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New York

State-reported APR: SY 2010 - 2011


    Reporting in this section is optional.

    Describe the State's progress, from the time of the application through June 30, 2011 in implementing, consistent with its approved application, practices, strategies, or programs to improve educational outcomes for high-need students who are young children (pre-kindergarten through third grade) by enhancing the quality of preschool programs. Describe the State's progress specifically in implementing practices that (i) improve school readiness (including social, emotional, and cognitive); and (ii) improve the transition between preschool and kindergarten. When applicable, please provide the date(s) associated with relevant updates to laws and regulations (e.g. date of passage, date of effect).

    State-reported response: NYSED is partnering with the Early Childhood Advisory Council (ECAC) to implement QualityStars, NYS's Quality Rating Improvement System (QRIS) in early childhood programs in neighborhoods served by the State's Persistently Low Achieving schools. This will build systems that will leverage community resources and align standards with professional development, and will assist participating early childhood programs in creating high quality learning environments, as well as support parents in selecting high quality programs.

    The Pre-Kindergarten Standards have been adopted by the NYS Board of Regents in January 2011and are being implemented along with the Common Core Learning Standards for PK in English Language Arts and Mathematics. In an effort to provide a clear, comprehensive, and consolidated resource for early childhood professionals, the New York State Prekindergarten Learning Standards have been revised to fully encompass the Common Core Learning Standards in English Language Arts and Mathematics at the prekindergarten level. In addition to editing some of the content of the Prekindergarten Learning Standards, the construct of the entire document has also been reformatted to more closely resemble the "fewer, higher, clearer" structure of the Common Core. The revision process has resulted in one draft document, the Prekindergarten Foundation for the Common Core.

    Further promoting improvements in early learning outcomes for all of NYS's early learners are the additional reform initiatives specified in Invitational Priority 3. These additional items include:

    • Assessment Guidance

    Based on extensive research, the National Research Council's (NRC) guidelines, and feedback from around the state, the Office of Early Learning has produced the New York State Education Department (NYSED) Assessment Guidance for Early Learning (Prekindergarten through Grade 3). This document has been designed to provide guidelines for decision making with regard to curriculum, instruction, and assessment to promote positive outcomes for all of New York State's youngest learners. Materials and guidance to assist school districts with fully assessing students at kindergarten entry and with transitions in the early grades are under development.

    • Data

    The development of the Educational Data Portal (EDP) and the potential implications the incorporation of early childhood data could have as a real-time resource for teachers continues to be monitored. Areas of collaboration and coordination with other state agencies are being defined to identify specific data elements currently collected, as well as to determine how these variables could enable meeting the needs of all of our youngest learners at the earliest point possible.

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    Reporting in this section is optional.

    Describe the State's progress, from the time of the application through June 30, 2011 in expanding, consistent with its approved application, statewide longitudinal data systems to include or integrate data from special education programs, English language learner programs, early childhood programs, at-risk and dropout prevention programs, and school climate and culture programs, as well as information on student mobility, human resources (i.e., information on teachers, principals, and other staff), school finance, student health, postsecondary education, and other relevant areas, with the purpose of connecting and coordinating all parts of the system to allow important questions related to policy, practice, or overall effectiveness to be asked, answered, and State-reported information incorporated into effective continuous improvement practices. In addition, describe the progress in working together with other States to adapt one State's statewide longitudinal data system so that it may be used, in whole or in part, by one or more other States, rather than having each State build or continue building such systems independently. When applicable, please provide the date(s) associated with relevant updates to laws and regulations (e.g., date of passage, date of effect).

    State-reported response: The vision of the New York State Education Department's P-20 Longitudinal Data System is to link data across 5 state agencies, with the goal of following students from early childhood through post-secondary education and employment. The data will be used in reports at both aggregate and disaggregated levels. State agencies will use linking techniques to organize data so that they can be easily and transparently accessed. The system will support various stakeholders with a data source that will develop and improve the New York State education system.

