. All recognitions must be from the state, regional, or national level.

      • Measure: Number of recognitions 2 recognitions maximum
      • Point Value: 2 points for each recognition
      • Total Points: 4 points maximum

    Source: Alabama Department of Education; High Objective Uniform State Standard of Evaluation (HOUSSE)-Revised

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Alaska : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Completing the HOUSSE Process in Alaska

    In 2003, the Alaska State Board of Education & Early Development adopted regulations that would provide pathways for teachers to become highly qualified. Following the state’s regulatory process, EED staff will present amendments to 4 AAC 04.212 Objective uniform standards to the board at the December, 2006, meeting. The proposed amendments will:

    • Complete the use of the HOUSSE process by all teachers not new to the profession who were hired before the end of the 2005-06 school year.
    • Limit the use of the HOUSSE process after the end of the 2006-07 school year to the following situations:
      • multi-subject secondary teachers in rural schools who, if HQ in one subject at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire; or
      • multi-subject special education teachers who are new to the profession, if HQ in language arts, mathematics, or science at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire.
    As per the regulatory process in Alaska, EED staff will recommend the State Board of Education & Early Development place the proposed amendments out for public comment. Following the period of public comment, it is anticipated the State Board of Education & Early Development would adopt the proposed amendments at its March, 2007 meeting. The regulations would then be forwarded to the Alaska Department of Law for review and then to the Lieutenant Governor for an effective date and signature.

    Source: Alaska Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools A district that qualifies for eligibility for the small, rural school achievement program under 20 U.S.C. 7345(b) may employ a middle or high school teacher who is not highly qualified in all core academic subjects taught by the teacher if
    • The teacher is highly qualified in at least one core academic subject taught by the teacher;
    • The district provides professional development and other assistance to the teacher that is intended to result in the teacher becoming highly qualified in all core academic subjects taught by the teacher within the time allowed under this subsection; and
    • For all core academic subjects taught by the teacher, the district requires the teacher to become highly qualified in those subjects:
      1. Within three years after the date of hire, if the district hired the teacher after March 15, 2004; or
      2. On or before July 1, 2007, if the district hired the teacher before March 15, 2004.

    Source: Alaska Administrative Code; 4 AAC 04.210(i)

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects HOUSSE for Special Education Teachers Teaching Multiple Subjects

    A teacher meets the high objective uniform standard for high school or middle school special education teachers of multiple subjects if the district that employs the teacher determines, on a form prepared by the department, that the teacher qualifies to receive at least 50 points under (b) of this section, for each subject area taught. In making this determination, a district

    1. May award no more than 25 points under (b)(1) of this section for each subject area; and
    2. Must require that at least five points be awarded under (b)(5) of this section for each subject area.

    Source: Alaska Administrative Code; 4AAC 04.212(g)

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Arizona : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers On October 12, 2006, the Arizona Department of Education (ADE) received verbal approval to extend the use of the HOUSSE until the beginning of the 2007-08 school year. Therefore, any teacher who has taught at least one year may now use the HOUSSE to fulfill the content competence portion of the Highly Qualified Attestation.

    Source: Arizona Department of Education Model for Indentifying Highly Qualified Teachers and Paraprofessionals

     rev. 05/2007

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools

    Multi-subject secondary teachers in rural schools who, if highly qualified in one subject at the time of hire, may use the Middle, Junior High, High School, Visual Arts or Music HOUSSE to demonstrate competence in additional subjects within three years of the date of hire.

    REAP District and REAP Charter Schools Arizona’s High, Objective, Uniform, State Standard of Evaluation AZ HOUSSE Rubric for Visual Arts, Music, Middle, Junior High and High School Teachers Approved by the Arizona State Board of Education, August 29, 2006 09/05/06 Core Content Area: _________________________________________

    Years of Teaching Experience in the Core Academic Subject Area

    College Coursework in the Core Academic Subject Area

    Please complete a separate rubric for each core academic

    Professional Development and Activities in the Core Academic Subject Area (Completed in last 10 years)

    Service related to the Core Academic Subject Area

    Awards, Presentations, Publications related to the Core Academic Subject Area



    • Middle and High School teaching Includes depart- mentalized experience in the core academic subject area
    • Visual Arts and Music teachers may count K-12 experience in these core areas

    Middle & High School:

    • Coursework in the core academic subject areas as identified by the NCLB Act of 2001:

    •English/Language Arts/Reading
    • Mathematics
    • Economics
    • Science (including Biology, Chemistry, Earth Science, and Physics – a separate rubric should be completed for the various sciences)
    • Civics and Government
    • History
    • Geography
    • Foreign Languages
    • The Arts (Visual and Music)
    • Social Studies (middle/junior high school only – course- work in Economics, History, Civics and Government, and Geography)
    • Methods course related to the core academic area (3 credit hours only)
    • Middle/High School Curriculum foundations (3 credit hours only)

    • Participated in district approved professional development activities in core academic subject area
    • Participated in regional, state or national professional conferences/ seminars/workshops
    • Completed all assessments for National Board Certification (20 points)
    • Served on a committee that developed, selected or evaluated academic standards and/or curriculum
    • Served on a committee that developed, selected or evaluated professional teaching standards
    • Served on a committee that aligned local cademic standards with state standards
    • Served on a committee that developed, validated or evaluated academic assessments

    • Chair/team leader
    • Mentor teacher
    •Cooperating teacher for student teacher
    • Leadership position in a regional, state, or national pro- fessional organization
    • Instructor at an Institute of Higher Ed. in course related to the core academic subject area
    •Presentations
    at the school/district level in areas related to the core academic subject area

    • Recipient of a State or National Award
    • Presentations at regional, state or national professional organization meetings
    • Article in regional, state or National journal

    10 points per year
    Maximum = 50 pts

    4 points per credit hour

    5 points per documented activity

    5 points per year per documented service Maximum = 30 pts

    5 points per documented activity

    Maximum = 30 pts

    # Years:

    # Sem/Cr. Hrs., and/or Degree Area:

    # Activities:

    # Services:

    # Activities:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:


    Source: Arizona Highly Qualified Teacher HOUSSE Rubric – REAP (Middle, Junior High, High School, Visual Arts, and Music)

     rev. 05/2007 

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects New to the Special Education profession:

    Multi-subject special education teachers, who are new to the profession, if highly qualified in Language Arts, Mathematics, or Science at the time of hire, may use HOUSSE for Special Education Teachers to demonstrate competence in additional subjects within two years of the date of hire.

    District and Charter Schools Arizona’s High, Objective, Uniform, State Standard of Evaluation AZ HOUSSE Rubric for Special Education 10/12/06 Core Content Area: _________________________________________

    Years of Teaching Experience in the Core Academic Subject Area

    College Coursework in the Core Academic Subject Area

    Please complete a separate rubric for each core academic

    Professional Development and Activities in the Core Academic Subject Area (Completed in last 10 years)

    Service related to the Core Academic Subject Area

    Awards, Presentations, Publications related to the Core Academic Subject Area

    • Elementary level includes teaching experience in an elementary classroom • Middle and High School teaching includes departmentalized experience in the core academic subject area
    • Visual Arts and Music teachers may count K-12 experience in these core areas

    Elementary Content eachers of Record:

    • Coursework in the elementary content areas:Mathematics; Reading/ English/Language; Arts; Science; Social Studies (Geography, History; Civics & Government, and Economics),

    AND/OR

    An Advanced Degree relevant to Elementary Education:

    Example: Elementary Education

    Middle & High School Teachers of Record: Coursework in the core academic subject areas:

    Reading/Language; Arts/English; Mathematics Economics; Science (including Biology, Chemistry, Earth Science, and Physics – a separate rubric should be completed for the various sciences) History; Geography; Foreign Languages; The Arts (Visual and Music)
    • Methods course related to the core academic area (3 credit hours only)
    • Middle/High School curriculum foundations (3 credit hours only)

    • Participated in district approved professional conferences/ seminars/ workshops
    • Completed all assessments for National Board Certification (20 points)
    • Served on a committee that developed, selected, or evaluated academic standards and/or curriculum
    • Served on a committee that developed, selected or evaluated professional teaching standards
    • Served on a committee that aligned local academic standards with state standards

    • Chair/team leader
    • Mentor teacher
    • Cooperating Leadership position in a regional, state, or national professional organization
    • Instructor at an Institute of Higher Ed. in course related to the core academic subject area
    • Presentations at the school/ district level in areas related to the core

    • Recipient of a State or National Award
    • Presentations at regional, state or national professional organization meetings
    • Article in regional, state, or national journal

    10 points per year
    Maximum = 50 pts

    4 points per credit hour

    5 points per

    documented activity

    5 points per year per documented service
    Maximum = 30 pts

    5 points per documented activity

    Maximum = 30 pts

    # Years:

    # Sem/Cr. Hrs., and/or Degree Area:

    # Activities:

    # Services:

    # Activities:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:

    TOTAL Points:


    Source: Arizona Highly Qualified Teacher HOUSSE Rubric - Special Education

     rev. 05/2007

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Arkansas : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Arkansas will continue to use a HOUSSE option:
    1. For verifying content knowledge in order for veteran teachers to establish that they are HQ in areas other than the area they were teaching in the fall of 2005.
    2. To verify the HQ status for retired teachers who would be coming back into the classroom.

    Source: Arkansas' Revised State Plan*

    *Note: This component was not met and is currently under revision by the state. See the ECS state HQT Tool for more information.

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools

    ARHOUSSE for Multi-Subject Teachers

    To establish Highly Qualified status as a Multi-Subject teacher a teacher must teach in one of the Instructional Classes listed below, and teach two or more of the content areas listed below. To demonstrate content knowledge a minimum of 50 points is required per content area taught.

    Instructional Classes

    • Alternative Learning Environment
    • Special Education
    • JDC, Residential, Other

    Content Areas

    • English
    • Math
    • Art
    • Music
    • Reading / Language Arts
    • Science
    • Social Studies
    • Foreign Languages

    The following would demonstrate content knowledge for Multi-Subject HQT criteria in full:

    Praxis II: Middle School Content Knowledge (#20146)
    100 points

    Multi-Subject content test taken for licensure in another state
    100 points

    To demonstrate content knowledge by individual subject, the following evidence must be in the content areas indicated above. A teacher must accumulate a minimum of 50 points in each core content subject area that they are teaching.

    College/University coursework in the content area(s)
    3 points per credit hour

    NBTS Certification for this content area (including Elementary)
    100 points

    Content-based Professional Development, or Content Knowledge Activities
    1 point per hour, up to 8 points per year (40 pts max)

    Teaching Experience in the content area
    10 points per year (25 pts max)

    Source: Arkansas Department of Education; HOUSSE for Multi-Subject Teachers

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects

    ARHOUSSE for Multi-Subject Teachers

    To establish Highly Qualified status as a Multi-Subject teacher a teacher must teach in one of the Instructional Classes listed below, and teach two or more of the content areas listed below. To demonstrate content knowledge a minimum of 50 points is required per content area taught.

    Instructional Classes

    • Alternative Learning Environment
    • Special Education
    • JDC, Residential, Other

    Content Areas

    • English
    • Math
    • Art
    • Music
    • Reading / Language Arts
    • Science
    • Social Studies
    • Foreign Languages

    The following would demonstrate content knowledge for Multi-Subject HQT criteria in full:

    Praxis II: Middle School Content Knowledge (#20146)
    100 points

    Multi-Subject content test taken for licensure in another state
    100 points

    To demonstrate content knowledge by individual subject, the following evidence must be in the content areas indicated above. A teacher must accumulate a minimum of 50 points in each core content subject area that they are teaching.

