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DISTRICT DATA COORDINATOR MEETING JUNE 8, 2016
AGENDA
a. WELCOME AND ANNOUNCEMENTS
a. Updated 2016 / 2017 DDC Meeting Schedule • Paperless Meetings
b. DATAG Summer Conference – July 13th - 15th
b. JOE’S STUFF a. Computer Based Testing update b. DDC Survey results / discussion c. APPR Reporting – 3012c / 3012d d. Graduation Tracker
c. STUDENT MANAGEMENT SYSTEMS – 3RD PARTY ASSESSMENT TOOLS
a. Third Party help desk and contact information b. webEDGE Lunch & Learn – immediately following today’s meeting
d. SCHOOL DATA BANK SERVICES
a. Score Projection Tool - comparison to regional score projection b. 2015-16 Instructional Reports and release of test questions c. SDE Share – Analyzing LEP trends in data
e. LEVEL 0, TEST SCANNING AND REPORTING
a. Help Desk for Data Warehouse and Test Scanning and Reporting – [email protected] or 631-218-4195
b. NYS Assessments, 3-8, NYSAA, and NYSESLAT • NYSAA assessment data have been submitted to SED • NYSESLAT- currently processing
i. answer sheets-all students must have the following information in Level 0: o 0231 Code (Eligible to take NYSESLAT) in Program Services o 0242 Code (if taking NYSESLAT in lieu of ELA) in Program Services o Program Service code to support the 0231 in Program Services o LEP duration in Demographics
ii. Before returning assessment materials to the state, be sure your verification report has been reviewed
c. Regents • August Regents schedule • Scanning Regents exams - please follow the scanning schedule and contact us with any
concerns or questions i. June 2016 Regents and RCT exam schedule
ii. June 2016 ES BOCES Regents Timeline iii. June 2016 Scanning deadlines
• Regents Exams and RCT SED memos i. Administration of June Regents exams
ii. Content of each exam • Algebra II CC and Algebra II
i. file needed for those students taking Algebra II in addition to Algebra II CC • ASAP-reminder to select All Schools when running score reports
d. Level 0 • Make historical changes in Level 0 Historical • Changes for the 2015-2016 school year • Loading data and automated process
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f. UPDATES ON DATA TOOLS, REQUIRED COLLECTION, AND REPORTING
a. Data Deadlines – http://datacentral.esboces.org Services Data & Reporting Public Schools Deadlines b. The weekly deadline for loading and locking data in Level 0 is Thursday, 12:00 noon. Data
will be pulled from Level 0 at 12:00 noon on Monday, Tuesday, Wednesday, and Thursday. No data will be pulled from Level 0 on Friday. • Staff data will now be refreshed DAILY
c. Staff Reporting • Staff Attendance / Tenure
d. 2015-16 End of Year Verification • Special Ed. Verification • L2RPT reference document • Report of the Month – L2RPT>SEDDAS >Reasonableness >SIRS-401 Reasonableness
Report>Programs • End of Year Data Work Sessions – July 12th, 20th, 27th, August 2nd , 16th
e. Information from SED • VADIR / DASA Update • Migrant Student Reporting • CTE Reporting • Immigrant Reporting • Transgender Students • Continuing Teacher and Leader Education update • ELL Student Counts for 2016-17 NCLB Title III LEP Allocations – deadline June 9th at
noon • ELL Exit Criteria Guidance • Seal of Biliteracy • SIRS Updates
f. Data for the Non-Data Person Workshop – July 7th or July 11th g. Other Breaking News
g. ADJOURN
THINGS TO DO NOW 1. Review and verify all L2RPT reports for year-end certification – Deadline August 25th at noon 2. Load all Regents and RCT exams, as well as accommodations, in Level 0 by July 7th deadline 3. Be sure all students taking NYSESLAT have proper LEP and program codes in Level 0 4. Have a great summer!!!!
REMINDERS Next District Data Coordinator Meeting – Friday, September 16, 2016 – 9:00 a.m. – 11:30 a.m.
At Eastern Suffolk BOCES Instructional Support Center in Holbrook NYSSIS Level 0
1. Monitor your hold queue (processing takes place weekly)
2. Use ReportNet to review problems 3. Review NYSSIS Manual available at
http://www.emsc.nysed.gov/irts/sirs/ 4. Accounts provisioned through SEDDAS.
1. Instructions posted on http://datacentral.esboces.org/
2. Lock data by 12:00 noon Mon.-Thurs. 3. Always “Check All” for Program Services 4. Call 631-218-4195 for Level 0 questions
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Middle States Accredited Instructional Support Center • Student Data Services
15 Andrea Road • Holbrook, NY 11741 Phone: 631-244-4240 • Fax: 631-244-4003 • E-mail: [email protected]
Julie Davis Lutz, Ph.D.
Chief Operating Officer
Kate Davern
Director, Education and Information Support Services
Joseph P. Stern
Divisional Administrator, Student Data Services
2016-2017 MEETING DATES
District Data Coordinator
Friday September 16, 2016 9:00 a.m. – 11:30 a.m. Tuesday October 18, 2016 9:00 a.m. – 11:30 a.m. Friday November 18, 2016 9:00 a.m. – 11:30 a.m. Friday December 16, 2016 9:00 a.m. – 11:30 a.m. Friday January 13, 2017 9:00 a.m. – 11:30 a.m.
Tuesday February 14, 2017 9:00 a.m. – 11:30 a.m. Wednesday March 15, 2017 9:00 a.m. – 11:30 a.m.
Friday April 21, 2017 9:00 a.m. – 11:30 a.m. Friday May 12, 2017 9:00 a.m. – 11:30 a.m.
Wednesday June 14, 2017 9:00 a.m. – 11:30 a.m.
Data Advisory
Tuesday October 18, 2016 12:00 p.m. – 1:30 p.m. Tuesday February 14, 2017 12:00 p.m. – 1:30 p.m. Friday April 21, 2017 12:00 p.m. – 1:30 p.m.
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DATAG 2016 Annual Summer Conference In our 15th year, DATAG is pleased to continue our support of appropriate use of data for instructional improvement at our
2016 Summer Conference, July 14 and 15, and at our pre-conference on July 13,
Saratoga Springs, NY.
Author and National Speaker Dr. Candi McKay Keynotes Our Conference
Dr. Candi B. McKay, National Speaker and author of “You Don't Have to be Bad to Get Better: A Leader's Guide to Improving Teacher Quality” will be our pre-conference presenter and Keynote Speaker for DATAG's 15th summer conference. Participants in the pre-conference will receive a copy of this book included in their registration fee. Candi will also be our Keynote Speaker on Thursday morning. She is an experienced New York educator, teaching in Canandaigua City Schools, supervising in the Department of Education at Nazareth College in Rochester, and working as a National Consultant with the Educational Testing Service while developing her own consulting group. See more at her LinkedIn page: https://www.linkedin.com/in/candimckay
In addition to Dr. McKay on Wednesday afternoon and Thursday morning, we expect to offer 28-35 sessions from districts, regional information centers, higher education, the State Education Department, and vendors after the Keynote Thursday. The day will culminate with an evening reception featuring the Educator of the Year award and drawings for gifts donated by our vendor sponsors.
We expect about 20 vendors of products and services directed toward DATAG members to have tables with representatives to explain and/or demonstrate their products for interested attendees.
Friday we will enjoy engaging speakers from the State Education Department, as always, plus other presenters that we will announce as plans are finalized.
Perhaps one of the best parts of the DATAG Summer Conference is the opportunity to network with other districts and vendors across New York that are doing the kind of work that you do.
Registration is now open at www.datag.org, under the Summer Conference link. There you will also find an online form with which you can propose a session that you would like to present to your colleagues, and a hotel reservation link to book at the Saratoga Hilton.
Join the free DATAG listserv on our website if you are not already enrolled and you’ll receive updates on conference programs as plans are finalized. We hope to see you there.
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Alexander Trikalinos Executive Director Office of Teacher/Principal Quality & Professional Development 89 Washington Avenue, 1071 EBA Albany, NY 12234 Tel. 518.486.2573
To: Superintendents of Public Schools District Superintendents of BOCES
From: Alexander Trikalinos, Executive Director Date: June 2, 2016 Subject: Update on the Board of Regents’ amendments to Subparts 30-2 and 30-3 of the Rules
of the Board of Regents and the release of new resources to assist school districts and BOCES in implementing Annual Professional Performance Reviews (APPR) of Teachers and Principals under Education Law §§3012-c and 3012-d
Recent Amendments to Subparts 30-2 and 30-3 of the Rules of the Board of Regents: On May 16, 2016, the Board of Regents amended regulations in response to feedback and input from various stakeholder groups regarding the implementation of APPR during the transition period (i.e., the 2015-16 through 2018-19 school years) and the implementation of the requirements of Subparts 30-2 and 30-3 of the Rules of the Board of Regents generally. The adopted emergency regulatory amendments, as described below, are intended to provide districts and BOCES with greater flexibility in implementing the provisions of Education Law §§3012-c and 3012-d, and Subparts 30-2 and 30-3 of the Rules of the Board of Regents.1
The September 1 Deadline for Providing Final APPR scores and ratings – Effective June 14,
2016, transition scores and ratings, calculated pursuant to Sections 30-2.14 and 30-3.17 of the Rules of the Board of Regents, must be provided to teachers and principals no later than September 1st of the school year immediately following the school year for which the teacher or principal’s performance is evaluated during the transition period. Original final ratings for such teachers and principals must be provided by September 1st or as soon as practicable thereafter during this time period. Please note that this flexibility applies equally to districts implementing §3012-c and §3012-d APPR plans during the 2015-16 school year. Educators whose APPRs are not based on the grades 3-8 ELA and/or math State assessments or State-provided growth scores and who do not receive transition scores and ratings shall continue to receive their final APPR ratings no later than September 1st.
Student Performance Category Measures (Education Law §3012-d) – Effective June 14, 2016,
for APPRs implemented pursuant to Education Law §3012-d for the 2016-17 school year and thereafter, the following regulatory amendments provide districts and BOCES with greater flexibility with respect to the available measures in both subcomponents of the Student Performance Category:
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o Required subcomponent – For educators who do not receive their own State-provided growth scores and whose courses do not end in State or Regents assessments, SLOs may use district- or BOCES-wide results (the results of assessments that are administered outside of the educator’s building or program). Additionally, both school- or program-wide and district- or BOCES-wide measures may be based on State-created or administered assessments, or other State-approved assessments. The SED Monitoring APPR portal has been updated to accommodate entry of these measures.
Please note that in determining which SLOs to set for which educators, the Department’s existing SLO rules remain in effect (e.g., districts/BOCES must still apply the 50% rule to determine the order in which SLOs are developed and the number of SLOs that are required for each educator, common branch teachers must have measures that cover at least ELA and math, etc.). Additionally, Subpart 30-3 of the Rules of the Board of Regents has been amended to clarify that principals who receive State-provided growth scores must also have back-up SLOs consistent with the Department’s long-standing guidance. The back-up SLOs set for such principals are based on the same State or Regents assessments that are used to generate the principal’s State-provided growth scores. Please note that, consistent with the Department’s APPR Transition Guidance, except for principals of buildings that include all of grades 9-12, the requirement that educators who receive State-provided growth scores must set back-up SLOs is only applicable during the 2015-16 school year and beginning again in the 2019-20 school year.
o Optional subcomponent –Optional subcomponent measures that are based on a second State-provided growth score may include locally computed district- or BOCES-wide results. Additionally, Optional subcomponent measures that are based on a State-designed Supplemental Assessment may include district- or BOCES-wide results where these results can be generated by the State-approved growth model for such assessments.
Teacher Observation & Principal School Visit Category (Education Law §3012-d) – Effective
June 14, 2016, the adopted amendments clarify the methodology for calculating a final teacher observation or principal school visit category score. Specifically, that each observation or school visit must be evaluated based on a State-approved rubric and an overall score between 1-4 for each teacher observation category or principal school visit category subcomponent (i.e., principal/supervisor or other trained administrator, impartial independent trained evaluator(s), and trained peer observer) must be generated. The overall scores for each teacher observation category or principal school visit category subcomponent must incorporate all evidence collected and observed over the course of the school year. The subcomponent scores must then be combined using a weighted average within the ranges set by Subpart 30-3 of the Rules of the Board of Regents, producing an overall observation or school visit category score of 1-4.
1 Please see the following link for the Board of Regents item containing these regulatory amendments: “Amendment to sections 30-2.3, 30-3.3, 30-3.4, 30-3.5, 30-3.11 and 30-3.13 of the Rules of the Board of Regents Relating to Annual Professional Performance Reviews for Classroom Teachers and Building Principals.”
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Clarification of Collective Bargaining Requirements Around Teacher & Principal Improvement Plans and Corrective Action Plans – Effective June 14, 2016, the regulations are amended to clarify that Teacher and Principal Improvement Plans must be developed by a district’s superintendent or their designee, and are subject to collective bargaining to the extent required by Article 14 of the Civil Service Law. The regulatory amendments further clarify that corrective action plans ordered by the Department may require changes to a collective bargaining agreement, and that such changes are subject to collective bargaining to the extent required by Article 14 of the Civil Service Law.
Newly Updated Resources Relating to Annual Professional Performance Reviews (APPR) of Teachers and Principals The following resources have been updated consistent with the regulatory amendments described above:
Guidance on Education Law §3012-c and §100.2(o) and Subpart 30-2 of the Commissioner’s Regulations: The purpose of this guidance is to answer questions that educators, administrators, and community stakeholders may have about Education Law §3012-c and Subpart 30-2 of the Commissioner’s regulations.
Guidance on Education Law §3012-d and Subpart 30-3 of the Commissioner’s Regulations: The purpose of this guidance is to answer questions that educators, administrators, and community stakeholders may have about Education Law §3012-d and Subpart 30-3 of the Commissioner’s regulations.
Student Learning Objectives Guidance Document (Education Law §§3012-c and 3012-d): The Student Learning Objectives (SLO) Guidance Document explains how New York State will assess the student learning growth of students in classrooms where there is no State assessments that can be used for a State-provided growth measure. This resource will assist district leaders as they implement the SLO process, a required component of the teacher evaluation system.
Summary of Revised APPR Provisions 2015-16 – “The Blue Memo”: The “Blue Memo” provides a summary of the regulations adopted by the Board of Regents to implement Education Law 3012-d.
Sample APPR Plans Aligned with Education Law §3012-d: Two sample APPR plans that are in compliance with Education Law §3012-d have been developed to support districts and BOCES in the design and development of their own APPR plans.
APPR Training Modules: The goal of these modules is to guide users through the twelve tasks in the updated SED Monitoring APPR portal and in their understanding of the APPR process under Education Law §3012-d, including:
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o The component pieces of the APPR plan for teachers and principals (requirements and options);
o How to structure APPRs to support academic priorities and needs; o How to submit an APPR plan that meets requirements of law and regulations; and o How to use resources from NYSED to support the APPR process.
Task by Task SED Monitoring APPR Portal Guidance Document (Education Law §3012-d): The
Task by Task SED Monitoring APPR Portal Guidance Document (APPR §3012-d) was created to be used as a guide for the field, specifically tailored and organized for completing an APPR plan under Education Law §3012-d in the SED Monitoring APPR portal.
SED Monitoring APPR Portal: The SED Monitoring APPR portal has been updated to include the entry of:
o APPR Transition Period Supplemental Forms - Districts/BOCES whose Education Law §3012-d Annual Professional Performance Review (APPR) plans were approved by the Department for use beginning in the 2015-16 school year must complete this supplemental form in order to specify the alternate SLOs that will be used for applicable teachers and principals during the 2016-17 through 2018-19 school years in the event that excluding the results of the grades 3-8 ELA and math State assessments and any State-provided growth scores results in no remaining student performance measures for the purposes of calculating transition scores and ratings. The supplemental form must now be completed and submitted through the SED Monitoring APPR portal no later than March 1, 2017.
o Teacher-specific and Principal-specific APPR surveys for planning purposes only – Please note that the Department does not consider the teacher- and principal-specific surveys, on their own, to be an official submission of a complete APPR plan. Accordingly, the Department will not formally review such submissions, and will only formally review and approve a district’s/BOCES’ APPR plan once the content of all sections of such plan has been collectively bargained and submitted to the Department using either the teacher-specific online form in conjunction with the principal-specific online form or the complete form available in the SED Monitoring APPR portal. If you would like to access these separate surveys in the portal, please email [email protected].
