From Senior Deputy Commissioner John B. King, Jr.
January 31, 2011
Quick links to headlines in this edition of News and Notes:
- Board of Regents Approves New York State P-12 Common Core Learning Standards
- January Meeting of the Board of Regents
- College and Career Readiness Survey
- Annual State Application Under Part B of IDEA as Amended in 2004 for Federal Fiscal Year 2011 -- Draft for Public Comment
- Variance Procedures to Temporarily Exceed the Maximum Number of Students with Disabilities in an Integrated Co-teaching Services Class
- 2010-11 Application for Exception to the One Percent Cap on Proficient or Above Scores Based on Alternate Achievement Standards
- New York State Career and Technical Education Technical Assistance Center (NYS CTE-TAC)
On Tuesday, January 11, the Board of Regents approved the New York State P-12 Common Core Learning Standards for English Language Arts (ELA) and Literacy; the New York State P-12 Common Core Learning Standards for Mathematics; and the New York State Prekindergarten Learning Standards. The Board had previously adopted the national Common Core Standards in July 2010 with the understanding that additional New York State specific K-12 expectations and prekindergarten standards would be added.
The Regents actions followed six months of statewide discussion, feedback, revision, and a survey of over 800 teachers and other stakeholders culminating in the three documents approved on January 11. The recommended additions for English Language Arts and Literacy include expectations for student inquiry, culture and diversity, and literature. These concepts are embedded to strengthen and deepen the existing Common Core for English Language Arts. In Mathematics, one addition was made to Kindergarten and one to first grade to strengthen the standards. No additions were made for Grades 2-12 in Mathematics.
Regents Chancellor Merryl H. Tisch said, “New York’s Common Core is the foundation upon which we are building the statewide curriculum and assessments essential to the Regents goal of college and career readiness for every one of our students. The approval of these standards is an enormous accomplishment, a signal to everyone with a stake in our schools that the Regents Reform Agenda is underway in New York State.”
Education Commissioner David M. Steiner said, “With the New York Common Core Standards in place we can now begin to build the sequenced, content-rich statewide curriculum and embedded assessments our children rightly deserve. This work has been shared by a great many of our stakeholders and will involve countless more of them as we continue to create the future of public education in New York State using the standards approved today along with the curriculum and assessment we will put in place over the next three years.”
Chairman of the Standards Work Group, Regent James C. Dawson said, “The Regents see the recently approved Common Core State Standards in ELA, Literacy, and Math as well as the new NYS PreK Learning Standards as a high altitude view of what will happen in the classroom. This will be followed by more detailed curriculum models that will not be mandatory but will give guidance to classrooms that will be consistent with a revised assessment system.”
Senior Deputy for P-12 Education John King said, “As we build the curriculum and assessments associated with the common core standards, our state’s Race to the Top work is underway. We are fully engaged in developing and supporting great teachers and leaders, in building a powerful and agile student data system, and in implementing aggressive and bold strategies to turn around our lowest achieving schools. This is a remarkable time to be associated with education in New York State.”
Also supporting the Regents Reform Agenda and the Race to the Top initiative is the development of the New York State Prekindergarten (PreK) Learning Standards. These Learning Standards will strengthen instruction in PreK classrooms in all settings, as well as help administrators and educators align PreK Learning Standards with the K-12 system. This set of standards will support high-quality early childhood education for children before entry to kindergarten.
Implementation of the New York State Common Core Learning Standards will begin in all schools in the 2011-12 school year. The reporting of state assessment results for 2011-12 will include performance mapped to both the existing NYS standards and the new NYS standards (inclusive of the Common Core). In the 2012-13 school year, classroom instruction is expected to be fully aligned to the new standards. Assessments that year will test achievement of the New York State P-12 Common Core Learning Standards for English Language Arts & Literacy and Mathematics.
The P-12 ELA & Literacy and Mathematics curriculum models will be created to facilitate student achievement of the new P-12 standards and are scheduled to be available to schools during the 2012-13 school year.
Full details of the New York State Common Core State Standards approved by the Board of Regents can be found at: http://www.regents.nysed.gov/meetings/2011Meetings/January2011/111p12swa1.html.
The New York State Education Department’s Common Core State Standards Initiative website contains the full text of the approved Common Core Learning Standards, a history of their development, extensive background materials, and a timeline looking forward to the development of statewide curricula and assessments based upon the common core standards: http://www.p12.nysed.gov/ciai/common_core_standards/.
At its meeting on January 10-11, the Board of Regents acted in support of the following initiatives:
Approval of Recommended Additions to the Common Core State Standards (CCSS) for English Language Arts & Literacy and CCSS for Mathematics and Approval of New Prekindergarten Learning Standards
The Board approved the New York State P-12 Common Core Learning Standards for English Language Arts (ELA) and Literacy; the New York State P-12 Common Core Learning Standards for Mathematics; and the New York State Prekindergarten Learning Standards. The Board also discussed next steps, including the building of curriculum models and aligning those models with teacher preparation.
