RFP Number: TA-13


1003(g) School Improvement Grant (SIG)
SIG Cohort 4, Round 2 (SIG 4.2)


RECENT UPDATES

Background

Under New York State Education Department’s approved Elementary and Secondary Education Act (ESEA) flexibility waiver, the state’s persistently lowest-achieving schools are identified as Priority Schools and may also be placed under registration review (SURR), pursuant to Commissioner’s regulation 100.18. As a result, Priority Schools, with the support of the larger district and school-community, have an opportunity to develop and implement a whole-school change model with the goal of achieving dramatic school-level achievement gains such that the school is in good academic standing within three years.

Purpose

The primary purpose of the SIG is to provide Local Education Agencies (LEAs) with an opportunity to support the implementation of a whole-school change model in its Priority Schools. This grant allows for three models to do so: School Turnaround, School Restart and School Transformation. A secondary purpose of the SIG is to support this school closure process. In certain cases the LEA, in collaboration with the local community, may conclude the best option for its students is to close the existing school and transfer students to existing higher achieving options within the district. The requirements and parameters set forth in this Request for Proposals (RFP) will serve as the quality standard for an approvable SIG plan. LEAs will be expected to fully implement the SIG plan in its funded Priority Schools through available resources including, but not limited to, the SIG. The SIG plans in this RFP must be designed to meet one of the following four intervention models:

  • Turnaround

    Replace the principal and at least half the staff as part of the process of phasing out and replacing the school with a new school(s) or completely redesigning the school.
  • Restart

    Convert the school to a charter school, replace the school with a new charter school that will serve the students who would have attended the public school, or contract with an Educational Partnership Organization (EPO), such as a local Board of Cooperative Educational Services (BOCES), institution of higher education, or other non-profit partner organization as identified in Education Law 211-e, to govern and manage the Priority School and its implementation of the SIG plan.*
  • Transformation

    Replace the principal, but without the requirement to replace at least half the staff. Rather, the implementation of approved Annual Professional Performance Review (APPR) plans would serve as the basis for rewarding effective teachers and removing ineffective teachers after ample professional development opportunities.s
  • Closure

    Close the school and enroll the students who attended the school in higher achieving schools in the LEA. School closure and the transfer of students in this model occurs in one year or less.

The four intervention models identified are consistent with Commissioner’s regulations §§100.2(p)(10)(iv) and 100.18 and the United States Department of Education’s requirements for SIG funding. In addition, the parameters of the SIG plan set forth in this application are directly aligned with United States Secretary of Education’s seven (7) turnaround principles. Coupling these intervention model requirements with the Secretary’s turnaround principles, and the design elements of high quality schools provides a framework for bold and dramatic school change. Specific requirements for each model are identified in subsequent sections of this RFP.

* Any conversion of an existing public school to a charter school, or any new charter that will replace a Priority School must be consistent with the provisions of Article 56 of the NYS Education Law, "The New York State Charter Schools Act of 1998," and all subsequent amendments to that statute.

Eligibility

This grant is open to Local Education Agencies (LEAs) with one or more eligible Priority Schools. An eligible Priority School is a Priority School that the LEA has designated as implementing a whole-school change model beginning in 2013-2014, that is not currently receiving nor has previously received a SIG 1003[g] or a School Innovation Fund (SIF) grant. For each eligible Priority School proposing to implement a Turnaround, Restart, or Transformation model, LEAs are eligible for up to S4.5 million for the full grant term that includes three years of implementation. For applications proposing to implement a Closure model plan, LEAs are eligible for up to $300,000 dollars for the full grant term that includes a one-year closure period. LEAs may submit multiple applications in response to this RFP, however; only separate and complete applications for each eligible Priority School will be accepted. Charter schools identified under the State accountability system are not eligible for award to implement a whole-school change model. New charter applicants/schools partnering with a district to replace an identified Priority School may receive SIG funding as new replacement schools under Turnaround and Restart models.

A full list of Priority Schools is available at:
http://www.p12.nysed.gov/accountability/ESEADesignations.html.

Funding

Estimated funds available:$115,000,000
Estimated number of awards:25

* Awards will be made subject to the availability of funds and approval of the NYSED SEA SIG application by the US Department of Education.

Project Period

For applications proposing to implement a Turnaround, Restart, or Transformation the full project period for this grant is three years. Continuation funding after each period of the project is contingent upon progress toward meeting achievement goals, leading indicators, fidelity of implementation of required model actions, and maintenance of all grant requirements.

Turnaround, Restart, and Transformation Model Project Period

Year One Implementation Period

September 1, 2013, to August 31, 2014

Year Two Implementation Period

September 1, 2014, to August 31, 2015

Year Three Implementation Period

September 1, 2015, to August 31, 2016

For applications proposing a Closure model, the full project period will be one year. There are no continuations past the year one implementation period for the Closure model.

Closure Model Project Period

Year One Implementation Period

September 1, 2013, to August 31, 2014

Application Deadline and Submission Requirements

Letter of Intent

LEAs should submit a Letter of Intent (LOI) designating the specific identified schools for which applications will be submitted, identifying the intervention models being proposed for each school. The LOI should be submitted electronically through the Review Room Portal available at the following link: https://nysed-schoolturnaround.myreviewroom.com/. The LOI should be received through Review Room by 5:00 p.m. on May 31, 2013. (Note: The LOI is not a requirement for submitting a complete application by the application due date. NYSED encourages all prospective applicants to submit an LOI in order to ensure appropriate resources are available for a timely and thorough review and rating process.)

Full Application Submission

Complete applications must be submitted electronically through the Review Room portal available at the following link: https://nysed-schoolturnaround.myreviewroom.com/. In addition, one original application plus one hardcopy must be mailed by postal service to:

New York State Education Department
Contracts Administration Unit, 503 W EB
89 Washington Ave
Albany, New York 12234
Attn: Nell Brady, RFP # TA-13

Complete hardcopy applications must be postmarked by June 7, 2013 and electronic copies must be submitted through the Review Room portal no later than 3:00pm on June 7, 2013.

Review Room Electronic Submission Portal

The electronic Review Room submission portal https://nysed-schoolturnaround.myreviewroom.com/ will be live and accessible with instructions to applicants on May 1, 2013. If there are any technical questions regarding electronic submission through the Review Room portal, you must contact Tracy Farrell at tfarrell@mail.nysed.gov.

Additional Information

Annual Professional Performance Review (APPR) Requirement

  • Regardless of the SIG model selected (Turnaround, Restart, Transformation or Closure), an LEA must demonstrate by September 1, 2013 that it has fully implemented an approved APPR plan in compliance with Section 1 of Part A of Chapter 57 and Chapter 53 of the Laws of 2013, Education Law §3012-c, and Subpart 30-2 of the Rules of the Board of Regents. Further guidance from the Department will be forthcoming.
  • Any initially fundable applications from LEAs that do not so demonstrate by September 1, 2013 will be rejected. If an initially fundable application is rejected for not meeting this requirement by September 1, 2013, the funds will be awarded to the next whole highest ranking previously un-funded SIG proposal that met the minimum standard for funding
  • LEAs must maintain a demonstration of full implementation of an approved APPR plan in compliance with Section 1 of Part A of Chapter 57 and Chapter 53 of the Laws of 2013, Education Law §3012-c, and Subpart 30-2 of the Rules of the Board of Regents throughout the entire three-year period of the grant – September 1, 2013 to August 31, 2016.

Consultation and Collaboration Form Requirement

The Consultation and Collaboration Form (Attachment A) must be completed in accordance with the instructions on the form, and submitted with the application, with original signatures in blue ink. Applications that are submitted without this form completed, in accordance with the instructions on the form, will be rejected.

