Contracts for Excellence(C4E)

Supporting the link : Funding and Achievement

Charles A. Szuberla, Jr.Deborah H. Cunningham

New York State Education Departmentwww.emsc.nysed.gov/mgtserv/C4E/

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What is C4E?

C4E is a comprehensive approach to targeting State Foundation Aid to raise the achievement of the neediest students.

Portion of new Foundation Aid subject to C4E restrictions for 39 districts in 2008-09

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Key elements of C4E

Target fiscal resources to serve neediest students

Implement programs which are research based to support student success

Measure performance gains

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Mandated Public Process

Public involvement in development of plan

Public posting on district website

Public hearing

Assessment of public comment

Process for parent complaints

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Total C4E Funds

Total Foundation Aid (for 39 participating districts) subject to C4E restrictions

in 08-09: $479 million

07-08 Foundation Aid (56 districts) subject to C4E Restrictions was $428 million

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Fiscal ResourcesDistricts are subject to C4E restrictions on

new Foundation Aid if:

10% increase in 2007-08 or 2008-09, and/or;

20% increase over both years, or;

$15 million increase in a single year, and;

Schools or district in accountability status.

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39 Contract for Excellence Districts in 2008-09

2008-09 2008-09District Newly District Newly

Name Identified Name Identified

ALBANY ODESSA MONTOUR NEWAMSTERDAM OSWEGOARLINGTON PORT JERVISBINGHAMTON ROCHESTER BUFFALO SCHENECTADYCOPIAGUE SOUTH COLONIE DUNKIRK SPENCERVAN ETTEN ELMIRA SYRACUSEFULTON UTICAGENEVA VALLEY-MONTGOMERYGLOVERSVILLE NEW WAPPINGERS GREECE WATERTOWNHANNIBAL WATERVLIETHAVERSTRAW-STONEY POINT WHITE PLAINSHYDE PARK YONKERSMASSENA MEXICO NEWMIDDLETOWN MONTICELLONEW YORK CITYNEWBURGHNORTHEASTERN-CLINTONNORWICHOSSINING

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Characteristics of 2008-09 C4E districts

26 of 39 are high need districts 5 are large city districts 13 are high need urban/suburban districts 8 are high need rural districts

13 are average need districts English Language Learners range from 0 to 14 percent of

pupils Students with disabilities range from 7 to 21 percent of

pupils Poverty ranges from 5 to 70 percent of pupils

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C4E District Demographics: Student NeedDemographic and Achievement Need Indicators for 2008-09 Contract for

Excellence (C4E) Districts, by Need-Resource Capacity Category

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Big 4 Cities High NeedUrban/Suburban

High Need Rural Average Need NYC All 39 C4EDistricts

All Other DistrictsStatewide

SED Need-Resource Capacity Category

Per

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tag

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% of Pupils Free-Lunch Eligible % of Pupils Not Achieving Proficiency

% of Pupils with Disabilities % of Pupils Limited English Proficient

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C4E Online System

C4E is completed online and submitted through the State Education Department’s On-line Services Portal

System enhancements in 2008-09, include link with accountability data and reports

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Key Components of On-Line SystemNarratives

Maintenance of Effort from Prior Year

School Allocations

Program Expenditures, Options and Metrics

Performance Targets

Comprehensive Improvement Planning

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Maintenance of Effort

C4E expenditures from 2007-08 must be maintained in 2008-09, or reallocated to a new or expanded program in 2008-09.

Districts continue to receive 2007-08 funds, in addition to 2008-09 funds, and are allowed a percentage for inflationary increases.