Please also note that additional information regarding the submission of staff evaluation data for APPRs completed during the 2015-16 school year is forthcoming in a separate memorandum. As always, the Office of Teacher/Principal Quality and Professional Development looks forward to supporting you as we continue to work together to ensure that all students have equitable access to the most effective educators. If you have further policy-related questions about New York State’s teacher and principal evaluation system, please contact [email protected]. For assistance in logging into the SED Monitoring APPR Portal, please contact [email protected].
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Stern, Joseph
From: A list for discussions on the collection and reporting of statewide student level data. <[email protected]> on behalf of Kathleen Moorhead <[email protected]>
Sent: Friday, May 27, 2016 3:26 PMTo: [email protected]: FW: May 2016 OA E-Blast Update
Please see below.
From: ACCOUNTINFO Sent: Friday, May 27, 2016 3:20 PM To: [email protected]; [email protected]; [email protected]; [email protected]; [email protected] Subject: May 2016 OA E-Blast Update
OA E-Blast Update May 2016
...a monthly update on the New York State Education Department’s (NYSED) Office of Accountability (OA)
activities relevant to school districts, schools, the education community and other stakeholders.
REGENTS ACTIONS Amendment to the Rules of the Board of Regents Relating to Annual Professional Performance Reviews (APPR) for Classroom Teachers and Building Principals At its May 2016 meeting, the Board of Regents adopted amendments to §§30-2.3, 30-3.3, 30-3.4, 30-3.5, 30-3.11, and 30-3.13 of the Rules of the Board of Regents, relating to the Annual Professional Performance Reviews (APPR) of classroom teachers and building principals. The adopted APPR amendment seeks to provide districts and BOCES with greater flexibility in implementing the provisions of Education Law §3012-d and Subpart 30-3 of the Rules of the Board of Regents. The amendments specified:
That transition scores and calculated ratings be provided to teachers and principals no later than September 1st. The measures that will be used in the student performance category of a teacher’s evaluation. That each subcomponent of the observation category be evaluated on a 1-4 scale based on a State-approved
rubric aligned to the New York State teaching standards. The measures that must be used in the student performance category of a principal’s evaluation. The measures that are available in the student performance category.
That each school visit be evaluated based on a state-approved rubric aligned to the Interstate School Leaders Licensure Consortium (ISLLC) standards.
That teacher and principal improvement plans be subject to collective bargaining to the extent required under Article 14 of the Civil Service Law.
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The adopted APPR amendment will become effective, as an emergency rule, on Tuesday, June 14, 2016. The May 2016 Regents item regarding the amendment to the rules of the Board of Regents relating to the APPR for classroom teachers and building principals can be found at: http://www.regents.nysed.gov/common/regents/files/516p12a1.pdf. Proposed Amendment Relating to the Methodology that School Districts will use Identify Students in Grades 3-8 Who Receive Academic Intervention Services At its April 2016 meeting, the Board of Regents discussed a proposed amendment to subdivision (ee) of section 100.2 ofthe Commissioner’s Regulations relating to the methodology that school districts will use to identify students in grades 3 -8 who receive academic intervention services (AIS). Based on feedback from key stakeholders on implementation of AIS, the Department made recommendations for revisions to the current methodology for identification of students required to participate in AIS in the 2016-17 school year and beyond. Stakeholder recommendations are that the Board of Regents amend Commissioner’s Regulations to include a two-step process for determining student eligibility for AIS in grades 3 - 8 ELA and mathematics. For more information about thetwo step process please review the April 2016 Regents Item at:http://www.regents.nysed.gov/common/regents/files/416p12d1.pdf. Following a 45-day public comment period, it is anticipated that the proposed rule will be presented for adoption at theJuly 2016 meeting. The April 2016 Regents Item regarding the methodology school districts will use to identify students in Grades 3-8 who receive academic intervention services can be found at: http://www.regents.nysed.gov/common/regents/files/416p12d1.pdf. The presentation entitled “Academic Intervention Services” can be found at: http://www.regents.nysed.gov/common/regents/files/Academic%20Intervention%20Services%20p12d1.pdf. REGENTS UPDATES Violent and Disruptive Incident Reporting and Calculating the School Violent Index At its May 2016 meeting, the Board of Regents discussed the collection of Violent and Disruptive Incident Reports (VADIR) from schools along with the calculation of the School Violence Index (SVI). As a result of the discussion, the Department will:
1. Develop amendments to Commissioner’s Regulations for consideration by the Board of Regents that will revise the current twenty categories in accordance with the New York State Safe Schools Task Force recommendations;
2. Revise the electronic application used to collect VADIR and Dignity for All Students Act (DASA) data from schools to reflect the amended regulations;
3. Work with the New York State Center for School Safety to expand the availability of technical assistance and professional development to support this work and conduct monitoring and site visits to ensure accuracy of reporting;
4. Pilot the school climate index in approximately 12 districts in 2016-17 and make changes and improvements, as necessary.
The May 2016 Regents item regarding the VADIR and calculating the SVI can be found at: http://www.regents.nysed.gov/common/regents/files/516p12d1.pdf. The May 2016 presentation “Violent and Disruptive Incident Reporting and Calculating the School Violence Index” can be found at: http://www.regents.nysed.gov/common/regents/files/P-12%20Violent%20and%20Disruptive%20Incident%20Report.pdf.
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EngageNY Easier to Use, Enhanced Capability At the May 2016 Board of Regents meeting, an overview of the EngageNY website was discussed. The presentation “EngageNY Easier to Use, Enhanced Capability” can be found at: http://www.regents.nysed.gov/common/regents/files/P-12%20EngageNY.pdf. The Department will continue to invest in the development of EngageNY as a resource for educators. Update on Regents Exams Workgroup At the May 2016 Regents meeting, the Board of Regents were provided with an update on the workgroup convened to advise on technical and policy aspects of the Common Core Regents Exams. The workgroup will continue to meet over the next several months and will draft recommendations for the Commissioner. Additional updates will be provided to the Board of Regents as the workgroup continues its discussions. The May 2016 Regents item regarding the update on Regents exams workgroup can be found at: http://www.regents.nysed.gov/common/regents/files/516p12d2.pdf. ELA and Mathematics Standards, Curriculum, Assessments Updates - Teacher & Principal Evaluation System Review At the April 2016 Board of Regents meeting, information regarding the teacher and principal review system review was presented. The presentation entitled “ELA and Mathematics Standards, Curriculum, Assessments Updates - Teacher & Principal Evaluation System Review” can be found at: http://www.regents.nysed.gov/common/regents/files/ELA%20and%20Mathematics%20Standards%2C%20Curriculum%2C%20Assessments%20Updates%20-%20No%20Item.pdf. Update on Computer-Based Testing At the both the April 2016 and May 2016 Regents Meetings, the P-12 Education Committee provided the Board of Regents with updates on New York State’s transition to computer-based testing starting in the 2015-16 academic year. Department staff provided updates on:
Computer-based New York State Alternate Assessment (NYSAA) and the Grades 3-8 ELA and math computer-based field tests for public schools, charter schools, and non-public schools.
Grades 3-8 ELA and math computer-based field tests for public schools, charter schools and non-public schools,
specifically focusing on readiness and preparation.
Department staff will continue to support districts and schools in the transition to computer-based tests as part of the long-term strategy to move more testing online. The Department’s goal is to move toward the use of innovative, technology enhanced items and a quick return of test scores to educators, students, and their parents.
The April 2016 Regents item regarding computer-based testing can be found at: http://www.regents.nysed.gov/common/regents/files/416p12d2.pdf. The May 2016 Regents item regarding computer-based testing can be found at: http://www.regents.nysed.gov/common/regents/files/516p12d4.pdf. The April 2016 presentation “New York’s Transition to Computer-Based Testing” can be found at:
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http://www.regents.nysed.gov/common/regents/files/New%20York%E2%80%99s%20Transition%20to%20Computer-Based%20Testing%20p12d2.pdf. The May 2016 presentation “3-8 ELA and Math Computer-Based Field Testing” can be found at: http://www.regents.nysed.gov/common/regents/files/P-12%203-8%20ELA%20and%20Math%20Computer-Based%20Field%20Testing.pdf. THE EVERY STUDENT SUCCEEDS ACT (ESSA) Elementary and Secondary Education Act (ESEA) Reauthorization and the Every Student Succeeds Act (ESSA) At the May 2016 meeting the Board of Regents discussed the Elementary and Secondary Education Act (ESEA) Reauthorization and the transition to the Every Student Succeeds Act (ESSA), including requirements of the law pertaining to standards, accountability, and parent and family engagement. A strategy for involving stakeholders in development of New York’s plan was also discussed. The May 2016 ESSA presentation can be found at: http://www.regents.nysed.gov/common/regents/files/Full%20Board%20Monday%20-%20%20ESEA%20Reauthorization-Every%20Student%20Succeeds%20Act%20ESSA.pdf. GENERAL ANNOUNCEMENTS Identification of Local Assistance Plan Schools based on 2014-15 School Year Results On Thursday, May 12, 2016, the Office of Accountability (OA) notified districts regarding final determinations to Local Assistance Plan status based on 2014-15 school year results, and made public the final list of LAP schools based on 2014-15 school year assessments. As part of the notification process, the OA conducted a webinar entitled “Local Assistance Plan Schools: Self-Reflection Process and Required Plan.” The Power Point presentation from the webinar can be found at: http://www.p12.nysed.gov/accountability/LAPSelfReflectionWebinar.pptx and the recording can be accessed at: https://meetny.webex.com/meetny/lsr.php?RCID=64bc5f6bb4ac44c1bf0acb5c63cbd865. All questions regarding LAP schools should be directed to: [email protected]. Identification of Reward Schools Based on 2014-15 School Year Results On Tuesday, May 17, 2016, the Office of Accountability (OA) posted the final list of Reward Schools that were identified based on the 2014-15 school year results at: http://www.p12.nysed.gov/accountability/ESEADesignations.html. The Commissioner’s press release regarding Reward Schools can be found at: http://www.nysed.gov/news/2016/commissioner-identifies-220-high-achieving-and-high-progress-schools-reward-schools. Districts were notified about Reward Schools via e-mail. An official NYSED certificate of recognition will be mailed to Superintendents and Charter School Principals with Reward Schools in the next two weeks. Any questions regarding Reward Schools should be sent to [email protected]. Compilation of Professional Development Resources to Help Guide the DCIP/SCEP Processes Resources for the District Comprehensive Improvement Plan (DCIP) and School Comprehensive Education Plan (SCEP) processes listed below have recently been posted to the Focus District Improvement Plan website. May 4-5 Focus District Institute Power Point Presentation
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http://www.p12.nysed.gov/accountability/fdip/documents/MayInstitutePresentation.pdf 4 Leadership Traits to Drive Social Innovation http://www.p12.nysed.gov/accountability/fdip/documents/4LeadershipTraitstoDriveSocialInnovation.pdf The State’s Role in Supporting Data Use to Drive School Turnaround http://www.p12.nysed.gov/accountability/fdip/documents/CST_State_Role_Data.pdf How Systems thinking Applies to Education http://www.p12.nysed.gov/accountability/fdip/documents/HowSystemsThinkingAppliestoEducation.pdf Leading Indicators of School Turnaround http://www.p12.nysed.gov/accountability/fdip/documents/leading-indicators-of-school-turnarounds.pdf Continuous Improvement in Schools and Districts: Policy Considerations http://www.p12.nysed.gov/accountability/fdip/documents/McRelContinuousImprovement.pdf Seeing Below the Surface: Systems Thinking http://www.p12.nysed.gov/accountability/fdip/documents/SeeingBelowtheSurfaceSystemsThinking.pdf Focus District Improvement Plans Consistent with New York’s approved ESEA Flexibility Waiver, all Focus Districts are required to develop a District Comprehensive Improvement Plan (DCIP) that details how the district plans to improve instruction and address the identified needs of Focus, Priority, and Local Assistance Plan (LAP) Schools.
All identified Priority and Focus schools that do not have an approved 1003(g) School Improvement Grant (SIG) or School Innovation Fund (SIF) plan are required to develop a School Comprehensive Education Plan (SCEP) that details the way in which identified schools are focused on increasing the quality of instruction; improving the effectiveness of the leadership and teaching; and improving student achievement and graduation rates for all students, with an emphasis on identified subgroups.
Identified schools that have been active participants in the Professional Learning Community (PLC) pilot cohort are required to develop a Strategic Plan for School Excellence (SPSE) in lieu of a SCEP. The SPSE details the way in which identified schools are focused on increasing the quality of instruction; improving the effectiveness of the leadership and teaching; improving student achievement and graduation rates; and moving toward excellence for all throughout a three year implementation period.
The link to the DCIP, SCEP and SPSE plan templates can be found at: http://www.p12.nysed.gov/accountability/fdip/home.html. The 2016 -17 DCIP, SCEP and SPSE plans are accepted as early as June 1, 2016. The deadline for submission of each plan is close of business July 31, 2016. All plans should be submitted via e-mail to [email protected]. All questions regarding the DCIP, SCEP and SPSE should be emailed to [email protected]. McKinney-Vento Summer School Information In May 2016, a field memo was sent to District Superintendents, Superintendents of Public Schools, Charter School LEA Administrators and Homeless Education Liaisons regarding students in temporary housing and the requirements for districts these students attend. Students in temporary housing who are required to attend summer school to advance to the next grade or who need summer school to graduate on time must be provided the opportunity to attend summer school free of charge. The May 2016 Field Memo includes information on:
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Access to summer school for students in temporary housing and their rights, Appointment of a homeless liaison and LEA policies and resources.
The May 2016 NCLB McKinney Vento field memo can be found at: http://www.p12.nysed.gov/accountability/homeless/docs/SummerSchoolInformation2016_Final.pdf The memo can also be accessed at the following links: http://www.p12.nysed.gov/accountability/memos.html http://www.p12.nysed.gov/accountability/guidance.html http://www.p12.nysed.gov/accountability/homeless/guidancememos.html Receivership Schools: Demonstrable Improvement Indicators Update
Local Indicators/ Indicators with District-Collected Data/ Student Attendance, Student Suspension, and School Safety Data
The Department requires schools with Local Indicators/ Indicators with District-Collected Data to submit the data by the prescribed deadline. Schools with indicator #3 (Student Attendance), indicator #4 (Student Suspension Rate–Out of School), and indicator #5 (School Safety–Count of serious incidents) must send their data to [email protected] by Friday, July 8, 2016. Receivership School Data Dashboard (RSDD) In July 2016, a Receivership School Data Dashboard (RSDD) will be available to authorized users on the secure http://data.nysed.gov/ website. The RSDD will display all the Demonstrable Improvement indicators assigned to each of the schools, the required progress targets, schools’ 2015-16 performance, and whether the schools met the progress targets or not. The RSDD will be updated regularly to include new data as they become available. Districts will only have access to their schools’ RSSD. These data will be available in a secure environment at http://data.nysed.gov/ to authorized school and district users. The RSDD can be accessed securely by going to the lower right corner of the http://data.nysed.gov/ page and clicking “login.” Enter your User ID and password to log in securely. Superintendents outside of New York City who do not know their User ID and password should use the State Education Department Delegated Account System (SEDDAS) users guide at: http://www.p12.nysed.gov/seddas/seddashome.html. Principals outside New York City who do not know their user ID and password should be advised to contact their superintendent. For questions about the RSSD please contact: [email protected]. Reviews and Reports Due to NYSED
All Focus and Priority Schools on the February 2016 Focus District List that do not receive an IIT review will be expected to receive District-led Diagnostic Tool for School District Effectiveness (DTSDE) reviews or School reviews with District Oversight by the end of the 2015-16 school year.
1. All previously identified Focus or Priority School as of September 1, 2015 that have been re-identified as a Focus or Priority School must receive a DTSDE review. In lieu of having a NYSED-led IIT review, this requirement can be met through a District-led DTSDE review of three or more tenets; or a District Supervised School Review with District Oversight.
