Contract for Excellence Prepared for the New York State Association of Small City School Districts Deborah H. Cunningham Coordinator for Educational Management Services 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 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 file Contracts for Excellence for the School Year

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 ) 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

 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 Day oParameters:  Provide additional instruction by highly qualified teachers emphasizing literacy and numeracy skills to facilitate attainment of the NYS learning standards Option – Lengthened School Year oParameters:  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 Time oParameters:  Provide a 90 to 120-minute dedicated block for explicit instruction in content areas needed to meet State learning standards Option – Individualized Tutoring oParameters:  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., –Research and Guidance, e.g. National Education Commission on Time and Learning

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 Instructional Time 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 indicates estimated 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 Foundation Aid, less 103% of Base = $ for Contract Programs Day

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?