    The state envisions a fully-developed P-20 (PreK – post secondary – workforce) longitudinal data system to be the key resource upon which all other educational reform proposals rely. This data system will provide information to educators and others that will allow them to make better instructional decisions—from teacher training to student-specific interventions—so that all students are able to reach their academic potential.

    By working in collaboration with other state agencies, NYSED will be able to establish a P-20 data system without duplication of effort and cost. It will allow NYSED and other agencies to link data without the need for agencies to unnecessarily add new regulations or seek legal policies to collect data out of their purview. In the end it will provide a more robust state data system.

    These enhancements, both completed and planned, include the following components:

    • The ability to link teachers and other professionals to their students (now in effect). This link enables all of the following:

      • Analysis of the effectiveness of teacher preparation programs and teacher certification processes.
      • Creation of a principal and teacher evaluation system by linking teachers to their student's assessment results.
    • Expansion of data on English Language Learners (ELLs) (planned). New York State continues to plan for the expansion of data elements collected on ELLs, including a full analysis of the phenomenon of the Students with Interrupted Formal Education.
    • Inclusion of systematic survey results on the school environment (planned). New York continues to plan the implementation of surveys of school climate.
    • Creation of a system to track student progress throughout P-20 with an accompanying "Early Warning System" (planned). This overall reporting system will identify patterns of performance and behavior that are predictive of failure and the likelihood of a student becoming a dropout, not being prepared for college and career, or potential failure to complete post-secondary programs. We have received responses to a request for information in preparation of issuing a request for proposals to build this system.
    • Creation of a full P-20 system (higher education links now in effect; links with State agencies planned). New York State has linked the NYSED data system to the comprehensive data systems for its two public university systems: the State University of New York (SUNY) and the City University of New York (CUNY). Data from public and private higher education institutions throughout the nation have been received through a data exchange agreement with the National Student Clearinghouse. In a parallel effort, NYSED is working with the New York State Education Department (NYSED), including its fiscal, teacher certification, and adult education components, the New York State Department of Labor (DOL), New York State Office of Children and Family Services (OCFS), New York State Department of Health (DOH), and the New York State Department of Taxation and Finance (Tax and Finance). Other Participating Agencies include the New York State Council on Children and Families (CCF), New York State Department of Motor Vehicles (DMV), and the New York State Office for Technology (OFT). The combined Chief Information Officers (CIOs) of these agencies shall decide how to link student information, first through matching and then through a common identification number that will follow individuals throughout their lives. Once this is completed, the State agencies will link these databases into a full P-20 data system.
    • The expansion of a version of the P-20 longitudinal data system designed specifically to support research and policy analysis (planned). Data is already made widely available to researchers; these efforts will be expanded). This database will:
      • Comply with Family Educational Rights and Privacy Act (FERPA) requirements and all other applicable privacy and confidentiality requirements by stripping all personally identifiable information from the database.
      • Be available to all State policy makers, researchers, and the public through a series of pre-formed and pre-aggregated data sets.
      • Ensure disaggregated data is available to researchers in accordance with NYSED's data governance procedures.
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    Reporting in this section is optional.

    Describe the State's progress, from the time of the application through June 30, 2011 in addressing, consistent with the approved application, how early childhood programs, K-12 schools, postsecondary institutions, workforce development organizations, and other State agencies and community partners (e.g., child welfare, juvenile justice, and criminal justice agencies) will coordinate to improve all parts of the education system and create a more seamless preschool-through-graduate school (P-20) route for students. Vertical alignment across P-20 is particularly critical at each point where a transition occurs (e.g., between early childhood and K-12, or between K-12 and postsecondary/careers) to ensure that students exiting one level are prepared for success, without remediation, in the next. Horizontal alignment, that is, coordination of services across schools, State agencies, and community partners, is also important in ensuring that high-need students (as defined in the Race to the Top application) have access to the broad array of opportunities and services they need and that are beyond the capacity of a school itself to provide. When applicable, please provide the date(s) associated with relevant updates to laws and regulations (e.g., date of passage, date of effect).

