finding private funds donna craighead, ph.d. redrock reports, senior analyst
TRANSCRIPT
Finding Private Funds
Donna Craighead, Ph.D.RedRock Reports, Senior Analyst
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Key Objectives
Review types of fundsClarify what you wantLocate general resourcesReflect and share
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Types of FundsFederalFederal to States
State to SEAs/LEAs (using federal dollars)
State to SEAs/LEAs (using state dollars)
PrivateMixed (hodge-podge of sources)
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National – educators throughout the US or limited states may apply; for example, Lego’s Children’s Fund (all states) and Dollar General Youth Literacy Grants (selected states).
More Examples:- - American Library Association (ALA)- National Education Association (NEA)- Barbara Bush Literacy Foundation
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State – educators throughout a state may apply; for example, Dan Marino Foundation (limited to Florida).
More Examples:- Arizona Community Foundation (AZ)- The Beirne Carter Foundation (VA)- G. R. Dodge Foundation (NJ)- Boeing Foundation (AZ, CA, CO, DC, FL, GA, HI,
IL, KS, MD, MO, NV, NM, OH, OK, OR, PA, SC, TX, UT, WA)
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Regional – educators throughout a region may apply; for example, Southwest Florida Community Foundation (Lee, Charlotte, Collier, Hendry and Glades counties, Florida.)
More examples:- Edwin S. Webster Foundation (New England)- Community Foundation of North Central Massachusetts (Mid-MA)
- Charles H. Dater Foundation, Inc. (Cincinnati, KY, and IN)
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Local – educators within a local area (generally city/county) may apply; for example, Alchua County Public Schools Foundation in Florida.
More Examples:- El Paso Community Foundation (El Paso)- Ray C. Fish Foundation (Houston)- Hillsdale County Community Foundation
(MI)
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Local - The Forgotten Sources
PTAs, Furniture Stores, Computer Stores, Banks, Refreshment Establishments (Bars), Service Clubs, Garage Sales
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FUNDINGAMOUNTS
Funding amounts vary.
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Funding amounts for individuals or individual projects vary greatly. For example, frequently mini-grants for the classroom approximately range in the $200-$500 category while other grants may range from $7,000 - $10,000. There are higher amounts from private sources.
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National foundations may have $15,000 total per year to award, while a local foundation may have $2 million total per year to award and vice versa.
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Funding amounts within a foundation or corporate entity can vary within the foundation or corporate entity depending the proposal’s request, how much the governing board deems necessary, or how much money is available in a particular fiscal year.
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MINI-GRANTS & Exponents
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Mixed (hodge-podge) Combination of Federal/State/District/ Local and/or Private funds.
Arkansas: SCIENCE TEACHERS USING AUDIENCE RESPONSE TECHNOLOGY
Massachusetts: After-School and Out-of-School Time Quality Grant – past due
Matching Funds (or proportional matching funds)
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Clarify what you want! Expedite Your Trip
“Before looking for funding…
know what you want to do with the funding.”
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Clarify what your want!
“Size matters!”
$500 to $5 million Pros & Cons Discussion
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United States Government/Regional Centers State Grant Management Sites National Organizations Corporate Grant Sites/Foundations Private Grant Sites/Foundations Community Grant Sites/Foundations Local Funding Commercial Grant Services Periodicals/Miscellaneous
“Selected Grant Resources”
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Finding the Funds
ARRA Overview
Anne Wujcik
Education Research Analyst, MDR
Education-Related ARRA $
• State Fiscal Stabilization Fund - $53.6 B• Categorical Education Programs - $27.2 B
– Title I, IDEA, Enhancing Education Through Technology (EETT), Voc Rehabilitation, etc.
• School Bond Programs* - $24.8 B
*Department of the Treasury
Guiding PrinciplesGoal: Investing quickly and investing wisely. • Spend funds quickly to save and create jobs.
– States and LEAs are urged to move rapidly to develop plans for using funds and to promptly begin spending funds.
• Improve student achievement through school improvement and reform.
