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THE STATE
EDUCATION DEPARTMENT / THE UNIVERSITY
OF THE STATE OF NEW YORK / ALBANY, NY 12234 |
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TO: |
The Honorable the Members of the Board of Regents |
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FROM: |
James A. Kadamus |
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COMMITTEE: |
EMSC-VESID |
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TITLE OF
ITEM: |
Strategy to Implement the Regents Policy Statement on Middle-Level Education |
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DATE OF
SUBMISSION: |
December 1, 2004 |
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PROPOSED
HANDLING: |
Discussion |
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RATIONALE FOR
ITEM: |
Implementation of Regents Policy |
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STRATEGIC
GOAL: |
Goals 1 and 2 |
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AUTHORIZATION(S): |
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SUMMARY:
In September 2004, staff presented
a set of models as multiple solutions to the middle grades problem since it
became evident that no single model can be put in place to implement the
essential elements of an effective middle-level program and ensure that all
students have an opportunity to achieve all of the State intermediate learning
standards. The Regents EMSC-VESID
Committee directed staff to solicit public reaction to the three models
presented in September. More than
400 individuals, groups and organizations submitted comments. Generally, the respondents supported the
concept of three models for middle-level programs. However, they were very divided on
certain aspects of the models. The
Co-Chairs of the Regents EMSC-VESID Committee further directed Department staff
to study the comments received and to bring a modified middle-level proposal to
the Regents in December.
Attached is a revised three-model strategy for the Board's
consideration. The following
modifications were made to the three models based on the comments received since
September:
1.
Under Models B
and C, the sign-off requirement has been changed. A district must submit with its
application a report from the district's shared decision-making team, or in New
York City the school leadership team, that provides evidence that consultation
took place at the district and building levels and identifies any concerns
expressed by constituents.
[Pages 7 and 9]
Rationale: Numerous
public comments voiced concerns about the sign-off requirement. A more inclusive, consultation process
registered greater support.
2.
Under Model C,
a limit of 50 applications has been set for proposals to restructure the full
educational program. [Page
10]
Rationale: Concern was
raised in the public comment about the Department's capacity to review and
monitor an unlimited number of applications.
3.
Under Model C,
districts submitting applications to make specific program enhancements will not
be required to complete a self-study process. [Page 9]
Rationale: Public
comment indicated that the application process and conditions to be met need to
be streamlined and made less cumbersome.
There was some concern that eligible districts would be dissuaded from
applying.
4.
Under Model C,
applications from districts outside the Big Five for specific program
enhancements will be submitted to the District Superintendent to review and to
make a recommendation concerning approval to the State Education
Department. [Page
11]
Rationale: The State
Education Department retains authority to approve all applications for specific
program enhancements, but the process is streamlined with the review by the
District Superintendent. This also
allows the Department to closely monitor the types of approved program
enhancements to determine if any should be considered for permanent status as an
existing flexibility provision.
5.
Under Model C, in those districts where public school choice is required
under No Child Left Behind (NCLB), the district's application for each newly
formed school must include an agreement that a minimum of 20 percent of seats
will be offered to students seeking transfer, consistent with State and federal
law. [Page 9]
Rationale:
Districts/schools must comply with the federal legislation concerning the
public school choice provisions of NCLB.
Newly formed schools must be open to transfers.
6.
Under Model A, additional flexibility in existing regulations is being
proposed by reinstituting Section 80-5.12 of the Commissioner's Regulations
which allows any school district which proposes an experiment in organizational
change in the middle grades to be granted approval for a five-year period to
employ a certified teacher for any teaching assignment for which the teacher is
deemed qualified. The proposed
experiment must be approved by the board of education and
the
Commissioner of Education and include
appropriate procedures for evaluation.
