N.Y. Comp. Codes R. & Regs. tit. 8 § 100.13

Current through Register Vol. 46, No. 51, December 18, 2024

Section 100.13 - Contract for excellence

(a)Definitions.

As used in this section:

(1)Total foundation aid means such aid as defined in Education Law, section 3602(4).

(2)Supplemental educational improvement plan grant means such grants as defined in Education Law, section 3641(8).

(3)Annual contract amount means the sum of the amounts apportioned to the school district in the current year as total foundation aid and as supplemental educational improvement plan grants for the 2007-2008 school year and thereafter, in excess of the percentage of the school district's foundation aid base, as prescribed and adjusted in Education Law, section 211-d(2)(a).

(4)Base year shall be as defined in Education Law, section 3602(1)(b).

(5)Experimental programs are programs, not included in the allowable programs and activities under subparagraphs (c)(2)(i) through (v) of this section, that are designed to demonstrate the efficacy of other strategies to improve student achievement, and for which the commissioner may authorize a school district to spend up to 15 percent of the annual contract amount.

(6)Highly qualified teacher means a teacher who meets the requirements set forth in section 120.6 of this Title.

(7)Response to intervention program means a program as defined in section 100.2(ii) of this Part.

(8)Students with low academic achievement means students who:

(i) are not performing at least at a level 3 score on the following accountability measures:

(a) elementary/middle level English language arts; and

(b) elementary/middle level math; and/or

(ii) did not graduate within four years of first entry into the ninth grade, as determined for the latest available school year.

(b)Contract requirements.

Each school district that is required to prepare a contract for excellence pursuant to Education Law, section 211-d shall prepare its contract pursuant to the provisions of subdivision (d) of this section and in accordance with the following:

(1) Each contract for excellence shall be in a format, and submitted pursuant to a timeline, as prescribed by the commissioner and shall:

(i) describe how the annual contract amount shall be used to support new programs and new activities or expand the use of programs and activities demonstrated to improve student achievement, from the allowable programs and activities and/or authorized experimental programs pursuant to subdivision (c) of this section;

(ii) specify the new or expanded programs, from the allowable programs and activities and/or authorized experimental programs pursuant to subdivision (c) of this section, for which each sub-allocation of the annual contract amount shall be used and affirm that such programs shall predominately benefit students with the greatest educational needs including, but not limited to:

(a) limited English proficient students and students who are English language learners;

(b) students in poverty;

(c) students with disabilities; and

(d) students with low academic achievement;

(iii) specify how the school district's annual contract amount will be distributed in accordance with the provisions of paragraph (3) of this subdivision;

(iv) state, for all funding sources, whether Federal, State or local, the instructional expenditures per pupil, the special education expenditures per pupil, and the total expenditures per pupil, projected for the current year and estimated for the base year; provided that no later than February 1st of the current school year, the school district shall submit a revised contract stating such expenditures actually incurred in the base year;

(v) include any programmatic data projected for the current year and estimated for the base year, as the commissioner may require; and

(vi)

(a) in the city school district of the city of New York, include a plan, which shall be developed with the collective bargaining units representing teachers and principals and signed off on by the chancellor and the presidents of each bargaining unit and that meets the requirements of clause (c)(2)(i)(a) of this section, to reduce actual class sizes beginning September two thousand twenty-three and to be achieved by September two thousand twenty-eight as follows:

(1) For all classes, except for physical education and performing groups:

(i) kindergarten through grade three shall have no more than twenty students per class;

(ii) grades four through eight shall have no more than twenty-three students per class; and

(iii) grades nine through twelve shall have no more than twenty-five students per class.

(2) Physical education and performing groups shall have no more than forty students per class at all levels.

(b) Notwithstanding clause (a) of this subparagraph, for elective and specialty classes, the collective bargaining unit representing teachers may negotiate class sizes higher than the targets prescribed in such clause if such increase is approved by a majority of the staff in the school.

(c) Each year of the plan, an additional 20 percent of the classrooms in the city school district, excluding special education classes and exempted classes for the years they are exempt, shall comply with the class size targets such that the city school district is in full compliance by the two thousand twenty-eight and all classes should maintain the target class size.

(d) The class size reduction plan shall:

(1) prioritize schools serving populations with higher poverty levels;

(2) describe how the city school district will maintain compliance with the class size limits prescribed in this subparagraph;

(3) include any exemptions to the class size limits, as approved by the chancellor and the presidents of the collective bargaining units representing teachers and principals. Should the chancellor and the presidents of such collective bargaining units be unable to reach an agreement on the exemptions after 30 days, the issue shall be determined by an arbitrator. Such exemptions shall be limited to:

(i) space, provided that any exemption based on available space shall include a reference to the capital budget to demonstrate that the budget is aligned with resolving the exemption status;

(ii) over-enrolled students;

(iii) license area shortages; and

(iv) severe economic distress.

