GRANTS GUIDE
Cecil J. Picard
State Superintendent of Education
Fiscal Year 2003-2004
Part I: Grants Process – Federal Entitlements
Federal entitlements are funds allocated on a formula basis to all eligible participants. These are
non-discretionary funds that must be spent for specific purposes. These programs require either a
state-level plan (a narrative describing the manner in which federal funds will be utilized
throughout the state developed by the SDE using guidance from the federal awarding agency), or
an application (a form provided by the federal awarding agency which must be completed by the
SDE). This plan or application, once approved by the federal awarding agency, is usually in effect
for a number of years or until reauthorization occurs.
A. Federal entitlement programs requiring a state plan/application include the following:
1. Special Education – Grants to States IDEA Part B*
2. Special Education – Section 619 Preschool Grants*
3. Title I – Grants to Local Education Agencies
4. Title II – Teacher and Principal Training and Recruiting Fund
5. Title III – Part A English Acquisition Language Enhancement and Academic
Achievement Program for Limited English Proficient Children
6. Title IV – Safe and Drug Free Schools and Communities – State Grants
7. Title V – Innovative Education Program Strategies
8. Vocational Education – Basic Grants to States - Carl D. Perkins Act
*Note: IDEA B and Preschool plans are no longer called State Plans. The federal
government requires Louisiana Eligibility Document submission for the current fiscal year
prior to approval for funding.
B. PROCESS
1. The SDE prepares the state plan/application. Note: All State plans for federal entitlements
should reflect the criteria and philosophy of the Consolidated State Plan, or of individual
program requirements.
2. The SDE presents the State-level plan/application to the Superintendent for approval.
3. The SDE provides the SBESE via the appropriate SBESE committee with information on the
program State-level plan/application.
4. The SDE seeks the SBESE’s approval of the State-level plan/application.
5. The SDE submits State-level plan/application to the federal awarding agency for consideration.
Note: The Federal awarding agency may return the state-level plan/application for revisions
prior to its final approval.
2
Part I: Grants Process – Federal Entitlements
6. The SDE receives notification of approval of the State-level plan/application.
7. The SDE receives grant notification detailing the amount of funds awarded from the federal
awarding agency.
8. Subrecipients are provided applications with tentative allocations, including specific instructions
on how to complete the applications and budgets, and claim the funds.
9. The SDE prepares and submits to the SBESE Finance Committee for approval the allocations of
funds to recipients based on formulas established in grant regulations.
10. The SDE notifies subrecipients of the amount of the funds awarded and requests that the
subrecipients submit a budget revision/revised budget to match the budgeted amount with the
final amount awarded.
11. The SDE conducts, prepares, and submits to the SBESE an evaluation of the program as
appropriate and required by federal law.
3
Part I: Grants Process – Federal Entitlements
Disadvantaged or Disabled Student Support
(1) Special Education
Individuals with Disabilities Education Act
Part B: Assistance for Education of All Children With Disabilities
Section 611: Grants to States for the Education of Children With
Disabilities
CFDA Number 84.027
Grant Period: July 1 - September 30
Total Grant Award 1999 $65,731,023 July 1, 1999 - September 30, 2000
Total Grant Award 2000 $77,220,761 July 1, 2000 - September 30, 2001
Total Grant Award 2001 $99,271,780 July 1, 2001 - September 30, 2002
Total Grant Award 2002 $119,376,775 July 1, 2002 - September 30, 2003
Total Grant Award 2003 $142,508,233 July 1, 2003 - September 30, 2004
Basis of State Allocations: Initially, states are provided an amount equal to the amount
they received in FFY 1999. Eighty-five percent of the funds
in excess of the FFY 1999 level are allocated to States on the
basis of their relative populations of children aged 3 through
21, (who are the same age children with disabilities for whom
the State ensures the availability of FAPE), and 15% on the
relative populations of children ages 3 through 21 who are
living in poverty. The statute also contains a number of floors
and ceilings below and above which a State’s allocation may
not fall or rise.
Basis of Local Allocations: After the state set-aside and the base awards are made to
LEAs, 85% of the remaining funds will be distributed on a
pro-rata basis according to public and private elementary and
secondary school enrollment. The additional 15% of the
remaining funds are awarded on a pro-rata basis to the LEAs
according to the number of children living in poverty as
determined by the State.
State Administration: In accordance with IDEA Amendments of 1997, states must
distribute all funds that are not set-aside for state level
activities to LEAs. However, local awards, like state awards
are no longer based on child count. The minimum flow-
4
Part I: Grants Process – Federal Entitlements
through is comprised of the base allocation and the
poverty/population allocation and the capacity building and
improvement allocation.
For the 2003 grant, the maximum amount that all States may
use for State-level activities is the FY 2002, multiplied by the
difference between percentage increase in the State’s
allocation under Section 611 from FFY 2002 level plus
approximately 2.03% for inflation. The maximum State set-
aside amount for the 2003 grant for Louisiana is $13,999,100.
Of this amount, $2,799,820 is available for administration of
the grant.
Grants to Subgrantees
The minimum amount that a State must use for subgrants to LEAs for capacity building and
improvement activities is equal to the maximum amount that the State was allowed to retain for
State level activities for FY 2002, multiplied by the difference between the percentage increase in
the State’s allocation from the previous year, and the rate of inflation. These funds are to be used
by LEAs to provide direct services and make systemic change to improve results for children with
disabilities through:
(1) direct services, including alternative programming for children who have been expelled
from school, and services for children in correctional facilities, children enrolled in State-
operated or State-supported schools, and children in charter schools;
(2) addressing needs or carrying out improvement strategies identified in the State
Improvement Plan;
(3) adopting promising practices, materials, and technology, based on knowledge derived from
education research and other sources;
(4) establishing, expanding or implementing interagency agreements and arrangements
between LEAs and other agencies concerning the provision of services to children with
disabilities and their families; and
(5) increasing cooperative problem-solving between parents and school personnel and
promoting the use of alternative dispute resolution.
Purpose
The Grants to States program provides formula grants to assist states in meeting the excess costs of
providing special education and related services to children with disabilities.
State level activities funds may be used for support and direct services, including technical
assistance and personnel development and training; administrative costs of monitoring and
complaint investigation (but only to the extent that those costs exceed the costs incurred for those
activities during the 1985 grant); establishing and implementing the mediation process required by
5
Part I: Grants Process – Federal Entitlements
IDEA, including providing for the costs of mediators and support personnel; assisting LEAs in
meeting personnel shortages; developing a State Improvement Plan; conducting activities at the
State and local levels to meet the performance goals established by the state; supporting
implementation of the State Improvement Plan; supplementing other amounts used to develop and
implement a statewide coordinated services system designed to improve results for children and
families, including children with disabilities and their families (not to exceed 1% of the funds
received); and as an additional source of funding for providing subgrants to LEAs for capacity
building and improvement activities. Funds that a State sets aside may be distributed to LEAs, in
a manner determined appropriate by the State, documented with eligibility criteria, and submitted
to Washington, D.C.
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
6
Part I: Grants Process – Federal Entitlements
(2) Special Education
Individuals with Disabilities Education Act
Part B: Assistance for Education of All Children with Disabilities
Section 619: Preschool Grants for Children with Disabilities
CFDA Number 84.173
Grant Period: July 1 - September 30
Total Grant Award 1999 $6,382,405 July 1, 1999 - September 30, 2000
Total Grant Award 2000 $6,628,385 July 1, 2000 - September 30, 2001
Total Grant Award 2001 $6,628,385 July 1, 2001 - September 30, 2002
Total Grant Award 2002 $6,628,385 July 1, 2002 - September 30, 2003
Total Grant Award 2003 $6,587,642 July 1, 2003 - September 30, 2004
Basis of State Allocations: This allocation is determined by a formula. The states are first
provided an amount equal to the amount they received in the
1997 grant. Of the funds in excess of the 1997 level, 85% are
allocated to a state on the basis of its relative population of
children aged three through five, and 15% on the relative
number of children in this age range living in poverty.
The IDEA Amendments of 1997 substantially revised the
formula for allocating funds under this program, changing it
from a child-count driven formula to one based on general
population and poverty.
Basis of Local Allocations: This allocation is determined by a formula. Of the funds not
set-aside at the state level, LEAs must first be provided a base
amount equal to the amount the LEAs would have received
through the 1997 grant had the State flowed 75% of the State
award to LEAs. Adjustments are made for new LEAs
established in federal fiscal year 1998 and beyond.
Of the 2003 grant funds remaining after the State set-aside and
the base awards made to LEAs, 85% is distributed on a pro
rata basis to LEAs according to public and private elementary
and secondary school enrollment, and 15% on a pro rata basis
to LEAs according to the number of children living in poverty,
as determined by the State.
7
Part I: Grants Process – Federal Entitlements
In accordance with the IDEA amendments of 1997, States
must distribute all funds that are not set-aside for State level
activities to LEAs. However, local awards, like State awards,
are no longer based on child count. The minimum flow-
through is comprised of the base allocation and the
poverty/population allocation.
State Administration: The IDEA Amendments of 1997 also changed the method for
calculating the amount of funds State educational agencies may set-
aside for State level activities under the Preschool Grants program, as
well as the allowable use of those funds.
State set-aside amounts are limited to the maximum amount that a
State could set-aside in the prior federal fiscal year, plus an
adjustment based on the lesser of the rate of inflation or the
percentage increase in the SEA’s allocation over the preceding fiscal
year. Funds that a State sets aside may be distributed to LEAs, at the
State’s discretion, in any manner determined appropriate by the State.
Of the state set-aside amount, states are limited to no more than 20%
of the total allowable set-aside amount for administration.
Purpose
Preschool Grants are provided in addition to funds provided under the Grants to States program for
this population to assist States in making a free, appropriate, public education (FAPE) available to
all children with disabilities in the 3 through 5 year old age range, and to ensure that a minimum
level of funding is targeted toward serving children in this age range.
State level activities funds may be used for (1) support services that may benefit children with
disabilities younger than three or older than five as long as those services also benefit children with
disabilities aged three through five; (2) direct services for children with disabilities who are eligible
for services under section 619; (3) the development of a State Improvement Plan; (4) activities at
the State and local levels to meet the performance goals established by the State in their State Part B
application, and to support implementation of the State Improvement Plan; and (5) supplements
other funds used to develop and implement a Statewide coordinated services system designed to
improve results for children and families, including children with disabilities and their families (up
to 1% of the amount received).
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
8
Part I: Grants Process – Federal Entitlements
(3) Title I: Improving the Academic Achievement of the
Disadvantaged
Title I, Part A: Improving Basic Programs Operated by Local Educational
Agencies
CFDA Number 84.010
Grant Period: July 1 - September 30
Total Grant Award 1999 $191,246,371 July 1, 1999 - September 30, 2000
Total Grant Award 2000 $191,235,915 July 1, 2000 - September 30, 2001
Total Grant Award 2001 $191,576,000 July 1, 2001 - September 30, 2002
Total Grant Award 2002 $213,134,206 July 1, 2002 - September 30, 2003
Total Grant Award 2003 $256,175,473 July 1, 2003 - September 30, 2004
Basis of State Allocations: Formula based primarily on both the number of children aged
5 to 17 from low-income families and the state per-pupil
expenditures for education.
Basis of Local Allocations: Formula based on the number of children aged 5 to 17 from
low-income families as determined by census data. LEAs
target funds to schools with the highest percentages of
children from low-income families. Unless a school is
operating a schoolwide program, the school must target Title I
services to children who are failing, or most at risk of failing,
to meet the State’s academic standards. Schools enrolling at
least 40 percent of students from poor families are eligible to
use Title I funds for schoolwide programs that serve all
children in the school.
State Administration: 1% maximum for administration
5% of 2% for school improvement purposes
Grants to Subgrantees: 95% of 2% for school improvement purposes
97% flow out to subgrantees
Purpose
The purpose of these funds is to enable schools to provide opportunities for children served
to acquire the knowledge and skills contained in challenging State content standards and to
meet the challenging State performance standards developed for all children. This purpose
shall be accomplished by the following:
9
Part I: Grants Process – Federal Entitlements
(1) ensuring high standards for all children and aligning the efforts of States, local
educational agencies, and schools to help children served under this title to reach
such standards;
(2) providing children an enriched and accelerated educational program including, when
appropriate, the use of the arts, through schoolwide programs or through additional
services that increase the amount and quality of instructional time so that children
served receive at least the classroom instruction that other children receive;
(3) promoting schoolwide reform and ensuring access of children (from the earliest
grades) to effective instructional strategies and challenging academic content that
include intensive, complex-thinking and problem-solving experiences;
(4) significantly upgrading the quality of instruction by providing staff in participating
schools with substantial opportunities for professional development;
(5) coordinating services under all parts of this title with other educational services, and,
to the extent feasible, with health and social service programs funded from other
sources;
(6) affording parents meaningful opportunities to participate in the education of their
children at home and at school;
(7) distributing resources, in amounts sufficient to make a difference, to areas and
schools where needs are greatest;
(8) improving accountability, as well as teaching and learning, by using State assessment
systems designed to measure how well children served are achieving challenging
State student performance standards expected of all children; and
(9) providing greater decision-making authority and flexibility to schools and teachers in
exchange for greater responsibility for student performance.
More than 45,000 public schools across the country use Title I funds to provide additional academic
support and learning opportunities to help low-achieving children master challenging curriculum
and meet state standards in core academic subjects. Allowable uses of funds support extra
instruction in reading and mathematics, science, and computers, and special pre-school, after-
school, and summer programs to extend and reinforce the regular school curriculum.
Program Contact: Robin Jarvis (225) 342-9615
Fiscal Contact: Yvette Johnson (225) 342-6311
10
Part I: Grants Process – Federal Entitlements
(4) Title II: Part A Teacher and Principal Training and Recruiting Fund
CFDA Number 84.367
Grant Period: July 1 - September 30
Total Grant Award 2002 $63,159,217 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $64,806,958 July 1, 2003 – September 30, 2004
Basis of State Allocations: Under NCLB, this grant combines the Eisenhower
Professional Development State Grants and Class Size
Reduction programs into one program. The formula is based
equally on the relative population of individuals aged 5
through 17 and the relative allocation for Title I, Part A for the
preceding year.
Basis of Local Allocations: Formula based on the funding level of Eisenhower
Professional Development and Class Size Reduction funding
for FY 2001-2002. The remaining funds are allocated 20% on
the relative enrollment in public and private non-profit
elementary and secondary schools and 80% on the Title I
poverty count.
State Administration: Of the Title II funds received by the State, 97% will go to the
State Education Agency for elementary and secondary
education, and less than 3% will go to the State agency for
higher education. Of the more than 97% remaining, less than
1% has been reserved for administration. An additional 2.5%
has been reserved to carry out State level professional
development activities.
Grants to Subgrantees: Of the 97%, 96.6% is for elementary/secondary education
Flow out to subgrantees equals 94.05%
Purpose
Title II funds are used for the improvement of teaching and learning through sustained and intensive
high quality professional development activities in the core academic subjects.
11
Part I: Grants Process – Federal Entitlements
Allowable uses of funds include professional development activities such as the following:
(a) professional development of teachers, administrators, pupil services personnel, or
staff from individual schools, to support teaching consistent with challenging State
content standards and challenging State student performance standards;
(b) support and time, which in the case of teachers may include release time with pay,
for teachers, pupil services personnel and other school staff to enable such teachers,
personnel, and staff to participate in professional development in the core academic
subjects;
(c) activities that provide follow-up for teachers who have participated in professional
development activities that are designed to ensure that the knowledge and skills
learned by the teacher are implemented in the classroom;
(d) the preparation of teachers in the effective use of educational technology and
assistive technology as instructional tools for increasing student understanding of
the core academic subjects;
(e) the preparation of teachers and pupil services personnel to work with parents and
families on fostering student achievement in the core academic subjects; and
(f) professional development activities and other support for new teachers as they move
into the classroom to provide such teachers with practical support to increase the
retention of such teachers.
Program Contact: Robin Jarvis (225) 342-3380
Fiscal Contact: Yvette Johnson (225) 342-6311
12
Part I: Grants Process – Federal Entitlements
(5) Title III: Part A English Acquisition, Language Enhancement and
Academic Achievement Program for Limited English Proficient Children
CFDA Number 84.298
Grant Period: July 1 – September 30
Total Grant Award 2002 $1,729,343 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $1,931,030 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based on relative population of limited English
proficient children in the State.
Basis of Local Allocations: Formula based upon the relative number of LEP students
identified in the LEA. Only LEAs eligible for a minimum
grant amount of 10,000 may apply without the benefit of a
consortium.
State Administration: $175,000 for State Administration
5% for State Level Activities
Grants to Subgrantees: $193,103 – Student Influx Reserve
$1,466,375 – Flow Out
Purpose
(1) to help ensure that children who are limited English proficient, including
immigrant children and youth, attain English proficiency, develop high levels of
academic attainment in English, and meet the same challenging State academic
content and student achievement standards as all children are expected to meet;
(2) to assist all limited English proficient children, including immigrant children and
youth, to achieve at high levels in the core academic subjects so that those
children can meet the same challenging State academic content and student
academic achievement standards as all children are expected to meet, consistent
with section 1111(b)(1);
(3) to develop high-quality language instruction educational programs designed to
assist State educational agencies, local educational agencies, and schools in
teaching limited English proficient children and serving immigrant children and
youth;
13
Part I: Grants Process – Federal Entitlements
(4) to assist State educational agencies and local educational agencies to develop and
enhance their capacity to provide high-quality instructional programs designed to
prepare limited English proficient children, including immigrant children and
youth, to enter all-English instructional settings;
(5) to assist State educational agencies, local educational agencies, and schools to
build their capacity to establish, implement, and sustain language instruction
educational programs and programs of English language development for limited
English proficient children;
(6) to promote parental and community participation in language instruction
educational programs for the parents and communities of limited English
proficient children;
(7) to streamline language instruction educational programs into a program carried
out through formula grants to State educational agencies and local educational
agencies to help limited English proficient children, including immigrant
children and youth, develop proficiency in English, while meeting challenging
State academic content and student academic achievement standards;
(8) to hold State educational agencies, local educational agencies, and schools
accountable for increases in English proficiency and core academic content
knowledge of limited English proficient children by requiring –
(A) demonstrated improvements in the English proficiency of
limited English proficient children each fiscal year; and
(B) adequate yearly progress for limited English proficient children,
including immigrant children and youth, as described in section
1111(b)(2)(B); and
(9) to provide State educational agencies and local educational agencies with the
flexibility to implement language instruction educational programs, based on
scientifically based research on teaching limited English proficient children, that
the agencies believe to be the most effective for teaching English.
Program Contact: Virginia Beridon (225) 342-3488
Fiscal Contact: Yvette Johnson (225) 342-6311
14
Part I: Grants Process – Federal Entitlements
(6) Title IV: Safe and Drug-Free Schools and Communities
Title IV, Part A, Subpart 1: State Grants for Drug and Violence
Prevention Programs
CFDA Number 84.186
Grant Period: July 1 - September 30
Total Grant Award 1999 $7,249,311 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $6,995,504 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $6,734,895 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $6,912,039 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $6,800,154 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based equally on the relative school age population
and the relative Title 1, Part A allocation for the preceding
year.
Basis of Local Allocations: Formula based 60% on relative enrollments in public and
private nonprofit elementary and secondary schools and 40%
on the LEA’s relative Title I, Part A allocation for the
preceding year.
State Administration: 4% State Administration
3% State level activities
Grants to Subgrantees: 93% of grant
Purpose
This program provides support to state educational agencies for a variety of drug and violence
prevention activities focused primarily on school-age youth. Local educational agencies may use
subgrants for drug and violence prevention activities, which may include developing instructional
materials; counseling services; providing professional development programs for school personnel,
students, law enforcement officials, judicial officials, or community leaders; implementing conflict
resolution, peer mediation, and mentoring programs; implementing character education programs
and community service projects; establishing safe passage zones for students to and from school;
and acquiring and installing metal detectors and hiring security personnel.
15
Part I: Grants Process – Federal Entitlements
A comprehensive drug and violence and prevention program may include the following:
• age-appropriate, developmentally-based drug prevention and education programs for all students
from the preschool level through grade 12 that address the legal, social, personal, and health
consequences of the uses of illegal drugs; promote a sense of individual responsibility; and provide
information about the effective techniques for resisting peer pressure to use illegal drugs;
• programs for drug prevention, comprehensive health education, early intervention, pupil services,
mentoring, or rehabilitation referral, which emphasize student’s sense of individual responsibility
and may include the dissemination of information, professional development, and the
implementation of strategies such as family counseling;
• age appropriate, developmentally-based violence prevention and education programs for all
students that address the legal, health, personal, and social consequences of violent and disruptive
behavior, including sexual harassment and abuse, and victimization associated with prejudice and
intolerance.
• the acquisition and installation of metal detectors and the employment of security personnel;
• the promotion of before and after school recreational, instructional, cultural, and artistic programs
in supervised community settings
Activities most frequently funded by local educational agencies include staff training; student
instruction; curriculum development/acquisition; and student assistance programs including
counseling, mentoring, identification and referral services.
Program Contact: Almenia Warren (225) 342-3338
Fiscal Contact: Yvette Johnson (225) 342-6311
16
Part I: Grants Process – Federal Entitlements
(7) Title V: State Grants for Innovative Programs
CFDA Number 84.298
Grant Period: July 1 - September 30
Total Grant Award 1999 $6,215,707 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $5,948,983 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $6,262,067 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $6,233,349 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $6,192,832 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based on the relative school age population and free
lunch data of the local educational agency.
Basis of Local Allocations: Formula based 85% on the relative enrollment in public and
private non-profit schools and 15% on the free lunch data
reported by the LEA. Those LEAs with a higher percentage of
students enrolled in the free lunch program receive a higher
per pupil allocation.
State Administration: 15% State Administration and State level activities
Of the 15%, not more than 25% for administration.
Grants to Subgrantees: 85% of the grant
Purpose
Title V funds made available to local educational agencies shall be used for innovative assistance
including the following:
(a) technology related to the implementation of school-based reform programs, including
professional development to assist teachers and other school officials to use effectively
such equipment and software;
(b) programs for the acquisition and the use of instructional and educational materials,
including library services and materials (including media materials), assessments,
reference materials, computer software and hardware for instructional use, and other
curricular materials tied to high academic standards and intended to improve student
achievement;
(c ) promising education reform projects, including effective schools and magnet schools;
17
Part I: Grants Process – Federal Entitlements
(d) programs to improve the higher-order thinking skills of disadvantaged elementary and
secondary school students and to prevent students from dropping out of school;
(e) programs to combat illiteracy in the student and adult population, including parent
illiteracy;
(f) programs to provide for the educational needs of gifted and talented children;
(g) school reform activities consistent with school improvement programs and activities.
Program Contact: Robin Jarvis (225) 342-3380
Fiscal Contact: Yvette Johnson (225) 342-6311
18
Part I: Grants Process – Federal Entitlements
(8) Vocational Education – Basic Grants to States
Carl D. Perkins Act (Perkins III)
Public Law 105-332
CFDA Number 84.048
Grant Period: July 1 - June 30
Total Grant Award 2001 $22,051,050 July 1, 2001 – June 30, 2002
Total Grant Award 2002 $25,926,735 July 1, 2002 – June 30, 2003
Total Grant Award 2003 $23,396,372 July 1, 2003 – June 30, 2004
Note: This grant is awarded by USDOE to the Louisiana Community and Technical College
System (LCTCS). The Department of Education participates in this program for the administration
of the Secondary allocation to LEAs through a Memorandum of Understanding with LCTCS.
Basis of State Allocations: Formula based on relative population of the state.
Basis of Local Allocations: Formula based 30% on youth population within the LEA and
70% on the low-income youth within the LEA.
State Administration: 5%, of which the Department of Education receives 40%.
State Leadership: 10%, of which the Department of Education receives 50%.
Grants to Subgrantees: 85% must flow-through to eligible recipients, of which 56%
will be allocated to Secondary LEA recipients.
Purpose
This grant promotes reform, innovation, and continuous improvement in vocational and technical
education. The program goal is one of ensuring that students acquire the skills and knowledge they
need to meet challenging State academic standards and industry-recognized skill standards, and to
prepare for postsecondary education, further learning, and a wide range of opportunities in high
skill, high wage careers.
State Leadership funds are for the assessment of vocational and technical education programs
assisted under the Act, including an assessment of how needs of special populations are being
19
Part I: Grants Process – Federal Entitlements
addressed and how programs are designed to enable members of special populations to meet State
performance levels. Other required activities include:
• Professional Development
• Supporting programs that integrate academic and vocational education
• Developing, improving and expanding use of technology
• Supporting partnerships of LEAs, institutions of higher education, and adult education
providers
• Supporting programs for special populations, including single parents, individuals with
disabilities, economically disadvantaged, individuals preparing for non-traditional
employment, displaced homemakers, and individuals with limited English proficiency or
barriers to educational achievement.
Required uses for Local Funds
Local funds shall be used to provide vocational and technical education in programs that:
• Provide services that are of such size, scope and quality to be effective
• Strengthen the academic, and vocational and technical skills of students through the
integration of academics with vocational and technical education programs through a
coherent sequence of courses to ensure learning in the core academic, and vocational and
technical subjects
• Provide students with strong experience in and understanding of all aspects of an industry
• Develop, improve or expand the use of technology in vocational and technical education
• Provide professional development programs
• Develop and implement evaluations, including an assessment of how the needs of special
populations are being met
• Initiate, improve, expand and modernize vocational and technical education
• Link secondary and post secondary education
Permissible uses for Local Funds:
• Improving or developing new courses
• Career guidance and academic counseling for students participating in programs
• Teacher preparation programs that assist individuals with experience in business and others
in becoming vocational and technical education instructors
• Leasing, purchasing, upgrading, or adapting equipment
• Programs for special populations
• Nontraditional training and employment activities
• Work-related experience, such as internships, cooperative education, school based
enterprises, entrepreneurship, and job shadowing that are related to vocational and technical
education programs
20
Part I: Grants Process – Federal Entitlements
• The involvement of parents, business, and labor organizations in the design, implementation,
and evaluation of programs
• Local education and business partnerships
• Vocational and technical student organizations
• Mentoring and support services
• Family and consumer sciences programs
• Vocational and technical education programs for adults and school dropouts to complete
their secondary education
• Assisting participating students in finding employment and continuing their education
Program Contact: Patricia Merrick (225) 342-3488
Fiscal Contact: Buddy Goudeau (225) 342-6311
21
Part II: Grants Process – Federal Discretionary Funds
Federal discretionary funds are those awarded on a competitive basis to those eligible participants
whose proposals meet federal requirements and acceptable standards. States may be allowed to
establish criteria for awarding funds to recipients within federal requirements depending on the
program. These funds are discretionary because the State has the option of distributing the funds in
the following ways: 1) formula basis, 2) competitive award, or 3) Request For Proposal.
A. Federal discretionary programs awarded on a competitive basis:
1. Special Education – IDEA Part B, Section 611: Grants to States
2. Special Education – IDEA Part B, Section 619: Preschool Grants
3. Title I, Part B – Even Start Family Literacy Programs
4. Title I, Part C - Migrant Education
5. Title I, Part D – Neglected and Delinquent
6. Title VII: Education for Homeless Children and Youth- Stewart B. McKinney
7. Title II, Part D Enhancing Education through Technology
8. Comprehensive School Reform Demonstration Program
9. Adult Education – Basic Grants to States
10. Advanced Placement Fee Payment Program
11. Refugee Children School Impact Grant
12. School Renovation, IDEA, and Technology Grant Programs
13. Special Education State Program Improvement Grants
14. LA 4/Pre K Program
15. Starting Points (TANF)
16. Pre-GED/Skills Option Program
17. Title I, Part B – Reading First State Grants
18. Title IV, Part B – 21st Century Community Learning Centers
19. Title IV, Part A – Safe & Drug Free Schools and Communities – Community Service for
Expelled or Suspended Students
20. Title VI, Part A Subpart 1 – Grants for State Assessments and Related Activities
21. Title VI, Part B – Rural Education Initiative
B. PROCESS
1. The SDE receives notice of availability of grant funding.
2. The SDE requests the SBESE to approve the discretionary elements of the grant. The
appropriate SBESE Committee addresses the request.)
a. Program Criteria (i.e., Focus of the funds based on federal guidelines)
b. Allocation Methodology
3. The SDE prepares a state-level application for the Superintendent’s signature.
4. The SDE seeks the SBESE’s approval of the State-level plan/application.
22
Part II: Grants Process – Federal Discretionary Funds
5. The SDE submits application to federal awarding agency.
6. The SDE receives grant notification for the awarded funds.
7. The SDE staff develops the subrecipient application/proposal packet for distribution to all
eligible participants including the following:
a. Application forms
b. Instructions for submission of application and budget.
c. Potential award amount (or range of funds available)
d. Description of criteria for awarding of competitive grants (i.e., rubric for
evaluating proposals)
e. Deadline for submission of proposal
8. The SDE receives and evaluates proposals.
9. Allocations are awarded to subrecipients based on outcome of competitive process and
availability of funds (The SBESE’s Finance Committee addresses the eligibility). The SDE
requests that the subrecipients submit a budget revision/revised budget to match the final
amount awarded.
10. The SDE conducts, prepares, and submits to the SBESE an evaluation of the program as
appropriate and indicated by federal law.
23
Part II: Grants Process – Federal Discretionary Funds
Disadvantaged or Disabled Student Support
(1) Special Education
Individuals with Disabilities Education Act
Part B: Assistance for Education of All Children With Disabilities
Section 611: Grants to States for the Education of Children With
Disabilities
CFDA Number 84.027
Grant Period: July 1 - September 30
Total Grant Award 1999 $65,731,023
Total Grant Award 2000 $77,220,761
Total Grant Award 2001 $99,271,780
Total Grant Award 2002 $119,376,775
Total Grant Award 2003 $142,508,233
Basis of State Allocations: The federal government issues an annual grant award
notification for IDEA Part B that, differentiates the
allowability of funds as follows: (1) Total grant award (2)
LEA flow-through (3) LEA base allocation, (4) LEA
Minimum Population/Poverty allocation, (5) Minimum
capacity building and improvement, (6) Maximum state set-
aside and (7) Portion of maximum state set-aside available for
administration .
Basis of Local Allocations: To assist districts/schools, institutions of higher education,
parent organizations and community agencies build the
capacity to address identified performance goals, the LDOE
issues Request for Proposals in the following categories:
1) General Education Initiative
2) Statewide Student Support Projects
3) Statewide Critical Shortages in Personnel.
These proposals address a three-year planning period for goals
and objectives, and approved projects are required to submit
yearly continuation-projects that are reviewed by external
reviewers for recommendation for approval or non-approval.
24
Part II: Grants Process – Federal Discretionary Funds
State Set-Aside: State Set-Aside amounts are limited to the maximum amount
that a State could set-aside in the prior federal fiscal year, plus
an adjustment based on the lesser of the rate of inflation or the
percentage increase in the State Education Agency’s allocation
over the preceding year.
For the 2003 grant, the maximum amount that all States may
use for State level activities is the 2002 level plus
approximately 2.03% for inflation. The maximum State set-
aside amount for the 2002 grant for Louisiana is $13,999, 100.
Of this amount, $2,799,820 is available for administration of
the grant.
State Administration: Of the state set-aside amount, states are limited to no more
than the amount allowable in the Table from USDOE for
administration.
State Level Activities: Funds may be used for support and direct services, including
technical assistance and personnel development and training;
administrative costs of monitoring and complaint investigation
(but only to the extent that those costs exceed the costs
incurred for those activities during the 1985 grant);
establishing and implementing the mediation process required
by IDEA, including providing for the costs of mediators and
support personnel; assisting LEAs in meeting personnel
shortages; developing a State Improvement Plan; conducting
activities at the State and local levels to meet the performance
goals established by the state; supporting implementation of
the State Improvement Plan; supplementing other amounts
used to develop and implement a statewide coordinated
services system designed to improve results for children and
families, including children with disabilities and their families
(not to exceed 1% of the funds received); and as an additional
source of funding for providing subgrants to LEAs for
capacity building and improvement activities. Funds that a
State sets aside may be distributed to LEAs, at the State’s
discretion, in any manner determined appropriate by the
state.
Grants to Subgrantees: The minimum amount that a State must use for subgrants to
LEAs for capacity building and improvement activities is
25
Part II: Grants Process – Federal Discretionary Funds
equal to the maximum amount that the State was allowed to
retain for State level activities for FY 2002, multiplied by the
difference between the percentage increase in the State’s
allocation from the previous year, and the rate of inflation.
Purpose:
The Grants to States program provides formula grants to assist states in meeting the excess costs of
providing special education and related services to children with disabilities. These funds are to be
used by LEAs to provide direct services and make systemic change to improve results for children
with disabilities through: (1) direct services, including alternative programming for children who
have been expelled from school, and services for children in correctional facilities, children enrolled
in State-operated or State-supported schools, and children in charter schools; (2) addressing needs
or carrying out improvement strategies identified in the State Improvement Plan; (3) adopting
promising practices, materials, and technology, based on knowledge derived from education
research and other sources; (4) establishing , expanding or implementing interagency agreements
and arrangements between LEAs and other agencies concerning the provision of services to
children with disabilities and their families; and (5) increasing cooperative problem-solving
between parents and school personnel and promoting the use of alternative dispute resolution.
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
26
Part II: Grants Process – Federal Discretionary Funds
(2) Special Education
Individuals with Disabilities Education Act
Part B: Assistance for Education of All Children with Disabilities
Section 619: Preschool Grants for Children with Disabilities
CFDA Number 84.173
Grant Period: July 1 - September 30
Total Grant Award 1999 $6,382,405
Total Grant Award 2000 $6,628,385
Total Grant Award 2001 $6,628,385
Total Grant Award 2002 $6,628,385
Total Grant Award 2003 $6,587,642
Basis of State Allocations: The federal government issues an annual grant award
notification for Preschool–Section 619 that differentiates the
allowability of funds as follows: (1) Total award (2)
Minimum Flow-through to LEAs (3) LEA Base Allocation (4)
Minimum LEA Population/Poverty Amount (5) Maximum
State Set-Aside (6) Portion of Maximum State Set-Aside
available for administration.
Basis of Local Allocations: To assist districts/schools and parent organizations build the
capacity to address Free Appropriate Public Education to 3-5
year old population.
State Set-Aside: State set-aside amounts are limited to the maximum amount
that a State could set-aside in the prior federal fiscal year, plus
an adjustment based on the lesser of the rate of inflation or the
percentage increase in the SEA’s allocation over the preceding
fiscal year. Funds that a State sets aside may be distributed to
LEAs, at the State’s discretion, in any manner determined
appropriate by the State. Since there was no percentage
increase in the SEAs allocation over the preceding fiscal year,
the amount available for State set-aside remains the same as
the amount available in fiscal year 2002.
State Administration: Of the state set-aside amount, states are limited to no more
than the amount allowable in the Table from USDOE for
administration.
27
Part II: Grants Process – Federal Discretionary Funds
State Level Activities: Funds may be used for (1) support services that may benefit
children with disabilities younger than three or older than five
as long as those services also benefit children with disabilities
aged three through five; (2) direct services for children with
disabilities who are eligible for services under section 619;
(3) the development of a State Improvement Plan; (4)
activities at the State and local levels to meet the performance
goals established by the State in their State Part B application,
and to support implementation of the State Improvement Plan;
and (5) supplements other funds used to develop and
implement a Statewide coordinated services system designed
to improve results for children and families, including children
with disabilities and their families (up to 1% of the amount
received).
Grants to Subgrantees: Allocations are distributed to LEAs on the same basis as the
State: (1) Base Payment for LEAs (1997 Flow-Through), (2)
Based on Population/Poverty Factors (3) Minimum Flow
Through to LEAs.
Purpose
Preschool Grants are provided in addition to funds provided under the Grants to States program for
this population to assist States to in making a free, appropriate, public education (FAPE) available
to all children with disabilities in the 3 through 5 year old age range and to ensure that a minimum
level of funding is targeted toward serving children in this age range.
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
28
Part II: Grants Process – Federal Discretionary Funds
(3) Title I, Part B: Even Start Family Literacy Programs
CFDA Number 84.213
Grant Period:
Total Grant Award 1999 $3,046,212 July 1, 1999 - September 30, 2000
Total Grant Award 2000 $3,019,760 July 1, 2000 - September 30, 2001
Total Grant Award 2001 $4,685,548 July 1, 2001 - September 30, 2002
Total Grant Award 2002 $4,202,149 July 1, 2002 - September 30, 2003
Total Grant Award 2003 $4,936,203 July 1, 2003 - September 30, 2004
Basis of State Allocations: Formula is based on the amount of Title I, Part A funds
received.
Basis of Local Allocations: Discretionary competitive grants based on applications
submitted by partnerships of LEAs and nonprofit community-
based organizations or other nonprofit organizations.
State Administration: Maximum amount of 6% for administration and state level
activities of which administration may not exceed half of such
amount.
Grants to Subgrantees: 94% Title I, Part B
Purpose
Title I, Part B provides grant funds to family-centered education projects to help parents become
full partners in the education of children, to assist children in reaching their full potential as
learners, and to provide literacy training for their parents.
The purpose of Even Start is to help break the cycle of poverty and illiteracy by improving the
educational opportunities of the nation’s low-income families through a unified family literacy
program. Local Even Start projects must integrate and coordinate three core components: early
childhood education, adult education (basic, secondary or English as a second language), and
parenting education. The program’s design is based on the notion that these components build on
each other and that families need to receive all three services, not just one or two, in order to affect
lasting change and improve children’s school success.
29
Part II: Grants Process – Federal Discretionary Funds
To be eligible for Even Start, a family must have a parent who is eligible to participate in an adult
education program under the Adult Education Act and one or more of their children must be less
than 8 years of age.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Wanda Pickering (225) 342-6311
30
Part II: Grants Process – Federal Discretionary Funds
4) Title I, Part C: Education of Migratory Children
CFDA Number 84.011
Grant Period:
Total Grant Award 1999 $2,772,254 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $2,841,971 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $2,690,641 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $2,426,953 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $2,426,953 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based primarily on the estimated number of
migratory children living in each state full time and part time,
and state per-pupil expenditures for education.
Basis of Local Allocations: Discretionary Competitive Grants
State Administration: 1% for administration
0.5% for State level activities for school improvement
purposes
Grants to Subgrantees: 98.5%
Purpose
It is the purpose of Title I, Part C funds to assist States to:
(1) support high quality and comprehensive educational programs for migratory
children to help reduce the educational disruptions and other problems that
result from repeated moves;
(2) ensure that migratory children are provided with appropriate educational
services;
(3) ensure that migratory children have the opportunity to meet the same
challenging State content standards that all children are expected to meet;
(4) design programs to help migratory children overcome educational disruption,
cultural and language barriers, social isolation, various health related
problems, and other factors that inhibit the ability of such children to do well
31
Part II: Grants Process – Federal Discretionary Funds
in school, and to prepare such children to make a successful transition to
postsecondary education or employment; and
(5) ensure that migratory children benefit from State and local systemic reforms.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Wanda Pickering (225) 342-6311
32
Part II: Grants Process – Federal Discretionary Funds
(5) Title I, Part D: Prevention and Intervention Programs for Children and
Youth Who Are Neglected, Delinquent, or At Risk of Dropping Out
CFDA Number 84.013
Grant Period:
Total Grant Award 1999 $587,253 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $908,936 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $828,355 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $897,328 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $1,180,481 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based on the number of neglected and delinquent
children and youth who are enrolled in educational programs
in adult correctional institutions and institutions or community
day programs for neglected or delinquent children, and state
per-pupil expenditures for education.
Basis of Local Allocations: Discretionary Competitive Grants
State Administration: 1% for administration
Grants to Subgrantees: 15% Transition
84% Flow-through
Purpose
The purpose of the Neglected and Delinquent funds is (1) to improve educational services to
children in local and state institutions for neglected and delinquent children and youth so that such
children and youth have the opportunity to meet the same challenging State content standards and
challenging State student performance standards that all children in the state will be expected to
meet; (2) provide such children and youth the services needed to make a successful transition from
institutionalization to further schooling and employment; and (3) to prevent at-risk youth from
dropping out of school and to provide dropouts and youth returning from institutions with a support
system to ensure their continued education.
Funds provided to local educational agencies may be used for (1) dropout prevention programs
which serve youth at educational risk, including pregnant and parenting teens, youth who have
come in contact with the juvenile justice system, youth at least one year behind their expected grade
level, migrant youth, immigrant youth, students with limited English proficiency and gang
members; (2) the coordination of health and social services for such individuals if there is a
33
Part II: Grants Process – Federal Discretionary Funds
likelihood that the provision of such services, including day care and drug and alcohol counseling,
will improve the likelihood such individuals will complete their education; and (3) programs to
meet the unique education needs of youth at risk of dropping out of school, which may include
vocational education, special education, career counseling, and assistance in securing student loans
or grants.
Program Contact: Jim Bogan (225) 342-1129
Fiscal Contact: Wanda Pickering (225) 342-6311
34
Part II: Grants Process – Federal Discretionary Funds
(6) Title VII: Education for Homeless Children and Youth
Stewart B. McKinney – Vento Homeless Assistance Act
CFDA Number 84.196
Grant Period:
Total Grant Award 1999 $709,331 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $662,597 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $745,759 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $939,129 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $1,214,808 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula allocation based on each State’s share of the current
year’s Title I funding.
Basis of Local Allocations: Discretionary Competitive Grants
State Administration: $96,850
Grants to Subgrantees: $1,117,958
Purpose
The Stewart B. McKinney Homeless Assistance Act was passed in 1987 in response to the growing
number of homeless persons, particularly families, in the United States. It allowed for a variety of
assistance to homeless individuals and families, including the identification of barriers that
prevented homeless children and youth from accessing a free and appropriate public education.
Subsequent legislation strengthened the McKinney Act and required states to remove any barriers
that homeless students might encounter as they attempted to enroll in, attend, and succeed in school.
Funding became available to local education agencies to develop programs for meeting the
educational needs of students who are experiencing homelessness and ensuring that such students
have the opportunity to meet the same standards as their non-homeless peers.
States make subgrants to local education agencies to facilitate the enrollment, attendance, and
success in school of homeless children and youth. This effort includes addressing problems caused
by transportation issues, immunization and residency requirements, lack of birth certificates and
school records, and guardianship issues.
The State must award grants to LEAs submitting an application on the basis of need. In
determining need, the State may consider the number of homeless children and youth enrolled in
35
Part II: Grants Process – Federal Discretionary Funds
preschool, elementary, and secondary schools within the area served by the agency, and must
consider the needs of such children and youth and the ability of the agency to meet such needs.
With McKinney-Vento funds, subgrantees may
(1) hire supplemental teachers, tutors, social workers, counselors, homeless liaisons,
psychologists, and other personnel;
(2) contract with consultants to provide services that the LEA is unable to provide;
(3) purchase supplemental supplies, materials, and software;
(4) provide staff development;
(5) provide student transportation beyond that which the LEA is required to provide;
(6) purchase computers for student use;
(7) purchase one computer for administrative purposes; or
(8) provide nutritional assistance.
Unallowable expenditures would include construction, any item that is not supplemental in nature,
or anything that would not meet the intent of the program.
Services provided through McKinney funds may be provided through programs on school grounds
or at other facilities. Where such services are provided through programs to homeless students on
school grounds, schools may provide services to other children and youth who are determined by
the local educational agency to be similarly at risk of failing or dropping out of school.
Program Contact: Luke Chiniche (225) 342-3670
Fiscal Contact: Wanda Pickering (225) 342-6311
36
Part II: Grants Process – Federal Discretionary Funds
(7) Title II Part D: Enhancing Education Through Technology
CFDA Number 84.318X
Grant Period:
Total Grant Award 2000 $10,592,292 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $10,086,672 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $11,460,981 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $14,168,071 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based on the State’s prior year share of Title I Part A
funds.
Basis of Local Allocations: 50% of the flow-through funds are awarded on a formula
based on the percentage of current year Title I, Part A funds
the recipient received. The remaining 50% is a Competitive
Grant process that serves the local educational agencies that
have the highest number or percentage of children in poverty.
States are encouraged to focus at least 30% on professional
development activities.
State Administration: 5%
Grants to Subgrantees: 95%
Purpose
The purposes of Enhancing Education Through Technology is:
(1) to provide assistance to States and localities for the implementation and support of a
comprehensive system that effectively uses technology in elementary schools and
secondary schools to improve academic achievement;
(2) to encourage the establishment or expansion of initiatives, including initiatives involving
public-private partnerships, designed to increase access to technology, particularly in
schools served by high-need local educational agencies;
(3) to assist States and localities in the acquisition, development, interconnection,
implementation, improvement, and maintenance of an effective educational technology
infrastructure in a manner that expands access to technology for students (particularly for
disadvantaged students) and teachers;
(4) to promote initiatives that provide school teachers, principals, and administrators with the
capacity to integrate technology effectively into curricula and instruction that are aligned
37
Part II: Grants Process – Federal Discretionary Funds
with challenging State academic content and student academic achievement standards,
through such means as high quality professional development programs;
(5) to enhance the ongoing professional development of teachers, principals, and administrators
by providing constant access to training and updated research in teaching and learning
through electronic means;
(6) to support the development and utilization of electronic networks and other innovative
methods, such as distance learning, which is delivering specialized or rigorous academic
courses and curricula for students in areas that would not otherwise have access to such
courses and curricula, particularly in geographically isolated regions;
(7) to support the rigorous evaluation of programs funded under this part, particularly regarding
the impact of such programs on student academic achievement, and ensure that timely
information on the results of such evaluations is widely accessible through electronic
means;
(8) to support local efforts using technology to promote parent and family involvement in
education and communication among students, parents, teachers, principals, and
administrators.
Program Contact: Sheila Talamo (225) 763-5575
Fiscal Contact: Lisa Kling (225) 342-6311
38
Part II: Grants Process – Federal Discretionary Funds
School Accountability and Improvement:
(8) Comprehensive School Reform Demonstration Program (CSRD)
CFDA Number 84.332
Grant Period:
Total Grant Award 1999 $3,483,549 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $4,965,808 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $5,572,422 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $5,927,327 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $5,364,846 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based on the State’s prior year share of Title I Basic
grants.
Basis of Local Allocations: Competitive grant awards to local education agencies and
participating schools. Schools receive annual awards of not
less than $50,000 to adopt or develop comprehensive school
reforms based on reliable research and effective practices.
States are encouraged to give competitive preference to LEAs
that target funds on schools that have low levels of student
achievement and high dropout rates.
State Administration: 5% to cover reasonable and necessary expenses for
administration, technical assistance, and evaluation activities.
Grants to Subgrantees: 95%
Purpose
The purpose of the CSRD program is to provide financial incentives for schools that need to
improve student achievement substantially, particularly Title I schools; to implement
comprehensive school reform programs that are based on reliable research and effective practices;
and to include an emphasis on basic programs that are based on reliable research and effective
practices, and include an emphasis on basic academics and parental involvement. These programs
are intended to stimulate schoolwide change covering virtually all aspects of school operations,
rather than a piecemeal, fragmented approach to reform. Through supporting comprehensive school
39
Part II: Grants Process – Federal Discretionary Funds
reform, the program aims to enable all children in the schools served, particularly low-achieving
children, to meet challenging State content and student performance standards.
The CSRD program is intended to provide incentives for schools, particularly Title I schools in
need of improvement, to engage in comprehensive school reform in order to raise the achievement
of children in those schools. It is not a separate project that is “added on” to existing projects in a
school. Rather, its purpose is to stimulate schools to revamp their overall educational operation by
implementing a comprehensive reform program. CSRD funds alone are not intended to support the
full implementation of a comprehensive program on an ongoing basis, including possible
curriculum changes, sustained professional development, and enhanced parental involvement.
Rather, a school engaging in comprehensive school reform must coordinate all the resources
available to it – including Federal, State and local sources – to support its reform effort.
A comprehensive school reform program is one that integrates all of the following components:
• innovative strategies and proven methods for student learning, teaching and school
management that are based on reliable research and effective practices, and that have
been replicated successfully in schools with diverse characteristics;
• a comprehensive design for effective school functioning, including instruction,
assessment, classroom management, and professional development that aligns the
school’s curriculum, technology, and professional development into a schoolwide
reform plan designed to enable all students to meet challenging state content and
performance standards and addresses needs identified through a school needs
assessment;
• high quality and continuous teacher and staff professional development and training;
• measurable goals for student performance and benchmarks for meeting those goals;
• support structure within the school by school faculty, administrators and staff;
• meaningful involvement of parents and the local community in planning and
implementing school improvement activities;
• external technical support and assistance;
• a plan for the evaluation of the implementation of school reforms and the student
results achieved;
• utilization of other resources available to the school to coordinate services to support
and sustain the school reform.
Only local education agencies that are eligible to receive Title I Part A funds may apply for CSRD
funds awarded under the Section 1502 authority. CSRD funds awarded to an LEA under Section
1502 may be used only in schools that are eligible to participate under Title I, Part A.
Any LEA may apply for CSRD funds awarded under the FIE authority. CSRD funds awarded
under the FIE authority may be used for comprehensive school reform programs in any school.
40
Part II: Grants Process – Federal Discretionary Funds
Each LEA application for CSRD subgrant must include the following information:
• identification of the schools to be served
• description of the program to be implemented
• description of LEA’s support
• evaluation strategies
Program Contact: Robin Jarvis (225) 342-3513
Fiscal Contact: Yvette Johnson (225) 342-6311
41
Part II: Grants Process – Federal Discretionary Funds
Adult Education:
(9) Adult Education: Basic Grants to States
Adult Education and Family Literacy Act
Public Law 100-297
CFDA Number 84.002
Grant Period:
Total Grant Award 1999 $7,253,261 July 1, 1999 – September 30, 2000
Total Grant Award 2000 $8,381,005 July 1, 2000 – September 30, 2001
Total Grant Award 2001 $9,409,354 July 1, 2001 – September 30, 2002
Total Grant Award 2002 $10,097,013 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $9,425,471 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula based on the ratio of adults age 16 and older who do
not have a high school diploma or equivalent and who are not
enrolled in a secondary school.
Basis of Local Allocations: Discretionary Competitive Grants
State Administration: 5% Administration
12.5% State Leadership, including Professional Development
Grants to Subgrantees: 82.5% may be used to support local programs and corrections
education. A maximum of 8.25% of the allotment may be
used for corrections education. An eligible provider must use
no more than 5% of the subgrant for planning, administration,
personnel development, and interagency coordination.
Purpose
The program of Basic Grants to States is the major source of Federal support for basic skills
programs. The purpose of the program is to provide educational opportunities for adults over the
age of 16, not currently enrolled in school, who lack a high school diploma or the basic skills to
function effectively in the workplace and in their daily lives.
To receive a grant, the State agency must provide a non-Federal contribution in an amount equal to
25% of the total amount of funds expended for adult education and literacy activities in the State.
State Leadership activities may include the following activities:
• Professional development activities to improve the quality of instruction provided by
local programs, volunteers, or State personnel
42
Part II: Grants Process – Federal Discretionary Funds
• Technical assistance to local providers
• Technology assistance, including staff training, to local programs
• Support for State or regional networks of literacy resource centers
• Monitoring and evaluation
• Incentives for program coordination and integration and performance awards
• The development and dissemination of curricula
• Other activities of statewide significance
• Coordination with existing support services - such as transportation, child care, and other
assistance designed to increase rates of enrollment in, and successful completion of, adult
education and literacy activities
• Integration of literacy instruction and occupational skill training and promotion of linkages
with employers
Local programs of instruction emphasize the acquisition of basic skills including reading, writing,
computation, communication, and problem-solving. Eligible providers of basic skills and literacy
programs include the following public or private non-profit entities: local educational agencies,
community-based organizations of demonstrated effectiveness, volunteer literacy organizations of
demonstrated effectiveness, an institution of higher education, a public or private nonprofit agency,
libraries, public housing authorities, nonprofit institutions with the ability to provide literacy
services to adults and families, and a consortium of the agencies, organizations, institutions,
libraries, or authorities described above. For-profit entities are not eligible providers, independently
or as members of a consortium.
In awarding grants and contracts to local programs, the State must consider
• the past effectiveness of applicants in improving the literacy skills of adults and families
• whether the activities coordinate with other available resources in the community
• the commitment of the applicant to serve individuals in the community that are most in need
of literacy services, including individuals who have low incomes or minimal literacy skills
• whether or not the program is of sufficient intensity and duration for participants to achieve
substantial learning gains
• whether or not the program uses instructional practices that research has proven to be
effective in teaching individuals to read
• whether the activities are built on a strong foundation of research and effective educational
practice
• whether the activities effectively employ advances in technology
• whether the activities provide learning in real-life contexts
• whether the activities are staffed by well-trained instructors, counselors, and administrators
• whether the activities offer flexible schedules and support services, such as child care and
transportation, that are necessary to enable individuals, including individuals with
disabilities or other special needs, to attend and complete programs.
43
Part II: Grants Process – Federal Discretionary Funds
• whether the activities maintain a high quality information management system that has the
capacity to report participant outcomes and to monitor program performance against State
performance measures
• whether the local communities have a demonstrated need for additional English literacy
programs
• the degree to which the eligible provider will establish measurable goals for participant
outcomes.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Buddy Goudeau (225) 342-6311
44
Part II: Grants Process – Federal Discretionary Funds
(10) Advanced Placement Fee Payment Program
CFDA Number 84.330A
Grant Period:
Total Grant Award 2000 $146,000 July 1, 2000 – June 30, 2001
Total Grant Award 2001 $146,000 July 1, 2001 – June 30, 2002
Total Grant Award 2002 $146,000 July 1, 2002 – June 30, 2003
Total Grant Award 2003 $146,000 July 1, 2003 – June 30, 2004
Basis of State Allocations: Competitive
Basis of Local Allocations: Discretionary Competitive Grants
State Administration: None
Grants to Subgrantees: 100%
Purpose
The primary purpose of the Advanced Placement Fee Payment Program is to enable States to
reimburse part or all of the cost of advanced placement test fees to low-income individuals who (1)
are enrolled in an advanced placement class, and (2) plan to take an advanced placement test.
Allowable Activities:
States receiving grants under this program may use the grant funds only to pay advanced placement
test fees. The USDOE encourages States to undertake activities to increase the participation of low-
income students in advanced placement classes and testing, but grant funds may not be used for this
purpose.
Program Contact: Nicole Honore (225) 763-5575
Fiscal Contact: Julie Cutrer (225) 342-6311
45
Part II: Grants Process – Federal Discretionary Funds
(11) Refugee Children School Impact Grant
CFDA Number: 93.576
Grant Period:
Total Grant Award for Grant Year 1999: $250,000 August 15, 1999 - August 14, 2000
Total Grant Award for Grant year 2000: $250,000 August 15, 2000 – August 14, 2001
Total Grant Award for Grant year 2001: $250,000 August 15, 2001 – August 14, 2002
Total Grant Award for Grant year 2002: $250,000 August 15, 2002 – August 14, 2003
Total Grant Award for Grant year 2003: $250,000 August 15, 2003 – August 14, 2004
Basis of State Allocations: Application is submitted by the State agency for grant funds.
The applications must specify the purposes for which the
funding will be used, make a reasonable case in documenting
significant impact of refugee children in one or more school
districts, and show that the proposed purposes are related to
educating refugee children.
Basis of Local Allocations: Discretionary Competitive Grants
State Administration: As detailed in the grant application.
Grants to Subgrantees: At the discretion of the State Agency written agreements are
required between grantees (SEA) and subgrantees or
subcontractors that detail the scope of the work to be
performed, work schedules, remuneration, and other terms and
conditions that structure or define the relationship.
Grantor: U.S. Department of Health and Human Services; Administration for Children and
Families Immigration and Nationality Act, section 412
Purpose
The purpose of the Refugee Children School Impact Grant is to provide for some of the costs of
educating refugee children incurred by local school districts in which significant numbers of refugee
children reside. State departments of education may propose the purposes for which funding is
most needed or could be most effectively utilized to improve the educational achievement of
refugee children.
Listed below are examples of the purposes for which a number of school districts have used funds
for effective integration and education of refugee children:
46
Part II: Grants Process – Federal Discretionary Funds
• English as a Second Language
• After school tutorials focused on helping students understand and complete assignments
• Programs that encourage high school completion and full participation in school activities
• After school activities that foster engagement in constructive activities that are alternatives
to potentially negative behavior such as gang membership and dropping out of school
• Classroom, after school, and/or summer clubs and activities that foster understanding among
youth from diverse cultures and cross-cultural activities that enrich the lives of all the
children of the school and community
• Cognitive enrichment programs to bridge the gap between refugee students’ intellectual
ability and the elements of school and curriculum that are culture-based
• Parental outreach programs that involve refugee parents in their children’s education to help
them understand their children’s school life. Frequently, refugee parents are unfamiliar with
American school life and feel their parental role is undermined as their children attend
school and learn English. Schools, children, and parents benefit when the parents become
partners
• Interpreter services for parent/teacher meetings and conferences
• Salaries for teachers and aides
• Bilingual/ bicultural counselors
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
47
Part II: Grants Process – Federal Discretionary Funds
(12) School Renovation, IDEA, and Technology Grants Program
CFDA # 84.352 A
Grant Period:
Total Grant Award: $24,990,921 July 1, 2001 – August 31, 2005
Basis of State Allocations: Fund are distributed to States based on each State’s FY 2000
Title I, Part A LEA grant shares, with a small State minimum
of one-half of one percent.
Basis of Local Allocation: Competitive Discretionary Grants
State Administration: 1%
Grants to Subgrantees: 99%
Purpose
The FY 2001 Omnibus Appropriations Act provided $1.2 billion for grants to local educational
agencies for urgent school renovation, activities authorized under Part B IDEA, technology
activities related to school renovation, and charter school financing. A state does not have to
provide every high-poverty and rural LEA with a grant. In fact, states are prohibited from doing so
on a formula basis because the grants are to be awarded competitively.
In addition, non-profit private schools with student poverty rates of 40 percent or greater will
participate in the program on an equitable basis. These private schools will be able to use the
program to modify school facilities to meet standards under the Americans with Disabilities Act and
Section 504 of the Rehabilitation Act and to abate and remove asbestos.
Permissible uses of funds:
(1) Emergency repairs or renovations to public school facilities only to ensure the health and safety
of staff and students including:
(a) repairing, replacing, or installing roofs electrical wiring, plumbing systems or sewage
systems;
(b) repairing, replacing, or installing heating, ventilation, or air conditioning systems
(including insulation); and
(c) bringing public schools into compliance with fire and safety codes.
48
Part II: Grants Process – Federal Discretionary Funds
(2) School facilities modifications necessary to render public school facilities accessible in order
to comply with the Americans with Disabilities Act of 1990.
(3) School facilities modifications necessary to render public school facilities accessible in order
to comply with Section 504 of the Rehabilitation Act of 1973.
(4) Asbestos abatement or removal from public school facilities.
(5) Renovation, repair and acquisition needs related to the building infrastructure of a charter
school.
Funds may not be used for:
(A) Payment of maintenance costs in connection with any projects constructed in whole or in
part with federal funds provided herein.
(B) The construction of new facilities, except for facilities for an impacted local educational
agency.
(C) Stadiums or other facilities primarily used for athletic contests or exhibitions or other events
for which admission is charged to the general public.
Program Contact: Pam Wall (225) 342-3517
Fiscal Contact: Yvette Johnson (225) 342-6311
49
Part II: Grants Process – Federal Discretionary Funds
(13) Special Education
State Program Improvement Grants for Children with Disabilities
CFDA # 84.323
Grant Period:
Total Grant Award for Grant year 2001: $1,100,000 August 1, 2001 – July 31, 2002
Total Grant Award for Grant year 2002: $1,100,000 August 1, 2002 – July 31, 2003
Total Grant Award for Grant year 2003: $1,100,000 August 1, 2003 – July 31, 2004
Grant is a 5 year grant with awards of $1,100,000 each year, totaling $5,500,000.
Basis of State Allocations: Discretionary Competitive Grants
Basis of Local Allocations: Competitive Grant Process
State Administration: As Detailed in the Grant Application
Grant to Subgrantees: Allocations are made to the Local Education agency
named in the grant submitted to the USDOE for
approval.
Purpose
The purpose if this program, authorized under the Individuals with Disabilities Education Act
(IDEA) Amendments of 1997, is to assist State educational agencies and their partners referred to in
Section 652 (b) of IDEA with reforming and improving their systems for providing educational,
early intervention, and transitional services, including their systems for professional development,
technical assistance, and dissemination of knowledge about best practices, to improve results for
children with disabilities.
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
50
Part II: Grants Process – Federal Discretionary Funds
(14) LA 4/PreK Program
Temporary Assistance to Needy Families (TANF)
CFDA # 93.558
Grant Period:
Total Grant Award 2002 $15,000,000 July 1, 2001 – June 30, 2002
Total Grant Award 2003 $30,274,125 July 1, 2002 – June 30, 2003
Total Grant Award 2004 $35,470,137 July 1, 2003 – June 30, 2004
Basis of State Allocations: Discretionary
Basis of Local Allocations: Competitive, among the SBESE Districts
Amount for State Administration: 10%
Amount for Local Allocation: 90%
Purpose:
The purpose of this program is to provide high quality, early childhood services for ten hours each
school day to four-year-olds considered to be at risk of achieving academic success in subsequent
years.
This program initiative meets Temporary Assistance to Needy Families (TANF) goal #4, “to
encourage the formation and maintenance of two-parent families” (Family Formation) by providing
eligible at-risk families with quality, early childhood education for four-year-old children.
In order to qualify for this program at no cost, children must be one year younger than the age
eligible for kindergarten, and eligible to receive free or reduced price meals pursuant to the federal
Child Nutrition Program as documented by a completed application for such meals, whether or not
such meals are sought.
The LA 4 program will be universally available to all eligible children in participating school
systems. Children who are not eligible for free or reduced-price meals may be charged tuition fees
by the local school system.
The LA 4 program requires that local school systems collaborate with all governmentally funded
and interested private providers of early childhood services and family services within the local
school system’s jurisdiction. This networking of comprehensive services is intended to support
51
Part II: Grants Process – Federal Discretionary Funds
parents in attaining higher literacy levels, employment counseling, crisis intervention, knowledge of
child development, and acquisition of positive parenting skills. These services will promote greater
financial stability for families.
High-quality preschool programs for at-risk children have been shown to result in more positive
outcomes relative to academic achievement, resistance to drug use and other criminal activities,
lower levels of teen pregnancy, and good mental health. These outcomes are associated with family
stability.
Program implementation funds will be awarded by the Department of Education to local school
systems within the eight Louisiana State Board of Elementary and Secondary Education (SBESE)
election districts based on the order in which eligible applications are received in each SBESE
district. Available funds allocated for each SBESE election district will be based on the same
percentage of at-risk, four-year-old children not likely to receive preschool services residing in the
district. The amount allocated per pupil shall not exceed $5,000 annually.
LA 4 programs will adhere to the developmental philosophy proven to result in the best student
outcomes. Inherent in this philosophy is the provision of child-centered programs directed toward
the development of cognitive, social, emotional, communication and motor skills in a manner and at
a pace consistent with the needs and capabilities of the individual child.
There will be a maximum of 20 students per class, with one certified teacher and one
paraprofessional for each class. Each classroom teacher must have a teaching certificate in nursery
school, kindergarten, or early intervention.
TANF funds shall:
• Not be used to supplant federal or state funds in existing programs.
• Be used to supplement and expand existing programs to create new programs.
• Not be used as a match to draw down other federal funds.
• Be used only for the designated purposes.
Program Contact: Mary Louise Jones (225) 342-3406
Fiscal Contact: Lisa Kling (225) 342-6311
52
Part II: Grants Process – Federal Discretionary Funds
(15) Starting Points
Temporary Assistance to Needy Families (TANF)
CFDA # 93.558
Grant Period:
Total Grant Award 2004 - $5,019,000
Basis of State Allocations: Appropriation of the State Legislature
Basis of Local Allocations: Formula
Amount for State Administration: 10%
Amount for Local Allocation: 90%
Purpose:
The purpose of this program is to provide high quality early childhood services to four-year-olds, at
no cost to children considered to be at risk of achieving later academic success, which is defined as
children eligible for free and reduced price meals.
This program initiative meets temporary assistance to needy families (TANF) goals #3 and #4, “to
encourage the formation and maintenance of two-parent families and to prevent and reduce the
incidence of out-of-wedlock pregnancies.” These goals are met by this initiative through the
provision of early education and support services for all enrolled four-year-olds.
In order to qualify for this program at no cost to families, children must be one year younger than
the age eligible for kindergarten and eligible to receive free or reduced meals pursuant to the federal
child nutrition program as documented by a completed application for such meals, whether or not
such meals are sought.
The Starting Points program will be universally available to all age-eligible children in participating
school systems. The program will include six hours (a minimum of 360 minutes of instructional
time) of developmentally appropriate education/instructional services.
A program of developmentally appropriate childhood education, which shall meet the standards
required of a high quality early childhood education program as determined by the Department of
Education. The curriculum shall be research-based, support interrelated development, and be
aligned with the Louisiana Standards for Programs Serving Four-Year-Old Children in the
53
Part II: Grants Process – Federal Discretionary Funds
following domains: Creative Expression (art, music, drama), Language and Literacy, Mathematics,
Physical, Science, Social/Emotional.
Funding will be based on number of students to be served multiplied by a 95% attendance rate. The
amount per pupil in attendance shall not exceed $3190 annually.
There will be a maximum of 20 students per class, with one certified teacher and one
paraprofessional for each class. Each classroom teacher must have a teaching certificate in nursery
school, kindergarten or early intervention.
TANF funds shall:
• Not be used to supplant federal or state funds in existing programs.
• Be used to supplement and expand existing programs to create new programs.
• Not be used as a match to draw down other federal funds.
• Be used only for the designated purposes. Any overpayment will be offset from future
payments.
Program Contact: Mary Louise Jones (225) 342-3406
Fiscal Contact: Lisa Kling (225) 342-6311
54
Part II: Grants Process – Federal Discretionary Funds
(16) Pre-GED/Skills Option Program
Temporary Assistance To Needy Families
CFDA# 93.558
Grant Period:
Total Grant Award 2002 $14,000,000 July 1, 2001 – June 30, 2002
Total Grant Award 2003 $ 7,000,000 July 1, 2002 – June 30, 2003
Total Grant Award 2004 $ 4,500,000 July 1, 2003 – June 30, 2004
Basis of State Allocations: Discretionary
Basis of Local Allocations: Competitive Grant Process
Amount for State Administration: $10%
Amount for Local Allocations: $90%
Purpose
The purpose of the Pre-GED/Skills Option program is to give students an avenue for achieving
academically and for ultimately earning recognized credentials that will make it possible for them to
exit high school, and to enter postsecondary education and/or the work force. The skills component
of the program helps prepare students to work competently in specific occupations and to function
as successful members of their community.
This program meets Temporary Assistance to Needy Families (TANF) goal #3, “to prevent and
reduce the incidence of out-of-wedlock births” by providing intervention and improved life
prospects for students who show evidence of failing, dropping out, or engaging in negative
behaviors that can lead to dependency, out-of-wedlock births, imprisonment, etc. Therefore,
program services are not limited to the needy.
Students eligible for this program typically leave before graduation either because they have not
been successful in earning enough Carnegie credits to graduate from school in the expected four
year time period, or because they have been unsuccessful in passing the State’s high stakes
examination. There is a correlation between increased out-of-wedlock pregnancies and students
who drop out of school. Because this program will serve as an intervention to keep students in
school longer, it provides a correlation to improved life prospects for the students, leading to
reduced out-of-wedlock pregnancies.
55
Part II: Grants Process – Federal Discretionary Funds
Students shall be 16 years of age or older, and meet one or more of the following criteria to
participate:
• Failed the 8th grade LEAP 21 English language arts or math test for one or more years.
• Failed the English language arts, math, science, or social studies portions of the Graduate Exit
Exam.
• Participated in out-of-level testing or alternate assessment.
• Earned not more than 5 Carnegie units by age 17, not more than 10 Carnegie units by age 18,
and not more than 15 Carnegie units by age 19.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Julie Cutrer (225) 342-6311
56
Part II: Grants Process – Federal Discretionary Funds
(17) Title I, Part B, Reading First State Grants
CFDA# 84.357A
Grant Period:
Total Grant Award 2002 $19,216,779 July 1, 2002 – June 30, 2003
Total Grant Award 2003 $24,747,731 July 1, 2003 – June 30, 2004
Basis of State Allocations: Funds are allocated by formula based on states’
share of children aged 5-17 from families
below the poverty line.
Basis of Local Allocations: Competitive Grant Process
Amount for State Administration: 20% as follows:
10% of 20%- Planning, Administration, and
Reporting
Professional Development 65% of 20%
Technical Assistance 25% of 20%
Amount for Local Allocations: 80% of Total grant is flow through
Purpose
The Reading First Grants has the following purposes:
(1) 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;
(2) 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
(3) offer families of students served by community learning centers opportunities for
literacy and related educational development.
Program Contact: Robin Jarvis (225) 342-9615
Fiscal Contact: Yvette Johnson (225) 342-6311
57
Part II: Grants Process – Federal Discretionary Funds
(18) Title IV, Part B, 21st Century Community Learning Centers
CFDA# 84.287
Grant Period:
Total Grant Award 2002 $6,248,838 July 1, 2001 – June 30, 2003
Total Grant Award 2003 $10,271,435 July 1, 2002 – June 30, 2003
Basis of State Allocations: Formula based on each states’ prior-year share
of Title I, Part A
Basis of Local Allocations: Competitive Grant Process
Amount for State Administration: 5%
Amount for Local Allocations: 95%
Purpose
The purpose of this funding is to support programs that: prevent violence in and around
schools, prevent illegal use of alcohol, tobacco, and drugs, involve parents and communities,
and are coordinated with related Federal, State, school, and community efforts and resources
to foster a safe and drug-free learning environment that supports student academic
achievement, through the provision of Federal assistance to:
(1) States for grants to local educational agencies and consortia of such agencies to
establish, operate, and improve local programs of school drug and violence
prevention and early intervention;
(2) States for grants to, and contracts with, community-based organizations and
public and private entities for programs of drug and violence prevention and
early intervention, including community-wide drug and violence prevention
planning and organizing activities;
(3) States for development, training, technical assistance, and coordination activities;
and,
(4) Public and private entities to provide technical assistance, conduct training,
demonstrations, and evaluation, and to provide supplementary services and
community-wide drug and violence prevention planning and organizing activities
for the prevention of drug use and violence among students and youth.
Program Contact: Pam Wall (225) 342-3517
Fiscal Contact: Yvette Johnson (225) 342-6311
58
Part II: Grants Process – Federal Discretionary Funds
(19) Title IV, Part A, Safe & Drug-Free Schools and Communities,
Community Service for Expelled or Suspended Students
CFDA# 84.184C
Grant Period:
Total Grant Award 2002 $943,787 July 1, 2001 – June 30, 2002
Total Grant Award 2003 $930,607 July 1, 2002 – June 30, 2003
Basis of State Allocations: Formula is based on a State’s relative share of
its school-aged population and its relative share
of Title I, Part A funds.
Amount for State Administration: 7%
Amount for Local Allocations: 93%
Purpose
This program authorizes formula grants to States to carry-out programs under which
students expelled or suspended from school are required to perform community
service. The goal of this program is to provide suspended and expelled students with
meaningful activities to occupy their time during their absence from regular school,
to help them avoid negative behavior, and to teach them the value of service to
others and their communities.
Program Contact: Almenia Warren (225) 342-3338
Fiscal Contact: Wanda Pickering (225) 342-6311
59
Part II: Grants Process – Federal Discretionary Funds
(20) Title VI, Part A, Subpart 1 – Grants for State Assessment and
Related Activities (NEW)
CFDA# 84.369A
Grant Period:
Total Grant Award 2002 $6,519,934 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $6,585,637 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula grants to states
Amount for State Administration: 100%
Purpose
These grants enable states to:
(1) pay costs of the development of the additional State assessments and
standards required by Section 1111(b), which may include the costs of
working in voluntary partnerships with other States, at the sole discretion
of each such State; and,
(2) administer previously developed assessments or to carry out other
activities described in this subpart and other activities related to ensuring
that the State’s schools and local educational agencies are held
accountable for results, such as the following:
(a) Developing challenging State academic content and student
academic achievement standards and aligned assessments in
academic subjects for which standards and assessments are not
required by section 1111(b).
(b) Developing or improving assessments of English language
proficiency necessary to comply with section 1111(b)(7).
(c) Ensuring the continued validity and reliability of State
assessments.
(d) Refining State assessments to ensure their continued alignment
with the State’s academic content standards and to improve the
alignment of curricula and instructional materials.
(e) Developing multiple measures to increase the reliability and
validity of State assessment systems.
60
Part II: Grants Process – Federal Discretionary Funds
(f) Strengthening the capacity of local educational agencies and
schools to provide all students the opportunity to increase
educational achievement, including carrying out professional
development activities aligned with State student academic
achievement standards and assessments.
(g) Expanding the range of accommodations available to students
with limited English proficiency and students with disabilities to
improve the rates of inclusion of such students, including
professional development activities aligned with State academic
achievement standards and assessments.
(h) Improving the dissemination of information on student
achievement and school performance to parents and the
community, including the development of information and
reporting systems designed to identify best educational practices
based on scientifically based research or to assist in linking
records of student achievement, length of enrollment, and
graduation over time.
Program Contact: Scott Norton (225) 342-3380
Fiscal Contact: Laurie Roche’ (225) 342-6311
61
Part II: Grants Process – Federal Discretionary Funds
(21) Title VI, Part B – Rural Education Initiative
CFDA# 84.35B
Grant Period:
Total Grant Award 2002 $3,720,436 July 1, 2002 – September 30, 2003
Total Grant Award 2003 $4,772,374 July 1, 2003 – September 30, 2004
Basis of State Allocations: Formula to LEAs in an amount equal to: (1)
$20,000 plus $50 for each student in average
daily attendance above 50 students in schools
served by the LEA, except that no LEA may
receive more than $60,000; (2) minus the
amount the LEA received the previous year
under the Teacher Quality, Innovative
Programs, Safe and Drug Free Schools, and
Educational Technology programs.
Amount for State Administration: 5%
Amount for Local Allocations: 95%
Purpose
The purpose of the Rural Education Achievement Program is to provide additional
formula funds and flexibility in the use of certain Federal funds to small rural
districts. A new program was created this year to provide additional funds to rural
districts that: (1) are ineligible to participate in the Small, Rural School Achievement
program; and (2) serve concentrations of poor students. Appropriations are to be
divided equally between the two programs.
Program Contact: Pam Wall (225) 342-4147
Fiscal Contact: Yvette Johnson (225) 342-6311
62
Part IV: Grants Process – State Programs – Competitive
State funds allocated on a formula basis are those allocated to all eligible participants. These are
non-discretionary funds that must be spent for specific purposes.
A. State programs allocated on a formula basis or on other mandated distributions:
1. Special Education Subgrantees/ESYP – Laura I
2. Teacher Assistance and Assessment
3. K – 3 Reading and Math
4. LEAP 21 Remediation
5. Education Excellence Fund
6. LEAP 21 Tutoring
7. GEE 21 Remediation
8. School Improvement Grants
9. High School Corrective Actions
B. PROCESS
1. The SDE receives a letter for a program outlining funds appropriated in current fiscal
year.
2. The SDE staff develops a subrecipient application/proposal packet for distribution to
all eligible participants including the following:
a. Application forms
b. Instructions for submission of application and budget.
c. Potential award amount (or range of funds available)
d. Deadline for submission of proposal
3. The SDE seeks the SBESE’s approval of program guidelines/application.
4. Subrecipients are provided applications and potential award amounts including
specific instructions for preparing a budget.
5. The SDE prepares the allocations of funds to recipients based on formulas
established in program legislation and/or regulations.
6. The SDE submits allocations to the SBESE’s Finance Committee for approval.
7. The SDE conducts, prepares, and submits to the SBESE an evaluation of the
program as appropriate.
63
Part IV: Grants Process – State Programs – Competitive
DISADVANTAGED OR DISABLED STUDENT SUPPORT
(1) Extended School Year Program
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Grant Amount: $3,033,140
PURPOSE
To provide funding of the Extended School Year Program (ESYP) for exceptional students ages
three through 21 who, without instruction in excess of 180 days, will experience a significant loss in
skills. State and Federal laws require local education agencies (LEAs) to identify and serve
students who are likely to attain the long term educational goal(s) specified in their IEPs without the
provision of an extended program. Revised policies/procedures and criteria have been developed
by the State Department of Education (in connection with the Laura I Consent Decree) to assist the
LEAs in identifying eligible children and providing appropriate services. The funds are used to
cover the cost of instructional and related services personnel, transportation, materials and other
costs associated with the delivery of an extended IEP and training or support activities related to
development and implementation of a model statewide program.
BASIS OF ALLOCATIONS
Allocations are awarded on a per pupil basis as per the Annual December 1 LANSER Child Count.
Program Contact: Virginia Beridon (225) 342-3633
Fiscal Contact: Kimbra Lamonte (225) 342-6311
64
Part IV: Grants Process – State Programs – Competitive
QUALITY EDUCATORS
(2) Louisiana Teacher Assistance and Assessment Program
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $3,202,454
PURPOSE
In the Louisiana Teacher Assistance and Assessment Program, new teachers are assessed by a two-
member team, which includes an external assessor. The external assessor may be an experienced
teacher, external to the new teacher’s school. The contract with the local education agency provides
funding for the services of the experienced teacher assessor and for mentoring support for every
new teacher as required by the Louisiana Teacher Assistance and Assessment Program. Every new
teacher is provided support and assistance by an experienced teacher mentor for two consecutive
semesters. Every new teacher is assessed by the building principal and an assessor external to the
school during the assessment semester of employment.
BASIS OF ALLOCATIONS
Funds of $520 per new teacher will be provided to participating school systems. Funding is based
on the average number of new teachers per school system for school years 1997-98, 1998-99,1999-
00, 2000-01, and 2001-02.
Funds of $511.12 per new teacher will be provided for the Induction and Mentoring program to
participating school systems based upon the projected number of new teachers participating in year
two of LATAAP.
Program Contact: Janet Reed (225) 342-3563
Fiscal Contact: Becky Brown (225) 342-6311
65
Part IV: Grants Process – State Programs – Competitive
SCHOOL ACCOUNTABILITY AND IMPROVEMENT
(3) K-3 Reading and Math
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $12,816,469
PURPOSE
Provides funding to local educational agencies to fund the K-3 Reading and Math initiative to
improve reading and mathematics skills for all students in grades K-3. Funds are provided to local
school systems based upon approved proposals and budgets. Proposals may address in-service
training, material or instructions and other areas needed for improving the instructional process.
The Louisiana K-3 Reading and Math initiative is to improve the reading and mathematics skills of
public school students in kindergarten through third grade by providing comprehensive and ongoing
staff development to teachers so that they will learn and employ effective strategies for reaching
children with diverse learning styles and special needs.
BASIS OF ALLOCATIONS
Allocations are computed according to the total K-3 student enrollment per the October 1 SIS count.
Program Contact: Jackie Bobbett (225) 342-4776
Fiscal Contact: Kimbra Lamonte (225) 342-6311
66
Part IV: Grants Process – State Programs – Competitive
SCHOOL ACCOUNTABILITY AND IMPROVEMENT
(4) LEAP 21 Remediation
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $12,158,200
PURPOSE
These funds are provided to help defray the cost of providing remediation programs to those 4th and
8th grade students who scored at the unsatisfactory achievement level on the LEAP 21 exam.
BASIS OF ALLOCATIONS
Funding is allocated on a per unit basis determined by the total state wide number of unsatisfactory
units divided by the total funding available.
Program Contact: Mary Louise Jones (225) 342-3370
Fiscal Contact: Julie Cutrer (225) 342-6311
67
Part IV: Grants Process – State Programs – Competitive
DISADVANTAGED OR DISABLED STUDENT SUPPORT
(5) EDUCATION EXCELLENCE FUND
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $13,352,029
PURPOSE
The Louisiana State Legislature created the Millennium Trust in 1999 to provide for the disposition
of proceeds from the tobacco settlement. This legislation, Louisiana Revised Statue (LRS) 39:98.
1- 98.5, also established the Education Excellence Fund. By legislative mandate, the State
Department of Education has the responsibility of providing appropriations from the Education
Excellence Fund with the specific purpose of ensuring that all expenditures are used to support
excellence in educational practice. Funds must be spent for instructional enhancement, including
early childhood programs, remediation, high stakes testing assistance and other educational
programs approved by the legislature. Expenditures for maintenance or renovation of buildings,
capital improvements, and increases in employee salaries are prohibited. Each recipient school or
school system shall submit to the Department of Education annually a prioritized plan for the
expenditure of funds. No funds may be distributed to any school system until these plans have been
approved by the Department and by the appropriate standing committees of the legislature.
BASIS OF ALLOCATIONS
Thirty percent (30%) of funds are divided equally among each school district. The remaining
seventy percent (70%) is to be distributed proportionately to each school district’s state share of the
Minimum Foundation Program appropriation contained in the most recent Minimum Foundation
Program budget letter approved by the SBESE. Beginning in Fiscal Year 2007-2008, 100% of
funds will be distributed to districts on a pro-rata basis according to their student population in
relation to the total state student population.
Program Contact: John Bishop (225) 342-3462
Fiscal Contact: Rashaunda Seals (225) 342-6311
68
Part IV: Grants Process – State Programs – Competitive
SCHOOL ACCOUNTABILITY AND IMPROVEMENT
(6) LEAP 21 Tutoring
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $6,306,800
PURPOSE
This program is available to school districts to assist in providing direct instruction in English and
mathematics to low performing students. The funds will be used to pay for teacher and tutors to
assist the students who are repeating the 4th and 8th grade, and the students who function below the
30th percentile.
BASIS OF ALLOCATIONS
Funds are awarded on a per pupil basis.
Program Contact: Mary Louise Jones (225) 342-3370
Fiscal Contact: Julie Cutrer (225) 342-6311
69
Part IV: Grants Process – State Programs – Competitive
SCHOOL ACCOUNTABILITY AND IMPROVEMENT
(7) GEE 21 Remediation
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $2,700,00
PURPOSE
A minimum of 40 hours of instruction will be provided in mathematics and English language arts
based on the State Content Standards and of the rigor of GEE 21. Instruction should include
standards-based instructional activities and assessments designed to assist students in learning the
mathematics and English Language Arts content that will allow them to score Approaching Basic
on the GEE 21. Students who scored Unsatisfactory on the GEE English Language Arts and/or
mathematics components will be encouraged to attend the GEE 21 Remediation Program.
BASIS OF ALLOCATIONS
District allocations are based on the number of students in the district who scored Unsatisfactory on
the mathematics and English language arts portions of GEE 21.
Program Contact: Scott Norton (225) 342-3406
Fiscal Contact: Becky Brown (225 342-6311
70
Part IV: Grants Process – State Programs – Competitive
SCHOOL ACCOUNTABILITY AND IMPROVEMENT
(8) School Improvement Grants
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Grant Amount: $2,394,000
PURPOSE
The purpose of this program is to carry out Corrective Actions and School Improvement
responsibilities under the Louisiana School and District Accountability System. This funding will
provide financial incentives for schools that need to substantially improve student achievement by
helping high poverty, low-performing schools implement programs based on reliable research and
effective practices, and include emphasis on basic academics and parental involvement.
BASIS OF ALLOCATIONS
Funds are awarded per school as (a) $45,000 base allocation for all eligible schools, and (b) $10,000
Growth Incentive allocation for K-8 schools in Corrective Actions 1 attaining 40% of their growth
Target. The maximum award per eligible school is $55,000.
Program Contact: Robin Jarvis (225) 342-3580
Fiscal Contact: Wanda Pickering (225) 342-6311
71
Part III: Grants Process – State Programs - Formula
SCHOOL ACCOUNTABILITY AND IMPROVEMENT
(9) High School Corrective Action Program
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 - June 30, 2004
Grant Amount: $675,000
PURPOSE
High schools will enter Accountability in the fall of 2001. These funds are to provide grants to
schools for improvement.
BASIS OF ALLOCATIONS
Awards will be based on the school improvement plan needs and student achievement objectives in
the amount of $50,000 each.
Program Contact: Robin Jarvis (225) 342-3580
Fiscal Contact: Wanda Pickering (225) 342-6311
Part IV: Grants Process – State Programs – Competitive
State funds allocated on a competitive basis are those funds allocated only to qualifying applicants.
Funding for these types of programs may be used in a variety of ways depending on the
requirements of the governing legislation; for example, funds may be provided to selected
participants for a specific purpose, or to a broader scope of recipients for a wide variety of purposes.
A. State programs awarded usually on a competitive basis are as follows:
1. Adult Education
2. HIPPY/Home Instruction Program
3. Community Based Tutorial Program
4. National Board Certified Teachers
5. National Board Certified Counselors
6. National Board Certified Psychologists
B. PROCESS
The SDE receives a letter for the program outlining funds appropriated in current fiscal year.
1. The SDE staff develops a subrecipient application/proposal packet for distribution to all
eligible participants including the following:
a. Application forms
b. Instructions for submission of application and budget.
c. Potential award amount (or range of funds available)
d. Description of criteria for awarding of competitive grants (i.e., rubric for
evaluating proposals)
e. Deadline for submission of proposal
2. The SDE seeks the SBESE’s approval of program guidelines/application.
3. The SDE receives and evaluates proposals.
4. Allocations are awarded to subrecipients based on the outcome of the competitive process
and availability of funds (This process occurs in the SBESE’s Finance Committee), and the
SDE requests that the subrecipients submit a budget revision to match the budgeted amount
with the final amount awarded.
5. The SDE conducts, prepares, and submits to the SBESE an evaluation of the program as
appropriate.
73
Part IV: Grants Process – State Programs – Competitive
ADULT EDUCATION
(1) Adult Education Program
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $4,801,300
PURPOSE
This program provides grants to encourage, expand, and improve educational opportunities for
adults conducting adult education programs, services and other activities. This program is designed
to provide educational opportunities for adults over the age of 16, not currently enrolled in school,
who lack a high school diploma or the basic skills to function effectively in the workplace.
BASIS OF ALLOCATIONS
As described in the Louisiana State Plan for Adult Education, under the Workforce Investment Act,
competitive subgrants for adult education will be awarded on a three year cycle, beginning with the
1999-2000 fiscal year. Allocations are computed on a SBESE approved formula based upon service
and execution, and achievement and progress indicators.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Buddy Goudeau (225) 342-6311
74
Part IV: Grants Process – State Programs – Competitive
SCHOOL AND COMMUNITY SUPPORT
(2) HIPPY / Home Instruction Program
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $543,593
PURPOSE
The Home Instruction Program for Preschool Youngsters (HIPPY) provides in-home early
childhood education for at-risk 3, 4 and 5 year old students. The goals of the program are centered
on increased parental involvement and student achievement.
BASIS OF ALLOCATIONS
Allocations are determined by the number of families serviced in each of six participating school
districts.
Program Contact: Pam Wall (225) 342-9442
Fiscal Contact: Julie Cutrer (225) 342-6311
75
Part IV: Grants Process – State Programs – Competitive
SCHOOL AND COMMUNITY SUPPORT
(3) Community Based Tutorial Program
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Grant Amount: $1,729,359
PURPOSE
Funds are used by churches and non-profit organizations to provide after-school tutoring for
students in need of academic assistance. The program works in partnership with schools and
parents to assist in mathematics, science, reading, writing, homework, and support services such as
counseling.
BASIS OF ALLOCATIONS
Available funds are divided equally among eligible sites.
Program Contact: Pam Wall (225)342-3338
Fiscal Contact: Yvette Johnson (225) 342-6311
76
Part IV: Grants Process – State Programs – Competitive
QUALITY EDUCATORS
(4) National Board Certified Teachers
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $850,000
PURPOSE
The National Board of Professional Teaching Standards (NBPTS) is working to establish what
experienced teachers should know and be able to do. The effort, across several teaching areas,
assesses and certifies individuals who exhibit exceptional professional expertise. This program
provides for rewarding the outstanding teachers in Louisiana who have successfully completed this
national certification process with a $5,000 salary supplement.
BASIS OF ALLOCATIONS
R.S. 17:421.6 provides for a salary supplement of $5,000 to be paid annually to full-time teachers or
school administrators holding a valid Louisiana teaching certificate and a valid certificate issued by
the National Board of Professional Teaching Standards.
Program Contact: Beth Gerhart (225) 342-6985
Fiscal Contact: Becky Brown (225) 342-6311
77
Part IV: Grants Process – State Programs – Competitive
QUALITY EDUCATORS
(5) National Board Certified Counselors
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $600,000
PURPOSE
The purpose of the National Board Certified Counselors Program is to award public school
guidance counselors who have earned the National Certification for School Counselors (NCSC)
with a salary supplement of $5,000. To receive the supplement, the counselors have to currently be
employed in the position of school guidance counselor, hold the NCSC certificate awarded by the
National Board of Counselor Certification, and meet the state requirement for school guidance
counselors.
BASIS OF ALLOCATIONS
Provides for a salary supplement of $5,000 to be paid annually to full-time school guidance
counselors holding a valid Louisiana teaching certificate and a valid certificate issued by the
National Board of Certified Counselors.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Becky Brown (225) 342-6311
78
Part IV: Grants Process – State Programs – Competitive
QUALITY EDUCATORS
6) National Board Certified Psychologists
Fiscal Year: 2003-2004
Grant Period: July 1, 2003 – June 30, 2004
Total Grant Amount 2004: $96,000
PURPOSE
The purpose of the National Board of Certified Psychologist Program is to award public school
psychologists who have earned the National Certification for School Psychologists with a $5,000
salary supplement. To receive the supplement, the psychologists have to currently be employed in
the position of school psychologist, hold the certificate awarded by the National Board of Certified
Psychologist, and meet the state requirement for school psychologists.
BASIS OF ALLOCATIONS
Provides for a salary supplement of $5,000 to be paid annually to full-time school psychologists
holding a valid certificate issued by the National Board of Certified Psychologist. The supplement
will be phased in as certification is received. For Year 1, the psychologist will receive a supplement
of $1,000; for Year 2, the supplement will be $2,500; and for Year 3 and each year thereafter, the
supplement will be $5,000.
Program Contact: Debi Faucette (225) 342-3336
Fiscal Contact: Becky Brown (225) 342-6311
79