Changing Practice, Changing Practice, Changing Culture Changing Culture through NYSEDthrough NYSED

ACTEA Leadership ACTEA Leadership ConferenceConference

March 24, 2011March 24, 2011

Ken SlentzKen Slentz Associate Commissioner

Office of District Services

District Services - our officesDistrict Services - our offices

Educational Design and Technology Online Learning, Technology Platforms, Variances

Student Support Services School Climate

RTTT Implementation Office Network Teams, Professional Development

District Superintendent, BOCES and School District Services DSs, RtI, AIS

Curriculum and Instruction Curriculum Models, Content Specialists

Office of CTE

Office of Early Childhood

Innovating Systems in a Systemic WayInnovating Systems in a Systemic Way

Moving away from Persistently Dangerous and towards Safe Climates

As we look at the changes that need to be made, we need to continue Educating the Whole Child

Finding new and better ways to engage parents

Supporting Early Learners

Raising our Expectations

Building Engaging Pathways

Realigning Fiscal Priorities

Engaging Engaging PathwaysPathways

ParentParentEngagementEngagement

Safe School Safe School ClimateClimate

Meaningful Meaningful ContentContent

E.C. LiteracyE.C. LiteracyAndAnd

NumeracyNumeracy

Social Social EmotionalEmotional

DevelopmentDevelopment

Higher Higher ExpectationsExpectations

ConsistentConsistentSupportsSupports

CCR CCR StudentsStudents

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The Critical Issue - TMCLBThe Critical Issue - TMCLB

NYS Public School General Education StudentsJune 2009 Graduation Rate

All students who started 9th grade in 2005, after 4 years

New York's 4-year high school graduation rate is only 71.8% (all students) and 76.8% for General Education Students.

And the gaps are disturbing.

Actual (Reported) Graduation

General Ed Students % Graduating General Ed Students % Graduating

Total 76.8 Total 40.8

American Indian 62.7 American Indian 23.7

Asian/Pacific Islander 82.0 Asian/Pacific Islander 55.6

Black 62.0 Black 15.2

Hispanic 59.6 Hispanic 16.8

White 87.3 White 56.2

Students with Disabilities 42.1 Students with Disabilities 16.4

Calculated College and Career Readiness*

*Students graduating with at least a score of 75 on Regents English and 80 on the Math Regents, which correlates with success in first-year college courses.

Backgroundo PISA assesses the ability of 15-year-old students to extrapolate and apply

their knowledge to novel situations

Outcomes for United States compared to 65 other countrieso Average performance

reading (14th)* science (17th)

o Below average performance• mathematics (25th) *

The Notable Gapo A notable gap exists between the top 10% and the bottom 10% of 15-year

olds in the U.So Fifteen-year-olds in the United States tend to rate themselves

comparatively highly in academic performance in PISA, even if they did not do well comparatively

The Urgency of the WorkPerformance of the United States in the Program for International Student Assessment (PISA)

*Student performance in reading and mathematics has remained largely unchanged since 2000 and 2003

College Readiness = Career ReadinessCollege Readiness = Career Readiness

The knowledge and skills that high school graduates will need to be successful in college are the same as those they will need to be successful in a job that:

pays enough to support a family well above the poverty level,

provides benefits, and offers clear pathways for career advancement through

further education and training.

Research by Achieve, ACT, and others.

1) Teacher/School Leader Preparation and Effectiveness – Change emphasis to content knowledge; pedagogical skills; and measurable, performance-based evaluation

2) Early Childhood – Expand access to high-quality learning opportunities

3) Raise Graduation Rates for At-Risk Students – Increase graduation by redesigning secondary schools to increase student engagement and ensure college and career readiness

4) Curriculum and Professional Development – Provide every student with a world-class, rigorous curriculum and train teachers to use it effectively

5) Assessment – Align with common core standards, evaluate college and career ready status, provide data for effective decision-making

6) P-20 Data System – Provide information that will strengthen decision-making at the classroom, school, district, and state policy levels

7) Replace Failing Schools – Close chronically underperforming schools; work with districts to implement strategies to dramatically improve outcomes for students attending the lowest-performing schools

8) Transform NYSED – From compliance-oriented to service-oriented agency leveraging its resources to prepare students to be college and career ready

Regents Reform Agenda: GoalsRegents Reform Agenda: Goals

A New York State of MindA New York State of Mind NY ranks 2nd in percentage of students who pass AP exams and

participation has increased for all student subpopulations

NY rated 2nd in Quality Counts 2011 for overall education policy and performance

NY consistently ranks 1st or 2nd in the number of Intel Science Talent Search finalists (7 finalists for 2011)

19 NY schools honored by the U.S. Department of Education as National Blue Ribbon Schools of Excellence in 2010

Since higher standards were adopted, more than 14 times as many students with disabilities earned Regents diplomas (526 in 1996 to 7,708 in 2009)

