FLORIDA DEPARTMENT OF EDUCATION
Request for Application (RFA)
Bureau / Office
Academic Achievement through Language Acquisition/Office of the Chancellor, K-12 Public Schools
Program Name
Supplementary Instructional Support for English Language Learners
Specific Funding Authority (ies)
CFDA #84.365A, Public Law 107-110, No Child Left Behind (NCLB) Act 2001, Title III, Part A, English
Language Acquisition, Language Enhancement and Academic Achievement Act
Funding Purpose/Priorities
To improve the education of English language learners (ELLs)/limited English proficient (LEP)
students by assisting them in learning English and meeting the challenging and rigorous State
academic content and student academic achievement standards.
Type of Award
Entitlement
Total Funding Amount
Preliminary amount
:
$29,639,544.76
Budget Period
July 1, 2006 through June 30, 2007
(The effective date will be the date the DOE 100A with original signature of the Superintendent is
received by the Bureau of Grants Management or the date of receipt by FDOE of the Federal Grant
Award Notification, whichever is later.)
Program Performance Period
July 1, 2006 through June 30, 2007
Target Population
English language learners/students with limited English proficiency
Eligible Applicant(s)
DOE 900 E
1
Revised 01/2006
Local Educational Agencies (LEAs) whose ELL/LEP student count equates to an allocation of
$10,000 or more are eligible to be funded under Title III of NCLB.
Application Due Date
On or before June 30, 2006
The due date refers to the date of receipt in Grants Management. For Federal programs, the
project effective date will be the date that the application is received within DOE meeting
conditions for acceptance, or the date of receipt of the Federal Award Notification, whichever
is later. For State programs, the project effective date will be no earlier than the effective date
of the legislative appropriation, usually July 1. The ending date can be no later than June 30, of
the fiscal year unless otherwise specified in statute or proviso.
Contact Persons
Technical Support with On-line Application: Felicia Elliott, Program Specialist, Bureau of Student
Assistance, by phone at (850) 245-0672 or via email at felicia.elliott@fldoe.org.
Project Application Support: Eduardo Padilla, Program Specialist, Academic Achievement through
Language Acquisition, Office of the Chancellor, K-12 Public Schools, by phone at 850-245-0687, or
via email at eduardo.padilla@fldoe.org.
Grants Management: Michael Binitie, Program Specialist, Office of Grants Management by phone at
(850) 245-0721, or via email at michael.binitie@fldoe.org.
Assurances
The Department of Education has developed and implemented a document entitled, General
Terms, Assurances and Conditions for Participation in Federal and State Programs, to comply
with:
•
?
34 CFR 76.301 of the Education Department General Administration Regulations (EDGAR)
which requires local educational agencies to submit a common assurance for participation
in federal programs funded by the U.S. Department of Education;
•
?
applicable regulations of other Federal agencies; and
•
?
State regulations and laws pertaining to the expenditure of state funds.
In order to receive funding, applicants must have on file with the Department of Education,
Office of the Comptroller, a signed statement by the agency head certifying applicant
adherence to these General Assurances for Participation in State or Federal Programs. The
complete text may be found at
http://www.firn.edu/doe/comptroller/gbook.htm
School Districts, Community Colleges, Universities and State Agencies
The certification of adherence filed with the Department of Education Comptroller’s
Office shall remain in effect indefinitely unless a change occurs in federal or state law,
or there are other changes in circumstances affecting a term, assurance, or condition;
and does not need to be resubmitted with this application.
DOE 900 E
2
Revised 01/2006
Program Specific Assurances
School districts are required to submit additional assurances under Title III, No Child Left Behind
(NCLB), as part of the on-line application. Signature of the Superintendent on the Project Application
(DOE 100A) includes certification that LEA will also abide by additional assurances.
Funding Method
:
Federal Cash Advance –On-Line Reporting required monthly to record expenditures.
Federal cash advances will be made by state warrant or electronic funds transfer (EFT) to a
recipient for disbursements. For federally funded projects, requests for federal cash advance
must be made on the Electronic Federal Cash Advance Request System. If at times it is
determined that disbursements are going to exceed the amount of cash on hand plus cash in
transit, an on-line amendment can be made prior to the due date of the next Federal Cash
Advance distribution on the Electronic Federal Cash Advance Request System.
