AIHE: Funding Sources

Funding Source	Subpart
Title I	Part A LEAs must use their Title I, Part A ARRA funds consistent with the Title I, Part A statutory and regulatory requirements, including the requirements to provide equitable services to eligible private school students. Uses should be aligned with the core goals of the ARRA to save and create jobs and to advance reforms consistent with the requirements of Title I. Because the ARRA funds constitute a large increase in Title I, Part A funding that will likely not be available at the same level beyond Sept. 30, 2011, schools and LEAs have a unique opportunity to improve teaching and learning and should focus these funds on short-term investments with the potential for long-term benefits, rather than make ongoing commitments that they might not be able to sustain once ARRA funds are expended. Congress in its ARRA conference report indicated its intent that grantees use some of their Title I funds for early childhood programs and activities. The Administration is committed over the long term to expanding early childhood educational opportunities and creating a more seamless web of high-quality services for parents and children. In the coming weeks, the Department will provide additional guidance on opportunities to use ARRA funds to expand high-quality early childhood educational services. Examples of potential uses of Title I, Part A ARRA funds that are allowable under Title I and consistent with ARRA principles: Establishing a system for identifying and training highly effective teachers to serve as instructional leaders in Title I schoolwide programs and modifying the school schedule to allow for collaboration among the instructional staff; Establishing intensive, year-long teacher training for all teachers and the principal in a Title I elementary school in corrective action or restructuring status in order to train teachers to use a new reading curriculum that aggressively works on improving students’ oral language skills and vocabulary or, in some other way, builds teachers’ capacity to address academic achievement problems; Strengthening and expanding early childhood education by providing resources to align a district-wide Title I pre-K program with state early learning standards and state content standards for grades K-3 and, if there is a plan for sustainability beyond 2010-11, expanding high-quality Title I pre-K programs to larger numbers of young children; Providing new opportunities for Title I schoolwide programs for secondary school students to use high-quality, online courseware as supplemental learning materials for meeting mathematics and science requirements; Using longitudinal data systems to drive continuous improvement efforts focused on improving achievement in Title I schools; Providing professional development to teachers in Title I targeted assistance programs on the use of data to inform and improve instruction for Title I-eligible students; Using reading or mathematics coaches to provide professional development to teachers in Title I targeted assistance programs; and Establishing or expanding fiscally sustainable extended-learning opportunities for Title I-eligible students in targeted assistance programs, including activities provided before school, after school, during the summer, or over an extended school year.
	Part B All IDEA ARRA funds must be used consistent with the current IDEA, Part B statutory and regulatory requirements and applicable requirements in the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR). An LEA must use IDEA ARRA funds only for the excess costs of providing special education and related services to children with disabilities, except where IDEA specifically provides otherwise. The IDEA ARRA funds constitute a large one-time increment in IDEA, Part B funding that offers states and LEAs a unique opportunity to improve teaching and learning and results for children with disabilities. Generally, funds should be used for short-term investments that have the potential for long-term benefits, rather than for expenditures the LEAs may not be able to sustain once the ARRA funds are expended. Some possible uses of these limited-term IDEA ARRA funds that are allowable under IDEA and aligned with the core reform goals for which states must provide assurances under SFSF include: Obtain state-of-the art assistive technology devices and provide training in their use to enhance access to the general curriculum for students with disabilities. Provide intensive district-wide professional development for special education and regular education teachers that focuses on scaling-up, through replication, proven and innovative evidence-based school-wide strategies in reading, math, writing and science, and positive behavioral supports to improve outcomes for students with disabilities. Develop or expand the capacity to collect and use data to improve teaching and learning. Expand the availability and range of inclusive placement options for preschoolers with disabilities by developing the capacity of public and private preschool programs to serve these children. Hire transition coordinators to work with employers in the community to develop job placements for youths with disabilities. IDEA
	Part C All IDEA, Part C ARRA funds must be used consistently with the current IDEA, Part C statutory and regulatory requirements and applicable requirements in the General Education Provisions Act (GEPA) and the Education Department General Administrative Regulations (EDGAR), including the payor of last resort and restricted indirect cost requirements. IDEA, Part C ARRA funds may be used for any allowable purpose under Part C of the IDEA, including the direct provision of early intervention services to infants and toddlers with disabilities and their families, and implementing a statewide, comprehensive, coordinated, multidisciplinary, interagency system to provide early intervention services. The IDEA ARRA funds constitute a large one-time increment in IDEA, Part C funding that offers states a unique opportunity to improve early intervention service delivery and results for infants and toddlers with disabilities. Generally, funds should be used for short-term investments that have the potential for long-term benefits, rather than for expenditures the state may not be able to sustain once the ARRA funds are expended. Some possible uses of these limited-term IDEA ARRA funds that are allowable under IDEA include: Provide in-service training on evidence-based practices to EIS program staff and EIS providers to ensure that infants and toddlers with disabilities and their families receive high quality early intervention services in a timely manner. Expand child-find activities to ensure that all states meet their performance targets related to serving infants under age one and infants and toddlers birth through age two. Develop intensive programs and initiatives to train and support families, including families whose primary language is not English, in working with their