ESEA of 1965 as Amended Toolkit

Transcription

1 ESEA of 1965 as Amended Toolkit Title Grants Administration Illinois State Board of Education July 2018 The purpose of this document is to serve as a guide for implementation of Title I, II, and IV grants and provide a quick reference to some of their provisions. It is the reader s responsibility to be familiar with the federal legislation, regulations, and guidance that are associated with the Elementary and Secondary Education Act (ESEA). In accordance with the Stevens Amendment, the development, production, and distribution of this toolkit has been funded in whole or in part with federal Title I dollars. Any use of these materials, including but not limited to copying or distribution, is expressly prohibited without the written consent of the Illinois State Board of Education 1

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3 Chapter 1 I am a new director! What do I do first? Take a deep breath it will be OK! I. Join the Illinois Association of Title I Directors (IATD) A. Go to IATD.net for contact information and meeting dates. B. You can register for IATD membership online. C. Note: It is especially important to attend IATD s Annual Fall Conference, which is held in collaboration with ISBE toward the end of September. This is the conference where you receive nuts and bolts of program requirements and expectations for the Every Student Succeeds Act (ESSA). You will also have an opportunity to network with ISBE staff and meet your Title Grants consultant face to face. D. The IATD holds at least three other meetings throughout the year that provide valuable insight into issues surrounding programming. The meetings will give you an opportunity to meet and network with colleagues who are traveling this path with you. E. Never underestimate the value of networking with colleagues who have responsibilities similar to those you face on a daily basis! II. Gain Access to IWAS A. Go to B. Click the drop-down tab for System Quick Links at the top of the page. C. Select IWAS: ISBE Web Application Security and you will be directed to the site. D. The right side of the screen will allow you to register as a new partner. If you are not the superintendent, he/she will need to approve you for the portions of IWAS relative to your position. E. Select Systems Listing from the list on the left hand side of the screen. F. Then, go to the bottom right hand corner and select Want to Sign Up for Other Systems G. Add these systems found under Active Grants 1. ESEA of 1965 as Amended 2. Title I District Plan H. Add these systems found under Reporting 1. Grant Periodic Reports 2. Electronic Expenditure Reports III. Review Previous ESSA Application A. Once you have your login information, select 1) System Listing on the left-hand side and 2) ESEA of 1965 as Amended to access the grant application. Note: Refer to Chapter 3 of this document for a more in-depth explanation of the application. The drop-down window in the upper right-hand corner will direct you to the following components of the ESSA application: 1. Elementary and Secondary Act (ESEA) of 1965 as Amended 3

4 2. Title I-A 3. Title II-A 4. Title IV-A There are several pages within the application that will provide important information as you begin to learn the rules and regulations of the ESEA of 1965 as Amended programs in your district. IV. Title I District Plan 1. Refer to the Title I District Plan User Guide at REQUIREMENTS: ESSA requires that a Title I District Plan be submitted. The specifics of the plan are defined in Section All districts requesting Title I federal funding must have an approved Title I District Plan (Local Education Agency Plan) on file in IWAS. The use of IWAS is required so that ISBE and federal auditors may monitor the Title I District Plans. You may also refer to the following links for additional assistance: Title I Plan Webinar -- FY 2019 Title 1 District Plan -- Plan-FAQ.pdf a. CONSULTATION: Title I District Plans must be completed after timely and meaningful consultation with teachers; principals; administrators; specialized instructional support personnel; charter and other school leaders; paraprofessionals; parents of children in the schools served under Title I; and other appropriate school personnel, including those involved with other programs defined under ESSA. b. Please contact the Title Grants Division at (217) if you need additional assistance to develop and submit your Title I District Plan. V. ESEA of 1965 as Amended Application 1. The ESEA of 1965 was reauthorized as ESSA on Dec. 10, 2015, by President Barack Obama. It prioritizes excellence and equity for students and supports great educators. 2. For requirements and other Information pertaining to the application, visit: pdf For additional information regarding the application, you may refer to Chapter 3 -- The Application Process. VI. Reporting 1. A director is responsible for two reports associated with grant reporting: Expenditure and Grant Periodic Reporting System Reports. 4

5 a. Expenditure Reports are submitted via IWAS. These reports detail actual expenditures for the approved grants. More information on how to access and submit reports can be found in Appendix E. b. Grant Periodic Reporting System reports are submitted via IWAS. These reports are intended to ensure compliance with the Grant Accountability and Transparency Act and to describe how performance aligns with the grant. Directors should visit buildings in their districts and observe ESEA programs after submitting these reports. 5

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7 Chapter 2 Plans, Plans, and Planning The Elementary and Secondary Education Act (ESEA) requires districts and schools to write, review, and/or revise a Title I District Plan and Title I Schoolwide Plan on an annual basis. The Illinois State Board of Education (ISBE) is required to monitor such plans. I. Title I District Plan A. This plan is an overview of: The needs identified within the district that will be addressed through the provision of supplemental programming funded through Title I. How the supplemental programming will be developed and implemented. B. The Every Student Succeeds Act (ESSA) requires that a Title I District Plan be submitted. (Section 1112, et.seq.) C. All districts requesting Title I federal funding must have an approved Title I District Plan on file in the IWAS System. D. The Title I District Plan should reflect the priorities included in the ESSA consolidated application (e.g., if the Title I District Plan focuses on reading or math instruction, then the ESSA consolidated application should have items budgeted for reading or math instruction). Parts of the District Plan will be included in the ESSA application to ensure that the Title I District Plan and the ESSA application align. E. Title I funds may not be released to the local district until the Title I District Plan is on file and verified as being complete by ISBE. F. Guidelines on how to develop a Title I District Plan are on the Title Grants website at G. Plans must be developed in consultation with teachers, principals, administrators, and parents of Title I students. It is recommended that a team be named to write the Title I District Plan. It can be amended throughout the year. Note: Remember to document all consultation with an agenda for the meeting and a sign-in sheet. Minutes or some other form of post-meeting documentation detailing what was decided would be adequate proof. H. The district must review, update, and submit the Title I District Plan on an annual basis to ensure continued correlation between the plan and the Title I grant application. 7

8 II. Title I Schoolwide Plans A. ESSA authorizes two distinct program structures under Title I, Part A: Targeted Assistance School Programs and Schoolwide Programs. B. Targeted Assistance School Programs: Funds may only be used to provide services to specific students who have been identified as failing or most at risk of failing, thereby having the greatest need for special assistance. Services are based on ACADEMIC NEED, not POVERTY. C. Schoolwide Programs: Funds may be used to implement comprehensive strategies for improving the educational program of the whole school, providing services to any student; however, the school must first meet the following eligibility requirements: Have a poverty rate of 40 percent or higher. Have taken up to a year of planning to transition from Targeted Assistance to Schoolwide Have a written plan that incorporates the components required by federal regulations. (34 CFR ) The local school board must approve the Title I Schoolwide Plan. Submit and receive approval of a schoolwide waiver that allows schools to upgrade the entire education program of a school above 20 percent and below 40 percent poverty at the time of waiver submission. (Annual submission is mandated if the school does not exceed 40 percent poverty.) D. Resources are available on the ISBE website at to assist with the writing of these plans. E. See also Appendix F: At-A-Glance Components of Targeted Assistance School Programs and Appendix G: At-A-Glance Components of Schoolwide Program. III. Consultation A. Consultation to review the needs assessment for Title I District Plans and Title I, II, and IV grant applications are required each year. Relevant stakeholders must be included in these meetings and documentation, including agendas and dates, kept on file at the district level. The consultation(s) will be reported in the grant application. Such stakeholders must include, but are not limited to, the following: Parents, teachers, principals, students, school leaders Charter school teachers, principals, and other school leaders, when applicable Specialized instructional support personnel Indian tribes or tribal organizations, when applicable Local government representatives 8

9 Others with relevant and demonstrated expertise Community-based organizations and homeless liaisons B. A Local Education Agency (LEA) or consortium of LEAs must continue to consult with the stakeholders identified above to improve the activities it conducts and coordinate implementation with other related activities conducted in the community. (ESEA section 1112(a)(1)(A), 4106(c)(2)) IV. Nonpublic Consultation A. Consultation must occur between the LEA and the nonpublic administrator if your district serves nonpublic schools. This consultation also must be documented and the ISBE Nonpublic School Consultation Participation form completed for each nonpublic school within the attendance area. 1. Things to Do Set up a timeline with private school representatives. Plan for multiple meetings and input from private school representatives. Have an agenda and get input ahead of time. Keep written notes and share with private school representatives. Maintain meaningful written assurance. Complete the consultation document for Title I, II and IV. Conduct additional consultations if funds are transferred. 2. Provide Equitable Services-Equitable Share of Funding Use Proportion of Low-Income Children to Calculate: Instructional services for professional development Parental involvement Share of services from districtwide instructional programs V. Spring/Summer Planning A. Review the timeline below to assist you in your spring and summer planning. It will help to have all of the documentation in place to begin the ESSA application, when available. Be sure to have an up-to-date ESSA Title I District Plan and a Schoolwide Plan that has been approved by your school board. April/May Conduct consultation(s) with relevant stakeholders. Conduct parent engagement meeting(s). Review, complete, and submit the Title I District Plan. Conduct any needs assessments necessary for plans/grant. Begin schoolwide planning, if applicable. May/June Complete Schoolwide Plan, if applicable. Have school board approve Schoolwide Plan, if applicable. 9

10 Submits waiver to ISBE, if necessary (>20%- <40%). Begin next grant application. Complete all FY 2018 grant purchases and activities, including summer school and/or professional development. June/July Continue FY 2019 grant application. Consult with your principal consultant as needed and submit grant for approval. Complete and submit final Grant Periodic Reporting System Report for FY 2018 Title grants. 10

11 Chapter 3 Application Process A Page-by-Page Guide to Completing the ESEA of 1965 as Amended Grant Application ESEA of 1965 as Amended... 4 I. Getting Started... 4 II. ESSA Overview... 4 III. ESSA Requirements... 4 IV. Allotment... 5 V. Assurance Pages... 6 VI. Submit... 6 VII. Application History... 6 VIII. Page Lock Control... 7 IX. Application Print... 7 Title I... 8 I. Title I Overview... 8 II. Title I Applicant Information... 8 III. Title I Amendments... 9 IV. Federal Funding Accountability and Transparency Act (FFATA)

12 V. Program-Specific Pages.9 Title I District Plan.9 Targeting Step Targeting Step Targeting Step 3a Targeting Step 3b Targeting Step Targeting Step VI. Budget Pages Budget Detail Budget VII. Program Risk Assessment (PRA) VIII. GATA Pages IX. Page Lock Control. 24 Title II I. Title II Overview II. Applicant Information III. Title II Amendments..26 IV. Federal Funding Accountability and Transparency Act (FFATA)...26 V. Program-Specific Pages Private School Proportionate Share Program Activities VI. Budget Pages Budget Detail

13 Budget VII. Program Risk Assessment (PRA) VIII. GATA Pages IX. Page Lock Control Title IV I. Title IV Overview II. Title IV Applicant Information III. Title IV Amendments.34 IV. Federal Funding Accountability and Transparency Act (FFATA)...34 V. Program-Specific Pages...34 Title IV Private Schools...34 Title IV Needs Assessment...35 Title IV Program Allocations...35 VI. Budget Pages Budget Detail Budget VII. Program Risk Assessment (PRA) VIII. GATA Pages IX. Page Lock Control Review Checklist 41 13