An additional condition would be added in that approval would be
contingent upon affected teachers being required to pursue and complete a
certification extension to teach at another grade level in a middle school
within three years. A statement of
continuing eligibility would be made available for teachers who had provided
instruction under a previously approved experimental middle school program. [Page 6]
Rationale: As of
February 1, 2004, this provision sunset and no further applications for approval
or for renewal of approval of teaching assignments were accepted. The field is familiar with the
flexibility in making teaching assignments that was allowed under this
provision. Districts could assign
grades 7-12 certified teachers to teach their subject in grades 5 and/or 6 of a
middle-level school and assign K-6 certified common branch teachers to teach a
core academic subject in grades 7 and/or 8 of a middle-level school. The number of newly graduated teachers
with middle childhood certification (grades 5-9) is much lower than the number
of new teachers with either elementary or secondary certification. Thus, there still remains a need for the
type of flexibility that Section 80-5.12 has allowed. By requiring teachers involved actively
to pursue the certification extension or by granting a statement of continuing
eligibility to those teachers, there eventually would be no need for the
district to seek approval by the Commissioner.
With this flexibility reinstated, fewer
districts/schools may need to apply for Models B or C, thereby addressing
concerns raised in public comment about the cumbersome application process and
the Department's capacity to review such applications. The Department will ensure that the
flexibility allowed in making teaching assignments will also conform to the
highly qualified requirements of teachers under the No Child Left Behind
Act.
With these modifications to the three-model strategy, we will continue to
seek public comment and submit the strategy to the Board for approval in January
2005.
Attachment
Strategy to Implement
the
Regents Policy Statement on
Middle-Level Education
Introduction:
Since February 2004, the Board of Regents has discussed several possible strategies for implementing the Regents Policy Statement on Middle-Level Education. The Board and Department staff concluded that, while we know a great deal, we do not know everything we need to know to transform our middle-level schools. We know what high performing middle-level schools look like and have captured those attributes in the Regents Policy Statement and the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs. What we don’t know is what combination of assistance, incentives, and requirements will enable schools, with sometimes similar and other times unique circumstances, to be more successful in developing young adolescents academically and personally. Thus, rather than presenting a single prescription or model for transforming middle-level schools, the Department is proposing three models that target both positive youth development and the improvement of student performance. By proposing a number of models, rather than a single approach, we are responding to the expressed concerns of the educational community for local flexibility.
Design
Principles:
A core set of Design Principles will apply
to each of the proposed models:
· Schools must administer required State
assessments in the middle grades (English language arts, mathematics, social
studies, science) as well as grade-by-grade tests required under No Child Left
Behind that will begin in the 2005-06 school year.
· Schools must employ teaching staff that are
properly certified to teach assigned subjects/classes.
· Schools must ensure their middle-level
program is aligned with the Regents Policy Statement on Middle-Level Education
and the State Education Department's Essential Elements of Standards-Focused
Middle-Level Schools and Programs.
· Students who are at risk of not meeting the
State’s standards where there are State assessments must receive timely and
targeted academic intervention services.
· Students must receive instruction in all of
the State’s 28 learning standards (with instruction in English language arts,
mathematics, social studies, science, and physical education occurring each year
in each of the middle grades).
· Students must be provided opportunities for
taking high school courses (acceleration).
All schools with middle-level grades will be encouraged to also address
the following additional Design Principles:
· Align curricula to the State learning
standards, and articulate and integrate, where possible, the program across the
middle grades (grades 5 through 8).
· Involve and engage key stakeholders and
constituencies from the larger community.
· Engage
parents and families in the education of young adolescents and ensure
opportunity for families to communicate with educators on an on-going
basis.
· Develop and maintain a supportive learning
environment that promotes both academic learning and youth
development.
A Series of
Three Models:
The three Models in the series
are:
- Model A (Comply with Existing
Regulations): The district would continue to comply
with the current regulations, making full use of the existing flexibility
provisions in the regulations (e.g., offering exploratory courses in grade
6).
- Model B (Strengthen the Academic
Core): The district would be able to propose
a program that strengthens core academic subjects and effective academic
intervention services, and provides all students with exploratory subjects
that address the learning standards, are of high interest to students and
further reinforce core academic learning.
