Under the direction of the Board of Regents, the State Education Department's Office of Elementary, Middle, Secondary and Continuing Education (EMSC) works to improve the quality of education programs and services provided to:

• More than 2.7 million public school students in 4,000 schools, 714 school districts, and 38 BOCES (boards of cooperative educational services);

• More than 460,000 private school students in 2,145 schools; and

• More than 200,000 adult learners.

EMSC works to involve all of the school community in efforts to improve student achievement. All 714 public school districts and all 38 BOCES now have plans that require parents, teachers, administrators, and others in each school building to take part in decisions affecting the quality of education in their building.

EMSC has the following:

Vision: To be the State's leader in the creation of an educational system which will produce the best educated people in the world.

Mission: To raise the knowledge, skill and opportunity of all people in New York State by strengthening local capacity to develop and implement quality education and support services which promote the intellectual, physical, cultural and economic well being of diverse students, families, adults and communities.

Goal: To direct staff and resources to establish high standards, measure results and build local capacity, especially in low-performing schools and schools in crisis, so that all students will meet or exceed these standards in elementary, middle, secondary and continuing education levels.

The strategic objectives of EMSC are:

Establish Standards and Assessments: Establish research-based standards and assessments which reflect the knowledge and skills required in a dynamic world.

Build Local Capacity: Raise the achievement level of all students, especially those in low-performing schools and schools in crisis, by improving the learning environment.

Report Results: report results in ways that are useful to making decisions that will lead to all districts, schools and students meeting the Regents standards.

Maximize Cost-Effectiveness: Maximize cost-effectiveness at the State, regional and local levels by creating a direct link between all available resources and stated EMSC objectives.

Making EMCS a Better Place to Work: Create a mutually supportive, safe, productive and diverse environment in which we can all fulfill our work obligations/assignments efficiently with challenging opportunities for professional and personal growth.

Federal Statute: (see specific program) Federal Regulation: (see specific program)

State Statute:
State Regulation:

TELEPHONE: (518) 474-5915 FAX: (518) 486-2233

The Adult Basic Education program provides literacy and basic skills for undereducated and disadvantaged adults. The funding sources, described below, are combined to ensure the seamless delivery of comprehensive services. Since 1992-1993, the total population served in these programs increased by 5.2 percent, from 191,349 to 201,321. The number obtaining employment increased from 10,574 to 16,125. The number who are no longer receiving public assistance increased from 2,240 to 3,427.

The federal Adult Education Act, Section 321 ($23 million) expands educational opportunities for adults by encouraging the establishment of adult education programs. These programs enable participants to: acquire the basic skills necessary to function in society; continue their education at least through the completion of secondary school; and participate in the training that will enable them to become more employable, productive and responsible citizens. These funds are available to public and private, not-for-profit agencies and for-profit agencies applying as part of a consortium with a public or private not-for-profit agency.

Eligible students include individuals who are beyond the age of compulsory school attendance under New York State Law and who are not enrolled in elementary or secondary school. The priority population for adult basic education programs includes those individuals who are performing below the ninth grade level in reading and/or mathematics, or who unable to speak or understand the English language well enough to participate in English language instruction.

The State Adult Literacy Education (ALE) Program ($3,724,700) provides funding to not-for-profit organizations to support adult literacy instruction for economically and educationally disadvantaged adults. Eligible agencies include community-based organizations, postsecondary institutions, literacy volunteer agencies and libraries.

The State Welfare Education Program (WEP) ($5 million) provides funding to school districts and BOCES to support adult literacy instruction for recipients of public assistance. Approximately half of these funds are targeted as a match for the EDGE/WTW program.

Employment Preparation Education (EPE) State Aid ($96.2 million) provides reimbursement to school districts and BOCES based upon the contact hours of instruction provided. EPE State Aid supports programs for individuals 21 years of age and older who do not have a high school diploma or its equivalent. Reimbursement is provided to programs, which operate: traditional classroom-based programs, non-traditional programs, high school credit courses, adult occupational education courses, and work experience programs.

Federal Statute: Adult Education Act, P.L. 91-230, ' 309, as amended by Title I of P.L. 98-511; 100-436; 101-26; 102-73
Federal Regulation: Title 34 CFR 460-461

State Statute: Education Law ' 3602 and ' 207
State Regulation:

TELEPHONE: (518) 474-5808
FAX: (518) 474-2801

Since 1988, Section 326 of the federal Adult Education Act has provided funds to develop comprehensive educational programs for individuals incarcerated in county or municipal correctional facilities or institutionalized in drug rehabilitation facilities. Based on a case management approach, these programs augment the basic academic program components (e.g., basic education, high school tutorial, General Educational Development (GED) Test Preparation, English for Speakers of Other Languages, and life skills) provided for students with a set of transition program components. Transition program components are available to students during incarceration or institutionalization and for up to six months following release.

