Regents Item

TO:	The Honorable the Members of the Board of Regents
FROM:	James A. Kadamus
COMMITTEE:	EMSC-VESID
TITLE OF ITEM:	Strategy to Implement Regents Policy Statement on Middle-Level Education
DATE OF SUBMISSION:	May 6, 2004
PROPOSED HANDLING:	Discussion
RATIONALE FOR ITEM:	Implementation of Regents Policy
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

SUMMARY:

In February and March, the Committee discussed a possible strategy for implementing the Regents Policy Statement on Middle-Level Education. Based on input from key constituency groups, attached is a revised strategy for your consideration. The following explains why a different strategy is now being proposed:

· We have heard that flexibility and reduction in time requirements for exploratory courses in the middle grades are essential for schools to provide adequate academic intervention services for students, structured youth development activities such as student leadership and service learning, and time to focus on providing a supportive learning environment for all students.

· While there is some support for eliminating the instructional requirements for exploratory courses in the middle grades, doing so would be inconsistent with the Regents goal of all students attaining the intermediate level of all 28 State learning standards by the end of grade 8.

· We have heard comments that reminded us that the time requirements for exploratory courses in the middle grades were developed in 1984, over 10 years before the State learning standards were adopted. Therefore, it is time to review the time requirements in light of what the Board's highest priorities are today for what students need to know and be able to do by the end of grade 8.

· We have heard that additional flexibility beyond existing provisions in Commissioner's Regulations is needed by schools to make improvements in the core academic program and to create a supportive learning environment.

· We have heard that a self-study/external peer review process is not needed for all schools with middle grades. However, there is support for a structured school improvement process for low-performing schools to ensure they address the essential elements in the school environment that support student learning and result in a sound core academic program. We have researched options, such as a nationally validated model developed by Robert Felner, who spoke to the Board in June 2003, which is being used in four states and in Buffalo to develop strategies for improving the core academic program.

· We have heard that all schools need assistance in ensuring students have access to a supportive learning environment in grades K-12. In keeping with that goal, we propose that all schools with middle-level grades use a set of Department-developed indicators to determine the conditions that contribute to student learning. Further, the Department would provide training and assistance to districts on how to evaluate these conditions in their schools.

· We have heard differences of opinion on the issue of continuing current regulations that allow integrating the State learning standards for Technology Education, Home and Career Skills and Library and Information Skills into other courses and require them to be taught by persons certified to teach those subjects. Some want this flexibility because they believe the learning standards can be integrated into English and math and/or it is a way to address the lack of certified teachers in these subject areas. Others oppose the integration because they see it as a way to delete programs. The Board must determine how to address the issue of integration.

· We have heard questions about the existing provision that allows instruction to be reduced but not eliminated for students requiring academic intervention services. The Board must determine whether the flexibility provided in the attached strategy makes this provision no longer necessary.

Based on this feedback, we are proposing a revised strategy that clearly delineates the instructional requirements for core academic and exploratory subjects in grades 5-8. It also suggests how student attainment of the knowledge and skills required in all the State learning standards at the intermediate level could be evaluated if there is no existing assessment to document student performance. A summary of the revised strategy is included in the attached material as well as a chart (Attachment B) that identifies the current and proposed instructional requirements for the middle grades.

Attachment

Summary of Revised Strategy

The revised proposal includes six elements for improving middle-level education. They have emerged after a two-year discussion throughout the State. They are:

(1) Reinforce the importance of student learning in English, Social Studies, Science, Mathematics, Art/Music and Physical Education during the middle grades. Focus instruction in these areas by developing a model grade-by-grade curriculum for English and Math and identifying several model curricula in the other subject areas.

(2) Revise the instructional time required in Technology Education and Home and Career Skills and permit instruction in these subjects and in Health and Library and Information Skills to be taught in grades 6-8. Emphasis in these courses would be on topics of high interest to pre-teens such as computer technology, applying technology, career planning, managing personal finances, parenting, health, nutrition and diet, and information technology. This will result in additional flexibility by reducing ¾ of a unit in required time and permitting courses to be completed across grades 6-8. In each of these subjects, the State Education Department will develop a checklist of knowledge and skills that teachers will use to document student achievement of the State learning standards.

(3) These adjusted time requirements will result in an additional unit of study (180 minutes per week) in each year in grades 6 through 8. The additional time will be used to provide academic intervention/extra help for students who fall below State learning standards, allow students to take high school courses if they are ready, expand instruction in exploratory courses or electives and engage in youth development activities such as leadership, character education and service learning.

