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:	Strategy to Implement the Regents Policy Statement on Middle-Level Education
DATE OF SUBMISSION:	August 26, 2004
PROPOSED HANDLING:	Discussion
RATIONALE FOR ITEM:	Implement Regents Policy
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

 

SUMMARY:

 

It is evident that no single model can be put in place to implement the essential elements of an effective middle-level program and ensure that all students have an opportunity to achieve all of the State intermediate learning standards as articulated in the July 2003 Regents Policy Statement on Middle-Level Education.  The Committee therefore authorized staff to develop a set of models as multiple solutions to the middle grades problem.  These three models were identified and presented at the June 2004 meeting:

 

Model A:  The district would continue to comply with current regulations, making full use of existing flexibility provisions in the regulations, i.e., offering exploratory courses in grade 6. 

 

Model B:  For schools having the highest percentage of their students requiring academic intervention, the district would be able to propose a program and structure that strengthens the core academic program, provides proven effective academic intervention and provides all students with access to exploratory subjects that address the learning standards, are of high interest to students and further reinforce core academic learning. 

 

Model C:  For high performing schools or newly-formed schools, a district would be able to propose new ideas for structuring the educational program and be granted relief from regulatory requirements, while ensuring that all students receive opportunities to achieve all of the State learning standards. 

 

            The Committee agreed to pursue this approach and for the September meeting staff were to:

 

·        Develop a set of design principles and a process for engaging districts/schools in deciding which model will work best for them;

·        Determine the best ways to evaluate how the models are being implemented; and

·        Consider other models that may be consistent with the Regents discussion/beliefs.

 

The attached report describes design principles that would apply to each of the proposed Models and provides details for each Model relating to eligibility, application, school improvement plan, evaluation of Model effectiveness, accountability, etc.  We have also included possible scenarios for implementation of each Model.

 

The three Models collectively would constitute a continuum of options based upon the need of a district and school and their capacity to change.  Regardless of its student performance, every district or school would have a choice of at least two Models to implement.

 

            Table 1 on the following page illustrates the three Model options that could be available.  The details for implementation of any of the Models include flexibility for districts and schools to select the option that best suits their needs and capacity, checks and balances to ensure accountability, elements that are consistent with Regents policy, and appropriate Department guidance and support.  Examples include:

 

·        A continuum of options, with at least two options available for every district and school in the State;

·        Design principles that apply to all Models;

·        Requirement that teaching staff must be properly certified;

·        Accountability and evaluation based on student performance on State assessments and State-developed indicators of school change and improvement aligned with the Regents Policy Statement on Middle-Level Education and the Department's Essential Elements of Standards Focused Middle-Level Schools and Programs;

·        Teacher bargaining unit sign-off on applications for Model C; and

·        A range of Department guidance and involvement for each of the Models and the provision of resources to assist districts and schools in implementing a self-study process as part of the school improvement plan required for Models B and C.

 

Table 1: Availability of Models to Schools as a Function of Student Performance

 

	Model A (Comply with Existing Regulations)	Model B (Strengthen Academic Core)	Model C (Build on Success: Develop Next Generation Schools/Programs)
Schools that are high performing where students are achieving proficiency on the State Standards.	YES	NO	YES
Schools that are making Annual Yearly Progress (AYP) or can demonstrate a pattern of improved student achievement over time.	YES	NO	YES
Schools that have significant numbers of students not meeting State Standards but are not explicitly designated as SINI or SURR.	YES	NO	YES
Schools with the largest numbers of students not meeting State Standards (e.g., those designated as SINI or SURR).	YES	YES	NO
Newly-formed schools (including those created as a response to the mandate to Redesign/Restructure).	YES	YES	YES

 

 

            The Committee's comments on the continuum of options presented in this report will help to finalize a strategy to implement the Regents Policy Statement on Middle-Level Education.

 

 

Attachment

Strategy to Implement the

Regents Policy Statement on Middle-Level Education

 

Introduction:

 

In February, March, May, and June, the Board of Regents discussed possible strategies for implementing the Regents Policy Statement on Middle-Level Education.  The Board and Department staff concluded that, while we know a great deal, we do not know everything we need to know to transform our middle-level schools.  We know what high performing middle-level schools look like and have captured those attributes in the Regents Policy Statement and the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs.  What we don’t know is what combination of assistance, incentives, and requirements will enable schools, with sometimes similar and other times unique circumstances, to be more successful in developing young adolescents academically and personally.  Thus, rather than presenting a single prescription or model for transforming middle-level schools, the Department is proposing three Models that target both positive youth development and the improvement of student performance.  By proposing a number of Models, rather than a single approach, we are responding to the expressed concerns of the educational community for local flexibility.

 

Design Principles: 

 

A set of Design Principles apply to each of the proposed Models:

 

·    Schools must administer required State assessments in the middle grades (English language arts, mathematics, social studies, science) as well as grade-by-grade tests required under No Child Left Behind that will begin in the 2005-06 school year.

·    Schools must employ teaching staff that are properly certified to teach assigned subjects/classes.

·    Schools must conform with the Regents Policy Statement on Middle-Level Education and the State Education Department's Essential Elements of Standards-Focused Middle-Level Schools and Programs.

·    Students who are at risk of not meeting the State’s standards where there are State assessments must receive timely and targeted academic intervention services.

·    Students must receive instruction in all of the State’s 28 learning standards (with instruction in English language arts, mathematics, social studies, science, and physical education occurring each year in each of the middle grades).

·    Curricula must be aligned to the State learning standards, articulated, and integrated, where possible, across the middle grades (grades 5 through 8).

·    Schools must involve and engage key stakeholders and constituencies from the larger community.

·   Schools must continue to engage parents and families in the education of young adolescents and ensure opportunity for families to communicate with educators on an on-going basis.

·    Schools must develop and maintain a supportive learning environment that promotes both academic learning and youth development.

·    Students must be provided opportunities for taking high school courses (acceleration).

 

A Series of Three Models: 

 

The three Models in the series are:

 

• Model A (Comply with Existing Regulations):  The district would continue to comply with the current regulations, making full use of the existing flexibility provisions in the regulations (e.g., offering exploratory courses in grade 6). 

 

• Model B (Strengthen the Academic Core):  The district would be able to propose a program that strengthens core academic subjects and effective academic intervention services, and provides all students with exploratory subjects that address the learning standards, are of high interest to students and further reinforce core academic learning.

 

• Model C (Build on Success: Develop Next Generation Schools/Programs):  The district would be able to propose new ideas for structuring the full educational program or specific program refinements and be granted relief from programmatic regulatory requirements, while ensuring that all students receive opportunities to achieve all of the State learning standards.  Model C is based, in part, on the Next Generation Schools proposal in the May 2004 report to the Regents, and is designed to enable schools to engage in a planned and thoughtful process of innovation and experimentation based upon their need and capacity and to document successful implementation of programs that could be replicated in other schools.

 

A Continuum of Options: 

 

The three Models taken collectively constitute a continuum of options based upon a district or school’s need and capacity to change.  Each Model has both commonalities and differences that make it best suited to the needs and circumstances of individual districts and schools.

 

 

Model A (Comply with Existing Regulations): Retain the current regulatory structure, making full use of the existing flexibility provisions in the regulations, i.e., offering exploratory courses in grade 6.

 

Eligibility:  All schools eligible to select this Model.

 

Application and Sign-off:  No application required.

 

Regulatory Compliance:  Districts and schools comply with all existing regulations.

 

Plan:  No plan required.

 

Educational Program (Curriculum):  As prescribed in Sections 100.3 and 100.4 of Commissioner’s Regulations.

 

Professional Development:  As prescribed in Section 100.2 of Commissioner’s Regulations.

 

Evaluation of Model Effectiveness:  Student performance on State assessments.

           

Accountability:  Student performance on State assessments.

 

Specifics:  Under this Model, districts/schools would continue to ensure all students achieve the intermediate-level State learning standards by the end of grade 8, to offer an instructional program in grades 5-8 as specified in Sections 100.3 and 100.4 of Commissioner’s Regulations, to provide instruction by qualified teachers, and to benefit from the following flexibility provisions in current regulations:

 

·        Languages other than English (LOTE) instruction may commence at any grade level prior to grade 8, but no later than the beginning of grade 8 so that students are provided the required two units of study by the end of grade 9.

·        Unit of study requirements in grades 7 and 8 may be reduced but not eliminated for students determined to need academic intervention services. 

·        Students may meet the required half unit of study in music by participation in a school's band, chorus, or orchestra, provided that such participation is consistent with the goals and objectives of the school's music programs for grades 7-8.

·        The requirements for technology education, home and career skills and library and information skills may be met by the integration of State learning standards into other courses.

·        Qualified students in grade 8 must be given the opportunity to take high school courses in mathematics and in at least one of the following areas:  English, social studies, languages other than English, art, music, career and technical education, or science.  Schools may allow students in other grades to take high school courses in these subjects.

 

Department Guidance and Involvement:  Minimal support and guidance with minimal involvement.

 

 

Model B (Strengthen the Academic Core): The district would be able to propose a program that strengthens core academic subjects and effective academic intervention services, and provides all students with exploratory subjects that address the learning standards, are of high interest to students and further reinforce core academic learning.

 

Eligibility:  Districts with schools that have a high percentage of students requiring academic intervention (SINI or SURR) or newly formed schools, including those created as a response to the mandate to “Redesign” or "Restructure" are eligible.

 

Application and Sign-off:  Formal application from the district to the State Education Department required. The superintendent(s) and board(s) of education must sign off on the application. The teachers’ bargaining unit(s) must be consulted/involved in the development of the application. Only applications from districts will be considered; applications submitted by individual schools will not be accepted.

 

Regulatory Compliance:  Districts and schools comply with all existing regulations, with the exception of the prescribed time requirements for units of study in exploratory courses.

 

Plan:  The required SINI/SURR Redesign or Restructure school improvement plan must address the results of a State-developed self-study process and be submitted as part of the application package.

 

Educational Program (Curriculum):  Reinforce the importance of student learning in the middle grades in English language arts, mathematics, social studies, science, art/music, and physical education and exploratory course instruction in the middle grades that addresses the State learning standards in technology education, health, home and career skills, career and occupational studies, and library and information skills.

 

Professional Development:  As prescribed in Section 100.2 of Commissioner’s Regulations, but with a focus specifically on the teaching of literacy and numeracy across the curriculum.

 

Evaluation of Model Effectiveness:  Student performance on State assessments and State-developed measurable indicators of structural, organizational, curricular and/or instructional change as well as behavioral, attitudinal, and environmental changes.

           

Accountability: The application must include observable, research-based, objectively measurable indicators of school change and improvement aligned with the Regents Policy Statement on Middle-Level Education and the State Education Department’s Essential Elements of Standards Focused Middle-Level Schools and Programs. Approval of regulatory relief is based upon the State Education Department’s acceptance of the measurable indicators of school change and improvement.  Continuation of regulatory relief will be contingent upon monitored and reported progress on the measurable indicators of school change and improvement, on the school’s Performance Index, and on the State-developed checklists of knowledge and skills or alternative assessments in those areas where there are no State assessments.

 

Specifics:  Under this Model, the Department will provide guidance to districts as they complete the basic steps of a school improvement process that:

 

Educational Program and Structure:

¨      Ensure that all students are given opportunities to receive instruction in exploratory areas such as technology education, home and career skills, library and information skills, and a second language.

¨      Create small schools or small learning communities within schools.  The small schools or learning communities could be organized by a theme, but would not be required to do so.

¨      Cooperate with a high school in the district on the transition of students from grade 8 to grade 9.

¨      Assess and monitor each school’s learning environment by using a set of State-developed indicators of a supportive learning environment.

¨      Develop and evaluate a strategy for engaging students and parents, including giving them a voice in designing the school program and structure.

Instruction and Assessment:

¨      Document how students will meet all of the State learning standards through the design proposed.

¨      Plan for students who are behind in English and math using high interest materials to stimulate their interest in literacy and math.

¨      Make literacy a part of all content area instruction.

¨      Address the needs of students with disabilities, with a focus on literacy and math.

¨      Address the needs of English language learners, with a focus on improving English reading, writing and speaking.

¨      Administer curriculum/performance-based assessments and uses data on student performance to improve instruction.

