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Page notes SRSA application deadline is usually in late spring but provides no specific date.
Rural Education (Title V, Part B, Subpart 2) is a federal grant from the U.S. Department of Education, Office of Elementary and Secondary Education that funds rural school districts through two programs: the Rural, Low-Income School (RLIS) program for districts with 20% or more low-income students, and the Small, Rural School Achievement (SRSA) program for districts with fewer than 600 students in average daily attendance or located in counties with fewer than 10 persons per square mile.
Funds can be used flexibly for teacher recruitment and retention, professional development, parental involvement, and activities across ESEA-authorized programs. RLIS requires at least 20% low-income students and appropriate locale codes; SRSA requires fewer than 600 students in ADA or low population density. Grant amounts are not specified at the national level; SRSA is a direct grant while RLIS flows through state agencies.
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Title V, Part B & Rural Education Resources - Colorado Department of Education search-form#clearSearch'> CDE Blank Default Post - When There Are No Closures or Notices search-form#clearSearch'> Title V, Part B & Rural Education Resources Rural Education Achievement Program (REAP) U.S. Department of Education RLIS Information U.S. Department of Education SRSA Information Also Addresses AFUA Eligibility National Center for Education Statistics (NCES) Navigating Resources for Rural Schools Master Eligibility Spreadsheet Additional CDE Rural Education Resources Purpose: Supplemental Support for Small Rural Districts Title V, Part B of the Every Student Succeeds Act of 2015 (ESSA), which is the most recent reauthorization of the Elementary and Secondary Education Act (ESEA) is intended to address the unique needs of rural school districts (sometimes referred to as Local Educational Agencies or LEAs) that frequently lack the personnel and resources needed to compete effectively for Federal competitive grants and receive formula grant allocations in amounts too small to be effective in meeting their intended purpose.
Title V, Part B is also referred to as the Rural Education Achievement Program (REAP), which is comprised of two formula grant programs: The Rural, Low-Income School (RLIS) program [ESSA, Title V, Part B, Subpart 2]. The RLIS program targets rural school districts that serve large numbers of low-income students.
The U.S. Department of Education makes allocations to the Colorado Department of Education, who in turn makes sub-grants to eligible school districts through the Title V section of the ESEA Consolidated Application. The Small, Rural School Achievement (SRSA) Program [ESSA, Title V, Part B, Subpart 1]. The SRSA program provides funds to very small, rural school districts.
The U.S. Department of Education (ED) awards these grants directly to eligible school districts through applications submitted directly to ED. SRSA eligible school districts also qualify for the Alternative Fund Use Authority [Section 522 (a) & (c)] that provides additional flexibility in how they can expend federal education funds in the other titles in the ESEA Consolidated Application.
Each year, CDE works with ED to determine which Colorado districts are eligible for each of the programs based on enrollment and poverty data. When ED sends final eligibility, CDE notifies districts that are eligible for SRSA. When CDE receives funds for RLIS, CDE notifies districts when their allocation has been added to the ESEA Consolidated Application and is ready for them to enter their budgets.
Program Requirements and Eligibility Districts do not need to submit any data as part of eligibility determination. Data is obtained through existing sources.
Rural Low Income School (RLIS) eligibility requires that: 20 percent or more of children aged 5 to 17 served by the school district must be from families with incomes below the poverty line, AND All schools served by the district must have a locale code of 32, 33, 41, 42, or 43 (assigned by the U.S. Department of Education’s National Center for Education Statistics) OR be located in an area of the State defined as rural by a governmental agency of the State.
Small Rural School Achievement (SRSA) eligibility requires that: The total number of students in average daily attendance (ADA) at all of the schools served by the district is fewer than 600 OR each county in which a school served by the district is located has a total population density of fewer than 10 persons per square mile and; All of the schools served by the district are designated with a school locale code of 41, 42, or 43, as determined by the secretary of education OR be located in an area of the State defined as rural by a governmental agency of the State.