- Model C (Build on Success: Develop Next
Generation Schools/Programs):
The district would be able to propose new ideas for structuring the
full educational program or specific program refinements and be granted relief
from programmatic regulatory requirements, while ensuring that all students
receive opportunities to achieve all of the State learning standards. Model C is based, in part, on the Next
Generation Schools proposal in the May 2004 report to the Regents, and is
designed to enable schools to engage in a planned and thoughtful process of
innovation and experimentation based upon their need and capacity and to
document successful implementation of programs that could be replicated in
other schools.
A Continuum of
Options:
The three models taken collectively
constitute a continuum of options based upon a district or school’s need and
capacity to change. Each model has
both commonalities and differences that make it best suited to the needs and
circumstances of individual districts and schools.
Eligibility:
All schools eligible to select this
Model.
Application and Sign-off: No application required.
Regulatory Compliance: Districts and schools comply with all existing regulations.
Plan: No plan required.
Educational Program (Curriculum): As prescribed in Sections 100.3 and 100.4 of Commissioner’s Regulations.
Professional Development: As prescribed in Section 100.2 of the Commissioner’s Regulations.
Evaluation of Model Effectiveness: Student performance on State assessments.
Accountability: Student performance on State assessments.
Model
Implementation: Local
responsibility.
Specifics:
Under this Model, districts/schools would continue to ensure all students
achieve the intermediate-level State learning standards by the end of grade 8,
to offer an instructional program in grades 5-8 as specified in Sections 100.3
and 100.4 of Commissioner’s Regulations, to provide instruction by qualified
teachers, and to benefit from the following flexibility provisions in current
regulations:
·
Languages
other than English (LOTE) instruction may commence at any grade level prior to
grade 8, but no later than the beginning of grade 8 so that students are
provided the required two units of study by the end of grade
9.
·
Unit of study
requirements in grades 7 and 8 may be reduced but not eliminated for students
determined to need academic intervention services.
·
Students may
meet the required half unit of study in music by participation in a school's
band, chorus, or orchestra, provided that such participation is consistent with
the goals and objectives of the school's music programs for grades
7-8.
·
The
requirements for technology education, home and career skills and library and
information skills may be met by the integration of State learning standards
into other courses.
·
Qualified
students in grade 8 must be given the opportunity to take high school courses in
mathematics and in at least one of the following areas: English, social studies, languages other
than English, art, music, career and technical education, or science. Schools may allow students in other
grades to take high school courses in these subjects.
Also, the Board of Regents will reinstitute
Section 80-5.12 of the Commissioner's Regulations which provides flexibility in
making teaching assignments for schools that propose an experiment in
organizational change in the middle grades. Approval of applications for this
flexibility would be contingent upon those teachers that are affected being
required to pursue and complete a certification extension to teach at another
grade level in a middle school within three years. Further, a statement of continuing
eligibility would be made available for teachers who had provided instruction
under a previously approved experimental middle school
program.
Department Guidance and Involvement: Minimal support and guidance with minimal involvement.
|
Model B
(Strengthen the Academic Core): The district would be able to propose a
program that strengthens core academic subjects and effective academic
intervention services, and provides all students with exploratory subjects
that address the learning standards, are of high interest to students and
further reinforce core academic
learning. |
Eligibility:
Districts with schools that have a high percentage of students requiring
academic intervention (including but not limited to those formally designated as
SINI or SURR) or newly formed schools, including those
created as a response to the mandate to “Redesign” or "Restructure," are
eligible.
Application and Sign-off: Formal application from the district to the State Education Department required. The superintendent(s) and board(s) of education must sign off on the application. A district must submit with its application a report from the district's shared decision-making team, or in New York City the school leadership team, that provides evidence that consultation took place at the district and building levels and identifies any concerns expressed by constituents. Only applications from districts will be considered; applications submitted by individual schools will not be accepted.
Regulatory Compliance: Districts and schools comply with all existing regulations, with the exception of the prescribed time requirements for units of study in exploratory courses.