SIG Plan Standards - Turnaround, Restart and Transformation Models

The standards of this grant represent a framework for bold and dramatic whole-school change (SIG plan). The LEA should demonstrate through its application, a strong commitment to success in the turnaround of its lowest achieving schools and the capacity to use SIG and other available resources to fully and effectively implement one of the four intervention models. The chart below identifies the SIG plan requirements common to Turnaround, Restart, and Transformation models proposed:

SIG Plan Standards for Turnaround, Restart, and Transformation Models

District-Level Category

Standard

District Commitment and Capacity to Implement The LEA must demonstrate a commitment to success in the turnaround of its lowest achieving schools and the capacity to implement the model proposed in its Priority School in this application. This is an overarching standard, which is met by achieving an overall application score that is at or above the minimum score for a fundable application.
Operational Autonomies The LEA must provide operational autonomies for Priority Schools in exchange for greater accountability for performance results in the following areas: 1) staffing; 2) school-based budgeting; 3) use of time during and after school; 4) program selection; and 5) educational partner selection. In addition to providing quality responses to each element requested in this section of the Proposal Narrative, the Priority School must have school-level autonomy in at least two of these areas for an acceptable rating in this category. Applications that provide quality responses and that are granted anywhere from 3 to 5 of these autonomies will receive a rating of exemplary for this category.
District Accountability and Support The LEA must have the organizational structures and functions in place at the district-level to provide quality oversight and support for its identified Priority Schools in general, as well as specifically for the school identified in this application.
Teacher and Leader Pipeline The LEA must have a clear understanding of the type and nature of teachers and leaders that are needed to create dramatic improvement in its lowest-achieving schools. In addition, the LEA must have a coherent set of goals and actions that lead to the successful recruitment, training, and retention of teachers and leaders who are effective in low-achieving schools.
External Partner Recruitment, Screening, and Matching to Priority Schools The LEA must have a rigorous process for identifying, screening, selecting, matching, and evaluating partner organizations that provide critical services to Priority Schools.
Enrollment and Retention Policies, Practices, and Strategies The LEA must have clear policies, practices, and strategies for managing student enrollment and retention to ensure that Priority Schools are not receiving disproportionately high numbers of students with disabilities, English-language learners, and students performing below proficiency.
District-level Labor and Management Consultation and Collaboration The LEA/school must fully and transparently consult and collaborate with recognized district leaders of the principals’ and teachers’ labor unions about district Priority Schools and the development and implementation of the plan proposed for this specific Priority School.

School-Level Category

Standard

School Overview The LEA/school must demonstrate a clear and organized synopsis of the major quality design elements of the school. In addition, the school overview should be suitable in substance and grammar for sharing with the general public, including essential stakeholders such as families, students, and school-level educators.
Assessing the Needs of the School Systems, Structures, Policies, and Students The LEA/school must demonstrate a critical and honest assessment of structural/systems gaps and needs, as well as student achievement gaps and needs that are identified as the result of a systemic analysis process.
School Model and Rationale The LEA/school must propose and present the SIG plan as a plausible solution to the challenges and needs identified in the previous section, as well as the appropriate fit for the particular school and community.
School Leadership The LEA/school must have the mechanisms in place to replace the existing principal and select/assign a new school principal and supporting leadership that possess the strengths and capacity to drive the successful implementation of the SIG plan.
Instructional Staff The LEA/school must have the mechanisms in place to assign the instructional staff to the school that have the strengths and capacity necessary to meet the needs of the school and its students. This standard and the actions that accompany it are required regardless of the model chosen. If the Turnaround model is chosen for the Priority School in this application, responses to this section should be planned/proposed in the context of the requirements for that model, replacing at least 50% of instructional staff. If the Turnaround model staffing requirement is not met by 9/1/2013 the SIG funding will be suspended immediately and the LEA will be at risk of having the grant terminated.
Partnerships The LEA/school must be able to establish effective partnerships to address areas where the school lacks the capacity to improve. The external partnership/s may vary in terms of role and relationship to the governance of the school. If the model chosen for this school is a Restart, the LEA must provide a Memorandum of Understanding, signed by both parties, which identifies joint-agreement and the scope of services of the EPO and the broad achievement outcomes for the school. The fully executed EPO-district contract, signed by both parties, in full accordance with Education Law 211-e must be received by NYSED no later than August 15, 2013. If the fully executed EPO-district contract is not in full accordance with Education Law 211-e, submitted and in place by the date identified, the LEA will be at risk of having the grant terminated.
Organizational Plan The LEA/school must provide a sound plan for how the school will be operated, beginning with its governance and management. It should present a clear picture of the school’s operating priorities, delegation of responsibilities, and relationships with key stakeholders.
Educational Plan The LEA/school must provide an educationally sound and comprehensive plan for the school. Components of this plan include: curriculum; instruction; use of time; data-driven inquiry/instruction; student support; school climate and discipline; and parent and community engagement.
Training, Support, and Professional Development The LEA/school must have a coherent framework for training, support, and professional development clearly linked to the identified SIG plan and student needs.
Communication and Stakeholder Involvement/Engagement The LEA/school must fully and transparently consult and collaborate with key education stakeholders about the school’s Priority status and on the development and implementation of the SIG plan.
Project Plan and Timeline The LEA/school must provide a project plan that provides a detailed and specific, measurable, realistic, and time-phased set of actions and outcomes that reasonably lead to the effective implementation of the SIG plan.

