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.

To view the public 2024-25 Contract for Excellence presentation click here.

The following information was submitted to the New York State Department of Education:

Please address changes in your existing C4E programs, including any redesign or reallocation. Also, describe how activities support the Regents Reform Agenda.

For the 2024-2025 school year, the Greater Amsterdam School District will maintain its commitment to using Contract for Excellence funds to enhance various initiatives aligned with the Regents Reform Agenda, such as Time on Task, improving Teacher/Principal Quality, and reducing Class Sizes. These priorities will be emphasized during the 2024-2025 school year with 75% of funding remaining allocated to 50% of our neediest schools. 

Time on Task: Our strategy to optimize Time on Task remains consistent. The district will persist in offering tailored instruction and interventions through continued collaboration between classroom teachers, teaching assistants, and additional AIS Math and Reading teachers. This teamwork facilitates focused small-group and individualized instruction catering to the diverse needs of our students. Professional learning communities (PLCs) will keep serving as platforms for teachers to exchange best practices and engage in data-driven instruction.  Alternative Education will continue to be offered for students attending high school and Lynch Literacy Academy to provide a more tailored learning experience for students.

Teacher/Principal Quality: Our district will sustain the extensive professional development opportunities that we provide, including workshops, conferences, instructional coaching, and mentoring programs. Our efforts to support new teachers and principals will proceed with the expansion of our mentoring programs, coupled with a performance evaluation system that relies on multiple measures to offer valuable feedback and recognition.

Class Size Reduction: The strategy to improve teacher-to-student ratios by hiring additional teachers will continue. This approach is pivotal in ensuring more personalized instruction and better support for our students.

Please address both student educational need and building-level accountability status as reflected in the attached Targeting Matrix. Explain how the district and school Comprehensive Plan supports the program. 

For the 2024-2025 school year, the accountability status of our schools remains unchanged from the previous year. Both Tecler and Curie Elementary Schools are identified as LSI (Local Support Improvememt), McNulty Elementary School and Lynch Literacy Academy are identified as Comprehensive Support & Improvement (CSI) schools, Barkley Elementary School as an Additional Targeted Support and Improvement (ATSI) school, and Amsterdam High School maintains its LSI Status (Local Support Improvement).

Our district's Comprehensive Plan and individual School Comprehensive Education Plans (SCEPs) will persist in addressing critical areas such as learning deficits, social-emotional learning, parent engagement, equity, leadership enhancement, and inclusive practices. These plans were developed with comprehensive stakeholder input and continue to align with the four core principles outlined by NYSED.

C4E funds will continue to support crucial programs across elementary and secondary levels, including early intervention, academic interventions, social-emotional learning initiatives, curriculum leadership, and supports for English Language Learners.

Describe the district's expected performance targets for the accountability criteria and disaggregated groups for those schools within the district not in good standing.

The Greater Amsterdam School District will continue its focus on setting rigorous performance targets for accountability criteria, specifically addressing the needs of disaggregated groups that have not achieved Adequate Yearly Progress (AYP). Building principals, essential in this process, will collaborate with their teams to devise robust school-wide growth plans that are reflective of both subgroup and aggregate performance data.

Schools will maintain their strategies of conducting detailed data analysis to set precise improvement targets, ensuring alignment with district expectations. Transparency and community engagement remain a priority, with all School Comprehensive Education Plans available on the district’s website for public review and feedback.

As we move into the 2024-2025 school year, our district is set to continue with the same strategic initiatives that have supported our students' needs effectively. We anticipate maintaining our trajectory of progress and meeting the educational goals set forth in our comprehensive plans.

• 2024-25 Public Hearing Announcement

• 2023-24 Contract for Excellence