For more information, please consult the following resources:
- Press release on the approval of the New York State P-12 Common Core Learning Standards
- Regents item on the Approval of recommended additions to the Common Core State Standards (CCSS) for English Language Arts & Literacy and CCSS for Mathematics and approval of new Prekindergarten Learning Standards
- Common Core State Standards Initiative website
The Board adopted the New York State Teaching Standards, Elements, and Performance Indicators that were developed by a Work Group of forty-three individuals representing twenty-two stakeholder groups, and that reflect review and input from the field. In addition, the Board approved the companion Glossary and Q&A documents as integral to the NYS Teaching Standards document.
For more information, please consult the following resources:
Proposed Repeal of Subpart 30-2 of the Rules of the Board of Regents, relating to Teacher Tenure
The Board approved the repeal of Subpart 30-2 of the Rules of the Board of Regents. This eliminates regulations that sunset on June 30, 2010 of the underlying statute, Education Law Section 3012-b. The repeal becomes effective February 2, 2011.
See the Regents item on the Proposed Repeal of Subpart 30-2 of the Rules of the Board of Regents, relating to Teacher Tenure for more information.
Emergency Adoption of Proposed Regulations Relating to the Program Registration Requirements for Teacher Education Programs and the Restructuring of Adolescence Level Teacher Certification for Students with Disabilities
The Board voted to amend subdivisions (b) and (c) of section 52.21 of the Regulations of the Commissioner of Education; to amend subdivision (a) of section 80-3.7 of the Regulations of the Commissioner of Education; to amend subdivision (a) and add subdivision (c) to section 80-4.2 of the Regulations of the Commissioner of Education; to amend subdivisions (a), (b), (c), (d) and (e); and to add a new subdivision (n) to section 80-4.3. This emergency action became effective on January 14, 2011 to ensure that the emergency rule remains continuously in effect until it can be permanently adopted.
The regulation requires registered teacher education programs for all teachers to include instruction and field experience focusing on students with disabilities.
The regulatory amendment also changes the structure of the current students with disabilities certificates and the program registration requirements in the following ways:
- Candidates will no longer be able to enroll in special education teacher preparation programs that lead to Students with Disabilities 5-9 Generalist and Students with Disabilities 5-9 and 7-12 content specific certificate titles after February 1, 2011.
- A Students with Disabilities in Adolescence 7-12 (Generalist) certificate title was created.
- Candidates holding the Students with Disabilities in Adolescence Generalist certificate will also have the option of obtaining an extension to this certificate, to authorize the teacher to be employed as the special class teacher of students with disabilities in a specific subject area.
- Schools enumerated in Article 81, 85, 87, 88 or 89 of the Education Law or a special act school district that educates only students with disabilities and cannot meet the regulatory requirement must submit a plan acceptable to the Department with a description of the mentoring and collaboration their students with disabilities teachers will receive.
The proposed regulation also establishes requirements for individual evaluation for the new Students with Disabilities in Adolescence Generalist certificate.
See the Regents item on the Emergency Adoption of Proposed Regulations Relating to the Program Registration Requirements for Teacher Education Programs and the Restructuring of Adolescence Level Teacher Certification for Students with Disabilities for more information.
Qualified School Construction Bonds (QSCB) and Qualified Zone Academy Bonds
The Board approved the emergency adoption of regulations relating to Qualified School Construction Bonds and Qualified Zone Academy Bonds. This item was adopted by emergency action in November 2010. It is anticipated that the proposed rule will be presented for adoption as a permanent rule at the March 2011 Regents meeting.
See the Regents item on Qualified School Construction Bonds and Qualified Zone Academy Bonds for more information.
The Board of Regents also discussed and considered policy questions for several crucial issues:
Dignity for All Students Act and the Integration of the Violent and Disruptive Incident Reporting System
The Board discussed the goal of the Dignity for All Students Act, which provides public school students with a safe and supportive environment free from discrimination, intimidation, taunting, and harassment on school property, on a school bus, or at a school function. Staff recommended to the Board that the Department, in collaboration with the NYS Dignity Coalition, establish a Task Force and various Advisory Work Groups to work together to develop revisions to Commissioner’s regulations for school safety and violent and disruptive incident reporting to reflect the provisions of the Dignity for All Students Act and to promote a positive school climate.
Update Regarding the Roosevelt Union Free School District and the Role of the State
The Board was updated on the fiscal condition of the Roosevelt Union Free School District and the significant improvements made in the district including the restoration and maintenance of the instructional facilities, academic status, and current initiatives at the high school. At the next quarterly update in the spring, staff will present recommendations for action related to the Commissioner’s oversight of the district.
