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ALL LEARNERS WILL MEET HIGHER STANDARDS

MAJOR ELEMENTS OF EDUCATIONAL REFORM IN NEW YORK STATE. Higher standards for all: Students, adult learners, schools, and colleges. Report results: School report cards, higher education outcomes assessment, workforce preparation, program performance targets.

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ALL LEARNERS WILL MEET HIGHER STANDARDS

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  1. MAJOR ELEMENTS OF EDUCATIONAL REFORM IN NEW YORK STATE • Higher standards for all: Students, adult learners, schools, and colleges • Report results: School report cards, higher education outcomes assessment, workforce preparation, program performance targets • Link learning standards, curriculum, instruction and assessments STANDARDS ALL LEARNERS WILL MEET HIGHER STANDARDS RESULTS • Accept responsibility for results and work to improve them CAPACITY • Create safe and sound schools that promote learning • Plan ahead. Build partnerships and connections • Use time for better results • Give extra help to all who need it • Strengthen teaching • Recruit and keep superior educational leaders • Allocate dollars to improve results 1

  2. CURRICULUM ALIGNED WITH STANDARDS SAFE AND DRUG-FREE SCHOOLS ACADEMIC INTERVENTION PROFESSIONAL DEVELOPMENT/ MENTORING DISAGGREGATION AND DATA ANALYSI S EFFECTIVE USE OF TIME RESOURCE ALLOCATION HEALTH AND NUTRITION EFFECTIVE INSTRUCTIONAL STRATEGIES Academic InterventionServices Thinking Systemically COMPREHENSIVE SUCCESS FOR ALL STUDENTS PLANNING 2

  3. RECURRING THEMES Quality First Teaching Congruent Interventions Direct Services to Students Multiple Measures Intensity of Services • Links to Title I/PCEN and Other SED Programs 3

  4. AIS STANDARDS AREAS Grades K-12 • English Language Arts • Mathematics Grades 4-12 • Social Studies • Science 4

  5. THE TWO COMPONENTS OF AIS Student Support Services Additional Instruction 5

  6. ACADEMIC INTERVENTION SERVICES ADDITIONAL INSTRUCTION • Extra time for focused instruction • Staffing to increase student- teacher contact time STUDENT SUPPORT SERVICES • Guidance • Counseling • Study skills • Attendance improvement 6

  7. LINKING SERVICES General Education Services Academic Intervention Services Special Education Services Bilingual Education/ ESL Services 7

  8. ELIGIBILITY FOR AIS Who must receive AIS? 3 State Assessments District Procedures 8

  9. Determining Eligibility for AIS Through State Assessments Students ( Grades 4 - 8 ) Eligible if: Scoring below Designated Performance Level on Elementary or Intermediate State assessments in ELA - mathematics – science – social studies Students ( Grades 9 - 12 ) Eligible if: Scoring below the approved passing grade on any Regents exam required for graduation in ELA - mathematics - science - social studies 9

  10. Determining Eligibility for AIS Through District Procedures In grades where NO State assessments given, students eligible if: • They are determined - through multiple measures - to be at risk of not meeting State standards The district procedure should also be used to determine eligibility in ANY grade if students: • Are absent for a State assessment • Are new entrants 10

  11. MULTIPLE MEASURES Classroom-based Measures (Profiles, Diagnostic Assessments, Etc.) Tests of DemonstratedTechnical Quality (Must meet reliability and validity standards) MULTIPLE ASSESSMENTS SOURCES OF EVIDENCE Review Of: Student Performance, Records, and Reports Recommendations from: School Staff and Parents 11-A

  12. MULTIPLE MEASURES Classroom-based Measures: • Diagnostic Assessments • Early Reading/Literacy Assessments • Subject Skill, Concept, Knowledge Assessments • Assessment Portfolios Recommendations from: • Teachers/Counselors • Administrators • Other School Staff • Parents ASSESSMENTS / SOURCES OF EVIDENCE Tests of Demonstrated Technical Quality • Standardized, Norm-Referenced Tests (Above Grade 3) • Standardized, Criterion Referenced Tests • Other Valid, Reliable Assessments Review Of: • Classroom Performance (participation, class work, homework) • Report Card Grades • Student Performances/ Demonstrations • Student Records 11-B

  13. DETERMINING ELIGIBILITY ON THE DISTRICT PROCEDURE Determine Performance That: • Places student at risk of not meetingState learningstandards- need AIS • Indicates student likely to meet State learning standards - no longer need AIS 12

  14. AIS Eligibility in PRIMARY GRADES Must Assess Early Literacy/Reading Readiness Must Assess Mathematics … Using the District Procedure 13

  15. RESOURCES TO IDENTIFY EARLY LITERACY/ READING READINESS Essential Elements of Reading ELA Resource Guide/Core Curriculum • Early Literacy Profile/Other Early Literacy Assessments • Final Report, NYS Reading Symposium, 2/98 14

  16. RETESTING REQUIREMENTS Who must be re-tested? All Grade 5 students who scored at Level 1 on the Elementary level ELA and/or Mathematics State Assessments in Grade 4 - After A Semester or More of AIS - On Test of Demonstrated Technical Quality ( Add writing component if test does not include one; use State rubrics) All students retained in either Grade 4 or Grade 8 (Re-test on the current year’s State Assessments) 15