    College/University coursework in the content area(s)
    3 points per credit hour

    NBTS Certification for this content area (including Elementary)
    100 points

    Content-based Professional Development, or Content Knowledge Activities
    1 point per hour, up to 8 points per year (40 pts max)

    Teaching Experience in the content area
    10 points per year (25 pts max)

    Source: Arkansas Department of Education; HOUSSE for Multi-Subject Teachers

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • California : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The California HOUSSE Process: Present and Future Procedures

    California's HOUSSE was designed in such a manner to be self-limiting over time. Many states allow teachers to be hired as "new to the profession," but after they have been employed for a certain length of time, their status can change to "not new." After more than a year of extensive collaboration with the various stakeholders in our state on this issue, California set one point in time, directly related to NCLB requirements that would establish every teacher's status. Any teacher that was credentialed after July 1, 2002, would forever and always be considered "new to the profession." Any teacher who had received their credential before that date would be considered "not new." This was done purposefully in order to prevent any misuse of the HOUSSE.

    Most teachers that can use the HOUSSE to establish subject matter competency have done so by this time. It may still be useful, however, to "not new" teachers who take on some of the more challenging assignments, such as multiple subject self-contained classrooms at the secondary level. These teachers may very well have prior experience, course work, or professional development that would help them establish subject matter competency in core subjects they have not recently taught.

    We want to provide ample time for our stakeholders to review proposed changes with their constituencies and opportunity for LEAs to prepare for hiring. Because it would not be appropriate to make changes to the HOUSSE mid-way during a school year, we plan to implement these changes before any hiring takes place for the 2007-08 school year, but not later than June 30, 2007.

    The CCTC is authorized to license teachers in the state of California. The licensing of teachers in California is a complex system with many avenues and alternatives for licensure. The CDE oversees the NCLB Highly Qualified Teacher Requirements process, which includes the California HOUSSE process; an invaluable tool in allowing teachers not new to the profession to apply years of experience, college units, and professional development to verify subject matter competency. California's HOUSSE process was created in collaboration with a diverse group of stakeholders, and designed to ensure that our teachers have a strong background in the subject they teach. Additionally, like many other states, California suffers from a chronic teacher shortage in certain subject areas.

    As of July 1, 2007, HOUSSE Part 1:

    • HOUSSE-Part 1 will continue to be part of California's certification process for "not new" teachers.
      • Remove Leadership and Service to the Profession section.
    As of July 1, 2007, HOUSSE Part 2:
    • Will no longer be available as part of California's certification process, except for secondary multiple subject teachers who teach in Small Rural School Achievement schools, secondary multiple subject special education teachers, and secondary teachers who teach multiple subjects in alternative programs
    • Will no longer contain a portfolio assessment option
    • Cannot count for more than 40 of the 100 points needed
    Note: A complete description of California's rules and processes related to HQT is found in NCLB Requirements Resource Guide.

    Source: California's Revised State Plan*

    *Note: This component was only partially met and is currently under revision by the state. See the ECS state HQT Tool for more information.

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools Middle and High School Teachers Rural Flexibility

    A teacher hired by a small rural LEA, as defined by the Small Rural School Achievement (SRSA) program, after the end of the 2003-04 school year, to teach multiple subjects must meet NCLB requirements in at least one core academic subject assigned but will have three years from the date of hire to obtain highly qualified status in all other core academic subjects assigned to teach.

    A teacher hired by a small rural LEA, as defined by the Small Rural School Achievement (SRSA) program, before the end of the 2003-04 school year, to teach multiple subjects must meet NCLB requirements in at least one core academic subject assigned but will have until the end of the 2006-07 school year to obtain highly qualified status in all other core academic subjects assigned to teach.

    In order to use this flexibility, covered LEAs will need to:

    1. Provide high-quality professional development that increases the teachers' content knowledge in the additional subjects they teach; and
    2. Provide mentoring or a program of intensive supervision that consists of structured guidance and regular, ongoing support so that teachers become highly qualified in the additional core academic subject(s) they teach.

    Source: California Administrative Code; Title 5, § 6113

    Note: The above link is to the California Department of Education site which links to California Administrative Code on a site supported by Westlaw. To access the information without a Westlaw login:

    • Under Regulations and Requirements click on: California State Board of Education No Child Left Behind Teacher Regulations
    • Click on Title 5. Education
    • Click on Division 1. California Department of Education
    • Click on Chapter 6. Certified Personnel
    • Click on Subchapter 7. No Child Left Behind Teacher Requirements
    • Click on Article 3. Middle and High School Level Teachers.
    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects No HOUSSE for new special education teachers teaching multiple core academic subjects found.
    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Colorado : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers
    Requirement #5 - HOUSSE Process
    Requirement Goal Strategy Timeline
    Does the plan describe how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-2006 school year? The HOUSSE process for veteran elementary teachers will be completed and discontinued.

    The HOUSSE process has been completed for veteran teachers hired before the end of the 2005-2006 school year.

    The Department will work with school districts to ensure that districts and the Department have the most current credentialing and assignment data and that the HOUSSE process was implemented using the most up to date data.

    School districts will submit human resource teacher data to CDE as part of a required annual report.

    As appropriate, teacher data records will be updated to reflect the most recent credentialing and assignment records. The HOUSSE process will be implemented a final time for those teachers that were employed at the time the HOUSSE data were initially run.

    June, 2006

    Fall, 2006

    Fall, 2006

    September,2006 to December, 2006

    Does the plan describe how the State will discontinue the use of HOUSSE after the end of the 2005-2006 school year, except in the following situations:
    1. Multi-subject secondary teachers in rural schools who, if HQ in one subject at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire; or
    2. Multi-subject special education teachers who are not new to the profession, if HQ in language arts, math, or science at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire.
    The Department will discontinue the use of the HOUSSE for veteran teachers but will consider the advisability of a HOUSSE for multi-subject rural and special education teachers.>

    Colorado will discontinue use of its HOUSSE after a final updating and run of the HOUSSE data.

    The Department will work with its HQT Committee, NCLB Committee of Practitioners, school districts and other stakeholders to consider the advisability of retaining the HOUSSE for use with multi-subject rural secondary teachers and multi-subject special education teachers that are not new to the profession.

    The Department will decide whether to retain its HOUSSE for use with multi-subject rural secondary teachers and special education teachers of multiple subjects that are not new to the profession.

    December, 2006

    Beginning August, 2006

    October, 2006

    Source: Colorado's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools October, 2006
    The Department will decide whether to retain its HOUSSE for use with multi-subject rural secondary teachers and special education teachers of multiple subjects that are not new to the profession.

    Source: Colorado Department of Education; HQT State Plan (page 21)

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects October, 2006
    The Department will decide whether to retain its HOUSSE for use with multi-subject rural secondary teachers and special education teachers of multiple subjects that are not new to the profession.

    Source: Colorado Department of Education; HQT State Plan (page 21)

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Connecticut : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers All districts will discontinue the use of the HOUSSE process for teachers not new to the profession by the conclusion of the 2006-07 school year. All districts must HOUSSE their non-HQT special education teachers in two content areas (minimally math and language arts/English) and all middle grades teachers in at least two core academic content areas by the end of 2006-07. This will allow for the maximum flexibility for involuntary transfer of teachers based on class/cohort size or based on changes created through the PPT/IEP process. Additionally, all teachers who hold certificates in multiple content areas will be allowed to demonstrate content knowledge through the HOUSSE process in those content areas for which they hold a certificate.

    Connecticut did not specify a strategy as to how the state will phase-out the HOUSSE option. They stated that they intended to completely phase-out all uses of the HOUSSE option, including the permitted exceptions.

    Source: Title II Plan Connecticut's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools The HOUSSE option specifics are decided at the district level.
    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects The HOUSSE option specifics are decided at the district level.

    IDEA has provided some flexibility for special education teachers hired subsequent to July 1, 2006. In order to hire a special education teacher who will be a primary teacher of core academic content knowledge either in a resource room or self-contained classroom, that person must be “highly qualified” in one of following core academic content areas prior to being hired: reading/language arts/English, mathematics or science. Special education teachers then have up to two years to become “highly qualified” in the additional core academic subjects they will be teaching; districts may choose to use the district’s HOUSSE process for special education teachers to become designated as “highly qualified” in additional content areas.

    Source: Letter Connecticut Commissioner of Education; Series 2004-2005, Circular Letter C–10

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Delaware : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Delaware was cited by the U.S. Department of Education for a lack of strategy in response to this question. Delaware created a Teacher Quality Survey designed to establish which teachers needed to be covered by the HOUSSE Option. The U.S. Department of Education noted that there had been a low teacher response to this survey.

    Delaware will continue to use a Teacher Quality Survey to determine if a teacher is Highly Qualified. The survey itself will present teachers with the following options to demonstrate subject matter competence.

    • Praxis II
    • Academic major or equivalent (30 semester credit hours)
    • Academic graduate degree
    • Certification through the National Board for Professional Teaching Standards (with the exception of the Exceptional Needs Specialist certificate).

    Source: Delaware's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • District of Columbia : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers
  • No information found.
  • Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Florida : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity The USDOE has confirmed that the transferability of an out-of-state highly qualified status for veteran teachers via the HOUSSE option earned prior to the 2006-07 school year will be allowable. The attached form must be sent by the Florida school district to the other state agency or official entity such as the school district to verify the HQT HOUSSE for veteran teachers relocating to Florida. The completed signed form must be maintained in the personnel file within the Florida school district as documentation of the out-of-state transferred HQT status.

    Source: Florida Department of Education; Technical Assistance Paper NCLB Highly Qualified Teachers, K-12: 2006- 92

    State's Plan to Phase Out the HOUSSE Option for General Education Teachers Florida is in the process of phasing out the HOUSSE option for teachers hired for the 2006-07 school year and beyond except for special categories of teachers that are allowed the continued use of the HOUSSE option. An official technical assistance memorandum has been written and is in the process of electronic distribution that advises the school districts of the USDOE directive to phase-out the use of HOUSSE.

    Source: Florida's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools The Florida Department of Education is seeking further clarification from the USDE for the definition of eligible small, rural districts to determine if there are districts in Florida to which the definition will apply. For a district that meets the definition of an eligible small, rural district, additional flexibility may be provided through extended timelines for meeting the highly qualified designation. The flexibility provides current teachers in eligible small, rural districts who are highly qualified in at least one subject until the end of the 2006-2007 school year to become highly qualified in the additional core academic subjects they teach via one of the appropriate options.

    Newly hired teachers in an eligible small, rural district who are highly qualified in one subject would have three years from hiring to meet the highly qualified requirements for all core subjects taught. These teachers must be provided professional development, close supervision, and mentoring to assist them in becoming highly qualified in all subjects they teach.

    Source: Florida Department of Education; Highly Qualified Teacher Requirements September 2004

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis Florida HOUSSE: International Exchange Teachers of Academic Content Courses and Elementary Education (Revised)

    To be considered highly qualified, the exchange teacher:

    • Has established via the sponsor of the teacher and the J-1 Visa that the exchange teacher holds the equivalent of a U.S. bachelor’s or higher degree (may be via an acceptable credential evaluation report),
    • Holds a valid Florida exchange teacher certificate, and
    • Documents 100 points appropriate to the assigned subject content area as calculated below.
    Prior Teaching Experience in the Assigned Subject Area
    Successful teaching experience in the subject area within the last 5 years (10 points per school year). Teaching experience must be earned as a full-time teacher. 50 points maximum

    Classroom Observation and Performance Evaluation in Subject Area
    Classroom observation and performance evaluation of the teaching of the subject content that was conducted by the supervisor within the past year. A satisfactory or higher evaluation equals 30 points. No points for below satisfactory rating.

    Professional Development in Subject Area
    Professional development training that increases the teacher’s knowledge of the core academic subject. Must be completed within the last 5 years. Each professional development/inservice component of 3 contact hours in the content subject equals 1 point. 20 points maximum

    College Level Courses in Subject Area
    College level course(s) in the subject content area, not educational methodology. Each college level subject content course equals 20 points. The college courses may be identified via a transcript or credential evaluation report. 60 points maximum.