¨      Identify and periodically assess specific measurable goals for improvement of student performance in English and math on State assessments.

Teaching and Administrative Staff:

¨      Ensure all teachers in the middle grades are qualified.

¨      Plan for the ongoing professional development of teachers and administrators with the focus to include, but not be limited to, instructional content, pedagogical techniques, interdisciplinary teaching, student support, supportive learning environments, and numeracy and literacy in content areas.

¨      Provide common planning time for teachers so they can ensure coordination of program, integration of content and review of the progress of individual students.

¨      Plan for building the leadership skills of teachers and administrators.

 

Department Guidance and Involvement:  Strong support and guidance with significant Department involvement.

 

 

Model C (Build on Success: Develop Next Generation Schools/Programs): The district would be able to propose new ideas for structuring the full educational program or specific program enhancements and be granted relief from programmatic regulatory requirements, while ensuring that all students receive opportunities to achieve all of the State learning standards

 

Eligibility:  Newly formed schools and all existing schools, except those that have a high percentage of students requiring academic intervention services, are eligible.

 

Application and Sign-off:  Formal application from the district to the State Education Department or its designee (e.g., District Superintendent) required.  The superintendent(s), board(s) of education(s), and the teachers’ bargaining unit(s) must sign off on the application. Only applications from districts will be considered; applications submitted by individual schools will not be accepted.

 

Regulatory Compliance: Districts and schools receive relief from specific regulatory requirements as per an approved application and/or school improvement plan.

 

Plan:  Newly-formed “Redesign” or “Restructure” schools would complete a State-developed self-study process and address the results in the required Redesign/Restructure school improvement plan that must be submitted as part of the application package.  Others would complete the State-developed self-study process and address the results as part of the application package.

 

Educational Program (Curriculum):  As prescribed in Sections 100.3 and 100.4 of Commissioner’s Regulations (with any changes in program/curriculum based upon the approved application package and school improvement plan, if required).

 

Professional Development:  As per the approved application (and school improvement plan, if required), but must be consistent with the requirements prescribed in Section 100.2 of Commissioner’s Regulations.

 

Evaluation of Model Effectiveness:  Student performance on State assessments and State-developed measurable indicators of structural, organizational, curricular and/or instructional change as well as behavioral, attitudinal, and environmental changes.

           

Accountability: The application must include observable, research-based, objectively measurable indicators of school change and improvement aligned with the Regents Policy Statement on Middle-Level Education and the State Education Department’s Essential Elements of Standards Focused Middle-Level Schools and Programs. Approval of regulatory relief is based upon the State Education Department’s acceptance of the measurable indicators of school change and improvement. 

 

Continuation of regulatory relief will be contingent upon monitored and reported progress on the measurable indicators of school change and improvement, on the school’s Performance Index, and on the State-developed checklists of knowledge and skills or alternative assessments in those areas where there are no State assessments.

 

Specifics:  Under this Model, districts interested in proposing systemic changes that either target or impact program areas in which there are either mandated State assessments or specific graduation requirements will be required to submit an application on behalf of a school or group of schools to the State Education Department.  In addition to the design principles, any proposal should address the following specific areas:

 

Educational Program and Structure:

¨      Address the size of the school or size of the learning communities within schools.

¨      Cooperate with a high school in the district on the transition of students from grade 8 to grade 9.

¨      Assess and monitor each school’s learning environment by using a set of State-developed indicators of a supportive learning environment.

¨      Develop and evaluate a strategy for engaging students and parents, including giving them a voice in designing the school program and structure.

¨      Create partnerships with higher education, the business community, and community-based organizations to bring community resources into the school.

Instruction and Assessment:

¨      Document how students will meet all of the State learning standards through the design proposed.

¨      Plan for students who are behind in English and math using high interest materials to stimulate their interest in literacy and math.

¨      Make literacy a part of all content area instruction.

¨      Address the needs of students with disabilities, with a focus on literacy and math.

¨      Address the needs of English language learners, with a focus on improving English reading, writing and speaking.

¨      Administer curriculum/performance-based assessments and use data on student performance to improve instruction.

¨      Identify and periodically assess specific measurable goals for improvement of student performance in English and mathematics on State assessments.