(4) include methods used to achieve class size targets aligned with the capital plan of the city school district of the city of New York, such as the creation or construction of more classrooms and school buildings, the placement of more than one teacher in a classroom or methods to otherwise reduce the student to teacher ratio, but only as a temporary measure until more classrooms are made available in conformance with the plan.

(e) Notwithstanding, any rule or regulation of this Title to the contrary, the sole and exclusive remedy for a violation of the requirements of Education Law, section 211-d(2)(b)(ii) shall be pursuant to a petition to the commissioner under Education Law, section 310(7), and the decision of the commissioner on such petition shall be final and unreviewable.

(2) Approval and certification. The commissioner shall approve each contract meeting the provisions of this section and shall certify, for each contract, that the expenditure of additional aid or grant amounts is in accordance with Education Law, section 211-d(2). Approval shall be given to contracts demonstrating to the satisfaction of the commissioner that the allowable programs and activities selected by the district pursuant to the requirements of subdivision (c) of this section:

(i) predominately benefit those students with the greatest educational needs, including but not limited to:

(a) students with limited English proficiency and students who are English language learners;

(b) students in poverty;

(c) students with disabilities; and

(d) students with low academic achievement;

(ii) predominately benefit those students in schools identified as requiring academic progress, or in need of improvement, or in corrective action, or restructuring and address the most serious academic problems in those schools; and

(iii) are based on practices supported by research or other comparable evidence in order to facilitate student attainment of State learning standards.

(3) Use of annual contract amount.

(i) Definitions. For purposes of this paragraph:

(a)Low school performance means, for a given school within the school district, the percentage, as measured with respect to the school's total student enrollment, of students with low academic achievement enrolled in such school.

(b)Total district need means a school district's total sum of enrollment-weighted shares of:

(1) students with limited English proficiency or English language learners;

(2) students in poverty;

(3) students with disabilities; and

(4) students with low academic achievement.

(ii) Except as provided in subparagraph (iii) of this paragraph, each school district required to prepare a contract for excellence pursuant to Education Law, section 211-d shall distribute the annual contract amount it receives in accordance with the following:

(a) For school districts in cities with a population of 125,000 or more, at least 75 percent of the annual contract amount shall be distributed to benefit students having the greatest educational needs who are enrolled in the top 50 percent of schools within the district ranked in order of greatest to least relative incidence, as measured against total school enrollment, of poverty, disability, limited English proficiency and low school performance; provided that all schools within the district that are in improvement status shall receive at least their pro rata share of contract funds based on their share of total district need.

(b) For all other school districts, at least 75 percent of the annual contract amount shall be distributed to benefit students having the greatest educational needs enrolled in schools requiring academic progress, or in need of improvement, or in corrective action, or in restructuring; provided that all schools in improvement status shall receive at least their pro rata share of contract funds based on their share of total district need.

(iii) The commissioner may approve a school district's distribution of its annual contract amount in a different manner than that specified in subparagraph (ii) of this paragraph upon a showing of good cause including, but not limited to, distribution of the annual contract amount to predominately benefit students having the greatest educational needs who are enrolled in schools under registration review.

(4) Amendment of contract.

(i) A contract for excellence that is approved by the commissioner pursuant to paragraph (2) of this subdivision may not be subsequently amended unless the amended contract is approved by the commissioner upon a showing of good cause by the district, including, but not limited to, a showing that the contract is based upon an error or errors of material fact or that there has been a change in circumstances, including, but not limited to, a change in the district's fiscal, staffing or other resources, that materially affects the district's ability to carry out the terms of the contract.

(ii) Applications for approval to amend a contract shall be in a format, and submitted pursuant to a timeline, as prescribed by the commissioner.

(iii) Each school district submitting an amended contract pursuant to this paragraph shall, within 48 hours of such submission, post a copy of such amended contract on its website.

(c)Allowable programs and activities.

(1) General requirements.

(i) Allowable programs and activities shall:

(a) predominately benefit students with the greatest educational needs including, but not limited to:

(1) students with limited English proficiency and students who are English language learners;

(2) students in poverty;

(3) students with disabilities; and

(4) students with low academic achievement;

(b) predominately benefit those students in schools identified as requiring academic progress, or in need of improvement, or in corrective action, or restructuring and address the most serious academic problems in those schools;

(c) be based on practices supported by research or other comparable evidence in order to facilitate student attainment of State learning standards;

(d) be consistent with Federal and State statutes and regulations governing the education of such students;

(e) where applicable, be accompanied by high quality, sustained professional learning focused on content pedagogy, curriculum development, and/or instructional design in order to ensure successful implementation of each program and activity;

(f) ensure that expenditures of the annual contract amount shall be used to supplement and not supplant funds expended by the district in the base year for such purposes;

(g) ensure that all additional instruction is provided by appropriately certified teachers or highly qualified teachers where required by section 120.6 of this Title, emphasizing skills and knowledge needed to facilitate student attainment of State learning standards; and

(h) be coordinated with all other allowable programs and activities included in the district's contract for excellence as part of the district's comprehensive educational plan.

(ii) Nothing in this section shall be deemed to preclude a school district from selecting an allowable program and activity involving the use of instructional technology, provided that such program meets the applicable requirements of this subdivision and is approved by the commissioner pursuant to paragraph (c)(2) of this section.

(2) Specific program requirements. Allowable programs and activities shall be limited to:

(i) class size reduction, pursuant to the following:

(a) allowable programs and activities related to class size reduction in the city school district of the city of New York:

(1) shall include the creation or construction of more classrooms and/or school buildings to facilitate student attainment of State learning standards pursuant to the following requirements:

(i) priority shall be given to schools serving students in kindergarten through grade 12 with higher poverty levels and, amongst such schools, overcrowded schools particularly requiring academic progress, schools in need of improvement, schools in corrective action, and schools in restructuring status;

(ii) for the 2023-2024 school year and continuing for each school year thereafter up to and including the 2028-2029 school year, the city school district of the city of New York shall provide baseline data for the respective immediately preceding school year stating for each grade level targeted:

(A) the number of classes;

(B) the actual class size; and

(C) the number of classroom teachers;

(iii) beginning in the 2023-2024 school year and continuing through the 2028-2029 school year, the city school district of the city of New York shall develop and implement the class size reduction plan as prescribed in subparagraph (b)(1)(vi) of this section; and

(iv) the classrooms created shall provide adequate and appropriate physical space to students and staff; and

(2) may include the assignment of more than one teacher to a classroom to facilitate student attainment of State learning standards, but only as a temporary measure until more classrooms are made available in conformance with the class size reduction plan prescribed in subparagraph (b)(1)(vi) of this section. Priority shall be given to schools serving kindergarten through grade 12 with higher poverty levels and, amongst such schools, overcrowded schools particularly those requiring academic progress, schools in need of improvement, schools in corrective action, and schools in restructuring status; and

(3) may include other methods, as approved by the commissioner, to otherwise reduce the student-to-teacher ratio, but only as a temporary measure until more classrooms are made available in conformance with the class size reduction plan prescribed in subparagraph (b)(1)(vi) of this section.

(b) Allowable programs and activities related to class size reduction in all other school districts shall include:

(1) creation or construction of additional classrooms and/or buildings to facilitate student attainment of State learning standards pursuant to the following requirements:

(i) for the 2007-2008 school year, the school district shall provide baseline data for the 2006-2007 school year stating for each grade level targeted:

(A) the number of classes;

(B) the average class size; and

(C) the number of classroom teachers;

(ii) for the 2007-2008 school year, the school district shall establish class size reduction goals for each grade level targeted and, upon conclusion of such school year, shall report, in a format and pursuant to a timeline prescribed by the commissioner, measurable progress toward meeting such goals;

(iii) beginning in the 2008-2009 school year and thereafter, the school district shall:

(A) establish class size reduction goals for each grade targeted that will reduce class size toward the kindergarten through grade 12 class size targets as prescribed by the commissioner after his/her consideration of the recommendation of an expert panel appointed by the commissioner to conduct a review of existing class size research; and

(B) make measurable progress in each school year toward achieving such targets; and

(iv) the classrooms created shall provide adequate and appropriate physical space to students and staff; or

(2) assignment of additional teacher(s) to a classroom to facilitate student attainment of State learning standards pursuant to the following requirements:

(i) for the 2007-2008 school year, the school district shall provide baseline data for the 2006-2007 school year stating for each grade level targeted:

(A) the number of classes;

(B) the average class size; and

(C) the number of classroom teachers;

(ii) for the 2007-2008 school year, the school district shall report, in a format and pursuant to a timeline prescribed by the commissioner, the extent to which the assignment of additional teacher(s) to a classroom reduced the classroom teacher- student ratio for each grade level targeted and, where class size reduction goals are established under item (1)(iii) of this clause, shall also report measurable progress toward meeting such goals; and

(iii) beginning in the 2008-2009 school year and thereafter, in each classroom to which an additional teacher is assigned, the classroom teacher-student ratio shall not exceed the kindergarten through grade 12 targets prescribed by the commissioner after his/her consideration of the recommendation of an expert panel appointed by the commissioner to conduct a review of existing class size research; and

(iv) placement of additional teacher(s) shall occur only in instances when there is no physical space available for creating additional classrooms.

(ii) Student time on task.

(a) For kindergarten through grade 12, increased student time on task shall be designed to provide students with additional instruction time in content areas needed to facilitate student attainment of State learning standards that deepens their content knowledge and conceptual understandings through rigorous academic engagement. Increased student time on task may be accomplished by one or more of the following:

(1) lengthened school day, pursuant to the following:

(i) when additional instruction is provided at the middle and high school level, such instruction shall emphasize content areas and instruction in subjects required for graduation; and

(ii) student support services shall be provided, which may include, but are not limited to, guidance, counseling, attendance, parent outreach, behavioral support, or instruction in study skills which are needed to support improved academic performance;

(2) lengthened school year, pursuant to the following:

(i) the additional time shall be used to provide additional instruction; and

(3) dedicated instructional time, pursuant to the following:

(i) dedicated block(s) of time must be created for instruction in content areas that facilitate student attainment of State learning standards;

(ii) a research-based core instructional program must be used during such daily dedicated block(s) of instructional time;

(iii) a response-to-intervention program; and/or

(iv) individualized intensive intervention;

(4) individualized tutoring, pursuant to the following:

(i) shall be primarily targeted at students who are at risk of not meeting State learning standards;

(ii) shall supplement the instruction provided in the general curriculum;

(iii) may be provided by a certified teacher, a paraprofessional, a person with a major or minor in the subject matter to be tutored, or anyone otherwise deemed qualified by the superintendent based upon the person's knowledge and experience in education and/or the subject matter to be tutored;

(iv) shall emphasize content areas to facilitate student attainment of State learning standards, and when individualized tutoring is provided at the middle and high school levels, such tutoring shall emphasize content areas and instruction in subjects required for graduation; and

(v) excludes costs for supplemental educational services.

(b) Nothing in this section shall be deemed to preclude a school district from selecting one or more of the following programs, as an allowable program or activity to increase student time on task, provided that each such program meets the requirements of this subparagraph and the general requirements of paragraph (1) of this subdivision, and is approved by the commissioner pursuant to paragraph (c)(2) of this section:

(1) a new or expanded program in the visual arts, music, dance and/or theater;

(2) a new or expanded program in career and technical education;

(3) after-school programs offering supplemental instruction, tutoring and/or other academic support and enrichment; and/or

(4) summer camp programs offering supplemental instruction, tutoring and/or other academic support and enrichment.

(iii) Teacher and principal quality initiatives. Teacher and principal quality initiatives shall ensure that teachers and principals are appropriately certified and that all teachers of core academic subjects are highly qualified as required in section 120.6 of this Title and that an appropriately certified teacher, or a highly qualified teacher where required by section 120.6 of this Title, is assigned to every classroom and an appropriately certified principal is assigned to every school in accordance with section 100.2(a) of this Part. Such initiatives may include one or more of the following:

(a) programs and activities to recruit and retain appropriately certified and highly qualified teachers and appropriately certified principals through the development and implementation of recruitment strategies and retention incentives;

(b) professional mentoring programs for teachers and principals pursuant to the following:

(1) professional mentoring programs included in district professional learning plans pursuant to section 100.2(dd)(2)(iv) of this Part that provide mentoring for new teachers and principals in satisfaction of the mentored experience required for professional certification under sections 80-3.4(b)(2) and 80-3.10(a)(2)(ii) of this Title, or for other district identified needs; and/or

(2) mentoring to improve the performance of other teachers and principals, consistent with collective bargaining and other applicable requirements;

(c) incentive programs, developed in collaboration with teachers in the collective bargaining process, to encourage highly qualified and experienced teachers to work in low performing schools, provided that such programs shall not use funds for school-wide or district-wide salary enhancements or raises;

(d) instructional coaches for teachers, pursuant to the following:

(1) instructional coaches shall be appropriately certified or highly qualified teachers where required by section 120.6 of this Title; and

(2) instructional coaches shall provide teachers with support in content areas and may provide professional learning to teachers in pedagogy and/or classroom management, to improve student attainment of State learning standards; and/or

(e) school leadership coaches for principals, pursuant to the following requirements:

(1) school leadership coaches shall provide individualized professional learning to assist principals to become more effective instructional leaders and facilitate learning across all the curriculum areas; and

(2) ensure that school leadership coaches are appropriately certified as a school district administrator, school administrator and supervisor and/or school business administrator pursuant to Subpart 80-2 of this Title or as a school district leader, school building leader and/or school district business leader pursuant to Subpart 80-3 of this Title and have demonstrated success as such.

(iv) Middle school and high school restructuring, pursuant to the following:

(a) allowable middle school and high school restructuring programs and activities are those that either:

(1) implement instructional program changes to improve student attainment of State learning standards including, but not limited to, providing challenging academic content and learning opportunities, and/or implement intensive research and evidence based, cognitively appropriate academic intervention programs for students who are at risk of not meeting State learning standards; or

(2) make structural changes to middle and/or high school organization including, but not limited to, changes to grade offerings in a building, creating grade nine academies, schools within schools, and/or different teams of teachers to deal with different needs of students;

(b) districts choosing to make structural changes to middle and/or high school organization shall also implement instructional program changes pursuant to subclause (a)(1) of this subparagraph;

(c) nothing in this section shall be deemed to preclude a school district from selecting one or more of the following programs, as allowable middle school and high school restructuring programs and activities, provided that each such program meets the requirements of this subparagraph and the general requirements of paragraph (1) of this subdivision, and is approved by the commissioner pursuant to paragraph (c)(2) of this section:

(1) a new or expanded program in the visual arts, music, dance and/or theatre; and/or

(2) a new or expanded program in career and technical education.

