Recovery Act: States Could Provide More Information on Education Programs to Enhance the Public's Understanding of Fund Use
Published: 2010-07-30T00:00:00

Fast Facts:

Highlights:
section_title: Why GAO Did This Study
paragraphs: The American Recovery and Reinvestment Act of 2009 (Recovery Act) provides $70.3 billion for three education programs--the State Fiscal Stabilization Fund (SFSF), Title I of the Elementary and Secondary Education Act (Title I), and Individuals with Disabilities Education Act (IDEA). The Act requires recipients to be accountable for how these funds are being used and what is being achieved. To help attain the level of transparency needed for accountability, recipients are to report quarterly on their award activities and expected outcomes. This information is available to the public on Recovery.gov, the government's official Recovery Act Web site. This report covers three Education programs funded by the Recovery Act. It (1) describes what the Office of Management and Budget (OMB) and the Department of Education (Education) did to facilitate implementation of requirements for recipients to describe the use of funds and (2) assesses the extent to which award descriptions are transparent It also describes reported fund uses for a sample of subrecipients. GAO reviewed requirements for reporting in the Act as well as guidance provided by OMB and Education. GAO assessed the transparency of descriptions for the three education programs on Recovery.gov.
section_title: What GAO Found
paragraphs: Both OMB and Education provided guidance to recipients on how to meet the Recovery Act requirement that they report quarterly on the amount and use of the funds they have received. OMB's guidance was generic for all agencies and instructed recipients to report narrative information that captures the overall purpose of the award, describes projects or activities, and states the expected results. Education's guidance was supplemental and program specific to its formula grants that pass through states as the prime recipient to subrecipients, which are local educational agencies (LEA) and institutions of higher education. However, the Recovery Act reporting system does not provide specific narrative fields for collecting information on how each subrecipient is using the funds. Instead, the states are tasked with reporting on fund use throughout the state, and the reporting system limits the amount of narrative information states may enter. For states with many subrecipients, including detailed information on how each subrecipient is using the funds would be extremely challenging, if not impossible. To ease the reporting burden for prime recipients, Education's guidance provided recipients with suggested standard language for use in important narrative fields. GAO determined that 9 percent of the descriptions fully met our transparency criteria; that is, they had sufficiently clear and complete information on the award's purpose, scope and nature of activities, location, cost, outcomes, and status of work. Most descriptions did not include sufficient information on local fund use. Specifically, while 13 percent had most but not all information, the remaining 78 percent contained much less information and only partially met attributes for transparency. We did not find any descriptions that did not include at least some of the information needed to inform the public. Descriptions limited to Education's standard language were less transparent than those with specific information on the programs and activities subrecipients conducted in the state. For example, officials from seven Texas LEAs told us they used ESEA Title I Recovery Act funds for technology purchases for at-risk students, although the information in Texas' project description uses only the standard language. Guidance on reporting requirements for Recovery Act grants that pass through a prime recipient to a subrecipient should balance the need for transparency with the reporting burden and these system limitations. While most states cannot provide information on how each subrecipient is using its funds, providing more information than Education's standard language, such as an overview analysis of how localities are spending the funds, could help the public gain a better understanding of how the funds are being used.
section_title: What GAO Recommends
paragraphs: GAO recommends that the Secretary of Education, in consultation with OMB, remove the suggested language for the project description field from its guidance and instruct states to include information, to the extent possible, on how the funds are being used and potential project outcomes or results.

section_title: Letter
paragraphs: The American Recovery and Reinvestment Act of 2009 (Recovery Act) was  enacted in response to the economic crisis facing the nation.  One area of  particular need was the nation’s public schools, which faced the potential  of significant teacher layoffs and substantially reduced resources. To help  relieve some of the fiscal strain on public schools, the Act provided nearly  $100 billion in fiscal year 2009 for elementary, secondary, and  postsecondary education programs. The Administration has stated that the  short-term influx of additional funding is an historic opportunity to  improve American education. Given the sizable amount of funding  provided, it is anticipated that the Act will be carried out with an  unprecedented level of transparency to allow the public to understand how  the funds are being spent and what is being achieved.
Congress has emphasized the need for accountability and transparency in  the expenditure of Recovery Act funds and has made it a central principle  of the Act. Accordingly, the Act contains numerous provisions to increase  transparency and accountability over spending. Section 1512 of the Act  requires recipients of Recovery Act funded grants, contracts, or loans to  provide quarterly reports containing certain information. For example,  recipients are required to report information on each project or activity,  including descriptive information on the uses of Recovery Act awards. The  Act also required a Web site to be created and maintained where the public  could see information reported by Recovery Act recipients as well as  agency-reported information on Recovery Act spending.   This official  government Web site, Recovery.gov, allows users to search the site for  information about individual Recovery Act awards in their neighborhood  and throughout the country. The Web site contains information on each  reported award, such as award amount, location, and description of  activities funded.
In response to your request, we assessed the extent to which the  descriptions of the uses of funds published on Recovery.gov transparently  describe how funds are being spent and what outcomes are expected. More  specifically, we (1) described what the Office of Management and Budget  (OMB) and the Department of Education (Education) did to facilitate the  implementation of Recovery Act requirements for recipients to describe  the use of funds and (2) assessed the extent to which the descriptive  information made available on Recovery.gov meets GAO’s transparency  criteria. Our review covers three programs administered by Education— the State Fiscal Stabilization Fund (SFSF) ($48.6 billion); Title I, Part A of  the Elementary and Secondary Education Act of 1965, as amended (ESEA)  ($10 billion); and the Individuals with Disabilities Education Act, as  amended (IDEA) Part B ($11.7 billion). Collectively, funding for these  programs accounts for approximately $70.3 billion of the $275 billion in  Recovery Act funding distributed through contracts, grants, and loans.
To understand how OMB and Education are implementing Recovery Act  requirements concerning recipient reporting, we reviewed the Act’s  reporting requirements as well as related guidance established by OMB, the  Recovery Accountability and Transparency Board (Recovery Board), and  Education. We also met with OMB, Education, and Recovery Board  officials. To assess the extent to which descriptions were transparent, we  reviewed all prime recipient award records on Recovery.gov as of April 30,  2010, for SFSF education stabilization funds, ESEA Title I, Part A, and  IDEA Part B for school aged children. Similar to the transparency review  we conducted in May 2010, we reviewed key required fields on  Recovery.gov that describe the uses of Recovery Act funds, including  project name, award description, quarterly activities/project description,  place of performance, award amount, and project status (extent to which  the project was completed). We also reviewed an additional field on  Recovery.gov— description of jobs created—in which prime recipients  were advised by Education to briefly describe the types of jobs created or  retained. In addition, because the education programs in our review  provide states with formula grants that the states then distribute to their  local educational agencies (LEA) or institutions of higher education (IHE),  we also reviewed the number, amount, and location of subawards cited on  Recovery.gov in order to ascertain the overall scope or magnitude of each  grant award. Overall, we reviewed all fields to determine if the reported  information collectively contained information on the general purpose,  nature, location, amount awarded, status, outcome, and scope of the  project necessary to make the use of funds transparent to the public. We  also considered the extent to which information in the fields was clear and  understandable.
We also gathered local-level information about grant award fund use from a  nongeneralizable subsample of 150 LEAs (or 50 LEAs per education  program included in our review) from a national survey we administered  during March–April 2010. (For our national survey, we selected a stratified  random sample of 575 LEAs from the population of 16,065 LEAs.) In  addition, we met with state and selected local officials responsible for  recipient reporting in 15 states and the District of Columbia. We discussed  with these officials the procedures for compiling and reporting information  on the use of Recovery Act funds and how information on these awards is  made available to the public. We conducted this performance audit from  February 2010 through July 2010 in accordance with generally accepted  government auditing standards. Those standards require that we plan and  perform the audit to obtain sufficient, appropriate evidence to provide a  reasonable basis for our findings and conclusions based on our audit  objectives. We believe that the evidence obtained provides a reasonable  basis for our findings and conclusions based on our audit objectives. See  appendix VII for additional information on our methodology.
subsections: section_title: Background
paragraphs: Given the large influx of Recovery Act funds that LEAs and IHEs are  receiving, the Administration has stated its intention to ensure that federal  agencies provide information to the public that is transparent and useful.  Further, the Act contains numerous provisions to increase transparency  and accountability. For example, under section 1512 of the Act, recipients  of funds are required to report certain information quarterly. In addition,  the Act created the Recovery Board and required it to establish and  maintain a user-friendly, publicly available Web site (Recovery.gov) to  foster greater accountability and transparency in the use of Recovery Act  funds. The Act directs that the Web site function as a gateway to key  information relating to the Recovery Act and provide links to other  government Web sites with related information. The information that is  provided by recipients in accordance with the reporting requirements  under section 1512 is made available to the public on Recovery.gov.
The Act created broad requirements for recipient reporting. Specifically,  the Act requires, among other types of information, that recipients report  the total amount of Recovery Act funds received, associated obligations  and expenditures, and a detailed list of the projects or activities supported  by Recovery Act funds. For each project or activity, the detailed list must  include the name and description of the project or activity, an evaluation of  its completion status, and an estimate of the number of jobs created and  the number of jobs retained through that project or activity. The prime  recipient, which for these education programs is the state, is responsible  for the reporting of all data required by section 1512 of the Recovery Act.
To implement recipient reporting requirements, OMB worked with the  Recovery Board to deploy a nationwide system for collecting data  submitted by the recipients of funds. One of the functions of the Recovery  Board was to establish a Web site and to publish a variety of data, including  recipient data once it has been reviewed by the relevant federal agencies.  These data, collected through www.FederalReporting.gov, are made  available to the public for viewing and downloading on www.Recovery.gov.  The Recovery Act set a demanding schedule for implementing  Recovery.gov, requiring the Recovery Board to establish the Web site  within 30 days of the law’s enactment. The Recovery Board’s goals for this  Web site are to promote accountability by providing a platform to analyze  Recovery Act data and to serve as a means of detecting fraud, waste, and  abuse by providing the public with accurate, user-friendly information.
Recipients are required to submit their section 1512 reports within 10 days  of the end of each quarter. Federal agencies then review the reports for  significant errors and missing information, and as required by law, make  them available on Recovery.gov within 30 days of the end of each quarter.  For the programs discussed in this report, information was submitted by  recipients for the quarter ending March 31, 2010 and posted on  Recovery.gov on April 30, 2010.
section_title: OMB Provided General Guidance, and Education Provided Guidance with Suggested Standard Language
subsections: section_title: OMB Provided General Guidance for Recovery Act Programs across Agencies
paragraphs: OMB provided recipients guidance through memorandums, supplemental  materials, and reporting instructions. Specifically, starting for the period  ending September 30, 2009 (and repeated for the quarters ending December  31, and March 31), OMB’s reporting instructions specified that recipients  must provide, among other things,   the project name, which should be brief and descriptive;   a project description that captures the overall purpose of the award,  quarterly activities, and expected outputs and outcomes or results;  an award description that describes the overall purpose, expected  outputs, and outcomes or results of the award, including significant  deliverables and, if appropriate, units of measure;  a jobs created description that captures the types of jobs created or   the project status, which was specified as not started, less than 50  percent complete, completed 50 percent or more, or complete;   an activity description, which categorizes projects and activities; the amount of the award; and   the primary place of performance, which is the physical location of  award activities.
Four of these fields—project name, description of jobs created, quarterly  activities/project description, and award description—are narrative fields.  In its December 2009 guidance to heads of executive departments and  agencies, OMB stated that the narrative information must be sufficiently  clear to facilitate the general public’s understanding of how Recovery Act  funds are being used.
As we reported in our May 2010 transparency report, OMB provided  guidance that required general information that could be applied broadly  across a wide range of recipients. OMB defined narrative fields to solicit  high-level information that is not specific to a single program. OMB  officials also told us the agency created generic reporting guidance that  would provide basic guidance for recipient reporting and that individual  agencies could provide supplemental guidance—that was more specific to  their program characteristics—if the agency considered additional  guidance necessary.
section_title: Reporting Mechanism Limits the Amount of Information on Local Project Descriptions
paragraphs: Detailed information on how subrecipients are spending their Recovery Act  funds is limited, in part because data collection for Recovery.gov, through  FederalReporting.gov, does not provide specific narrative fields for  collecting information on how each subrecipient is using its funds.   Because OMB and Education guidance instructs prime recipients to  include information about subrecipients in the information they report on  FederalReporting.gov, a state is required to report information that  captures the overall purpose of the award, including how subrecipients  have used the funds. Information required about each subrecipient is  limited to basic information, such as award amounts and place of  performance. Our May 2010 report notes that this practice is not consistent  with the requirement in the Act to report a detailed list of all projects and  activities, each having its own name, description, completion status, and  potential outcomes. In addition, we reported that requiring information on  status, outcomes, or other items without information on subrecipient  activities may convey an incomplete impression of how funds are being  used.
Furthermore, FederalReporting.gov restricts the amount of information  prime recipients can report. Prime recipients are allowed to input up to  4,000 characters for each narrative field. While this limitation may not  affect grants that provide funds for limited projects and activities, some  states have thousands of subrecipients for each of these three education  grants. For example, California’s SFSF grant has over 1,500 subrecipients.  Providing detailed information on how each subrecipient is using the funds  within the character limitation would be extremely challenging, if not  impossible for some states. Because of these complexities, OMB officials  allowed individual federal agencies to provide program-specific guidance  that was tailored to the awards made under their programs, if the agency  determined such guidance was necessary. They noted, however, that while  information on subrecipient activities and fund uses may not be specifically  included on Recovery.gov, the information included in the prime recipient  reports should, as a whole, represent the entire grant, including  subrecipient information. They told us that they will continue to evaluate  and update guidance on Recovery Act reporting requirements, but that they  do not have plans to require more information on subrecipients. The  officials emphasized the need to balance transparency with the burden of  recipient reporting.
section_title: Education Provided Standard Language to Ease State and Local Reporting Burden
paragraphs: Education developed guidance and tip sheets with suggested text for  recipients to use when reporting on Recovery Act funds. Education  officials reported they provided this information to recipients to ease the  burden of Recovery Act reporting. For example, each prime recipient is  required to submit information each quarter for over 60 data elements for  each Recovery Act grant it receives. Since the Act funded multiple formula  grants to states, many were required to submit as many as nine reports  totaling up to approximately 540 required data elements.  Several state  officials told us that including subrecipient information in their reporting  required additional resources and time. For example, Colorado officials  told us that summarizing information from nearly 300 separate subrecipient  reports was their biggest challenge in compiling and reporting on the data  required by section 1512.
In its tip sheets, Education provided suggested standard language that  recipients could use when reporting on three of the four narrative fields.  Education officials told us they provided the language for the project name,  award description, and quarterly activities/project description fields in  order to balance the reporting burden with transparency by providing  information on the grants without requiring each recipient to develop its  own information. The only narrative field without this language was the  description of jobs created. Officials told us that information in the  description of jobs created field needed to be individualized for each grant  and therefore standard language would not be appropriate for that field.   Education’s guidance and tip sheets—including the suggested standard  language—were reviewed and approved by OMB.
For each of the three programs we reviewed, the standard language for two  of the narrative fields in the recipient reports—award description and  quarterly activities/project description—is worded almost exactly the  same. By using the suggested text for both the award description and  quarterly activities/project description narrative fields, recipients duplicate  the generic information and lose an opportunity to provide information on  how they are using their grant funds. For example, Education’s tip sheet for  IDEA Part B instructs recipients to enter “Assist States in providing special  education and related services to children with disabilities in accordance  with Part B of the IDEA.”
While this information does provide the public with a general description of  whom the program serves (children with disabilities), and its purpose  (providing special education and related services), it does not provide  information on what specific activities or programs are being funded by the  grant. Therefore when states use the standard language, the public cannot  discern if the grant is paying for additional teachers, textbooks, installation  of wheelchair accessible ramps, creating a tutoring program, providing  professional development, purchasing technology, or any of the activities  allowed by IDEA Part B. (See table 1 below for standard language.)
section_title: Few State Project Descriptions Fully Met Our Criteria for Transparency; Many Only Used Education’s Suggested Standard Language
paragraphs: We found that 9 percent of the awards for the three programs we reviewed  were transparent—that is, they had sufficiently clear and understandable  information on the award’s purpose, scope, location, award amount, nature  of activities, outcomes, and status of work. We determined that 13 percent  contained most, but not all, of this information. However, the majority (78  percent) of descriptions for all three programs we reviewed had limited  information—that reduced the public’s ability to understand how the funds  were being used—because they primarily relied on Education’s standard  language to describe how they spent their Recovery Act funds. We also  found that many states and LEAs made information on their grants  available to the public through mechanisms other than Recovery.gov.
subsections: section_title: Descriptions That Fully Met Our Transparency Criteria Went beyond Standard Language and Contained Sufficient Information on Local Fund Use
paragraphs: A few of the descriptions (9 percent) fully met our transparency criteria  because their project descriptions included information on subrecipient  use of funds. To assess the extent to which descriptions of awards  transparently described how funds were being used, we developed a  transparency assessment based on the Recovery Act; OMB’s guidance,  including OMB’s Recipient Reporting Data Model; the Federal Funding  Accountability and Transparency Act of 2006; and professional judgment.  (See app. VII for additional information on how we developed our  transparency assessment.) Similar to our May 2010 transparency review,  we identified key fields on Recovery.gov that describe the uses of Recovery  Act funds, including project name, award description, and quarterly  activities/project description. In addition to these fields, we reviewed the  description of jobs created field, in which prime recipients were advised by  Education to briefly describe the types of jobs created or retained. In  December 2009 we reported in our congressionally mandated bimonthly  review of Recovery Act funds that retaining and creating jobs was the  primary use of funds by LEAs across the three education programs.
In assessing transparency, we reviewed all available prime recipient award  records on Recovery.gov as of April 30, 2010, for the three education  programs covered in this review. To apply our transparency criteria to  award information, we looked for information on the general purpose of  the award (e.g., retaining funding for K-12 schools or programs) and the  nature of activities being conducted (e.g., purchase of educational  technology or training of instructional support staff) in the fields we  reviewed on Recovery.gov. We also looked for information on where  award activities are being conducted, the amount awarded, the status  (percentage complete), what is expected to be achieved (outcomes), and  the scope (e.g., number of schools or students covered by the project).
Using these seven attributes and our professional judgment, we assessed  information in the selected data fields collectively for understandability,  clarity, and completeness to determine whether they met our transparency  criteria. We did not find any descriptions that did not include at least some  of the information needed to inform the public. (See table 2.)
States that were able to provide enough detailed information to fully meet  our transparency criteria made few or no awards to subrecipients and/or  they reported that their subrecipients used Recovery Act funds for a limited  purpose, such as teacher retention. For example, Hawaii, which has only  one LEA,  provided information on its use of Recovery Act ESEA Title I  Part A funds that was clear and included sufficient detail for the general  public to understand the award’s purpose, scope, location, award amount,  nature of activities, outcomes, and status of work (see table 3). Specifically,  the description of the award notes that the funds were used for continued  support of the state’s Extended Learning Opportunities program, which  served 8,018 economically disadvantaged students across 90 campuses  statewide. The state also reported on a number of outcomes from its  Recovery Act ESEA Title I, Part A fund use, including student improvement  over the course of the program, as well as jobs created.
Thirteen percent of descriptions by states included most, but not all  information needed to allow the public to understand how Recovery Act  education funds were being used. For example, Kentucky’s information for  its Recovery Act ESEA Title I, Part A award met all elements of our  transparency criteria except for outcomes (see table 4). Specifically,  Kentucky’s description reported that its LEAs primarily used these funds  for job retention across a number of occupational types. However, while  the purpose of these funds is clear, “to improve the teaching and learning of  targeted low performing students and schools,” it is not clear what specific  outcomes had resulted or were expected to result from their fund use (for  example, averting staff layoffs, preventing teacher furloughs, or  maintaining current class size).
Most states (78 percent) only partially met our transparency criteria  because their description contained much less information and met only a  few attributes of our criteria. For example, Alaska’s description does not  provide sufficient information on what project activities were supported  and what outcomes resulted from the use of these funds to enable the  public to understand how it is using Recovery Act funds (see table 5). While  Alaska does provide jobs-related information in terms of the number of  jobs created or retained, the information is not clear as to whether or not  job creation or retention was the only or primary use of its Recovery Act  SFSF education stabilization funds.
We found that for all three education programs, descriptions that contained  only Education’s suggested standard language were less transparent than  those that entered information specific to the program and activities  conducted in their states. Education’s reporting guidance provided  standard language for the quarterly activities/project description field but it  did not contain instructions or guidance for recipients to describe how  funds were being used by subrecipients. For example, the suggested  language for the ESEA Title I, Part A program instructed states to enter  “Improve teaching and learning for students most at risk of failing to meet  State Academic Achievement Standards.” While the use of such language  by states may facilitate the process of reporting their section 1512 data (i.e.,  reduce the reporting burden), it does not provide information on what  funds are being spent on (e.g., professional development, technology, or  testing assessments) and it provides the public with little information on  how funds are being used at the local level. For example, we collected  information from seven LEAs in Texas that reported they used ESEA Title I,  Part A Recovery Act funds for technology purchases for at-risk students,  but the information in Texas’ Recovery Act ESEA Title I, Part A project  description contains only the standard language discussed above.
Our May 2010 report made several recommendations to OMB with the goal  of helping the public gain a better understanding of how Recovery Act  funds are being spent. One of those recommendations was that OMB work  with executive departments and agencies to ensure that supplemental  guidance (like Education's tip sheets) provides for transparent descriptions  of funded activities. OMB agreed with these recommendations and  reported that it is making plans to address them.
section_title: Many States and LEAs Made Information on Their Grants Available to the Public in Addition to the Information on Recovery.gov
paragraphs: All 15 states and the District of Columbia we visited have mechanisms to  provide the public with information about uses of award funds. The states  reported that the information is available online through, for example, state  Recovery Act Web sites or state department of education Web sites. Some  states also included information on these Web sites about frequently asked  funding questions, subrecipient information, and expenditures to vendors.  Other states reported that they had additional mechanisms to make the  public aware of their uses of award funds. For example, officials in Arizona  reported that they issued press releases about uses of their SFSF education  stabilization funds, and Florida officials reported that they provided  information to the public during sessions of the state’s legislative  committees.
In addition, 14 of the 17 LEAs we visited made information available to the  public on how they were using their ESEA Title I, Part A, IDEA, Part B for  school aged children, and SFSF education stabilization funds. These LEAs  used different ways to report this information. The most common means  was through their Web sites or those of their state education agencies.  Other ways included disseminating information through public meetings.  For example, York, Pennsylvania presented expenditure data at school  board meetings, the District of Columbia Public Schools held parent  forums about the use of Recovery Act IDEA, Part B for school aged  children funds, and Springfield, Massachusetts held a public budget  presentation. In addition, some LEAs disseminated Recovery Act  information through newsletters. For example, Rock Round Independent  School District in Texas published a newsletter that included information  on the status and implementation of its Recovery Act funds.
section_title: Conclusions
paragraphs: Education faced an extraordinary task in developing the new SFSF  program and significantly expanding funding for ESEA Title I, Part A and  IDEA, Part B for school aged children while at the same time trying to  ensure that the information recipients report is transparent and useful to  the public. The transparency and understandability of descriptions on  Recovery.gov are important aspects of the Recovery Act as they provide a  key mechanism through which the public can understand how tax dollars  are being spent and what is likely to be achieved from these expenditures.  However, because descriptive information on how subrecipients are using  the funds is not included in the quarterly activities/project description field  on Recovery.gov, the public may not be able to clearly discern how  Recovery Act education funding is being spent in their state. Still,  Education officials noted that requiring states to report this information  could impose an undue reporting burden on many states, and may be  impossible for states that have high numbers of subrecipents because of  the reporting field character limitations built into the recipient reporting  system. Guidance on reporting requirements for Recovery Act grants that  pass through a prime recipient to a subrecipient should balance the need  for transparency with the reporting burden and these system limitations.  However, because Education’s suggested standard language for two  fields—award description and quarterly activities/project description—is  exactly the same, an opportunity for greater transparency is lost if  recipients use only this language. Providing more information than offered  in Education’s standard language, such as an overview analysis of how  localities are spending the funds and the anticipated results, could help the  public gain a better understanding of how the funds are being used.
section_title: Recommendation for Executive Action
paragraphs: In order to provide the public with more useful information on how  Recovery Act funds are being used, we recommend that the Secretary of  Education, in consultation with OMB, remove the standard language for  one field—the quarterly activities/project description field—from its  guidance and instruct states to include, to the extent possible, information  on how the funds are being used and potential project outcomes or results.
section_title: Agency Comments and Our Evaluation
paragraphs: Education provided comments on a draft of this report by email and agreed  with the information in our draft report and our recommendation.  Education noted that it strongly supports efforts to improve the  transparency and accountability of federal spending as exemplified by the  resources it devoted to executing the reporting process under section 1512  of the Recovery Act. Education reported that it was encouraged by our  finding that 100 percent of the Education descriptions we reviewed  included at least some of the information needed to meet our criteria for  transparency.
Education noted that our report clearly describes the challenge states face  in providing detailed information on the uses of funds without creating  undue burden because programs are primarily executed by local  educational agencies (LEAs) and because the current reporting mechanism  restricts the amount of information that states can report. Education  emphasized, as stated in our report, that it would be extremely burdensome  and challenging, if not impossible, for many states to provide detailed  information for each LEA. Finally, Education agreed to work toward  implementing our recommendation of increasing the transparency of  descriptions required by recipient reporting while balancing the reporting  burden on states.
As agreed with your office, unless you publicly announce the contents of  this report earlier, we plan no further distribution until 30 days from the  report date. At that time, we will send copies to the Secretary of Education  and interested congressional committees.
In addition, the report will be available at no charge on GAO’s Web site at  http://www.gao.gov. Please contact me at (202) 512-7215 or  ashbyc@gao.gov if you have any questions about this report. Contact points  for our Offices of Congressional Relations and Public Affairs may be found  on the last page of this report.
section_title: SFSF Education Stabilization Funds Prime Recipient Review and Descriptions
paragraphs: The State Fiscal Stabilization Fund (SFSF) included approximately $48.6  billion to award to states by formula and up to $5 billion to award to states  as competitive grants. The Recovery Act created the SFSF in part to help  state and local governments stabilize their budgets by minimizing  budgetary cuts in education and other essential government services, such  as public safety. Stabilization funds for education distributed under the  Recovery Act must first be used to alleviate shortfalls in state support for  education to local educational agencies (LEA) and public institutions of  higher education (IHE). States must use 81.8 percent of their SFSF formula  grant funds to support education (these funds are referred to as education  stabilization funds) and must use the remaining 18.2 percent for public  safety and other government services, which may include education (these  funds are referred to as government services funds). After maintaining  state support for education at fiscal year 2006 levels, states must use  education stabilization funds to restore state funding to the greater of fiscal  year 2008 or 2009 levels for state support to LEAs and public IHEs. When  distributing these funds to LEAs, states must use their primary education  funding formula, but they can determine how to allocate funds to public  IHEs. In general, LEAs maintain broad discretion in how they can use  education stabilization funds, but states have some ability to direct IHEs in  how to use these funds.
subsections: section_title: Eighteen Percent of SFSF Descriptions Met Our Transparency Criteria
paragraphs: We assessed the transparency of descriptive information for SFSF awards  available on Recovery.gov. We found that   18 percent met our transparency criteria,  12 percent significantly met our criteria,   69 percent partially met our criteria, and  zero percent did not meet our criteria.
Given that few descriptions met our transparency criteria we conducted a  national survey of school districts to discover how they are using the funds.  The information on SFSF is found in appendix IV.
section_title: SFSF Descriptions That Met Our Transparency Criteria
paragraphs: The following award descriptions contained sufficient information on  general purpose, scope and nature of activities, location, and expected  outcomes to meet our transparency criteria. The award description  information is taken directly from Recovery.gov. We did not edit it in any  way, such as to correct typographical or grammatical errors.
EXECUTIVE OFFICE OF THE STATE OF COLORADO State Fiscal Stabalization Fund-Education Grants, Recovery Funds Education Fund - for the support of public elementary , secondary, postsecondary and, as  applicable, early childhood education programs and services.
The State of Colorado awarded public Institutes of Higher Education Stabilization dollars for  Fiscal Years 2008-2009 and 2009-2010 in order to maintain the State's financial support to  public education. Currently, the Institutes of Higher Education have sought reimbursement  for over 50% of the currently awarded funds.
As stipulated by the U.S. Department of Education, State Fiscal Stabilization Funds were  primarily utilized to provide support for salaries and benefits related to the classroom and  laboratory instruction, student services and administrative support within the Colorado  public university system. As such, the majority of the positions covered related to the  Professorial job series as well as Graduate Teaching Assistants. Other positions supported  included accountants, administrative assistants, general professionals, IT support staff, as  well as college and central level administrators.
Place of performance (city, state, zip code) Denver, Colorado  802031792 More than 50% Completed State Fiscal Stabilization Fund-Education Fund $823661223 Education Fund-for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
No activity this quarter. Funds expended in calendar year 2009 were used to restore state  funding levels for LEAs in accordance with the submitted state plan. Distributions for IHEs  planned in future quarters.
No funds expended this quarter.
Place of performance (city, state, zip code)
More than 50% Completed STATE FISCAL STABILIZATION FUND-EDUCATION GRANTS, RECOVERY FUNDS Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
Funds are being used to support K-12 and post-secondary education throughout the  Commonwealth of Kentucky. We have established Memorandum of Agreements (MOAs)  with ten sub-recipients. The sub-recipients are the Kentucky Department of Education  (KDE) and the 9 public universities in KY. We expect KDE to interface with the school  districts across the Commonwealth for K-12. They collect financial information and job  creation data and report that to our office in the Finance & Administration Cabinet. The  universities report similar data to our office. We review that data and file the required 1512  reports. As reported on the sub-recipient tab of this report, all of the sub-recipients have  incurred expenses and received reimbursement through ARRA funds.
Local educational agencies (LEA) primarily used the funds to retain certified and classified  positions in their school districts such as: elementary, middle and high school teachers,  alternative school teachers, elementary, middle, and high school counselors, nurses,  elementary, middle and high school librarians, math and science teachers, curriculum  coordinators, technology coordinators, clerical staff, elementary, middle and high school  resources teachers, speech language pathologists, arts and humanities teachers,  instructional assistants, full-day kindergarten teachers, preschool program positions, and  district coordinators. The retained positions allowed LEAs to maintain the same level of staff  support as from the previous year. Also, two of the nine public universities that are sub- recipients used ARRA funds to pay the salaries of some full-time faculty.
Place of performance (city, state, zip code) Frankfort, Kentucky  406013410 More than 50% Completed TREASURY, LOUISIANA DEPARTMENT OF THE State Fiscal Stabilization Fund-Education Fund The grant is used for creating and/or retaining educational jobs and programs by  supporting staff salaries for teachers, faculty, professors, professional, and support  employees in higher education and public elementary secondary and postsecondary  educati The grant provides support of institutes of higher education, public elementary secondary  and postsecondary education, and, as applicable, early childhood education programs and  services to continue educating the citizens of the state.
The majority of the jobs retained and/or created are instructional jobs (teachers, faculty,  and professors). Other jobs created are for pupil support, operational support, school  administration, and clerical or service worker related. Retaining educational jobs during an  economic downturn ensures the continued education of the youth in the state. Education is  a major economic driver and vital for the success of the state's and country's economy.
Place of performance (city, state, zip code)
Baton Rouge, Louisiana  708025243 More than 50% Completed State Fiscal Stabilization Fund - Education Fund State Fiscal Stabilization Fund - Education Fund: For the support of public elementary,  secondary, and postsecondary education and as applicable, early childhood education  programs and services.
Place of performance (city, state, zip code) Helena, Montana  596200801 More than 50% Completed NORTH DAKOTA, STATE OF State Fiscal Stabilization - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
North Dakota used all education stabilization funds to restore state support for elementary  and secondary education to the FY 2009 level freeing up state funds for other one-time  school district infrastructure investments.