2. All schools in Re-identified Focus Districts that have been identified as a Focus or Priority school for the first
time must receive a DTSDE review. This requirement can be met by conducting a District-led review of three or more tenets; a District-supervised School Review with District Oversight; or completion of a District-supervised DTSDE School Self-Reflection.
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3. All schools classified as Persistently Struggling or Struggling and also re-identified as a Focus or Priority School must receive a DTSDE review. This requirement can be fulfilled by a NYSED-led Demonstrable Indicator Review (for schools that identified a DTSDE tenet as one of their measures of Demonstrable Improvement); a District-led DTSDE review of three or more tenets; or a District-supervised School review with District Oversight.
Reports for District-led reviews and/or School reviews with District oversight must be submitted to the Office of Accountability (OA) at the NYS Education Department by Thursday, June 30, 2016 for schools in re-identified or newly identified districts. Report forms can be found on the OA website at the following link: http://www.p12.nysed.gov/accountability/diagnostic-tool-institute/review-materials.html.
Further information and/or questions can be emailed to [email protected]. 2016-17 Socio-economic Integration Pilot Program (SIPP) Update Application The 2016-17 Socio-economic Integration Pilot Program (SIPP) Update application is now posted. The purpose of the Socioeconomic Integration Pilot Program is to increase student achievement in Priority and Focus Schools by encouraging greater socioeconomic integration in these schools. Only Districts with approved 2015-16 SIPP grants are eligible to submit Update Applications. Update Applications are due no later than Thursday, June 30, 2016.
The application is posted at: http://www.p12.nysed.gov/funding/2015-18-title-1-ses-integration-grant/home.html.
Questions regarding the 2016-17 SIPP Update application should be sent to: [email protected]. Submission of School Safety and Educational Climate (SSEC) Data, including Violent and Disruptive Incidents Report (VADIR) and Dignity for All Students Act (DASA) Data On Monday, May 2, 2016, a memo was sent to Superintendents of Schools, BOCES District Superintendents, Charter School Leaders/Principals as well as Public School Principals to inform them that the timeline for the collection of school summary counts of Violent and Disruptive Incidents Report (VADIR) and Dignity for All Students Act (DASA) incidents for the 2015-16 school year (July 1, 2015-June 30, 2016) will be earlier than the mid-August collection timeline that was in place in prior school years. The 2015-16 school year VADIR/DASA application will be available on the NYSED Application Business Portal beginning on June 27, 2016 with a reporting deadline of July 25, 2016. The earlier collection timeline will allow schools to report incidents at the close of the 2015-16 school year so the data can be made available in a more timely manner. The memo regarding the submission of SSEC data, including VADIR and DASA data, can be found at: http://www.p12.nysed.gov/irs/memos/. More information about data collection for 2015-16 school year incidents can be found at: http://www.p12.nysed.gov/irs/school_safety/school_safety_data_collection.html. Changes to the Commissioner’s Regulations Part 100.5(d)(7) Governing the Appeal to Graduate with a Lower Score on a Regents Examination On Wednesday, April 20, 2016 a memo was sent to District Superintendents, Superintendents of Public and Nonpublic Schools, Principals of Public, Charter and Nonpublic Schools regarding changes to the Commissioner’s Regulations Part 100.5(d)(7) governing the appeal to graduate with a lower score on a Regents exam. Under the revised rule, students can now appeal scores of 60-64 (expanded from 62-64) on up to two Regents examinations. Students who are granted one appeal by their local superintendent earn a Regents diploma. Students who are granted two appeals earn a local diploma. The provisions for English language learners to appeal scores of 55-61 on
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the English Language Arts Regents Examination and for students with disabilities to appeal scores of between 52 and 54 on up to two Regents examinations to earn the local diploma are still in place. In addition, the revised rule eliminates the requirement that students meet a minimum attendance requirement of 95% in the year they last took the examination under appeal. The elimination of the attendance requirement is applicable to all appeals, whether for students with disabilities, English language learners, or general education students. The revised Appeal to Graduate with a Lower Score on a Regents Exam form can be found at: http://www.p12.nysed.gov/ciai/gradreq/CurrentAppealForm.pdf. The webpage containing general education and diploma requirements is: http://www.p12.nysed.gov/ciai/gradreq/intro.html. The April 2016 memo regarding changes to the Commissioner’s Regulations Part 100.5(d)(7) governing the appeal to graduate with a lower score on a Regents exam can be found at: http://www.p12.nysed.gov/ciai/memos/expanded-appeal-memo-4-20-16.pdf. Questions related to the appeals process can be sent to: [email protected].
Chronic Absenteeism Reports Now Available in SIRS
A May 2016 field memo was sent to BOCES District Superintendents, Superintendents of Public School Districts, Principals of Public Schools and Charter School Leaders regarding Chronic Absenteeism Reports and their availability in the Student Information Repository System (SIRS). Outlined in the memo is New York State’s new statewide initiative to promote student engagement and increase student achievement by encouraging school personnel to track student absenteeism and develop intervention strategies to reduce chronic absence from school. Also discussed in the memo is the Department’s ability to now calculate chronic absenteeism using attendance data reported by districts, BOCES and charter schools in SIRS and new verification reports now available in the Level 2 Reporting system (L2RPT). The memo includes information about the definition of chronic absenteeism, how it is calculated, and where to find resources to help reduce it. The memo, “Chronic Absenteeism Reports Now Available in SIRS” can be found at: http://www.p12.nysed.gov/sss/documents/FINALchronicabsenteeismmemo_May2_2-16.pdf. Please go to http://www.p12.nysed.gov/accountability/OA_E-News/May2016EBlast.html to view the web version of the May 2016 OA E-Blast.
ConfidentialityNotice Thisemailincludingallattachmentsisconfidentialandintendedsolelyfortheuseoftheindividualorentitytowhichitisaddressed.ThiscommunicationmaycontaininformationthatisprotectedfromdisclosureunderStateand/orFederallaw.Pleasenotifythesenderimmediatelyifyouhavereceivedthiscommunicationinerroranddeletethisemailfromyoursystem.Ifyouarenottheintendedrecipientyouarenotifiedthatdisclosing,copying,distributingortakinganyactioninrelianceonthecontentsofthisinformationisstrictlyprohibited.
**************************************************************************************************** PLEASE DO NOT REPLY TO THIS LISTSERV. This message is a posting to NYSDATA, a listserv to communicate information from NYSED regarding collection and reporting of education data in New York State. This is a closed list intended to facilitate communication to members of the group. Postings to this list do not necessarily represent official decisions or opinions of the New York State Education Department or any participating organization. For information about this list, contact [email protected]
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Renaissance STAR
User Group Meeting
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Heather H. Ciccone, ES BOCES, Administrative CoordinatorHeather H. Ciccone, ES BOCES, Administrative Coordinator
Karen Schmid, WS BOCES, Media Development CoordinatorKaren Schmid, WS BOCES, Media Development Coordinator
Advance registration is required.
Monday, June 13, 2016 8:30 a.m. - 12:00 p.m.
Defeo Administration Building 215 Old Riverhead Road, Westhampton Beach, NY 11978
Hosted by Eastern and Western Suffolk BOCES Presented by Renaissance
To register online please visit http://datacentral.esboces.org. Click on Login or Create Account to register. If you need assistance, or have any questions, please contact Karen Fedun at 631-419-1684
This session will focus on a collaborative discussion and exploration on data reports available for STAR assessments. The agenda will be as follows:
Frequently Used Reports
Which report should I use?
At a Glance data
It is recommended for districts to bring a device to practice along and look at your own data.
Breakfast will be provided by Renaissance.
Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classifica-tion protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected].
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NWEA User Group
Meeting
.
Heather H. Ciccone, ES BOCES, Administrative CoordinatorHeather H. Ciccone, ES BOCES, Administrative Coordinator
Karen Schmid, WS BOCES, Media Development CoordinatorKaren Schmid, WS BOCES, Media Development Coordinator
Advance registration is required.
User Group Meeting Tuesday, June 14, 2016
9:00 a.m. - 12:00 p.m. Defeo Administration Building
215 Old Riverhead Road, Westhampton Beach, NY 11978
Hosted by Eastern and Western Suffolk BOCES Presented by
Northwest Evaluation Association (NWEA)
To register online please visit http://datacentral.esboces.org. Click on Login or Create Account to register. If you need assistance, or have any questions, please contact Karen Fedun at 631-419-1684
NWEA invites you to join other NWEA partners in your area for a complimentary event. Learn best practices, tips and practical support from NWEA staff and learn how districts in your neighborhood are using MAP® data to maximize growth for all students. About this event: Connect with other partner schools and districts and find out what’s new from NWEA Understand how new reports can help educators focus on growth and achievement Discover new features that empower educators to effectively differentiate instruction and extend the value of MAP data inside and outside of the classroom Enhance your knowledge about NWEA resources and professional development opportunities
Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classifica-tion protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected].
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eSchool Training
Eastern Suffolk BOCES 15 Andrea Road
Holbrook, NY 11741 Helpdesk Phone Number: 631Helpdesk Phone Number: 631--218218--41214121
Spring 2016 Class Schedule
Class descriptions can be found on Data Central as well as on the eSchool eBoard at http://www.eschooldata.esb.site.eboard.com
Date Class Time Location
February 8, 2016 eSD Secondary Scheduling 8:30-11:30 Holbrook
March 29, 2016 eSD Teacher Connect 8:30-11:30 Westhampton Beach
May 19, 2016 eSD Grade Advancement 8:30-11:30 Holbrook
May 23, 2016 eSD Elementary Class Placement 8:30-11:30 Westhampton Beach
July 7, 2016 eSD Administrator 8:30-11:30 Westhampton Beach
May 25, 2016 eSD Data Cleanup 8:30-10:30 Westhampton Beach
Advance registration is required. No walk-ins please. Due to limited seating, registration is required 48 hours in advance of the class.
To register online, please visit http://datacentral.esboces.org. Click on Login or Create Account to register. If you need assistance, or have any questions, please contact Karen Fedun at 631-419-1684
Student Data ServicesStudent Data Services
Elaine ConlinElaine Conlin (631) 244(631) 244--42424242
Program AdministratorProgram Administrator Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected].
There is no charge for districts participating in our support service.
If your district does not participate in our support service the cost for each class is: Half Day - $300 / Full Day - $500.
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Infinite Campus Training Winter/Spring 2016
(ISC) Instructional Support Center-15 Andrea Road Holbrook, NY 11741 (WHB) Raymond A. DeFeo Admin Bldg-215 Old Riverhead Rd, WHB, NY 11978
Class Schedule Class descriptions can be found on datacentral
as well as on our Infinite Campus eBoard at http://www.infinitecampus.esb.site.eboard.com
There is no charge for these classes for districts participating in our support. If your district does not participate in our support, the cost for each class is as follows:
Half Day - $300.00 / full Day - $500.00 For identification purposes, we require that you register for classes using your school district email account.
Infinite Campus Helpdesk - 631-419-1601 Helpdesk Email - [email protected]
Advance registration is required. No walk-ins please.
Due to limited seating, registration is required 48 hours in advance of the class. To register online, please visit https//datacentral.esboces.org
Click on Login or Create Account to register. If you need assistance, or have any questions, please contact Karen Fedun at 631-419-1684
Student Data ServicesStudent Data Services Elaine Conlin, Program AdministratorElaine Conlin, Program Administrator
631631--244244--42424242
Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Federal, State, or local law. This policy of nondiscrimination includes: access by students to educational programs, student activities, recruitment, appointment and promotion of employees, salaries, pay, and other benefits. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Eastern Suffolk BOCES fully complies with all applicable rules and regulations pertaining to civil rights for students and employees (e.g., Title IX of the Education Amendments of 1972, §504 of the Rehabilitation Act of 1973, Titles VI and VII of the Civil Rights Act of 1964, Dignity for All Students Act, §303 of Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, and the Boy Scouts of America Equal Access Act of 2001). Inquiries regarding the implementa-tion of the above laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Deputy Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected].
Fri., Jan 8 - ISC End Of Semester Process 9:00 - 12:00
Fri., Jan 15 - WHB NY State Reporting Updates 9:00 - 12:00
Thurs., Jan 21 - ISC Score Import 3 - 8 Assessments 9:00 - 12:00
Thurs., Feb. 11- ISC Census/Registration 9:00 - 12:00
Thurs., Feb. 25 - ISC Walk-In Scheduler/Rostering Students 9:00 - 12:00
Thurs., March 3 - ISC Multi-Year Academic Planner (MYAP) 9:00 - 12:00
Wed., March 17- WHB Ad hoc 9:00 - 12:00
Thurs., April 7- ISC Online Assessments 9:00 - 12:00
CANCELLED Thurs. April 14 - WHB
NY State Reporting Updates
9:00 - 12:00
Fri., May 6 - WHB IC User Meeting 9:00 - 12:00
Wed., May 18 - WHB Regents/RCT Score Import 9:00 - 12:00
Thurs., May 26 - ISC End of Year Process 9:00 - 12:00
Fri., June 10 - WHB Focus Group Meeting 9:00 - 12:00
NEW Friday, April 8 - WHB
Focus Group Meeting
9:00 - 12:00
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Schooltool Training Summer 2016
DAB-Raymond A DeFeo Bldg- 215 Old Riverhead Rd, WHB NY 11978
Class Schedule Class descriptions can be found on datacentral
as well as on our Schooltool eBoard at http://www.schooltool.esb.site.eboard.com
There is no charge for these classes for districts participating in our support. If your district does not participate in our support, the cost for each class is as follows:
Half Day - $300.00 / full Day - $500.00
Please note that classes with less than 3 participants enrolled may be cancelled.
Schooltool Helpdesk - 631-244-4000 Helpdesk Email - [email protected]
Advance registration is required. No walk-ins please.
Due to limited seating, registration is required 48 hours in advance of the class.
To register online, please visit http://datacentral.esboces.org. Click on Login or Create Account to register. If you need as-sistance, or have any questions, please contact Karen Fedun at 631-419-1684
Student Data Services Elaine Conlin, Program Administrator
631-244-4242
Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Feder-al, State, or local law. This policy of nondiscrimination includes: access by students to educational programs, student activities, recruitment, appointment and promotion of employees, salaries, pay, and other benefits. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Eastern Suffolk BOCES fully complies with all applicable rules and regulations pertaining to civil rights for students and employees (e.g., Title IX of the Education Amendments of 1972, §504 of the Rehabilitation Act of 1973, Titles VI and VII of the Civil Rights Act of 1964, Dignity for All Students Act, §303 of Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, and the Boy Scouts of America Equal Access Act of 2001). Inquiries regarding the implementation of the above laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Deputy Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26 th Floor, New York, NY 10005, 646-428-3800, [email protected].
the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected].
July 19, 2016
Clerical
Review the process for adding/ updating all
student contacts
Running reports
Q & A
DAB
8:30-11:30
August 18, 2016
School Start-up
Closing out Summer School
Assigning Elementary student Homerooms
Maintenance Setup
Printing Schedules
DAB
8:30-11:30
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Full class descriptions can be found on our PowerSchool eBoard at http://www.powerschool.esb.site.eboard.com There is no charge for districts participating in our support service.
If your district does not participate in our support service the cost for each class is: Half Day - $300 / Full Day - $500.
Please note that classes with less than 3 participants enrolled may be cancelled.
Advance registration is required. No walk-ins please.
To register online, please visit http://datacentral.esboces.org. Click on Login or Register if you need to create an account.
For assistance, please contact Karen Fedun at 419-1684
Student Data ServicesStudent Data Services Elaine Conlin, Program AdministratorElaine Conlin, Program Administrator
631.244.4242631.244.4242 Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26 th Floor, New York, NY 10005, 646-428-3800, [email protected].
Monday, July 11 WHB
EOY Prep Elementary Scheduling Prep
8:30 to 11:00
1:00 to 2:30
Thursday, July 14 WHB
NYS Field Migration Workshop 8:30 to 2:30
Monday July 18 WHB
Thursday Aug 11 WHB
Wednesday Aug. 17 WHB
End of Year Workshop End of Year Workshop End of Year Workshop Each workshop is designed for districts to work in their data to set up for the EOY process. Register for one or all workshops, as needed.