14 ESEA of 1965 as Amended I. Getting Started See instructions for how to access the Elementary and Secondary Education Act (ESEA) of 1965 as Amended application in Chapter 1: New Director. The screenshot below shows the first page of the document. You will note a drop-down menu in the top right corner of the first page labeled Every Student Succeeds Act. When you select the down arrow, you will find these additional choices: Title I ESSA, Title II-A ESSA, and Title IV-A SSAE. Helpful Tip: There is a link to instructions on each page of the application that provides even greater detail on each stage of the application. The instructions are an important resource and should be reviewed prior to completion of the page. This toolkit is not meant to substitute for the instructions, but to provide a quick reference of the components of the application. It is strongly suggested that this document be used while looking at the application, which is available on IWAS. II. ESSA Overview A. This is a read-only page. B. It provides legislation and additional resource links you can use to determine the appropriateness of your programs. III. ESSA Requirements A. ESSA Needs Assessment 1. Indicate data sources that were used to determine needs of the Local Education Agency (LEA), its students, and staff. 2. Identify needs assessment results, including description of strategies for closing any achievement gaps and key professional development opportunities for teachers and principals in Title II and IV. B. ESSA Consultation 1. Articulate how the LEA identified stakeholders and consulted with them. 14

15 2. Include references to particular meetings and how stakeholders input influenced the final application submission. 3. Note: Keep all sign-in sheets, agendas, and other documents on file at the district office. C. ESSA General Education Provisions Act Section Describe the steps the district will take to overcome the six types of barriers that impede equitable access and participation: gender, race, national origin, color, disability, or age. This may include training, professional development, differentiation in programming, and other strategies and/or district policies that minimize barriers for students and staff. D. ESSA Private School Participation 1. Consult and collaborate with nonpublic school(s) in your attendance area to determine participation in grant programs. 2. YES or NO: Indicate whether private school(s) will participate in Title I, II, and/or IV grant programs. a. If no, select the radio button indicating no and move to next page. b. If yes, select the radio button indicating yes, then download the current Nonpublic School Consultation Participation Form (ISBE 43-20). c. Complete consultation form with the nonpublic school(s) and upload document(s) to the grant application. Each nonpublic school will have a form, regardless of participation. d. If funds are transferred after the original consultation, then you must conduct and document a new consultation. Upload an updated form. Also, check the box to confirm this consultation occurred. IV. Allotment A. No action required UNLESS you want to transfer funds between Title II and IV or into Title I. B. You cannot transfer funds from Title I. C. Funds transferred from one fund source to another fund source become subject to the rules and regulations of the receiving fund source. (In other words, if you transfer funds into Title I, those funds must be used in compliance with all Title I rules and regulations, such as rules concerning private school share and the calculation of setasides.) D. Note that you cannot transfer more than the amount designated in the Funds Available for Transfer line. E. Carryover funds are not transferrable. F. If you transfer funds, then you must click Save Page at bottom of page. 15

16 V. Assurance Pages A. The six tabs of Assurance Pages are read only for everyone except for the superintendent. The superintendent must check the box to indicate commitment to the assurances as outlined in each document. B. The grant can be submitted after the superintendent clicks the box on the Assurances tab for each of the following sections: Program Assurances State Assurances Debarment Lobbying GATA Assurances Assurances The superintendent must also click the button next to his/her name on the Assurances tab and click on Organization Approves. This may also be completed by a staff member with board-certified, delegated authority who has provided his/her name. VI. Submit DO NOT CLICK THIS BUTTON UNTIL YOU HAVE COMPLETED THE PAGES/TABS FOR TITLES I, II-A, and IV-A. When all program pages have been completed, return to the Submit page and run the Consistency Check. If error messages display, return to the noted pages and provide corrections. After correcting all errors, rerun the Consistency Check and submit through the district chain of command for the superintendent to sign the Assurances. Once the Assurances have been signed, the application may be sent to ISBE. VII. Application History A. This is a read-only page. B. This page allows you to check the ISBE approval status of your grant. It also provides the names of the consultants who have reviewed and then approved or returned your grant for further action. C. Note: If the person who has submitted the grant is not the superintendent, the grant is submitted to the LEA for review. The superintendent will then need to submit it to ISBE. 16

17 VIII. Page Lock Control A. This page is used when you are ready to revise or amend your grant application. The control lock page allows you to open pages for changes after the application has been approved or returned by ISBE. B. It is in your best interest to open only the pages necessary for change. C. To open a locked page, click the Expand All checkbox for a listing of all individual pages. Click the checkbox(es) next to the page(s) to be opened. D. Remember to click the Save button at the bottom of the page. This will allow you to make and save changes throughout the grant. E. Pages that fall under the Federal Funding Accountability and Transparency Act (FFATA) cannot be unlocked after initial submission of the grant. Only ISBE can unlock these pages. Contact your principal consultant to unlock such a page. Helpful Tip: If you do not unlock grant application pages that you want to edit, you will not see a Save button at the bottom of such pages and will be unable to make changes. You must go to the Page Lock Control tab, open the required pages for editing, return to those pages, and re-enter the data. IX. Application Print A. You may request a print job from the screen if you need to print out your full application. The print request can take up to 24 hours. Helpful Tip: Choose the printer friendly option at the top right of any application page to print select pages. 17

18 Title I I. Title I Overview A. This is a read-only page. B. It provides legislation and additional resource links you can use to determine the appropriateness of your programs C. Note the specific guidance links available on this page are to answer questions about Targeting, Nonpublic, and other ESSA areas of importance. II. Title I Applicant Information A. Application Status Most applicants will select the District is applying for this grant radio button. If the applicant is eligible for this grant but has chosen not to apply, select the second radio button and save the page. It is not necessary to complete any other information on this or any other Title I pages. If the applicant has a Title I allocation but does not complete the Title I pages and does not check this box, the Consistency Check on the Submit page will display error messages indicating that Title I information is missing. Be sure you have not checked the NOT APPLYING button if, in fact, you are applying for the grant. The FRIS system will not recognize your application and your grant application will not be funded. B. Complete the program contact person information. Also indicate if this is the same person for the budget by checking the box. Complete the budget contact information section, if applicable. C. Experience level of the administrator must be checked. D. Activity Period box(es) must be selected. 1. Select Regular Project Year box if budget reflects regular year programming through June

