|
|
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 and Full Board |
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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: |
January 20, 2005 |
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PROPOSED
HANDLING: |
Approval |
|
RATIONALE FOR
ITEM: |
Implementation of Regents Policy |
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STRATEGIC
GOAL: |
Goals 1 and 2 |
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AUTHORIZATION(S): |
|
SUMMARY:
In December, staff presented the revised three-model strategy for the
Board's consideration and identified the modifications that had been made based
on the public comments received between September and December. In January, the document reflected
suggestions by Committee members to correct some inconsistencies in language and
to add a provision for a five-year renewal of approved applications for Models B
and C. Based on comments by
the Committee in January, the following changes were made in the three-model
strategy:
·
The Regents
Policy Statement on Middle-Level Education adopted in July 2003 has been
included as Attachment A.
·
On page 3, we
added a sentence concerning an overall goal of the strategy to ensure students
are prepared to make the transition to ninth grade, academically and
personally.
·
On page 4, we
added a Design Principle concerning collaboration with teacher education
institutions.
·
On page 5, we
added a chart that indicates what continuum of options will be available to
districts and schools as a function of their student
performance.
·
Under Models B
and C, we have clarified that the Regional Superintendents in New York City are
responsible for developing applications for existing schools to be submitted to
the Chancellor for approval.
Applications for new schools may come from either a Regional
Superintendent or the Chancellor.
In all cases, the Chancellor on behalf of the district submits the
application to the Department.
·
Under Models B
and C, we have clarified that a district would submit an application for an
individual school.
·
Under Model C,
we now reference applications for restructuring the full education program as
Model C#1 and applications for specific program enhancements as Model
C#2.
·
Under Model C,
we have indicated that the Board of Regents will set a limit of 75 applications
submitted by districts: 30 for
structuring full educational programs (Model C#1) and 45 applications for
specific program enhancements (Model C#2).
We have consulted with the New York City Department of Education, the Big
4 Cities and other districts about their interest in Model C. The New York City Department of
Education has indicated that it plans to use Model C in a number of new and
existing schools. These schools
will all have strong core academic programs and will ensure that all students
have opportunities to meet the intermediate State learning standards in
exploratory subjects, such as in technology, home and career skills, health,
art, music, and second language.
Based on our consultations with districts, we believe that the 75 limit
will be adequate. The Regents will
review annually this limit to determine if it needs to be
changed.
·
The attachment
on possible scenarios has now been labeled Attachment B.
With these modifications to the three-model strategy, the attached
document is submitted to the Board of Regents for approval. A report on assessments in the middle
grades will be submitted separately to the Regents EMSC-VESID Committee for
discussion.
VOTED:
That the Board of Regents approve the attached strategy to implement the
Regents Policy Statement on Middle-Level Education and direct staff to proceed
with developing the appropriate amendments to the Regulations of the
Commissioner and with initiating the activities the Department has identified to
support school districts and their schools with middle grades in implementation
of the strategy.
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 on Middle-Level Education (see Attachment A) 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. An overall goal of this strategy is to ensure students are prepared to make the transition to ninth grade, academically and personally.
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 also be encouraged to 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.
· Collaborate with teacher education
institutions to ensure new teachers have the appropriate knowledge and skills to
address the academic and personal development needs of young
adolescents.
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 (Model C#1) or specific program
refinements (Model C#2) 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. Table 1 illustrates the continuum of
options, with at least two options available for every district and school in
the State.
Table 1:
Availability of Models to Schools as a Function of Student
Performance
|
|
Model A
(Comply with
Existing Regulations) |
Model B (Strengthen
Academic Core) |
Model C (Build on
Success: Develop Next Generation
Schools/Programs) |
|
Schools that
are high performing where students are achieving proficiency on the State
Standards. |
YES |
NO |
YES |
|
Schools that
are making Annual Yearly Progress (AYP) or can demonstrate a pattern of
improved student achievement over time. |
YES |
NO |
YES |
|
Schools that
have significant numbers of students not meeting State Standards (i.e.,
first year school did not make Adequate Yearly Progress), but are not
explicitly designated as SINI or SURR. |
YES |
YES |
NO |
|
Schools with
the largest numbers of students not meeting State Standards (e.g., those
designated as SINI or SURR). |
YES |
YES |
NO |
|
Newly-formed
schools (including those created as a response to the mandate to
Redesign/Restructure). |
YES |
YES |
YES |
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. In New York City, an application for an existing school would be developed by the Regional Superintendent, be approved by the Chancellor of the New York City Department of Education, and submitted by the Chancellor to the State Education Department. Applications for a new school may come from either the Regional Superintendent or the Chancellor. In all cases, the Chancellor on behalf of the district submits the application to the Department. 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, library and information skills, and a second language.