SIG Plan Standards - Closure

The Closure model involves closing the existing identified Priority School and enrolling its students in higher achieving schools. For the purposes of this RFP “higher achieving schools,” means schools that are in good academic standing (not identified as a Focus or Priority School). These higher achieving schools should be within reasonable proximity to the closed school and may include, but are not limited to, charter schools or new schools for which achievement data are not yet available. Since the Closure model must be implemented in one year implementation period or less, and since the requirements of closure are different from those of implementing a full organizational and instructional plan, applications for a Closure model will be reviewed and rated separately and have a different set of standards. The following chart identifies the program standards of the Closure model plan.

SIG Plan Standards for Closure Models

Category

Requirements

District Organizational Capacity The LEA must have the organizational structures and functions in place at the district-level to provide high quality oversight over the closure process and support for the schools that will accept transferring students from the closing school.
Assessing the Needs of the School and its Students The LEA must demonstrate a critical and honest assessment of structural/systems gaps and needs, as well as student achievement needs, specific to the Priority School identified for Closure in this application. The identified needs should be the result of a systemic analysis process.
School Overview, Model Selection, and Rationale The LEA must propose and present the selection of a Closure model as a plausible and best-case solution to the challenges and needs identified in the previous section, as well as the appropriate fit for this particular school and community.
Communication, Collaboration, and Stakeholder Involvement/Engagement The LEA must fully and transparently consult and collaborate with recognized district and local leaders of the LEAs labor unions, parent organizations, and the local school community on the development and implementation of the plan to close the Priority School identified in this application.
School Choice Options Available The LEA must have the mechanisms to transfer students from the closing Priority School and clear options for enrolling them in higher achieving schools within one year or less.
Project Plan and Timeline The LEA must provide a detailed and specific, measurable, realistic, and time-phased set of actions and outcomes that reasonably lead to the effective closure of the school and the transfer of its students into the higher achieving school options identified in the previous section. The project plan and timeline should include a reasonable and feasible plan for: 1) plan effectively transferring the students to a higher achieving school option of their choice; 2) downsizing teachers and other staff in the closing school; and 3) providing support for schools that will receive transferring students.

Budget Requirements

The budget documents requested in response to this RFP must identify and explain SIG funded costs for activities that are necessary to carry out all aspects of the whole-school change. In addition, through the budget narrative, the LEA will be asked to identify other sources and amounts of funding that will support and sustain the activities that are crucial to the whole-school change.

Budget Documents Required for Submission

  • Budget Narrative – The budget narrative, described in the Proposal Narrative sections of this RFP, should identify and explain SIG funded costs for the entire project period (three years of implementation for Turnaround, Restart, or Transformation Models; and one year of implementation for Closure models).
  • Budget Summary Chart (Attachment D) - This chart summarizes the budget for the entire project period (three years of implementation for Turnaround, Restart, or Transformation Models; and one year of implementation for Closure models).
  • FS-10 for the year one implementation period (September 1, 2013, to August 31, 2014).

Maximum Funding Amounts for Turnaround, Restart, and Transformation Models

  • The year one implementation period total SIG funding request must be no greater than $2 million dollars.
  • The total year-two implementation period SIG funding request must be no greater than $1.5 million dollars.
  • The total year-three SIG funding request may be no greater than $1 million dollars.
  • The SIG funding, directed at district-level administration and support activities for each period, may be no greater than ten percent (10%) of the total maximum funding request for each period. (Ninety-percent (90%) of the maximum funding requests for each period must be directed toward school-level activities supporting the implementation of the SIG plan. Applicants must describe and justify in the budget narrative any specific district-level expenses to be supported by SIG funds (at no more than 10% of total request).

Maximum Funding Amounts for Closure Models

  • The year-one implementation period total SIG budget must be no greater than $300,000 dollars.

Non-Allowable Costs

  • The purchase of equipment (defined as equipment items having a unit value of $5,000 or more with a useful life of more than one year) is not allowed.

Other

  • Activities budgeted for through this application must supplement, not supplant, core activities currently provided, or to be provided, by the district.

Additional Budget Guidance

Appropriate Costs

  • The actions and practices identified through each category of the project narrative drive the appropriate costs. Appropriate costs are those costs that are directly connected to the actions and to sustaining the practices prompted in the categories of the project narrative (e.g., the implementation of a curriculum aligned the Common Core State Standards (CCSS), continuous use of data to drive decision making, the effective implementation of an APPR system in the school, etc.).
  • It is incumbent upon the applicant to demonstrate the close connections between the costs proposed and the organizational or pedagogical purposes those costs will support from the project narrative. LEAs must make the case in the budget narrative that such costs are closely connected to the actions the practices prompted in the project narrative. For example, if the applicant budgets for a series of I-Pads for use by administrators without explaining both the specific functions those I-Pads will serve in the context of the project narrative, how the administrators would have support in using them, and how the technology will enhance the core work set-forth in the plan, the cost would be considered too loosely connected to the plan. As a second example, if the applicant budgets for a set of Smart Boards or other computer hardware or software, and explains them merely as “helping to engage learners,” the justification may be too loosely connected to high quality instructional practice and to the plan itself. Costs that remain unexplained or are judged by NYSED to be too loosely connected to high quality organizational and instructional practice will be scored accordingly in the budget section.

Budgeting and Planning for Sustainability

  • In budgeting and planning for sustainability, LEAs should be certain to support critical, ongoing SIG plan activities through reliable and stable funding sources. In budgeting and planning for sustainability, SIG funds should support but not serve as the sole source of funding for this work. For example, if a core feature of the educational plan proposed in this application is to increase learning time by extending the school day and/or year and the sole source of funding was SIG (or another discrete grant) it would be unclear how the action could reasonably be sustained after SIG and therefore the cost may be scored accordingly in the budget section. However, if for example, the LEA were able to demonstrate a restructuring of its general funding and Title I, II, III, and IVb funding to extend the school day/year, or use SIG funds to contract with a partner organization to assist in the creation of a research-supported schedule for the school day and provide training to staff in order to make the most effective use of learning time during and after school, and support this action by providing labor-management agreements to extend the school day; such costs and the planned activities may be considered acceptable.

Further program and fiscal guidance on SIG (1003[g]) can be accessed at the following link: http://www2.ed.gov/programs/sif/sigguidance03012012.doc

Payment Schedule

Payments are generated by the submission of an FS-25: Request for Funds for a Federal or State Project form. Requests for Interim Payments may only represent actual expenditures. All FS-25's must be submitted directly to the State Education Department Grants Finance Unit at the address listed on the form for payment.