(v) Expansion or replication of effective model programs for students with limited English proficiency, in accordance with the following:

(a) Model programs for students with limited English proficiency are innovative programs, services and support, encompassing a range of effective practices, that are designed to strengthen academic achievement and improve student performance across content areas, as needed to facilitate the attainment of State learning standards by students with limited English proficiency in kindergarten through grade 12. All limited English proficient students will benefit from such model programs and services, especially those who are living in poverty or have disabilities. High quality professional learning will accompany the implementation of each program option selected, and teachers will employ pedagogies which reflect innovative instructional methodologies.

(b) Allowable model programs for students with limited English proficiency are limited to one or more of the following:

(1) Programs serving limited English proficient students that:

(i) address learning needs of students with interrupted formal education by providing education in their native language while focusing on literacy and numeracy development skills and simultaneously teaching content to students who may be several years behind their age peers;

(ii) provide targeted programs, which include explicit vocabulary instruction and academic supports for students who have resided in the United States for seven years or longer and who may have a mastery of the English language for conversational purposes but are below grade level in reading, writing and other content areas; and

(iii) provide support services, including tutoring, as needed, to ensure continuity with grade level coursework for students who are transitioning from limited English proficient or bilingual programs into mainstream educational settings.

(2) Native language support that:

(i) provides high-quality universal prekindergarten programs that incorporate both English and a student's native language, and necessary professional learning to teachers and staff to effectively conduct a multilingual program;

(ii) provides dual language programs, wherein literacy and content are taught in two languages, to enhance cultural and linguistic diversity and promote bilingualism;

(iii) provides co-teaching or consultant teaching services that support integration of students with disabilities into bilingual education programs;

(iv) makes available written materials in native language in school and community settings, including library resources, for students and parents; and

(v) provides additional bilingual support in content areas concentrating on students with disabilities in schools without Part 154 of this Title bilingual programs.

(3) New immigrant programs that provide structured transitional activities to address the social, emotional and language issues of newly arrived limited English proficient students.

(4) Recruitment and retention of bilingual general education and special education teachers, English as a Second Language teachers, bilingual teachers of students with speech and language disabilities, and bilingual pupil personnel staff, pursuant to the following:

(i) development of a career ladder and identification of State and Federal grant funds, in collaboration with higher education institutions, for bilingual teacher aides;

(ii) accurate and timely district support regarding the teacher credentialing process, as well as information on temporary certificates, such as bilingual internships and interim certificates;

(iii) focused, yet comprehensive, professional learning for teachers, assistants and aides; and

(iv) training and support for appropriately certified mentors and supervisors.

(5) Parent involvement, pursuant to the following:

(i) materials shared for communication purposes shall be in both English and languages spoken within the community;

(ii) adult English classes and family literacy will be promoted;

(iii) unstated rules and behavioral expectations will be made explicit, i.e., parents are expected to attend conferences; and

(iv) power-sharing relationships between parents and school officials will be encouraged, e.g., establishment of parent advocacy groups and shared decision making opportunities.

(c) Nothing in this section shall be construed to limit the participation of English language learners in other allowable contract for excellence programs intended to predominately benefit English language learners, students with disabilities, students from poverty backgrounds and students with low achievement.

(vi) Full-day kindergarten or prekindergarten programs, pursuant to the following:

(a) A full-day prekindergarten program is an instructional program for four year old children, including students with disabilities as appropriate, operated in accordance with sections 175.5 of this Title and 100.3 of this Part.

(1) Allowable programs and activities for full-day prekindergarten are limited to the following:

(i) a minimum full school day program; or

(ii) a minimum full school day program that includes additional hours to meet the needs of children and families; or

(iii) a minimum full school day program that includes additional hours to meet the needs of children and families in collaboration with eligible community-based agencies; and/or

(iv) programs designed to increase the integration of students with disabilities into full-day prekindergarten programs.

(2) The program shall provide an instructional program according to the State student performance indicators for prekindergarten.

(b) A full-day kindergarten program is an instructional program for five-year-old children operated in accordance with sections 175.5 of this Title and 100.3 of this Part.

(1) Allowable programs and activities for full-day kindergarten are limited to the following:

(i) a minimum full school day program; or

(ii) a minimum full school day program that includes additional hours to meet the needs of children and families.

