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The Regents The Regents ReformReform AgendaAgenda

Implications for Implications for Students with Students with

DisabilitiesDisabilities

Dr. Rebecca CortAssociate Commissioner for

Special Education

Office of P-12 Education

June 2011

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College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

The Regents Reform Agenda Investing in human capital, supporting with critical tools

Adopting internationally-benchmarked internationally-benchmarked standards and assessmentsstandards and assessments that prepare students for success in college and the workplace

Building instructional data systemsinstructional 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 principalseffective teachers and principals

Turning around the lowest-achieving schoolsTurning around the lowest-achieving schools

Diploma Considerations

How do we ensure that students complete high school and are

prepared for success in college and the workplace?

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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

Increase FlexibilityIncrease Flexibility

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Policy Directions for ConsiderationPolicy Directions for ConsiderationAllow 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 ConsiderationPolicy Directions for ConsiderationEarn 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 ConsiderationPolicy Directions for ConsiderationIncrease Flexibility for CTE Programs

• 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

Increase the maximum number of credits that students can earn through integrated CTE programs and specialized CTE courses

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Policy Directions for ConsiderationPolicy Directions for ConsiderationExpand 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 2013-14 (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 ConsiderationPolicy Directions for ConsiderationRethink 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 ConsiderationPolicy Directions for ConsiderationContinue 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 Teacher and Principal Principal

EvaluationEvaluation

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• 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.

The Regents Reform AgendaThe Regents Reform AgendaStrategic GoalsStrategic Goals

What else is happening?

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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/

Mandate Relief

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Previous Special Education Mandate Relief Proposals

Space Plan provisionsStatute of LimitationsJuly-August Parental ConsentParentally Placed revisions

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New Special Education Mandate Relief Proposals

CSE/CPSE Membership Individual EvaluationsSelection of Preschool EvaluatorsAppointment to State-Supported

Schools

Public hearings to be scheduled in June.

Proposed Alternate Exiting Certificate

For Students with Disabilities Eligible for

New York State Alternate Assessment (NYSAA)

June 2011

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Background

Concerns regarding individualized education program (IEP) diploma

CTE Future Directions InitiativeDevelop 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 standardsParticipation 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 SkillsBasic SkillsThinking SkillsPersonal QualitiesInterpersonal SkillsTechnologyManaging InformationManaging ResourcesSystems

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Focus of Proposed Documentation

Academic achievements including specific skills and strengths

Career strengths and interestsParticipation in work-based learning

experiencesOther achievements/awardsStudent’s educational and work

readiness experiences and skills including:Levels of independenceSupports needed

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Next Steps

Recommendations to Board – JuneIf accepted by the Board of Regents:

Public Comment on Draft ProposalPropose Regulations/Obtain

Additional Comment Training - Spring 2012Implementation - 2013-14 School YearEvolve 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