MODEL
B APPLICATION PACKAGE
(For Implementation Commencing in September 2008)
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Model B is for multi-grade schools that:
NOTE: Schools eligible to submit a Model B
application are entitled to all of the programmatic flexibility offered in
Section 100.4 of Commissioner’s Regulations.
They may also request through the Model B application process
additional relief from the prescribed units of study in courses for which
there are no required State assessments. |
I. Model B applications must include the
following basic information:
I-1. School/district particulars
I-2. Eligibility: Evidence the school is eligible to apply for Model B.
I-3. Executive summary or abstract of the
Model B proposal (maximum of two pages)
I-4. Certification of staff and their most
recent assignment
I-5. Student achievement information in the seven Learning Standards areas
II. Model B applications must include the
following procedural evidence:
II-1. Consultation: The District shall submit with its application
a report from the district’s shared
decision-making team or, for the City School District of the City of New York,
the district’s school leadership team, that provides evidence that consultation
took place at the district and building levels and that identifies the concerns
expressed by constituents.
Appropriate attendance/signature sheets must accompany the reports.
II-2. Self Study: The middle-level building
undertook a thoughtful self-study that:
a. Involved representatives from key constituency groups (teachers, administrators, support personnel, parents, district office representative, etc.);
b. Documented the strengths of the school using evidence of best practice and research-based data that are aligned with the Regents Policy Statement on Middle-Level Education, the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs.
c. Described the areas needing improvement based upon evidence of best practice relative to the Regents Policy Statement on Middle-Level Education and the Departments Essential Elements of Standards Focused Middle-Level Schools and Programs
d. Prioritized areas requiring attention based upon research data and objective evidence that would strengthen the academic core (and the AIS program) while also ensuring that students are provided instruction in all the 28 Learning Standards (e.g., using the Victoria Bernhardt planning process, the Comprehensive District or School Education Planning process, the Restructuring planning process, New York City’s Comprehensive Education Planning process, CSR Models planning processes, etc.);
e. Included an external review of the self study process and its conclusions involving knowledgeable educators from outside the school (e.g., from the district office, BOCES, Regional School Support Center, NYS Middle School Association, etc.).
III. Model B applications must include the
following supportive information:
III-1. Model B Proposal: A comprehensive proposal that strengthens the attainment of the learning standards measured by required State assessments, provides effective academic intervention services, and ensures all students receive instruction in those standards areas where there are no required State assessments.
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NOTE: The school’s
required school improvement, corrective action or redesign plan must be the
basis of the Model B proposal, with additional information provided as
required in the application. The Model
B proposal is NOT to be viewed as a new plan; rather it needs to be viewed as
the school improvement, corrective action or redesign plan augmented with
additional information needed to satisfy the Model B application
requirements. |
The Model B proposal:
a. Details the specific regulatory requirements in Section 100.4 for which relief is being requested; including sample schedules and unit of study reductions.
b. Explains how the 28 Learning Standards, including those in the areas where regulatory relief is being requested, will be addressed so as to ensure students achieve proficiency, including, but not limited to, how instruction for attaining the Learning Standards will be incorporated into the school’s program and schedule. The changes and innovations must be aligned with the district’s and school’s improvement, corrective action or redesign plans, reflect and address the priority areas needing attention (improvement) identified by the self study, and be congruent with the Regents Policy Statement on Middle-Level Education and the State Education Department’s seven Essential Elements;
c. Includes safeguards to ensure that staff providing instruction are both certified (duly licensed by the State Education Department) and Highly Qualified under NCLB (have both the content knowledge and the pedagogical skills to teach the Learning Standards);
d. Includes measurable indicators/evidence of school change and improvement to evaluate the success of the approved Model B proposal including:
i. Improvement in student achievement in English language arts and mathematics;
ii. Student achievement in social studies, science, and the non-tested areas;
iii. The implementation of the application as written;
The indicators/evidence need to be aligned with the Regents Policy Statement on Middle-Level Education, the State Education Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs, and the State’s Learning Standards; and
e. Includes evidence that professional development activities as prescribed in Section 100.2 of Commissioner’s Regulations focus specifically on the teaching of literacy and numeracy across the curriculum.