North Dakota distributed ARRA education stabilization funds through the state's school aid  funding formula. All school districts agreed to apply the share of the state school aid formula  funding identified as federal ARRA funds to instructional salaries. Instructional staff are  hired for a 'definite term with salaries paid out of Recovery Act funds and the remaining  portion with non-Recovery Act funds. Using the guidance provided in M-10-08 (Part2.5.8),  the 'Number of jobs* reporting uses an alternative calculation in which an adjustment is  made to the FTE number to match the appropriate percentage of Recovery funding. The  'Number of jobs* calculation is for the entire project and will be used for each reporting  quarter.
Place of performance (city, state, zip code) Bismarck, North Dakota  585050001 More than 50% Completed 175 STATE OF OKLAHOMA, THE State Fiscal Stabilization Fund - Education Fund.
Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
Education Budget Stabilization - Budget stabilization grant funds were used to supplement  state appropriations and other revenues used for the payment of public schools' and higher  education institutions' payroll costs. Funds were used pay a portion of the monthly payrolls  at numerous public schools at both the common education and higher education levels.
Funded a portion of public schools' and higher education institutions' FTEs by offsetting a  portion of the current year budget reduction.
Place of performance (city, state, zip code) Oklahoma City, Oklahoma  731054801 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF UTAH State Fiscal Stabilization Fund: Education Fund Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
Retain 1,259.69 full-time-equivalent administrative, support and faculty positions within  Utah's Higher Education System; 110.7 full-time-equivalent administrative and faculty  positions within Utah's Applied Technology College; and 1,717.77 full-time-equivalent  teaching positions within Utah's Local Education Agencies in order to maintain quality  education programs and student support services within Utah's education system.
Instructional, teaching and administrative positions for Local Education Agencies (1,717.77  FTEs), Higher Education Institutions 1,259.69 FTEs) and Applied Technology Colleges  (110.7 FTEs) within the State of Utah.
Place of performance (city, state, zip code) Salt Lake City, Utah  841142210 More than 50% Completed 130 EXECUTIVE OFFICE OF THE STATE OF WYOMING State Fiscal Stabilization Fund - Education Stimulus Phase 1 of the State Fiscal Stabilization Fund-Education Grant program, as amended,  allocates stabilization funds to the University of Wyoming and the stateï¿½s seven community  colleges. Specifically, funding will be used by IHEs for education and general expenditures, in  such a way as to mitigate the need to raise tuition and fees, and for modernization, renovation  or repair of facilities primarily used for instruction or research. Wyoming's amended Phase II  application, which is waiting approval, reduced the amount designated for educational  purposes from $67,507,805 to $57,568,071. At March 31, 2010, the remaining balance of the  Education Grant funding, $10,052,126, has not been allocated by the Governor.
State Fiscal Stabilization Fund - Education Grant program, as amended, provides funding to  the State's IHEs: the University of Wyoming and the state's seven community colleges.  Allocated funding will be expended during FY 2011. The Governor's office has finalized  agreements for renovation, modernization or repair of facilities and general education  operations funding which outline the special ARRA contracting provisions, reporting  requirements and limitations on qualifying expenditures. The state's IHEs executed  agreements for renovation, modernization or repair of facilities with the Governor on February  24th and March 3rd, 2010. It is anticipated that the IHEs' general education operations  agreements will be signed by April 2010. The balance of Wyoming's SFSF - Educaton Grant  funding, $10,052,126, has not been allocated by the Governor. At March 31, 2010, the State is  waiting approval of the SFSF Phase II application and has not expended any portion of the  education related SFSF resources. As a result, there are no activities currently funded by  SFSF- Education Grant resources.
Stabilization dollars will be used to fund top educational priorities for which a shortfall exists,  i.e., library acquisitions and instructional excellence. Instructional excellence would cover  general education costs such as support budgets and student lab equipment. A large amount  of these funds will be used for removation, modernization, or repair of facilities dedicated for  instruction and research. It is anticipated that a substantial number of jobs would be created or  retained through this renovation effort.
section_title: SFSF Descriptions That Significantly Met Our Transparency Criteria
paragraphs: The following award descriptions contained most but not all details on one  or more of the following pieces of information necessary to facilitate  general understanding of the award, based on our criteria: general purpose,  scope and nature of activities, location, or expected outcomes. The award  description information is taken directly from Recovery.gov. We did not  edit it in any way, such as to correct typographical or grammatical errors.
State Fiscal Stabilization Funds - Education Grants, Recovery Funds Education Fund - For the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
Support elementary, secondary and postsecondary, and early childhood education programs;  Hire and retain teachers and reduce potential layoffs; cover budget shortfalls or gaps in  state's budgets and restore funding cuts to programs; improve student achievement through  school improvement and reform; make progress toward rigorous college-and career-ready  standards, including English Language for Learners (referred to hereafter as ELL) and  Individuals with Disabilities Education Act (referred to hereafter as IDEA); establish Pre-K to  College and Career Data Systems; make improvements in teacher effectiveness and  equitable distribution of qualified teachers; provide intensive support and effective  interventions for the lowest performing schools.
Instructors/faculty, EMT Program Coordinator, Librarian, Website Coordinator, Associate  Director of Planning and Research, Administrative Staff, Janitorial Staff, Coach, Security  Staff, Child Development Coordinator, Principals, Certified School Personnel, School Support  Personnel, and Professors.
Less Than 50% Completed OFFICE OF THE GOVENOR, ARIZONA OFFICE OF ECONOMIC RECOVERY, THE State Fiscal Stabilization Fund - Education Grant Funds Education Fund – for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
In previous quarters this funding was used to create or save education jobs at K-12,  Community College, and Higher Educational institutions. The timing of these disbursements  are such that no payments were made during this reporting period and thus there were no  programmatic activities this quarter. Further, on October 29, 2009 the State of Arizona’s  amendment to the Statewide Cost Allocation Plan (SWCAP) was approved by the  Department of Health & Human Services Division of Cost Allocation. The approved  amendment granted the State of Arizona the ability to charge the estimated ARRA  administrative costs for the period beginning February 17, 2009 through June 30, 2013. A  portion of this agreement’s share of the SWCAP expenses was drawn down and expended  during this quarterly reporting period and thus this activity is captured in the financial  transactions in this report. Jobs and quarterly activities may appear disproportionate to the  overall funds drawn down and expended due to this SWCAP reconciliation.
In previous quarters this funding was used to create or save education jobs at K-12,  Community College, and Higher Educational institutions. The timing of these disbursements  are such that no payments were made during this reporting period and thus no jobs were  created or saved this quarter. Further, on October 29, 2009 the State of Arizona’s  amendment to the Statewide Cost Allocation Plan (SWCAP) was approved by the  Department of Health & Human Services Division of Cost Allocation. The approved  amendment granted the State of Arizona the ability to charge the estimated ARRA  administrative costs for the period beginning February 17, 2009 through June 30, 2013. A  portion of this agreement’s share of the SWCAP expenses was drawn down and expended  during this quarterly reporting period and thus this activity is captured in the financial  transactions in this report. Jobs and quarterly activities may appear disproportionate to the  overall funds drawn down and expended due to this SWCAP reconciliation.
Place of performance (city, state, zip code) Phoenix, Arizona  850072812 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF ARKANSAS State Fiscal Stabilization Fund - Education Grants Education Fund-for the support of public elementary, secondary, past secondary  education, and, as applicable, early childhood education programs and services.
Place of performance (city, state, zip code)
Little Rock, Arkansas  722010000 Less Than 50% Completed PLANNING AND RESEARCH, GOVERNOR'S OFFICE OF State Fiscal Stabilization Fund - Education Fund SFSF-Education Fund - for the support of public elementary, secondary and postsecondary  education, and, as applicable, early childhood education programs and services.
SFSF - Education State Grants Recovery Act funds were provided to help stabilize State and  local budgets in order to mitigate and avoid reductions in education and other essential  services in exchange for a State’s commitment to advance essential education reform in four  areas: (1) making improvements in teacher effectiveness and in the equitable distribution of  qualified teachers for all students, particularly students who are most in need; (2) establishing  pre-K-to-college-and-career data systems that track progress and foster continuous  improvement; (3) making progress toward rigorous college- and career-ready standards and  high-quality assessments that are valid and reliable for all students, including limited English  proficient students and students with disabilities; and (4) providing targeted, intensive support  and effective interventions for the lowest-performing schools. Local Education Agencies were  able to use funds for activities previously authorized in various federal education acts.  Possible uses of the funds may include using them to avert layoffs of teachers and other  personnel; furthering education reform in the key areas of teacher quality, standards and  assessments; using longitudinal data to improve instruction; and supporting struggling  schools. With respect to postsecondary, the University of California used ARRA funds to  retain the University's state-funded workforce responsible for core operations - teaching,  research and public service. The California State University used ARRA funds to retain  positions in the areas of instruction, academic support, student services, institutional support,  and public services. The California Community Colleges used ARRA funds for workforce  salaries and academic and operating expenses at its local college campuses. 35323.480000000003 Jobs created or retained include 3547.13 classified jobs, 16139.08 certificated jobs, 286.16  vendor jobs, and 15351.11 IHE jobs. Classified jobs include non-teaching positions such as  food service, bus drivers, teacher assistants, custodians, office staff, librarians, and  instructional aides. Certificated jobs include teaching positions. Vendor jobs represent a  variety of different types of jobs. With respect to postsecondary, a total of 15351.11 FTE were  funded using ARRA funds as calculated using the OMB 'definite term guidance. The  positions funded at the University of California (UC) include 27.5% (an estimated 9,617.3  FTE) of the UC’s state-funded workforce responsible for core operations: teaching, research  and public service. CSU used funds to retain 5,254 FTE positions in the areas of instruction,  academic support, student services, institutional support, and public services. The California  Community Colleges (CCC) distributed funds to its 72 local campuses to be used for campus  expenses, including workforce payroll, instructional materials, and operating costs,  specifically funding 479.81 FTE jobs.
More than 50% Completed ADMINISTRATION, NEVADA DEPARTMENT OF State Fiscal Stabilization Fund - Education Fund Education Fund for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services Support of public postsecondary education. Includes 2 Universities, 1 State College and 4  Community colleges in Las Vegas, Reno/ Carson City and rural Nevada. Expenditures  supported include salary and benefits for instructional and support positions as well as  related expenses.
Using the methodology outlined in M-10-08, released 12/18/2009, the Nevada System of  Higher Education calculated the number of jobs retained (none were created) as 'one in  which the wages or salaries are either paid for or will be reimbursed with Recovery Act  funding.' (section 5.2). It should be noted that state fiscal stabilization funds account for  approximately 28% of the operating budgets of 7 institutions; however the allocation of  stabilization funds/ fund maps within those budgets was made July 1, 2009 and revised  through the year for accounting purposes only and does not reflect Board of Regents or  Legislative priorities on what positions would have been eliminated or what other cuts would  have been made had these funds not been available. The number of jobs retained  presented here only reflects positions that were paid for with recovery act dollars this  quarter and should not be interpreted as more than a financial accounting.
NEW YORK, STATE OF State Fiscal Stabilization Fund - Education Fund For the support of public elementary, secondary, and post secondary education and, as,  applicable early childhood education programs and services For the support of public elementary, secondary, and post secondary education and, as,  applicable early childhood education programs and services New York State primarily used the ARRA State Fiscal Stabilization Fund (SFSF) to restore  proposed cuts in school aid compared to earlier levels caused by the severe economic  recession effect on State tax revenues. Public school districts were eligible for the  Education Stabilization Fund (ESF) portion of the State Fiscal Stabilization Fund.
section_title: SFSF Descriptions That Partially Met Our Transparency Criteria
paragraphs: The following award descriptions did not contain sufficient details on one  or more of the following pieces of information necessary to facilitate  general understanding of the award, based on our criteria: general purpose,  scope and nature of activities, location, or expected outcomes. The award  description information is taken directly from Recovery.gov. We did not edit it  in any way, such as to correct typographical or grammatical errors.
Place of performance (city, state, zip code)
State Fiscal Stabilization Fund -- Education Fund.
Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
For Central Administration staff, 0.13 jobs created and 32.65 jobs retained. For  Teachers/Instructors/Department Heads staff, 51.05 jobs created and 2537.36 jobs  retained. For Paraprofessionals staff, 3.50 jobs created and 143.87 jobs retained. For  Clerical Support staff, 0.45 jobs created and 12.75 jobs retained. For Guidance Counselors  staff, 0.83 jobs created and 18.55 jobs retained. For School Nurse/Health Services staff,  0.00 jobs created and 3.00 jobs retained. For Maintenance Personnel staff, 1.00 jobs  created and 24.95 jobs retained. For Technical/Computer Specialists staff, 0.30 jobs  created and 5.00 jobs retained. For Library/Media staff, 0.00 jobs created and 13.48 jobs  retained. For Food Services staff, 0.50 jobs created and 0.00 jobs retained. For  Athletics/Coaches staff, 0.00 jobs created and 0.50 jobs retained. For Class Advisors staff,  0.00 jobs created and 0.50 jobs retained. For All Outside Consultants and Vendors except  for RESCs and SERC staff, 1.00 jobs created and 2.00 jobs retained. For the current fiscal  year, SFSF comprises 14.26 percent of the Education Cost Sharing (ECS) grant,  Connecticut's major education funding mechanism (9.19 percent from the Education State  Grants and 5.07 percent from Government Services).
Place of performance (city, state, zip code) HARTFORD, Connecticut  061061659 Less Than 50% Completed State Fiscal Stabalization Fund-Education Grants, Recovery Funds Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services For the support of public elementary, secondary, and postsecondary education and, as,  applicable, early childhood education programs and services.
Place of performance (city, state, zip code) Dover, Delaware  199010000 Less Than 50% Completed DISTRICT OF COLUMBIA, GOVERNMENT OF SFSF: Education Stabilization Fund Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
Funds are used for the support of public elementary, secondary, and higher education, and,  as applicable, early childhood education programs and services. These funds are used to  help restore for FY 2009, 2010, and 2011 support for public elementary, secondary, and  postsecondary education to the greater of the FY 2008 or FY 2009 level. The funds needed  to restore support for elementary and secondary education are run through the state's  primary elementary and secondary education funding formulae. The funds for higher  education go to the University of DC.
All reported jobs are for instructional, support services, and administrative positions within  District of Columbia school districts.
EXECUTIVE OFFICE OF THE GOVERNOR OF FLORIDA State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
The majority of the jobs saved and created related to instruction or instructional support.  Types of jobs included but were not limited to adjunct faculty, faculty, classroom teachers,  school-based administrators, clerical personnel, instructional aides, librarians/media  specialists, career specialists, supervisors, and paraprofessionals.
Place of performance (city, state, zip code) Tallahassee, Florida  323990400 Less Than 50% Completed State Fiscal Stabilization Fund â “ Education Fund Education Fund- for the support of public elementary, secondary, and postsecondary  education, as, applicable, early childhood education program and services.
For the support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
Place of performance (city, state, zip code) Atlanta, Georgia  303341600 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF HAWAII State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
State Fiscal Stabilization Funds, Education funds were used to retain teachers,  counselors,lecturers, teaching faculty, and support staff positions necessary to support the  State's public elementary, secondary, and postsecondary education programs. For the  State's public traditional schools, preference is for positions requiring a teaching license  that is assigned to a classroom and/or carry out an instructional role.
Place of performance (city, state, zip code) Honolulu, Hawaii  968132407 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF IDAHO State Fiscal Stabilization Fund-Educational Grants, Recovery Funds State Fiscal Stabilization Fund - Educationl Grants, Recovery Funds for higher educatin and  support of public elementary and secondary education (K-12) programs and services.
K-12 Education Fund for the support of public elementary and secondary education  programs and services. Higher Education to maintain publicly supported education  opportunities in the state.
Higher Education retained faculty, administrative and infrastructure support staff. K-12  66.61% Teacher/Teacher Aides, 8.79% Custodial/Maintenance, 8.44% School  Administraitive/Office Support, 5.76% Special Education Services, 2.75% District  Administrative/Office Support, 2.40% Student Transportation, 1.65% Guidance/Health  Workers, 1.51% Alternative School Programs, 0.98% Information Technology Workers,  0.64% Education Media Workers, 0.44% Extracurricular Program Workers, and 0.03% Child  Nutrition Workers.
Place of performance (city, state, zip code) Boise, Idaho  837200034 More than 50% Completed 150 .
State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
Management Occupations, Computer and Mathematical Occupations, Life, Physical, and  Social Science Occupations, Community and Social Service Occupations, Education,  Training and Library Occupations, Health Practitioners and Technical Occupations,  Protective Service Occupations, Food Preparation and Service Related Occupations,  Building and Grounds Cleaning and Maintenance Occupations, Personal Care and Service  Occupations, Sales and Related Occupations, Office and Administrative Support  Occupations, Construction and Extraction Occupations, Installation, Maintenance and  Repair Occupations, Production Occupations, Transportation and Material Moving  Occupations.
Place of performance (city, state, zip code) Springfield, Illinois  627770002 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF IOWA Fiscal Stabilization Fund - Education Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
Place of performance (city, state, zip code) Des Moines, Iowa  503190000 More than 50% Completed State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
Place of performance (city, state, zip code) Topeka, Kansas  666121590 More than 50% Completed State Fiscal Stabilization Fund - Education grants, Recovery Funds Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services. 149.80 FTE jobs were created or retained as a result of the ARRA funds for K - 12 public  education; 14 limited period teachers, 1 limited period SRO, 126.8 teachers, 1 Librarians, 2  School Resource Officers, and 4 educational technicians and 1 support person. Higher Ed  Total jobs 5.7 FTE are CMCC; Jalbert Hall Renovations 3 hours, CMCC; Parking Lot 82  hours, SMCC; Roofing Repairs 727.75 hours, SMCC; Heating Improvements 850.75 hours,  SMCC; Auto Tech Envelope Repair 144.50 hours, SMCC; Museum & Storage  Renovations 602.75 hours, SMCC; SEA Center 9.5 hours, SMCC; Salt Shed 9 hours  WCCC; Residence Hall Renovations 319 hours WCCC; Harol Howland Building  Renovations 45 hours, YCCC; Phone Modernization 87 hours YCCC; Rooftop HVAC Unit  Replacement 35.5 hours, YCCC; Emergency Generator Replacement 27 hours, Total;  2,942.75 hours/520 hours=5.7 FTE. For the University of Maine System jobs, 50.09 FTE  jobs were funded with State Fiscal Stabilization Funds. For narrative -- 39.43 FTE were  faculty and 10.66 were students.
State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, past secondary  education, and, as applicable, early childhood education programs and services.
Education Fund - for the support of public elementary, secondary, past secondary  education, and, as applicable, early childhood education programs and services.
Teaching positions (full time, substitute and tutors).
Place of performance (city, state, zip code) Baltimore, Maryland  212012595 Less Than 50% Completed State Fiscal Stabilization Fund - Education Stabilization Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
Commercial and Institutional Building Construction These funds have supported administrators, teachers, paraprofessionals, and staff  members in school districts across Massachusetts. In addition, these funds have supported  administrators, faculty members, and staff members at the state and community colleges  and the University of Massachusetts campuses.
Place of performance (city, state, zip code) BOSTON, Massachusetts  021331099 More than 50% Completed 483 STATE OF MICHIGAN, EXECUTIVE OFFICE OF THE State Fiscal Stabilization Fund-Education Fund Education Fund-for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education, and, as  applicable, early childhood education programs and services.
State Fiscal Stabilization Fund (SFSF) sub-recipients created and retained jobs in several  categories. The majority of sub-recipients retained jobs, indicating that they would have had  to lay off the positions that were retained by the use of SFSF monies. The following jobs  categories apply to the positions that were created and/or retained: K-12 Teachers in the  following subject areas - Language Arts, Science, Math, Physical Education, Social Studies,  Art, Music, Drama, Spanish, Computer Technology, English as a Second Language,  Business Management, Reading Recovery, English, Home Economics, Chemistry, Physics,  Economics, Government, U.S. History, World Languages, and General Education;  Supplemental Enrichment Instructors; Paraprofessionals; Bus Drivers; Custodians;  Mechanics; Administrative Professionals; School Librarians; School Counselors; Recess  Aides; Library Aides; Social Workers; Nurses; Hall Monitors; Athletic Directors; Media  Specialists; Literacy Coaches; Cooks; Technology Assistants; Principals; School  Administrators; Support Staff; Assistant Principals; and College Work Study Student  Positions.
Place of performance (city, state, zip code) Lansing, Michigan  489330000 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF MINNESOTA State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services. 4667.2399999999998 Types of jobs created or retained with this grant include administration/supervision,  counselor, educational speech/language pathologist, licensed instructional support, non- instructional support, non-licensed classroom personnel, non-licensed instructional support,  other, paraprofessional, school psychologist, school nurse, security specialist, social worker,  substitute teacher salaries, teachers, and cultural liaison. Types of jobs created or retained  in higher education include, professors, instructional lab assistants, administrative support,  graduate instructors, teaching specialists, adjunct instructors, lecturers, research and  teaching assistants, assistant scientists, personnel specialists, clinical specialists and  information technology professionals.
Place of performance (city, state, zip code) St. Paul, Minnesota  551551606 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF MISSISSIPPI State Fiscal Stabilization Fund - Education Grants For the support of elementary, secondary and postsecondary education and, as applicable,  early childhood education programs and services and local educational agencies in the state  of Mississippi.
Provided support for Local Education Agencies; teacher salaries and Institutions of Higher  Education faculty salaries, operating costs and student financial aid.
Classroom teachers, assistant teachers, lobrarians, guidance couselors, school  administrators. All LEA's used ARRA SFSF to reimburse salary expenditures for district  personnel.
Place of performance (city, state, zip code)
Place of performance (city, state, zip code) Lincoln, Nebraska  685094987 Less Than 50% Completed EXECUTIVE OFFICE OF THE STATE OF NEW HAMPSHIRE State Fiscal Stabilization Fund (SFSF) Education State Grants, Recovery Act Education Fund – for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
No funds paid for jobs during this reporting period.
These funds paid for jobs between 7/1/09 and 9/30/09. Using the definite term methodology,  510.23 jobs were created / retained in Q1 2010. Position types include teachers, support  staff at School Administrative Units across the states, as well as at the University of New  Hampshire system.
Place of performance (city, state, zip code) Concord, New Hampshire  033016312 More than 50% Completed NEW JERSEY, STATE OF State Fiscal Stabilization Fund-Education Fund Education Fund for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as,  applicable, early childhood education programs and services.
With regard to K-12 education, the following were the types of jobs created or retained:  instructional positions, student support positions, and administrative positions. With regard  to higher education, the following were the types of jobs created or retained: full-time faculty,  administrative/staff positions, clerical positions, part-time faculty/adjunct custodians,  police/security, and teaching assistants.
Place of performance (city, state, zip code) Trenton, New Jersey  086250001 More than 50% Completed SECRETARY OF STATE, NEW MEXICO STATE FISCAL STABILIZATION FUND - EDUCATION GRANTS, RECOVERY FUNDS Education Fund - for the support of public elementary, secondary, and postsecondary  education and as applicable, early childhood education programs and services.
Place of performance (city, state, zip code) SANTA FE, New Mexico  875012744 Less Than 50% Completed State Fiscal Stabilization Fund - Education Fund Education Fund- for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as,  applicable, early childhood education programs and services.
For the LEAs and Charter Schools these are the following job types: Teachers, Teacher  Assistants, Assistant Principals, Instructional Support, Clerical Personnel, Custodians, and  Transportation Personnel. For the Universities the job type was: Instructional Faculty.
Place of performance (city, state, zip code) Raleigh, North Carolina  276038001 Less Than 50% Completed EXECUTIVE OFFICE STATE OF OHIO State Fiscal Stabilization Fund - Education Fund Education Fund- for the support of public, elementary, secondary and post-secondary  education and, as applicable, early childhood education programs and services.
For the support of public, elementary, secondary and post-secondary education and, as  applicable, early childhood education programs and services. 8465.1499999999996 Elementary and Secondary Education: Teachers, school administrators, school counselors,  librarians, lunchroom personnel, school bus drivers, technology coordinators, secretaries,  educational aides, tutors, construction and renovation jobs. Higher education institutions  retained professional and support staff in the following functional areas of a campus budget:  instructional staff; academic support staff; student services staff; institutional support staff;  and plant operations and maintenance staff. No infrastructure funds were used for higher  education.
Place of performance (city, state, zip code) Columbus, Ohio  432154183 Less Than 50% Completed State Fiscal Stabilization Fund-Education Fund Education Fund -- for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of pubic elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
Teachers, instructional aides, and professors for Oregon public K-12 and university educational  institutions.
More than 50% Completed EXECUTIVE OFFICE OF THE COMMONWEALTH OF PENNSYLVANIA STATE FISCAL STABILIZATION FUND - ED GRANTS, RECOVERY FUNDS Education Fund – for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as,  applicable, early childhood education programs and services. 7875.5600000000004 Reflects sub-recipient submitted information on school administrators, teachers, student  aids and other educational support staff providing services detailed in the Project  Description for the current reporting quarter for this award.
Place of performance (city, state, zip code) Harrisburg, Pennsylvania  171012210 Less Than 50% Completed State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and, as  applicable, early childhood education programs and services.
Principal, Assistant Principal, Preschool Teacher, Kindergarten Teacher, Special Education  (Self Contained), Special Education teachers, Classroom Teacher, Media Specialist, Guidance  Counselor, Other Professional Instruction-Oriented, Adult Education Supervisor/Teacher,  Temporary Instruction Oriented Staff, Bookkeeper, Technology/IT Personnel, Professional  Development Director, Director of Technology, Coordinator, Federal Projects, Nurse, Director,  Attendance, Other Nonprofessional Staff, Assistance Superintendent, District Superintendent,  Supervisor Secondary Education, Director, Career and Technology Education, Special  Services Coordinator, Guidance Coordinator, Support Personnel, Library Aide, Kindergarden  Aide, Special Education Aide, Instructional Aide, Director, Communication/PIO, Instructional  Coach, Other District Office Staff, School-to-Work coordinator, Social Worker, Director of  Student Services, Purchased-Service Teacher, School Resource Officers, Bus Driver,  Custodian, Secretary, Certification Specialist, Clerical Assistant/Administration, Data  Specialist, SASI Clerk, Attendance Clerk, Parent Educator, Coordinator-REAL Project,  Security Monitor, Academic Success Tutors, Accountant/fiscal Analyst I, Admin Asst/Coord,  Administrators, Assistant Professor, Associate Professor, Campus Ambassadors, Cashier,  Cliniacal Assistant Professor, Community Intern Director, Community Interns, Curriculum  Coordinator I, Custodian, Development/Alumni, Executive, Facilities Worker, Faculty, Graduate  Staff Assistants, Grants Administration, Groundskeeper, Human Resources Staff, Information  Technology, Instructors, International Recruitment Mgr, Laboratory Manager, Law  Enforcement Officer I, Librarians, Mail Room Clerk, Master Instructor/Trainer, Multicultural  Outreach Coord., Professor, Program Coordinator II, Receptionist/Admin Asst., Records/Info  Resource Asst., Regional Admissions Associates, Research Assistant Professor, Sponsored  Award Management, Student Svcs Prog Coord II, Support, Visitors Center Staff,  Administration; Administration Specialist; Bookstore Specialist; Cashier; Counselor;  Foundation Associate; Job Developer; Procurement Officer; Coordinator; Adjunct Instructor;  Business Instructor; Math Instructor; Transitional Studies Columbia, South Carolina  292112267 Less Than 50% Completed SOUTH DAKOTA, STATE OF State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
For the support of public elementary, secondary, and postsecondary education and as  applicable, early childhood education programs and services.
Colleges, Universities, and Professional Schools Staff to provide the opportunity for maximum citizen access to appropriate, high quality  collegiate and university degree programs.
Pierre, South Dakota  575015007 More than 50% Completed EXECUTIVE OFFICE OF THE STATE OF TENNESSEE State Fiscal Stabilization Fund - Education Fund The SFSF Education Fund helps states restore support for public elementary, secondary, and  postsecondary education and, as applicable, early childhood programs and services.
Activities conducted under the SFSF Education Fund include maintaining educational,  administrative, clerical, support, professional, teaching and other positions essential to the  delivery of public education in Tennessee's K-12 and higher education systems. 4706.8199999999997 TDOE: Teachers, K-12 Higher Education: Support staff, Professional support staff,  Professional support temporary, Student workers, Adjunct faculty, Overload faculty,  Accountant, Instructor of Engineering, Lecturers, Professors, Student assistant, Administrative  staff, Graduate Assistants, Graduate Teaching Assistants, Instructors, IT technicians, Director,  Extension agents, Post retirement appointments, Coordinator, IT Administrator, Graduate  Research Assistants, Service Aides, Research Associates, Research Technician, Clerical  positions, Professional positions, Academic Faculty positions, Technology, Foundations  Instructor, Counselors, Part-time Instructors, Receptionists, PT Faculty Welding Instructor, PT  Dental Assistant Instructor, Secretaries, Federal Work-Study Positions, Admissions Office  clerical, Asst Dir of Fin Aid, Clinical Assistant, Custodians, Director, Executive Aides, Financial  Aid, Counselor, Financial Management Analyst, Forensic Tech, Full Time Adjuncts, GME  Coordinator, Graduate Program Specialist, Info Res Tech, Int Med/Psych, Internal medicine,  Lab Coordinator, Lecturers, Manager, OB/GYNs, Office Coordinator, Post Doc, Psychiatry,  Research Specialist, Technical Clerk, Hourly Temps, Visiting Assistant Professors, Financial  Management Analyst, Executive Aides, Student Help Staff, Temporary clerical support,  Accountant, Consultant, Extension Agents, IT Administrator, Visiting Scholar, Temp hourly  instructional, website developers.
Less Than 50% Completed GOVERNOR, TEXAS OFFICE OF THE State Fiscal Stabilization Fund -Education Fund.
Education Fund- for the support of public elementary, secondary, and post secondary  education and, as, applicable, early childhood education programs and services.
Education Fund- for the support of public elementary, secondary, and post secondary  education and, as, applicable, early childhood education programs and services.
Instructional and non-instructional staff employed by school districts and open enrollment  charter schools, including teachers, educational aides, support staff, administrators,  counselors, librarians, school nurses, federal program directors and speech pathologists.
Place of performance (city, state, zip code) AUSTIN, Texas  787011935 Less Than 50% Completed 1181 EXECUTIVE OFFICE OF THE STATE OF VERMONT State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public, elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
Education Fund- For the support of public, elementary, secondary, and postsecondary  education and, as applicable, early childhood education programs and services.
Preschool/PreKindergarten Teachers, Kindergarten Teachers, Elementary Teachers  (Grades 1-6), Secondary Teachers (Grades 7-12), Teachers of Ungraded Classes (include  EEE, Special Ed.), Teachers Aides - (PAID only), Guidance Counselors/Directors - Elem  (Grades 1-6), Guidance Counselors/Directors - Sec (Grades 7-12), Nurses, Admin.  Assists., Clerical & Secretarial Support Staff, Athletic Directors, Audiovisual & Instructional  Technology Staff, Librarians, School Library Support Staff, Superintendents, Assistant  Superintendents, Principals, Assistant Principals, Business Managers, Maintenance and  Security. Although it is impossible to know whether these jobs or others would have been  eliminated in the absence of ARRA-funding, these jobs were in existence and are  maintained with funds which will be reimbursed from the State Fiscal Stabilization Fund.  Since only expenditures of ARRA funds received are reportable by the State, the  expenditures made by the State will be reported in the period in which the federal ARRA  reimbursement for those expenditures is made.
Place of performance (city, state, zip code) Montpelier, Vermont  056090003 Less Than 50% Completed State Fiscal Stabilization Fund (SFSF) - Education State Grants, Recovery Act State Fiscal Stabilization Fund (SFSF) - Education State Grants, Recovery Act To support  and restore funding for elementary, secondary, and postsecondary education and, as  applicable, early child hood education programs and services in States and local ed For the support of public elementary, secondary, and postsecondary education and, as,  applicable, early childhood education programs and services. 6357.1000000000004 Jobs accounted for during the quarter ended 3/31/2010 represent employment types  including: 5981.1 teachers, 2 bus drivers, 15.5 technology support, 36.8 Principals, 93.6  instructional assistants, 16.8 guidance councelors, 15 librarians, 67.5 aids, 50.8 clerical staff,  11 custodians, 9.3 truancy officers, 6 nurses, and 51.7 other. This total is made up of 6235.4  saved positions and 121.7 created positions.
Less Than 50% Completed EXECUTIVE OFFICE OF THE STATE OF WASHINGTON State Fiscal Stabilization Fund - Education Fund Education Fund - for the support of public elementary, secondary, postsecondary education,  and, as applicable, early childhood education programs and services For the support of public elementary, secondary, postsecondary education, and, as  applicable, early childhood education programs and services.
K-12 education staff, including certificated teachers, teacher/classroom aides and other  classified staff (administrative assistants, building operations, information services and other  technical staff).
Place of performance (city, state, zip code) Olympia, Washington  985040002 Less Than 50% Completed State Stabilization Fund- Education Fund Education Fund - for the support of public elementary, secondary, and postsecondary  education and, as, applicable, early childhood education programs and services.
For the support of public elementary and secondary education and, as applicable, early  childhood education programs and services. 3937.3600000000001 Jobs created and retained include teachers, education aides, administrative assistants,  custodians, bus drivers, principals, and information technology specialists.
section_title: IDEA Part B for School Aged Children Prime Recipient Review and Descriptions
paragraphs: The Recovery Act provided supplemental funding for programs authorized  by the Individuals with Disabilities Education Act (IDEA), as amended, the  major federal statute that supports the provisions of early intervention and  special education and related services for children, and youth with  disabilities. Part B ($11.7 billion) provides funds to ensure that preschool  and school-aged children with disabilities have access to a free and  appropriate public education and is divided into two separate grant  programs —Part B grants to states (for school-age children) and Part B  preschool grants.. Our review focused only on Part B grants to states for  school aged children.
subsections: section_title: Four Percent of IDEA Descriptions Met Our Transparency Criteria
paragraphs: We assessed the transparency of descriptive information for IDEA Part B  for school aged children awards available on Recovery.gov. We found that  an estimated   4 percent met our transparency criteria,  9 percent significantly met our criteria,   87 percent partially met our criteria, and  zero percent did not meet our criteria.
Given that few descriptions met our transparency criteria we conducted a  national survey of school districts to discover how they are using the funds.   The information on IDEA is found in appendix V.
section_title: IDEA Descriptions That Met Our Transparency Criteria
paragraphs: The following award descriptions contained sufficient information on  general purpose, scope and nature of activities, location, and expected  outcomes to meet our transparency criteria. The award description  information is taken directly from Recovery.gov. We did not edit it in any  way, such as to correct typographical or grammatical errors.
EDUCATION, HAWAII DEPT OF Grants to States for the Education of Children with Disabilities Assist states in providing special education and related services to children with disabilities  in accordance with Part B of the Individuals with Disabilities Education Act (IDEA).
Assist states in providing special education and related services to children with disabilities  in accordance with Part B of the Individuals with Disabilities Education Act (IDEA). Funds  were used up to the September 30, 2009 quarter, to pay for contracted special education- related services. Calculated 'jobs retained' were 346.86 for that quarter, as noted above,  based on vendor hours of service. For the quarters ended December 31, 2009 and March  31, 2010, no additional expenditures were made. Therefore, the 'number of jobs' for this  reporting quarter is zero.
In the quarter ended September 30, 2009, jobs were create/retained totaling 346.86 FTEs,  for contracted special education-related services. In that quarter, vendors provided services  in the areas of school-based behavioral health services, and assistance to students  diagnosed with the autism spectrum disorder. Based on vendor data and prime recipient- analyzed detailed records of minutes, and 445,834 hours of service, and standard  cumulative hours since grant origination date of February 17, 2009 to September 30, 2009  of 1,285.33 hours, the FTE calculation was 346.86 for that quarter. For the quarters ended  December 31, 2009 and March 31, 2010, no additional expenditures were made. Therefore,  the 'number of jobs' for this reporting quarter is zero.
Place of performance (city, state, zip code) Honolulu, Hawaii  968132403 More than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with disabilities  in accordance with Part B of the IDEA.
Funds were just released to LEAs in January and most districts are still planning and goal  setting, prior to expenditures. ALBANY 1, BIG HORN 1, CARBON 1, CARBON 2, CROOK  1, FREMONT 1, FREMONT 21, FREMONT 24, FREMONT 6, HOT SPRINGS 1,  JOHNSON 1, LARAMIE 1, LINCOLN 1, NATRONA 1, NIOBRARA 1, PARK 1, PLATTE 1,  SHERIDAN 2, SUBLETTE 1, SUBLETTE 9, SWEETWATER 1, SWEETWATER 2, UINTA 4,  WASHAKIE 2 Waiting on application approval, were just approved, not fully started, OR still  in planning phase. BIG HORN 2 We are setting up spread sheets and budgets. BIG HORN  3 Purchased computers, amplification system, travel expenses, data management system,  resource classroom equipment. All items were purchase ordered in February, but draw  down will happen in March. BIG HORN 4 Projects have not been funded through Feb. 28,  but we have expenses planned for March. CAMPBELL Have made some minor purchases  and are in the process of starting our first large project this month. CONVERSE 1  Application approved and we are beginning the activities. Have generated purchase orders  for activities and equipment. CONVERSE 2 Submitted purchase orders in line with our  budgeted expenditures. Waiting for receipt of items on those purchase orders. We have not  yet expended any funds. FREMONT 14 Purchase orders for materials and some staff  training have been processed, but none have been submitted for payment. FREMONT 25  Grant approved in Feb, we are preparing budgets and getting bids/quotes for future  purchases. We expect to start expending funds in March. GOSHEN 1 Application approved,  action will begin in June 2010. LARAMIE 2 Planning continues. Some encumbrances have  been made, but no expenditures - to date. LINCOLN 2 Built tracking device for ARRA  spending, processed purchase requisitions, and report generation. PARK 16 Increased  capacity and productivity by purchasing contract services for students w/disabilities.  Occupational Therapy and psycholog 5.6600000000000001 LEAs have just begun to save or create jobs with this funding. The initial job information is  as follows: BIG HORN 4 Admin Support has been given a stipend to help TVI director with  the administration of ARRA funds. She stays after her normal workday to assist with  purchasing, labeling tracking of funds. In March she worked 3 hours. She has not yet been  paid her stipend for this time. FREMONT 1 The job created by this grant is 35 hours per  week. There were 20 days worked in March. This position is 100% funded by ARRA grant.  The district tells us they are tracking this with a time sheet. DB LARAMIE 1 Clerical work  has begun. LINCOLN 2 Job 1: Administration services for managing ARRA funding and  requests. I have logged 29 hours in the first quarter for administrative work which was 100%  funded by ARRA. Job 2: Professional development for special educators--a series of six  classes two hours each--total of 12 hours per teacher. There are currently 20 teachers  enrolled estimating a total of 240 hours training. To date, we have a total of 104 hours  completed. Hours of completion is based on actual attendance logs at each of the trainings.  PARK 16 The job information listed is for contract services. PARK 6 Retained Case  Manager and Job Coach positions; start date for both was 2/8/10 . Created Reading  Teacher fully funded from this grant; start date was 2/23/10. Also created RtI Coordinator  and ARRA Secretary positions to oversee all ARRA activities and expenditures. RtI  Coordinator worked 184 hours this quarter, ARRA Secretary worked 167 hours this quarter.  47% of these positions are paid from this grant. SHERIDAN 2 2 Part time jobs created this  quarter SWEETWATER 1 Part time administrative assistant was hired to coordinate  professional development. The ARRA funded admin. assistant submits a monthly report  documenting ARRA hours. SWEETWATER 2 Hours reported were for after school tutoring  positions, staff development, and ELL translation. TETON 1 Admin program development,  oversight and compliance. ALBANY 1, BIG HORN 1, BIG HORN 2, BIG HORN 3,  CAMPBELL 1, CARBON 1, CARBON 2, CONVERSE 1, CONVERSE 2, CROOK 1,  FREMONT 14, FREMONT 21, FREMONT 24, FREMONT 25, FREMONT 6, GOSHEN 1,  HOT SPRINGS 1, JOHNSON 1, LARAMIE 2, LINCOLN 1, NATRONA 1, NIOBRARA 1,  PARK 1, PLATTE 1, PLATTE 2, SHERIDAN 1, SHERIDAN 3, SUBLETTE 1, SUBLETTE 9,  UINTA 1, UINTA 4, UINTA 6, WASHAKIE 2, WESTON 1, WESTON 7 No jobs this quarter.
section_title: IDEA Descriptions That Significantly Met Our Transparency Criteria
paragraphs: The following award descriptions contained most but not all details on one  or more of the following pieces of information necessary to facilitate  general understanding of the award, based on our criteria: general purpose,  scope and nature of activities, location, or expected outcomes. The award  description information is taken directly from Recovery.gov. We did not edit it  in any way, such as to correct typographical or grammatical errors.
EDUCATION, GEORGIA DEPARTMENT OF IDEA Part B Flow Thru - ARRA H391A090073A The Individuals with Disabilities Education Act (IDEA) 2004, Section 611 ensures that all  children with disabilities have available to them a free appropriate public education (FAPE)  in the least restrictive environment that emphasizes special education and related services  designed to meet their unique needs and prepare them for further education, employment  and independent living.
IDEA funds are used to assist LEAs with the excess costs of providing special education  and related service to students with disabilities; provide LEAs with assistive technology,  alternative materials and programs and positive behavioral supports; and, support LEAs to  collect, manage, analyze and report data through their district to enhance school system  improvement strategies and results for students with disabilities. Funded programs must  use instructional strategies based on scientifically based research and implement parental  involvement activities.
Teachers (693.30); Aides & Paraprofessionals (1528.57); Clerical Staff (27.95); Interpreter  (2.63); Technology Specialist (4.00); School Nurse (2.69); Physical Therapist (5.50);  Teacher Support Specialist (55.47); Secondary Counselor (3.00); School Psychologist  (22.33); School Social Worker (3.91); Family Services/Parent Coordinator (5.00); Bus  Drivers (57.30); Other Management (21.07); Other Administration (89.79); Other Salaries &  Compensation (11.38); Speech Language Therapist (2.95); Other (15.26)
Place of performance (city, state, zip code) Atlanta, Georgia  303349049 Less Than 50% Completed EDUCATION, INDIANA DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA. Used for hiring and retaining staff, and  purchasing equipment.
Education of Children with Disabilities (ages 3-21)
Special education teachers, aides and related services personnel such as  occupational/physical therapists, job coaches, music therapists, mental health therapists,  audiologists, psychologists and coordinators.
Place of performance (city, state, zip code)
Less Than 50% Completed Grants to States for the Education of Children with Disabilites Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA Local educational agencies primarily used the funds to retain elementary, middle and high  school positions such as: special education teachers, ECE instructional assistants,  psychologist, therapist, interpreters and paraprofessionals. The positions were retained to  provide continuation services to special needs students and also provide differentiated  instruction targeted at each individual student’s needs.
Place of performance (city, state, zip code)
section_title: IDEA Descriptions That Partially Met Our Transparency Criteria
paragraphs: The following award descriptions did not contain sufficient details on one  or more of the following pieces of information necessary to facilitate  general understanding of the award, based on our criteria: general purpose,  scope and nature of activities, location, or expected outcomes. The award  description information is taken directly from Recovery.gov. We did not edit it  in any way, such as to correct typographical or grammatical errors.
EDUCATION, ALABAMA DEPT OF Special Education - Grants to States, Recovery Act / State Grants Provide a free and appropriate public education to all children with disabilities.
Provide a free and appropriate public education to all children with disabilities.
Place of performance (city, state, zip code)
Less Than 50% Completed 132 EDUCATION & EARLY DEVELOPMENT, ALASKA DEPARTMENT OF Grants to states for the education of Children with Disabilities Assist State in Providing Special Education and related services to children with disabilities in  accordance with Part B of the IDEA. To date, 52 of 54 districts in the state have received an  ARRA award under this GAN.
Assist State in Providing Special Education and related services to children with disabilities in  accordance with Part B of the IDEA Teaching and Support Staff. The number of jobs reported was calculated in a manner  consistent with OMB Memo 10-08 (December 18, 2009)
Less Than 50% Completed IDEA Grants to States Part B Sec 611 Recovery Act To provide grants to States to assist them in providing a free appropriate public education to  all children with disabilities.
Ensure that all children with disabilities have available to them a free appropriate public  education that emphasizes special education and related services designed to meet their  unique needs and prepare them for further education, employment and independent living.
Paraprofessionals, transition coordinators, special education teachers, occupational  therapists, speech-language pathologists.
EDUCATION, ARKANSAS DEPARTMENT OF Grants to States for Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Little Rock, Arkansas  722010000 Less Than 50% Completed EDUCATION, CALIFORNIA DEPARTMENT OF Grants to States for the Education of Children with Disabilities Special Education Grants to States, Recovery Act funds to assist States in providing  special education and related services to children with disabilities in accordance with Part B  of the IDEA.
The Special Education Grants to States, Recovery Act funds are provided to ensure that  children with disabilities have access to a free appropriate public education to meet each  child’s unique needs and prepare each child for further education, employment, and  independent living. The uses of funds under the Special Education Grants to States,  Recovery Act are to be consistent with the current IDEA, Part B statutory and regulatory  requirements. Some of the valid uses of the funds may include: (1) purchases of equipment  for student use in instruction, (2) purchases of workstations for student use, (3) purchases  of new resources and materials for use in instruction, (4) provide intensive professional  development on evidence-based practices for academics and behavior, and (5) expand  staff to support closing the achievement gap. 5715.5699999999997 Jobs created or retained include 3160.76 classified jobs, 2359.00 certificated jobs, 193.81  vendor jobs, and 0.00 IHE jobs. Classified jobs include non-teaching positions such as food  service, bus drivers, teacher assistants, custodians, office staff, librarians, and instructional  aides for special education. Certificated jobs include teaching positions. Vendor jobs  represent a variety of different types of jobs.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, COLORADO BOARD OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA Special Education Certified Teachers, Speech Therapists/Pathologists, School  Psychologists, Severe Needs Paraprofessionals, Social Workers, Program Coordinators  and Directors, Autism Specialists, Grant Accountants, Data Analysts, Hearing and Vision  Screener, Occupationsl Therapists, Nurses, Physical Therapists, Administrative,  Consultants.
Place of performance (city, state, zip code)
Less Than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA. 744.16999999999996 For Central Administration staff, 7.82 jobs created and 8.24 jobs retained. For  Teachers/Instructors/Department Heads staff, 151.87 jobs created and 226.92 jobs  retained. For Paraprofessionals staff, 143.42 jobs created and 156.42 jobs retained. For  Clerical Support staff, 7.19 jobs created and 4.63 jobs retained. For Guidance Counselors  staff, 4.74 jobs created and 1.50 jobs retained. For School Nurse/Health Services staff,  2.66 jobs created and 2.86 jobs retained. For Maintenance Personnel staff, 0.00 jobs  created and 0.08 jobs retained. For Technical/Computer Specialists staff, 0.82 jobs  created and 2.00 jobs retained. For Library/Media staff, 0.00 jobs created and 0.00 jobs  retained. For Food Services staff, 0.00 jobs created and 0.00 jobs retained. For  Athletics/Coaches staff, 0.00 jobs created and 0.00 jobs retained. For Class Advisors  staff, 0.00 jobs created and 0.00 jobs retained. For All Outside Consultants and Vendors  except for RESCs and SERC staff, 16.63 jobs created and 6.37 jobs retained.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, DELAWARE DEPARTMENT OF State Grants - Special Education To enhance and supplement services provided by IDEA and to cushion the progam from  the current economic conditions.
To enhance and supplement the IDEA progam and cushion it from the current negative  economic financial conditions Funding was used to increase the number of services available to Special Ed Students  including the need to hire additional staffing to serve them.
Place of performance (city, state, zip code)
Less Than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Washington, District of Columbia  200020000 Less Than 50% Completed EDUCATION, FLORIDA DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with disabilities in  accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with disabilities in  accordance with Part B of the IDEA.
The majority of the jobs paid for with ARRA funds related to instruction or instructional  support. Types of jobs included but were not limited to classroom teacher, paraprofessionals,  career specialists, school-based administrators, clerical, supervisors, guidance counselors,  pre-kindergarten teachers, psychologists, social workers, and technicians.
Less Than 50% Completed IDAHO STATE BOARD OF EDUCATION Grants to States for the Education of Children with Disabilities Assist State in providing special education and related services to children with disabilities in  accordance with Part B of IDEA.
Assist States in providing special education and related services to children with disabilities in  accordance with Part B of the IDEA.
Special Education 77.44% Teacher/Teacher Aides, 14.21% School/District Administration/Office Support, 5.05%  Speech/Physical/Occupational/Behavioral/Other Therapists, 0.76% IEP Services, 0.53%  Nurses, 0.50% Social Workers, 0.42% Interpriter, 0.27% Special Education Data Plan Work,  0.20% PSR Facilitator, 0.19% Job Coaches, 0.16% IBI Services, 0.10% Day Tratement,  0.10% Professional Development, 0.07% other services.
Less Than 50% Completed EDUCATION, ILLINOIS STATE BOARD OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with disabilities  in accordance with Part B of IDEA Assist States in providing special education and related services to children with disabilities  in accordance with Part B of IDEA Education, Training and Library Occupations, Office and Administrative Support  Occupations, Management Occupations, Computer and Mathmatical Occupations, Life,  Physical and Social Science Occupations, Community and Social Service Occupations,  Health Practitioners, Building and Grounds Cleaning and Maintenance Occupations,  Personal Care and Service Occupations, Installation, Maintenance and Repair Occupations,  Healthcare Support Occupations, Food Preparation and Serving Related Occupations,  Construction and Extraction Occupations, Transportation and Material Moving Occupations.
Place of performance (city, state, zip code) Springfield, Illinois  627770002 Less Than 50% Completed EDUCATION, IOWA DEPARTMENT OF Assist States in providing special education and related services to children with disabilities  in accordance with Part B of IDEA.
Assist States in providing special education and related services to children with disabilities  in accordance with Part B of IDEA.
Place of performance (city, state, zip code) Des Moines,,, Iowa  503190000 Less Than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with disabilities  in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with disabilities  in accordance with Part B of the IDEA.
Place of performance (city, state, zip code) Topeka, Kansas  666121103 Less Than 50% Completed EDUCATION, MAINE DEPARTMENT OF Individuals with Disabilities Education Act Grants to States "Recovery Act" IDEA Special Education Grant to the State for distribution the the school administrative  units.
IDEA Special Education Grant to the State for distribution the the school administrative  units.
Place of performance (city, state, zip code)
More than 50% Completed EDUCATION, MARYLAND DEPARTMENT OF Grants to states for the education of children with disabilities To assist states in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist states in providing special education and related services to children with disabilities  in accordance with Part B of the IDEA Teachers, Teaching Assistants, Student Services, Staff Development workshop staff,  Dropout Prevention Specialists, Technology Specialist, Behavior Specialists, Psychologist  Intern, Physical Therapists, Occupational Therapists, Sign Language Interpreter, Speech  Therapists, Reading Intervention Tutors.
Place of performance (city, state, zip code) Baltimore, Maryland  212012549 Less Than 50% Completed DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the Individuals with Disabilities Education Act.
Support special education and related services to children with disabilities. 1694.9100000000001 Special education teachers, paraprofessionals, and service providers were hired or  retained.
Place of performance (city, state, zip code)
Less Than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Teachers of students with Cognitive Impairment, Emotional Impairment Autism Spectrum  Disorder, Visual Impairment and Early Childhood Special Education and Resource Room  Teachers; School Psychologists; School Social Workers; Para-Professionals; Assistive  Technology Staff and Assistants; Speech Therapist and Pathologists; Special Education  Supervisors and Directors; Behavior Specialists; Response to Intervention Specialists,  Coaches, Aides and Consultants; Transition Coordinators; Occupational Therapists;  Vocational Education Coordinators; Technology Interventionist; Diagnostic Aide;  Curriculum Consultants; Professional Development and Training Coordinators;  Administrative Support Staff; Reading Teachers and Literacy Consultants; Special  Education Planners/Coordinators and Compliance Staff; Positive Behavior Support -  Behavior Specialists; Music Therapist; Emotionally Impaired Crisis Aides; Differentiated  Instruction Educational Coaches; Curriculum Specialists; Instructional Trainers for  Special Education Teachers; Technology and Data support.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, MINNESOTA, DEPARTMENT OF Grants to State for the Education of Children with Disabilities Assist states in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist states in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Types of jobs created or retained with this grant include administration/supervision,  cultural liaison, educational speech/language pathologist, licensed instructional support,  mental health professional,licensed nursing services, non-instructional support, non- licensed classroom personnel, non-licensed instructional support, paraprofessional,  physical/occupational therapist, school psychologist, school nurse, social worker,  substitute teacher salaries, teachers, and other.
Place of performance (city, state, zip code)
Less Than 50% Completed ELEMENTARY AND SECONDARY EDUCATION, MISSOURI DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Jefferson City, Missouri  651012901 Less Than 50% Completed PUBLIC INSTRUCTION, MONTANA OFFICE OF Grants to States for the Education of Children with Disabilities Assist states in providing special education and related services to children with disabilities  in accordance with Part B of the IDEA.
Teachers, aides, specialists, and administrative staff needed to provide special education  instruction and related services for K-12 elementary and secondary schools.
Teachers, aides, specialists, and administrative staff needed to provide special education  instruction and related services for K-12 elementary and secondary schools.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, NEBRASKA DEPARTMENT OF Grants to States for the Education of Childrenwith Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of IDEA Assist States in providing special education and related services to children with  disabilities in accordance with Part B of IDEA Positions created or retained were to provide a free appropriate public education for  students with verified disabilities.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, NEVADA DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilitiesin accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilites in accordance with Part Bof IDEA. 45.2 FTE Teachers jobs paid by ARRA funds. 48.37 FTE Teachers aide jobs paid with  ARRA funds. .62 FTE Speech Therapist job paid by ARRA funds. 2.06 Support staff paid  with ARRA funds. .33 Nurse FTE paid with ARRA funds.
Place of performance (city, state, zip code)
Carson City, Nevada  897015096 Less Than 50% Completed EDUCATION, NEW JERSEY DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
A total of 1396.0 jobs were created or retained. Of those, 729.4 were instructional  positions, 314.0 were student support services positions, 22.0 were administrative  positions and 330.6 did not indicate a job classification. We provide funds on a  reimbursement basis, and therefore it is not unusual for LEAs to report jobs created or  retained prior to actually receiving the funds.
Place of performance (city, state, zip code)
Trenton, New Jersey  086250500 Less Than 50% Completed NEW MEXICO EDUCATION, DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the Individuals with Disabilities Education Act  (IDEA-B). IDEA-B allocations that are funded by ARRA are formula driven flow-through  allocations to LEAs. 169.72 For the current quarter, Local Educational Agencies (LEA) have reported that jobs  created or saved included teachers, related service providers, and instructional  assistants. The creation of the new teaching jobs helped reduce the student teacher ratio  in classrooms in New Mexico. This allowed students to receive a more individualized  education tailored to meet their unique needs. The additional related service providers  allowed students with disabilities to receive additional therapy services to assist them in  the educational setting. Instructional assistants provide students with disabilities with  needed instructional support and assistance with behavioral and/or medical needs.
Place of performance (city, state, zip code)
SANTA FE, New Mexico  875012744 Less Than 50% Completed NEW YORK STATE EDUCATION DEPARTMENT Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA Commercial and Institutional Building Construction New York State used the ARRA IDEA grants for sub-recipients receiving IDEA funds and  used part of these funds to save or create jobs. These programs were implemented  consistent with federal IDEA requirements and it is expected that sub-recipients will  report additional jobs saved or created in future quarters.
Place of performance (city, state, zip code)
Albany, New York  122340000 Less Than 50% Completed PUBLIC INSTRUCTION, NORTH CAROLINA DEPARTMENT OF Grants to states for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Director and/or Supervisor (113) Person assigned to direct or supervise staff members,  a function, a program, or a support service. Teacher (121)Person certified to teach the  standard course of studies and assigned to instruct pupils not classified elsewhere New  Teacher Orientation (125) Person attending assigned new teacher orientation, outside of  the teacher's contract calendar, not to exceed 3 days.Re-employed Retired Teacher -  Exempt from the Earnings Cap (128)Retired teachers hired back into the  classroom.Instructional Support I (131)Person assigned duties that require a high  degree of knowledge and skills, in support of the instructional program. Duties include  health services, attendance counseling, guidance services, media services, and  nurses.Instructional Support II (132)Person assigned duties that require a high degree of  knowledge and skills which place them on the advanced pay scale. Includes speech and  audiologists Psychologist (133)Person assigned to perform duties involving  psychology.Teacher Mentor (134) Individuals who are employed to serve as full-time  mentors to teachers only.Lead Teacher (135)Includes curriculum specialists,  instructional facilitators, as well as lead teachers in the summer school program.  Teacher Assistant (141)Person assigned to assist with students in roles without the extra  education required for NCLB. Examples include personal care assistants and physical  therapy assistants.Teacher Assistant ? NCLB (142) Person assigned to perform the day- to-day activities of assisting the regular classroom teacher, in roles requiring the extra  education of NCLB.Tutor (Within the instructional day) (143) Person assigned to perform  tutorial duties. Interpreter, Braillist, Translator, Education Interpreter (144) Person  assigned to perform the activities of an interpreter, brail, translator, or education  interpreter, and their assistants.Therapist (145) Person assigned to perform the activities  of physical or occupational therapy. Includes the positions of physical therapist,  occupational therapist.Specialist (School-Based) (146) Person assigned to perform  technical activities in a support capacity such as data collection, compiling research  data, preparing statistical reports, technology and other technical duties. Includes the  positions such as certified nurses, computer lab assistants, technology assistants, CTE  tech assistants, and behavioral modification techs, parent liaisons, and home school  coordinators.Monitor (147)Person assigned to perform the activities of a monitor - bus  monitors, lunchroom monitors, and playground monitors. Office Support (151)Person  assigned to perform activities concerned with preparing, transferring, transcribing,  systemizing, or filing written communications and records. Includes secretary,  accounting personnel, admin assistant, photocopy clerk, file clerk, NCWise specialist,  clerical specialist in a central office role, cost clerk, and school-based office personnel  Driver (171)Person whose assignment consists primarily of driving a vehicle, such as a  bus, truck, or automobile.
Place of performance (city, state, zip code)
Raleigh, North Carolina  276011058 Less Than 50% Completed PUBLIC INSTRUCTION, NORTH DAKOTA DEPARTMENT OF IDEA-B Grants for Children with Disabilities H391A090049A Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Bismarck, North Dakota  585050602 Less Than 50% Completed Special Education - Grants to States, Recovery Act Special Education - Grants to States, Recovery Act The purposes of the Individuals with Disabilities Education Act (IDEA) are to ensure that  all children with disabilities have available to them a free appropriate public education  (FAPE) that emphasizes special education and related services designed to meet their  unique needs and prepare them for further education, employment and independent  living; to ensure that the rights of children with disabilities and parents of such children are  protected; and to assist States, localities, educational service agencies, and Federal  agencies to provide for the education of all children with disabilities; to assist States in the  implementation of a statewide, comprehensive, coordinated, multidisciplanary,  interagency system of early intervening services for infants and toddlers with disabilities  and their families; to ensure that educators and parents have the necessary tools to  improve educational results for children with disabilities by supporting system  improvement activities; coordinated research and personnel preparation; corrdinated  technical assistance, dissemination, and support; and technology developement and  media services; and to assess, and ensure the effectiveness of, efforts to educate children  with disabilities.
Intervention Specialists, licensed as a Special Education Teachers , special education  aide, director of pupil services, tutoring, paraprofessional positions, support staff, Behavior  Intervention Specialist,Transition Services Coordinator, Special Education Compliancy  Coordinator,Federal adminstrator, speech and psychologist services, Medical Assistant,  Special Education Bus Driver, Reading Specialists,Brailist, Literacy Coaches, ESL  Liaison, Secondary Curriculum specialist, Special Services Liaison.
Place of performance (city, state, zip code)
Columbus, Ohio  432154183 Less Than 50% Completed EDUCATION, OKLAHOMA STATE DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Oklahoma City, Oklahoma  731054503 More than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
These Recovery Act funds have been crucial to retain jobs to provided educational  services to students with disabilities. Of jobs reported, 72% are those that have been  retained. These positions include autism specialists, behavioral specialists, case  managers, early interventionists, instructional assistants, literacy specialists,  occupational therapists, psychologists, reading specialists, nurses, special education  teachers, speech and language pathologists, and transition specialists.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, PENNSYLVANIA DEPT OF GRANTS TO STATES FOR THE EDUCATION OF CHILDREN WITH DISABILI Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Reflects sub-recipient submitted information on educators and other support staff  providing services detailed in the Project Description for the current reporting quarter  for this award.
Place of performance (city, state, zip code)
Less Than 50% Completed DEPARTMENT OF EDUCATION, SOUTH CAROLINA Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to students with  disabilities in accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Columbia, South Carolina  292013730 Less Than 50% Completed Grants to States for the Education of Children with Disabilities.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Teacher and paraprofessional positions were created to assist school districts in  providing special education and related services to children with disabilities in  accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Pierre, South Dakota  575012291 Less Than 50% Completed EDUCATION, TENNESSEE DEPARTMENT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA The hiring and retaining of special education teachers, paraprofessionals, support and  related service personnel to provide free appropriate public education to children with  disabilities.
Place of performance (city, state, zip code)
Less Than 50% Completed Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
The positions created or retained during this period included professional jobs as well as  positions for support staff. The major job categories include counselors, teachers,  educational aides, administrators, and speech pathologists.
Place of performance (city, state, zip code)
Less Than 50% Completed Grants to States for the Education of Children with Diabilities Ensure that all children with disabilities have available to them a free appropriate public  education that emphasizes special education and related services designed to meet their  unique needs and prepare them for further education, employment, and indepe Ensure that all children with disabilities have available to them a free appropriate public  education that emphasizes special education and related services designed to meet their  unique needs and prepare them for further education, employment, and independent  living.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, VIRGINIA DEPARTMENT OF Special Education Grants to States, Recovery Act Special Education Grants to States, Recovery Act To provide grants to States to assist  them in providing a free appropriate public education to all children with disabilities.
Funds are used by State and local educational agencies, in accordance with the IDEA, to  help provide the special education and related services needed to make a free  appropriate public education available to all eligible children and, in some cases, early  intervening services.
Jobs accounted for during the quarter ended 3/31/2010 represent employment types such  as: special education teachers, councelors, psychologists, special education services  coordinators, and early intervention specialists. This total is made up of 600.5 saved  positions and 310.6 created positions.
Place of performance (city, state, zip code)
Less Than 50% Completed PUBLIC INSTRUCTION, WASHINGTON STATE SUPERINTENDENT OF Grants to States for the Education of Children with Disabilities H391A090074A Assist States in Providing Special Education and Related Services to Children with  Disabilities in Accordance with Part B of the IDEA.
Assist States in Providing Special Education and Related Services to Children with  Disabilities in Accordance with Part B of the IDEA.
Place of performance (city, state, zip code)
Less Than 50% Completed PUBLIC INSTRUCTION, WISCONSIN DEPT OF Grants to States for the Education of Children with Disabilities Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
Assist States in providing special education and related services to children with  disabilities in accordance with Part B of the IDEA.
The types of jobs created and/or retained as a result of the American Recovery and  Reinvestment Act at the local district level include: special education teachers, special  education paraprofessionals, substitute special education teachers, special education  administrative assistants, transition coordinators, speech and language therapists,  occupational therapists and assistants, school psychologists, social workers, directors of  special education, special education program support teachers and coordinators, assistive  technology personnel, diagnosticians, behavioral analysts, audiologists, orientation and  mobility specialists, special education transportation providers, and personnel supporting  infrastructure investments (i.e. electricians, construction workers, etc.). An ARRA  Coordinator position has also been created at the SEA level.