Fiscal Requirements
Supporting documentation for expenditures is required for all funding methods. Examples of
such documentation include: invoices with check numbers verifying payment, and/or bank
statements; all or any of which must be available upon request.
School districts receiving funds under Title III, No Child Left Behind may not use more than two
percent (2%) of such funds for the cost of administering this program.
NARRATIVE SECTION
Project Design-Narrative
Applicants are required to submit all program/project design sections included in the on-line
application. The project design must address the following activities and must clearly document that
the proposed activities are supplementary and do not supplant existing state and local district-funded
activities and required services. Applicants must provide goals, objectives, and strategies to address
the following:
Needs Assessment
Collaboration and Coordination
Equitable Services for Private School Participation
Supplementary Instructional Services to Increase English Proficiency of ELLs/LEP Students
Instructional Services to Increase the Academic Achievement of Current and Former ELLs/LEP
Students
Increasing Professional Development for School Personnel
Increasing Parental and Community Participation in the Educational Experience of ELLs/LEP
Students
School Accountability
DOE 900 E
3
Revised 01/2006
Support for Reading/Strategic Imperatives
Describe how the proposed project will incorporate reading initiatives and one or more of the
Florida State Board of Education (SBE) strategic imperatives.
URL: http://www.fldoe.org/meetings/2005_01_18/StratPlanDetails.pdf
A description of how this project will incorporate reading initiatives must be included in the
Supplementary Instructional Services to Increase English Proficiency of ELLs/LEP Students
and
Instructional Services to Increase the Academic Achievement of Current and Former ELLs/LEP
Students
sections of the on-line application.
Dissemination/Marketing
Describe methods /strategies you will use to disseminate and market information about the project to
appropriate populations.
[See Dissemination/Marketing in the Project Narrative]
Reporting Outcomes
Each applicant is required to describe the methods that will be used to report student and
program outcomes to parents and other district and school stakeholders.
[See Reporting
Outcomes in the Project Narrative]
For Federal Programs - General Education Provisions Act (GEPA)
Provide a concise description of the process to ensure equitable access to, and participation of
students, teachers, and other program beneficiaries with special needs
.
For details, refer to URL:
http://www.ed.gov/fund/grant/apply/appforms/gepa427.pdf
Please Note: Due to the fact that this is an on-line application, applicants are required to
maintain documentation at the local level which supports compliance with the requirements of
the General Education Provisions Act.
Documentation must include a concise description of the
process to ensure equitable access to, and participation of students, teachers, and other program
beneficiaries with special needs
.
NOTE: Upon completion of the on-line application, each applicant
will be required to submit confirmation of compliance with this requirement. Assurances, including
GEPA requirements are part of the “Print Application” function of the on-line application.
Equitable Services for Private School Participation
In accordance with P.L. 107-110, Title IX, Part E Uniform Provisions, Subpart 1, Section 9501, the
applicant must provide a detailed plan of action for providing consultation for equitable services to
private school children and teachers with the local education agency(ies) service area. For details,
refer to URL: http://www.ed.gov/policy/elsec/leg/esea02/pg111.html
Conditions for Acceptance
The requirements listed below must be met for applications to be considered for review:
1)
Application is received in DOE within the timeframe specified by the RFA
2)
Application includes required forms: DOE 100A, Project Application Form and
DOE 101 - Budget Narrative Form
3)
All required forms must have the assigned TAPS Number included on the form
4)
All required forms have original signatures by an authorized entity
5)
Application must be submitted to:
DOE 900 E
4
Revised 01/2006
Office of Grants Management
?
Florida Department of Education
?
325 W. Gaines Street, (Room 325)
?
Tallahassee, Florida 32399-0400
?
NOTE: Applications signed by officials other than the appropriate agency head identified
above must have a letter signed by the agency head, or documentation citing action of the
governing body delegating authority to the person to sign on behalf of said official.
Attach the letter or documentation to the DOE 100A when the application is submitted.
Method of Review
The on-line project application, including budget narrative shall be reviewed by FDOE staff in
accordance with established project application review checklists and requirements set-forth
in the No Child Left Behind Act of 2001; applicable non-regulatory guidance, and other
applicable federal regulations and guidelines.
