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:	EMSC-VESID
TITLE OF ITEM:	Public Reaction to Alternative Approaches to Implementation of the Regents Policy Statement on Middle-Level Education
DATE OF SUBMISSION:	January 7, 2004
PROPOSED HANDLING:	Information
RATIONALE FOR ITEM:	Implementation of Regents policy
STRATEGIC GOAL:	Goals 1, 2, and 3
AUTHORIZATION(S):

 

 

SUMMARY:

 

In July 2003, the Board of Regents adopted a new Regents Policy Statement on Middle-Level Education.  Attention has since turned to an examination of alternative approaches for implementing the policy statement and a review of 20 key conceptual areas that have regulatory implications.  To better inform their discussions of the regulations related to the middle grades, the Regents instructed the Department to gather public reaction concerning three discrete approaches for implementing each of the 20 conceptual areas:  prescriptive, flexible, and minimal/local discretion.

 

During fall 2003, the Department conducted an extensive public engagement effort to solicit comment and reaction to the 20 conceptual areas and the alternative approaches for implementation of the Regents Policy Statement.  The data and information gathered during the public engagement process are intended to inform the review and revision of Commissioner’s Regulations related to the middle grades.

 

The public engagement effort involved over 10,000 people, representing not only the educational community but also many others interested in the education of young adolescents.  Respondents commented and reacted to 20 key conceptual areas organized into six general categories:

 

1.      Grade Configuration (Grade Span)

2.      Implementation of the State’s 28 Learning Standards and Assessments (Course of Study, Time Requirements, Career Exploration, Acceleration)

3.      Providing Staff with Teaching Supports (Professional Learning, Resources, Planning Opportunities)

4.      Providing Students with Learning Supports (Academic Intervention Services, Assignment of Staff, Teacher Certification, Administrator Certification, Guidance, Discipline, Transitions, Youth Development)

5.      Ensuring Outreach to, and Partnering with, the Larger Community (Shared Responsibility, Community Collaboration, Collaboration with Institutions of Higher Education)

6.      Flexibility (Performance-Based Regulations)

 

The attached report describes the engagement process and the public’s feelings related to the alternative approaches for implementing the Regents Policy Statement and the 20 key conceptual areas.  It includes a description of the public engagement process, a discussion of who participated, and a representative summary of the public comments and reactions organized according to  the six general categories.

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Attachment

 

 

 

 

Supporting Young Adolescents:

Implementing the Regents Policy Statement on Middle-Level Education

 

 

Introduction:

 

The Board of Regents and the State Education Department are involved in an ongoing, comprehensive, and systematic effort to strengthen education in the middle grades.  This initiative has three distinct phases:

 

·        Phase One: Reviewing and discussing the literature and research on middle-level education to develop an information base for making informed decisions, engaging the educational community and others interested in the education of young adolescents in a broadly-based discussion of middle-level education, and revising the 1989 Regents Policy Statement on Middle-Level Education and Schools with Middle-Level Grades to reflect current research, best practice, and public input;

 

·        Phase Two:  Reviewing Commissioner’s Regulations related to the middle grades; engaging the educational community and others interested in the education of young adolescents in a discussion of Commissioner’s Regulations related to the middle grades; and, finally, aligning Commissioner’s Regulations as closely as possible with the newly adopted Regents Policy Statement on Middle-Level Education; and

 

·        Phase Three: Developing guidance and support materials and resources (e.g., Essential Elements of Standards-Focused Middle-Level Schools and Programs with self-assessment rubrics, Statewide Network of Middle-Level Education Support Schools, promising practices, etc.) that will assist school districts and schools with middle-level grades in implementing not only the new Regents Policy Statement on Middle-Level Education but also Commissioner’s Regulations related to the middle grades.

 

Phase One concluded in July 2003 with the final approval of a new Regents Policy Statement on Middle-Level Education.  Phase Two began immediately thereafter with the Education Department, at the direction of the Regents, organizing and conducting in Fall 2003 an extensive statewide public engagement effort to solicit comment and reaction to alternative approaches to the implementation of the newly adopted Regents Policy Statement on Middle-Level Education and to 20 key conceptual areas (organized into six discrete categories) that have significant regulatory implications:

 

Category 1:    Grade Configuration with one critical area: Grade Span.

Category 2:    Implementation of the State’s 28 Learning Standards and Assessments with four critical areas: Course of Study, Time Requirements, Career Exploration, and Acceleration.

Category 3:    Providing Staff with Teaching Supports with three critical areas: Professional Learning, Resources, and Planning Opportunities.

Category 4:    Providing Students with Learning Supports with eight critical areas: Academic Intervention Services, Assignment of Staff, Teacher Certification, Administrator Certification, Guidance, Discipline, Transitions, and Youth Development.

Category 5:    Ensuring Outreach to, and Partnering with, the Larger Community with three critical areas: Shared Responsibility, Community Collaboration, and Collaboration with Institutions of Higher Education.

Category 6:    Flexibility with one critical area: Performance-Based Regulations.

 

The remainder of this report explains the particulars of the public engagement process (including who participated) and provides a representative summary of the comments and reactions organized around the six general categories.

 

The Public Engagement Process:

 

The State Education Department pursued an extensive and inclusive effort for soliciting comment and reaction to the 20 critical conceptual areas and the alternative approaches for implementation of the approved Regents Policy Statement on Middle-Level Education. The Department engaged over 10,000 people in this review effort using a variety of approaches:

 

·        Forty-one virtual or face-face forums occurred around the State, organized by 22 of the BOCES, three Large City School Districts, six individual school districts, and 10 professional organizations or groups.  Over 2,300 people, representing various constituency groups (approximately 80 students, 250 parents, 450 administrators, 1,500 teachers, and 85 community or organizational representatives), responded to the survey. Thirteen organizations, including 10 BOCES, the Large City School Districts and the statewide PTA submitted their participants’ written comments with the survey.

 

·        Department staff met with the New York City Department of Education, discussed the State’s middle-level initiative, and invited them to react to the proposed regulatory alternatives.   The New York City Forum to Accelerate Middle Grades Reform gathered and submitted comment and reaction from middle-level educators in New York City.

 

·        The New York State Congress of Parents and Teachers Association and the United Parents Association of New York both convened parent discussion groups and submitted comments and reactions.

 

·        Student focus groups, involving more than 2,400 students representative of urban, rural, and suburban schools (Big 5 City School Districts: 1,304; rest-of-state: 1,135), met, discussed the issues, and completed a specially developed student survey.

 

·        Department staff attended several fall meetings and conferences (e.g., the New York State Middle School Association’s annual conference, the annual conference of the Long Island Association for Supervision and Curriculum Development, the annual conference of the New York State Congress of Parents and Teachers, the fall meeting of the Mid-Hudson Middle-Level Support Network, the fall meeting of the Statewide Network of Middle-Level Education Liaisons, the annual meeting of the State University of New York at Oswego/New York State Technology Educators Association, the fall meeting of the New York State School Boards Association, the New York State Association of Teacher Educators/New York State Association of Colleges of Teacher Education fall meeting, the annual conference of the New York State Association of Youth Bureaus, etc.) and solicited comments and reactions from the participants.

 

·        The New York State Council of Educational Associations, representing approximately 50 professional organizations, during one of its regularly scheduled meetings, engaged not only organizations whose constituency consists of teachers from the disciplines where there are no intermediate assessments, but also organizations whose constituency consists of teachers from disciplines where there are intermediate State assessments in a discussion of the alternative approaches to the implementation of the Regents Policy Statement.

 

·        The Department scheduled two structured statewide public hearings (one in Albany on November 12, 2003, and another in New York City on December 16, 2003).  The Albany hearing, with 36 presentations, was oversubscribed.  The New York City hearing attracted 18 presenters.

 

·        In addition, for those who were interested but not able to participate in one of the scheduled public engagement sessions or who wished to provide a personal response, the Department offered an on-line survey where individuals could record their comments and reactions about the alternative approaches for implementing the Regents Policy Statement on Middle-Level Education.  Over 4,300 people took advantage of this opportunity.

 

·        Students were also afforded an additional opportunity to complete an on-line student survey that mirrored the form used in the student focus group discussions. Over 1,500 students logged on and completed the instrument.

 

·        An additional 114 people used a designated e-mail box established to allow individuals to communicate with the Department concerning the alternative approaches to the implementation of the Regents Policy Statement.

