1 ALL LEARNERS WILL MEET HIGHER STANDARDS 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

A cademic I ntervention S ervices CURRICULUM ALIGNED WITH STANDARDS SUCCESS FOR ALL STUDENTS ACADEMIC INTERVENTION EFFECTIVE USE OF TIME PROFESSIONAL DEVELOPMENT/ MENTORING EFFECTIVE INSTRUCTIONAL STRATEGIES HEALTH AND NUTRITION RESOURCE ALLOCATION DISAGGREGATION AND DATA ANALYSI S SAFE AND DRUG-FREE SCHOOLS 2

Quality First Teaching Multiple Measures Intensity of Services Links to Title I/PCEN and Other SED Programs Congruent Interventions Direct Services to Students 3

Grades K-12  English Language Arts  Mathematics Grades 4-12  Social Studies  Science 4

Additional Instruction Student Support Services 5

ADDITIONAL INSTRUCTION Extra time for focused instruction Staffing to increase student- teacher contact time STUDENT SUPPORT SERVICES Guidance Counseling Study skills Attendance improvement 6

Special Education Services Bilingual Education/ ESL Services 7

Who must receive AIS? State Assessments District Procedures 3 8

Students ( Grades ) Eligible if: Scoring below Designated Performance Level on Elementary or Intermediate State assessments in ELA - mathematics – science – social studies Students ( Grades ) Eligible if: Scoring below the approved passing grade on any Regents exam required for graduation in ELA - mathematics - science - social studies 9

The district procedure should also be used to determine eligibility in ANY grade if students: 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 10

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 11-A

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 AIS 12

Must Assess Early Literacy/Reading Readiness Must Assess Mathematics … Using the District Procedure 13

Essential Elements of Reading Early Literacy Profile/Other Early Literacy Assessments ELA Resource Guide/Core Curriculum Final Report, NYS Reading Symposium, 2/98 14

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? 15 - 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) 16

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 17

…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 Resources 18

…In Developing The District Description? - Product - l Clear, easy to follow procedures l Standard forms for parent notification, referral and record-keeping l Professional development links l Plan for evaluating student progress l Plan for Program Evaluation l Longitudinal data analysis 19

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 20

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 21

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 23

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 24

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” 26

l Teachers and professional staff delivering AIS must be certified in the area of assignment. l Teaching assistants must be certified and work under the supervision of a certified teacher and perform only duties specified in CR 80.33(b). l Teacher aides may only be assigned to assist teachers in non-teaching duties. - CR Part

… Needs Determine Intensity of Service Scheduling 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) 28

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 29

… 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 30

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? 31

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 33

Provided in Addition to LEP/ELL Services Must be Coordinated with any specific LEP/ELL needs 34

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 IEP 35