Plan: All schools selecting this model (even those not formally designated as SINI or SURR) must follow the SINI/SURR Redesign or Restructure school improvement plan format and protocol. The completed SINI/SURR Redesign or Restructure school improvement plan must address the results of a State-developed but locally conducted self-study process and be submitted as part of the application package.
Educational Program (Curriculum): Reinforce the importance of student learning in the middle grades in English language arts, mathematics, social studies, science, art/music, and physical education and exploratory course instruction in the middle grades that addresses the State learning standards in technology education, health, home and career skills, career and occupational studies, and library and information skills.
Professional Development: As prescribed in Section 100.2 of Commissioner’s Regulations, but with a focus specifically on the teaching of literacy and numeracy across the curriculum.
Evaluation of Model Effectiveness: Student performance on State assessments and State-developed measurable indicators of structural, organizational, curricular and/or instructional change as well as behavioral, attitudinal, and environmental changes.
Accountability: The application must include observable,
research-based, objectively measurable indicators/evidence of school change and
improvement aligned with the Regents Policy Statement on Middle-Level Education
and the State Education Department’s Essential Elements of Standards Focused
Middle-Level Schools and Programs.
Model
Implementation: Approval of regulatory relief is based
upon the State Education Department’s acceptance of the measurable
indicators/evidence of school change and improvement as proposed in the
application. Continuation of
regulatory relief will be contingent upon monitored and publicly reported
progress on:
·
the
implementation of the school improvement plan proposed in the
application;
·
the measurable
indicators/evidence of school change and improvement as proposed in the
application;
·
the school’s
Performance Index; and
·
the
State-developed checklists of knowledge and skills or alternative assessments in
those areas where there are no State assessments.
Specifics:
Under this Model, the Department will provide guidance to districts as
they complete the basic steps of a school improvement process
that:
Educational
Program and Structure:
¨
Ensure that
all students are given opportunities to receive instruction in exploratory areas
such as technology education, home and career skills, library and information
skills, and a second language.
¨
Create small
schools or small learning communities within schools. The small schools or learning
communities could be organized by a theme, but would not be required to do
so.
¨
Cooperate with
a high school in the district on the transition of students from grade 8 to
grade 9.
¨
Assess and
monitor each school’s learning environment by using a set of State-developed
indicators of a supportive learning environment.
¨
Develop and
evaluate a strategy for engaging students and parents, including giving them a
voice in designing the school program and structure.
Instruction and
Assessment:
¨
Document how
students will meet all of the State learning standards through the design
proposed.
¨
Plan for
students who are behind in English and math using high interest materials to
stimulate their interest in literacy and math.
¨
Make literacy
a part of all content area instruction.
¨
Address the
needs of students with disabilities, with a focus on literacy and
math.
¨
Address the
needs of English language learners, with a focus on improving English reading,
writing and speaking.
¨
Administer
curriculum/performance-based assessments and uses data on student performance to
improve instruction.
¨
Identify and
periodically assess specific measurable goals for improvement of student
performance in English and math on State assessments.
Teaching and
Administrative Staff:
¨
Ensure all
teachers in the middle grades are qualified.
¨
Plan for the
ongoing professional development of teachers and administrators with the focus
to include, but not be limited to, instructional content, pedagogical
techniques, interdisciplinary teaching, student support, supportive learning
environments, and numeracy and literacy in content areas.
¨
Provide common
planning time for teachers so they can ensure coordination of program,
integration of content and review of the progress of individual
students.
¨
Plan for
building the leadership skills of teachers and
administrators.
Department Guidance
and Involvement: Strong support and guidance with
significant Department involvement.
Eligibility:
Newly formed schools and all existing schools, except those that have the
highest percentage of students requiring academic intervention services (i.e.,
those designated as SINI or SURR), are eligible.
