NYSED Updates Rural Schools Conference July 9, 2012 Presenters: Regent James C. Dawson Mary Cahill, Director of Curriculum, New York State Education Department Lawrence Paska, Director of Student Support, New York State Education Department Jay - PowerPoint PPT Presentation

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NYSED Updates Rural Schools Conference July 9, 2012 Presenters: Regent James C. Dawson Mary Cahill, Director of Curriculum, New York State Education Department Lawrence Paska, Director of Student Support, New York State Education Department Jay

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Title: NYSED Updates Rural Schools Conference July 9, 2012 Presenters: Regent James C. Dawson Mary Cahill, Director of Curriculum, New York State Education Department Lawrence Paska, Director of Student Support, New York State Education Department Jay


1
NYSED UpdatesRural Schools ConferenceJuly 9,
2012PresentersRegent James C. DawsonMary
Cahill, Director of Curriculum, New York State
Education DepartmentLawrence Paska, Director of
Student Support, New York State Education
Department Jay OConnor, Office of Educational
Management Services, New York State Education
Department
2

Increasing Demands of Economic Competitiveness
  • The global economy is changing the nature of work
    and the kinds of jobs our young people will
    enter.
  • Jobs that once required a high school degree and
    paid a family-sustaining-wage and included
    retirement and health benefits are disappearing,
    and new jobs require more knowledge and skills
    than ever before.
  • Today, roughly two-thirds of all new jobs require
    some form of postsecondary education.
  • Experts say this percentage only will increase in
    the future.

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Higher education degree holders earn more and
contribute more to economic growth
Source Current Population Survey, 2008
3
4

NAEP Reading
Source Nationally representative samples of
about 213,000 fourth-graders and 168,000
eighth-graders participated in the 2011 National
Assessment of Educational Progress (NAEP) in
reading. www.nationsreportcard.gov
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NAEP Math
Source Nationally representative samples of
about 213,000 fourth-graders and 168,000
eighth-graders participated in the 2011 National
Assessment of Educational Progress (NAEP) in
reading. www.nationsreportcard.gov
5
6

Competing Globally Adapting Locally
2009 PISA Results PISA is a widely respected
international assessment which measures student
performance in Reading, Math, and Science
Source OECD PISA Database
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Our Challenge Graduating All Students College
Career Ready
New York's 4-year high school graduation rate is
73.4 for All Students However, the gaps are
disturbing.
June 2010 Graduation Rate
Calculated College and Career Ready
Graduation under Current Requirements
Graduating Graduating Graduating Graduating
All Students All Students 73.4 All Students All Students 36.7
American Indian American Indian 59.1 American Indian American Indian 21.4
Asian/Pacific Islander Asian/Pacific Islander 82.6 Asian/Pacific Islander Asian/Pacific Islander 56.4
Black Black 57.7 Black Black 12.8
Hispanic Hispanic 57.3 Hispanic Hispanic 14.9
White White 84.1 White White 50.6
English Language Learners English Language Learners 40.3 English Language Learners English Language Learners 6.1
Students with Disabilities Students with Disabilities 44.1 Students with Disabilities Students with Disabilities 4.7
Students graduating with at least a score of 75
on Regents English and 80 on a Math Regents,
which correlates with success in first-year
college courses.
Source NYSED Office of Information and Reporting
Services
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Regents Reform Agenda
Implementing Common Core standards and developing
curriculum and assessments aligned to these
standards to prepare students for success in
college and the workplace Building instructional
data systems that measure student success and
inform teachers and principals how they can
improve their practice in real time Recruiting,
developing, retaining, and rewarding effective
teachers and principals Turning around the
lowest-achieving schools
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Raising Expectations Implementing the Common Core
Instructional Shifts Demanded by the Core
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Purpose of Curriculum Modules
  • Support teaching and learning in
    Pre-Kindergarten through Grade 12 classrooms
    across New York State and provide access to
    sequenced, spiraled, content-rich statewide
    curriculum programming and instructional
    practices that support the attainment of the New
    York State P-12 Common Core Learning Standards
    and align to the Board of Regents strategic
    goals.
  • Improve student learning results.

