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Find similar grantsSchool Facilities Construction Commission (SFCC) Grants is sponsored by Kentucky Department of Education. Provides funding for construction and renovation of school facilities, including athletic facilities, to improve educational environments in Kentucky's public schools.
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School Facilities Construction Commission The School Facilities Construction Commission was established in 1985 as the successor agency of the Kentucky School Building Authority. The purpose of the SFCC is to distribute funding for the construction and renovation of school facilities equitably among districts according to their unmet facility needs.
Regular Construction Offers of Assistance Although the SFCC is empowered to issue bonds in its own name, the SFCC typically enters into participation agreements to provide debt service support on bonds issued by local school districts through their associated finance corporations. SFCC debt service payments are made from the state’s general fund and are subject to appropriation every two years in the state budget.
From the state’s perspective, SFCC offers of assistance are considered general fund-supported debt. The participation agreements require the SFCC to seek sufficient legislative appropriations to pay its share of the debt service on the bonds in each fiscal biennium. The Commonwealth of Kentucky has never defaulted on its debt.
The SFCC requests funding from the General Assembly for new construction offers of assistance as part of the state’s budget process. The General Assembly provides the SFCC with a specific amount of bonding capacity. This amount varies depending on the state’s existing debt burden and policymakers’ other priorities.
KRS 157.
620 , in order to be eligible to receive an offer of assistance from the SFCC, school districts must meet the following criteria: The school district must commit at least a 5-cent equivalent tax rate to debt service, new facilities, or major renovations to existing facilities; On July 1 of odd-numbered years, the district must restrict all available local revenue for facility construction or major renovation; must have a facility plan that was approved by the Kentucky Board of Education on file with the Kentucky Department of Education; and The school district must have an unmet facility need.
A district’s facility plan (DFP) identifies and prioritizes the district’s capital construction needs . The facility plan must be developed once every four years.
It ranks projects using five categories: Priority One projects are new construction projects or major renovations that are expected to be undertaken during the first two years after the DFP is developed; Priority Two projects are new construction projects or major renovations that are expected to be undertaken after the first two years following DFP development; Priority Three projects are non-educational additions and expansions (e.g., kitchens, cafeterias, administrative areas, auditoriums and gymnasiums); Priority Four projects are expansions of management support areas (e.g., central offices, bus terminals, or central stores); and Discretionary projects.
These include renovations and additions that do not meet the criteria set forth in 702 KAR 1:001; functional centers; and extracurricular facilities (field houses; stadiums; sports field facilities, or any facility with an estimated cost exceeding $20,000).
SFCC offers of assistance may only be applied to bond issues that are financing the construction of Priority One projects, or Priority Two projects if all Priority One projects have been addressed. If a district opts not to participate in SFCC funding, the district may request to have all priority projects listed under discretionary projects.
Calculating a District’s Unmet Facility Need The district’s unmet facility need is determined by taking the district’s total facility need (excluding discretionary projects) and subtracting the district’s local available revenues.
The district’s local available revenues are the sum of: Cash in the district’s capital outlay account; Cash in the district’s building fund account (FSPK); 80% of the bonding potential of the nickel local levy, growth nickel, additional nickels, and state equalization; and Any escrowed SFCC offers of assistance and cash. SFCC offers of assistance may be escrowed for up to 8 years.
The district’s unmet facility need is the gap between what it would cost for the district to complete necessary projects and the funds the district has available to pay for capital projects. How SFCC Offers of Assistance are Determined The SFCC provides offers of assistance to districts based on a formula set forth in KRS 157. 622 .
The SFCC allocates a proportionate amount of the bonding capacity that the General Assembly has provided to the SFCC during the fiscal biennium to districts based on their unmet facility need.
To do this, the SFCC takes the district’s unmet facility need and divides it by the total unmet facility need for the state (i.e., the sum of the unmet facility needs of all of the districts) to arrive at the percentage of the state’s total facility need that district represents. This figure is then multiplied by the SFCC’s authorized bonding capacity.
The SFCC estimates the amount of debt service that would be required to support that level of debt and makes an offer to pay that amount of debt service for twenty years. Districts may issue bonds that are backed entirely by SFCC support or – to the extent that they have local bonding capacity – use the SFCC offer of assistance in conjunction with local funds.
Based on current listing details, eligibility includes: Public school districts in Kentucky Applicants should confirm final requirements in the official notice before submission.
Current published award information indicates Varies Always verify allowable costs, matching requirements, and funding caps directly in the sponsor documentation.
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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.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.