• Ensure transparency, reporting, and accountability.– ARRA funds are subject to additional and more rigorous reporting
requirements than normally apply. • Invest one-time ARRA funds thoughtfully to minimize the
"funding cliff." – Invest in ways that do not result in unsustainable continuing
commitments. – Short-term investments with the potential for long-term benefits
AssurancesThese assurances are central to SFSF and referred to
repeatedly in the ED guidance. States are asked to address how they are now and plan to:– Increase teacher effectiveness and address the equitable
distribution of qualified teachers for all students, particularly students who are most in need
– Establish and use pre-K through college and career data systems to track progress and foster continuous improvement
– Make progress toward rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students, including English language learners and students with disabilities
– Provide targeted, intensive support and effective interventions to turn around schools identified for corrective action and restructuring
Transparency• All ARRA funds must be tracked separately
– Quarterly reports on both financial information and how funds are being used
– Estimated number of jobs created– Amount of state and local tax increases averted– Subcontracts and sub-grants required to comply with
the Federal Funding Accountability and Transparency Act
• Reporting template being developed for use by States to capture required information
AARA Tax Credit BondsQualified School Construction Bonds • These Bonds are administered by the U.S. Treasury, and may be used by
State and local governments for public school facilities construction, rehabilitation, repair, or acquisition of land for construction. Of a total of $22 billion, $11 billion is available in 2009 and a like sum in 2010.
Qualified School Construction Bonds for Indian Schools• These Bonds are administered by the U.S. Treasury. Indian tribal
governments are eligible for the $400 million for Indian schools construction, rehabilitation, and repair, of schools that are funded by the Bureau of Indian Affairs, with $200 million available in 2009 and a like amount in 2010.
Qualified Zone Academy Bonds (QZAB’s) • These Bonds are administered by the U.S. Treasury, with $2 billion available
to States and local public school districts for repair or rehabilitation of public school facilities. The national QZAB’s limit is increased to $1.4 billion in 2009 and $1.4 billion 2010.
Qualified School Construction Bonds• Zero-interest bond program – issuer only pays back
principal to the bondholder; the bondholder receives a federal tax credit in the amount of the interest due.
• 40% of bond authority ($4.4B) is designated for the 100 largest school districts and for 25 school districts identified by the ED with the greatest need
• 60% ($6.6 B) allocated through Title I formula to states, who can issue bonds themselves or reallocate authority to LEAs.
• Must spend proceeds within 3 years of bond issuance.
Qualified Zone Academy Bonds• ARRA expanded QZAB program from $400 million each year to
$1.4 billion each year for 2009 and 2010.• Zero-interest bond program – issuer only pays back principal to the
bondholder; the bondholder receives a federal tax credit in the amount of the interest due.
• School district or school can benefit if it is located in a federal Enterprise Community or Empowerment Zone or if 35% of students qualify for free or reduced priced school lunches.
• Applicants must also provide at least a 10% match of the net total present value of the bond from a business or nonprofit partner.
• QZABs must be used for rehabilitating or repairing public school facilities, investing in new equipment and technology, developing challenging course materials, and training teachers. QZABs may not be used for new construction.
Competitive
SFSF Grants Available Now: $32.4 billion (67%)– K-20 Education - $26.6 B
• To restore support of public elementary, secondary, and higher education and, as applicable, early childhood education programs and services
• Funds must be distributed using the state’s primary funding formula for K-12 education and through a mechanism determined by the state to institutions of higher education
– Public Safety & Other Government Services - $5.8 B• For public safety and other government services, which may
include assistance for elementary and secondary education and IHEs
• K-12 and higher education modernization, renovation, and repair
All the SFSF money is distributed using population-based formulae.
State Action for SFSFThe state must submit an application* that provides:• Assurances that the state is committed to advancing education
reform in four specific areas • Baseline data that demonstrates the state's current status in each
of the four education reform areas • A description of how the state intends to use its allocation
Maintenance of effort (MOE)– As part of the state's application, each governor must include an
assurance that the state will maintain the same level of support for elementary, secondary, and postsecondary education in FY2009 through FY2011 as it did in FY2006. Secretary can grant waivers.