infants and toddlers with disabilities and effectively communicating their children’s needs. Support development of high quality state and local data systems to collect valid and reliable data for use in improving the timely delivery of early intervention services, the transition of children receiving services under Part C to the Part B preschool program, the tracking of early childhood outcome data as children exit the program and enter preschool and school, and in meeting data reporting requirements on the state’s and EIS programs’ performance on early childhood priority areas. Obtain state-of-the art assistive technology devices and provide training to qualified personnel on the use of such devices to support the functional development of infants and toddlers with disabilities. Implement innovative program strategies for improving the statewide services program, such as web-based systems for developing Individualized Family Service Plans and transition plans for toddlers with disabilities as they exit the Part C program. Purchase equipment for use by qualified personnel such as occupational and speech therapists to increase their ability to provide effective services. Develop and implement a joint state policy to provide early intervention services with other early childhood and related programs in the state. IDEA, Part C Fiscal Issues Neither Part C of the IDEA nor the ARRA provide the Secretary with the authority to waive the maintenance of effort/supplement not supplant requirements under Part C. The Department will set aside $71 million of the IDEA Part C ARRA funds for State Incentive Grants to states that elect to implement, and are determined eligible by July 1, 2009 under, the Flexibility to Serve Children Three Years of Age until Entrance into Elementary School provisions in sections 632(5)(B)(ii) and 635(c) of the IDEA. With prior approval from the Secretary of Education, a state may count SFSF (but not IDEA ARRA funds) under the ARRA that are used for early intervention services as non-federal funds for purposes of determining whether the state has met the IDEA, Part C maintenance of effort/supplement not supplant requirements. (See separate fact sheet on SFSF for more information.) EIS
Title II	Part A The purpose of this part is to provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible partnerships in order to Increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and Hold local educational agencies and schools accountable for improvements in student academic achievement. Teaching and Principal Training
	Part C It is the purpose of this subpart — To improve the quality of civics and government education by educating students about the history and principles of the Constitution of the United States, including the Bill of Rights; To foster civic competence and responsibility; and To improve the quality of civic education and economic education through cooperative civic education and economic education exchange programs with emerging democracies. Subpart 3 Civic Education
	Subpart 5 IN GENERAL - The Secretary may establish and implement a program to be known as the Teaching American History Grant Program, under which the Secretary shall award grants on a competitive basis to local educational agencies to carry out activities to promote the teaching of traditional American history in elementary schools and secondary schools as a separate academic subject (not as a component of social studies); and for the development, implementation, and strengthening of programs to teach traditional American history as a separate academic subject (not as a component of social studies) within elementary school and secondary school curricula, including the implementation of activities to improve the quality of instruction; and to provide professional development and teacher education activities with respect to American history. REQUIRED PARTNERSHIP - A local educational agency that receives a grant under subsection (a) shall carry out activities under the grant in partnership with one or more of the following: An institution of higher education. A nonprofit history or humanities organization. A library or museum. Teaching of Traditional American History
	Part D the State educational agency may use not more than 5 percent to carry out activities under section 2415; and the State educational agency shall distribute the remainder as follows: From 50 percent of the remainder, the State educational agency shall award subgrants by allocating to each eligible local educational agency that has submitted an application to the State educational agency under section 2414, for the activities described in section 2416, an amount that bears the same relationship to 50 percent of the remainder for such year as the amount received under part A of title I for such year by such local educational agency bears to the amount received under such part for such year by all local educational agencies within the State. From 50 percent of the remainder and subject to subsection (b), the State educational agency shall award subgrants, through a State-determined competitive process, to eligible local entities that have submitted applications to the State educational agency under section 2414, for the activities described in section 2416. Enhancing Education Through Technology
Title III	ELP English Language Proficiency Standards highlight the English language development goals for English Language Learners (ELLs) as they move through levels of English proficiency in listening, speaking, reading and writing. Title III of the No Child Left Behind Act of 2001 requires State Departments of Education to establish ELP standards that relate to the development and attainment of English proficiency by limited English proficient students. The No Child Left Behind Act (NCLB) uses the term "limited English proficient" to describe individuals, aged three through twenty-one, who are enrolled or preparing to enroll in an elementary or secondary school and whose difficulties in speaking, reading, writing, or understanding English may affect their ability to participate fully in society and to succeed in school and on state assessments. These students, also referred to as English language learners, or ELLs, may include immigrants and migrants as well as U.S. born citizens whose language proficiency is affected by an environment in which a language other than English is spoken at home. Title III subgrantees are required to use Title III funds to support high-quality professional development designed to improve services to LEP students, and high-quality language instruction educational programs that are designed to increase the English proficiency and academic achievement of LEP students. Title III does not require subgrantees to use a specific or particular curriculum or approach to language instruction, except that the language instruction must be, as required in section 3113(b)(6) of the ESEA, tied to scientifically based research on teaching LEP students and demonstrated to be effective.
