Contract for Excellence Plan 2018-19

The Contracts for Excellence (C4E) Program was established in 2007 to provide additional accountability for increased State Aid for low performing school districts. C4E is a comprehensive approach to targeting fiscal resources to specific allowable programs proven to raise the achievement of students with the greatest educational need. Districts required to enter a contract must document the schools, programs, and student subgroups to be targeted for funding, along with specific, achievable performance improvements that will result. 

The following was submitted to the state during late October 2018.

2018-19 Contract Amount: $2,531,267

Amsterdam High School

  • BEDS Code: 270100010010
  • Accountability Status: Focus
  • Time on Task: $29,424
  • Class-size Reduction: $414,942
  • Teacher/Principal Quality: $1,312,950
  • Grand Total: $1,757,316

Marie Curie Institute of Engineering and Communications

  • BEDS Code: 270100010019
  • Accountability Status: Focus
  • Time on Task: $18,786
  • Class-size Reduction: $34,631
  • Teacher/Principal Quality: $88,186
  • ELL Programs: $25,833
  • Grand Total: $167,436

R.J. McNulty Academy

  • BEDS Code: 270100010006
  • Accountability Status: Focus
  • Time on Task: $18,241
  • Class-size Reduction: $90,666
  • Teacher/Principal Quality: $280,595
  • Grand Total: $389,501

Wilbur H. Lynch Literacy Academy

  • BEDS Code: 270100010009
  • Accountability Status: Focus
  • Time on Task: $79,013
  • Class-size Reduction: $138,744
  • Teacher/Principal Quality: $154,124
  • Grand Total: $371,881

William B. Tecler Arts in Education

  • BEDS Code: 270100010018
  • Accountability Status: Good Standing*
  • Time on Task: $97,546
  • Class-size Reduction: $13,647
  • Teacher/Principal Quality: $145,422
  • Grand Total: $256,615

William H. Barkley Microsociety

  • BEDS Code: 270100010003
  • Accountability Status: Focus
  • Time on Task: $11,790
  • Class-size Reduction: $13,647
  • Teacher/Principal Quality: $40,633
  • Grand Total: $66,070

Totals

  • Time on Task: $254,800
  • Class-Size Reduction: $706,277
  • High School or Middle School Restructuring: $0
  • Teacher/Principal Quality: $2,021,910
  • Full Day K or Pre-K: $0
  • ELL Programs: $25,833
  • Experiential Programs: $0
  • District-wide Programs: $0
  • Grand Total: $3,008,820

Remaining Contract Amount (must equal $ 0): (-$477,553)

Program Narrative

Please describe how your C4E programs, including how activities support the Regents Reform Agenda.

The District’s C4E programs are a continuation of a multi-year effort to effect major change in the design and delivery of instruction and management in the K-12 environment. In alignment with the Regents Reform Agenda, the Greater Amsterdam School District has committed to creating a clear curriculum, providing teachers with support and training to improve their craft, redesigning of the leadership model, and emphasizing college and career readiness with an emphasis on 21st Century skills.

Targeting Narrative

Please address how your C4E programs meet student educational needs and building-level accountability status. Use the Targeting Matrix as a guide. Explain how the district and school Comprehensive Plan supports the program.

C4E funds support the academic needs of students at the elementary level by providing staffing for early intervention programs to better prepare students for the educational environment and the demands of K-12 instruction, Academic Intervention Services for struggling learners, the Response to Intervention model as a structure for individualized and adjustable academic services, support for class size reduction to maintain the best possible student/teacher ratios in a challenging economic climate, a redesigned leadership structure to provide a singular mission to improve elementary student success, magnet programs for student engagement, and data analysis for improved understanding of student and instructional needs.

At the Secondary level, curriculum leadership is provided to help guide the advancement of the curriculum as it is written, taught, and assessed; alternative methods of instruction are provided to reach students who struggle with the traditional model; support is provided for struggling learners in areas of academic weakness, language processing, and areas affected by individual disabilities; an additional English as a Second Language teacher is employed to support English Language Learners entering the United States later in their youth; support for class size reduction to maintain the best possible student/teacher ratios in a challenging economic climate; a redesigned leadership structure to provide a singular mission to improve secondary student success; and data analysis for improved understanding of student and instructional needs.

Five of the six district schools are currently identified. Funding has been applied to address specific areas of need.

Performative Narrative

Describe the district’s expected performance targets for the accountability criteria and disaggregated groups for which the school has failed to make Adequate Yearly Progress (AYP) in the past year.

The District’s primary goal is to improve student performance in all areas through a model of schoolwide redesign and the provision of programs and supports to address the needs of subgroup populations on a more individualized level. In the next year, students should see a 10% overall gain in performance on the New York State ELA and Math assessments in grades 3-8. Students in struggling subgroups are expected to make greater gains, moving toward a target of 1 1/2 years growth from the previous year. Ongoing C4E programs, in conjunction with other District efforts, will also lead toward meeting a target of seeing a 10% increase in the graduation rate over previous years.