Dual-Eligibility: Under ESSA (beginning FY2017) School districts can be eligible for both SRSA and RLIS and must choose one grant under which to receive funds in any given fiscal year. School districts that are eligible to participate in SRSA may exercise the Alternative Fund Use Authority (AFUA) (regardless of whether or not SRSA funds are accepted) in the ESEA Consolidated Application when budgeting funds from other titles.
All districts wishing to use the AFUA must notify CDE in the Consolidated Application. *Note: School districts eligible only for RLIS cannot exercise the Alternative Fund Use Authority. Title V, Part B funds for both RLIS and SRSA programs can be used flexibly and in various ways to support any activities authorized under ESEA, including: Recruitment and retention of teachers, including signing bonuses and other incentives.
Professional development for teachers, including programs that train teachers to utilize technology to improve instruction or work with students with special needs. Parental Involvement activities. Activities authorized under: Student Support and Academic Achievement (Title IV, Part A) Improving basic programs operated by local educational agencies.
Activities for schools identified with the highest needs. Title III Language Instruction for limited English proficient and immigrant youth. Small Rural School Achievement (SRSA) Program: SRSA is a direct grant from the USDE.
These funds do not pass through the Colorado Department of Education (CDE). Eligible school districts need to apply via Grants. gov .
The application deadline is usually in late spring. Eligible school districts receive a notification from CDE when the U.S. Department of Education has opened the application window.
To apply for and access awarded SRSA grant funds in G5/G6 (the U.S. Department of Education’s grants management system), a school district must have a 12-character alphanumeric Unique Entity ID (UEI), assigned by and registered in the System for Award Management ( SAM. gov ). The district’s UEI must go through the one-time, initial registration process and then be renewed annually in SAM.
gov. The Department recommends that districts check their UEI in SAM. gov as soon as possible to ensure that it will maintain an active registration. If the UEI registration will expire, Districts are encouraged to ensure that it will be renewed in a timely manner.
An active and registered UEI is required to access awarded SRSA funds in G5/G6. For additional information on how to request a UEI or renew a UEI registration, see the UEI Support Guide for SRSA Grantees on the REAP website. Districts facing outstanding difficulties with the UEI registration or renewal process may contact REAP@ed.
gov to request additional assistance. The Federal Service Desk at 1-866-606-8220 can provide additional technical services for any districts that continue to experience difficulties with the SAM website. For questions related to G5/G6, contact the G5/G6 Hotline at 1-888-336-8930.
Rural Low-Income School (RLIS) Program: RLIS is a state administered formula program, managed by CDE. Eligible school districts will apply for this grant via CDE's ESEA Consolidated Application . Monitoring and Evaluation CDE does not monitor the use of Title V, Part B, SRSA funds.
SRSA funds are direct grants from the ED to qualifying school districts.
RLIS funds are allocated through CDE and, as with other federal formula programs administered by CDE, are monitored to ensure that: (1) every child has a fair, equal, and significant opportunity to obtain a high-quality education; (2) programs comply with federal requirements that are most closely related to positive outcomes for students; and (3) taxpayer dollars are administered and used in accordance with how Congress and ED intended.
Additional Rural Education Resources Rural Connections to Other ESEA Title Programs Title I, Part A can be used to provide resources to districts to ensure that all children have a fair, equitable, and significant opportunity to obtain a high-quality education and close educational achievement gaps.
ESEA offers flexibility for school districts with enrollment of less than 1,000 students related to Comparability and Equitable Distribution of Teachers . Specifically, Title I requirements related to rank order and the 125% rule do not apply to school districts with enrollment of less than 1,000 students.
Clarification has been received that equitable distribution of teachers (EDT) gaps and comparability requirements do apply to districts with enrollment of less than 1,000 students if there is more than 1 school at a grade span. This will be applied initially to district data in 2025-2026 and will need to be addressed by the school district, if applicable, in the 2026-2027 Consolidated Application.
