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CSP Funding Database

Introduction
This database has been created in response to a need identified by the California Science Project site directors to learn more about funding sources available to school districts.  In a time of diminished resources and an environment where partnerships are valued, an understanding of funding venues from various agencies will better enable site directors to engage in meaningful discussions about potential collaborations with district representatives.

Purpose
The purpose of this database is to provide site directors and school districts with a database of information regarding funding sources and to:
    1. provide information that is centrally located in one single website
    2. sort funding information according to various categories
    3. provide a brief description of each funding category
    4. provide links to the original funding source for further information
    5. provide links to the California Department of Education data website for information displayed for school districts: www.ed-data.k12.ca.us
    6. identify revenue sources that go directly to school districts and county offices of education
    7. identify revenue sources that are competitive
    8. make available vignettes of testimonials from educators in California who have focused attention on science education and allocated adequate support to it.
    9. list timelines for various funding sources that districts must meet to receive moneys
Organization of Database
You can search this database in a couple of ways as follows:
    1. Click on the "Show All" button for an alphabetical list of all funding source.  This section has the name of the funding source and a brief description of what it funds.  You can also click on the "more..." button to access information about the targeted groups it serves, grade levels, content information and restrictions as appropriate.
    2. Click on the "Search" button when you already know the name of a funding source you wish to access or when you wish to search by a particular category.
Matching the Need to the Best Resources
One consideration for site directors as they navigate this database is how best to find appropriate funding sources to match the need they have identified for their particular project.  For example, if money is needed to support follow-up sessions during the academic year and the focus of these is on enhancing the delivery of science content to English Learners, then the funding sources searched should probably relate to English Learners in some way.  On the other hand, if content is the focus, then the search can take on a different path and directors can search for sources that support professional development for subject matter content.

Creativity
The database by itself cannot provide all tools necessary to eventually work out details of shared resources with school districts.  To accomplish this most successfully, directors need to understand how to be creative with the use of moneys as well as knowing limitations on the use of some funding sources.  This includes but is not limited to:
    1. Ways of pooling moneys:  districts can pool moneys from multiple sources to accomplish each goal.  To do so, it is essential to have a clear vision and mission to follow.  There is much overlap in many goals that school districts establish.  As part of their district plans, they often identify goals that, upon close examination, are also part of the mission of various funding sources.  When these sources are identified, moneys from each can be pooled to help reach that goal.
    2. Targeted population or subgroups:  some funding sources target specific groups of students, or specific groups of teachers.  At times, activities you wish to conduct may have the intent of reaching broader groups.  However, if within that larger group there is representation from the targeted group of the funding source, you may still be able to use those moneys.
    3. Intent:  sometimes the language found in the funding sources' description of allowable expenses allow room for a variety of interpretations.  If you believe that your activities meet the intent of the funding source, however, you may be able to access those moneys.
Audience
You need to consider who your audience will be when using the information on this database.  They could include:
    1. principals
    2. curriculum/instruction leaders
    3. associate superintendents
    4. superintendents
    5. fiscal officers

Some thought needs to be given to how much information regarding these issues each person will have.  You also may want to consider how each might react to the information.  For example, some might know a great deal about each of these funding cycles, where the moneys are being funneled and what is available to them in each category.  The question for them might be whether or how much of that they're willing to share with you.  Others may not know very much about it at all.  How will they react?  Will they feel vulnerable and not want to admit that they don't know much about it at all?  Or will they want to go and find out more about it from others within the district.

You may also wish to review a school's site plan or district's action plan in order to learn more about the goals and priorities that schools/districts have established.

Attitudes
Having established partnerships may serve you well as you consider your attitude when you approach school districts on issues of funding.  What's important is to think about how you will be perceived when you begin discussing information on this database.  Hopefully, you will have established a good relationship and there is a level of trust that will keep your discussions in a most positive light.  Consider presenting it as a resource to school districts that they can access in conjunction with you to further learn about opportunities available to them.

FAQ
This section records the most frequently asked questions about the funding database and it provides some answers and possible topics for discussions by site directors.

For Further Information:
This project was completed by Michael Klentschy, Lane Rankin, and Olga Amaral.  If you have specific questions or would like additional support in this area, please contact us at:
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