DESCRIPTION:

The State Literacy and Basic Education for Public Assistance Recipients Program, also referred to as the Welfare Education Program (WEP), provides funding for adult education programs for individuals receiving public assistance.  Eligible agencies include school districts and boards of cooperative educational services (BOCES).

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §207 & Chapter 53 of the Laws of 2002

State Regulation:      8NYCRR Part 164.1

FUNDING SOURCE(S):

State-                           $1.84m

Federal-                      

Special Revenue-       

Total-                           $1.84m

DESCRIPTION:

The State Adult Literacy Education (ALE) Program provides funding for adult education programs for under-educated and disadvantaged adults.  Eligible agencies include not-for-profit agencies (e.g., community-based organizations, postsecondary institutions, and literacy volunteer agencies).

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §207 & Chapter 53 of the Laws of 2002

State Regulation:     

FUNDING SOURCE(S):

State-                           $7.79m

Federal-                      

Special Revenue-       

Total-                           $7.29m

DESCRIPTION:

Bureau of Proprietary School Supervision (BPSS) is authorized under Article 101 of the Education Law and Part 126 of the Commissioner’s Regulations to license, monitor, and regulate private career schools throughout the State.  The mission is to ensure consumer protection; to promote increasing educational competence, high standards, accountability, and integrity within the proprietary school sector; and to implement monitoring and oversight with fairness and equity.

BPSS is funded by revenue from school licensing fees and tuition assessments.  BPSS licenses and monitors over 500 private career schools, and certified English as a Second Language schools.

BPSS also manages a Tuition Reimbursement Account (TRA) on behalf of the Regents and the Commissioner.  This fund is used to offer financial protection to the approximately 200,000 New York State students who attend a licensed proprietary school every year.  These schools comprise a private sector industry that collects approximately $300 million in tuition per year.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law Article 101

State Regulation:      8NYCRR Part 126

FUNDING SOURCE(S):

State-                          

Federal-                      

Special Revenue-        $5.67m

Total-                           $5.67m

DESCRIPTION:

Case Services appropriations for the basic Vocational Rehabilitation Program provide educational and vocational services to individuals whose disabilities impose barriers to employment.  The Program provides a wide range of services to individuals with disabilities including evaluation, job training, equipment and technology, counseling and guidance, and placement.  The primary goal of the Program is to enable individuals with disabilities to achieve gainful employment. When employment is achieved, the investment pays dividends to the State.  These earnings form the base for their tax contributions and stimulation of the economy.

The savings to State agencies, the tax contributions and the economic stimulus of these workers' spending recur and grow every year that these people work.  Therefore, the return on the initial investment continues over the individual's working life.

Professional vocational rehabilitation counselors across New York State in The Office of Adult Career and Continuing Education Services’ 15 District Offices and 10 outstations help individuals with disabilities choose careers that are consistent with their individual strengths, priorities, abilities, capabilities, interests, informed choices and that meet current and future job market opportunities.

Purchased case services make up the largest single area within this program.  Examples of case services include evaluation; training and related supports at such places as community rehabilitation agencies, boards of cooperative educational services (BOCES), trade schools, colleges and universities; transportation; and vehicle modifications.  The combination of federal funding (Title I Section 110 of the Rehabilitation Act) and State matching funds supports the entire ACCES-VR program, including vocational counseling, purchased case services, unified contract costs, related administrative costs and indirectly applied charges.  Federal funding is formula driven.  State case services funding is required in concert with the basic federal award to meet the costs of ACCES’ increasing demand for services.

AUTHORITY:

Federal Statute:        Rehabilitation Act - Title I 

Federal Regulation:  34 CFR 361 Et. Seq. 

State Statute:             Education Law Sections 1001-1008 

State Regulation:      8NYCRR Parts 246 and 247 

FUNDING SOURCE(S):

State-                           $ 54m 

Federal-                       $122m

Special Revenue-         

Total-                           $176 m 

DESCRIPTION:

Eligible students who are deaf, deaf-blind, or blind; are residents of New York State; and are matriculated in a degree-granting program or certificate program located in New York State, may receive a monetary grant for readers, note takers, sign language interpreters, or assistive technology to provide access to information vital to their studies, enabling them to succeed in their academic undertaking

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law Section 4210 

State Regulation:      8NYCRR Part 147 

FUNDING SOURCE(S):

State-                           $0.29m 

Federal-                        

Special Revenue-         

Total-                           $0.29 m 

DESCRIPTION:

Employment Preparation Education (EPE) provides funding to public school districts and boards of cooperative educational services that offer educational programs for adults leading to a high school diploma or a high school equivalency diploma.  To be eligible to generate EPE aid, a student must be 21 or over without a diploma issued by any state or territory of the United States.

EPE provides reimbursement for educational services already provided based on the number of contact hours that are generated.  

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §§3602 and 207 

State Regulation:      8NYCRR Part 168.1-5 

FUNDING SOURCE(S):

State-                           $96m

Federal-                        

Special Revenue-         

Total-                           $96m 

DESCRIPTION:

The ACCES - HSE program oversees the administration of HSE tests (currently the Test Assessing Secondary Completion – TASC™), and the approval of 24 college credits for the issuance of the New York State High School Equivalency Diploma. 

        The office coordinates HSE test administration throughout New York State and is responsible for the following aspects of HSE testing, including:

• Approval of official HSE testing centers; 
• Generation of New York State High School Equivalency diplomas and/or transcripts, including archival requests;
• Training all examiners who administer the HSE tests; and
• Maintaining HSE testing records (GED® and TASC™) dating back to the 1940’s.  

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §317 

State Regulation:      8NYCRR Part 100.7 

FUNDING SOURCE(S):

State-                           4.3m 

Federal-                        

Special Revenue-        .99m

Total-                           $5.29m 

DESCRIPTION:

Independent Living Centers (ILCs) provide individual services and systems change activities aimed at integration, inclusion and independence through 41 site locations across New York State.  ILCs are nonresidential programs with services that promote integration of New Yorkers with disabilities and their families in all aspects of community life.  ILCs also work to increase communication, programmatic and physical access to all services available in the public and private sectors.

ILC operation is based on a self-help model and State law requires that the majority of all ILC boards of directors be comprised of individuals with disabilities.  ILCs provide an array of services to enable people with disabilities to make choices based on information that can maximize their independence and self-direction.  Core services include:  information and referral, peer counseling, individual advocacy, independent living skills development, personal assistance services, employment housing, transportation and related services.

On the systems level, ILCs lead their local communities in implementing the Americans with Disabilities Act and in advocating for individuals living, learning and working in the most integrated settings possible.  ILC expertise and services are in high demand and will remain so for the foreseeable future.  Two particular populations benefiting from ILC services are youth in transition from school to adult life and individuals seeking support to leave or avoid admission to institutional settings.  

AUTHORITY:

Federal Statute:        Rehabilitation Act - Title VII 

Federal Regulation:  34 CFR 367 

State Statute:             Education Law Sections 1120-1124 

State Regulation:      8NYCRR Part 248 

FUNDING SOURCE(S):

State-                           $13.4m 

Federal-                       $  1m

Special Revenue-         

Total-                           $14.4m 

DESCRIPTION:

Through the passage of Chapter 515 of the Laws of 1992, integrated employment, including supported employment, is implemented through a collaborative interagency process.  This legislation designated Vocational and Educational Services for Individuals with Disabilities (VESID), now ACCES, as having the primary responsibility for the coordination of program development and administration of integrated employment.  ACCES accomplishes this in collaboration with its interagency partners through innovative approaches directly with business, industry and labor and through enhancements in the provision of supported employment services.  Collaboration with interagency partners to implement the State's workforce development efforts is also critical.

Integrated Employment – Workforce Development and Marketing

The primary focus of Workforce Development and Marketing is to target specific business sectors, industries, trade associations, and labor unions to accomplish the following:

Enhance employment opportunities for people with disabilities.

Provide technical assistance to aid business and industry in recognizing the value of people with disabilities as valued employees and a powerful consumer segment.

Supported Employment

Supported employment (SE) provides job-based training and support services to individuals with the most significant disabilities to enable them to maintain competitive employment in integrated work settings in the community.  For administrative and funding purposes, the Program is conceived as having two phases: intensive and extended services.  Intensive services assist individuals to become proficient in the performance expectations of an employment setting.  Extended services provide individuals with the services and supports needed for the long-term retention of their employment upon completion of their intensive training phase.  Funding for extended service requires coordination with the Office of Mental Health (OMH) and the Office of Persons with Developmental Disabilities (OPWDD).

AUTHORITY:

Federal Statute:        Rehabilitation Act 

Federal Regulation:  34 CFR Parts 361, 363 

State Statute:             Education Law Section 1004 

State Regulation:      8NYCRR Parts 246 and 247

FUNDING SOURCE(S):

State-                           $15.2m            SE Intensive Services

Federal-                       $1 m                SE Intensive and Extended Services

Special Revenue-         

Total-                           $16.2m 

DESCRIPTION:

The Office of Adult Career and Continuing Education Services (ACCES) assists eligible Social Security beneficiaries by providing them with work preparation, employment placement and counseling services. The Social Security Administration is authorized by law to pay for vocational rehabilitation services for Social Security Income (SSI) recipients who become employed and are no longer eligible for Social Security benefits. ACCES files claims to receive reimbursement for each individual’s rehabilitation services.  

AUTHORITY:

Federal Statute:        Federal Social Security Act 

Federal Regulation:   

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                            

Federal-                       $2m 

Special Revenue-         

Total-                           $2m 

DESCRIPTION:

The Office of Adult Career and Continuing Education Services (ACCES) assists eligible injured workers by providing them with work preparation, employment placement and counseling services. The State Education Department is authorized under the Worker’s Compensation Law to receive funding for such injured workers.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             State Finance Law § 97-LLL; Worker’s Compensation Law §15(9)

State Regulation:     

FUNDING SOURCE(S):

State-                           $0.69m

Federal-                      

Special Revenue-       

Total-                           $0.69m

DESCRIPTION:

The federal Adult Education and Family Literacy Act (AEFLA) funds, authorized by the Workforce Investment Act, are allocated in accordance with the Coordinated Education Plan which is updated annually and submitted to the U.S. Department of Education.  Eligible agencies include school districts, boards of cooperative educational services (BOCES), postsecondary institutions, public libraries, and other not-for-profit agencies.  This Act provides adult education and family literacy services to:

Assist adults to become literate and obtain the knowledge and skills necessary for employment and self-sufficiency.

Assist adults who are parents to obtain the educational skills necessary to become full partners in the educational development of their children.

Assist adults in the completion of a secondary school education.

Assist immigrants and other limited English proficient populations to receive English literacy and civics education instruction.

WIOA Title II funds support Adult Basic Education and Literacy Services including Adult Basic Education (ABE), Adult Secondary Education (ASE) and/or English Language Acquisition (ELA) programs and Integrated Education and Training.  Funding is allocated to local workforce development board areas (LWDB) based on the area’s percentage of the State’s adult populations who are under-educated and lack a high school diploma or equivalency and the area’s percentage of the State’s adult population who speak English “less than very well”, and populations reported as in poverty according to the U.S. Census’ 2010 American Community Survey.

AUTHORITY:

Federal Statute:        Workforce Investment Act, Public Law 105-220, Title II 

Federal Regulation:  20 CFR Part 652 and Parts 660-671 

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                            

Federal-                       $32m 

Special Revenue-         

Total-                           $32m 

DESCRIPTION:

Integrated English Literacy and Civics Education (IELCE) means education services provided to English language learners who are adults, including professionals with degrees and credentials in their native countries, that enables such adults to achieve competency in the English language and acquire the basic and more advances skills need to function effectively as parents, workers, and citizens in the United States.  Such services shall include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation and must include workforce training.

AUTHORITY:

Federal Statute:        Workforce Investment Act, PL 105-220, Title II

Federal Regulation:  20 CFR Parts 652 and Parts 660 through 671

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                            

Federal-                       $9.9m 

Special Revenue-         

Total-                           $9.9m 

DESCRIPTION:

Section 225 of the Workforce Investment Act (WIA) provides funds to assist incarcerated and institutionalized individuals to meet the performance goals of WIA.  Much of the effort goes to helping these individuals transition back into society so as to reduce recidivism.  The Programs are available in all county and municipal jails and correction centers.  