    Activities or Service Related to the Teaching of the Subject Area in the School, Region, or Country
    Appropriate professional activities related to teaching, including but not limited to: subject content standards development, selection, or evaluation committee subject content curriculum development, selection, or evaluation committee Presentation at a local, regional, or national conference, seminar, workshop, or training activity related to teaching. Other Activities such as:

    • Department chair or team leader
    • Lead or mentor teacher for teachers
    • Supervising teacher for an intern
    • Recipient of a school, region, or national teacher award
    • Presentations at the regional or national level
    • Officer of a regional or national professional teachers organization
    • Contributor to the publication of an article, materials, or a chapter, section, or book
    • Other appropriate related activity as determined by the Florida school district.
    10 points for each activity. 50 points maximum.

    Documentation of Proficiency in Standard Written and Spoken Foreign Language
    An evaluation of the teacher’s proficiency and ability to speak and write the standard form as documented by an individual having established expertise in the language. 40 points maximum

    Source: Florida Department of Education; Technical Assistance Paper; NCLB Highly Qualified Teachers, K-12: 2006-92


    Georgia : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Georgia did not provide a strategy for completing the HOUSSE process.

    Georgia did not specify how the state would limit the use of the HOUSSE option to the allowed exceptions.

    Source: Georgia's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools

    TEACHERS IN RURAL SCHOOLS

    Teachers in eligible rural districts who are “highly qualified” in at least one subject will have three years from the date hired or until August 1, 2007, to become “highly qualified” in the additional subjects they teach. They must also be provided professional development, intense supervision or structured mentoring to become “highly qualified.” Non-renewable certificates will be issued in subject areas that the teacher is not “highly qualified” to teach.

    The following rural schools have been identified in Georgia as of June 2004: 604 Baker, 626 Chattahoochee, 630 Clay, 650 Echols, 662 Glascock 718 Quitman, 731 Taliaferro, 752 Webster.

    According to the U.S. Department of Education, a rural school is classified as rural if it meets two criteria:

    • The total number of students in average daily attendance (ADA) at all of the schools served by the LEA is fewer than 600, or each county in which a school served by the LEA is located has a total population density of fewer than 10 persons per square mile, AND
    • All of the schools served by the LEA are designated with a school locale code of 7 or 8 by the Department's National Center for Education Statistics, or the Secretary of Education has determined, based on a demonstration by the LEA and concurrence of the State Education Agency (SEA) that the LEA is located in an area defined as rural by a governmental agency of the state.

    Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (9.04)

    SPECIAL EDUCATION TEACHERS IN RURAL SCHOOLS

    Special Education middle and high school teachers in small rural schools are required to be highly qualified in every core academic subject they teach. Eligible LEAs that currently employ teachers who teach multiple subjects and are highly qualified in at least one core academic subject, but do not meet all the criteria for a highly qualified teacher in each of the core academic subjects they teach have until the end of the 2006-2007 school year for these teachers to be highly qualified in each subject that they teach.

    Newly hired teachers in these covered LEAs will have three years from the date of hire to become highly qualified in each core academic subject that they teach. In order to use this flexibility, eligible LEAs will need to:

    • Ensure that all teachers in core academic subjects are highly qualified in at least one core academic subject they teach;
    • Provide high-quality professional development that increases the teachers' content knowledge in the additional subjects they teach; and
    • Provide mentoring or a program of intensive supervision that consists of structured guidance and regular, ongoing support so that teachers become highly qualified in the additional core academic subject(s) they teach.

    Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (8.08)

    Georgia HOUSSE

    Georgia Content Area Rubric

    Years of Experience in the Content Area: Maximum=50 points
    Experience must be in the subject/content area in a public or private P-12 school.

    • Experience teaching the subject at the appropriate level, e.g. Early Childhood, Middle Grades, Secondary (10 pts per year)
    • Experience teaching the subject at another P-12 or college level (5 pts per year)
    College Level Coursework in the Content Area: Maximum=70 points
    Coursework must be in the content specific to the subject area.
    • Academic major/degree in the specific subject/content area (50 points)
    • Graduate degree/s in the specific subject/content area
      • Master’s degree (10 pts)
      • Education Specialist degree (10 pts)
      • Doctoral degree (10 pts)
    School or System-Level Activities or Service Related to the Content Area: Maximum=30 points
    Activities must be professional in nature and specific to the subject/content area.
    • Service on a school/system committee that developed, selected or evaluated content standards
    • Service on a school/system committee that developed, selected or evaluated content curriculum
    • Service on a school/system committee that aligned local content standards with state standards
    • Service on a school/system committee to develop, validate, or evaluate content assessments
    • Completed local activities directly related to content area that were awarded PLU credits
    • Presenter/trainer in content workshop at the district level
    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for student teacher or intern

    Points: 5 points for each year per documented service or activity (5 PLUs=5 points), 7 year recency of service or activity limit

    State, Regional or National Activities or Service Related to the Content Area: Maximum=30 points
    Activities must be professional in nature and specific to the subject/content area. For example:

    • Participation at regional, state, or national conferences, seminars or workshops related to the content area
    • Member of a regional, state, or national professional content organization
    • Officer of a regional, state, or national professional content organization
    • Instructor of a content course at a college/university
    • Service on state, regional, or national committee that developed, selected, evaluated or aligned content standards, content curriculum, or content assessments
    • Completion of state, regional or national activities related to content area that were awarded PLU credits

    Points: 5 points for each year per documented service or activity (5 PLUs=5 points), 7 year recency of service or activity limit

    Scholarship in the Content Area: Maximum=30 points
    Accomplishments must be content specific to the subject/content area. For example:

    • Recipient of the school district or State Teacher of the Year (*30 pts)
    • Recipient of state or national teaching award (*30 pts)
    • Recipient of school Teacher of the Year or Star Teacher (5 pts)
    • Content presentations at regional, state, or national professional content organization conferences (5 pts)
    • Publication of content article in a regional, state, or national journal (5 pts)
    • Authored published textbook (*30 pts)
    • Contributor to published textbook (5 pts)
    • Completion and submission of all assessments for National Board Certification (5 pts)
    • Acquisition of National Board Certification (*30 pts)

    Source: Georgia Professional Standards Commission; HOUSSE Rubric

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Special Education Teachers Who Teach Multiple Subjects Special education teachers who teach multiple core academic subjects exclusively to students with disabilities, whether new to the profession or not, must be highly qualified. Special education teachers who are not new to the profession must demonstrate competence in all core subjects they teach, just as all teachers not new to the profession. Veteran special education teachers must demonstrate competence in all core subjects they teach, just as all other veteran teachers. HOUSSE may be an option to allow veteran teachers to demonstrate subject-matter competency in each of the core academic subjects they teach.

    The No Child Left Behind Act of 2001 and the reauthorized IDEA legislation of 2004 provide that special education teachers new to the profession who teach multiple core academic subjects and are highly qualified in either mathematics, language arts, or science at the time they are hired, have two years after the date of hire to become highly qualified in all other academic subjects they teach, including through use of a HOUSSE. A HOUSSE must be completed for each content area.

    The 2004 IDEA amendments provide that if a special education teacher teaches core academic subjects exclusively to students who are being assessed against alternate achievement standards, the teacher must meet the highly qualified requirements for elementary school teachers and, for instruction above the elementary level have subject-matter knowledge appropriate to the level of instruction being provided.

    A transition timeline for special education teachers certified currently in Georgia to become highly qualified to teach core academic content has been developed.

    Source: Georgia Standards Commission; NCLB Georgia Implementation Guidelines (8.05-8.07)

    Georgia HOUSSE

    Georgia Content Area Rubric

    Years of Experience in the Content Area: Maximum=50 points
    Experience must be in the subject/content area in a public or private P-12 school.

    • Experience teaching the subject at the appropriate level, e.g. Early Childhood, Middle Grades, Secondary (10 pts per year)
    • Experience teaching the subject at another P-12 or college level (5 pts per year)
    College Level Coursework in the Content Area: Maximum=70 points
    Coursework must be in the content specific to the subject area.
    • Academic major/degree in the specific subject/content area (50 points)
    • Graduate degree/s in the specific subject/content area
      • Master’s degree (10 pts)
      • Education Specialist degree (10 pts)
      • Doctoral degree (10 pts)
    School or System-Level Activities or Service Related to the Content Area: Maximum=30 points
    Activities must be professional in nature and specific to the subject/content area.
    • Service on a school/system committee that developed, selected or evaluated content standards
    • Service on a school/system committee that developed, selected or evaluated content curriculum
    • Service on a school/system committee that aligned local content standards with state standards
    • Service on a school/system committee to develop, validate, or evaluate content assessments
    • Completed local activities directly related to content area that were awarded PLU credits
    • Presenter/trainer in content workshop at the district level
    • Department chair or team leader
    • Mentor teacher
    • Cooperating teacher for student teacher or intern

    Points: 5 points for each year per documented service or activity (5 PLUs=5 points), 7 year recency of service or activity limit

    State, Regional or National Activities or Service Related to the Content Area: Maximum=30 points
    Activities must be professional in nature and specific to the subject/content area. For example:

    • Participation at regional, state, or national conferences, seminars or workshops related to the content area
    • Member of a regional, state, or national professional content organization
    • Officer of a regional, state, or national professional content organization
    • Instructor of a content course at a college/university
    • Service on state, regional, or national committee that developed, selected, evaluated or aligned content standards, content curriculum, or content assessments
    • Completion of state, regional or national activities related to content area that were awarded PLU credits

    Points: 5 points for each year per documented service or activity (5 PLUs=5 points), 7 year recency of service or activity limit

    Scholarship in the Content Area: Maximum=30 points
    Accomplishments must be content specific to the subject/content area. For example:

    • Recipient of the school district or State Teacher of the Year (*30 pts)
    • Recipient of state or national teaching award (*30 pts)
    • Recipient of school Teacher of the Year or Star Teacher (5 pts)
    • Content presentations at regional, state, or national professional content organization conferences (5 pts)
    • Publication of content article in a regional, state, or national journal (5 pts)
    • Authored published textbook (*30 pts)
    • Contributor to published textbook (5 pts)
    • Completion and submission of all assessments for National Board Certification (5 pts)
    • Acquisition of National Board Certification (*30 pts)

    Source: Georgia Professional Standards Commission; HOUSSE Rubric

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Hawaii : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Hawaii did not address this issue in its plan.

    Hawaii did not address this issue in its plan.

    Source: Hawaii's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects

    The Individuals with Disabilities Education Improvement Act of 2004 adds another option for special education teachers who teach multiple subjects and who are new to the profession. A "new to the profession" middle/secondary special education teacher who teaches multiple subjects and who is highly qualified in mathematics, language arts, or science may demonstrate competence in ALL of the other core academic subject taught through the state's single, high objective uniform state standard of evaluation (HOUSSE), not later than two (2) years after the date of employment.

    Source: Hawaii State Department of Education; HOUSSE, Special Education

    Note: Special Education - Guiding Principals is currently not available on the Hawaii DOE site.

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Idaho : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers By the end of the 2005-2006 school year, the state required school districts (LEAs) to complete the HOUSSE rubric process to determine the highly qualified status of their current veteran teachers for the core academic subjects they are currently assigned to teach.

    Idaho interpreted this aspect of the HOUSSE phase-out to mean that they could continue to use the HOUSSE option when, despite their best efforts, a district was unable to find a highly qualified teacher.

    The State interprets this portion of the state plan template to embody the broader point that, consistent with NCLB, HOUSSE may be used on a limited basis in other situations where it is needed, such as when a veteran highly qualified teacher in one core subject must be assigned to teach another core subject, or when a district, despite its best efforts to hire only highly qualified teachers, must hire a new teacher who is not highly qualified and that teacher becomes highly qualified over time.