 

·         Finally, elected government officials, members of the Board of Regents, and staff from the State Education Department received hundreds of unsolicited letters and other communications from people interested in the education of young adolescents.

 

Public Comments and Reactions:

 

In addition to general observations, a epresentative sample of comments and reactions generated by the public engagement effort is organized according to the six general categories that encompass the 20 critical conceptual areas.

 

General Observations: 

 

The examination of the public engagement results offers several general, non-interpretative, facts:

 

1.      The people who participated in the public engagement activity want the Board of Regents and the State Education Department to provide direction and to take a leadership role relative to middle-level education.  However, the type of leadership desired (providing prescription or flexibility or guidance) varies across categories, conceptual areas, and respondent groups.  

2.      Students, parents, and teachers generally seek more prescription and less local discretion.

3.      School administrators and policy makers generally are more interested in flexibility and local discretion and less in prescription.

4.      Those who participated in the regional forums were less inclined to want prescription, while those who completed the on-line survey were more inclined to advocate for prescription.

 

Category 1:  Grade Configuration with one critical area: Grade Span.

 

Regents Policy Statement language:  “…[T]he middle-level grades, grades 5 through 8, are a vital link in the education of youth.” 

 

Public Engagement Data:  Over half of the forum respondents in every category supported aligning curriculum and instruction for grades 5, 6, 7 and 8. In their comments, respondents made it clear that the Regents should use the 5 though 8 grade span as an organizer for curriculum and for regulations related to the middle grades but not prescribe it as the organizer for actual building configuration.  (This decision should be left up to local authorities and local circumstances.)

 

Representative Comments:

·        The most effective middle -level program will be reached through a four-year, grade 5 through 8 aligned curriculum.” (New York State Council of School Superintendents)

·        "I believe middle grades should include only 6, 7, and 8 grade, and possibly only 7 and 8."  (Parent)

·        “Ensures content expertise within middle schools.” (Forum)

·        “Insures alignment to standards while allowing flexibility in determining grades (levels).” (Forum)

·        “Not all districts are configured the same way that middle schools need to be defined.” (Forum)

·        “Middle-level education should include grades 5-8.” (Public Hearing, New York City)

·         “I find the maturity of the students in grade 6 and 7 not being adequate to the demands of the institution which wants them to be moving quickly from one class to the other. They still need a more personal, one-to-one approach with a single teacher.” (Parent Online E-mailbox)

·        “Middle school should just be grades 7 and 8.”  (Student)

·        “I strongly believe that middle schools need to be four-year schools, three years at the minimum.” (Online Survey)

 

Category 2:  Implementation of the State’s 28 Learning Standards and Assessments with four critical areas:  Course of Study, Time Requirements, Career Exploration, and Acceleration.

 

Regents Policy Statement language: “Every young adolescent needs a challenging, standards-based course of study that is comprehensive, integrated, and relevant….fully aligned with the State’s 28 learning standards…. Literacy and numeracy are key…. Teachers use….interdisciplinary approaches to help students integrate their studies….“[H]elp students….fulfill their potential.” 

 

Public Engagement Data: In public hearing testimony and in survey comments, the public wants to see all 28 Learning Standards taught to students in the middle grades.  Overwhelmingly, Forum participants seek flexibility to ensure each student receives instruction in each of the seven learning standards subject areas across the middle grades. They offer suggestions for increased creativity in middle grade curriculum offerings and opportunity to explore careers and accelerate course- work. Teachers and parents express some preference for specific time requirements for each of the subject areas. Testimony from public hearings and written comments accompanying survey responses indicate a desire among teacher organizations for grade-by-grade curricula in all subjects.