AUTHORITY:

Federal Statute:        Workforce Investment Act, Public Law 105-220, Title II 

Federal Regulation:  20 CFR Parts 652 and Parts 660-671 

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                            

Federal-                       $2.96m 

Special Revenue-         

Total-                           $2.96m 

DESCRIPTION:

The Office of Educational Television and Public Broadcasting is charged with the responsibility of maintaining a financially sound public telecommunications system in the State through the administration of local assistance funds for the operational, programmatic and instructional needs of the 8 State public television stations and 16 public radio stations. This responsibility of the Office provides an opportunity to help the Education Department form cost-effective, dynamic partnerships between itself and public broadcasting and between public broadcasting and the educational community. To this end, the Office is committed to a long-term, broad-based effort to meet educational needs that can best be addressed through public broadcasting and telecommunications technologies.

Beyond maintaining a sound public broadcasting system, the Office of Educational Television and Public Broadcasting is responsible for facilitating and advising the stations’ acquisition and production of high-quality programming materials for the State’s learners. Furthermore, the Office is charged with fostering a climate conducive to the invigorated use of digital multimedia technologies to benefit virtually all citizens in every area of the State. To fulfill its mission, the Office has affirmed the following goals:

■ Public Broadcasting will be a major factor in providing education to all New Yorkers. The Office ensures the effective development of instructional television and radio services provided to students and other citizens through broadcast, broadband, community outreach and interactive telecommunications.

■ The Public Broadcasting System in New York State will be financially sound. The Office provides leadership and direction to the State’s public broadcasting stations, administering State aid for operational, programmatic and instructional support.

■ The Office will provide coordination for video programming and other telecommunications-related services to support the Board of Regents and the Education Department’s priorities in cooperation with program offices in the Department, the public broadcasting stations, and other education and cultural institutions of the State.  

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law Section 236  

State Regulation:      8NYCRR Part 179 

FUNDING SOURCE(S):

State-                           $14m

Federal-                        

Special Revenue-         

Total-                           $14m

DESCRIPTION:

The State Library administers State local assistance grants-in-aid, capital funds and state operations funds that benefit New York State’s 73 library systems and 7,000 libraries.  Each of these programs has specific purposes and requirements as described in Education Law and Commissioner’s regulations. The funding amounts listed are in statute.

• Aid for Public Library Systems and Public Libraries

General formula aid for public library systems and public libraries is appropriated for the 23 public library systems, their central libraries, and all of their 755 member public libraries with some 330 neighborhood branches. Formula factors authorized in Education Law §272 and §273 on which library aid is allocated, take into account the population, geographic area of service, local support, expenditures for library materials, and other characteristics and needs of the regions served. Also included in General Library Aid are the Central Library Aid Programs, the Coordinated Outreach Services Program, and the Local Services Aid programs (Local Library Services Aid, Local Services Support Aid and Local Consolidated Services Aid).

• Adult Literacy Library Services Program   

Education Law §273 provides $200,000 in State funds to public library systems for establishing or increasing library services to illiterate adults. To be eligible, library systems and libraries must cooperate directly with schools, colleges, or other community agencies or organizations operating similar adult literacy programs.

• Family Literary Library Services Program 

Education Law §273 authorizes $300,000 in State funds to public library systems to enrich family literary programs conducted at public libraries and neighborhood branches.

• Inter-Institutional Library Services – Public Library System Services to County Jails

Education Law §285 provides $175,000 in formula aid to 23 public library systems to improve library services to inmates of correctional institutions maintained by counties throughout the State and the City of New York. 

• Indian Libraries

Education Law §271 provides formula aid for public libraries on the St. Regis Mohawk, Tonawanda Senecas, and the Seneca Nation of Indian reservations based on reservation population and other factors. The official populations are certified annually by the New York State Office of Children and Family Services.

• The New York Public Library

Education Law §273 provides formula aid to The New York Public Library ($6.4 million) for books and other research resources, and to support four special programs: The New York Public Library’s Andrew Heiskell Braille and Talking Book Library ($984,000) to provide service to blind and physically disabled persons in seven downstate counties including New York City and Long Island; the Schomburg Center for Research in Black Culture ($734,000), the nation’s largest, most comprehensive and heavily used repository of records documenting the history and culture of people of African descent; The New York Public Library Program of services to the students of the City University of New York ($2 million); and The New York Public Library Science, Industry and Business Library ($1 million).

• Public Library System Services to State Correctional Facility Libraries

Education Law §285 provides a formula allocation of $9.25 per inmate to public library systems to develop and extend public library services to State correctional facilities within their service areas.

• Public Library Systems and Statewide Summer Reading Program

Education Law §273 provides an unspecified amount of funding from the “Love Your Library” fund established in §99.1 of the State Finance Law to support formula aid to public library systems for participation in the statewide Summer Reading program. The Legislature has not appropriated funding for this program since its inception.

• State Aid for  Library Construction

Education Law §273-a provides State Aid for Library Construction for a statutory formula program that provides matching funds for the construction, rehabilitation or renovation of public library and public library system buildings, including broadband installation and infrastructure projects. State funds are allocated by formula to each of the 23 public library systems. Local libraries submit applications for funding through their local library system to the State Library. Applications are reviewed for eligibility and completeness by the State Library and the Dormitory Authority of the State of New York.

Aid for Reference and Research Library Resources Systems

• General Formula Aid for Reference and Research Library Resources Systems

Education Law §273 provides formula aid to promote and facilitate resource-sharing activities among academic and special libraries and public and school library systems. These nine regional systems coordinate the hospital library services program, the medical information services program, the coordinated collection development program for academic libraries, and the regional databases program for libraries and library systems of all types in their service area. State Aid supports digitization, interlibrary loan, delivery, professional development, automation and other coordinated activities that promote resource sharing and access to information.

• Coordinated Collection Development Aid for Academic Libraries

Education Law §273 provides formula aid to libraries of public and nonprofit independent colleges and universities for coordinated collection development. Libraries must meet certain criteria, including membership in a reference and research library resources system and full participation in interlibrary loan and other resource sharing programs. The nine Reference and Research Library Resources Systems, working with the academic libraries in their regions, have formulated collection development plans for their regions.

• Hospital Library Services Program

Education Law §273 provides formula aid to the nine Reference and Research Library Resources Systems for strengthening hospital library services.

• Medical Information Services Program

Education Law §273 provides formula aid to the nine Reference and Research Library Resources Systems for supporting delivery of consumer health and medical information services to users of academic, public, school and special libraries.

• Regional Bibliographic Databases and Interlibrary Resources Sharing

Education Law §273 provides formula aid for the efficient and coordinated development of computer technologies to support bibliographic control and interlibrary sharing of information within and among the service areas of each of the nine Reference and Research Library Resources Systems and its member academic and special libraries and public and school library systems.

Aid for School Library Systems

Formula aid is provided under Education Law, §§282-284 to 41 school library systems based in the BOCES and the Big Five Cities to facilitate sharing of library resources for more than 4,400 public and nonpublic school libraries. State Aid supports interlibrary loan, delivery, professional development, coordination of collection development, automation and database building activities, and service to clients with special needs for some three million students P-12 statewide.

Special Programs

• Center for Jewish History, Inc.

Education Law §273 provides $200,000 in formula aid to the Center for Jewish History, Inc., to increase public access to the library collections and services of the member institutions.

• Conservation and Preservation of Library Research Materials

Education Law §273 provides funding for libraries and other organizations engaged in efforts to preserve deteriorating library research materials. There are two parts: formula funds ($158,000) for each of the 11 comprehensive research libraries in New York State; and competitive grant funds ($500,000) for some 7,000 other institutions such as public libraries, museums, and historical societies possessing unique and rare research materials that warrant preservation for public access to and use by future generations of New Yorkers.

• New-York Historical Society

Education Law §273 provides $250,000 in formula aid to the New-York Historical Society, a major resource library with collections relevant to the study of United States, New York State and New York City. The funds are used to increase public access to library collections and services.

• New York State Library -The Talking Book and Braille Library

Education Law §273 provides formula aid of $19 per reader to the New York State Library Talking Book and Braille Library (TBBL) for its statewide program that serves eligible visually impaired, physically disabled, and learning disabled readers in 55 upstate counties. There are some 31,750 New Yorkers who receive TBBL services.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law Title I, Sections 271-273, 273-a, 282-285 

State Regulation:      8NYCRR Part 90 

FUNDING SOURCE(S):

State-                           $125.6m (includes $30M in capital funds for Library Construction)

Federal-                        

Special Revenue-         

Total-                           $125.6m

DESCRIPTION:

The New York State Archives through its Archival Services Program ensures the identification, management and accessibility of historical records statewide and the archival records of New York State and colonial governments. The Archives coordinates statewide documentation, archival advisory services and access to historical records in repositories across the state through its Documentary Heritage Program (DHP). As a result of these services, historical records repositories are better able to manage and make available an inclusive comprehensive documentation of the history and cultures of New York. The Archives also identifies, accessions, preserves, and makes available those records of New York State government that have long-term value for documenting public programs and policy decisions, maintaining government accountability, providing legal evidence, and meeting research and other special needs of the government and the public. The Archives provides administrative support for the State Historical Records Advisory Board (SHRAB) in its role in planning statewide archival strategy.

Statewide Archival Services - The DHP of the State Archives, enacted in 1988 to strengthen New York’s historical records programs, improves the collection, care and management of historical records programs statewide and increases their availability and use by researchers. The DHP awards competitive grants to historical records programs and provides advisory services to programs statewide.  In the years of its existence, the DHP has provided direct advisory and program development services to hundreds of historical records repositories; facilitated the identification and preservation of historically valuable records of over 2,500 under documented organizations and groups; supported many workshops on techniques for managing historical records; fostered greater use of historical records; and encouraged the development of new programs and closer cooperation among existing programs. Through direct grants to historical records programs, the DHP has supported projects to improve the documentation of New York, the arrangement and description of historical records to make them more readily available for research, and other projects to improve their care and management.  

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Arts and Cultural Affairs Law Section 57.05; Education Law, Section 140 

State Regulation:      8 NYCRR 189.1 

FUNDING SOURCE(S):

State-                            

Federal-                        

Special Revenue-        $0.46m

Total-                           $0.46m

DESCRIPTION:

The State Library administers the federal Institute of Museum and Library Services (IMLS) Library Services and Technology Act (LSTA) Grants to the States program.  LSTA was enacted on September 30, 1996, as part of the federal Museum and Library Services Act.  The overall purposes and priorities of the LSTA program are established in federal law. Each State Library Agency may determine which purposes and priorities its program will address.

The overall purposes of the Library Services and Technology Act are to:

• enhance coordination among federal programs that relate to library and information services;
• promote continuous improvement in library services in all types of libraries in order to better serve the people of the United States;
• facilitate access to resources in all types of libraries for the purpose of cultivating an educated and informed citizenry;
• encourage resource sharing among all types of libraries for the purpose of achieving economical and efficient delivery of library services to the public;
• promote literacy, education, and lifelong learning and to enhance and expand the services and resources provided by libraries, including those services and resources relating to workforce development, 21st century skills, and digital literacy skills;
• enhance the skills of the current library workforce and to recruit future professionals to the field of library and information services;
• ensure the preservation of knowledge and library collections in all formats and to enable libraries to serve their communities during disasters;
• enhance the role of libraries within the information infrastructure of the United States in order to support research, education, and innovation; and
• promote library services that provide users with access to information through national, state, local, regional, and international collaborations and networks.

The Act specifies the following priorities for the Grants to States program:

• expand services for learning and access to information and educational resources in a variety of formats, in all types of libraries, for individuals of all ages in order to support such individuals' needs for education, lifelong learning, workforce development, and digital literacy skills;
• establish or enhance electronic and other linkages and improved coordination among and between libraries and entities for the purpose of improving the quality of and access to library and information services;
• provide training and professional development, including continuing education, to enhance the skills of the current library workforce and leadership, and advance the delivery of library and information services;
• enhance efforts to recruit future professionals to the field of library and information services;
• develop public and private partnerships with other agencies and community-based organizations;
• target library services to individuals of diverse geographic, cultural, and socioeconomic backgrounds, and to individuals with limited functional literacy or information skills;
• target library and information services to persons having difficulty using a library and to underserved urban and rural communities, including children (from birth through age 17) from families with incomes below the poverty line (as defined by the Office of Management and Budget and revised annually in accordance with section 9902(2) of title 42) applicable to a family of the size involved;
• develop library services that provide all users access to information through local, state, regional, national, and international collaborations and networks; and
• carry out other activities consistent with the purposes set forth in section 9121, as described in the SLAA's plan.

IMLS requires a Five-Year Plan (http://www.nysl.nysed.gov/libdev/lsta/plan1722.htm) that describes the Department's mission and the library and information service needs identified for the state, and the ways in which the Department plans to use federal LSTA funds to meet those needs. For the five-year period October 1, 2017 through September 30, 2022, the Department’s plan for LSTA consists of four major goals:

1. All New Yorkers will have improved access to library resources that advance and enhance their personal, educational and working lives.
2. The Office of Cultural Education, library systems and libraries will deliver new and improved programs that anticipate and meet New Yorkers' evolving needs for library services.
3. New Yorkers of all ages will perceive libraries as community learning spaces offering high-quality lifelong learning, literacy, and knowledge creation opportunities that enhance civic engagement and economic vitality.
4. All New Yorkers will benefit from statewide programs and services of the Office of Cultural Education that effectively leverage private and public funding through collaboration and partnerships and maximize value in order to achieve goals one, two and three.

The Office of Cultural Education will carry out the goals of this plan through statewide services and, as funding allows, a grants program. The grant categories and eligibility will be defined in annual grant program guidelines.  The State of New York is required to match federal LSTA funds with other funds to carry out the goals and activities described in the Five-Year Plan.

AUTHORITY:

Federal Statute:        Library Services and Technology Act (20 USC 9121 et seq.) 

Federal Regulation:  45 CFR 1180 

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                            

Federal-                       $8.2m 

Special Revenue-         

Total-                           $8.2m

DESCRIPTION:

The State Archives administers the central records management program and provides advisory services for State government agencies and a broad range of technical assistance, advice, and grants support to approximately 4,500 local governments on a spectrum of records management issues. These services are provided from the State Archives’ Albany office and from a network of nine regionally located offices.

Arts and Cultural Affairs law authorizes the State Archives to develop and disseminate records retention and disposition schedules for New York’s State and local governments, oversee the use of disposition schedules by State Executive Branch agencies and provide training, technical assistance, technology advisory services and other consultant services to support records management. Examples of government records services, which the State Archives provides, include advice and assistance in:

• Records management program planning and evaluation.
• Identifying and selecting records of historical value for permanent preservation.
• Files and record keeping system design and management.
• Records retention and disposition.
• Electronic records management and applied information technology.
• Identifying and meeting record keeping requirements.
• Business process analysis and managing records in automated office environments.
• Security for and access to records.
• Disaster preparedness and recovery.
• Storage and preservation.
• Records imaging and micrographics.

The State Archives administers a local assistance program, funded by the Local Government Records Management Improvement Fund. Through a competitive grant program, local governments may apply for funds to initiate or enhance local records management programs.  Local governments use their grant funds for a variety of records management projects, some of which include developing electronic information systems, conducting thorough inventories of records, developing plans for managing records, and conducting projects to digitize and preserve local government archival records.  

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Arts and Cultural Affairs Law Section 57.05 and Article 57-A

State Regulation:      8 NYCRR Parts 185 and 188 

FUNDING SOURCE(S):

State-                            

Federal-                        

Special Revenue-        $5.8m 

Total-                           $5.8m 

DESCRIPTION:

Pursuant to §3004-a of the Education Law and Part 86 of the Regulations of the Commissioner of Education, the Albert Shanker Grant Program encourages and supports certified, tenured public-school teachers in New York State seeking a national teaching certificate from the National Board for Professional Teaching Standards (NBPTS).

Consistent with efforts of the New York State Board of Regents to achieve higher learning standards statewide, it is the mission of the NBPTS to develop high and rigorous performance standards for accomplished teachers. In support thereof, the National Board has developed a national, voluntary certification system to encourage reflective practice, and to assess and certify teachers who meet national standards of excellence.

The NBPTS is a nonprofit organization of teachers and other education stakeholders created in 1987 to assist in improving student learning through the establishment of higher, more rigorous standards of knowledge and performance for teachers. By defining and recognizing highly accomplished teaching practices, a certificate awarded by the National Board attests that a teacher has been judged by his or her peers as one who meets meaningfully high and rigorous standards of knowledge and performance. He or she has demonstrated the ability, in a variety of settings, to make sound professional judgments about students’ learning needs and to act effectively on those judgments. It is the sole provider of such certification.

To assure equitable access of qualified teachers, the New York State Albert Shanker Grant Program provides direct funding to individual candidate registration accounts with the National Board to assure full payment of the registration fees of qualified candidates, in addition to providing appropriate reimbursement directly to qualified candidates on completion of their full candidacy efforts for their initial, out-of-pocket registration deposits with NBPTS.  Pursuant to §3004-a and Part 86, all eligible candidates are awarded up to $2,500 in support of this effort, to the extent that funding is available.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §3004-a  

State Regulation:      8NYCRR Part 86 

FUNDING SOURCE(S):

State-                           $0.37m 

Federal-                        

Special Revenue-         

Total-                           $0.37m 

DESCRIPTION:

The primary objective of the Arthur O. Eve Higher Education Opportunity Program (HEOP) is to provide a broad range of services to New York State residents who, because of academic and economic circumstances, would otherwise be unable to attend a postsecondary educational institution. Each HEOP institution must ensure that HEOP students are provided with sufficient academic support services, tuition assistance, supplemental financial assistance, and full need packaging to enable them to successfully complete the institutional components required for graduation.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §6451 

State Regulation:      8NYCRR Part 152 and Part 27-1

FUNDING SOURCE(S):

State-                           $35.5m 

Federal-                        

Special Revenue-         

Total-                           $35.5m

DESCRIPTION:

The federal Carl D. Perkins Career and Technical Education Act, (CTEA/Perkins IV), provides funds to sub-baccalaureate postsecondary institutions and consortia of such institutions, through Perkins Title I Basic Formula Grants awarded by the New York State Education Department’s Office of Higher Education.

The purpose of Perkins Title I Basic Formula Grants is to develop more fully the academic, career and technical skills of students enrolled in Career and Technical Education Programs.  This is done by challenging institutions to improve the quality of Career and Technical Education Programs (CTE) at degree granting institutions and Educational Opportunity Centers and providing the funding to do so. This includes providing activities to prepare students from special populations which, for the purposes of Perkins IV, include: individuals with disabilities, economically disadvantaged individuals, individuals who are preparing for careers that are nontraditional for their gender, single parents, displaced homemakers, and individuals with Limited English Proficiency.

For Postsecondary Credit Programs, the purpose is to provide students with academic, career, and technical knowledge needed to prepare beyond a two year associates degree and for a career in current or emerging high demand, high skill or high wage occupation including competency based applied learning techniques, higher order reasoning and problem solving skills, work attitudes, general employability skills, technical skills and occupation-specific skills.

For Adult Noncredit Career and Technical Education Programs the purpose is to prepare students for direct entry into the workforce into high demand, high skill, and high wage occupations therefore improvements should integrate academic and career and technical education through a Coherent series of courses.

AUTHORITY:

Federal Statute:        Public Law 109-270 

Federal Regulation:  34 CFR 400 et. Seq. 

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                            

Federal-                       $23.7m (Title I Basic Formula Grant)    

Special Revenue-         

Total-                           $23.7m

DESCRIPTION:

Pursuant to the Regents goal to improve minority access to the licensed professions and careers in technology, the Department administers the Collegiate Science and Technology Entry Program (CSTEP). The purpose of CSTEP is to increase the number of historically underrepresented students who enroll in undergraduate or graduate programs leading to professional licensure or to careers in mathematics, science, technology, and health-related fields.  Grants are awarded in a five-year cycle on a competitive basis to postsecondary institutions.  CSTEP provides academic enrichment, internship opportunities and research experience in science, mathematics and technology content areas.  Project components during the academic year and summer also include: supervised training in research methods, graduate/professional school admissions preparation, standardized test preparation and career development activities.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law § 6455 

State Regulation:      8NYCRR Part 145 

FUNDING SOURCE(S):

State-                           $11.98m

Federal-                        

Special Revenue-         

Total-                           $11.98m

DESCRIPTION:

FYCSI provides funds to colleges to institute support services to assist youth in foster care, orphans, or wards of the court to apply for, enroll in, and succeed in college.  These funds are divided among the three sectors: SUNY, CUNY; Independent colleges, and are allotted to campuses individually based upon the eligible students attending. 

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute: Education Law §6456

State Regulation: 8 NYCRR 152-3.1, -3.2, -3.3, -3.4, and -3.5      

FUNDING SOURCE(S): 2018-19

State-                           $6m

Federal-                        

Special Revenue-       

Total-                          $6m

DESCRIPTION:

The State Aid for High Needs Nursing Programs is intended to encourage independent postsecondary institutions to increase the number of students enrolled in their degree nursing programs.  The program provides up to $250 for each full-time student enrolled in a high needs nursing program at an eligible two-year degree institution and an amount not to exceed $500 for each full-time student enrolled in a high needs nursing program at an eligible four-year degree institution in the fall semester preceding the annual period for which such an appropriation is made.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §6401-a 

State Regulation:      8 NYCRR Parts 150.2 and 150.4 

FUNDING SOURCE(S): 2018-19

State-                           $0.94m

Federal-                        

Special Revenue-         

Total-                           $0.94m 

DESCRIPTION:

The Liberty Partnerships Program (LPP) was created in 1988 by a provision of the Liberty Scholarships Program legislation.  This higher education initiative targets youth who have been identified as at risk for dropping out of school.  LPP provides eligible students with a range of services structured to facilitate their ability to persist through high school completion and admissions as competitive candidates for postsecondary education and the workforce.  Offerings include needs assessments; case management; counseling/goal-setting; college, career explorations; pre-collegiate/workforce readiness programming; internships; cultural enrichment; recreation; and, parental involvement/support.

The LPP provides competitive funding opportunities to postsecondary education institutions that collaborate with schools, community-based organizations and other stakeholders in the implementation of local programs designed to close the performance gap of middle and senior high-school students in urban, rural and suburban communities.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §§610 and 612 

State Regulation:      8NYCRR Part 55 

FUNDING SOURCES:

State-                           $18.36m

Federal-                        

Special Revenue-         

Total-                           $18.36m

DESCRIPTION:

The purpose of My Brother’s Keeper Challenge Grant is to incentivize and support school districts to accept the My Brother’s Keeper Challenge and implement a coherent cradle-to-college strategy aimed at improving the life outcomes for boys and young men of color.  The Department would fund grants to school district communities to address one or more of the following:

• Entering school ready to learn;
• Reading at grade level by third grade;
• Graduating from high school ready for college and career;
• Completing postsecondary education or training;
• Entering the workforce successfully with middle skills jobs; and
• Reducing violence and providing a second chance.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 53 of the Laws of 2016

State Regulation:       

FUNDING SOURCE(S):

State-                           $7m

Federal-                        

Special Revenue-         

Total-                           $7m

DESCRIPTION:

The Department will award grants to districts that will replicate their exemplary, high-quality college and career readiness school models, programs, and practices that emphasize the needs of boys and young men of color in another district. The exemplary school must partner with a demographically similar struggling or persistently struggling school in another district within their region to replicate these practices. The district must have at least one school designated to serve as the demonstration site. The demonstration site school(s) must NOT be classified as a struggling, persistently struggling, or priority school. The district must supply data for the exemplary school demonstrating two or more years of improved outcomes toward project goals. The ultimate goal of success for the MBK ESMP is school districts that employ educational programs and models that build academic identity and social capital for underachieving youths.  For the purposes of data reporting and analysis, projects will be deemed as meeting project expectations if they produce:

• Improved academic performance for boys and young men of color based on NYS assessments
• A reduction in the academic achievement gap for boys and young men of color
• Improved graduation rates for boys and young men of color

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 53 of the Laws of 2016

State Regulation:       

FUNDING SOURCE(S):

State-                           $2m

Federal-                        

Special Revenue-         

Total-                           $2m

DESCRIPTION:

The purpose of the Family and Community Engagement Program is to increase the academic achievement and college and career readiness of boys and young men of color.  Family and Community Engagement Programs will:                                                                                               

• Develop the knowledge and skills of school and district personnel, as well as families and community members, to increase required trust and relationships necessary to address student learning needs and abilities at each grade level.
• Provide access to multi-level networks that foster respect and trust in building family relationships with the school and school community.
• Create an environment where partnerships thrive in a comfortable, culturally diverse, and engaging atmosphere that fosters respect and trust.
• Commit to building and sustaining child-centered roles for the school, family, and community that values student learning and social and emotional development as equal educational partners.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 53 of the Laws of 2016

State Regulation:       

FUNDING SOURCE(S):

State-                           $6m

Federal-                        

Special Revenue-         

Total-                           $6m

DESCRIPTION:

The purpose of TOC is to increase the participation rate of historically underrepresented and economically disadvantaged individuals in teaching careers.  TOC Programs will:

• include instructional strategies designed to meet the learning needs of students placed at risk;
• incorporate the use of mentors and other high-quality support systems for pre-service and new teachers that are designed to ensure a lasting and positive effect on classroom performance;
• reflect current research on teaching and learning; culturally and linguistically relevant teaching; youth development; restorative practices; and STEM concentrations at the elementary, middle & high school levels;
• integrate a clinically rich pre-service model with a 10-month internship experience and includes partnerships with high- needs schools to help them address the recurrent teacher shortage areas; and
• foster retention in teaching of highly qualified individuals who value diversity and equity. 