DOE 900 E
5
Revised 01/2006
FLORIDA DEPARTMENT OF EDUCATION
Project Application
TAPS Number
06AC080
Please return to:
Florida Department of Education
Office of Grants Management
Room 325 Turlington Building
325 West Gaines Street
Tallahassee, Florida 32399-0400
Telephone: (850) 245-0498
Suncom: 205-0498
A
)
Program Name:
2006-2007 Title III
Supplementary Instructional Support for
English Language Learners
DOE USE ONLY
Date Received
B) Name and Address of Eligible Applicant:
Project Number (DOE Assigned)
C
)
Total Funds Requested:
$
DOE USE ONLY
Total Approved Project:
D
)
Applicant Contact Information
Contact Name:
Mailing Address:
Telephone Number:
SunCom Number:
Fax Number:
E-mail Address:
CERTIFICATION
I, ______________________________________________, (
Please Type Name)
do hereby certify that all facts,
figures, and representations made in this application are true, correct, and consistent with the statement of general
assurances and specific programmatic assurances for this project. Furthermore, all applicable statutes, regulations, and
procedures; administrative and programmatic requirements; and procedures for fiscal control and maintenance of
records will be implemented to ensure proper accountability for the expenditure of funds on this project. All records
necessary to substantiate these requirements will be available for review by appropriate state and federal staff. I further
certify that all expenditures will be obligated on or after the effective date and prior to the termination date of the
project. Disbursements will be reported only as appropriate to this project, and will not be used for matching funds on
this or any special project, where prohibited.
Further, I understand that it is the responsibility of the agency head to obtain from its governing body the authorization
for the submission of this application.
E)
Signature of Agency Head
________________________________________________
DOE 100A
Revised 01/06
John
L.
Winn,
Commissioner
6
See attached Spreadsheet for the 2006-07 Title III Allocation
Allocations Schedule
Agency
#
Agency Name
Allocation
Amount
Reimb.
Options
SEE ATTACHED
SPREADSHEET
Reimbursement Options
Key:
C
?
Federal
Cash
Advance
Q Advance
Payment
S
?
Quarterly
Advance
to Public Entity
R
?
Reimbursement
of
Expenditure
P Reimbursement
with Performance
TOTAL
7
?
PROGRAM SPECIFIC ASSURANCES
?
AGREE
[
]
School District will use their subgrants to build their capacity to continue to
provide high-quality language instruction educational programs for LEP students
once the project funds are no longer available.
AGREE
[
]
School District will include in its District LEP Plan a certification that all teachers
in a Title III language instruction educational program for limited English
proficient children are fluent in English and any other language used for
instruction.
AGREE
[
]
School District will be of sufficient size and scope to support high-quality
programs.
AGREE
[
]
School District consulted with teachers, researchers, school administrators, and
parents, and if appropriate, with education-related community groups and non-
profit organizations, and institutions of higher education in developing this
program plan.
AGREE
[
]
School District will administer an annual reading or language arts assessment in
English of all children who have been in the United States for one or more
consecutive years.
AGREE
[
]
School District will assess annually the English proficiency of all LEP children.
AGREE
[
]
The activities funded with this project will not be in violation of any State law,
including State constitutional law, regarding the education of LEP children.
AGREE
[
]
School District evaluations will be used to determine and improve the
effectiveness of subgrantee programs and activities.
AGREE
[
]
School District evaluations will include a description of the progress made by
children in meeting State academic content and student academic achievement
standards for each of the two years after these children no longer participate in a
Title III language instruction educational program.
AGREE
[
]
A School District that fails to make progress toward meeting annual measurable
achievement objectives for two consecutive years will be required to develop an
improvement plan that will ensure the School District meets those objectives.
AGREE
[
]
School District will provide the following information to parents of LEP children
selected for participation in a language instruction educational program: How the
educational needs of their children will be met. Available options of various
instructional delivery models. The right to comprehensible instruction cannot be
waived. If applicable, the failure of the subgrantee to make progress on the
annual measurable achievement objectives for their children and what those
objectives are
8
?
Needs Assessment
Briefly provide evidence of need for each of the services that will be funded through this project
application. In the description, include reference to the method used to conduct the needs assessment
and the data and information analyzed to determine the need for supplementary services
.