8:30 to 2:30
8:30 to 2:30
8:30 to 2:30
Wednesday, July 20 Online class
AutoSend Setup Review NEW! PowerSchool Dashboards
9:00 to 11:00
1:30 to 2:30
Tuesday, July 26 Online Class
Parent Portal Settings Direct Database Export (DDE)
9:00 to 10:00
11:00 to 12:00
Thursday, July 28 WHB
NEW! PowerSchool Standards v9+ 9am to 1pm
Thursday, Aug 4 WHB
Summer School Grading/Aug Grads
9am to 11am
Tuesday, Aug 9 Online Class
Basic PS for the new user Basic Searches in PS
9:00 to 11:00
1:00 to 3:00
Thursday, Aug 18 Online Class
PS for Counselors PT Admin Setup
9:00 to 10:30
1:00 to 2:00
Thursday, Aug 25 Online Class
S1 Grading New Year Setup Checklist
9:00 to 10:30
1:30 to 2:30
Thursday, Sept. 15 WHB
Basic PS for the new user Basic Searches
8:30 to 11:30
1:00 to 3:00
PowerSchool Summer 2016 Training
PowerSchool Help Desk: 631PowerSchool Help Desk: 631--218218--41004100
Instructional Support Center (ISC) 15 Andrea Road,
Holbrook, NY
WHB DeFeo Admin Bldg (DAB) 215 Old Riverhead Rd,
Westhampton Beach, NY 11978
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Join us at the webEDGE Lunch n’ Learn
Wednesday, June 8, 2016 12:00
(immediately following the DDC Meeting)
Eastern Suffolk BOCES Student Data Services cordially invites you to a brief Lunch n’ Learn presented by Aaron Glenn, Executive of Sales & Marketing for EDGE Document Solutions. Aaron will provide an over-view of the webEDGE Student Portfolio, highlighting some of the most recent enhancements. webEDGE provides districts the capability to present documents for parental viewing directly inside the parent portal. Single Sign-On makes it extremely easy to show parents any important documents for their personal, secure viewing. Documents include, but not limited to: ISR’s Attendance Letters Discipline Letters Report Cards Other Assessment Reports (NWEA, STAR, Fitnessgram, etc.) Any Document with a Student ID Submit your own document in our Admin Console
FREE LUNCH to all in attendance! Come and see a powerful product, enjoy free lunch and win some prizes! There will be plenty of time for Aaron to answer any questions and help you to assess if webEDGE would be a good fit for your district. Let’s see if webEDGE can help save your district TIME & MONEY
Student Data ServicesStudent Data Services Elaine Conlin, Program AdministratorElaine Conlin, Program Administrator
631.244.4242631.244.4242
Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educa-tional Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected].
webEDGE Student Portfolio Lunch & Learn
Eastern Suffolk BOCES
15 Andrea Road Holbrook, NY 11741
To register online, please visit http://datacentral.esboces.org.
Click on Login or Register if you need to create an account.
For assistance, please contact Karen Fedun at 419-1684
REGISTER TODAY ON DATACENTRAL !
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK
Commissioner of Education E-mail: [email protected]
President of the University of the State of New York Twitter:@NYSEDNews 89 Washington Avenue, Room 111 Tel: (518) 474-5844 Albany, New York 12234 Fax: (518) 473-4909
June 2016 Dear Colleagues: As a lifelong educator, I know the value of receiving timely information about how students performed on annual assessments. In my experience, you can never have this data soon enough. This year, you and your schools will have access to this information earlier than in past years.
75 percent of the questions from the 2016 Grades 3-8 English Language Arts (ELA) and Mathematics Tests that counted toward student scores are now posted online at EngageNY.org.
100 percent of the constructed-response questions have also been released, and
teachers and parents will for the first time have the opportunity to review their students’ constructed-response answers.
Instructional reports will be available to schools and districts by the end of the week.
Taken together, the test questions, instructional reports, and student responses can help educators to make informed decisions about professional development and curriculum and plan for the upcoming school year. And, because test data and questions were released earlier, districts and schools will now have several weeks before the end of the school year to use the information. Released 2016 Grade 3-8 Test Questions On May 31, 2016, SED released 75 percent of the 2016 Grades 3-8 ELA and math test questions that counted toward students’ scores. Each released multiple-choice question includes the question itself and an item map that provides the answer key and the standard(s) measured by the question. Each released constructed-response (open ended) question includes the question itself and an item map that provides the standard(s) measured by the question. Also included in the release are 100 percent of the constructed-response questions from the Grade 3-8 ELA and Mathematics Tests as well as the scoring materials used by educators to score student responses to these questions. Educators can use this information, in collaboration with colleagues, to examine student skills and identify where
33
student learning is strong and where there are gaps. The questions and other materials are available at EngageNY.org (https://www.engageny.org/3-8). Opportunity for Educators and Parents to Review Student Responses For the first time, educators and parents will have the opportunity to review student responses to the constructed-response questions from the 2016 tests, giving them additional information about student learning. The State Education Department is providing guidance for districts on how to implement this review so student privacy is protected and the integrity of the students’ responses is preserved. However, districts will use local discretion to develop their own procedures for reviewing the data. The guidance is outlined below. Parents/guardians are permitted to review their students’ responses to constructed-response questions in the 2016 ELA Test Book 2 and Book 3 and Mathematics Test Book 3. For the ELA tests, parents/guardians may also be allowed to read the passages associated with the constructed-response questions. To ensure test integrity, the review must take place in the presence of school personnel. Schools are able—but not required—to provide copies of the student’s constructed-response test books to the child’s parents upon request. Similarly, teachers and other educators are permitted to review the responses to constructed-response questions in the 2016 ELA Book 2 and Book 3 and Mathematics Book 3 written by his or her students. All other books are to remain secure. All reviews of student test papers must take place in a secure location and in accordance with district-established procedures. Original test books should never be left unattended. If, in accordance with local procedures, teachers are provided with copies of their students’ constructed-response test books, they must be advised of and carefully follow locally-developed procedures for the handling and storing of such copies in accordance with the federal Family Educational Rights and Privacy Act (FERPA). Additionally, schools must securely retain all original student test papers for at least one year after the end of the school year. Instructional Reports for 2016 Grade 3-8 ELA and Mathematics Tests This year, the State Education Department authorized the release of instructional reports for the 2016 Grades 3-8 ELA and math on June 3, 2016. This is the earliest that these reports have ever been released, and the first time they have been released during the same school year in which the tests were administered, allowing schools and districts more time to use this information for summer curriculum writing and professional development activities.
Reports are available through Regional Information Centers (RIC) and/or Level 1 data centers.1
1 For a summary of the instructional reports made available by the RICs, see http://www.boces.org/Portals/0/Web%20Docs/RIC%20Reports/NYSRICsCognos.pdf. The New York City Department of Education and the Yonkers City school district serve as their own Level 1 data center and will have different reporting solutions and time lines. For a
34
As in past years, the 2016 instructional reports for ELA and math are based on raw scores only, which are not comparable from year to year.2 Scale scores and performance levels will not be available until the statewide results are released later this summer.
The reports show educators how each student performed on every question that
contributed to his/her score: authorized personnel can see whether the student answered the question correctly and the New York State P-12 ELA or Mathematics Learning Standard(s) measured by the question.
The reports also allow for raw score comparisons at the item, cluster, and standard
levels for students, classrooms, schools, districts, and regions of the State. The instructional reports, coupled with the released test questions, provide schools with robust information on student learning. Along with other information about student performance gathered throughout the last school year, these data from the Grades 3-8 assessments can help teachers, principals, and district leaders set instructional priorities and develop strategies for the year ahead. Moving Forward In the coming years, our goal is to release more information to you and get it into your hands earlier. I have heard this request from many of you. However, it is important to remember that we cannot release everything right away. It takes time to score the exams and process the data. And, to maintain exam validity and reliability, we have to be purposeful about the items that are made public. As you know, the 2016 tests were different than those from recent years. We shortened this year’s tests by removing test questions and made them less stressful by allowing students more time to finish if they needed it. Educators also played a bigger role in reviewing test items. Thanks to their help and expertise, I believe that the tests were a better measure of what is being taught in our classrooms. Next year, more educators will be involved in the review of test questions and the creation of the final test forms that students see. Then, beginning with the 2018 Grade 3-8 ELA and Mathematics Exams, all test questions will be written and reviewed by New York State educators. New York has a long history of having teachers write test questions for statewide exams. I am pleased that we are once again moving in this direction and hope you will continue to remind your school communities about the work we have done and will be doing to improve our testing program.
summary of last year’s release of instructional reports, see http://www.p12.nysed.gov/assessment/ei/2014/earlyreleaseinstructionalreports.pdf. 2 Because each year’s test includes different questions, the questions may, on average, be slightly easier or slightly more difficult than were the questions on the prior year’s test. To ensure that test scores are comparable given these slight year-to-year differences, a standard statistical process called equating is employed. Equating adjusts slightly the number of raw score points (i.e., questions answered correctly) needed to achieve a certain scale score and performance standard, relative to the small difference in difficulty of the current year's test. For example, if the current year’s test is slightly easier than was the prior year’s test, the number of raw score points necessary to achieve a given performance standard will increase slightly. If the current year’s test is slightly harder than was the prior year’s test, the number of raw score points necessary to achieve a given performance standard will decrease slightly.
35
Best wishes for a smooth and productive finish to the school year. And, thank you, as always, for your hard work and dedication on behalf of our students.
Sincerely, MaryEllen Elia Commissioner
36
The University of the State of New York THE STATE EDUCATION DEPARTMENT
Office of State Assessment Albany, New York 12234
AUGUST 2016 EXAMINATION SCHEDULE
Students must verify with their schools the exact times that they are to report for their State examinations.
Wednesday August 17
Thursday August 18
8:30 a.m. 8:30 a.m.
RE in Algebra I (Common Core) Geometry (Common Core) Physical Setting/Chemistry RCT in Writing
RE in US History & Government Physical Setting/Earth Science RCT in Global Studies* RCT in Mathematics*
12:30 p.m. 12:30 p.m.
RE in Global History & Geography Algebra 2/Trigonometry RCT in Science* RCT in US History & Government*
RE in English Language Arts (Common Core) Living Environment RE in Algebra II (Common Core) RCT in Reading*
Uniform Admission Deadlines
Morning Examinations 9:15 a.m. Afternoon Examinations 1:15 p.m.
* Available in Restricted Form only. Each copy of a restricted test is numbered and sealed in its
own envelope and must be returned, whether used or unused, to the Department at the end of the
examination period.
37
38
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39
40
Rev 3-8-12
SUFFOLK BOCES June 2016 Regents Timeline
Public Schools
Date Task/ Event
April 15
Order - Sort Form, Data Source Selection Options Form due Walk-In Pre-Print Files Due Student demographic and enrollment records loaded to Level 0 Staff, Student, Course records loaded to Level 0
April 25 – 29 Spring Recess
May 23-27
In-District Scanner Testing Period Delivery of Common Core answer sheets No Scanners Should Be Tested After May 27st To Avoid Interfering With The Actual Administration Period
May 30 Memorial Day June 1 Algebra II Trigonometry Common Core, Special Admin for Integrated Algebra June 6 – 10 Answer sheets delivered to districts June 14– 21 Regents Exam Administration
July 8 Deadline for In-District Scanning Deadline to return answer sheets (if you are not participating in In-District Scanning) DO NOT Return Answer Sheets If You Scanned In District!
April June M T W TH F M T W TH F
1 1 2 3
4 5 6 7 8 6 7 8 9 10
11 12 13 14 15 13 14 15 16 17
18 19 20 21 22 20 21 22 23 24
25 26 27 28 29 27 28 29 30 31
May July
M T W TH F M T W T F
2 3 4 5 6 1
9 10 11 12 13 4 5 6 7 8
16 17 18 19 20 11 12 13 14 15
23 24 25 26 27 18 19 20 21 22
30 31 25 26 27 28 29
41
42
EasternSuffolkBOCES–StudentDataServices
RegentsScanningDeadlines–June2016
In order to effectively manage the volume of Regents scanning in June, the deadlines below have been established. Scanned exam batches must be received by the processing vendor no later than the dates and times noted below in order that results will be delivered to districts within the guaranteed time frames. Batches received between 12:01 a.m. and 1:00 p.m. on any business day will have results returned the same day. Batches received between 1:01 p.m. and 12:00 midnight will have results returned in the morning of the next business day.
(Note: This processing schedule for delivery of results does not apply to the Algebra II Trigonometry Common Core exam because the conversion chart necessary to generate scores will be made available by SED no later than Rating Day, Thursday, June 23rd. Scores will be available in ASAP as soon as possible following the release of the conversion chart, allowing for time to program the application in order to produce the scores. Batches received after the cutoff deadlines below will be processed as time and resources permit. DISTRICTS ARE ENCOURAGED TO SUBMIT SCANNED EXAM BATCHES PRIOR TO THE DEADLINES BELOW
Deadlines for Submission of Batches to Vendor to Guarantee Deliver Turnaround
June 2016 Regents Exam Testing Period
Test Date Test Title Receipt Cutoff Deadline
Wed. June 1, 2016 Algebra II Trig Common Core Thurs. June 16, 2016, 5:00 p.m.
Wed. June 1, 2016 Integrated Algebra – special admin Thurs. June 16, 2016, 5:00 p.m.
Tues. June 14, 2016 Global History Mon. June 20, 2016, 1:00 p.m.
Tues. June 14, 2016 ELA Common Core Mon. June 20, 2016, 1:00 p.m.
Wed. June 15, 2016 Living Environment Tues. June 21, 2016, 1:00 p.m.
Wed. June 15, 2016 US History Tues. June 21, 2016, 1:00 p.m.
Thurs. June 16, 2016 Algebra I (Common Core) Wed. June 22, 2016, 1:00 p.m.
Thurs. June 16, 2016 Comprehensive English Wed. June 22, 2016, 1:00 p.m.
Fri. June 17, 2016 Earth Science Thurs. June 23, 2016, 5:00 p.m.
Fri. June 17, 2016 Algebra 2 Trigonometry Thurs. June 23, 2016, 5:00 p.m.
Fri. June 17, 2016 Geometry Common Core Fri. June 24, 2015, 5:00 p.m.
Tues. June 21, 2016 Chemistry None
Tues. June 21, 2016 Physics None
43
44
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
BUREAU CHIEF
Office of State Assessment
DET 517D (6-16) Page 1 of 10
May 2016
TO: Principals of Public and Nonpublic Schools
FROM: Clara DeSorbo
SUBJECT: Administration of the June 2016 Regents Examinations and Regents Competency Tests This memorandum provides essential information about the administration of the June examinations. In addition, all persons coordinating the administration of the June 2016 examinations should be familiar with the School Administrator’s Manual. This publication is available on the Department’s web site at http://www.p12.nysed.gov/assessment/sam/secondary/.
Accompanying this memorandum is the list of regional centers, a memorandum regarding the content of each June examination, and schedules for the June 2016 and August 2016 examination periods.
SHIPMENT OF EXAMINATION MATERIALS
With the exception of the RCTs scheduled for June 20 and 22, test booklets for each day of the June 2016 Regents Examination period will be shipped separately so as to arrive at schools (or approved storage locations) between 8:00 a.m. and 5:00 p.m. on the school day preceding the administration of the examinations. The RCTs scheduled for June 20 and 22 will arrive at schools two school days prior to their administration.
The locked boxes containing the June 2016 Regents Examinations will be delivered to your school or approved storage location by United Parcel Service (UPS). At the top of the shipping label (see the sample reproduced below) are the principal’s name, school phone number, school name, and school address of the school to which the shipment is being sent. If you are a host school serving as the approved storage location for a neighboring school, the guest school’s name will appear at the bottom of the shipping label. The guest school is the school that requested the examinations in that locked box, and school personnel for the guest school will have the keys to open their locked boxes.
For the June 2016 administration, each scoring key and rating guide posted on the Department’s web site will be password protected. Principals and/or their designees will need to access the Online Examination Request System to obtain the passwords required for the scoring materials each day that Regents Examinations are being administered, June 1 and June 14–22.