    Source: Idaho's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Special Education teachers need to fill out HOUSSE for each of their assigned core academic content teaching areas if they are primary/initial deliverers of core subjects.

    New Special Education teachers must pass two Idaho state-approved assessments in Special Education (effective 9/1/04) and may have to meet content knowledge requirements for middle or secondary school certification (dependent upon IDEA reauthorization).

    Idaho’s Highly Objective Uniform State Standard of Evaluation (HOUSSE): Highly Qualified Teacher Rubric

    HOUSSE Requirements and Point Structure
    (Minimum of 100 + points = Highly Qualified)

    1. Bachelor’s Degree (Required of ALL teachers)
    2. State-Approved Teacher Preparation Program or Alternative Certification Program
    3. Current Valid Idaho and/or Out-of-State Certificate(s) for Assigned Teaching Area
    4. Endorsement(s) in Assigned Teaching Area
    5. Advanced Degree/National Board Certification in Assigned Teaching Area (100 points for advanced degree or NBCT)
    6. Credits Earned in Assigned Teaching Area (40 points)
    7. Idaho Educator Technology Assessment Course (20 points)
    8. Idaho Comprehensive Literacy Exam (20 points)
      • required for elementary and special education
    9. Ongoing Professional Development (15 clock hours/1 semester credit = 9 points per year Maximum = 45 points)
    10. One Year of Contracted Teaching Experience in Assigned Teaching Area (9 points per year of experience Maximum = 45 points)
    11. Related Work Experience (3 points per year of experience Maximum = 30 points)
    12. Advanced Degree Related to Assigned Teaching Area(s) (25 points per degree Maximum = 25 points)

    Source: Idaho Department of Education, HOUSSE Rubric

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Illinois : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Illinois did not provide an adequate strategy for phasing out HOUSSE. They did offer an explanation as to how they are educating teachers regarding HOUSSE requirements.

    In addition to this widespread bulletin, ISBE will use its broadcast message capability to inform all teachers on the current list (about 125,000 teachers out of the current 178,000 working in public and private schools) of the need to use HOUSSE to its maximum immediately, no matter what their current assignment may be. Additionally, ISBE will make a concerted effort through the two teacher unions and the school management groups to inform teachers to make use of the HOUSSE mechanism immediately.

    Illinois did not provide an adequate strategy for phasing out the future use of the HOUSSE option. They did explain how they will gather data to determine to what extent continued use of the HOUSSE option is necessary.

    During the past eighteen months the Data Systems Division has been developing a mega central data system (ECS) to record the means by which teachers have demonstrated their core subject competence per NCLB requirements. The new online system is scheduled for implementation by the start of school in fall 2006. This system should provide the SEA with a good understanding of 1) who is highly qualified and in what core academic subjects, 2) who has yet to be highly qualified and in what categories, and 3) what remains to be done to help them move to the highly qualified status.

    Source: Illinois' Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools A degree of flexibility has been afforded for teachers in programs supported by Title I funds who are employed in “rural” schools, which are defined as schools in districts that are eligible to participate in the Small Rural School Achievement (SRSA) program. A district may take advantage of this flexibility if it provides high-quality professional development that increases the teachers' content knowledge in the additional subjects they teach and provides mentoring or a program of intensive supervision that consists of structured guidance and regular, ongoing support so that teachers become highly qualified in the additional core academic subjects they teach.

    A teacher in this situation who was first employed on or before August 1, 2005, who teaches multiple core academic subjects, and who is “highly qualified” in one of those subjects will be considered “highly qualified” in the other subjects taught through the end of the 2006-07 school year, after which time he or she will be subject to the requirements for the additional core academic subjects taught and may use the HOUSSE criteria as applicable.

    A teacher in this situation who was first employed after August 1, 2005, who teaches multiple core academic subjects, and who is “highly qualified” in one of those subjects will be considered “highly qualified” in the other subjects taught for a period of three years after the date of first employment, after which time he or she will be subject to the requirements for the additional core academic subjects taught and may use the HOUSSE criteria as applicable. Point values for many of the activities described as part of the HOUSSE criteria are consistent with Section 25.875 of this Part, which defines continuing professional development activities, available amounts of credit, and required evidence of completion in the context of certificate renewal.

    Source: Illinois Department of Education; Message Regarding NCLB/HOUSSE (May 2006)

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Points Available Under the Illinois HOUSSE

    The activities listed in this Appendix D shall be eligible for counting by teachers in general education, bilingual education, and special education. In the case of special education, a given activity, other than teaching experience, may be counted only if it relates to the core academic subject taught rather than special education as the “area of assignment”.

    • Teaching experience in the subject area of assignment: 12.5 points per semester, up to a maximum of 50 points. (Special education teachers may count teaching experience in special education as experience in each core academic subject taught.)
    • Completion of college coursework in the core academic subject area of assignment: 5 points per semester hour.
    • Possession of NBPTS certification or an Illinois master certificate applicable to the area of assignment: 100 points for a general education teacher in grades below 6 or a special education teacher.
    • Completion of the required content-area coursework within the context of completing an Illinois approved preparation program in elementary education or an approved out-of-state elementary education preparation program offered by an institution that was accredited by NCATE at the time: 75 points for a teacher in a self-contained general education classroom through Grade 8. Completion of the required content-area coursework within the context of completing an Illinois approved early childhood education preparation program or an approved out-ofstate early childhood preparation program offered by an institution that was accredited by NCATE at the time: 75 points for a teacher in a self-contained general education classroom through Grade 3. (This coursework may not also be counted for points under subsection (b).)
    • Participation in conference sessions, workshops, institutes, seminars, symposia, or other similar training events that are directly related to the area of teaching assignment: 1 point per full hour of participation.
    • Presenting at conference sessions, workshops, institutes, seminars, symposia, or other similar training events: 8 or 3 points, in accordance with Section 25.875(k) of this Part.
    • Work experience (non-teaching) directly related to the area of teaching assignment (e.g., experience in a chemical laboratory on the part of an individual teaching chemistry): 10 points per year of experience, up to a maximum of 50 points.
    • Supervising a student teacher in the subject area of assignment: 10 points per student teacher, applicable to all subjects.
    • Peer review or peer coaching that meets the requirements of Section 25.875(b) of this Part: 5, 8, 9, or 11 points per semester, in accordance with Section 25.875(b)(2) of this Part.
    • Mentoring a new teacher in the subject area of assignment, provided that the mentoring arrangement conforms to the requirements of Section 25.875(c)(1)(A) of this Part: 9 or 11 points per semester, in accordance with Section 25.875(c)(2)(A) of this Part.
    • Participation in site-based management or decision-making teams, relevant committees, boards, or task forces directly related to school improvement plans and focused on the core academic subject of assignment: 8 or 11 points per semester, in accordance with Section 25.875(d) of this Part. (May be counted only once per subject area.)
    • Teaching a college course in accordance with Section 25.875(j) of this Part that is directly related to the subject area of assignment: 20 points.
    • Participating in action research and inquiry projects that meet the requirements of Section 25.875(n) of this Part and are directly related to the subject area of assignment: 8 or 11 points per semester, in accordance with Section 25.875(n)(2) of this Part.
    • Approved travel related to the area of teaching assignment and meeting the requirements of Section 25.875(p) of this Part: 12 or 15 points per year, in accordance with Section 25.875(p)(2) of this Part.
    • Participation in a study group directly related to the area of teaching assignment: 6 or 8 points per semester, in accordance with Section 25.875(q) of this Part.
    • Participation in an internship directly related to the area of teaching assignment that meets the requirements of Section 25.875(s) of this Part: points in relation to contact hours per semester, as set forth in Section 25.875(s)(2) of this Part.
    • Participation in curriculum development or assessment activities that meet the requirements of Section 25.875(u) of this Part and are directly related to the subject area of assignment: 8 or 11 points per semester, in accordance with Section 25.875(u)(2) of this Part.
    • Publication of educational articles, columns, or books that are directly related to the subject area of assignment: points in accordance with Section 25.875(x)(2) of this Part.
    • Teacher-to-teacher consultation that includes activities such as observation, meetings, and exchange of information (whether face to face or via communications technology) and that relates to topics such as materials, curriculum, evidence-based practices, and techniques and strategies aligned to the State Goals for Learning (see 23 Ill. Adm. Code 1, Appendix D): 1 point per hour of interaction with a teacher who is “highly qualified” in the relevant core academic subject area, up to a maximum of 50 points.
    • Possession of NBPTS certification or an Illinois master teaching certificate in an area other than in the area of assignment: 15 points.
    • Possession of an Illinois standard teaching certificate in an area other than in the area of assignment: 10 points.
    • Completion of a major or an approved program in special education with at least 15 points in each core academic subject taught: 75 points for a special education teacher who teaches two or more academic subjects exclusively to children with disabilities in the primary or middle grades.

    Source: Illinois Administrative Code, Section 25, Appendix D, pages 319-335

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis Visiting International Teachers

    A teacher who holds a visiting international teacher certificate will be considered highly qualified based upon having passed a test of subject matter knowledge relevant to the subject taught as required, provided that the certificate held is valid for the grade level or levels of his or her teaching assignment.

    Source: Illinois Administrative Code, Section 25, Appendix D, pages 319-335


    Indiana : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The U.S. Department of Education determined that Indiana's strategy did not meet federal requirements.

    The State of Indiana DOE considers the HOUSSE option as a viable option for teachers to become highly qualified. IDOE would prefer to continue use of the HOUSSE option but if phasing it out is a requirement of the federal department of education it will be phased out. The first step in phasing out the HOUSSE is distributing a memorandum via PAMS and SAMS to inform schools that beginning with the 2007-08 school year, the HOUSSE will no longer be a means for veteran elementary school teachers to become highly qualified. Subsequently, Indiana’s “Highly Qualified Requirements for Indiana Teachers” document will be updated to reflect this change for veteran elementary school teachers.

    The U.S. Department of Education determined that Indiana's strategy did not meet federal requirements.

    Please note that the HOUSSE will be phased out for the veteran middle and secondary teachers assigned to teach a core academic subject they are not highly qualified to teach after the 2010-11 school year (three additional years).

    Source: Indiana's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Highly Qualified NEW Special Education Teachers
    • Must hold a valid Indiana special education teaching license; and
    • Meet Section C: “Highly Qualified New Teacher Requirements” for the school setting the individual is licensed to teach.

    The 2004 IDEA amendments provide that special education teachers new to the profession who teach multiple core academic subjects and who are highly qualified in mathematics, language arts, or science at the time they are hired, have two additional years after the date of hire to become highly qualified in all other core academic subjects they teach, including through use of the HOUSSE.

    This exception of a NEW teacher using the HOUSSE, applies ONLY to teachers who teach exclusively to special education students and who are highly qualified in one of the three specified core academic subjects (mathematics, language arts, or science) at the time they are hired.

    Source: Indiana Department of Education, Identifying Indiana’s Highly Qualified Teachers

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Iowa : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The U.S. Department of Education determined that Iowa had not presented an adequate strategy.

    Iowa stated that their certification requirements automatically established HQT status. The DOE noted that Iowa's certification requirements lacked the requirement of subject matter competency.

    The U.S. Department of Education was undecided as to whether Iowa had presented an adequate strategy.

    Source: Iowa's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Kansas : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year

    Since the Kansas State Department of Education maintains the official highly qualified teacher database identifying which teachers are highly qualified for assignments based on licensure endorsement requirements, monitoring the acceptable use of the HOUSSE documents is relatively easy. Kansas has always limited the situations in which the HOUSSE could be used.

    In addition, the KSDE already discontinued the 9th grade HOUSSE rubric at the beginning of the 2005-2006 school year. In September 2007, all general education teachers will be sent a final letter inviting them to become highly qualified for any content endorsements on their teaching licenses regardless of their current teaching assignment. After the 2007 school year ends, the HOUSSE rubric will be deleted from the KSDE Teacher Education and Licensure website and KSDE will monitor requests for use of the HOUSSE rubric. Any general education teacher wanting to use the HOUSSE rubric after June 2007 to achieve highly qualified status for an assignment will be required to send past employment documentation to the state along with the rubric to verify they are a veteran teacher in the specific assignment area of the request.

    The exception to this policy will be for teachers who can document they had an approved plan of study from their building or district administrator and have been working toward the highly qualified designation. For the last two years, Kansas has asked districts and schools who find it necessary to employ a teacher who is not highly qualified to act in good faith and provide the professional development necessary for their teacher to become highly qualified as soon as possible. Teachers were asked to develop a plan of study to meet the highly qualified requirements. They were told that when they completed their plan and could meet the HOUSSE rubric requirements, the KSDE would honor the document. The KSDE intends to honor its promise and will continue to accept HOUSSE rubrics from teachers who have been working in good faith to become highly qualified.

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    The HOUSSE Checklist for special education content teachers was not approved by the US Department of Education until January of 2006. Therefore, the KSDE is almost two years behind in the special education data collection by content areas. There will be continued focus on the current assignments for the 2006-2007 special education content teachers to determine their highly qualified status. If the data collection is successful, then the KSDE will send the same letter to special education teachers in 2008 that is sent to general education teachers in 2007, giving them the opportunity where appropriate to achieve highly qualified status in any additional content areas for which they are not currently teaching. A new special education teacher in Kansas is not a "new to the profession" teacher. Special education is an added endorsement and the teacher will usually meet the definition of veteran teacher. Until the KSDE is able to slow the turnover rate of special education teachers and find an acceptable multiple- subject test, there is a need to continue the use of the special education HOUSSE checklist.

    The HOUSSE for multi-subject secondary teachers in rural areas is not used extensively as Kansas requires an endorsement in each subject to be considered appropriately licensed. The HOUSSE will be available, however, on a case by case basis for veteran teachers in this situation.

    At the same time as the KSDE is attempting to phase out the use of HOUSSE for determining the highly qualify status of teachers, it is seeking additional ways in which teachers can add endorsements to their teaching licenses. Currently, Kansas does not allow teachers to be highly qualified in a secondary content area unless they have completed a teacher preparation program in the content area and added the endorsement to their license. In many ways the Kansas licensure requirement is more stringent than the highly qualified requirement of No Child Left Behind and often creates barriers difficult for teachers to overcome. One proposal being discussed by the Kansas State Board of Education is to allow secondary teachers to add similar endorsements by passing the state approved content test. Another proposal is to pay for the development of additional on-line programs similar to the on-line middle level mathematics program.

    Another issue about which Kansas is concerned is the middle level licensure structure. With the new licensure system, elementary licenses teachers are no longer allowed to teach in middle schools. There are very few students in the middle school preparation programs; therefore, the data indicates that Kansas will soon be facing a shortage of middle school teachers. The Professional Standards Board is currently reviewing teacher preparation regulations and data to find a way to head off this predicted shortage.

    Source: Kansas' Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Kentucky : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Kentucky did not provide a strategy for phasing out the HOUSSE option.

    Source: Kentucky's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Louisiana : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers

    Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year and

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    8.1 In Louisiana, a not-new teacher choosing the HOUSSE option to demonstrate content mastery must complete a total of 90 continuing learning units (CLUs) that are content-focused and specific to his/her teaching assignment(s) and area(s) of certification. The HOUSSE option also allows for a teacher's previous work experience as a fully certified teacher to be credited as CLUs at the rate of three (3) CLUs for each year of successful experience in the content area, with a maximum of 45 CLUs earned through work experience.

    8.2 By September 2006, the Louisiana Department of Education (LDE) will have a highly qualified (HQ) status report on all core-content area teachers employed during the 2005-2006 school year. This HQ status flag is included as a field in the Profile of Education Personnel (PEP) database, a component of the Louisiana Education Accountability Data System (LEADS).

    The LDE developed and implemented the Louisiana Education Accountability Data System (LEADS) to collect and accurately report the data as required in NCLB §1111 (h). This comprehensive data management system requires six separate data collection systems to interface with each other to ensure the accuracy of the reported data. The data collection process was established during the fall of 2004 and scheduled to be implemented in the summer/fall of 2005 with data to be reported on School Report Cards. Districts across the state were in the process of compiling and submitting "highly qualified content mastery" indicators into the Louisiana Department of Education's redesigned Profile of Education Personnel (PEP) database when the Hurricanes of 2005 devastated Louisiana. The PEP database is designed to hold the HQ indicators that interface with the complete LEADS. To assist districts in this data collection and reporting effort, the Louisiana Department of Education initiated a series of actions, internally and externally, that improved HQ data collection for 2005-2006. In particular, the Department has (a) hosted a series of regional assistance meetings, (b) improved district- and school-level benchmark reports, and (c) implemented on-site visits. The technical assistance meetings, new reports, and on-site visits were designed to ensure more complete and accurate data for the SY 05-06 and to ensure that Louisiana teachers have the opportunity to meet the HQT requirements by the end of 2006-2007. Although initial submission was delayed by the hurricanes, school systems have completed initial analysis of educators in their employ and reported HQ status in the 2005-2006 PEP data. In short, the LDE will complete the HOUSSE process for those teachers not new to the profession who were hired prior to the end of the 2005-2006 school year through its LEADS and PEP data systems. School districts will be required to submit/update HQ data on an annual basis.

    8.3 The Louisiana Department of Education proposes to limit the use of HOUSSE to demonstrate content mastery for teachers hired after the end of 2005-2006 in the following manner. Teachers who were in the employ of a school system prior to the end of the 2005-2006 school year will be allowed to use the HOUSSE option to obtain HQ status during the 2006-2007 and 2007-2008 school years.

    In the summer preceding the 2006-2007 school year, information will be disseminated to all Louisiana school systems to notify them of the following conditions:

    • "Not new" teachers hired prior to the end of the 2005-2006 school year may utilize the HOUSSE option to obtain HQ status during the 2006-2007 school year and 2007-2008 school year. After the 2007-2008 school year, the HOUSSE option will not be available to these individuals. Districts will be advised to work with all veteran teachers (teachers with at least one year of teaching experience) to use HOUSSE to determine their Highly Qualified status in all possible core academic subjects.
    • New special education teachers who teach multiple core academic subjects and who are highly qualified in either language arts, mathematics, or science at the time they are hired will have two years to become highly qualified in the remaining core subjects and may use HOUSSE after their first year of teaching.
    • "Not new" teachers hired after the end of the 2005-2006 school year will not be allowed to use HOUSSE, but will be required to demonstrate content mastery through one of ways specified in statute: pass a state exam, earn a major in the content area, or earn an advanced degree or advanced certificate in the content area. In other words, these teachers will be required to meet the same requirements as "new" teachers to demonstrate highly qualified status. On a case by case basis, exceptions may be granted by the LDE Office of Educator Support if there are extenuating circumstances for a "not-new" teacher hired after 2005-2006.

    Note: Strategy 8 corresponds with requirement 5 of the peer review response form (8.1 gives background information, 8.2 deals with the "how" and 8.3 deals with the "when" as well as outlining the restricted uses for the HOUSSE option).

    Source: Louisiana's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Maine : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements.

    ECS will post updated information as it is made available.

    State's Plan to Phase Out the HOUSSE Option for General Education Teachers Maine has sent a formal “Superintendent’s Informational Letter” to all SAUs in the State, informing them of the imminent end of eligibility for use of the HOUSSE for most experienced teachers. This letter listed those exceptions allowed by USED, for certain categories of special educators and secondary teachers in rural schools, while providing LEAs the deadline of August 31, 2006 to complete their use of the HOUSSE for the remainder of teachers in other categories.

    Technical assistance through email and phone communications has been offered since the issuance of this letter. LEA administrators and individual teachers have been availing themselves of this service in the interest of finishing the HOUSSE process and reaching their highly qualified status. Dozens of phone and email communications have been made assisting LEAs and teachers in completing the HOUSSE process before the end of the 2005-2006 school year.

    The Maine Department of Education will revise its HQT documentation to reflect all changes issued in recent guidance from USED and post to all State SAUs for use in the 2006-2007 school year. This revised documentation will also be posted in the HQTP webpage on the Maine Department of Education website in place of the existing documentation, as soon as is possible.

    Source: Maine's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements.

    ECS will post updated information as it is made available.

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements.

    ECS will post updated information as it is made available.

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis The Maine Department of Education is in the process of updating their website to reflect recent changes in their highly qualified teacher requirements.

    ECS will post updated information as it is made available.


    Maryland : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers

    Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year and

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    The Department recognizes that the HOUSSE process will necessarily be limited and ultimately phased out. Accordingly, MSDE will allow the HOUSSE to be used only by elementary and secondary teachers in regular education assignments not new to the profession who were hired prior to the end of the 2005–06 school year. Additionally, the HOUSSE process for these teachers will be completed as MSDE develops and implements enhanced data collection and maintenance. Use of the regular education HOUSSE will end at the conclusion of the 2013–14 school year, even for educators with experience prior to the 2005–06 school year.

    Major Activities
    Anticipated Timeframe
    Division/Office Responsible


    Develop and disseminate revised HOUSSE procedures and applicability using multiple tools and collaboration (e.g., Maryland Classroom, a statewide SEA publication distributed to every teacher; SEA Web site; technical assistance meetings with LEA leaders and human resources staff; and articulation with the Maryland State Teachers Association and Baltimore Teachers Union, the statewide bargaining agents for all Maryland public school teachers).

    July-December 2006
  • Division of Certification and Accreditation
  • Office of Academic Policy

    (Dependent on adoption by the Maryland State Board of Education)

  • Obtain resources and tools for enhanced data collection and analysis with the Educator Information System (EIS).

    January 2007 -
    July 2007
  • Office of Information Technology
  • Division of Certification and Accreditation
  • Division of Accountability and Assessment
  • Division of Business Services
  • Develop EIS's capability for collecting and maintaining HOUSSE completion data at the teacher level.

    March 2007-
    June 2008

  • Division of Certification and Accreditation
  • Office of Information Technology
  • Division of Accountability and Assessment
  • Collaborate with LEAs to compile, enter, validate, and maintain HOUSSE data for all Maryland teachers.

    July 2008-June 2010
  • Division of Certification and Accreditation
  • Office of Information Technology
  • Division of Accountability and Assessment
  • Source: Maryland's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Massachusetts : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Massachusetts licensing requirements, enacted in 1999, established standards that meet the newer HQT requirements.

    The MA DOE proposes using the HOUSSE option for teachers who are not new to the profession through June 2007. Therefore, teachers licensed prior to 1999, HOUSSE will remain an option through June 2007. Teachers licensed after 1999 are required to take the appropriate MTEL exam.

    HOUSSE will be phased out at the end of June 2007 for all teachers except the specific population of teachers listed below.

    HOUSSE will remain available to specific populations of teachers in shortage areas such as ELL and special education teachers as a way to demonstrate subject matter competency in the multiple subjects that they teach through one avenue instead of taking multiple MTEL exams, or obtaining multiple graduate degrees. The HOUSSE option will enable teachers from these categories to meet the HQT subject matter competency requirements so long as they are highly qualified in language arts, mathematics, or science at the time of hire.

    Source: Massachusetts' Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Michigan : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers From the beginning, these options were available only to the previously identified groups of veteran Michigan teachers who were authorized by the state to teach a particular subject. As a point of clarification, veteran teachers employed prior to January 8, 2002 were the only teachers eligible to elect to use HOUSSE options. It is only the sub-group of veteran teachers facing reassignment due to downsizing of staff, who may select HOUSSE options in the future. All teachers currently employed must complete their HOUSSE option by the June 30, 2006 deadline or prior to placement in the classroom for the 2006-2007 school year.