 

Representative Comments:

 

Course of Study:

 

·        “Look back on your life for a moment.  Think of the courses that have had an impact on your success.  You are not a Regent today solely because of four core courses, but of the full integrated, world class, educational system that New York has provided.” (Student)

·        “Students need to meet the standards in ALL subject areas.  One is not more important than the other.” (Online Survey)

·        “I think the Standards should have the core curriculum broken down by grade levels.” (Online Survey)

·        Very often students who are having difficulty in school and are receiving AIS need the full amount of time in their other subject areas in order to be successful.  Additionally, exploratory arts programs frequently ‘hook,’ or motivate, those students to do well in school.  In an effort to assist students to attain higher success, we often provide more of the same instruction that they are already failing at.  Instead, we should develop programs that identify and promote each child’s unique skills and abilities.” (Online Survey)

·        “Art, home and careers, technology, and music offer students a number of opportunities to apply what they are learning in school to situations while there and to real life.” (Parent Letter)

·        “In New York City, the squeeze for time is on classes outside the core.” (United Federation of Teachers)

·         “[Establish] a recommended, but not mandated, Pre-K through grade 12 curriculum aligned with the 28 learning standards that is supplemented by a grade-by-grade syllabus in each subject area. Each syllabus should include the expected learning outcomes, including the goals, objectives, concepts, skills and understanding in a given subject. “ (New York State United Teachers)

·        “Visual arts, music, technology education, health, physical education, and home and career skills are important to the middle-level student as they foster creativity and open up new ways of learning. “ (New York State United Teachers)

·        “For some students the exploratory subjects are the reason they attend school and perform in other classes.... It is in these exploratory, non-assessed classes that positive youth development is taught, stressed and reinforced.” (New York State Middle School Association)

·        “Advocate for social and emotional literacy…. [and] multi-disciplinary curriculum for the middle school.” (Nassau County Administrators)

·        “Our student population is becoming more and more sedentary as the years pass.  Mandatory physical education time is the only activity that they get each day.” (Online Survey)

·        “We cannot abandon the exceptional courses of study which have been developed in these noncore areas if the multi-talents and needs of individual students are to be met.” (Public Hearing, Albany)

·        “Students should be exposed to well-rounded curricula including foreign language, visual arts, music, home and career skills, health, physical education, and technology education.” (Public Hearing, New York City)

·        “Middle school students need a well rounded education.” (Online Survey)

·        “Students at the middle school level need consistent, scheduled and a sequential plan in any course of study. I do not feel an alternative approach would provide this for these students. A prescriptive plan would set necessary standards for most students.” (Parent)

·        “We [the NYS Mathematics Teachers Association] support the other 27 learning standards. How can students apply what is taught and learned if not for the arts, technology, home and career course and music?” (Public Hearing, Albany)

·        “Middle schools need curriculum integrated with the needs of early adolescent learners and include a grade -by -grade content scope and sequence in order to guide instruction and map out connections between standards and assessments.” (Public Hearing, New York City)

·        "(Flexibility) covers everything while allowing for special consideration in individuals…learning."  (Forum)

·        "(Flexibility) allows students with disabilities time to learn at their own pace."  (Forum)

 

Time Requirements:

 

·        “Covers everything while allowing for special consideration in individuals… learning.” (Forum)

·        “Requirements are critical for middle school students to be exposed to a variety of curricula.” (Online Survey)

·        “May not have ample time to be taught all 28 standards in each grade.” (Parent)

·        “Permit districts, with guidance from SED, to decide how students will be taught the 28 learning standards by the end of the eighth grade.” (New York State School Boards Association)

·        "It would be beneficial for schools to have flexible time to teach the learning standards." (Parent)

·        “If things are not required, money will rule local decision-making and many important subjects might not be taught.” (Online Survey)

·         “There’s not enough time.” (Student)

·        “Allowing local school districts to decrease the knowledge and skills taught in some of the 28 standard areas so that students may achieve a higher result on a test will lead to adults who lack critical knowledge, as well as many desperately needed skills, and who are ill prepared to meet the changing needs in a global economy.” (New York State Council of Educational Associations)

·        “Some students need additional time in core areas and it is not feasible with the current middle school schedule.”  (Online Survey)

·        “Schools must be held responsible for courses.  Schools are too subject to political influences.  Lack of requirements results in unfilled requirements.” (Parent)

·        “Some areas are not a priority and should not be required.”  (Forum)

·        “I am concerned that with a less prescriptive approach, for budgetary reasons my child's urban school will choose to eliminate all but the basic core courses. I feel strongly that a quality, well-rounded education must include opportunities to explore music, art, physical education, and foreign languages.  I believe that if NYSED moves to a more flexible approach, budgetary pressures will compel many school districts to scale back these important services to children.” (Parent)

·        “It is very important to have local flexibility for districts to do what they feel is right for their particular situation.” (Online Survey)

