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ERIC Number: ED330048
Record Type: RIE
Publication Date: 1990-Sep
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Congruence between Instructional Support Services and Core Classroom Programs: Regent's Policy Paper.
New York State Education Dept., Albany. Office of School Improvement Grants Management and Compliance.
Fragmentation in the learning process occurs when support programs evolve into self-contained instructional systems and lose sight of the original goal of improving performance in the core classroom program. The lack of planned coordination of instructional objectives results in "cognitive confusion" for students. The New York State Board of Regents has worked with school district personnel to develop a "congruence" process to ensure integration of support services and core programs for students falling behind at school. The congruence process focuses on aligning curriculum and instruction (articulation) and cooperative planning between classroom teachers and professional support staff (coordination). This policy paper formally adopts the congruence process and recommends specific strategies for ensuring shared student learning outcomes and ongoing coordination and articulation among all support services and classroom developmental programs. Three appendices contain 8 legal citations, assorted research findings, and 18 references. (MLH)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: New York State Education Dept., Albany. Office of School Improvement Grants Management and Compliance.
Identifiers: New York; Outcome Based Education