Place of performance (city, state, zip code)
section_title: ESEA Title I, Part A Grants Prime Recipient Review and Descriptions
paragraphs: The Recovery Act provides $10 billion to help local educational agencies  (LEA) educate disadvantaged youth by making additional funds available  beyond those regularly allocated through Title I, Part A of the Elementary  and Secondary Education Act of 1965 as amended (ESEA). These  additional funds are to be distributed through states to LEAs using existing  federal funding formulas, which target funds based on such factors as high  concentrations of students from families living in poverty. In using the  funds, LEAs are required to comply with current statutory and regulatory  requirements and must obligate 85 percent of the funds by September 30,  2010. Education is advising LEAs to use the funds in ways that will build  the agencies’ long-term capacity to serve disadvantaged youth, such as  through providing professional development to teachers.
subsections: section_title: Four Percent of ESEA Title I Descriptions Met Our Transparency Criteria
paragraphs: All states and the District of Columbia received Recovery Act grant awards for the three  education programs included in our review. However, award-related information for the  following prime recipients was not available on Recovery.gov during the period of our  review, and therefore these states were excused from our analysis: Rhode Island was not  included in the number of awards for ESEA Title I because it was granted a reporting waiver  by Education. Utah was not included in the number of Recovery Act Title I awards  because  Education reported that it failed to submit its 1512 reports by the deadline, primarily  because of various technical issues.
section_title: ESEA Title I Descriptions That Met Our Transparency Criteria
paragraphs: The following award descriptions contained sufficient information on  general purpose, scope and nature of activities, location, and expected  outcomes to meet our transparency criteria. The award description  information is taken directly from Recovery.gov. We did not edit it in any  way, such as to correct typographical or grammatical errors.
EDUCATION, HAWAII DEPT OF Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies.  Initial  project provided Extended Learning Opportunities ('ELO') during summer 2009 for  economically disadvantaged students.
Improve teaching and learning for students most at risk of failing to meet state academic  achievement standards.
Third Quarter activities provided more Extended Learning Opportunities ('ELO') during  school year 2009-10 for after-school and other non-school hour time periods such as  'intersessions,' for economically disadvantaged students, struggling to demonstrate grade  level proficiency in English Language Arts ('ELA') and Mathematics, as measured by the  Hawaii State Assessment ('HSA'). In addition, this quarter's activities included payments to  vendors for the ELO Summer 2009 program, The initial Title I Recovery Act project  provided Extended Learning Opportunities ('ELO') during summer 2009 for the same types  of students. Students' growth is measured by teacher-developed assessments; school  quarterly assessments; and the HSA. During the first quarter ELO in 2009, 8,018 students  participated in the program, with an average of 76% showing improvement over the course  of the program.
First Quarter included 202.49 FTE for an initial Title I Recovery Act Extended Learning  Opportunities ('ELO') project. Second Quarter included 13.40 additional FTEs, to provide  more ELO services during the 2009-10 school year at 35 schools so far, for after-school  and other non-school hour time periods such as 'intersessions,' with part-time teachers,  tutors, and other support staff. Third Quarter included 43.78 FTEs, providing ELO services  during the 2009-10 school year, for after-school and other non-school hour time periods,  with part-time teachers, tutors, and other staff. ELO has provided a stimulus to the local  economy by providing additional employment opportunities during the summer of 2009,  and during school year 2009-10. The summer program was held at 90 campuses  statewide, with 8,018 students who participated. These students were supported by 1,146  staff members during the summer, equating to 202.49 FTE for the First Quarter, based on  105,295.50 hours worked, divided by 520 standard hours for the quarter, as noted in the  'Number of Jobs' total in the preceding reporting data field, in accordance with U.S.  Department of Education specific guidance. These employees hired included part-time  and substitute teachers; program directors; para-professionals; and other support  positions.
Place of performance (city, state, zip code) Honolulu, Hawaii  968132403 Less Than 50% Completed Title 1, Part A - Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
BIG HORN 1, 2, 4 CARBON 1, 2 CONVERSE 2 CROOK 1 FREMONT 1, 21, 24, 38 , 6  HOT SPRINGS 1 JOHNSON 1 LARAMIE 1, 2 NATRONA 1 PARK 1 PLATTE 1, 2  SHERIDAN 2 SUBLETTE 1, 9 SWEETWATER 2 TETON 1 UINTA 1, 6 WESTON 1,7  WASHAKIE 2 Just getting started. PARK 16 Purchased a literacy intervention program as  part of our current balanced literacy program called RIGBY Reading. Professional  development workshops have been attended and many of the leveled books have been  ordered. BIG HORN 3 PO for comp equip. Bought Ascend Math intervention licensing. 75%  of computers are installed at the elementary school and in use. UINTA 4 Prof services for  staff dev implemented. Reg and org dues paid for IRA Annual Convention, I Teach K conf  and WYO NCA Spring Improvement Conf. SHERIDAN 1 Math Tutor works with students on  a weekly basis. Tutors work with students in Homework Club/Friday School on a weekly  basis. CONVERSE 1 Job ad and interviews for T1 . Retained teacher planning the 2nd  sem. Purchased supports required for parent involvement activities. Conf travel  expenditures. LINCOLN 2 Built tracking devices for ARRA. Ordered books. Set up tracking  system for Prof Dev activities. PARK 6 Hired 6 new positions. Four T1 Teachers, RTI  Coordinator and ARRA Secretary SWEETWATER 1 Expanded before and after school  programs at 2 Title I schools. Parent liaison is beginning to provide parenti nvolvement  activities and support to T1 parents. Title I sec working additional hours manage  requirements for the ARRA funds. FREMONT 25 Continued to evaluate our program and  process purchase orders for future expenditures. CAMPBELL 1 - Hired 4 positions. 1 more  to be filled. Started 2 FAST cycles at schools. Ordering technology and starting staff  development. CAMPBELL 1 Purchased computers and supplies for students. AMANDA  SCHAFER Doing help desk to assist districts and proceeding according to the contract.  PARK 1 SWEETWATER 1 ALBANY 1 SHERIDAN 2 LINCOLN 1 N 13.06 Some LEAs have begun to add funded jobs this month, as follows: ALBANY 1, BIG HORN  1, BIG HORN 2, BIG HORN 3, BIG HORN 4, CAMPBELL 1, CARBON 1, CARBON 2,  CONVERSE 2, CROOK 1, FREMONT 1, FREMONT 14, FREMONT 21, FREMONT 38,  FREMONT 6, GOSHEN 1, HOT SPRINGS 1, JOHNSON 1, LARAMIE 1, LARAMIE 2,  LINCOLN 1, NATRONA 1, NIOBRARA 1, PARK 1, PARK 16, SHERIDAN 2, SUBLETTE 1,  SUBLETTE 9, SWEETWATER 1, UINTA 1, UINTA 4, UINTA 6, WESTON 1, WESTON 7 No  jobs impact this quarter. WASHAKIE 2 Full Time Title I Paraeducator funded by ARRA for  86% of the work day worked 60 days at 7 hours a day for Quarter 1. FREMONT 24 A  teacher worked a total of 3 additional hours for an extended school day. This was funded  100% with ARRA T1 funds. PLATTE 2 Retained 1 Teacher (Ayers) and 1 Para (Wambach).  Both began work on February 1, 2010 and worked a 35 hour weekly schedule through the  end of the quarter (8 weeks x 35 hours). SHERIDAN 1 A math tutor was hired to help  students in Title I which will be reimbursed 100% with ARRA funds. 6 Tutors were hired to  help students in Title I at Homework Club/Friday School (after hours) and worked a total of  36 hours, funded at 45% from TETON 1 Admin hours 1/2 half funded by Title IA for program  development, oversight, and compliance. SWEETWATER 2 Created Title I at Granger  School. Additional hours reported were substitute teachers for training of teachers, and pay  for classroom aides to attend training. CONVERSE 1 Title I teacher is retained. PLATTE 1  Sub teachers for 7 days at 7 hours per day, all funded by ARRA funds LINCOLN 2  Administrative services for maintaining ARRA funding and spending requests. Professional  Development/Inspiring Education for teachers--this will be a six session course of 2 hours  per session with currently 119 teachers enrolled. Estimated hours of training 1,428. This  project is near 50% complete with a total of 611 training hours complete. PARK 6 Four new  Title 1 Teacher positions were created that were fully funded by ARRA. All 4 started on  2/18/2010. Also created RtI Coordinator and ARRA Secretary positions to oversee all  ARRA activities and expenditures, funded 51%. SWEETWATER 1 Teachers are providing  an extra 1/2 to one hour of instruction per day for T I students during before and after school  programs. Parent liaison has been hired to provide parent involvement activities and  support in Title I schools.The Title I secretary is working additional hours to help with ARRA  fiscal and program needs. FREMONT 25 Two classified aide positions were filled during the  month of March 2010 CAMPBELL 1 Expanded our Ready 4 Learning program by 2 class  room adding 2 full time teachers. Added a Title I Resource Center Clerk to help in the  center while ARRA funds are being distributed. This is a full time position that was added at  the beginning of March. Added a part time Title I ESL Assistant to one school which was  added in March. Position is 40% out of ARRA. LARAMIE 1 Clerical work has begun.  PLATTE 2 1 full time teaching position was retained and funded from February 1, 2010 to  the end of the quarter. With short Fridays, this averages to be 35 hours per week.1 full time  para educator was hired beginning February 16, 2010, and worked until the end of the  quarter. AMANDA SCHAFER Amanda is a hired consultant that assists with page design  and grant design, along with help desk efforts. An estimated 70% of her working hours are  funded by this ARRA project for January, and 100% for February and the future. She  worked 40 hours a week for the entire quarter so far.
section_title: Title I Descriptions That Significantly Met Our Transparency Criteria
paragraphs: The following award descriptions contained most but not all details on one  or more of the following pieces of information necessary to facilitate  general understanding of the award, based on our criteria: general purpose,  scope and nature of activities, location, or expected outcomes. The award  description information is taken directly from Recovery.gov. We did not edit it  in any way, such as to correct typographical or grammatical errors.
EDUCATION, CALIFORNIA DEPARTMENT OF Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies Title I - Grants to LEAs, Recovery Act funds to improve teaching and learning for students  most at risk of failing to meet State academic achievement standards.
Title I - Grants to LEAs, Recovery Act funds provided to assist LEAs and schools that have  high concentrations of students from families that live in poverty in order to help improve  teaching and learning of students most at risk of failing to meet State Academic Achievement  Standards. The uses of funds under Title I – Grants to LEAs, Recovery Act are to be  consistent with the Title I, Part A and D statutory and regulatory requirements, including the  requirements to provide equitable services to eligible private school students. Uses should be  aligned with the core goals of the ARRA to save and create jobs and to advance reforms  consistent with the requirements of Title I. Possible uses of funds may include: (1)  establishing a system for identifying and training highly effective teachers to serve as  instructional leaders in Title I schoolwide programs; (2) strengthening and expanding early  childhood education by providing resources to align a district-wide Title I pre-K program with  state early learning standards and state content standards for grades K–3; (3) providing new  opportunities for Title I schoolwide programs for secondary school students to use high- quality, online courseware as supplemental learning materials for meeting mathematics and  science requirements; and (4) using reading or mathematics coaches to provide professional  development to teachers in Title I targeted assistance programs.
Jobs created or retained include 1030.83 classified jobs, 3517.20 certificated jobs, 223.15  vendor jobs, and 0.00 IHE jobs. Classified jobs include non-teaching positions such as  bilingual teacher assistants, office staff, district coordinators, and instructional aides.  Certificated jobs include teaching positions. Vendor jobs represent a variety of different types  of jobs.
EDUCATION, GEORGIA DEPARTMENT OF Title I-A, Grants - ARRA Title I, Part A, is a formula grant program that provides financial assistance to LEAs and  schools with high numbers or high percentages of poor children to help ensure that all  children meet challenging state academic standards.
Title I funds are used to provide additional academic support and learning opportunities  to help low-achieving children master challenging curricula and meet state standards in  core academic subjects. For example, funds support extra instruction in reading/English  language arts, science, social studies, and mathematics, as well as, after-school, and  summer programs to extend and reinforce the regular school curriculum. Funded  programs must use instructional strategies based on scientifically based research and  implement parental involvement activities.
Teachers (947.85); Aides & Paraprofessionals (219.83); Clerical Staff (2.25); Technology  Specialist (4.00); Teacher Support Specialist (3.75); Elementary Counselor (1.50);  Secondary Counselor (23.50); Family Services/Parent Coordinator (68.57); Bus Drivers  (20.80); Other Management (49.59); Other Administration (195.09); Other Salaries &  Compensation (46.71); Other (53.18); Administrative Specialist - GaDOE (2.00)
Place of performance (city, state, zip code)
Less Than 50% Completed Title I, Part A--Improving Basic Program operated by Local Educational Agencies Improve teaching and learning for student most at risk of failing to meet State academic  achievement standard.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards 1024.26 Local educational agencies primarily used the funds to retain positions such as Title I  teachers, instructional coaches, instructional assistants, paraprofessionals, preschool  teachers, literacy specialists, curriculum specialists and teacher mentors. The positions  were retained to improve the teaching and learning of targeted low performing students  and schools. Job embedded professional development for elementary teachers and  administrators were also provided.
Place of performance (city, state, zip code)
Less Than 50% Completed ADMINISTRATION, LOUISIANA DIVISION OF Title I Part A Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Title I ARRA Statement For Jobs Saved - Retained Districts have targeted 4 major areas  regarding pending Title I Part A ARRA funding. The areas are as follows:(1) College and  career-ready standards and high quality valid and reliable assessments for all students  including ELL?s and students with disabilities.(2)PreK to Higher Education data systems  that meet the principles in the America COMPETES Act.(3)Teacher effectiveness and  equitable distributions of effective teachers and(4)Intensive support and effective  interventions for lowest performing schools.All jobs that have been retained or saved are  related to the 4 major areas of focus. They include Instructional coaches (Reading/ Math  coaches) Graduation Coaches Reading/Math Interventionist Reading Content Leaders  Professional Development Coordinators Pre-school teachers and Pre-school  paraprofessionals Class size reduction teachers Technology Facilitators/Coaches  Academic Behavior Counselors Turn Around specialist and Drop-out Interventionist and  Curriculum Specialist.
Place of performance (city, state, zip code)
Place of performance (city, state, zip code)
Less Than 50% Completed 26 EDUCATION, MARYLAND DEPARTMENT OF Title I, PartA--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
The type of jobs created and retained includes teachers, paraprofessionals, coordinators,  and other instructional and administrative support staff. These jobs enable local school  systems and schools to maintain and in some cases upgrade the level of supplemental  services to students failing or at-risk of failing who are enrolled in high poverty schools.  The jobs created and retained data was obtained from reports submitted from each sub- recipient. Each sub-recipient report is maintained at the Maryland State Department of  Education EDUCATION, NEBRASKA DEPARTMENT OF TITLE I, Part A Improving Basic Programs Operated by Local Educational Agencies Improving teaching and learning for students most at risk of failing to meet State  academic achievement standards Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards Title I funds are used to provide services to meet the educational needs of low-achieving  students and to work toward closing the achievement gap between high- and low- performing students.
Place of performance (city, state, zip code)
Less Than 50% Completed 248 EDUCATION, NEW HAMPSHIRE DEPARTMENT OF Title I, Part A - Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
The addition of Title I ARRA funds has resulted in an increase in the number of students,  duration of services, resources utilized and the variety of intervention programs used to  support school district's most academically at risk students. The personalized,  supplemental services provided are expected to increase student achievement and  decrease achievement gaps. Projects range in design and implementation, based on  specific student and school needs and resources, but include supplemental instructional  support in and outside the classroom as well as extended day learning opportunities and  professional development opportunities to stafff.
Title I ARRA funds have been used to secure previously funded Title I positions that  would have been eliminated due to decreases in regular Title I funding to particular  school districts. Title I ARRA funds have also been used to add positions in school  districts including: teachers, tutors, paraprofessionals, content specialists, professional  development coordinators and providers, project managers and various other positions.  Through the creation and maintenance of these jobs, school districts have been able to  strengthen existing programs as well as expand the number of students served (including  increasing the number of Title I schools in districts) and provide additional professional  development opportunities for staff.
Place of performance (city, state, zip code)
Concord, New Hampshire  033013852 Less Than 50% Completed NEW YORK STATE EDUCATION DEPARTMENT Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards 4366.7200000000003 The Title I portion of the ARRA was an increase to the allocation under ESEA Sections  1125 and 1125A for Title I Part A. Sub-recipients of ARRA Title I included 650 public  school districts and 150 charter school local educational agencies. Recipients used the  funds primarily to cover compensatory education expenses not previously funded by Title  I. The ability to pay for a higher proportion of allowable Title I positions freed up funds for  other purposes including instructional positions and professional development  opportunities for teachers such as through literacy coaching. ARRA Title I funds were  used to save existing positions (especially in academic intervention services) and to  create new ones (especially for professional development).
Place of performance (city, state, zip code)
section_title: Title I Descriptions That Partially Met Our Transparency Criteria
paragraphs: The following award descriptions did not contain sufficient details on one  or more of the following pieces of information necessary to facilitate  general understanding of the award, based on our criteria: general purpose,  scope and nature of activities, location, or expected outcomes. The award  description information is taken directly from Recovery.gov. We did not  edit it in any way, such as to correct typographical or grammatical errors.
EDUCATION, ALABAMA DEPT OF Title I Grants to LEAs, Recovery Act Help local education agencies and schools improve the teaching and learning of children  failing, or most at-risk of failing, to meet challenging State academic achievement  standards.
Help local education agencies and schools improve the teaching and learning of children  failing, or most at-risk of failing, to meet challenging State academic achievement  standards.
Place of performance (city, state, zip code)
Place of performance (city, state, zip code)
Less Than 50% Completed Title 1 Grants to Local Educational Agencies, Recovery Act To help local educational agencies (LEAs) and schools improve the teaching and learning  of children failing, or most at-risk of failing, to meet challenging State academic  achievement standards.
Improving the opportunity for disadvantage children and ensuring disadvantage children  have a fair, equal, and significant opportunity to obtain a high-quality education and reach,  at a minimum, proficiency on challenging State academic achievement standards and state  academic assessments.
Title I teachers, paraprofessionals, professional development positions and education  coaches.
Place of performance (city, state, zip code)
Less Than 50% Completed 156 EDUCATION, ARKANSAS DEPARTMENT OF Title I, Part A - Improving Basic Programs Operated by Local Education Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards. 14.7 Unclassified Jobs Created * 28.18 Contracted Staff Jobs Created * 73.11 Licensed Staff  Jobs Created * 29.97 Non- Licensed Staff Jobs Created * 32.35 Unclassified Jobs Retained *  7.19 Contracted Staff Jobs Retained * 37.365 Licensed Staff Jobs Retained * 10 Non-  Licensed Staff Jobs Retained * Little Rock, Arkansas  722010000 Less Than 50% Completed EDUCATION, COLORADO BOARD OF Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Integration Specialists, Full and Part Time Teachers, English Language Teachers,  Paraprofessionals, Literacy & Math Coaches, Classroom Assistants, Interventionists, Family  Center Coordinators, Secretaries, Intervention School Director, Title I Coordinators,  Consultants, Computer Technicians, Bookkeepers, Family and Community Outreach Liaisons,  Onsite Technical Staffing, Mentors, Nurses, Administrative Staff, Counselors, Psychologists,  Social Workers, Consultants.
Less Than 50% Completed 114 Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
For Central Administration staff, 4.70 jobs created and 6.66 jobs retained. For  Teachers/Instructors/Department Heads staff, 125.62 jobs created and 196.14 jobs retained.  For Paraprofessionals staff, 31.31 jobs created and 49.53 jobs retained. For Clerical Support  staff, 2.36 jobs created and 2.45 jobs retained. For Guidance Counselors staff, 0.70 jobs  created and 0.00 jobs retained. For School Nurse/Health Services staff, 0.86 jobs created and  0.00 jobs retained. For Maintenance Personnel staff, 0.00 jobs created and 0.00 jobs  retained. For Technical/Computer Specialists staff, 2.00 jobs created and 1.00 jobs retained.  For Library/Media staff, 0.00 jobs created and 0.00 jobs retained. For Food Services staff,  0.00 jobs created and 0.00 jobs retained. For Athletics/Coaches staff, 0.00 jobs created and  0.00 jobs retained. For Class Advisors staff, 0.00 jobs created and 0.00 jobs retained. For All  Outside Consultants and Vendors except for RESCs and SERC staff, 9.60 jobs created and  7.53 jobs retained.
Less Than 50% Completed EDUCATION, DELAWARE DEPARTMENT OF Title I Grants to LEA, Awards granted in order for LEAs to maintain Title I services and retain instructional staff to  provide those Title I services..
Funding used to increase the number of services availabale to Title I Students including  retaining Title I teachers to continue Title I services and provide additional services.
Funding used to increase the number of services availabale to Title I Students including  retaining Title I teachers to continue Title I services and provide additional services.
Less Than 50% Completed Title I, Part A: Grants to Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards The Title I, Part A program provides financial assistance to LEAs and schools with high  numbers or high percentages of poor children to help ensure that all children meet  challenging state academic standards. Recovery Act funds create new opportunities for  educators to implement innovative strategies in Title I schools that improve education for at- risk students and close achievement gaps while also stimulating the economy.
Jobs created or retained include instructional and support services staff.
Place of performance (city, state, zip code) Washington, District of Columbia  200020000 Less Than 50% Completed EDUCATION, FLORIDA DEPARTMENT OF Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Types of jobs included but were not limited to classroom teachers, instructional aides,  school-based administrators, clerical support, librarians/media specialists, supervisors,  guidance counselors, social workers, psychologists, and instructional district-based  administrators.
Place of performance (city, state, zip code)
Tallahassee, Florida  323990400 Less Than 50% Completed IDAHO STATE BOARD OF EDUCATION Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards. 82.83% Teachers/Teacher Aides, 4.94% School/District Administration/Office Support,  3.71% Tutors/Substitutes, 1.61% State Administration/Office Support, 1.55% Instructional  Improvement Coaches, 1.12% Educational Media Workers, 1.07% Behavior Specialists,  0.85% Reading Coaches, 0.78% After School Program, 0.50% Professional Development,  0.38% Technology Specialist, 0.15% Computer Lab Technicians, 0.13% Math Intervention  Specialist, 0.12% Testing Facilitator, 0.11% Social Worker, 0.07% Program Review  Contractors, 0.05% Counselors, 0.02% Library Technicians, 0.01% Programmer for Data  Collection.
Place of performance (city, state, zip code) Boise, Idaho  837200027 Less Than 50% Completed EDUCATION, ILLINOIS STATE BOARD OF Title I, Part A -- Improving Basic Programs Operated by Local Education Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Education, Training and Library Occupations, Management Occupations, Computer and  Mathmatical Occupations, Community and Social Service Occupations, Health  Practitioners and Technical Occupations, Office and Administrative Support Occupations.  Personal Care and Service Occupations.
Place of performance (city, state, zip code) Springfield, Illinois  627770002 Less Than 50% Completed EDUCATION, INDIANA DEPARTMENT OF Title I Part A-Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
At risk intervention teachers and aides. Instructional coaches for professional development.
Place of performance (city, state, zip code)
Less Than 50% Completed EDUCATION, IOWA DEPARTMENT OF Title I - Basic LEA Grants Funding to school districts to support struggling readers (consistent with regular Title I  programming)
Expansion of Title I basic grants intended to support students struggling with reading and  math.
Title I, Part A --Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Place of performance (city, state, zip code)
Place of performance (city, state, zip code) Augusta, Maine  043330023 More than 50% Completed DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION Title I, Part A - Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Provide educational services to students most at risk of failing to meet academic  standards. Remaining funds will be expended by school districts as needed to supplement  existing Title I funds.
Title I teachers, paraprofessionals, and support staff members were hired or retained.
Place of performance (city, state, zip code) MALDEN, Massachusetts  021484906 Less Than 50% Completed Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
The following jobs were created and retained with ARRA Title I, Part A funds: Academic  Counselors, Aides/Paraprofessionals, Classroom/Instructional Interventionists, Early  Childhood Intervention Specialists, Instructional Coaches, Instructional Specialists Program  Coordinators, Reading Recovery Teachers, Social Workers, Substitute Teachers Summer  School Teachers, Teachers, and Tutors.
EDUCATION, MINNESOTA, DEPARTMENT OF Title1-PartA-Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Types of jobs created or retained with this grant include administration/supervision,  counselor, cultural liaison, licensed instructional support, mental health professional, non- licensed classroom personnel, non-licensed instructional support, other, paraprofessional,  physical/occupational therapist, substitute teacher salaries, and teachers.
Place of performance (city, state, zip code) Roseville, Minnesota  551134266 Less Than 50% Completed MISSISSIPPI STATE DEPARTMENT OF EDUCATION Title I, Part A - Improving Basic Programs Operated by Local Education Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
The jobs created/retained with Title I, Part A ARRA funds include instructional and non- instructional positions which all directly impact increasing the academic achievement of at- risk populations. Instructional positions include teachers, paraprofessionals, speech  therapists, interventionists, in-school and after school tutors. Non-instructional positions  include guidance counselors, social workers, security officers, and library/media specialists.
ELEMENTARY AND SECONDARY EDUCATION, MISSOURI DEPARTMENT OF Title I, PartA--Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Place of performance (city, state, zip code)
Jefferson City, Missouri  651012901 More than 50% Completed PUBLIC INSTRUCTION, MONTANA OFFICE OF Title I, Part A -- Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Public Elementary and Secondary school subgrantees continued their school year projects.  Funding is being distributed based on subrecipients' monthly cash requests and reporting.
Jobs related to the provision of educational services in public elementary and secondary  schools under Title I, Part A Improving Basic Programs Operated by Local Educational  Agencies, Recovery Act.
EDUCATION, NEVADA DEPARTMENT OF Title I, Part A-Improving Basic Programs Operated by Local Education Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  acchievement standards Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards 230.49 Teaching jobs and 93.2 Teachers Aid Jobs were paid with ARRA funds.
Place of performance (city, state, zip code) Carson City, Nevada  897015096 Less Than 50% Completed EDUCATION, NEW JERSEY DEPARTMENT OF Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
A total of 794.2 jobs were created or retained. Of those, 577.5 were instructional positions,  62.4 were direct student support services positions, 40.0 were administrative positions  and 114.3 did not indicate a job classification. We provide Title 1 funds on a  reimbursement basis, and therefore it is not unusual for LEAs to report jobs created or  retained prior to actually receiving the funds.
Place of performance (city, state, zip code)
Trenton, New Jersey  086250500 Less Than 50% Completed 291 NEW MEXICO EDUCATION, DEPARTMENT OF Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
New Mexico’s public school districts and charter schools reported 145.08 positions for the  Title I Grant. The positions created/retained are teachers, educational assistants,  curriculum coaches, subject matter specialists, data specialists, counselors, and school  nurses.
Place of performance (city, state, zip code)
SANTA FE, New Mexico  875012744 Less Than 50% Completed PUBLIC INSTRUCTION, NORTH CAROLINA DEPARTMENT OF Title I, Part A--Improving Basic programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards 2789.27 Director and/or Supervisor (113) Person assigned to direct or supervise staff members, a  function, a program, or a support service.Assistant Principal (116) Person, licensed as an  assistant principal, who has been designated by a local board of education to perform the  duties of a non-teaching assistant principal. Teacher (121)Person certified to teach the  standard course of studies and assigned to instruct pupils not classified elsewhere New  Teacher Orientation (125) Person attending assigned new teacher orientation, outside of the  teacher's contract calendar, not to exceed 3 days.Re-employed Retired Teacher - Exempt  from the Earnings Cap (128)Retired teachers hired back into the classroom.Instructional  Support I (131)Person assigned duties that require a high degree of knowledge and skills, in  support of the instructional program. Duties include health services, attendance counseling,  guidance services, media services, and nurses.Instructional Support II (132)Person  assigned duties that require a high degree of knowledge and skills which place them on the  advanced pay scale. Includes speech and audiologists Psychologist (133)Person assigned  to perform duties involving psychology.Teacher Mentor (134) Individuals who are employed  to serve as full-time mentors to teachers only.Lead Teacher (135)Includes curriculum  specialists, instructional facilitators, as well as lead teachers in the summer school program.  Teacher Assistant (141)Person assigned to assist with students in roles without the extra  education required for NCLB. Examples include personal care assistants and physical  therapy assistants.Teacher Assistant – NCLB (142) Person assigned to perform the day-to- day activities of assisting the regular classroom teacher, in roles requiring the extra  education of NCLB.Tutor (Within the instructional day) (143) Person assigned to perform  tutorial duties. Interpreter, Braillist, Translator, Education Interpreter (144) Person assigned  to perform the activities of an interpreter, brail, translator, or education interpreter, and their  assistants.Therapist (145) Person assigned to perform the activities of physical or  occupational therapy. Includes the positions of physical therapist, occupational  therapist.Specialist (School-Based) (146) Person assigned to perform technical activities in  a support capacity such as data collection, compiling research data, preparing statistical  reports, technology and other technical duties. Includes the positions such as certified  nurses, computer lab assistants, technology assistants, CTE tech assistants, and behavioral  modification techs, parent liaisons, and home school coordinators.Monitor (147)Person  assigned to perform the activities of a monitor - bus monitors, lunchroom monitors, and  playground monitors. Office Support (151)Person assigned to perform activities concerned  with preparing, transferring, transcribing, systemizing, or filing written communications and  records. Includes secretary, accounting personnel, admin assistant, photocopy clerk, file  clerk, NCWise specialist, clerical specialist in a central office role, cost clerk, and school- based office personnel.Administrative Specialist (Central Support) (153)Person assigned to  perform activities concerned with the administrative specialties of a school system. Includes  internal auditor, budget specialist, administrative support, HR specialist, public relation  personnel, energy and safety monitor, central office specialist, nutritional specialist, and  specialists who manage a program area Driver (171)Person whose assignment consists  primarily of driving a vehicle, such as a bus, truck, or automobile.Custodian (173) Person  assigned to perform plant housekeeping and operating heating, ventilating, and air  conditioning systems. Manager (176) Person assigned to direct the day-to-day operations of  a group of skilled, semi-skilled, or unskilled workers. Examples would include child nutrition  manager, and maintenance foreman.
Place of performance (city, state, zip code) Bismarck, North Dakota  585050440 Less Than 50% Completed Title I - Grants to LEAs, Recovery Act Title I Grants to Local Educational Agencies, Recovery Act Title I, Part A funds are distributed to school districts based on four distinct funding formulas  as affected by census poverty data. Districts determine which eligible buildings are to  participate based on federal requirements. Targeted Assistance buildings must direct  services to specific students. Schoolwide building may use the funds for more schoolwide  activities intended to improve outcomes across the building. Purpose: To provide  supplemental funding to economically disadvantaged districts and some of their elegible  schools for improving educational outcomes for students. Building projects are either  Targeted Assistance whereby students to be served are selected based on academic needs  or school-wide whereby an improvement plan can be focused on any or all students.
Place of performance (city, state, zip code) Oklahoma City, Oklahoma  731054503 More than 50% Completed Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
The jobs created or retained with these Recovery Act funds include K-12 teachers,  instructional assistants, and mentor positions for new teachers. Teaching positions focus  on reading and math. Of the total number of jobs reported, over 50% are newly created  positions.
Place of performance (city, state, zip code)
Less Than 50% Completed 171 EDUCATION, PENNSYLVANIA DEPT OF TITLE I, PART A--IMPROVING BASIC PROGRAMS OPERATED BY LOCAL Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards Reflects sub-recipient submitted information on educators and other support staff providing  services detailed in the Project Description for the current reporting quarter for this award.
More than 50% Completed DEPARTMENT OF EDUCATION, SOUTH CAROLINA Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Pre-K Teacher, Kindergarten Teachers, Special Education (self -contained), Special Ed  (resource), Classroom Teacher, Retired Teacher, Media Specialist, Guidance, Other  Professional Instructional Oriented, Extended Day Teacher, Title I Director, School Nurse,  Social Worker, Clerical Support, Teacher Leader, Coordinators, Administrator, Title I  Instructional Paraprofessionals, Child Development Aide, Instructional Assistants,  Instructional Aides, Instructional Coach, Other Aides, Principal, Assistant Principal, Computer  Technician, Supervisor, Support Personnel, Kindergarten Aide, School Food Service Worker,  School Logistical Support Staff, Curriculum/Academic Specialist, Interventionist, ESOL Part- Time teacher, Short-Term Substitutes, Consultant, School Parent Facilitators Columbia, South Carolina  292013730 Less Than 50% Completed Title I Part A--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Teacher and paraprofessional positions were created to improve teaching and learning for  students most at risk of failing to meet State academic achievement standards.
