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 2302.34 - Adoption of innovative programs

Universal Citation: 8 NY Comp Codes Rules and Regs ยง 2302.34

Current through Register Vol. 46, No. 12, March 20, 2024

The procedures and calendar which will be established and followed for the adoption of promising educational practices begin with:

(a) Goals. Collectively, our department activities and those of USOE are directed at the general goal of assisting districts in the identification of priority needs and assisting them to fund and adopt proven programs and practices in an efficient manner. An overall goal to which each of the above parts contributes is a more effective use of seed money through a wider adoption of successful programs and fewer attempts by many districts to invent the same wheel. This goal includes the following objectives:

(1) To identify and assign priorities among educational needs in individual districts and in New York State. Given the present State priorities as contained in commissioner's and regents priorities and goals as well as program and budget priorities, continuous revision is made necessary by annual statewide collection of data from public and nonpublic school districts;

(2) To identify sites where programs have been developed that successfully address those needs and to develop or encourage to be developed, new programs aimed at those needs in programs developed under part C grants, and greatly increase the emphasis on practicality and low-cost replicability;

(3) To systematically collect specific and valid information about those programs (for example: cost, objectives, results, activities, exportability, critical factors);

(4) To disseminate this information to school districts in New York State;

(5) To encourage via request-for-proposal the adoption of successful programs by other school districts having related educational needs;

(6) To provide assistance to school districts as they adopt or adapt these programs.

(b) Some of the procedures for adoption of promising educational practices follow:

(1) Identification of promising practices:
(i) develop criteria to be used in the nomination of promising educational practices and products;

(ii) develop procedures to be used in the nomination of promising educational practices and products;

(iii) cooperate with appropriate local education agencies in the identification and nomination of promising educational practices and products.

(2) Validation of promising practices: September 1977-June 1978
(i) provide technical assistance to personnel of those projects that are identified as having promising practices and products and thereby prepare them for a validation process;

(ii) determine appropriate procedures for LEA's to use in applying to have promising practices and products validated;

(iii) develop criteria for selecting validation teams;

(iv) develop and refine training experiences for validation teams;

(v) develop procedures for on-site validation visits;

(vi) provide training for validation teams;

(vii) determine formats for validation and reporting by validation teams;

(viii) develop criteria procedures for State certification of validated programs with promising practices and products.

(3) Diffusion of validated practices in fiscal year 1978. When the SEA certifies that the validated programs or practices are worthy of consideration for adoption/adaption, New York State will:
(i) recognize the validated programs for their accomplishments by appropriate means, such as:
(a) a letter from the commissioner,

(b) special mention, or

(c) a certificate.

(ii) assist validated projects in the development of various levels of awareness materials about promising practices and products;

(iii) sponsor the publication of articles in professional journals concerning validated practices and products;

(iv) direct and encourage dissemination of awareness materials on validated practices and products;

(v) encourage and support observation of validated programs in action;

(vi) initiate and encourage conferences and conversations (outside the actual instructional setting) with participants of validated programs;

(vii) manage and facilitate the sharing of instructional materials with potential adopters/adapters of validated practices and products;

(viii) support the development of professional skills needed in the developer districts to prepare potential adopters/adapters for installation of programs and practices.

(4) Identification of potential adopters: July 1977-June 1978.
(i) develop criteria for identification of potential adopters/adapters in consultation with producer LEA's;

(ii) circulate criteria for identification of potential adopters/adapters among LEA's of validated practices and products for adoption and/or modifications;

(iii) survey and review regional and local educational needs;

(iv) collaborate with appropriate units of the SEA in identification of potential consumers of validated practices and products;

(v) assist producer LEA's in the identification of potential adopters/adapters;

(vi) assist and support LEA's with validated programs in effecting linkage with potential adopters/adapters;

(vii) develop criteria to determine depth and scope of interest of potential adopters/adapters that will lead to installation of validated practices and products;

(viii) provide guidelines for establishing producer/consumer relationships that will lead to effective adoption/adaption of validated programs.

(5) Installation: Fall 1978-Spring 1979. Having identified, validated and diffused effective educational practices and products, New York State will bring about their installation by LEA's with the following procedures:
(i) provide or encourage workshops and on-site technical assistance to producer staffs on packaging of program materials and processes;

(ii) develop a training program that will stimulate adoption/adaption and installation;

(iii) assist consumer LEA's in start-up activities of adopted/adapted programs;

(iv) provide continuous monitoring and support of all necessary installation activities that the adopter LEA's must follow;

(v) Evaluate the effectiveness of the producer/consumer system developed by the State.

