May 11, 2017(2)

(ESEA, RURAL EDUCATION, ADVOCACY TOOLS, ED FUNDING) Permanent link

May Advocacy Challenge: Rural Education

This month's advocacy challenge (find the full 2017 Superintendent Advocacy Challenge here!) is all about rural. And in fact, is just one of two options this month; we'll issue the second advocacy challenge the week of May 22, assuming President Trump does, indeed, release the full detail of his FY 2018 federal budget. In the mean time, on to rural!

This month’s advocacy challenge is focused on rural schools and communities, and highlights two specific programs that target and support rural districts. A third rural program—Rural Education Achievement Program (REAP) is featured in a separate post, and is more of an update related to a new application process. You can access that on the blog 

Impact Aid:  

  • Background (Hat Tip: USED). Impact Aid is designed to assist United States local school districts that have lost property tax revenue due to the presence of tax-exempt Federal property, or that have experienced increased expenditures due to the enrollment of federally connected children, including children living on Indian lands. Many local school districts across the United States include within their boundaries parcels of land that are owned by the Federal Government or that have been removed from the local tax rolls by the Federal Government, including Indian lands. These school districts face special challenges — they must provide a quality education to the children living on the Indian and other Federal lands and meet the requirements of the Every Student Succeeds Act, while sometimes operating with less local revenue than is available to other school districts, because the Federal property is exempt from local property taxes.

    Since 1950, Congress has provided financial assistance to these local school districts through the Impact Aid Program. Impact Aid was designed to assist local school districts that have lost property tax revenue due to the presence of tax-exempt Federal property, or that have experienced increased expenditures due to the enrollment of federally connected children, including children living on Indian lands. The program provides assistance to local school districts with concentrations of children residing on Indian lands, military bases, low-rent housing properties, or other Federal properties and, to a lesser extent, concentrations of children who have parents in the uniformed services or employed on eligible Federal properties who do not live on Federal property.

    Over 93 percent of the $1.3 billion appropriated for FY 2016 is targeted for payment to school districts based on an annual count of federally connected school children. Slightly more than 5 percent assists school districts that have lost significant local assessed value due to the acquisition of property by the Federal Government since 1938. More than $17 million is available for formula construction grants.

    Impact Aid has been amended numerous times since its inception in 1950. The program continues, however, to support local school districts with concentrations of children who reside on Indian lands, military bases, low-rent housing properties, and other Federal properties, or have parents in the uniformed services or employed on eligible Federal properties. The law refers to local school districts as local educational agencies, or LEAs.

    AASA works in close coordination with the National Association of Federally Impacted Schools (NAFIS) on all things related to Impact Aid. Here’s a really good Impact Aid primer (Hat tip: NAFIS!) NAFIS also shared an excellent one-page document summarizing the critical nature of investing in Impact Aid, and how the funding works.

  • Talking Points: Right now, the focus is on ensuring adequate and continued investment in Impact Aid, particularly as it relates to FY18. 
    • Impact Aid funds are efficient, flexible, and locally controlled.
    • Impact Aid funds are appropriated annually by Congress. The US Department of Education disburses the funding directly to school districts.
    • School district leaders decide how Impact Aid funds are spent, including for instructional materials, staff, transportation, technology, facility needs, etc.
    • The final FY18 budget allocation must include robust investment in Impact Aid. AASA is opposed to program cuts in the program, including the proposal to eliminate funding for the support payments for federal property program (within Impact Aid).  

Secure Rural Schools:  