Title IV	21st CCLC A. PURPOSE- The purpose of this part is to provide opportunities for communities to establish or expand activities in community learning centers that: provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet State and local student academic achievement standards in core academic subjects, such as reading and mathematics; offer students a broad array of additional services, programs, and activities, such as youth development activities, drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs, that are designed to reinforce and complement the regular academic program of participating students; and offer families of students served by community learning centers opportunities for literacy and related educational development. DEFINITIONS- In this part: COMMUNITY LEARNING CENTER- The term community learning center means an entity that: assists students in meeting State and local academic achievement standards in core academic subjects, such as reading and mathematics, by providing the students with opportunities for academic enrichment activities and a broad array of other activities (such as drug and violence prevention, counseling, art, music, recreation, technology, and character education programs) during nonschool hours or periods when school is not in session (such as before and after school or during summer recess) that reinforce and complement the regular academic programs of the schools attended by the students served; and offers families of students served by such center opportunities for literacy and related educational development.
Title V	Part A Purposes: To support local education reform efforts that are consistent with and support statewide education reform efforts. To provide funding to enable State educational agencies and local educational agencies to implement promising educational reform programs and school improvement programs based on scientifically based research. To provide a continuing source of innovation and educational improvement, including support programs to provide library services and instructional and media materials. To meet the educational needs of all students, including at-risk youth. To develop and implement education programs to improve school, student, and teacher performance, including professional development activities and class size reduction programs. STATE AND LOCAL RESPONSIBILITY The State educational agency shall bear the basic responsibility for the administration of funds made available under this part, but it is the intent of Congress that the responsibility be carried out with a minimum of paperwork and that the responsibility for the design and implementation of programs assisted under this part be mainly that of local educational agencies, school superintendents and principals, and classroom teachers and supporting personnel, because local educational agencies and individuals have the most direct contact with students and are most likely to be able to design programs to meet the educational needs of students in their own school districts. Innovative Programs
	Part D Strategies and methods the local educational agency will use to create the smaller learning community or communities. Curriculum and instructional practices, including any particular themes or emphases, to be used in the smaller learning environment. The extent of involvement of teachers and other school personnel in investigating, designing, implementing, and sustaining the smaller learning community or communities. The process to be used for involving students, parents, and other stakeholders in the development and implementation of the smaller learning community or communities. Any cooperation or collaboration among community agencies, organizations, businesses, and others to develop or implement a plan to create the smaller learning community or communities. The training and professional development activities that will be offered to teachers and others involved in the activities assisted under this subpart. The objectives of the activities assisted under this subpart, including a description of how such activities will better enable all students to reach challenging State academic content standards and State student academic achievement standards. The methods by which the local educational agency will assess progress in meeting the objectives described in paragraph (7). If the smaller learning community or communities exist as a school-within-a-school, the relationship, including governance and administration, of the smaller learning community to the remainder of the school. The administrative and managerial relationship between the local educational agency and the smaller learning community or communities, including how such agency will demonstrate a commitment to the continuity of the smaller learning community or communities (including the continuity of student and teacher assignment to a particular learning community). How the local educational agency will coordinate or use funds provided under this subpart with other funds provided under this Act or other Federal laws. The grade levels or ages of students who will participate in the smaller learning community or communities. The method of placing students in the smaller learning community or communities, such that students are not placed according to ability or any other measure, but are placed at random or by their own choice, and not pursuant to testing or other judgments. Subpart 4 Smaller Learning
