THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

TO:	Full Board
FROM:	Jean C. Stevens
SUBJECT:	Implementation Plan for the Regents Policy on Early Education for Student Achievement in a Global Community
DATE:	March 10, 2006
STRATEGIC GOAL:	Goals 1 and 2
AUTHORIZATION(S):

 

SUMMARY

 

Issue for Discussion

 

            Does the implementation plan for the Early Education Policy strategically focus on critical initiatives?

 

Reason(s) for Consideration

 

Review of policy.
         

Proposed Handling

 

The question will come before the full Board on March 21, 2006.

 

Procedural History

 

In January 2006, the Board of Regents adopted a new policy entitled “Early Education for Student Achievement in a Global Community.”  Next actions delineated in that report included submission in March of an implementation plan.

 

Background Information

 

The attached dashboard highlights only the most critical strategies for implementing the Board of Regents new policy.  A more detailed work plan to guide the Department’s work has also been developed.  The dashboard approach will allow the Board to easily identify critical activities and benchmark progress.  Also included is a list of key action steps, resources required to implement the action plan and what the Department will use as evidence of the success of implementation efforts.

 

 

Since the Regents approval of the early childhood policy in January, the Governor has advanced his budget, hearings before the legislature have taken place and extensive external advocacy has occurred.  It is important to ensure that an implementation plan reflects the Regents strategic initiatives.

 

Recommendation

 

We recommend that the Board of Regents reach consensus on the implementation plan and direct staff to proceed with the actions identified.

 

Timetable for Implementation

 

The implementation plan proposes a three-year phase in starting in 2006-2007.

 

 

 

Attachments

 

 

Dashboard for Implementation Plan for Early Education Policy

 

2006-2007 School Year
·        Establish an Early Education Policy Cabinet to serve in an advisory role for implementation of the early childhood policy (#1) ·        Continue strong advocacy to include $99 million to restart prekindergarten programs (#2) ·        Continue strong advocacy for Board of Regents state aid proposal to support statewide implementation of full-day kindergarten (#4) ·        Develop legislative language and work with the Legislature to amend current statute on compulsory school age and full-day kindergarten (#3) ·        Establish an expert panel of researchers and practitioners to guide the development of performance indicators and program evaluation tools to align the State learning standards with curriculum, instruction and assessment (#5) ·        Develop curriculum-based training for parents that outlines strategies to support their child’s academic program (#7) ·        Conduct regional forums on collaboration among SED, school districts and community-based organizations (#8) ·        Expand Reading First online academy to include training on scientifically-based reading research practice and alignment of curriculum, instruction and assessment (#9) Continue discussion on modifying funding for educating preschool children with disabilities in an integrated early childhood classroom (#11)
	2007-2008 School Year
	·        Develop toolkits for parents of infants, toddlers and preschoolers (#1) ·        Continue advocacy for legislative support for statutory changes concerning statewide prekindergarten (#2), compulsory age (#2) and full-day kindergarten (#4) ·        Disseminate information to school districts after legislation is enacted (#3) ·        Revise CR 117 to include improved screening of pre-academic, health and mental health needs of new entrants (#5) ·        Disseminate scientifically-based research strategies to improve the quality of prekindergarten-grade 4 programs (#5) ·        Provide guidance to assist school districts to develop and implement a comprehensive family partnership plan that targets prekindergarten-grade 4 (#7) ·        Work collaboratively with school districts and institutions of higher education to include an emphasis on early childhood education in joint professional development activities (#8) ·        Include prekindergarten and full-day kindergarten as part of a parallel foundation funding formula (#11)
		2008-2009 School Year
		·        Continue activities from 2006-07 and 2007-08 ·        Expand existing technical assistance networks to include early childhood focus (#5) ·        Provide training for school districts on how to implement high quality full-day kindergarten programs (#4) ·        Disseminate guidelines to school districts for implementing the revised CR Part 117 and using results to inform classroom practice (#5) ·        Develop and implement training on cultural competency for all school personnel (#10)

 

Numbers in ( ) refer to the component of the Policy Statement that action is intended to accomplish.

3

Key Action Steps

 

Component  1:  Services for Children Birth to Age Two

 

• Establish Early Childhood Policy Cabinet.
• Conduct regional invitational meetings with school districts and community-based organizations.
• Develop and disseminate toolkits to parents.

 

Component 2:  Establish Statewide Prekindergarten

 

• Continue efforts to have legislation amended to include 3-year-olds and combine both State programs.
• Review standards for existing prekindergarten programs.
• Develop a scientifically-based research tool for alignment of curriculum with State standards and creation of a student assessment protocol.

 

Component 3:  Change Compulsory School Age to Five

 

• Continue efforts to have legislation enacted.
• Implement a public awareness campaign once compulsory school age is changed.
• Monitor the exemption process from compulsory attendance.

 

Component 4:  Full-Day Kindergarten

 

• Continue efforts to have legislation enacted.
• Foster implementation of standards-based curriculum.
• Promote continuity between prekindergarten, full-day kindergarten and grade 1.

 

Component 5:  Strengthen Prekindergarten – Grade 5 Program

 

• Develop performance indicators for prekindergarten programs.
• Align standards, curriculum and developmentally-appropriate assessments.
• Replace CR 117 screening for new entrants with a more comprehensive health and pre-academic developmental assessment system.

 

Component 6:  Integrated Programs and Services

 

• Seek alternative ways to finance preschool special education and expand use of integrated settings.
• Align performance indicators used in early childhood and special education programs.
• Ensure that explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency and reading comprehension has occurred as appropriate before considering a referral to special education.

 

 

Component 7:  Family Partnerships:

 

• Provide school districts with information and training on best practices to promote parent involvement and family partnerships.
• Develop curriculum-based training for parents that outlines grade-by-grade expectations and strategies for supporting learning.
• Work with USNY partners to strengthen family partnership efforts.

 

Component 8:  Interagency Collaboration:

 

• Establish interagency Early Childhood Cabinet.
• Leverage the resources of community-based providers of family services.
• Work with health providers to expand services to meet the needs of children.

 

Component 9:  Professional Preparation

 

• Modify postsecondary curriculum to infuse latest scientifically-based research on early childhood education, reading instruction and family partnerships.
• Expand professional development opportunities such as the New York State Reading Academy.
• Increase capacity of districts to hire and retain certified teachers.

 

Component 10:  Resources of USNY

 

• Engage and align work of USNY partners to support the early childhood policy.
• Increase access of children and families to USNY programs.
• Disseminate an electronic newsletter regarding coordination between school districts and USNY partners.

 

Component 11:  Fiscal Support

 

• Ensure funding for prekindergarten is embedded in the foundation formula.
• Ensure funding to implement full-day kindergarten.
• Ensure fiscal alignment between prekindergarten and preschool.

 

 

Resources Needed for Implementation

 

          To successfully complete the implementation plan, the Department will need to use or reallocate resources as well as secure additional resources and legislative authority.  The extent that such resources can be obtained or reallocated will impact the success of the policy and its impact on educational achievement for our youngest students.

 

Tasks that can be accomplished or are currently being undertaken with current resources:

 

• Establish an Early Education Cabinet.
• Develop legislative proposals and secure their enactment.
• Conduct regional forums on collaboration.
• Provide technical assistance and monitor implementation.
• Revise CR Part 117 screening regulations.

 

Tasks that can be accomplished through the use of USNY support:

 

• Work collaboratively with institutions of higher education to revise preservice coursework, develop partnerships with school districts and expand placements for student teaching experiences.
• Develop and disseminate toolkits for parents.

 

Tasks that require additional resources to accomplish:

 

• Convene an expert panel of researchers to develop performance indicators and performance evaluation tools.
• Expand networks to focus on early education.
• Expand on-line New York State Reading Academy.
• Conduct an independent evaluation of early education programs.
• Incorporate students in grades prekindergarten-grade 2 in the New York data depository.

 

Tasks that require enactment of legislation to accomplish:

 

• Implement Universal Prekindergarten and full-day kindergarten.
• Lower compulsory school age.
• Increase integrated settings for preschool special education students.

Evidence of Success

 

Successful implementation will be measured by the accomplishment of the following no later than the start of the 2008-2009 school year:

 

• All school districts in New York State will operate prekindergarten programs and full-day kindergarten programs.
• The compulsory school age for children shall be five.
• 180,000 children shall be enrolled in publicly-funded prekindergarten programs.
• Funding for prekindergarten and full-day kindergarten shall be part of a State foundation aid formula.
• “Toolkits” shall be disseminated to parents of all newborns.
• The number of participants in the New York reading on-line academy shall increase from approximately 5,000 to 8,000.
• Revised screening procedures pursuant to Commissioner’s Regulations Part 117 shall be implemented.
• State-endorsed performance indicators and program evaluation tools shall have been adopted by all school districts.
• All students shall be included in the New York State data depository upon their first enrollment in prekindergarten or kindergarten.
• Statewide the performance of third graders in all No Child Left Behind accountability groups shall meet the Effective Annual Measurable Objective or the Safe-Harbor Target for English language arts and mathematics.