(4) Require all schools to use State guidelines to evaluate whether their school has the conditions that support student learning. The indicators of a supportive learning environment include attendance, discipline, safety, positive school climate, academic intervention, after-school programs and parent involvement. Research on middle schools indicates that these conditions are critical to ensuring academic and personal success for all students.

(5) Redesign a school improvement planning process for middle schools and require all low-performing middle schools to use it. This will ensure that these schools have a sound core academic program and the conditions to support student learning.

(6) Invite a small group of 25 middle schools to participate in a “Next Generation Schools” program. After conducting a rigorous self-study and peer review, these schools will be able to design programs without regard to existing time requirements for middle schools.

STRATEGY TO IMPLEMENT REGENTS POLICY STATEMENT ON MIDDLE-LEVEL EDUCATION

1. Retain existing time requirements in grades 7 and 8 for:

English – 2 units

Social Studies – 2 units

Science – 2 units

Mathematics – 2 units

Arts - Music – 1/2 unit / Visual Arts – 1/2 unit

Physical Education – instruction equivalent to 3 periods for one semester and 2 periods for the other semester

Instruction must be provided by teachers certified in these subjects. The current requirements for instruction in these subjects in grades 5 and 6 remain.

The State will develop, in consultation with teachers in the subject area, model grade-by-grade curriculum for English and math. The State will identify several model curricula in the other subject areas.

These time requirements will ensure that all students receive instruction in these subject areas. Current regulations require that schools provide the opportunity for students in grade 8 to accelerate for diploma credit in high school mathematics and in at least one of the following areas: English, social studies, languages other than English, art, music, career and technical education subjects or science courses. This provision for grade 8 would be continued, and schools would also be permitted to provide opportunities for acceleration in grade 7. The existing option that allows students to meet the required 1/2 unit of study in music by participation in a school's band, chorus or orchestra would also be continued.

2. Require instruction in the following subjects to be completed during grades 6-8 at district discretion:

Languages other than English – 1 unit (can also be completed in grades K-5)

Technology* Education– 1/2 unit

Technology education is a hands-on, systems-based approach to problem solving. Students utilize mathematics, science and technology principles to give understanding to systems, devices and products. At the middle level, highest priority is given to three areas: Computer Technology (using computer systems as tools for designing, modeling, information processing, communications, and systems control to increase productivity and knowledge); Technological Systems (developing critical thinking skills by applying technological knowledge and processes to real-world experiences); and Engineering Design (using engineering-related processes to solve technological problems).

Home and Career Skills* – 1/2 unit

Home and Careers Skills is a program of instruction to assist students to understand and manage personal, family and career responsibilities. At the middle level, highest priority is given to three areas: Personal Resource Management (learning skills in budgeting, consumer spending and financial management); Family/Home/Parenting Skills (learning skills to carry out family, home and parent responsibilities); and Career Planning (developing work-readiness skills and understanding their importance for particular careers).

Health* – 1/2 unit

Health Education is designed to ensure students have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity and maintain personal health. At the middle level, highest priority is given to Personal Health (developing and managing a healthy lifestyle and maintaining personal health); Nutrition (understanding good nutrition in promoting and maintaining personal health and fitness); and Avoidance of Risk Behaviors (alcohol, tobacco and other drug substances).

Library and Information Skills* – equivalent of one period per week

Library and Information Skills helps students access information efficiently and effectively, evaluate information critically and competently and use information effectively and creatively. At the middle level, highest priority is given to locating and using information and on understanding and using information technology. Districts would be permitted to meet the current grades 7-8 time requirements over grades 6-8.

* The Department will work with teachers in each of these four subject areas to define and focus priority instruction and to develop guidance on curriculum and instructional approaches for the field.

Instruction must be provided by teachers certified in these subjects. The current requirements for instruction in these subjects in grade 5 remain. Schools structured as K-8 or 5-8 would be given the option to offer these courses across grades 5-8.

These adjusted time requirements, over a three-year grade span, will give all schools additional flexibility in scheduling and time for academic intervention services, enrichment programs, development of mini-courses in these subjects, and structured youth development activities. It is estimated that this flexibility, if implemented using grades 6-8, would result in at least an additional unit of study (180 minutes per week) in each year grades 6 through 8 (see Attachment A).