19 2. Select the Extended Project Year box if budget reflects summer programming through August 31 date. E. Grant Period will auto populate based on the selection for activity period. F. Select the area affected by the project. G. District Comment Box: This is an important place for you to provide ISBE consultants with additional information that will aid them as they work with you to approve your grant and facilitate funding. For example, this is where you would note if the district had building closures or grade span changes. H. Click on Save the Page before you leave this page. Helpful Tip: Be sure the applicant contact person is the person who will be communicating with the ISBE for grant information, questions, and concerns. III. Title I Amendments A. Select if this is an original or amended application. B. Indicate amendment number. C. If amended, provide a brief description of the changes as well as function/object codes that have been amended in this submission. IV. Federal Funding Accountability and Transparency Act (FFATA) A. Provide a brief statement that captures the use of funds that supports the activities and actions that meet the purpose of the grant. Helpful Tip: This statement should directly align with items included in Budget Detail. V. Program-Specific Pages A. Title I District Plan 1. Information presented is prepopulated directly from the Title I District Plan. 2. Review, then check the box indicating the plan aligns with the ESSA grant. 3. If information from the Title I District Plan does not align, amend the plan before proceeding with the application. 4. Save page. 19

20 B. Targeting Step 1 1. Poverty Data Source a. Select the method used to determine poverty in the district (Free/Reduced-Price Lunch, Temporary Assistance for Needy Families, Medicaid, or Direct Certification). This will become the method used to identify Title I schools in the district. b. Identify the month and year of data used to identify the Title I schools in the district. Note: You must use the most recent data available. Districts should select the month that is most representative of their low-income distribution over the majority of the year, but this should reasonably be within six months of the application date. The district will not need to adjust this information when it makes amendments throughout the year. Helpful Tip: Most districts use Free/Reduced-Price Lunch count as this information is most readily available to district staff. This data should be available for review. 2. Enrollment Description Explain the source of the enrollment data by indicating whether it: a. Is actual public school and private school enrollments; OR 20

21 b. Is the number of public school students residing within the attendance area, regardless of whether or not they are actually enrolled in that attendance center, plus private school students within the attendance center. 3. Attendance Center Information a. This portion is extremely important as it determines the poverty percentages for each public and private school building. b. Be certain that all public schools in the district are listed even those that will not receive Title I programming services. This information is automatically prepopulated. If the listing is not correct or if any of the populated information is incorrect, call the egms development team at (217) before entering any data on the application. The district is required to inform ISBE of school changes (opening, closing, consolidating, and/or grade span changes) through the Entity Profile System. Follow the CDS Codes: Guidelines and Procedures for Changes document. A comment box is provided to note any discrepancies in attendance center enrollment. c. Feeder Pattern: Check this box for a middle school or high school only if low-income numbers appear to be underreported and a feeder pattern has been used to qualify the school. i. Feeder pattern calculations must be maintained at the district for audit documentation. ii. See question 10 of the Title I guidance (page 12) at for information on how to calculate low-income numbers by using a feeder pattern. d. CEP information: The Community Eligibility Provision(CEP) was formerly known as Community Eligibility Option. It provides an opportunity for schools and LEAs in high-poverty areas to provide free breakfast and lunch to all students without collecting and processing meal applications. An LEA may elect CEP on behalf of a single school, a group of schools, or all schools in the district. More information on CEP is available at Districts with approved CEP programs have the Direct Certification box automatically checked as a method of providing low-income data Districts with both CEP and non-cep schools will need to check one or more measures of poverty to account for the non-cep schools. 21

22 The district has the option to mark which schools are participating since not all schools within a district may qualify for CEP. The poverty rate for those CEP schools will automatically be multiplied by 1.6 and ranked accordingly in Targeting Steps 2, 3a, and 3b. Note: The box for CEP will be labeled CEO (Community Eligibility Option) on the FY 2019 application. e. Grandfather Clause or Waiver i. The grandfather clause applies if the school building had qualified for Title I services in the preceding fiscal year, but can no longer qualify for Title services. The grandfather clause permits a building to receive Title I services for one additional year when qualification criteria drops below eligibility. ii. f. Public Enrollment Any waiver reflected in this box must be previously approved by the U. S. Department of Education (ED) and a copy of the approval must be filed with ISBE. This is not in reference to schoolwide waivers. i. If the district selected enrollment as the basis for ranking schools, enter the actual enrollments for each school based on the date specified. ii. g. Private Enrollment If the district selected residing as the basis for ranking schools, enter the number of children residing in each attendance area. Include all children who, by reason of age, are eligible to attend that school: (1) All children enrolled in public schools; (2) All children enrolled in private schools; (3) Students with disabilities who reside within the attendance center boundaries, regardless of where they are enrolled; (4) Homeless children who reside within the attendance center boundaries, regardless of where they are enrolled; (5). Children eligible to attend but who are not attending school (dropouts and home schooled). Enter the number of children residing in each attendance area who are enrolled in private schools. h. Public Number Low Income 22

