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Successful Education Grant Strategies for Rural NewYork.Metis Associates, Inc., New York, N.Y.New York State Legislative Commission on RuralResources, Albany.Nov 9562p.; Photographs may not reproduce adequately.Legislative Commission on Rural Resources,Legislative Office Building, Albany, NY 12247.Guides Non-Classroom Use (055) ReferenceMaterials Directories/Catalogs (132)

MF01/PC03 Plus Postage.*Block Grants; Categorical Aid; Cost Effectiveness;Educational Finance; Elementary Secondary Education;Federal Aid; Financial Support; Government Role;*Grants; *Grantsmanship; *Program Proposals;Retrenchment; Rural Education; *Rural Schools;*School Districts; State Aid; State Programs

IDENTIFIERS *New York

ABSTRACTThis guide outlines strategies to be used by rural

school districts when applying for grants in New York State. Thefirst section addresses the impact of recent federal programreduc.tions and restructuring that have significantly reduced overallfederal spending on statt education programs. Both federal and stategovernments are moving away from expensive and inefficientcategorical programs to block granting. Block granting reducesoverall funding by combining multiple funding sources and placinglimits on administrative expenditures. The second section describessuccessful strategies identified by rural school districts whenapplying for competitive funding through the New York State EducationDepartment. Sttategies are discussed for the following steps: (I)locating funding sources; (2) developing an application that matchesfunding sources with school district priorities and using across-disciplinary team to shape and test out ideas; (3)

incorporating themes within the proposal to organize and tie togetherthe application; and (4) tailoring grant applications to granteeexpectations by following the point scale, including anticipatedprogram outcomes, demonstrating collaboration and commitment, andspeaking with one voice. The third section lists 47 state and federaleducation programs in New York that have grant monies available forprograms such as workforce preparation, day care start-up, at-riskyouth, community schools program, family literacy programs, parenteducation, and rural education research. Each listing includes theadministering agency, objectives, and contact person. The lastsection provides background information on the New York StateLegislative CommiEsion on Rural Resources and the Rural EducationAdvisory Committee. (LP)

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Rural Education Advisory Committee

November, 1995

2 tiEST COPY AVAILABLE

Additional copies are available from:Legislative Commission on Rural Resources

Legislative Office BuildingAlbany, New York 12247Telephone: (518) 455-2544

Fax: (518) 426-6960

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Successful Education GrantStrategies for Rural New York

Sponsored by the:

Rural Education Advisory Committee

Contributors include:

Charles H. Bohlen, Jr.Judith Duken

James HillMichael Joseph, Jr.

June O'NeilMartha RobertsMary Ann AwadRonald Brach

Lois Wilson

Published by the:

NYS Legislative Commission on Rural ResourcesSenator Charles D. Cook, Chair

November, 1995

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Table of Contents '---`'--

,---**,Section 1: Adjusting to New Realities. 1

A. Fiscal Climate I

B. Block Grants 4

C. Adopting the Philosophy of Block Grants 7

Section 2: Successful Strategies & Approaches 13

A. Finding Funding Opportuntities 14

B. Going for it 15

C. Successful Themes 19

D. What Reviewers Look for 22

Section 3: Grant Monies 25

Section 4: Background 55

A. Legislative Commission on Rural Resources 55

B. Rural Education Advisory Committee 56

Section 1: Adjusting to 1the New RealitiesA. The Fiscal Climate

1. Federal

"Cut it, cap it, and ship it back!"

This is how the chairman of the U.S. ANIS.House of Representatives BudgetCommittee recently summed up the ---majority party's view of programreductions and restructuring. The illtCommittee proposes to terminate, blockgrant, or privatize 3 Cabinetdepartments, 284 programs, 69commissions, 13 agencies and 3 commercial activities.What does this mean?

Overall federal spending on discretionaryprograms will be significantly reduced;

Long term growth in program spending will becurtailed;

States and localities will be asked to assume moreresponsibilities.

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Adjusting to New Realities

Programs and funding in the area of education wouldbe particularly impacted. For example, the Departmentof Education would be eliminated. The House Appro-priations Committee recently targeted a number ofeducation programs for elimination:

Safe and Drug Free Schools;

Education for Homeless Youth and Children;

Dropout Demonstrations;

Vocational Education - Community BasedOrganizations;

Consumer and Homemaking Education;

State Literacy Resource Centers.

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Adjusting ti. New Realities

2. New York State

"We must...heed [the] call for asmaller, more effective, moreefficient government."

Governor Pataki's first budget proposal attempted tocarry out that mission through deep cuts in many areas.For the first time since WWII, a New York Governor pro-posed spending less than had been spell,: in the prevkusfiscal year. The budget that was adopted included areduction in spending from the State's general fund and aslight overall spending increase. Education programs,particularly discretionary grant programs were reduced oreliminated. Some of the programs that did not receive newfunding include:

Workforce Preparation Grants

Learning Technology

Curriculum and Assessment Grants

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B. Block Grants - The Newest Trend onthe Horizon

Both the federal and Stategovernments have cited theproliferation of categoricalprograms as expensive, inefficientand overly bureaucratic. Theirapproach to funding in the futurewill rely heavily on block granting. Under this approachmultiple funding streams are combined, usually withoverall reductions in funding and specific limits onadministrative expenditures. The block granting approachwill promote greater creativity at the local level by allowingmore flexibility in program design and implementation.