Application and Sign-off: Formal application from the district to the State Education Department or its designee (e.g., District Superintendent) required. A district must submit with its application a report from the district's shared decision-making team, or in New York City the school leadership team, that provides evidence that consultation took place at the district and building levels and identifies any concerns expressed by constituents. In those districts where public school choice is required under No Child Left Behind (NCLB), the district's application for each newly formed school must include an agreement that a minimum of 20 percent of seats will be offered to students seeking transfer, consistent with State and federal law. Only applications from districts will be considered; applications submitted by individual schools will not be accepted.
Regulatory Compliance: Districts and schools receive relief from specific regulatory requirements as per an approved application and/or school improvement plan.
Plan: Newly-formed “Redesign” or “Restructure” schools proposing new ideas for restructuring the full educational program would complete a State-developed but locally conducted self-study process and address the results in the required Redesign/ Restructure school improvement plan that must be submitted as part of the application package. Schools proposing to make specific program enhancements would not be required to complete the self-study process.
Educational Program (Curriculum): As prescribed in Sections 100.3 and 100.4 of Commissioner’s Regulations (with any changes in program/curriculum based upon the approved application package and school improvement plan, if required).
Professional Development: As per the approved application (and school improvement plan, if required), but must be consistent with the requirements prescribed in Section 100.2 of Commissioner’s Regulations.
Evaluation of Model Effectiveness: Student performance on State assessments and State-developed measurable indicators/evidence of structural, organizational, curricular and/or instructional change as well as behavioral, attitudinal, and environmental changes.
Accountability: The application must include observable,
research-based, objectively measurable indicators/evidence of school change and
improvement aligned with the Regents Policy Statement on Middle-Level Education
and the State Education Department’s Essential Elements of Standards Focused
Middle-Level Schools and Programs.
Model
Implementation: Approval of regulatory relief is based
upon the State Education Department’s acceptance of the measurable
indicators/evidence of school change and improvement as proposed in the
application. Continuation of
regulatory relief will be contingent upon monitored and publicly reported
progress on:
·
the
implementation of the school improvement plan proposed in the
application;
·
the measurable
indicators/evidence of school change and improvement as proposed in the
application;
·
the school’s
Performance Index; and
·
the
State-developed checklists of knowledge and skills or alternative assessments in
those areas where there are no State assessments.
Specifics:
Under this Model, districts interested in proposing systemic changes that
either target or impact program areas in which there are either mandated State
assessments or specific graduation requirements will be required to submit an
application on behalf of a school or group of schools to the State Education
Department. The Board of Regents
will initially set a limit of 50 applications the State Education Department
will approve for restructuring the full educational program. In addition to the core Design
Principles, any proposal should address the following specific
areas:
Educational
Program and Structure:
¨
Address the
size of the school or size of the learning communities within
schools.
¨
Cooperate with
a high school in the district on the transition of students from grade 8 to
grade 9.
¨
Assess and
monitor each school’s learning environment by using a set of State-developed
indicators of a supportive learning environment.
¨
Develop and
evaluate a strategy for engaging students and parents, including giving them a
voice in designing the school program and structure.
¨
Create
partnerships with higher education, the business community, and community-based
organizations to bring community resources into the
school.
Instruction and
Assessment:
¨
Document how
students will meet all of the State learning standards through the design
proposed.
¨
Plan for
students who are behind in English and math using high interest materials to
stimulate their interest in literacy and math.
¨
Make literacy
a part of all content area instruction.
¨
Address the
needs of students with disabilities, with a focus on literacy and
math.
¨
Address the
needs of English language learners, with a focus on improving English reading,
writing and speaking.
¨
Administer
curriculum/performance-based assessments and use data on student performance to
improve instruction.
¨
Identify and
periodically assess specific measurable goals for improvement of student
performance in English and mathematics on State
assessments.
Teaching and
Administrative Staff:
¨
Plan for the
ongoing professional development of teachers and administrators with the focus
to include, but not be limited to, instructional content, pedagogical
techniques, interdisciplinary teaching, student support, supportive learning
environments, and numeracy and literacy in content areas.
¨
Provide common
planning time for teachers so they can ensure coordination of program,
integration of content and review of the progress of individual
students.