23 Enter the number of public school children from low-income families determined by the count from the data source(s). i. Nonpublic Number Low Income i. Enter the number of nonpublic school children from lowincome families determined by the count from the data source(s) with comparable numbers provided by the nonpublic school(s). ii. iii. C. Targeting Step 2 See the private school section of the toolkit for more information on obtaining data for nonpublic schools lowincome enrollment. Click on Save Page or Next Step in order to save all data. Be careful about warnings, such as category selected for attendance center doesn t match the default value, that may display if, for example, the grade span does not match the system defaults. Warnings do not prevent the application from being submitted, but they are intended to make sure targeting has been completed correctly. 1. Ranking: Select the basis to be used to determine ranking of schools for Title I programming, either: a. Use public and private values for ranking (this combines the public and private data from Targeting Step 1 Page); OR b. Use only public values for ranking. 2. Click on Proceed to Ranking or Next Step before you leave this page. D. Targeting Step 3a 1. This step determines and reflects which schools will be eligible for Title I funding on Targeting Step 3b. 2. Select the preferred ranking method: EXEMPT: If the district meets one of the following two criteria, select the appropriate radio button as indicated: a. Select Button 1 if total district enrollment is less than 1,000 students. b. Select Button 2 if the district has one school per grade span. 23

24 3. LOW-INCOME GRADE SPAN: If the district is not exempt (as noted by a or b above), it must identify how it plans to rank Title I-eligible schools for service by marking the appropriate box as indicated: a. Select Button 3 if the district plans to qualify only those schools from elementary, junior high, or high school with a low-income count above the average for the grade span. 4. LOW-INCOME DISTRICT AVERAGE: If the district plans to qualify schools with a low-income count equal or greater than the district s low-income average, the district must indicate which form of ranking will be used: a. Select Button 4a to rank schools in the district (with low-income count equal to or greater than district low-income count average). b. Select Button 4b to rank schools in district by grade spans (rather than by low-income count equal to or greater than district lowincome count average). i. Example: Choosing to serve all eligible elementary schools before expanding to include middle or high school grade levels. ii. This is usually used by districts that have schools with less than 35 percent poverty. 5. LOW-INCOME 35 PERCENT: If the district plans to qualify all eligible schools having low-income count greater than or equal to 35 percent, it must indicate which form of ranking will be used: a. Select Button 5a to rank within entire district. b. Select Button 5b to rank by same or similar grade spans. REMEMBER: Districts must serve any schools with a poverty rate of 75 percent or higher. E. Targeting Step 3b 1. Indicate for each attendance center the status as Schoolwide or not served. 2. Explain not served status for attendance centers in comment box, if applicable. 3. Note: All attendance centers with 75 percent or greater low-income students must be served, unless the district has a waiver approved by ED. F. Targeting Step 4 24

25 1. Note: The district must have developed a plan for the use of its Title I allocation in order to complete this tab correctly. The information on this tab must match the Budget Detail tab. 2. The Title I Allocation table at the top of this page is read only, providing a district with the amount of funds allocated for Title I. 3. Set-Asides Table (must match the Budget Detail page) a. A district may reserve funds for certain reasonable and necessary services before allocating funds to schools. Funds set aside are deducted from the total Title I allocation available to the LEA. 25

26 b. Enter the amount of funds to be set aside for the purposes noted below. Please see Targeting Step 4 instructions for more details about each of the set-asides. i. Equitable Share: This portion is read only and displays the proportionate share for public and nonpublic schools. The nonpublic amount is current year allocation and does not include carryover funds. ii. Required Set-Asides: (1). Parent and Family Engagement: One percent of any Title I allocation greater than $500,000 is mandated, with 90 percent of the amount set aside distributed to Title I schools. Private schools are entitled to an equitable share of these costs and will be listed in the nonpublic set-aside column. See Chapter 4: Parent and Family Engagement in this toolkit for more information. (2). Homeless: The homeless set-aside is mandated by the McKinney-Vento Homeless Assistance Act. A minimum amount is not required for the homeless set-aside. The LEA has the discretion to list an as needed amount. Private schools do not receive an equitable share of this set-aside. See Chapter 7: Homeless in this toolkit for more information. (3). Neglected and Delinquent: Funds must be reserved in local institutions or community day school programs for neglected and/or delinquent children if such are located in the district residential area. Private schools do not receive an equitable share of this set-aside. iii. Optional Set-Asides (1). The LEA may elect to set aside funds for other activities, such as administration, indirect costs, salary differential, comprehensive improvement school support, targeted improvement school support, professional development districtwide, early childhood programs districtwide, summer school districtwide, or others determined by the district. Note: If the district determines administrative costs are a necessary expenditure, the costs should be noted on this step and remain within 5 percent of the total allocation. 4. Select Save Page. 26

27 G. Targeting Step 5 1. Estimated Number of Students Who Will Participate a. Public: i. Targeted Assistance Program: The estimated number of students planned to be served. ii. Schoolwide Program: The total enrollment of buildings receiving Title I funds. b. Nonpublic: An estimated number based on private school students planned to be served. 2. Total Distribution Amount Available a. The total Title I allocation available for distribution among the participating attendance centers. Note: This amount does not include the set-aside from Targeting Step 4. 27

28 b. Equitable Distribution: The district has the option of distributing funds based on low-income numbers and building needs or of providing equitable distribution of Title I funds across all eligible buildings based on low-income counts. When checked, equitable distribution will automatically disperse the remaining funds from the set-asides based on the number of low-income students. 3. Attendance Center a. This is a generated list of buildings based upon the ranking method selected in Targeting Step 3a. b. Confirm appropriate boxes for Schoolwide are selected. A check must appear in these boxes in order to allow the district to budget activities based upon all students. Otherwise, the district may only fund Targeted Assistance activities focused on identified at-risk students. Attendance centers marked as Schoolwide will be listed as such on Targeting Step 3b. Note: When amending your grant, pay careful attention that this button remains selected if you are operating a Schoolwide Program. 4. Public Low-Income, Nonpublic Low-Income, and Low-Income Percentage are automatically populated based upon information provided in Targeting Step Attendance Center Allocation: The district may determine attendance center allocations based upon one of two methods: a. Equitable Distribution: If the district checks the Distribute Evenly Amount (this is next to the total distribution amount available), then the software will automatically populate the allocation for each school based on low-income count multiplied by the minimum per pupil allotment. b. Manual Distribution: The district may choose to provide allocation to buildings based upon identified needs. i. An LEA must allocate Part A funds to participating school attendance areas or schools, in rank order, based on the total number of children from low-income families in each area or school. An LEA with an enrollment of fewer than 1,000 students or only one school per grade span is not required to allocate funds to areas or schools in rank order. ii. If an LEA serves any areas or schools below 35 percent poverty, the LEA must allocate to its participating areas or schools an amount for each participating school attendance area or school that is at least 125 percent of the per pupil amount (PPA) of funds an LEA received for that year. 28

