PROGRAM: State Aid for Limited English Proficient Students
DESCRIPTION:
Under the State Aid program, funds are made available to public school districts to implement programs for limited English proficient (LEP) students that are consistent with Education Law §§3204, 3602, Subdivision 22, and CR Part 154. School districts interested in claiming aid for LEP students must submit to the Department a three-year comprehensive plan outlining the procedures to be followed to identify eligible LEP students. The plan must also provide an overview of the district’s procedures for providing LEP students with programs to meet their educational needs; for the delivery of instructional services; for testing and evaluating students academic and linguistic progress; for the involvement of parents; and, for ensuring that staff involved in the program hold appropriate State certification.
Approximately 400 school districts have approved comprehensive plans under the State LEP Aid program.
REGENTS GOALS: 1; 2; 3; 4
AUTHORITY:
Federal Statute:
Federal Regulation:
State Statute: Education Law §§3204 and 3602, Subdivision
22
State Regulation: 8NYCRR Part 154
FUNDING SOURCE(S):
State- 100%
Federal-
Special Revenue-
Total- Funding consolidated - State LEP Aid
represents an additional 29.2 percent apportionment for each LEP student
served through an approved comprehensive plan
NUMBER OF INDIVIDUALS SERVED: approximately 180,000
CONTACT OFFICE: Office of Bilingual Education and Foreign Language Studies
TELEPHONE: (518) 474-8775 FAX: (518) 473-4678
DESCRIPTION:
For the past nine years, New York State has provided additional per meal reimbursement each spring to Summer Food Program sponsors. The reimbursement is for breakfasts, lunches, suppers and/or snacks for each meal that meets meal pattern requirements. In addition, camps and migrant sites receive only this State reimbursement for “fourth meal supplements” which are not eligible for federal reimbursement.
REGENTS GOALS: 2; 5
AUTHORITY:
Federal Statute:
Federal Regulation:
State Statute: Chapter 53 of the Laws of 2004
State Regulation:
FUNDING SOURCE(S):
State- 100%
Federal-
Special Revenue-
Total- $3.049m
NUMBER OF INDIVIDUALS SERVED: approximately 325,000 per day
CONTACT OFFICE: School Operations and Management Services - Child
Nutrition Program Administration
TELEPHONE: (518) 432-5068 FAX: (518) 432-5069
PROGRAM: Summer Food Services Program (SFSP)
DESCRIPTION:
On October 1, 1998, the New York State Education Department assumed responsibility for all schools and government entities in New York State participating in the SFSP. On October 1, 2002, the Education Department began administering the SFSP for sponsors that are private, nonprofit organizations and residential camps. The Child Nutrition Reauthorization Act of 2004 reauthorized funding for SFSP through fiscal year 2009.
The SFSP provides nutritious meals for low-income children in the summer when school is not in session. In 2006 in New York State, 276 sponsors served approximately 325,000 children in 2,549 sites. The SFSP in New York State is the largest in the Country.
The 1996 Personal Responsibility and Work Opportunity Reconciliation Act, commonly called the Welfare Reform Act, reduced federal subsidies that sponsors receive for meals served and eliminated the federal subsidy for a fourth daily meal provided in summer camps and programs that primarily service migrant children. Since 1997, the New York State Legislature has appropriated $3.3 million for SFSP sponsors every year to help offset the federal cuts in reimbursement. In 2008, the amount was reduced to 3,234,000.
There is a growing concern that despite outreach initiatives, on average, only one in six children eligible for free and reduced priced meals during the school year participates in SFSP.
The State Education Department focuses its attention on increasing the number of sponsors and sites in both urban and rural areas to encourage increased participation by needy children throughout the State. The State Education Department also focuses on increasing the number of service days by existing sponsors. A variety of outreach initiatives including subway posters and public service announcements in English and Spanish are implemented. A current strategy targeted low-income families to make them aware of the nutrition benefits available for their children so they return to school in September well nourished and ready to learn. New York was one of five states nationally awarded rural transportation grant funds to assist seven rural sponsors to take food (meals) to rural children or bring the rural children to the feeding sites. The grant totaling $597,305 is for summers 2006, 2007 and 2008.