¨
Plan for
building the leadership skills of teachers and
administrators.
Department Guidance
and Involvement: Minimum support and guidance and
significant involvement when the district is proposing systemic changes that
target/impact program areas in
which there are either mandated State assessments or specific graduation
requirements; moderate support
and guidance with moderate involvement when the district is proposing
only selective program
refinements that target specific standards areas not measured by mandated State
assessments.
Attachment A provides possible scenarios for
implementation of each of the Models.
Department
Support:
To support school districts and their
schools with middle grades, regardless of which Model they elect to implement,
the Department will:
- Inform schools and districts about the
educational conditions that must be in place for the Essential Elements of
Standards-Focused Middle-Level Schools
and Programs to work and to ensure the goals
for implementing the Regents Policy Statement on Middle-Level Education are
attained.
- Develop content standards in English
language arts and math by grade level and identify several model curricula in
other subject areas.
- Identify the indicators for a supportive
learning environment that are critical to ensuring academic and personal
success for all students, including, but not limited to, attendance,
discipline, safety, school climate, academic intervention, after-school
programs and parent involvement.
- Design a strategy to update the course
content in the exploratory subjects (e.g., Technology Education, Home and
Career Skills, Library and Information Skills, and Health
Education).
- Develop checklists of knowledge and skills
to assess student learning in the exploratory subjects consistent with the
State learning standards.
- Provide guidance for completing the
application package including:
o
a suggested
self-study process for informing the development of a school improvement plan
required as part of the application
o
research-based, survey instruments
that:
§
provide
objective, measurable indicators of structural, organizational,
curricular and/or instructional change as well as behavioral, attitudinal, and
environmental changes and
§
are aligned with the Regents Policy Statement on
Middle-Level Education and the Department’s Essential Elements of
Standards-Focused Middle-Level Schools and Programs; and
o
a timeline for
the submission and review of the completed application.
·
Identify
resources to assist districts and schools that submit applications to strengthen
the academic core under Model B or to implement systemic change under Model C in
completing a self-study process as part of their school improvement plan.
Attachment A
Possible
Scenarios
Scenario
A.1: Schools that
are making Annual Yearly Progress (AYP) or can demonstrate a pattern of improved
student achievement over time.
A middle school (grades 6, 7, and 8) recently implemented, after several
years of study and professional development, an educational program that takes
full advantage of the flexibility available in the regulations, addresses all of
the 28 learning standards, meets the units of study requirements, and
successfully engages students in their learning. Achievement is on the rise and staff
have been energized by their students’ success. The school does not wish to
alter its program at this time and has elected to continue to comply with
existing regulations.
Scenario
B.1: Schools with
the largest numbers of students not meeting State
Standards.
A middle school (grades 7-8) with large numbers of students with
disabilities and English Language Learners has been designated as a SURR school
because of its continued poor performance on both the ELA and math intermediate
assessments. Staff feel that students need extensive and sustained instruction
(at least double periods) in both numeracy and literacy in each of the
grades. The school is proposing a
core academic program that includes the equivalent of double periods of
instruction in math and English language arts and single periods of instruction
in both science and social studies.
This proposed core academic schedule (coupled with the need to provide
additional services to special populations – students with disabilities, English
language learners, students requiring academic intervention services) leaves
insufficient time to meet the unit of study requirements for the standards areas
not assessed by State examinations.
However, the school believes instruction in these standards areas is
important for students and proposes to provide all students – by the time they
leave grade 8 – with an integrated exploratory experience that addresses the
standards in these areas. The
scheduled time for this interdisciplinary experience is, in the aggregate, less
than what Commissioner’s Regulations require. Student success would be assessed using
the State-developed checklists of knowledge and skills that are consistent with
the State learning standards.
Scenario
B.2: Schools that have significant numbers of
students not meeting State Standards.
An upstate city has a group of three schools
with middle-level grades (one grades K-8 and two grades 6-8) that feed into a
large high school. Two of the three
schools have low performance and are identified as schools in need of
improvement (SINI). The third
school is doing well enough to avoid identification, but is concerned that it
will not meet performance targets in the future. The level of student interest varies and
groups of students have recently asked for more input into school policies and
program.
The district proposes to institute a small
learning community model in each of the three feeder schools in grades 6-8 and
continue this concept in the high school (thus creating a 6-12 educational
continuum for students). The
schools are located close to a major research university that has offered
resources to the small learning communities. Each small learning community
within the schools will have a theme.
The curriculum would be interdisciplinary, addressing all of the 28 State
learning standards. The State
learning standards (especially those associated with the learning community’s
theme) and the purposeful integration of the standards across the curriculum,
rather than mandated units of study, would guide the development of
program.
Three themes are proposed for the small
learning communities in each building.
One small learning community will emphasize community service and
government in partnership with the university's schools of public policy and
social work as well as the city government and community agencies. A second small learning community will
emphasize youth leadership and business in partnership with the university's
school of business and local businesses.
The third small learning community will emphasize urban environmental
issues in partnership with the university's environmental science school and the
city/county planning agency. Each
small learning community will provide the opportunity for students who would
benefit to study subjects in depth and accelerate to taking courses for high
school credit.
Groups of students will choose learning
communities and be involved with a group of teachers who represent various
subject areas. Each learning
community will have strong counseling and student support services. Research projects will be required in
each of the small learning communities based on their
theme.
Scenario
B.3: Schools that have significant numbers of
students not meeting State Standards.
A large urban middle school has had continued poor performance on both
the ELA and math intermediate assessments.
Staff feel that students need extensive and sustained instruction in both
numeracy and literacy. The core
academic schedule leaves insufficient time to meet the unit of study
requirements for the standards areas not assessed by State examinations. However, the school believes instruction
in these standards areas is important for students. The school proposes to redesign its
exploratory courses into a series of mini-course electives. These mini-courses would be tied to the
State learning standards. They
would reflect high student interest and relevant topics. The school would bring in partners, such
as local businesses, agencies, and institutions of higher education, to
collaborate on the design of the mini-course offerings. Student success would be assessed using
the State-developed checklists of knowledge and skills that are consistent with
the State learning standards.
Model C: “Build
on Success: Develop Next Generation Schools/Programs”
Scenario C.1
(Selective Program Refinements): A school that is high performing where
students are achieving proficiency on the State
standards.
This middle school (grades 6, 7 and 8) is in
a middle class suburban area. It
has high performance with over 80 percent of its students consistently scoring
at Levels 3 and 4 on the grade 8 assessments and only 1 percent of its students
scoring at Level 1. It has been
highly effective in integrating students with disabilities into the general
education program.
The school proposes to redesign its
exploratory middle school courses into a series of mini-course electives. These mini-courses would be tied to the
State learning standards. There
would be no changes in the core curriculum. Students will be involved in the design
of the mini-courses and will select mini-courses from a menu of offerings over
grades 6-8. Mini-courses will
reflect high interest, relevant topics such as fad diets, youth fitness, student
leadership, engineering design, science and technology research, and the arts as
political expression.
The school will bring in partners such as
the community hospital, a Fortune 500 corporate research and development center,
a local college and the local YMCA in the design of the mini-course
offerings.
Scenario C.2
(Selective Program Refinements): A school that has significant numbers
of students not meeting State Standards but is not explicitly designated as SINI
or SURR.
This small middle school (grades 7 and 8) is
in a rural area of the State and is housed in a building that also includes
grades 9-12. Its performance in ELA
and math is at the State average.
It is seeking ways to increase student interest and motivation and at the
same time reinforce literacy and math skills. It has a relatively strong core academic
program that will remain as is, but would like to reinforce those academics
further in more hands-on, relevant ways for students.
The school proposes to redesign its
exploratory courses to take advantage of the agriculture and recreation industry
in the area. A partnership with the
BOCES, local Agricultural and Technical College and local businesses is
planned. The Farm Bureau and other
community groups will also be engaged as partners. Students will be involved in
project-based learning and have career exploration in the local industry. Literacy and math skills will be
reinforced through the project-based work.