Individual state applications available at : http://www.ed.gov/programs/statestabilization/resources.html
SFSF Phase Two• The Department will issue guidance on the proposed phase two
application process.• A state will receive the remaining portion of its SFSF allocation
after the Department approves the state's plan which details: – the “metrics” that a State would use to demonstrate that it is making
progress relative to the education reform assurances – the State’s plan for providing data under the proposed “metrics” if
the data are currently unavailable– the criteria by which a State’s plan will be evaluated.
• Expert peer reviewers will review each State’s phase two plan and make recommendations to the Secretary.
• The Department anticipates that the phase two funds will be awarded by September 30, 2009.
SFSF Uses and Timelines• The Governor may not retain any portion of the Education
Stabilization Fund for State uses.• Funds can be used for any activity authorized by ESEA of 1965, the
Individuals with Disabilities Education Act, the Adult and Family Literacy Act, and the Carl D. Perkins Career and Technical Education Act, or for modernization, renovation, and repairs of public school facilities (including charter schools), which may include modernization, renovation, and repairs consistent with a recognized green building rating system.
• The Department has ruled that new school construction is an allowable SFSF use.
• A Governor must return any funds that are not awarded as subgrants or otherwise committed within two years of receipt of those funds.
• LEAs and IHEs must obligate their funds by September 30, 2011.
State Incentive Grants – $4.35B"Race to the Top" Fund Distributed on a competitive basis to help states drive significant improvement in student achievement, including through making progress toward the four assurances.
• Governor must apply, describing:– Progress on the assurances– Use of grant funding to meet state student achievement standards – Achievement/graduation rates by subgroups who have not met proficiency targets, and
strategies to do so– Use of grant to improve student academic achievement, including priority to high-need
LEAs – Plan for evaluating progress in closing achievement gaps
• State use of funds:– 50+% for LEA subgrants by Title I formula– Assurance about maintenance of effort
• 2010 grant awards will be made in two rounds - Late Fall 2009, Summer 2010
Innovation Fund – $650M"Invest in What Works and Innovation" Fund
Awarded to school systems and nonprofits that have made significant gains in closing achievement gaps to serve as models for best practices.
• Can be awarded to LEAs or partnerships between nonprofit and SEA, LEA or 1 or more schools with achievement gains – significantly closed achievement gaps between subgroups– exceed State achievement goals or increased for all subgroups– significant improvement in other areas, such as graduation rates– established partnerships with private/philanthropic sector, including guarantee
of match funds to bring results to scale• Awardees may use the funds to:
– Expand their work and serve as models for best practices– Partner with private sector and philanthropic community– Identify and document best practices that can be shared and taken to scale
based on demonstrated success
K-12 Categorical Funds*Title I Grants to Local Education Agencies $10,000Title I School Improvement Grants $3,000Special Education (IDEA Part B) $11,700Grants for Infants & Families (IDEA Part C) $500Educational Technology (EETT) $650Statewide Data Systems $250Teacher Incentive Fund $200Impact Aid Construction $100Education for Homeless Children & Youths $70Vocational Rehabilitation State Grants $540 Independent Living Services $140*$ in millions
Available Now - $11.5 billion• IDEA, Parts B & C – 50% $ 6.1 B • Title I, Part A – 50% $ 5.0 B• Vocational Rehabilitation – 50% $270 M • Homeless Youth – 100% $ 70 M• Independent Living – $ 52.5M
(100% of formula monies; $87.5 million in competitive grants to follow)
• Impact Aid - $ 40 M(100% of formula monies; $60 million in competitive grants to follow)
Still To Come• Title I School Improvement - $3 billion (100%)• Enhancing Education Through Technology - $650 million
(100%)• Statewide Data Systems - $250 million (100%)• Teacher Incentive Fund - $200 million (100%)• Teacher Quality Enhancement - $100 million (100%)• IDEA , Parts B & C - $6.1 billion in (50%) • Title I, Part A - $5 billion (50%)• Vocational Rehabilitation - $270 million (50%)• State Fiscal Stabilization Fund - $16.1 billion (33%)
Fall 2009 FundsConditioned on the receipt of further information that will
be outlined in future guidance• Title I School Improvement Grants ($3 billion)• Educational Technology State Grants ($650 million)
Based on the quality of the applications submitted through a competitive grant process. Guidelines shortly.
