Contracts for Excellence

Program Options

The following instructional strategies have been identified by SED as eligible for C4E funding within the six designated program areas.

Class Size Reduction

New Classroom: An additional teacher relative to the student population, teaching independently, who helps to accomplish class size reduction in the target grade.

Additional Teacher in an Existing Classroom: An additional teacher relative to the student population, teaching collaboratively with another teacher, who helps to accomplish a reduction in student-teacher ratio in the target classroom.

Please Note:  Some schools may not have sufficient space to reduce class size through the creation of additional classrooms. In such cases, schools may elect instead to reduce teacher-student ratios using team teaching strategies. C4E funds may only be used for true co-teaching models and not for push-in teaching or paraprofessionals.

Schools considering class size reduction strategies should also note the following:

The DOE recognizes that effective class size reduction varies on a school-by-school basis. Please consult the “2008-09 Class Size Reduction Guidance Memo” for information on strategies that may be used to reduce class size and/or reduce pupil-teacher ratios. Schools that wish to pursue reduced class size or reduced student-teacher ratio should consult with their ISC representatives to determine if a particular initiative is eligible for C4E funding.

Schools included in the 2008-09 DOE class size coaching program are expected to prioritize class size reduction with any available resources – including Contracts for Excellence funds - unless they have an alternate and justifiable plan for improving student achievement. Schools should consult with their SSO teams to ensure proper alignment of educational goals with class size targets. A list of schools included in the 2008-09 DOE class size coaching program will be available here.

Time on Task

Supplementary Before- Or After-School Programs:

§        Additional instruction emphasizing learning standards/subjects required for graduation.

§        New or expanded arts programs.

§        New or expanded CTE programs.

§        Student support services, including guidance, counseling, attendance, parent outreach, behavioral support, and study skills.

Lengthened School Year: Supplementary summer school, which may include:

§        Additional instruction emphasizing learning standards or subjects required for graduation.

§        New or expanded arts programs.

§        New or expanded CTE programs.

§        Student support services, including guidance, counseling, attendance, parent outreach, behavioral support, and study skills.

Dedicated Instructional Time:

§        Daily supplemental blocks of time during the regular school day to be used for research-based core instructional programs aligned with learning standards.

§        May include:

-          Response-to-intervention.

-          Individualized intensive intervention.

Individualized Tutoring

§        Targeted to students who are at risk of not meeting learning standards or not graduating.

§        Supplemental to regular curriculum.

§        To be provided by a certified teacher, paraprofessional, or qualified tutor.

Teacher and Principal Quality Initiatives

Programs to recruit and retain Highly Qualified Teachers (HQT).

Professional mentoring for beginning teachers and principals.

Instructional coaches for teachers.

School leadership coaches for principals.

Middle and High School Restructuring

 

For schools with middle or high school grades only.

Schools may allocate C4E funding to implement instructional changes that improve student achievement or instructional changes paired with structural changes to the school’s organization.

Instructional changes:

§        Designed to provide challenging academic and learning opportunities to students.

§        May include implementation of academic intervention programs.

Structural changes

§        Examples: Changes to grade offerings, creation of “academies”, schools within schools, etc.

Full-Day Pre-Kindergarten

Expanding the instructional hours for existing half-day pre-Kindergarten programs so that they last for a full school day (provided that the school has sufficient space).

Providing opportunities for the integration of students with disabilities into existing full-day pre-kindergarten programs.

Replication or Expansion of Effective Model Programs for Students with Limited English Proficiency

 

This new program area was introduced by State law in April 2008 and is intended to support schools in adopting “best practices” for raising achievement among ELLs. The SED has issued a guidance memo on eligible programs and activities that may be accessed here.

Additional State regulations and guidance may be viewed here.