All of the State's 28 learning standards will be addressed in the
redesigned exploratory program.
Scenario C.3
(Systemic Changes in Educational Program:
Newly-formed schools (including those created as a response to the
mandate to Redesign/Restructure).
A struggling middle school (grades 5, 6, 7
and 8) has 2,000 students and is located in a large urban district. Student performance on the grade 8
assessments is poor with less than 20 percent of students scoring at Levels 3 or
4. Over 35 percent of students
score at Level 1. Student behavior
is a problem, student interest is low, and staff and student absenteeism is
high. The school has been targeted
by the State for “Redesign.” The school proposes to break up into four small,
discrete schools-within-the-school or "academies," each with a unifying theme
that has high student interest.
Students would choose an academy in grade 5 and remain in it for four
years. They would be able to
request a change in academy at the end of a grade.
The four academies would each have 500
students (approximately 125 students on a grade-level). Each academy would have a theme and a
community partner. All schools
would have a core academic program and demonstrate how students are achieving
all 28 State learning standards. The curriculum of each academy would be
interdisciplinary with “real-world” connections, and may or may not conform to
the mandated units of study requirements specified in Commissioner’s
Regulations. All students would participate in the State testing program in
grades 5-8, including the new grade-by-grade testing in English language arts
(ELA) and math. Literacy and math
instruction would be emphasized in all four academies.
The Science and Technology Academy would
emphasize how science and technology principles work and are applied. A local science museum would be a
partner in designing the Academy program and would make its facilities and
scientists/researchers available as consultants. All students would undertake major
research in science and technology using resources made available by the
museum.
The Arts Academy would emphasize the arts
(art, music, theatre and dance).
Middle school A already has a very strong performing arts program and its
students regularly perform throughout the city in choral, band and dance. The Arts Academy would build on this
resource and reputation. The Arts
Academy will also partner with a well-known local art museum to build a program
in painting, drawing and sculpture.
All students would produce a set of work in the arts annually and exhibit
or perform that work.
The International Studies Academy would
emphasize world history and culture, languages and international
understanding. The International
Studies Academy would draw on the diverse, multicultural population and varied
community groups in this area of the city.
The International Studies Academy would partner with a local college that
has a strong International Studies program and college faculty would commit time
to work with the International Studies Academy in program design. All students would undertake major
research projects and study multiple languages.
The Sports Academy would emphasize all
aspect of the sports industry from playing sports to managing and marketing
sports to broadcasting. Two major
league sports franchises will be partners with the Sports Academy, along with an
all-sports radio station. Students
would conduct research on the sports industry and its economic impact on the
community. In addition, students
would either participate on sports teams or be involved in managing, promoting
or broadcasting team events.
Scenario C.4
(Systemic Changes in Educational Program): A school that is making Annual Yearly
Progress (AYP) or can demonstrate a pattern of improved student achievement over
time.
A middle school (grades 5-8) has turned
around its academic program in the last three years. It has increased its ELA and math
performance dramatically by all of its students including those with
disabilities, but believes it needs additional time on task for students in
those subjects to sustain performance.
It has a high concentration of English language learners and students
with disabilities and has created a strong program of general education
inclusion. The school has teams of
teachers who work with groups of students in smaller learning communities and
has been successful in looping teachers for two grades in ELA and math. This enables continuity of
instruction.
The school is ready to do more integration
of exploratory and core academic subjects.
The team approach has already proven that teachers can plan for changes
in the academic program and ensure that all students get learning experiences
based on the State learning standards.
The school proposes to integrate math, science and technology education
instruction. It also proposes to
integrate career education and the arts with ELA and social studies. Health education and physical education
would also be integrated.
Instruction would be provided using a team teaching
approach.
The school seeks relief on the State's unit
of study requirements, but will still provide instruction in all of the State's
28 learning standards. The
difference will be that instruction will occur in a more applied, integrated
model.