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Curriculum Modules Timeline

By the late summer/fall of 2012, new curriculum
modules K-5 will be released to educators, and
will be accompanied by curriculum-based
professional development. By late fall of 2012,
new curriculum modules 6-12 will be released to
educators, and will be accompanied by
curriculum-based professional development. By
the summer of 2013, educators will have access to
a full menu of open-source ELA and mathematics
curriculum modules across grades P-12, all of
which will be accompanied by curriculum-based
professional development.
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NY State CCLS Curriculum Maps
Curriculum maps P-5 for Math and
ELA/Literacy will be released for the July
Network Team Training, July 12th, 2012
12
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NY Ambassadors
Curriculum Implementation Strategy New
York State Common Core Ambassador Program, a
program that seeks to inform and support the
implementation of Common Core State Standards
through a network of effective and carefully
selected teachers and principals from across New
York State.
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NY Ambassadors
Through this endeavor, participants will Be
given the opportunity to align their language,
practice and expectations for the purpose of
increasing student achievement  Be part of a
cadre of practitioners who will work together to
inform teaching practice Receive intensive
training on the use of the P-12 Math and ELA
Curriculum Modules developed by NYSED that are
aligned with the Common Core Be candidates for
a starring role in NYSED practitioner videos,
which will highlight the work of educators across
the state Provide feedback on NYSED produced
curriculum modules aligned to the Common Core as
they are developed over the next year. Receive
professional development credits through NYS
Teacher Centers Be celebrated for their role as
instructional leaders in the implementation of
the common core
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Upgraded EngageNY.org
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Computer-based testing
March 2012 BOR discussion Approach to Develop
Statewide Computer-Based Testing Transition
Plan Statewide implementation of the PARCC
Technology Readiness Tool Seeking funding for
a small-scale pilot for 2012-13 Potential
larger pilot considered for 2013-14 If
approved by the BOR, New York will use
computer-based PARCC assessments in ELA and Math
in 2014-15

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Pathways to Mastery
  • To solve the Crisis of Engagement, we must move
    away from the one size fits all model and
    utilize
  • -Career and Technical Education
  • -STEM
  • -Online Learning

18
Regents Statewide Learning Technology Plan
  • Goal 4 Provide policies, standards, and
    guidance on quality digital content development
    and delivery accessibility information
    literacy and ongoing, sustained professional
    development in pre-service and in-service
    education.
  • Goal 7 Develop and/or revise Commissioner's
    Regulations and Department policies to promote
    sustained support for the delivery of quality
    instruction for all learners through digital
    means.
  • Goal 9 Identify and/or develop incentives for
    the expansion of digital learning across USNY.

19
Current Regulations to Support Online Learning
  • Diploma Requirements in New York State
  • http//www.p12.nysed.gov/part100/pages/1005.html
  • Making Up Incomplete or Failed Course Credit
    (allows additional credits)
  • Independent Study (3 credits in electives only)
  • Credit by Examination (6.5 credits where student
    must score an 85 and complete an associated
    project)
  • Credit for Online and Blended Courses

20
Making Up Course Credit - (April 2010)Part
100.5(d)(8)
  • (iv) For purposes of this paragraph, a make-up
    credit program may include, but is not limited
    to
  • (d) digital learning (online study) that
  • is comparable in scope and quality to regular
    classroom instruction
  • provides for documentation of satisfactory
    student achievement and
  • includes regular and substantive interaction
    between the student and the teacher providing
    direction and/or supervision pursuant to clause
    (3) of subparagraph (ii) of this paragraph.

21
Credit for Independent Study(July 2010) - Part
100.5(d)(9)
  • (iv) For purposes of this paragraph, independent
    study shall be
  • academically rigorous and aligned to the New York
    State commencement-level learning standards
  • overseen by a teacher knowledgeable and
    experienced in the subject area of independent
    study
  • based on a syllabus on file for each independent
    study
  • and of comparable scope and quality to classroom
    work that would have been done at the school
    district, charter school or registered nonpublic
    school awarding the credit.

22
Credit by Examination - Part 100.5(d)(1)
  • A student may earn a maximum of 6 1/2 units of
    credit for either a Regents or
  • local diploma without completing units of study
    for such units of credit, if
  • based on the student's past academic performance,
    the superintendent of a school district or the
    chief administrative officer of a registered
    nonpublic high school, or his or her designee,
    determines that the student will benefit
    academically by exercising this alternative
  • the student achieves a score of at least 85
    percent, or its equivalent as determined by the
    commissioner, on a State-developed or
    State-approved assessment pursuant to section
    100.2(f) of this Part
  • the student passes an oral examination or
    successfully completes a special project to
    demonstrate proficiency, in such knowledge,
    skills and abilities normally developed in the
    course but not measured by the relevant Regents
    examination or State-approved examination if
    used, as determined by the principal and
  • the student attends school, or received
    substantially equivalent instruction elsewhere,
    in accordance with section 3204(2) of the
    Education Law, until the age of 16, pursuant to
    sections 3204 and 3205 of the Education Law.

