Provisions for initial and ongoing online and face-to-face professional development for local teachers. to local school districts or BOCES. Cost Process for critical review and improvement. In addition, the following assurances are made the course components: The unit of analysis would be one (1) unit of credit toward the high school diploma, with course completion preparing a student to take and pass the corresponding Regents examination (or an approved alternative) where appropriate. The principles of universal design and accessibility are met for (but not limited to) students with disabilities, English language learners, incarcerated hospitalized students, homebound students, etc. There is an optional provision to offer courses in the languages in which Regents examinations may be taken (Chinese, English, Haitian Creole, Korean, Russian, and Spanish). For science courses, laboratories must be provided to satisfy the State regulation for 1,200 minutes of hands-on (not simulated) laboratory experience for courses culminating in a Regents examination, as outlined in section 100.5(b)(7)(iv)(d) of the Regulations of the Commissioner of Education. (See for information.) Course presentation must, at a minimum, be partially asynchronous. Eligible applicants must identify how teachers will be available to students for instruction and support, and the expectations for student course completion (e.g., time, location, duration). Technology purchases for components of VAP Program Round 2 must meet minimum standards in Smarter Balanced and PARCC Issue Guidance for New Instructional Technology Purchases and provide assurance that new devices will be compatible with next-generation assessments. All courses offered to satisfy general education and diploma requirements must satisfy all requirements outlined in section 100.5(d) (10) of the Regulations of the Commissioner of Education regarding credit for online and blended coursework. (See .) All materials developed for and within the course (e.g., video recordings of lectures and activities, teacher-created assignments and assessments, and student work samples) must be preserved for inclusion in a district, BOCES, or regional virtual learning repository, and/or aligned to the Common Core as appropriate and submitted for inclusion on the NYSED website. Proposed course development activities expenditures are limited to a total of 30% of the total grant funding. Conducting an Infrastructure Analysis to Provide Virtual Learning AP® Courses
Provisions for initial and ongoing online and face-to-face professional development for local teachers. Cost to local school districts or BOCES. Process for critical review and improvement. In addition, the following assurances are made the course components: The unit of analysis would be one (1) unit of credit toward the high school diploma, with course completion preparing a student to take and pass the corresponding Regents examination (or an approved alternative) where appropriate. The principles of universal design and accessibility are met for (but not limited to) students with disabilities, English language learners, incarcerated hospitalized students, homebound students, etc. There is an optional provision to offer courses in the languages in which Regents examinations may be taken (Chinese, English, Haitian Creole, Korean, Russian, and Spanish). For science courses, laboratories must be provided to satisfy the State regulation for 1,200 minutes of hands-on (not simulated) laboratory experience for courses culminating in a Regents examination, as outlined in section 100.5(b)(7)(iv)(d) of the Regulations of the Commissioner of Education. (See for information.) Course presentation must, at a minimum, be partially asynchronous. Eligible applicants must identify how teachers will be available to students for instruction and support, and the expectations for student course completion (e.g., time, location, duration). Technology purchases for components of VAP Program Round 2 must meet minimum standards in Smarter Balanced and PARCC Issue Guidance for New Instructional Technology Purchases and provide assurance that new devices will be compatible with next-generation assessments. All courses offered to satisfy general education and diploma requirements must satisfy all requirements outlined in section 100.5(d) (10) of the Regulations of the Commissioner of Education regarding credit for online and blended coursework. (See .) All materials developed for and within the course (e.g., video recordings of lectures and activities, teacher-created assignments and assessments, and student work samples) must be preserved for inclusion in a district, BOCES, or regional virtual learning repository, and/or aligned to the Common Core as appropriate and submitted for inclusion on the NYSED website. Proposed course development activities expenditures are limited to a total of 30% of the total grant funding. Conducting an Infrastructure Analysis to Provide Virtual Learning AP® Courses
nysed-rfp-sa-14-vap-round2.docx