45
DET 517D (6-16) Page 2 of 10
In late May, a shipment of the Earth Science performance test materials and Regents diplomas will be delivered to schools in cardboard cartons and/or padded mailers. The Department does not provide printed copies of the following nonsecure materials, which will be available on the Department’s web site. Schools must print sufficient copies to adequately supply each student.
1. Regular edition reference tables for Physical Setting/Earth Science, Physical Setting/Chemistry, and Physical Setting/Physics, and the translated editions of the reference tables for Physical Setting/Earth Science. The reference tables can be found on the Department’s web site at http://www.p12.nysed.gov/assessment/reftable/. Note that the Department will continue to provide schools with the braille and large-type editions of the reference tables.
2. The essay booklets for the Regents Examinations in English Language Arts (Common Core), Comprehensive English, Global History and Geography, and U.S. History and Government. All essay booklets can be found on the Department’s web site at http://www.p12.nysed.gov/assessment/resources/home.html.
3. The RCT in Writing Answer Booklets. The answer booklets for the RCT in Writing can be found at http://www.p12.nysed.gov/assessment/resources/home.html.
The following materials must be printed by the school and supplied to all school personnel involved in the administration and scoring of Regents Examinations and RCTs:
4. Directions for Administering Regents Examinations and the Directions for Administering and Scoring RCTs. These materials can be found on the Department’s web site at http://www.p12.nysed.gov/assessment/hsgen/.
5. Information Booklets for Scoring Regents Examinations. These materials can be found on the Department’s web site at http://www.p12.nysed.gov/assessment/hsgen/.
6. Scoring Keys and Rating Guides for all nonrestricted Regents Examinations. These materials will be made available on the Department’s web site at http://www.p12.nysed.gov/assessment/scoring/ at approximately 11:00 a.m. for morning examinations and at approximately 3:00 p.m. for afternoon examinations on the scheduled administration dates. Note that schools will receive printed scoring materials for the restricted RCTs, the RCT in Writing, and the restricted braille editions of the Regents Examination in Physical Setting/Earth Science, Living Environment, and Physical Setting/Physics in the shipment of secure materials.
Shipment of the Regents Examination in Algebra II (Common Core) and the Special Administration of the Regents Examination in Integrated Algebra will be delivered to schools or Department-approved storage locations on May 31. Shipments of the remainder of June examinations will begin on June 13 with one delivery for each day for which examinations were requested with the exception of days devoted solely to RCTs. The test booklets for these tests will be delivered in a prior day’s shipment. Up to six shipments of the locked Regents boxes containing examination materials will be delivered to schools or approved storage locations between 8:00 a.m. and 5:00 p.m. on the school day preceding the date the examinations are scheduled to be administered. An exception will be made only for the Monday, June 20 RCTs in Mathematics and U.S. History and Government and the Wednesday, June 22 RCTs in Science and Writing. The test booklets for Monday’s tests will be delivered on Thursday, June 16 with the examination booklets being administered on Friday, June 17. Test booklets for Wednesday’s RCTs will be delivered on Monday, June 20. Printed scoring materials that are being provided by the Department will be delivered on Monday, June 20.
Please be sure that someone in your school, or approved storage location, is available to accept the examination shipments when deliveries are expected. Should any problems occur with the delivery of examination materials, call this office at 518-474-8220 or 518-474-5902 immediately.
46
DET 517D (6-16) Page 3 of 10
The locked Regents boxes will be secured with either two locks and a plastic crimp or one lock and two plastic crimps. Padlock keys will be mailed in one or more envelopes to the principal and should arrive before the locked Regents boxes. If padlock keys for each day of the examination period have not been received three days before the expected delivery date, please call the Test Distribution Unit at 518-474-5914.
CHECKING THE EXAMINATION SHIPMENT
Enclosed in each delivery is a shipping notice listing the materials included. As soon as you receive the Regents box(es), use the shipping notice and your confirmation notice to inventory the materials received. Under no circumstances may the sealed packages of secure examination materials be opened during this inventory. The number of test booklets contained in each of the sealed packages is indicated below: English editions of Regents Examinations and of the RCT in Writing. Each sealed package
contains 25 booklets. Spanish editions of the Regents Examinations in Integrated Algebra, Algebra I (Common Core),
Living Environment, Physical Setting/Earth Science, Global History and Geography, and United States History and Government. Each sealed package contains 25 booklets.
Braille and large-type editions and translations (other than Spanish) of Regents Examinations. The exact quantity requested will be shipped to the school.
The RCTs in Global Studies, United States History and Government, Mathematics, Reading, and Science, and the alternative language editions of RCTs. Each test booklet is numbered and sealed in a separate envelope. Exact quantities requested are shipped to the school.
If your inventory shows that the shipment contains excess examination materials or that it contains examination materials that your school did not request, please notify the Office of State Assessment (OSA) immediately via fax to 518-474-2021. It is the principal’s responsibility to maintain these excess materials under the same strict security as the examinations that your school will be administering, as outlined under “Safeguarding Examination Materials.”
EMERGENCY SUPPLIES OF EXAMINATION MATERIALS
A list of regional centers accompanies this memorandum. If a shipment for your school does not include all the materials needed, contact a nearby regional center immediately with the exact number of test booklets your school needs. This will ensure that a sufficient supply of examination materials will be available. Emergency supplies of English editions are available at all regional centers. Only regional centers in New York City may have selected translated editions of Regents Examinations and RCTs. Translated editions are not ordinarily available at regional centers outside New York City. Braille and large type editions are not ordinarily available at any regional centers. If your school requires an emergency supply of materials that are not ordinarily available at the regional centers or more than 10 booklets of an examination that is ordinarily available at the regional center, please send a fax to OSA at 518-474-2021 for instructions on how to proceed.
Examination materials are available at regional centers only on the day of the examination. Secure materials for morning examinations will be released in the morning; secure materials for afternoon examinations will not be released until after 11:00 a.m. Scoring materials will not be released by regional centers until after the Uniform Statewide Admission Deadline, which is 10:00 a.m. for morning examinations and 2:00 p.m. for afternoon examinations. Subject to these limitations, materials may be picked up at regional centers between 8:00 a.m. and 3:00 p.m.
In order to obtain examination materials at a regional center, an individual must present a letter of authorization written on school letterhead and signed by the principal. The letter must identify the person picking up the materials and list the specific materials requested. Anyone obtaining
47
DET 517D (6-16) Page 4 of 10
examination materials must provide identification with a photograph and countersign the authorization letter before the materials will be released.
School personnel are forbidden to make or authorize photocopies of secure State examination
booklets without the express written prior approval of OSA. Such approval will be considered
only when it is not feasible for the school to obtain the secure examination materials from a
regional center.
SAFEGUARDING EXAMINATION MATERIALS
The principal of each school requesting examinations must make the necessary arrangements to safeguard the materials requested for the school. Upon delivery, the locked Regents boxes must immediately be placed in a Department-approved safe or vault at the storage location designated by the school. Examination materials may be removed from locked Regents boxes only for inventory and for administration of the examinations on the scheduled date.
If the locked Regents boxes containing a school’s shipment of secure examination materials are found to be too large for the approved storage location, the principal who requested the examinations must contact this office immediately at 518-474-8220 or 474-5902 to make arrangements for storage of the boxes in an alternative approved location.
The Regents box keys and the combination or key to the safe or vault must be maintained under strict security conditions to preclude access to examinations by students and other unauthorized persons. When the safe or vault where the Regents boxes are stored is unlocked, it must be kept under continuous supervision by school personnel. Additionally, the locked Regents boxes must be visually checked daily by the person in charge of the administration of the examinations to ensure that they have not been tampered with and that their contents remain secure.
The sealed packages containing examination booklets and teacher dictation copies must not be opened until the day each examination is scheduled to be administered, and no earlier than is necessary for distribution to proctors.
Scoring key packages must be kept secure and may not be opened until after the Uniform Statewide Admission Deadline of 10:00 a.m. for morning examinations and 2:00 p.m. for afternoon examinations. The principal must notify the Department via fax to 518-474-2021 if any of the packages of secure examination materials were not sealed properly when received.
If the examination materials are stored in a building other than the school in which the examinations will be administered, the materials for both the morning and afternoon examinations of each day may be picked up from the storage location on the morning of that day. However, the materials may not be picked up from the storage location before the day on which that examination is scheduled to be administered. If the materials for both morning and afternoon sessions are picked up in the morning, the principal must ensure that the afternoon examination materials are stored in a secure location until needed for administration.
Department personnel will make unannounced visits to some schools after the examination materials have been delivered in order to verify that they are being properly stored. If a storage violation is found, all examination materials will immediately be removed from the school and transferred to a location designated by the Department. The school principal will have to arrange to pick up examination materials from that location each morning and afternoon during the Regents Examination period and to pick up printed scoring materials after the morning and afternoon Uniform Statewide Admission Deadline on the appropriate days. The school will then be required to store all examination materials at a location designated by the Department for a period of at least one year. In addition, the Department may rescind the school’s authorization to administer examinations.
Following the examination period, in addition to other materials, the principal must return to the Department the completed Examination Scoring Certificate, Deputy and Proctor Certificate, and Examination Storage Certificate (received in the first shipment of secure materials). For a complete list of items to be returned, refer to the Checklist for Return of Examination Materials in Regents Boxes (DET 536) or to Section 4 of the School Administrator’s Manual.
48
DET 517D (6-16) Page 5 of 10
STUDENT USE OF COMMUNICATIONS DEVICES All students are prohibited from bringing cell phones and certain other electronic devices, as defined in the script below, into a classroom or other location where a State examination is being administered. Test proctors, test monitors, and school officials shall retain the right to collect and hold any prohibited electronic devices prior to the start of the test administration. Admission to the test shall be denied to any student who is in possession of a cell phone or other prohibited electronic device and refuses to relinquish it. At the beginning of each test administration, proctors must read the following statement to all students taking secondary-level State examinations:
You cannot have any communications device, including a cell phone, with you during this examination or during any breaks (such as a restroom visit). Such devices include, but are not limited to:
• Cell phones • Blackberry devices and other PDAs • iPods and MP3 players • iPads, tablets, and other eReaders • Laptops, notebooks, or any other personal computing devices • Cameras or other photographic equipment • Headphones, headsets, or in-ear headphones such as earbuds, and • Any other device capable of recording audio, photographic or video content, or capable of
viewing or playing back such content
If you brought any of these items to the building today, and have not already stored it in your locker or turned it over to me, a test monitor or school official, you must give it to me now. You may not keep your cell phone or any of these items with you, or near you, including in your pockets, backpack, desk, etc. If you keep a cell phone or any of these items with you, your examination will be invalidated and you will get no score. Is there anyone who needs to give me any of these items now?
[Proctor: repeat list of devices.]
This is your last opportunity to do so before the test begins.
For Principals and Proctors:
a. Any student observed with any prohibited device while taking a State examination must be directed to turn it over to the proctor or monitor immediately. To allow for all possible outcomes of procedural due process, the student should be allowed to complete the examination. The incident must be reported promptly to the school principal. If the principal determines that the student had a prohibited device in his or her possession during the test administration, the student’s test must be invalidated. No score may be calculated for that student.
b. The incident must be promptly reported, in writing, to OSA via fax to 518-474-1989 or by e-mail to [email protected], as is the case for all student-related testing irregularities, misadministrations, or other violations of State testing policy and procedures.
NOTE: Some students with disabilities may use certain recording/playback devices ONLY IF this accommodation is specifically required as a provision of the student’s IEP or 504 Plan. In addition, a student may be allowed to retain an otherwise prohibited device in his or her possession if there is documentation on file at the school from a medical practitioner that the student requires such a device during testing. Without such documentation, the general policy on communications devices as provided above is in effect, and the school may not allow the student to retain any such equipment while testing.
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DET 517D (6-16) Page 6 of 10
ADMINISTERING AND SCORING EXAMINATIONS
Teachers are not permitted to score their own students' answer papers. This means that teachers currently instructing students in the coursework associated with a particular Regents Examination or RCT may not score those students’ answer papers for that examination. This prohibition includes special education and academic intervention services (AIS) teachers. The following examples are intended to offer guidance to school administrators who will be making determinations as to a teacher’s eligibility to score specific students’ examination papers. A teacher providing AIS to a student in preparation for the Regents Examination in U.S. History and
Government may not score that student’s answer paper for this examination. An English teacher who is a student’s homeroom teacher but is not the student’s
current year English teacher may score that student’s answer paper for the Regents Examination in English Language Arts (Common Core).
A mathematics teacher who taught a student algebra the year before but is not currently instructing a student in the coursework in geometry may score the student’s answer paper for the Regents Examination in Geometry (Common Core).
The principal is responsible for making the final determination as to whether or not a teacher may score specific students’ examination papers based on this scoring policy. A principal may establish rules that are more prohibitive than the illustrations above suggest.
The general administration procedures for secondary-level examinations are provided in the School Administrator’s Manual. Specific directions for administering regular and restricted examinations are available on the Department web site at http://www.p12.nysed.gov/assessment/hsgen/. These materials must be distributed to teachers before the examination date in order to give them time to become familiar with the instructions. The Department does not provide printed scoring materials for any examinations other than scoring materials for the RCTs. Schools must print sufficient copies of the Regents scoring materials to supply one to each rater. All scoring keys and rating guides posted on the Department’s web site will be password protected by two levels of password protection.
Regents Examinations. The same scoring materials are provided to score the regular English editions, the alternative language editions, and the braille editions for all Regents Examinations, except for the braille edition of Living Environment, Physical Setting/Earth Science, and Physical Setting/Physics.
Regents Examination in Living Environment. Two scoring keys are provided—one for the English and alternative language editions, and the second key for the restricted braille edition.
Regents Examination in Physical Setting/Earth Science. Two scoring keys are provided—one for the English and alternative language editions, and the second key for the restricted braille edition.
Regents Examination in Physical Setting/Physics. Two scoring keys are provided—one for the English edition, and the second key for the restricted braille edition.
RCT in Mathematics. Two scoring keys are provided one for the restricted regular English edition, and the second for the restricted alternative language and braille editions.
RCT in Science. One scoring key is provided for all editions. RCT in Reading. One scoring key is provided for all editions. RCT in Writing. One scoring key is provided for all editions.
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DET 517D (6-16) Page 7 of 10
RCT in Global Studies. One set of scoring materials is provided for all editions—the semi-
transparent overlay for the Part One multiple-choice questions, and the restricted sequentially numbered rating guide for the Part Two essays.
RCT in United States History and Government. One set of scoring materials is provided for all editions—the semi-transparent overlay for the Part One multiple-choice questions, and the restricted sequentially numbered rating guide for the Part Two essays.
SAFEGUARDING THE INTEGRITY OF THE TEST MATERIALS
Staff are not permitted to discuss test questions or other specific test content with each other, with others online via e-mail or listserv, or through any other electronic means prior to or while the examinations are being administered or following the administration in the case of those examinations that are restricted. Proctors may not use cell phones of other electronic devices to duplicate test materials and should keep their own communications devices put away during testing, using them only in emergency situations. Test booklets cannot be opened and read prior to the distribution of tests to students.
PROCEDURES FOR STUDENTS RETAKING THE REGENTS EXAMINATION IN EARTH SCIENCE
All students taking the June 2016 Regents Examination in Physical Setting/Earth Science must take the performance test even if they have taken it in conjunction with a prior administration of the written examination. Only the performance test score earned by the student in the weeks immediately preceding the June 2016 written examination may be used to determine the student’s final
examination score for this Regents Examination.
Consequently, all schools planning to administer the Regents Examination in Physical Setting/Earth Science must make arrangements for all students who will be taking the written examination to take the performance test as well. The performance test must be administered during the last two weeks of the Earth science course and no later than the day before the written examination. This requirement applies both to students enrolled in the course of study and to students who plan only to retake the examination. All schools administering this examination must notify students of the date and time to appear for the performance test.
REPORTING TESTING MISCONDUCT AND IRREGULARITIES TO THE DEPARTMENT
The principal is responsible for all aspects of the school’s administration of State examinations and must take appropriate measures both to prevent, as much as possible, and to investigate all irregularities associated with the administration and scoring of these examinations.
