What is a Contract for Excellence?
Elmira and other school districts that received an increase of 10 percent or more in state aid in 2007-08 entered into Contracts for Excellence with the state. Only school districts with at least one school that is not meeting performance standards are required to sign the contract.
As part of planning on how to spend C4E dollars, the district is required to solicit public input and suggestions on how the money should be used.
Two public hearings on Contract for Excellence were held on Wednesday, Feb. 13, 2013 in Elmira Free Academy’s Community Room: one at 10 a.m. and the other at 5 p.m. The hearings explained the Contract for Excellence action implemented by the Elmira City School District during the 2012-13 school year. The floor was opened for questions and comments, but none were offered by those in attendance. We thank the public for their support and interest in this initiative on behalf of our school district.
Our C4E plan
- Click here to see the 2013-14 C4E narrative.
- Click here to see the Feb. 13, 2013 public forum presentation.
- Click here to see the 2012-13 C4E narrative.
- Click here to see the May 30, 2012 public forum presentation.
- Click here to see the 2009-10 overview of the Elmira City School District's spending plan.
- Click here to see the 2009-10 C4E fiscal overview.
- Click here to see the 2009-10 options and expenditures.
- Click here to see the 2009-10 school-by-school breakdown plan.
The district invites district residents to give their input on this plan. Click here to email your questions, comments or concerns on this contract.
C4E programs and initiatives
Contract for Excellence places limits on what most of the additional state aid must be used for. The following programs and initiatives may be funded with the additional aid.
Class size reduction
Class size reduction may be accomplished in two ways: 1. creating classrooms with low class size, led by a highly qualified teacher; or 2. adding highly qualified teachers to existing classrooms to lower the student-teacher ratio. Priority should be given to reducing class size in kindergarten through grade 3.
Increased time on task
Schools may choose to increase the time students spend learning by:
1. lengthening the school day to provide more instruction or additional student support such as guidance, counseling, attendance or study skills; 2. lengthening the school year to provide more instruction or additional student support such as guidance, counseling, attendance or study skills; 3. providing dedicated blocks of instruction in reading, math, social studies and science; 4. providing individualized tutoring for students who perform at level 1 or 2 on state assessments or below a 65 on Regents exams.
Teacher and principal quality
Efforts to improve teacher and principal quality can focus on: 1. programs to recruit and retain highly qualified teachers; 2. professional mentoring programs for beginning teachers and principals; 3. incentive programs to encourage highly qualified teachers to transfer to low-performing schools; 4. instructional coaches to model and develop professional development that will help teachers become more effective in instruction.
Middle and high school restructuring
Secondary restructuring must either implement instructional program changes or make structural changes.
Options for instructional changes are: 1. providing more challenging academic opportunities; 2. providing literacy instruction for teens or infusing literacy into other content areas; 3. providing academic intervention services for students who are not meeting standards, or who are at risk for not meeting standards; 4. creating career pathways that expand opportunities for students to participate in career and technical education programs; 5. expanding Advanced Placement programs by increasing participation in current courses and offering new courses; 6. using distance learning (teleconferencing, web-based learning) to improve student access to rigorous courses.
Options for structural changes include: 1. creating smaller learning communities (houses, teams, etc.); 2. creating schools within schools; 3. creating magnet schools; 4. implementing support programs for new students; 5. developing programs for the transitions into middle school and high school; 6. developing programs that assist students who are struggling or at risk of failing literacy, especially in kindergarten though grade 3.
Full-day kindergarten and pre-k
Funds may be used to create full-day programs for 4- and 5-year-olds, or extended day programs.
Other new programs may be allowed, if they are based on current research and include a way to measure outcomes.
For each of these initiatives, school districts must provide data to the State Education Department regarding the cost, academic performance goals, number of students involved and more.