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News and Notes Archive


From Deputy Commissioner Ken Slentz
July 3, 2012



Quick links to headlines in this edition of News and Notes:


Statement from Commissioner King on Teacher and Principal Evaluation Disclosure Legislation

"Teacher and principal evaluations help teachers and principals improve their practice, which in turn helps students improve their performance. Public disclosure of individual ratings would just get in the way of that progress. Chancellor Tisch, the Board of Regents and I have repeatedly stressed our opposition to the disclosure of individual ratings.

"The Legislature’s approval of the Governor’s legislation limiting disclosure of personal information included in teacher and principal evaluations is a welcome step. Parents will get the information they need, and the release of aggregate evaluation information will help the public make informed education policy decisions.

"Now that this issue is behind us, we cannot let evaluations become an end unto themselves. We need to focus our energies to drive stronger teaching and learning in every classroom in the State. Our goal is college and career readiness for every student. They deserve it, our State needs it, and our future demands it."


June Meeting of the Board of Regents

See the June 2012 Committee Reports for a summary of all Board of Regents actions and discussions, including charter school actions.

At its meeting on June 18-19, the Board of Regents discussed and considered policy questions for several crucial issues:

  • NYS Growth Model for Educator Evaluation

    The Board was given an update on internal and external processes relating to Educator Evaluation, including an update on the Review Room where over 600 school districts have logged in to receive information.  Updates were provided on various studies relating to teacher effectiveness; the American Institutes for Research (the Department’s growth and value-added vendor); and the Technical Advisory Committee.  Discussion focused on two major points:  measuring student growth and not achievement, and measuring growth compared to similar students.

    See the presentation on the NYS Growth Model for Educator Evaluation for more information.

    See additional resources about growth measures on EngageNY.org.

  • Graduation Rate Update

    Commissioner King provided an overview of the graduation rate data recently released by NYSED for the 2007 cohort (students who entered 9th grade in 2007). These data show that New York’s overall graduation rate continues to rise slowly over time. NYSED also released outcome data for the same cohort based on aspirational performance measures, which are designed to measure how students are progressing toward college and career readiness. Outcomes on the aspirational performance measures are significantly lower than the cohort graduation rates. The data also show that in both the graduation rate and the aspirational performance measures, the achievement gap between white students and students of color remains.

    For NYSED’s news release, please visit:
    http://www.oms.nysed.gov/press/
    GraduationRates2012OverallImproveSlightlyButStillTooLow.html

    For more information about high school graduation rate data, please visit:
    http://www.p12.nysed.gov/irs/pressRelease/20120611/

    See the Graduation Rate Update Presentation for more information.

  • High School Career Credential

    The Board discussed proposed principles and policy directions for the establishment of a high school career credential that could be awarded as a supplement to the regular high school diploma and, for those students with disabilities who are unable to earn a regular diploma, as a replacement to the individualized education program (IEP) diploma.

    See the Regents item on the High School Career Credential for more information.

  • Safety Net for Students with Disabilities

    The Board discussed proposed amendments to regulations that would expand the safety net options to also authorize a school district to award a local diploma to a student with a disability if the student:

    • scores between 45-54 on one or more of the five required Regents exams, other than the English or mathematics exam, but scores higher than 65 on one or more of the required Regents exams, in which case the lower score(s) can be compensated* by the higher score(s); and
    • obtains a passing score in the subject area of the Regents examination in which he or she received a score of 45-54; and
    • has an attendance rate of at least 95 percent for the school year during which the student took the Regents examination and received a score of 45-54, exclusive of excused absences.

    *A student may not use the compensatory score option if the student is using a passing score on one or more RCTs to graduate with a local diploma.

    See the Regents item on the Safety Net for Students with Disabilities for more information.

  • CTE Technical Skills Assessment Study

    The Department recommended that the Board of Regents commission an operational study, led by researcher Stephen F. Hamilton, Cornell University, and supported by researcher William C. Symonds, Harvard University, to develop a methodology by which comparability of selected CTE technical assessments to Regents exams might be determined. The study will guide decisions on the establishment of a CTE graduation pathway.

    See the Regents item on the CTE Technical Skills Assessment Study for more information.