    Those teachers who are still eligible for the HOUSSE options will have until June 30, 2007 to complete one of these options. After June 30, 2007 these teachers must either complete the equivalent to a major or take the Michigan Test for Teacher Certification (MTTC) in the specific subject areas for which they are authorized to teach but do not hold a major.

    Source: Michigan’s Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Minnesota : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The MDE completed data collection for all teachers who were not new to the profession for the 2005-2006 school year and teaching core academic subjects via the STAR and web based “highly qualified” system on June 30, 2006.

    Minnesota's certification requirements, enacted in 1999, established standards that meet the newer HQT requirements. Teachers who received certification prior to 1999, and who do not meet the requirements for HQT status must use the HOUSSE option before July 2006. No teachers new to Minnesota will be able to use the HOUSSE option after July 2006.

    In order to be “highly qualified” in Minnesota, general education teachers must be granted a professional Minnesota teaching license in a core academic subject, have a minimum of bachelor’s degree and the equivalence of a major in the subject for which they seek licensure. In addition, since 1999, Minnesota teachers have been required to pass a rigorous subject matter assessment prior to licensure. Thus teachers licensed since 1999 satisfy the NCLB definition of “highly qualified,” provided that they teach in the area(s) for which they are licensed.

    Special Education and English as Second Language teachers who provide direct instruction in core academic subjects and Elementary teachers licensed prior to 2001 who were not required to take or pass the Board of Teaching adopted content test were required to demonstrate competency through the State’s HOUSSE plan or through the passage of the appropriate content test for each core subject taught by June 30, 2006.

    Source: Minnesota’s Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects All special education teachers who teach one or more core academic subjects to children with disabilities must verify their “highly qualified” status in accordance with IDEA 2004 “highly qualified” special education teacher requirements.

    Special education teachers teaching multiple subjects who are already highly qualified in language arts, math or science upon hire may use the HOUSSE to demonstrate within two years of hire their “highly qualified” status in the other core academic subjects they teach.

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Mississippi : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Mississippi special education and regular education teachers who are not new to the profession have until December 29, 2006 to complete the HOUSSE option for obtaining the HQT status.

    Mississippi did not describe how it would limit the use of the HOUSSE option to the allowed exceptions.

    Source: Mississippi’s Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Missouri : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Missouri did not provide a response regarding phasing out the HOUSSE Op

    Source: Missouri's Revised State Plan tion.

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No HOUSSE
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No HOUSSE
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No HOUSSE

  • Montana : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The Office of Public Instruction (OPI) generally expects current veteran teachers to receive professional development that will enable them to meet the HQT definition within the coming school year.

    Montana's plan did not describe how the State would limit the use of HOUSSE after the end of the 2005-06 school year to the limited exceptions.

    Source: Montana's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Nebraska : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers It is anticipated that all veteran teachers hired before the end of the 2005-06 school year, whose assignments do not change, will have completed the HOUSSE process by the end of the 06-07 school year, except for special education teachers who should have the HOUSSE review completed by the end of the 07-08 school year. However, it is unlikely that all of the special education teachers can meet the HOUSSE requirements by that time since content knowledge has not been a requirement for them until IDEA was revised in 2005.

    Nebraska's plan did not describe how the State would limit the use of HOUSSE after the end of the 2005-06 school year.

    Source: Nebraska's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Nevada : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year and

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    HOUSSE will be limited to the following teachers after the end of the 2005-2006 school year as follows, unless USDE guidance is provided that extends the use of HOUSSE or further limits the use of HOUSSE, at which time the plan for the use of HOUSSE will be revised:

    • teachers currently eligible for HOUSSE who were not able to be documented as HQ through HOUSSE on the basis of district records and who have not yet submitted their documentation to the district regarding meeting the HOUSSE requirements. In Nevada eligibility for HOUSSE is defined as NOT NEW to the profession meaning they were hired before July 1, 2003.
    • teachers not new to the profession who met the HQT requirements through HOUSSE for their assignment prior to June 30, 2006 but are changing assignments and still meet the HOUSSE criteria for their new assignment.
    • multi-subject secondary teachers in rural schools who, if HQ in one subject at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within three years of the date of hire; or
    • multi-subject special education teachers who are new to the profession, if HQ in language arts, mathematics, or science at the time of hire, may use HOUSSE to demonstrate competence in additional subjects within two years of the date of hire.
    Note: Districts were recently notified that other states' HOUSSE would now be reciprocal for teachers who have transferred to Nevada since all states should now have HOUSSE in place.

    Source: Nevada's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • New Hampshire : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers New Hampshire stated that it intends to phase out the HOUSSE option between 2006-2008.

    The State intends to phase out the HOUSSE plan between 2006-08 if required to do so. Currently, ED seems to be considering guidance around the phase out of HOUSSE because it is part of the NCLB law that teachers who are not new to the profession have the option of using HOUSSE to demonstrate content knowledge.

    New Hampshire's plan did not describe how the State would limit the use of HOUSSE after the end of the 2005-06 school year.

    Source: New Hampshire's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools Teachers who are new to the profession (hired after March of 2004) in middle school and high school grades, who teach multiple core content subjects in an eligible rural school and who are highly qualified in one subject are eligible for an extension to complete the remaining subject area/s. This group of teachers will have a three year extension (from the date of hire) to complete the HQT process for all of their subjects. Current middle school and high school teachers in eligible rural districts who teach multiple subjects and are HQT in at least one subject will have until the end of the June 2006-2007 school year to complete the remaining subject areas.

    Source: New Hampshire Department of Education, Highly Qualified Teacher

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Special Education teachers who are new to the profession, and who are highly qualified in Reading/English Language Arts, or Mathematics, or Science will have two additional years from the date of hire to complete the HQT requirement for the additional subjects that they teach.

    Source: New Hampshire Department of Education; Highly Qualified Elementary K-6 Teacher Identification HOUSSE Rubric

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • New Jersey : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year

    Despite the state's best efforts, there are still veteran teachers who teach multiple subjects that need additional time to complete the HOUSE Matrix for all content areas they are required to teach. In order to support those teachers with demanding teaching assignments who are close to completing the HOUSE process, the NJDOE proposes a realistic, achievable, and comprehensive plan for the phase-out NJ HOUSE Matrix for veteran teachers who are not entitled to use the flexibility rules identified by the USED and that were hired before the end of the 2005-2006 school year.

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    The elimination of HOUSE will include the following provisions:

    • All new teachers hired after June 30, 2006 must meet the federal definition for highly qualified by passing the appropriate Praxis II content area test, having 30 credits in the content area, having a graduate or undergraduate degree in the subject matter, or having National Board Certification (except for the elementary certification) in the content area. Teachers new to the profession may not use the NJ HOUSE Matrix to prove they are highly qualified unless they fall under the flexibility rules provided in the federal guidance.
    • All veteran teachers in Title I schools hired before the beginning of the 2002-003 school year that are highly qualified in one core content area may continue to use the NJ HOUSE Matrix to demonstrate they are highly qualified in additional subjects until June 30, 2007.
    • All veteran teachers in non-Title I schools hired before the end of the 2005-2006 school year that are highly qualified in one core content area may continue to use the NJ HOUSE Matrix to demonstrate they are highly qualified in additional subjects until June 30, 2007.
    • All veteran teachers who have not achieved highly qualified status by August 31, 2006 will no longer be able to use the NJ HOUSE Matrix and must use the federal criteria solely for meeting the highly qualified status.
    • Veteran teachers who wish to become highly qualified in additional subjects after June 30, 2007 or those who have not met the highly qualified requirements by June 30, 2007 in additional subjects may no longer use the NJ HOUSE Matrix and must use the federal requirements to demonstrate their highly qualified status.
    • All new special education teachers and foreign teachers who enter the profession may use the flexibility rules issued by the USED if they meet the initial criteria established in the federal guidance.

      Source: New Jersey's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects New (first-year) special education teachers who teach multiple content areas in middle or secondary settings and who have passed a content test or hold a degree in math, science, or language arts have up to two years from their date of hire to demonstrate content expertise in the remaining content area(s) they teach. These teachers may use the NJ HOUSE Standard: Content Knowledge Matrix to accrue 10 points in each remaining content area or may pass relevant content area exam(s). This flexibility is open to new special education teachers in both Title I and non-Title I schools.

    Source: New Jersey Department of Education; The New Jersey Model for Identifying Highly Qualified Teachers

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • New Mexico : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year

    As a part of the New Mexico PED’s comprehensive monitoring plan for the 2006-2007 school year, technical assistance will be provided to LEAs to assist them in completing the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-2006 school year.

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    Pending final instructions from USDE, PED anticipates amending 6.69.4 NMAC (New Mexico Administrative Code) and other school personnel rules to close the HOUSSE process on June 30, 2007, except as provided in federal statute and USDE guidance for new-to-the-profession special education teachers and newly hired teachers in rural school districts.

    (page 22)

    Source: New Mexico's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.

    Note: Proposed amendments to 6.69.4 NMAC now underway to address this issue.

  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.

    Note: 6.69.4.9 (D)(2) NMAC specifically addresses HOUSSE credit hour requirement for Special Education Teachers who teach multiple subjects. In addition, nothing in the portfolio requirement in 6.69.4.9 (D)(4) NMAC precludes portfolio presentation in multiple subjects.

  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis Foreign Teachers may meet the “highly qualified” teacher requirements for their teaching assignment as follows:
    • Early childhood b-grade 3 or k-8 elementary licensure, have passed the applicable New Mexico teacher assessments (“NMTA”) or other teacher competency test(s) satisfying requirements for teacher licensure in another state or country, or have completed 24 lower or upper division credit hours across the elementary education core academic subjects of language arts, social studies, mathematics, and science with at least six credit hours in each core area, or successfully complete the portion of the HOUSSE process required in Subsections C and D of 6.69.4.9 NMAC prior to the expiration of the level one license;
    • Secondary 7-12, middle level 5-9, and grades k-12 specialty area licensure in the core academic areas, provide evidence of having completed an academic major, a graduate degree, or coursework equivalent to an academic major in each of the core academic subjects in which the applicant seeks licensure, or having passed the applicable New Mexico teacher assessments (“NMTA”) or other teacher competency test(s) satisfying requirements for teacher licensure in another state or country; or successfully completed the portion of the HOUSSE process required in Subsection D 6.69.4.9 NMAC prior to the expiration of the level one license;

    Source: New Mexico Administrative Code 6.60.4.13 (A)(a-b)


    New York : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.

    Although no state policy was found regarding state-level reciprocity, New York has policy regarding HOUSSE portability among LEAs.

    As part of New York State's plan to limit the use of the HOUSSE after June 30, 2006, as required by the USDOE, SED will be changing its policy on HOUSSE portability and plans to amend section 120.6 of the Regulations of the Commissioner of Education to implement the new policy. The old policy recommended that LEAs accept HOUSSE evaluations conducted by other employers but did not require LEAs to accept them. Under the new policy, LEAs and other public schools (defined in Item A2 of this Fact Sheet) must accept HOUSSE evaluations conducted by other employers.