Pierre, South Dakota  575012291 Less Than 50% Completed EDUCATION, TENNESSEE DEPARTMENT OF Title I Grants to Local Educational Agencies, Recovery Act Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Teachers, paraprofessionals, instructional facilitators, parent involvement coordinators,  guidance counselors, resource specialists, tech coaches, clerical, and other educational  specialists.
Place of performance (city, state, zip code) Nashville, Tennessee  372431219 Less Than 50% Completed Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
The positions created or retained during this period included professional jobs as well as  positions for support staff. The major job categories include counselors, teachers,  educational aides and administrators.
Place of performance (city, state, zip code) AUSTIN, Texas  787011402 Less Than 50% Completed Title I , Part A - Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
Place of performance (city, state, zip code) Montpelier, Vermont  056202501 Less Than 50% Completed EDUCATION, VIRGINIA DEPARTMENT OF Title I Grants to Local Educational Agengies, Recovery Act Title I Grants to Local Educational Agengies, Recovery Act To help local education agencies  (LEAs) and schools improve the teaching and learning of children failing, or most at-risk of  failing, to meet challenging State academic standards.
Improve teaching and learning for students most at risk of failing to meet State Academic  Achievement Standards.
Jobs accounted for during the quarter ended 3/31/2010 represent employment types such  as: teachers, paraprofessionals, literacy coaches, reading specialist, math specialists,  intervention specialist, aids, and resource professionals. This total is made up of 333.6  saved positions and 245.5 created positions.
Place of performance (city, state, zip code) Richmond, Virginia  232193673 Less Than 50% Completed PUBLIC INSTRUCTION, WASHINGTON STATE SUPERINTENDENT OF Title I, Part A - Improving Basic Programs Operated by Local Educational Agencies.
Improve teaching and learning for students most at risk of failing to meet state academic  achievement standards.
Improve teaching and learning for students most at risk of failing to meet state academic  achievement standards.
Place of performance (city, state, zip code) Olympia, Washington  985047200 Less Than 50% Completed 286 WEST VIRGINIA DEPARTMENT OF EDUCATION Improve teaching and learning for students most at risk of failing to meet the State  academic achievement standards.
Place of performance (city, state, zip code) Charleston, West Virginia  253050330 Less Than 50% Completed PUBLIC INSTRUCTION, WISCONSIN DEPT OF Title I, Part A--Improving Basic Programs Operated by Local Educational Agencies Improve teaching and learning for students most at risk of failing to meet State academic  achievement standards.
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paragraphs: 353.70 jobs were reported in this quarter. These positions include: math and reading  literacy coaches; math support teacher; substitute teachers; literacy specialist/coach;  reading teachers and specialists; day program teachers; counselors; stimulus projects  coordinator; literacy support teachers; teacher; administrative assistant; instructor; Director  of Learning & Reform; Title I coordinator; English teacher; parent assistant;  paraprofessionals; clerical staff; intermediate literacy support coach; direct instruction  specialist; site specific school improvement; teacher mentor; RTI coordinator; Title I  inclusion teacher; Title I teachers; speech pathologist; aide; social worker; behavioral  specialist; academic intervention specialist; secretarial support; academic support;  remediation specialist; teacher assistant; Title I paraprofessional; home visitors;  speaker/presenter/trainer; reading/literacy consultant; curriculum consultant; data  consultant; math consultant; IT staff; principal; new leader advanced placement; early  childhood workers; at-risk teacher; curriculum development coordinator; Title I teacher 316- License; remediation skills coordinator; reading coordinator; reading recovery teacher;  kindergarten assistance; math resource teacher; parent involvement coordinator; Title I  family coordinator; literacy coordinator; family outreach coordinator; resource teacher  (preschool, elementary); secondary reading support teachers; homeless community liaison;  research analyst; goal aide; solutions coordinator; dean of students; music teacher; student  success coordinator; art therapist; AutoSkill coordinator; homework club staff; hearing  interpreter; electronic sub; afterschool program tutor and administrator; expended day  coordinator, secretary, clerk and extended day staff; school family liaison; ELL teacher; data  analysis coach; program managers; parent presenters; mentors; tutors; accounting staff;  education consultant; SIFI/AYP coordinator; dual language immersion teacher; culturally  relevant teacher; private/parochial professional development teacher; after school  professional development coordinator; after school program coordinator; parent  involvement teachers; reading consultant; science teacher; interventionists; family  coordinator; staff development specialist; food service support; bilingual resource specialist- Saturday program; learning facilitator; librarian; AmeriCorps workers; and ARRA  administration coordinator.
section_title: SFSF Education Stabilization Funds: Selected Subrecipient (LEA) Descriptions
paragraphs: The State Fiscal Stabilization Fund included approximately $48.6 billion to  award to states by formula and up to $5 billion to award to states as  competitive grants. The Recovery Act created the SFSF in part to help state  and local governments stabilize their budgets by minimizing budgetary cuts  in education and other essential government services, such as public safety.  Stabilization funds for education distributed under the Recovery Act must  first be used to alleviate shortfalls in state support for education to local  educational agencies and public institutions of higher education. States  must use 81.8 percent of their SFSF formula grant funds to support  education (these funds are referred to as education stabilization funds) and  must use the remaining 18.2 percent for public safety and other  government services, which may include education (these funds are  referred to as government services funds). After maintaining state support  for education at fiscal year 2006 levels, states must use education  stabilization funds to restore state funding to the greater of fiscal year 2008  or 2009 levels for state support to LEAs and public IHEs. When distributing  these funds to LEAs, states must use their primary education funding  formula, but they can determine how to allocate funds to public IHEs. In  general, LEAs maintain broad discretion in how they can use education  stabilization funds, but states have some ability to direct IHEs in how to  use these funds.
Given that few descriptions fully met our transparency criteria, we  administered a web-based survey to school district superintendents in the  50 states and the District of Columbia to determine how they are using  Recovery Act funds. We conducted our survey between March and April  2010, with a 78 percent final weighted response rate. We selected a  stratified random sample of 575 LEAs from the population of 16,065 LEAs  included in our sample frame of data obtained from the Common Core of  Data in 2007-2008. Of this sample, we randomly selected 150 LEAs (50 for  each program) to gather illustrative information on how they used their  Recovery Act funds. See appendix VII for more information on how we  designed our survey. What follows are summaries of how these LEAs  described their use of Recovery Act SFSF funds, based on their survey  responses as well as information we collected through follow-up  communications.
Acton-Boxborough Regional School District  Acton, MA   01720  Award amount: $1,366,907 Acton-Boxborough Regional School District reported that it used its  Recovery Act SFSF award to address special needs of its students and  teachers. These funds covered the two schools in the district—the  Raymond Grey Junior High and the High School. Specifically, the funds  were used for paraprofessional staff retention, for teachers’ health  insurance, and for special education out-of-district tuition. As a result of  these funds, officials reported that the district was able to retain  approximately eight paraprofessionals and recover two special education  assistants. Therefore, officials reported that the district could maintain its  student-teacher ratios for special education and other classes and allow the  district to remain in compliance with Massachusetts regulations that  require special education assistant teachers for every nine special  education students. They also said these funds resulted in the district being  able to pay for staff members’ health insurance and tuition for four out-of- district students (which totaled $220,670). Officials indicated that their  Recovery Act SFSF award activities were less than 50 percent completed.
Anchorage School District  Anchorage, AK   99504  Award amount: $23,231,318 Anchorage School District reported that it used its Recovery Act SFSF  award to enhance existing effective programs; implement innovative new  programs; and ensure a safe learning environment with modern, efficient,  and functional technology. Not including substitute teachers hired because  of the impact of ARRA-funded professional development, or parents and  families affected by ARRA-funded programs, the SFSF award covered 4,969  teachers, teacher aides, administrators, and staff, and 47,089 students in a  range of schools and programs within the district. Specifically, the funds  were used to retain and hire staff, provide professional development for  instructional staff, purchase instructional materials, support preschool and  summer school programs, enhance parent involvement activities, purchase  or upgrade computer technology (hardware, software, servers, and  systems), conduct student assessments and internal program evaluations,  replace failing equipment, and implement building system renewals.  Anchorage School District selected projects that would continue its  ongoing work to improve scores on standardized tests, increase graduation  rates, decrease student dropout rates, and prepare students for college and  careers following graduation, all in a safe learning environment. District  officials indicated that their Recovery Act SFSF award activities were less  than 50 percent completed.
Arcadia Unified School District  Arcadia, CA 91007  Award amount: $3,294,536 Arcadia Unified School District reported that it used its Recovery Act SFSF  award to backfill staff reductions caused by state budget cuts, thereby  ensuring student progress by maintaining the district’s standard of an  approximate 30-to-1 student-teacher ratio and providing the necessary  programs to meet student needs. These funds covered all 10 schools in the  district that serve approximately 10,000 students. Specifically, the funds  were used to retain staff and support the district’s Response-to- Intervention program, its Walk-to-Read program, and before-school  intervention in math and language arts. As a result of the SFSF award,  officials reported that the district was able to retain approximately 20 of its  450 instructional positions and continue programs that meet the needs of  its students, including those with special needs. They also said that these  funds had the indirect result of allowing the district’s student-teacher ratio  in grades K-3 to remain at approximately 20-to-1. Officials indicated that  their Recovery Act SFSF award activities were less than 50 percent  completed.
Atlanta Public Schools  Atlanta, GA  30303  Award amount: $14,536,203 Atlanta Public Schools reported that it used its Recovery Act SFSF award  to save and retain instructional and noninstructional jobs. These funds  benefited the district’s 107 schools and student population of  approximately 47,000. Specifically, the district reported that the funds are  being used to retain jobs that would have been lost because of a decrease in  funding. As a result of the award, officials reported that Atlanta Public  Schools saved over 440 jobs, which allowed class sizes to remain the same  and support personnel to continue providing high levels of instruction with  little or no distraction. Furthermore, the district reported that it anticipates  that the additional funds will significantly assist the district with  maintaining and expanding instructional reform efforts that focus on  building capacity. Officials also anticipate that student achievement will be  affected in a positive manner, as will standardized test scores, high school  graduation rates, and teacher and principal effectiveness. District officials  indicated that their Recovery Act SFSF award activities were less than 50  percent completed.
Broward County Public Schools  Fort Lauderdale, FL  33301  Award amount: $91,104,960 Broward County Public Schools reported that it used its Recovery Act  SFSF award to save as many jobs as possible, which primarily included  teaching positions and school support positions. These funds covered 234  schools. As a result of these funds, officials reported that the district was  able to save over 1,400 jobs. Officials indicated that their Recovery Act  SFSF award activities were fully completed.
Burton Elementary   Porterville, CA 93257  Award amount: $1,224,856 Burton Elementary reported that it used its Recovery Act SFSF award to  save staff positions, including classified positions for those who work as  classroom aides, librarians, and office clerks; maintain professional  development and student programs; and purchase instructional materials.  These funds covered approximately 3,800 students in seven schools.  Specifically, the funds were used to pay staff salaries, and thus maintain  low class sizes and programs such as art, music, libraries, and physical  education. In addition, Burton Elementary used the funds to maintain staff  development in order to help its teachers become better leaders and give  them the necessary resources to help their students be successful. As a  result of these funds, officials reported that the district was able to save 15  instructional positions and 5.25 classified positions and maintain its  current student-teacher ratio of 20 to 1 in its lower grades. They also said  that the funds will result in the district achieving higher levels of student  success, improving scores on standardized tests, exiting program  improvement status, and maintaining the district’s purpose and goals.  Officials indicated that their Recovery Act SFSF award activities were  more than 50 percent completed.
Central Union High School District  El Centro, CA 92243  Award amount: $1,895,213 Central Union High School District reported that it used its Recovery Act  SFSF award to continue academic counseling and provide development for  certified staff. The funds covered 10.6 full-time-equivalent counselors who  advised 4,000 students in two comprehensive and one continuation high  school. In addition, the district used the funds to provide 3 full days and 12  half days of staff development to 225 teachers. Specifically, the funds were  used to continue previous allocation of staff development time,  collaboration, and standards-based assessment. In addition, the funds were  used to focus on a formative instructional methodology called Assessment  for Learning, which uses information from a variety of sources to inform  pedagogical decisions. As a result of these funds, officials reported that the  district was able to maintain existing levels of academic advisement and its  previous commitment to Assessment for Learning and standards-based  initiatives. They also said that these funds resulted in retaining existing  counseling staff and the services they were providing. Officials indicated  that their Recovery Act SFSF award activities were 50 percent or more  completed.
Cheney Unified School District #268      Cheney, KS  67025      Award amount: $493,548     Cheney Unified School District #268 reported that it used its Recovery Act  SFSF award to maintain its educational system at the current level to  ensure student progress. These funds covered the three schools in this  district that serves 775 students. Specifically, the funds were used to save  certified and classified staff positions and maintain a desired student- teacher ratio. As a result of these funds, officials reported that the district  was able to maintain a 20-to-1 student-teacher ratio at its elementary school  and a 24-27-to-1 ratios at the middle and high schools. They also said that  these funds resulted in the district saving between three and five positions,  including a part-time math position, which kept math classes from having  more than 30 students. Officials reported that their Recovery Act SFSF  award activities were more than 50 percent completed.
Chester School District       Deep River, CT  06417       Award amount: $61,222     Chester School District reported that it used its Recovery Act SFSF award  to retain teachers and to provide them with professional development in  teaching strategies and data analysis. These funds covered teachers in all  three elementary schools in the district. Specifically, the funds were used to  provide consultation services through Performance Pathways, which is a  technical tool that uses student data such as regular, standardized, and  benchmark testing to inform decisions about changes in students’  academic programs. As a result of the SFSF award, officials reported that  the district expects to see improved scores on standardized tests as well as  improved strategies using data-driven decisions in the classroom. They  indicated that their Recovery Act SFSF award activities were less than 50  percent completed.
Clayton County Public Schools  Jonesboro, GA  30236  Award amount: $23,144,036 Clayton County Public Schools reported that it used its Recovery Act SFSF  award to retain personnel. These funds supported approximately 312  personnel at 62 schools. Specifically, the funds were used for salaries of  teachers across all grade levels and subject areas (except for vocational  and special education). As a result of these funds, officials reported that the  district was able to retain approximately 312 personnel. They indicated that  their Recovery Act SFSF award activities were less than 50 percent  completed.
Coeur d’Alene District  Coeur d’Alene, ID  83814  Award amount: $4,182,019 Coeur d’Alene District reported that it used its Recovery Act SFSF award to  support existing employee salaries and benefits for a month. These funds  supported 17 schools and approximately 1,100 employees working in  maintenance, transportation, and administrative offices. Specifically, the  funds were used to help offset the cost of existing staff so that their health  insurance benefits could be maintained and so that further cuts to existing  programs would not be made. As a result of these funds, officials reported  that the district was able to save extracurricular programs at the schools  and health benefits for employees, but did not necessarily save any  positions. They indicated that their Recovery Act SFSF award activities  were less than 50 percent completed.
Creighton Elementary District  Phoenix, AZ  85016  Award amount: $2,275,658 Creighton Elementary District reported that it used its Recovery Act SFSF  award to maintain class sizes at levels prior to those of 2010 and retain  teaching staff. These funds provided support to approximately 7,400  students in nine schools and approximately 500 teachers and other staff  members. Specifically, the funds mitigated losses in state funding by paying  for staff salaries. As a result of the SFSF award, officials reported that the  district was able to maintain student-teacher ratios at pre 2009-2010, levels  that were a maximum of 27 to 1 for grades K-3 and 32 to 1 for grades 4-8.  Officials reported that maintaining these student-teachers ratios will  ensure that students receive meaningful instructional opportunities. They  indicated that their Recovery Act SFSF award activities were 50 percent or  more completed.
Crossroads Charter High School      Charlotte, NC  28213      Award amount: $61,050     Crossroads Charter High School reported that it used its Recovery Act  SFSF award to hire and retain teachers, paraprofessionals, and  contractors; to enhance technology for computer-based instruction and  school safety, and to purchase educational supplies and materials. These  funds covered Crossroads Charter High School’s one site that serves 271  students, has 16 teachers, and employs a host of paraprofessionals and  contractors. Specifically, the funds were used for providing staff  development for teachers and administrators, purchasing computers and  safety equipment, and allowing for college and career readiness tours. As a  result of these funds, officials reported that the school was able to save five  positions, create three positions, and thus maintain its student-teacher  ratio of 20 to 1. School officials said they also hope that the funds will  facilitate increased graduation rates and improved high-stakes test scores  from the concentrated staff and career exploration activities. They  indicated that their Recovery Act SFSF award activities were less than 50  percent completed.
E-Cademie, A Charter School  Phoenix, AZ  85006  Award amount: $123,381 E-Cademie, A Charter School reported that it used its Recovery Act SFSF  award to pay for monthly maintenance and operations expenses so the  school could keep its doors open after the state of Arizona cut its regular  payments for October, November, May, and June. These funds covered  approximately 170 students, 10 teaching staff, and 6 support staff. As a  result of the SFSF award, officials reported that the school was able to pay  its staff and rent, thus preventing it from going into massive debt or closing  down. They indicated that their Recovery Act SFSF award activities were  fully completed.
Fairfax County Public Schools  Falls Church, VA  22042  Award amount: $37,426,150 Fairfax County Public Schools reported that it used its Recovery Act SFSF  award to avoid further increases in general education class size by  retaining an average of 1.5 teachers per school in approximately 189  schools. As a result of these funds, officials reported that the district was  able to retain approximately 276 classroom teachers. They indicated that  their Recovery Act SFSF award activities were 50 percent or more  completed.
Flathead High School  Kalispell, MT   59901  Award amount: $893,761 Flathead High School reported that it used its Recovery Act SFSF award to  retain and hire staff, pay for professional development, and purchase  instructional materials. These funds covered six schools, which included  elementary, middle, and high schools. Specifically, the funds were used to  maintain its current level of staffing for at-risk students and to maintain  tutors for those students without using other funds. As a result of these  funds, officials reported that the district was able to maintain its 20-to-1  student-teacher ratio for its special education classes. They indicated that  their Recovery Act SFSF award activities were more than 50 percent  completed.
Forsyth County Schools   Winston Salem, NC  27103  Award amount: $13,621,983 Forsyth County Schools reported that it used its Recovery Act SFSF award  for offsetting pay for noninstructional personnel to replace the loss of state  funds, as dictated by the North Carolina General Assembly. These funds  covered all noninstructional personnel in the district—specifically, clerical  and custodial positions. As a result of these funds, officials reported that  the district was able to save 389 positions, as the average salary and total  benefits of each position is approximately $35,000. They indicated that  their Recovery Act SFSF award activities were more than 50 percent  completed.
Fort Sam Houston Independent School District      San Antonio, TX  78234       Award amount: $843,721      Fort Sam Houston Independent School District reported that it used its  Recovery Act SFSF award to purchase technology infrastructure,  hardware, software, and training for staff. These funds covered  approximately 1,500 students in three schools—an elementary, middle, and  high school. Specifically, they were used to purchase network servers,  mounting racks, and catalyst SmartNet power supplies. As a result of these  funds, officials reported that the district was able to upgrade its  technological infrastructure, hardware, and software for its staff and  students. As a result of enhancements to the district’s infrastructure,  teachers and students have more access to the latest technology for general  classroom instruction. Officials indicated that their Recovery Act SFSF  award activities were more than 50 percent completed.
Hooksett School District  Hooksett, NH   03106  Award amount: $426,184 Hooksett School District reported that it used its Recovery Act SFSF award  to move more students with educational disabilities from special education  classrooms into the general education classrooms by hiring new staff,  providing professional development, and purchasing technology and  instructional materials that target the special education population. These  funds supported five schools, with a combined population of about 1,275  students. As a result of these funds, officials reported that the district was  able to improve instructional practices resulting in increased student  achievement. They indicated that their Recovery Act SFSF award activities  were less than 50 percent completed.
Houston Heights Learning Academy, Inc.  Houston, TX  77007  Award amount: $20,267  Houston Heights Learning Academy, Inc., reported that it used its Recovery  Act SFSF award to maintain two full-day prekindergarten programs for  school readiness at one school. These funds targeted seven teachers and  129 students at the one school. Specifically, the funds were used for  students who are in a lower economic bracket, have limited English  proficiency, and need a full-day program to prepare them for school  readiness. As a result of these funds, officials reported that they expect the  school’s students will receive a strong foundation for academic  achievement, which will eventually close gaps on standardized tests and  improve graduation rates. In addition, the school will be able to retain two  full-day prekindergarten teachers. Officials indicated that their Recovery  Act SFSF award activities were 50 percent or more completed.
Huron School District 02-2   Huron, SD  57350       Award amount: $920,254      Huron School District 02-2 reported that it used its Recovery Act SFSF  award for general day-to-day operations of the district. These funds  covered all 2,000 students in the district and supplanted South Dakota state  aid. As a result of these funds, officials reported that the district was able to  save 8 to 10 staff positions and maintain the same level of services offered  in the prior year. They indicated that their Recovery Act SFSF award  activities were fully completed.
Integrity Education Corporation  Scottsdale, AZ  85271  Award amount: $41,640 Integrity Education Corporation reported that it used its Recovery Act  SFSF award to maintain its education program in the face of declining state  funding. These funds covered one school consisting of 70 students.  Specifically, the funds were used to retain staff and purchase instructional  materials and kitchen equipment. As a result of this SFSF award, officials  reported that the school was able to save one instructional position and  improve scores on standardized tests. They indicated that their Recovery  Act SFSF award activities were fully completed.
Joshua Academy  Evansville, IN  47713  Award amount: $126,496 Joshua Academy, a charter school, reported that it used its Recovery Act  SFSF award to maintain normal operations after the state of Indiana  substituted its regular funding with the award money. Thus, the academy  received the same funding as usual, just from a different source. These  funds covered the 22 teachers and 240 students at Joshua Academy. As a  result of these funds, officials reported that the academy was able to  continue operations as normal without undertaking additional budget cuts  even though the state of Indiana is undergoing budget cuts. They indicated  that their Recovery Act SFSF award activities were fully completed.
Lee County School District  Bishopville, SC  29010  Award amount: $796,651 Lee County School District reported that it used its Recovery Act SFSF  award to save instructional positions. These funds primarily targeted 12  instructional positions and affected all schools in the district—including its  elementary, middle, and high schools. Specifically, the funds were used to  pay for the district’s utility bills and property, casualty, and worker’s  compensation insurance premiums, which freed up state and local funds to  pay for instructional staffs’ salaries and fringe benefits. As a result of these  funds, officials reported that the district was able to save approximately 12  instructional positions by using state and local funds for the salaries, which  have helped maintain class sizes in its elementary schools and helped the  district continue offering assistance to its ESOL (English for Speakers of  Other Languages) students at all locations. The funds also resulted in the  district keeping programs such as AP (Advanced Placement) English, the  teacher cadet program, art and music in its middle and high schools, and a  vocational program directed at special needs students. Officials reported  that their Recovery Act SFSF award activities were 50 percent or more  completed.
Liberty School District      Roland, OK 74954      Award amount: $85,795     Liberty School District reported that it used its Recovery Act SFSF award  to save and retain instructional positions. These funds covered all 325  students and 24 certified teachers in this K- 8 district. Specifically, the funds  were used to save and retain third, fifth, and sixth grade instructional  positions. As a result of these funds, officials reported that the district was  able to save a total of three positions. They indicated that their Recovery  Act SFSF award activities were more than 50 percent completed.
Liberty-Eylau Independent School District        Texarkana, TX 75501   Award amount: $971,887      Liberty-Eylau Independent School District reported that it used its  Recovery Act SFSF award to provide the best education possible for its  students by providing services and implementing programs. These funds  covered all six campuses in the district that serves a total of 2,900 students.  Specifically, the funds were used to hire and retain supplemental  classrooms teachers and instructional aides, as well as a career and  technology specialist for its vocational program. In addition, officials  reported that the district used the funds to provide core subject  professional development for teachers at a local service center, pay for  substitute teachers so that new teachers could participate in a mentoring  program, and purchase test preparation materials and several new  computers and projectors. As a result of these funds, officials said the  district was able to improve technology availability in the classroom and  save or retain 10 to 12 positions, which the district hopes will improve  scores on standardized tests. They indicated that their Recovery Act SFSF  award activities were more than 50 percent completed.
Life Skills Center-Middletown  Middletown, OH  45042  Award amount: $164,378 Life Skills Center-Middletown reported that it used its Recovery Act SFSF  award to hire and retain teachers despite budget cuts. These funds covered  this dropout recovery high school and affected teachers in the school’s  learning lab that serves 30 to 50 students per day. Specifically, the funds  were used to serve all new students with the transition lab, which will  prepare them for the classroom labs. As a result of these funds, officials  reported that the school was able to retain three full-time equivalents and  that they hope to increase retention, attendance, and student acclimation,  thereby leading to increased graduation rates. In addition, they said they  hope that the increased individualized attention will increase scores on  students’ standardized tests. Officials indicated that their Recovery Act  SFSF award activities were more than 50 percent completed.
Lombard School District 44  Lombard, IL  60148  Award amount: $460,145 Lombard School District 44 reported that it used its Recovery Act SFSF  award to construct a four-classroom addition at its Butterfield School.  These funds will affect approximately 100 students and six schools, two  directly and four indirectly. Specifically, the four-classroom addition will  house the district’s early childhood and kindergarten readiness programs.  As a result of these funds, officials reported that the district will be able to  serve all of its early childhood and kindergarten readiness programs at one  building with state-of-the-art facilities, which will alleviate overcrowding at  their current location. Officials indicated that their Recovery Act SFSF  award activities were less than 50 percent completed.
Marietta City Schools  Marietta, GA  30060       Award amount: $3,484,874      Marietta City Schools reported that it used its Recovery Act SFSF award for  instructional personnel salaries and benefits to offset state funding  reductions in accordance with directions from the state. Officials said it  was not possible to say how many schools or students were affected. They  reported that the funds were reclassified to compensate for funds the state  could not provide because of a decline in state revenues. As a result of  these SFSF funds, officials said that the district was able to save about 97  staff positions according to the state budget calculation. Officials indicated  that their Recovery Act SFSF award activities were fully completed.
Medical Center Charter School  Houston, TX 77030  Award amount: $37,889 Medical Center Charter School reported that it used its Recovery Act SFSF  award to increase special education services and increase teacher quality.  These funds covered one campus with about 250 students in grades  prekindergarten through sixth. Specifically, the funds were used for the  early detection of learning disabilities and the expansion of all-day  prekindergarten. In addition, the school used the funds for the  implementation of new software, staff retention, professional  development, and incentives. As a result of these funds, officials reported  that the school was able to support eight positions and increase staff job  satisfaction. They indicated that their Recovery Act SFSF award activities  were 50 percent or more completed.
Mobile County Public Schools  Mobile, AL  36618  Award amount: $14,817,861 Mobile County Public Schools reported that it used its Recovery Act SFSF  award to pay for teachers, which allowed the district to avoid reducing its  number of teachers. In addition to retaining teacher positions, the funds  were used for professional development (specific to their grade level and  subject area) that allowed teachers to meet school system requirements.  The award funds affected about 60,000 students and about 6,000 teachers in  the district’s 89 schools. As a result of this SFSF award, officials reported  that the district was able to maintain its 20-to-1 student-teacher ratio for  grades K through 3, 24–to-1 ratio for grades 4 through 6, and 28–to-1 ratio  for grades 7 through 12. They indicated that their Recovery Act SFSF award  activities were 50 percent or more completed.
Mount Vernon School District 17-3       Mount Vernon, SD  57363       Award amount: $133,960  Mount Vernon School District 17-3 reported that it used its Recovery Act  SFSF award to supplant money from the state and that the funds were used  for salaries. These funds covered all 240 students in the district, but  officials indicated that it was not possible to say which positions would  have been affected. As a result of these funds, officials reported that the  district was able to save two positions. They indicated that their Recovery  Act SFSF award activities were fully completed.
Muscogee County School District  Columbus, GA  31906  Award amount: $16,907,769 Muscogee County School District reported that it used its Recovery Act  SFSF award for staff retention throughout the district. Specifically, these  funds were used to retain elementary teachers, media specialists,  paraprofessionals, clerks, and assistant principals. As a result of these  funds, officials reported that the district was able to save 223.4 jobs. They  indicated that their Recovery Act SFSF award activities were less than 50  percent completed.
Newhall Elementary  Valencia, CA  91355  Award amount: $2,206,649 Newhall Elementary reported that it used its Recovery Act SFSF award to  retain teachers and maintain programs. These funds targeted 10 schools  and affected approximately 758 students. Specifically, the funds enabled  the district to enrich the learning experience in the primary grades by  keeping class sizes low as part of the state’s class size reduction program in  grades K-3. As a result of the SFSF award, officials reported that the district  was able to retain 31 teachers, and thus maintain an average  student/teacher ratio of 22 to 1 in grades K-3. They indicated that their  Recovery Act SFSF award activities were 50 percent or more completed.
North Merrick Union Free School District   Merrick, NY 11566  Award amount: $675,135 North Merrick Union Free School District reported that it used its Recovery  Act SFSF award to maintain a comprehensive educational program for  both general and special education students, equitably supporting  programs in each of its schools. These funds targeted each of the district’s  three elementary schools, which serve approximately 1,320 students.  Specifically, the district used the award predominantly to retain staff and  provide ongoing professional development in support of important  federal/state initiatives (e.g., Response to Intervention) and used a small  portion of it to purchase educational technology in support of district  initiatives. As a result of these funds, officials reported that the district  expects to maintain important district educational programs and staff in  the arts, music, library, and literacy; continue to demonstrate excellent  student results on all educational assessments; and continue to meet the  goals of the district technology plan, especially in terms of technology  integration with instruction. Officials indicated that their Recovery Act  SFSF award activities were 50 percent or more completed.
Northwestern School Corporation   Kokomo, IN  46901  Award amount: $943,353 Northwestern School Corporation reported that it used its Recovery Act  SFSF award to retain current staffing as a substitute for its state tuition  support. These funds covered about 115 teachers at four schools that have  a total of about 1,650 students. As a result of these funds, officials reported  that the district was able to maintain its level of teachers, its current  academic program, and high test scores. They indicated that their Recovery  Act SFSF award activities were fully completed.
Pacific Elementary  Davenport, CA  95017  Award amount: $39,724 Pacific Elementary reported that it used its Recovery Act SFSF award to  maintain an intervention program for the lowest-performing students by  retaining the program’s staff. These funds affected one position and  covered 14 of the 101 students at Pacific Elementary, which is a single  school district. Specifically, the funds were allocated for a reading  specialist, funding 80 percent of the position in the 2009-2010 school year  and allowing the district to retain the position for the 2009-2010 and 2010- 2011 school years, even though doing this will require spending down  reserves. As a result of the SFSF award, officials reported that the  specialist can continue providing significant interventions for students  performing below grade level. According to officials, these learners are  making academic progress based on a variety of assessments such as the  Bader Reading and Language Assessment, the Lindamood Auditory  Conceptualization Test, and the Comprehensive Test of Phonological  Awareness. Officials indicated that their Recovery Act SFSF award  activities were more than 50 percent completed.
Pelham City School District  Pelham City, GA 31779  Award amount: $915,617 Pelham City School District reported that it used its Recovery Act SFSF  award to hire and retain instructional staff. The funds targeted three  schools—one elementary, middle, and high school—that serve a total of  approximately 1,425 students. Specifically, the funds were used to hire and  retain paraprofessionals, full-time certified staff, and an instructional  specialist. As a result of these funds, officials reported that the district was  able to save six paraprofessionals, two full-time certified staff, and 25  percent of an instructional specialist’s position. They indicated that their  Recovery Act SFSF award activities were 50 percent or more completed.