Transition programs offer a comprehensive set of instructional experiences and linkages to support services that increase the social and economic self-sufficiency of individuals after release. Support services agencies are broadly defined in these programs to include ACCESS Centers and Consortia, school districts and Boards of Cooperative Educational Services (BOCES), colleges, community based organizations, Job Corps Centers, local Departments of Labor, local Departments of Social Services, Service Delivery Areas, mental health agencies, and court-related agencies.

Federal AEA, Section 326 funds are coordinated with Chapter 683 of the Laws of New York State, which supports education programs for incarcerated youth under the age of 21, Vocational and Applied Technology Education Act (VATEA) Criminal Offenders funds, which supports occupational training, and Title I funds for neglected and delinquent youth age 16 and 17.

Funds are available to public and private not-for-profit agencies and for-profit agencies applying as part of a consortium with a public or private not-for-profit agency.

Federal Statute: Adult Education Act, P.L. 91-230, ' 309, as amended by Title I of P.L. 98-511; 100-436; 101-26; 102-73
Federal Regulation: Title 34 CFR 460-461

State Statute:
State Regulation:

TELEPHONE: (518) 474-5808 FAX: (518) 474-2801

AEA, Section 353 Special Projects are conducted to improve the effectiveness of the New York State Adult Basic Education Program through the development, piloting, evaluation and dissemination of model programs. Special Projects include the development and dissemination of innovative instructional materials, methods, program delivery systems, model programs, and staff development. Current funding priorities include: enhanced program and service integration, contextualized instruction, inter- and intra-agency collaboration, curriculum development, student and program assessment, staff development and technology.

Funds are available to public and private not-for-profit agencies and for-profit agencies applying as part of a consortium with a public or private not-for-profit agency.

Federal Statute: Adult Education Act, P.L. 91-230, ' 309, as amended by Title I of P.L. 98-511; 100-436; 101-26; 102-73
Federal Regulation: Title 34 CFR 460-461

State Statute: State Regulation:

TELEPHONE: (518) 474-5808 FAX: (518) 474-2801

Apprenticeship training offers tremendous benefit to the economic well-being of New York State through the development of a relatively mobile, highly skilled work force possessing skills consistent with prescribed activities for each specific trade. Designated Local Education Agencies (DLEA's), as defined in State Education Law section 3610, may apply for Apprenticeship Training funding.

Related instruction, as an integral segment of this training, offers classroom or laboratory instruction in trade theory as it relates to tools, math, science, industrial and labor relations and safety, thus providing industry with workers who can operate both effectively and safely. In particular, the classroom related instruction which is provided to augment the skills training, has allowed the program to expand significantly over the last several years, especially in terms of opening up opportunities for women and minorities.

The number of apprentices appears to be holding nearly level despite fluctuations in the economy. As of December 1996, females represented 4.0 percent of active apprentices, while the overall minority (female and male) participation rate was 18.0 percent.

Federal Statute: Federal Regulation:

State Statute: Education Law ' 3610 State Regulation:

TELEPHONE: (518) 474-4809 FAX:

State Bilingual Categorical funds are earmarked for bilingual education and English as a second language (ESL) programs and services throughout the State. The funding is for various grant programs as well as special initiatives that may vary from one year to the next. For example:

Improved School Services (ISS) for Limited English Proficient (LEP) Students One-year competitive grants to individual school buildings; support school improvement efforts such as: curriculum development, summer school for newly arrived students, staff inservice, parental involvement, technology, and others.

Two-Way Bilingual Education grants Competitive grants that provide bilingual education programs to both LEP and English proficient students, to develop proficiency in two languages, one of which is English.

Bilingual Education Technical Assistance Centers (BETACs) Twelve BETACs throughout the State provide timely technical assistance on a regional basis, provide in-service training on site, conduct regional conferences, parent activities and many statewide activities.

Intensive Teacher Institute for Bilingual Education and ESL Teachers (ITI) Designed to increase the pool of certified bilingual and ESL teachers by providing tuition assistance for up to two years of study in designated colleges and universities with registered teacher education programs leading to State certification.