REGENTS GOALS: 2; 5
AUTHORITY:
Federal Statute: National School Lunch Act
Federal Regulation: 7 CFR 225
State Statute:
State Regulation:
FUNDING SOURCE(S):
State- 10.7%
Federal- 89.3%
Special Revenue-
Total- $41m
NUMBER OF INDIVIDUALS SERVED: 16 million
CONTACT OFFICE: School Operations and Management Services - Child
Nutrition Program Administration
TELEPHONE: (518) 432-5068 FAX: (518) 432-5069
PROGRAM: Teacher Resource and Computer Training Centers
DESCRIPTION:
Teacher Resource and Computer Training Centers were established by the New York State Legislature in 1984 to provide systematic, ongoing professional education services to the State's teachers. The initial appropriation of $3.5 million established 44 Teacher Centers throughout the State. In 2009-2010, funding for the Teacher Centers emanates from the State Fiscal Stabilization Fund allocation, authorized by the American Recovery and Reinvestment Act of 2009. The 2009-2010 allocation of $40 million supports 133 Centers, which serve some 662 public school districts, 35 boards of cooperative educational services (BOCES), and over 1,000 nonpublic and charter schools across all regions of the State. More than 250,000 educators have access to Teacher Centers’ services. The benefits they derive are passed on in the form of improved education for some 2,500,000 students across New York State.
Teacher Centers are unique in their approach to providing professional development, since they are governed by a policy board, which by law, is composed of at least 51 percent teachers. Each Center provides services to its constituents based on locally determined needs.
REGENTS GOALS: 3
AUTHORITY:
Federal Statute:
Federal Regulation:
State Statute: Education Law §316
State Regulation: 8NYCRR Part 81
FUNDING SOURCE(S):
State-
Federal- 100%
Special Revenue-
Total- $40m
NUMBER OF INDIVIDUALS SERVED: 250,000 teachers/educators
CONTACT OFFICE: Office of Curriculum and Instructional Support - Planning
and Professional Development
TELEPHONE: (518) 473-7155 FAX: (518) 486-5295
PROGRAM: The Children's Institute (formerly the Primary Mental Health Project)
DESCRIPTION:
The Children’s Institute has developed and provided prevention-oriented programs based on sound research to children since 1957. Several structured prevention and early intervention programs are provided to students, including:
- Primary Project - A program developed for the early detection and
prevention of school adjustment and learning problems in primary grade
children.
- A.C.T.- For the Children (Assisting Children Through Transition)
- An interdisciplinary parent education program designed to provide
separating parents with information and skills to reduce the stress
of family change and protect their children from ongoing conflict.
- Resiliency Program - A program that uses the results of research
in factors affecting resiliency to address the needs of children placed
at risk by their environment.
- Study Buddy Program - A program that pairs primary grade students
for class work.
- Pre-K Preliminary Project - An extension of Primary Project that
has been adopted for four-year-old children.
The Children’s Institute has proven effective at both improving educational achievement and behavioral adjustment. Using a prevention-oriented approach, the Children’s Institute emphasizes:
- A focus on young children before problems root.
- The provision of active screening to identify children experiencing
significant early school adjustment problems.
- Services to identify children through the use of carefully selected,
trained and supervised nonprofessional help agents.
REGENTS GOALS: 1
AUTHORITY:
Federal Statute:
Federal Regulation:
State Statute: Chapter 53 of the Laws of 2002
State Regulation:
FUNDING SOURCE(S):
State- 100%
Federal-
Special Revenue-
Total- $0.894m
NUMBER OF INDIVIDUALS SERVED: n/a
CONTACT OFFICE: School Improvement and Community Services (Regional)
- Student Support Services
TELEPHONE: (518) 486-6090 FAX: (518) 474-8299
PROGRAM: Title I, Part A - Improving Basic Programs Operated by Local Education Agencies
DESCRIPTION:
The purpose of Title I, Part A of the No Child Left Behind (NCLB) Act is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency in challenging State academic achievement standards and State academic assessments. It provides financial assistance through State education agencies to local educational agencies to meet the educational needs of children who are failing, or are most at risk of failing the State’s challenging academic achievement standards and State academic assessments in schools with high concentrations of children from low-income families.
