New York Codes, Rules and Regulations
Title 8 - EDUCATION DEPARTMENT
Chapter XXI - Annual Program Plans
Part 2302 - Fiscal Year 1978 Annual Program Plan For Libraries And Learning Resources And Educational Innovation And Support
Section 2302.30 - Program for supplementary educational centers and services; nutrition and health; and dropout prevention

(i) To locate and diagnose handicapped children, ages 3 to 21 who are not receiving educational services and to develop educational programs to meet their needs;

(ii) To develop pupil and program accountability systems which assist school districts in determining the effectiveness of its educational programs for handicapped children.

(i) programs that locate and/or diagnose and/or educate handicapped children between the ages of 3 to 21 who have never been served by any educational program;

(ii) programs which are already in operation and seek to be validated to substantiate their exemplariness;

(iii) programs that have been validated and seek demonstration status;

(iv) districts desiring to replicate the demonstrators may apply for replication funds;

(v) school districts will establish and implement as such that census and registry procedures can be implemented districtwide;

(vi) procedure will be established and implemented which result in an individual pupil educational needs statement and program placement recommendations;

(vii) the school districts will make recommendations suggesting which programs are most effective for various handicapping conditions;

(viii) pupil and program accountability systems will satisfy the criteria for system functioning in terms of effectiveness, speed, efficiency, dependability, and self-improvement.

(i) develop or validate materials, programs, and practices that improve the performance of underachievers within compensatory programs;

(ii) promote the introduction of such practices and programs into the general program of the district;

(iii) encourage districtwide program planning and management in any of the basic skills areas;

(iv) develop curriculum instructional materials;

(v) introduce promising compensatory education program practices into other areas of the basic skills programs;

(vi) develop and implement model comprehensive plans which coordinate a district's instructional or noninstructional bilingual services across funding sources;

(vii) provide language arts programs in one or more native American languages;

(viii) provide training workshops for teachers of preschool non-English speaking migrant children and bilingual tutoring programs for non-English speaking migrant students;

(ix) provide programs which develop effective mathematics instructional materials and techniques for the pupils classified as lacking minimum competence in the basic mathematics skills;

(x) provide inservice programs for teachers and models for school and community involvement;

(xi) develop models of districtwide comprehensive management of learning systems which integrate compensatory components of the reading program across funding sources;

(xii) develop curriculum and instructional materials for use in urban schools or for use in the teaching of reading in content areas;

(xiii) adapt successful practices developed in compensatory programs for general classroom use and models for effective use of supportive and auxiliary staff in compensatory programs;

(xiv) develop programs which enable students to do effective basic expository writing, such as messages, notes, report forms, orders, etc.;

(xv) develop programs for basic writing which reflect planning, evaluation, production of curriculum materials, development of materials, development of models, development of lists of skills in expository writing and inservice training of teachers;

(xvi) develop programs which relate and unify all aspects of mathematics, designed to be adaptable to a wide range of high school students, properly paced, and which lead from the practical and experiential to the abstract, emphasizing the consumer and career-related components; provide the statistical and logical foundations necessary for other disciplines, and present mathematics as a viable, necessary, non-threatening, and even enjoyable experience which will prepare students for a substantial segment of their adult lives;

(xvii) develop programs which logically relate and unify all aspects of the sciences and technology, relating those aspects of the social sciences that interface pure sciences, can be properly paced and lead from the practical and applied to the philosophical and abstract, will emphasize the individual, societal, consumer and career-related components, will construct the conceptual framework and process skills necessary to other disciplines and stewardship of the environment, will create a scientific literacy that is reflective of the values of science and society;

(xviii) develop programs which will eventually lead to a three-year sequence for secondary schools available as an alternative to the discipline-centered courses now in existence;

(xix) demonstrate a scientific literacy consistent with accurate application of concepts and utilization of scientific processes in problem solving;

(xx) demonstrate an understanding of the interrelationships of science, technology, and society from an historical and current perspective;

(xxi) provide evidence of an understanding of the basic goals of the biological, earth and physical sciences necessary to further study in these areas;

(xxii) develop programs which provide students with knowledge about and opportunities to apply such skills as personal communication skills, locating, gathering and processing information from a wide variety of literary, visual and audio media, problem solving, decision making, social interaction, critical thinking, valuing, and moral reasoning;

(xxiii) develop programs which help students to become clear about their application of such skills to social problems to the end that they increase their qualities of humaneness, demonstrate mutual self-respect, and become increasingly responsible to and responsible for social problems;

(xxiv) develop programs that render a compensatory education management system based on individualized pupil needs assessment, participatory planning, staff training, program monitoring, evaluation, and feedback across all sources of compensatory education funds and in relation to the entire education system of the district.