(c) A more elaborate set of functions or procedures for department and field units are suggested below:

(1) The optional education program field representatives
(i) continue to focus on optional programs in the short run, but begin to shift their focus to whatever programs are related to school district needs and department priorities;

(ii) assume primary responsibility for technical assistance in linking SED efforts with needs and activities of school districts (play a dissemination agent role);

(iii) collect information about all aspects of the plan and aid districts to take advantage of their information and fiscal resources;

(iv) communicate needs and problems of the field to SED, as related to the IV-C program, on a regular basis;

(v) continue to work toward the goal of having their services supported locally through the funding of their activities by BOCES;

(vi) assume facilitator role related to the National Diffusion Network and the State's Transferring Success System.

(2) Content bureaus--office of instructional services. The extent and involvement of content bureaus are determined on the basis of State and local program priorities. Currently, the Bureaus of Reading, Mathematics, Science, Social Studies, Health, Physical Education, and units outside of Instructional Services, Drug Education, Guidance, Drop-out Prevention, Health and Nutrition are involved.
(i) communicate the nature of the transferring success process to school district representatives with similar content responsibilities;

(ii) develop specifications for programs needed within the area of expertise;

(iii) communicate specifications to representatives of school districts;

(iv) recommend allocation of targeted resources among developer, dissemination/adapter grants--within Federal and State regulations and guidelines;

(v) recommend, after SED decisions about funding allocation have been made, the projects for funding and assume a major responsibility for providing assistance to districts and for evaluating programs in cooperation with research and evaluation units;

(vi) recommend funded programs for continuation or for termination;

(vii) review and make recommendations on continuation budgets.

(3) Research and evaluation units.
(i) in cooperation with other units, refine procedures to validate programs for SED-sanctioned general dissemination. A validated program is one that is verified as having been educationally effective and successful, is cost-effective and is exportable from the producer district, either in part or in whole;

(ii) assist in preparation of experimental designs for in-depth examination of programs when needed;

(iii) provide technical assistance in preparation of program evaluation designs;

(iv) conduct training sessions required to inform SED and school district staffs about evaluation requirements;

(v) provide evaluation technical assistance on an as needed basis to staffs of SED and school districts.

(4) EPSIS
(i) develop and operate the information system required to support the entire effort, while continuing to provide current information services;

(ii) design, in cooperation with other units of SED, documentation needed to collect information and format for reporting information out of the system;

(iii) design, operate, and monitor the information storage and retrieval system;

(iv) conduct training programs required to make SED and school district personnel intelligent users of the information system;

(v) work closely with all involved SED units, particularly the Office of Optional Educational Programs and the Office of Program Planning.

(5) Office of School District Organization and Services.
(i) assist school districts (district superintendents) to identify needs and develop statements of needs for their BOCES (Board of Cooperative Educational Services);

(ii) develop regional statements of needs (13 joint management teams);

(iii) provide technical assistance to school districts on a shared service basis (including assistance needed to plan, manage and evaluate the transferring success process at the local district level);

(iv) coordinate the work of the Office of Optional Educational Programs dissemination agents (done by district superintendents and management teams);

(v) manage information collection, storage and retrieval requirements as needed by the Office of Optional Educational Programs dissemination agents on a multi-BOCES basis.

(6) New York City Office of Urban School Services.
(i) assist community districts in the identification of needs;

(ii) recommend funding priorities;

(iii) confer with content bureaus on recommended funding priorities in-terms of urban needs;

(iv) work with content bureaus on the development of program specifications;

(v) communicate specifications to representatives of community school districts;

(vi) recommend allocation of targeted resources among developer, dissemination and adopter grants within State regulations and guidelines;

(vii) recommend projects for funding and assume major responsibility for providing assistance to New York City and for evaluating program in cooperation with research and evaluation units;

(viii) recommend funded programs for continuation or for termination;

(ix) review and make recommendations on continuation budgets.

(7) Divisions of Finance and Educational Management Services
(i) provide guidance and direction on budgeting and accounting procedures necessary to keep adequate fiscal records on special projects in each school district and in the State Education Department;

(ii) provide technical assistance as needed.

(8) Division of ESC General Program Planning (with cooperation of the Division of ESC Field Planning Services.
(i) coordination and management of the overall effort, including efforts which insure adequate communication among all units in ESC and between SED and the field;

(ii) manage the procedures which lead to the formulation of needs and priorities to be recommended to the executive council;

(iii) prepare recommendations concerning the allocation of Federal funds among the priorities;

(iv) prepare materials for and conduct coordination required to integrate the efforts of other SED units to be involved;

(v) insure compliance with Federal and State regulations and guidelines;

(vi) administer funds in connection with this program;

(vii) monitor effectiveness of school district funded programs in cooperation with other units of SED;

(viii) work with the executive council, the State advisory council and other units of SED to establish criteria for funding school district programs.

(9) The ESC Executive Council.
(i) review requirements documented by units of SED and recommend priorities for funding of programs;

(ii) recommend validated programs to receive SED-sponsored dissemination;

(iii) recommend policy statements governing the operation of the entire effort;

(iv) advise on the monitoring operation of this plan and provide direction for change.

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