Source: http://www.regents.nysed.gov/meetings/2007/2007-09-2
Timestamp: 2020-07-02 22:20:27
Document Index: 484069086

Matched Legal Cases: ['art 151', 'art 151', 'art 151', 'art 151', 'art 151', 'art 151', 'art 151', 'art 151', 'art 151', 'art 117', 'art 80', 'art 80', 'art 80', 'art 80', 'ART 151', 'art 151']

Should the Board of Regents adopt as a third emergency action the proposed amendment of Subpart 151-1 to the Regulations of the Commissioner relating to Universal Prekindergarten?
The proposed amendment was adopted as an emergency action at the May and July Regents meetings. Proposed revisions to the regulation have now been made in response to public comment, and are being presented for adoption as a third emergency action at the September Regents meeting. It is anticipated that the proposed amendment will be presented for adoption as a permanent rule at the October Regents meeting.
The State Education Department has solicited and received numerous comments from various stakeholders that have been used to inform the development of the proposed regulatory language relating to the Universal Prekindergarten program. The language closely aligns with the requirements of the State statute. Two revisions were made in the proposed regulatory language in response to public comment received. The first sentence in section 151-1.3(a)(2) was revised to clarify the intent of the provision by replacing "early literacy and emergent reading program" with "early literacy and emergent reading instruction.” Section 151-1.4(a) was revised to provide flexibility to allow a district to operate for fewer than 180 days in the year that it first implements a program or for expansion classes in subsequent years.
A joint Notice of Emergency Adoption and Proposed Rule Making was published in the State Register on June 13, 2007. An Assessment of Public Comment is attached. Supporting materials for the proposed amendment are available upon request from the Secretary to the Board of Regents.
The proposed amendment is being presented for a third emergency action to adopt changes made in response to public comment, and to otherwise ensure that the emergency rule remains continuously in effect until it can be adopted and made effective as a permanent rule. A Statement of Facts and Circumstances Which Necessitate Emergency Action is attached.
VOTED: That the emergency action taken at the July 25, 2007 meeting of the Board of Regents, which repealed Subpart 151-1 and added a new Subpart 151-1 of the Regulations of the Commissioner, be repealed, effective September 18, 2007, and it is further
VOTED: That Subpart 151-1 of the Regulations of the Commissioner be repealed and a new Subpart 151-1 be added, as submitted, effective September 18, 2007,
The proposed amendment was adopted as an emergency measure at the May Regents meeting, effective May 29, 2007, and extended by emergency action taken at the July Regents meeting. It is anticipated that the proposed amendment will be presented for adoption as a permanent rule at the October Regents meeting, with an effective date of November 15, 2007.
The proposed amendment was adopted at the May 21-22, 2007 Regents meeting as an emergency measure, effective May 29, 2007, in order to immediately establish uniform quality standards and other requirements for universal prekindergarten programs that are consistent with Education Law section 3602-e, as amended by Chapter 57 of the Laws of 2007, so that affected school districts may timely plan and implement such programs for the 2007-2008 school year pursuant to statutory requirements. A Notice of Emergency Adoption and Proposed Rule Making was published in the State Register on June 13, 2007.
A second emergency adoption was taken at the July 25, 2007 Regents meeting for the preservation of the general welfare to ensure that the emergency rule adopted at the May Regents meeting remains continuously in effect until the effective date of its adoption as a permanent rule.
Revisions have been made to the proposed rule in response to public comment and a Notice of Revised Rule Making was published in the State Register on September 12, 2007. Pursuant to the State Administrative Procedure Act (SAPA) section 202(4-a), the revised rule cannot be adopted by regular (non-emergency) action until at least 30 days after publication of the revised rule in the State Register. Since the Board of Regents meets at fixed intervals, the earliest the proposed rule can be adopted by regular action, after expiration of the 30-day public comment period for a revised rule making, is the October 22-23, 2007 Regents meeting, and pursuant to SAPA section 203(1), the earliest the adopted rule can become effective is upon its publication in the State Register on November 14, 2007. However, the July emergency action will expire on October 25, 2007, 60 days after its filing with the Department of State on August 27, 2007. A lapse in the rule's effectiveness would disrupt implementation of universal prekindergarten programs under Education Law section 3602-e.
A third emergency adoption is therefore necessary for the preservation of the general welfare to immediately adopt revisions to the rule in response to public comment and to otherwise ensure that the emergency rule adopted at the May Regents meeting, and readopted at the July Regents meeting, remains continuously in effect until the effective date of its adoption as a permanent rule.
1. The emergency action taken at the July 25, 2007 meeting of the Board of Regents, which repealed Subpart 151-1 and added a new Subpart 151-1 of the Regulations of the Regulations of the Commissioner of Education, is repealed, effective September 18, 2007.
2. Subpart 151-1 of the Regulations of the Commissioner of Education is repealed, effective September 18, 2007.
3. Subpart 151-1 of the Regulations of the Commissioner of Education is added, effective September 18, as follows:
���������������� (a) Curriculum. (1) Each school district operating a prekindergarten program shall adopt and implement curricula, aligned with the State learning standards, that ensures continuity with instruction in the early elementary grades and is integrated with the district's instructional program in kindergarten through grade twelve. (2) Each school district operating a prekindergarten program shall provide early literacy and emergent reading instruction based on effective, evidence-based practices. Essential components of this program shall include: (i) background knowledge; (ii) phonological awareness; (iii)expressiveand receptive language; (iv) vocabulary development; and (v) phonemic awareness. (3) Activities shall be learner-centered and shall be designed and provided in a way that promotes the child's total growth and development, and ensures that: (i) children are encouraged to be self-assured and independent through a balanced schedule of teacher-initiated and child-initiated learning activities; (ii) instructional materials and equipment shall be arranged in learning centers that promote a balance of individual and small group activities; and (iii) teachers shall use intentional planning to focus instruction to meet differentiated learning styles of students. (b) Assessments, monitoring and reporting. (1) School districts shall establish a process for assessing the developmental baseline and progress of all children participating in the program. Such process must at a minimum provide for on-going assessment of the development of language, cognitive and social skills, and ensure that: (i) the instrument(s) used for assessment must be valid and reliable; and (ii) assessment information must be used to inform classroom instruction and professional development. (2) School districts shall use the results of such assessments to annually monitor and track prekindergarten program effectiveness. A program shall be considered effective if the enrolled children demonstrate significant gains, as determined by the Commissioner, in language, cognitive and social skills. (3) Beginning in the 2008-2009 school year, school districts shall report annually, in a manner and timeline prescribed by the Commissioner, the percentage of prekindergarten children making significant gains, as determined by the Commissioner, in language, cognitive and social skills. The data shall be made part of school performance reports to parents and/or guardians of preschool children and the public. (c) Health and nutrition. (1) All prekindergarten students shall be screened as new entrants as set forth in Part 117 of this Title. (2) Prekindergarten programs that operate for less than three hours shall provide a nutritional meal and/or snack. Programs operating more than three hours shall provide appropriate meals and snacks to ensure that the nutritional needs of the children are met. Meals and snacks shall be provided in an environment conducive to interaction between staff and children and at a time appropriate to meet the children's needs and provide sufficient time for eating and interaction. (d) Class size. The maximum class size for a prekindergarten class is 20 children. For classes of up to 18 students, there must be one teacher and one paraprofessional assigned to each class. For classes of 19 or 20 students, there must be one teacher and two paraprofessionals assigned to each class. (e) Staff qualifications. (1) Prekindergarten teachers providing instruction through this Part shall possess: (i) a teaching license or certificate valid for service in the early childhood grades pursuant to Part 80 of this Title; or (ii) a teaching license or certificate for students with disabilities valid for service in early childhood grades pursuant to Part 80 of this Title; or (iii) for eligible agencies collaborating with the district to provide prekindergarten services, a bachelor’s degree in early childhood education or a related field and a written plan to obtain a certification valid for service in the early childhood grades within five years. (iv) Eligible agencies collaborating with the district to provide prekindergarten services and licensed by an agency other than the State Education Department may employ staff who meet the standards of the licensing or registering agency, until the beginning of the 2008-2009 school year, at which time all prekindergarten teachers shall meet the qualifications set forth in subdivisions (i)-(iii) of this section. (2) Until all universal prekindergarten teachers at an eligible agency site possess a teaching license or certificate valid for services in the early childhood grades, the agencies operating such programs shall employ an on-site education director during the hours that the prekindergarten program is in operation that will be responsible for program implementation. The on-site director shall possess a teaching license or certificate valid for services in the early childhood grades pursuant to Part 80 of this Title. (3) A prekindergarten teaching assistant providing instructional support in a prekindergarten classroom shall meet qualifications pursuant to Part 80 of this Title. (4) A prekindergarten teacher aide providing support in a prekindergarten classroom shall meet the requirements prescribed by the local board of education. (f) Fiscal and program oversight. A school district shall monitor compliance by collaborating eligible agencies with all fiscal and program requirements, shall assess student progress in the prekindergarten program, and shall correct any identified deficiencies. (g) Professional development. Professional development shall be based on the instructional needs of children and shall be provided to prekindergarten teachers and staff in district and agency settings in which prekindergarten services are provided under this Subpart. (h) Parental involvement. Each school operating a prekindergarten program shall develop procedures to ensure active engagement of parents and/or guardians in the education of their children. (i) Support services. School districts shall provide, either directly or through referral, support services to children and their families necessary to support the child's participation in the prekindergarten program. Support services must be provided to the maximum extent practicable in the language or mode of communication which the parents and/or guardians and the child best understand. Whenever possible, such support services shall be provided in collaboration with other community organizations in a non-duplicative manner.
PROPOSED REPEAL AND ADDITION OF SUBPART 151-1 OF THE REGULATIONS OF THE COMMISSIONER OF EDUCATION PURSUANT TO EDUCATION LAW SECTIONS 101, 207 AND 3602-e AND CHAPTER 57 OF THE LAWS OF 2007, RELATING TO THE UNIVERSAL PREKINDERGARTEN PROGRAM
Since publication of Notice of Emergency Adoption and Proposed Rule Making in the State Register on June 13, 2007, the State Education Department received the following comments on the proposed rule.