Prince George’s County Public Schools   Upper Marlboro, MD  20772  Award amount: $46,542,234 Prince George’s County Public Schools reported that it used its Recovery  Act SFSF award to restore financial support to maintain its buildings in a  manner that provides for a safe, healthy, and comfortable learning  environment. These funds affected all of the district’s 127,000 students and  202 schools. Specifically, the funds were used to support districtwide fixed  utility costs as an indirect way of continuing to build academic progress,  maintain successful instructional programs, and fund the necessary  resources to prepare students for state assessments. As a result of these  funds, officials reported that the district was able to prevent districtwide  employee furloughs, saving the district from a potential lost of 37 days  across various employee classifications. Next, officials reported that the  funds prevented the potential downgrade of activities and programs, such  as the Advancement Via Individual Determination program--an  instructional program designed to improve extended learning opportunities  in the core subject areas. In addition, the SFSF award resulted in the  district not increasing its student-teacher ratios of 22 to 1 in grades K  through 2, 25 to 1 in grades 3 through 6, 30 to 1 in grades 7 through 8, and 20  to 1 in grades 9 through 12. Last, the funds allowed them to restore bus  driver and bus attendant positions. District officials indicated that their  Recovery Act SFSF award activities were 50 percent or more completed.
Recovery School of Southern Minnesota  Owatonna, MN 55060  Award amount: $16,823 Recovery School of Southern Minnesota reported that it used its Recovery  Act SFSF award to provide instruction to students by retaining  instructional staff. These funds covered one site that serves approximately  30 students. In particular, the funds were used, along with other funds, to  retain a full-time general education/ special education teacher. According  to school officials, these funds assisted the school with retaining one  instructional position. They indicated that their Recovery Act SFSF award  activities were more than 50 percent completed.
San Bernardino City Unified School District  San Bernardino, CA  92410  Award amount: $22,316,420 San Bernardino City Unified School District reported that it used its  Recovery Act SFSF award to reduce layoffs due to budget cuts. These  funds covered 44 elementary schools, which have a combined enrollment  of approximately 25,175 students. Specifically, the funds were used to keep  class sizes lower in grades K-3. As a result of the SFSF award, officials  reported that the district was able to save 65 positions and maintain a class  size of 21:1, rather than increasing to 22: 1 for grades K- 3. District officials  reported that their Recovery Act SFSF award activities were less than 50  percent completed.
Santa Clara County Office of Education   San Jose, CA  95131      Award amount: $3,414,075     Santa Clara County Office of Education (SCCOE) reported that it used its  Recovery Act SFSF award to maintain and augment its support to school  districts, charter schools, regional occupation programs, and alternative  education programs through creating and retaining staff positions. The  SCCOE reported that the award was used to augment its support of 12,749  teachers for 261,945 students at 36 school districts (21 elementary, 6  unified, 5 high school, 4 community colleges) and 387 public school sites  inclusive of 34 charter schools (239 elementary, 55 middle, 51 high school,  18 continuation, 10 alternative, 9 community day, 2 K-12, 1 special  education, 1 juvenile hall, and 1 county community). Specifically, they said  the funds were used to maintain and augment support for curriculum,  instruction, assessment, accountability, career technology education,  preschool services, school health services, and categorical programs. . As a  result of their SFSF funds, officials reported that the district was able to  create 17.1 positions, which was the equivalent of 14.45 FTEs. They  indicated that their Recovery Act SFSF award activities were projected to  be more than 50 percent completed by June 30, 2010.
Sbe–The School of Arts and Enterprise   Sacramento, CA  95814      Award amount: $187,919     Sbe–The School of Arts and Enterprise reported that it used its Recovery  Act SFSF award to maintain standards by preventing layoffs. These layoffs  would have occurred because the state reduced per student funding by  $500, which would have meant a $200,000 reduction for the school. These  funds covered all 400 students at the school by retaining staff and replacing  employees from turnover. As a result of these funds, officials reported that  the school was able to save three to four teacher positions, which allowed  it to have a 20-to-1 student-teacher ratio rather than a 25-to-1 ratio that it  would have had without the award funds. They indicated that their  Recovery Act SFSF award activities were more than 50 percent completed.
Terrebonne Parish School District  Houma, LA  70360  Award amount: $2,659,177 Terrebonne Parish School District reported that it used its Recovery Act  SFSF award to retain master teachers, to fund performance pay for  employees at schools that meet the state-established growth target on the  LEAP test, and to fund its summer school and remediation programs. The  award helped fund performance pay for employees at the 12 district  schools that met state growth targets, targeted 10 schools where master  teachers serve, and provided partial funding for approximately 3,000  students in its summer program. Specifically, the funds covered summer  school stipends, materials and transportation, and teachers’ performance  pay stipend and benefits costs. As a result of their SFSF funds, officials  reported that the school was able to retain 10 master teachers who assisted  with curriculum and instruction. They also said that these funds resulted in  the school continuing its summer school and remediation programs so that  students who did not pass the LEAP test could have additional  instructional time before they retake it. Officials indicated that their  Recovery Act SFSF award activities were more than 50 percent completed.
Tulelake Basin Joint Unified School District   Tulelake, CA  96134   Award amount: $295,390  Tulelake Basin Joint Unified School District reported that it used its  Recovery Act SFSF award to support the continued operation of its music  program and staff retention. Specifically, the funds were used to rehire the  music teacher and retain one teacher at the elementary school and another  at the middle school. These funds affected a total of 536 students who took  classes from the music teacher, 125 students at a K through 2 elementary  school, 170 students at a 3 through 6 elementary school, and 241 students at  the middle and high schools. As a result of these funds, officials reported  that the district was able to maintain class sizes of approximately 20  students and save three instructional positions. These funds also allowed  the district to keep its arts program in the schools. District officials  indicated that their Recovery Act SFSF award activities were 50 percent or  more completed.
Valley View Elementary  Polson, MT  59860  Award amount: $14,664 Valley View Elementary reported that it used its Recovery Act SFSF award  to retain highly qualified teachers and an instructional aid at its 23-student  school. In particular, the funds were used to retain the staff and pay for the  cost of additional benefits, especially its health insurance costs. As a result  of the SFSF award, the school anticipates it will be able to retain three  staff, and it hired one instructional aide. School officials reported that their  Recovery Act SFSF award activities than 50 percent completed.
Vineland Public School District  Vineland, NJ   08360  Award amount: $14,788,960 Vineland Public School District reported that it used its Recovery Act SFSF  award to pay for employee health benefits that are a key part of the budget.  District officials said that they decided to use the funds for health benefits  because doing so allows them to charge as few items as possible to the  SFSF award, thus enabling the greatest amount of transparency and  taxpayer review. These funds covered health benefits for all of the district’s  431 administrative staff members and 352 high school staff members at the  two campuses that do not receive Title I funds. Specifically, the funds were  used for benefits of bus drivers, assistant elementary school principals,  basic skills teachers, and other instructional and noninstructional  positions. As a result of these funds, officials reported that the district was  able to retain approximately 219.5 positions—specifically 61 bus drivers, 7  assistant elementary school principals, 41 basic skills teachers, and 110.5  other instructional and noninstructional positions throughout the district.  They indicated that their Recovery Act award activities were more than 50  percent completed.
Wake County Schools  Raleigh, NC  27609  Award amount: $35,150,824 Wake County Schools reported that it used its Recovery Act SFSF award to  offset a reduction in state funds for noninstructional support, which the  North Carolina Department of Public Instruction reduced for the 2009-2010  and 2010-2011 school years. These funds covered all schools in the Wake  County Public School System. Specifically, the funds were used to support  custodial and clerical positions. As a result of these funds, officials  reported that the district was able to continue to provide school-based  clerical and custodial support and save an estimated 493 custodial and 423  clerical jobs. Specifically, they said it saved a total of 10,552.25 months of  school-based employment and 48 months of employment in central  services for a total of 10,600.25 months of employment per year. Officials  indicated that their Recovery Act SFSF award activities were less than 50  percent completed.
West Holmes Local School District  Millerburg, OH  44654  Award amount: $908,249  West Holmes Local School District reported that it used its Recovery Act  SFSF award to maintain purchased services that were previously state- funded. Because West Holmes Local School District is over 50 percent  state-funded, it used the SFSF funds to offset what it had always received.  These funds included general funding for an alternative school, virtual  classroom, and community school; Internet services for the district; gifted  education services; computer technician services; and district audit  services. However, it is not possible to say exactly how many students or  schools were affected. As a result of these funds, officials reported that the  district was able to maintain its property, fleet, and liability insurance  coverage and pay for audit-related and technology fees. These funds also  allowed the district to save several jobs and maintain its current student- teacher ratio to help it achieve its goal of improved scores on standardized  tests. They indicated that their Recovery Act SFSF award activities were  less than 50 percent completed.
Woodson Independent School District  Woodson, TX  76491  Award amount: $46,884 Woodson Independent School District reported that it used its Recovery  Act SFSF award to purchase hardware and software to improve,  supplement, and expand instructional programs, including response-to- intervention and progress monitoring. These funds supported all  students—120 total—in this K-12 district. As a result of these funds,  officials reported that the district was able to retain staff. They also said  they expect that student achievement will increase. Officials indicated that  their Recovery Act SFSF award activities were 50 percent or more  completed.
section_title: IDEA Part B for School Aged Children: Selected Subrecipient (LEA) Descriptions
paragraphs: The Recovery Act provided supplemental funding for programs authorized  by the Individuals with Disabilities Education Act, as amended, the major  federal statute that supports the provisions of early intervention and  special education and related services for children, and youth with  disabilities. Part B ($11.7 billion) provides funds to ensure that preschool  and school-aged children with disabilities have access to a free and  appropriate public education and is divided into two separate grant  programs: Part B grants to states (for school-age children) and Part B  preschool grants. Our review focused only on Part B grants to states for  school aged children.
Given that few descriptions fully met our transparency criteria, we  administered a web-based survey to school district superintendents in the  50 states and the District of Columbia to determine how they are using  Recovery Act funds. We conducted our survey between March and April  2010, with a 78 percent final weighted response rate. We selected a  stratified random sample of 575 LEAs from the population of 16,065 LEAs  included in our sample frame of data obtained from the Common Core of  Data in 2007-2008. Of this sample, we randomly selected 150 LEAs (50 for  each program) to gather illustrative information on how they used their  Recovery Act funds. See appendix VII for more information on how we  designed our survey. What follows are summaries of how these LEAs  described their use of Recovery Act IDEA Part B funds, based on their  survey responses as well as information we collected through follow-up  communications.
American Charter Schools Foundation d.b.a. Sun Valley High School   Phoenix, AZ 85020   Award amount: $27,382 American Charter Schools Foundation D.B.A. Sun Valley High School  reported that it used its Recovery Act IDEA award to improve scores on  standardized tests, increase special education students’ access and  understanding of general education curriculum, and enhance supports and  instructional modifications for special education students in the inclusive  setting. These funds served over 70 special education students. Specifically,  the funds were used to hire a part-time special education coordinator to  enhance supports and instructional modifications, purchase instructional  materials, and provide related services for special education students such  as speech, physical therapy, psychological, hearing and vision services. As  a result of these IDEA funds, officials reported that the school was able to  improve standardized test scores, improve of dropout and graduation rates,  and increase understanding of and accessibility to general education  curriculum. Officials indicated that their Recovery Act IDEA award  activities were more than 50 percent completed.
Arp Independent School District   Arp, TX 75750   Award amount: $382,876      Arp Independent School District reported that it used its Recovery Act  IDEA award to hire a special education teacher and instructional aide to  work with students with emotional disabilities, purchase special education  manager software, and purchase a bus for hearing-impaired students.  These funds supported one campus and approximately 90 students. The  funds were also used to create two new staff positions. As a result of these  IDEA funds, officials reported that the district was able to transport  students with hearing impairments more efficiently, individualize  instruction to the needs of students with emotional disabilities, and cut  down on referrals by identifying students with special needs. They  indicated that their Recovery Act IDEA award activities were more than 50  percent completed.
Biloxi Public School District  Biloxi, MS  39530  Award amount: $1,165,859 Biloxi Public School District reported that it used its Recovery Act IDEA  award to retain jobs and replace and upgrade technology for students with  special needs. These funds supported 593 students with special needs  across all 11 schools. Specifically, the funds were used to retain two  examiners and two psychologists and purchase new computers and  printers for student use. As a result of IDEA funds, officials reported that  the district was able to ensure that students with disabilities receive  assessment services and provide them more individualized assistance. The  technology will allow the students to access the newer intervention  software. District officials reported that their Recovery Act IDEA award  activities were completed 50 percent or more.
Blackstone Valley Regional Vocational Technical High School  Upton, MA 01568  Award amount: $215,190 Blackstone Valley Regional Vocational Technical High School reported that  it used its Recovery Act IDEA award to fund administrative stipends for  two special education personnel. These funds supported the single regional  school in the district, affecting the entire special education population of  140 students. Specifically, the funds were used to support a special  education chair whose purpose is to carry out many aspects of  administration of special education, and a special education Team Leader  whose purpose is to improve coordination within the department and  among the different disciplines. As a result of these funds, officials  reported that the school was able to integrate academic and vocational  studies, revise its curriculum with recommendations from state and federal  agencies, and assist with an inclusion program for special education  students. Officials also said that these funds also resulted in coordination  of individualized education program (IEP) services and reevaluations,  provision of liaisons with parents, and improvement of services to Special  Education students. They indicated that their Recovery Act IDEA award  activities were more than 50 percent completed.
Bonham Independent School District   Bonham, TX 75418   Award amount: $387,509      Bonham Independent School District reported that it used its Recovery Act  IDEA award to purchase technology and instructional materials, provide  professional development, and create one part-time position. Because  students with special needs are included in the general education  classroom, these funds affected all students in the district (approximately  2,000). Specifically, the funds were used to purchase technology and  software for students with special needs, a special needs school bus,  instructional materials, and additional technology for the classrooms. The  award was also used for professional development for teachers working  with students with special needs and to create one part-time social worker  position. As a result of these IDEA funds, officials reported that the district  was able to positively affect the ability of the teachers to improve their  instructional techniques and increase student achievement. They also said  that these funds resulted in better transportation of students with special  needs so they can participate in school activities. Officials indicated that  their Recovery Act IDEA award activities were more than 50 percent  completed.
Christina School District   Wilmington, DE 19801   Award amount: $4,954,517     Christina School District reported that it used its Recovery Act IDEA award  to support Coordinated Early Intervention Services for students with  disabilities who have academic or behavioral issues, to supplement funds  to secondary schools for extended day and extended year programs for  students with disabilities, to provide professional development to staff  working with students with disabilities, and to expand birth-to-five  activities for parents and students. These funds supported about 22 schools  and 16,000 students. Specifically, the funds were used to: expand birth to 3- year-old parent and child programs in high-need areas; provide afternoon  preschool programs for 30 children, construct an academic support center  at one high school to assist and enrich students at a variety of achievement  levels, hire academic and behavior interventionists to support student  needs, conduct training in research-based instructional practices, and  conduct formal-third party reviews of all schools to gather baseline  information on the school's performance, and create professional  development plans for the staff and school leaders. As a result of these  IDEA funds, district officials reported seeing a significant improvement in  behavioral referrals this school year and expect student enrollment and  retention rates to improve as well as improvement in academic  achievement over time. Officials indicated that their Recovery Act IDEA  award activities were less than 50 percent completed.
Colton-Pierrepont Central School District   Colton, NY  13625   Award amount: $41,595      Colton-Pierrepont Central School District reported that it used its Recovery  Act IDEA award to keep in place a Response to Intervention reading  program, purchase materials for this program, and retain one position.  These funds supported one school with approximately 330 students and  were specifically used for both special education students and regular  education students to help prevent their classification into special  education. Specifically, the funds were used to keep the district’s co- teacher model working by employing a special education teacher, purchase  teaching materials to update literacy programs, and provide staff with high- quality, research-based professional development. As a result of these  funds, officials reported that the district was able to retain its small class  sizes by not having to reduce teaching staff. They also said that these funds  resulted in the reading groups remaining small with the assistance of  reading specialists to provide the best literacy instruction they need.  Officials reported that their Recovery Act IDEA award activities were 50  percent or more completed.
DeKalb County School System  Decatur, GA 30032  Award amount: $19,669,324 DeKalb County School System reported that it used its Recovery Act IDEA  award to increase the achievement of students with disabilities. These  funds affected roughly 20 high schools and 20 middle schools. Specifically,  the funds were used to retain staff, hire additional board certified behavior  analysts to support schools as needed, fund special education  paraprofessionals, and hire lead teachers for special education to provide  support to elementary schools. The funds were also used to provide  professional development, provide personnel to supply ongoing coaching  and support to school staff, and purchase equipment. As a result of these  funds, officials reported that the district was able to improve the  achievement of students with disabilities and provide elementary schools  with more time with their existing lead teachers for special education. In  addition, they said that the district was able to fund special education  paraprofessionals who were previously paid through local dollars. Officials  indicated that their Recovery Act IDEA award activities were less than 50  percent completed.
Eastern York School District   Wrightsville, PA 17368  Award amount: $310,132 Eastern York School District reported that it used its Recovery Act IDEA  award to provide services and mental health/behavioral counseling to  students with disabilities as well as professional development to staff.  These funds supported 35 schools across York County and 111 students.  Specifically, the funds were used to provide transportation;  occupational/physical therapy; speech, vision, and transition services to  students; and Response to Instruction and Intervention and schoolwide  positive behavior support training for instructional staff and  paraeducators. As a result of these IDEA funds, officials reported that they  were able to reduce dropout rates from 14 percent in the 2007-2008 school  year to two percent in the 2009-2010 school year and continue to provide a  low student-teacher ratio. District officials reported that their Recovery Act  IDEA award activities were fully completed for the 2009-2010 school year,  and they plan to continue these activities even after the Recovery Act funds  expire.
Elko County School District   Elko, NV  89803   Award amount: $1,402,931      Elko County School District reported that it used its Recovery Act IDEA  award to assist in maintaining innovative programs that were in jeopardy of  being eliminated. Funds were also used to incorporate new strategies and  retain jobs. These funds supported approximately 1,500 students  throughout the 22 schools in the district. Specifically, the funds were used  for 25 percent of each of four RISE (a student retention and teacher mentor  program) instructional coaches’ salaries; one RTI (Response to  Intervention) coordinator, 25 percent of the salary of one special teacher  who works with the administration of the Positive Behavior Support model  across the district, and one teacher who provides support to teachers  working with students with autism. In addition, a significant amount of  professional development was offered, and SmartBoards, SmartResponse  systems, audio enhancement technology, and other assistive technology  were infused into the classrooms. As a result of these funds, officials  reported that the district was able to provide additional instructional  materials and resources for teachers, maximizing the impact on children  directly as well as saving jobs. They also said that these funds resulted in  efforts to positively affect student achievement. Officials indicated that  their Recovery Act IDEA award activities were 50 percent or more  completed.
Florence City Schools   Florence, AL 35630  Award amount: $1,010,802 Florence City Schools reported that it used its Recovery Act IDEA award to  provide instruction and support to at least 724 special needs children in  eight schools. Specifically, the funds were used to retain or hire staff and  purchase instructional software for Title I schools. As a result of these  funds, officials reported that the district was able to save at least six  instructional and clerical positions. They indicated that their Recovery Act  IDEA award activities were less than 50 percent completed.
Galesville-Ettrick-Trempealeau School District   Galesville, WI 54630   Award amount: $284,286      Galesville-Ettrick-Trempealeau School District reported that it used its  Recovery Act IDEA award to improve literacy scores in grades K-8 for all  students, including special education students. These funds supported four  schools with a total student population of 950 students, 120 of whom are  special education students. Specifically, the funds were used to add a  middle school literacy program called Read 180, which includes books,  software, and computers. Additionally, the funds were also used to hire a  literacy coach for elementary schools. As a result of these IDEA funds,  officials reported that the district was able to increase reading levels and  help teachers identify students who struggle in reading and develop  strategies to improve reading. They indicated that their Recovery Act IDEA  award activities were more than 50 percent completed.
Glasgow K-12 Schools   Glasgow, MT 59230   Award amount: $219,619      Glasgow K-12 Schools reported that it used its Recovery Act IDEA award to  establish new learning centers to help at-risk students before and after  school. These funds targeted 25 students with special needs or who are at  risk in three schools. Specifically, the funds were used to hire three  paraprofessionals to assist in these learning centers. As a result of these  funds, officials reported that the district was able to increase the level of  achievement, especially in the area of communication arts. They indicated  that their Recovery Act IDEA activities were less than 50 percent  completed.
Greenville County Schools   Greenville, SC 29602   Award amount: $8,466,248  Greenville County Schools reported that it used its Recovery Act IDEA  award to maintain the same level of Special Education Service delivery and  support for Special Education students within the School District of  Greenville County. These funds supported all preschool, elementary,  middle, and high schools, as well as a number of special centers in the  district (98 locations total) and served 10,251 students as of December 1,  2009. Specifically, the funds were used to retain personnel, as well as  provide instructional and contract services, and purchase instructional  materials and equipment. They also provided in-county travel mileage for  staff members. As a result of these IDEA funds, officials reported that the  district was able to save approximately 100 jobs, many of which were  classroom positions. They also said that these funds resulted in  maintaining classroom sizes to prevent compromising Special Education  Services. Officials indicated that their Recovery Act IDEA award activities  were less than 50 percent completed.
Harmony Science Academy (Waco)   Waco, TX 77099   Award amount: $77,766      Harmony Science Academy (Waco) reported that it used its Recovery Act  IDEA award to contract for services to provide professional development  and educational materials for the special education teacher. These funds  supported approximately 10 special education students being served at this  school. Specifically, the funds were used to retain one special education  teacher, provide new instructional materials, and provide professional  development to the teachers. As a result of these funds, officials reported  that the school was able to improve instruction for students. School  officials indicated that their Recovery Act IDEA award activities were more  than 50 percent completed.
Henry Johnson Charter School   Albany, NY  12206   Award amount: $54,628  Henry Johnson Charter School reported that it used its Recovery Act IDEA  award to add staff for Academic Intervention Services (AIS) math  intervention. These funds targeted 20 to 25 students served daily by an AIS  teacher. Specifically, the funds were used to hire an AIS math teacher to  provide math intervention for students with special needs as well as those  students who are struggling with math learning. As a result of these IDEA  funds, officials reported that the school was able to improve math  achievement and scores on standardized tests. They indicated that their  Recovery Act IDEA award activities were fully completed.
Houston Independent School District   Houston, TX 77092   Award amount: $42,407,819      Houston Independent School District reported that it used its Recovery Act  IDEA award to retain and hire staff, provide professional development,  purchase instructional materials, and provide social and emotional  services. These funds served 297 schools and 200,345 students, including  16,503 IDEA students in grades K through 12 and 1,342 IDEA students in  preschool. Specifically, the funds were used to restructure the school day  and class size, support new professional development programs, provide  resources to establish and support differentiated instructional programs  and online learning, provide social and emotional support activities, and  provide academic reinforcement. As a result of these funds, officials  reported that the district was able to improve scores on standardized tests  and increase graduation rates. They indicated that their Recovery Act IDEA  award activities were less than 50 percent completed.
Hunterdon Central Regional High School   Flemington, NJ 08822   Award amount: $625,920      Hunterdon Central Regional High School reported that it used its Recovery  Act IDEA award to improve the district's self-contained programs in life  skills education and the behavioral disabilities program and to improve  core content instruction in special education academic settings. These  funds supported approximately 500 students with special needs in the  district’s single school. Specifically, the funds were used to hire consultants  to train staff about behavioral interventions in the classroom and on using  new computer-assisted materials that remediate writing, reading, and  mathematics weaknesses. New materials were purchased to improve the  depth of the curriculum offered in special education classrooms and that  focus on the remediation of writing, reading, and math skills. In addition,  personal computing devices will be purchased for special education  students to assist with coursework completion. As a result of these funds,  officials reported that the district was able to maintain programs for  students with multiple disabilities and behaviorally disabled students. They  also said that they anticipate improved test results on standardized state  testing. They indicated that their Recovery Act IDEA award activities were  50 percent or more completed.
Lafayette School Corporation   Lafayette, IN 47904   Award amount: $5,099,284      Lafayette School Corporation reported that it used its Recovery Act IDEA  award to provide additional educational services for students with special  needs and students with academic deficiencies. These funds have allowed  increased educational services to 1550 IDEA students within the 11 schools  in the school corporation. Specifically, the funds were used to hire  additional staff to work with special needs students and students with  academic needs. As a result of these IDEA funds, officials reported that  Lafayette School Corporation was able to retain or hire staff for over 130  instructional positions to work with IDEA students. They also said that  these funds resulted in the preservation of programs and maintenance of  current student-teacher ratios. Officials indicated that their Recovery Act  IDEA award activities were less than 50 percent completed.
Metropolitan School District of Decatur Township   Indianapolis, IN 46221   Award amount: $764,847  Metropolitan School District of Decatur Township reported that it used its  Recovery Act IDEA award to continue and expand IDEA reform efforts in  the district by providing professional development for special education  teachers. These funds supported the retention of nine teachers who  function as instructional coaches, benefiting all students and teachers in  the district. These instructional coaches concentrate half their time  supporting professional development for staff who work with IDEA  students, and half their time providing interventions for IDEA students. As  a result of these funds, officials reported that in response to the increased  focus on instructional strategies and smaller learning communities, they  expect that IDEA students in all grades will have strong gains in  standardized testing in areas where improvement was stagnant last year. In  addition, officials report that they expect their graduation rate to continue  to improve to at least 80 percent in the near future.. Officials indicated that  their Recovery Act IDEA award activities were more than 50 percent  completed.
Detroit Midtown Academy   Detroit, MI  48201   Award amount: $79,647 Detroit Midtown Academy reported that it used its Recovery Act IDEA  award to retain and improve the capacity of special education  programming. These funds supported one school with approximately 52  students with special needs. Specifically, the funds were used to hire an  additional full-time teacher, retain a part-time aide, purchase computer  equipment for one special education lab, purchase additional instructional  supplies, and purchase adaptive technology. As a result of these funds,  officials reported that the school was able to maintain the current student- teacher ratio and improve scores on standardized tests because of greater  use of instructional technology and new instructional materials. They  indicated that their Recovery Act IDEA award activities were 50 percent or  more completed.
Mattoon Community Unit School District #2   Mattoon, IL 61938   Award amount: $805,786  Mattoon Community Unit School District #2 reported that it used its  Recovery Act IDEA award to implement a vocational program for IDEA  students in high school and retain staff who work with IDEA students.  These funds benefited all students in the district, which serves about 3,300  students, including approximately 700 IDEA students. Specifically, the  funds were used to retain and hire staff who work with IDEA students, as  well as for professional development of IDEA staff, and the purchase of  some new equipment for IDEA students. As a result of these funds, officials  reported that the district increased graduation rates among IDEA students.  They indicated that their Recovery Act IDEA award activities were more  than 50 percent completed.
Menifee Union Elementary   Menifee, CA 92584   Award amount: $3,040,489  Menifee Union Elementary reported that it used its Recovery Act IDEA  award to integrate more special education pupils into the regular  curriculum. These funds supported 11 schools and 811 pupils. Specifically,  the funds were used to retain staff and provide professional development  for classroom management and instructional delivery to pupils. As a result  of the IDEA funds, officials reported that the district was able to save 50  positions and improve learning opportunities for students. They indicated  that their Recovery Act IDEA award activities were less than 50 percent  completed.
Mesa Arts Academy   Mesa, AZ 85210   Award amount: $36,983  Mesa Arts Academy reported that it used its Recovery Act IDEA award for  staff salaries and to purchase supplies and computer equipment to  maintain or improve the quality of special education services. These funds  supported one school serving approximately 230 children, including 15  special education students. Specifically, the funds were used to increase  the instructional hours of the speech and special education teachers, as  well as purchase supplies, assistive technology, and computer equipment.  As a result of these IDEA funds, officials reported that school increased  special education students’ access to resources and instruction. They  indicated that their Recovery Act IDEA award activities were more than 50  percent completed.
Omaha Public Schools   Omaha, NE 68131   Award amount: $14,300,464  Omaha Public Schools reported that it used its Recovery Act IDEA award  to expand early-childhood services, expand the district's data systems,  increase teacher effectiveness through professional development, and  undertake dropout prevention efforts. IDEA funds were also used for  assistive technology and summer school expansion programs for students  with special needs. These funds covered 79 schools and seven alternative  programs, which serve 49,079 students. Specifically, the funds were used to  implement an online assessment system to support classroom instruction,  provide professional development for instructional staff, increase student  support to prevent students from dropping out of school, implement an  online system for Individualized Education Programs, and expand early  childhood programming. As a result of these funds, officials reported that  the district was able to improve scores on state reading and mathematics  tests, decrease the dropout rate, increase the graduation rate, increase the  number of high-need children in prekindergarten programs, and create or  retain 298 jobs. They also said that these funds resulted in more learning  opportunities for the students by expanding the school day and offering  summer school and tutoring. Officials indicated that their Recovery Act  IDEA award activities were less than 50 percent completed.
Oxnard Elementary   Oxnard, CA 93030   Award amount: $2,773,322  Oxnard Elementary reported that it used its Recovery Act IDEA award to  start up a cochlear implant classroom in the district, which required special  acoustics, and furniture and included the hiring and training of a teacher.  These funds served three students in the district and approximately six  more from neighboring districts. In particular, the funds were used to  create a classroom, train staff, and buy supplies. As a result of these IDEA  funds, officials reported that the district was able to provide services  locally at a much reduced cost rather than sending students to an institute  in Los Angeles. They also said that the district can now serve students in  their own district as well as students in surrounding districts. The cochlear  implant classroom will open in the 2010-2011 school year. Officials  indicated that their Recovery Act IDEA award activities were less than 50  percent completed.
Pasadena Independent School District   Pasadena, TX 77502   Award amount: $10,757,671  Pasadena Independent School District reported that it used its Recovery  Act IDEA award to improve and enhance programming for students with  disabilities. These funds affected all schools and all special needs students  (approximately 3,800) in the district. Specifically, the funds were used to  retain special education staff, add support staff such as diagnosticians and  transition teachers, implement data management systems for special  education programs, and provide professional development for staff who  work with special needs students in the area of autism, inclusion/co-teach,  and other specialized programming. As a result of these IDEA funds,  officials reported that the district was able to maintain 26 support positions  to improve instructional practices resulting in improved student outcomes,  and improve data integrity to meet compliance requirements. They also  said that these funds resulted in improved functioning capability and skills  of campus and district staff in order to build capacity to sustain  improvement. Officials indicated that their Recovery Act IDEA award  activities were less than 50 percent completed.
Pima Accommodation District   Tucson, AZ 85701  Award amount: $16,917 Pima Accommodation District reported that it used its Recovery Act IDEA  award to provide related special education services to the new 18–to 21- year-old special education inmates at the Pima County Adult Detention  Facility so that they can acquire a General Equivalency Diploma or work  toward high school completion. These funds targeted 32 students in one  school. Specifically, the funds were used to purchase direct and support  services, buy instructional material, provide special education staff  development, and provide inmates with transitional support. As a result of  these funds, officials reported that the district was able to provide 4 hours  of daily instruction in the adult special education classroom to inmates at  the jail facility. They indicated that their Recovery Act IDEA award  activities were fully completed.
Pinellas County Schools   Largo, FL 33770   Award amount: $25,539,310  Pinellas County Schools reported that it used its Recovery Act IDEA award  to enhance services to students with disabilities by providing Response to  Intervention/Early Intervening Services (EIS) and by providing services to  private school students with disabilities. These funds supported all 122  Pinellas schools. Specifically, the funds were used to hire instructional and  content coaches for RTI/EIS and social workers for counseling services for  students with disabilities as well as to hire Exceptional Student Education  teachers to serve private school students with disabilities. Funds were also  used to provide teacher training and to provide instructional materials and  technology for students with disabilities, students requiring RTI/EIS, and  private school students with disabilities. As a result of these IDEA funds,  officials reported that the district was able to improve achievement for  students with disabilities and students requiring RTI/EIS. Officials  indicated that their Recovery Act IDEA award activities were less than 50  percent completed.
Puritas Community School   Cleveland, OH 44135   Award amount: $41,797  Puritas Community School reported that it used its Recovery Act IDEA  award to provide ongoing high-quality special education services to  students who need assistance in their educational processes and  experiences. These funds covered 13 special needs students out of a total  student population of 196. Specifically, the funds were used to retain staff.  As a result of these IDEA funds, officials reported that the school was able  to retain 0.25 full-time-equivalent staff to maintain its special education  program for all students. They indicated that their Recovery Act IDEA  award activities were less than 50 percent completed.
Sacramento City Unified   Sacramento, CA 95824   Award amount: $10,069,615     Sacramento City Unified reported that it used its Recovery Act IDEA award  to retain instructional staff, provide professional development for special  education staff and upgrade facilities to include an occupational therapy  clinic at a school that serves a large number of special education students..  These funds served approximately 2,000 students with special needs in the  district. Specifically, the funds were used to retain special education staff,  provide professional development for instructional staff, and to make  school facility upgrades so that students could receive occupational  therapy services while at school rather than being bussed to another  location. As a result of these IDEA funds, officials reported that the district  was able to increase academic proficiency in California Standards Tests  (CST) and retain approximately 10 instructional positions. In addition, the  facility update allowed students with special needs to receive services  during their school day, thereby reducing disruptions to their education.  They indicated that their Recovery Act IDEA award activities were less  than 50 percent completed.
Salt Lake District  Salt Lake City, UT 84111  Award amount: $5,757,525  Salt Lake City School District officials reported that it used its Recovery  Act IDEA award for five main purposes. First, they used the funds to  develop and expand their capacity to collect and use data for student  achievement and progress monitoring in 28 elementary schools and 5  middle schools as a way to improve teaching and learning. To that end, they  retained a special education supervisor to oversee implementation of  ARRA-funded activities; hired a part-time data specialist to support data  collection, analysis and reporting requirements; contracted a parent liaison  to help parents understand the use of data for decision making; and  purchased laptops and personal digital assistants for approximately 56  itinerant support staff (e.g., occupational therapists, school psychologists)  who are responsible for monitoring student progress.
Second, officials reported that they used the funds to obtain and upgrade  assistive technology devices for approximately 375 students in special  classes at 22 elementary and three middle schools. Specifically, they  purchased computers, monitors, and technology assistance for the  academic and behavior support classrooms in the elementary schools and  purchased computers, applications, and site licenses for reading, math, and  science instruction in the middle schools. In addition, officials provided  training for approximately 140 special and regular education teachers in  using the technology to improve instruction and monitor student progress.
Third, Salt Lake City School District officials used the funds to hire high  school transition and compliance coaches at the district’s four high schools  to work with employers in the community, postsecondary schools, and 44  high school special education teachers to develop appropriate transitions  for approximately 750 high school and post-high special education  students. For all high school special education teachers, the district used  the funds for professional development on transition issues. The district  also has plans to hire a certified teacher to support students in acquiring  adult living skills and participating in adult basic education classes; hire  eight job coaches to support students in integrated job settings, and  contract with the University of Utah special education department for job  coach training and monitoring of student job training outcomes.
Fourth, officials reported that they used the funds to provide intensive  districtwide professional development for 75 special education and regular  education teachers at 28 elementary schools and 5 middle schools that  focus on scaling-up evidence-based, schoolwide strategies to improve  behavioral outcomes, interventions and supports for students with  disabilities. Furthermore, the district hired 2.5 licensed clinical social  workers for the middle schools and 3 behavior staff to support schools with  intervention plans for students, implement least restrictive behavioral  interventions, and train staff in behavior de-escalation.
Finally, Salt Lake City School District used its Recovery Act IDEA award to  improve language arts, math, and science instruction and student outcomes  through providing intensive district-wide professional development for 130  special education and regular education teachers in evidence-based,  schoolwide strategies to improve outcomes for students with disabilities.  To assist teachers, district officials hired 6 special education interns to  support selected elementary schools in early intervening services in  reading and math; 2.5 elementary special education academic coaches to  improve student achievement in elementary academic support and  behavior support classes; two elementary and middle school special  education academic coaches to improve student achievement in  elementary and middle school functional academic classes; 3.5 speech  language pathologists to support elementary schools in literacy acquisition  programming; and a .5 autism specialist and 2 autism coaches to support  students with high functioning autism. Each school also received  supplemental and intensive interventions curricula to support students  with disabilities. In addition, the district plans to purchase research-based  curriculum for language arts, math, and science for middle school and high  school special education classrooms and professional development on  effective instruction for special and general education teachers.
Overall, Salt Lake School District officials reported that through the use of  the Recovery Act IDEA funds, they have created or retained a total of 38  jobs and obtained technology and software for special education staff,  classrooms, and students to use for student record keeping, teaching and  learning. They expect to involve other stakeholders (e.g., parents,  universities) in identifying appropriate outcomes for students with  disabilities; increase the graduation rate and reduce the dropout rate of  students with disabilities; prepare students with disabilities for adult- oriented outcomes, increase the capacity of special education and general  education teachers to teach and accommodate (both academically and  behaviorally) students with disabilities; design more efficient systems and  processes to improve compliance and to meet the state performance plan  indicators; and increase grade-level achievement of students with  disabilities in language arts and math. Officials indicated that their  Recovery Act IDEA award activities were more than 50 percent completed.
San Antonio Independent School District   San Antonio, TX 78210   Award amount: $2,144,674      San Antonio Independent School District reported that it used its Recovery  Act IDEA award to enhance each special education program to support  activities that will improve results for students. These funds served over  5,900 students at over 90 campuses across the district. Specifically, the  funds were used on a full range of activities including professional  development, computer software packages for instructional programs and  student data management, upgrade of technology equipment in classrooms  serving special education programs, purchase of assistive technology, and  parent involvement activities. As a result of these funds, officials reported  that the district was able to improve student achievement and performance  resulting in reduced dropouts, higher graduation rates, and improved  postsecondary student outcomes, as well as retaining teaching and other  instructional support staff positions. They indicated that their Recovery  Act IDEA award activities were less than 50 percent completed.
San Dieguito Union High   Encinitas, CA 92024   Award amount: $1,431,581  San Dieguito Union High School District officials reported that it used its  Recovery Act IDEA award for four main activities. First, officials told us  that they used the funds to train 25 staff in writing transition plans for  students who have individualized education programs (IEP) and working  with autistic students. Therefore, officials could ensure staff members’  compliance with writing transition plans and decrease the use of nonpublic  agencies for students with autism. Second, officials reported that they used  the funds for special education students at eight schools by assisting them  with making up course credits and implementing a literacy program called  Read 180. Officials told us that they were able to decrease the number of  special education students who are credit deficit in the twelfth grade and  improve their reading success. Third, the officials told us that they used  $577,456 of the funds to reduce contributions from the district’s general  fund. They could therefore pay for nonpublic schools and agencies that  provide services for students with special needs. Last, officials reported  that they replaced seven older buses that serve 63 students in need of  transportation per their IEP. Specifically, the buses that were replaced were  1988-1995 models that had between 250,000-399,000 miles. The buses went  into service in May 2010 and have allowed San Dieguito Union High to  increase the reliability of its transportation. Officials indicated that their  Recovery Act IDEA award activities were more than 50 percent completed.
San Juan Unified   Carmichael, CA 95609   Award amount: $9,330,839     San Juan Unified reported that it used its Recovery Act IDEA award to  focus on instruction and best practices for all administrators and teachers,  from pre-K to grade 12. These funds affected 1,000 IDEA students in 50  school sites, and were used to hire two reading coaches and two behavior  specialists. Additionally, 100 teachers, 30 psychologists, and 20  administrators participated in intensive behavior training. Specifically, the  funds were used to implement an intensive reading intervention for IDEA  students, train staff to build positive behavior interventions, replace and  upgrade older computers for 11 psychologists and five other special  education managers, and establish a preschool special education class  equipped with preschool furniture and playground equipment for students  with disabilities. As a result of these IDEA funds, officials reported that the  district was able to develop reading skills for IDEA students, implement  positive behavior interventions in schools and dramatically reduced school  suspensions in some schools, and improve preschool programs. They  indicated that their Recovery Act IDEA award activities were less than 50  percent completed.
Scholarts Preparatory School   Columbus OH 43236   Award amount: $72,409  Scholarts Preparatory School reported that it used its Recovery Act IDEA  funds for professional development as well as technology purchases. The  funds supported the professional development in data-driven instruction  and assessment planning of two school administrators and 15 instructional  staff, including special education teachers. Overall, 180 students in the  school, and specifically 110 special education students were affected by the  funds. Specifically, by paying salaries, the school used its Recovery Act  IDEA funds for special education support services such as tutoring,  psychologists, social workers, and transportation. The funds were also  used to purchase SmartBoards and associated technology for schoolwide  use that the school could not afford in the past. As a result of these funds,  officials reported that the school was able to pay approximately five to six  teacher salaries, increase its professional development program, and  enhance classroom instruction through the use of technology. School  officials said they also hoped to increase standardized test scores. They  indicated that their Recovery Act IDEA award activities were completed.
Sea Girt Borough Public Schools   Sea Girt, NJ 08750   Award amount: $43,835  Sea Girt Borough Public Schools reported that it used its Recovery Act  IDEA award to provide all special education teachers with a full range of  multisensory approaches to improve the teaching of reading. It also offset  the unbudgeted cost due to specific individualized education program  (IEP) demands. These funds supported approximately 10 to15 percent of  the single school district’s 180 students. Specifically, the funds were used to  provide professional development (i.e., Wilson Training and instructional  materials) and make capital improvement to the classroom through  installation of infrared sound field systems. As a result of these IDEA funds,  officials reported that the district was able to increase classified students'  ability to perform on all academic assessments (i.e., greater reading  proficiency) and continue with regular established programs to the benefit  of all students. Officials indicated that their Recovery Act IDEA award  activities were more than 50 percent completed.
South Pointe Public Charter Middle School   Phoenix, AZ 85020  Award amount: $33,948 South Pointe Public Charter Middle School reported that it used its  Recovery Act IDEA award to improve scores on standardized tests,  increase special education students’ access and understanding of the  general education curriculum, and enhance supports and instructional  modifications for special education students in the inclusive setting. These  funds served over 35 special education students. Specifically, the funds  were used to hire a part-time special education coordinator to enhance  supports and instructional modifications, purchase instructional materials,  and provide related services for special education students such as speech,  physical therapy, psychological, hearing, and vision services. As a result of  these funds, officials reported that the school was able to improve  standardized test scores, improve dropout and graduation rates, and  increase understanding of and accessibility to the general education  curriculum. They indicated that their Recovery Act IDEA award activities  were more than 50 percent completed.
Southwest Schools   Houston, TX 77057   Award amount: $422,874     Southwest Schools reported that it used its Recovery Act IDEA award to  increase instructional staff and provide additional related services. These  funds served 285 IDEA students across five campuses. Specifically, the  funds were used to increase instructional staff by hiring one educational  diagnostician and one licensed specialist in school psychology; provide  additional professional development for instructional staff; purchase  supplemental instructional material; provide additional related services  such as speech therapy occupational therapy, and physical therapy for  students with disabilities; and provide one-on-one aides for autistic  students. As a result of these IDEA funds, officials reported that the district  was able to improve IDEA students’ performance in the classroom and on  standardized tests and increase graduation rates for IDEA students. They  indicated that their Recovery Act IDEA award activities were less than 50  percent completed.
Special School District   Baton Rouge, LA 70802  Award amount: $125,077 Special School District reported that it plans to use its Recovery Act IDEA  award to focus on improving student performance. These funds will serve  550 special education students in 13 programs. Specifically, the funds will  be used to purchase research-based, technology-rich instructional  programs focused on literacy and numeracy, and provide professional  development teachers with instructional materials and strategies. As a  result of these funds, officials reported that they expect improved  academic achievement, especially in literacy and numeracy areas,  enhanced student engagement, and teacher growth. Officials indicated that  their Recovery Act IDEA award activities have not started.
Telfair County School District   McRae, GA 31055   Award amount: $334,766  Telfair County School District reported that it used its Recovery Act IDEA  award to maintain a low student-teacher ratio; increase inclusion as a  model for special education students; use implementation specialists in  reading/English language arts, math, and technology to support best  practices with teaching staff; train staff in direct instruction; and increase  the use of technology in the classrooms. These funds covered all 1,800  students in the district and over 200 teachers, including 22 special  education teachers and 5 Pre-K teachers. Specifically, the funds were used  to hire implementation specialists in reading/English language arts, math,  and technology for job-embedded training and staff development in grades  K-8, as well as to initiate a specialized program to meet the needs of special  learners and decrease achievement gaps. As a result of these IDEA funds,  officials reported that the district was able to encourage implementation of  standard-based instruction using best practices in all schools. They also  said that these funds resulted in maintenance of a low student-teacher  ratio, enabling the district to better support student learning, which they  expect will increase the academic performance of struggling students on  standardized tests. Officials indicated that their Recovery Act IDEA award  activities were more than 50 percent completed.
Tennessee School for the Deaf   Knoxville, TN 37920  Award amount: $37,051 Tennessee School for the Deaf, a residential facility for deaf and hard-of- hearing students, reported that it used its Recovery Act IDEA award to  purchase classroom supplies and two-way radios to be used by principals  and other administrators in case of an emergency. These funds supported  each of its three schools (an elementary, middle, and high school) and  approximately 180 students from across the state of Tennessee.  Specifically, the funds were used to purchase instructional materials and  emergency radio equipment. As a result of funds, officials reported that the  school was able to enhance students' learning through instructional  materials. Additionally, they said that two-way radios will be used in  emergency situations to relay information quickly to the school  departments. Officials indicated that their Recovery Act IDEA award  activities were more than 50 percent completed.
The Max Charter School   Houma, LA 70364  Award amount: $22,423 The Max Charter School reported that it used its Recovery Act IDEA award  to improve academic progress and standardized tests scores for students  with disabilities and at-risk students. These funds covered students  districtwide, including approximately 65 students of the 106 enrolled at  Max Charter School (61 percent of the LEA's membership). Specifically, the  funds were used to hire three part-time paraprofessionals to provide small- group instruction/remediation to at-risk and learning disabled students and  to hire two instructional staff to provide after school remediation and  tutoring to at-risk and learning disabled students. As a result of these funds,  officials reported that the school was able to create five part-time  instructional positions. Additionally, they said that the activities were  expected to increase academic progress and proficiency and scores on  standardized tests in English language arts and math for at-risk students  and students with disabilities. School officials indicated that their Recovery  Act IDEA award activities were less than 50 percent completed.
Tippecanoe School Corporation   Lafayette, IN 47909   Award amount: $2,663,788  Tippecanoe School Corporation reported that it used its Recovery Act  IDEA award to hire and pay staff and provide additional educational  services for students with special needs and academic deficiencies. By  using these funds to retain or hire over 130 instructional positions who  work with IDEA students, the funds have allowed increased educational  services to 1,563 IDEA students in the school corporation. Specifically, as  part of the Greater Lafayette Area Special Services (GLASS) cooperative,  Tippecanoe School Corporation worked with Lafayette School Corporation  and West Lafayette School Corporation to hire additional staff to work with  special needs students and students with academic needs. As a result of  these funds, officials reported that the school corporation and the special  education cooperative to were able to preserve programs and maintain  current student-teacher ratios. Officials indicated that their Recovery Act  IDEA award activities were more than 50 percent completed.
Tucson Unified District   Tucson, AZ 85719   Award amount: $4,938,806  Tucson Unified District reported that it used its Recovery Act IDEA award  to hire and retain staff to provide services to students with disabilities,  order assistive technology, and purchase updated software for students  with academic difficulties. These funds supported over 8,000 students with  special needs who receive services in more than 100 schools in the district.  Specifically, the funds were used to hire 15 new teachers and over 30 new  paraprofessionals to work with students on a one-to-one basis. Other staff  were contracted to provide therapy services and translate documents into  Spanish. Additionally, devices for better movement, sight, and hearing were  used to meet the adaptive needs of students. Updated software was  ordered for students with academic difficulties and for better case  management of these students. As a result of these IDEA funds, officials  reported that they expect the district to improve academic performance  and help students gain access to the general curriculum. They indicated  that their Recovery Act IDEA award activities were more than half  completed.
Twinsburg City Schools   Twinsburg, OH 44087   Award amount: $798,028     Twinsburg City Schools reported that it used its Recovery Act IDEA award  to create staff positions and provide staff development. These funds were  used in all five schools in the district. These schools together serve  approximately 400 special education students. The district also used the  funds to add approximately five staff positions. Specifically, the funds were  used for staff development, to add two instructional staff and three  instructional assistants, and to purchase technology for special education  classrooms, such as SmartBoards and projectors. Additional items were  purchased for the district to provide an after-school game club for students  with special needs to promote peer interaction. As a result of these IDEA  funds, officials reported that the district improved student achievement by  reducing class size and the caseload in the special education program to  provide students with special needs the same extracurricular opportunities  as their peers. District officials reported that their Recovery Act IDEA  award activities were less than 50 percent completed.
Waconia Public School District   Waconia, MN  55387   Award amount: $696,390     Waconia Public School District reported that it used its Recovery Act IDEA  award to maintain staff and its student-teacher ratio, especially in the  elementary grade levels. These funds targeted two schools and  approximately 178 students with special needs. Specifically, the funds were  used to retain staff. As a result of these funds, officials reported that the  district was able to save four instructional positions and maintain its  current student-teacher ratio. They indicated that their Recovery Act IDEA  award activities were less than 50 percent completed.
Wareham Public Schools   Wareham, MA 02571   Award amount: $443,782     Wareham Public Schools reported that it used its Recovery Act IDEA award  to improve prekindergarten and kindergarten services, decrease class size,  retain staff, provide professional development, purchase instructional  materials and software, and implement a new program. These funds  supported approximately 600 students with special needs, in addition to  approximately 345 regular education students in inclusion classrooms  throughout the district’s eight schools. Specifically, the funds were used to  hire an elementary school special education teacher, retain special  education teachers at the middle and high school levels, provide  professional development for staff who work with students with special  needs, provide seed money for a new alternative placement program for  behaviorally challenged special education students, purchase instructional  materials for students with special needs and an IEP software program (E- SPED). The funds were also used to decrease class size at the elementary  level in inclusion programs. As a result of these funds, officials reported  that the district was able to reduce district costs by implementing the new  program and improve the network for data retrieval and collection. They  indicated that their Recovery Act IDEA award activities were less than 50  percent completed.
Wayzata Public School District   Wayzata, MN  55391   Award amount: $2,301,098     Wayzata Public School District reported that it used its Recovery Act IDEA  award to provide services to students with disabilities and to prevent the  need for future services by concentrating on early identification and  intervention. These funds targeted 11 sites with a total of 1,100 students  benefiting directly from the funds. Specifically, the funds were used to  continue to dedicate 2 percent of the district’s $100 million budget for staff  development activities on a districtwide basis. As a result of these funds,  officials reported that the district was able to continue staff development  through education and integration, which allowed the teachers to properly  identify strategies to assist students with special needs. They also said that  these funds resulted in enhanced student learning. Officials indicated that  their Recovery Act IDEA award activities were 50 percent or more  completed.
West Salem School District   West Salem, WI 54669   Award amount: $367,098      West Salem School District reported that it used its Recovery Act IDEA  award to hire a staff person to help teachers improve lesson plans for  special education students, purchase a software program for special  education students, purchase textbooks for special education students; and  purchase equipment for students with physical disabilities. The district has  additional plans to remodel a classroom to improve accessibility for  students with physical disabilities. These funds served 186 special  education students across the district. Specifically, the funds were used to   hire an experienced special education teacher to teach general education  high school teachers how to modify tests and assignments for special  education students and how to address modifications and accommodations  for students with IEPs; purchase a software program for special education  students that enables them to follow a modified version of the general  education curriculum, purchase textbooks for students with learning  disabilities who read at lower reading levels, and purchase two Hoyer Lifts  for students with physical disabilities in middle school. The district also  has plans to remodel a classroom to increase accessibility for students with  physical disabilities. As a result of these IDEA funds, officials reported that  they expect reading scores to increase, the quality of instruction for  students with disabilities to improve (especially in inclusion classes), and  the school to have a more accessible classroom for students with physical  disabilities. Officials indicated that their Recovery Act IDEA award  activities were more than 50 percent completed.
section_title: ESEA Title I, Part A Grants to Local Educational Agencies: Selected Subrecipient (LEA) Descriptions
paragraphs: The Recovery Act provides $10 billion to help local educational agencies  educate disadvantaged youth by making additional funds available beyond  those regularly allocated through Title I, Part A of the Elementary and  Secondary Education Act of 1965, as amended (ESEA). These additional  funds are to be distributed through states to LEAs using existing federal  funding formulas, which target funds based on such factors as high  concentrations of students from families living in poverty. In using the  funds, LEAs are required to comply with current statutory and regulatory  requirements and must obligate 85 percent of the funds by September 30,  2010. Education is advising LEAs to use the funds in ways that will build  the agencies’ long-term capacity to serve disadvantaged youth, such as  through providing professional development to teachers.
Given that few descriptions fully met our transparency criteria, we  administered a web-based survey to school district superintendents in the  50 states and the District of Columbia to determine how they are using  Recovery Act funds. We conducted our survey between March and April  2010, with a 78 percent final weighted response rate. We selected a  stratified random sample of 575 LEAs from the population of 16,065 LEAs  included in our sample frame of data obtained from the Common Core of  Data in 2007-2008. Of this sample, we randomly selected 150 LEAs (50 for  each program) to gather illustrative information on how they used their  Recovery Act funds. See appendix VII for more information on how we  designed our survey. What follows are summaries of how these LEAs  described their use of Recovery Act Title I, Part A funds, based on their  survey responses as well as information we collected through follow-up  communications.
Alamo Heights Independent School District   San Antonio, TX  78209   Award amount: $181,506     Alamo Heights Independent School District reported that it used its  Recovery Act Title I award to retain a teaching position and increase the  effectiveness of its teachers. These funds supported one teacher who  serves at-risk children in reading and math at and professional  development for several teachers in two other schools, affecting about 100  students all together. The professional development was in Data Director, a  software program that allows data disaggregation to better inform  curricular and instructional decisions. As a result of these funds, officials  reported that the district was able to save an instructional position and  improve test scores of at-risk students. They indicated that their Recovery  Act Title I award activities were less than 50 percent completed.
Arizona Call-a-Teen Youth Resources, Inc.   Phoenix, AZ  85003   Award amount: $37,375     Arizona Call-a-Teen Youth Resources, Inc., reported that it used its  Recovery Act Title I award to increase student achievement in math and  reading. These funds targeted 125 students at one school. Specifically, the  funds were used to retain staff, purchase instructional materials, and  provide professional development. As a result of these Title I funds,  officials reported that they were able to save two instructor positions. They  also said these funds resulted in improved scores on standardized tests.  Officials reported that their Recovery Act Title I activities were 50 percent  or more completed.
Arlington Independent School District  Arlington, TX  76013  Award amount: $11,345,205 Arlington Independent School District reported that it used its Recovery  Act Title I award to provide Title I resources to students who attend  campuses that were eligible, but not previously served under Title I;  improve instructional practices; provide supplemental resources for  students; and enhance the family involvement program. These funds  supported approximately 42 Title I campuses serving about 32,000 students  and families who live in Title I attendance zones. Specifically, the funds  were used to hire additional curriculum specialists to work directly with  teachers, a social worker to provide support for families, a Spanish  language translator to meet the oral and written needs of families, and a  fathers’ outreach liaison to work specifically to get more fathers involved  with their children's education. The funds were also used to provide  professional development for instructional staff and coaches and to  purchase instructional materials and technology for classrooms. As a result  of Title I funds, officials reported that the district was able to improve the  achievement of students, improve classroom teaching using 21st century  technology and materials, and better meet the needs of families so that the  children may improve their academic achievement and attendance. They  indicated that their Recovery Act Title I award activities were 50 percent or  more completed.
Austin Independent School District   Austin, TX 78703   Award amount: $22,974,560     Austin Independent School District reported that it used its Recovery Act  Title I award to support English language learners’ academic achievement  and math and science achievement in elementary and middle schools. The  district also used its funds to support credit recovery and dropout  prevention, and increase graduation rates in addition to intervention and  supports for persistently low-performing schools. These funds supported  over 50,000 students in 52 elementary schools, 10 middle schools, and 5  high schools. Specifically, the funds were used to hire staff and purchase  supplies and materials, including computer equipment, software, and site  licenses. Instructional materials and curriculum were purchased to support  math and science education at the elementary and middle school levels.  Science Technology Engineering and Mathematics (STEM) materials and  equipment were purchased for use at the high school level. The funds were  also used to provide professional development, additional intervention to  struggling students, and support for parent involvement and college and  career readiness. As a result of these Title I funds, official reported that the  district was able to continue full-day prekindergarten, improve scores on  standardized tests, improve rigor and uniformity of math and science  instruction, turnaround struggling schools, and improve academic  performance for English language learners. They also said that these funds  resulted in the creation of 16 positions and the retention of approximately  26 positions. Officials indicated that their Recovery Act Title I award  activities were less than 50 percent completed.
Beal City Public Schools   Mt. Pleasant, MI  48858   Award amount: $28,009     Beal City Public Schools reported that it used its Recovery Act Title I award  to purchase technology that would assist a specific group of boys who were  struggling in reading. These funds targeted 30 to 40 fifth grade boys in the  district’s elementary school, who according to test scores, were lagging  behind in reading. Specifically, the funds were used to purchase technology  that included computers, a SmartBoard, projectors, and Kindles for  intensive direct instruction in reading. As a result of these Title I funds,  officials reported that the district was able to increase scores on  standardized tests for the male students. They indicated that their  Recovery Act Title I award activities were 50 percent or more completed.
Bourbonnais School District 53   Bourbonnais, IL  60914   Award amount: $138,439     Bourbonnais School District 53 reported that it used its Recovery Act Title I  award to expand the use of technology in early interventions with at-risk  students. These funds supported 300 students at four schools. Specifically,  the funds were used to hire extra staff for after school and summer school  programs and provide cutting edge technology to support these programs.  As a result of these Title I funds, officials reported that the district was able  to decrease the number of elementary students who are currently  academically at risk. They indicated that their Recovery act Title I activities  were 50 percent or more completed.
Callaway Public Schools   Callaway, NE 68825   Award amount: $19,230     Callaway Public Schools reported that it used its Recovery Act Title I  award to acquire technology to aid in computer-assisted instruction for  Title I students. These funds supported approximately 40 students in the  elementary school. Specifically, the funds were used to purchase a  SmartBoard and a projector. As a result of these Title I funds, officials  reported that the district was able to increase student test scores on  classroom assessments, as well as standardized test scores. They indicated  that their Recovery Act Title I award activities were 50 percent or more  completed.
Camden City Public Schools   Camden, NJ  08102   Award amount: $6,397,060     Camden City Public Schools reported that it used its Recovery Act Title I  award to provide professional development for instructional staff and  purchase materials to implement a reading program. These funds covered  all schools in the district, which includes 5 high schools, 5 middle schools,  and 22 elementary schools that serve 12,068 students. Specifically, the  funds were used to provide an intensive districtwide reading program,  including professional development and an intense data component that  allows teachers and administrators to track the students’ progress. The  funds were also used to provide additional tutoring services for those  students who are failing or most at risk of failing to meet the state’s  academic achievement standards. As a result of these Title I funds, officials  reported that they expected improved scores on standardized state tests.  They indicated that their Recovery Act Title I award activities were 50  percent or more completed.
Cedar Ridge School District   Newark, AR  72562   Award amount: $160,979     Cedar Ridge School District reported that it used its Recovery Act Title I  award to enhance the curriculum, ensure that high-quality instruction is  being delivered in every classroom, ensure that curriculum frameworks are  being taught at every grade level; find strengths and weaknesses in the  curriculum, and assist and ensure that the curriculum is taught at the  appropriate level. These funds supported approximately 852 students at  two elementary schools and one junior/senior high school. Specifically, the  funds were used to hire an assistant superintendent of curriculum and  instruction and a resource officer. Professional development time was  given to teachers to develop pacing guides, and Compass Learning  software was purchased to provide assistance to teachers. As a result of  these Title I funds, officials reported that they expect standardized test  scores to increase. They also said that these funds helped teachers become  more effective and the curriculum become more enriched   Officials  indicated that their Recovery Act Title I award activities were 50 percent or  more completed.
Colon Community School District   Colon, MI 49040   Award amount: $140,013     Colon Community School District reported that it used its Recovery Act  Title I award to implement a Title I Preschool and offer summer school for  students not achieving at grade level. These funds supported 16 students in  preschool and 40 students in summer school. Specifically, the funds were  used to retain one staff member, hire one staff member, and purchase some  instructional materials. As a result of Title I funds, officials reported that  the district met the challenge of closing its socioeconomic gaps by  providing preschool opportunities and by offering summer school. They  indicated that their Recovery Act Title I award activities were 50 percent or  more completed.
Commerce City Schools  Commerce, GA 30529  Award amount: $140,824 Commerce City Schools reported that it used its Recovery Act Title I award  to retain personnel and provide professional development. These funds  supported an elementary school and a primary school. Specifically, the  funds were used to retain two teachers and one paraprofessional and use  one academic coach for professional development related to science  curriculum at the elementary school. As a result of these Title I funds,  officials reported that the district was able to retain three staff positions  and maintain programs. They also said that these funds allowed the district  to pay for professional development. They indicated that their Recovery  Act Title I award activities were 50 percent or more completed.
Cotter School District  Cotter, AR  72626  Award amount: $173,280 Cotter School District reported that it used its Recovery Act Title I award to  lower the student-teacher ratio and enhance instructional effectiveness.  These funds supported a student population of approximately 350 at  Amanda Gist Elementary, a K-6 school. Specifically, the funds were used to  provide professional development to teachers, retain a licensed teacher  and a paraprofessional, and purchase instructional materials for literacy  and mathematics and technology hardware and software for instructional  use. As a result of these funds, officials reported that the district was able  to save two instructional positions and provide additional instructional  materials and current technology. They also said they anticipate these  funds will result in increased student achievement, higher graduation rates,  and greater college or technical school completion rates. Officials  indicated that their Recovery Act Title I award activities were less than 50  percent completed.
Des Moines Independent Community School District   Des Moines, IA  50309   Award amount: $6,550,371     Des Moines Independent Community School District reported that it used  its Recovery Act Title I award to increase the number of schools receiving  Title I services, to initiate a School Improvement Leader model, and to  provide instructional materials in reading and math. These funds increased  Title I support in 7 schools (2 high schools, 1 middle school, 4 elementary  schools) serving a total of 4,000 students, supported 6 School Improvement  Leaders (3 at each of 2 middle schools) serving a total of 1,000 students,  and targeted more than 60 schools districtwide serving over 30,000  students. Specifically, the funds were used to retain staff at schools  previously designated as Title I, hire additional staff to increase the number  of schools receiving Title I services, and purchase reading and math  instructional materials. As a result of these Title I funds, officials reported  that the district was able to retain 11 to 14 positions, maintain its current  level of Title I services, and improve achievement in reading and math.  They indicated that their Recovery Act Title I award activities were less  than 50 percent completed     El Paso Independent School District   El Paso, TX 79998   Award amount: $28,173,486      El Paso Independent School District reported that it used its Recovery Act  Title I award to attain high student achievement, provide a challenging  learning environment, and graduate mentally, emotionally, and physically  healthy students who are lifetime learners. These funds supported each of  the 76 Title I schoolwide campuses serving 54,195 students. Specifically,  the funds were used to retain and hire staff, provide professional  development activities for instructional staff, integrate instructional  technology in the classroom, and purchase other instructional materials. As  a result of these Title I funds, officials said that the district expects to  improve scores on standardized tests, decrease the number of schools in  school improvement, and increase the number of students that graduate on  time that are ready for college or the world of work. These funds also  resulted in the retention of 50 instructional positions and maintained the  current student-teacher ratio. District officials reported that Recovery Act  Title I award activities were less than 50 percent completed.