  • Content Panel on Strengthening the CTE Continuum

    The Board discussed expanding CTE integrated course options and recommended that the Department appoint a statewide content panel of practitioners to develop guidelines for strengthening the CTE K-12 learning continuum. The content panel will address the gaps seen in the CTE learning continuum statewide.  The Board suggested that the panel also address cost implications for CTE programs and consider other CTE content areas beyond the current six areas (agriculture, business and marketing, family and consumer sciences, health occupations, technology, and trade and technical education).  Recommendations of the content panel will be reported to the Board of Regents, and Department will identify potential revisions in Commissioner’s Regulations needed to implement the recommendations.

    See the Regents item on the Content Panel on Strengthening the CTE Continuum for more information.

  • Special Education Impartial Hearings

    The Board discussed proposed amendments to regulations relating to special education impartial hearings.  The proposed amendments were discussed at the January 2012 P-12 Education Committee meeting.  Due to extensive public comment, the proposed amendments have been further revised and will be published in the State Register for a 30-day public comment period.  The proposed amendment will be brought back to the Regents in September for permanent adoption.

    See the Regents item on Special Education Impartial Hearings for more information.

  • Enrollment and Retention Targets for Charter Schools

    The Board discussed the establishment of enrollment and retention targets for charter schools for students with disabilities, English language learners, and students who are eligible applicants for the free and reduced price lunch program.

    See the Regents item on Enrollment and Retention Targets for Charter Schools for more information.

The Board of Regents also acted in support of the following initiatives:

  • New York State’s Approved ESEA Flexibility Request

    The Board voted to approve the addition of section 100.18 and amendment of sections 100.2(m), 100.17, 120.3, and 120.4 of the Regulations of the Commissioner of Education, to implement New York State's approved Elementary and Secondary Education Act (ESEA) Flexibility Request. The changes became effective July 1, 2012.

    See the Regents item on New York State’s Approved ESEA Flexibility Request for more information.

  • Concussion Management Awareness Act

    The Board voted to add section 136.5 and amend section 135.4 of the Commissioner’s Regulations, relating to the requirements of the Concussion Management Awareness Act.

    See the Regents item on the Concussion Management Awareness Act for more information.

  • Roosevelt UFSD and State Oversight Authority

    The Board voted to endorse the Commissioner’s continued oversight of the Roosevelt Union Free School District until June 30, 2013 through the following actions:

    • Periodic visitation of the District and continued monitoring of the board of education by the Commissioner and/or his designee(s) with quarterly reports to the Board of Regents;
    • Extension of the Superintendent’s contract for an additional year in accordance with the terms and conditions therein and relevant provisions of law;
    • Monitoring the implementation of Education Law §3012-c (Teacher and Principal evaluation system) and provision of technical assistance as needed;
    • Provision of technical assistance in the completion of and, if approved, implementation of a School Improvement Grant at the high school;
    • Provision of technical assistance in the collection and reporting of district and school level data;
    • Continued fiscal oversight authority, including the appointment of a fiscal administrator, until June 30, 2013. The fiscal administrator will continue to provide progress reports to the Department on a quarterly basis.

    See the Regents item on the Roosevelt UFSD and State Oversight Authority for more information.

    May 31, 2013a>May Meeting of the Board of Regents

    See the May 2012 Meeting Summary.

    At its meeting on May 21-22, the Board of Regents acted in support of the following initiatives:

    The Board of Regents also discussed and considered policy questions for a crucial issue:


    April Meeting of the Board of Regents

    See the April 2012 Committee Reports for a summary of all Board of Regents actions and discussions, including charter school actions.

    At its meeting on April 23-24, the Board of Regents acted in support of the following initiative:

    The Board of Regents also discussed and considered policy questions for several crucial issues:

    • Dignity for All Students Act

      The Board discussed proposed amendments to regulations that would establish standards for a program to train school employees and administrators to promote a positive school environment that is free of discrimination and harassment; and to discourage and respond to incidents of discrimination and/or harassment on school property or at a school function. The proposed rule was discussed by the Board in February but has since been revised due to public comment. The Board reached consensus on the intent of the revised proposed rule and will take action at a future meeting.

      See the Regents item on School Employee Training and the Dignity for All Students Act for more information.

      The Board also discussed proposed amendments to regulations that would establish standards for the reporting of material incidents of discrimination and harassment, including, but not limited to, threats, intimidation, or abuse based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practices, disability, sexual orientation, gender, or sex.  The Board reached consensus on the intent of the proposed rule and will take action at a future meeting.

      See the Regents item on Reporting Requirements under the Dignity for All Students Act for more information.

    • Proposal to Create Multiple Pathways to a New York State High School Diploma

      The Regents discussed several policy directions that they might consider in establishing specific expanded pathways for high school students to satisfy high school graduation requirements. The Board discussed the following four recommendations:

      1. Identifying Global History and Geography as an optional assessment
      2. Creating two separate courses in Global History and Geography
      3. Continuing the requirement of the U.S. History and Government Regents exam
      4. Allowing the use of an approved college and career ready CTE technical assessment in lieu of a required Regents exam, thereby allowing students to follow a CTE pathway to graduation.

      The Board shared concerns about the proposed recommendations, specifically as they relate to the Global exam. The Board expressed interest in the recommendation to add a CTE assessment as an option for graduation, but was concerned that access to these programs may be difficult for some districts. Department staff will begin working with districts to identify existing funding sources that could be leveraged to support the recommendation for a new CTE and STEM pathway program. Further discussion on these recommendations for expanded pathways will continue following the proposed public comment period.

      See the Regents item on the Proposal to Create Multiple Pathways to a New York State High School Diploma for more information.

    • Update on Multiple Pathways to a High School Equivalency Diploma

      The Board was updated on the progress made to draft a Request for Information (RFI) needed to consider multiple pathway options to the New York State high school equivalency diploma.  The RFI will help the Department identify products that are either currently available or may become available which many provide alternative pathways to a high school equivalency diploma.  NYSED has worked closely with Missouri and Massachusetts and has involved key researchers and assessment experts in the effort to develop a draft RFI, which is currently being reviewed internally.  Consistent with the development of the RFI and Board action in February, NYSED has solidified efforts to engage SUNY and CUNY to determine whether their college placement instrument(s) could be used to lead to a high school equivalency diploma.  A number of states have expressed concern with the changes to the GED® test and are also planning to issue Requests for Information and/or Requests for Proposals to explore alternative products or programs.  The information contained in New York’s draft RFI will be shared across states and used to inform multi-state processes.

      See the Regents item on Multiple Pathways to a High School Equivalency Diploma for more information.

    • Proposal to Strengthen the Safety Net for Students with Disabilities

      The Board discussed proposals for strengthening the safety net for students with disabilities to further enable graduation with a local diploma.  Discussion focused on feedback from the March 9 stakeholder workgroup meeting and staff recommendations for expanding options for students with disabilities to earn a local diploma beyond the current option of the 55-64 pass score on the five required Regents exams.  The Board endorsed the expanded options and has directed Department staff to propose regulations as stated in the Regents item. The Board also directed staff to review current testing accommodation policy for Regents exams to ensure students with disabilities are being provided the maximum appropriate accommodations necessary to demonstrate their performance-based knowledge of the subject areas being tested.

      See the Regents item on the Proposal to Strengthen the Safety Net for Students with Disabilities for more information.

    • Developing a Framework for Effective Transition from School to Work

      The Board was given an update on the progress being made in the transition from secondary education to employment for youth with disabilities.  The NYSED Offices of Special Education and ACCES-VR are jointly exploring evidence-informed strategies to drive more effective transition outcomes in New York State.  A panel of representatives from the Freeport Union Free School District and a Senior Vocational Rehabilitation Counselor from the ACCES-VR Garden City District Office gave a presentation to the Board about their approaches to transition practice and their positive outcomes.

      See the Regents item on Developing a Framework for Effective Transition from School to Work for more information.

    • Teacher and Principal Preparation Program Profiles

      The Board discussed the Department’s development of teacher and principal preparation program profiles. The Office of Higher Education is working in collaboration with the Office of P-12 Education, Data Systems Information and Reporting Services on this initiative. The teacher and principal preparation program profiles are one of five data deliverables under the P-20 data system.

      See the Regents item on Teacher and Principal Preparation Program Profiles for more information.

      Presentation on Teacher and Principal Preparation Program Profiles

    • Teacher Preparation Support Program

      The Board discussed pursuing opportunities to provide professional development with each of the higher education sectors and their respective teacher and school leader preparation programs. The professional development would ensure a successful transition to the new academic standards in education.