This year, the new leadership both in New York Stateand the Congress developed proposals that rely on a blockgranting approach. These proposals would have asignificant impact in the area of education because this iswhere categorical funding has grown significantly over therecent past. Following are block grant proposals that areparticularly relevant to the education community:

1. NYS Block Grant Proposals

In New York State, the Governor proposed two newblock grants that would have merged 12 separate programsin the area of education. Under the original proposal,funding would be reduced from $37.5 million to $16million.

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a. School/Student Needs Block Grant

. Extended School Day Program

. Missing Children Prevention Education

. Parenting Education

. Primary Mental Health Project

. Schools as Community SitesSchool Violence Prevention

. School Health Demonstration

. Youth-at-Risk

b. Adult Literacy Block Grant

. Adult Basic EducationAdult Literacy EducationConsortium for Worker Education

. Workplace Literacy

The legislature did not adopt these block grants andinstead maintained separate categorical funding.However, funds were significantly reduced in eachcategory.

2. Federal Block Grant Proposals

a. Consolidated & Reformed Education,Employment, & Rehabilitation Systems(CAREERS) Act of 1995 (House Bill).

This bill would create four major categories:

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Youth/Education - merges approximately 30programs and titles including: School-to-Work;Vocational Education; Bilingual Education; YouthFair Chance.

Adult Training - merges approximately 30programs and titles including: Rural Con-centrated Employment; Migrant Education;Dislocated Workers.

Vocational Rehabilitation - merges approximately22 programs or titles including: SupportedEmployment Early Intervention; DistanceLearning Recreation.

Adult Education - merges approximately 24 pro-grams and titles including: Basic Adult Education;Literacy Libraries; Workplace Literacy.

b. Workforce Development Act of 1995 (Senate Bill).

J#This bill combines existing

programs into one authorizationwhich would be divided by State'sinto two elements:

Vocational and Adult Education

Employment Services and Training

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Programs that would be consolidated include: FoodStamps; Displaced Homemakers; Job TrainingPartnership Act (JTPA); Vocational and AppliedTechnology Education Act (VATEA); Adult Education;Unemployment; Rehabilitation; School-To-Work.

C. Adopting the Philosophy of BlockGrants

With the State and federal governments moving moreand more toward block granting, local school districtsneed to become sensitized to the messages that are beingsent through this approach. It is important tounderstand and adapt to the underlying principles ofblock grants because the competition for resources isgoing to increase dramatically as there are fewer fundingsources and greater pressure on local school budgets. Inaddition, the competitors going after block grants willgenerally be large districts or consortia. These largeentities often have a great deal of grant writing expertiseat their disposal and can take a more sophisticatedapproach. This means that any school district that wouldlike to receive funds is going to have to begin adoptingthe philosophy of block granting.

No one should expect the shift toward block grantingto occur overnight, or to include every source of funds.There will still be many opportunities to seek funding forspecific purposes or to meet the needs of particularpopulations. However, the messages being sent throughthe move toward block granting say somethingimportant about how decision makers view the education

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and human services systems. Districts seeking to attractresources should view those messages as equally validin approaching categorical funding. While manycategorical programs will continue to be funded, theconcept of stand-alone, isolated programs is no longerconsidered appropriate. Grant seekers should begin toadopt the philosophy and language cd block grants in allapplications for funding.

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1. Ensuring Accountability

One of the clearest messages being heard in Washington,Albany and in school districts throughout New York relatesto program cost effectiveness. People no longer feel thattheir tax dollars are being spent wisely or that programs areaccomplishing what they set out to achieve. This hascreated a strong and growing movement to put the focus onresults rather than simply process. This new mind set isbeing reflected in funding programs, particularly thosecoming out of Washington. Many funding programs, andthe proposed block grants stress the need for programaccountability.

Potential grantees are being asked to state specificresults that are anticipated from the program. This movesgrant writing beyond the formerly accepted practice ofprojecting numbers of students or clients to be served. Italso means that applicants need to give seriousconsideration to data collection, analysis and evaluation. Incertain areas, such as increased educational achievementlevels or reduced numbers of dropouts the proposed resultsare easy to identify. In other areas the approaches are lessdirect. Some approaches that are being used to ensure thislevel of accountability include:

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2. Aligning Systems

Many of the grant opportunities that are available toschool districts have been designed to deal with particularproblems such as school violence, or to deal with ilarticular"target populations" such as dropouts. Applicants havebeen asked to describe strategies that can be put in placewithin the school or the educational system. However, inmost cases the causes of the problem or the needs of theindividuals extend well beyond the school campus.

Applicants now need to think in broader, moreexpansive terms. The questions that are now being askedmove toward multi-systems approaches. How willprograms be designed to meet the needs of all students?How will the applicant integrate the various humanservices systems to meet the goals of the grant? What otherresources will be brought to bear? This means reaching outto other service providers to understand their deliverysystems and include their capabilities in a morecomprehensive effort. A comprehensive approach meansengaging and coordinating the efforts of multiple systemsincluding:

Social ServicesCriminal JusticeEconomic DevelopmentHealthMensil HealthSubstance Abuse

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3. Building Partnerships

The shift toward block grants and the new emphasisbeing placed on broader systems approaches means thatit will be harder to "go it alone" in seeking new fundingopportunities. This new approach may pose particularchallenges for smaller school districts. The best way fora school district to position itself for funding opportun-itie5 is to develop genuine partnering arrangements withkey organizations in the community. These arrange-ments can be built around efficiency (e.g. regionali-zation), around interest areas (e.g. business and laborinvolvement in school-to-work) or around access (e.g.establishing a one-stop service system).

Building and maintaining coalitions should be part ofan overall strategy to attract resources. Key partners canbe drawn from other institutions and systems such as:

Other Education Agencies (e.g. post-secondaryinstitutions, private schools);Community Based Organizations;Business Groups/Chambers of CommerceLabor OrganizationsParent GroupsSocial Services ProvidersPolice, Sheriffs, Probation, and other CriminalJustice AgenciesSubstance Abuse ProgramsState and Local Agencies

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Section 2: SuccessfulStrategies & Approaches

Despite the difficult fiscal climate, there are still a widevariety of funding sources that will be available to schooldistricts. In order to secure these resources, school districtswill have to compete with other districts around the Stateand across the nation. Many believe that rural schooldistricts do not fare well in the competition for categoricalfunding. However, a review of New York State EducationDepartment records shows that while rural districts are lesslikely to apply for competitive funding, those that do applyare no less successful in obtaining competitive funding thanother districts. The following table illustrates thedifferences between rural and non-rural districts inapplying for and receiving selected categorical grantsduring fiscal year 1994.

Too* lAntodit 0 %who% "Wow! 4A rtintiot

Rural 415 89/21 % 57/64 %

Non-rural 372 137/37% 84/61%

This table shows that the most significant differencebetween rural and non-rural districts is that non-ruraldistricts apply for categorical funding at a much higher ratethan rural districts. More than a third of the non-ruraldistricts (37%) applied for funding, while only one-fifth(21%) of the rural districts submitted applications. It isimportant to note that of those districts that applied, bothrural and non-rural districts were funded at

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Successful Strategies & Approaches

approximately the same rate (64% and 61% respectively).This implies that all districts have an equal chance of

success in receiving competitive funds if they choose toenter the competition.

The following section will describe some of the strategiesand approaches that were identified through a survey of

rural school districts that have been successful in applyingfor competitive funding through the State EducationDepartment.

A. Finding Funding Opportunities

One of the biggest challenges in attracting resources torural school districts is finding out about possible sources of

funding that might be tapped. Funding opportunities maycome from many different sources including the State orfederal governments, philanthropic organizations,foundations, corporations or other private organizations.These potential funding opportunities may be identifiedthrough written materials, interactive means, and non-traditional sources.

1. Written Materials: Federal Register; New York StateContract Reporter; Newsletters (Grants Alert, Legislative,Topical); Foundation Directories; Subscription Services;Catalogues; State and Federal Agency Mailing Lists;Grantsmanship Center Magazine; National School BoardsAssociation; Rural Special Education Quarterly journal ofRural and Small Schools.

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2. Interactive: Agency Contacts; Legislative andCongressional Members and Staff; Interest Group StaffElectronic Services (e.g. Rural Assistance InformationNetwork - RAIN, Hands Net); Rural Information Center.

3. Non-Traditional Sources: National, State and LocalFoundations; Non-educational agencies (Dept. of Labor,Social Services, Economic Development); Chambers ofCommerce; Labor Unions.

B. Going for It

After identifying possible sources of funding, anumber of important decisions have to be made and anapplication has to be put together. Based on interviewswith successful applicants five key areas emerge in thisprocess:

Deciding What To Go AfterShaping the IdeasTesting Out the IdeasWriting the ProposalTurning Failure Into Success

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1. Deciding What to Go After

This is perhaps the most critical decision area fordistricts attempting to attract new resources. While somepeople believe that the best thing to do is apply foranything that's available, the experience of the successfulapplicants suggests a more selective approach. The mostcommon observation made by these successful applicantswas that they only seek funding opportunities that alignwith the "mission" or "priorities" of the district. Inmany cases, successful districts have developed strategicplans that lay out a vision of where they would like to beover some period of time. These strategic visionstatements might take the form of a five year plan withspecific activities and goals established for each year.This allows grant writers to connect activities that wouldbe funded with new dollars to activities that are alreadyunderway.

2. Shaping the Ideas

After determining that a particular funding sourceseems to make a good fit with the district's overall plansand objectives, the next step is to decide what approachshould be taken in developing the application. In somecases, districts have a particular person assigned to grantdevelopment. He or she may sketch out some ideas,bounce them off of a few others in the district, and beginwriting. Another common approach is to assign the taskof grant development to a person or unit based on thegeneral category of funding (e.g. Vocational Educationfunding would be assigned to the Home and CareersTeacher). A number of successful districts reported using

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a different, more open approach at the beginningof the grant development process. This new approachinvolved establishing a cross disciplinary team tobrainstorm ideas. Adopting a team approach allowedfor a great deal of input at the early stages and helped tolay out general directions for the grant applications.High levels of collaboration were cited as particularlyuseful in developing ideas and identifying connections toexisting or planned efforts. Wherever possible, thiscollaborative approach should include partners bothinside and outside of the educational community.

3. Testing Out the Ideas

After the team has gotten together to brainstorm onceor twice the question that grant developers should beasking ig "Are we on the right track?" While this mayseem self-evident, it is important that grant developersmake a hard assessment at this stage because sometimesthe creative ideas that come out of brainstormingsessions are not exactly what the funder had in mind. Ifthe funding agency sponsors a bidders conference,members of the grant development team should attendand ask questions. Often, the best (and mostunderutilized) way to obtain valuable feedback at thisstage is the direct approach ask the funding agency.Contacts should be made both at the regional level andwith the main office. While the agency staff may beunable to give of specific information, they are usuallymore than willing to provide a reaction to the generalapproach and some helpful ideas about how to proceed.One other way to obtain feedback is to ask forinformation and advice from other districts or

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organizations that have already received funding throughthis grant source. In keeping with the themes ofpartnership and collaboration, input and commentsshould be sought from a wide range of interestedparties.

4. Writing the Proposal

Thus far the process described here has relied heavilyon collaboration and broad-based input. This approachhas proven itself to be the most effective in puttingtogether creative, practical ideas that build on theapplicant's strengths. There is no reason for collaborationto stop as the grant application is actually drafted,however, a coherent application cannot be written by acommittee. Most of the successful applicants said thatonce the ideas and approaches were agreed upon, asingle person was asked to be responsible for producingthe document. Often, that person is a teacher who isfamiliar with the issue. Since budget cutting is having animpact on many areas, teachers are often more thanwilling to assist a district in securing grant funds thatmay help support the cost of programs slated forelimination. While other individuals or small writingteams might be given responsibility for developingsections of the application, the lead person would beresponsible for editing the document for style,consistency and tone.

5. Turning Failure Into Success

Despite the best efforts of a strong grant writing team,there will always be applications that are not selected for

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funding under a competitive process. Rather thanwaiting for the next funding round to be announced,grant developers should use the unsuccessfulapplication as a learning tool to better position theirdistrict for the future. While the experience is still fresh,the grant writing team should undertake an honestcritique of the application. As part of that critique, theteam should attempt to obtain as much feedback aspossible from the proposal reviewers. At minimum, thereviewers' written comments should be requested anddistributed to all team members. Wherever possible aface-to-face meeting should be held with the people whoreviewed the application. If that approach is not feasible,a representative of the granting agency should be invitedto attend a meeting of the grant development team. Thedistrict should also request copies of successfulapplications for review and comparison.

C. Successful Themes

Grant applications often require the writers to list anumber of activities and time lines that may appearsomewhat disjointed. It is important that these keyelements of the proposal be tied together in order to helpthe reader understand the applicant's approach. Oneway to accomplish this is to include some major themesin the application. These themes can help to organize theentire application or individual sections. Some examplesof the kinds of themes that have proven successful are asfollows:

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"We're ready for anything."b. "The whole is greater than the sum of its parts."

"Education is part of a broader human servicesstrategy.""The activity will continue after the funds run out."

1. "We're ready for anything."

The current funding climate at all levels of govern-ment is tremendously unsettled. Recissions, block grantsand program reductions are all part of the fiscal land-scape in the nineties. While it is important for districts toanticipate these changes, the truth is that no one knowswhat the full picture will be over the next few years. Asa result, proposals for funding should acknowledge theuncertainty and make suggestions about how the pro-posed activities will better prepare the district to dealwith any eventuality.

2. 'The whole is greater than the sum of its parts."

With available funds for new or expanded initiativesdiminishing, funding agencies need to know that theywill be getting the greatest return on their investment.The best way to achieve that goal is through resourceleveraging. Districts should begin developing proposalsthat draw together various funding sources -- state,federal and local, to accomplish their mission. Grant

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funds should be used wherever possible as a means ofattracting and sustaining other resources. Grant writersshould present a picture that shows how combinedfunding efforts will create a stronger system.

3. "Education is part of a broader humanservice strategy."

The movement toward more comprehensive fundingapproaches utilizing block grants will have a broadimpact across all human services systems. The level ofcollaboration that will be required moves well beyondthe more routine "review and sign-off' approaches thathave been common in the past. This means that grantwriters will need to be sensitive to how their efforts fitinto a community's overall objectives. Educationalagencies are well positioned to take a lead role in thedevelopment of a comprehensive human servicesstrategy. This is because schools have a strong resourcebase, facilities, and direct links with young people andtheir families. In applying for funds, districts shouldhighlight those strengths and put them in a broadercontext.

4. 'The activity will continue after the fundsrun out."

One of the most common criticisms of categoricalfunding programs is that when the funds dry up theprograms end. Very few funding initiatives are able todemonstrate a strong record of institutionalization.Wherever possible districts should suggest that theinvestment of funds should be seen as providing

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"venture capital" because there is a realistic plan tocontinue the initiative over the long term. This is bestaccomplished by blending other funding sources and byfocussing on developmental activities as opposed tousing resources to fully support ongoing staff positions.Obtaining commitments from other community partnersis an important component of _this approach.

D. What Reviewers Look For

Preparing successful grant applicatio.-s, like mostother endeavors, requires that thought be given to thetarget audience. In this case, that means the grantreviewers. It is critical that the grant application betailored to the needs and expectations of those reviewers.

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1. Read the Cues

This means that grant writers should try to pick up onthe key themes and approaches that the legislation orauthorizing agency is looking for. One good way todiscover this is to read the legislative intent. Forexample, if the legislation or grant solicitation talks aboutcollaboration, the applicant should build that conceptinto every section of the proposal. It is very helpful torepeat the exact words or phrases of the legislation orauthorizing agency throughout the grant application.

2. Follow the Point Scale

Make sure the application clearly addresses everycomponent of the point scale. Most importantly, makesure there is some reasonable balance. For example,sections worth fifty points should be given far moreemphasis and detail than sections worth ten points. Attimes, successful applicants have allotted page limitsbased on the number of points each section is assigned.

3. Include Planned Outcomes

Reviewers want to know what outcomes they canexpect from the project. This means applications shouldclearly state the results that are intended, the way theywill be measured and any plans for changes ormodifications. This should be done even if notspecifically requested.

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4. Collaboration and Commitment

Demonstration of genuine collaboration andcomrritment is key. Simply including letters of support

or endorsements does not demonstrate a real partnership.

Other partners in the community should be seen asintegral parts of the overall approach, wherever possible.

5. Speak With One Voice

Often, grants written in sections by various groups orindividuals appear to be a collection of disjointed ideas

rather than a comprehensive approach to solving aproblem or addressing a need. This can work heavilyagainst the applicant. Care should be taken to ensure theapplication holds together well. Reviewers reading thedocument should be able to see that the partnersinvolved in its development were able to unify their

efforts.

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Section 3: Grant Monies

Section 3 summarizes very briefly stateand federal education programs available toschool distri,cts as lication date.eticoorHowever = =, are

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Grant Monies Index

Workforce Preparation 29

Student Leadership 29

School Violence Safety & Extended School Day 30

National Science Foundation 30

Missing Children Prevention 31

Math & Science Curriculum Frameworks 31

Learning Technology Grant Program 32

Environmental Education Empowerment 32

Curriculum & Assessment 33

School Health Programs 33

School Health Programs (MCHS Block Grant) 34

Progressive Adolescent Vocational Exploration 34

Day Care Start-Up 35

Adolescent Pregnancy 35

Youth at Risk 36

Teacher Resource & Computer Training Centers 36

School Health Demonstration Program 37

Pre-Kindergarten Program 37

Incentive Grants for Sharing Successful Programs 38

Foreign Language Assistance 38

Efficiency Study Grants 39

Education of Homeless Children & Youth 39

Mathematics & Science Education Act 40

Comprehensive School Health Education 40

Community Schools Program 41

Family Literacy Program 41

Acquired Immune Deficiency Syndrome 42

Technology Network Ties 42

Special Milk Program 43

Schools in Federally Affected Areas 43

School Breakfast Program 44

Parenting Education 44

Nutrition Education & Training 45

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Grant Monies Index (Continued)

National School Lunch ProgramNational Diffusion NetworkIncarcerated YouthFamily Life Education ProgramESEA Chapter 2Effective Schools ConsortiaEducationally Disadvantaged ChildrenDrug-Free Schools & Communities ActApprenticeship TrainingRural Education ResearchAdolescent Family Life ResearchComprehensive Child Development ProgramSchool-to-Work OpportunitiesYouth Fair Chance

0

4546464747484849495051

525354

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Section 3: Grant MoniesProgram: Workforce Preparation

Administering Agency: NYS Education Department

Objective: provides aid to programs directed at youthapprenticeship, career exploration, employmentpreparation, and integrating academic and workplaceexperience and technology.

Program Contact:

Johanna Duncan-Portier, Asst. Comm.Workforce Preparation & Continuing EducationNYS Education DepartmentEducadon Building, Room 319Albany, NY 12234(518) 474-3981

Program: Student Leadership

Administering Agency: NYS Department of Education

Objective: Provides leadership training seminars forstudents enrolled or anticipating enrollment in a Stateapproved occupational or education course sequence orprogram area.

Program Contact:

(See program contact listed above.)

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4.

Grant Monies

Program: School Violence Safety/Extended School Day


Objective: Prevention and intervention programsdeveloped to increase school safety and reduce schoolviolence while extending the school day by providing pre-or after school extracurricular enrichment activities.

Program Contact:

Concetta Sullivan, Child, Family & CommunityDevelopment TeamNYS Education Department, Education Bldg., Rm. 319MAlbany, NY 12234(518) 474-4141

Program: National Science Foundation/System Initiatives

Administering Agency: NYS Education Department/ U.S.Department of Education

Objective: Provides funds for improvement in science,math and technology education.

Program Contact:

Carolyn Graham, Curriculum & Assessment Team 2NYS Education DepartmentEducation Bldg. Annex, Room 228Albany, NY 12234 (518) 474-7746

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Grant Monies

Program: Missing Child Prevention


Objective: Supports school district efforts to find or identifychildren reported as missing.

Program Contact:

Concetta Sullivan - Child, Family & CommunityDevelopment TeamNYS Education Dept., Education Bldg., Room 319MAlbany, NY 12234(518)474-4141

Program: Math & Science Curriculum Frameworks

Administering Agency: NYS Education Department/ U.S.Department of Education

Objective: Programs to design curriculum frameworks tolink teacher training to new compact student outcomes inmath, science and technology.

Program Contact:

Linda StehrNYS Education DepartmentCultural Education Center, Room 5A11Albany, NY 12230(518)474-9713

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Grant Monies

Program: Learning Technology Grant


Objective: Funds provided for approved learningtechnology programs operated by school districts orBOCES.

Program Contact:

Zelda Holcomb, Assistant CommissionerInstruction & Program DevelopmentNYS Educ. Dept., Educ. Bldg. Annex, Room 979Albany, NY 12234(518) 473-7155

Program: Environmental Education Empowerment


Objective: Provides grants to school districts for environ-mental education programs.

Program Contact:

James Kadamus, Associate CommissionerCentral Services Team, NYS Education DepartmentEducation Building, Room 503Albany, NY 12234(518) 473-8363

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Grant Monies

Program: Curriculum & Assessment


Objective: Provides aid for the development of schoolchoice initiatives, extended day/year, magnet/themeschools, 21st century, and curriculum & assessmentprograms.

Program Contact:

James Kadamus, Associate CommissionerCentral Services Team, NYS Education DepartmentEducation Bldg., Room 503, Albany, NY 12234(518) 473-8363

Program: School Health Programs

Administering Agency: NYS Department of Health

Objective: Makes available comprehensive health servicesto a.total of 90 preschool, elementary and junior high schoolsites.

Program Contact:

Deborah Nance, Director of School Health ProgramBureau of Child & Adolescent HealthNYS Dept. of Health, Corning Tower, Room 219Albany, NY 12237(518) 486-4966

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Grant Monies

Program: School Health Programs (MSHS Block Grant)

Administering Agency: NYS Department of Health; U.S.Department of Health & Human Services

Objective: Makes available comprehensive primary andpreventative health services to a total of 120 preschool,elementary, and junior high school sites.

Program Contact:

Michelle Cravertz, Director - School Health ProgramBureau of Child & Adolescent HealthNYS Department of HealthCorning Tower, Room 208Albany, NY 12237(518) 486-4966

Program: Progressive Adolescent Vocational Exploration

Administering Agency: NYS Department of Labor

Objective: Provides grants to assist economically disad-vantaged in-school youths ages 14-21; seeks to expandcareer awareness, prevent dropout.

Program Contact:

Joe Baez, Director of Workforce Development & TrainingNYS Department of LaborState Office Bldg., Campus, Bldg. 12Albany, NY 12240(518) 457-0362

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Grant Monies

Program: Day Care Start-Up

Administering Agency: NYS Dept. of Social Services

Objective: To provide start-up grants for the develop-ment of new child day care programs, including afterschool day care.

Program Contact:

Frank Puig, Deputy CommissionerFamily & Children ServicesNYS Dept. of Social Services40 N. Pearl Street, 11 th FloorAlbany, NY 12243(518) 474-9428

Program: Adolescent Pregnancy

Administering Agency: NYS Department of Health; U.S.Department of Health & Human Services

Objective: Supports the provision of all needed healthservices to pregnant adolescents. Encourages pregnantadolescents to remain in school and to complete voca-tional schooling after pregnancy.

Program Contact:

John Sterling, Health Program AdministratorBureau of Reproductive Health, NYS Dept. of HealthCorning Tower, Room 878, Albany, NY 12237(518) 473-6919

1

Grant Monies

Program: Youth at Risk


Objective: Funds local programs which promotepartnerships, among community resources (schools,businesses, churches, others) to serve at risk youth,improve school attendance, and retain students in schooluntil graduation.

Program Contact:

Bernard McInerney, North Country TeamNYS Education DepartmentEducation Bldg. Annex, Room 1061Albany, NY 12230(518) 473-8781

Program: Teacher Resource & Computer TrainingCenters


Objective: Supports establishment of centers for increas-ing professional competence.

Program Contact:

Helen HartleNYS Education DepartmentEducation Building, Room 379Albany, NY 12234(518) 473-1234

4236

Grant Monies

Program: School Health Demonstration Program


Objective: Encourages the development of school healtheducation programs.

Program Contact:

Rebecca GardnerChild, Family & Community Development TeamNYS Education DepartmentEducation Building, Room 319MAlbany, NY 12224(518) 474-4141

Program: Pre-Kindergarten Program


Objective: Supports demonstration projects evaluating thefeasibility of public schools providing sound develop-mental experience for 3 and 4 year old children from dis-advantaged environments.

Program Contact:

Doris Hill-WyleyChild, Family & Community Development TeamNYS Education DepartmentEducation Building, Room 318Albany, NY 12234(518) 474-5807

4'0

Grant Monies

Program: Incentive Grants for Sharing SuccessfulPrograms


Objective: Provides funds to schools and BOCES forreplication of validated programs and for validation anddemonstration.

Program Contact:

Delores Brizill, Team Leader (QuPens Team)NYS Education Department55 Hanson PlaceBrooklyn, NY 11217(718) 7224528

Program: Foreign Language Assistance

Administering Agency: NYS Education Department; U.S.Department of Education

Objective: Grants to establish model programs in theforeign language areas of Arabic, Chinese, Japanese,Korean and Russian.

Program Contact:

Alain Blanchet, C & A Team 2NYS Education DepartmentEducation Building Annex, Room 675Albany, NY 12234(518) 474-5927

4 4 38

Grant Monies

Program: Efficiency Study Grants


Objective: Funds local studies to determine the advis-ability of reorganizing with one or more school districts orpotential benefits of sharing programs among districts.

Program Contact:

Suzanne Spear, Central Services Team 2NYS Education DepartmentEducation Building, Room 501Albany, NY 12234(518) 474-3936

Program: Education of Homeless Children & Youth


Objective: Provided to State Education agencies foradministrative purposes to ensure that homeless childrenand youth receive equal access to educational services.

Program Contact:

Garry Po llowChild, Family & Commtmity Development TeamNYS Education DepartmentEducation Building, Room 318Albany, NY 12234(518) 474-5807

" 4rt)

Grant Monies

Program: Dwight D. Eisenhower Mathematics & ScienceEducation Act


Objective: Funds local projects to improve the quality ofmathematics and science teaching and to increase the accessof all students to such institution.

