Source: http://www.regents.nysed.gov/meetings/2007Meetings/December2007/1207emscvesida2.htm
Timestamp: 2020-08-14 15:40:20
Document Index: 133722526

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

Proposed Amendment to the Regulations of the Commissioner Relating to Universal Prekindergarten
Should the Board of Regents adopt as a permanent rule the proposed amendment of Subpart 151-1 to the Regulations of the Commissioner relating to Universal Prekindergarten?
This proposed amendment will come before the EMSC-VESID Committee at its December meeting for adoption as a permanent rule. An emergency adoption will also be necessary to ensure that the amendment remains continuously in effect until the effective date of its adoption as a permanent rule. A statement of the facts and circumstances which necessitate emergency action is attached.
The proposed amendment was adopted as an emergency action at the May meeting of the Board of Regents, effective May 29, 2007, revised and readopted as a second emergency action at the July Regents meeting, readopted as a third emergency action at the September Regents meeting, and revised and readopted as a fourth emergency action at the October Regents meeting. A joint Notice of Emergency Adoption and Proposed Rule Making was published in the State Register on June 13, 2007. Notices of Revised Rule Makings were published on September 12, 2007 and October 31, 2007. An Assessment of Public Comment is attached.
VOTED: That Subpart 151-1 of the Regulations of the Commissioner be repealed and a new Subpart 151-1 be added, as submitted, effective January 3, 2007, and it is further:
VOTED: That Subpart 151-1 of the Regulations of the Commissioner be repealed and a new Subpart 151-1 be added, as submitted, effective December 28, 2007, as an emergency action for the preservation of the general welfare to ensure that the emergency rule adopted at the May Regents meeting, revised and readopted at the July Regents meeting, readopted at the September Regents meeting, and revised and readopted at the October Regents meeting, remains continuously in effect until the effective date of its adoption as a permanent rule.
The proposed amendment was adopted as an emergency measure at the May Regents meeting, effective May 29, 2007, and readopted as an emergency measure at the July, September, and October Regents meetings. The October emergency rule will expire on December 27, 2007. The December emergency action will become effective on December 28, 2007. The permanent adoption of the amendment will become effective January 3, 2008.
A third emergency adoption was taken at the September 10, 2007 Regents meeting to immediately adopt revisions to the rule in response to public comment and to otherwise ensure that the emergency rule remains continuously in effect until the effective date of its adoption as a permanent rule. A Notice of Revised Rule Making was published in the State Register on September 12, 2007.
A fourth emergency adoption was taken at the October 22-23, 2007 Regents meeting to adopt revisions to provide additional flexibility with respect to the staffing of eligible agencies offering universal prekindergarten instruction, and to otherwise ensure that the emergency rule adopted at the May Regents meeting, and readopted at the July and September Regents meetings, remains continuously in effect until the effective date of its adoption as a permanent rule. A Notice of Revised Rule Making was published in the State Register on October 31, 2007.
The proposed rule has been adopted as a permanent rule at the December 13-14, 2007 Regents meeting. Pursuant to the State Administrative Procedure Act section 203(1), the earliest the adopted rule can become effective is upon its publication in the State Register on January 2, 2007. However, the October emergency rule will expire on December 27, 2007, 60 days after its filing with the Department of State on October 29, 2007. A lapse in the rule's effectiveness would disrupt implementation of universal prekindergarten programs under Education Law section 3602-e.
A fifth emergency adoption is therefore necessary for the preservation of the general welfare to ensure that the emergency rule remains continuously in effect until the effective date of its adoption as a permanent rule.
PROPOSED ADDITION OF A NEW SUBPART 151-1 OF THE REGULATIONS OF THE COMMISSIONER OF EDUCATION PURSUANT TO EDUCATION LAW SECTIONS 101, 207, 3602-e AND CHAPTER 57 OF THE LAWS OF 2007, RELATING TO UNIVERSAL PREKINDERGARTEN
Since publication of a Notice of Revised Rule Making in the State Register on October 31, 2007, the State Education Department received the following comments:
Section 151-1.3(e) of the proposed regulation requires that Universal Prekindergarten (UPK) teachers possess a teaching certificate valid for service in the early childhood grades; or a teaching certificate for students with disabilities valid for service in the early childhood grades; or a bachelor's degree in early childhood or a related field with a written plan to obtain certification within five years. The commenter stated that in upstate communities the pool of applicants meeting such degree requirements is minimal. Because eligible agencies cannot match the salary and benefits paid by school districts, the turnover rate tends to be high when certified applicants are hired. The commenter recommended that the regulation be revised to make the teacher qualifications for UPK equivalent to the qualifications for voluntary registration of nursery schools and non-public kindergartens as set forth in Section 125.6 of the Regulations of the Commissioner of Education.
Education Law section 3602-e requires the Department to establish uniform quality standards that apply to all UPK classrooms whether they are operated by a public school or by an eligible agency. This statute also requires the Department to provide for a transition period for eligible agencies to come into compliance with these requirements. The alternative teacher qualifications set forth in the proposed regulations are consistent with the quality benchmarks established by the National Institute of Early Education Research (NIEER). While not identical, the proposed teacher qualifications are similar to those established for nursery schools and non-public kindergartens by Section 125.6 of the Regulations of the Commissioner. The slightly higher requirements for UPK teachers are necessary to comply with the statutory requirement that all UPK classes, regardless of setting, meet the uniform quality standards. No change to the proposed rule is required.
1. Subpart 151-1 of the Regulations of the Commissioner of Education is repealed, effective January 3, 2008.
2. Subpart 151-1 of the Regulations of the Commissioner of Education is added, effective January 3, 2008, 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)expressive and 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, or a teaching license or certificate valid for services in the childhood grades pursuant to Part 80 of this Title, 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 or 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 or 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.
1. Subpart 151-1 of the Regulations of the Commissioner of Education is repealed, effective December 28, 2007.
2. Subpart 151-1 of the Regulations of the Commissioner of Education is added, effective December 28, 2007, as follows: