2007-08 Contract for Excellence School District

Monitoring Summary

SCHOOL DISTRICT

 

New York City Department of Education

CONTRACT AMOUNT

 

$257,852,531

 

CONTRACT THEME

Strengthen student achievement through reducing class sizes, improving teacher and principal quality and improving instruction with more student time on task and restructuring to meet the needs of the lowest performing students.

 

CONTRACT OVERVIEW

 

Allowable Program

Expenditures

District Commitment

 

Class Size Reduction

$153 million

    • Target more than half of C4E funding to class size reduction.
    • Invest in more than 925 new classes.
    • Reduce the number of students per class to fewer than 25 by 2011-2012 in 75 low-performing schools with average class sizes of 29.
    • Reduce class sizes to 20.7 in K-3, 24.8 in grades 4-8 and 24.3 in high school.

 

Student Time on Task

$48 million

      • Increase instructional time and intervention for struggling students by using $48 million for additional tutoring, after-school programs and weekend sessions.

 

Teacher and Principal Quality

$40 million
    • Provide for a Children First Intensive, a year-long program of professional development, to promote the practice of evidence based individualized instruction, self evaluation and improvement (Inquiry Team activities) in high-needs schools.
      • Target funds to support professional development activities in 246 schools.

 

 
    • Introduce a pilot Lead Teacher-Special Education Program in 13 schools
    • Support Maintenance of Effort activities in 61 schools.

 

M.S. and H.S. Restructuring

 

$17 million

    • Two new Young Adult Borough Centers (YABCs): evening academic programs.
    • Learning to Work components in five new transfer schools to meet the needs of older students.
    • Restructure 60 of the City’s lowest performing grade 6-8 schools using research-based professional development, recruit and retain high quality school leaders and teachers, student and family support services, and rigorous instructional programs.
    • Support scheduling and curriculum changes in 41 middle and high schools (serving over 40,000 students).

Full-Day Pre-K and Kindergarten

 

$180,000

      •  Adding or augmenting full-day Pre-kindergarten programs.

WHAT MONITORING VISITS REVEALED

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SYSTEM-WIDE FINDINGS

 

  • School administrators and staff interviewed in many of the districts indicated expectations that student performance will improve as Contract For Excellence (C4E) programs continue to be implemented in their schools.  However, since a full set of State assessment data is not yet available for the 2007-08 school year, a judgment cannot yet be made on trends in performance on State examinations in English and mathematics in schools receiving C4E funds.  Since Contracts for Excellence were not approved until November 19, 2007 and English examinations were administered in January 2008, caution must be exercised in drawing overly optimistic projections about the efficacy of C4E funding during this first year of implementation.

 

  • The New York City Department of Education (NYCDOE) took action to publicize the Contracts and seek comments. Information was provided (public hearing notices, public hearing comments, website solicitation of comments and sample website comments, and translators at the public hearings) to document solicitation of public comments on C4E for school year (SY) 2007-08.  Public hearings were conducted in each of the five boroughs.  Documentation of NYCDOE’s follow-up on public comments included meetings with advocacy groups, the incorporation of suggestions in the Citywide Narrative and Five Year Class Size Reduction Plan, and a statistical analysis of the targeting of C4E funds to student subgroups. However, there were still complaints about the decision-making process.

 

 

  • Chapter 57 requires districts to develop the 2008-09 Contract for Excellence through a public process, in consultation with parents or persons in parental relation, teachers and administrators.  Also a public hearing must be held within each district, and in each borough in New York City.  A transcript of the testimony presented at the public hearings must be included when the Contract is submitted to the Commissioner for review and approval.  NYCDOE stated that public hearings will be held in each of the five boroughs for SY 2008-09.

 

  • SED monitors who visited New York City public schools found that sufficient evidence was available to substantiate that programs were fully implemented according to approved contracts in 87 of the 89 sites visited.  An analysis of documentation revealed that two schools did not implement the programs that were approved in the original Contract. One school [Murry Bergtraum HS (D 2)] was scheduled to reduce class size; instead funds were used to support high school restructuring. The other school [PS 115, (D 6)] used funds scheduled for instructional coaches to fund teachers and classroom paraprofessionals. 

 

  • Findings indicate that C4E funds have been appropriately targeted to students with the greatest educational needs, including English language learners (ELLs) and students with disabilities (SWDs), consistent with the approved Contract. 

 

  • To ensure transparency and integration with other school improvement initiatives, NYCDOE’s 2008-09 Comprehensive Educational Plan (CEP) includes a detailed eight page narrative to document C4E school-based expenditures in each C4E school.  All C4E schools will also provide a description of what is occurring programmatically to accomplish C4E goals.  The C4E Appendix includes relevant information for each of the six allowable programs identified under Chapter 57. 

 

SELECTED SCHOOL FINDINGS

 

Washington Irving High School (D 2), Corrective Action Year 2/ Planning for Restructuring English Language Arts and Mathematics

 

C4E funds were used to hire one English teacher to reduce class size.  Five additional classrooms were  created to reduce class size and reduce the pupil teacher ration in core subject areas.  The school’s average class size in core subject areas decreased from 29.7 in SY 2006-07 to 27.4 in SY 2007-08.  The pupil teacher ratio decreased from 16.96 in SY 2006-07 to 15.42 in SY 2007-08.  C4E funds were used to support students in the YABC program and support the districtwide initiative to develop the school’s Inquiry Team.  Inquiry Team activities include evaluation of individualized instruction for high needs students.  Funds allocated to support activities identified under the Time on Task Option were used to extend the school day and to support students in the YABC Program.  C4E funds allocated for restructuring activities were used to implement instructional changes for ELLs.

 

JHS 54 (D 3), School Requiring Academic Progress Year 4, English Language Arts and Mathematics

 

JHS 54 utilized C4E funds to reduce class size by hiring six additional full and part time teachers in grades six through eight.  Although the use of C4E funds did not result in a decrease in average class size, the pupil teacher ratio decreased from 14.61 in SY 2006-07 to 13.28 in SY 2007-08.  Funds allocated for time on task initiatives were used to create an after school ELA student intervention program and a support program for ELLs.  C4E Funds for improving teacher and principal quality were utilized to support Inquiry Team activities, which include evaluation of individualized instruction for high needs students.  Funds were also used to support and mentor the principal and assistant principal through the Leadership Academy and to hire an ELA coach.

 

PS 241 (D 3), School Requiring Academic Progress Year 2 English Language Arts

 

At PS 241, C4E funds were used to add an additional classroom and hire two teachers in grade six to reduce class size.  The school’s average class size is 18.2 students and the pupil teacher ratio is 9.68.  In order to increase time on task, C4E funds were utilized to create an after school test prep program for ELA and mathematics and create an after school program for ELLs. C4E funds to improve teacher and principal quality were used to support Inquiry Team activities, which include evaluation of individualized instruction for high needs students.  Funds allocated for middle and high school restructuring provided professional development for teachers.

 

Urban Peace Academy (D 4), Corrective Action Year 1 English Language Arts

 

Urban Peace Academy used C4E funding to reduce class size, increase time on task, and improve teacher and principal quality.  C4E funds were used to create two additional ELA Ramp-Up classes for tenth grade students.  The average class size for core subject classes is 23.7 students and the pupil teacher ratio is 12.19.  Students who needed additional instructional support were targeted for these classes.  The school also scheduled double periods of mathematics for tenth and eleventh grade students (3 classes in each grade), based on analysis of test data.  The reduced class size classes for tenth and eleventh grade mathematics had less than 25 students on the roster and in attendance. 

 

In order to increase time on task, the school expanded the Regents English class to a double-period.  The extended class was for students who had previously scored 65 or below on the Regents.  The pull-out program provided additional instruction for low-performing students. 

 

C4E funding supported per session/per diem costs for teachers and administrators to attend professional development.  This professional development included Ramp-Up program training, specific professional development on ELLs, and Collaborative Team Teaching (CTT) training.  C4E also funded per session for teachers participating in Inquiry Team activities, which include evaluation of individualized instruction for high needs students.  The Multiple Pathways, a program for over age and under-credited students, was also partially funded using C4E.

 

PS 192 (D 6), Restructuring Year 4 English Language Arts

 

C4E funds were used for two classroom teachers, one cluster teacher and one intervention teacher for literacy instruction.  The average class size for the school is 18.4 students and the pupil teacher ratio is 9.83.  Under the Teacher and Principal Quality Option, funds were used to support the school Inquiry Team.  C4E funding was also used for an after school ELA program for all Level 1 students.      

 

JHS 162 (D 7), Restructuring Year 3 English Language Arts

 

The school implemented a class size reduction program that resulted in six additional general education classes and one class for ELLs.  Last year’s average class size in the targeted grades was 32 students; the average class size in targeted grades for SY 2007-08 was 24 students.  Also the pupil teacher ratio decreased from 12.14 to 11.14.  To improve teacher and principal quality, JHS 162 used C4E funds to provide teachers with on-going content area professional development.

 

PS/MS 4 (D 9), Restructuring Year 3 English Language Arts

 

PS/MS 4 utilized C4E funds for class size reduction by hiring a teacher and creating an additional fourth grade class.   In addition, one additional funded teacher provided ELA instruction for all grades via a push-in program.  The school stated that it will continue to use future funding to reduce class size in kindergarten through eighth grade, with a goal of no more than 20 students per class.  The school’s average class size in 2007-08 is 17 students and the pupil teacher ratio is 7.87.  Funding allocated for teacher and principal quality initiatives was used for mentoring new teachers.  It was also used to continue the districtwide initiative to support Inquiry Team activities, which include evaluation of individualized instruction for high needs students..

 

JHS 118 (D 10), Restructuring Year 4 English Language Arts

 

JHS 118 utilized C4E funds to reduce class size by hiring three additional teachers, and therefore adding one additional class for grades six through eight.  The use of C4E funds to reduce class size resulted in a decrease in the school’s 2006-07 average class size (26.7) to an average class size of 26.4 in SY 2007-08.  The pupil teacher ratio is 13.30.  In order to increase time on task, C4E funds were used for teacher per session costs for the after school and Saturday program.  As part of the C4E middle school restructuring option, funds were used to partially fund an extra dean/programmer position.  C4E funds supported teacher and principal quality initiatives by funding one instructional coach position, continuing the districtwide initiative to support Inquiry Team activities (which include evaluation of individualized instruction for high needs students), and by funding professional development for new teachers.

 

PS 102 (D 12), Restructuring Year 4 English Language Arts

 

PS 102 used C4E funds to hire three additional teachers to reduce class size.  The school’s average class size is 20.1 students and the pupil teacher ratio is 11.15.  To increase students’ time on task, C4E funds were used to implement an after school program and a Saturday Program.  Funds allocated to improve teacher and principal quality were used to hire an ELA coach to provide on-going professional development to teachers.

 

George Westinghouse Career and Technical High School (D 13), Corrective Action English Language Arts  and Mathematics

 

C4E funds were used for class size reduction, teacher and principal quality, time on task, and high school restructuring initiatives.  C4E funds were used to create a new class which resulted in a decrease in the school’s average class size (from 28.6 to 27.1) and the pupil to teacher ratio decreased from 13.36 to 12.93.  Funding to improve teacher and principal quality was used to continue the districtwide initiative to support school-based Inquiry Team activities.  Inquiry Team activities include evaluation of individualized instruction for high needs students.  Funding was also used to lengthen the school day by three hours, thereby increasing student time on task.   In addition, two academy leaders positions in grades nine and twelve were partially funded.  Funding also supported professional development for teachers who were involved in the school’s enhanced curriculum development initiative for mathematics and global history.

 

MS 267 (D 16), Corrective Action Year 1 English Language Arts

 

C4E funds were used to reduce the pupil to teacher ratio in grades six through eight. Class size for at-risk Level 1 and 2 students was 16.1.  The pupil to teacher ratio also decreased from 12.72 in SY 2006-07 to 12.28 in SY 2007-08.  C4E funds partially supported an after school tutorial program, a Saturday academy, a parent training program and a health program.  Funds were also used to purchase SmartBoards for several classes, as part of the school’s restructuring efforts.

 

Professional development is an on-going activity supported through C4E. A mathematics coach and consultant services from Teachers College enabled the school to provide staff with increased professional development opportunities.

 

MS 61 (D 17), Restructuring Year 3 English Language Arts

 

MS 61 used C4E funds to support the following allowable Options: Time on Task, Improving Teacher and Principal Quality, and Middle/High School Restructuring.  C4E funds were used to increase time on task by hiring two teachers to support the school’s extended day program in reading and mathematics for at-risk students including SWDs.   A daily AIS push-in program was funded for SWDs.  Levels 1 and 2 students received supplemental instruction in an after school program.  C4E funds allocated to improve teacher and principal quality were used to partially fund an ELA coach, a mathematics coach and an assistant principal to continue the districtwide initiative of creating and supporting Inquiry Team activities.  Inquiry Team activities include evaluation of individualized instruction for high needs students.  Funds allocated for restructuring activities were used to fund one per diem teacher who provided professional development for teachers, early morning study groups, a staff Lunch and Learn series, onsite classroom coaching and demonstration lessons.

 

IS 302 (D 19), Restructuring Year 4 English Language Arts

 

IS 302 utilized C4E funding for teacher and principal quality initiatives by providing professional development for all teachers and by developing and sustaining the school-based Inquiry Team, which include evaluation of individualized instruction for high needs students.  Funding was also used to support an extended day program and provide supplemental instruction.  Funds were also allotted to reduce class size by hiring two additional teachers and funding a teacher to provide push-in instructional support.  The average class size decreased from 24.0 to 22.6 and pupil to teacher ratio decreased from 13.83 to 11.97 in SY 2007-08, as a result of C4E funding.

 

IS 14 (D 22), Corrective Action Year 1 English Language Arts

 

C4E funding was used to reduce class size in the sixth grade by hiring an additional teacher.  As a result of C4E funding, the average class size decreased from 28.8 to 26.3 and pupil to teacher ratio decreased from 11.63 to 11.26 in SY 2007-08.  Funds for improving teacher and principal quality were utilized to create a data specialist position to support staff with professional development regarding the appropriate use of data to inform instruction.  Two instructional coach positions were created to provide literacy and mathematics professional development.   Funding was also used to hire three teachers to provide daily AIS in ELA and mathematics. 

 

IS 53 (D 27), Corrective Action Year 2/ Planning for Restructuring English Language Arts

 

C4E funds were utilized for class size reduction, teacher and principal quality initiative, and time on task.  C4E funds created two new classes for the Achievement Academy to reduce class size.  As a result of C4E funding, the average class size decreased from 27.5 to 26.9 and the pupil to teacher ratio decreased from 13.28 to 12.81 in SY 2007-08.   Funds for improving teacher and principal quality were used to continue the districtwide initiative to provide support for Inquiry Team activities.  These activities include evaluation of individualized instruction for high needs students. Time on task funds provided professional development for special education and ESL teachers and the addition of a 0.4 FTE ESL teacher.

 

Hillcrest High School (D 28), School Requiring Academic Progress Year 4 English Language Arts

 

C4E funds were used to reduce class size by creating two additional transitional academies for students with specific needs.  Although the use of C4E funds did not result in a decrease in class size; the funds enabled the school to decrease its pupil teacher ratio from 18.60 to 18.38.  The Newcomers Academy was created for newly arrived students from non-English speaking countries.    The Futures Academy was created for ninth graders who were identified as “most in need” (Level 1 and 2 students).   Both academies have a reduced class size of 15 students and provide at least eight periods of ELA each week.  C4E funds allocated for high school restructuring supported the other seven small learning communities that comprise Hillcrest HS.  Funding also was used to support teacher and principal quality initiatives which emphasized professional development on implementing differentiated instruction, applying the Principles of Learning, and ensuring support for the school’s nine Inquiry Teams.  Inquiry Team activities include evaluation of individualized instruction for high needs students.

 

FINDINGS

 

 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
 

SYSTEMWIDE FINDINGS AND CORRECTIVE ACTIONS

 

  • Finding:  The NYCDOE provided information to document its efforts to solicit public comments on the Contract for the 2007-08 school year.  Public hearings were conducted in each of the five borough.  However, public engagement was not at a high level.

 

Corrective Action:  NYCDOE should evaluate the process conducted for SY 2007-08 and consider additional strategies to solicit public comments.  Documentation of outreach efforts for SY 2008-09 must be submitted to SED.
 
  • Finding:  During the Central level review, NYCDOE provided an assurance that at a minimum, the proposed 2008-09 C4E public process will include public hearings within each borough. Written materials and protocols were not developed at the time of the review.

 

Corrective Action: Chapter 57 requires districts to develop the 2008-09 Contract For Excellence through a public process in consultation with parents (or persons in parental relation), teachers and administrators.  Also, a public hearing must be held within each borough in New York City.  A transcript of the testimony presented at the public hearing must be included when the Contract is submitted to the Commissioner for review and approval. NYCDOE must ensure that a public process is in place for SY 2008-09.  A description of the process and documentation that it has occurred must be submitted to SED.

 

  • Finding:  Of the schools reviewed, two schools [Murry Bergtraum HS (D 2) and PS 115 (D 6)] did not implement the programs that were approved in the original Contract.

 

Corrective Action:  The NYCDOE must ensure that for SY 2008-09, all schools implement the Contract with fidelity.  If there are changes in the C4E Options to be implemented at the school building level, NYCDOE should inform SED of those changes in a timely manner through established amendment processes.

 

  • Findings:  Over half of NYCDOE’s C4E budget ($153 million) is invested in the reduction of class sizes in pre-K – grade 12.  Overall, the implementation of the Class Size Reduction Option in schools that were visited demonstrated that teachers were being funded using C4E allocations and that class sizes of C4E funded teachers were consistent with NYCDOE’s approved class size plan for targeted grades.  The following concerns, however, were noted:

 

    • At the time of the review, all schools visited met the established class size target for selected grades, with the exception of the following six schools [Murry Bergtraum HS (D 2); Brandeis HS (D 3) ; JHS 216 (D 26); Frances Lewis HS (D 26); Beach Channel HS (D 27); and JHS 157 (D 28)].  NYCDOE’s class size targets for SY 2007-08 are as follows: K - 3 (20.7), 4 – 8 (24.8) and 9 - 12 (24.3).
 
    • Although materials were available to be examined for verification purposes, schools did not document class size reductions in a consistent and uniform way for the specific grade levels served by the program.

 

Corrective Actions: The NYCDOE must:

 

-       submit to SED the exact number of additional teachers funded in 2007-08 at each C4E school and indicate whether the teachers were used to reduce class size or reduce student/teacher ratio; and

 

-       provide a detailed description to SED of how many additional classrooms are to be created in SY 2008-09 under the Class Size Reduction Option for each school, including the grades, subjects and/or special populations that are targeted.

 

5.     Finding:  In regularly scheduled SED visits to four Schools Under Registration Review (SURR) schools, SED Liaisons found clear indications that principals were unaware of any C4E funding or C4E requirements.  This raises concerns about the degree to which SURRs as well as other schools are sufficiently familiar with the C4E program.

 

Corrective Actions:  The NYCDOE must:

 

-       immediately inform all NYC C4E schools of the funding levels and requirements attached to the C4E program.  Documentation of this must be submitted to SED; and

 

-       provide the program descriptions for each of the other C4E options implemented in schools for SY 2008-09.  This description must include information on first time implementation or expansion of existing programs.  Documentation must be submitted to SED with these descriptions.

 

  •  Finding:  C4E funding was found to be appropriately targeted to students with the greatest educational needs, including ELLs and SWDs, consistent with the approved Contract.  Funds were allocated based on SED’s methodology that required the following: 1) the placement of schools in quartiles based on the absolute share of the city’s neediest students; 2) 75% or more of the funds were allocated to schools in the top two quartiles; and 3) all Schools in Need of Improvement (SINI)/SURR schools received at least their pro rate share of Contract funds.  NYCDOE provided documentation (an Overview of New York City’s Approved Submission, and C4E Targeted Student Population information) to substantiate that C4E funding is appropriately targeted to student subpopulations.

 

In many of the schools that were visited, there is a need to develop awareness of how C4E funds may enhance other school improvement initiatives, especially for the subpopulations with greatest needs.  During the Central level review, NYCDOE indicated their intent to ensure transparency and integration of C4E with other school improvement programs by requiring a detailed narrative appendix to the Comprehensive Educational Plan (CEP) for SY 2008-09. 

 

Corrective Action:  NYCDOE must ensure that all schools receiving C4E funding complete the CEP APPENDIX 8:  Contract For Excellence (C4E) School-based Expenditures for 2008-09. 

 

  • Finding:  Procedures for the filing of parent complaints with district superintendents and/or building principals have not been established.  At present, all C4E related complaints go directly to a NYCDOE central office.   It is our understanding that NYCDOE is currently developing written complaint procedures, and that in the interim, superintendents and building principals have access to the C4E website link and are using NYSED’s NCLB written complaint procedures.

 

Corrective Action:  NYCDOE must develop procedures for the filing of parent complaints with district superintendents and/or building principals.  These procedures must be submitted to SED.  Documentation that these procedures have been shared with superintendents, building principals and parents must also be submitted.

 

  • Finding:  School administrators indicated that they believe that student performance will improve as C4E programs continue to be implemented.  However, since no State assessment data for 2007-08 was available at the time of the review, a judgment cannot be made on trends in performance on State tests.

 

It should also be noted that concerns exist regarding the knowledge of C4E performance targets by school administrators.  In the schools reviewed, officials knew their AYP targets, however in 40 of these schools, officials were not fully aware of  which targets were linked to C4E funding.

 

Corrective Action:  NYCDOE must begin an immediate process to inform C4E schools of their student performance targets and the gap reductions required for designated groups of students.  Documentation of action to be taken must be submitted to SED.

 

 

SCHOOL SPECIFIC FINDINGS AND CORRECTIVE ACTIONS

 

  • Finding:  The Contract For Excellence at Murry Bergtraum High School (D 2) was not fully implemented. The school did not implement the programs that were approved in the original contract.  The approved Contract and DOE documents indicated that $459,029 was scheduled to reduce class size.  No additional staff was hired to reduce class size.  Funds were used instead to support high school restructuring activities. 

 

Corrective Action:  The NYCDOE must ensure that for SY 2008-09, the school implements the contract with fidelity.  If there are changes in the C4E Options, to be implemented at the school building level, NYCDOE should inform SED of those changes in a timely manner through established amendment processes.

 

  • Finding:  Murry Bergtraum High School (D 2) did not implement its approved C4E class size reduction program.

 

Corrective Action:  NYCDOE must submit to SED the exact number of additional teachers funded in 2007-08 at each C4E school and indicate whether the teachers were used to reduce class size or reduce student/teacher ratio.

 

  • Findings:  Building administrators at Murry Bergtraum High School (D 2) and Washington Irving High School (D 2) did not know that C4E funds were to be used to support improving the Teacher and Principal Quality Option, i.e., $58,843 at Murry Bergtraum High School and $50,501 at Washington Irving High School.

 

Corrective Action:  Documentation must be submitted to SED to substantiate that NYC schools understand the C4E options to be implemented in SY 2008-09.

 

4. Finding:  Brandeis High School (D 3) failed to meet established Citywide FY 08 class size reduction targets for specified grades: C4E funds supported the funding of five mathematics teachers under the class size reduction option.  The class size ranged from 28-30 students in both SY 2006-07 and SY 2007-08.  Note:  DOE’s FY 08 citywide CSR target is 24.3 for grades 9-12.

 

To reduce class size, C4E funds also supported the funding of six science teachers.  Class sizes ranged from 30-32 students.  For SY 2006-07, class size ranged from 28-30 students.  Note: DOE’s FY 08 citywide CSR target is 24.3 for grades 9-12.  

 

C4E funds supported the funding of one ESL teacher position.  The average ESL class size was 26 students in SY 2006-07.  The average class size has increased to 28 I SY 2007-08.  Note: DOE’s FY 08 citywide CSR target is 24.3 for grades 9-12.  

