Meeting of the Board of Regents | June 2007
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
Proposed Amendment to the Regulations of the Commissioner Relating to Program Requirements for Students in Prekindergarten and Kindergarten
June 13, 2007
Goals 1 and 2
Issue for Discussion
Does the Board of Regents concur with the proposed amendment to 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.
This question will come before the Regents EMSC-VESID Committee for discussion at its June meeting.
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.
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.
Supporting materials for the proposed amendment are available upon request from the Secretary to the Board of Regents. A Notice of Proposed Rule Making will be published in the State Register on June 27, 2007.
Staff recommend that the Board of Regents indicate its concurrence with the proposed amendment prior to approval in September.
Timetable for Implementation
Upon approval by the Board of Regents in September, the proposed amendment will become effective October 4, 2007.
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:
(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
[(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.