In Schenectady, new state aid is being used to open a long-awaited early childhood center, dramatically lower class size in middle schools and hire an additional 60 teachers. In each elementary school, teachers have been assigned to serve as instructional coaches and mentors.

Binghamton City Schools are offering an off-site "bridge" program with a small student-staff ratio to help ease the transition for about 40 at-risk ninth-graders.

Cairo-Durham middle and high school students who need extra help can now attend " Saturday School" every other weekend from 8 a.m. to noon. Newburgh is establishing a construction careers academy.

These new programs are possible under the state's new "Contract for Excellence" program, which ties increased state aid to stricter accountability.

Under the state's ambitious program, which has received national headlines, 55 of New York's 705 school districts will be accountable for nearly $430 million in increased aid this school year.

"This historic commitment is targeted in the right direction, closing the achievement gap for students in need," said NYSUT President Dick Iannuzzi.

The Contracts for Excellence were part of Gov. Spitzer's historic 2007-08 education budget. The 55 districts identified had at least one school designated as "in need of improvement" and received increases of at least 10 percent or $15 million in foundation aid.

To receive the funds, eligible districts had to file detailed contracts with the State Education Department that limit the spending to five allowable programs: class size reduction; increasing student time on task; teacher and principal quality initiatives; middle-level and high school restructuring; and full-day kindergarten or pre-K programs (see chart at left).

Guidance issued by SED over the summer detailed the list of allowable programs and activities to include: Career and Technical Education programs; visual arts, music, dance and theater; programs involving the use of instructional technology; after-school and summer camp programs offering supplemental instruction, tutoring, academic support and enrichment; and mentoring and professional development.

In addition, the contract districts can apply to use up to 15 percent of their additional funding for experimental programs.

"As with any new program, Contracts for Excellence comes with questions and cautions, but we're pleased that the law earmarked money for proven strategies to help children," said NYSUT Vice President Maria Neira.

The contracts for the eligible districts were approved in November after rigorous review by State Ed and celebrated with a media event in Buffalo featuring Gov. Spitzer and a who's who of educators and elected officials.

"The governor's emphasis on reform, resources and results, which is at the heart of Contracts for Excellence, is essential to closing the achievement gap," said Iannuzzi, who attended the event.

Iannuzzi noted that collaboration is key.

In Buffalo, for example, Buffalo Teachers Federation President Phil Rumore worked with school district leaders to negotiate significantly reduced class sizes and added summer programs for some of the city's neediest schools. "We know from experience that a contract forged through collaboration is a powerful tool for meaningful change," Iannuzzi said.

The spirit of the law

NYSUT believes the spirit of the law requires districts to use the new funds to enhance services in high-need areas, not to direct funds to existing programs or to offset taxes.

NYSUT supports new funding for supplementing — not supplanting — existing school programs. The union also wants to ensure that these accountability initiatives are implemented equitably and funds are targeted to specific student needs.

NYSUT is carefully monitoring the implementation of the Contracts for Excellence process. Neira met with representatives of many of the 55 contract districts at a November meeting at NYSUT headquarters to get feedback on how their funding is being spent, how the process worked and how it might be changed next year when teachers are required to be part of the decision-making.

So far, anecdotal feedback from NYSUT local leaders indicates that many contract districts have been working within the spirit of the law to use the money on proven ways to help close the achievement gap.

A model in Brentwood

One shining example is on Long Island, where Brentwood Teachers Association President Joseph Hogan reported the union was invited to the table with the superintendent, school board and business manager to discuss how the district's $12.2 million would be spent.

After negotiation, the union and district worked out a nine-period day at the high school to provide more instructional time, added 70 new teachers, reduced class size at the middle school and dramatically beefed up Academic Intervention Services.

Responding to a growing need to improve education of English language learners, the district agreed to focus on hiring bilingual subject area teachers of science, social studies and math. They're also investing heavily in technological improvements, such as "smart boards" in elementary classrooms. "This is the first time we've had the money to do what's necessary," Hogan said. "I could not be more pleased with how the money is being used."

Even better, Hogan said, the district, union and other stakeholders are already meeting to talk about plans for next year.

"We were very involved with the process and thrilled with how the money is being spent," said North Rockland TA President Robin Brennan. Her local negotiated a mentoring program for all new teachers. The district also bought 90 laptop computers and hired a technology teacher to support a new remedial reading program.

Local leaders report public input has varied considerably. Some districts readily shared their plans with the public through the media and posted details on their Web sites. Others told local union leaders and Education Week they never kept a copy of the original plan sent to SED. State officials have called for greater public input for the coming year.

For Schenectady Federation of Teachers President Juliet Benaquisto, the new funding has already made a huge difference.

"Every year, our middle school opens with overages, with classes exceeding the 32-student max," Bonaquista said. This year, the inner-city district hired more teachers and the Contract for Excellence called for sixth-grade classes of 20 students and seventh- and eighth-grade classes of 24 to 26 students.

"I've been doing this a long time and it feels great to have those kinds of class sizes," said Benaquisto. "Shrinking middle school class size is really crucial because you're talking about students transitioning from self-supporting elementary classrooms to packed middle school classes. I really think the kids will benefit tremendously."

— Sylvia Saunders