A final payment for the balance of each project period will be made after an FS-10-F: Final Expenditure Report for a State or Federal Project is submitted to the Grants Finance Unit and approved. The FS-10-F for each project period (ending August 31 each year within the grant term) is due in the Grants Finance Unit no later than 90 days after the end of the period.

Reporting Requirements

The lead points of contact at the LEA, responsible for oversight and support of the SIG in its Priority Schools will be required to participate in a monthly telephone call with NYSED Office’s of Accountability and School Innovation. During these monthly telephone calls, the LEA will be required to use leading and lagging indicators (identified below) and other evaluation data to report on the quality and effect of the implementation of the SIG plan in its Priority Schools. In addition, LEAs will be responsible for submitting quarterly and annual reports on school progress that may include, but are not limited to:

Leading Indicators

  • Aggregate student attendance and school average daily attendance
  • Aggregate attendance by instructional staff and staff average daily attendance
  • Instructional staff turnover rate
  • Instructional staff APPR ratings
  • Aggregate in-school and out-of-school suspension rates and average in-school and out-of-school suspension rates by total school and broken down by sub-group
  • Truancy rates
  • Dropout rates
  • Number of students completing advanced coursework by subgroup (e.g., Advanced Placement/ International Baccalaureate, college pathways or dual enrollment classes [high schools only])
  • Other program evaluation data as needed

Lagging indicators

  • • Student achievement rates
  • State assessment data disaggregated by sub-group
  • Student achievement rates compared to the State
  • Student achievement rates compared to the district
  • Student growth data
  • College readiness data
  • Graduation and transition data

Additional Requirements Post-Award

  • If the model initially approved in this application is a Turnaround model, the full school-staff roster successfully meeting the 50% staffing requirement must be in place prior to September 1, 2013. If Turnaround staffing requirements are not met by September 1, 2013 SIG funding will be immediately suspended and the LEA will be at risk of having the grant terminated.
  • If the model initially approved in this application is a Restart, the fully executed EPO-District contract, signed by both parties, which identifies the scope of services of the EPO, the specific autonomies the EPO will have, and the mechanism for the district to hold the EPO accountable in accordance with Education Law 211-e, must be received by NYSED no later than August 15, 2013. For SIG purposes, NYSED must approve the EPO-District contract in order to continue grant funding.
  • LEAs awarded to implement the Turnaround, Restart, or Transformation models must submit a new FS-10 and refined project plan and timeline no less than thirty-days prior to the start of the Year Two Implementation Period and no less than thirty days prior to Year Three Implementation Period, to be reviewed and approved by NYSED prior to any expenditure for that project period.

If the LEA fails to adhere to any of the timelines referenced in this section and/or fails to meet the quality standards set forth in this RFP, the SIG will be suspended immediately and the LEA will be at risk for termination of the grant.

Other LEA Requirements

Rule of Nine

LEAs must adhere to the “Rule of 9,” which states that an LEA with nine or more Priority Schools may not implement the Transformation model in more than 50% of those schools. Priority Schools that have already completed a full 3-year SIG are not counted toward the LEA’s total number of schools for purposes of calculating the Rule of 9.

Review and Rating of Applications

Only complete applications from eligible LEAs received at NYSED by the due date will be accepted. LEAs must clearly identify the specific Priority School for which SIG funding is being sought and the specific model (Turnaround, Restart, Transformation, or Closure) being proposed in each separate application or the application will be rejected as incomplete.

All complete applications will be reviewed and rated by at least two reviewers. The scores of the first two reviewers will be totaled and then averaged to arrive at the final score for each application. If there is a difference of 15 points or more between the two reviewers’ scores, a third reviewer will review the application. The two scores mathematically closest to each other will be averaged for the final score unless the difference between the third review score and the first two are equidistant; in which case the third reviewer’s score will solely be used. An application must receive a final average score of 65 or higher to be considered for funding.

Method of Award

All applications reviewed for Turnaround, Restart, and Transformation models receiving the minimum required final average score or above will be ranked in order of the final average score, regardless of model proposed. All applications reviewed for Closure models that receive the minimum required final average score or above will be ranked separately, in order of the final average score.

SIG funding will be awarded first to those applications for Turnaround, Restart and Transformation models receiving the minimum score or above. Applicants scoring at or above the minimum threshold will be awarded in rank order of score until funds are insufficient to fund the next ranking application in full. After all applicants in the Turnaround, Restart and Transformation models have been awarded NYSED will award Closure model applicants that have received the minimum average score or more in rank order.

In the event of a tie score within the ranking for Turnaround, Restart, and Transformation models, the applicant with the highest combined score for Section II D. School Leadership and G. Organizational Plan will be ranked higher. In the event of a tie score within the ranking for the Closure model, the applicant with the highest total score for F. Project Plan Narrative/Timeline will be ranked higher.

The New York State Education Department reserves the right to reject all proposals received or cancel this RFP if it is in the best interest of the Department. If any funded LEAs withdraw or become ineligible within the year of funding, the leftover funds may be used to fund the next highest ranking applications.

Post-Award Debriefing Process

At the conclusion of the rating and ranking process, and the notification to all applicants as to the status of their application, an applicant who has not been awarded funds will have five (5) business days from notification of non-award to request a debriefing by emailing the request to SIGAPP2013@mail.nysed.gov. NYSED staff will summarize the comments identified by the raters. This will be emailed to the applicant within ten (10) business days of receipt of the request.

Protest Procedures

Applicants who receive a notice of non-award may protest the NYSED award decision subject to the following:

  1. The protest must be in writing and must contain specific factual and/or legal allegations setting forth the basis on which the protesting party challenges the contract award by NYSED.
  2. The protest must be filed within ten (10) business days of receipt of the notice of the written debriefing letter. The protest letter must be filed with:

    NYS Education Department
    Contract Administration Unit
    89 Washington Avenue
    Room 503 W EB
    Albany, NY 12234

  3. The NYSED Contract Administration Unit (CAU) will convene a review team that will include at least one staff member from each of NYSED’s Office of Counsel, CAU, and the Program Office. The review team will review and consider the merits of the protest and will decide whether the protest is approved or denied. Counsel’s Office will provide the applicant with written notification of the review team’s decision within seven (7) business days of the receipt of the protest. The original protest and decision will be filed with OSC when the contract procurement record is submitted for approval and CAU will advise OSC that a protest was filed.
  4. The NYSED Contract Administration Unit (CAU) may summarily deny a protest that fails to contain specific factual or legal allegations, or where the protest only raises issues of law that have already been decided by the courts.

Entities’ Responsibility

Projects must operate under the jurisdiction of the local board of education or other appropriate governing body and are subject to at least the same degree of accountability as all other expenditures of the local agency. The local board of education or other appropriate governing body is responsible for the proper disbursement of, and accounting for, project funds. Written agency policy concerning wages, mileage and travel allowances, overtime compensation, or fringe benefits, as well as State rules pertaining to competitive bidding, safety regulations, and inventory control must be followed. Supporting or source documents are required for all grant related transactions entered into the local agency's recordkeeping system. Source documents that authorize the disbursement of grant funds consist of purchase orders, contracts, time & effort records, delivery receipts, vendor invoices, travel documentation and payment documents, including check stubs. Supporting documentation for grants and grant contracts must be kept for at least six years after the last payment was made unless otherwise specified by program requirements. Additionally, audit or litigation will "freeze the clock" for records retention purposes until the issue is resolved. All records and documentation must be available for inspection by State Education Department officials or its representatives.

For additional information about grants, please refer to the Fiscal Guidelines for Federal and State Grants.

RFP DOCUMENTS


RFP Posting Date: April 30, 2013

Back to top

The New York State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities.  Portion of any publication designed for distribution can be made available in a variety of formats, including Braille, large print or audiotape, upon request.  Inquiries regarding this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.

Last Updated: February 7, 2014 1:40 PM