Summarize
results and prioritize
. [Text Box]
Collaboration and Coordination
Describe how the services provided under Title III, Part A, as funded in this application are integrated
with each other and coordinated with other programs funded under NCLB (i.e.: Title I, Part A, Title I, Part
C, Title I, Part D, Title I, Part F, Title II, Part A, Title II, Part D, Title III, Part A, Title IV, Part A, Title V, Part
A, and/or Title VI, Part B, Subpart 2).
[Text Box]
Equitable Services for Private School Participation
In accordance with P.L. 107-110, Title IX, Part E Uniform Provisions, Subpart 1, Section 9501, the
applicant must provide a detailed plan of action for providing consultation for equitable services to private
school children and teachers with the local education agency(ies) service area. For details, refer to URL:
http://www.ed.gov/policy/elsec/leg/esea02/pg111.html.
Include a description and complete plan of action on how the consultation with private schools has been
and will continue to be implemented to address equitable services to eligible students in private schools.
[Text Box]
Supplementary Instructional Services to Increase English Proficiency of ELLs/LEP Students
Identify the district goals, objectives, and strategies for increasing the English proficiency of LEP students
for the 2006-07 school year at the elementary, middle, and high school levels.
Goals/objectives must
include baseline data from the 2005-06 school year.
Note: Description of how this project will
incorporate reading initiatives must be included in this section.
ELEMENTARY SCHOOL LEVEL
Goals:
[Text Box]
Response:
[Text Box]
Objectives:
[Text Box]
Response:
[Text Box]
Strategies:
[Text Box]
Response:
[Text Box]
MIDDLE SCHOOL LEVEL
Goals:
[Text Box]
Response:
[Text Box]
Objectives:
[Text Box]
Response:
[Text Box]
Strategies:
[Text Box]
Response:
[Text Box]
HIGH SCHOOL LEVEL
Goals:
[Text Box]
Response:
[Text Box]
Objectives:
[Text Box]
Response:
[Text Box]
Strategies:
[Text Box]
Response:
[Text Box]
9
?
Instructional Services to Increase the Academic Achievement of
?
Current and Former ELLs/LEP Students
?
Identify the overall district goals, objectives, and strategies for increasing current and former LEP student
achievement in reading and mathematics for the 2006-07 school year at the elementary, middle, and
high school levels.
At a minimum, goals should address student proficiency in reading and
mathematics (at the subgroup level) and the provision of highly qualified staff and include
baseline data from the 2005-06 school year.
This section must address required activities and must clearly document that the proposed activities are
supplementary and do not supplant existing State and locally funded activities and required services.
Note: Description of how this project will incorporate reading initiatives must be included in this section.
Performance Goal 1: By 2013-2014, all ELL students will reach high standards, at a minimum
attaining proficiency or better in reading/language arts and mathematics.
1.1 Performance indicator:
?
The percentage of ELL students, in the aggregate, who are at or above
the proficient level in reading/language arts on the State’s assessment.
1.2 Performance indicator:
?
The percentage of ELL students, in the aggregate, who are at or
?
above the proficient level in mathematics on the state’s assessment.
?
1.3 District-derived Performance indicator:
[Text Box]
Performance Goal 2: All students will graduate from high school.
2.1 Performance indicator:
?
The percentage of students who graduate from high school each
?
year with a regular diploma 1) disaggregated by race, ethnicity, gender, disability status,
?
migrant status, English proficiency, and status as economically disadvantaged; 2)
?
calculated in the same manner as used in National Center for Education Statistics reports
?
on Common Core of Data.
?
2.2 Performance indicator:
?
The percentage of students who drop out of school, 1)
?
disaggregated by race, ethnicity, gender, disability status, migrant status, English
?
proficiency, and status as economically disadvantaged; and 2) calculated in the same
?
manner as used in National Center for Education Statistics reports on Common Core of
?
Data.
?
2.3 District-derived Performance indicator:
[Text Box]
Additional Performance Goal(s): [Insert District Developed Performance goal].
3.1 District-derived Performance indicator:
[Text Box]
(Repeat district-developed
Additional Performance Goals
as needed)
Increasing Professional Development for School Personnel
Please identify specific, measurable, attainable, realistic, and time-bound goals and objectives for
increasing professional development opportunities for school personnel. When identifying strategies,
please describe the specific, research-based professional development that will be offered to personnel
that is
supplemental to state requirements
. Professional development must be designed to increase
English language proficiency or substantially increase subject matter knowledge, pedagogy, or teaching
skills of such personnel. Personnel include teachers, administrators, and other support services.