For each of these subjects, the State Education Department will develop a checklist of knowledge and skills or use an existing assessment to document student performance as follows:

· Languages other than English – Language Proficiency Test (already exists)

· Technology Education – a checklist of knowledge and skills for teachers to use to document student performance, based on priorities identified in #2, or the current Intermediate Technology Education exam (already exists)

· Home and Career Skills – a checklist of knowledge and skills for teachers to use to document student performance on learning standards, based on priorities identified in #2

· Health Education – a checklist of knowledge and skills for teachers to use to document student performance, based on priorities identified in #2

· Library and Information Skills – a checklist of knowledge and skills for librarians and teachers to use to document student performance on learning standards, based on priorities identified in #2

These checklists will include specific ways to evaluate student performance that will ensure students receive appropriate instruction and meet the State learning standards in these subjects.

3. Clear priorities will be set by the Board of Regents on using the additional time gained from flexibility in time requirements. First priority will be given to providing academic intervention services for students who score below the State designated performance level on one or more of the State's elementary assessments in English language arts, mathematics, social studies or science and for students who have been determined to be at risk of not achieving the intermediate State standards in these subjects. For students who don't require academic intervention services, priorities for the additional time will be for increased access for students with disabilities and English language learners to regular courses; acceleration in high school courses; expansion of instruction in the exploratory subjects; and structured youth development programs such as youth leadership, character education and service learning.

4. Require all middle schools to use a set of Supportive Learning Environment indicators to determine the conditions that contribute to student learning. These indicators will address areas such as student attendance, discipline, safety, school climate (fostering positive relationships between teachers and students; encouraging student voice and contributions to school life; and promoting conflict resolution, problem-solving and decision-making skills), academic intervention, student support (e.g., guidance, counseling), after school programs and parent involvement.

The State Education Department will develop these indicators and provide training and assistance to districts on how to evaluate these conditions in their schools.

This requirement will ensure that all middle schools emphasize positive youth development and address barriers to having a supportive learning environment for all students.

5. Redesign the school improvement planning process for middle schools in need of improvement to be based on the seven Essential Elements of Standards-focused Middle-Level Schools and Programs, the Regents Policy Statement on Middle-Level Education and relevant national research on middle-level education.

This change in the school improvement planning process will ensure that low-performing schools with middle grades have a sound core academic program and the conditions to support student learning.

6. Invite a small group of middle schools (approximately 25) to participate in a “Next Generation Schools” program. These schools will conduct a rigorous self-study and peer review of their schools and develop and implement a “Next Generation Schools Plan” to be approved by the State Education Department. This plan would enable schools to design programs of study based on the State learning standards and scientific-based research without regard to existing unit of study requirements. These schools will either have to be high performing, rapidly improving or new middle schools. The small group will be representative of urban, suburban and rural areas.

The Next Generation Schools Plan would be developed, implemented and evaluated after a three-year period to determine if it should be expanded, revised or eliminated.

Period	Grade 6		Grade 7		Grade 8
1	ELA		ELA		ELA
2	Math		Math		Math
3	Social Studies		Social Studies		Social Studies
4	Science		Science		Science
5*	Physical Education/Library		Physical Education/Library/ Free		Physical Education/Library/ Free
6**	Art or Music	Home and Career Skills	Music	Health	Art	Technology
7**	Free	Free	LOTE	Free	LOTE	Free
8	Free		Free		Free

Current (Grades 7-8)	Proposed
English language arts -- 2 units of study	No change
Social Studies -- 2 units of study	No change
Science -- 2 units of study	No change
Mathematics -- 2 units of study	No change
The Arts -- 1/2 unit of study in visual arts; 1/2 unit of study in music	No change
Physical Education -- 3 periods for 1 semester and 2 periods for the other semester per year	No change
Languages Other Than English -- at least 1 unit of study by the end of grade 8	Languages Other Than English -- at least 1 unit of study by the end of grade 8 (6-8*)
Technology Education -- 1 unit of study (may begin in grade 6)	Technology Education -- 1/2 unit of study (6-8*)
Home and Career Skills -- 3/4 unit of study (may begin in grade 6)	Home and Career Skills -- 1/2 unit of study (6-8*)
Health Education -- 1/2 unit of study (may begin in grade 6)	Health Education -- 1/2 unit of study (6-8*)
Library and Information skills -- Equivalent of 1 period per week	Library and Information Skills -- Equivalent of 1 period per week for 2 grades (6-8*)
	At least one additional unit of study in each year 6-8 for academic intervention services, additional time for access for students with disabilities and English language learners to regular courses, acceleration in high school courses, expanded instruction in exploratory subjects, and structured youth development programs.

The Honorable the Members of the Board of Regents