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Inflation Factor and Flexibility

The 3% inflation factor and the 25% (or $30 million) flexibility factor to continue prior programs: NYC, Rochester and Buffalo

Yonkers & Syracuse: 4% inflation factor and 50% flexibility to continue prior programs

Other than the Big 5: 4% inflation rate and varying flexibility based on accountability status of schools

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C4E Approved Programs Research based programs demonstrated to

improve student achievement

Class Size ReductionAdditional Instructional Time, “Time on Task”Middle School/High School Restructuring

Teacher/Principal Quality Initiatives, professional dev.Full Day Kindergarten/PrekindergartenModel Programs for English Language Learners (ELLs)Experimental Program

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Model Programs for ELLs New C4E program in 08-09, includes:

Native language support for students with interrupted formal education and prekindergarten    

Dual language programs Programs that support integration of students with disabilities

into bilingual education programs  New immigrant programs Recruitment and retention of appropriately trained teachers Development of a career ladder for bilingual aides in

collaboration with higher education institutions District support for the teacher credentialing process and

professional development Parent involvement

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Program Accountability

Programs are measured by both their inputs and outputs

Inputs: program options, essential elements and metrics

Outputs: student performance improvement

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Inputs: Options, Expenditures and Metrics

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Outputs: Student Achievement

C4E Performance matrix linked to SED accountability and reporting system

Districts project reduction in gap for student subgroups in accountability status, and others, served by C4E programs

Targets also set for students not subject to State assessments

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Online System: Performance TargetsMatrix Using State Assessments

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Performance Targets not subject to AYP or no State Assessment, page 1 of 2

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Performance Targets not subject to AYP or no State Assessment, page 2 of 2

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District Summary of School Allocations

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Allocations: Targeting by Need

Allocations, including District-wide programs, shown at the school level

Schools in accountability status must receive pro rata share of funds and predominately benefit neediest students

Predominately is defined in regulations as 75% of funds to targeted students (for all non Big 5 districts)

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Targeting by Student Need

Big 5 school districts must target 75% of funds to neediest students in top 50% of needy schools, rank ordered from greatest to least need

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Summary Reports Generated by Online System

Contract Narratives Maintenance of Effort Fiscal Summary Report Options, Expenditures and Metrics Performance Targets (Matrix) Performance Targets (Narratives) Integrated Planning Report Need Targeting Report

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Monitoring C4E

Program Monitoring

Performance Monitoring

Fiscal Accountability

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Program Monitoring

Compliance Measured, i.e., district spent C4E funds as planned

Rest of State: SED Office of Regional School Support Services

New York City: SED Office of School Improvement and Community Services

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Performance Measures

Assessment of district performance targets and subsequent improvement

Analysis will focus on funding, program options and student progress in making achievement gains

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Fiscal Accountability

Reporting of C4E expenditures tied to Uniform System of Accounts

Expenditures must be traceable throughout the system and able to be disaggregated

Part of a district’s independent audit

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Example of Specific Contract Planning and

Spending: Buffalo City School District English Language Learners identified as subgroup in need

of support in 07-08 with 2,240 students failing to meet their Annual Measurable Objective for 3 consecutive years

Native language speaking support staff, programs for ELL parents, and high quality professional development will be added to address achievement gaps for this subgroup

Spending $1 million out of total $15.1 million with 2,302 ELL and LEP students benefiting

Performance target improvements set for student subgroup in 9 out of 21 schools

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Summary

It is anticipated that an evaluation of C4E efforts will reveal that targeted expenditures focused on research based programs serving low achieving subgroups will show positive gains for students

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Some Potential Issues for C4E Districts

In good fiscal times, easier to incorporate new programming with new funds

Balance student needs and tax increases Rapidly rising costs in many areas, e.g., salary

steps, retirement, health care and energy, strain district budgets

Must balance continuing and new initiatives; supplanting problems with C4E funds

How much professional development is enough? Too much?

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Opportunities for Improvement

Need to connect C4E data with other systems, such as assessment data and accountability system; uniform system of accounts; and state aid, including charter expenditures

Need to connect performance data to planning Need quality data to help improve monitoring

and auditing Need quality research and program evaluations

for guidance

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Discussion Questions

Is there value in linking funding and achievement, as in C4E?

Should allocation of district resources be part of State’s role?

Should a district’s allocation of resources be a public process, as in C4E?