Transcript New York Is Ready For The Race

The Regents
Reform
Agenda
Implications for
Students with
Disabilities
Dr. Rebecca Cort
Associate Commissioner for
Special Education
Office of P-12 Education
June 2011
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The Regents Reform Agenda
Investing in human capital, supporting with critical tools
 Adopting internationally-benchmarked
standards and assessments that prepare
students for success in college and the
workplace
Highly Effective
School Leaders
Highly Effective
Teachers
College and
Career Ready
Students
 Building instructional data systems that
measure student success and inform teachers
and principals how they can improve their
practice
 Recruiting, developing, retaining, and
rewarding effective teachers and principals
 Turning around the lowest-achieving schools
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Diploma Considerations
How do we ensure that students
complete high school and are
prepared for success in college
and the workplace?
Increase Flexibility
Recommendations:
•
Allow students choice in one or more Regents exams
•
Allow students to earn credits through demonstration of competency
rather than seat time
•
Increase the maximum number of credits earned through
integrated/specialized CTE programs/courses
•
Allow flexibility in middle school opportunities
•
As resources allow, expand the Regents assessment program
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Policy Directions for Consideration
Allow Students Choice in Required Regents Exams
• Option: Multiple paths to graduation with a Regents diploma
• ELA, Math + any 3*, or
• ELA, Math + 2 Science + 1 other*, or
• ELA, Math + 2 History + 1 other*, or
• ELA, Math + 1 History + 1 Science + 1 other*
• Benefits:
• Additional courses in a field of interest can fulfill additional diploma endorsements
• Better student engagement should increase likelihood for graduation
• Recognition of student skill achievement and the opportunity to use multiple
measures of student growth
• Challenges:
• Greater flexibility means students may be able to graduate by demonstrating
proficiency in key areas through Regents exams
* including a CTE assessment
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Policy Directions for Consideration
Earn Credit Through Demonstration of Competency
• Option: Students earn credit through competency-based activities in lieu of seat time
requirements
• Currently: Students must complete units of study equivalent to 180 minutes of instruction per
week (seat time) in order to earn units of credit for high school graduation
• Benefits:
• Students progress at own pace through a course utilizing online/blended/alternative course
models
• Students can more deeply engage a subject area and potentially receive course credit for
related outside activities
• Values demonstration of knowledge and skill acquisition, not just the amount of time spent
in a classroom
• Challenges:
• Lack of district experience scheduling, capacity, and staffing in a competency-based model
• Providing support for lower-achieving students in a less structured setting
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Policy Directions for Consideration
Increase Flexibility for CTE Programs
Increase the maximum number of credits that students can earn
through integrated CTE programs and specialized CTE courses
• Option: Beginning in 2011-12, increase the availability of CTE integrated courses from 4
to 10, including all ELA, Math, and Science
• Currently: Only four academic credits can be earned through approved integrated CTE
programs
• Benefits:
• Allows students the opportunity to pursue an interest-based education
• Increases opportunities to learn by application
• Earlier access to CTE program (9th grade) may increase engagement and high
school completion
• Challenges:
• Equity and access of all options to all students
• Limited number of approved CTE programs
• Establishing a common level of rigor across all CTE programs
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Policy Directions for Consideration
Expand the Regents Assessment Program
• Option A: Add a Regents exam in Economics in 2013-14 (available for Class of 2014)
• Option B: Add Regents exams in the Arts (Dance, Theater, Music, Visual Arts) in 201314 (available for Class of 2014)
• Option C: Add a Regents exam in Technology in 2014-15 (available for Class of 2015)
• Benefits:
• Expanded opportunities for students to demonstrate proficiency in fields beyond
the core academic subjects
• Challenges:
• Cost
• Appropriately certified teachers.
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Policy Directions for Consideration
Rethink the “Safety Net” for Students with Disabilities
• Options:
• Given the phase out of the RCT safety net, which sunsets for the 2011 grade 9 cohort,
continue the 55-64 pass score option to earn a local diploma; or propose a specified period
of time for the 55-64 pass score option to be in effect
• Allow students with disabilities to obtain a local diploma based on a composite Regents test
score, e.g., an average score calculated across Regents tests taken, even if this diploma
would not count towards graduation rate for accountability purposes
• Benefits:
• Coursework for students will be more aligned with the State assessments needed to reach
the graduation standards
• Challenges:
• Training for Committees on Special Education and Guidance Counselors on course credit
flexibility options
• Ensuring that students with disabilities have equal opportunities to participate in courses
and pathways available to all students that would lead to a Regents diploma
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Policy Directions for Consideration
Continue Development of a Career Skills Credential
• Options:
• Phase I, develop an alternate credential to replace the IEP diploma for students with
disabilities who take the New York State Alternate Assessment (NYSAA) only
• Phase II, develop a Career Skills Credential to supplement a regular diploma for all students
• Benefits:
• Strengthens existing requirements and policy relating to career planning, transition planning
and annual guidance meetings
• Could motivate students with disabilities to stay in school longer to work toward a regular
diploma, knowing that they could also exit with this credential
• Could enable students’ community- and work-based learning and experience to be valued
and documented
• Challenges:
• Design and implementation timing
• Training for teachers and administrators
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Teacher and
Principal
Evaluation
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The Regents Reform Agenda
Strategic Goals
•
•
Teacher and Principal Effectiveness –
(1) Transform educator preparation and certification from an
emphasis on inputs (course hours, course titles) to an
emphasis on content knowledge, clinical skills, and
measurable impact on student achievement;
(2) Provide highly-effective teachers and principals with
career advancement opportunities and incentives to mentor
colleagues and transfer to high-need schools;
(3) Implement a teacher and principal evaluation system that
incorporates student achievement as 40 percent of annual
evaluations, informs differentiated professional development,
and enables expedited removal of teachers and principals
who are rated “ineffective” for two consecutive years.
Curriculum & Professional Development – Provide every
student with a world-class curriculum that synthesizes rigorous
content and skills to prepare students for college, the global
economy, 21st century citizenship, and lifelong learning.
Develop the capacity of the NYSED to coordinate effective
professional development and provide expert guidance aligned
with rigorous, sequenced curricula and formative assessments.
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What else is happening?
Mandate Relief