  • Background: The Secure Rural Schools program was intended as a safety net for forest communities in 41 states.  SRS payments are based on historic precedent and agreements removing federal lands from local tax bases and from full local community economic activity.  The expectation is that the federal government and Congress will develop a long term system based on sustainable active forest management. Congress needs to act on active long term forest management programs generating local jobs and revenues.  Congress funded SRS for 2014 and 2015, but has not funded SRS for 2016.  775 Counties and over 4,400 schools serving 9 million students in 41 states now directly face the grim financial reality of budget cuts and the loss of county road, fire and safety services, and reductions in education programs and services for students. The negative impact of lost SRS funds for counties and schools in Rocky Mountain states are compounded by reduced PILT payments.  All these funding cuts negatively affect everyone who lives in or visits forest counties. Congress must continue the historic national commitment to the 775 rural counties and 4,400 schools in rural communities and school districts served by the SRS program. Without immediate Congressional action on forest management and SRS, forest counties and schools face the loss of irreplaceable essential fire, police, road and bridge, community and educational services.
  • Talking Points: STAND UP, SPEAK OUT FOR SRS NOW: YOUR REPRESENATATIVES ARE IN THEIR DISTRICTS May 8-15 -- Contact your Member TO STAND UP, SPEAK OUT NOW FOR SRS. Tell what the loss of SRS funds means to schools, roads and other essential services in your community. Provide examples of cuts to education programs, road, bridge, police, fire, and safety programs. 
    • Ask your Member to STAND UP, SPEAK OUT FOR SRS NOW calling for immediate action on short term SRS and funding for Fiscal Years 2016-2017 to support essential safety, fire, police, road and bridge, community and education services, and 
    • ASK your House member to cosponsor H.R.2340 - To extend the Secure Rural Schools and Community Self-Determination Act of 2000. 
    • ASK your Senator to cosponsor S. 1027 - To extend the Secure Rural Schools and Community Self-Determination Act of 2000. 
    • ASK for action on legislation to actively manage and restore National Forest and BLM lands to promote economic development and stability.   

 

May 11, 2017(1)

(ESEA, RURAL EDUCATION, ADVOCACY TOOLS, ED FUNDING) Permanent link

Update: Rural Education Achievement Program (REAP) has application for FY 2017

It has come to our attention that we failed to clearly understand and communicate a new requirement for the Small Rural Schools Achievement Programs (SRSA), under the Rural Education Achievement Program (REAP).

BACKGROUND: The REAP program was reauthorized as Title V of the Every Student Succeeds Act. It is compromised of two grant programs, the Rural and Low Income Schools (RLIS) program and the SRSA program. School districts receiving REAP money are in fact receiving either RLIS or SRSA funding.

When it comes to these programs, RLIS is money that goes to the state. Details on how a district can receive RLIS funds will be provided by their state. The SRSA program flows directly from USED to school districts, and there is a critical change for FY 2017: Beginning in FY 2017, local education agencies (LEAs) will need to apply each year to receive SRSA grant funds. The FY17 SRSA application window will be open from May 1 thru June 30, 2017. Applications received after the deadline will be processed only to the extent that funds remain available.  

  1. Steps for Applying: Obtain a Data Universal Numbering System (DUNS) number (if your LEA does not already have one).
    • LEAs can obtain a DUNS number for free through the Dun & Bradstreet Website. After submitting a request, you should receive a DUNS number within 1-2 business days. 
     
  2. If your LEA has a DUNS number, verify that the number is active in the System for Award Management (SAM).
    • For additional information and to verify that your district’s DUNS number is active and registered in SAM, please contact SAM’s help desk toll-free at (866) 606-8220, (8:00 a.m. to 8:00 p.m. Eastern Time)  
     
  3. Complete the SRSA application on Grants.gov. Instructions will be included with the application on Grants.gov.
    • NOTE: The application will become available when the application period opens in May. The application will become unavailable when the application period ends. 
     

 DUNS number registration and re-activation

  • An LEA must be registered in SAM and have a DUNS number that is active in Sam and G5 at the time of application to register in Grants.gov and apply for an SRSA grant.
  • An LEA’s DUNS number must also be active for the LEA to be able to draw down the funds.
  • If your LEA’s DUNS number is nearing the end of its “active” status, it is best to reactivate the DUNS in SAM at least 7-10 business days prior to expiration date to allow time for the validation process.
  • To determine if your LEA’s DUNS number is active and registered in SAM, please contact the SAM Federal Service Desk toll-free at (866) 606-8220, (EDT - 8:00a.m. to 8:00p.m.)
  • If your LEA does not have a DUNS number, you can submit a request for one on the Dun & Bradstreet website, www.dandb.com.