(i) develop programs which focus on articulation matters concerned with college credit work in high school, articulation between BOCES and Higher Education, college courses taught by secondary school staff, secondary school students attending college part-time, early admission to community colleges, college preparatory summer programs, middle college programs and occupational center students taking college courses for credit and high school post-graduate work in BOCES;

(ii) develop programs in civic responsibility which attempt to produce politically mature citizens who will understand the democratic form of government, are skilled in its methods and procedures, and committed to its principles;

(iii) develop programs in law-related education which promote understanding and appreciation of the legal system, respect for the basic principles, concepts and values which provide its foundation, and the ability to work within the legal system;

(iv) develop programs that include an emphasis on: substantive elements of the law; the use of specific law-related strategies, such as the case method, role playing and simulation activities; objectives concerned with ethical-moral reasoning, decision making and values clarification; and the use of legal system personnel, agencies and institutions in classroom and associated participatory activities;

(v) develop programs in consumer education which develop curriculum and resource materials, infuse consumer education concepts in all disciplines, provide inservice training for staff and introduce special instructional methodologies;

(vi) develop programs which foster the growth and development of ethical and aesthetic values of students including the recognition of universal values in a humanistic society and the integration of the arts into the program of general education;

(vii) develop programs which implement individualization of instruction through instructional management systems;

(viii) develop projects limited to needs assessment, program planning and evaluation, curriculum review and development, development of new student evaluation systems, and personnel training costs. Such programs should explicitly state the learning objectives, diagnose student skills, knowledges and appreciations, and provide individualized learning activities aimed at aiding each student in the achievement of the learning objectives;

(ix) validate and demonstrate exemplary career education programs;

(x) develop programs which prevent or reduce racial isolation and reflect the following: planning for desegregation, prevention of segregation, implementation of desegregation plan, transition from desegregation to integration, and special programs in school community relations incident to desegregation/integration;

(xi) develop projects which assess the needs of pupils which can be met by pupil service personnel, establish priorities, develop behavioral objectives for pupils, establish criteria which describe the behavior to be observed when the objectives are met, develop activities to meet the objectives, implement the activities and measure the exent to which objectives are met;

(xii) develop projects which clarify and strengthen the contribution of the pupil service program to the educational goals of the school district, increase the proportion of investment of efforts by pupil service personnel in planned programs to meet priority pupil needs, increase the effectiveness of the measurement of the success of the comprehensive pupil service program and its components, and increase the effectiveness of the delivery of the individual and combined services.

(i) development of innovative programs for the gifted and talented which reflect any or all of the following: special procedures and instruments to identify gifted program strategies to meet the needs of gifted, specialized institutes for the gifted to bring them into direct contact with outstanding people, special programs for gifted to work in such areas as research, technology, journalism, government, etc.;

(ii) development of a pilot regional resource center(s) that provides inservice education, consultant service, development and production of print and non-print materials, research, and a wide variety of appropriate optional learning environments.

(i) to identify, develop, and implement practices which are economical and efficient methods for assisting local educational agencies in carrying out their management of learning responsibilities;

(ii) to improve management and instructional processes in school districts through the efficient use of computer services;

(iii) to obtain the conservation and efficient use of energy resources and financial resources in New York State;

(iv) to establish two pilot regional planning centers in BOCES units which provide for the establishment of energy management programs in local school districts for the efficient utilization of energy resources;

(v) to develop new knowledge and skills based on experiences of districts which have had success in dealing with a specific learning problem which could be valuable to districts not yet successful in dealing with same or similar problems;

(vi) to improve assessment in one or more of the eight components included in the definition of assessment beyond the point typically found in New York State school districts. These components are (a) identifying pupil needs; (b) defining objectives; (c) collecting baseline data on students; (d) measuring student progress during the lack of a program; (e) measuring student performance at the conclusion of a program; (f) analyzing results of measurement; (g) reporting the results; and (h) using the results.

