Meeting of the Board of Regents | September 2007

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

 

TO:
FROM:	Johanna Duncan-Poitier
SUBJECT:	Proposed Amendment to the Regulations of the Commissioner Relating to Program Requirements for Students in Prekindergarten and Kindergarten
DATE:	August 29, 2007
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

 

SUMMARY

 

Issue for Decision (Consent Agenda)

 

Should the Board of Regents adopt the proposed amendment of section 100.3 of the Regulations of the Commissioner, relating to program requirements for students in prekindergarten and kindergarten, to ensure consistency with other provisions in regulations?

 

Reason(s) for Consideration

 

Review of policy.

             

Proposed Handling

 

The proposed amendment was discussed at the June Regents meeting and will come before the Full Board in September for adoption.

 

Procedural History

 

In May 2007, the Board of Regents adopted as an emergency measure the proposed amendment of Subpart 151-1 of the Regulations of the Commissioner relating to universal prekindergarten in order to conform to Chapter 57 of the Laws of 2007.  The proposed amendment to section 100.3 is necessary to be consistent with the revisions to Subpart 151-1.

 

Background Information

 

The proposed amendment will revise section 100.3(a) to align the program requirements for prekindergarten and kindergarten programs operated by school districts and voluntarily registered nonpublic schools with those established in Subpart 151-1 for State-funded universal prekindergarten programs.  These amendments:

 

• require school districts to adopt and implement curricula that ensure strong instructional content aligned with the State learning standards and integrated with the instructional program in grades one through twelve;
• redefine the required components of early literacy and emergent reading instruction;
• identify the types of learning experiences that must be provided; and
• require procedures to ensure the active engagement of parents in the education of their children.

 

A Notice of Proposed Rule Making was published in the State Register on June 27, 2007.  An Assessment of Public Comment is attached.  Supporting materials for the proposed amendment are available upon request from the Secretary to the Board of Regents.

 

Recommendation

 

Staff recommend that the Regents take the following action:

 

VOTED:  That subdivision (a) of section 100.3 of the Regulations of the Commissioner be amended, as submitted, effective October 4, 2007.

 

Timetable for Implementation

 

Upon approval by the Board of Regents, the proposed amendment will become effective October 4, 2007.

 

 

Attachment

 

 

 

 

 

 

 

 

 

 

 

 

 

AMENDMENT OF THE REGULATIONS OF THE COMMISSIONER OF EDUCATION

              Pursuant to Education Law sections 101, 207, 208, 215, 305, 308 and 309

Subdivision (a) of section 100.3 of the Regulations of the Commissioner of Education is amended, effective October 4, 2007, as follows:

(a) Prekindergarten and kindergarten programs [in] operated by public schools and [in] voluntarily registered nonpublic schools.

(1) Each such school operating a prekindergarten [or] and/or kindergarten program shall adopt and implement curricula, aligned with the State learning standards, that ensures continuity with instruction in the early elementary grades and is integrated with the instructional program in grades one through twelve. [shall establish and provide an educational program based on and adapted to the ages, interests and needs of the children.  Learning activities in such programs shall include:

(i) development of communication skills and exposure to literature;

(ii) dramatic play, creative art and music activities;

(iii) participation in group projects, discussion and games;

(iv) science and mathematical experiences;

(v) large muscle activities in prekindergarten and instruction in physical education in kindergarten pursuant to section 135.4(c)(2)(i) of this Title; and

(vi) instruction in health education for students in kindergarten pursuant to section 135.3(b) of this Title.]

(2) Each such school operating a prekindergarten and/or kindergarten program shall [establish and] provide an early literacy and emergent reading program based on [and adapted to the needs, ages and interests of the students.] effective, evidence-based instructional practices.  [Elements] Essential components of [early literacy] this program[s]shall include[, but not be limited to:

(i) use of reading to obtain meaning from print;

(ii) frequent and intensive opportunities to read for learning and for pleasure;

(iii) activities that teach regular spelling-sound relationships;

(iv) learning about the nature of the alphabetic writing system; and

(v) understanding the structure of spoken words.]

(i) background knowledge;

(ii) phonological awareness;

(iii) expressive and receptive language;

(iv) vocabulary development;

(v) phonemic awareness;

(vi) fluency; and

(vii) comprehension.

[(3) Each such school operating a prekindergarten or kindergarten program shall develop procedures to actively involve each child's parents or guardians in such programs.]

���������������� (3)The instructional program for prekindergarten and kindergarten shall be based on the ages, interests, strengths and needs of the children.  Learning experiences in such programs shall include:                 (i) differentiated instruction to support the acquisition of new concepts and skills;                 (ii) materials and equipment which allow for active and quiet play in indoor and outdoor environments;                 (iii) instruction in the content areas of English language arts, mathematics, science, social studies and the arts, including dance, music, theatre and visual arts; that is designed to facilitate student attainment of the State learning standards and is aligned with the instructional program in the early elementary grades;                  (iv) opportunities for participation in inquiry-based activities and projects;                 (v) opportunities to use a wide variety of information in print and electronic mediums;                 (vi) fine and gross motor activities in prekindergarten, and instruction in physical education in kindergarten pursuant to section 135.4 (c)(2)(i) of this Title; and                  (vii) instruction on health and nutrition topics for students in prekindergarten and health education for students in kindergarten pursuant to section 135.3(b) of this Title.                 (4) Each school operating a prekindergarten and/or kindergarten program shall develop procedures to ensure the active engagement of parents and/or guardians in the education of their children.  Such procedures shall include support to children and their families for a successful transition into prekindergarten or kindergarten and into the early elementary grades.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PROPOSED AMENDMENT OF SECTION 100.3 OF THE REGULATIONS OF THE COMMISSIONER OF EDUCATION PURSUANT TO EDUCATION LAW SECTIONS 101, 207, 208, 215, 305, 308 and 309, RELATING TO PROGRAM REQUIREMENTS FOR STUDENTS IN PREKINDERGARTEN AND KINDERGARTEN

ASSESSMENT OF PUBLIC COMMENT

              Since publication of a Notice of Proposed Rule Making in the State Register on June 27, 2007, the State Education Department received the following comment on the proposed rule.

COMMENT:

              Currently, section 100.3(a)(3) requires schools operating prekindergarten and kindergarten programs to develop procedures "to actively involve each child's parents or guardians in such programs."  The proposed rule would replace this with a requirement in new section 100.3(a)(4) to develop procedures "to ensure the active engagement of parents and guardians in the education of their children."  The commenter requested clarification on whether the proposed change in phraseology is intended to change the focus of the regulations with regard to parental involvement.

DEPARTMENT RESPONSE:

              The intent of the proposed new language, as well as the existing language, is to reinforce the importance of parents playing an active role in the education of their children.  The terms parent involvement and parent engagement are used interchangeably in much of the literature on this subject.  The revised Board of Regents policy on parent and family partnerships defines partnership as active engagement between parents and families and the education community supporting student achievement.  The proposed language in section 100.3(a)(4) is consistent with the Regents policy and no change to the proposed rule is required.