Why this change? The REAP SRSA program beneficiaries were routinely leaving $2 million unused. These funds went unclaimed, largely, because eligible schools did not know that they had money and/or they had not completed the process to obtain/verify their DUNS umber. For context, more than 1,600  SRSA grantees hadn’t received money they were eligible for. The new application procedure is aimed at addressing these shortcomings.  The application ensures appropriate and current contact information—which is critical in small rural districts who may experience above-average staff turnover/churn. One districts have their DUNS number, they will be able to receive their monies and draw down their funding.  USED has engaged in a series of webinars on the new application and process and will continue to hold these webinars—roughly two per week—throughout the duration of the application period. 

ADDITIONAL INFORMATION  

  • You can access the archived REAP webinars are the following URLs:  
  • Upcoming Webinars: To provide additional assistance, the REAP Team will begin hosting SRSA APPLICATION WALK-THROUGH WEB SEMINARS. During these seminars, a REAP program officer will walk participant LEAs through the SRSA Application while the LEAs complete the application in Grants.gov. The first walk-through web seminar for FY 2017 will take place on Wednesday, May 10, 2017, at 1 p.m. Eastern Time. We will host additional walk-through web seminars every Tuesday and Wednesday, beginning Tuesday, May 16, 2017, until Wednesday, June 28, 2017. Tuesday web seminars will be held from 4-5 p.m. Eastern Time, and Wednesday seminars will take place from 1-2  p.m. Eastern Time. You MUST register in grants.gov prior to the webinar.
  •  
  • To register for one of the dates listed below, click the corresponding hyperlink below. Participation is capped at 350 attendees per session, so be sure to register early!

May 11, 2017

(ESEA, ADVOCACY TOOLS, ED FUNDING) Permanent link

Letter from USED Re: FY2017 Federal Formula Program Allocations

Earlier this week, USED sent the following note to chief state school officers, with updated information about FY2017 federal formula program allocations. The text of the letter is as follows:

Now that there is a fiscal year 2017 (school year (SY) 2017-2018) appropriation, I am writing to provide a brief update on allocations, as some of you have asked about them.  The appropriation sets the funding levels for programs under the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA), as well as other programs administered by the U.S. Department of Education (ED).  Therefore, for formula programs administered by ED’s Office of State Support and other offices, ED can now finalize SY 2016-2017 allocations and issue SY 2017-2018 preliminary allocations. 

SY 2016-2017 (Title I, Part A and Title II, Part A) 

As we have discussed in prior communications with you, the FY 2017 continuing resolution that was in effect before the final FY 2017 appropriation became law included an across-the-board reduction in the amount of funds provided through the FY 2016 appropriations act that became available on October 1, 2016.  The reduction resulted in revised SY 2016-2017 Title I, Part A and Title II, Part A allocations that ED issued in October 2016 and reduced the amount of FY 2016 Title I, Part A and Title II, Part A funds that ED awarded to States at that time.  (The reductions had no effect on Title III, Part A or State Assessment Grant allocations because the FY 2016 appropriations act made all of the funds for these programs available on July 1, 2016.)   

Now that the FY 2017 appropriation has superseded the continuing resolution, the cut is no longer in effect.  We anticipate issuing second revised final SY 2016-2017 Title I, Part A and Title II, Part A allocations and supplemental grant awards very soon.  As in past years, to reflect the updated allocations, a State may either adjust the current Title I, Part A and Title II, Part A local educational agency (LEA) allocations for SY 2016-2017 or make the adjustment when the State determines SY 2017-2018 allocations to LEAs.  More information about adjustments will be provided in the allocation notification.    

SY 2017-2018 (Title I, Part A; Title II, Part A; Title III, Part A; and State Assessment Grants (Title I, Part B)) 

ED expects to provide preliminary SY 2017-2018 allocations for Title I, Part A; Title II, Part A; Title III, Part A; and State Assessment Grants before the end of May.  As in past years, updates to some data elements in the Title I, Part A formula (e.g., LEA finance data used in the Education Finance Incentive Grant formula) and Title II, Part A and State Assessment Grant formulas (i.e., State-level ages 5 to 17 population estimates from the U.S. Census Bureau) are expected to become available in June.  Therefore, in the second half of June, ED plans to issue final allocations for these programs based on the updated data elements and will use the final allocations as the basis for the grant awards that ED will issue on July 1, 2017.  Regarding Title III, Part A, it is unlikely that there will be any changes between the preliminary SY 2017-2018 allocations and the final allocations.