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 and will be for a period of five years. Continuation of regulatory relief during
the approved implementation period 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.
Districts seeking
continued approval of regulatory relief beyond the approved five-year
implementation period must formally reapply.
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, health, home and career skills, career and
occupational studies, 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. The Board of Regents will set a
limit of 75 applications: 30 for
restructuring the full educational program (Model C#1) and 45 for specific
program enhancements (Model C#2).
The Regents will annually review this limit to determine if it needs to
be changed.
Application and Sign-off: Formal application from the district to the State Education Department for a full educational program model (Model C#1) required. The superintendent(s) and board(s) of education must sign off on the application. In New York City, an application for an existing school would be developed by the Regional Superintendent, be approved by the Chancellor of the New York City Department of Education, and submitted by the Chancellor to the State Education Department. Applications for new schools may come from either a Regional Superintendent or the Chancellor. In all cases, the Chancellor on behalf of the district submits the application to the Department. 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: Schools proposing new ideas for restructuring the full educational program (Model C#1) would complete a State-developed but locally conducted self-study process. Newly-formed “Redesign” or “Restructure” schools would 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 (Model C#2) 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 and will be for a period of five years. Continuation of regulatory relief during
the approved implementation period 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.
Districts seeking
continued approval of regulatory relief beyond the approved five-year
implementation period must formally reapply.
Specifics:
Under Model C#1, 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 to the State Education Department on behalf of a school. The Board of Regents will set a limit on
applications for 30 schools the State Education Department will approve for
restructuring the full educational program (Model C#1). In addition to the core Design
Principles, any proposal for Model C#1 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 (Model C#1); 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
(Model C#2).
Attachment B 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.
Attachment A
Supporting Young
Adolescents:
Regents Policy Statement on Middle-Level
Education
July 2003
Introduction
Young adolescents from ages 10 to 14 are undergoing personal transformations – physical, intellectual, emotional, social and psychological. The Board of Regents believes that the time these students spend in the middle grades, 5 through 8, is critical to both their personal growth and development and their success in high school.
Based on a series of statewide discussions with many groups and a thorough review of the research on effective middle level education practices, the Regents and the State Education Department have identified seven essential elements of standards-focused middle-level schools and programs. This policy statement reflects these seven key factors.
The challenge to middle-level education is to make the change from childhood to adolescence and from the elementary grades to the high school a positive period of intellectual and personal development. For many students, this is a hopeful time of life. However, for some youngsters emerging adolescence is a stressful time. These personal difficulties may be exacerbated in cases where either the home or the community (including the school) in which the young person lives and learns offers limited opportunities for positive role models, employment, and a satisfying lifestyle.
Educators, parents, families, and communities must recognize that they need to work together to assist students in a changing society. Educators need to recognize and assume a shared responsibility not only for their students' intellectual and educational development, but also for their students' personal, social, emotional, and physical development. The entire school community must share responsibility for the success of all students, assuring high-quality instruction, course content, and support and other services in the middle-level grades, and promoting high expectations for all students, regardless of disability, limited English proficiency, religion, sex, color, race, or national origin.
The following seven essential elements must be in place in standards-focused schools with middle-level grades if young adolescents are to succeed academically and develop as individuals:
1. A philosophy and mission that reflect the intellectual and developmental needs and characteristics of young adolescents.
2. An educational program that is comprehensive, challenging, purposeful, integrated, relevant, and standards-based.
3. An organization and structure that support both academic excellence and personal development.
4. Classroom instruction appropriate to the needs and characteristics of young adolescents provided by skilled and knowledgeable teachers.
5. Strong educational leadership and a building administration that encourage, facilitate, and sustain involvement, participation, and partnerships.
6. A network of academic and personal support available for all students.
7. Professional learning for all staff that is ongoing, planned, purposeful, and collaboratively developed.
In a standards-focused middle-level school or program, the goals of academic achievement and personal development for each student are not in conflict or in competition. Rather, they are compatible, complementary, and mutually supportive. From a young adolescent's perspective, the essential elements of a successful standards-focused middle-level school or program must contain the following components.
