Contract for Excellence Prepared for the

New York State Association of Small City School Districts

Deborah H. CunninghamCoordinator for Educational Management Services

dcunning@mail.nysed.gov

May 21, 2007

Contract for Excellence

Part I: Emergency Regulation• Allowable Programs

– Full-day prek and K– Class size reduction– Teacher and principal quality

Part II: Contract Funds • Allowable programs

– Middle and high school restructuring– Increased time on task– Experimental

May 14, 2007

Part I: Emergency Regulation

• 8NYCRR 100.13• Applies to 55 districts plus New York City• The contract amount shall be used to support

new programs and new activities or expand the use of programs and activities demonstrated to improve student achievement, from defined allowable programs and activities and/or authorized experimental programs.

• 45 Day Comment Period.• The Regents and the Department are actively

soliciting comments.

Districts Required to File Contracts

A contract for excellence shall be prepared by each school district:(i) that has at least one school currently identified pursuant to section 100.2(p) of this Part as:(a) requiring academic progress; or (b) in need of improvement; or (c) in corrective action; or(d) in restructuring; and(ii) that receives:(a) an increase in total foundation aid compared to the base year in an amount that equals or exceeds either fifteen million dollars or ten percent of the amount received in the base year, whichever is less; or (b) a supplemental educational improvement plan grant.

NYC Community school districts need to file a contract that complies with the New York City School District contract.

School Districts (outside of NYC) that will have to fileContracts for Excellence for the 2007-08 School Year

Albany Alexander Amsterdam Arlington Auburn Binghamton Brentwood Buffalo Cairo-Durham Camden Carthage Central Square Clyde-Savannah Copiague Dunkirk E. Irondequoit Elmira Fallsburgh Fulton Geneva Greece Hannibal Haverstraw-Stony

Point Hyde Park

Jamestown Lancaster Lansingburgh Massena Middletown Monticello Newburgh Northeastern

Clinton Norwich Ossining Oswego Port Chester Port Jervis Rochester Rush-Henrietta S. Glens Falls Schenectady South Colonie Spencer-Van

Etten Spencerport Syracuse Tarrytown Unadilla Valley

Utica Valley

Montgomery Wappingers Watertown Watervliet Westbury White Plains Yonkers

General Requirements

• Support new or expanded programs or experimental programs

• Districts must show how funds are used predominately to benefits students with the greatest educational need

• Accompanied by professional development

• Expenditures should supplement not supplant—certified by independent auditor (25% allowed for 2007-08)

• Additional instruction provided by highly qualified teachers

• Coordinate with district’s comprehensive education plans

Allowable Programs

• Full Day Pre-kindergarten and Kindergarten

• Class Size Reduction

• Improving Teacher/Principal Quality

• Restructuring Middle School/High School

• Increased Time on Task

• Experimental Programs

Pre-kindergarten: full day instructional program for four-year-old children. Instructional program meeting state

standards for four-year olds Choice of:

Minimum full –day school program, or Minimum full school day program with

additional hours, or Minimum full school day program with

additional hours at community based organization

Integrates students with disabilities into full-day prekindergarten

Full-Day Pre-Kindergarten

Full-Day Kindergarten

Kindergarten: full day instructional program for five-year-old children. Instructional program meeting state standards for

five year olds Choice of:

Minimum full school day program, or Minimum full school day program with additional hours

May include extended hours at school or community based organization

Additional Classroom or Buildings Five-year plan Priority to Prek-12 in schools in need of

improvement Average class size meets commissioner

guidelines Appropriate instruction and content Adequate/appropriate space

Additional Teacher/Aide(s) Assign more than one teacher in a classroom

to reduce student:teacher ratio. Above standards met.

Commissioner panel to recommend appropriate standards for New York City.

Class Size Reduction (NYC)

Class Size Reduction (ROS)

• Additional Classroom– Priority to PreK-12 in schools in need of improvement– Average class size meets commissioner guidelines– Appropriate instruction and content– Adequate/appropriate space

• Additional Teacher/Aide(s)– Above criteria– Limited to schools with no available space for

additional classrooms

Recruit and retain highly qualified teachers and principals.

Professional mentoring programs for beginning teachers and principals.

Incentive programs for highly qualified and high performing teachers to transfer to low performing schools.

Instructional coaches for teachers.

School leadership coaches for principals.