See the Regents item on the Roosevelt Union Free School District and State Oversight Authority for more information.
Data Collection and Policy Options for Teacher/Principal Effectiveness: Teacher/Principal of Record
The Board discussed and accepted staff recommendations to disseminate an initial Teacher of Record policy for the 2010-11 school year collection and to set standards for schools, districts, and data system vendors for the collection of additional data elements for the 2011-12 school year and beyond. Discussion focused on different examples of teacher-student instructional linkages for consideration in the adoption of a fair and understandable evaluation system. Staff recommended that the Department issue the proposed initial Teacher of Record policy guidance for the 2010-11 school year collection and work with data system vendors to enable the collection of additional data for 2011-12 and beyond. The additional data would include the collection of multiple teachers per course, multiple assessments per course, teacher assignment begin/end dates for each course taught, student enrollment begin/end dates for each enrolled course, and an indicator of supplemental instruction. The Board requested that staff also explore the ability to collect attendance information for teachers and students.
See the Regents item on Data Collection and Policy Options for Teacher/Principal Effectiveness: Teacher/Principal of Record for more information.
Update on the Regents Task Force on Teacher and Principal Effectiveness
The Board received an update on the work of the Regents Task Force on Teacher and Principal Effectiveness. Staff provided an overview of the new law and presented research on policy options related to the 60 percent non-growth measures for teachers and principals. Work groups will report their initial conclusions to the Full Task Force this month; the Task Force will then make recommendations to the Regents in April.
Please see the presentation by the Regents Task Force on Teacher and Principal Effectiveness for more information.
Alternative High School Equivalency Preparation (AHSEP) Programs and General Educational Development (GED) Testing
The Board was informed about the status of Alternative High School Equivalency Preparation (AHSEP) and High School Equivalency Preparation (HSEP) Programs and their relationship with Adult Education Programs and General Educational Development (GED) Test administration. These issues cross over between the Office of Adult Career and Continuing Education Services (ACCES) and the Office of P-12 Education. The Office of P-12 Education provides oversight for GED preparation for youth under age 21 who have fallen behind in earning high school credits toward a regular local or Regents diploma, primarily through AHSEP and HSEP Programs. The Office of ACCES provides oversight for GED preparation for adults through Adult Education funded centers. ACCES also provides oversight for and administration of the GED test for all GED test takers in New York State. While ACCES staff communicate and work with P-12 staff, the work duties, program responsibilities, stakeholders, and customers are very different.
Online and Blended Learning Panel Discussion
A panel of CEOs, administrators, and teachers presented overviews of their programs and answered questions relating to online and blended courses and how they improve student learning and achievement. This subject and the flexibility it provides to schools, teachers, and students will be discussed further as the Regents continue their discussions around proposed amendments to regulations and at the regional forums on the proposed changes to the State graduation requirements being held this January and February.
The panel members included:
- George Kiley, Superintendent of Schools, Hornell City School District, Hornell
- Tony Gill, Virtual High School Principal, Hornell City School District, Hornell
- Chris Weinman, Executive Director of Career and Technical Education, Greater Southern Tier (GST) BOCES
- Arthur VanderVeen, CEO, Office of Innovation, New York City Department of Education
- Howard Mettleman, District Superintendent, OHM BOCES
- Ken Ford, Director, Information and Technology Center, Oneida-Herkimer-Madison (OHM) BOCES, Utica
- Matthew Bashant, Physics Teacher, New Hartford Central School
The Hornell Central School District / Greater Southern Tier (GST) BOCES Alternate Placement Academy serves at-risk students in grades 7, 8, and 9. It utilizes a blended instructional model that incorporates both online and face-to-face classroom instruction and project-based learning strategies to reinforce real-life application of skills. Students are placed in this self-paced program and then progress by knowledge acquisition. All instruction is provided by New York State certified teachers. GST BOCES also offers the Advanced Academics Virtual High School initiative that provides students from 21 component districts with online courses designed to meet their individual needs. This program incorporates both online and face-to-face classroom instruction and a unique student support system consisting of: NYS certified online and in-house instructors, a school district virtual principal and a virtual coordinator, a GST BOCES virtual coordinator, and parents. To date, 450 students have participated in online courses supporting Credit Recovery, AIS, Regents Review, Electives, and Advanced Placement.
iLearnNYC offers online learning in three different forms to students in over 40 schools in New York City. The current options include: Advanced Placement courses with more than 300 students participating; Credit Recovery programs for undercredited students with more than 500 students participating; and blended learning programs within a mix of online and face-to-face settings with more than 2000 students participating.
