ESSER is a part of the Coronavirus Aid, Relief, and Economic Security Act (CARES Act). Congress provided financial support for districts and schools through the Elementary and Secondary School Emergency Relief (ESSER). ESSER funds are intended to address the impact of the COVID-19 pandemic. This funding offers schools and districts the flexibility to address their areas of need as they support their students and educators.
GEER is a part of the CARES Act for the Governor’s Emergency Education Relief (GEER) Fund. Congress set aside approximately $3 billion of the $30.75 billion to the Education Stabilization Fund through GEER. Under GEER, the U.S. Department of Education (Department) awards grants to Governors for the purpose of providing local educational agencies (LEAs), institutions of higher education (IHEs), and other education related entities with emergency assistance as a result of the Novel Coronavirus Disease 2019 (COVID-19).
IDEA Provides funds for special education students up to 21 years of age, including assistive technology tools as deemed appropriate to their special needs.
Title 1, Part A of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.
Title 1, Part B funds must be used for reading programs, professional development, instructional materials, to administer screening, diagnostic, and classroom-based reading assessments, for collecting and reporting data, and promoting reading & library programs.
Title 1, Part C funds support high quality education programs for migratory children and ensure that migratory children are provided with appropriate education services that a) address their special needs and b) help them meet state academic content and student academic achievement standards.
Title 2, Part D program is intended to improve student achievement through the use of technology in elementary and secondary schools. Additional goals include helping all students become technologically literate by the end of the eighth grade and, through the integration of technology with both teacher training and curriculum development, establishing innovative, research-based instructional methods that can be widely implemented.
Title 3, Part A is a part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). The purpose of Title III is to help ensure that English learners (ELs) attain English language proficiency and meet state academic standards.
Title VI, Part 2 is a Rural and Low Income School Program. Title 6 funding is for training special needs teachers and educational technology in sparsely populated or low-income districts. Title 6 funding can be used for educational technology, including software and hardware, as described in Part D of title II.
Entergy Charitable Foundation Grant - Innovative programs to improve education and literacy. Applies to non-profits and school district.
BOCES - Capti is on NY BOCES COSER and can be purchased with state matching funding.
Licking County Community Foundation - Early education and care; language and reading readiness; keeping children in school; family literacy/adult education; and professional development for teachers.
Fairfield County Foundation - Education: To increase early education and care; language and reading readiness; keeping children in school; family literacy/adult education. Provides funds to enhance the experience of students directly or to provide additional resources for educational programs. In some cases, the Foundation will consider Multi-year grants.
Early Literacy Intervention Program - Short term intervention and professional development in support of literacy.
Watertown Community Foundation - Support for educational improvement.
Leading Educational Access (LEAP) DCP Incentive Grant - The purpose of this grant is to support district ongoing efforts to meet the needs of all students by systemically strengthening the knowledge and skills of educators in building inclusive environments and delivering culturally responsive instruction. Priorities include strengthening curriculum, instruction, and assessment; using data and technology to support student performance; supporting the social, emotional, and health needs of students and families; and improve educator effectiveness.