Reporting Testing Misconduct and Other Testing Irregularities
The principal must report the following misconduct by students and testing irregularities in writing on school letterhead to OSA via fax to 518-474-1989 or by e-mail to [email protected]:
All student infractions of the Department’s policy prohibiting the possession or use of cell phones and other communications devices during State examinations.
All confirmed cases of students having committed fraud on State examinations. All interruptions of testing sessions, including those caused by power outages or fire alarms. All instances in which a State examination is administered without Department authorization at a
time outside the published Statewide schedule. All instances in which a school does not conform to the Uniform Statewide Admission Deadline in
administering a State examination. All instances in which scorers do not rate State examinations in accordance with the scoring
materials provided by the Department. All cases in which student answer papers are lost prior to the recording of the scores in students’
permanent records.
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DET 517D (6-16) Page 8 of 10
Mandatory Reporting of Testing Improprieties by Adults
The Department’s Test Security Unit (TSU) handles all reports of testing improprieties by adults involved in the administration and scoring of State assessments. Each school district, BOCES, and charter school employee is required to report to the Department any known incident of testing misconduct by a certified educator, as well as any known testing misconduct by a non-certified individual involved in the handling, administration, or scoring of State assessments that may reasonably be considered to be in violation of section 225 of the Education Law. Reports should be made via the TSU website at http://www.highered.nysed.gov/tsei/ by submitting the Incident Report Form located on the main page under “Report Educator Test Fraud.”
A school district or BOCES may not take adverse action, including dismissal and any disciplinary or other adverse action, against an employee who files a mandatory report of testing misconduct, because the employee filed a report. Any certified employee who takes such unwarranted adverse action against another employee may face disciplinary action by the Department:
More complete information on strategies for avoiding the occurrences listed above and for addressing them should they occur may be found in the School Administrator’s Manual and in the Directions for Administering Regents Examinations, June and August 2016 Administrations.
TESTING ACCOMMODATIONS
Students with Disabilities
Principals must ensure that students with disabilities are provided the testing accommodations specified in their Individualized Education Programs (IEPs) or Section 504 Accommodation Plans (504 Plans) when they take State examinations. Under certain conditions, special examination arrangements may be made for general education students taking State examinations. The guidelines to be followed in such circumstances are provided in Section Two, page 16, of the School Administrator’s Manual.
English Language Learners
Schools may provide the following testing accommodations to English Language Learners:
Time Extension: Schools may extend the test time for English Language Learners. Principals may use any reasonable extensions, such as “time and a half” (the required testing time plus half that amount), in accordance with their best judgment about the needs of the English language learners. Principals should consult with each student’s classroom teacher in making these determinations.
Separate Location: Schools are encouraged to provide optimal testing environments and facilities for all students. They may administer State examinations to English Language Learners individually or in small groups in a separate location.
Third Reading of Listening Selection: Proctors may read the listening passage a third time to English Language Learners who are taking the Regents Comprehensive Examination in English.
Bilingual Dictionaries and Glossaries: English Language Learners may use bilingual dictionaries and glossaries when taking State examinations. The bilingual dictionaries and glossaries may provide only direct translations of words. Bilingual dictionaries or glossaries that provide definitions or explanations are not permitted.
Simultaneous Use of English and Alternative Language Editions: For those Regents Examinations for which the Department provides direct written translations, English Language Learners may use both an English and an alternative language edition of the test simultaneously. However, they should be instructed to record all of their responses in only one of the two editions. The alternative language edition used by the student should be so indicated on the student’s answer document. (Note: the alternative language editions of RCTs provided by the Department are often not direct
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DET 517D (6-16) Page 9 of 10
translations of the English editions being administered during the same examination period and may not be used simultaneously with an English edition.)
Oral Translation for Lower Incidence Languages: Schools may provide English Language Learners with an oral translation of a State examination when there is no translated edition provided by the Department. This accommodation is permitted for State examinations in all subjects except English. All translations must be oral, direct translations of the English editions—written translations are not allowed. No clarifications or explanations may be provided. Translators should receive copies of the English editions of the tests one hour prior to administration. The Department’s Office of Bilingual Education and Foreign Language Studies (telephone 518-474-8775) and the Regional Bilingual Education Resource Networks (RBE-RNs), can assist schools in locating suitable translators. A list of RBE-RNs is available at http://www.p12.nysed.gov/biling/bilinged/betac.html.
Writing Responses in Native Language: English Language Learners making use of alternative language editions or of oral translations of State examinations may write their responses to the open-ended questions in their native language. Scoring the tests is the responsibility of the school. However, the Department’s Office of Bilingual Education and Foreign Language Studies and the RBE-RNs, can assist schools in locating persons who can translate the students’ responses into English to facilitate scoring of the answer papers.
Former English Language Learners
Schools may provide the testing accommodations listed above under the heading “Administering
Examinations to English Language Learners” to Former English Language Learners who met the
exiting criteria specified in Part 154-2 of the Regulations of the Commissioner of Education and were exited from English Language Learner status following their participation in one of the two most recent administrations (Spring 2014 or Spring 2015) of the New York State English as a Second Language Achievement Test (NYSESLAT). Such students either achieved an overall level of proficient on the NYSESLAT or achieved an overall level of Expanding on the most recent administration of the NYSESLAT and scored at Level 3 or higher on the New York State Common Core Grades 3–8 English Language Arts Test or earned a score of 65 or higher on the Regents Examination in English Language Arts (Common Core), or earned a score of 65 or higher on the Regents Comprehensive Examination in English.
These accommodations may not be provided to Former English Language Learners who were identified as English language proficient prior to the 2014 NYSESLAT administration.
HANDLING OF STUDENTS’ COMPLETED EXAMINATION MATERIALS
When a student has completed a State examination, the student’s answer materials should be collected and confirmed, or “checked in,” by a proctor and logged in to a list of examinees before that student is permitted to leave the testing room. When they are hand scored, answer papers for all State examinations must remain in the custody of teachers or administrators in the school building or regional scoring site until the rating process is complete and scores are recorded on the students’ permanent records. When answer papers are scored in cooperation with another school, they may be transported to the cooperating school for such scoring. It remains the principal’s responsibility to ensure the security and integrity of such papers while they are out of the building. Answer papers that are sent to a scanning center for scoring may be stored either at the scanning location or in the schools where the examinations were administered, as long as storage conditions are maintained that will not limit the principal’s access to an individual student’s answer papers. As an additional precaution, all scrap paper should be retained until all examination scores have been recorded.
If a student’s answer paper is lost, the principal or superintendent must conduct an inquiry and file a written report with this office. This report must include (1) a description of the loss or disappearance, including a list of all students whose papers are missing; (2) the examination title and administration date; (3) the likely cause of the loss or disappearance; and (4) what steps will be taken to prevent a similar occurrence in the future.
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DET 517D (6-16) Page 10 of 10
MATERIALS RETURNED IN THE REGENTS BOX
The materials that must be returned to the Department in the Regents boxes are listed in Section Four of the School Administrator’s Manual and on the checklist provided to schools in the shipment of
secure test materials. Please combine all materials to be returned to the Department in one Regents box when possible. Return all Regents boxes no later than July 15. Please check all storage locations for any boxes remaining from previous examination periods and return those boxes as well.
Each school must pay for the return shipment of its own Regents boxes; the boxes may not be returned collect. If your school’s secure examination materials are being shipped to a neighboring school with Department approved-storage, the guest school is responsible for the return of all materials shipped to the host school on behalf of the guest school. Please ensure that you retrieve all of your school’s Regents boxes from the host school shortly after the conclusion of the testing period in preparation for your return shipment to the Department. The boxes may be returned by United Parcel Service (UPS) or any other carrier. Regardless of the carrier, the school must call the carrier, make the necessary arrangements, and pay for the return shipment. If the Regents boxes for a school are returned collect, the Department will refuse delivery.
DEPARTMENT REVIEW
Selected principals requesting examinations will receive notice concerning Department review by the end of the June Regents Examination period. This notice will indicate each subject for which answer papers must be submitted in the Regents box to the Department. All answer papers not requested must remain on file in the school for one year with the exception of restricted edition examinations. The latter must be returned to the Department. Schools asked to submit answer papers for Regents Examinations should produce and retain, in the school, photocopies of all answer papers prior to being submitted to the Department.
ONLINE SUBMISSION OF TEACHER EVALUATIONS OF EXAMINATIONS
Suggestions and feedback from teachers are an important contribution to the test development process. The Department provides an online evaluation form for State assessments where teachers may respond to several specific questions and may make suggestions. Complete and submit the evaluation of any examination (except restricted editions) on the Department web site at http://www.p12.nysed.gov/assessment/teacher/evaluation.html.
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Certification and Due Dates At-A-Glance for the 2015-2016 School Year
These forms are entered directly into the PD Data System[ 1 ] Due By
PD 6: Personnel Form February 1, 2016 PD 8: Suspension Data August 5, 2016 CDOS: Count of Students receiving CDOS Commencement Credential August 29, 2016
These forms are sent directly to your Local Education Agency[ 1 ] Due By SEDCAR 1: Request for IDEA Sub Allocation November 23, 2015 SEDCAR 2: Request for IDEA Sub Allocation for Students Receiving Services Pursuant to Article 81 Only (This form is also sent to SEDCAR in NYSED) November 23, 2015
These data are populated from SIRS and are certified in the PD Data System[ 1 ] Date Data Must Be Certified By
VR 1: Preschool Child Count Report by Race/Ethnicity January 11, 2016 VR 2: School Age Child Count by Age and Disability January 11, 2016 VR 3: School Age Students by Disability and Race/Ethnicity January 11, 2016 VR 4: Preschool LRE Setting Report January 11, 2016 VR 5: School Age LRE Setting Report January 11, 2016 VR 6: District Report of Preschool Students by Primary Service Provider January 11, 2016 VR 7: Provider Report of Preschool Students[ 2 ] ** VR 8: District Report of School Age Students by Building Where Enrolled January 11, 2016 VR 9: Provider Report of School Age Students[ 2 ] ** VR 11: Notification to School District of Compliance Rate on SPP #11[ 3 ] September 26, 2016[ 5 ] VR 12: Notification to School District of Compliance Rate on SPP #12[ 3 ] September 26, 2016[ 5 ] VR 13: Preschool Children Provided Programs and Services during 2015-16 School Year August 29, 2016[ 5 ] VR 14: District Report of Parentally Placed Students in Nonpublic School Who Were Evaluated September 26, 2016[ 5 ]
VR 15: Preschool Outcomes Report[ 3 ] August 29, 2016[ 5 ] VR 16: Students Receiving Coordinated Early Intervening Services August 29, 2016[ 5 ]
These data are entered directly into the PD Data System under Self Review Checklists[ 4 ]
Date Checklist Must Be Completed By
SR 4: Suspension Rate for Students with Disabilities (significant discrepancy) May 31, 2016 SRS: Suspension Rate for Students with Disabilities (significant disproportionality) May 31, 2016 SR9: Disproportionate Identification of Racial and Ethnic Groups for Special Education and Related Services October 14, 2016
SR 10A: Disproportionate Representation of Students with Disabilities by Classification October 14, 2016 SR 10B: Disproportionate Representation of Students with Disabilities by Placement October 14, 2016 SR 13: Secondary Transition IEP Review for Students with Disabilities August 31, 2016 1 For further information on any of the forms or data in the above table, please visit IRS Special Education’s data collection requirements page located at: http://www.p12.nysed.gov/sedcar/data.htm.
2 Verification reports 7 and 9 are provider reports that do not require certification.
3 See the schedule of submission to find the school year in which your district is required to submit data for these indicators: http://www.p12.nysed.gov/sedcar/sppschedule2011-2017.html
4 For further information on SPP Indicators, please visit: http://www.p12.nysed.gov/specialed/spp/
5 Please note for all due dates in red: Enrollment, demographic, assessment (including COSF), Special Education Snapshot (EOY) and disability program service records for those students who are potential submission records for the VR 11-16 reports must be migrated to the Level 2 Student Data Repository no later than August 26, 2016. Data will be reviewable in the PD data system as the List of Potential Student Records to ascertain that all students eligible to be included in these reports are on the list with accurate information. The L2 data repository will be frozen with regard to new or changes in the enrollment, demographic, assessment, special education snapshot and disability program service records after this date in order to do accountability calculations after the August 26, 2016 deadline.
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Student Data Services 2015-16 Year End Data Collection Assistance
TIME: 9:00am – 11:30am
LOCATION: I n s t r u c t i o n a l S u p p o r t C e n t e r H o l b r o o k
DATES: July 12th, July 20th, July 27th, August 2nd, and August 16th
AUDIENCE: D i s t r i c t D a t a C o o r d i n a t o r s
COST: N o C o s t DESCRIPTION: T h i s w o r k s e s s i o n i s s p e c i f i c a l l y i n t e n d e d f o r D i s t r i c t D a t a C o o r d i n a t o r s w h o a r e r e s p o n s i b l e f o r l o a d i n g a n d v e r i f y i n g y e a r - e n d d a t a . F o c u s w i l l b e o n l o a d i n g a n d l o c k i n g l i v e d a t a . M e m b e r s o f t h e S t u d e n t D a t a S e r v i c e s t e a m w i l l b e a v a i l a b l e t o h e l p l o a d d a t a , a s s i s t w i t h e r r o r s , a n d a n s w e r q u e s t i o n s o n y e a r - e n d d a t a s u b m i s s i o n s . D i s t r i c t s a r e a s k e d t o b r i n g f i l e s f o r l o a d i n g .
Advanced registration is required
To register online please visit http://datacentral.esboces.org
Click on Login or Create Account to register. Charles King, Program Administrator
[email protected] or 631-419-1676
Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected]
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TO: Superintendents of Schools BOCES District Superintendents Charter School Leaders/Principals Public School Principals
FROM: Renée L. Rider DATE: May 2, 2016 RE: Submission of School Safety and Educational Climate Data, including Violent and
Disruptive Incidents Report (VADIR) and Dignity for All Students Act (DASA) data
This memo is to inform you that the timeline for the collection of school summary counts of VADIR and DASA incidents for the 2015-16 school year (July 1, 2015-June 30, 2016) will be earlier than the mid-August collection timeline that was in place in prior school years.
The 2015-16 school year VADIR/DASA application will be available on the NYSED Application Business Portal beginning on June 27, 2016 with a reporting deadline* of July 25, 2016. The earlier collection timeline will allow schools to report incidents at the close of the 2015-16 school year, so the data can be made available in a more timely manner.
All public schools and districts, charter schools and BOCES that were active for any period during the 2015-16 school year are required to submit data regarding School Safety and the Educational Climate to NYSED – even if zero incidents are reported. Instructions and related materials for the 2015-16 collection will be posted on the Office of Information and Reporting Services website in the coming weeks at: http://www.p12.nysed.gov/irs/school_safety/school_safety_data_collection.html.
All incidents that occurred during the summer months, including when summer school was
in session, must be included in the annual School Safety and the Educational Climate Data report.
Questions regarding the change in timeline or specific questions about the data collected (i.e. questions regarding incident classification, responsibility for reporting, etc.) may be directed to the Office of Student Support Services at 518-486-6090.
*Note that schools identified as Potentially Persistently Dangerous based on VADIR data for the 2014-15 school year must submit 2015-16 VADIR/DASA data no later than July 11, 2016.
