Program Description

The Contract for Excellence Program has been established by the New York State Department of Education to fund initiatives in schools that have been identified on the New York State Report Card as either being a School/District in Need of Improvement or a School Requiring Academic Progress. Districts must target funds to students with the greatest educational needs, including but not limited to students with disabilities, students with limited English proficiency or who are English language learners, and students living in poverty, giving priority to schools serving concentrations of such students.  The programs and activities that are implemented as part of the Contract for Excellence must be aligned with schools' achievement needs and have the greatest likelihood of positively impacting student achievement.  They also must be used to address seven areas of the instructional program as defined by the state.

Program initiatives must be new in nature or delivery and only 35% of the funding for 2009-2010 programming can be used to continue existing programs.  Program funding is designed to supplement rather than supplant current initiatives.

The Binghamton City School District has focused the efforts funded under the Contract for Excellence 2009-2010 on supporting students' literacy performance across all accountability groups K-12, with attention to students with disabilities and improving the high school graduation rate.  Through the continuation of Enrichment Specialists and Literacy Curriculum Specialists, professional development has been delivered to front line teaching staff at the elementary level.  Class Size Reduction has ensured our K-3 classrooms are of optimal size.  Improved Academic Intervention Services have been implemented at all levels to ensure equal access to needed instruction, with additional support provided for middle level students during a Middle School Summer and Afterschool Academy and a coordinated intervention approach between Academic Literacy and the visual arts.

Expectations for teaching and learning around literacy at the secondary level are being addressed through the creation of smaller learning communties with the expansion of 1) a transition program being provided to identified incoming freshmen and 2) the Educationally-Based Career Academy.  Additionally, a Social Worker, Psychologist and an Art teacher are being supported at the High School to ensure that needed attention to sub-group populations and graduating cohorts is provided through guidance and enriched opportunities.

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