(2) The program shall provide an instructional program according to the State student performance indicators for kindergarten.

(3) Exceptions.

(i) Experimental programs.

(A) Notwithstanding the provisions of this subdivision, a school district may use up to 15 percent of the annual contract amount it receives for experimental programs designed to demonstrate the efficacy of other strategies to improve student achievement.

(B) Any district seeking to implement an experimental program shall first submit a plan to the commissioner for his or her approval, in a format and pursuant to a timeline prescribed by the commissioner, setting forth the need for such experimental program and how such program will improve student performance.

(C) An experimental program must be based on an established theoretical base supported by research or other comparable evidence.

(D) The implementation plan for an experimental program must be accompanied by a program evaluation plan based on empirical evidence to assess the impact on student achievement.

(E) The experimental program may be in partnership with an institution of higher education or other organization with extensive research experience and capacity.

(F) Nothing in this section shall be deemed to preclude a school district from selecting an experimental program involving the use of instructional technology, provided that such program is approved by the commissioner pursuant to the requirements of this subparagraph.

(ii) Notwithstanding the provisions of this subdivision, a school district may use, in the 2007-2008 school year, up to $30 million or 25 percent of the annual contract amount, whichever is less, to maintain investments in programs and activities listed in Education Law, section 211-d(3)(a).

(d)Public process.

(1) For the 2007-2008 school year, school districts shall solicit public comment on their contracts for excellence.

(2) Commencing with the 2008-2009 school year and thereafter, a school district's contract for excellence shall be developed pursuant to the provisions of this paragraph through a public process, in consultation with parents of students or persons in parental relation to students, teachers, administrators, and any distinguished educator appointed pursuant to Education Law, section 211-c, which shall include at least one public hearing. Each school district's contract for excellence shall be developed, to the extent appropriate, consistent with section 100.11 of this Part; and, in the city school district of the City of New York, each community district contract for excellence shall be consistent with the citywide contract for excellence and shall be submitted by the community superintendent to the community district education council for review and comment at a public meeting.

(i) Public comment period.

(a) There shall be a 30-day period for receipt of written public comment on each school district's proposed contract for excellence.

(b) Each school district shall provide reasonable notice of such public comment period to parents of students or persons in parental relation to students, teachers, administrators, and any distinguished educator appointed pursuant to Education Law, section 211-c.

(1) The notice of public comment period shall include, at a minimum:

(i) a general description of the contract for excellence;

(ii) a detailed description of proposed allocations:

(A) on a school level;

(B) by program area, including details concerning proposed program additions and/or enhancements;

(C) by student achievement performance targets; and

(D) by affected student population groupings, including, but not limited to:

(I) students with limited English proficiency and students who are English language learners;

(II) students in poverty;

(III) students with disabilities; and

(IV) students with low academic achievement;

(iii) information on where to obtain a copy of the proposed contract for excellence; and

(iv) a description of the process for submitting written comments, including, but not limited to, the school district address to which comments may be sent and the date by which comments must be received by the school district.

(2) Methods of providing notice may include, but are not limited to, posting the notice on a school district website, posting the notice in schools and school district offices in conspicuous locations, publishing the notice in local newspapers or other local publications, and/or school district mailings and distributions. A school district shall also provide translations of the notice into the languages other than English that are most commonly spoken in the school district.

(ii) Public hearings.

(a) Number of hearings.

(1) Each school district, other than the city school district of the City of New York, shall hold at least one public hearing.

(2) In the city school district of the City of New York, a public hearing shall be held within each county of such city.

(b) Notice of public hearing. Each school district shall provide reasonable notice to the public of each public hearing, in accordance with the following:

(1) The notice of public hearing shall include, at a minimum:

(i) a general description of the contract for excellence;

(ii) a detailed description of proposed allocations:

(A) on a school level;

(B) by program area, including details concerning proposed program additions and/or enhancements;

(C) by student achievement performance targets; and

(D) by affected student population groupings, including, but not limited to:

(I) students with limited English proficiency and students who are English language learners;

(II) students in poverty;

(III) students with disabilities; and

(IV) students with low academic achievement;

(iii) information on where to obtain a copy of the proposed contract for excellence; and

(iv) a description of the public hearing process, including the procedures for participation and submission of comments.

(2) Methods of providing notice of public hearing(s) may include, but are not limited to, posting the notice on a school district website, posting the notice in schools and school district offices in conspicuous locations, publishing the notice in local newspapers or other local publications, and/or including the notice in school district mailings and distributions. A school district shall also provide translations of the notice into the languages other than English that are most commonly spoken in the school district.

(3) In addition to providing notice of public hearing(s) pursuant to subclauses (1) and (2) of this clause, each school district shall ensure that:

(i) public notice of the time and place of a public hearing scheduled at least one week prior thereto shall be given to the news media and shall be conspicuously posted in one or more designated public locations at least 72 hours before such hearing; and

(ii) public notice of the time and place of every other public hearing shall be given, to the extent practicable, to the news media and shall be conspicuously posted in one or more designated public locations at a reasonable time prior thereto.