Teaching and Administrative Staff:

¨      Plan for the ongoing professional development of teachers and administrators with the focus to include, but not be limited to, instructional content, pedagogical techniques, interdisciplinary teaching, student support, supportive learning environments, and numeracy and literacy in content areas.

¨      Provide common planning time for teachers so they can ensure coordination of program, integration of content and review of the progress of individual students.

¨      Plan for building the leadership skills of teachers and administrators.

 

Districts only interested in proposing selective program refinements that target specific standards areas not measured by mandated State assessments would be required to develop an application that addresses the design principles and explicitly details the targeted innovation and its relationship to student achievement, student interests, and/or student development.  They would submit the application to the District Superintendent or, in the case of the Big Five School Districts, to the State Education Department for review and approval.

 

Department Guidance and Involvement:  Minimum support and guidance and significant involvement when the district is proposing systemic changes that target/impact program areas in which there are either mandated State assessments or specific graduation requirements; moderate support and guidance with moderate involvement when the district is proposing only selective program refinements that target specific standards areas not measured by mandated State assessments.

 

Attachment A provides possible scenarios for implementation of each of the Models.

 

Department Support: 

 

To support school districts and their schools with middle grades, regardless of which Model they elect to implement, the Department will:

 

• Inform schools and districts about the educational conditions that must be in place for the Essential Elements of Standards-Focused Middle-Level Schools and Programs to work and to ensure the goals for implementing the Regents Policy Statement on Middle-Level Education are attained.
• Develop content standards in English language arts and math by grade level and identify several model curricula in other subject areas.
• Identify the indicators for a supportive learning environment that are critical to ensuring academic and personal success for all students, including, but not limited to, attendance, discipline, safety, school climate, academic intervention, after-school programs and parent involvement.
• Design a strategy to update the course content in the exploratory subjects (e.g., Technology Education, Home and Career Skills, Library and Information Skills, and Health Education).
• Develop checklists of knowledge and skills to assess student learning in the exploratory subjects consistent with the State learning standards.
• Provide guidance for completing the application package including:

o       a suggested self-study process for informing the development of a school improvement plan required as part of the application

o       research-based, survey instruments that:

§         provide objective, measurable indicators of structural, organizational, curricular and/or instructional change as well as behavioral, attitudinal, and environmental changes and

§         are aligned with the Regents Policy Statement on Middle-Level Education and the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs; and

o       a timeline for the submission and review of the completed application.

·        Identify resources to assist districts and schools that submit applications to strengthen the academic core under Model B or to implement systemic change under Model C in completing a self-study process as part of their school improvement plan.

 

 

 

Attachment A

 

Possible Scenarios

 

Model A: “Comply with Existing Regulations”

 

Scenario A.1: Schools that are making Annual Yearly Progress (AYP) or can demonstrate a pattern of improved student achievement over time.

 

            A middle school (grades 6, 7, and 8) recently implemented, after several years of study and professional development, an educational program that takes full advantage of the flexibility available in the regulations, addresses all of the 28 learning standards, meets the units of study requirements, and successfully engages students in their learning.  Achievement is on the rise and staff have been energized by their students’ success. The school does not wish to alter its program at this time and has elected to continue to comply with existing regulations.

 

Model B: “Strengthen the Academic Core”

 

Scenario B.1: Schools with the largest numbers of students not meeting State Standards.

 

            A middle school (grades 7-8) with large numbers of students with disabilities and English Language Learners has been designated as a SURR school because of its continued poor performance on both the ELA and math intermediate assessments. Staff feel that students need extensive and sustained instruction (at least double periods) in both numeracy and literacy in each of the grades.  The school is proposing a core academic program that includes the equivalent of double periods of instruction in math and English language arts and single periods of instruction in both science and social studies. 

 

            This proposed core academic schedule (coupled with the need to provide additional services to special populations – students with disabilities, English language learners, students requiring academic intervention services) leaves insufficient time to meet the unit of study requirements for the standards areas not assessed by State examinations.  However, the school believes instruction in these standards areas is important for students and proposes to provide all students – by the time they leave grade 8 – with an integrated exploratory experience that addresses the standards in these areas.  The scheduled time for this interdisciplinary experience is, in the aggregate, less than what Commissioner’s Regulations require.  Student success would be assessed using the State-developed checklists of knowledge and skills that are consistent with the State learning standards.