Program Contact:

Laurie Rowe, Instruction & Program Development TeamNYS Education Dept., Education Bldg. Annex, Room 979Albany, NY 12234(518) 473-1388

Program: Comprehensive School Health EducationDemonstration Program


Objective: Develops and replicates comprehensive schoolhealth and wellness programs (especially at K-6 level) topromote positive life styles for students and staff throughhome-school community involvement.

Program Contact:

Rebecca Gardner, Child, Family & CommunityDevelopment Team, NYS Education DepartmentEducation Building, Room 319MAlbany, NY 12224(518) 474-4141

4640

. Grant Monies

Program: Community Schools Program


Objective: Funds pilot projects in 14 school districts todevelop programs for using school facilities as recreationsites during off-school hours.

Program Contact:

Margretta Fairweather, Team LeaderChild, Family & Community Development TeamNYS Education Dept., Education Building, Room 318Albany, NY 12234(518) 474-5807

Program: Chapter I Even Start Family Literacy Program


Objective: Improves educational opportunities for childrenand adults by integrating early childhood education, adulteducation and parent education into a unified programthrough cooperative projects.

Program Contact:

Susan HenryChild, Family & Community Development TeamNYS Education Dept., Education Bldg. Annex, Room 483Albaity, NY 12234(518) 474-8917

447

Grant Monies

Program: Acquired Immune Deficiency Syndrome

Administering Agency: NYS Education Department; U.S.Department of Health & Human Services

Objective: Provides grants to selected BOCES and NewYork City Board of Education to help develop AIDSEducation program for in-school and out-of-school childrenand youth.

Program Contact:


Program: Technology Network Ties


Objective: Funds the development and implementation ofan on-line, interactive computer based student inform-ationsystem to provide an electronic link between the StateEducation Department and local districts.

Program Contact:

Michael Rad lick, Team LeaderInstruction & Program Development Team 1NYS Education Dept., Education Bldg. Annex, Room 867Albany, NY 12234 (518) 473-9106

42

48

Grant Monies

Program: Special Milk Program

Administering Agency: NYS Education Department; U.S.Department of Agriculture, Food & Nutrition Service

Objective: Encourages the consumption of milk by childrenin elementary and secondary schools where students do nothave access to Federal lunch or breakfast programs.

Program Contact:

Frances N. Shearing, Regional Field Services CoordinatorNorth Country Team, NYS Department of EducationEducation Building Annex, Room 1061Albany, NY 12234(518) 473-8781

Program: Schools in Federally Affected Areas (ImpactAid)


Objective: Provides financial assistance to school districtsin which enrollments or availability of revenue areadversely affected by federal activities.

Program Contact:

David Clapp, Asst. - Categorical Aid Management TeamNYS Education Department, Education Bldg., Room 542Albany, NY 12234(518) 474-4815

43

40

Grant Monies

Program: School Breakfast Program


Objective: Supports the provision of nutritious breakfaststo all children attending public and non-public schools andresidential child care institutions.

Program Contact:

Frances N. Shearing, Regional Field Services CoordinatorNorth Country Team, NYS Education DepartmentEducation Building Annex, Room 1061Albany, NY 12234(518) 473-8781

Program: Parenting Education


Objective: Funds ten projects to educate families intemporary residences, teenage parents, bilingual families,and immigrant families.

Program Contact:

Margretta Fairweather, Team LeaderChild, Family & Community Development TeamNYS Education DepartmentEducation Building, Room 318Albany, NY 12234(518) 474-5807

44

50

Grant Monies

Program: Nutrition Education & Training

Administering Agency: NYS Education Department; U.S.Department of Agriculture

Objective: Provides nutrition education training toteachers, students, parents, administrators, and school andinstitution food service personnel.

Program Contact:


Program: National School Lunch Program


Objective: Supports the provision of nutritious lunches toall children in public and non-public non-profit schools andresidential child care institutions.

Program Contact:

Frances N. Shearing, Regional Field Service CoordinatorNorth Country Team, NYS Education DepartmentEducation Building Annex, Room 1061Albany, NY 12234 (518) 474-8781

45

5 1

Grant Monies

Program: National Diffusion Network


Objective: Facilitates the dissemination of nationalvalidated programs that have been proven effective inassisting local school districts and other educationalagencies with cost-effective program improvements.

Program Contact:

Laurie Rowe, CoordinatorOffice of Federal Demonstration ProgramNYS Educe In Dept., Education Bldg. Annex, Room 469Albany, NY 12234(518) 474-2380

Program: Incarcerated Youth


Objective: Supports educational services provided toschool age youth incarcerated in county jails.

Program Contact:

John London, AssociateAlternative Learning TeamNYS Education DepartmentEducation Building, Room 320Albany, NY 12234(518) 474-5506

46

5

Grant Monies

Program: Family Life Education Program


Objective: Provides technical assistance and training tolocal school districts and BOCES in family life educationprogram planning and implementation.

Program Contact:


Program: ESEA Chapter 2


Objective: Provides aid to improve elementary andsecondary education programs in public and non-publicschools.

Program Contact:

Laurie RoweInstruction & Program Development TeamNYS Education DepartmentEducation Building Annex, Room 979Albany, NY 12234 (518) 473-1388

$347

Grant Monies

Program: Effective Schools Canso:tia


Objective: Provide assistance to low performing schools asa means to develop and implement a comprehensive schoolimprovement plan.

Program Contact:

Delores Brizill, Team Leader of Queens TeamNYS Education Department55 Hanson PlaceBrooklyn, NY 11217(718) 7224528

Program: Educationally Disadvantaged Children (Chapter1)


Objective: Expands and improves educational programs tomeet the needs of educationally disadvantaged children tolow income areas.

Program Contact:

James M. Sullivan, Team LeaderCentral Services Team 5NYS Education Dept., Education Building, Room 548Albany, NY 12234(518) 473-0295

48

54

Grant Monies

Program: Drug-Free Schools & Communities Act


Objective: Grants for substance abuse programs.

Program Contact:


Program: Apprenticeship Training


Objective: To provide related and supplementalinstruction to apprentices in trades or crafts who areunemployed.

Program Contact:

Alfred HaugenWorkforce Preparation & Continuing Education TeamNYS Education DepartmentEducation Building, Room 315Albany, NY 12234(518) 474-4809

49

Grant Monies

Program: Rural Education Research Program


Objective: Provides funding to conduct studies oneducation in rural localities.

Program Contact:

James Kadamus, Associate CommissionerCentral Services TeamNYS Education DepartmentEducation Building, Room 503Albany, NY 12234(518) 473-8363

4,34ses

56

hull IIII

50

Grant Monies

Program: Adolescent Family Life Research & Demon-stration Projects

Administering Agency: U.S. Office of AdolescentPregnancy Programs, Public Health Service

Objective: To support demonstration projects that test newapproaches to providing care services for pregnantadolescents and adolescent parents and/or preventionservices to encourage the postponement of premaritaladolescent sexual activity.

Program Contact:

Patrick Sheeran, Acting DirectorOffice of Adolescent Pregnancy ProgramsOffice of Population AffairsNorth Building, East-West Highway5600 Fishers LaneRockville, MD 20857(301) 594-4004

51

Grant Monies

Program: Comprehensive Child Development Program

Administering Agency: U.S. Administration for Childrenand Families (ACF), HHS

Objective: To support child development projects thatprovide a range of services to children (from birth to schoolage) and their parents.

Program Contact:

Allen N. SmithComprehensive Child Development ProgramHead Start BureauAdministration on Children, Youth & FamiliesAdministration for Children and FamiliesDepartment of Health & Human ServicesP.O. Box 1182Washington, D. C. 20013(202) 205-8566

58

52

Grant Monies

Program: School-to-Work Opportunities

Administering Agency: U.S. Department of Labor and U.S.Department of Education (jointly)

Objective: To establish local education and trainingsystems to prepare youth for jobs in high-skill, high-wagecareers, and to increase their opportunities for furthereducation.

Program Contact:

Marian BanfieldDepartment of Education400 Maryland Avenue, SWRoom 4512, Switzer BuildingWashington, D.C. 20202-7327(202) 205-8838

5 3

53

Grant Monies

Program: Youth Fair Chance

Administering Agency: U.S. Employment & TrainingAdministration, Department of Labor

Objective: To provide a comprehensive range of educa-tion, training, and employment services to disadvantagedyouth (14-21 years) and young adults (22-30 years) who areliving in high poverty areas.

Program Contact:

Ms. Brenda BanksDivision of Acquisition & AssistanceEmployment & Training AdministrationDepartment of Labor200 Constitution Avenue, NW, Room S-4203Washington, D.C. 20210(202) 219-8702

6054

Section 4: BackgroundA. NYS Legislative Commission on Rural

Resources

The New York State Legislative Commission on RuralResources is a joint, bi-partisan agency within the StateLegislature. It began operation in 1983 with a mission to:examine the impact of rural resources upon the State'seconomy; review the existing laws and regulations asthey pertain to rural resources; assess the effectiveness ofprograms designed to promote rural viability; and makerecommendations and sponsor legislation in the StateLegislature to enhance and protect rural resources.

There are 44 rural counties defined through statute,and a number of rural towns in metropolitan counties,with a total population of 3.5 million. The Commission'sscope of work encompasses all aspects of rural life withinthose counties. The Commission produces researchreports, a newsletter, policy recommendations,background papers, and conducts public hearings andforums.

Commission Members include: Senator Charles D. Cook,Chairman; Assemblyman William Magee, Vice-Chairman;Senator William J. Larkin, Jr.; Senator James W. Wright;Senator Mary Ellen Jones; Senator Nancy LarraineHoffmann; Assemblyman Martin A. Luster; Assembly-woman Patricia K. McGee; and Assemblywoman ChloeAnn O'Neil.

Contact: Ron Brach, Executive Director (518)455-2544

55

61

Background

B. Rural Education Advisory Committee

The Rural Education Advisory Committee wasestablished in 1990 as a result of legislation sponsored bythe Legislative Commission on Rural Resources. Itsprimary mission is to identify and disseminate infor-mation on raising the aspirations and increasingopportunities for rural students, families, and com-munities through the pursuit of excellence and equity forrural students. It is a seven member committee that ischaired by the Commissioner of Education. Itsmembership includes school administrators, governmentofficials, parents and program operators.

Contact: Charles Bohlen, Chair (315)788-0400

Ne.

Rural Education Advisory Committee Members pictured above from left toright include: (Standing) Ronald C. Brach, James Hill, Michael Joseph. (Sitting)Charles H. Bohlen and Judy Dugan.

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