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 53 of the Laws of 1987 and Chapter 53 of the Laws of 2016

State Regulation:       

FUNDING SOURCE(S):

State-                           $3m

Federal-                        

Special Revenue-         

Total-                           $3m

DESCRIPTION:

The New York State Pathways in Technology (NYS P-TECH) program is a public-private partnership that will prepare thousands of academically and/or economically at-risk New York students for high-skills jobs of the future in technology, manufacturing, healthcare and finance. This program incorporates a six-year integrated model that provides students with a high school diploma, work-based learning, and a cost-free two-year college degree aligned with their pathways of study.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 57 of the Laws of 2016

State Regulation:       

FUNDING SOURCE(S):

State-                           $11.6m 

Federal-                       $2.4m

Special Revenue-         

Total-                           $14m 

DESCRIPTION:

The purpose of STEP is to increase the number of historically underrepresented and economically disadvantaged students prepared to enter higher education, and improve their participation rate in careers in mathematics, science, technology, health-related fields and the licensed professions.  Competitive grants are available to postsecondary institutions.  STEP programs provide students with summer, after-school, Saturday enrichment activities in Regents examination, standardized test preparation, academic enrichment classes, research and internship opportunities, college/career counseling, tutoring, and mentoring.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §§6454 and 6455 

State Regulation:      8NYCRR Part 145 

FUNDING SOURCE(S):

State-                           $15.81m

Federal-                        

Special Revenue-         

Total-                           $15.81m

DESCRIPTION:

Through the Smart Scholars Early College High School Program, institutions of higher education (IHEs) partner with public school districts to create early college high schools that provide students with the opportunity and preparation to accelerate the completion of their high school studies while earning college credits at the same time.  This program is targeted to students who are traditionally underrepresented in postsecondary education.  

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 53 of the Laws of 2016

State Regulation:       

FUNDING SOURCE(S):

State-                           $4.95m

Federal-                        

Special Revenue-         

Total-                           $4.95m

DESCRIPTION:

The purpose of the Teacher Diversity Pipeline Pilot program is to assist teacher aides and teaching assistants in attaining the necessary educational and professional credentials to obtain teacher certification.  Funding will support a model program that accomplishes the following goals:

• Develop an innovative, supportive pathway for teacher aides and teaching assistants to become certified teachers;
• Increase the diversity of the teaching force in high-need district(s) and schools;
• Address teacher shortages/needs in high-need district(s) and high-need schools. 

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:               2018-19 New York State budget, S.7504/A.9504

State Regulation:       

FUNDING SOURCE(S):

State-                           $.5m

Federal-                        

Special Revenue-         

Total-                           $.5m

DESCRIPTION:

Unrestricted Aid to Independent Colleges and Universities, known as Bundy Aid, provides unrestricted financial support to independent colleges and universities in New York State.  The Program has the following goals:

• Maximize the total postsecondary educational resources of New York State.
• Promote and foster the diversity of educational options in New York State.
• Provide increased access to these programs by assisting institutions to minimize tuition increases.

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Education Law §6401 

State Regulation:      8 NYCRR 150.1 and 150.2

FUNDING SOURCE(S): 2018-19

State-                           $35.1m

Federal-                        

Special Revenue-         

Total-                           $35.1m  

DESCRIPTION:

The provision of academic intervention services (AIS) is intended to increase achievement for students who are struggling to meet the New York State Learning Standards, as evidenced by their performance on the State assessments in English language arts (ELA) and mathematics in grades three through eight (3-8).   Funds to support in-depth professional development are available to nonpublic school teachers for the purpose of supporting their students’ performance on the State-administered 3-8 assessments.    Please note: Not all nonpublic schools in New York State offer the 3-8 State assessments to their students.  ONLY those schools that do offer the assessments are eligible for AIS reimbursement, based upon the number of their students that do not achieve a level 3 or 4 on State proficiency exams. 

The purpose of these AIS professional development funds is to raise the proficiency of nonpublic school teachers in specific techniques designed to support their students who are at-risk of not meeting the State standards in ELA and mathematics.  Nonpublic schools who administer the 3-8 State assessments may seek reimbursement for the following professional development activities, subject to approval by the Department.  The professional development activities or materials must be secular, neutral and non-ideological, and designed to assist students who are at-risk of not achieving State standards.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.922m

Federal-                      

Special Revenue-       

Total-                           $0.922m

DESCRIPTION:

Grants shall be awarded to school districts with no or very limited advanced course offerings for students. Grants shall be awarded, based on a request for proposals developed by the commissioner of education and approved by the director of the budget, to school districts to establish advanced placement courses or other equally rigorous advanced courses in subjects including but not limited to English, history, science, mathematics, engineering, computer science, or world languages.

Grants from funds appropriated shall be awarded based on factors including, but not limited to, the following: (i) measures of school district need; (ii) the unavailability of current advanced course offerings; (iii) measures of the need   of students to be served by the school district; and (iv) proposal quality. Grants may be used for teacher training and development, materials and supplies, or equipment and services for digital learning.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.5m

Federal-                      

Special Revenue-       

Total-                           $0.5m

DESCRIPTION:

For services and expenses to subsidize the remaining cost of advanced placement and

 international baccalaureate exam fees for low-income students, as determined by free

 and reduced-price lunch eligibility, pursuant to a plan developed by the commissioner of education and approved by the director of the budget.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $4m

Federal-                      

Special Revenue-       

Total-                           $4m

DESCRIPTION:

The allowances to 11 State-supported schools provide for the education of students who are deaf, blind, severely physically or emotionally disabled under §4201 of the Education Law and Chapter 1060 of the Laws of 1974.  The State-supported schools receiving aid under this Program are:

     Schools for the Deaf:

            Cleary School for the Deaf, Ronkonkoma (Suffolk County)

            Lexington School for the Deaf, New York (Queens)

            Mill Neck Manor School for the Deaf, Mill Neck (Nassau County)

            New York School for the Deaf, White Plains (Westchester County)

            Rochester School for the Deaf, Rochester (Monroe County)

            St. Francis DeSales School for the Deaf, New York (Brooklyn)

            St. Joseph's School for the Deaf, New York (Bronx)

            St. Mary's School for the Deaf, Buffalo (Erie County)

     Schools for the Blind:

            New York Institute for Special Education, New York (Bronx)

            Lavelle School for the Blind, New York (Bronx)

     Schools for Physically Disabled Children:

            Henry Viscardi School, Albertson (Nassau County)

Chapter 1066 of the Laws of 1974, which added §4204-a to the Education Law, provides for State reimbursement of tuition costs for the education of deaf infants below the age of three, and their parents attending programs approved by the Commissioner at various public and private facilities, including schools for the deaf listed in §4201 of the Education Law.

Chapter 58 of the laws of 2011 amended sections 4204, 4204-a, 4204-b and 4207 of the Education Law to require school districts, beginning with the 2011-12 school year, to pay tuition for the ten-month school year based on a per pupil charge to the §4201 schools in the first instance.  The State reimburses a school district for the positive difference between its tuition payments and basic contribution. The State pays the §4201 schools directly for summer school special education programs, their ten-month school year deaf infant program, residential maintenance costs, and also any applicable Dormitory Authority debt service costs.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law Sections 4201 and 4204-a

State Regulation:      8NYCRR Part 200

FUNDING SOURCE(S):

State-                           135.8m

Federal-                      

Special Revenue-       

Total-                           $135.8m

DESCRIPTION:

Section 2, Part B of Chapter 56 of the Laws of 2018 requires all public elementary or secondary schools with at least seventy percent or more of its students eligible for free or reduced –price meals under the National School Lunch Program are required to offer all students a school breakfast after the instructional day has begun, beginning in the 2018-2019 school year, and continuing every school year thereafter.  This legislation is known as “Breakfast after the Bell.” The schools meeting 70 percent free and reduced-price are determined by the State Education Department (the Department) based upon data submitted through the basic educational data system (BEDS) from the prior school year, namely the 2016-2017 school year.  Each public school required to implement Breakfast After the Bell shall consult with teachers, parents, students and members of the community to determine the breakfast service delivery model(s) that best suits its students. Service delivery models may include, but are not limited to, breakfast in the classroom, grab and go breakfast, and second chance breakfast, which would include breakfast served in the cafeteria.  Time spent by students consuming breakfast in the classroom may be considered instructional time when instruction is being provided.  Schools subject to this requirement shall provide notice to students' parents and guardians that the school will be offering breakfast to all students after the instructional day has begun. Any school identified pursuant to this section may annually apply to the commissioner of education for a waiver from establishing a school breakfast program after the instructional day has begun.  Such waiver may be granted by the commissioner of education upon the school demonstrating:

1. a lack  of need for a school breakfast program after the instructional day has begun because of a successful existing breakfast program; or
2. providing a school breakfast program after the instructional day has begun would cause economic hardship for the school.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $5m

Federal-                      

Special Revenue-       

Total-                           $5m

DESCRIPTION:

CTEIA Incarcerated Program grants and State set-asides are made available to provide occupational skills instruction and support services to individuals incarcerated or institutionalized in county and State correctional facilities.  The purpose of the funding includes:

• The establishment and/or enhancement of career and technical education programs for inmates that lead to employment of high-wage, high-skill, high-wage, high-demand areas.
• The development on non-traditional career options.
• The development or enhancement of transitional services that lead to employment for inmates who are completing their sentences and are preparing for release.
• The improvement of equipment.

AUTHORITY:

Federal Statute:        Carl D. Perkins CDEIA of 2006, PL 109-270, Title I, Part A for Incarcerated Programs

Federal Regulation: 

State Statute:             Education Law §3203(7)

State Regulation:      8NYCRR Part 118

FUNDING SOURCE(S):

State-                          

Federal-                       $0.51m

Special Revenue-       

Total-                           $0.51m

DESCRIPTION:

The New York State Project for Nontraditional Training and Employment works with agencies on meeting the Perkins IV accountability standards.  The project provides statewide technical assistance for gender equity under Perkins IV.  Services include:

• Equity Resource Library

Books, manuals and videos are available for free loan to administrators and educators involved in Perkins-funded projects throughout New York State.  Our collection totals over 2,000 items.  Bibliographies of relevant topics are also available.

• Web Site

The web site on Nontraditional Training and Employment provides up-to-date information on nontraditional careers and new and emerging careers, as well as strategies for recruiting, retaining and placing nontraditional students.  The site allows access to and online ordering from the Resource Library database.

• State Development and Technical Assistance

Meeting the nontraditional performance indicators can be a complex and long-term process.  Staff development is available to meet your current needs.