More NY students in the class of 2010 took the SAT than any other class in the state's history and this group was more diverse than ever before — 42% were minorities, 38.8% said they will be first-generation college attendees

74% of full-time, first-time students earn their bachelor’s degrees within six years of entering college

College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

Animating the Reform AgendaAnimating the Reform Agenda Investing in human capital, supporting with critical tools

Adopting internationally-benchmarked internationally-benchmarked standards, curriculum and standards, curriculum and assessmentsassessments that prepare students for success in college and the workplace

Building instructional data systemsinstructional data systems that measure student success and inform teachers and principals how they can improve their practice

Recruiting, developing, retaining, and rewarding effective teachers and effective teachers and principalsprincipals

Turning around the lowest-achieving Turning around the lowest-achieving schoolsschools

The delivery mechanism for professional development and technical assistance for the state-sponsored initiatives

Teams of expert support in Curriculum, Instruction and DataSED recommended levels, but regionally determined

Coordinate with school-based Inquiry Teams Participate in NYSED-sponsored professional development

Annual training of senior facilitators in content and measurementQuarterly trainings based on feedback and metricsSpecific interventions as needed

Implemented by July 1, 2011First training in July, 2011

BOCES & LEAs encouraged to collaborate to BOCES & LEAs encouraged to collaborate to design Network Team’s structure/functions/budgetdesign Network Team’s structure/functions/budget

Network Teams Delivering the tools to increase college and career readiness

Key NYSED/Network Team Deliverables

2011-12 Training on implementation of Common Core Standards

for ELA and Math

Implementation and training of school-based Inquiry Teams

Training on implementation of new performance evaluations for teachers and principals in ELA and Math

TodayToday – Measuring the impact of delivery to teachersTomorrowTomorrow – Measuring the impact on student achievement

Four years of math Four years of science “College and career ready” credit

- a career and technical education (CTE) course (linked to credential)- a college course- an advanced course (i.e., AP, IB)

A second Regents exam in mathematics Increase the required passing scores on the English and math

Regents exams to a level that is associated with college-readiness (75 in ELA; 80 in Math)

Extend the school day/school year

* While the local diploma is being phased out for general education students, it remains available to students with disabilities through the “Safety Net” provisions of State regulations. The Safety Net could be extended to apply to new requirements.

Increase Graduation RequirementsIncrease Graduation Requirements*Strategies for Consideration:

Increase FlexibilityIncrease FlexibilityStrategies for Consideration:

Student choice in one or more of their five required Regents exams

Successful completion of a CTE technical assessment (as part of an approved CTE program) to substitute for one of the five required Regents exams

Increase the maximum number of academic credits that students can earn through integrated CTE programs and specialized CTE courses

Flexibility in the courses that students may take in middle school

Allow students to earn additional credits through demonstration of competency

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Policy Directions for ConsiderationPolicy Directions for ConsiderationAllow Students Choice in Required Regents Exams

• Option: Multiple paths to graduation with a Regents diploma

• ELA, Math + any 3*, or

• ELA, Math + 2 Science + 1 other*, or

• ELA, Math + 2 History + 1 other*, or

• ELA, Math + 1 History + 1 Science + 1 other*

• Benefits:

• Additional courses in a field of interest can fulfill additional diploma endorsements

• Better student engagement should increase likelihood for graduation

• Recognition of student skill achievement and the opportunity to use multiple measures of student growth

• Challenges:

• Greater flexibility means students may be able to graduate by demonstrating proficiency in key areas through Regents exams

* including a CTE assessment

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Policy Directions for ConsiderationPolicy Directions for ConsiderationIncrease Flexibility for CTE Programs

• Option: Beginning in 2011-12, increase the availability of CTE integrated courses from 4 to 10, including all ELA, Math, and Science

• Currently: Only four academic credits can be earned through approved integrated CTE programs

• Benefits:

• Allows students the opportunity to pursue an interest-based education

• Increases opportunities to learn by application

• Earlier access to CTE program (9th grade) may increase engagement and high school completion

• Challenges:

• Equity and access of all options to all students

• Limited number of approved CTE programs

• Establishing a common level of rigor across all CTE programs

Increase the maximum number of credits that students can earn through integrated CTE programs and specialized CTE courses

Engaging PathwaysEngaging PathwaysMoving to Competency

CR 100.5(d) allows for competency-based measures:• Make up credit (limited scope);

• Independent Study (limited scope);

• Credit by exam (limited scope);

• Blended and fully online courses (Regs to be adopted in May ‘11)

Next Steps

• Science Regs discussion

• “Seat Time” Regs

And at the end of the dayAnd at the end of the day…………

Let us put our minds together and see what life we can make for

our children

- Sitting Bull