(c) Conduct of public hearing. Public hearings shall provide an opportunity for oral and written comments to be submitted by any interested party including, but not limited to, parents of students or persons in parental relation to students, teachers, administrators, and any distinguished educator appointed pursuant to Education Law, section 211-c.

(iii) Public comment record and assessment.

(a) Each school district shall prepare, and make available upon request, a record of public comment received, including each written comment received and the transcript of oral comments presented at any public hearing held pursuant to this subdivision.

(b) Not later than 12 days after expiration of the public comment period or conclusion of public hearings, whichever occurs later, each school district shall prepare a public comment assessment, based upon any written comments submitted to the school district and any oral comments presented at any public hearing held pursuant to this subdivision.

(1) The public comment assessment shall contain:

(i) a summary of the substance of the comments received, grouped by subject matter; and

(ii) the school district's response to each substantive comment, including a statement of any changes made to the contract for excellence as a result of such comment, or an explanation of why the comment's suggestions were not incorporated into the contract for excellence.

(2) The public comment assessment shall be posted on a school district website and otherwise made available upon request.

(iv) Submission of district's contract to commissioner for approval.

(a) A school district shall not submit its contract for excellence to the commissioner for approval pursuant to subdivision (b) of this section until after:

(1) the 30-day public comment period has ended;

(2) all public hearings have been conducted;

(3) the public comment record has been prepared; and

(4) the public comment assessment has been prepared and posted on a school district website.

(b) Each school district submitting a contract for excellence to the commissioner for approval pursuant to subdivision (b) of this section shall, within 48 hours of such submission, post a copy of such contract for excellence on its website.

(c) In the city school district of the City of New York, a transcript of the testimony presented at public hearings held pursuant to subparagraph (ii) of this paragraph shall be included when the contract for excellence is submitted to the commissioner for approval pursuant to subdivision (b) of this section.

(e)Complaint procedures.

(1) General requirements. The trustees or board of education of each school district required to prepare a contract for excellence, or the chancellor in the case of the city school district of the City of New York, shall assure that procedures are in place by which parents of students or persons in parental relation to students may bring complaints concerning implementation of the district's contract for excellence.

(i) In the city school district of the City of New York, such procedures shall provide that complaints may be filed with the building principal with an appeal to the community superintendent, or filed directly with the community superintendent, and that appeal of the determination of a community superintendent shall be made to the chancellor.

(ii) In all other districts, such procedures shall either provide for the filing of complaints with the building principals with an appeal to the superintendent of schools or for filing of the complaint directly with the superintendent of schools, and shall provide for an appeal to the trustees or board of education from the determination of the superintendent of schools.

(iii) The determination of the trustees or board of education or the chancellor may be appealed to the commissioner pursuant to Education Law, section 310.

(2) Specific requirements. In addition to the complaint procedures established by the school district pursuant to paragraph (1) of this subdivision, each such school district shall also comply with the following:

(i) Complaint form.

(a) Each school district shall develop a complaint form, which shall also include instructions for its use, which shall be written to the extent practicable in plain language and organized in a manner which best promotes public comprehension of the contents. The complaint form shall specify the location(s) where a complaint may be filed and the deadline for filing a complaint. A school district shall also provide translations of the complaint form into the languages other than English that are most commonly spoken in the school district.

(b) Use of the complaint form is recommended, but shall not be deemed mandatory, for purposes of bringing a complaint pursuant to this subdivision. A school district shall accept a complaint that substantially complies with the school district's complaint procedures and the provisions of this subdivision.

(ii) Notice of complaint procedures.

(a) Each school district shall provide reasonable notice to parents of students or persons in parental relation to students, of the following:

(1) the procedures for bringing a complaint concerning implementation of the district's contract for excellence;

(2) the location(s) where a complaint form may be obtained;

(3) the location(s) where a complaint may be filed; and

(4) the deadline for filing a complaint.

(b) A school district shall provide translations of the notice of complaint procedures into the languages other than English that are most commonly spoken in the school district.

(c) Each school district shall post, and make available for downloading, its notice of complaint procedures and complaint form on a school district website and shall make copies of the complaint notice and complaint form available in schools and school district offices. A school district may also use additional methods to provide notice, including, but not limited to, including copies of the complaint notice and complaint form in school district mailings and distributions.

(iii) Complaint commencement, investigation and resolution.

(a) A complaint shall be commenced within the time period established by the school district. Such time period shall provide for the commencement of a complaint within a reasonable, specified number of days, as determined by the school district, from the making of the decision or the performance of the act complained of, and shall include a provision authorizing the school district to excuse a failure to commence an appeal within the time specified for good cause shown.