[Text
Box]
10
?
Increasing Parental and Community Participation
?
in the Educational Experience of Limited English Proficient Students
?
Please identify specific, measurable, attainable, realistic, and time-bound goals and objectives for
increasing parental and community involvement. When identifying strategies, please describe the
specific activities that are
supplemental to state requirements
in terms of frequency and duration that
will be conducted to involve parents of LEP students in their education, including, but not limited to,
family literacy programs and/or training activities designed to improve English proficiency and academic
achievement.
[Text Box]
Accountability for Schools with ELLs/LEP Students
Please describe how the district will hold elementary and secondary schools accountable for meeting the
goals and objectives outlined in this proposal in terms of increasing the English proficiency and academic
achievement of LEP students.
Response:
[Text Box]
Dissemination/Marketing
Describe how information about this application will be disseminated and advocated to appropriate
populations.
[Text Box]
Reporting Outcomes
Each applicant is required to describe the methods that will be used to report student and program
outcomes to parents and other district and school stakeholders.
[Text Box]
11
?
TAPS Number
A)
Name of Eligible Recipient:
B)
Project Number:
(DOE USE ONLY)
FLORIDA DEPARTMENT OF EDUCATION
BUDGET NARRATIVE FORM
(1)
FUNCTION
(2)
OBJECT
(3)
ACCOUNT TITLE AND NARRATIVE
(4)
FTE
POSITION
(5)
AMOUNT
C) TOTAL
$
DOE 900 E
12
Revised 01/2006
Instructions
?
Budget Narrative Form
?
This form should be completed based on the instructions outlined below, unless instructed otherwise in the Request for
Proposal (RFP) or Request for Application (RFA).
A.
Enter Name of Eligible Recipient.
B
.
(DOE USE ONLY)
COLUMN 1
FUNCTION:
SCHOOL DISTRICTS ONLY:
Use the four digit function codes as required in the Financial and Program Cost Accounting and Reporting for
Florida Schools Manual.
Column 2
OBJECT:
SCHOOL DISTRICTS:
Use the three digit object codes as required in the Financial and Program Cost Accounting and Reporting for
Florida Schools Manual.
COMMUNITY COLLEGES:
Use the first three digits of the object codes listed in the Accounting Manual for Florida’s Public Community
Colleges.
UNIVERSITIES AND STATE AGENCIES:
Use the first three digits of the object codes listed in the Florida Accounting Information Resource Manual.
OTHER AGENCIES:
Use the object codes as required in the agency’s expenditure chart of accounts.
COLUMN 3
-
ALL APPLICANTS:
ACCOUNT TITLE:
Use the account title that applies to the object code listed in accordance with the agency's accounting
system.
NARRATIVE:
Provide a detailed narrative for each object code listed. For example:
•
?
SALARIES
- describe the type(s) of positions requested. Use a separate line to describe each type of position.
•
?
OTHER PERSONAL SERVICES
– describe the type of service(s) and an estimated number of hours for each type of
position. OPS is defined as compensation paid to persons, including substitute teachers not under contract, who are
employed to provide temporary services to the program.
•
?
PROFESSIONAL/TECHNICAL SERVICES
- describe services rendered by personnel, other than agency personnel employees,
who provide specialized skills and knowledge.
•
?
CONTRACTUAL SERVICES AND/OR INTER-AGENCY AGREEMENTS
- provide the agency name and description of the service(s)
to be rendered.
•
?
TRAVEL
- provide a description of each type of travel to be supported with project funds, such as conference(s), in
district or out of district, and out of state. Do not list individual names. List individual position(s) when travel funds are
being requested to perform necessary activities.
•
?
CAPITAL OUTLAY
- provide the type of items/equipment to be purchased with project funds.
•
?
INDIRECT COST
- provide the percentage rate being used. Use the current approved rate. (Reference the DOE Green
Book for additional guidance regarding indirect cost.)
COLUMN 4 – MUST BE COMPLETED FOR ALL SALARIES AND OTHER PERSONAL SERVICES.