AUTHORITY:

Federal Statute:        Carl D. Perkins Career and Technical Education Improvement Act (CTEIA) of 2006, PL 109-270

Federal Regulation:  34 CFR Parts 400 & 403

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $0.15m

Special Revenue-       

Total-                           $0.15m

DESCRIPTION:

Allocations are generated for all school districts and boards of cooperative educational services (BOCES) in the State for secondary career and technical education programs.  School districts and BOCES that meet eligibility requirements for use of the funds may then apply for funds to support their career and technical education programs.  Individual school districts unable to meet the eligibility requirements may elect to return the money to the Department or join together with other school districts to form a consortium that meets the eligibility requirements. 

Potential Perkins IV allocations for adult career and technical education programs are generated for school districts and BOCES based on the number of students in career and technical education programs who are economically disadvantaged using federally approved criteria. 

AUTHORITY:

Federal Statute:        Carl D. Perkins Career and Technical Education Improvement Act of (CTEIA) of 2006, PL 109-270, Title I

Federal Regulation:  34 CFR Parts 400 & 403

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $44.2m

Special Revenue-       

Total-                           $44.2m

DESCRIPTION:

• Federal Fund -- (Title V, Part B)

The purpose of the federal Charter Schools Program (CSP) is to expand the number of high-quality charter schools available to students across the nation by providing financial assistance for the planning, program design, and initial implementation of public charter schools, evaluation of the effects of charter schools, and dissemination of information about charter schools and successful practices in charter schools.

In New York, the Charter Schools Office in the Office of School Innovation makes funds available for charter school programs for planning and implementing grants to provide assistance to approved charter schools regarding the implementation of an approved charter.  Funds are also available on a competitive basis for the dissemination of successful practices in charter schools.

• State Fund

The Charter Schools Stimulus Fund provides assistance to approved charter schools through a competitive RFP process.  These funds are suballocated to SUNY, who makes the funds available for the expenses associated with the acquisition renovation or construction of school facilities.  Funds are available only to schools in private, not public space.

AUTHORITY:

Federal Statute:        84.282A Public Charter Schools

Federal Regulation:  CFR Part XX, EDGAR as applicable

State Statute:             Education Law Article 56; Finance Law §97-sss New Charter School Law

State Regulation:     

FUNDING SOURCE(S):

State-                           $4.8m

Federal-                       $9.8m

Special Revenue-       

Total-                           $14.6m

DESCRIPTION:

The Education Law permits the conversion of an existing public school to a charter school. An application for such a conversion shall be submitted to, and may only be approved by, the board of education of a school district eligible for an apportionment of aid under subdivision four of section thirty-six hundred two of Chapter 56 of the Education Law, provided that a board of education shall not approve an application for a school to be operated outside the school district`s geographic boundaries and further provided that in a city having a population of one million or more, the chancellor of any such city school district shall be the charter entity established by Education Law §2851.

Pursuant to Education Law §2854(3)(b), school employees of a charter school that has been converted from an existing public school who are eligible for representation under article fourteen of the civil service law shall be deemed to be included within the negotiating unit containing like titles or positions, if any, for the school district in which such charter school is located and shall be subject to the collective bargaining agreement covering that school district negotiating unit; provided, however, that a majority of the members of a negotiating unit within a charter school may modify, in writing, a collective bargaining agreement for the purposes of employment in the charter school with the approval of the board of trustees of the charter school. As such, conversion charter schools are in the unique position of facing collective bargaining costs that are negotiated not by them but by their district of location and pension obligations that are externally set. This program was created to assist conversion charter schools address these externally determined costs that non-conversion charter schools do not incur and for which conversion charter schools receive no additional per pupil funding above and beyond what is allocated to all charter schools pursuant to Education Law §2856.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.5m

Federal-                      

Special Revenue-       

Total-                           $0.5m

DESCRIPTION:

   For services and expenses of the clinically rich intensive teacher institute bilingual extension and English to speakers of other languages program.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.77m

Federal-                      

Special Revenue-       

Total-                           $0.77m

DESCRIPTION:

“Community Schools” are public schools that emphasize family engagement and are characterized by strong partnerships and additional supports for students and families designed to counter environmental factors that impede student achievement. Fundamentally, Community schools coordinate and maximize public, non‐profit and private resources to deliver critical services to students and their families, thereby increasing student achievement and generating other positive outcomes.  Eligible school districts target school buildings as ‘community hubs’ to deliver co‐located or school‐linked academic, health, mental health, nutrition, counseling, legal and/or other services to students and their families in a manner that will lead to improved educational and other outcomes.

This program reflects the recommendations of the New NY Education Reform Commission and is consistent with the New York State Board of Regents advocacy for establishing programs for students and families that provide academic enrichment activities along with a broad array of student and family development opportunities within their communities.   

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:               

State Regulation:      Education Law § 3641 subdivision 6            

FUNDING SOURCE(S):

State-                           $15m

Federal-                        

Special Revenue-         

Total-                           $15m 

DESCRIPTION:

Three regional Technical Assistance Centers will provide technical assistance to school districts establishing or operating Community Schools. The responsibilities of the TACs include statewide dissemination of information on effective and promising practices in the establishment and ongoing management of Community School strategies through professional development and technical assistance activities designed to:

1. Familiarize school personnel across New York State with Community School strategies;
2. Increase the knowledge and skills of school personnel and community partners to aid in the implementation, management, and sustainability of Community Schools;
3. Promote the establishment and development of Community Schools that incorporate the characteristics of Community Schools strategies listed above: a rigorous academic program with strong supports, a full range of school-based and school-linked programs and services, and partnerships that demonstrate collaboration with the local community;
4. Provide school districts with the tools necessary to design and implement needs/resource assessments that will provide the data necessary to effectively target Community School resources;
5. Increase statewide capacity to support effective Community School strategies; and
6. Identify and evaluate the school districts’ needs within a region in order to provide tailored technical assistance and professional development.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $1.2m

Federal-                      

Special Revenue-       

Total-                           $1.2m

DESCRIPTION:

This program allows undocumented youth who were brought to the United States as children and who meet certain criteria to be considered for work authorization and relief from deportation. Eligibility for this program applies to undocumented youth over the age of 15 and under 31 who had arrived in the US before they turned 16 and who have pursued or are pursuing education or military services. Young adults who achieve DACA status will be given temporary relief from the possibility of deportation and would be able to legally live and work in the United States.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:                    

State Regulation:                 

FUNDING SOURCE(S):

State-                           $1m

Federal-                      

Special Revenue-       

Total-                           $1m

DESCRIPTION:

§4410 Preschool Services

Under §4410 of Education Law, school districts are responsible for assuring the provision of special education services to eligible preschool children with disabilities (ages 3-4 years). Counties contract with approved programs and service providers selected by local boards of education and make 100 percent payment to providers.  Pursuant to Chapter 642 of the Laws of 1996, counties are reimbursed by the State for 59.5 percent of the approved costs for services.

§4408 Summer School Services

Children with disabilities, ages 5-21 years, may receive special programs and/or services during July and August, if recommended by the Committee on Special Education. The county of residence is responsible for 10 percent of the cost and the local school district is responsible for 20 percent of the cost.  The State Education Department is responsible for the remaining 70 percent of the cost.  Costs incurred for services provided during July and August to children with disabilities in the State schools in Rome and Batavia and the State-supported §4201 schools are included. Also included in this account are payments for summer students who are placed in Office of Mental Health residential treatment facilities.  Pursuant to Chapter 82 of the Laws of 1995, beginning in 1995-1996, no single payee may receive more than 45 percent of the appropriation for this Program.  In addition, no payments will be made after July 1, 1996 based on a claim submitted later than three years after the end of the school year in which services were rendered except in cases where such payment is the result of a court order, judgment, or final audit.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law Sections 4408 and 4410

State Regulation:      8NYCRR Part 200

FUNDING SOURCE(S):

State-                           $1,366m

Federal-                      

Special Revenue-       

Total-                           $1,366m

DESCRIPTION:

For an English Language Learner class reduction pilot program. Funds shall be used in New York City and the Hudson Valley for initiatives to decrease the size of ELL classes by encouraging more

teachers to become dual certified in compliance with applicable law and regulations, as well as assisting teachers in learning the characteristics of   ELLs, including the stages of language development, how these stages affect instruction, and approaches to differentiate content and language development for ELLs.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.5

Federal-                      

Special Revenue-       

Total-                           $0.5m

DESCRIPTION:

Grants to school districts to allow community schools to expand mental health services and capacity of community school programs.  Grants shall support inclusion of mental health activities in wrap-around services, improving school climate, combating bullying or school violence, and promotion of social-emotional learning. Grants shall be awarded to school districts for community schools identified by the commissioner of education as candidates for improving school climate or mental health supports, subject to the approval of the director of the budget.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.25m

Federal-                      

Special Revenue-       

Total-                           $0.25m

DESCRIPTION:

The purpose of the Extended Learning Time (ELT) competitive grant program is to provide grants to school districts or school districts in collaboration with not-for-profit community-based organizations (CBOs) to increase school-wide learning opportunities in high-quality extended school day, school week and/or extended school year programs with a focus on improving academic achievement. School-wide extended learning requires a transformation and redesign of the school calendar for all students in the school. The intent of this program is to provide school districts the opportunity to transform and redesign the school day, week and year in order to better meet the needs of its students and school community and improve student achievement.

Extended school-wide learning time enables schools to provide students with more individualized instruction, more time for honing core academic skills, and more enrichment activities that make learning relevant and engaging. It also provides critical time for teachers to collaborate to improve instruction aligned to the Common Core State Standards. Schools that apply for the competitive grant program must agree to expand learning time by adding at least 25 percent more time to the academic calendar beyond the current schedule. 

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:               

State Regulation:        

FUNDING SOURCE(S):

State-                           $21.6m

Federal-                        

Special Revenue-         

Total-                           $21.6m

DESCRIPTION:

ESD/SVP grant program will be awarding projects through public school districts, special act school and not for profit organizations collaborating with public school districts. Priority was given to applicants that included high-need public school districts as defined by districts ranked 1-4 on the Need/Resource Capacity Category Index, or have at least 50 Limited English Proficient (LEP) students. In order for an application to have received priority, at least 50% of the districts included in the application must have been on one of the priority lists.

The primary purpose of the ESD/SVP grant program is to provide a balance of academic enrichment and youth development activities. In addition, violence prevention strategies are utilized and implemented to assist in maintaining a positive school climate. Activities are provided during and after the school day. These activities may include; tutoring in areas of math, reading and science, recreation, student leadership development, peer intervention training, and conflict resolution programs.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Chapter 53 of the Laws of 2002

State Regulation:     

FUNDING SOURCE(S):

State-                           $24.3m

Federal-                      

Special Revenue-       

Total-                           $24.3m

DESCRIPTION:

The purpose of the Prekindergarten for Three-Year Old Students in High Need School Districts is to increase the availability of high quality prekindergarten placements for high need children and schools within New York State.  The appropriation is for prekindergarten grants to establish new full-day prekindergarten placements, convert existing half-day placements to full-day, or create new half-day placements for three- year old students, and be designated for high need children in low wealth school districts.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:            

State Regulation: 8NYCRR Subpart

FUNDING SOURCE(S):

State-                           $22m

Federal-                      

Special Revenue-       

Total-                           $22m

DESCRIPTION:

The purpose of the Expanded Prekindergarten for Three- and Four-Year Old Students in High Need School Districts is to increase the availability of high quality prekindergarten placements for high need children and schools within New York State. The appropriation is for prekindergarten grants to establish new full-day prekindergarten placements, convert existing half-day placements to full-day, or create new half-day placements for three- and/or four-year old students, and be designated for high need children in low wealth school districts.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:            

State Regulation: 8NYCRR Subpart

FUNDING SOURCE(S):

State-                           $30m

Federal-                      

Special Revenue-       

Total-                           $30m

DESCRIPTION:

For services and expenses of locally run gang prevention and education programs targeted to middle   and high school students. Funds shall be used to provide in-school training and support to help     students avoid gang recruitment, peer pressure, violence, and delinquent behavior.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.5m

Federal-                      

Special Revenue-       

Total-                           $0.5m

DESCRIPTION:

Funds will support targeted health education, services and activities of the New York State Center for  School Health (NYSCSH), NYS Office of Alcohol and Substance Abuse MOU (beginning 11/1/14), and Kaleida Health Contract (Buffalo).

These funds are available for health-related programs focused on increasing the capacity of school districts and buildings to coordinate their school health education programs, health policies and supportive services, while directly increasing their capacity to deliver comprehensive evidence-based health instruction and professional development.  This will be accomplished in part by establishing a resource center to provide professional development and technical assistance to school health services and school health education staff.  Such health-related programs include but are not limited to, those providing health instruction and supportive services in health education (misuse of alcohol, tobacco and other drugs), nutrition, physical activity/education, coordinated school health, and acquired immune deficiency syndrome education (AIDS).

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Chapter 53 of the Laws of 2005

State Regulation:     

FUNDING SOURCE(S):

State-                           $0.691m

Federal-                      

Special Revenue-       

Total-                           $0.691m

DESCRIPTION:

IDEA makes it possible for states and local educational agencies to receive federal funds to assist in the education of students with disabilities ages 3-21.  In order to remain eligible for federal funds under the law, states must have policies and procedures in effect that comply with federal requirements including, but not limited to, policies and procedures that demonstrate:

1. All children and youth with disabilities, regardless of the severity of their disability, will receive a free appropriate public education at public expense.
2. Education of children and youth with disabilities will be based on a complete and individual evaluation and determination of eligibility.
3. An individualized education program is developed, reviewed and revised for every child or youth found eligible for special education.
4. To the maximum extent appropriate, all children and youth with disabilities will be educated in the least restrictive environment and a continuum of alternative placements will be available.
5. The rights of children with disabilities and their parents are protected through procedural safeguards.
6. Children suspected of having disabilities are located through child find procedures.
7. Confidentiality of personally identifiable information will be ensured and protected.
8. The State has appropriate professional requirements that establish suitable qualifications for personnel providing special education and related services.

The federal government allocates funds to New York State based on a census of children ages 3-21 in the State.  A portion of the funds is allocated to schools based on the total school enrollment and the State’s poverty rate.

Each year, special education services are provided to approximately 41,823 students with disabilities, ages 3-5 and 396,152 students with disabilities, ages 6-21.  Federal discretionary dollars support initiatives such as statewide training and resources networks, parent centers, general oversight and monitoring activities, quality assurance and federal compliance.

AUTHORITY:

Federal Statute:        Individuals with Disabilities Education Act, Part B, 601-682, as amended, PL 108-446

Federal Regulation:  Title 34 CFR 300

State Statute:             Article 89, Article 81

State Regulation:      8NYCRR Parts 200 and 201

FUNDING SOURCE(S):

State-                          

Federal-                       $749.0m School Age (regular)

                                    $  31.5m Preschool (regular)

Special Revenue-       

Total-                           $780.5m

DESCRIPTION:

The Math Science High Schools program supports three distinct and unique math and science initiatives in the Rochester City School District - East High Optics Program, Tech Valley High School, and Bard High School-Early College. These focused initiatives provide promising innovative opportunities and approaches to learning in science, technology, mathematics, and engineering. These programs expose and promote access to STEM education that provides options and trajectories at the post-secondary level through multiple entry points into the STEM career and college pipeline.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $1.38m

Federal-                      

Special Revenue-       

Total-                           $1.38m

DESCRIPTION:

Hillside Work Scholarship Connection uses $490,000 in funding from the New York State Department of Education to provide services to at-risk students in the Rochester City School District in our model program whose overachieving goal is student graduation. Our program also measures intermediate goals including:

1. Improve academic performance, as evidenced by increased promotion, sufficient credits earned and/or timely graduation
2. Improve attendance rates
3. Decrease the rate of disciplinary referrals, as evidenced by a decrease in suspensions
4. Increase the number of trained, job-ready students, as evidenced by active participation and completion of the Youth Employment Training Academy
5. Increase employment, as evidenced by the number of students placed at employment sites

AUTHORITY:

Federal Statute:       

Federal Regulation:

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                           $0.49m

Federal-                      

Special Revenue-       

Total-                           $0.49m

DESCRIPTION:

Funds are used to meet the unique needs of migrant students during the summer and regular school year.

Educational and support services are provided to children of migrant workers whose schooling has been disrupted and who are failing or in danger of failing; preschool children who require services in areas of health, nutrition and early childhood to ensure that they enter school ready to learn; adolescents who require assistance in the areas of credit accrual, school-to-work and postsecondary school activities; to out-of-school migrant youth who require assistance in language development, employment opportunities and/or involvement in education settings; and to parents of all eligible migrant children.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Chapter 53 of the Laws of 2001

State Regulation:     

FUNDING SOURCE(S):

State-                           $89,000

Federal-                      

Special Revenue-       

Total-                           $89,000

DESCRIPTION:

Public school districts, nonprofit, nonpublic schools and residential childcare institutions are eligible to participate in these Programs.  Federal and State reimbursement is provided monthly for meals served to children that meet federal meal pattern requirements.  The amount of reimbursement for each meal is based on the family's eligibility for free, reduced price or full priced meals, which is determined by an annually approved application, direct certification letter or computer match with the local Department of Social Services or the Office of Temporary and Disability Assistance.  In addition, $.2275 in donated foods is available per day per lunch to each school food authority.

• School Breakfast Programs

Chapter 537 of the Laws of 1976 mandated that school breakfast programs be instituted in all public schools in the City School Districts of Buffalo, New York City, Rochester, Syracuse and Yonkers. 

Chapter 798 of the Laws of 1980 required funding levels of $.11 for each free breakfast, $.12 for each reduced price breakfast and $.0025 for each full price breakfast.  Chapter 53 of the Laws of 1988 raised the State subsidy an additional $.05 for each reduced price breakfast to $.17.

Chapter 798 of the Laws of 1980 also authorized the reimbursement of all approved costs exceeding revenues associated with the federal school breakfast programs to school districts during their first year of operation, payable in the following year ("full cost reimbursement"). 

Section 389 of Chapter 57 of the Laws of 1993 added a new Subdivision c to §1 of Chapter 537 of the Laws of 1976 to require school districts to establish school breakfast programs no later than September 1, 1993 in public elementary schools categorized as "severe need."

Chapters 614 and 615 of the Laws of 1993 further amended the provisions for mandated school breakfast programs by extending the requirements to all public "severe need" schools beginning September 1, 1994 and to all elementary schools that were in the National School Lunch Program on or after January 1, 1993 no later than September 1, 1995.  Schools may obtain an annual exemption if they can document lack of need, economic hardship or other good cause.

• National School Lunch Program

The Omnibus Reconciliation Act of 1981 (PL 97-35) changed the State Revenue Matching Requirement for the National School Lunch Program.  For each school year, beginning with school year 1981-1982, the State Revenue Matching Requirement is equal to 30 percent of all federal §4 funds provided for reimbursement of lunches served to children in the school year 1980-1981, unless the §4 funds in a succeeding year exceed the amounts paid in 1980-1981. 

Projections for the breakfast and lunch programs will vary from year-to-year based on when holidays fall.  Both the days of the week of the holidays and the fiscal year where Easter occurs affect how schools allocate vacation time, which in turn impacts on days of service.

AUTHORITY:

Federal Statute:        National School Lunch Act, Child Nutrition

Federal Regulation:  7 CFR 210, 220, 245

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                           $

Federal-                       $

Special Revenue-       

Total-                           $825m

DESCRIPTION:

The New York State Center for School Safety is funded for the primary purpose to help make schools safer through its leadership that is consistent with the intent of the SAVE legislation. This includes the following:

• Review updated school safety plans and provides technical assistance and staff development to schools in helping them complete safety plans.
• Review updated school codes of conduct and provides technical assistance and staff development to schools in helping them complete the codes.
• Provide safety and crisis management technical assistance to schools upon request of the school and/or the Department.
• Conduct selected site reviews with SED staff for schools and charter schools designated as Persistently Dangerous (PD) as well as those identified for coordinated site visits.
• Provide technical assistance to school districts, including staff development on the reporting procedures for Violent And Disruptive Incident Reporting (VADIR), the Dignity for All legislation, and the use of VADIR and other student conduct data to develop safer learning environments.
• Inform practice through publication of online research briefs that reflect best practices in the field.
• Respond to crisis situations and provide technical assistance to school staff to handle situations relating to school safety.
• Respond to crisis calls from school staff and other providers.
• Maintain regular and consistent communication with the Department regarding school safety issues.
• Provide training and technical assistance to schools, under the direction of the State Education Department, on implementing the Safe Schools Against Violence in Education (SAVE) legislation and the Dignity for All legislation. Work collaboratively and cooperatively with the Student Support Services Regional Centers, the Statewide School Health Services Center and the Statewide Center for Student Support Services to review updated school safety plans and codes of conduct.
• Support corrective action plan development for Schools identified as “Persistently Dangerous.”

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Safe Schools Against Violence Education Act Chapter 181, Laws of 2000

State Regulation:      8NYCRR 155.17; 100.2(L)(2); 100.2(dd); 100.2(gg)

FUNDING SOURCE(S):

State-                           $0.466m

Federal-                      

Special Revenue-       

Total-                           $0.466m

DESCRIPTION:

Reimbursement of mandated services to nonpublic schools may be made for the actual costs related to complying with certain State mandates, if eligibility requirements are met. To be eligible for reimbursement, the school must:

• Provide instruction in all required subjects according to §3204 of the Education Law.
• Require pupils to attend full-time instruction according to §3205 of the Education Law.
• Not are the recipients of other State or local aid, directly or indirectly (e.g., tuition payments for the disabled).
• Be a not-for-profit institution.

The administrator should keep track of and be able to document the amount of time spent by faculty and staff in complying with State mandates. Expenses incurred in fulfilling mandates are reimbursable. These include, but are not limited to, the following activities:

• BEDS forms.
• Pupil attendance records.
• Elementary school tests.
• Regents Exams.
• Regents Competency Tests.
• Regents Scholarship applications.
• Registration of high schools.
• Graduation reports.
• Documentation of incorporation of home and career skills, technology education and library and information skills into other courses.
• Comprehensive School Improvement Plan (for schools identified by the Commissioner as having to develop a Plan).

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Chapter 53 of the Laws of 2003

State Regulation:      8NYCRR Part 176

FUNDING SOURCE(S):

State-                           $186.4m

Federal-                      

Special Revenue-       

Total-                           $186.4m

DESCRIPTION:

Education in Mathematics, Science, and Technology is a focus in schools nationwide.  Such education provides students with opportunities for hands-on instruction and real-world problem solving, and it can lead to preparedness for careers in competitive fields.  Funds to reimburse religious and independent schools for Mathematics, Science, and Technology teachers were appropriated in the 2017-2018 enacted State budget, and the program is governed by Section 3037 of Education Law, added by Chapter 59 of 2017 (http://public.leginfo.state.ny.us/lawssrch.cgi?NVLWO).  Religious and independent schools that employ eligible teachers of Mathematics, Science, or Technology may seek reimbursement. 

Funding Eligibility: An eligible teacher is:

1. categorized as one of the following:
   
   1. certified to teach in New York State pursuant to Section 3004 of Education Law (http://public.leginfo.state.ny.us/lawssrch.cgi?NVLWO); or
   2. holds a Master’s degree or Ph.D. in Mathematics, Science, Technology, or Education; or
   3. holds a Bachelor’s degree in Mathematics, Science, Technology, or Education and is currently enrolled in a Master’s or Ph.D. program in Mathematics, Science, Technology, or Education within five (5) years from the later of April 10, 2017 or the employment start date with the nonpublic school;
2. teaches Mathematics, Science, or Technology in any grades from three (3) through twelve (12) using curricula that support the New York State learning standards; and
3. is employed by a nonpublic school.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $15m

Federal-                      

Special Revenue-       

Total-                           $15m

DESCRIPTION:

 For community schools grants to school districts with schools  designated by the commissioner of education pursuant to paragraphs a or b of  subdivision  1  of section 211-f of the education law throughout the 2016-17 school year to support the operating and  capital  costs associated  with  the  transformation of such schools into community hubs to deliver co-located or school-linked academic, health, mental health,  nutrition,  counseling,  legal  and/or  other  services  to 16  students  and their families, including but not limited to providing a community school site coordinator,  improving  parent  engagement, providing  early childhood education programs, offering professional development specific to the unique needs of students and their families enrolled in a community school, conducting community-wide needs assessments, creating a steering committee made up of various school and community stakeholders to provide  feedback  and  guidance, and constructing  or  renovating  spaces within such school buildings to serve as health suites, adult  education  spaces,  guidance  suites,

resource rooms, remedial rooms, parent/community rooms, and career and technical education classrooms. Provided that such grants shall be awarded pursuant to  a  plan  developed by the commissioner of education and approved by the director of  the budget. Provided further the commissioner shall promulgate regulations that set forth the requirements for use of such grants including, but not limited to, requiring that such school districts demonstrate substantial parent, teacher, and community engagement in the planning, implementation and operation of a community school. Provided further that of the amount hereby appropriated, $50,000,000 shall support such operating costs and $25,000,000 shall support such capital costs.(re. $75,000,000)

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $36m

Federal-                      

Special Revenue-       

Total-                           $36m

DESCRIPTION:

Education Law, §4118, provides funding for Native American students for attendance at approved, accredited institutions within New York State.  Student aid is granted annually for up to four years to each Native American student who qualifies.  Students enrolled in programs requiring five years to complete, for example, architecture, can be funded for five years.  Student aid is granted for less than four years if the duration of the postsecondary program is less than four years.  Eligible students must complete an application form and submit proof of tribal enrollment showing they are a tribal member or a child of an enrolled member, be a State resident, a high school graduate or GED recipient, and be accepted to an accredited New York State institution.  Students must maintain at least a 2.0 semester grade point average in order to continue receiving aid.  Aid provided is a grant available for students to use for any educational related expense.  Approximately 300-400 students each semester are awarded this grant.  All eligible students meeting application requirements and filing deadlines will be funded.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §4118

State Regulation:     

FUNDING SOURCE(S):

State-                           $0.598m

Federal-                      

Special Revenue-       

Total-                           $0.598m

DESCRIPTION:

Funding to provide Career and Technical Education (CTE) programs with support and resources to eliminate barriers to Students with Disabilities (SWD) and English Language Learners (ELL) participation in CTE programs and activities as well as promote gender diversity in non-traditional career paths.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                           $1m

Federal-                      

Special Revenue-       

Total-                           $1m

DESCRIPTION:

Funds appropriated herein shall be available for educational services and expenses of

the Syracuse city school district for the say yes to education program.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $0.35m

Federal-                      

Special Revenue-       

Total-                           $0.35m

DESCRIPTION:

Section 2, Part B of Chapter 56 of the Laws of 2018  provides that  Notwithstanding  any  monetary  limitations  with  respect  to school  lunch  programs  contained  in any law or regulation, for school lunch meals served in the school year commencing July 1, 2019  and  each July 1 thereafter, a school food authority shall be eligible for a lunch meal State subsidy of twenty-five cents, which shall include any annual State subsidy received by such school food  authority  under  any  other provision  of State law, for any school lunch meal served by such school food authority; provided that the school food authority certifies to the State Education Department through the application that such food authority has purchased  at least  thirty  percent of its total cost of food products for its school lunch service program from New York state farmers, growers, producers or processors in the preceding school year.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $10m

Federal-                      

Special Revenue-       

Total-                           $10m

DESCRIPTION:

The Smart Start Grant program promotes the development, implementation, and sharing of innovative programs that provide professional development and support to increase expertise in Science, Technology, Engineering, and Mathematics (STEM) subject areas, including computer science, as well as educational technology among teachers in grades K-8, to allow such teachers to become in-house experts in the school and district.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $6m

Federal-                      

Special Revenue-       

Total-                           $6m

DESCRIPTION:

This Program is available to schools that do not participate in the National School Lunch and School Breakfast Programs and for children in half-day pre-kindergarten and half-day kindergarten classes that are in schools with the National School Lunch and School Breakfast Programs, but who do not have access to the programs.  The federal subsidy, per 8 ounces of milk, keeps milk costs lower to families and helps farmers by encouraging the consumption of milk.

AUTHORITY:

Federal Statute:        U.S. Child Nutrition Act PL 89-642

Federal Regulation:  7 CFR, Chapter II, Part 215

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $0.57m

Special Revenue-       

Total-                           $0.57m

DESCRIPTION:

For additional mandated services and expenses of the costs of complying with the State School Immunization Program (SSIP) for the 2017-18 school year.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Education Law §

State Regulation:      8NYCRR Part

FUNDING SOURCE(S):

State-                           $7m

Federal-                      

Special Revenue-       

Total-                           $7m

DESCRIPTION:

The Statewide Universal Full-Day Prekindergarten Program (SUFDPK) was created by Chapter 53 of the Laws of 2014 and appropriated $340 million for prekindergarten grants to incentivize and fund universal full-day prekindergarten programs in accordance with Section 3602-ee of the Education Law.  Funding for this program is directly tied to the level of certification of the primary classroom teacher.  A Request for Proposals (RFP) has been issued by the State Education Department and grant awards are expected to be made in late July.  Program goals include creating high quality full day prekindergarten programs that assist children in developing language and communication skills; promoting early literacy skills and critical thinking; and fostering the requisite social and emotional development and motor skills necessary for school success. Additionally, the program is designed to assure that the prekindergarten content is aligned with the New York State Common Core Learning Standards and connected to the kindergarten and early elementary curricula.  This is done through the use of The Prekindergarten Foundation for the Common Core. 

AUTHORITY:

Federal Statute:          

Federal Regulation:   

State Statute:             Chapter 53 of the Laws of 2014 established SUFDPK; Section 3602(ee).

State Regulation:        

FUNDING SOURCE(S):

State-                           $340m

Federal-                        

Special Revenue-         

Total-                           $340m

DESCRIPTION:

For the past twelve years, New York State has provided additional per meal reimbursement each spring to Summer Food Program sponsors.  The reimbursement is for breakfasts, lunches, suppers and/or snacks for each meal that meets meal pattern requirements.  In addition, camps and migrant sites receive only this State reimbursement for “fourth meal supplements” which are not eligible for federal reimbursement.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Chapter 53 of the Laws of 2004

State Regulation:     

FUNDING SOURCE(S):

State-                           $3.049m

Federal-                      

Special Revenue-       

Total-                           $3.049m

DESCRIPTION:

On October 1, 1998, the New York State Education Department assumed responsibility for all schools and government entities in New York State participating in the SFSP.  On October 1, 2002, the Education Department began administering the SFSP for sponsors that are private, nonprofit organizations and residential camps.  The Child Nutrition Reauthorization Act of 2004 reauthorized funding for SFSP through fiscal year 2009.  This was extended through 2010 and is currently available through December 5, 2010.

The SFSP provides nutritious meals for low-income children in the summer when school is not in session.  The SFSP in New York State is the largest in the Country.

The 1996 Personal Responsibility and Work Opportunity Reconciliation Act, commonly called the Welfare Reform Act, reduced federal subsidies that sponsors receive for meals served and eliminated the federal subsidy for a fourth daily meal provided in summer camps and programs that primarily service migrant children.  Since 1997, the New York State Legislature has appropriated $3.3 million for SFSP sponsors every year to help offset the federal cuts in reimbursement.  In 2008, the amount was reduced to 3,234,000.  It was also reduced 1.1 percent for claims after September 16, 2010.

There is a growing concern that despite outreach initiatives, on average, only one in six children eligible for free and reduced priced meals during the school year participates in SFSP.

The State Education Department focuses its attention on increasing the number of sponsors and sites in both urban and rural areas to encourage increased participation by needy children throughout the State.  The State Education Department also focuses on increasing the number of service days by existing sponsors. A variety of outreach initiatives including subway posters and public service announcements in English and Spanish are implemented.  A variety of strategies are used to target low-income families to make them aware of the nutrition benefits available for their children so they return to school in September well-nourished and ready to learn.

AUTHORITY:

Federal Statute:        National School Lunch Act

Federal Regulation:  7 CFR 225

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                           $

Federal-                       $

Special Revenue-       

Total-                           $52m

DESCRIPTION:

For services and expenses of the supportive schools   grant   program   and technical

assistance to promote safe and supportive school environments free from bullying,

harassment, and discrimination. Up to $300,000 of this appropriation shall be available for the New York center for school safety. A portion of this appropriation may be transferred to any other account within the state education department, as needed to accomplish the intent of this appropriation, provided further that up to five percent of the funds appropriated herein may be transferred to the credit of the state purposes account of the state education department to carry out the purposes of this appropriation.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:            

State Regulation:      8NYCRR

FUNDING SOURCE(S):

State-                           $2m

Federal-                      

Special Revenue-       

Total-                           $2m

DESCRIPTION:

The Targeted Prekindergarten Program, formerly known as Experimental Prekindergarten, was established in 1966 to provide high quality preschool education to four-year old children from families who are economically disadvantaged.  The goal is to prepare them for success in school.  In 2006-2007, the Targeted Prekindergarten program was merged with the Universal Prekindergarten program.  As a result, the only remaining Targeted Prekindergarten Programs are those operated by BOCES, which are not eligible to receive Universal Prekindergarten funds directly. 

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:            

State Regulation: 8NYCRR Subpart 151-2

FUNDING SOURCE(S):

State-                           $1.3m

Federal-                      

Special Revenue-       

Total-                           $1.3m

DESCRIPTION:

Purpose: To continue building capacity of sustainable school and community infrastructures within a systematic process for improving health and academic outcomes, focusing on prevention education and activities of engagement, assessment, application, and evaluation. This broader goal is to be accomplished by providing education professionals responsible for coordinating and teaching health education, and pupil personnel service professionals working in the schools that support health education, with a framework of best-practices and evidence-based resources.  These resources will focus on teen prevention education efforts related to tobacco, alcohol, other drugs, and obesity in support of decreasing health disorders. Participation and strengthening of ongoing school, community, stakeholder, and parent partnerships as well as initiatives will enhance continuity by bridging systems and building capacity for a sustainable infrastructure.  Promoting health education prevention initiatives will facilitate improved outcomes for teens. Three local education agencies (LEAs) will be supported through the provision of information, technical assistance, and specific evidence-based resources to support building and sustaining purposeful results-driven collaborations and partnerships to decrease service gaps for teens.

Strategy: Expand into three LEAs the Positive Action (PA) evidence-based program (EBP).   Research on this EBP has provided evidence of effectiveness in reducing the risk factors and increasing student outcomes. It is the intent to expand this type of evidence-based programming and include equivalent sequential programing by utilizing the Positive Action (PA) school curriculum.  As an evidence-based program (EBP), PA offers lessons which boasts outcomes including, but not limited to, the following:

• Sample Short-Term Outcomes:

• Increase in social-emotional mental health
• Decreasing in problem and unhealthy behaviors
• Improved decision making for healthy food choices
• Increases in academic achievement

• Sample Long-Term Outcomes:

• Decrease in substance abuse
• Increases in healthy functioning (independent and family)
• Decreases in absenteeism
• Improvements in healthy family functioning

Additionally, the New York State Center for School Health will be providing technical assistance and educational resources to schools on menstruation to schools throughout NYS.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:            

State Regulation:       8NYCRR

FUNDING SOURCE(S):

State-                           $0.12m

Federal-                      

Special Revenue-       

Total-                           $0.12m

DESCRIPTION:

The Children’s Institute has developed and provided prevention-oriented programs based on sound research to children since 1957. Several structured prevention and early intervention programs are provided to students, including:

• Primary Project - A program developed for the early detection and prevention of school adjustment and learning problems in primary grade children.
• A.C.T.- For the Children (Assisting Children Through Transition) - An interdisciplinary parent education program designed to provide separating parents with information and skills to reduce the stress of family change and protect their children from ongoing conflict.
• Resiliency Program - A program that uses the results of research in factors affecting resiliency to address the needs of children placed at risk by their environment.
• Study Buddy Program - A program that pairs primary grade students for class work.
• Pre-K Preliminary Project - An extension of Primary Project that has been adopted for four-year-old children.

The Children’s Institute has proven effective at both improving educational achievement and behavioral adjustment.  Using a prevention-oriented approach, the Children’s Institute emphasizes:

• A focus on young children before problems root.
• The provision of active screening to identify children experiencing significant early school adjustment problems.
• Services to identify children through the use of carefully selected, trained and supervised nonprofessional help agents.

AUTHORITY:

Federal Statute:       

Federal Regulation: 

State Statute:             Chapter 53 of the Laws of 2002

State Regulation:     

FUNDING SOURCE(S):

State-                           $0.89m

Federal-                      

Special Revenue-       

Total-                           $0.89m

DESCRIPTION:

The purpose of Title I, Part A of the Elementary and Secondary Education Act (ESEA) is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency in challenging State academic achievement standards and State academic assessments.  It provides financial assistance through State education agencies to local educational agencies to meet the educational needs of children who are failing, or are most at risk of failing the State’s challenging academic achievement standards and State academic assessments in schools with high concentrations of children from low-income families.

AUTHORITY:

Federal Statute:        NCLB 2002 PL 107-110

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $1.08B

Special Revenue-       

Total-                           $1.08B

DESCRIPTION:

Title I School Improvement funds are to be used to support local educational agencies (LEAs) that:

• Serve the lowest achieving schools.
• Demonstrate the greatest need for such funding.
• Demonstrate the strongest commitment to ensuring that such funds are used to enable the lowest achieving schools to meet the progress goals in their school improvement plans.

A portion of the Title I allocation (4 percent) is set aside, as required by federal legislation, for this purpose in order to increase the opportunity for all students in such schools to meet New York State’s high content and student performance standards.  The law further requires that the State education agency allocate funds to the LEAs for schools identified as Priority and Focus Schools.

The funding is for designated LEAs and schools to support the implementation of the goals identified in the required District Comprehensive Improvement Plans (DCIP) and School Comprehensive Education Plans (SCIP) under the Elementary and Secondary Education (ESEA)  Act, §1116(b), as modified by the ESEA Flexibility Waiver (May 2012).

AUTHORITY:

Federal Statute:        ESEA Act of 2001, PL 107-334, §Title I, 1003(a)

Federal Regulation:  34 CFR Parts 200, 201, 203, 205 and 212

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $43.2m

Special Revenue-       

Total-                           $43.2m

DESCRIPTION:

Funds are to be used to meet the unique needs of migrant students during the summer and regular school year.

Educational and support services are provided to children of migrant workers whose schooling has been disrupted and who are failing or in danger of failing; preschool children who require services in areas of health, nutrition and early childhood to ensure that they enter school ready to learn; adolescents who require assistance in the areas of credit accrual, school-to-work and postsecondary school activities; to out-of-school migrant youth who require assistance in language development, employment opportunities and/or involvement in education settings; and to parents of all eligible migrant children.

AUTHORITY:

Federal Statute:        No Child Left Behind Act of 2001

Federal Regulation:  Title 34 CFR

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $9.6m

Special Revenue-       

Total-                           $9.6m

DESCRIPTION:

The purpose of §1401 is:

• To improve educational services for children and youth in local and State institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging State academic content standards and challenging State student academic achievement standards that all children in the State are expected to meet.
• To provide such children and youth with the services needed to make a successful transition from institutionalization to further schooling or employment.
• To prevent at-risk youth from dropping out of school, and to provide dropouts, and children and youth returning from correctional facilities or institutions for neglected or delinquent children and youth with a support system to ensure their continued education.

AUTHORITY:

Federal Statute:        No Child Left Behind Act of 2001 PL 107-110

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $2.7m

Special Revenue-       

Total-                           $2.7m

DESCRIPTION:

The purposes of this part are —

1.to support local efforts to raise academic standards through advanced placement programs, and thus further increase the number of students who participate and succeed in advanced placement programs;

2.to encourage more  students who take advanced placement courses each year but do not take advanced placement exams each year, to demonstrate their achievements through taking the exams;

3.to build on the many benefits of advanced placement programs for students, which benefits may include the acquisition of skills that are important to many employers, Scholastic Aptitude Test (SAT) scores that are 100 points above the national averages, and the achievement of better grades in secondary school and in college than the grades of students who have not participated in the programs;

4.to increase the availability and broaden the range of schools, including middle schools, that have advanced placement and pre-advanced placement programs;

5.to demonstrate that larger and more diverse groups of students can participate and succeed in advanced placement programs;

6.to provide greater access to advanced placement and pre-advanced placement courses and highly trained teachers for low-income and other disadvantaged students;

7.to provide access to advanced placement courses for secondary school students at schools that do not offer advanced placement programs, increase the rate at which secondary school students participate in advanced placement courses, and increase the numbers of students who receive advanced placement test scores for which college academic credit is awarded;

8.to increase the participation of low-income individuals in taking advanced placement tests through the payment or partial payment of the costs of the advanced placement test fees; and

9.to increase the number of individuals that achieve a baccalaureate or advanced degree, and to decrease the amount of time such individuals require attaining such degrees.

AUTHORITY:

Federal Statute:        No Child Left Behind Act of 2001 PL 107-110, Sect 1702

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $2.9m

Special Revenue-       

Total-                           $2.9m

DESCRIPTION:

In April 2010, the United States Department of Education (USDE) awarded the New York State Education Department (SED) over $308 million in School Improvement Grant (SIG) funds under Section 1003(g) to support dramatic school change efforts in New York’s Persistently Lowest Achieving (PLA) schools.  In May of 2012, USDE approved SED’s Elementary and Secondary Education Act (ESEA) Flexibility Waiver.  This waiver allowed SED to revise the state’s accountability system, replacing schools in improvement, corrective action, restructuring and persistently lowest achieving schools, with Focus Schools and Districts, and Priority Schools.

To be eligible for funding, districts and schools must identify and commit to implement one of four USDE prescribed intervention models in Priority Schools:

• Turnaround
• Restart
• Transformation
• School Closure

Districts that can demonstrate the ability to fully and effectively implement one or more of the school intervention models are awarded 1003(g) School Improvement implementation grants for three school years, in an amount of up to $2 million per approved school, per school year.

More information on the intervention model requirements, as well as guidance on implementation, can be found at: http://www.p12.nysed.gov/accountability/T1/titleia/sig1003g/home.html.

AUTHORITY:

Federal Statute:        No Child Left Behind Act of 2001 PL 107-110

Federal Regulation: 

State Statute:            

State Regulation:      Commissioner’s Regulation 100.2(p)

FUNDING SOURCE(S):

State-                          

Federal-                       $32.6m

Special Revenue-       

Total-                           $32.6m

DESCRIPTION:

The purposes of the Title II, Part A-Teacher and Principal Training and Recruiting Fund Program are to increase student achievement through intensive, sustained, and high quality teacher and principal professional development; to increase the recruitment and retention of highly qualified teachers in classrooms and highly qualified principal and assistant principals in schools; and to ensure that highly qualified and experienced teachers are equitably distributed to high poverty and minority students buildings, classrooms and districts across NYS (at rates equal to, or greater than, low-poverty and non-minority students).

AUTHORITY:

Federal Statute:        No Child Left Behind Act PL 107-110

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $174.9m

Special Revenue-       

Total-                           $174.9m

DESCRIPTION:

The Mathematics and Science Partnerships Program is intended to increase the academic achievement of students in mathematics and science by enhancing the content knowledge and teaching skills of classroom teachers. Partnerships between high-need school districts and the science, technology, engineering, and mathematics (STEM) faculty in institutions of higher education are at the core of these improvement efforts. Other partners include public charter schools or other public schools, businesses, and nonprofit or for-profit organizations concerned with mathematics and science education.

AUTHORITY:

Federal Statute:        No Child Left Behind, Title II, Part B

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $7.9m

Special Revenue-       

Total-                           $7.9m

DESCRIPTION:

With the reauthorization of the Bilingual Education Act as Title III of the No Child Left Behind (NCLB) Act, federal bilingual funding has been converted from a direct competitive grant program to a State formula program.  Funds are provided to states on a formula based on 80 percent on the number of English Language Learners) (ELLs) in the State and 20 percent on the number of immigrant children and youth in the State.  NCLB Title III funds supplement local and State funds for bilingual education, and are intended to ensure that children and youth who are ELLs develop high levels of academic achievement and proficiency in the English language.  Similarly, the program is designed to help these students meet the same challenging State academic standards as all children are expected to meet.  

At the programmatic level, Title III funds are intended to supplement local and State funding of high-quality professional development for their instructional programs and teachers, so that they are better prepared to identify and address the needs of ELLs.  This includes upgrading the qualifications and skills of non-certified educational personnel to enable them to meet high professional standards for education of these students.  Professional development programs, as well as direct instructional programs for ELL students, must be based on scientifically based research that has proven to be effective in helping these students achieve at higher levels.

Funds are provided to local educational agencies (LEAs) to provide high-quality language instruction, educational programs, and high-quality professional development by carrying out one or more of the following activities:

• Language instruction programs and academic content instruction programs.
• Locally designed activities to expand or enhance existing language instruction
• educational   programs and academic content instruction programs.
• Implementing, within an individual school, school-wide programs for restructuring,
• reforming, and upgrading academic content instruction.
• Implementing, within the entire LEAs, district wide programs for restructuring, reforming,
• and upgrading all relevant programs, activities and operations relating to language instruction, educational programs and academic content instruction.

NCLB Title III assessment and accountability requirements hold schools and districts accountable for achieving annual measurable objectives (AMAO's) for ELL students in attaining English proficiency. LEAs are required to provide informed parental notification (in the language that the parents understand) as to why their child is in need of placement in a specialized instruction program, and encourage parents to be active participants in their child's education.

LEAs are required to certify that all teachers in a language instruction program for LEP students are fluent in English and in any other language used by the program, including written and oral communication skills.

LEAs are required to develop a local plan that addresses the requirements of Title III and use funds to provide supplementary educational services to ELL students consistent with CR Part 154 of the Regulations of the Commissioner of Education.

LEAs experiencing unexpectedly large increases in the number of immigrant students are eligible for Title III Immigrant funds.  In addition to assisting immigrant students to learn English and attain high academic achievement, funds under this section of Title III are intended to help these students successfully transition into American society.  These funds may also be used to underwrite activities to help the parents of immigrant students become active participants in the education of their children.  Additionally, these funds may also be used to support the provision of training to educational personnel targeted to meet the special needs of immigrant children and youth.

AUTHORITY:

Federal Statute:        NCLB 2001, Title III, §3001

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $59.1m

Special Revenue-       

Total-                           $59.1m

DESCRIPTION:

The 21st Century Community Learning Centers Program is authorized under Title IV, Part B, of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001.  The purpose of this competitive grant Program is to create community learning centers that provide academic enrichment opportunities to students who attend high-poverty and low-performing schools so that they can meet State and local standards in core academic areas.  In addition, these centers will offer a broad array of enrichment activities that can complement the regular academic program, and promote social and emotional development, as well as provide literacy and other educational services to families of students who participate in this Program.  Services must be offered during non-school hours or periods when school is not in session, including before school, after school, evenings, weekends and during the summer, and during regular school hours.

AUTHORITY:

Federal Statute:        No Child Left Behind Act PL 107-110, Title IV, Part B

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $83.1m

Special Revenue-       

Total-                           $83.1m

DESCRIPTION:

The purpose is to improve student achievement.  Funds may be used to support a variety of activities, including:

• Teacher recruitment and retention.
• Teacher professional development.
• Educational technology.
• Parental involvement activities.
• Title I School Improvement.
• Other activities authorized under Title I-Part A,  Title III- Part A; Title IV-Part A.

AUTHORITY:

Federal Statute:        No Child Left Behind PL 107-110

Federal Regulation: 

State Statute:            

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $1.9m

Special Revenue-       

Total-                           $1.9m

DESCRIPTION:

The purpose of the McKinney-Vento Education of Homeless Children and Youth Act is to ensure that all homeless children have equal access to the same free appropriate public education, including public preschool education, provided to children and youth who are permanently housed. The Education of Homeless Children and Youth program provides funds to school districts to develop and implement strategies and model programs which “facilitate the enrollment, attendance and success in school of homeless children and youth.” Funds may be used for educational services (including tutoring); expedited evaluations; awareness training; health services; excess cost of transportation; early childhood programs; record keeping; parent programs; coordinating services; violence prevention; providing supplies, services and learning environments at shelters and other temporary housing facilities.

AUTHORITY:

Federal Statute:        No Child Left Behind Act of 2001, Title X, Part C

Federal Regulation: 

State Statute:             Education Law §§1502 and 3602

State Regulation:     

FUNDING SOURCE(S):

State-                          

Federal-                       $3.9m

Special Revenue-       

Total-                           $3.9m