(b) The building principal, community superintendent or superintendent, as applicable, shall make reasonable efforts to investigate a complaint, and shall notify the complainant in writing of his or her complaint determination and the basis for such determination within 30 days from the date of receipt of the complaint. The written notification shall also provide an explanation of the procedures for appealing the complaint determination.

(c) If the complainant appeals the complaint determination of a building principal to the superintendent or community superintendent, the superintendent or community superintendent, as applicable, shall notify the complainant in writing of his or her appeal determination and the basis for such determination within 30 days from the date of receipt of the appeal. The written notification shall also provide an explanation of the procedures for appealing the determination to the trustees/board of education or the chancellor, as applicable.

(d) If the complainant appeals the complaint determination, or an appeal determination, of a superintendent or community superintendent, to the trustees/board of education or chancellor, the trustees/board of education or chancellor, as applicable, shall notify the complainant in writing of its appeal determination and the basis for such determination within 30 days from the date of receipt of the appeal. The written notification shall also state that such appeal determination may be appealed to the commissioner pursuant to Education Law, section 310 and Parts 275 and 276 of the regulations of the Commissioner of Education.

(e) Appeals of determinations pursuant to clauses (b) and (c) of this subparagraph shall be commenced within the time periods for such appeals as established by the school district. In the event the complainant does not receive the written notification of determination specified in clause (b) of this subparagraph within 35 days from the date the school district received the complaint, the complainant may deem the failure to provide such notification as an unsatisfactory determination and may commence an appeal to the superintendent or community superintendent, or to the trustees/board of education or chancellor, as applicable, within the time period for such appeals as established by the school district.

(f)Reporting and financial impact statements.

(1) Each school district shall publicly report, in a format and timeline prescribed by the commissioner, its school-based expenditure of total foundation aid in accordance with the following: a school district shall report in total and for each of the allowable programs and activities included in its contract for excellence and which the district proposes to fund with its annual contract amount, for each school and each district-wide program:

(i) expenditures in the base year;

(ii) budgeted expenditures for the current year; and

(iii) actual expenditures for the current year.

(2) The city school district of the City of New York shall prepare an annual report on the status of the implementation of its plan to reduce actual class sizes pursuant to subparagraph (b)(1)(vi) of this section.

(i) Such report shall be submitted to the commissioner on or before November 15, 2023, and each November 15 for five subsequent years and shall be made available to the public by such date on the city school district's website, identifying all schools that received funds targeted at class size reduction efforts and providing the following information regarding such schools:

(a) the amount of contract for excellence funds received by each school and the school year in which it received such funds;

(b) a detailed description of how contract for excellence funds contributed to achieving class size reduction in each school that received such funding including specific information on the number of classes in each school that existed prior to receiving contract for excellence funds and the number of new classes that were created in each school for each year such funding was received, the number of classroom teachers that existed in each school prior to receiving contract for excellence funds and the number of new classroom teachers in each school for each year such funding was received, the student to teacher ratio in each school prior to receiving contract for excellence funds and the student to teacher ratio in each school for each year such funding was received;

(c) the actual student enrollment for the current school year and the projected student enrollment for the upcoming school year for each school by grade level;

(d) the actual class sizes for the current school year, and the projected class sizes for the upcoming school year for each school by grade level;

(e) the annual capital plan for school construction and leasing to show how many classrooms will be added in each year and in which schools and districts to achieve the class size targets;

(f) how the school capacity and utilization formula is aligned with the class size targets in the city school district's class size reduction plan; and

(g) the schools that have made insufficient progress toward achieving the class size reduction targets set forth in the approved class size reduction plan and a detailed description of the actions that will be taken to reduce class sizes in such schools.

(ii) Such report shall be certified by the state or city comptroller that the city school district's capital and education funding plans will provide sufficient space and staffing for the reduction in class size set forth in this paragraph and, if not, what measures and/or funding should be added to the plan to achieve such targets.

(iii) If the department determines that the report does not demonstrate sufficient decreases in class size, the department shall issue a letter to that effect and make it available on its website. The city school district shall immediately submit a plan for corrective action, which shall be developed in collaboration with the collective bargaining units representing the teachers and the principals and signed off on by the chancellor and the president of each collective bargaining unit. The city school district's corrective action plan shall also be made available to the public on the city school district's website upon submission to the department. Upon approval by the department, the final corrective action plan shall be made available to the public.

(3) The city school district of the City of New York shall submit a financial impact statement to the commissioner on November 15, 2025. The financial impact statement may recommend a pause of the class size reduction plan, but in no event may it result in a rollback or increase in class sizes.

N.Y. Comp. Codes R. & Regs. Tit. 8 § 100.13

Amended New York State Register December 24, 2019/Volume XLI, Issue 52, eff. 12/24/2019

Amended New York State Register January 24, 2024/Volume XLVI, Issue 4, eff. 1/24/2024