    State-reported response: Coordingating systems:

    • QualityStars partnership through RttT
    • Common Core Standards connecting PreK with K-12 continuum
    • Early Learning Assessment Guidance attempts to build some consistency in appropriate assessments and expectations in the early grades
    • Data work is bringing systems and higher education together
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    Reporting in this section is optional.

    Describe the State's progress, from the time of the application through June 30, 2011, consistent with the approved application, of participating LEAs creating the conditions for reform and innovation as well as the conditions for learning by providing schools with flexibility and autonomy in such areas as—

    1. Selecting staff;
    2. Implementing new structures and formats for the school day or year that result in increased learning time (as defined in the Race to the Top application);
    3. Controlling the school's budget;
    4. Awarding credit to students based on student performance instead of instructional time;
    5. Providing comprehensive services to high-need students (as defined in the Race to the Top application) (e.g., by mentors and other caring adults; through local partnerships with community-based organizations, nonprofit organizations, and other providers);
    6. Creating school climates and cultures that remove obstacles to, and actively support, student engagement and achievement; and
    7. Implementing strategies to effectively engage families and communities in supporting the academic success of their students.

    When applicable, please provide the date(s) associated with relevant updates to laws and regulations (e.g., date of passage, date of effect).

    State-reported response: iv. The Board of Regents approved an addition of Section 100.5(d)(10) of the Regulations of the Commissioner of Education relating to credit for online and blended coursework at their June 2011 meeting. The regulations took effect on July 15, 2011.

    v and vi. From the time of application through June 30, 2011, New York State's legal and regulatory authority to intervene in the State's persistently lowest achieving schools and in LEAs that are in improvement or corrective action status; and to support linkages between LEAs and partner organizations to provide comprehensive services to high-need students includes the passage of Education Law 211-e: Educational Partner Organizations.

    In May 2010, the state legislature passed Education Law 211-e, which removed the barrier to implementing the Restart model, and outlined the terms by which districts could contract with non-profit Educational Partnership Organizations (EPO) to take over persistently lowest achieving schools. Under Education Law 211-e(1), "The board of education of a school district, and the chancellor of the city school district of the city of New York, subject to the approval of the commissioner, shall be authorized to contract, for a term of up to five years, with an educational partnership organization pursuant to this section to intervene in a school designated by the commissioner as persistently lowest achieving school, consistent with federal requirements, or a school under registration review." As required by the law, districts have to grant EPOs the authority of a Superintendent, including the ability to make recommendations to the board of education (or Chancellor in New York City) regarding the school's budget, staffing, student discipline decisions, curriculum, daily schedule and school calendar. Contracts also had to include appropriate performance targets and with defined sets of instructional and programmatic responsibilities.$$EDN211-E$$@TXEDN0211-E+&LIST=SEA2+&BROWSER=EXPLORER+&TOKEN=15733076+&TARGET=VIEW

    In addition, in late June 2011, NYSED launched a $40M School Innovation Fund for new schools and school redesign partnerships. The purposes of the School Innovation Fund are to increase high school graduation, college persistence, and college graduation rates by increasing the availability of new high quality seats for students at most risk for dropout, disengagement, and poor academic performance. Through this Fund, NYSED seeks to identify Local Education Agencies (LEAs) and key partner organizations that are jointly committed to the rigorous work required to redesign and turnaround schools into high performing, high quality organizations. Eligible LEAs must partner with one Lead Partner or a Partner Consortium (partner organizations, hereafter) in a proposal to launch a whole new school or a total re-design of an existing school within any one of the following design frameworks:

    • College Pathways School Design
    • Full-Service (wrap-around services) Design
    • Arts and/or Cultural Education School Design
    • Industry Partnership Design
    • Virtual/Blended/Online School Design
    • Education Partnership Organization / Charter Management Organization (EP0/CMO) Design

    Full details can be found at:

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