Offer a range of activities that capture student interest and strengthen student engagement in learning, which promotes higher attendance, reduces risk for retention or drop out, and promotes graduation; and Actively addresses the unique learning needs and interests of all types of students, especially those who may benefit from approaches and experiences not offered in the traditional classroom setting. Finally, the NYSED will require that the next Request for Proposals reflects and embodies the principles of exemplary expanded learning opportunities that include: Essential outcomes that include academic and youth development outcomes that affect short- and long-term success in school. These include academic, social and emotional, health and wellness, and college and career readiness measures. Engaged learning for students that includes hands-on, school-linked activities that reflect a well-rounded curriculum in formal or informal settings. Learning needs to reflect an appropriate mix of remediation for specific students, and enrichment and acceleration for all program participants. Meaningful partnerships between schools and high-quality, high-capacity community organizations, especially in the domains of delivering relevant and engaging learning opportunities, planning and preparation, information and data sharing, and joint professional development. Significantly more learning time before, during, and after school, as well as in the summer, in a way that matches students’ needs with their interests and results in positive impacts on attendance, engagement, and academics, all of which are critical to student success. Systemic quality and effectiveness that ensures programs are cost-effective and purposeful, target resources properly, and operate with a clear approach to program quality standards. Family engagement that creates meaningful opportunities for families to be active participants and in student experiences in ways that deepens their connections to curriculum, teaching and learning, and the programs in which their children participate. Principle 2 Conclusion As articulated throughout this application and in this section, New York State has a comprehensive, robust plan to support districts as they work with their schools to put in place best practices and create the optimal conditions for learning. This plan includes incorporating into New York State's accountability system a growth component and standards that are better aligned with college- and career-readiness, creating a more coherent system of classification of school and districts, and better aligning supports and interventions for identified schools and districts with key components of the Regents Reform Agenda. The plan further calls for developing a uniform diagnostic tool for statewide use beginning in the 2012-13 school year that identifies a school’s or district’s proximity to the State’s optimal conditions for effective schools and districts, revising New York State's
Offer a range of activities that capture student interest and strengthen student engagement in learning, which promotes higher attendance, reduces risk for retention or drop out, and promotes graduation; and Actively addresses the unique learning needs and interests of all types of students, especially those who may benefit from approaches and experiences not offered in the traditional classroom setting. Finally, the NYSED will require that the next Request for Proposals reflects and embodies the principles of exemplary expanded learning opportunities that include: Essential outcomes that include academic and youth development outcomes that affect short- and long-term success in school. These include academic, social and emotional, health and wellness, and college and career readiness measures. Engaged learning for students that includes hands-on, school-linked activities that reflect a well-rounded curriculum in formal or informal settings. Learning needs to reflect an appropriate mix of remediation for specific students, and enrichment and acceleration for all program participants. Meaningful partnerships between schools and high-quality, high-capacity community organizations, especially in the domains of delivering relevant and engaging learning opportunities, planning and preparation, information and data sharing, and joint professional development. Significantly more learning time before, during, and after school, as well as in the summer, in a way that matches students’ needs with their interests and results in positive impacts on attendance, engagement, and academics, all of which are critical to student success. Systemic quality and effectiveness that ensures programs are cost-effective and purposeful, target resources properly, and operate with a clear approach to program quality standards. Family engagement that creates meaningful opportunities for families to be active participants and in student experiences in ways that deepens their connections to curriculum, teaching and learning, and the programs in which their children participate. Principle 2 Conclusion As articulated throughout this application and in this section, New York State has a comprehensive, robust plan to support districts as they work with their schools to put in place best practices and create the optimal conditions for learning. This plan includes incorporating into New York State's accountability system a growth component and standards that are better aligned with college- and career-readiness, creating a more coherent system of classification of school and districts, and better aligning supports and interventions for identified schools and districts with key components of the Regents Reform Agenda. The plan further calls for developing a uniform diagnostic tool for statewide use beginning in the 2012-13 school year that identifies a school’s or district’s proximity to the State’s optimal conditions for effective schools and districts, revising New York State's