 

Scenario B.2:  Schools that have significant numbers of students not meeting State Standards.

 

An upstate city has a group of three schools with middle-level grades (one grades K-8 and two grades 6-8) that feed into a large high school.  Two of the three schools have low performance and are identified as schools in need of improvement (SINI).  The third school is doing well enough to avoid identification, but is concerned that it will not meet performance targets in the future.  The level of student interest varies and groups of students have recently asked for more input into school policies and program.

 

The district proposes to institute a small learning community model in each of the three feeder schools in grades 6-8 and continue this concept in the high school (thus creating a 6-12 educational continuum for students).  The schools are located close to a major research university that has offered resources to the small learning communities. Each small learning community within the schools will have a theme.  The curriculum would be interdisciplinary, addressing all of the 28 State learning standards.  The State learning standards (especially those associated with the learning community’s theme) and the purposeful integration of the standards across the curriculum, rather than mandated units of study, would guide the development of program. 

 

Three themes are proposed for the small learning communities in each building.  One small learning community will emphasize community service and government in partnership with the university's schools of public policy and social work as well as the city government and community agencies.  A second small learning community will emphasize youth leadership and business in partnership with the university's school of business and local businesses.  The third small learning community will emphasize urban environmental issues in partnership with the university's environmental science school and the city/county planning agency.  Each small learning community will provide the opportunity for students who would benefit to study subjects in depth and accelerate to taking courses for high school credit.

 

Groups of students will choose learning communities and be involved with a group of teachers who represent various subject areas.  Each learning community will have strong counseling and student support services.  Research projects will be required in each of the small learning communities based on their theme.

 

Scenario B.3:  Schools that have significant numbers of students not meeting State Standards.

 

            A large urban middle school has had continued poor performance on both the ELA and math intermediate assessments.  Staff feel that students need extensive and sustained instruction in both numeracy and literacy.  The core academic schedule leaves insufficient time to meet the unit of study requirements for the standards areas not assessed by State examinations.  However, the school believes instruction in these standards areas is important for students.  The school proposes to redesign its exploratory courses into a series of mini-course electives.  These mini-courses would be tied to the State learning standards.  They would reflect high student interest and relevant topics.  The school would bring in partners, such as local businesses, agencies, and institutions of higher education, to collaborate on the design of the mini-course offerings.  Student success would be assessed using the State-developed checklists of knowledge and skills that are consistent with the State learning standards.

 

 

Model C: “Build on Success: Develop Next Generation Schools/Programs”

 

Scenario C.1 (Selective Program Refinements): A school that is high performing where students are achieving proficiency on the State standards.

 

This middle school (grades 6, 7 and 8) is in a middle class suburban area.  It has high performance with over 80 percent of its students consistently scoring at Levels 3 and 4 on the grade 8 assessments and only 1 percent of its students scoring at Level 1.  It has been highly effective in integrating students with disabilities into the general education program.

 

The school proposes to redesign its exploratory middle school courses into a series of mini-course electives.  These mini-courses would be tied to the State learning standards.  There would be no changes in the core curriculum.  Students will be involved in the design of the mini-courses and will select mini-courses from a menu of offerings over grades 6-8.  Mini-courses will reflect high interest, relevant topics such as fad diets, youth fitness, student leadership, engineering design, science and technology research, and the arts as political expression. 

 

The school will bring in partners such as the community hospital, a Fortune 500 corporate research and development center, a local college and the local YMCA in the design of the mini-course offerings.

 

Scenario C.2 (Selective Program Refinements): A school that has significant numbers of students not meeting State Standards but is not explicitly designated as SINI or SURR.

 

This small middle school (grades 7 and 8) is in a rural area of the State and is housed in a building that also includes grades 9-12.  Its performance in ELA and math is at the State average.  It is seeking ways to increase student interest and motivation and at the same time reinforce literacy and math skills.  It has a relatively strong core academic program that will remain as is, but would like to reinforce those academics further in more hands-on, relevant ways for students.

