STATUS REPORT ON THE IMPLEMENTATION OF
THE
REGENTS POLICY STATEMENT ON MIDDLE-LEVEL
EDUCATION
Background
In fall 2006, the Office of Curriculum and Instructional Support included
middle-level education as part of the focus of the Curriculum, Instruction and
Instructional Technology Office.
This move shifts the Department’s previous policy making emphasis for
middle-level toward whole school reform highlighting best practice. Since that time, the Department has been
working on a number of initiatives to set the stage for this renewed focus. The initiatives are centered on the
following three major categories, which are briefly described in this material:
·
Leadership
Development: Communication.
·
Curriculum,
Instruction and Assessment.
·
Professional
Development.
LEADERSHIP DEVELOPMENT:
COMMUNICATION
Creating
effective schools with middle-level grades requires systemic change and strong
leadership.
Discussions
with school leaders have resulted in a variety of recommendations to improve
communication supporting middle-level education. Through contact with the New York State
Middle School Association, the Statewide Network of Middle-Level Liaisons, the
National Forum to Accelerate Middle Grades Reform as well as school leaders
seeking technical assistance, the Department has gained information regarding
the needs of the field regarding leadership development and communication. The
following actions have been taken.
Creation
of Middle-Level Education Web Page
In response to field input, the Department has developed a comprehensive
web page at http://www.emsc.nysed.gov/ciai/mle/middle.html. This site offers a single source for all
national and State guidance materials and information relating to middle-level
education. Middle-level
practitioners are able to download current applications and information
regarding the Regents Policy Statement on Middle-Level Education, the Essential
Elements of a Standards-Focused Middle-Level School Program, and applications
for Models B and C, including guidance information on completing those
applications. There are also
resources available with regard to curriculum development, instructional
strategies and assessment techniques.
Revision
of Model B and C Application Packages and Guidance
Documentation
The Department worked with the New York Comprehensive Center (NYCC) over
a period of four months to revise and edit the Model B and C application
packages as well as guidance documents to assist school districts in the
application process. The updated
applications provide clarified instructions as well as a streamlined set of
guidance rubrics to assist in producing quality applications. The goal was to produce an instrument
that could be more easily understood by the field, thereby encouraging future
applications. The revised and
streamlined packages were posted on the new website in November. A targeted
statewide promotion of this material followed which will continue throughout the
school year.
Model
Protocol
The Department has developed a protocol of standard operating procedures
for the acceptance, review and approval of Model B and C applications from
New York
State school
districts. This protocol involves a
Department cross-cutting initiative with the areas of Curriculum, Instruction
and Instructional Technology (CIIT), Career and Technical Education (CTE),
Regional School Services (RSS), Student Support Services (SSS) and the New York
City Office of School Improvement.
The protocol dictates an internal procedure and timeline for the
processing of model applications.
CURRICULUM, INSTRUCTION AND
ASSESSMENT
Creating
effective schools with middle-level grades requires systemic change, strong
leadership and a challenging and rigorous educational program.
The
Department recognizes the need to refocus the application process on research-
based practices in the areas of curriculum design, instructional strategies and
assessment techniques. Models of
best practices must be highlighted and shared broadly. Partnerships with existing national
entities have been forged as an initial step.
Essential
Elements: Schools-to-Watch Program (EESTW)
The Department has partnered with the National Forum to Accelerate Middle
Grades Reform to implement the Schools-to-Watch program in New York State. This national program recognizes schools
with exemplary middle-level programs whose attention to four important
characteristics puts their programs on a trajectory for continued future
improvement. Schools undergo a
rigorous self-study process that includes parents, faculty, staff,
administrative leadership and community members to assess their level of
implementation of academic rigor, social equity, developmental responsiveness
and organization. Through their
written application, they must show evidence of these four characteristics and
link that evidence to school improvement.
Successful applicants proceed to phase two of the selection process – a
two-day site visit by their peers.
Reviewers collaborate, offer feedback to the school leadership and agree
on the question of School-to-Watch designation. In 2006, the following seven schools
were chosen in the first cohort of EESTW:
·
Twelve
Corners Middle
School, Brighton, NY
·
Victor
Junior High School, Victor, NY
·
Barker
Road Middle
School, Pittsford, NY
·
Calkins
Road Middle
School, Pittsford, NY
·
Sayville
Middle School, Sayville, NY
·
Oliver
W. Winch Middle
School, South Glens
Falls, NY
·
Moravia
Middle School,
Moravia,
NY
These schools were honored at the National Forum’s annual conference in
Washington, D.C. in June 2006 as well as at the New York
State Middle School Association’s statewide conference in October 2006. The Department acknowledged these
schools at a local celebration of each school.
The program is now in year two of implementation. Three schools have applied to be 2007
EESTW schools. Two of those schools
were granted site visits, which will be completed by April 1, 2007. Reviews will then be undertaken to
decide on successful designations.
Three-Model
Strategy to Implement the Regents Policy Statement on Middle-Level
Education
The
Department has received to date a total of 9 applications on behalf of 28
schools in 5 different school districts.