REGENTS GOALS: 1; 2; 3; 4
AUTHORITY:
Federal Statute: NCLB 2002 PL 107-110
Federal Regulation:
State Statute:
State Regulation:
FUNDING SOURCE(S):
State-
Federal- 100%
Special Revenue-
Total- $1.16b
NUMBER OF INDIVIDUALS SERVED: approximately 950,000
CONTACT OFFICE: School Improvement and Community Services (NYC) -
Title I School and Community Services
TELEPHONE: (518) 473-0295 FAX: (518) 486-1762
PROGRAM: Title I, Part A - School Improvement -Accountability
DESCRIPTION:
Title I School Improvement funds are to be used to support local educational agencies (LEAs) that:
- Serve the lowest achieving schools.
- Demonstrate the greatest need for such funding.
- Demonstrate the strongest commitment to ensuring that such funds
are used to enable the lowest achieving schools to meet the progress
goals in their school improvement plans.
A portion of the Title I allocation (4 percent) is set aside, as required by federal legislation, for this purpose in order to increase the opportunity for all students in such schools to meet New York State’s high content and student performance standards. The law further requires that the State education agency allocate funds to the LEAs for schools identified as Schools in Need of Improvement Year 1, Schools in Need of Improvement Year 2, Corrective Action Year 1, Corrective Action Year 2, Planning for Restructuring, and restructured Year 1 and 2 schools.
The funding is for designated LEAs and schools to support the implementation of the goals identified in the required School Improvement, Corrective Action and restructuring plans under the No Child Left Behind (NCLB) Act of 2001, §1116(b).
REGENTS GOALS: 1; 2; 3; 4
AUTHORITY:
Federal Statute: NCLB Act of 2001, PL 107-334, §Title I, 1003(a)
Federal Regulation: 34 CFR Parts 200, 201, 203, 205 and 212
State Statute:
State Regulation:
FUNDING SOURCE(S):
State-
Federal- 100%
Special Revenue-
Total- $49.1m
NUMBER OF INDIVIDUALS SERVED: n/a
CONTACT OFFICE: School Improvement and Community Services (NYC) -
Title I School and Community Services
TELEPHONE: (518) 473-0295 FAX: (518) 486-1762
PROGRAM: Title I, Part B, Subpart 3 - William F. Goodling Programs - Even Start Family Literacy
DESCRIPTION:
The Even Start Family Literacy Partnerships (Even Start) are funded through Subpart 3, Part B, Title I of the No Child Left Behind (NCLB) Act of 2001. The purpose of Even Start is to help break the cycle of poverty and illiteracy by improving educational opportunities for low-income families through the integration of early childhood education, adult literacy (adult basic education or English as a second language), and parenting education in a unified family literacy program. Under Even Start, family-centered education projects help parents gain the literacy and parenting skills they need to become full partners in the education of their young children (ages birth through seven), and assist those children in reaching their full potential as learners. Family literacy programs rely on cooperation among education and other community services, and require knowledge of best practices in a number of fields. The improvement of literacy skills of family members is the primary focus of Even Start programs. Even Start programs target families who are most in need of services based upon low income, low level of literacy and other need-related factors, and who otherwise might not have access to other education programs. Literacy acquisition encompasses the four domains of language (reading, writing, speaking and listening) and numeracy. Literacy instruction is woven into the activities of all program components, and presented and practiced in contexts that are meaningful to families’ lives and needs.
As the primary stakeholders in Even Start programs, families are full partners in identifying their needs and priorities, shaping their goals, and making decisions about plans to achieve those goals. Even Start programs have high expectations for family involvement and commitment, and require that families participate fully in all program components. Quality programs are characterized by research-based approaches, consistent values and curricula that are compatible across Even Start components and collaborating programs.
REGENTS GOALS: 1; 2; 3; 4
AUTHORITY:
Federal Statute: NCLB Act, Title I, Part B, Subpart 3
Federal Regulation: Edgar Davis §§75, 82 and 85
State Statute:
State Regulation:
FUNDING SOURCE(S):
State-
Federal- 100%
Special Revenue-
Total- $4.9m
NUMBER OF INDIVIDUALS SERVED: 19 programs funded
CONTACT OFFICE: School Improvement and Community Services (NYC) -
Early Education and Reading Initiatives
TELEPHONE: (518) 474-5807 FAX: (518) 486-7290