      See the Regents item on a Teacher Preparation Support Program for more information.

    • P-20 Data Systems Update

      The Department is engaged in a major, four-year reform and expansion of its data systems. Ken Wagner, Assistant Commissioner for Data Systems, provided a status update to the Board with next steps identified.

      See the Regents item on the P-20 Data System for more information.

      Status Update Presentation

    • Legislative Action on State Aid to School Districts as the Context for the 2013-14 Regents State Aid Proposal and Information on the Property Tax Cap Filing by School Districts

      The Board discussed the State budget as is relates to school aid and information on the tax cap filing by school districts. The discussion informed the development of the Regents State Aid proposal for the 2013-14 school year.

      See the Regents item on Legislative Action on State Aid to School Districts as the Context for the 2013-14 Regents State Aid Proposal and Information on the Property Tax Cap Filing by School Districts for more information.

    • Legislative Proposal for Regional High Schools

      The Board discussed the development of a legislative proposal for regional high schools to increase educational opportunities for students across the State. Attachment A of the Regents item provides additional detail for a proposal for regional high schools to be used as an option for addressing the challenges faced by school districts that cannot offer the scope and quantity of enhanced course offerings that prepare students to be college and career ready.

      See the Regents item on the Legislative Proposal for Regional High Schools for more information.

    The Board of Regents also acted in support of the following initiatives:


    Summer Events and Activities

    • Summer 2012 Network Team Institutes

      NYSED is excited to announce its plans for upcoming Network Team Institutes on July 9-13 and August 13-17!

      In July, we will focus on teacher and principal evaluation. Over the course of five days, participants will experience training on all nine of the required elements in the New York State Education Law Regulations 30-2.9 in either principal or teacher evaluation. Unlike previous institutes, participants will not be able to complete both principal and teacher trainings. However, NYSED has been able to increase the number of seats we are able to offer so that districts, BOCES, Network Teams, and Network Team Equivalents can send more representatives to the training and diversify the capacity on their teams.

      Both the principal and teacher training will be differentiated for new and returning participants. For returning participants the learning experiences will include next steps, richer content, and deeper learning.

      More information about the July training can be found at: http://usny.nysed.gov/rttt/ntinstitute/

      In August, we will focus on the implementation of the Common Core standards in grades K-5 for ELA and Math by learning about the format and content of the first batch of free curricular modules provided by NYSED in partnership with our curriculum vendors. In addition to Network Teams and Network Team Equivalents, this training will serve as the launch of the New York State Common Core Ambassador Program.  Through that program, teachers and principals selected by BOCES, Network Team Equivalents, and professional organizations will be invited to attend this training. Each BOCES Network Team and District Network Team Equivalent has been allocated a specific number of educators they can select to participate as Ambassadors. Additional Ambassadors will be selected by professional organizations such as NYSUT, NYSCOSS, and others.

      We hope to see you at the summer Network Team Institutes!

    • Summer Reading and Activity List

      There are numerous activities and readings available to educators over the summer that will help prepare you for the upcoming school year. Here are a few suggestions to get you started:


    Funding Opportunities and other Programs with Deadlines

    • Commissioner King Announces Race to the Top Grants

      NYSED is accepting applications for three education grant programs funded by federal Race to the Top (RTTT) funds. NYSED is committed to dramatically improving the State’s lowest performing schools and creating and sustaining new, innovative, high-quality education options for all students.

      For more information, please visit:
      http://www.oms.nysed.gov/press/KingAnnouncesRacetotheTopGrants.html.

      The three education grant programs are:

      • 2012-2014 Commissioner's Dissemination Grant
        Due July 31, 2012

        The Dissemination Grant is consistent with the State’s broader agenda for school improvement. Five (5) Dissemination Grants will be awarded. The Dissemination Grant will enable the selected Commissioner’s Schools to disseminate information to the recipients of the Replication Grant about their best practice(s) that have helped them to raise the academic achievement of all students and to close the achievement gaps among subgroups of students within their schools. Replication Grant Schools are low performing schools in New York State that have been awarded a Replication Grant through a competitive grant application process. Commissioner’s Dissemination Grant Schools will use grant funds to: 1) disseminate their best practices to recipients of the Replication Grant; 2) mentor Replication Grant Schools; and 3) refine and enhance their own best practice(s). Mentoring is defined in this application as providing direction and/or on-site support to include instructional planning, coaching, modeling and overall coordination to ensure the Replication Grant Schools’ successful implementation of the Commissioner’s Dissemination Grant Schools’ best practice(s).