• Teacher Incentive Fund ($200 million)• Teacher Quality Enhancement ($100 million, Higher Ed)• Statewide Data Systems ($250 million)
Timelines: Title I and IDEAFor Title I Part A ($10B), IDEA Part B ($11.7B)Delivered by formula from the Department to the states• 50% available on April 1, no application • 50% by September 30, 2009
– States will need to submit amendments to their Title I Consolidated Applications and FY2008 IDEA applications that address how they will meet the record-keeping and reporting requirements of the ARRA.
• An LEA must obligate at least 85% of its total FY2009 Title I, Part A funds (including ARRA funds) by September 30, 2010. Any remaining FY2009 Title I, Part A funds will be available for obligation until September 30, 2011.
• An LEA should obligate the majority of its IDEA recovery funds during school years 2008–2009 and 2009–2010 and the remainder during school year 2010–2011. All IDEA recovery funds must be obligated by September 30, 2011.
Higher Education/Other Funds*Higher EducationFederal Pell Grants $17,100Federal Work Study $200OtherHead Start/Early Head Start $2,100Child Care & Development Block Grant $2,000NSF Math & Science Partnerships $25Distance Learning Telemedicine & Broadband Program $2,500 NTIA Broadband Technology Opportunities Program $4,700Training & Employment Services (WIA) $3,950Rural Community Facilities Program $1,160 Energy Block Grants $6,300Qualified Energy Conservation Bonds $3.200
*$ in millions
• Identify and train highly effective teachers for Title I Schoolwide
• PD – Intensive, year-long teacher training for all teachers and principals
• PD – Train all staff to use data to identify the specific help students need to succeed
• PD – Induction and mentoring programs
• Adopt a high-quality curriculum aligned with standards with embedded assessments and differentiated resources and train all teachers to use it effectively.
• Reading and math coaches
• School Improvement – States are encouraged to allocate 40% to middle and high schools
• New schoolwide programs for secondary students with online courseware as supplemental learning in science and math
• Reading and math coaches
• Extended learning programs
• Longitudinal data systems for continuous improvement
• Preschool – Resources to align district-wide Title I pre-K programs with state early learning standards and state K-3 content standards
Title I
• State-of-the-art assistive technology and training
• PD – District-wide for special ed AND regular teachers on evidence-based school-wide strategies in : reading, math, writing, and science and positive behavioral supports
• Develop easy-to-use online Individualized Education Program (IEP) system for students with disabilities that is aligned with state academic standards
• 15% can be used for early intervention
• Capacity to collect and use data to improve teaching and learning
• Preschool – Increase placement options with public and private preschool programs
• Preschool – Products, services, and PD
• Community outreach coordinators to help find jobs for youths with disabilities
IDEA
• Use technology to help students improve achievement
• Establish research-based instructional methods
• Help students become technology literate by end of 8th grade
• Provide PD – 25%: how to use technology effectively to improve teaching and learning
• Hardware• Software• Purchase high-quality online
courseware in core high school content areas.
• Technology to collect and manage school improvement data
• Technology to increase parent involvement
• Public/private partnerships
Technology - EETT
• To provide educational services to homeless children and youth
• Based on 2007-2008 figures• States will allocate to LEAs on
competitive basis
• Engage the community, social service, and health organizations to better serve
students and their families
• Content products– ELL– Intervention– CTE
• Access to technology• Online content students can
access through public libraries or community resources
McKinney-Vento Homeless Assistance Act
Additional Sales Opportunities• Teacher Quality (Title IIA) – $200M
– PD that meets the district’s priorities– Recruit and retain teachers (3.2% growth in sector)
• Head Start – $2.1B– Early reading and math– Interactive technology– Manipulatives and experiential products
• Child Care and Development Block Grant – $2B– Supplemental products
Bottom LineHow do your products & services• Help to answer the Framing Questions
– Drive results for students? – Increase capacity? – Accelerate reform? – Avoid the cliff and improve productivity? – Foster continuous improvement?
• Address ARRA Priorities– Adopting rigorous college- and career-ready standards and high-quality
assessments;– Establishing data systems and using data for improvement;– Increasing teacher effectiveness and equitable distribution of effective
teachers;– Turning around the lowest-performing schools; and– Improving results for all students, including early learning, extended learning
time, use of technology, preparation for college, and school modernization.