Section 151-1.2(b): Eligible agencies now may include ‘libraries and museums which meet the standards and requirements of this Subpart. Based on the requirements in the Competitive Process 151-1.6 (b) 7, 13, 14, 16, libraries and museums cannot qualify as an eligible agency.
Libraries and museums that met the requirements of Subpart 151-1 have been eligible agencies since inception of the Universal Prekindergarten program. The addition of libraries and museums to this section is a technical revision to clarify that such entities are eligible agencies. The variety and types of programs offered by libraries and museums vary greatly throughout the State. While the libraries and museums in the commenter’s area may not meet the above-cited standards, there may be libraries and museums in other locales that do. No change to the proposed rule is required.
Section 151-1.3(a)(2) requires districts operating a prekindergarten
program to "provide an early literacy and emergent reading program based on effective, evidence-based instructional practices." Unless there is specific reference to the intent of this regulation, it becomes easy for Districts to misinterpret the word "program" and lead to the use of inappropriate developmentally appropriate practice. The commenter recommends replacing the word "program" with "instruction."
���������������� The Department agrees that the recommendation clarifies the intent of the regulation. The proposed rule has been revised to require school districts operating a prekindergarten program to “provide early literacy and emergent reading instruction based on effective, evidence-based practices.”
Section 151-1.3(b)(2) states that "School districts shall use the results of such assessments to annually monitor and track prekindergarten program effectiveness. A program shall be considered effective if the enrolled children demonstrate significant gains, as determined by the Commissioner, in language, cognitive and social skills." The commenter recommended that the term ‘significant gains’ be defined and that the research that correlates program effectiveness and significant gains in children be shared. The commenter also recommended that, in addition to the selected assessment being reliable and valid, the new regulations must also require that it have a strong emphasis on progress monitoring to determine student growth and development in measurable terms.
Section 151-1.3(b)(3) requires school districts to annually report the percentage of children making significant gains and said data shall be made part of a school’s performance report to the parents and the public. The commenter recommended that consideration must be given to a child’s self-esteem given the fact that the social and emotional development of children is mentioned in the amended regulations. Additionally, four year old children should not be adversely affected by an assessment that determines "significant gains."
Education Law section 3602-e, as amended by Chapter 57 of the Laws of 2007, requires that the effectiveness of school districts’ prekindergarten programs be reported to parents and the public. The Department recognizes the validity of the concerns expressed and believes that these concerns can be best addressed in guidance.
Section 151-1.3(f) requires fiscal and program oversight of the collaborating eligible agencies. The commenter recommended that a statement must be added to include the oversight of the public schools.
The Department disagrees with the recommendation. Prekindergarten classrooms operated by the public schools are already subject to the district’s fiscal policies and procedures, including oversight and monitoring. No change to the proposed rule is required.
Section 151-1.3(g) requires that professional development be provided based on the instructional needs of children. The commenter recommended that consideration must be given to improving the pedagogical capacity of the adults who deliver instruction to the children. This includes the professional development of the Social Worker as well as the Family Worker.
The Department agrees that the primary purpose of professional development is to improve the pedagogical capacity of the adults who deliver instruction to children. However, when prioritizing the professional development needs of the adults, efforts should be focused first on improving instruction in those areas where the instructional needs of students is greatest. No change to the proposed rule is required.
Section 151-1.4(d) determines the selection of children. The commenter recommended that clarity is needed here as the new regulations require that the selection process established in the base year of the targeted prekindergarten program may continue to be used to select children to receive universal prekindergarten services.
The proposed rule is consistent with the provisions of Education Law section 3602-e of Education Law, as amended by Chapter 57 of the Laws of 2007, requiring that districts establish a random selection methodology and permitting districts that operated a Targeted Prekindergarten program in the 2006-2007 school year the option of using the selection methodology established for that program. The Department believes that further clarification is best provided in guidance. No change to the proposed rule is required.
Section 151-1.4(a) requires that programs operate 180 days. The time constraints inherent in this requirement impede the ability of newly implementing districts and those wishing to expand their programs to identify possible collaborators and build the capacity to serve additional children. The commenter recommended that increased flexibility be provided to allow a district to operate for fewer days in the year that it first implements a program or for expansion classes in subsequent years.
The Department agrees that such flexibility may increase the ability of districts to implement and expand prekindergarten programs. The proposed rule has been revised to require that programs operate ". . . a minimum of 180 days per year; except that districts implementing programs for the first time or expansion classes in other districts may operate a minimum of 90 days, provided that in such instances the aid per prekindergarten pupil shall be reduced by one one-hundred eightieth for each day less than 180 that such program or expansion class is in session, except that the commissioner may disregard such reduction for any deficiency that may be disregarded in computing total foundation aid pursuant to Education Law section 3604(7) or (8)."