Teacher and Principal Quality Initiatives

Contract for Excellence

Part I: Emergency Regulation• Allowable Programs

– Full-day prek and K– Class size reduction– Teacher and principal quality

Part II: Contract Funds • Allowable programs

– Middle and high school restructuring– Increased time on task– Experimental

May 14, 2007

Part II: Contract Amount Calculation

District Name NEW YORK CITY

2007-08 Foundation Aid $5,533,101,299

2007-08 Supplementary Educational Improvement Plan Grants $0

2007-08 Foundation Aid Base $5,533,101,299

2006-07 FOUNDATION AID BASE $5,063,348,319

Foundation Aid Base Increase $469,752,980

Year-to-Year Percent Change 9.3%

3% Increase over 2006-07 Foundation Aid Base $151,900,449

Increase in Charter School Base Tuition $60,000,000

Contract for Excellence Amount $257,852,531

Lesser of 25% or $30 Million for ongoing programs $30,000,000

15% Experimental Programs $38,677,880

Restricted for New/Expanded Allowable Programs $189,174,651

Implement instructional program changes.

Make structural changes to schools.

Must also include instructional program changes.

Middle School or High School Restructuring

INCREASE TIME ON TASK

• Option – Lengthened School Dayo Parameters:

Provide additional instruction by highly qualified teachers emphasizing literacy and numeracy skills to facilitate attainment of the NYS learning standards

• Option – Lengthened School Year o Parameters:

Provide student support services which may include guidance, counseling, attendance, behavioral support, and study skills which are needed to support improved academic performance

Time on Task

• Option – Dedicated Instructional Timeo Parameters:

Provide a 90 to 120-minute dedicated block for explicit instruction in content areas needed to meet State learning standards

• Option – Individualized Tutoring o Parameters:

Provide individualized tutoring in addition to required class time

This is an example of the web-based guidance that districts will access on the contract application:

INCREASE TIME ON TASK menu choice as an example

• Definition– Increased student time on task promotes active student

engagement to improve performance. Schools may choose to lengthen the school day and/or year, implement, research-based instructional programs, and/or focus on intensive tutoring tailored to individualized student needs. All programs/activities chosen must also provide teachers with time to plan and participate in high quality, sustained professional development focused on content pedagogy.

• Links to:– Laws, Regulations, e.g.,

http://www.vesid.nysed.gov/specialed/idea/expressterms307.htm

– Research and Guidance, e.g. National Education Commission on Time and Learning

• www.ecs.org/prisonersoftime

When item here is clicked, the Definition appears, e.g.:Increased student time on task promotes active student engagement to improve performance. Schools may choose to lengthen the school day and/or year, implement, research-based instructional programs, and/or focus on intensive tutoring tailored to individualized student needs. All programs/activities chosen must also provide teachers with time to plan and participate in high quality, sustained professional development focused on content pedagogy.

+Hyperlinks to research, laws, regulations and guidance

Dedicated InstructionalTime

etc.

When item here is clicked, Parameters which must be met under that choice appear, e.g.:• Provide a 90 to 120-minute dedicated block for explicit instruction in reading, mathematics, or science

• Provide a research-based core instructional program• Include frequent monitoring of student progress to inform instruction• Use formative assessments to diagnose needs• Provide individualized intensive intervention

Up to fifteen percent of the additional foundation aid funds may be used for experimental programs.

Requires Commissioner’s preapproval.

Must submit a research-based plan to the Commissioner for approval, including an evaluation plan.

Experimental Programs

Additional Items

• Public involvement with the contract process• Complaint process• Certification by the auditor• School level expenditure reporting• Web-based application

– Streamlined– Includes baseline, proposed and actual data on

performance and expenditures– Links to laws, regulations and research

Pre-populated with existing data making it easier for districts to

complete

2. One Option at a time completed…

4. Which displays parameters for selected choice - which program

must meet to be approved

7. District indicatesestimated expenditures

for each Category

6. District sets its own goals

Foundation Aid calculation, showing how eligibility was determined

3. Which generates approved Menu Choices to select from…

5. Menu Choice determines metric and data source

10. To be completed at time of audit

8. Running total of Estimated Expenditures for ALL

Categories completed so far

9. Actual Expenditures entered

prior to Audit

1. Each School Superintendent completes contract info for each

school with a program. CSD Superintendent will complete for

each of their schools in NYC

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Challenges

• How do we ensure funds are used predominately for students with the greatest educational need?

• Expenditure reporting. How do we develop a school based expenditure reporting system?

• Evaluation. How will we answer the questions at year end:

– Where did districts spend the money?

– And what did we get for it?

– Did the funds go predominantly to students with the greatest educational need?

– How will we measure achievement?

• Year 2: Recommend changing criteria for eligible school districts and the period for implementing the contracts?