        For more information, please visit:
        http://usny.nysed.gov/rttt/rfp/ta-06/

      • Systemic Supports for District/School Turnaround
        Due August 1, 2012

        The purpose of this grant is to provide opportunities for LEAs, who are recipients of School Improvement Grants (SIG) or Priority Schools (under the NCLB Flexibility Waiver), to partner with support organizations to: build supportive district-level operating structures, and re-frame district systems to both support schools in improving student academic performance and holding them accountable for needed gains in performance; build the capacity of district and school leaders to co-design and implement school turnaround plans that ensure dramatic gains in student academic performance through the effective implementation of the Common Core State Standards (CCSS), systems for teacher and leader effectiveness, and a cycle of data-driven instruction (DDI)/inquiry and action; and coordinate and streamline an LEA’s existing school turnaround efforts (through existing implementation of School Improvement Grant (1003g), Race to the Top Scope of Work plans, Comprehensive Education Plans (CEP), and Consolidated Applications, etc.) into one integrated approach to school turnaround.

        For more information, please visit:
        http://usny.nysed.gov/rttt/rfp/systemic-supports-district-school-turnaround/

      • School Innovation Fund Grant (SIF) Round 2
        Due August 15, 2012

        The purposes of the School Innovation Fund are to increase high school graduation, college and career readiness of high school graduates, college persistence, and college graduation rates by increasing the availability of new high quality seats for students at most risk for dropout, disengagement, and poor academic performance.

        For more information, please visit:
        http://usny.nysed.gov/rttt/rfp/sif-round2/

    • 2012-13 NYS Universal Prekindergarten Program
      Due July 6, 2012

      The NYS Universal Prekindergarten Program provides four-year-old students with an opportunity to access high-quality prekindergarten programs that will provide the foundation to help prepare them for future school success. Applications must be postmarked by Friday, July 6, 2012.

      For more information, please visit:
      http://www.p12.nysed.gov/funding/2012-13upk/

    • RFP #12-018: Intensive Teacher Institute in Bilingual Special Education (ITI-BSE)
      Due July 9, 2012

      NYSED is seeking proposals for the Intensive Teacher Institute in Bilingual Special Education (ITI-BSE). The purposes of the Intensive Teacher Institute in Bilingual Special Education are to manage a tuition assistance program for undergraduate and graduate students pursuing certification to provide services to bilingual students with disabilities in New York State (NYS); provide instructional support to colleges and universities that offer programs leading to BSE certification; engage in outreach to the public, school districts and approved private programs to identify qualified candidates; provide technical assistance to candidates in the areas of certification, coursework requirements, and ITI-BSE requirements; and report to NYSED on candidate progress, completion, and certification rates.

      For more information, please visit:
      http://www.p12.nysed.gov/compcontracts/12-018/

    • Request for Qualifications: Surveys for Use in Teacher and Principal Evaluations
      Due July 16, 2012

      As part of its requirement to implement the provisions of Education Law §3012-c regarding annual professional performance reviews of classroom teachers and building principals, NYSED is soliciting qualification proposals for Surveys of P-12 Students, Families, or Teachers for Use in Teacher and Principal Evaluation.

      For additional information, please visit:
      http://usny.nysed.gov/rttt/rfq/evalsurvey/

    • RFP #12-020: Response to Intervention Personnel Development Project
      Due August 3, 2012

      NYSED is seeking proposals to establish four (4) contractor teams to provide field-based professional development for a Response to Intervention Personnel Development Project.  The contracts developed as a result of this RFP will support four (4) Regional Professional Development Teams of two (2) professionals per team.  Four (4) separate contracts will be awarded for this project, each of which will serve a prescribed region of the State. Qualified bidders may bid on one (1) of the designated regions of the State and must be located within that geographic area.