    Source: New York State Education Department; Field Memo #03- 2006

  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers New York offered a four-part strategy:
    1. Widespread dissemination of HOUSSE requirements by posting reminders on SED website and in two electronic field newsletters.
    2. Targeted dissemination and technical assistance regarding HOUSSE requirements to Regional Network Partners and SED liaisons to the networks and to the Big Five Cities. The dissemination and technical assistance will occur through listservs, presentations and workshops.
    3. Title II Part A monitoring of LEAs. Highly Qualified Teacher data will be analyzed to identify districts not on track to meet the June 2006 deadline. Districts furthest from meeting the June 2006 deadline will be added to the 2006-2007 monitoring schedule. A question regarding the percent of not-highly-qualified teachers who might be HOUSSE-eligible will be added to the monitoring instrument. All monitored districts will be provided with a hard-copy description of HOUSSE requirements and procedures.
    4. Provide direct technical assistance to selected districts with Schools In Need of Improvement that are also at risk of not meeting the June 2006 highly qualified teacher requirement. The technical assistance will be provided through video-conferences and on-site meetings.

    New York's plan did not describe how the State would limit the use of HOUSSE after the end of the 2005-06 school year.

    Source: New York's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools When a teacher of multiple core academic subjects is employed by a rural LEA with an approved extended deadline and the teacher is also eligible for the extended deadline for selected special education teachers, the employer may use whichever deadline gives the teacher more time to become “highly qualified” in all core academic subjects s/he teaches.

    Source: New York State Education Department; Field Memo #03- 2006

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects The IDEA gives a teacher an extended deadline of two years from his/her date of employment provided that the teacher:
    1. Is “new to the profession” (in his/her first year of certification);
    2. Is teaching two or more core academic subjects in a “special class” for students with disabilities in grades 7-12 or the age equivalent; and
    3. Is “highly qualified” for at least one subject s/he is teaching by virtue of having a certificate with one of the following titles: Students with Disabilities (SWD) 5-9 Generalist, SWD 5-9 English, SWD 5-9 Math, SWD 5-9 Science, SWD 7-12 English, SWD 7-12 Math or SWD 7-12 Science.

    Source: New York State Education Department; Field Memo #03- 2006

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis Regardless of when they are hired, visiting teachers from other nations with an appropriate New York State credential may use the HOUSSE.

    Source: New York State Education Department; Field Memo #03- 2006


    North Carolina : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity Teachers from other states who have been designated “highly qualified” in those states shall be designated “highly qualified” in North Carolina upon submission of documentation that they have been so designated.

    This documentation may be satisfactory test scores from the originating state, verification of satisfactory completion of the HOUSSE for the originating state, or verification of National Board Certification, as permissible by No Child Left Behind.

    Teachers who are not “new to the profession” can use the North Carolina High Objective Uniform State Standard for Evaluation (HOUSSE) to establish they are “highly qualified” as required in PL 107-110 (No Child Left Behind). To be able to utilize the HOUSSE as a means of establishing a teacher is “highly qualified,” the individual must have taught with a reciprocal state license, fulltime for not less than six successive calendar months in one LEA, charter school, or non-public institution.

    Source: North Carolina State Board of Education

    State's Plan to Phase Out the HOUSSE Option for General Education Teachers North Carolina did not provide details on how it would phase out the HOUSSE option.

    Source: North Carolina's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools The only exception beyond the June 30, 2006, deadline is for teachers hired after the first day of the 2002-03 school year who teach multiple subjects in schools qualifying for rural flexibility. Many of North Carolina's charter schools and schools in Tyrrell and Hyde counties are eligible for rural flexibility because they meet the federal definition for the Small, Rural School Achievement Program. This flexibility allows eligible teachers who teach, but are not "Highly Qualified" in multiple subject areas, to have until June 30, 2007, to meet "Highly Qualified" requirements in all the subject areas in which they teach.

    Source: North Carolina Public Schools; HQT FAQ

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • North Dakota : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The North Dakota Education Standards and Practices Board, the governing board charged by state statute to supervise the state’s teacher licensure policy, has enacted policy to discontinue the use of HOUSSE procedures for teachers not new to the profession who were hired before the end of the 2005-06 school year. At its June 2006 board meeting, the Education Standards and Practices Board set August 1, 2006, as the date at which the use of HOUSSE procedures for teachers not new to the profession who were hired before the end of the 2005-06 school year would be discontinued. This policy action will be published following its acceptance into formal board minutes at its August 13, 2006 meeting; nevertheless, the policy action is official and will direct administrative practice within the Education Standards and Practices Board’s forthwith. It expected that all unfinished HOUSSE files, submitted prior to the stated deadline, will be completed to meet the deadline.

    In the event that a school anticipates a future need to assign a current highly qualified teacher into another course assignment that the teacher is currently not qualified to teach, the school may petition on behalf of the teacher to exercise the flexibility options granted under federal guidance and state administrative code. This would allow the teacher to gain training for up to three additional years to reach full HQT status, or two additional years for a special education teacher.

    Source: North Dakota's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools The Education Standards and Practice Board (ESPB) is in the process of establishing a Rural Flexibility Endorsement. This endorsement will give existing teachers in eligible rural districts additional time to become highly qualified. It will also allow new teachers who are highly qualified in a content area to have up to three years to complete all the requirements to becoming highly qualified in all areas of instruction. A form is being developed by ESPB for those who are interested in using this flexibility. The form must be completed jointly by the administrator and the teacher so that the administrator is aware of the status of teachers in becoming highly qualified. This endorsement will then be listed on the teaching license like all other endorsements administered through ESPB.

    This endorsement is expected to be available in the spring of 2006.

    Source: North Dakota Department of Public Instruction; Rural Flexibility Endorsement

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Ohio : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year

    The state has established a timeline whereby all veteran teachers, except special education/intervention specialists, will have completed or will be completing the HOUSSE by September 1, 2006. Teachers already engaged in the HOUSSE process will have until January 1, 2007 to complete all HOUSSE requirements and report that information in the final EMIS submission on February 1, 2007.

    For those veteran teachers who are returning to the profession after an extended absence (i.e. maternity, military duty, lengthy illness, etc.), a process is being established where they may apply to the state to utilize the former HOUSSE process to demonstrate content competency. This extension will be granted on a case-by-case basis and the returning teacher will have 12 months to complete the process. The state anticipates that these numbers will be very small.

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    As stated in Section 5.1, Ohio will phase out the use of the HOUSSE option in 2006. The state has redesigned the HQT reporting system to reflect this phase-out. Multi-subject special education teachers will continue to have the HOUSSE option to achieve HQT status in the core content areas.

    Ohio has not implemented the rural school option. With the exception of new Intervention Specialist, teachers may not initiate the use of any HOUSSE options after September 1, 2006. Teachers enrolled in professional development to meet a HOUSSSE option prior to September 1, 2006, may complete the requirement.

    Source: Ohio's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Multi-subject special education teachers hired after the end of the 2005-2006 school year who are highly qualified in language arts, mathematics or science when they are hired will continue to have the HOUSSE option to show competence in additional subjects.

    Source: Ohio Department of Education; Center for the Teaching Profession-Hot Topics

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Oklahoma : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The HOUSSE process for all teachers hired prior to the end of the 2005-2006 school year will be completed no later than May 2007. This delay is due largely in part to having to revise our HOUSSE definition after the August 2005 monitoring visit. Since that time, the state engaged in a large stakeholder meeting to revise the HOUSSE definition. Accordingly, the state had to promulgate and enact the administrative rules for the newly revised HOUSSE. The SEA has been in the process of reviewing new requests for HOUSSE evaluation and also reviewing all of the former HOUSSE evaluations that were subsequently ruled to be invalid.

    Additionally, the state is creating an automated computer program to more quickly complete the HOUSSE evaluations. Currently they must be completed by hand, which requires laborious transcript review and validation for verifying academic work completed in the core academic areas.

    The state will not apply the HOUSSE to teachers who cannot verify that they meet the definition of “not new to the profession” as of June 30, 2006. Oregon’s definition of “not new to the profession” requires that the educator has taught at least three complete school years. Therefore, except as specified in subsection (b) below, no educator who acquired their first teaching license after July 1, 2003, would be eligible for a HOUSSE evaluation based on the current Oregon definitions and the USDOE requirement that the HOUSSE be “phased out” for teachers hired prior to the end of the 2005-2006 school year.

    Secondary educators who are new to the profession will not benefit by Oregon’s HOUSSE unless they already qualify under the federal definition (e.g., They must have either a major or coursework equivalent to a major to be “highly qualified” without any experience.

    Secondary teachers who have taught in other states, but are newly hired in Oregon may be eligible for the HOUSSE if they can demonstrate that they are a veteran teacher and were subject-matter competent as of June 30, 2006. (e.g., They have taught more than three complete school years AND have the coursework required to demonstrate they are highly qualified.)

    Oregon does not have a separate HOUSSE for special education teachers.

    All teachers not new to the profession, who are teaching general education or special education, will be evaluated by May 2007 for subject-matter competency under the federal definitions in NCLB and IDEIA. All teachers new to the profession who are teaching multiple subjects to special education students and are highly qualified in language arts, mathematics or science at the time of hire have up to two years to become highly qualified in the other subjects they teach.

    Source: Oregon's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Oregon : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers
  • No information found.
  • Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Pennsylvania : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Pennsylvania did not offer any strategy regarding the phase-out of the HOUSSE Option.

    Source: Pennsylvania's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects The new HOUSSE program provides that experienced Pennsylvania teachers or new special education teachers who teach multiple core academic subjects in middle and secondary settings and who qualify for the additional flexibility under IDEA may demonstrate subject matter competency and be designated as “highly qualified” upon the obtainment of 100 points, documented through achievements in the following areas:
    • Years of satisfactory teaching experience in the core academic subject,
      (5 points per year, minimum of 5 points required, maximum of 45 points)
    • College and graduate coursework in the core academic subject, verified by a transcript from a regionally accredited college/university with each course passed at a 2.0 level or above,
      (5 points for every 1 semester credit in core academic subject, maximum of 95 points)
    • Professional education courses in core academic subject and/or in related teaching, curriculum instruction or assessment courses related to the core academic subject,
      (5 points for every 30 professional development hours)
    • Advanced degree in teaching, curriculum instruction or assessment related to the core academic subject,
      (25 points)
    • Academic scholarship and awards related to core academic subject, examples include: teacher awards, authored journal articles or textbooks, instructor of college course,
      (5 to 50 points)
    • Pennsylvania Instructional II, Special Education Certificate.
      (25 points)
    Teachers successfully completing Pennsylvania’s HOUSSE program by documenting 100 points in the above categories have demonstrated subject matter competency through Pennsylvania’s high objective state standard of evaluation and are highly qualified under NCLB.

    Source: Pennsylvania Department of Education; HOUSSE

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Puerto Rico : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Puerto Rico did not offer any strategy regarding the phase-out of the HOUSSE Option.

    Source: Puerto Rico's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Rhode Island : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity The Rhode Island Department of Education Website was offline during the update of this data.

    ECS will post updated information as it is made available.

    State's Plan to Phase Out the HOUSSE Option for General Education Teachers Rhode Island's plan does not describe how or when the State will complete the HOUSSE process for teachers not new to the profession who were hired before the end of the 2005-06 school year.

    Rhode Island has established a cut-off date, after which no teachers will receive HQT status under the HOUSSE option.

    Educators who are not designated as Highly Qualified will be informed through correspondence and training that throughout the 2006/2007 school year to initiate the process. After that time all teachers who have not begun the HOUSSE rubric will not have the opportunity to verify Highly Qualified status through that means. We will place a time limit for completion of the HOUSSE rubric, but we have not decided upon a specific date and are awaiting more specific information through Non-Regulatory Guidance.

    Source: Rhode Island's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools The Rhode Island Department of Education Website was offline during the update of this data.

    ECS will post updated information as it is made available.

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects The Rhode Island Department of Education Website was offline during the update of this data.

    ECS will post updated information as it is made available.

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis The Rhode Island Department of Education Website was offline during the update of this data.

    ECS will post updated information as it is made available.