	Part D Conducting: scientifically based research on methods and techniques for identifying and teaching gifted and talented students and for using gifted and talented programs and methods to serve all students; and program evaluations, surveys, and the collection, analysis, and development of information needed to accomplish the purpose of this subpart. Carrying out professional development (including fellowships) for personnel (including leadership personnel) involved in the education of gifted and talented students. Establishing and operating model projects and exemplary programs for serving gifted and talented students, including innovative methods for identifying and educating students who may not be served by traditional gifted and talented programs (such as summer programs, mentoring programs, service learning programs, and cooperative programs involving business, industry, and education). Implementing innovative strategies, such as cooperative learning, peer tutoring, and service learning. Carrying out programs of technical assistance and information dissemination, including assistance and information with respect to how gifted and talented programs and methods, where appropriate, may be adapted for use by all students. Making materials and services available through State regional educational service centers, institutions of higher education, or other entities. Providing funds for challenging, high-level course work, disseminated through technologies (including distance learning), for individual students or groups of students in schools and local educational agencies that would not otherwise have the resources to provide such course work. Subpart 6 Gifted and Talented
Title VIII	Impact Aid (Federal Properties) PURPOSE: It is the purpose of this part to support the efforts of local educational agencies, Indian tribes and organizations, postsecondary institutions, and other entities to meet the unique educational and culturally related academic needs of American Indian and Alaska Native students, so that such students can meet the same challenging State student academic achievement standards as all other students are expected to meet. PROGRAMS: This part carries out the purpose described in subsection (a) by authorizing programs of direct assistance for: meeting the unique educational and culturally related academic needs of American Indians and Alaska Natives; the education of Indian children and adults; the training of Indian persons as educators and counselors, and in other professions serving Indian people; and research, evaluation, data collection, and technical assistance.
Teacher Quality Partnership Grants Program	Recovery Act (ARRA) CFDA (84.405A) Purpose of Program: These supplemental funds, appropriated under the American Recovery and Reinvestment Act of 2009 (ARRA), are intended to help stimulate the American economy. The Teacher Quality Partnership program seeks to improve the quality of new teachers working in high-need local educational agencies (LEAs) and high-need schools by creating successful and high-quality model Pre-Baccalaureate Teacher Preparation programs and/or Teaching Residency programs for those qualified to begin teaching. Projects may also include a school leadership component to train superintendents, principals, early childhood educator program directors and other school leaders in high-need or rural LEAs. Initiatives to support development of digital education content, to improve the quality of pre-baccalaureate teacher preparation programs, and/or to enhance the quality of pre-service training for prospective teachers are also supported. The purpose of ARRA is To preserve and create jobs and promote economic recovery; To assist those most impacted by the recession; To provide investments needed to increase economic efficiency by spurring technological advances in science and health; To invest in transportation, environmental protection, and other infrastructure that will provide long-term economic benefits; and To stabilize State and local government budgets, in order to minimize and avoid reductions in essential services and counterproductive state and local tax increases. Award recipients are legally obligated to meet specific reporting requirements established by the Act. Applications for grants under the Teacher Quality Partnership Grants Program, CFDA number (Not Available), must be submitted electronically using the Government-wide Grants.gov Apply site at www.Grants.gov.
Improving Literacy Through School Libraries	84.364 This program helps LEAs improve reading achievement by providing students with increased access to up-to-date school library materials; well-equipped, technologically advanced school library media centers; and professionally certified school library media specialists. Types of Projects Districts may use funds for the following activities: Purchase up-to-date school library media resources, including books; Acquire and use advanced technology that is integrated into the curricula to develop and enhance the information literacy, information retrieval, and critical-thinking skills of students; Facilitate Internet links and other resource-sharing networks; Provide professional development for school library media specialists and provide activities that foster increased collaboration among library specialists, teachers, and administrators; and Provide students with access to school libraries during nonschool hours, weekends, and summer vacations.
Teaching American History	84.215 The Teaching American History Grant program will support programs to raise student achievement by improving teachers’ knowledge, understanding, and appreciation of American history. Grant awards will assist local educational agencies (LEAs), in partnership with entities that have extensive content expertise, to design, implement, and demonstrate effective, research-based professional development programs. By helping teachers to develop a deeper understanding and appreciation of American history as a separate subject matter within the core curriculum, funded programs will improve instruction and raise student achievement. The goal of this program is to demonstrate how school districts and institutions with expertise in American history can collaborate over a three-year period to ensure that teachers develop the knowledge and skills necessary to teach traditional American history in an exciting and engaging way. Through these projects, districts will demonstrate comprehensive professional development approaches for providing high-quality American history instruction. Students will develop an appreciation for the great ideas of American history.



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