C4E

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C4E
May 31, 2007
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Context

• Record 1.7 billion State Aid Increase.
• Full implementation cost of 7 billion will
  provide schools with the means to provide all
  students with an adequate education.
• Expectation that increased funding will lead to
  improved student achievement.

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The Contract is Part of an Enhanced
Accountability System

• New accountability standards based on State
  assessments and other indicators of progress,
  such as graduation rates or college attendance
  and completion rates to be established by July
  2008.
• Growth model by 2008-09.
• Value-added model by 2010-2011 based on new or
  revised state assessments.
• Expanded SURR system, resulting in the
  identification of up to 5 of State schools by
  2011-2012 for restructuring or reorganization.

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Student Enrollment by Accountability Status
NYC NYC Rest of State Rest of State Total Total
  Schools Enrollment Schools Enrollment Schools Enrollment
Requiring Academic Progress - Year 1 9 10,845 36 40,043 45 50,888
Requiring Academic Progress - Year 2 6 5,957 38 53,161 44 59,118
Requiring Academic Progress - Year 3 10 21,515 17 18,481 27 39,996
Requiring Academic Progress - Year 4 36 82,411 15 19,412 51 101,823
Requiring Academic Progress - Year 5 14 19,748 1 1,032 15 20,780
Requiring Academic Progress - Year 6 5 1,335 0 0 5 1,335
Requiring Academic Progress - Year 7 6 1,759 0 0 6 1,759
In Need of Improvement - Year 1 62 49,523 46 28,107 108 77,630
In Need of Improvement - Year 2 58 49,617 33 27,957 91 77,574
In Corrective Action 44 32,074 23 223,305 67 54,379
Planning for Restructuring 46 61,551 31 30,436 77 91,987
Restructuring - Year 1 22 17,050 20 20,459 42 37,509
Restructuring - Year 2 57 52,336 7 3,741 64 56,077
Restructuring - Year 3 47 46,862 10 7,460 57 54,322
Total Title I SINI 336 309,013 170 140,465 506 449,478
Total SRAP 86 143,570 107 132,129 193 275,699
Grand Total 422 452,583 277 272,594 699 725,177

Note Enrollment is based on counts from October
2005 BEDS survey. Not all schools are in
districts required to file a Contract for
Excellence.
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Enhanced Accountability System Plans for
Intervention

• School Quality Review Teams conduct resource,
  program and planning audits of SINI and SURR
  schools and assist all SINI and SURR schools in
  development of improvement plans.
• Joint School Intervention Teams, whose members
  are either appointed by Commissioner or educators
  from the district, review and recommend plans for
  reorganizing or reconfiguring restructuring or
  SURR schools that have failed to demonstrate
  progress.
• Distinguished educators assist schools and
  districts that have failed to make AYP for four
  years. Serve on Joint School Intervention Teams
• Recommendations of School Quality Review Teams
  and Joint Intervention Team are advisory.
• The services of all the above are a charge to the
  school district.

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Distinguished Educators and Deficient Performance

• Regents to establish distinguished educator
  program.
• Superintendents, principals, teachers, and other
  individuals with demonstrated educational
  expertise eligible.
• Distinguished educators assess the learning
  environment in schools and assist in development
  and implementation of improvement plans.
• Distinguished educator may either endorse plans
  or make recommendations for change.
• District must either modify the plans or explain
  in writing to the Commissioner why plans have not
  been modified.
• Unless the Commissioner finds the districts
  explanation has compelling merit, the
  Commissioner shall direct the district to modify
  the plans as recommended by the distinguished
  educator.
• Distinguished educator becomes ex-officio member
  of the school board.
• Superintendent must cooperate fully with the
  distinguished educator as per superintendents
  contract.

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New York State Education DepartmentElementary,
Middle, Secondary and Continuing Education
Technical Assistance and Supportto New York City
Public Schools
Schools Under Registration Review (SURR) 35
NYSED Liaison assigned to each school
For Discussion Only
Restructuring Year 3 Restructuring- 47 (School
Closure Plans must be developed for targeted
schools.) Year 2 Restructuring57 Year 1
Restructuring-22 126 Total
Title I Corrective Action (CA) 46 CAYear
2 (Planning for Restructuring) 44 CAYear 1 90
Total
Title I Schools In Need of Improvement (SINI) 58
SINIYear 2 61 SINIYear 1 119 Total
5/8/07
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New York State Education DepartmentElementary,
Middle, Secondary and Continuing Education
Technical Assistance and Supportto ROS Public
Schools
Schools Under Registration Review (SURR) 30
NYSED Liaison assigned to each school
For Discussion Only
Restructuring Year 3 Restructuring- 10 (School
Closure Plans must be developed for targeted
schools.) Year 2 Restructuring7 Year 1
Restructuring-20 37 Total
Title I Corrective Action (CA) 31 CAYear
2 (Planning for Restructuring) 23 CAYear 1 54
Total
Title I Schools In Need of Improvement (SINI) 33
SINIYear 2 47 SINIYear 1 80 Total
5/8/07
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Enhanced Accountability System Learning Standards

• Requirement to periodically review learning
  standards.
• ELA standards must be reviewed no later than
  2007-08.
• Teachers, school administrators, teacher
  educators, and others with educational expertise
  on improvement are to be consulted.
• Goal for students to be prepared in an
  appropriate progression for post-secondary
  education or employment.

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Other Chapter 57 Provisions

• School leadership and school progress report
  cards.
• Student progress reports by July 1, 2008
  providing information on performance on State
  assessments over multiple years.
• Plan to evaluate the effectiveness of teacher
  preparation programs and expand alternative
  teacher preparation programs.
• Explore the development of a P-16 data system to
  track student performance.
• Regents to develop minimum standards for tenure
  determinations, including incorporation of
  student performance data, and peer and principal
  or administrative review.
• Raise the cap on charter schools by 100, giving
  SUNY and Regents 50 new charters each to issue,
  with up to 50 reserved for New York City.

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Provisions of the Contract for Excellence

• Applies to districts receiving an additional 15
  million or a 10 increase and
• Requiring academic progress or,
• At least one school identified as in need of
  improvement,
• In corrective action or,
• restructuring status.
• Funds must be used to predominately benefit
  students with the greatest needs.
• Additional funding must be used in accordance
  with allowable programs.
• New York City must submit a plan to reduce class
  sizes over five years.

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Provisions of the Contract for Excellence

• Districts can spend up to 15 of funds on
  experimental programs.
• Requires public involvement.
• Imposes a parent complaint procedure regarding
  implementation of the Contract for Excellence.
• Requires school districts to report expenditures
  in form and manner prescribed by the
  Commissioner.

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Timeline for Regulatory Action

• April 2007 Emergency Action
• May 16 Start 45-day comment period
• June 2007 Second Emergency Action
• Sept. 2007 Summary of comments
• Confirmation of regulation.

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Allowable Programs

• Class Size Reduction
• Increased Time on Task
• Improving Teacher/Principal Quality
• Restructuring Middle School/High School
• Full Day Pre-kindergarten and Kindergarten
• Experimental Programs

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Class Size Reduction

• Create or construct more classrooms and
  buildings.
• Assign more than one teacher in a classroom to
  reduce studentteacher ratio.
• Commissioner appoints a panel to recommend
  appropriate standards for New York City.
• New York City is required to develop and plan and
  make continuous progress to reduce class size.
• New York City shall not exceed the targets by the
  end of the 2010-11 school year.

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Increased Time on Task

• Lengthened school day.
• Lengthened school year.
• Dedicated instructional time.
• Individualized tutoring.

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Teacher and Principal Quality Initiatives

• 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.

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Middle School or High School Restructuring

• Implement instructional program changes.
• Make structural changes to schools.
• The above programs must include
• Instructional program changes, and
• Challenging academic content and learning
  opportunities.

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Full-Day Kindergarten or Pre-Kindergarten

• Pre-kindergarten full day instructional program
  for four-year-old children.
• Kindergarten full day instructional program for
  five-year-old children.
• Both may include extended hours at school or
  community based organizations.

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Experimental Programs

• Up to fifteen percent of the additional
  foundation aid funds may be used for experimental
  programs.
• Requires Commissioners preapproval.
• Must submit a research-based plan to the
  Commissioner for approval, including an
  evaluation plan.

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Web-based Application and Review System

• Web-based transparent reporting system.
  Information will be available to the public at
  the school level on the web.
• Requires academic performance data and
  improvement targets.
• Requires baseline fiscal data.
• School level expenditure reporting
• Data will show where the money went and what the
  results were.

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Policy Questions

• Effective Programs.
• How do we make sure the best programs are
  identified and shared?
• Expenditure reporting.
• How will we capture contract for excellence
  expenditures.
• 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?