(For Implementation
Commencing in September 2008)
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The Model C-1 Application Form is for multi-grade schools that: · Have a grade seven, · Are newly formed or ARE NOT IDENTIFIED as a school requiring academic progress (SRAP) in year 3, 4 or 5, including a school identified for school improvement for three or more consecutive years under 20 U.S.C. section 6316(b), or a school under registration review (SURR) pursuant to section 100.2(p) of Commissioner’s Regulations, and · Are seeking approval to begin implementation in September 2008 of a program that systemically restructures the delivery of instruction designed to facilitate the attainment of the State’s 28 intermediate learning standards. NOTE: Schools eligible to submit a Model C-1
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 C-1 application process additional
relief from the prescribed units of study in a course or courses mandated in
Section 100.4 of Commissioner’s Regulations. |
I. Model C-1 systemic change applications
must include the following basic information:
I.1. School/district particulars
I.2. Eligibility: Evidence the school is eligible to apply for Model C.
I.3. Executive summary or abstract of the Model C-1 proposal (maximum of two pages)
I.4. Certification of professional staff
and their most recent assignment
I.5.. Student achievement information in
the seven Learning Standards areas
II. Model C-1 systemic change 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 and areas needing strengthening 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, and the seven Learning Standards areas. Prioritized areas of strength and areas requiring strengthening based upon research data and objective evidence along with the need/justification for the changes (e.g., using the Victoria Bernhardt planning process, the Comprehensive District or School Educational Planning process, New York City’s Comprehensive Educational Planning process, the Restructuring planning process, CSR Models planning processes, etc); and
d. 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 C-1 systemic change applications
must include the following supportive information:
III.1. Model C-1 Proposal: A detailed proposal for systemic change and innovation that:
a. Details the specific regulatory requirements in Sections 100.3 and/or 100.4 for which relief is being requested;
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 28 Learning Standards will be incorporated into the school’s program and schedule. The systemic changes and innovations must reflect and address the priority areas of strength and areas needed strengthening identified by the self study, be aligned with district and school improvement, or redesign plans, 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 (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 C-1 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 are consistent with the requirements in Section 100.2 of Commissioner’s Regulations and are an integral part of the Model C-1 proposal.
III.2. District
Office Support: The resources and support the district office (in the case
of
IV. Model C-1 systemic change applications
must include the following assurances:
IV.1. Educational Conditions: The middle-level school included in the Model C-1 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 that began in the 2005-06 school
year.
b. Schools
must employ teaching staff who are properly certified and highly qualified 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. Public School Choice: In those districts where public school choice is required under No Child Left Behind (NCLB), a minimum of 20 percent of seats in each newly formed school will be offered to students seeking transfer, consistent with State and federal law.
IV.3. 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 to assess the impact of the Model C reforms. Survey instruments will contain measurable indicators of structural, organizational, curricular and/or instructional changes as well as behavioral, and 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.4. Annual Public Evaluation: The district and the school(s) will conduct an annual public evaluation of the implementation of the Model C-1 application. This annual public evaluation will include information on the:
a. Implementation of the Model C-1 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 provided research-based, survey instruments used to collect a common set of data from all Model C 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.5. 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 C-1 application in such form and according to such timelines as may
be prescribed by the commissioner.
IV.6. Implementation
of the Model C-1 Application: The president of the board of education, the
superintendent of schools and the principal(s) of the affected school(s) affirm
the Model C-1 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 C-1 application by January 11, 2008, to: Marybeth Casey Associate,
Middle Level Education Room
319EB NYS
Education Department
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For further information about the Model C-1 application process, contact Marybeth Casey either by telephone at 518-474-0059 or by e-mail at mcasey2@mail.nysed.gov
Model
C-1 Application Form
(For Implementation
Commencing in September 2008)
|
The Model C-1 Application Form is for multi-grade schools that: · Have a grade seven, · Are newly formed or ARE NOT IDENTIFIED as a school requiring academic progress (SRAP) in year 3, 4 or 5, including a school identified for school improvement for three or more consecutive years under 20 U.S.C. section 6316(b), or a school under registration review (SURR) pursuant to section 100.2(p) of Commissioner’s Regulations, and · Are seeking approval to begin implementation in September 2008 of a program that systemically restructures the delivery of instruction designed to facilitate the attainment of the State’s 28 intermediate learning standards. NOTE: Schools eligible to submit a Model C-1
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 C-1 application process
additional relief from the prescribed units of study in a course or courses
mandated in Section 100.4 of Commissioner’s Regulations. |
|
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 C-1 application by January 11, 2008, to: Marybeth Casey Associate,
Middle Level Education Room
319EB
NYS
Education Department
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For further information about the Model C-1 application process, contact Marybeth Casey either by telephone at 518-474-0059 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 C
Indicate
with an X the current School Accountability Status based on 2005-06 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 |
Newly Formed School |
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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
I.3 Executive Summary
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Please provide a brief (no more than two pages) abstract of the Model C-1 proposal that summarizes the proposal to restructure the delivery of instruction designed to facilitate the attainment of the State’s 28 intermediate learning standards. Include in the summary: · The priority areas that are the focus of the Model C-1 proposal and the reasons why they were identified as priorities, · A description of how the priority areas will be addressed (the interventions and the changes) so as to support the schools effort to restructure the delivery of instruction, and · And explanation of how the school intends to evaluate the implementation of the Model C-1 proposal. |
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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