      For more information, please visit:
      http://www.p12.nysed.gov/compcontracts/12-020/


    Additional News

    • NYSED Resources and Tools to Support Annual Professional Performance Review (APPR) Implementation

      NYSED has developed several resources and tools to support your work with Annual Professional Performance Review (APPR). You can find the resources at the following link:
      http://engageny.org/resource/department-resources-and-tools-to-support-appr-implementation/

    • Student Learning Objective Models from New York State Teachers are Now Available

      Over the course of the 2011-12 school year, NYSED worked with groups of district leaders, administrators, and nominated educators to pilot the Student Learning Objective (SLO) process. The pilot aimed to ensure that the leadership team of each district understood the SLO process and felt prepared to make the necessary district level decisions that would allow for successful implementation by principals and teachers. The three pilot districts include Allegany-Limestone Central School District, Ballston Spa Central Schools, and Niskayuna Central Schools. A fourth group consisted of outstanding educators who were nominated by Staff/Curriculum Development Network (S/CDN) representatives. Approximately 85 teachers were asked to participate in the process of writing SLOs for one course section. The teachers examined baseline and historical data, considered the learning content of their course, and developed ambitious and rigorous targets. HEDI criteria and scales were either developed at the district level or by the teacher in consultation with their building principal. These SLOs are used to prepare students for future growth and development, as well as college and career readiness.

      The SLO models were chosen for their rigor and clear alignment of learning content, target, and evidence. Additional SLO models will be linked from pilot districts in the future.

      To see the SLO models, please visit:
      http://engageny.org/news/student-learning-objective-exemplars-from-new-york-state-teachers-are-now-available/

    • U.S. Department of Education Accepts New York's ESEA Waiver Application

      The Elementary and Secondary Education (ESEA) (also known as No Child Left Behind or NCLB) waiver granted by the U.S. Department of Education gives New York increased flexibility to close the achievement gap and will help accelerate the implementation of the Regents’ reform agenda.

      On May 29, 2012, New York State’s ESEA Flexibility Request was approved by the United States Department of Education (USDE). The approved flexibility waiver, which includes changes to New York’s accountability system, can be found at:
      http://www.p12.nysed.gov/accountability/ESEAFlexibilityWaiver.html

      In an effort to communicate vital information to you about these changes, informational webinar sessions have been scheduled. The tentative date and time of each upcoming webinar is posted at:
      http://www.p12.nysed.gov/accountability/ESEAFlexibilityWaiver.html

      For NYSED’s news release, please visit:
      http://www.oms.nysed.gov/press/used-accepts-new-yorks-esea-waiver-application.html

    • Commissioner King's Testimony about the Evolution of Student Assessments

      On June 11, 2012, Commissioner King gave a presentation at the Senate Education Public Hearing about the Evolution of Student Assessments.

      For Commissioner King’s presentation, please visit:
      http://usny.nysed.gov/docs/presentations/senate-assessment-hearing-june-2012.pdf

      For more of Commissioner King’s recent presentations, please visit:
      http://usny.nysed.gov/commissioner-presentations.html

    • Public Feedback Survey on Commissioner's Regulation Part 154

      NYSED has released a public survey for feedback on Commissioner's Regulation Part 154.  The survey asks a series of questions and provides policy options for the Department to consider as it conducts a review of CR Part 154. The questions and possible options were developed based on ten focus group discussions that NYSED conducted this spring with over 100 participants representing a wide range of persons involved in and concerned with the education of English language learners. Participants included representatives of teacher associations and unions; central school district staff; parent, student, and advocacy organizations; faculty from institutes of higher education; and principals of schools with strong outcomes for English language learners. Focus group participants also provided feedback on a draft survey.  To complete the survey, go to: http://part154survey.rmcwebapp.com

      The online survey will remain open until July 30th.

      NYSED will use the survey results to assist in drafting recommendations for amendments to Commissioner’s Regulations that the Board of Regents will consider later this year. If approved by the Board of Regents, these amendments will become effective in the 2013-14 school year.

    • Violent and Disruptive Incident Reporting (VADIR)

      The VADIR data collection application will now open two weeks earlier than in past years.

      Public schools, school districts, BOCES, and charter schools may now report 2011-12 violent and disruptive incident data to the Department beginning Monday, August 20, 2012 through the SED Web Business Portal accessible at http://portal.nysed.gov/.  The due date to complete 2011-12 VADIR reporting to the Department is Friday, September 28, 2012. Forms, instructions, and a glossary of VADIR terms are available at:
      http://www.p12.nysed.gov/irs/vadir/

      The user IDs and passwords necessary for access to the SED Web Business Portal are managed by the SED Delegated Account System (SEDDAS).