Special Initiatives for LEP Students A wide variety of activities that are planned and implemented each year to meet specific identified needs, such as:

• Puerto Rican/Hispanic Assembly/Senate Task Force Angelo Del Toro Puerto Rican/Hispanic Youth Leadership Institute Annual three-day leadership institute held in Albany, for approximately 300 Hispanic high school students from all parts of the State. Students receive prior training in leadership skills, public speaking, and the legislative process. The Institute culminates in a mock assembly held in the New York State Assembly chamber.
• Principals and Assistant Principals Institutes Invitational Institutes for administrators of buildings with LEP students, with a priority given to schools under registration review (SURR) in New York City.
• Statewide Spanish Spelling Bee Annual event for Spanish-speaking elementary school students to come to Albany to demonstrate their native language spelling skills.
• Bilingual Multicultural Institute (BMI) Assists the NYC Board of Education in providing technical assistance to NYC SURR schools with large concentrations of LEP students.
• Bilingual Math and Science Materials Acquisition and Staff Development Provides funding to NYC schools with bilingual education programs, to purchase math and science materials in languages other than English; also includes funds for staff development.
• Bilingual/English as a Second Language Staff Academy for Raising Standards (BESARS) Special initiative in the Big 5 cities, including all five boroughs of NYC, to enable current LEP ninth grade students to prepare for the English Regents exam that they will be taking in 1999. Activities include extending the school day for students (including Saturday academies), joint training of ESL and English teachers, and materials development.

Federal Statute: Federal Regulation:

State Statute: Education Law ' 3204 State Regulation: 8 NYCRR Part 154

TELEPHONE: (518) 474-8775 FAX:

Special reading and academic programs, also known as "Categorical Reading," provides State aid for the purpose of improving reading and academic performance of students in the Big Five city school districts.

Federal Statute: Federal Regulation:

State Statute: Education Law ' 306 and ' 3602 State Regulation:

TELEPHONE: (718) 722-4510
(518) 473-0295 FAX:

The Child Abduction Prevention Education program provides funds to school districts, BOCES, or consortia of school districts and BOCES for developing courses of study in prevention of child abduction including curriculum development and staff training in grades kindergarten through eight.

Federal Statute: Federal Regulation:

State Statute: State Regulation:

TELEPHONE: (518) 473-4698 FAX:

Distressed communities are characterized by large concentrations of individuals and families for whom interrupted schooling, unemployment, poverty, malnutrition, and dependency on public assistance are part of everyday life. Addressing the economic and human service needs of these distressed communities is essential in order to have the schools perform their educational roles successfully. Conversely, the economic and social renewal of these communities depends on the educational advancement of their constituents.

The Community Schools program calls for a comprehensive approach to organize and focus resources on the internal and external factors affecting academic performance. The Community Schools approach encourages schools to improve the academic performance of their students by collaborating with local service providers in addressing the wide range of demands affecting the students and their families; to create a climate that is responsive to students and their families in providing a developmental and enriched program of instruction that stresses prevention rather than remediation of learning difficulties from preschool through adulthood; and to design organizational structures that will develop collegial working relationships within schools and among participating agencies. There are 41 Community Schools statewide.

Federal Statute: Federal Regulation:

State Statute: Education Law ' 3602(a)(3) State Regulation: 8 NYCRR Part 144.6

TELEPHONE: (518) 474-5807 FAX:

The Comprehensive Instructional Management System (CIMS) supports New York's educational reform efforts in the areas of curriculum, instruction, assessment, and staff development. Over the past two years, curriculum frameworks were developed in seven broad subject areas. Through CIMS support, a large number of schools, districts, and BOCES have participated in projects to develop instruction packages that include teaching strategies and activities, assessment measures with appropriate scoring guides, staff development resources, and technological support. Projects of this type are funded each year in the Big Five cities.

In the 1997-98 school year CIMS support will provide for the continued development of teacher resource material for instruction planning at every grade level and in every subject area. Activities will include writing curriculum guides by consulting researchers, teachers, and writers, and designing classroom activities that can be replicated in classrooms across the State. New forms of assessments that tap the potential of all students and are linked directly to the required learning standards will be developed by teacher practitioners. Scoring sessions with teachers as a means of professional development and to develop rater reliability will be held. Projects will collect multimedia examples of student performance for teacher training uses.

This work will include research activities, professional workshops, and production of statewide newsletters; development and dissemination of the New York Assessment Collection, which is a computer database of exemplary performance assessments. Work includes the development of multimedia teacher and student materials and statewide workshops. The program will support staff development for teachers using the Primary Language Record, a nationally recognized program for improving early literacy development. These activities are all intended to provide resources for teachers to use to prepare high quality instruction programs in their classrooms and to develop their own expertise in relation to the new, higher academic standards for students.

Federal Statute: Federal Regulation:

State Statute: State Regulation:

TELEPHONE: (518) 473-4698 FAX: