Due Date:  April 29, 2005 (Revised)

This competitive Request for Proposals (RFP) supports the comprehensive school reform efforts of schools in need of improvement.  Distinction is made throughout this RFP between Comprehensive School Reform (CSR) Programs and research based, proven effective models, practices or strategies.  A CSR Program represents the overall, systemic reform effort required of the school to improve performance outcomes for all students.  A CSR model, practice or strategy is part of the CSR Program and is research-based, proven effective, and deals with one or more aspects of comprehensive school change.

In selecting a CSR model, practice or strategy, schools should choose an intervention that reflects current best practices, rests on a solid theoretical foundation, and has research or other rigorous evidence that it improves the performance of students.  It should be capable of meeting the four research-based criteria detailed in the School Building Section of this RFP.  A Continuum of Evidence of Effectiveness is provided in Attachment 1 for your use in evaluating CSR models, practices, or strategies you wish to consider as part of your CSR Program.

This grant program is for a three-year period. However, recipients will be funded annually and funding renewal is not guaranteed. Grant programs will be evaluated yearly to determine achievement of stated objectives, progress in implementing the chosen CSR model, practice or strategy, and improvement in student performance before funding will be continued.

Please submit completed applications to:

Roberto Reyes
State Title I Director
Room 365 EBA
NYS Education Department
Albany, NY 12234

Due Date: Postmarked by April 29, 2005

Number of Copies: One (1) original and two (2) copies of the application and first-year FS-10. (One FS-10 for district and one for each school building.)

The Comprehensive School Reform Program

Purpose of Grant

The Comprehensive School Reform Act (PL 105-78) is intended to provide financial incentives for schools identified as needing improvement to implement comprehensive school reform programs that are based on reliable research and effective practices, and include an emphasis on basic academics and parental involvement. These programs are intended to stimulate schoolwide change covering virtually all aspects of school operations, rather than a piecemeal, fragmented approach to reform. Thus, to be considered comprehensive, a program must contain the following 11 specific components outlined in the legislation:

1. Proven methods and strategies based on scientifically-based research.

2. Comprehensive design with aligned components.

3. On-going professional development.

4. Measurable goals and benchmarks.

5. Support within the school.

6. Support for all teachers and principals.

7. Parental and community support and involvement.

8. External technical support and assistance.

9. Evaluation strategies.

10. Coordination of resources.

11. Results in significant improvements in academic achievement.

The purpose of the comprehensive school reform program is to enable all children in the schools served, particularly low achieving children, to meet challenging State content and student performance standards.

Eligible Applicants

Local educational agencies (LEAs) and charter school LEAs, hereafter referred to as districts, that have one or more of the following are eligible to apply. 

• a School Under Registration Review (SURR);

• a Title I school identified as needing improvement;

• a Title I school identified as needing corrective action;

• a Title I school that serves as a feeder school to, or that is served by feeder schools from, schools in one or more of the above categories.

The district must submit a separate application for each applicant school.  The district may not submit an application for any school that received a CSR grant in the past unless the school has since been restructured and assigned a news BEDS code.  The application must describe how the school intends to implement the eleven components of a Comprehensive School Reform Program, including research based, proven effective Comprehensive School Reform Model(s).  The district must agree to reallocate resources to support implementation at the school.   The applicant school must have:

• an active school reform planning team;

• a completed Title I Schoolwide plan or other comprehensive school improvement plan;

• a district-designated liaison that will be trained in the scientifically-based research strategies and practices offered through the CSR program. In instances when a model is selected, that liaison must be trained in that model as well. This liaison will provide regularly scheduled, individualized technical assistance to the school(s) to support the CSR program.

• a letter signed by the superintendent indicating district support for the CSR program and selected practices, strategies, or models, clearly linked to the school's needs.

These grants are intended to support schools that are prepared to immediately begin implementation. These grants may not be used to support planning.

Supplement, Not Supplant Requirement

CSR funds must be used to supplement, and not supplant, federal, State and local funds that districts and schools would otherwise receive. Unlike most supplement, not supplant provisions, the CSR supplanting prohibition also applies to federal funds. In other words, a district may not decrease the resources that would otherwise be available to a school from any other source because that school is receiving CSR funds. Districts must examine and the superintendent must certify this requirement to assure compliance.

Use of Funds

Schools can use funds to support the startup costs of implementing comprehensive school reforms, including expenses related to professional development and training for teachers, administrators, staff and parents; securing expert external technical assistance; acquiring instructional materials, and implementing parent and community outreach programs. Districts may propose building and district level CSR Coordinators. Indirect costs are not allowed for this program. CSR funds may also be used in combination with Reading First funds to support a comprehensive reading reform effort.

Method of Award

Applications will be reviewed and rated according to points specified for each question. All applications will be reviewed by at least two reviewers. The reviewers' scores will be added to arrive at the total score for the proposal. The awards will be made as follows:

• Budgets will be reviewed and adjusted to eliminate unallowable or inappropriate expenditures in order to determine the amount of the grant award.

• All applications will be rank-ordered according to the total score and funded in the full amount of the budget as adjusted until available funds are insufficient to fund the next ranked proposal in full.

• In the event of a tie score, the award will be given to the applicant with the highest percent level of poverty based on Free and Reduced Price Lunch Program participation.

Organization of the RFP

The RFP is organized into two sections. The first section of each application is the responsibility of the District. The second section is the responsibility of the school and must be completed by each school seeking funds. Districts must submit a separate two-section application for each school.

It is recommended that you carefully read the attached scoring rubrics before writing your proposal. These rubrics will be used by the proposal reviewers.

Each proposal should describe how implementation will occur over the three year span of the grant. However, the grant is renewable each year at the discretion of the New York State Education Department. The decision to renew a grant will be based on the progress the school is making in successfully implementing the model and evidence of changes in student academic performance. Each grant application will be updated annually with appropriate timelines and budgets. Each school in the application is eligible to receive a minimum award of $50,000 and up to a maximum award of $150,000 per year.

District Section

The first section is the responsibility of the district and includes basic information about the district, a short descriptive narrative of certain district responsibilities (no more than 5 pages), and a list of certifications and assurances. It asks you to answer questions on the following:

1. Evidence of District Support

2. Link Between CSR Program and CDEP (other plan)

3. Evaluation of Implementation, Impact and Sustainability

4. Realignment/Reallocation to Support Implementation and Sustainability

5. On-going Technical Assistance

School Building Section

The school section (no more than 15 pages) must be completed by each school seeking funds under the CSR legislation. The school building narrative asks you to answer questions on the following:

1. School Building Screening Questions

2. Needs Assessment, Development of the CSR Program and Selection of the CSR Research-Based Model, Practice or Strategy

3. The Eleven Components of a CSR Program

4. Scientifically-Based Research Criteria

5. Evaluation of the CSR Program Implementation

6. Evaluation of the CSR Program Impact on Student Outcomes

It is recommended that you carefully read the enclosed scoring rubric before writing your proposal. Review teams will use this rubric to read and rate your proposal.

Budget Narrative and FS-10 Budget Form

Budget Narrative: The application must include a budget narrative that clearly indicates how funds will be used in the school building.  If appropriate, a district may submit a separate budget narrative for district-wide expenditures, such as technical assistance activities, evaluation activities and administrative activities.

FS-10 Budget Form: Complete one for each school building and one for the district, if applicable.

Application Forms (in Word)

Scoring Rubric - District Section (in Word)

Scoring Rubric - School Building Section (in Word)

Attachment 1 (.pdf)

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, or genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of any publication designed for distribution can be made available in a variety of formats, including Braille, large print or audio tape, upon request. Inquiries regarding this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and Access, Room 152, Education Building, Albany, NY 12234.