 

The school proposes to redesign its exploratory courses to take advantage of the agriculture and recreation industry in the area.  A partnership with the BOCES, local Agricultural and Technical College and local businesses is planned.  The Farm Bureau and other community groups will also be engaged as partners.  Students will be involved in project-based learning and have career exploration in the local industry.  Literacy and math skills will be reinforced through the project-based work.  All of the State's 28 learning standards will be addressed in the redesigned exploratory program.

 

Scenario C.3 (Systemic Changes in Educational Program:  Newly-formed schools (including those created as a response to the mandate to Redesign/Restructure).

 

A struggling middle school (grades 5, 6, 7 and 8) has 2,000 students and is located in a large urban district.  Student performance on the grade 8 assessments is poor with less than 20 percent of students scoring at Levels 3 or 4.  Over 35 percent of students score at Level 1.  Student behavior is a problem, student interest is low, and staff and student absenteeism is high.  The school has been targeted by the State for “Redesign.” The school proposes to break up into four small, discrete schools-within-the-school or "academies," each with a unifying theme that has high student interest.  Students would choose an academy in grade 5 and remain in it for four years.  They would be able to request a change in academy at the end of a grade.

 

The four academies would each have 500 students (approximately 125 students on a grade-level).  Each academy would have a theme and a community partner.  All schools would have a core academic program and demonstrate how students are achieving all 28 State learning standards. The curriculum of each academy would be interdisciplinary with “real-world” connections, and may or may not conform to the mandated units of study requirements specified in Commissioner’s Regulations. All students would participate in the State testing program in grades 5-8, including the new grade-by-grade testing in English language arts (ELA) and math.  Literacy and math instruction would be emphasized in all four academies. 

 

 

The Science and Technology Academy would emphasize how science and technology principles work and are applied.  A local science museum would be a partner in designing the Academy program and would make its facilities and scientists/researchers available as consultants.  All students would undertake major research in science and technology using resources made available by the museum.

 

The Arts Academy would emphasize the arts (art, music, theatre and dance).  Middle school A already has a very strong performing arts program and its students regularly perform throughout the city in choral, band and dance.  The Arts Academy would build on this resource and reputation.  The Arts Academy will also partner with a well-known local art museum to build a program in painting, drawing and sculpture.  All students would produce a set of work in the arts annually and exhibit or perform that work.

 

The International Studies Academy would emphasize world history and culture, languages and international understanding.  The International Studies Academy would draw on the diverse, multicultural population and varied community groups in this area of the city.  The International Studies Academy would partner with a local college that has a strong International Studies program and college faculty would commit time to work with the International Studies Academy in program design.   All students would undertake major research projects and study multiple languages.

 

The Sports Academy would emphasize all aspect of the sports industry from playing sports to managing and marketing sports to broadcasting.  Two major league sports franchises will be partners with the Sports Academy, along with an all-sports radio station.  Students would conduct research on the sports industry and its economic impact on the community.  In addition, students would either participate on sports teams or be involved in managing, promoting or broadcasting team events.

 

Scenario C.4 (Systemic Changes in Educational Program):  A school that is making Annual Yearly Progress (AYP) or can demonstrate a pattern of improved student achievement over time.

 

A middle school (grades 5-8) has turned around its academic program in the last three years.  It has increased its ELA and math performance dramatically by all of its students including those with disabilities, but believes it needs additional time on task for students in those subjects to sustain performance.  It has a high concentration of English language learners and students with disabilities and has created a strong program of general education inclusion.  The school has teams of teachers who work with groups of students in smaller learning communities and has been successful in looping teachers for two grades in ELA and math.  This enables continuity of instruction.

 

The school is ready to do more integration of exploratory and core academic subjects.  The team approach has already proven that teachers can plan for changes in the academic program and ensure that all students get learning experiences based on the State learning standards.  The school proposes to integrate math, science and technology education instruction.  It also proposes to integrate career education and the arts with ELA and social studies.  Health education and physical education would also be integrated.  Instruction would be provided using a team teaching approach.

 

The school seeks relief on the State's unit of study requirements, but will still provide instruction in all of the State's 28 learning standards.  The difference will be that instruction will occur in a more applied, integrated model.