Oneida-Herkimer-Madison (OHM) BOCES, working with science teachers from its constituent districts, has developed an online course to supplement the teaching and learning of Regents Physics. The course offers immediate feedback to students and incorporates strong pedagogy, rich media content, utilization of the OHM BOCES digital media streaming, a virtual reference library, and other digital content.
Informational Session on Special Act School Districts and Approved Private Schools for Students with Disabilities
A panel of administrators presented descriptions of student population, school mission, and school program for each of their schools, including examples of outstanding practices and positive student outcomes and the use of technology to support student achievement. Discussion focused on issues facing their schools, including the need for improved access to data systems, mandates, accountability, and timely funding mechanisms that reflect the students served at these schools.
The panel members included:
- George Dr. Mark Silverstein, Superintendent, Hawthorne Cedar Knolls UFSD and President, Coalition of Special Act School Districts
- Amy Goodman, Superintendent, Greenburgh-Graham UFSD
- William Wolff, Executive Director, LaSalle School and President, NYS Coalition of 853 Schools
- Karen Macri, Deputy Executive for Children's Services, Center for Disability Services
The Board of Regents would like your feedback on a College and Career Readiness Survey which focuses on three topics: College and Career Readiness Frameworks, Necessary Skills and Knowledge for College and Workforce Success, and New York State Graduation Requirements (current requirements can be found at http://www.p12.nysed.gov/ciai/gradreq/gradreq3columnstyle01_10.pdf).
The survey should take approximately 20-30 minutes to complete and it must be completed in one session.
Please follow this link to access the survey: http://www.surveymonkey.com/s/LJTTZ6R
This survey is one aspect of a series of meetings, presentations, and data collection processes conducted in 2010 by the Board of Regents' College and Career Readiness Working Group. Results of the survey will be shared with the Board of Regents at their March meeting.
Thank you in advance for your time and your continued support of all students in New York State. Your input matters!
Annual State Application Under Part B of IDEA as Amended in 2004 for Federal Fiscal Year 2011 -- Draft for Public Comment
New York State’s Annual State Application Under Part B of the Individuals with Disabilities Education Act (IDEA) for Federal Fiscal Year 2011 has been posted for public review for 60 days (through March 14, 2011). The application includes the identification of State requirements that are not otherwise required by federal law and regulations pursuant to IDEA section 608(a)(2). It is available at http://www.p12.nysed.gov/specialed/idea/partB-app-2011.htm.
Written public comment on the IDEA Part B Application will be accepted by the Office of Special Education for 30 calendar days as required by federal law, starting January 24, 2011 until February 22, 2011. Written comments will be accepted in two formats:
- By e-mail to firstname.lastname@example.org with the subject line “NYS Part B Application Public Comment”
- By mail to:
New York State Education Department
Office of Special Education
89 Washington Avenue, Room 309 EB
Albany, NY 12234
Attention: NYS Part B Application Public Comment
- By e-mail to email@example.com with the subject line “NYS Part B Application Public Comment”
Variance Procedures to Temporarily Exceed the Maximum Number of Students with Disabilities in an Integrated Co-teaching Services Class
The Office of Special Education has issued a memorandum to provide the procedures that a school district must follow in order to obtain a variance to temporarily exceed 12 students with disabilities in a class where integrated co-teaching services are provided. These procedures were developed as a result of the amendment to section 200.6(g)(1) of the Regulations of the Commissioner of Education effective December 8, 2010. See the memorandum at http://www.p12.nysed.gov/specialed/publications/varianceprocedures-jan2011.htm.
2010-11 Application for Exception to the One Percent Cap on Proficient or Above Scores Based on Alternate Achievement Standards
The application by which local educational agencies (LEAs) may request an exception from NYSED to exceed the one percent cap in counting as proficient and advanced for accountability purposes, during the 2010-11 school year, the scores of students with the most significant cognitive disabilities based on alternate academic achievement standards is now available. Completed applications must be received by April 1, 2011. The application is available at http://www.p12.nysed.gov/specialed/applications/onepercent-2011.htm.
New York State Career and Technical Education Technical Assistance Center (NYS CTE-TAC)
The New York State Education Department (NYSED) has awarded the contract for the NYS Career and Technical Education Technical Assistance Center (NYS CTE-TAC) to the Successful Practices Network, Inc. of Rexford, New York. The purpose of the NYS CTE-TAC is to assist NYSED in carrying out the CTE team’s mission of improving the quality, access, and delivery of CTE through research-based methods and strategies resulting in broader CTE opportunities for all students. The contract period is December 1, 2010- November 30, 2013. Future announcements and activities of the NYS CTE-TAC will be posted on the NYSED website for Career and Technical Education at www.p12.nysed.gov/cte/.