AIS Flexibility Approved During Regents Meeting

The Board of Regents met in Albany on September 16 and 17. Noteworthy actions and discussions of the board follow:

Academic Intervention Services

The board approved emergency action to amend regulations §100.2(ee), to provide school districts flexibility for the provision of Academic Intervention Services.  For ELA and Math in grades 3 through 8, the following scale scores are applicable:

For ELA: Grade 3, 299; Grade 4, 296; Grade 5, 297; Grade 6, 297; Grade 7, 301; Grade 8, 302
For Math: Grade 3, 293; Grade 4, 284; Grade 5, 289; Grade 6, 289; Grade 7, 290; Grade 8, 293

School districts will be required to establish a policy to determine what services, if any, to provide in 2013-14 to students who are above the transitional cut scores but below proficiency on the 2013 assessments. By November 1, 2013, each school district must post to its website or distribute to parents in writing a description of its uniform AIS process. The Regents’ action in regard to AIS is applicable to the 2013-14 school year only. The board will determine whether revisions are needed subsequently.

Transition from the GED® to Test Assessing Secondary Completion

Deputy Commissioner Kevin Smith provided updated information regarding the SED’s transition from the current GED® tests to the Tests Assessing Secondary Completion, effective in January 2014. He pointed out that the new tests are currently under development by CTB/McGraw Hill. The tests will be administered in a paper-pencil format until testing sites develop technical capacity, and test content will become common core aligned over a term of three years. Smith also indicated that SED is looking into whether scores on the current GED® can be cross-walked to the TASC and remain applicable for a period of time (e.g., two years).

Regents Research Paper a Diploma Requirement

A discussion item was presented for the establishment of a new section of regulations, §100.5(a)(9),  to require students first entering grade 9 in September 2014 and thereafter to complete a Regents Research Paper as a graduation requirement, not as a prerequisite to take a Regents examination.  The school principal would be responsible to certify and maintain records on which students completed the new requirement. Deputy Commissioner Kenneth Slentz pointed out that although the research paper requirement is directly linked to the Common Core Learning Standards for English Language Arts and Literacy, the paper could be completed for other subjects such as science and social studies, with appropriate sign-off by such teachers. This item will now be published in the State Register for public comment and will be brought back to the Regents for action in November.

Career and Technical Education

The Board of Regents directed department leadership to develop regulations to provide additional career and technical education options for students to graduate college and career ready. It is expected that the proposed regulations will address integrated academic credit as a means to promote student engagement and CTE course-taking.

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Growth Reporting System for Teachers and Principals

The attached SED field memorandum from Assistant Commissioner Ira Schwartz includes information about the availability of the secure on-line Growth Reporting System (GRS) for teachers and principals to view their state-provided growth results. Through the GRS, authorized teachers, principals, and district personnel will be able to access growth scores for 2011-12 and for 2012-13. The system also includes information by grade, subject, and student group that is intended to support instructional improvement and help principals identify school-wide needs.

Click here to download the memorandum

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Regional Senate Hearings & APPR Appeals

Senate Hearings

The Senate Standing Committee on Education,  will conduct four (4) regional public hearings regarding The Regents Reform Agenda: “Assessing” Our Progress. The hearings are intended to provide the opportunity to review the impact and effectiveness of recent state education reforms and to dialog about the future of state education policy. Issues of interest to the senators include the implementation of common core state standards, state and local assessments, and the protection of student privacy.  
 
School administrators, members of the greater educational community, and members of the public are welcome to attend the hearings, but oral testimony shall be by invitation only. (I am informed that each site can accommodate approximately 150 people, and entry will be done on a first come-first served basis.) SAANYS will present testimony at the second hearing, to be held in Syracuse on October 1. SAANYS members from the Syracuse area who are available and plan to attend this hearing should contact Jim Viola. If possible, I would like to have some of you seated with me when our testimony is delivered.
 
The schedule for the four hearings follows:
 
September 17 – Suffolk Community College – 10:00 to 2:00
Grant Campus, Health, Sports and Education Center, 1001 Crooked Hill Road, Brentwood, NY
                                                        
October 1 – Syracuse City Hall – 11:00 to 3:00
Common Council Chambers, 3rd Floor, 233 East Washington Street, Syracuse, NY
 
October 16, Buffalo City Hall, 10:00 to 2:00
Common Council Chambers, 13th Floor, 65 Niagara Square, Buffalo, NY
 
October 29, Senate Hearing Room, 10:00 to 2:00
250 Broadway, 19th Floor, New York, NY
 

APPR

Completed APPRs were to be issued to principals and teachers by September 3. While SED has indicated that the proportions of ratings across the HEDI categories is approximately the same for 2012-13 as in 2011-12, that statistic is statewide. The proportions across the HEDI categories on a school district or school basis, however, is sometimes substantially different this year compared to last year.

I am taking this opportunity to remind you to be mindful of the APPR Appeals procedures and timelines included in your respective collective bargaining agreements. I am not saying this as an encouragement to initiate such an appeal, but I do not want you to unintentionally lose the opportunity to appeal due to a detail or timeline (e.g., calendar days v. school days). Also, please share your experiences with me. How many teachers were you the lead evaluator for? How many teachers have initiated appeals? How does this impact your time as an education leader? How many principals are initiating appeals?
 
We hope you will find this information helpful. We will continue to keep you updated.

All the best,
Jim Viola

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Academic Intervention Services (AIS) Requirements for 2013-14

The attached information was brought to SAANYS’ attention by Bernard McDermott, from the Chenango Forks Central School District. The document, released by Deputy Commissioner Ken Slentz, indicates the main provisions of an action item the department plans to present to the Board of Regents at their September 16-17 meeting to provide flexibility for the provision of academic intervention services (AIS). The item, if approved, will set scale scores (by grade level, for ELA and math) below which districts must provide AIS; and above which AIS is not required, even if the student has not performed proficiently (level 3). The proposed regulatory revision will also require that by November 1, 2013, each district either post to its website or distribute to parents in writing a description of its uniform process for the provision of AIS during 2013-14.Please note, however, that the Regents item will not change requirements to provide services under the Title 1 program.

CLICK HERE for a copy of the AIS field memo.

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