So What Does This Mean…for YOU?
Jenny House, Ph.D.
RedRock Reports
New Guidelines 4/24
1) Adopt rigorous college- and career-ready standards and high-quality assessments.
2) Establish data systems and using data for improvement.
3) Increase teacher effectiveness and equitable distribution of effective teachers;.
4) Turn around the lowest-performing schools.
“We must dramatically improve student achievement and close the achievement gap. ARRA identifies four core reforms that will help the nation meet that goal.” -USDOE Guidelines Document
School Reform Guidelines
• Provide examples of potential uses of ARRA funds.• Encourage educators to look beyond saving jobs
to improve student outcomes.• Spark ideas on how to use specific:
– State Fiscal Stabilization Funds– Title I allocations– IDEA, part B allocations
How Do You Help?
How does your product or service • drive results for students?• increase capacity?• accelerate reform?• avoid the cliff and improve productivity?• foster continuous improvement?
When meeting with decision makers, you need to address these questions:
Examples for Your Communications
Five categories that reflect the priorities of ARRA. Adopting rigorous college- and career-ready standards
and high-quality assessments; Establishing data systems and using data for
improvement; Increasing teacher effectiveness and equitable
distribution of effective teachers; Turning around the lowest performing schools; and Improving results for all students, including early
learning, extended learning time, use of technology, preparation for college, and school modernization.
Priorities for All Students
• Strengthen early learning. • Extend learning time for students. • Strengthen preparation for college and careers.• Use technology to improve teaching and learning. • Modernize school facilities• Conduct reviews, demonstrations, and evaluations that enhance
effectiveness.
Examples of improving results for ALL student include:
Guideline PrioritiesExamples of adopting rigorous college- and career-ready standards and high-quality assessments are:
Increase student participation in Advanced Placement, International Baccalaureate, and dual enrollment in postsecondary credit-bearing courses.
Develop or adopt formative and interim assessments that are valid and reliable for all students, especially students with disabilities and ELL, and that provide timely data to help educators track and improve student progress.
Purchase or adapt a high-quality curriculum aligned with standards with embedded assessments.
Guideline Priorities (continued)
• Develop or enhance existing data systems to provide student data and show academic performance and growth.
• Train principals, teachers, guidance counselors, and other staff to use data.
• Track the number and percentage of students who graduate high school and go on to complete at least one year’s worth of college credit.
• Link districts’ multiple data systems.• Launch an easy-to-use online IEP system.
Examples of investments in data systems and effective use of data for improvement include efforts to:
Guideline Priorities (continued)
Examples of strategies to improve teacher effectiveness and address inequitable distribution of highly qualified teachers between low- and high-poverty schools include: Implement a fair and reliable teacher evaluation system that provides
ongoing feedback regarding performance based on objective measures of student achievement.
Attract effective teachers into high-poverty schools and hard-to-staff subject areas by restructuring personnel operations to increase the pool of high-quality applicants.
Redesign teacher professional development and school schedules to ensure that teacher learning opportunities are sustained, job-embedded, collaborative, data-driven, and focused on student instructional needs.
Support new teachers in their first two years on the job through induction programs that include structured mentoring, teacher networks, and extensive professional development.
Redesign teacher and principal compensation systems to reward factors related to contribution and effectiveness. Increase pay to attract and retain effective math and science teachers.
Guideline Priorities
• Aggressively restructure or close a district’s persistently lowest performing schools and reopen with new leadership and staff.
• Support community schools that offer art, reading clubs, and other academic enrichment while also engaging community, social service, and health organizations to better serve students and their families.
• Add time to the school day and year and redesign the school schedule to increase time for core academics, enrichment, and staff collaboration.
• Create 9th grade academies and summer programs Launch a comprehensive literacy program.
• Create intensive summer institutes.• Develop a data-driven approach to understanding school performance
and the causes of low performance.
Examples of strategies that can contribute to school improvement and turn around the lowest-performing schools include:
Additional funds available through ARRA over next 2 years
March 30
ARRA #1
June 30
ESEA #1
July 1 - Sept
30
ARRA #2
Oct 1
ESEA #2
Impact Aid Construction Funds
• AK - $4.4M• AZ - $7.2M• CA - $1.5M• CO - $1M• GA - $1.6M• ID - $94K• IL - $654K• KS - $1.5M• LA - $174K• ME - $57K• MI - $24K• MN - $652K• MO - $1.2M
• MT - $1.6M• ND - $1.2M• NE - $850K• NJ - $240K• NM - $4.3M• NY - $620M• OK - $109M• SD - $1.7M• TX - $6.8M• UT - $19K• WA - $1.5M• WI - $42K• WY - $42K
Repair or modernize schools on tribal lands, military bases, or schools with high numbers of federal employees. These formula funds are 40% of total.
Repair or modernize schools on tribal lands, military bases, or schools with high numbers of federal employees. These formula funds are 40% of total.
Guidance Documents
• Title I, Part A Funds under ARRA• IDEA Funds for Parts B and C• Vocational Rehabilitation State Grants• Independent Living Services • Resources for School Modernization• ARRA of 2009: Using ARRA Funds to Drive School
Reform and Improvement• Congressional Research Service - ARRA analysis
Marketing/Sales To-Dos• Target the sweet spots.• Target your Tier 1 States.• Target the RIGHT decision maker.• Be well informed and timely.• Provide references where your product works.• Be considerate and “classy”.• Use old and new tools.
Marketing Faux Pas
• Too assertive - EVERYONE is trying to talk to them.• Too vague - How is your product or service going to solve
THEIR problems?• Too boastful - Don’t say your product can do
EVERYTHING for EVERYONE!• Too uninformed - Don’t send messages where the accent
is on the wrong syllable. Understand the funding source you are pointing to.
• Too soon/late - Make sure your timing is right on your messages.
Resources
• MOST IMPORTANT: US Department of Education ARRA site– www.ed.gov/recovery – http://www.ed.gov/policy/gen/leg/recovery/index.html– Title 1 allocations to states and districts
• http://www.ed.gov/about/overview/budget/titlei/fy09recovery/index.html
– State allocations of the ARRA education budget• http://www.ed.gov/about/overview/budget/statetables/recovery.html
More Resources
• Daily updates just for education– www.learningpt.org
• PowerPoint Presentation from USDoE– Use with your Board, Executive Staff, Principals– http://www.ed.gov/policy/gen/leg/recovery/presentatio
n/index.html
Still More
• State specific information– http://www.staterecovery.org/education– Click on Federal Assistance for what they are providing
• Look at the new (in red) guidelines that were issued on April 1st for Title I, IDEA and SFSF under Department of Education
• House Committee On Education - includes district allocations where available
– http://edlabor.house.gov/blog/2009/01/school-districts-will-benefit.shtml
– Interactive state map for state allocations• http://dpc.senate.gov/dpcmap.cfm
Strategy Development
• Identify/match product/solution to ARRA bucket/allowable uses
– Identify common examples/allowable uses (RTI, interventions, intensive P.D.)
• Identify priority states/districts
– Identify probable state use: restoration vs. construction vs. remaining funds reallocation
– Districts with unexpected large first-time Title I percentage increases: short-term investment in technology capacity
– Districts with large absolute increases now and likely in the future: expanded products and services
• SIG ($3.5b +$1b 4% set-aside) for 4-6,000 schools in corrective action/restructuring
– 6-8 fold increase in Title I funds per lowest performing schools
– High percent expenditures for products and P.D. (>70%)
– High demand for tools which facilitate tutoring, data-driven decision-making to inform instruction
Strategy Development (continued)
• Ensure short- and long-term balance• Initiate pilot to develop data justification for long-term Race To The Top funding (e.g.,
district and IEU collaboration)• Ensure adequate funding stream after stimulus funding runs out (e.g., use stimulus funds
for expanded after-school initiative and new SES regulations for subsequent revenue streams)
• Develop comfort level of client• Facilitate/relate to best practices/research evidence• Approach as partner with shared incentives (e.g., PPP)• Assist in district reporting• Revise/refine contracting instruments• Minimize falling off of cliff concerns (e.g., hire part-time support)