    South Carolina : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity The SDE signed the 2005-2010 NASDTEC Interstate Contract and currently has reciprocity with more than 50 states, territories, and countries to provide a smooth transition to South Carolina certification. Reciprocity has been extended to include acceptance of other states' HOUSSE plans for the purpose of demonstrating content mastery for becoming highly qualified.
    State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year

    The vast majority of teachers who are eligible to demonstrate content competency through HOUSSE have already done so. South Carolina will use HOUSSE after the 2005-06 school year in a very limited manner. Consistent with USED Improving Teacher Quality State Grants Non-Regulatory Guidance (August 3, 2005), HOUSSE will continue to be offered under circumstances such as the following:

    • Veteran teachers who seek to rejoin the teaching force after a break in service (e.g., retirement, extended family or medical leave),
    • Veteran international teachers who have not taken validated content exams in their countries of origin,
    • Veteran teachers who are fully certified in multiple subjects and are needed to teach a subject for which they have not yet demonstrated content competency,
    • Out-of-state veteran teachers who receive South Carolina certification through reciprocity but do not have a content exam, academic major, or documentation of HOUSSE to demonstrate content competency,
    • Veteran teachers who are teaching multiple subjects who have not completed the HOUSSE process. These typically are teachers who are certified in early childhood, elementary, or special education and are teaching in self-contained settings and thus must demonstrate content competency in four subjects (i.e., language arts, math, science, and social studies), and
    • Teachers who are fully certified in areas for which no Praxis content exam is available (e.g., dance) or the available exam has not been validated for the State (e.g., Latin). Validation of available exams is difficult in areas in which few teachers are available to participate in the standard setting process.
    School districts have been advised that HOUSSE will be available on only a limited basis beginning with the 2006-07 school year. South Carolina will respond promptly in the event that the U.S. Department of Education issues future guidance requiring changes in the above policy.

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    The revised plan clearly explains how the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of 2005 – 2006 school year by indicating the specific conditions in which this option may be utilized.

    (page 26)

    Source: South Carolina's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects Guidelines for the Multi-Subject HOUSSE Evaluation (January 2006) options are available for teachers of:

    Source: South Carolina Department of Education; HOUSSE

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • South Dakota : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Description of how and when the SEA will complete the HOUSSE process for all teachers not new to the profession who were hired before the end of the 2005-06 school year

    The SEA will allow only those teachers not new to the profession who were hired before the end of the 2005-06 school year to "complete" HOUSSE by the end of the 2006-07 school year if they are currently in the middle of completing requirements. Any new subject area must be validated by a Praxis II content test from this date forward. We require this of all majors and minors for initial certification as well as to add additional authorizations to a certificate. The only exception would be if someone were to become Nationally Board Certified in a particular content area or if they were to obtain an advanced degree in content area. We do not require the Praxis II test at that level.

    Description of how the state will limit the use of HOUSSE to multi-subject secondary teachers in rural schools and new to the profession multi-subject special education teachers

    South Dakota requires all subjects to be validated with the Praxis II content test. For multi-subject secondary teachers in rural schools, although they would have the additional time to demonstrate competency by obtaining a major or passing the appropriate Praxis II content test, they would still show up on the HQT report as not being HQT in that content area. The DOE is encourages districts to help their multi-subject teachers become HQT as quickly as possible so that it will not be reflected on their HQT report. The same guidance is being given to special education teachers so that their HQT reports are not affected adversely by not being HQT.

    Source: South Dakota's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Tennessee : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers
  • No information found.
  • Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Texas : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity SINCE EACH STATE USES ITS OWN STANDARDS AND PROCEDURES TO DETERMINE WHETHER THOSE WHO TEACH WITHIN THAT STATE ARE HIGHLY QUALIFIED, A TEACHER FROM ANOTHER STATE MOVING TO TEXAS WOULD BE REQUIRED TO MEET THE TEXAS DEFINITION OF HIGHLY QUALIFIED. JUST AS EACH STATE DETERMINES WHEN AND ON WHAT BASIS TO PROVIDE FULL CERTIFICATION OR LICENSURE TO TEACHERS ALREADY CERTIFIED IN OTHER STATES, EACH STATE DETERMINES WHEN AND ON WHAT BASIS TO ACCEPT THE DETERMINATION OF ANOTHER STATE THAT A PARTICULAR TEACHER IS HIGHLY QUALIFIED. THUS, EACH STATE DETERMINES WHETHER OR NOT TO CONSIDER THE TEACHER FROM ANOTHER STATE TO BE BOTH “FULLY CERTIFIED” AND HAVING DEMONSTRATED ADEQUATE SUBJECT-MATTER COMPETENCY IN EACH SUBJECT THE TEACHER WILL TEACH.

    Source: Texas Education Agency; Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements

    State's Plan to Phase Out the HOUSSE Option for General Education Teachers TEA will require all experienced (not new to the profession) teachers who were hired before the end of the 2005-06 school year (which includes summer school offered as part of the 2005-06 school year) to complete the HOUSSE procedures for determining highly qualified teacher status by June 1, 2007, or the last day of student instruction of the Spring term 2007, whichever is later. This additional year is amalgamated with the approval by USDE of the one-year flexibility extending the highly qualified teacher deadline from the end of the 2005-06 school year to the end of the 2006-07 school year. This additional year will provide incentive and opportunity for teachers to complete any impending professional development or college coursework needed to complete their highly qualified teacher status.

    Texas did not indicate how they would limit future use of the HOUSSE option.

    Source: Texas' Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools All teachers who teach core academic subjects must be highly qualified in each subject they teach. Of course, small rural districts face special challenges in ensuring that all of their teachers are highly qualified no later than the end of the 2005-06 school year. These LEAs should examine how the resources provided through Title II, Part A and other local, State, or Federal sources can be used to improve and expand professional development opportunities to help ensure that teachers who are not yet highly qualified in the subjects they teach (a) receive high-quality, content-specific professional development, and (b) meet the State’s HOUSE standard for each subject they teach or pass rigorous subject-specific tests.

    In addition to the professional development that rural districts can offer, they should also consider how distance learning arrangements that enlist the services of highly qualified teachers in other localities can help them meet the goal of having all the core academic subjects they offer taught by highly qualified teachers.

    Schools may also hire experts (e.g., scientists, engineers, or artists) to provide content enrichment and practical applications to the content being taught. As long as these experts are reinforcing the regular teachers and not providing direct instruction in the core content areas, they do not have to meet the highly qualified requirements.

    Flexibility from USDE allows for teachers in eligible, rural LEAs who are highly qualified in at least one subject area to have three years (until the end of the 2006-07 school year fo teachers employed by the LEA in 2003-04 or three years from date of hire for any teachers in the LEA hired after the 2003-04 school year) to become highly qualified in the additional core subject areas they teach. See Appendix C for the state’s plan, approved by USDE, for this rural flexibility.

    Source: Texas Education Agency; Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements

    Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis Teachers who come from foreign countries to teach in Texas schools and who will be employed for no more than three years meet the definition of “highly qualified” if a foreign credential evaluation service verifies that 1) the degree held is at least equivalent to a Bachelor’s degree offered by an American institution of higher education; 2) the teacher holds valid teaching credentials in the foreign country; and 3) the teacher demonstrates competency as follows:
    • A new elementary teacher has passed a rigorous exam that covers the basic elementary curriculum; an existing elementary teacher has passed such a test or can demonstrate competency through HOUSE.
    • A new secondary teacher has completed coursework equivalent to at least an academic major in the core academic subject to be taught or has passed a rigorous subject test; an existing secondary teacher has the coursework, or has passed such a test, or can demonstrate competency through HOUSE.

    Source: Texas Education Agency; Guidance for the Implementation of NCLB Highly Qualified Teacher Requirements


    Utah : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Utah has not submitted a revised state plan.
    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Vermont : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity Vermont does not currently have reciprocity for HQT purposes with any state. All out-of-state applicants are reviewed according to Vermont's criteria.
    State's Plan to Phase Out the HOUSSE Option for General Education Teachers Vermont did not provide a strategy for phasing out the HOUSSE option.

    Source: Vermont's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Virgin Islands : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers
  • No information found.
  • Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Virginia : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Teachers hired prior to the end of 2005-2006 who are using HOUSSE to obtain the highly qualified designation will be able to complete the process. It is expected that these teachers will complete HOUSSE procedures to attain their highly qualified status by the end of the 2006-2007 school year.

    Virginia did not provide a strategy for phasing out the HOUSSE option.

    Source: Virginia's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects All Special Education Teachers

    All special education teachers must meet the following general requirements:

    • Hold at least a B.A.
    • Must obtain full state special education certification or equivalent licensure
    • Cannot hold an emergency or temporary certificate.

    New teachers of two or more academic subjects who are highly qualified in either mathematics, language arts, or science, in addition to the general requirements above, have a two-year window in which to become highly qualified in the other core academic subjects. This can be done through the HOUSSE process.

    Source: Virginia Department of Education; Virginia Requirements to Be a Highly Qualified Special Education Teacher

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Washington : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Washington did not provide an acceptable strategy.

    Source: Washington's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • West Virginia : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers West Virginia has completed the HOUSSE process for teachers not new to the profession who were hired prior to the end of the 2005-06 school year. Data were provided for each teacher by district, and by school, indicating full state certification in the core academic subject being taught, and how subject competency was documented: a) Praxis content exam; b) academic major; c) advanced credential; or d) HOUSSE.

    West Virginia did not provide a strategy for limiting the use of HOUSSE after the 2006-2007 school year.

    Source: West Virginia's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects High Objective Uniform State Standard of Evaluation (HOUSSE)

    HOUSSE is an optional method of documenting subject matter competency in a core academic subject(s) for a teacher in order to meet the definition of highly qualified teacher. Section I of the Teacher Evaluation Form identified in W.Va. 126CSR13 WVBE Policy 5310, Performance Evaluation of School Personnel, hereinafter Policy 5310, that addresses a teacher's knowledge of the subject has been designated as West Virginia's HOUSSE.

    A general education teacher not new to the profession and a special education teacher eligible to use HOUSSE as defined in §126-136-8.2.2.c may use a rating of "meets standards" or higher on Section I of the Teacher Evaluation Form ( Policy 5310) to document his/her subject matter competency in order to meet the definition of highly qualified teacher in that content area being evaluated that year.

    Special Education Teachers who must rely on HOUSSE to demonstrate subject matter competence may use WVBE-approved professional development for the purpose of demonstrating subject matter competence.

    Source: West Virginia Department of Education; § 126-136.4

    Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Wisconsin : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers Wisconsin did not address the HOUSSE option issue in its revised plan that only addressed equity issues.

    Source: Wisconsin's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.

  • Wyoming : NCLB Highly Qualified Teachers and Paraprofessionals
    HOUSSE Reciprocity, HOUSSE Phase-out Plans and HOUSSE for Specific Teachers (Updated July 2006)
    HOUSSE State-Level Reciprocity
  • No information found.
  • State's Plan to Phase Out the HOUSSE Option for General Education Teachers The HOUSSE process has been completed for all teachers, except some special education teachers, hired before the end of the 2005-2006 school year. As each teacher is reviewed for teaching assignment relative to qualifications, the HOUSSE rubric may need to be applied; that process is to be completed by September 2006.

    With the exception of multi-subject secondary teachers in rural schools and multi-subject special education teachers who are new to the profession, use of the HOUSSE will be discontinued. All teachers new to the profession and teachers new to the state will need to meet certification requirements, subject area major, assignment, testing, and/or transfer criteria in order to be a highly qualified Wyoming teacher.

    Source: Wyoming's Revised State Plan

    Information on the HOUSSE Option for Teachers Teaching Multiple Secondary Subjects in School Districts in Eligible Rural Schools
  • No information found.
  • Information on the HOUSSE Option for New Special Education Teachers Teaching Multiple Core Academic Subjects
  • No information found.
  • Information on the HOUSSE Option for Foreign Teachers Who Teach on a Temporary Basis
  • No information found.



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