ESSER K-12 Mathematics Curricula Grant Program

Overview

ESSER K-12 Mathematics Curricula Grant Program

This program exists to provide grants to local education providers (LEPs) to purchase and directly support the use of high-quality, standards-aligned core K-12 mathematics curricula. An LEP or group of providers (as defined in the Eligible Applicants and Priority Criteria section) may apply for a grant. 

Eligible Applicants

LEPs are eligible to apply for this opportunity. A group of local education providers (listed below) may also apply jointly as a consortium. An eligible LEP is:

• A School District on behalf of all or a subset of schools;
  • A non-charter school may not submit a standalone application outside of their district.
• A Board of Cooperative Services (BOCES);
• A Charter School authorized by a School District;
• A Charter School authorized by the Charter School Institute;
• A Facility School; or
• The Colorado School for the Deaf and Blind.

Note: A charter school’s authorizer will be the fiscal agent, if funded.

Priority Considerations:

This program supports LEP’s purchase and direct support of high-quality, standards-aligned core K-12 mathematics curricula. Available grant funding will be distributed to eligible applicants based on the application rubric described in the Evaluation Rubric (pages 13-14). Priority will be given to LEPs meeting the following priority considerations: 

• The LEP is willing to join CDE in supporting the purchase of the mathematics and READ-Act approved curricula/instructional programs by contributing LEP funds to the purchase of the selected curricular materials in addition to those requested as part of this grant application. 
• The LEP serves a high percentage (based on exceeding the statewide enrollment percentages) of students in one or more of the following underserved student groups:  
  • Students eligible for free or reduced lunch (the statewide enrollment percentage is 41% based on 2019-2020 October Count data); 
  • Students with disabilities (the statewide enrollment percentage is 12% based on 2020-2021 data);  
  • English language learners as defined by Non-English Proficient (NEP) and Limited English Proficient (LEP) students (the statewide enrollment percentage is 10.4% based on 2021 October Count data); and/or 
  • Black or African American, Hispanic/Latino and/or American Indian or Alaskan Native students (the statewide enrollment percentages are 4.5% for Black or African American, 34.5% for Hispanic/Latino, and 0.6% for American Indian or Alaskan Native based on 2021 October Count data). 
• The LEP is designated as rural or small rural by CDE. 
• The ESSER K-12 Mathematics Curricula Grant Program is focused on serving students most in need as identified by one of the criteria below: 
  • Serving students who spent more than 50% of the 2020-2021 school year in remote learning; and/or 
  • Serving students in schools assigned with a Priority Improvement or Turnaround plan (based on 2021 designations). 
• The LEP did not previously receive funding under the ESSER Curricula and Instructional Programming Grant. 
• The LEP is using their purchased (or proposed purchase) to replace lower quality/ineligible curricula. (The replacement could have happened any time since March 13, 2020.) 

Where available, CDE has compiled data around the priority considerations above to best support LEPs with the submission process. The compiled data is available here. 

Allowable Use of Funds:

Allowable grant activities are limited to the purchase of approved high-quality, standards-aligned core K-12 mathematics curricula (as described in the Purpose and Program Activities section) and curriculum-based professional learning.

An LEP may make a request to CDE to use grant money for purposes other than those specified above if the proposed use of the grant money increases the effectiveness of the implementation of the approved high-quality, standards-aligned curricular materials. These funds are specific to this program, the ESSER K-12 Mathematics Curricula Grant Program, and uses of funds for any other purpose are not allowed. Some of the unallowable expenditure categories may include capital expenditures, food costs, giveaways, or other items. If you have any question regarding allowable expenses, please reach out to Robert Hawkins (Hawkins_R@cde.state.co.us) for confirmation. 

Review Process and Timeline:

Applications will be reviewed by CDE staff and peer reviewers to ensure they contain all required components. Applicants will be notified of final award status no later than Wednesday, June 1, 2023, at 11:59pm MDT.

Note: This is a competitive process – applicants must score at least 35 points out of the 50 possible points to be approved for funding. Additional points are awarded for prioritized high-need districts, schools, and student populations. Applications that score below 35 points may be asked to submit revisions that would bring the application up to a fundable level. There is no guarantee that submitting an application will result in funding or funding at the requested level. All award decisions are final. Applicants that do not meet the qualifications may reapply for future grant opportunities.

Submission Process and Deadline:

An application webinar will be held prior to application submissions are due.

Applications must be completed (including all elements outlined below) and submitted through the online application form on the CDE Website by Friday, April 21, 2023, by 11:59pm MDT. The Excel Budget Workbook and Program Assurances Form must also be uploaded to the Smartsheet form at the time of submission.

Incomplete or late applications will not be considered. Applicants should receive an automated confirmation email from the online system upon submission. If you do not, please email CompetitiveGrants@cde.state.co.us.