Highlights
Board of Regents Meeting
April 22nd and 23rd, 2013
Click here for full Board meeting agenda and items
1.
Adoption of Next Generation Science Standards. Click here for full summary. Click here for accompanying
PowerPoint
The final version of the NGSS standards are accessible online at http://www.nextgenscience.org/nextgeneration-science-standards together with supporting documents.
The NYS Science Standards Evaluation and a survey to gather public feedback has been devised, based on
this evaluation tool. The survey will be released upon publication of the full set of documentation for the
NGSS expected near the end of April. Specific details regarding the survey will be finalized after all of the
NGSS materials are released by Achieve. This summer, SED will summarize the results from various
stakeholder groups and the public survey and highlight key differences between both sets of full standards.
In September, SED will present a formal recommendation to the Board regarding the possible adoption of
the Next Generation Science Standards and strategic plan for implementation.
2. Amendment of sections 100.2(c), 100.2(l) & 119.6, and 100.2(kk) of the Commissioner's Regulations,
Relating to the Dignity for All Students Act. Click here for full summary.
Chapter 102 of the Laws of 2012 amends Article 2 of State Education Law (Ed.L. sections 10 through 18) and
Education Law section 801-a to significantly expand the scope and intent of the Dignity Act to include
provisions on bullying and cyberbullying and to make the Act applicable in certain instances to conduct
occurring off school property. The statute addresses provisions relating to: (1) instructional requirements
(2) codes of conduct; (3) reporting; and (4) policies, guidelines and training. The proposed amendments will
take effect on July 1, 2013, which is the date the provisions of Chapter 102 of the Laws of 2012 become
effective.
3.
Amendment to Section 8.3 of the Rules of the Board of Regents Relating to State Assessments. Click here
for full summary.
Currently, the Rrules and regulations do not address the process for approval of State-designated
performance levels or cut scores on State assessments in elementary and secondary education other than
the Regents examinations. This Amendment is to clarify that the State-designated performance level or cut
score for determining proficiency on all State assessments administered to students in the elementary and
secondary grades, other than Regents examinations, shall be established by the Commissioner subject to
approval by the Board of Regents. Beginning with ELA and Algebra I in June 2014, Regents Examinations
that measure student progress on the CCLS will be phased in during a transition period. Similar
performance-standard setting processes will occur after the initial administration of each new Regents
Examination. With respect to Regents examinations, the passing scores are specified in section 100.5. The
proposed amendment makes needed technical changes to broaden the cross-reference to capture
provisions recently added to section 100.5 related to the special education safety net which specify passing
scores for certain students. The amendments also clarify that while 65 remains the minimum passing score
on Regents examinations, with the exceptions set forth in section 100.5, it is no longer a percentage.
Finally, in order to reflect the upcoming transition to Regents Exams that measure student progress on the
CCLS, which may not be scored on a 0-100 scale, the amendment clarifies that the Board of Regents may
prescribe a different minimum passing score.
4.
Career Development and Occupational Studies (CDOS) Learning Standards. Click here for full summary.
Presentation was given to BOR regarding CDOS Learning Standards. CDOS Standards support the other
standards (ELA, Social Studies, The Arts, LOTE, MST, Health, PE, and FCS). There are a minimum of three CDOS
standards all students are expected to achieve: Career Development, Integrated Learning and Universal
Foundation Skills and/or Career Majors. The CDOS standards are the instructional base for all career and
technical education courses and programs. Department staff will continue to provide guidance and
technical assistance to school districts and BOCES to implement the Common Core State Standards as well
as the CDOS Learning Standards. As schools align their courses and programs to the Common Core State
Standards, CTE programs will be available as a valuable resource to improve student achievement and
identify career pathways that will prepare students to be college and career ready.
5. EDP Portal Update Click here for full summary. Click here for accompanying PowerPoint
See Summary of EDP and CC Implementation Memo-K Wagner-3-13
6.
Emergency Adoption of Proposed Amendment of Sections 100.5, 100.6 and 200.5 Relating to a New York
State Career Development and Occupational Studies Commencement Credential (NYS CDOS
Commencement Credential). Click here for full summary. Click here for accompanying PowerPoint.
The NYS CDOS Commencement Credential could be awarded to indicate entry-level work readiness to a
student with a disability as a supplement to a regular high school diploma or, for a student with a disability
who is unable to earn a regular diploma because of his/her disability, as the student’s exiting credential.