Escondido Union High School District   Escondido, CA 92027   Award amount: $637,836     Escondido Union High School District reported that it used its Recovery  Act Title I to purchase instructional equipment. These funds targeted three  comprehensive school sites that serve over 7,700 students. Specifically, the  funds were used to purchase equipment for an LCD projector installation  project. Technology components that were added to the classrooms were  computers to run software for the at-risk math and reading students. In  addition, there was a technology component of the State Adopted Materials  that required additional equipment for the teachers to use in classroom  instruction. As a result of these Title I funds, officials reported that the  district was able to upgrade its instructional technology. They indicated  that their Recovery Act Title I award activities were less than 50 percent  completed.
Fairland Local School District   Proctorville, OH 45669   Award amount: $380,588     Fairland Local School District reported that it used its Recovery Act Title I  award to create instructional positions and will also use funds from the  award to retain instructional positions and purchase computer equipment  for two elementary schools. The district will also use funds from the award  to provide a substitute teacher for intervention services. As a result of  these Title I funds, officials reported that the district has been able to  create two instructional positions and reduce class size. District officials  reported that their Recovery Act Title I award activities were less than 50  percent completed.
Goddard Public Schools USD 265   Goddard, KS  67052   Award amount: $203,973     Goddard Public Schools USD 265  reported that it used its Recovery Title I  award to promote programs that help students acquire skills needed to  succeed in life and provide services to students deficient in reading and  math skills and foundational academic skills to all. These funds supported  four elementary schools serving approximately 1,950 students. Specifically,  the funds were used to retain staff. As a result of Title I funds, district  officials said they were able to maintain the district’s student-teacher ratio  of approximately 22 to 1 and save two teaching positions. They indicated  that their Recovery Act Title I award activities were 50 percent or more  completed.
Green Woods Charter School   Philadelphia, PA  19128   Award amount: $131,622     Green Woods Charter School reported that it used its Recovery Act Title I  award to provide additional supports for at-risk students in reading and  math. These funds supported a single charter school that serves  approximately 220 students. Specifically, the funds were used to hire new  staff, purchase instructional materials, and provide new professional  development opportunities for instructional staff. Additionally, classroom  libraries, communications systems for parents, and computers for  classrooms were purchased. Substitutes were also provided so teachers  could attend professional development, and a part-time reading specialist  was hired. As a result of these Title I funds, officials reported that the  school was able to improve test scores. They indicated that their Recovery  Act Title I award activities were 50 percent or more completed.
Greene County Tech School District   Paragould, AR 72450   Award amount: $345,010     Greene County Tech School District reported that it used its Recovery Act  Title I award to improve student achievement by updating technology and  providing supplies. These funds supported the district’s five schools that  serve approximately 3,600 students. Specifically, the funds were used to  update technology and purchase supplies, which assisted with remediation  efforts for state achievement tests. As a result of these Title I funds,  officials reported that the district was able to improve student achievement  on the state tests and improve graduation rates. They indicated that their  Recovery Act award activities were less than 50 percent completed.
Gurdon School District   Gurdon, AR 71743   Award amount: $157,722     Gurdon School District reported that it used its Recovery Act Title I award  to improve technology in classrooms and provide instruction for teachers.  These funds targeted three schools and affected approximately 750  students. Specifically, the funds were used to retain one teacher, hire a  classified instructional staff member and purchase 56 multimedia  classroom sets. As a result of these Title I funds, officials reported that the  district was able to maintain its student-teacher ratio and expects student  scores to increase 15 percent. They indicated that their Recovery Act Title I  award activities were 50 percent or more completed.
Hillsborough County Public Schools   Tampa, FL  33602   Award amount: $36,169,731     Hillsborough County Public Schools reported that it used its Recovery Act  Title I award to provide professional development, early intervention  activities, curriculum support for academic achievement, instructional  technology, and career and college ready support. These funds supported  125 Title I schools serving approximately 80,000 students. Specifically, the  funds were used to provide additional guidance services to high-need  elementary schools, hire additional tutors to work with students at Level 1  and 2 on the state assessment, establish a robotics pilot at 24 schools to  support math and science at STEM feeder schools, and hire additional  reading coaches at high-poverty elementary schools. The funds were  provided to participating private schools to support additional services to  Title I eligible students. Title I funds were also used to provide additional  performance pay at the district's highest-poverty schools in order to better  recruit and retain instructional staff, provide professional development in  content and pedagogical areas for teachers, upgrade instructional  technology and hardware, establish a Parent Involvement Pilot in the  district's urban core to better engage parents in the education of their  children, and purchase instructional materials to support early childhood  programs. As a result of these Title I funds, officials reported that the  district was able to improve academic achievement for students on state- administered assessments. They indicated that their Recovery Act Title I  activities were 50 percent or more completed.
Imagine Charter Elementary At Camelback, Inc.   Phoenix, AZ  85053   Award amount: $57,864     Imagine Charter Elementary At Camelback, Inc., reported that it used its  Recovery Act Title I award to install technology to aid in tutoring activities  for at-risk students. These funds targeted 60-70 students per week at one  location. Specifically, the funds were used to install six interactive  whiteboards in Title I pull-out rooms and Title I tutoring rooms. The funds  were also used to provide professional development for teachers providing  the tutoring services. As a result of these Title I funds, officials reported  that they hope to see an increase in their standardized testing. They  indicated that their Recovery Act Title I award activities were fully  completed.
Integrated Design Electronics Academy   Washington, DC  20019   Award amount: $228,868     Integrated Design Electronics Academy reported that it used its Recovery  Act Title I award to retain staff. These funds targeted one school with 450  students. Specifically, the funds were used to retain teachers. As a result of  these Title I funds, officials reported that the school was able to save 12  instructional positions and maintain the current student-teacher ratio. They  also said that the funds resulted in improved scores on standardized tests  and increased graduation rates. Officials indicated that their Recovery Act  Title I award activities were 50 percent or more completed.
Irvington Community School   Indianapolis, IN  46219   Award amount: $251,501     Irvington Community School reported that it used its Recovery Act Title I  award to improve student achievement in computation skills and  comprehension of nonfiction texts and writing skill, and to provide  intensive, targeted interventions to students in all grade levels in order to  improve achievement in all academic areas. These funds supported four  staff positions at the K-8 building, which serves approximately 420 students  and one staff position at the high school which serves approximately 280  students. Specifically, the funds were used to retain two current staff  members, and ICS’s Lead Teacher and Math Coach and hire three new staff  members, a math aide, a literacy aide, and an aide at the high school. These  Title I funds were also used to support programs and services including  parental involvement, professional conferences for teachers, assessment  materials, and curriculum materials for use by the Title I team. Two “family  nights” were hosted in order to get parents involved in literacy and math  activities, and the Fountas and Pinnell diagnostic system was purchased to  use in assessing students’ reading abilities and plan instruction. As a result  of these funds, officials reported that the school was able to implement a  Response to Intervention program to address the individual needs of each  student. The school also expects to increase student achievement on  standardized and norm-referenced tests, improve student performance in  classrooms, reduce retention rates, and achieve and maintain an  acceptable graduation rate for their students. Officials also said that use of  the funds is intended to improve teacher performance, provide teachers  with a variety of instructional strategies for differentiated instruction,  provide parents with additional resources for supporting their children’s  education at home, and bridge the home-school connection. Officials  indicated that their Recovery Act Title I award activities were less than 50  percent completed.
Jefferson County Public Schools   Louisville, KY 40232   Award amount: $33,736,253     Jefferson County Public Schools reported that it used its Recovery Act Title  I award to move students to proficiency in reading and math. These funds  supported 97 schools serving approximately 49,000 students. Specifically,  the funds were used to retain full-time staff and/or hire part-time staff;  purchase technology items, such as SmartBoards; and purchase books or  other reading and math items. As a result of these funds, officials reported  that the district was able to save over 31 teacher positions, and 11  instructional assistant positions, and hire over 44 retired teachers to work  with students in small groups. They also expect scores on standardized  tests to improve. Officials indicated that their Recovery Act Title I award  activities were less than 50 percent completed.
Katy Independent School District   Katy, TX  77492   Award amount: $2,914,931     Katy Independent School District reported that it used its Recovery Act  Title I award to improve student performance, build capacity of  instructional staff, enhance digital learning, and maintain high-quality  English as a Second Language/bilingual staff and a safe, comfortable  learning environment. These funds supported 20 campuses that serve  approximately 13,429 students. Specifically, the funds were used to provide  professional development and purchase technology and instructional  materials. The funds were also used for supplemental tutorials, parent  involvement activities, and staff retention. As a result of these Title I funds,  officials said that the district was able to increase student achievement and  parent involvement. They also said that these funds resulted in highly  effective teachers, more teachers who were trained for English language  learners, increased use of digital tools to enhance instruction, and an  improvement in program effectiveness and the quality of services. Officials  indicated that their Recovery Act Title I award activities were less than 50  percent completed.
KIPP Austin Public Schools, Inc.   Austin, TX  78724   Award amount: $154,743     KIPP Austin Public Schools, Inc., reported that it used its Recovery Act  Title I award to add staff, provide professional development, and purchase  technology. These funds supported three schools and approximately 630  students. Specifically, the funds were used to create two instructional  coaching positions in math and science and purchase a new software  platform for collecting and analyzing student data. As a result of these Title  I funds, officials reported that the school was better able to access data.  They also said these funds resulted in improved results on state and  national assessments. Officials indicated that their Recovery Act Title I  award activities were less than 50 percent completed.
Lakeview Community Schools  Columbus, NE  68601   Award amount: $65,274     Lakeview Community School reported that it used its Recovery Act Title I  award to retain the reading coach position in the district. These funds  supported the reading coach, who serves both elementary schools and  approximately 300 students. Specifically, the funds were used to retain the  reading coach at the elementary level. As a result of these funds, officials  reported that the district was able to maintain and improve upon their  reading skills for all students, especially for those students who are English  language learners. They indicated that their Recovery Act Title I award  activities were 50 percent or more completed.
Legacy Education Group   Mesa, AZ  85207   Award amount: $56,622     Legacy Education Group reported that it used its Recovery Act Title I  award to increase technology and classroom teaching materials. These  funds supported one K-8 charter school. Specifically, the funds were used  to create a position that is responsible for data-driven decision-making  processes. As a result of these funds, officials reported that the school was  able to improve student performance. They indicated that their Recovery  Act Title I award activities were 50 percent or more completed.
Medford School District 549C   Medford, OR  97501   Award amount: $2,185,314    Medford School District 549C reported that it used its Recovery Act Title I  award to retain teaching staff and other resources to continue serving  children's educational programs and needs. These funds supported seven  elementary schools in the district serving approximately 3,500 students.  Specifically, the funds were used to retain teaching personnel. As a result of  these funds, officials reported that the district was able to retain  approximately 77 full-time-equivalent positions, roughly maintain student- teacher ratios, and limit the number of budget-cut days for the 2010 school  year. They indicated that their Recovery Act Title I award activities were 50  percent or more completed.
Memphis City School District   Memphis, TN 38112   Award amount: $57,244,262     Memphis City School District reported that it used its Recovery Act Title I  award to improve academic achievement. These funds supported  approximately 100,000 students in over 175 schools. Specifically, the funds  were used for intervention initiatives, to retain and hire staff, provide  professional development for instructional staff, and purchase student  instructional materials for project base learning. As a result of these funds,  officials reported that the district was able to retain more than 180 pre-K  positions and more than 35 district-level instructional support positions.  They also said that the funds resulted in improved student scores on  standardized tests by adding more than 120 staff positions for academic  intervention. District officials reported that their Recovery Act Title I  activities were less than 50 percent completed.
Milford Exempted Village School District   Milford, OH  45150   Award amount: $346,795     Milford Exempted Village School District reported that it used its Recovery  Act Title I award to improve student achievement, particularly in reading  and math. These funds supported approximately 1,000 at-risk students, but  could affect all 6,400 students in the district. Specifically, the funds were  used to add instructional staff and purchase materials and software for the  at-risk students. The funds were also used to provide professional  development in reading and math strategies. As a result of these funds,  officials reported that the district was able to create one part-time reading  coach position and four part-time teacher positions. They also said they  expect improvement in achievement scores for all student subgroups in  reading and math. They indicated that their Recovery Act Title I award  activities were less than 50 percent completed.
Milford School District   Milford, CT   06460   Award amount: $377,262     Milford School District reported that it used its Recovery Act Title I award  to enhance student achievement at the middle school level in math and  English. These funds supported approximately 10 percent of the student  enrollment. Specifically, the funds were used to hire morning and afternoon  staff to provide math and English instruction through morning and  afternoon programs to students who were not proficient. As a result of Title  I funds, officials reported that they expect results on the Connecticut  Mastery test to improve, with more students achieving proficiency. District  officials indicated that their Recovery Act Title I award activities were 50  percent or more completed.
Muncie Community Schools   Muncie, IN  47304   Award amount: $2,496,075      Muncie Community Schools reported that it used its Recovery Act Title I  award to save and create staff positions, purchase technology, and fund  professional development. These funds supported seven elementary  schools serving approximately 2,940 students in grades K through 5.  Specifically, the funds were used for professional development and  supplies to implement the school improvement initiative. Funds were also  used to purchase technology, such as computers and SmartBoards. As a  result of these funds, officials reported that the district was able to save  and create a total of four positions that include an interventionist and three  data coaches. They also said that the funds resulted in improved student  achievement. Officials indicated that their Recovery Act Title I award  activities were less than 50 percent completed.
Neenah School   Neenah, WI 54956   Award amount: $376,149     Neenah School reported that it used its Recovery Act Title I award to  provide professional development for teaching staff, create an instructional  coach position, provide time for staff to analyze data, and hire a facilitator  to assist in the analysis. These funds targeted six campuses, but because of  the nature of the fund use, all or nearly all 6,500 students in the district  were directly or indirectly affected. Specifically, the funds were used to  create one Response to Intervention (RTI) instructional coach position,  provide RTI professional development for instructional staff, and contract  with a personal services facilitator to help with the data analysis and  interpretation. As a result of these funds, officials reported that the district  was able to improve its approaches to and techniques for teaching, which  should have a positive impact on student achievement. They indicated that  their Recovery Act Title I award activities were 50 percent or more  completed      New Foundations Charter School   Philadelphia, PA 19136   Award amount: $401,559     New Foundations Charter School reported that it used its Recovery Act  Title I award to improve science, technology, and special education. These  funds supported approximately 575 students at one school. Specifically, the  funds were used to purchase technology, such as SmartBoards for  classrooms, graphing calculators, and a software program called Read 180.  Additionally, the funds were used to hire technology support personnel,  provide professional development, and purchase instructional materials,  such as FOSS (Full Option Science System) science materials. As a result  of these funds, officials reported that the school was able to improve  student outcomes on standardized tests and hire one technology support  personnel. They indicated that their Recovery Act Title I award activities  were 50 percent or more completed.
Northeastern Clinton Central School District   Champlain, NY  12919   Award amount: $119,554     Northeastern Clinton Central School District reported that it used its  Recovery Act Title I award to improve literacy instruction and enhance  state test results. These funds supported three schools in a 1,400-student  district. Specifically, the funds were used to retain staff. As a result of these  funds, officials reported that the district was able to create a new position  when a current employee became the literacy coach and hire a  replacement. They indicated that their Recovery Act Title I award activities  were less than 50 percent completed.
Orange County Public Schools   Orlando, FL  32801   Award amount: $29,879,628     Orange County Public Schools reported that it used its Recovery Act Title I  award to provide supplemental services to students to ensure they make  continuous academic improvement. These funds supported all 70 Title I  schools and approximately 42,000 students. Specifically, the funds were  used to retain reading coaches at all 70 schools, 50 math and science  coaches, 19 social workers, 11 Student Assistance Family Empowerment  coordinators at middle schools, and a guidance counselor at the Juvenile  Assessment Center. As a result of these funds, officials reported that the  district expects increased student performance on standardized reading,  math and science exams and anticipates improved graduation rates. They  indicated that their Recovery Act Title I award activities were fully  completed.
Paintsville Independent Schools   Paintsville, KY  41240   Award amount: $240,013     Paintsville Independent Schools reported that it used its Recovery Act Title  I award to improve student services and instruction. These funds  supported one school with 400 students. Specifically, the funds were used  to retain staff and programs, add technology to classrooms, and provide  professional development to staff. As a result of these Title I funds, officials  said the district was able to save four Title I teacher positions, improve  instruction, and improve student academic results. District officials  indicated that their Recovery Act Title I award activities were 50 percent or  more completed.
San Antonio Can! High School   Dallas, TX  75208  Award amount: $2,099,018  San Antonio Can! High School reported that it used its Recovery Act Title I  award for retaining instructional positions schoolwide that would have  been lost without these funds. Specifically, the funds were used to retain  one instructional staff position. As a result of these Title I funds, officials  reported that the school was able to maintain its low student-teacher ratio  and increase the number of graduates by 12. They also said that they are  expecting additional graduates after the July Texas Assessment of  Knowledge and Skills (TAKS) administration. They indicated that their  Recovery Act Title I award activities were less than 50 percent completed.
San Leandro Unified School District   San Leandro, CA  94579   Award amount: $607,453     San Leandro Unified School District reported that it used its Recovery Act  Title I award to hire staff, get intervention opportunities, purchase  materials and equipment to accelerate support for student learning, and  fund programs to increase Adequate Yearly Progress in all significant  subgroups. These funds supported approximately 1,300 Title I students at  five elementary sites. Specifically, the funds were used to retain and hire  staff, provide professional development, and purchase instructional  materials. As a result of these funds, officials said the district was able to  increase standardized test scores. They indicated that their Recovery Act  Title I award activities were 50 percent or more completed.
Santa Ana Unified School District   Santa Ana, CA  92701   Award amount: $11,429,961     Santa Ana Unified School District reported that it used its Recovery Act  Title I award to maintain positions and staff development programs. These  funds supported 62 schools with approximately 54,000 students.  Specifically, the funds were used to retain staff both certificated and  classified and to pay for the salaries of teachers on special assignments  who support teachers through staff development, demonstration lessons,  and the coordination of instructional materials. As a result of these Title I  funds, officials reported that the district was able to maintain 62 special  assignment teachers. They indicated that their Recovery Act Title I award  activities were fully completed.
Wiggins School District RE-50J   Wiggins, CO 80654   Award amount: $57,733 Wiggins School District RE-50J reported that it used its Recovery Act Title I  award to hire a math coach. These funds supported 55 students in the  middle school in addition to teachers the math coach worked with. As a  result of these funds, officials reported that they expect to see student  math test scores improve. They indicated that their Recovery Act Title I  activities were more than 50 percent completed.
Scottsdale Unified District   Phoenix, AZ  85018   Award amount: $2,352,308     Scottsdale Unified District reported that it used its Recovery Act Title I  award to strategically fund positions, activities, and items that will help all  students to improve academically. These funds supported over 5,500 Title I  students in seven schoolwide and two targeted Title I programs.  Specifically, the funds were used to fund academic intervention specialists  at several Title I schools, provide funding for items needed to expand Title I  pre-K programs, and purchase instructional materials, supplies, and  software to support interventions at Title I schools. Funds were also used  to support ongoing professional development by funding instructional  coaches at several Title I schools and by funding the registration and travel  fees associated with Title I teachers and administrators attending  professional development workshops. As a result of these funds, officials  reported they expect to see improvement in student academic achievement  and see increases in student state test scores. They indicated that their  Recovery Act Title I award activities were 50 percent or more completed.
Somerset Independent Schools   Somerset, KY  42502   Award amount: $427,661     Somerset Independent Schools reported that it used its Recovery Act Title I  award to serve students in middle grades, where services were not  provided previously. These funds targeted one middle school that serves  approximately 350 students. Specifically, the funds were used to retain a  math resource teacher, a reading resource teacher, and an instructional  assistant and to provide Response to Intervention (RTI) services. As a  result of these funds, officials reported that the district was able to save  three positions that would have been lost. They also said they expect an  increase in scores on state tests. Officials indicated that their Recovery Act  Title I award activities were 50 percent or more completed.
Summit Academy of Alt Learners   Akron, OH  44305   Award amount: $59,898     Summit Academy of Alt Learners reported that it used its Recovery Act  Title I award to upgrade its instructional materials. These funds covered a  complete replacement and replenishment of instructional materials for all  learners. Specifically, the funds were used to purchase new literacy, math,  science and social studies materials, which are fully integrated with  computer support. As a result of these Title I funds, officials reported that  they expect to see improved scores on state tests, improved attainment of  individualized education programs (IEP) goals, and more engagement on  the part of their reluctant learners. School officials reported that their  Recovery Act Title I award activities were 50 percent or more completed      Susquehanna Township School District   Harrisburg, PA  17109   Award amount: $225,856     Susquehanna Township School District reported that it used its Recovery  Act Title I award to purchase new materials, add additional courses, and  provide staff development. These funds supported two schools with a total  of 112 teachers and 1,257 students. Specifically, the funds were used to  provide additional staff development to the teachers in positive discipline  and instructional strategies. As a result of these funds, officials reported  that the district was able to improve scores on standardized tests, decrease  problems with student discipline, and increase student attendance. They  indicated that their Recovery Act Title I award activities were 50 percent or  more completed.
Texas School for the Deaf   Austin, TX  78704   Award amount: $72,743     Texas School for the Deaf reported that it used its Recovery Act Title I  award to enhance instructional and student support services for its deaf  and hard-of-hearing students, increase the number of parents and teachers  that have access to school data, and increase the number of teachers  receiving professional development. These funds covered 165 professional  development workshops for teachers and targeted the parents of the 552  students and 427 teachers and staff. Specifically, the funds were used to  provide additional assistive technology equipment, such as adaptive  keyboards and touch screen monitors, as well as graphing calculators for  high school students, and instructional hardware and software. The school  has also purchased internal student information system software for  individualized education program management. As a result of these funds,  officials reported that the school was able to improve parent and staff  access to instructional information and improve the number of highly  qualified staff. They indicated that their Recovery Act Title I award  activities were 50 percent or more completed.
Volusia County Schools   Deland, FL 32720   Award amount: $15,267,330     Volusia County Schools reported that it used its Recovery Act Title I award  to increase the capacity for schools to close the achievement gap between  subgroups. These funds supported all students at 65 schools consisting of  37 elementary schools, 9 middle schools, 1 middle/high school, 3 high  schools, 11 alternative schools, and 4 charter schools. Specifically, the  funds were used for academic coaches for staff development on best  practices identified by the state, the expansion of the AVID (Advancement  Via Individual Determination) Program in secondary schools, dedicated  teaching professionals for intervention and intensive instruction for low- performing students, expanded classroom libraries, and supplemental  educational materials to enhance the core instruction. As a result of these  funds, officials reported that the district was able to retain or create 427  jobs to direct every AVID student toward the appropriate path to  graduation. They indicated that their Recovery Act Title I award activities  were 50 percent or more completed.
Yuma 1 School District   Yuma, CO 80759   Award amount: $97,899     Yuma 1 School District reported that it used its Recovery Act Title I award  for teacher retention and the purchase of intervention materials and  computers. These funds were spread across three schools serving  approximately 350 students who had poor math or reading scores.  Specifically, the funds were used to retain an intervention teacher and  purchase two computers. As a result of Title I funds, officials reported that  the district was able to retain one intervention specialist position and  prevent larger intervention class sizes at the middle school. They indicated  that their Recovery Act Title I award activities were 50 percent or more  completed.
section_title: Scope and Methodology
paragraphs: To understand how the Office of Management and Budget (OMB) and  Education facilitated implementation of Recovery Act requirements for  recipients to describe the use of funds, we reviewed the Act for reporting  requirements. We also reviewed reporting guidance established by OMB,  the Recovery Board, and any supplemental guidance and technical  assistance developed by Education for the three programs covered in our  review. We met with OMB, Education, and Recovery Board officials to gain  an understanding of the reporting requirements and systems.
To assess the extent to which descriptions of awards transparently  described how funds were being used, we utilized a GAO transparency  assessment methodology developed for our May 2010 report on Recovery  Act transparency.  This assessment was based on the requirements of the  Recovery Act; OMB’s guidance, including OMB’s Recipient Reporting Data  Model; the Federal Funding Accountability and Transparency Act of 2006;  and professional judgment. We considered descriptions of awards  transparent if they conveyed, in a manner understandable to the general  public, a basic understanding of the activities to be carried out and the  expected outcomes. This effort was meant to be an assessment of  transparency only with regard to the specific reporting fields we reviewed,  not to Recovery.gov as a whole or to the Administration’s efforts to make  this information available frequently and in a timely manner.
In assessing transparency, we reviewed all prime recipient award records  on Recovery.gov as of April 30, 2010, for the three education programs  covered in this review. Similar to the transparency review we conducted in  May 2010, we reviewed the required fields on Recovery.gov that describe  the uses of Recovery Act funds, including project name, award description,  and quarterly activities/project description. In addition to these fields, we  reviewed the description of jobs created field. For this field, prime  recipients were advised by Education to briefly describe the types of jobs  created or retained. Education officials told us that this field may contain  important information that would help the public understand how states  are using their Recovery Act funds. In addition, as reported in our  December 2009 bimonthly report, we found that creating and retaining jobs  was the top use of funds for all three of the programs we reviewed. Finally,  because the education programs in our review provide states with formula  grants that state education agencies (SEA) pass through to LEAs, we also  reviewed the number, location, and award amount of subawards reported  on Recovery.gov by prime recipients.
To apply our transparency criteria, we discerned if the information on  Recovery.gov contained the following specific attributes:  general purpose of the award (e.g., retaining funding for K-12 schools or   nature of activities being conducted (e.g., purchases of educational  technology and training of instructional support staff),  location (where award activities are being conducted; e.g., school  district or city),  status (percentage complete),  outcome (what is expected to be achieved; e.g., increased student  achievement reflected by higher test scores), and  scope (i.e., number of schools or students covered by project).
Using these seven attributes and our professional judgment, we assessed  information in the selected data fields for understandability, clarity, and  completeness. Two analysts independently reviewed information on each  award from the selected fields and then compared results to reach a  consensus on whether the description fully met, significantly met, partially  met, or did not meet the transparency criteria. If they could not agree, a  third analyst reviewed the award information without regard to the original  determinations and made a deciding assessment. Descriptions that were  understandable, clear, and complete met our transparency criteria.  Descriptions that contained information for almost all the attributes cited  above (purpose, nature of activities, location, and so on) “significantly met”  our transparency criteria, while those that contained some information  were considered to “partially meet” our transparency criteria. Descriptions  that contained little or no information did not meet our transparency  criteria. Finally, for the recipient reports we reviewed, we performed a  number of electronic edit checks on the awards for the prime recipients,  including any associated subrecipients, to determine whether there were  possible anomalies in the award information. We also discussed data  reliability issues with OMB and Education to ensure data quality.
In addition to the review described above, we met with federal officials and  state and local officials responsible for recipient reporting in 15 states and  the District of Columbia included in our bimonthly review to discuss the  procedures for compiling and reporting information on Recovery Act funds  and how information on awards is made available to the public.
To obtain national-level information for our bimonthly review on how  Recovery Act SFSF education stabilization funds; ESEA Title I, Part A  funds; and IDEA Part B for school-aged children funds were used at the  local level, we designed and administered a Web-based survey of local  educational agencies (LEAs) in the 50 states and the District of Columbia.  We surveyed school district superintendents across the country to learn  how Recovery Act funding was used and what impact these funds had on  school districts. Given that few descriptions fully met our transparency  assessment, we included on this survey several questions related to how  LEAs were using funds from these three programs. We conducted our  survey between March and April 2010, with a 78 percent final weighted  response rate. We selected a stratified random sample of 575 LEAs from  the population of 16,065 LEAs included in our sample frame of LEAs  obtained from Education’s Common Core of Data in 2007-2008. We selected  a nongeneralizable subsample of 50 LEAs per education program we  reviewed (150 LEAs total) to provide illustrative information on how LEAs  are using their Recovery Act funds. We took steps to minimize nonsampling  errors by pretesting the survey instrument with officials in 5 LEAs in  January and February 2010.
We did not determine whether federal agencies or prime recipients selected  the awards discussed in this report to ensure that the awards met the  requirements of the Act or whether the recipients met the Act’s eligibility  requirements. We conducted this performance audit from February 2010  through July 2010 in accordance with generally accepted government  auditing standards. Those standards require that we plan and perform the  audit to obtain sufficient, appropriate evidence to provide a reasonable  basis for our findings and conclusions based on our audit objectives. We  believe that the evidence obtained provides a reasonable basis for our  findings and conclusions based on our audit objectives. As part of our  work, we assessed the reliability of certain Recovery Act data that were  pertinent to our effort. We determined that the data elements were  sufficiently reliable for our purposes.
section_title: GAO Contact and Staff Acknowledgments
subsections: section_title: GAO Contact
paragraphs: Cornelia Ashby (202) 512-7215 or ashbyc@gao.gov.
section_title: Staff Acknowledgments
paragraphs: James Ashley, Edward Bodine, Karen Brown, Jessica Botsford, Amy Buck,  Karen Febey, Hedieh Fusfield, Alexander Galuten, Bryon Gordon, Sonya  Harmeyer, Sheila McCoy, Jean McSween, Elizabeth Morrison, James  Rebbe, Catherine Roark, Crystal Robinson, Beverly Ross, Susan Sachs,  Michelle Verbrugge, Charles Willson, and Sarah Wood made significant  contributions to this report.
section_title: Related GAO Products
paragraphs: Recovery Act: Increasing the Public’s Understanding of What Funds Are  Being Spent on and What Outcomes Are Expected, GAO-10-581,  Washington, D.C.: May 27, 2010.
Electronic Government: Implementation of the Federal Funding  Accountability and Transparency Act of 2006, GAO-10-365, Washington,  D.C.: March 12, 2010.
subsections: section_title: Congressionally Mandated Bimonthly Reviews of Recovery Act Funds
paragraphs: Recovery Act: States’ and Localities’ Uses of Funds and Actions Needed to  Address Implementation Challenges and Bolster Accountability, GAO-10- 604 (Washington, D.C.: May 26, 2010).
Recovery Act: States’ and Localities’ Uses of Funds and Actions Needed to  Address Implementation Challenges and Bolster Accountability  (Appendixes), GAO-10-605SP (Washington, D.C.: May 26, 2010).
Recovery Act: One Year Later, States’ and Localities’ Uses of Funds and  Opportunities to Strengthen Accountability, GAO-10-437 (Washington,  D.C.: Mar. 3, 2010).
Recovery Act: Status of States’ and Localities’ Use of Funds and Efforts to  Ensure Accountability, GAO-10-231 (Washington, D.C.: Dec. 10, 2009).
Recovery Act: Status of States’ and Localities’ Use of Funds and Efforts to  Ensure Accountability (Appendixes), GAO-10-232SP (Washington, D.C.:  Dec. 10, 2009).
Recovery Act: Funds Continue to Provide Fiscal Relief to States and  Localities, While Accountability and Reporting Challenges Need to Be  Fully Addressed (GAO-09-1016, Washington, D.C.: Sept. 23, 2009).
Recovery Act: Funds Continue to Provide Fiscal Relief to States and  Localities, While Accountability and Reporting Challenges Need to Be  Fully Addressed (Appendixes) (GAO-09-1017SP, Washington, D.C.: Sept.  23, 2009).
Recovery Act: States’ and Localities’ Current and Planned Uses of Funds  While Facing Fiscal Stresses, GAO-09-829 (Washington, D.C.: July 8, 2009).
Recovery Act: States’ and Localities’ Current and Planned Uses of Funds  While Facing Fiscal Stresses (Appendixes), GAO-09-830SP, Washington,  D.C.: July 8, 2009.
Recovery Act: States’ and Localities’ Current and Planned Uses of Funds  While Facing Fiscal Stresses, GAO-09-831T (Washington, D.C.: July 08,  2009).
Recovery Act: As Initial Implementation Unfolds in States and Localities,  Continued Attention to Accountability Issues Is Essential (GAO-09-580,  Washington, D.C.: Apr. 23, 2009).
Recovery Act: As Initial Implementation Unfolds in States and Localities,  Continued Attention to Accountability Issues Is Essential (GAO-09-631T,  Washington, D.C.: Apr. 23, 2009).