New York State Education Department
NYSSCA is an active
member of the NYS Education Department's Pupil Personnel Task Force.
Three times a year, NYSSCA representatives meet in Albany regarding
updates on regulations, educational reform and the role of student
support services in eliminating learning barriers.
Social and
Emotional Development and Learning (SEDL) Links
NEW MATH REQUIREMENTS
Click here to
obtain the approved Math Requirements chart.
NEW YORK STATE EDUCATION
DEPARTMENT NEWS
Public
Forums on NYS Learning Standards
The Board of Regents
P-16 Education: A Plan for Action
calls for all New Yorkers to be prepared for "citizenship, work and
continued learning throughout their lives." In order to achieve this
goal we must close the gaps in student academic achievement along
the lines of income, race and ethnicity, language and disability;
and keep up with the growing demands for still more knowledge and
skill in the face of increasing competition in a changing economy. A
key strategy to address these two challenges is the periodic review
of the New York Learning Standards, starting with English language
arts.
Implementation of Response to Intervention Programs
RtI represents an important educational strategy
to close achievement gaps for all students, including students at
risk, students with disabilities and English language learners, by
preventing smaller learning problems from becoming insurmountable
gaps. It has also been shown to lead to more appropriate
identification of and interventions with students with learning
disabilities. Each day educators make important decisions about
students' educational programs, including decisions as to whether a
student who is struggling to meet the standards set for all children
might need changes in the nature of early intervention and
instruction or might have a learning disability. This decision as to
whether a student has a learning disability must be based on
extensive and accurate information that leads to the determination
that the student's learning difficulties are not the result of the
instructional program or approach. RtI is an effective and
instructionally relevant process to inform these decisions.
DIPLOMA REQUIREMENTS BASED ON JUNE
2005 BOARD OF REGENTS ACTION TO PHASE IN THE 65 GRADUATION STANDARD
ON REQUIRED REGENTS EXAMS
|
Entering Freshman Class |
Local Diploma Requirements
|
Regents Diploma
Requirements |
Regents
Diploma with Advanced Designation Requirements |
|
2005 |
Assessment Requirements
For all students:
Score 65 or above on 2 required Regents exams and score
55 or above on 3 required Regents exams
Students with Disabilities:
Score between a 55-64 on any or all required Regents
exams or
Pass
the corresponding Regents Competency Test (RCT) if
failed a required Regents exam
Credit Requirements
In all above cases, earn
22 units of credit.
|
Score
65 or above on 5 required Regents exams. Earn 22 units
of credit. |
Score
65 or above on 8 required Regents exams. Earn 22 units
of credit. |
|
2006 |
Assessment Requirements
For all students:
Score 65 or above on 3 required Regents exams and score
55 or above on 2 required Regents exams
Students with Disabilities:
Score between a 55-64 on any or all required Regents
exams or
Pass
the corresponding Regents Competency Test (RCT) if
failed a required Regents exam
Credit Requirements
In all above cases, earn 22 units of credit. |
Score
65 or above on 5 required Regents exams. Earn 22 units
of credit. |
Score
65 or above on 8 required Regents exams. Earn 22 units
of credit. |
|
2007 |
Assessment Requirements
For all students:
Score 65 or above on 4 required Regents exams and score
55 or above on 1 required Regents exam.
Students with Disabilities
Score between a 55-64 on any or all required Regents
exams or
Pass
the corresponding Regents Competency Test (RCT) if
failed a required Regents exam
Credit
Requirements
In all above cases,
earn 22 units of credit |
Score
65 or above on 5 required Regents exams. Earn 22 units
of credit. |
Score
65 or above on 8
(0r 9 depending on district math adoption schedule) required Regents exams. Earn 22 units
of credit. |
|
2008 |
Assessment Requirements
Students with Disabilities
Score between a 55-64 on any or all required Regents
exams or
Pass
the corresponding Regents Competency Test (RCT) if
failed a required Regents exam
Credit Requirements
In all above cases,
earn 22 units of credit |
Score
65 or above on 5 required Regents exams. Earn 22 units
of credit. |
Score
65 or above on 8 (0r 9 depending on district math
adoption schedule) required Regents exams. Earn 22 units
of credit. |
|
2009 |
Assessment Requirements
Students with Disabilities
Score between a 55-64 on any or all required Regents
exams
or
Pass
the corresponding Regents Competency Test (RCT) if
failed a required Regents exam
Credit Requirements
In all above cases,
earn 22 units of credit |
Score
65 or above on 5 required Regents exams. Earn 22 units
of credit. |
Score
65 or above on 8
(0r 9 depending on district math adoption schedule) required Regents exams. Earn 22 units
of credit. |
|
Note: The Regents Competency Test safety net for students with
disabilities will continue to be available for students entering
grade 9 prior to September 2010. Students using this safety net will
receive a local diploma. The low-pass option of scoring between
55-64 on the required Regents exams to earn a local diploma will
continue to be available for students with disabilities, without
local option.
|
Model Policy on NYS Ed Neglect Law
JUNE 2008 Testing Schedule
Board
of Regents Dec/Jan 2008 Newsletter
Review of Learning Standards Document
Broadcast of Board of
Regents Meetings
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Middle Level Policy |
 |
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In 2004, NYSSCA presented to the Board of
Regents on the role of school counselors in Middle School.
Policy Statement
|
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Math Regents |
 |
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NYSSCA was invited to attend a recent meeting regarding the NYS
Math Standards and Regents Exams. Please
click here for the full report.
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P-16 Initiative |
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NYSED P-16
Initiative
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Supportive Learning Environments |
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NYSED SLE Information
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NYS Education Summit |
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Representatives from all sectors of education,
community organizations, the professions, government, and
business assembled recently in a
Summit on New
York Education. Read the report:
A Call to Action |
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