Meeting of the Board of Regents | September 2003

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

TO:

The Honorable the Members of the Board of Regents

FROM:

James A. Kadamus

COMMITTEE:

TITLE OF ITEM:

Implementation of the Regents Policy Statement on Middle-Level Education

DATE OF SUBMISSION:

July 30, 2003

PROPOSED HANDLING:

Discussion

RATIONALE FOR ITEM:

Implementation of Regents Policy

STRATEGIC GOAL:

Goals 1, 2, and 3

AUTHORIZATION(S):

Conceptual

Area

Commissioner�s Regulations

Regents

Policy

Survey Results

Quantitative Summary

Focus Questions

Grade Span

Regulations are organized as pre-k through grade 6 (section 100.3), grades 7 and 8 (section 100.4), and grades 9-12 (section 100.5).

Regulations dealing with teacher certification have a new certificate for Middle Childhood Education, grades 5-9.

NOTE: The State�s 28 Learning Standards are organized:

• Elementary (pre-K � grade 4);
• Intermediate (grades 5�8);

• Commencement (grades 9-12).

The middle grades are defined as grades five through eight.

Asked to identify "middle-level grades," 28% noted grade 5, 82% chose grade 6, 89% selected grade 7, 87% picked grade 8, and only 5% identified grade 9.

NOTE: Attachment C provides the most recent information on the grade configuration of New York State schools with middle-level grades.

How should Commissioner�s Regulations be changed to align more closely with the Regents Policy Statement?

Which grades should be included in any middle-level course requirements?

Course of Study (Curriculum)

Regarding special education and LEP students

Regarding achievement of non-assessed standards

For grades pre-k through grade 6, regulations specify curricular areas that must be addressed; for grades 7 and 8, regulations specify discrete required courses.

No specified course requirements for the middle grades; focus is on results � deep conceptual understanding, more complex problem solving and application in all of the State�s 28 learning standards.

32% of survey respondents agreed and 48% disagreed that schools had enough flexibility to organize and deliver an educational program based on all 28 learning standards (See Chart I in Attachment B for more particulars.)

30% of survey respondents agreed and 51% disagreed that schools are effectively delivering the required program and services to students with disabilities. (See Chart II-A in Attachment B for more particulars.)

26% of survey respondents agreed and 29% disagreed that schools are effectively delivering the required program and services to students with limited English proficiency. 45% did not know or did not answer. (See Chart II-C in Attachment B for more particulars.)

50% of survey respondents agreed and 21% disagreed that schools are achieving the learning standards in areas not measured by State assessments. (See Chart VI in Attachment B for more particulars.)

Should there be a prescribed course of study for the middle grades?

What level of flexibility in the course of study should be provided for all students as well as students with special needs and limited English proficiency?

Time Requirements

(Units of Study)

The regulations have no time requirements for grades pre-k through grade 6 (except for health and physical education); They do prescribe specific time requirements (i.e., units of study) for grades 7 and 8.

NOTE: The State�s 28 Learning Standards are organized:

• Elementary (pre-K � grade 4);
• Intermediate (grades 5�8);
• Commencement (grades 9-12).

No specified time requirements for the middle grades. The focus is on results and student learning.

32% of survey respondents agreed and 48% disagreed that schools had enough flexibility to organize and deliver an educational program based on all 28 learning standards (See Chart I in Attachment B for

more particulars.)

Parents were asked about the amount of time their children were receiving instruction in 12 curricular areas: 47% felt their child was receiving "not enough" instructional time overall and 3% felt their child was receiving "too much" instructional time overall.

60% said there was "not enough" time being spent in science and in library and information skills; 57% indicated the instructional time allotted to English was "just right."

Should the regulations related to the middle grades be prescriptive and specify seat time requirements (similar to grades 7 and 8 now) or should the regulations be written to allow for flexibility in how the curriculum is structured to ensure students attain all of the State�s 28 Learning Standards?

Instructional and Learning Resources

Regulations do not explicitly address the availability and provision of instructional and learning resources.

Educational program has up-to-date learning aids (e.g., textbooks, current adolescent literature, laboratory equipment, etc.), instructional materials, and instructional technology.

Commentary provided by those responding to the draft Regents Policy Statement highlighted the importance of teachers and students having access to up-to-date instructional and learning resources.

Should the regulations address the availability and use of up-to-date instructional and learning resources?

Community Service

And

Career Exploration

Regulations require districts to provide information on the number of students who have developed career plans (information reported on School Report Cards).

Encourage students to pursue personal interests, engage in school and community activities (sports, clubs, etc.), explore potential futures and careers; engage in leadership and community service projects.

73% of survey respondents agreed and 9% disagreed that career exploration should be in the middle-level program. (See Chart IV in Attachment B for more particulars.)

Should community service and career exploration be specifically referenced in the regulations related to the middle grades?

Accountability

Regulations require intermediate-level (Grade 8) State assessments in English language arts, mathematics, social studies, and science with technology education optional.

NCLB requires that ELA and mathematics achievement be assessed annually in grades 5, 6, 7, and 8.

Educators accept responsibility for each student�s learning and personal development.

69% of Parent Focus Group respondents agreed that they and their children�s teachers shared the same goals for their children.

Should school districts be required to assess and report student achievement results using locally developed instruments for those areas of the middle grades course of study not assessed as per current State or federal accountability requirements?

Acceleration

Regulations require that qualified public school students in grade 8 have the opportunity to take high school courses in mathematics and in a least one other high school subject.

Schools must provide educational experiences to fulfill the potential of all students but policy statement is silent on acceleration. Teachers use flexible grouping strategies based upon pupil needs, ways of learning, and personal interest.

56% of survey respondents agreed and 23% disagreed that students in the middle grades currently have appropriate opportunities to take high school level courses and receive credit toward graduation. (See Chart III in Attachment B for more particulars.)

Should there be any change in the current requirements for school districts to offer opportunities for acceleration to students in the middle grades so they can take high school level courses and receive credit toward a high school diploma?

Academic Intervention Services (AIS)

Regulations require students to receive Academic Intervention Services (AIS) if they are at risk of not meeting the State�s learning standards. In grades 7 and 8, students receiving AIS may have the mandated unit of study requirements for one or more subjects reduced in order to schedule the intervention.

Educators routinely use student data to make curricular and instructional adjustments and to enhance personal development to improve academic performance.

Students at risk of not meeting the standards must receive targeted and timely Academic Intervention Services.

46% of survey respondents agreed and 35% disagreed that schools currently deliver required educational program and services effectively to students requiring AIS. (See Chart II-B in Attachment B for more particulars.)

44% of Parent Focus Group respondents agreed that their children have sufficient access to services provided by the school and district to help them with learning and personal development.

NOTE: The lack of alignment is not between regulations and policy but between regulations and policy on the one hand and delivery and implementation on the other hand. Hence, the Focus Questions deal not with changes in regulation but with implementation:

What strategies should districts and schools use proactively to ensure students achieve the learning standards?

What strategies should districts and schools use to support students who fail to meet the learning standards?

Assignment of Staff

Current regulations allow districts to receive permission to assign grades 7-12 certified staff to teach in their area of certification in grades 5 and 6 of a middle-level school and Pre-k-6 certified common branch teachers to teach a core academic subject in grades 7 and 8 of a middle-level school (regulation scheduled to sunset February 2004).

"Incidental teaching" provisions allow certified staff to teach one class (20% of their instructional time) outside their area of certification.

Every young adolescent requires skilled and caring teachers who have a thorough understanding of their subject(s) and the students they teach. Young adolescents need highly qualified,

knowledgeable, caring teachers, administrators, and other school staff (e.g., counseling and guidance staff) if they are to succeed.

32% of survey respondents agreed and 44% disagreed that schools currently have sufficient flexibility in assigning teachers to teach specific classes. (See Chart V in Attachment B for more particulars.)

Should districts have flexibility in assigning certified teachers to teach specific classes in the middle grades and, if so, under what conditions?

Should current Commissioner�s Regulations related to assignment of middle level teachers be extended?

Professional Learning

Effective February 2004, regulations will require 175 hours of professional development for all professional certificate holders in a five-year cycle.

Schools with middle-level grades need to be professional learning communities; at the core of professional learning should be specific subject area expertise and a knowledge and understanding of :

• the 28 learning standards,
• effective instructional practices,
• the use of data,
• the needs and characteristics of young adolescents, and
• the seven essential elements of middle-level education.

39% of survey respondents agreed and 31% disagreed that districts currently make the best use of mandated training for middle-level professional staff. (See Chart VII in Attachment B for more particulars.)

NOTE: The lack of alignment is not between regulations and policy but between regulations and policy on the one hand and practice on the other. Hence, the Focus Questions deal not with possible regulatory change but with implementation:

What State guidance would assist districts in making the best use of the 175 hours of mandated professional learning required for newly hired middle-level teachers?

What State guidance would assist districts in making the best use of the 175 hours of mandated professional learning required for experienced teachers with Middle Childhood 5-9 �Specialist� and �Generalist� certificates?

Planning Opportunities

Regulations do not explicitly address the availability and provision of regular opportunities for teachers to interact and collaborate.

Teachers need regular opportunities to interact and collaborate to ensure that instruction is consistent and inter-related across and within the subject areas.

Commentary provided by those responding to the draft Regents Policy Statement highlighted the importance of teachers having regular opportunities to meet, plan, and collaborate.

Should the opportunity for teachers to meet, plan, and collaborate on a regular basis be addressed in regulation?

Teacher Certification

Regulations authorize certification for a variety of grade spans that include two or more of the middle grades (e.g., 1-6, 5-9, 7-12, etc), and allow extensions that include two of the middle grades (i.e., 5-6 or 7-9).