      Public School Superintendents as well as Charter Principals/Administrators (CEOs) with SEDREF accounts should contact 518-474-7965 for help with problems related to their user IDs and/or passwords. All other staff should contact their Superintendent or School CEO for assistance with user ID and password issues.

      Further information regarding SEDDAS can be found at http://www.p12.nysed.gov/seddas/seddashome.html

    • Summer Reading at New York Libraries

      “Summer Reading at New York Libraries” is underway at libraries throughout New York State! Summer is the perfect time to encourage your students, family, and friends to “Dream Big READ!” and visit their local library to read and participate in “Summer Reading at New York Libraries”.

      Please visit http://www.summerreadingnys.org/ to find your local library and browse through age-specific literacy resources like booklists, activities, and videos. To get Summer Reading news updates all summer, please visit the blog “Summer Reading News,” at:
      http://www.summerreadingnys.org/category/summer-reading-news/

    • Special Education School District Data Profile for 2010-11

      The NYSED Office of Special Education has posted each school district’s Special Education School District Data Profile for the 2010-11 school year, effective June 1, 2012 as required by the Individuals with Disabilities Education Act.  This report provides individual school district data relating to compliance and performance results for students with disabilities.

      These reports are available at:
      http://eservices.nysed.gov/sepubrep/

    • Submission of Application for Individuals with Disabilities Education Act (IDEA) Part B Section 611 and Section 619 Federal Funding for the Education of Students with Disabilities, 2012-13

      Information on the submission of the application for Individuals with Disabilities Education Act (IDEA) Part B Section 611 and Section 619 Federal Funding for the Education of Students with Disabilities for 2012-13 is now available. The application is due by July 1, 2012.

      For more information, please visit:
      http://www.p12.nysed.gov/specialed/finance/2012-13-IDEAapplicationMemo.htm

    • New York State Laws and Regulations that Differ from Federal Requirements

      Pursuant to 20 United States Code § 1407(a)(2) each state is required to identify in writing to the Secretary of the U.S. Department of Education and local educational agencies located in the state any rule, regulation, or policy as a state-imposed requirement that is not required by IDEA and federal regulations.  NYSED has taken steps to conduct a comprehensive review of its laws and regulations that apply to the education of students with disabilities.

      For more information, please visit:
      http://www.p12.nysed.gov/specialed/idea/nyslawanalysis512.htm

    • Education Stability Guidance

      The Education Stability guidance document provides information to child welfare staff of local departments of social services (LDSS) and voluntary agencies (VA), local educational agencies (school districts, charter schools, and Boards of Cooperative Educational Services - BOCES) and the judiciary about requirements related to the educational stability of foster children. Congress enacted the Fostering Connections to Success and Increasing Adoptions Act of 2008 (P.L. 110-351) in October of that year. That legislation was designed to improve the well-being of children served by public child welfare agencies in many areas, including educational stability. The educational stability provisions were amended by the Child and Family Services Improvement and Innovation Act (P.L. 112-34) which went into effect on October 1, 2011.

      The Education Stability guidance provides information about the significance of educational stability in the life of a foster child; details the specific statutory requirements pertaining to educational stability; and addresses recommended implementation strategies for the child welfare agency, school district, and the court.

      To read the guidance document, please visit: http://www.p12.nysed.gov/accountability/homeless/docs/FMEdStabilityGuidance.pdf

    • Public Comment - Amendment to Section 100.5 of the Regulations of the Commissioner of Education

      NYSED has proposed to amend section 100.5 of the Regulations of the Commissioner of Education relating to the requirements for students with disabilities to graduate with a local high school diploma. Written comments on the proposed amendment will be accepted for 45 days after its July 3, 2012 publication in the New York State Register. Comments must be received by August 17, 2012.

      For more information, please visit:
      http://www.p12.nysed.gov/specialed/comment/safetynet-announce.htm

    • Skills and Achievement Commencement Credential for Students with Severe Disabilities

      Sections 100.5, 100.6, 100.9, and 200.5 of the Regulations of the Commissioner of Education have been amended to replace, beginning with the 2013-14 school year and thereafter, the NYS individualized education program (IEP) diploma with a Skills and Achievement Commencement Credential for students with severe disabilities who are eligible to take the New York State Alternate Assessment.