Title II, Part A funds can be used to increase student academic achievement consistent with challenging State academic standards, through strategies such as improving the quality and effectiveness of educators, increasing the number of educators who are effective in improving student academic achievement in schools, and providing low-income and minority students greater access to effective educators.
Title II, Part A funds can be used to pay for educators or obtain licensure or endorsements to be considered in-field. Title II, Part A funds can also be used for recruitment and retention efforts or professional development. ESEA offers some flexibilities for small rural districts.
If eligible, districts can utilize the Alternative Fund Use Authority (AFUA) which allows school districts greater flexibility in spending the funds they receive under Title II, Part A and Title IV, Part A. Districts may also transfer Title II, Part A funds to Title I, Part A, Title III, or Title IV, Part A.
Information on the multiple pathways to obtaining teacher licensure can be found on this Pathways to Teacher Credentials page and on the Teacher Apprenticeship Program page. Title III, Part A is designed to improve and enhance the education of Multilingual/English learners (MLs/ELs) in becoming proficient in English, as well as meeting the Colorado Academic Content standards.
In order to accept Title III funds, a school district must have an allocation of $10,000 or more. Since rural districts tend to receive smaller Title III allocations, they may join with other school districts to form a consortium. One of the districts must serve as the fiscal agent for the consortium, and is legally responsible for the grant.
Section A-15 of the Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) states: “Such a small district could, for example, form a consortium with other small districts to receive Title III funds or enter into an agreement with a neighboring larger school district to receive services provided by the larger district.
Some examples of consortia models in place in various States include: The district fiscal agent provides consortium-wide services, such as professional development and supplemental instructional materials, directly to all districts in the consortium. The district fiscal agent enters into a contract with another entity to provide services to all of the member districts.
The district fiscal agent distributes a portion of the consortium’s allocation to each member district based on the number of ELs in each district. “ Title III Immigrant Set-Aside CDE reserves 5% of the State’s Title III allocation for the Title III Immigrant Set-Aside (ISA) grant.
CDE determines local allocations based on the number and average number of immigrant students reported through the annual Student October Count in three school years prior to the current school year. The Title III Immigrant Set-Aside grant is designed to support school districts that have experienced a significant increase in immigrant students over the past two years.
This program provides enhanced instructional and supplemental support opportunities for immigrant students and their families. Unlike Title III, Part A, Immigrant Set-Aside funds can be accepted if the allocation is less than $10,000. ESEA offers some flexibilities for small rural districts in the use of Title IV funds.
Rural districts tend to receive Title IV allocations that are less than $30,000, in which case, the proportion requirement to spend 20% of the total allocation in Well Rounded Education, 20% of the total allocation in Safe and Healthy Students, and some portion in Use of Technology would not apply. Districts with an allocation less than $30,000 may spend the allocation in one content category or multiple content categories.
Districts may find it useful to work through a BOCES or consortium to create the greatest impact with Title IV funds. If SRSA-eligible (see above), districts can utilize the Alternative Fund Use Authority (AFUA) which allows school districts greater flexibility in spending the funds they receive under Title II, Part A and Title IV, Part A. Districts may also transfer Title IV, Part A funds to Title I, Part A, Title II, or Title III.
Alternative Fund Use Authority (AFUA) Allows SRSA-eligible LEAs greater flexibility in spending the funds they receive under Title II, Part A and Title IV, Part A to best address their particular needs. Applies to SRSA-eligible LEAs even if the LEA does not accept SRSA funds.
Under AFUA, LEAs are able to use their Title II, Part A and Title IV, Part A funds to pay for activities under any of the allowable uses for SRSA grant funds (i.e., activities authorized under any of the following: Title I, Part A; Title II, Part A; Title III; Title IV, Part A; and Title IV, Part B). Use the Title V, Part B Eligibility List to determine if this flexibility applies to your LEA.
Average Daily Attendance (ADA) A census, conducted between the start of the school year and December 1, to determine the number of students in average daily attendance in kindergarten through grade 12 at the schools served by each LEA. For the purposes of REAP eligibility, Colorado utilizes data from the Student October Snapshot from the preceding year to calculate ADA.