  17. Must be implemented by September 1, 2000 DESCRIPTION REQUIREMENTS • All public school districts must develop AIS Description • Must be approved by Board of Education by July 1, 2000 • In general, not required to submit to SED for approval • May be incorporated in Comprehensive District Education Plan (CDEP) • Must be reviewed and revised every two years 16

  18. Elements of District Description • District Level Procedures to Determine Need for AIS • WhatAcademic Services will be provided • What Support Services will be provided • WhenServices will be offered (regular day, extended day, summer school) • Criteria for entry/exit • Variations in services among schools/grade levels 17

  19. What Should A District Consider... …In Developing The District Description? - Process - Who to involve (both school and district level) Work plan and timeline Roles and procedures Review of data, including current practices Procedures for oversight and monitoring of programs Resources 18

  20. What Should A District Consider ... …In Developing The District Description? - Product - • Clear, easy to follow procedures • Standard forms for parent notification, referral and record-keeping • Professional development links • Plan for evaluating student progress • Plan for Program Evaluation • Longitudinal data analysis 19

  21. POSSIBLE AIS TEMPLATE • Grade Levels: • What Behaviors will be Identified: • Assessment Measures: • Criteria for Beginning AIS: • Types of AIS Provided: • Academic Instruction • Support Services • Records of Progress Kept: • What services provided • Frequency/Intensity • Progress • Procedures for Parent Notification • Criteria for Ending AIS • Standard Forms 20

  22. ALIGNMENT WITH STATE STANDARDS At the District Level • Curriculum aligned to New York State learning standards • Local diagnostic measures parallel New York State Assessment blueprints • Teachers know and use State scoring strategies, including • rubrics • exemplars 21

  23. EVALUATING ASSESSMENTS • Compare other tests with New York State learning standards and assessments Do they measure the same concepts? • Compare key ideas/ performance indicators across different tests Are they the same? • Compare the percent of each test devoted to each key idea/performance indicator Are the percentages similar? 22

  24. PARENTAL NOTIFICATION OF BEGINNING SERVICES • Notification in writing (translated when appropriate) of beginning services • Summary of services to be provided • When services will be provided • What services will be provided • Reason(s) for AIS • Consequences of not achieving standards 23

  25. PARENTAL NOTIFICATION OF ENDING SERVICES • Notification in writing (translated when appropriate) of ending services • Criteria for ending services • Current performance levels of student • Assessments used in determining student’s level of performance 24

  26. ON-GOING COMMUNICATION WITH PARENTS • Quarterly reports of student progress (may include in report cards) • Parent conferences or other consultation each semester • Suggestions for working with student at home May ALSO INCLUDE- • Parent resources • Regular school/home work folders • Other parent-school activities 25

  27. PROVISION OF SERVICES • Students must start AIS no later than the semester following determination of need (even if not scheduled for course in that standards area) • AIS continues until student meets - or is likely to meet - State learning standards • AIS delivered by “qualified, appropriately certified staff” 26

  28. "Qualified, Appropriately Certified Staff" - CR Part 80 - • Teachers and professional staff delivering AIS must be certified in the area of assignment. • Teaching assistants must be certified and work under the supervision of a certified teacher and perform only duties specified in CR 80.33(b). • Teacher aides may only be assigned to assist teachers in non-teaching duties. 27

  29. INTENSITY OF SERVICE … Needs Determine Intensity of Service Scheduling Options • Regular Day (Extra Periods - Co-Teaching) • Extended Day (Before and/or After School ) • Summer School Duration(Days Per Week - Time Per Session) Degree of Individualization(Large Group to Small Group to One-on-One) 28

  30. Range of Intensity Include More Scheduling Options Days/Week Time/Session Individualization (Small Group/One-on-One) Student Support Services Most Intensive Multiple Measures Moderately Intensive In-Class Models (Co-Teaching) Study Skills CAI Distance Learning Progress Monitoring Less Intensive 29

  31. GENERAL AIS CRITERIA … To be AIS, additional instruction and student support services must meet these criteria: • Student needs assessed by trained staff member • Specific interventions provided beyond general instruction • Student progress regularly checked • Records kept of services provided • Certified teachers, professional staff and teaching assistants appropriately assigned 30

  32. Allowable Approaches for AIS All Levels • Double literacy blocks? • Computer assisted instruction? • Distance learning? • Tutoring (One-on-One)? High School Level • “Stretch” courses? • Course repetition? ...YES, If All General AIS Criteria Met 31

  33. Relationship of Title I To AIS How Title I and AIS Are the Same Both : • Use Same Student Eligibility Criteria • Provide Services Included in the District Description • Must Use Certified Staff • Supplement General Curriculum • Can be Included in CDEPs 32

  34. How Title I and AIS May Differ • ELA and Math = Title I Priorities • All federal requirements must be met for Title I • Examples: - Poverty criteria for $$ allocations to districts/schools - Submission to SED of application and supplement - Building plans for schoolwide schools - Parent Involvement Policy & Compacts - Program reporting 33

  35. AIS FOR ENGLISH LANGUAGE LEARNERS • Provided in Addition to LEP/ELL Services • Must be Coordinated with any specific LEP/ELL needs 34

  36. AIS FOR STUDENTS WITH DISABILITIES • Available to all students on the same basis as for students without disabilities • Provided in addition to Special Education Services • Provided consistent with student’s IEP • Not indicated on IEP 35

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