The Regents legislative mandate relief package will address a
variety of areas, including, but not limited to:
o
Special education requirements
o
Middle school requirements
o
Planning and reporting requirements
A list of mandates is posted on the NYSED website at:
www.p12.nysed.gov/fmis/mandaterelief/
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Previous Special Education Mandate
Relief Proposals
Space Plan provisions
 Statute of Limitations
 July-August Parental Consent
 Parentally Placed revisions

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New Special Education Mandate Relief
Proposals
CSE/CPSE Membership
 Individual Evaluations
 Selection of Preschool Evaluators
 Appointment to State-Supported
Schools

Public hearings to be scheduled in
June.
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Proposed Alternate Exiting
Certificate
For Students with Disabilities Eligible for
New York State Alternate Assessment
(NYSAA)
June 2011
Background
Concerns regarding individualized
education program (IEP) diploma
 CTE Future Directions Initiative
 Develop Credential

Documents student achievement of
Career Development and Occupational
Studies (CDOS) standards
Supplements regular high school diploma
for all students
Replaces IEP diploma for some students
with disabilities
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Stakeholder Recommendations
Range of skills too broad to address
in single credential
 Credential for students who will be
graduating with regular diploma
deferred until Regents make further
decisions regarding graduation
requirements
 Credential for students with most
significant cognitive disabilities
should be addressed as separate
credential

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Propose Two Phases

Phase I – credential to replace IEP
diploma for students participating in
NYSAA

Phase II – credential available to all
other students that documents
attainment of CDOS standards
including successful completion of
work-based learning experiences
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Phase I: Policy Framework

Replaces current IEP diploma

Changes name of existing credential

ONLY for students with most
significant cognitive disabilities eligible
to participate in NYSAA

Not considered a regular high school
diploma
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Purpose and Benefits

Promotes instructional programs that
focus on:
Applied learning
CDOS standards
Participation in work-based learning
experiences and service programs

Provides meaningful documentation for
employers and adult service agencies
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Accompanying Documentation
Level I Vocational Assessment;
 Transition activities as documented
in the IEP;
 Summary of Performance (Student
Exit Summary); and
 As appropriate, Career Plan.

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Focus of Proposed Documentation

Career Development

Integrated Learning

Universal Foundation Skills
Basic Skills
Thinking Skills
Personal Qualities
Interpersonal Skills
Technology
Managing Information
Managing Resources
Systems
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Focus of Proposed Documentation
Academic achievements including
specific skills and strengths
 Career strengths and interests
 Participation in work-based learning
experiences
 Other achievements/awards
 Student’s educational and work
readiness experiences and skills
including:
Levels of independence
Supports needed

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Next Steps
to Board – June
 If accepted by the Board of Regents:
 Recommendations
Public Comment on Draft Proposal
Propose Regulations/Obtain
Additional Comment
Training - Spring 2012
Implementation - 2013-14 School Year
Evolve Policy for Phase II
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NCSC Alternate Assessment Consortium
New assessment (2013-2014?)
based on growth model
 Curriculum aligned to Common
Core connectors and assessments
 Professional development on
curriculum
 Surveys and Community of
Practice

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