Altering the state’s educational landscape

Along with the new Common Core Learning Standards, more changes are coming to schools throughout New York State as the Board of Regents adopted a measure to increase the amount of bilingual instruction districts must provide and alternative pathways to high school graduation are being explored.
Bilingual education is currently required only when 20 or more students that speak the same non-English language attend a district school. The new regulation — to take effect in September — now requires the instruction when 20 or more are enrolled at the same grade level in a district.
The new policy also calls for increased training as a majority of teachers will now be required to dedicate at least 15 hours of training to a foreign language or related education. The related requirement for bilingual teachers is 50 percent.
Lawrence School District that has 13 ESL (English as second language) teachers due to a sizable student population that needs bilingual education, especially in Spanish. The number of students who would receive the expanded instruction would depend on test results, said Deputy Superintendent Dr. Ann Pederson, who questioned how the district will pay for the extra instruction.
“Currently, the district provides push-in and pull-out support (certified ESL teachers either are in the classroom or take a group a students out of the classroom for one or two periods a day),” Pedersen said. “This newly adopted policy comes with no current funding changes to school districts, we remain optimistic that the Regents understand the impact this has on school district budgets, and as such the legislators will follow the mandate with funding.”

When Roger Tilles, Long Island representative on the Board of Regents, visited the Lawrence district on Sept. 19, he said, he urged that the requirement not financially burden school districts. Pedersen said that the certification for the extra ESL instruction differs from the current certification and the teachers would need more training.

Alternative pathways
Regents Chancellor Meryl Tisch said that she expects some version of “alternative pathways” to graduation to pass next month. It would exempt students from taking one of these Regents exams — U.S. history, world history or science, but still require passing Regents in English and math.
Hewlett-Woodmere School District’s Assistant Superintendent of Curriculum and Instruction Mark Secaur said that the change won’t impact the district as a substantial number of students earn Regents diplomas and its diverse offerings already allow students to create their own pathway.
“An overwhelmingly percentage of our students currently attain a Regents Diploma,” Secaur said. (More than two-thirds of the class of 2013 earned Advanced Regents diplomas.) “Our exceptional and varied course offerings allow students to select pathways that work best for them.”
In addition, Tilles is heading an advisory Blue Ribbon Commission on Arts Assessment that will study the possibility of creating an alternative high school diploma focused on coursework in dance, music, theater and visual arts. “Kids should want to come to school,” Tilles said. “If arts and music gives them a pathway that should be one of our highest needs.”
Lawrence and Hewlett-Woodmere officials said they place a huge importance on the arts validation of that work would have their support. “We maintain our commitment to the 4As — academics, the arts, athletics and activities — as the context and critical thinking, creativity, collaboration/ communication and citizenship as the skills and competences of 21st century learners,” said Hewlett-Woodmere Superintendent Dr. Joyce Bisso.