Philosophy, Mission, and
Vision
Every young adolescent deserves a school that values academic achievement and personal development and provides a supportive environment free from violence, bullying, harassment, and other negative behaviors. Students in the middle grades are in a unique period of development, a period of rapid intellectual, physical, social, and emotional change. The philosophy, mission, and vision of a school with middle-level grades must reflect the dual purposes of middle-level education (academic achievement and personal development). They must also stress the positive development of the individual and affirm the school's responsibility to assist all students in making a successful transition from the elementary grades to high school and from childhood to adolescence.
Educational
Program
Every young adolescent needs a challenging, standards-based course of study that is comprehensive, integrated, and relevant. They need an educational program that is enhanced by genuine involvement of students, their parents, their families, and the greater school community. Further, they need an educational program that emphasizes and promotes the requisite academic knowledge and skills needed to succeed in school — both middle-level and high school — and in later life. The educational program should be fully aligned with the State’s 28 learning standards and emphasize the natural connections and linkages among the standards. Middle grades instruction must build upon the foundational knowledge and skills of the elementary grades and, in doing so, prepare students for success in high school.
Literacy and numeracy are key to the educational program. English language arts — reading, writing, listening and speaking — and mathematics are emphasized across the subject areas with expectations for performance that are consistent across and within the disciplines and commonly understood by both teachers and students. Strategies for reading are applied in all the content areas and writing experiences are provided in a variety of forms. Mathematics instruction builds on basic skills and emphasizes conceptual understanding and problem-solving skills. The educational program also promotes both an understanding and the use of the concepts of technology; fosters an understanding and an appreciation of the arts; teaches how to access, organize, and apply information using various media and data bases; helps students understand and apply positive health concepts and practices and participate in healthful physical activities; and develops skills to explore new subject areas.
The educational program also encourages students to pursue personal interests, engage in school and community activities (e.g., sports, clubs, etc.), explore potential futures and careers, and develop useful social, interpersonal, and life skills needed to live a full and productive life. It also offers opportunities for the development of personal responsibility and self-direction.
Up-to-date learning aids (e.g., textbooks, current adolescent literature, laboratory equipment, etc.), instructional materials, and instructional technology are used to support the educational program. Targeted and timely academic intervention services must be provided so that students do not fall behind in meeting the learning standards. These additional academic instruction and/or student support services that address barriers to learning are critical in the middle grades to ensure that all students achieve the State’s learning standards and graduate from high school. Such services are particularly important to students with disabilities and those who are English language learners to ensure they are successful in the general academic program.
Organization and
Structure
Young adolescents learn and develop best in a school that is organized and structured to promote both academic achievement and personal development. Organizational effectiveness and school success are not contingent upon a particular grade or school configuration. What is critical is that a school is organized and structured to help young adolescents make the transition from the elementary to the high school grades, from childhood to adolescence.
The organization and structure should help make all students, staff, parents, and families feel secure, valued, and respected as significant contributors to the school community. Teachers must be provided with regular opportunities to interact and collaborate to ensure that instruction is consistent and inter-related across and within the subject areas. Scheduling flexibility is necessary to provide a comprehensive educational program, interdisciplinary curricula, targeted and timely academic intervention services, co-curricular and extra-curricular activities, and opportunities for students to engage in leadership and community service projects.
The organization and structure connect youngsters to adults and to other students in the school and community and provide opportunities for increasingly independent learning experiences and responsibilities within a safe and structured environment. Each student needs a caring adult advocate in the school who knows that student personally and well. The organization and structure provide time during the school day that is necessary to ensure opportunities for additional instruction and personal support are available for students who need extra help to meet the State’s standards.
Classroom
Instruction
Every young adolescent requires skilled and caring teachers who have a thorough understanding of their subject(s) and of the students whom they teach. Young adolescents learn and develop best when they are treated with respect, involved in their learning, engaged with challenging content that has meaning and connections for them, and receive assurances that they are capable, worthy people. Teachers need to recognize and understand the changes that are occurring within their students, design and deliver a challenging curriculum based on the State’s learning standards, and accept responsibility for each student’s learning and development. They need to have an extensive understanding of their subject matter and of different approaches to student learning. A variety of successful instructional techniques and processes that reflect best practices (e.g., differentiated instruction, cooperative learning, etc.) must be used and capitalize on the unique characteristics and individual needs of young adolescents.