      For more information, please visit: http://www.p12.nysed.gov/specialed/publications/SACCmemo.htm

    • New Vendor for the Production of Braille and Large-Print Materials

      The Office of Special Education has announced the award of a contract for the production of Braille and large-print books and educational materials for blind and visually impaired students in New York State.

      More information is available at the following link:
      http://www.p12.nysed.gov/specialed/aim/announce-braillevendor.htm

    • Amendment to Sections 200.4 and 200.16 of the Regulations of the Commissioner of Education Relating to Preschool and School-Age Individual Evaluations (Effective April 11, 2012)

      The Board of Regents has approved for permanent adoption the amendment of sections 200.4 and 200.16 of the Regulations of the Commissioner of Education relating to preschool and school-age individual evaluations, which became permanently effective April 11, 2012.

      More information is available at the following link: http://www.p12.nysed.gov/specialed/publications/sections2004-20016amend412.htm

    • Professional Development for Advanced Coursework in STEM

      The New York State Education Department, in partnership with the College Board, is pleased to announce a three-year program focused on Professional Development for Advanced Coursework in STEM. We invite you to join this initiative as we lead the nation with the first state-wide STEM Advanced Professional Development Program in the United States.

      The program commences this summer with five-day Summer Institutes in Math and Science which will focus on aligned curriculum through vertical teaming. Additional training opportunities will be ongoing with blended face-to-face and online professional development through August 2014. The dates and topics of each session are available here:
      http://nystem.files.wordpress.com/2012/05/rev-2012-2014-three-year-pd-chart-nysed-stem.pdf

      Both new and experienced math and science educators from eligible schools will learn effective strategies for building a pipeline of rigorous, aligned instruction.

      All the workshops are free, and participation will enhance teachers’ knowledge, skills, and ability to prepare your students for college and careers.

      Registration for each session will continue until the session is filled.

      Apply here: https://jotformpro.com/form/20856257000951

    • Survey: Impact of Charter Schools

      The Board of Regents is required to report annually to the governor and the legislature on the status of charter schools in New York State.  A required part of that report is the current and projected programmatic and fiscal impact of charter schools on the delivery of services by the public school system. We are asking for your assistance in collecting information for this section of the Department’s Annual Report by completing the following online survey:
      http://fluidsurveys.com/s/NYSED-charter-schools-impact-2011-12/

      The deadline for completing this survey is July 27, 2012.

    • Attention Fourth Grade Teachers: Erie Canal Resources

      If your class is doing research on the Erie Canal, check out the resources, photos, and historical information available from the Erie Canalway National Heritage Corridor.  The website offers an easy way for students to find information on canal history and culture, a 2-minute video on the canalway corridor today, and photos. You may also be interested in these online galleries:

      • Guide to Common Canal Structures - This image gallery provides a quick and easy reference for identifying some of the historic and current-day working structures along the New York State Canal System.

      • Canal Stories - Nine video stories feature people who lived or worked on the Erie and Champlain Canals from 1900 to the present. From hiding bootleg liquor in the 1920s to learning from old time canal workers, each short story offers a colorful glimpse into life on the canal.

    • NYSED's Successful Application for the Community Eligibility Option Child Nutrition Program

      NYSED’s application for implementation of the Community Eligibility Option child nutrition program is one of four chosen by the United States Department of Agriculture.

      For more information, please visit:
      http://www.oms.nysed.gov/press/StatementfromSEDCommissioner
      JohnB.KingJr.onSEDsSuccessfulApplicationfortheCommunityEli.html

    • Way to Go, New Rochelle!

      The City School District of New Rochelle’s “Mobile Learning on the Go!” program won third place in the 2012 International Society of Technology Education (ISTE) SIGOL Online Learning Award! The “Mobile Learning on the Go!” project vision is to narrow the digital divide in the school district and increase student achievement in reading, writing, and literacy by providing off-premise, ubiquitous, 24/7, filtered Internet access through mobile devices with data plans to 1,300 students who do not have Internet access and devices at home.

      Congratulations on a great achievement, New Rochelle!

    Have you engaged today? Go to EngageNY.org for the most up to date information on the common core standards and resources for implementation.

    Looking for other ways to stay connected? Follow Commissioner King on Twitter or like us on Facebook!


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Last Updated: May 31, 2013