Summary Briefing December 14, 2009
The Vision The Board of Regents envisions a New York where all students are prepared for college, the global economy, 21 st century citizenship, and continued learning throughout their lives; where gaps in achievement have closed; and the overall level of knowledge and skill among the people matches or exceeds the best in the world. This agenda for reform reflects deeply held values and convictions about the best path forward to improve educational opportunity throughout the state. It encompasses the elements that will be included in our Race to the Top application which we see as a critical source of potential funding for reform and will give us the opportunity, especially with approval of our recommended legislative priorities, to submit a very competitive proposal. 2
Race to the Top: Funding Source for Reform To qualify for Race to the Top funding, states are required to advance reforms around four specific areas: Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and Turning around our lowest achieving schools. The winning states in the Race to the Top will be those that create ambitious yet achievable plans to implement coherent, compelling, and comprehensive education reform. Given the work we have already accomplished and our plan s bold reform agenda, New York will present a very compelling application for Race to the Top. 3
Standards & Assessments Goal: Develop standards, curriculum frameworks, aligned professional development, and assessments that ensure all students are prepared for college, the global economy, 21 st century citizenship, and continued learning throughout their lives. Policies approved by the Regents in November: Development of Curriculum Frameworks (PreK 12): Social Studies, Science, Math, English Language Arts, Economics, Technology, Arts Develop intensive professional development aligned to new standards, curriculum frameworks, and formative assessments with special focus on use of data to improve instruction (leverage latest technologies and online accessibility to deliver professional development) Develop virtual high school initiative Process for considering adoption of the CCSSO/NGA Common Core Standards Participation in CCSSO/NGA Common Assessments (once announced) Formative assessments aligned with curriculum frameworks (potentially online) Stronger 3 8 assessments: more strands, more performance based activities, more open ended questions, and vertical scaling New Regents exams: Economics, Technology, Arts (including use of adaptive technology) 4
Data Systems to Support Instruction Goal: Develop a comprehensive P 20 data system that provides accurate, actionable, and interconnected data to inform decision making at the classroom, school, district, and state level and support improved, differentiated instruction. Policies previously approved by the Regents: Development of Comprehensive P 20 data system; includes: linkages between student and educator data, course identifiers, links to institutions of higher education, and links to non educational databases (e.g. labor, health) Development of robust best in class instructional reporting system that allows schools and teachers to analyze formative assessment data to guide instruction Use the Comprehensive P 20 data system and improved assessment system to develop a growth model for accountability purposes 5
Great Teachers Goal: Support new and existing teachers in developing the knowledge and skills they need to ensure all students are prepared for college, the global economy, 21st century citizenship, and continued learning throughout their lives. Policies approved by the Regents in November: Performance based initial and professional teacher certification (including using student performance data as part of professional certification) Pilot new alternative providers (clinically rich, leveraging latest technologies) Content exams or coursework to demonstrate subject matter expertise Provide teacher prep program profiles (available online) Science, Technology, Engineering, and Math (STEM) Teachers: Flexibility for higher ed professors to teach at secondary level + New financial incentives Teacher career ladder linked to student achievement Revised annual performance review to include uniform qualitative rating categories (e.g. Highly Effective, Effective, Developing, and Ineffective) Teacher induction program Legislative proposal for streamlining of 3020a process Incorporating equitable distribution of effective teachers into district score cards and accountability 6
Great Leaders Goal: Support new and existing school leaders in developing the knowledge and skills they need to ensure all students are prepared for college, the global economy, 21st century citizenship, and continued learning throughout their lives. Performance based certification Pilot new alternative providers (clinically rich, leveraging latest technologies) Revised annual performance review focused on strengthening student performance, feedback from multiple sources, and aligning professional growth with areas that need improvement Provide principal prep program profiles (available online) Expand Leadership Academies Principal career ladder 7
Turning Around Lowest Achieving Schools Goal: Close, phase out, or transform chronically low performing schools to help close the achievement gap and increase the number of students graduating from high school prepared for college, the global economy, 21st century citizenship, and continued learning throughout their lives. Districts propose replacement option: 1. Turnaround replace principal and 50% of staff 2. Restart reopen with external partner (inc. launching charters) 3. Closure students re enroll at other higher achieving schools 4. Transformation replace principal, implement rigorous staff and school leader development and evaluation systems Pursue legislation to authorize direct management of schools by education management organizations (EMOs) and raise charter cap Pursue legislation to authorize education oversight boards for districts that fail to intervene successfully in chronically underperforming schools Provide state level redesign leadership and support through statewide technical assistance center and Office for Innovative School Models (OISM) Change regulations to create greater operational flexibility for new and transforming schools (e.g., expanding ways students can earn credit) 8