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Office of P-12 Education
Ira Schwartz, Assistant Commissioner
Office of Accountability
55 Hanson Place, Room 400
Brooklyn, New York 11217
Tel. (718) 722-2796 / Fax: (718) 722-4559
To: District Superintendents Superintendents of Public Schools From: Ira Schwartz, Assistant Commissioner
Office of Accountability RE: MIGRANT STUDENT DATA VERIFICATION Date: May 13, 2016
The Migrant Education Program (MEP), under ESEA Title I - Part C, serves to provide supplementary programs and services to help migrant children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare them to make a successful transition to postsecondary education or employment. To ensure that migrant children have been accurately identified and served during the 2015-16 school year, the New York State Education Department (NYSED or “the Department”) is requiring each district to verify students coded as Migrant-eligible in its student management system against a list of students that have been issued Certificates of Eligibility (COE) for migrant education program eligibility and participation. The goal is to update designations for incorrectly coded students and to send the corrected data for inclusion in the Student Information Repository System (SIRS). The Department requires that Migrant-eligible students be accurately identified and coded when reporting such data to SIRS. To this end, please be informed that staff from NYSED’s regional Migrant Education Tutorial and Support Services (METS) program centers will be reaching out to you and the Data Coordinator in your district in a separate letter with specific instructions on how to complete this data reconciliation process. You should hear from them on or before May 31, 2016. To determine which students in your school district for the 2015-16 school year are currently flagged in SIRS with the “Migrant” Indicator, please perform the following required activities:
1. Run the L2RPT-SIRS 401 Reasonableness Report. 2. Choose All Locations, Student Demographic category, and All Subtypes from the dropdown
menu. 3. Click on the Migrant category for “this year” to generate a list of students that your district
has designated as Migrant-eligible.
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Please contact your Level 1 Regional Information Center (RIC) or Big 5 City District data center to access the L2RPT report. Additional information on L2RPT Resources and Information can be found at: http://www.p12.nysed.gov/irs/level2reports/home.html
As indicated, this data reconciliation process is critical in ensuring that all Migrant-eligible students are served with the appropriate academic programs and support services and that these students are appropriately identified and coded in SIRS. NYSED is required to submit data to the United States Department of Education (USDOE) on the migrant subgroup. In order to ensure that this data is accurate and in compliance with federal regulations, Migrant-eligible students must be identified and coded correctly in SIRS. If you have any questions or concerns regarding this reporting process, please do not hesitate to contact Kin Chee, Coordinator of the Migrant Education Program (MEP), at the Department. He can be reached at [email protected]. You may also wish to contact your local Migrant Education Tutorial and Support Services (METS) program centers for assistance. Their contact information is available at: http://www.p12.nysed.gov/accountability/T1/migrant/meops.html. Thank you very much for your assistance. cc: District Data Coordinators
METS Directors Kathleen Moorhead Rose LeRoy Kristen Desalvatore Maxine Meadows-Shuford Kin T. Chee
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CTE/SCE Data Reporting Spring 2016
SIRS Fields- Due to Districts by June 30 SY ESB-ID- Auto LName FName ESB Dist Code ESB District RIC-SIRS Dist ESB HS High-School-
DOB Prog Type Level 0 CIP Program Endorsement CIP Program Title Final-Grade- Status-
646-663 Prog- Intens Status-Date Program Status Dip-Tech-Endorse- Sat-for-Asmnt- Date-Asmnt-
Asmnt-Score- ESB Course Title Site Site Name
CTE Pathways- Due to Districts by June 30
SY ESB-ID- Auto LName FName ESB Dist Code ESB District RIC-SIRS Dist ESB HS High-School-
-----------------------------------------------------------From SIRS Reports---------------------------------------------------------------------
Subject Area Exam Code Alpha Grade
P/F ESB Course Title Site Site Name Pathway Code
---------SIRS Manual, pg 114---------------------------|--------------From SIRS Reports---------------|----- Pg 139--------
To be sent to Principals and Counselors by Friday, June 17
LName FName ESB HS
High-School-
ESB Course
Title Site
Site Name
Final Grade
Industry Assessment 3 part score
Tech Endorsement
Eligible
CTE Pathway
LName FName ESB HS High-School-
ESB Course
Title
Site Name
Pathway Written
RAW Score
Pathway Practical
RAW Score
CTE Pathway Eligible
Y/N
CDOS Pathway/Credential
LName FName ESB HS
High-School-
ESB Course
Title
Site Name
WE Hours*
Contact Hours*
CDOS Pathway/Credential
Eligible
*Total Hours MAY exceed 540 hours if WBL occurs beyond the school day/year
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK
Commissioner of Education E-mail: [email protected]
President of the University of the State of New York Twitter:@NYSEDNews 89 Washington Avenue, Room 111 Tel: (518) 474-5844 Albany, New York 12234 Fax: (518) 473-4909
May 25, 2016
Dear Colleagues, On May 13, 2016, the U.S. Departments of Education (USDE) and Justice (USDOJ) Offices
of Civil Rights issued joint guidance to school districts providing educators information required to ensure that all students, including transgender students, can attend school in an environment free of discrimination. This federal guidance prohibits discrimination based on a student’s gender identity, including discrimination based on a student’s transgender status. You may also recall that in July of 2015, the New York State Education Department (NYSED) issued a press release and a notification to school districts sharing our new guidance document—Creating a Safe and Supportive School Environment for Transgender and Gender Nonconforming Students that complemented the guidance document entitled, New York State Dignity for All Students Act: A Resource and Promising Practices Guide for School Administrators & Faculty (revised 2013)1. Please click on this link NYSED Dignity Act Home to review the Promising Practices guidance document. In addition, we are pleased to report that the USDE’s Office of Elementary and Secondary Education released a document entitled Examples of Policies and Emerging Practices for Supporting Transgender Students, a collection of policies and practices that educational sectors across the country have in place supporting transgender students, and have highlighted NYSED’s guidance on Transgender and Gender Nonconforming Students. The USDOE and the USDOJ have also provided resources on Title IX of the Education Amendments of 1972 with additional supporting government resources specific for transgender and gender nonconforming students - http://www.ed.gov/news/press-releases/us-departments-education-and-justice-release-joint-guidance-help-schools-ensure-civil-rights-transgender-students District administrators and school staff should continue to take proactive steps to create a positive school culture and climate in which transgender and gender non-conforming students feel safe, supported, and fully included. The Department looks forward to working with schools to help foster an environment where all students learn in a safe and supportive school environment. If you have further questions or concerns, please contact the Department’s Office of Student Support Services at 518-486-6090.
Sincerely, MaryEllen Elia Commissioner
1 http://www.p12.nysed.gov/dignityact/documents/Transg_GNCGuidanceFINAL.pdf
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
Deputy Commissioner Office of Higher Education
Room 977, Education Building Annex (518) 486-3633 Albany, New York 12234 [email protected]
June 1, 2016 To: District Superintendents Superintendents of Public Schools Administrators of Public Schools Other Interested Parties From: John L. D’Agati Subject: New Law and Regulation Pertaining to Registration, Continuing Teacher and Leader
Education (CTLE) and Approval of Providers of CTLE This memorandum is to update you on important changes in State law and regulation regarding registration, Continuing Teacher and Leader Education (CTLE) and the approval of those providing CTLE. In March 2016, the Board of Regents advanced for public comment regulations to implement the new State Law (Section 3006 of the Education Law) related to registration, CTLE and the approval of sponsors providing CTLE. Registration: The new law requires, commencing with the 2016-2017 school year, that any holder of a:
permanent or professional teaching certificate in the classroom teaching service,
permanent or professional leader certificate in the educational leadership service (i.e., school building leader, school district leader, school district business leader), or
a Level III Teaching Assistant certificate to register with the Department every five years. These certificate holders must be registered in order to practice in a New York public school district or BOCES. As defined in the regulations, “practicing” means employed 90 days or more during a school year by a single applicable school in New York in a position requiring certification. A single day of employment shall include a day actually worked in whole or in part, or a day not actually worked but a day paid. Registration will be completed through the TEACH system. The initial registration process will be staggered in the 2016-2017 school year to allow for future re-registrations to be distributed as equally as possible during the course of the year. The Regulations provide for the following registration periods:
For teachers and school leaders with a permanent or professional certificate or a Level III Teaching Assistant certificate issued prior to July 1, 2016, they shall register during the 2016-2017 school year
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during his/her month of birth, beginning on July 1, 2016 and shall renew his/her registration in the last year of each subsequent five-year period thereafter.
For teachers and school leaders with a permanent or professional certificate or a Level III Teaching Assistant certificate issued on or after July 1, 2016, they shall be automatically registered, and the certificate holder shall re-register during the fifth succeeding birthday month thereafter and during each birthday month in the last year of each subsequent five-year period.
If a certificate holder is not practicing, or for any reason ceases to practice in New York, the certificate holder must notify the Department through the TEACH system that he/she is not practicing in a New York State school district or BOCES. The law also states that a willful failure to register, or provide notice within 180 days of such change, may constitute grounds for moral character review. Since the law allows for discretion, and the Department recognizes that this is a transition period, we have no plans to pursue Part 83 moral character review for anyone who may fail to register or update their name and/or address. In the event that a certificate holder who must register fails to do so, the Department will contact the individual several times to make them aware of their responsibility under the law. In addition, the Department has interpreted a “willful failure to register” to mean a failure to register after being notified of the need to register by the Department at least several times. Continuing Teacher and Leader Education (CTLE): The new law also requires, commencing with the 2016-2017 school year, that holders of a professional certificate in the classroom teaching service or educational leadership service and holders of a Level III Teaching Assistant certificate (but not holders of permanent certificates) who are practicing (see definition of practicing above) in a New York public school or board of cooperative educational services (BOCES) to complete 100 hours of Continuing Teacher and Leader Education (CTLE) during each five year registration period. This is a change from the current requirement of 175 hours for those who hold professional certificates and from 75 to 100 hours for those who hold a Level III Teaching Assistant certificate. Consistent with the previously established professional development requirements, the proposed amendment also requires that certificate holders complete the following CTLE requirements in language acquisition to address the needs of English language learner students:
For those holding a professional certificate in the certificate title of English to speakers of other languages (all grades) or a holder of a bilingual extension under section 80-4.3 of this Title, shall be required to complete a minimum of 50 percent of the required CTLE clock hours in language acquisition aligned with the core content area of instruction taught, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for English language learners; and
For all other certificate holders a minimum of 15 percent of the required CTLE clock hours shall be dedicated to language acquisition addressing the needs of English language learners, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for such English language learners; and
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For those holding a Level III Teaching Assistant certificate, a minimum of 15 percent of the required CTLE clock hours shall be dedicated to language acquisition addressing the needs of English language learners and integrating language and content instruction for such English language learners.
There is an exemption for teachers and school leaders employed in districts who possess a waiver from such CTLE requirements pursuant to Part 154 of the Commissioner’s Regulations if they have less than 5 percent (or 30) ELL students enrolled in the district. In those districts, teachers and school leaders will not have to meet this requirement. For credit-bearing university or college courses, each semester-hour of credit shall equal 15 clock hours of CTLE credit, and each quarter-hour of credit shall equal 10 clock hours of CTLE credit for purposes of this section. For all other approved continuing teacher and leader education courses, one CTLE credit hour shall constitute a minimum of 60 minutes of instruction/education. Sponsor Approval: The law requires the Department to approve all CTLE sponsors. In order to become an approved sponsor, NYS school districts and BOCES will be required to submit their professional development plan and attest that their plan is consistent with 100.2(dd) of the Commissioner’s Regulations and that they meet the requirements of Subpart 80-6 for approved CTLE. Professional development plans should include a list of contracted entities or individuals that will provide CTLE on behalf of the school district or BOCES as well. Other entities that may become sponsors include:
Teacher centers NYS institutions of higher education Professional organizations and unions Any other entity approved by the Department
Teacher centers, IHEs, professional organizations and unions will be required to submit an attestation that the CTLE programs/coursework they provide will meet the rigorous CTLE requirements in the regulations. For all other entities, they will be required to apply to the Department on an application form prescribed by the Department, with an application fee of $600, and they will have to demonstrate how they meet each of the CTLE requirements outlined in the regulation. Each sponsor will be approved for a five year period and will then be required to submit a renewal application. Entities will be included on a list of approved sponsors on the Office of Teaching website as they are approved. If a CTLE certificate holder is contemplating taking CTLE from an organization that is not already incorporated into a school district or BOCES CTLE plan, the CTLE certificate holder will need to check the Office of Teaching website to confirm that the organization providing the CTLE has been approved by the Department. Last, please note that more information regarding these requirements and the attached “Frequently Asked Questions on the New Registration and CTLE Requirement” will be posted and regularly updated on NYSED’s Office of Teaching Initiatives website at www.highered.nysed.gov/tcert/. Attachment
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Frequently Asked Questions
New Registration and CTLE Requirement
General Registration and CTLE Information
1. When will the TEACH system, new registration and sponsor approval process be piloted to the field? What is NYSED’s timeline for implementation?
a. The TEACH system and new registration system is tentatively scheduled to be piloted in early June and is planned to go operational in mid-June. Once the system is operational, registration may begin and NYS school districts that want to become CTLE sponsors may begin the approval process. The new 100 hour CTLE requirement officially begins on July 1, 2016 for holders of professional certificates in the classroom teaching and educational leadership service and Level III teaching assistants.
2. When exactly does the new registration and CTLE requirement begin? a. The new registration and CTLE requirement begins on July 1, 2016.
3. Does the Department plan to repeal or rescind the law?
a. The Department cannot rescind or repeal the law, we can only advocate for its repeal—this would have to ultimately be decided by the Commissioner and the Board of Regents. The Regulations developed by the Department (in consultation with experts and stakeholders in the field) implement the new law and represent areas of consensus among those consulted. In addition, the Department drafted the Regulations with the intention of making the process as user-friendly as possible for those who have to register and apply for sponsor approval, while remaining within the confines of the new law.
4. Who gets the money from the late registration fee? a. The fees will go directly to the Office of Teaching Initiatives account in order to fund
the staff and work involved in the new registration and CTLE process. In addition, please note that while the Regulations (consistent with the law) allow for a late registration fee, the Department will not be implementing this during the first five-year registration period recognizing that we are in a transition phase of implementation.
5. How will materials be distributed to the field? a. Communication materials and guidance to the field will be distributed by NYSED.
The first level of communication will be to District Superintendents and Superintendents, and the Department will ask that they distribute the materials to employees in their districts. NYSED will also send out communications to the field based on the TEACH system. In addition, communications as well as this FAQ will be publicly posted on the NYSED website. RCOs are being trained on the new
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registration and CTLE requirement in order to provide support to certificate holders during the implementation of the new law. Last, to ensure successful implementation of these requirements, please make sure your TEACH account has your current mailing and email information.
6. Have stakeholders such as NYSUT been engaged in the process of understanding how registration and CTLE implementation will take place?
a. Stakeholders, including NYSUT, UFT, NYSSBA, NYSCOSS, and district superintendents were asked to provide guidance on key components of the draft regulations. The Department specifically sought guidance on the definition of “practicing” for purposes of registration and CTLE, the timing of registration and re-registration, the definition of “resuming practice” for teachers who become inactive, the sponsor approval process, and whether districts and BOCES should continue to be required to submit professional development plans. The Department plans to continue engagement with stakeholders throughout the implementation process.
7. The new law references a potential moral character review if a certificate holder fails to register—how will this be implemented?
a. Pursuant to the statute, which was passed by the Legislature and signed into law by the Governor, a “willful failure to register or provide such notice (change of name or address) within 180 days of such change may constitute grounds for moral character review…”
Since the law allows for discretion, and the Department recognizes that this is a transition period, we have no plans to pursue Part 83 moral character review for anyone who may fail to register or update his/her name and/or address. In the event that a certificate holder who must register fails to do so, the Department will contact the individual several times to make him/her aware of his/her responsibility under the law. In addition, the Department has interpreted a “willful failure to register” to mean a failure to register after being notified of the need to register by the Department at several times.
Requirements of Individual Certificate Holders
1. Can professional development completed before registration be counted towards the 100
hours required during a five year period, or does the five years begin on the day you register?
a. Professional development completed on or after July 1, 2016, but before the individual’s birthday month (at which time the individual must register) will be permissible. However, CTLE hours cannot be carried over from one five year registration period to a subsequent five year period.
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2. Will it be possible to register early? For example, if ones’ birthday month is in September, may they register in August?
a. It will be possible to register early through the TEACH system, but we are encouraging people to wait for their birthday month so that the TEACH system is not overwhelmed. The TEACH system will allow for registration beginning in early June 2016.
3. Is registration automatic when moving from an initial to a professional certification? a. Yes, when an individual moves from an initial to professional certification or is issued
his/her first professional certification, he/she is registered with the Department automatically.
4. How are the 100 hours tracked in the TEACH account? a. The Department will ask that the certificate holder attest to his/her completion of
the 100 hours prior to his/her re-registration. He/she will also be responsible to retain a record of the CTLE programs attended and the number of hours completed. Certificate holders will attest that they have completed the 100 hours of required CTLE, must retain records of completed CTLE, and must provide documentation if requested showing that they have complied with the CTLE requirement.
5. How will holders of multiple certificates be treated? Must they register and/or complete CTLE hours for both or multiple certificates?
a. No. An individual with multiple certificates registers only once. Similarly, there is only one 100 hour CTLE requirement per person.
6. As the regulations are drafted, those certificate holders not practicing and/or cease to practice in an applicable school in New York must notify the Department. How will this be communicated to those not practicing?
a. All certificate holders that have a valid email address on TEACH will be sent information regarding the requirements. The Office of Teaching website includes information regarding the requirements.
7. What adjustments may be made, if any, for those completing the required CTLE hours? a. An adjustment to the CTLE requirement prescribed, in terms of clock hours and/or
the time for completing CTLE, may be granted by the Commissioner provided that the CTLE certificate holder documents good cause that prevents compliance, which shall include any of the following reasons: poor health certified by a health care provider, extended active duty in the Armed Forces, or other good cause acceptable to the Department which may prevent compliance. Individuals will be able to apply for and request an adjustment on TEACH. In addition, a peer review teacher, or a principal acting as an independent trained evaluator, conducting a classroom observation as part of the teacher evaluation
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system pursuant to Section 3012-d may credit his/her time towards meeting his/her CTLE. The proposed amendment also provides that the 100 hour CTLE requirement will be deemed to have been met for a holder of a teaching certificate who achieves certification from the National Board for Professional Teaching Standards for the registration period in which such National Board certification is achieved, provided that the candidate meets the CTLE requirements in language acquisition, to the extent required. Last, please note that for credit-bearing university or college courses, each semester-hour of credit shall equal 15 clock hours of CTLE credit, and each quarter-hour of credit shall equal 10 clock hours of CTLE credit for purposes of this section. For all other approved continuing teacher and leader education courses, one CTLE credit hour shall constitute a minimum of 60 minutes of instruction/education.
8. Will SED now have data about actual experiences that teachers engage in (other than the
attestation of hours)? Is this the intent of the statute? a. Yes, CTLE sponsors will be required to upload activities completed within one year.
9. Is the new registration and CTLE requirement duplicating the existing professional
development plan procedures? Is this the intent? a. No, the new registration and CTLE requirement does not duplicate the existing
professional development requirement. Rather, it replaces the former 175 hour requirement.
10. How does the Department plan on getting communications out to those who are not practicing or cease to practice in New York? This is important because those certificate holders not practicing or who cease to practice in NY must notify the Department that he/she is not practicing. What mechanisms does the Department have for communicating with non-practicing certificate holders?
a. As a first means of communication, the Department will be providing all information related to the new registration and CTLE requirement on the Office of Teaching Initiatives website. In addition, the Department will ask that NYSUT and other stakeholders aid the Department in effective and timely communication to the broadest group of certificate holders possible.
11. If an individual has administrative rights in the TEACH system, it appears that they cannot also have a non-administrative TEACH account (cannot have two accounts with the same SSN). How does the Department plan to address an administrator seeking to register (superintendent, principal, etc.)? Is NYSED even aware of this issue?
a. An individual can have both an administrative and personal account. The individual will need a separate user ID and password to access the personal TEACH account. If
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the administrator needs assistance with creating a personal account, he/she should contact the TEACH technical line at (518) 486-6041.
12. Will the webinar address creating a TEACH account as well as the registration process be available?
a. Yes, such webinar should be available by the second week in June.
13. What happens if a certificate holder is unable to complete his/her required CTLE before the end of the five year registration period?
a. If a certificate holder does not complete the required CTLE before the end of his/her five year registration period, he/she shall not be registered and shall not practice until he/she is registered. The certificate holder can apply for a conditional registration to allow a candidate up to one year to complete the remaining CTLE hours and remain eligible to practice in a New York State public school or BOCES. When the CTLE has been completed, the CTLE certificate holder will be deemed registered for the remaining registration period. As per the statute, if the CTLE certificate holder continues to practice without his/her registration, he/she may be subject to moral character review pursuant to Part 83 of the Commissioner’s Regulations. Also, please note that the proposed amendment requires that, if a CTLE certificate holder were to become inactive (no longer practicing) for a period of time during his/her five year registration period and then return to practice during that same five year period, he/she will be required to register with the Department prior to resuming practice. If the certificate holder was in the middle of a registration period when he/she became inactive and was no longer practicing, he/she must complete a minimum of 20 hours of CTLE for every year that he/she was practicing in an applicable school during that five year registration period.
District, BOCES, and Sponsor Responsibilities
1. Must individual employees and consultants who are providing professional
development/CTLE be identified in the professional development plan? a. Individual employees who are providing professional development/CTLE activities do
not need to be identified in the plan since they are already identified as employees of the district or BOCES; however, independent consultants (name and name of the company) must be included in the plan. As stated in the new law, “programs must be taken from sponsors approved by the department…” Thus, if consultants (even if previously approved and vetted by the district or BOCES) are not incorporated into the professional development plan to be approved by the Department, the Department would not be fulfilling its obligation under the new law.
2. If a change is made to a plan mid-year, must the plan be amended immediately? a. Districts and BOCES may update their professional development plans once every 6
months (if changes are made mid-year to the plan) in order to avoid having to continuously make multiple amendments to the plan throughout the year. Please
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note, if no changes are made throughout the year to the professional development plan, there is no need to amend or re-submit the plan. Also, very minor adjustments may be made to the CTLE offerings.
3. What if our BOCES has already vetted a consultant—why must we do this again? a. The Department does not ask that districts or BOCES go through the process of
approving or vetting a consultant for a second time; the consultant simply must be included or added to the professional development plan that is submitted to the Department.
4. What is the responsibility of districts and BOCES to report CTLE hours completed by their employees?
a. The responsibility of districts or BOCES to report completed CTLE activities relates to their status as a sponsor. As an approved sponsor, the anticipated plan is that districts and BOCES must upload, through the online TEACH system, information related to CTLE programs and activities provided to certificate holders. This information shall include: participants, number of hours provided, and the type of CTLE programs or activities provided. All approved sponsors will be required to provide those who attend CTLE activities with a certificate of completion for purposes of record-keeping, and as required by the statute. In addition, the Department is currently working with districts, BOCES, and My Learning Plan to potentially use My Learning Plan (which many districts and BOCES already use for professional development purposes) as a means of providing certificates of completion.
5. How will professional development be tailored to meet the needs of those who work with students with disabilities and/or alternative curriculum?
a. There is nothing in the new law that limits the type of CTLE that a teacher/leader/Teaching Assistant Level III may choose as long as it is consistent with the new law, which states that acceptable CTLE “shall mean activities designed to improve the teacher or leader’s pedagogical and/or leadership skills, targeted at improving student performance, including but not limited to formal CTLE activities. Such activities shall promote the professionalization of teaching and be closely aligned to district goals for student performance which meet the standards prescribed by regulations of the Commissioner.” There is also nothing preventing the districts and BOCES from providing additional CTLE, or preventing certificate holders from completing additional hours of CTLE beyond the 100 hours required during the five year period. So long as CTLE is included in a district or BOCES professional development plan and approved by the Department, there is nothing preventing districts and BOCES from providing CTLE that targets teachers of students with disabilities and/or other specific populations of students.
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In addition, please note that the Regulations do require a minimum of 15% of the required CTLE clock hours to be dedicated to language acquisition addressing the needs of English language learners, or 50% for those holding professional certification in the certificate title of English to speakers of other languages (all grades) or a holder of a bilingual extension. This remains consistent with the former professional development requirements under Part 154 of the Commissioner’s Regulations.
6. Does the Department have a plan for data uploads from various professional development tracking systems that are currently used by districts and BOCES? Are there issues related to data uploads that have not yet been resolved by the Department?
a. Yes. The Office of Teaching Initiatives has had preliminary conversations with My Learning Plan.
7. Has the Department planned training for regional certification office staff (more commonly known as the BOCES certification specialists)?
a. RCOs have been informed of the regulations. The Department is currently in the process of training RCOs to be able to play a proactive role in the implementation of the new registration and CTLE requirements. The Department will be providing webinars and asking for feedback from the RCOs in order to improve the transmittal of information in a smooth and timely manner.
8. Will teacher centers be approved providers? a. Teacher centers may become approved providers of CTLE, and are specifically
included in the regulations. Teacher centers, along with IHEs, professional organizations, and unions will be required to submit an attestation that the CTLE activities they provide will meet the rigorous CTLE requirements in the regulations.
9. If approved providers of CTLE are required to provide a certificate to those attending CTLE activities to maintain and verify their hours, how will this requirement be communicated to the field? a. In order to be approved by the Department, sponsors must follow the applicable
approval process, which includes an attestation. This attestation states the requirement that sponsors must be able to provide those attending the CTLE activities and programs they provide with a certificate of completion.
10. What is the difference between “approved CTLE experiences” for NYSED (via district and BOCES plans, or other sponsors) and “approved activities” that align (or do not align) with individual district plans? If there are fundamental differences, how does the Department plan to clarify this? a. Further guidance from the Department on this distinction will be forthcoming.
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11. Currently, the Regulations state that districts and BOCES must have professional development plans submitted on or before September 1 of each year. How does this change, if at all, with the new registration and CTLE requirement? a. The new registration and CTLE requirement begins on July 1, 2016. In order to
incorporate the professional development timeframe for submission into the new law, the Department will allow districts and BOCES with professional development plans approved for the 2015-2016 school year to submit their plans beginning July 1, 2016. This will involve uploading their current professional development plan and attesting that the current plan is in alignment with the professional development standards and the statute. This will allow districts and BOCES to become approved sponsors in a timely manner. In addition, those approved sponsors may also make revisions to their professional development plans on or before September 1, 2016 to prepare for the 2016-2017 school year. Please note, in addition, districts and BOCES may update their professional development plans once every 6 months (if changes are made mid-year to the plan) in order to avoid having to continuously make multiple amendments to the plan throughout the year.
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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 Office of P-12
Lissette Colón-Collins, Assistant Commissioner Office of Bilingual Education and World Languages
55 Hanson Place, Room 594 89 Washington Avenue, Room 528 EB Brooklyn, New York 11217 Albany, New York 12234 Tel: (718) 722-2445 / Fax: (718) 722-2459 (518)474-8775/ Fax: (518)474-7948
May 2016
FIELD ADVISORY
FROM: Lissette Colón-Collins
Assistant Commissioner, Office of Bilingual Education and World Languages
Rose M. LeRoy Director of Educational Data and Research, Office of Information Reporting Services
SUBJECT: Reporting English Language Learners (ELLs) Who Score Proficient in
Regents English in August
The purpose of this memorandum is to provide guidance on reporting English Language Learners who exit ELL status pursuant to Commissioner’s Regulations (CR) §154-2.3(m).1 Currently, each school district annually determines if a student identified as an ELL will continue to be so identified. Under §154-2.3(m), an ELL exits ELL status when such student:
Scores at or above a state designated level of Proficient/Commanding on the annual
English language proficiency assessment (currently, the New York State English as a
Second Language Achievement Test (NYSESLAT)); or
Scores at a state designated level of Advanced/Expanding on the annual English
language proficiency assessment, and
scores at or above Proficient (Level 3 or above) on the English Language
Arts (ELA) assessment required pursuant to Sections 100.3 and 100.4 of the
Regulations of the Commissioner of Education (i.e., the grade 3-8 ELA
assessments), or
meets or exceeds proficiency standards as defined in Section 100.18 of the
Regulations of the Commissioner of Education on:
• The Regents Examination in Comprehensive English (i.e., a score of Level
1 Exit criteria for students with disabilities who have been identified as ELLs are found in CR §154-3.4.
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2
3 or above), or
• The Regents Examination in English (Common Core) (i.e., a score of
Level 3 or above), or
• An approved alternative to a Regents examination in English (i.e., a
passing score).
August Regents Administration ELLs who use an August Regents examination to meet the above exit criteria may use the NYSESLAT taken immediately prior to that August administration to exit ELL status. These students need not take the NYSESLAT in the spring following the August Regents administration as long as they score Advanced/Expanding on the NYSESLAT immediately preceding that August and score at Level 3 or above on a Regents examination in English in that August (or at a passing score on an approved alternative to a Regents examination in English). In other words, for purposes of ELL exit criteria under CR §154-2.3(m), an August Regents exam score will now be paired with the NYSESLAT exam score preceding the Regents (rather than following the Regents) for those students who score Advanced/Expanding on their NYSESLAT exam. For example, a student who scores Advanced/Expanding on the 2015 NYSESLAT and proficient (Level 3 or above) on the August 2015 ELA Regents (or alternative) is not required to take the 2016 NYSESLAT. The purpose of this is to allow ELLs to exit ELL status immediately upon achieving exit criteria in August, rather than waiting another school year to take the NYSESLAT the following spring. Information regarding how to enter these data via the Student Information Repository System (SIRS) is available in the New York State SIRS Manual at: http://www.p12.nysed.gov/irs/sirs/. Additional information can be obtained by contacting your local Regional Information Center (RIC) or Big 5 city school district data center.
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Updates to SIRS Manual
• Exit ELL Status Program Service Code 3022 revised for students who pass an August Regents English exam – p. 198
• Cohort exclusion clarified in Cohort
Definitions appendix – p.265 - 267 • Assessment Grade Level Codes 13 and 14
clarified – p. 126
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Student Data Services What’s the Point of all this Data? Data for the “Non-Data” Person
TIME: 9:00am – 2:00pm
LOCATION: I n s t r u c t i o n a l S u p p o r t C e n t e r H o l b r o o k
DATES: Thursday, July 7, 2016 or Monday, July 11, 2016
AUDIENCE: D i s t r i c t A d m i n i s t r a t o r s / D e p a r t m e n t C h a i r s / L e a d T e a c h e r s
COST: N o C o s t DESCRIPTION: T h i s w o r k s h o p i s s p e c i f i c a l l y i n t e n d e d f o r a d m i n i s t r a t o r s a n d d e p a r t m e n t c h a i r s / l e a d t e a c h e r s w h o a r e n o t i n v o l v e d i n t h e d a y - t o - d a y p r o c e s s o f l o a d i n g a n d v e r i f y i n g d a t a , b u t w o u l d l i k e a n u n d e r s t a n d i n g o f h o w d a t a r e p o r t i n g h a p p e n s , w h y i t i s i m p o r t a n t , a n d h o w t o e f f e c t i v e l y u s e i t i n t h e c l a s s r o o m . T o p i c s d i s c u s s e d w i l l i n c l u d e :
• T h e i m p o r t a n c e o f d a t a a n d w h o n e e d s i t • V a r i e t y o f d a t a t o o l s a v a i l a b l e • B e n e f i t s o f u s i n g a c o m m o n e x a m • G e t t i n g d a t a b a c k t o t h e c l a s s r o o m • D a t a D r i v e n I n s t r u c t i o n m a d e e a s y • H o w t o b u i l d a n e f f e c t i v e d a t a t e a m
Advanced registration is required
To register online please visit http://datacentral.esboces.org
Click on Login or Create Account to register. Charles King, Program Administrator
[email protected] / (613) 419-1676 Eastern Suffolk BOCES does not discriminate against any employee, student, applicant for employment, or candidate for enrollment on the basis of sex, gender, race, color, religion or creed, age, weight, national origin, marital status, disability, sexual orientation, military or veteran status, domestic violence victim status, genetic predisposition or carrier status, or any other classification protected by Federal, State, or local law. Eastern Suffolk BOCES also provides equal access to the Boy Scouts and other designated youth groups. Inquiries regarding the implementation of applicable laws should be directed to either of the Eastern Suffolk BOCES Civil Rights Compliance Officers: the Assistant Superintendent for Human Resources, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3029, [email protected]; or the Associate Superintendent for Educational Services, 201 Sunrise Highway, Patchogue, NY 11772, 631-687-3056, [email protected]. Inquiries may also be addressed to the Office for Civil Rights at the US Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005, 646-428-3800, [email protected]
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