III-2. District
Office Support: The resources and support the central office (in the case
of
IV. Model B
applications must include the following assurances:
IV-1. Educational Conditions: The middle-level school included in the Model B application is in compliance with the following six non-negotiable Educational Conditions:
a. Schools
must administer required State assessments in the middle grades (English
language arts, mathematics, social studies, science) as well as grade-by-grade
tests required under No Child Left Behind which began in the 2005-06 school
year.
b. Schools
must employ teaching staff who are properly certified and Highly Qualified
under NCLB to teach assigned subjects/classes.
c. Schools must ensure their middle-level
program is aligned with the Regents Policy Statement on Middle-Level Education,
the State Education Department's Essential Elements of Standards-Focused
Middle-Level Schools and Programs, and the State’s Learning Standards.
d. Schools
must ensure that students who are at risk of not meeting the State’s standards
where there are State assessments receive timely and targeted academic
intervention services.
e. Schools
must ensure that students receive instruction in all of the State’s 28 Learning
Standards (with instruction in English language arts, mathematics, social
studies, science, and physical education occurring each year in each of the
middle grades).
f. Schools
must ensure that students are provided opportunities for taking high school
courses (acceleration).
IV-2. Data Collection: The district and the middle-level school(s) agree, if requested by SED to use SED-provided, research-based, survey instruments to collect data that assesses the impact of Model B reforms. Survey instruments will contain measurable indicators of structural, organizational, curricular, or instructional changes as well as behavioral, attitudinal, changes. Instruments will be aligned with the Regents Policy Statement on Middle-Level Education and the Department’s Essential Elements of Standards-Focused Middle-Level Schools and Programs.
IV-3. Annual Public Evaluation: The district and the middle-level school(s) will conduct an annual public evaluation of the implementation of the Model B application that includes a report on the:
a. Implementation of the Model B proposal contained in the approved application.
b. Measurable indicators/evidence of school change and improvement as proposed in the application (which may be all or some of the evidence from the SED approved research-based, survey instruments used to collect a common set of data from all Model B schools).
c. School’s Performance Index.
d. State-developed checklists of knowledge and skills or alternative assessments in those areas where there are no State assessments.
e. Compliance with the six Educational Conditions.
IV-4. Status Report to the State Education
Department: The district and the middle-level school(s) will submit an
annual status report to the State Education Department on the implementation of
the Model B application in such form and according to such timelines as may be
prescribed by the commissioner.
IV-5. Implementation
of the Model B Application: The president of the board of education, the
superintendent of schools and the principal(s) of the affected school(s) affirm
the Model B application will be implemented as written, including participation
in required professional development sessions.
In the case of
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Districts
are requested to mail one (1) signed original, five (4) paper copies, and one
(1) electronic copy (disk or CD) of the completed Model B application by
Friday, January 11, 2008, to: Marybeth Casey, Associate - Middle Level
Education Program, Room 319 EB, NYS
Education Department, 89 Washington Ave. Albany, NY 12234. |
For further information about the Model B application process, contact Marybeth Casey either by telephone at 518-474-8892 or by e-mail at mcasey2@mail.nysed.gov .
Model
B Application Form
(For Implementation
Commencing in September 2008)
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The Model B Application Form is for multi-grade schools that: · Have a grade seven, · Have been identified as a school requiring academic progress (SRAP) in year 3, 4, or 5, including but not limited to being a school identified for school improvement for three or more consecutive years under 20 U.S.C. section 6316(b), or a school or schools under registration review (SURR) pursuant to section 100.2(p) of Commissioner’s Regulations, and · Are seeking approval to implement a program in September 2008 that strengthens the attainment of the learning standards measured by required State assessments, provides effective academic intervention services, and ensures all students receive instruction in those standards areas where there are no required State assessments. NOTE: Schools eligible to submit a Model B
application are entitled to all of the programmatic flexibility offered in
Section 100.4 of Commissioner’s Regulations.
