1 all learners will meet higher standards higher standards for all: students, adult learners,...
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ALLLEARNERSWILL MEET
HIGHERSTANDARDS
�Higher standards for all: Students, adult learners, schools, and colleges
�Link learning standards, curriculum, instruction and assessments
�Plan ahead. Build partnerships and connections
�Strengthen teaching
�Create safe and sound schools that promote learning
�Give extra help to all who need it
�Use time for better results
�Allocate dollars to improve results �Recruit and keep superior educational leaders
�Report results: School report cards, higher education outcomes assessment, workforce preparation, program performance targets
�Accept responsibility for results and work to improve them
MAJOR ELEMENTS OF EDUCATIONAL REFORM IN NEW YORK STATE
Academic Intervention Services CURRICULUM ALIGNED WITH STANDARDS
SUCCESS FOR ALLSTUDENTS
ACADEMIC
INTERVENTION
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EFFECTIVE
INSTRUCTIONAL
STRATEGIES
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LYSI
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SAFE AND
DRUG-FREE
SCHOOLS
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• Quality First Teaching
• Multiple Measures
• Intensity of Services
• Links to Title I/PCEN and Other SED Programs
• Congruent Interventions
• Direct Services to Students
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Grades K-12English Language Arts Mathematics
Grades 4-12Social Studies Science
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AdditionalInstruction
StudentSupportServices
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ADDITIONAL INSTRUCTION• Extra time for focused instruction• Staffing to increase student- teacher contact time
STUDENT SUPPORT SERVICES• Guidance• Counseling• Study skills• Attendance improvement
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Special Education Services
Bilingual Education/ ESL Services
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Who must receive AIS?
State Assessments
District Procedures
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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
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The district procedure should also be used todetermine eligibility in ANY grade ifstudents:• Are absent for a State assessment• Are new entrants
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
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Classroom-based Measures
(Profiles, Diagnostic Assessments, Etc.)
Tests of Demonstrated Technical Quality
(Must meet reliability and validity standards)
Review Of:
Student Performance, Records, and Reports
Recommendations from:
School Staff and Parents
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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
Review Of:• Classroom Performance
(participation, class work, homework)
• Report Card Grades• Student Performances/
Demonstrations• Student Records
Tests of Demonstrated Technical Quality• Standardized, Norm-Referenced
Tests (Above Grade 3)• Standardized, Criterion Referenced
Tests• Other Valid, Reliable Assessments 11-B
Determine Performance That:•Places student at risk of not
meeting State learning standards-
need AIS•Indicates student likely to meet
State learning standards - no
longer need AIS12
• Must Assess Early Literacy/Reading Readiness
• Must Assess Mathematics
… Using the District Procedure
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• Essential Elements of Reading
• Early Literacy Profile/Other Early Literacy Assessments
• ELA Resource Guide/Core Curriculum
• Final Report, NYS Reading Symposium, 2/98
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• All students retained in either Grade 4 or Grade 8 (Re-test on the current year’s State Assessments)
• All Grade 5 students who scored at Level 1 on the Elementary level ELA and/or Mathematics State Assessments in Grade 4
Who must be re-tested?
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- 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)
• Must be implemented by September 1, 2000
• All public school districts must develop AIS Description• Must be approved by Board of Education by July 1, 2000
• Must be reviewed and revised every two years
• In general, not required to submit to SED for approval• May be incorporated in Comprehensive District Education Plan (CDEP)
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• District Level Procedures to Determine Need for AIS • What Academic Services will be provided• What Support Services will be provided• When Services will be offered (regular day, extended day, summer school)• Criteria for entry/exit• Variations in services among schools/grade levels
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…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
• Resources18
…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
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•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
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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
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• 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
• 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
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• 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
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• 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
• 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”
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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.
- CR Part 80 -
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… Needs Determine Intensity of ServiceScheduling 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)
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Moderately Intensive
Include More• Scheduling Options• Days/Week• Time/Session• Individualization (Small
Group/One-on-One)• Student Support Services
• In-Class Models (Co-Teaching)
• Study Skills• CAI• Distance Learning• Progress Monitoring
Less Intensive
Most Intensive
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… 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
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All Levels• Double literacy blocks?• Computer assisted
instruction?• Distance learning?• Tutoring (One-on-One)?
...YES, If All General AIS Criteria Met
High School Level• “Stretch” courses?• Course repetition?
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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
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
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• Provided in Addition to LEP/ELL Services
• Must be Coordinated with any specific LEP/ELL needs
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•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 IEP35