Minimum Requirements:
The student:
1. Completes a Career Plan
2. Demonstrates achievement of the commencement level CDOS learning standards for: Career
Development
3. Integrated Learning
4. Universal Foundation Skills
5. Successfully completes 216 hours of instruction in Career and Technical Education (CTE) and/or workbased learning
6. at least 54 hours must be in work-based learning
7. Has a completed Employability Profile
OR
The student earns one of the nationally-recognized work readiness credentials
1. SkillsUSA
2. National Work Readiness Credential
3. National Career Readiness Certificate – (ACT) WorkKeys
4. Comprehensive Adult Student Assessment Systems Workforce Skills Certification System
7. Proposed amendments of §100.5 of the Regulations of the Commissioner relating to the Regents
Research Paper requirement for students taking the Regents Examination in ELA (Common Core) and the
transition to Common Core Regents Examinations in English Language Arts (ELA) and mathematics Click
here for full summary. Click here for accompanying PowerPoint
A all students first entering Grade 9 in the 2013-2014 school year and thereafter must be provided with a
high school English course of study aligned to the CCLS and pass the new Regents Exam in ELA (Common
Core) to meet graduation requirements. The Regents Research Paper is an opportunity for students,
beginning with the January 2015 administration of the new Regents Exam in ELA (Common Core), to
demonstrate necessary college and career readiness skills and CCLS writing standards that cannot be
measured in an examination setting due to time constraints.
ELA
* For the June 2014 and August 2014 administrations only, students enrolled in Common Core
English courses may, at local discretion, take the Regents Comprehensive Exam in English (2005
Learning Standards) in addition to the Regents Exam in ELA (Common Core) and may meet
graduation requirements by passing either exam.
Mathematics:
8. Proposed Amendment to Section 200.5 of the Regulations of the Commissioner of Education Relating to
Prior Written Notice and Parental Consent for the Use of Public or Private Benefits or Insurance. Click
here for full summary.
This amendment will provide relief to school districts who are currently required to obtain parental consent
prior to each time access to a parent’s public benefits or insurance is sought to pay for special education
and related services, necessary to provide a free appropriate public education (FAPE) to a student with a
disability. This meant that previously districts and municipalities had to obtain written consent of the
parent to access public benefits annually, and additionally, prior to each time during the school year when
there was a change in services in a student’s individualized education program (IEP) and public benefits or
insurance were accessed to pay for such services. Districts have reported that obtaining written consent at
this frequency is an administrative burden and results in a significant loss of revenue when written consent
can not be obtained. The amended federal regulations and new paragraph 200.5(b)(8) simplify procedures
for districts and municipalities to access public benefits while at the same time continue to protect parental
rights.
9.
Revised NYSESLAT and Aligned Identification Test for English Language Learners. Click here for full
summary.
The Department expects to sunset the LAB-R and implement the NYSITELL exam during the 2013-14 school
year. In order to complete the transition, the Department will later this year present a regulatory revision
for consideration by the Board that formally changes in regulation the name of this test.
10. State Provided Growth Measure in APPR. Click here for the full summary.
Changes in 2012-13
 NYS will modify how students are attributed to teachers in grades 4-8 ELA/Math
From: Full-year enrollment required
No adjustment for student attendance
Excluded 16% of eligible students in 11-12
To:
60% minimum enrollment required, including 150K more students
Weight student results by percent of time enrolled and in attendance
Students present for less of the year count less
Changes for 2012-13
a. We will have State-provided growth subcomponent measures for Principals with grades 9-12. This year
we propose to adopt two High School Principal student growth measures for 2012-13. They will be
combined into one growth subcomponent rating for High school principals.
i. MGP of ELA and Algebra Regents Similar to 4-8 growth measures, High School Principals will receive
a mean growth percentile based on student scores on the Integrated Algebra and the ELA Regent
exams compared to similar students using 7th and 8th grade tests, other Regents exams and all other
factors used in 4-8 principal models.
ii. Comparative Growth in Regents Exams Passed Principals receive a growth score based on how many
Regents exams students pass compared to similar students, up to eight exams. The definition of
similar students will be the same as MGP of ELA/Algebra measure above.
b. NYSED anticipates recommending at the June Board meeting adoption of “value-added” measures
which will count for 25 points, instead of 20 points, for 4-8 ELA and Math and High School Principals.
i. Enables us to consider more factors outside an educator’s control and to more precisely measure
results of instruction regardless of the composition of the class.
ii. Aligns with expectations for a 25 point growth measure, (and 15 point local measure) in 100% of
District’s approved 2012-13 APPR plans. (About 20% of plans also included 20 point growth
measures).
c. NYSED expects the 2012-13 growth score rating distribution to be similar to 2011-12
d. Next steps on value-added model
i. NYSED will consult full Regents Task Force about factors to be included in proposed value-added
model.
ii. NYSED will return to Board of Regents with recommendation about value-added model at the
June meeting.
11. Transition Planning: Career Development and Occupational Studies (CDOS) and Vocational Rehabilitation
(VR). Click here for full summary.
Recommendation
The implementation of the Career Development Occupational Studies Standards would ensure school
districts are providing students with disabilities planned opportunities to explore, evaluate and be exposed
to work-based learning and instruction that would effectively increase students’ knowledge and
understanding of their skills and interests. The adoption of the CDOS standards will enable ACCES and P-12
Education to work together to support students in gaining valuable career experiences that will expand
their post-secondary opportunities.