 

Corrective Action:  NYC DOE must submit the exact number of additional teachers funded in 2007-08 at each C4E school and indicate whether the teachers were used to reduce class size or reduce student/teacher ratio.

 

  •  Finding:  The Contract for Excellence at PS 115 (D 6) was not fully implemented.  C4E funds were approved for instructional coaches for teachers but were used to fund one classroom teacher, two ESL teachers, two AIS (AIS) teachers, one librarian, and two paraprofessionals. 

 

Corrective Action:  NYCDOE must ensure that for SY 2008-09, all schools implement the Contract with fidelity.   If there are changes in the C4E Option to be implemented at the school building level, NYCDOE should inform SED of those changes in a timely manner through established amendment processes.

 

  • Finding:  C4E funds were used to support two paraprofessionals in a class size reduction program at PS 112 (D 11).  These funds cannot be used to support the hiring of paraprofessionals to reduce class size.

 

Corrective Action: The district must ensure that C4E funds are not used to support the hiring of paraprofessionals to reduce class size. Funding for these two positions is disallowed.
 
  • Finding:  JHS 50 (D14) is in its fourth year of Restructuring and did not target any C4E funds in the NCLB area of identification (ELA).

 

Corrective Action:  The district must ensure that schools target C4E funds to support services to address NCLB areas of identification and student need.

 

  • Finding:  At Boys and Girls High School (D 16) a funded mathematics instructional coach was not highly qualified as required by CR 100.13 and the NCLB Act.  C4E funded instructional coaches must be highly qualified.

 

Corrective Action:  The district must ensure that all instructional coaches funded under the C4E Improving Teacher and Principal Quality Option are highly qualified.

 

  • Finding:  Francis Lewis High School (D 26) failed to meet the established Citywide FY 08 class size reduction (CSR) targets for specified grades.

 

C4E funds supported class size reduction via the creation of three new classes and the hiring of three full-time teachers.  This added a sixth period to 18 teachers’ schedules, resulting in 18 additional classes.  The school’s average class size is 34.  Note: DOE’s FY 08 citywide CSR target is 24.3 for grades 9-12.
 
Corrective Action: NYCDOE must submit the exact number of additional teachers funded in 2007-2008 at each C4E school and indicate whether the teachers were used to reduce class size or reduce pupil to teacher ratio.

 

  • Finding:  JHS 216 (D 26) failed to meet the established Citywide FY 08 class size reduction (CSR) targets for specific grades.
 
C4E funding allocated for class size reduction was used to target the sixth grade.  An additional sixth grade teacher was added which resulted in class size reduction from 33 to 29 students.  Note: DOE’s FY 08 citywide CSR target for grade six is 24.8.

 

Corrective Action: NYCDOE must submit the exact number of additional teachers funded in 2007-2008 at each C4E school and indicate whether the teachers were used to reduce class size or reduce pupil to teacher ratio.

 

  • Finding:  Beach Channel HS (D 27) failed to meet the established Citywide FY 08 class size reduction (CSR) target for specified grades.  C4E funds allocated for class size reduction were used for additional teachers.  The class size average for the school was 29 students. This is a reduction from the previous school year of 34.  Note:  DOE’s FY 08 citywide CSR target is 24.3 for grades 9-12.
 
Corrective Action:  NYCDOE must submit the exact number of additional teachers funded in 2007-08 at each C4E school and indicate whether the teachers were used to reduce class size or reduce student/teacher ratio.

 

  • Finding: JHS 157 (D 28) failed to meet the established Citywide FY 08 class size reduction (CSR) target for specified grades.  The school reported that their average class size has been reduced from 32 to 27 students per class.  Note:  DOE’s FY 08 citywide CSR target in 24.8 for grades 4-8.
 

Corrective Action:  NYCDOE must submit the exact number of additional teachers funded in 2007-8 at each C4E school and indicate whether the teachers were used to reduce class size or reduce student/teacher ratio.

 

 

 

CONTRACT AMENDMENT

 

 

None

2008-09 C4E STATUS

Continued