Two were Model B applications, one was a Model C-1 application and six
were Model C-2 applications.
In June
2006, Department staff reported on Model B and C applications. At that time, three applications were
approved for implementation, two were under review and two were denied
approval. The status of those
applications approved or under review is listed below. In January 2007, the Department received
two additional Model C-2 applications from the Buffalo City School
District.
The status of those applications appears under pending Model C
applications.
Approved Model B
Applications
·
Buffalo
City School
District – Buffalo’s Model B plan was approved on June 7,
2006 for a period of five years subject to four stipulations. Those stipulations dealt with
instructional time requirements, the submission of curriculum materials, the
collection of data and the development of a professional development and
monitoring plan for the Model B schools.
Buffalo
has submitted materials in response to those stipulations. Those materials have been reviewed by
the Department and a subsequent letter dated February 1, 2007 was forwarded to
the Superintendent of the Buffalo School
District. The letter outlined concerns the
Department had in three areas: Certification, Curriculum and Professional
Development. Buffalo was asked to address the concerns and the
Department awaits Buffalo’s response.
Pending Model B Applications
·
New York
City – IS
296 - The Model B proposal was reviewed and returned to the New York City
Department of Education for revision and future resubmission with the offer of
technical assistance.
Approved Model C Applications
·
Canandaigua
Middle School –
Canandaigua’s Model C-2 plan for a Technology Education program enhancement was
approved on June 7, 2006 for a period of five years subject to
stipulations. Those stipulations
dealt with scheduling and curriculum alignment. Canandaigua has, to the Department’s
satisfaction, met the stipulation with regard to scheduling. They have submitted materials in
response to the stipulations regarding curriculum alignment. Those materials are currently under
review.
·
North
Shore Middle
School – North Shore’s Model C-2 plan for a Home and
Careers program enhancement was approved on March 22, 2006 for a period of five
years subject to stipulations. Those stipulations dealt with core curriculum
alignment as well as submissions of new curricula for newly developed Home and
Careers elective courses.
North
Shore submitted materials
in response to the stipulation regarding the core curriculum. Those materials were reviewed and a
letter dated February 15, 2007 was sent to North Shore outlining revisions to be made to
the curriculum and asked that the materials be revised and resubmitted. The Department is awaiting North Shore’s response. The next submission by North Shore regarding the elective curricula is
due June 1, 2007.
Pending Model C Applications
·
City
Honors School – Buffalo School
District – The Model C-2 proposal is currently under
review.
·
Frederick
Law Olmsted School – Buffalo School
District – The Model C-2 proposal is currently under
review.
·
New York
City –
Fannie
Lou Hamer Middle
School – The Model C-1 proposal was reviewed and
returned to the New York City Department of Education for revision and future
resubmission with the offer of technical assistance.
PROFESSIONAL DEVELOPMENT
Creating
effective schools with middle-level grades requires systemic change, strong
leadership, a challenging and rigorous educational program and ongoing
professional learning.
The
Department recognizes the need for ongoing professional development to build
leadership capacity around middle-level education. Partnering with existing State
professional organizations for a statewide rollout is
essential.
Statewide
Network of Middle-Level Liaisons and Support Schools
The Department offered a two-day awareness level program for the
Statewide Network of Middle-Level Liaisons and Support Schools. Attendees included middle- level
teachers as well as school and district administrators. Participants were offered presentations
highlighting current initiatives as well as information on important regulatory
changes affecting schools with middle grades. Critical information from the following
program offices was discussed with these constituents:
o
Standards,
Assessment and Reporting
o
Curriculum
and Instructional Support
o
Curriculum,
Instruction and Instructional Technology
o
Vocational
and Educational Services for Individuals with Disabilities
New
York
State Middle
School
Association
State Conference – The Department sent a representative to the conference
to update middle-level practitioners on SED initiatives and to build capacity
throughout the State.
Monthly Board Meetings – The Department participates at each monthly
board meeting to update the board members on SED initiatives and to collaborate
with the Association to further the Essential Elements: Schools-to-Watch (EESTW)
program.
New York
City Forum
to Accelerate Middle Grades Reform
The Department contributes to the monthly meetings of the Forum to update
New York City
middle-level practitioners on SED initiatives as well as to discuss, promote and
provide technical assistance for schools interested in the EESTW
program.
NEXT STEPS
Creating
effective schools with middle-level grades requires systemic change, a
philosophy and mission committed to developing the whole child, a challenging
and rigorous educational program, a supportive organization and structure,
skilled and knowledgeable teachers who use effective research-based
instructional practices, strong leadership, a network of support appropriate to
the needs and characteristics of young adolescents, ongoing professional
development, and a strong will to succeed.
The
Department, in collaboration with the New York Comprehensive Center, will explore a whole school reform
model, utilizing the flexibility available under the three-model strategy to
implement the Regents Policy Statement on Middle-Level
Education.
Develop
a Statewide Adolescent Literacy Initiative
Research
on high-need schools with high percentages of at-risk students achieving
literacy proficiency indicates a common theme. Schools that improve school-wide
adolescent literacy across the content areas integrate literacy into the fabric
of