Middle Childhood Education (grades 5-9) certification programs (certification regulations take effect February 2004) require study in early adolescent development and the application of diverse instructional strategies in middle childhood education, including interdisciplinary teaching and teaming of students and staff to maximize student learning.

Every young adolescent requires skilled and caring teachers who have a thorough understanding of their subject(s) and of the students they teach; at the core of professional learning should be specific subject area expertise and a knowledge and understanding of:

• the 28 learning standards,
• effective instructional practices,
• the use of data,
• the needs and characteristics of young adolescents, and
• the seven essential elements of middle-level education.

27% of survey respondents agreed and 53% disagreed that middle-level teachers new to the profession are well prepared to teach young adolescents. (See Chart VIII in Attachment B for more particulars.)

Should newly-certified teachers in the middle grades, regardless of their certification, have academic preparation or other preservice experiences specific to the middle level?

Administrator Certification

Current and proposed regulations are not specific to the middle grades.

Young adolescents need highly qualified, well-trained, knowledgeable, caring administrators.

42% of survey respondents agreed and 32% disagreed that administrators are well prepared to lead and support schools with middle-level grades. (See Chart IX in Attachment B for more particulars.)

Should newly-certified administrators in the middle grades have academic preparation or other pre-certification experiences specific to the middle level?

Shared, Collective Responsibility

Regulations require participation of parents and teachers in school-based planning and shared decision-making.

Promote school and community partnerships and involve parents, families, and other members of the community in school activities and initiatives that benefit students.

Provide students with opportunities to assume significant and meaningful leadership roles in the school.

56% of survey respondents agreed and 22% disagreed that schools currently provide appropriate opportunities for parent involvement. (See Chart X in Attachment B for more particulars.)

61% of Parent Focus Group participants agreed that their child�s school views parents as important partners.

Should school/community partnerships be specifically referenced in the regulations related to the middle grades?

What guidance would assist districts and schools in establishing structures in schools with middle-level grades that engage all relevant stakeholders, including youth?

Collaboration with Agencies and Community Providers

Regulations do not explicitly address collaboration with groups and organizations external to the school.

Promote school and community partnerships; provide opportunities for students to engage in leadership and community service projects; connect youngsters to adults and to other students in the school and community.

39% of Parent Focus Group participants agreed that schools partner effectively with agencies and organizationsto help their child with learning and personal development.

36% of survey respondents agreed and 37% disagreed that schools currently partner effectively with outside agencies and organizations to address barriers to learning and personal development. (See Chart XII in Attachment B for more particulars.)

Should collaboration with agencies and community providers be specifically referenced in the regulations related to the middle grades?

What guidance would assist districts in establishing academic intervention and youth and family support services in schools with middle-level grades that address academic issues and other barriers to learning and promote personal health and development?

Collaboration with Institutions of Higher Education

Regulations do not explicitly address collaboration with institutions of higher education.

Promote partnerships between higher education teacher preparation programs and schools and school districts.

21% of survey respondents agreed and 57% disagreed that schools currently partner effectively with higher education institutions for academic and support services. (See Chart XIII in Attachment B for more particulars.)

Should collaboration with institutions of higher education be specifically referenced in the regulations related to the middle grades?

What guidance would assist districts in collaborating effectively with institutions of higher education for academic and other enrichment and support services for schools with middle-level grades?

Guidance, Discipline, and Positive Youth Development

Regulations emphasize rights and responsibilities of students that focus on behavior, enabling students to develop post-secondary plans, and helping students who exhibit problems.

Foster in all young people physical and mental health, confidence, character, and leadership skills.

Develop students� social, interpersonal, and life skills.

Develop personal responsibility and self direction.

61% of survey respondents agreed and 18% disagreed that schools currently provide appropriate opportunities for student participation and leadership. (See Chart XI in Attachment B for more particulars.)

61% of Parent Focus Group participants agreed that their child currently has opportunities for participation and leadership in school.

Should opportunities for student participation and leadership be specifically referenced in the regulations related to the middle grades?

What guidance would assist districts and schools in developing interdisciplinary and extracurricular youth development opportunities?

Grade Span

81-82

91-92

99-00

00-01

01-02

02-03

21-Year Change

K/1-5

452

789

1,040

1,124

1,147

1172

+720 (+159.3%)

K/1-6

1,468

981

659

599

570

547

-921 (-62.7%)

K/1-8

71

60

97

108

106

106

+35 (+49.3%)

5-8

50

87

101

102

99

98

+48 (+96.0%)

6-8

162

292

397

436

463

473

+311 (+192.0%)

6-9

34

30

15

14

13

11

-23 (-67.6%)

6-12

16

30

43

48

45

48

+32 (+200.0%)

7-8

120

93

71

76

75

73

-47 (-39.2%)

7-9

211

78

39

29

25

23

-188 (-89.1%)

7-12

227

224

171

168

156

146

-81 (-35.7%)

9-12

398

470

556

575

595

604

+206 (+51.8%)

10-12

109

36

24

23

21

16

-93 (-85.3%)