Contract for Excellence Achievement Targets: 2007-08 AYP Summary Form
Attachment A
Hyde Park
(Column 1)	(Column 2)	(Column 3)
Accountability Criterion	Disaggregated Group	Percent Gap Reduction
Grade 3-8 ELA	Students w/Disabilities	10%
High School ELA	Students w/Disabilities	10%

Hyde Park
Attachment B: Contract for Excellence Goals for Schools Not Subject to AYP Determination Using State Assessments
Criteria	Response
Annual Academic Goal: Identify the State Learning Standard(s) on which Contract for Excellence funds will be used to support efforts to have students achieve proficiency	ELA, Math
Target Population: Identify the group(s) of students with greatest needs on which funds are being targeted. If funds are being allocated to specific subpopulations within a needs group (i.e. newly arrived LEP students; low-income students in grades K-2), specify this subpopulation	Students exiting K who are assigned to a transitional 1^st grade classroom.
INDICATORS OF PROGRESS AND/OR ACCOMPLISHMENT: Explain how the school will know whether strategies are working to enable students to achieve proficiency	Reduced grade 1 referrals to CSE. Student achievement on district assessments.
Measure: Identify the assessment that will be used to measure progress or accomplishment.	DRA, running records, everyday math assessments.
Timeline: Identify the timeline for measuring progress	Quarterly
Baseline: Provide the school’s baseline performance for this academic goal	Students demonstrate delays in ELA & Math as evidenced by district assessment tools and teacher observation.
Target: Provide the school’s target performance on this goal for the 2007-08 school year.	All students in the T-1 program will be promoted either to 1^st or 2^nd grade. None will be referred to CSE.

Hyde Park
Attachment B: Contract for Excellence Goals for Schools Not Subject to AYP Determination Using State Assessments
Criteria	Response
Annual Academic Goal: Identify the State Learning Standard(s) on which Contract for Excellence funds will be used to support efforts to have students achieve proficiency	ELA	Criteria	Response
Target Population: Identify the group(s) of students with greatest needs on which funds are being targeted. If funds are being allocated to specific subpopulations within a needs group (i.e. newly arrived LEP students; low-income students in grades K-2), specify this subpopulation	High school students with disabilities placed in an 8:1:1 setting at F. D. Roosevelt High School.
INDICATORS OF PROGRESS AND/OR ACCOMPLISHMENT: Explain how the school will know whether strategies are working to enable students to achieve proficiency	Reduced referrals to out of district settings.Increased ELA achievement as measured in part by ELA regents. Reduced drop-out of students with disabilities.
Measure: Identify the assessment that will be used to measure progress or accomplishment.	CSE referrals, drop out data. Regents exams
Timeline: Identify the timeline for measuring progress	Student data will be reviewed @ mid-year (January) and at the end of annual reviews in May.
Baseline: Provide the school’s baseline performance for this academic goal	In the 2006-07 school year 4 students were referred to out of district programs, 5 students dropped out and 4 students were placed either in long term out of school suspension or home tutoring. All of these students would have been considered for this 8:1:1 program if we’d had it at the time.
Target: Provide the school’s target performance on this goal for the 2007-08 school year.	All students assigned to the FDR 8:1:1 will either remain in the program or move to a less restrictive setting. Students assigned to the 8:1:1 who take the state assessments will pass either the Regents ELA or the RCT.