Teachers must provide instruction that is purposeful, challenging, relevant, integrated, and standards-based and use classroom assessments that are useful indicators of individual student growth and performance to monitor each student’s progress and to plan instruction. They ensure that performance expectations are consistent and interrelated across and within subject areas. Student data, both personal and achievement, are used to make curricular and instructional decisions and technology and other instructional resources support and enhance learning. Teachers use flexible grouping based upon pupil needs, ways of learning, and interests, and employ interdisciplinary approaches to help students integrate their studies and to fulfill their potential. Opportunities are created for students to develop social, interpersonal, and leadership skills in addition to academic proficiency.
Teachers consult with each other and with other school personnel about instructional, curricular, and other student-related issues. They also inform and involve parents in their children's education by helping them understand the instructional program, their children's progress, and how to help their children at home with schoolwork, school decisions, and successful development through early adolescence.
Educational
Leadership
Every
young adolescent should be educated in schools that have knowledgeable,
effective, and caring leaders. Students learn and develop best when the
adults in the school community have high expectations for students and staff,
share and support a common vision, and work together to achieve common
purposes. The personnel in
effective schools with middle-level grades share leadership
responsibilities. For the school to
prosper, those in positions of leadership must know and understand the needs and
developmental characteristics of young adolescents and the essential elements of
a standards-focused, high-performing school with middle-level grades. They must articulate and maintain high
standards for classroom instruction and student performance and support and
encourage teachers to take risks, explore, question, and try new instructional
approaches. They must also ensure
and facilitate inter-school cooperation, collaboration, and communication with
feeder elementary schools and receiving high schools.
Educational
leaders promote school/community partnerships and involve parents and other
members of the community in school activities and initiatives that benefit
students. They create,
promote, and sustain a school culture and climate of mutual support and
collective responsibility for the educational and personal development of every
young adolescent. They also ensure
students
are provided with opportunities to assume significant and meaningful leadership
roles in the school.
Student Academic and Personal
Support
Every young adolescent needs access to a
system that supports both academic achievement and personal development. Caring adults are a significant
positive influence for young adolescents.
To ensure a comprehensive network of academic and personal support is
available for students and their families, schools with middle-level grades must
maintain two-way communication with parents and families and ensure that all
students and their families have access to counseling and guidance services to
make educational, career, and life choices. Trained professionals (including
school counselors who know and understand the needs, characteristics, and
behaviors of young adolescents), special prevention and intervention programs,
and community resources must be available to support those who require
additional services to cope with the changes of early adolescence and/or the
academic demands of middle-level education, especially students with
disabilities and those who are English language learners. Students also need to be provided with
opportunities to have access to adult mentors and positive role models. Parents,
families, and community groups must be informed of the essential role they play
in ensuring students attend school and access available services, expanding and
enhancing venues for significant learning, promoting youth development, and
supporting positive school change.
Professional
Learning
Every
young adolescent deserves an educational setting that values continuous
improvement and ongoing professional learning. Young adolescents need highly qualified,
well-trained, knowledgeable, caring teachers, administrators, and other school
staff if they are to succeed.
Schools with middle-level grades need to be professional learning
communities where adults in the school engage in programs of growth and
development that are ongoing, planned, purposeful, and collaboratively
developed. At the core of professional growth should be specific
subject area expertise, a knowledge and understanding of the linkages among the
28 learning standards, research-based instructional practices that have proven
successful in raising student achievement and, at the practical level, the
developmental characteristics of young adolescents. School staff must understand, not only
theoretically but also operationally, how to implement the essential elements of
a standards-focused, high-performing school with middle-level
grades.
Summary
The University of the State of New York and all of its resources are
unified in the mission to raise the knowledge, skill, and opportunity of all
people in the State. The Board of Regents believes that the middle-level grades,
grades 5 through 8, are a vital link in the education of youth, a critical
period of individual growth and development, and a key to success in high
school. A high performing,
standards-focused school with middle-level grades addresses both academic
performance and personal development.
It ensures that young adolescents are prepared and ready to make a
successful transition to high school, academically and personally. Creating effective schools with
middle-level grades will necessitate systemic change and require a philosophy
and mission committed to developing the whole child, a challenging and rigorous
educational program, a supportive organization and structure, skilled and
knowledgeable teachers who use effective instructional practices, strong
leadership, a network of support appropriate to the needs and characteristics of
young adolescents, ongoing professional learning, and a strong will to succeed.
Attachment B
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.