(i) development of a detailed plan and cost estimate for the operation of a regional transportation program for school districts;

(ii) activities which lead to improved decision-making strategies and procedures which ultimately impact the quality of instruction and/or the economy and efficiency by which the district operates in these areas of learning;

(iii) development and pilot-testing of school policies, administrative and supervisory strategies and techniques which provide better instructional or non-instructional programs and services at less cost per pupil;

(iv) development and pilot-testing of procedures for projecting future staff needs based on changes in enrollment and changes in program demand;

(v) development and implementation of procedures for making estimates of future financial needs in instruction and curriculum;

(vi) development and implementation of procedures by which individual school districts may be effectively linked with the State Education Department for the purpose of implementing mandated requirements;

(vii) establishing specialized areas of computer services for purposes of supporting both the management and instructional processes of school districts;

(viii) replicating new programs which are deemed worthy of statewide implementation or major improvements or revisions through existing systems;

(ix) demonstrate NYSSCSS systems in order that other LEA's may replicate these systems;

(x) packaging these experiences and make them readily available to districts whose situations are similar;

(xi) developing programs which assist local school districts in instituting and implementing energy management programs that have been demonstrated as effective and practical;

(xii) improve assessment of educational programs;

(xiii) improving the capability of a district to carry out assessment reporting and using the results of assessment.

(i) to strengthen local interagency cooperation in health education and in the integration of school programs with other community help in nutrition services;

(ii) to identify the major causes of suspension in secondary school buildings;

(iii) to establish prediction procedures for those pupils with high probability of becoming suspended;

(iv) to develop programs and services for high risk pupils to reduce the probability that they will be suspended;

(v) to establish an intervention procedure immediately prior to suspension to ascertain that reasonable alternatives to suspension have been explored;

(vi) to encourage the adoption of a model life style modification program in health and physical education based on the New York State Education Department program which has demonstrated its ability to effect behavioral change and life style modification.

(i) identify school-aged foster children residing in the district and determine if these children have been assigned appropriate educational services without prolonged delays;

(ii) identify the major problems in providing appropriate classroom instruction and other school services for children residing in foster care;

(iii) design and implement programs and services to overcome these problems;

(iv) improve the delivery of school health and nutrition services to children through more effective utilization of staff and better program management;

(v) establish viable, comprehensive, educationally-oriented school health service programs;

(vi) feature correlation between school health and nutrition services, school-community health and nutrition services, and school-community health education programs;

(vii) identify differentiated staffing or program delivery patterns which provide such programs in the most effective and economical manner;

(viii) demonstrate validated programs;

(ix) improve the delivery of school health and nutrition services through program goals and activities focused on identified pupil needs;

(x) improve the delivery of school health and nutrition services to children through more effective utilization of staff and better program management;

(xi) multiply the effectiveness of school health and nutrition services through correlation and coordination of these services with health education, the total curriculum and community health and nutrition resources;

(xii) develop and apply predictive devices on suspension; design and apply programs in services to reduce suspension including alternative curriculums, group and individual counseling, parental and community agency involvement, case conferences, crises intervention procedures, inservice education for staff assigned to implement new approaches;

(xiii) combine cardiovascularly-oriented physical fitness activities and classroom/laboratory experiences designed to be integrated into the required physical education program;

(xiv) improve the physical fitness and cardiovascular health of participating students by instituting a cardiovascular fitness component in the required physical education program;

(xv) improve the effectiveness of school physical education programs by upgrading the skills of professional physical education personnel, with particular emphases on assessment, prevention and intervention activities;

(xvi) produce affective instructional/curriculum guidelines and materials for physical education programs which emphasize cardiovascular fitness and health;

(xvii) enhance school physical fitness education through integration and cooperation with community health and services organizations;

(xviii) infuse the concepts of cardiovascular health into the total school curriculum.

(i) provide regional technical assistance to schools seeking to adopt nationally validated educational programs;

(ii) provide regional technical assistance to national and State developer/demonstrators;

(iii) provide regional technical assistance to schools seeking to demonstrate or adopt State-validated and demonstrated programs;

(iv) provide for the start-up costs to districts that are committed to adoption.

(i) to generate small project awards (under $3,000) in school districts of New York State to accommodate low-cost innovations in the fiscal year 1978 priority areas;

(ii) to enable individuals or groups to obtain these relatively small amounts of money to test, study, develop, and implement promising educational approaches to educational problems;

(iii) to stimulate creative solutions to specific local problems;

(iv) to support projects that involve combinations of subject areas, educational levels, and students in pursuit of replicable improvement in education;

(v) to encourage fresh approaches to the teaching of regular school subjects that concern the school district as a whole or a substantial portion of the school population.

(i) utilize BEDS data for regional and city student enrollments (public and nonpublic);

(ii) allocate funds proportionately to regional network;

(iii) prepare press releases, program guidelines, and budget/application forms;

(iv) structure regional administration of the program through the network of local mini-project program coordinators;

(v) set application and reporting deadlines;

(vi) assure establishment of and equitable representation on local screening committees;

(vii) receive and process approximately 500-600 projects;

(viii) establish approved projects and budget amounts;

(ix) expedite grant awards to regions for commencement of individual projects;

(x) disseminate information on approved programs.