They may also request through the Model B application process
additional relief from the prescribed units of study in courses for which
there are no required State assessments. |
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Districts are requested to mail one (1)
signed original, five (5) paper copies, and one (1) electronic copy (disk or
CD) of the completed Model B application by Friday, January 12, 2008, to: Marybeth Casey Associate
- Middle Level Education Program
Room 319EB NYS
Education Department |
For further information about the Model B application process, contact Marybeth Casey either by telephone at 518-474-8892 or by e-mail at mcasey2@mail.nysed.gov .
I-1 School/District
Particulars
______________________________________________________________________________
City/Town: _____________________________________________ NY __________________
Telephone: ( ______ ) _______ - ____________ FAX: ( ____ ) ________ - ______________
______________________________________________________________________________
City/Town: _____________________________________________ NY __________________
Telephone: ( ______ ) _______ - ____________ FAX: ( ____ ) ________ - ______________
Person in central office responsible for overseeing implementation of the district’s Model B Application:
Telephone: ( ______ ) _______ - ____________ FAX: ( ____ ) ________ - ______________
I-2 Eligibility for Model B
Indicate
with an X the current School Accountability Status based on 2006-07 data
collection.
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School in Need of Improvement (NCLB) Schools Requiring Academic Progress (State) |
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SINI/SRAP Year 1 |
SINI/SRAP Year 2 |
Corrective Action/ SRAP
Year 3 |
Planning for Restructuring/
SRAP Year 4 |
Restructuring/ SRAP Year 5 |
SURR |
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In
each of the three school years, indicate which subgroups failed to meet AYP in
English Language Arts.
English
Language Arts
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Accountability Group |
2004-2005 |
2005-2006 |
2006-2007 |
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All Students |
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American Indian/ Alaskan
Native |
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Black |
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Hispanic |
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White |
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Asian or Pacific Islander |
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Students with Disabilities |
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Limited English Proficient |
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Economically Disadvantaged
(Free and Reduced lunch) |
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In
each of the three school years, indicate which subgroups failed to meet AYP in Mathematics.
Mathematics
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Accountability Group |
2004-2005 |
2005-2006 |
2006-2007 |
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All Students |
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American Indian/ Alaskan
Native |
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Black |
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Hispanic |
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White |
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Asian or Pacific Islander |
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Students with Disabilities |
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Limited English Proficient |
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Economically Disadvantaged
(Free and Reduced lunch) |
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Attach
a copy of both the school’s most recent School Report Card and most recent
School Accountability Status Report
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Please provide a brief (no more than two pages) abstract of the Model B proposal that summarizes what the school proposes to do to strengthen the attainment of the learning standards measured by required State assessments, provide effective academic intervention services, and ensure all students receive instruction in those standards areas where there are no required State assessments. Include in the summary: · The priority areas that are the focus of the Model B proposal and the reasons why they were identified as priorities, · A description of how the school proposes to address the identified priority areas and strengthen student attainment of the learning standards measured by required State assessments, provide effective academic intervention services, and ensure all students receive instruction in those standards areas where there are no required State assessments, · The research base that supports the proposed approach, and · An explanation of how the school intends to evaluate the implementation of the Model B proposal. |
I-3
Executive summary or abstract of the Model B proposal (maximum of two pages)
Provide the names, certifications, and 2007-08 teaching assignments of all the professional teaching staff assigned to the school (use additional pages, if necessary)
Teacher Name
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Certification(s)
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2007-08 Teaching Assignment(s) |
Check if the teacher will teach a class for which he/she is not certified or qualified? |
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