Situation in which an LEA meets the eligibility requirements for both REAP programs: RLIS and SRSA. Dual-eligible LEAs can only participate in one grant program in any given fiscal year. Dual-eligible LEAs that choose to participate in RLIS may still exercise the Alternative Fund Use Authority.
(Use the Title V, Part B Eligibility List to determine your LEA eligibility.) Rural School District Definition CDE’s definition of rural school districts, as developed in partnership with the Rural Education Council.
A Colorado school district is determined to be rural based on the size of the district, the distance from the nearest large urban/urbanized area, and having a student enrollment of approximately 6,500 students or fewer. Federal definitions can also apply and differ depending on the program (SRSA or RLIS), but both are aligned with specific locale codes assigned by the National Center for Education Statistics (NCES).
Small School District Definition LEA must have a total average daily attendance of fewer than 600 students or exclusively serve schools that are located within counties that have a population density of fewer than 10 persons per square mile.
Low income School District Definition 20% or more of children ages 5 to 17 served by the LEA must be from families with incomes below the poverty line, based on data from the U.S. Census Bureau’s Small Area Income and Poverty Estimates (SAIPE). For more information and for the current Rural and Small Rural Designation List, please visit CDE’s Rural Education Council webpage .
Federal Program Resource Links Regional Network Meeting (RNM) training on planning ESEA Title funds (March 2023 video and slides ) Equitable services for non-public schools (NPS) ESEA Consolidated Application login webpage (GAINS) ESEA Consolidated Application training webpage General Education Provisions Act (GEPA) Great resource for supporting school districts in the completion of the ESEA Consolidated Application, as well as a person who can support school districts to find the precise CDE connection to get answers to other questions!
For additional information, contact: For program-related questions, please contact: echsner_r@cde. state. co.
us crumley_k@cde. state. co.
us Christina Adeboye Sullivan adeboye-sullivan_c@cde. state. co.
us For data-related questions, please contact: chaffin_m@cde. state. co.
us Federal Programs and Supports Unit Stronger Connections Grant Consolidated Application Information Notice: Final Amended ESSA State Plan Approved Feedback & Requests for Assistance If you encounter accessibility barriers on our webpages, please let us know: We welcome feedback and are committed to responding promptly to reports and accommodation requests. Colorado Department of Education General Inquiries - Contact CDE
Based on current listing details, eligibility includes: Rural LEAs meeting locale codes and income thresholds; RLIS requires at least 20% low-income students, SRSA requires fewer than 600 students in ADA or low population density. Applicants should confirm final requirements in the official notice before submission.
Current published award information indicates Not specified Always verify allowable costs, matching requirements, and funding caps directly in the sponsor documentation.
The current target date is rolling deadlines or periodic funding windows. Build your timeline backwards from this date to cover registrations, approvals, attachments, and final submission checks.
Federal grant success rates typically range from 10-30%, varying by agency and program. Build a strong proposal with clear objectives, measurable outcomes, and a well-justified budget to improve your chances.
Requirements vary by sponsor, but typically include a project narrative, budget justification, organizational capability statement, and key personnel CVs. Check the official notice for the complete list of required attachments.
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Review timelines vary by funder. Federal agencies typically take 3-6 months from submission to award notification. Foundation grants may be faster, often 1-3 months. Check the program's timeline in the official solicitation for specific dates.
Many federal programs offer multi-year funding or allow competitive renewals. Check the official solicitation for continuation and renewal policies. Non-competing continuation applications are common for multi-year awards.
Improving Undergraduate STEM Education: Education & Human Resources (IUSE: EHR) Program is sponsored by National Science Foundation (NSF). This program promotes novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. It supports projects that bring recent advances in STEM knowledge into undergraduate education, adapt, improve, and incorporate evidence-based practices, and lay the groundwork for institutional improvement in STEM education. Professional development for instructors to ensure adoption of new and effective pedagogical techniques is a potential topic of interest.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.