29 iii. iv. If a warning message occurs, ensure that all buildings with a poverty rate of less than 35 percent are allocated 125 percent of the PPA except for the last building. For example, if the minimum PPA is $990 (calculated at the 125 percent level), schools A, B, and C in order of poverty would need to get $990 until there are insufficient funds, which would go to school D. The LEA should bear in mind the purpose of such funding, which is to enable children who are most at risk to meet the state s challenging student academic achievement standards, when determining what per -child amount to allocate. The per child allocation amount must be large enough to provide a reasonable assurance that a school can operate a Title I program of sufficient quality to achieve that purpose. v. An LEA is not required to allocate the same per child amount to each area or school. However, the LEA must allocate a higher per child amount to areas or schools with higher poverty rates than it allocates to areas or schools with lower poverty rates. vi. vii. viii. An LEA that opts to serve schools below 75 percent poverty using grade span groupings may determine different per child amounts for different grade spans so long as those amounts do not exceed the amount allocated to any area or school above 75 percent poverty. Per child amounts within grade spans may also vary so long as the LEA allocates higher per child amounts to areas or schools with higher poverty rates than it allocates to areas or schools with lower poverty rates. Note: Remember that the per pupil amount must not be less than the minimum PPA as noted at the bottom of the setaside table, if applicable. After allocations have been made to attendances centers, the difference must equal 0. If not, review the amounts allocated and make appropriate adjustments. Note: Please use the textbox to inform ISBE of attendance areas in which low income percentages fall below the 40 percent and operate as a Schoolwide Program with an approved schoolwide waiver. VI. Budget Pages 29

30 A. Budget Detail 1. The Title I Budget must be consistent with the Title I District Plan. Review the State and Federal Grant Administration Policy and Fiscal Requirements and Procedures at 2. Ensure activities are substantially approvable, reasonable, and necessary to carry out programmatic goals. Refer to the OMB Circular A-87 at 3. Supplementing vs. Supplanting: When considering items to purchase with Title I funds, please refer to the guidance on Supplementing vs. Supplanting funds and guidelines for each school s program type (Targeted Assistance or Schoolwide). If in doubt, please discuss with your principal consultant as some items may not be allowable and would result in an audit finding. 4. Provide enough detail in the Budget description cells to demonstrate appropriate use of funds and compliance with program rules and regulations. a. Staff: Provide full-time equivalents (FTEs) or salary percentage for each position, salary, and building and position assignments. Note: Please do NOT include names, Social Security numbers, or FEIN numbers for staff. (For example, 5 reading $155,000: 1@Fairview, 2@Hill, 2@Washington. 3 reading $62,000: 1@Fairview, 2@Hill, 2@Washington). b. Benefits: List the percentage rate used to determine benefits as well as the total cost per benefit. (For example, = $11,342, = $57,345, = $146,160, TRS@ = $93,550, = $28,299). 30

31 c. Purchased Service: This includes Workers Compensation and Unemployment as well as any other kinds of purchased services that might be appropriate (license fees, online subscriptions programs, field trip entrance fees and related travel costs, consultant fees, etc.). d. Materials: Provide a list of materials with descriptors (supplementary books, classroom libraries, videos, etc.), quantity, per unit costs, grade level/span to be used, where materials will be housed, etc. e. Homeless: 1000/400 would include INSTRUCTIONAL supplies such as pens, pencils, paper, notebooks, calculator, etc. (You will need a narrative description in each separate cell.) 2900/400 would include clothes, coats, etc. Note: Homeless funds must not be used for district consumable costs. f. Capital Outlay: Purchase of fixed assets that cost more than $500 per unit. Narrative must include descriptor of item, quantity, per unit cost, where equipment will be maintained. Object Items that equal or exceed the LEA s capitalization threshold. g. Professional Development: List the participating buildings, topics, names of particular workshops/conferences when known, number of hours, participants and rate of stipend pay for in-district workshops, number of days and rate of pay for substitute costs incurred as a part of professional development, etc. Note: All out-of-state professional development listings must include name of function attending, dates of travel, number of travelers, projected cost, and benefits to grant. h. If district has both Schoolwide and Targeted Assistance Programs, then separate the costs into different budget narrative cells and label the cell according to the kind of Title I program to ensure compliance with the For example -- Schoolwide: 7 $500 per unit for Cannon Elementary School, to be placed in 7 primary grade classrooms. For example -- Targeted Assistance: 7 $500 per unit for Cannon Elementary School, 3 to be placed in Primary Title I classroom, 4 to be placed in Intermediate Title I classroom. i. To add indirect costs to the budget detail, use the indirect cost rate provided on the budget page. If the contract services are greater than $25,000 check the MTDC box next to the line item. 5. NOTES a. In a Targeted Assistance program, all materials and 31

32 equipment must be maintained in the Title I classroom. b. If the district places funds in the Indirect Cost cell, this same amount should be included in the Other set-aside on the Targeting Step 4 page. 6. An upload feature is available at the bottom of the Budget Detail page for districts with 20 or more expenditure lines. Follow the instructions to use this feature. B. Budget 1. This is a read-only page that summarizes district spending. 2. A reader can use this page to check percentage mandates in the grant, such as a 5 percent cap for administration or 1 percent minimum for parent involvement (if total allocation is greater than $500,000). VII. Program Risk Assessment (PRA) A. Title I PRA General Information 1. Enter contact information of preparer and save page. 32