23

Credit for Online and Blended Courses - (June
2011) - Part 100.5(d)(10)
  • are aligned with the applicable New York State
    learning standards for the
  • subject area in which instruction is provided
  • provide for documentation of student mastery of
    the learning outcomes for such subjects,
    including passing the Regents examination in the
    subject and/or other assessment in the subject if
    required for earning a diploma
  • provide for instruction by or under the
    direction and/or supervision of a certified
    teacher (if instruction is to be provided by a
    school district, BOCES, or pursuant to a shared
    service agreement), or of a teacher of the
    subject area in which instruction is to be
    provided (in the case of a registered nonpublic
    school or charter school)
  • include regular and substantive interaction
    between the student and the teacher providing
    direction and/or supervision and
  • satisfy the unit of study and unit of credit
    requirements in section 100.1(a) and (b) of the
    Commissioner's Regulations.

24
What is a unit of study and a unit of credit?
  • 100.1 Definitions
  • As used in this Part
  • a. Unit of study means at least 180 minutes of
    instruction per week throughout the school year,
    or the equivalent.
  • b. Unit of credit is earned by
  • 1. the mastery of the learning outcomes set
    forth in a New York State-developed or locally
    developed syllabus for a given high school
    subject, after a student has had the opportunity
    to complete a unit of study in the given subject
    matter area or
  • 2. pursuant to section 100.5(d)(1) of this Part,
    a passing score of at least 85 percent or its
    equivalent on a department-approved examination
    in a given high school subject without the
    completion of a unit of study, and the successful
    completion of either an oral examination or a
    special project.

25
Issues to Consider
  • Course Alignment to NYS Learning Standards
  • Broadband Capacity and Access
  • Standards for Online Courses
  • iNACOLs National Standards of Quality for Online
    Courses
  • Content
  • Instructional Design
  • Student Assessment
  • Technology
  • Course Evaluation and Management
  • 21st Century Skills

26
Some NYSED Recommendations for Teaching and
Learning Online
  • District-level committees to examine online
    learning policies
  • Ensure adherence to principles of universal
    design
  • Assess student needs and interests for online
    courses
  • Assess online program availability compared to
    student need
  • Create and adopt local district policy for online
    courses
  • Provide professional development opportunities
  • Develop a district process to evaluate online
    content
  • Use common evaluation standards, like iNACOL and
    ISTE
  • Communicate with parents on online learning
  • Evaluate district-created and vendor-purchased
    content

27
Contracts for Instruction
  • The Department issued a July 29, 2009
  • memorandum on contracts for instruction in
  • which it stated that school districts cannot
  • contract with private entities to deliver core
  • educational programming/instructional
  • services to students.

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Contracts for Instruction
  • Q Can school districts contract with non
  • profit or other entities to provide distance or
  • online learning opportunities for students?
  • A Yes, provided that the distance or online
  • learning program is used as a supplementary
  • or additional resource to assist a districts
  • certified teachers in delivering instruction.

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Next Steps
  • NYSED Online and Blended Learning web page (with
    QA and other guidance) posted at
    http//www.p12.nysed.gov/technology/Online/online.
    html
  • Race to the Top funding for virtual learning to
    be posted in the future at http//usny.nysed.gov/r
    ttt/

30
Impact of Caps on Local and State Revenues for
School Districts
Providing for strong teaching and learningWith
limited resources
Source New York State Board of Regents Item.
Development of 2012-13 Regents State Aid
Proposal.
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School District Reorganization
  • Currently, there are eleven studies, either going
    on or being considered/started
  • Since 2000, there have been four reorganizations
  • Last two statutory reorganization votes have
    passed in one district but not the other
  • Governors Commissions have had recommendations
    regarding reorganization

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Regional High Schools
  • Legislation supported by the Regents
  • Two options Host School operates the Regional
    High School or BOCES hosts the program
  • Open for students in grades 6-12 but must include
    students in grades 9-12 at a minimum
  • Vote of residents of each district required
  • Minimum of 3 school districts required
  • Incentive aid of 10 available for first 5 years
    Additional l incentive aid for improved student
    performance

33
Shared or Outsourced Services
  • Might be a service purchased through BOCES or one
    in which districts do something cooperatively
  • More inquiries received lately about
    transportation
  • May be Department of State grant funds available
    for studies

34
Other Items
  • Mandate Relief
  • Use of Fund Balance and Reserves
  • Property Tax Cap/Budget Vote Results
  • Bankruptcy

35
Questions?
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