FTE
- Indicate the Full Time Equivalent (FTE based on the standard workweek for the type of position) number of
positions to be funded. Determine FTE by dividing the standard number of weekly hours (e.g., 35 hours) for the type of
position (e.g., teacher aide) into the actual work hours to be funded by the project.
COLUMN 5
AMOUNT -
Provide the budget amount requested for each object code.
C.
?
TOTAL
-
Provide the total for Column (4) on the last page
.
Must be the same amount as requested on the DOE-100A or
B.
DOE 900 E
13
Revised 01/2006
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
Florida Department of Education
2006-07 Preliminary Title III Allocation
District Name
2005-06 Total LEP
2006-07 Preliminary
Calculation LEP 100%
A
LACHUA
467
$57,116.02
BAKER
0
$0.00
BAY
299
$36,568.93
BRADFORD
0
$0.00
BREVARD
1,407
$172,081.88
BROWARD
28,972
$3,543,394.65
CALHOUN
0
$0.00
CHARLOTTE
183
$22,381.65
CITRUS
129
$15,777.23
CLAY
234
$28,619.16
COLLIER
6,606
$807,940.95
COLUMBIA
0
$0.00
MIAMI-DADE
68,893
$8,425,897.00
DESOTO
512
$62,619.70
DIXIE
0
$0.00
DUVAL
3,898
$476,741.42
ESCAMBIA
372
$45,497.13
FLAGLER
239
$29,230.68
FRANKLIN
0
$0.00
GADSDEN
497
$60,785.14
GILCHRIST
0
$0.00
GLADES
84
$10,273.55
GULF
0
$0.00
HAMILTON
98
$11,985.80
HARDEE
440
$53,813.81
HENDRY
783
$95,764.12
HERNANDO
399
$48,799.34
HIGHLANDS
650
$79,497.67
HILLSBOROUGH
22,826
$2,791,713.60
HOLMES
0
$0.00
INDIAN RIVER
687
$84,022.92
JACKSON
0
$0.00
JEFFERSON
0
$0.00
LAFAYETTE
0
$0.00
LAKE
2,220
$271,515.12
LEE
8,240
$1,007,785.86
LEON
365
$44,641.00
LEVY
114
$13,942.67
LIBERTY
0
$0.00
MADISON
0
$0.00
MANATEE
3,284
$401,646.69
MARION
1,699
$207,794.68
MARTIN
1,935
$236,658.45
MONROE
603
$73,749.38
NASSAU
0
$0.00
OKALOOSA
471
$57,605.24
OKEECHOBEE
512
$62,619.70
ORANGE
31,783
$3,887,191.51
Total 2005-06 Allocation
95% of 2005-06
5% Admin
15% Immigrant
2006-07 Preliminary
Allocation
$38,999,401
$37,049,430.95
$1,852,471.55
$5,557,414.64
$29,639,544.76
LEP Cost Factor
122.3041093
Source: 2004-05 Survey 5 Student Demographics
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
122.3041093
Florida Department of Education
2006-07 Preliminary Title III Allocation
District Name
2005-06 Total LEP
2006-07 Preliminary
Calculation LEP 100%
OSCEOLA
9,070
$1,109,298.27
PALM BEACH
20,339
$2,487,543.28
PASCO
1,926
$235,557.71
PINELLAS
3,503
$428,431.29
POLK
6,835
$835,948.59
PUTNAM
463
$56,626.80
ST. JOHNS
111
$13,575.76
ST. LUCIE
1,951
$238,615.32
SANTA ROSA
120
$14,676.49
SARASOTA
2,046
$250,234.21
SEMINOLE
2,949
$360,674.82
SUMTER
368
$45,007.91
SUWANNEE
135
$16,511.05
TAYLOR
0
$0.00
UNION
0
$0.00
VOLUSIA
2,528
$309,184.79
WAKULLA
0
$0.00
WALTON
98
$11,985.80
WASHINGTON
0
$0.00
SCHOOL FOR
DEAF/BLIND
0
$0.00
DOZIER
0
$0.00
FLORIDA VIRTUAL
SCHOOL
0
$0.00
FAU - LAB SCHOOL
0
$0.00
FSU - LAB SCHOOL
0
$0.00
A&M - LAB SCHOOL
0
$0.00
UF - LAB SCHOOL
0
$0.00
TOTAL
242,343
$29,639,544.76
Source: 2004-05 Survey 5 Student Demographics