33 B. Title I PRA Management Systems 1. Indicate whether or not the district has the ability to meet management standards. C. Title I PRA Performance History 1. Indicate the years of experience the organization has with grants of comparable scope or capacity. Answer questions concerning applicant s history with grants. D. Title I PRA Compliance 1. Indicate compliance issues the district has encountered. E. Title I PRA Implementation 1. Indicate district s ability to effectively implement statutory and regulatory requirements. F. Title I PRA ISBE-Specific 1. Indicate compliance with ISBE requirements. VIII. GATA Pages A. Notice of State Award (NOSA) 1. Title I NOSA grant information a. The majority of this page is prepopulated. b. Indicate if the announcement is an initial (original application) or modification (amended application). c. Save page and proceed. 2. Title I pre-qualification status a. Confirm that this page has been reviewed and the status is Yes by checking the box. b. Save page and proceed. 3. Title I Internal Control Questionnaire (ICQ) conditions a. Indicate that the district reviewed and accepts the ICQ conditions listed by checking the box. b. Save page and proceed. 4. Title I program risk conditions a. Review the prepopulated information and indicate that the responses provided are true and accurate and that all occurrences of noncompliance with programmatic requirements 33

34 have been disclosed. b. Save and proceed. B. Uniform Grant Agreement 1. Title I Uniform Grant Agreement overview a. This is a read-only page. 2. Title I Part 1 a. The majority of this page is prepopulated. b. In Section 1.1, indicate how the grantee is operating business. c. In Section 1.6, check box to state agreement that the grant award will be used as indicated on the page. d. Save page and proceed. 3. Title I Part 2 a. Review page and check box acknowledging ISBE grantee requirements. b. Save page and proceed. 4. Title I Part 3 a. This is a read-only page. 5. Title I Exhibits a. Indicate that the district has reviewed the exhibits by checking the box. b. Save page and proceed. 6. Title I Uniform Grant Agreement Summary a. The first three boxes will be checked if all parts are completed. b. The grantee will check the final box to confirm that the Uniform Grant Agreement was completed. c. Save page and proceed. IX. Page Lock Control A. This page is used when you are ready to revise or amend your grant application. The control lock page allows you to open pages for changes after the application has been approved or returned by ISBE. B. It is in your best interest to open only the pages necessary for change. C. To open a locked page, click the Expand All checkbox for a listing of all individual pages. Click the checkbox(es) next to the page(s) to be opened. D. Remember to click the Save button at the bottom of the page. This will allows you to make and save changes throughout the grant. Helpful Tip: If you do not unlock grant application pages that you want to edit, you will not see a Save button at the bottom of such pages and will be unable to make changes. You must go to the Page Lock Control tab, open the required pages for editing, return to those pages, and re-enter the data and save the page. 34

35 Title II-A I. Title II Overview A. This is a read-only page. B. Provides legislation and additional resource links you can use to determine the appropriateness of your programs. II. Title II Applicant Information A. Application Status Select the District is applying for this grant or NOT APPLYING checkbox. If the NOT APPLYING button is checked, then the FRIS system will not recognize or fund the application. If the applicant is eligible for this grant but has chosen to transfer funds or not to apply, check the second box and save the page. It is not necessary to complete any other information. If the applicant has a Title II allocation but does not complete the Title II pages and does not check this box, the Consistency Check on the Submit page will display error messages indicating that Title II information is missing. B. Complete the program contact person information. Check the box if this is the same person for the budget contact. Complete the budget contact information section, if applicable. C. Experience level of the administrator must be checked. D. Activity Period box(es) must be selected. 1. Select Regular Project Year box if budget reflects regular year programming through June Select the Extended Project Year box if budget reflects summer programming through August 31 date. E. Grant Period will auto populate based on the selection for activity period. 35

36 F. Select the area affected by the project. G. Districts utilizing Rural Education Achievement Program (REAP) flexibility provisions must check the REAP box. H. District Comment Box: This is an important place to provide ISBE consultants with additional information that will aid with the grant approval and facilitate funding. For example: building closures or grade span changes. Helpful Tip: Be sure the applicant contact person is the person who will be communicating with the ISBE for grant information, questions, and concerns. III. Title II Amendments A. Select if this is an original or amended application. B. Indicate amendment number. C. If amended, provide a brief description of the changes as well as function/object codes. IV. Federal Funding Accountability and Transparency Act (FFATA) A. Provide a brief statement that captures the use of funds that supports the activities and actions that meet the purpose of the grant. Helpful Tip: This statement should directly align with items included in Budget Detail. 36

37 V. Program-Specific Pages A. Private School Proportionate Share 1. Yes or No: Indicate whether private schools will participate in Title II-A. 2. If No, check the box and complete the bottom of the page. 3. If Yes, then: a. Enter enrollment of participating private schools in line 2. This amount must match the enrollment data taken from the consultations forms uploaded in the ESSA section of the grant. b. Enter the K-12 public enrollment number from the fall enrollment counts (Fall Housing Report) into line 3. This data can be found at c. Line 6 displays the equitable private school share calculated for this grant. d. Save this section of the page. 37

38 B. Program Activities 1. Proposed Title II-A Activities: Note: These amounts must match the Budget Detail page. a. Professional Development for Private Schools: This amount is prepopulated from the top of this page. b. Professional Development for Public Schools: Enter amount allocated in proposed budget for professional development. c. Total for Professional Development: This line is automatically calculated when the page is saved. d. Class Size Reduction Teachers (salaries and benefits): Enter amount allocated in proposed budget. e. Recruitment of Highly Qualified Teachers and Principals: Enter amount allocated in proposed budget for teacher recruitment purposes. f. Retention of Highly Qualified Teachers and Principals: Enter amount allocated in proposed budget specific to retention of highly qualified teachers. g. Funds Used for REAP Purposes: Note that any amount placed in this box ensures the flexibility of the REAP program, but must correlate to any goals marked for REAP flexibility on the Goals page. Go to for more information. h. Administration of Title II-A Program: Enter amount allocated for administration Remember, this must be supplementary administrative costs and cannot supplant regular administration of district programs. i. Other: Any funds not listed will be included in this cell, but must be labeled in the narrative box (for example, indirect cost). j. Be sure to save the page before moving to the next page. 38

