- Essential Elements:
- Must submit a plan to the Commissioner setting forth the need for such experimental program and how such program will improve student performance.
- Limited to 15% of the contract amount.
- Must be based on an established theoretical base substantiated by research or other comparable evidence.
- Must be accompanied by a program evaluation plan based on empirical evidence to assess the impact on student achievement.
- Must be conducted in partnership with an institution of higher education or other organization with extensive research experience and capacity.
Moreover, all experimental programs and activities shall:
- Facilitate student attainment of the NYS learning standards.
- Predominantly benefit students with the greatest educational needs including, but not limited to: those students with limited English proficiency and students who are English language learners, students in poverty and students with disabilities.
- Predominantly benefit those students in schools identified as requiring academic progress or in need of improvement or in corrective action or restructuring.
- Be developed in reference to practices supported by research or other comparable evidence as to their effectiveness in raising achievement.
- Be accompanied by high quality, sustained professional development focused on content pedagogy, curriculum development and/or instructional design to ensure successful implementation of each program and activity.
- Be consistent with federal mandates, state law, and regulations governing the education of such students.
- Be used to supplement, and not supplant, funds allocated by the district in the base year for such purposes.
Federal Law, Regulation, Guidance:
At this time there is no federal legislation that directly addresses experimental programs. Definitions of scientifically based research and professional development are contained in Title IX, section 9101 of NCLB. The U.S. Department of Education’s Institute for Education Science funds several initiatives that address the issue of scientifically based research.
Elementary and Secondary Education Act, Title IX, General Provisions, Section
9101 (34) and (37)
Elementary and Secondary Education Act Title III - PL 107-110: Guidance
on standards, assessments and accountability for Language Instructional
Programs for Limited English Proficient and Immigrant Students.
Summary of new regulation under NCLB Title I regarding accountability of LEP/ELLs: The Secretary amends the regulations governing the programs administered under Title I, Part A, of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These regulations are needed to implement statutory provisions regarding State, local educational agency (LEA), and school accountability for the academic achievement of limited English proficient (LEP) students and are needed to implement changes to Title I of the ESEA made by the No Child Left Behind Act of 2001 (NCLB Act). http:www.ed.gov/legislation/FedRegister/finrule/2006-3/091306a.html
New York State Education Law:
At this time there is no State legislation that directly addresses experimental programs.
Regulations of the Commissioner:
At this time there are no regulations that directly address experimental programs.
Part 100.2dd addresses professional development.
http://www.p12.nysed.gov/part100/ Addresses professional development.
CR Part 154 Regulations: Amendments to the Commissioner’s Regulations
related to NCLB - Education of students with Limited English Proficiency
as amended by the Board of regents on July 17, 2003 and effective May 2,
CR Part 117 Identification and Services to LEP Students – Regulations
governing initial identification and services to limited English proficient
CR 200.6 Continuum of Services for Students with Disabilities includes, but is not limited to, requirements pertaining to: grouping requirements; appropriate certification requirements; consultant teacher services; related services; resource room programs; special classes; twelve month special services and/or program.
Response to Intervention (RTI): How to Do It
This document is written as a tool to assist schools develop an RTI model. It is based on current research from the National Center on Learning Disabilities (NRCLD) and is intended for school staff interested in adopting new strategies to address the needs of students who are struggling or may be at risk of failure in reading/literacy and mathematics. It looks at the essential elements of intervention, including the following key components: school-wide screening; progress monitoring; tiered service delivery; fidelity implementation. The research to support an RTI approach is strong on primary grade students.
Additional resources for information about LEP/ELLs:
Center for Applied Linguistics (CAL):
CAL conducts projects and offers a variety of research-based resources related to the education of English language learners in a variety of settings:
Prekindergarten-Grade 12 programs
Universities and community colleges
Adult education programs
Center for Research on Education, Diversity & Excellence (CREDE):
Teaching Diverse Learners (TDL):
TDL is a resource dedicated to enhancing the capacity of teachers to work effectively and equitably with English language learners (ELLs). This Web site provides access to information – publications, educational materials, and the work of experts in the field – that promotes high achievement for ELLs.
National Center for Research and Development
National Center for Special Education Research
What Works Clearinghouse
Regional Education Laboratory
National Center for Education Evaluation and Regional Assistance
National Center for Education Research
National Center for Educational Statistics