·        "Many students with disabilities may require additional time to master the material but there is no time…students are often forced to drop one class they excel in to fit in the extra help we are required to offer."  (Council of New York State Special Education Administrators)

 

Career Exploration:

 

·        “[Career exploration] helps students understand concrete connections between what they are learning and the world outside.” (Forum)

·        “An educational program that integrates service learning and career exploration would promote student engagement and ignite a life-long interest in a profession or participation in a community activity.” (New York State School Boards Association)

·        “[Career exploration] did not give me real info, but I did see other jobs and other choices.” (Student)

·        “Stress [career] exploration at this age, career plan not necessary.” (Forum)

·        “Allows for interdisciplinary curriculum.” (Forum)

·        “Career exploration is a very positive experience, helps focus courses and activities.” (Student)

·        “Career exploration and life skills concepts are essential in the development of a citizen.” (Online Survey)

·        “I question the career plan [as] 12 and 13 year olds are still exploring, developing and discovering their gifts, interests, skills, and passions.  To lock a student into a career plan at this age is not always helpful….”  (Online Survey)

·        “Careers should be explored – but only explored.” (Online Survey)

 

Acceleration:

 

·        “Some students definitely need the opportunity for acceleration and will thrive if given the chance to learn new, more challenging material not only in math, but in all core subjects.” (Parent)

·        “[Acceleration] allows for Advanced Placement later on in high school.” (Forum)

·        “Enrichment better benefits all students.” (Forum)

·        “Permit acceleration of the curriculum to be a local decision.” (Nassau County Administrators)

 

Category 3: Providing Staff with Teaching Supports with three critical areas: Professional Learning, Resources, and Planning Opportunities.

 

Regents Policy Statement language: “Young adolescents need highly qualified, well-trained, knowledgeable, caring teachers…. Schools with middle-level grades need to be professional learning communities….Teachers must be provided with regular opportunities to interact and collaborate.”

 

Public Engagement Data: There is wide agreement among all groups that teachers and administrators working with young adolescents need to be skilled and knowledgeable. All groups favor district requirements for middle grade professional learning with parents and students seeking prescriptive assurances. The majority of respondents in all categories favor a flexible approach enabling middle grade teachers to work together on curricular, instructional, and student-related issues. Similarly, these respondents want districts to take responsibility for ensuring the availability of up-to-date learning resources in classrooms.

 

Representative Comments:

 

Professional Learning:

 

·        “Too many professional development requirements will lead to many people just putting in seat time instead of constructive course- work.” (Online Survey)

·        “Advocate for professional development geared to the practices and philosophy of the developmental needs of middle school students.” (Nassau County Administrators)

·        “Need for improved common planning and professional development, but exact needs vary from school to school.” (Online Survey)

·        “Staff development is the key.” (Online Survey)

 

Resources:

 

·        “There is a need for a variety of library resources beyond print and academically focused.” (Student)

·        “Research is easier.  Computers make it more fun.  Students know computers better than books.” (Student)

·        “We should be able to use the library more often.” (Student)

·        “I don’t like reading out of a book.  We should use laptops, books on computer, computer labs.” (Student)

·        “[L]imit class sizes in grades K-12 to 20 students per teacher. Classes that require careful and constant individualized instruction (technology education, home and career skills, science labs) should have a maximum of 15 students.” (New York State United Teachers)

·        “Mandating supplies and training opportunities, without supplying the funding, makes no sense.” (Online Survey)

 

Planning Opportunities:

 

·        “There should be a standard contractual issue for planning time. Teachers need to interact to help plan lessons across disciplines. Teacher training (professional development) should be performed in conjunction with districts; the state should not mandate exactly how this should occur.  Financial strains could be reasons for lax compliance with this area. There should be mandates about what schools need to do.”  (Parent)

·        “If the state does not mandate time required for planning and collaboration, districts do not do it.” (Online Survey)

·        “To affect student outcomes positively teachers need three to four hours of common planning time per week.” (New York City Forum to Accelerate Middle Grades Reform)

·        “Teachers need common planning time on a regular basis.” (Online Survey)

·        “There is a cost factor involved here that all districts may not be able to meet.” (Online Survey)

·        “These areas should be decided on a local basis.” (Online Survey)

·        “Planning is everything.  It leads to heightened quality of interdisciplinary work as well as grade level consistency and motivates teachers on a collegial basis – a model for learning.” (Online Survey)

 

Category 4:  Providing Students with Learning Supports: Academic Intervention Services, Assignment of Staff, Teacher Certification, Administrator Certification, Guidance, Discipline, Transitions, and Youth Development.

 

Academic Intervention Services:

 

Regents Policy Statement language: “Targeted and timely Academic Intervention Services must be provided so that students do not fall behind in meeting the learning standards.”

 

Public Engagement Data: Eighty percent or more of the forum participants would require a district plan to provide AIS for all students at risk of not meeting State’s standards. Parents stressed the importance of timeliness of services that meet individual student needs. 

 

Representative Comments:

·        "[AIS] holds schools accountable.” (Forum)

·        “I believe it should be timely AIS and individually designed for each student at risk." (Parent)

·        “Schools struggle with ways to meet [AIS] requirements (not enough resources).” (Forum)

·        “Districts need flexibility with AIS.” (Online Survey)

·        “How AIS is best implemented is a local issue and should not have fixed mandates from the state.”  (Council of School Supervisors and Administrators, New York City)

·        “Some kids can’t stay after school [for AIS].  They are more focused during the day.” (Student)

·        “Provide for greater flexibility in identifying and assisting students who are in need of Academic Intervention Services.” (Nassau County Administrators)

·        “If my child is having difficulties I want a guarantee they will be given the support they need, when they need it. I don't want it to be whether or not the district offers a system...I want to know for a fact that the system is set up and working.”  (Parent)

·        "Students need AIS.” (Online Survey)

·        “[AIS] works well now and safeguards students’ individual needs.” (Forum)

·        “Children who need AIS will not receive it unless a district is mandated to give the service.” (Online Survey)

 

Assignment of Staff, Teacher Certification, Administrator Certification:

 

Regents Policy Statement language: “Young adolescents need highly qualified, well-trained, knowledgeable, caring teachers…Schools with middle-level grades need to be professional learning communities….Teachers must be provided with regular opportunities to interact and collaborate.”

 

Public Engagement Data: Participant groups overwhelmingly want teachers who are more than minimally qualified, and their preferences for State direction straddle the prescriptive and flexible models of staff assignment. Parents and students are split between requiring certification or having flexibility when assigning staff to teach courses. Teachers lean slightly toward a certification requirement and administrators toward more flexibility. In public testimony, teachers and administrators spoke in favor of flexible assignments.

 

Representative Comments:

 

·        "Each district has different issues to consider to insure smooth curriculum.” (Parent)

·        "Allows districts to use teachers where they are needed and where their talents lie - certification does not make a good teacher." (Parent)

·        “Middle grades administrators need special and specified skills.” (Online Survey)

·        “Allow for greater flexibility in teacher certification so that middle school staffs can service a greater span of students.” (Nassau County Administrators)

·        “SDS and SAS should remain K-12 so as to give administrators a full perspective and understanding of administration at every level.  Require the universities to revamp their course-work to cover the elementary, middle, and high school levels in more depth.” (Online Survey)

·        “Certification does not necessarily mean caring, qualified teachers. I know certified teachers who do not provide high quality instruction, and know of people highly qualified in their field who would like to teach, and are excellent teachers, but not able.  The most useful thing for any teacher is to continue her/his own education and to visit other teachers' classrooms and share ideas & insights.” (Parent)

·        “At the middle school we need extremely qualified staff that are certified!” (Online Survey)

·        “Teachers should be certified in the area they teach. Schools who do not try to recruit certified teachers should have their funds held until they comply.” (Parent)

·        “I want my children's teachers to be certified. That seems the best way to make sure that the teachers are qualified to teach and my kids will get the best education.” (Parent)

·        “Schools need to be flexible to be able to assign teachers to areas where they are most suited, not necessarily only where they are certified.” (Online Survey)

·        “Middle level leadership cannot stop at certification.  Prescribe the appropriate preparation for middle level principals and ensure resources for ongoing professional development.” (New York City Forum to Accelerate Middle Grades Reform)

·        “You can’t have high standards only for students.”  (Online Survey)

·        “Flexibility should also permit schools to integrate instruction across subject areas.  We caution against overly specific teacher certification requirements that will work against advancing creativity at the middle level.” (New York State Council of School Superintendents)

·        “In a middle level grade housed in an elementary school, teachers not certified in science should be provided the training needed to teach the intermediate core curriculum.” (Science Teachers Association of New York State)

·        “Local boards and faculty are more than qualified to make local decisions regarding suitability of staff to provide appropriate instruction.” (Online Survey)

 

Guidance, Discipline, Transitions, and Youth Development:

 

Regents Policy Statement language: “Opportunities are created for students to develop social, interpersonal, and leadership skills in addition to academic proficiency…. [S]tudents….feel secure, valued, and respected….[H]elp young adolescents make the transition from the elementary to the high school grades, from childhood to adolescence….”

 

Public Engagement Data: Over 50 percent of each category of forum responders favor a flexible approach to providing guidance services that emphasizes positive behavioral interventions, and that supports smooth curricular and student transitions from school to school. There is agreement among the public to provide opportunities for positive youth experiences, e.g., clubs, sports, service learning, mentoring, etc. A smaller portion of participants, parents more than any other group, favor school district agreements with community partners. In their written comments, responders are not sure how such an arrangement would work.

 

Representative Comments:

 

·        "If the district is required [to address youth development] then students are more apt to experience these positive youth experiences." (Parent)

·        “Should think about it [a guidance plan] in high school and college, not now.  There are other things to think about in middle school – sports, girls, boys.” (Student)

·        “Transition from elementary to middle school to high school needs to be smoother.” (Online Survey)

·        “These are issues more social, rather than academic, in nature.  Allowing more flexibility allows for variances in culture and demographics among school districts.” (Online Survey)

·        “I think that students need to be offered a wide variety of opportunities to participate in enrichment activities, to be of service in their communities, to explore beyond the textbook and classroom. Many of these things can be found within the community.” (Parent)

·        “Youth development is critical in this day and age of choice and if left to district discretion, it will become a bottom line budget issue.” (Online Survey)

·        “Transition plans and a buddy system helped new students to orient to the building, routine, etc., and relieve nervousness.  Everything was moving so fast.” (Student)

·        “Not much opportunity in small rural areas.” (Online Survey)

·        “Youth development is critical in helping students develop workplace skills and habits.” (Online Survey)

·        “Require the reporting of classroom counseling and guidance activities in the School Report Card.” (New York State School Counselors Association)

·        “Discipline should be an opportunity to learn from mistakes, not just punishment.” (Student)

·        “The health and welfare of our children are just as important as any other part.” (Online Survey)

·        “Professional support personnel play an important role in the lives of middle-level students. In some schools, students who are experiencing academic problems, a personal crisis, or have behavioral or health needs do not have the professional support to address their needs. In these schools, support staff (librarians, library media specialists, guidance counselors, school nurses, school psychologists, and social workers) may not be readily available or there may be too few on staff to ensure the provision of effective support services.” (New York State United Teachers)

 

Category 5:  Ensuring Outreach to, and Partnering with, the Larger Community with three critical areas: Shared Responsibility, Community Collaboration, and Collaboration with Institutions of Higher Education.

 

Regents Policy Statement language: “Educational leaders promote school / community partnerships and involve parents and other members of the community in school activities… The entire school community must share responsibility for the success of all students…[A]dults in the school engage in programs of growth and development…” 

 

Public Engagement Data: There is broad approval for collaboration in the form of flexible partnerships with community service agencies. More guardedly, participants favor similar partnerships with higher education institutions to learn about peer-reviewed, research-based approaches to instruction. All participant groups expect schools to involve parents on shared decision-making/school-based planning teams. Parents and students are more likely to support a requirement to involve students, parents and community representatives in decision-making.

 

Representative Comments:

 

·        “Fostering community connections is a good and desirable goal.” (Online Survey)

·        “The more help from the outside, the better.” (Forum)

·        “The prescriptive approach is the only way to ensure involvement.” (Online Survey)

·        “(Should) not just (be) limited to health and social service providers.” (Forum)

·        “In a rural district, the proximity of services may be a problem.” (Online Survey)

·        “Some districts take away parental involvement.  Parents may not want this for their child, but have no say.  Administrators need some kind of behavior management training, not their own personal upbringing point of view.  They need to have mutual respect for youth.” (Parent)

·        “Let the local school districts decide what is needed.” (Online Survey)

·        “Everyone should have a say [in decision-making].” (Student)

·        “Sometimes “community” doesn’t want to do any more.” (Forum)

·        “Community involvement is essential to the planning and successful implementation of the new changes.” (Online Survey)

·        “Each district can work with chosen agencies to meet their needs.” (Forum)

·        “Student involvement is the key.” (Parent)

·        “Involving higher education institutions is long overdue.” (Online Survey)

·        “[College] student teachers are young.  They relate to us. They’re fun.” (Student)

·        “Community service is integral for a well rounded educational experience and concerned future citizens. Students who are connected to their communities tend to be better students and have less social problems.” (Parent)

·        “The cooperation of all parties is key.” (Online Survey)

·        “Partnership (with IHE’s) through BOCES might be doable.” (Forum)

·        “Keeping up with the new research is critical and should be provided.  [Collaboration with institutions of higher education] is one resource.” (Forum)

·        “The shared decision-making program has not worked.” (Online Survey)

·        “In programs that are designed to involve parents in full partnerships,… the children who are farthest behind make the greatest gains.  Adolescent students whose parents remain involved make better transitions, maintain the quality of their work, and develop realistic plans for their future.” (New York State Congress of Parents and Teachers)

·        “While conceptually the idea of involving the larger community is sound, the reality is that in some school districts, community resources are limited and to be too specific in the mandates could cause an undue amount of local financial resources to be required to carry them out.” (Online Survey)

 

Category 6:  Flexibility with one critical area: Performance-Based Regulations.

 

Regents Policy Statement language: “Scheduling flexibility is necessary to provide a comprehensive educational program, interdisciplinary curricula, targeted and timely academic intervention services, co-curricular and extra-curricular activities, and opportunities for students to engage in leadership and community service projects.”

 

Public Engagement Data: There is support for granting districts the opportunity for regulatory flexibility in designated areas. However, forum participants also want regulatory assurance that schools will provide a comprehensive program with specified units of study for all students.

 

Representative Comments:

 

·        “[Local Discretion] - too open - can leave open door for unqualified teachers." (Parent)

·        “Requiring a plan may not meet individual student needs.” (Forum)

·        “Districts would spend all of their time writing plans.” (Forum)

·        “Needs to be available to all schools, not just SURR.” (Forum)

·        “Flexibility will allow for a more middle school block schedule approach and efficient use of time.” (Online Survey)

·        “I think local districts need to have some checks and balances but not total regulation.” (Online Survey)

·        “One of the biggest problems I face – not being able to provide students with necessary time for remediation due to inflexibility in the schedule.” (Online Survey)

·        “Just because a district shows a high level of achievement does not mean that students do not need a comprehensive program.  The comprehensive program may be the reason the students are at the high level.” (Online Survey)

·        “It is important to reward districts that have internalized ‘best practices and have mastered a delivery system that suits the need of their district.’” (Online Survey)

·        “When a district can provide that modifications are warranted, there should be a variance process requiring the district to show cause as to why it would not be able to fully implement a regulation.” (School Administrators Association of New York State, Subcommittee on Middle-Level Education)

·        “[T]he Regents must convene an Independent Panel to review key issues and take action regarding middle-level education. No regulatory changes should be made regarding middle-level education until the panel submits a report of its findings and recommendations.” (New York State United Teachers)

·        “Use a broader perspective based on program assessment (not solely the performance of students on 8^th grade tests) to evaluate middle school efficacy.” (Nassau County Administrators)

·        “Standards are the issue. Give schools flexibility to decide what's appropriate.”  (New York City Forum to Accelerate Middle Grades Reform)

·        “Design a means by which schools can apply for waivers that allow rigorous, alternative approaches to meeting the Essential Elements of Standards-Focused Middle Level Schools and Program.” (Rochester Area Principal's Group)

·        “Flexibility should also permit schools to integrate instruction across subject areas.” (Dean, The School of Education, St. John's University)

·        The middle grades are burdened with testing and a rigid course structure.  Our interest is more flexibility in the use of student time: a structure of annually required core courses blended with flexibility in other aspects of the academic program. (New York State Council of School Superintendents)