39 VI. Budget Pages A. Budget Detail 1. Review the State and Federal Grant Administration Policy and Fiscal Requirements and Procedures at 2. Ensure activities are substantially approvable, reasonable, and necessary to carry out programmatic goals. Refer to the OMB Circular A-87 at 3. Provide enough detail in the Budget description cells to demonstrate appropriate use of funds and compliance with program rules and regulations. a. Staff: Provide FTE for each position, salary, and building assignment. Note: Do not include Social Security numbers or FEIN numbers (For example, 5 class size reduction $155,000: 1@Fairview, 2@Hill, 2@Washington). b. Benefits: List the percentage rate used to determine benefits as well as the total cost per benefit. (For example, = $11,342, = $57,345, $5040 = $146,160, TRS@ = $93,550, = $28,299). 39

40 B. Budget c. Purchased Service: This includes Workers Compensation and Unemployment as well as any other kinds of purchased services that might be appropriate (consultant fees for professional development, etc.). d. Materials: Materials are not typically allowed in 1000/400 unless: i. Funds are being used to support a Title I Schoolwide Program in a supplementary manner, or ii. District is eligible for REAP and chooses to use the flexibility. e. Capital Outlay: Purchase of items and equipment that cost more than $500 per unit are not typically allowed in Title II-A unless equipment is required for professional development. Narrative must include descriptor of item, quantity, per unit cost, and where equipment will be maintained. f. Professional Development: List the participating buildings, topics, names of particular workshops/conferences when known, number of hours, participants and rate of stipend pay for in-district workshops, number of days and rate of pay for substitute costs incurred as a part of professional development, etc. Note: All out-of-state professional development must include function attending, dates of travel, number of travelers, projected cost, and benefits to grant. 1. This is a read-only page that summarizes district spending. 2. A reader can use this page to check percentage mandates in grant, such as a 5 percent cap for administration. VII. Program Risk Assessment A. Title II PRA General Information 40

41 1. Enter contact information of preparer and save page. B. Title II PRA Management Systems 1. Indicate whether or not the district has the ability to meet management standards. C. Title II PRA Performance History 1. Indicate the years of experience the organization has with grants of comparable scope or capacity. Answer questions concerning applicant s history with grants. D. Title II PRA Compliance 1. Indicate compliance issues the district has encountered. E. Title II PRA Implementation 1. Indicate district s ability to effectively implement statutory and regulatory requirements. F. Title II PRA ISBE-Specific 1. Indicate compliance with ISBE requirements. VIII. GATA Pages A. Notice of State Award 1. Title II NOSA grant information a. The majority of this page is prepopulated. b. Indicate if the announcement is an initial (original application) or modification (amended application). c. Save page and proceed. 2. Title II pre-qualification status a. Check the box to confirm that this page has been reviewed and the status is Yes. b. Save page and proceed. 3. Title II ICQ conditions a. Indicate that the district reviewed and accepts the ICQ conditions listed by checking the box. b. Save page and proceed. 4. Title II program risk conditions a. Review the prepopulated information and indicate that the responses provided are true and accurate and that all occurrences of noncompliance with programmatic requirements have been disclosed. b. Save and proceed. B. Uniform Grant Agreement 1. Title II Uniform Grant Agreement overview a. This is a read-only page. 2. Title II Part 1 a. The majority of this page is prepopulated. b. In Section 1.1, indicate how the grantee is operating business. c. In Section 1.6, check box to state agreement that the grant award will be used as indicated on the page. 41

42 d. Save page and proceed. 3. Title II Part 2 a. Review page and check box acknowledging ISBE grantee requirements. b. Save page and proceed. 4. Title II Part 3 a. This is a read-only page. 5. Title II Exhibits a. Indicate that the district has reviewed the exhibits. b. Save page and proceed. 6. Title II Uniform Grant Agreement Summary a. The first three boxes will be checked if all parts are completed. b. The grantee will check the final box to confirm the Uniform Grant Agreement was completed. c. Save page and proceed. IX. Page Lock Control A. This page is used when you are ready to revise your grant application after it has been returned for changes. B. It is in your best interest to open only the pages that you are required to change. C. To open a page that is locked, click Expand All for a listing of all individual pages. Click the checkbox(es) next to the page(s) to be opened. D. Remember to click the Save button at the bottom of the page to make and save the changes you require throughout the grant. 42

43 Title IV Title IV Overview II. A. This is a read-only page. B. It provides legislation and additional resource links you can use to determine the appropriateness of your programs. Title IV Applicant Information A. Application Status Select the District is applying for this grant or NOT APPLYING checkbox. If the NOT APPLYING button is checked, then the FRIS system will not recognize or fund the application. If the applicant is eligible for this grant but has chosen to transfer funds or not to apply, check the second box and save the page. It is not necessary to complete any other information. If the applicant has a Title IV allocation but does not complete the Title IV pages and does not check this box, the Consistency Check on the Submit page will display error messages indicating that Title IV information is missing. B. Complete the program contact person information. Also, indicate if this is the same person for the budget by checking the box. Complete the budget contact information section, if applicable. C. Experience level of the administrator must be checked. D. Activity Period box(es) must be selected. 1. Select Regular Project Year box if budget reflects regular year programming through June Select the Extended Project Year box if budget reflects summer programming through August 31 date. E. Grant Period will auto populate based on the selection for activity period. I. 43

44 F. Select the area affected by the project. G. Districts utilizing REAP flexibility provisions in this grant must check the REAP box. H. District Comment Box: This is an important place for you to provide ISBE consultants with additional information that will aid them as they work with you to approve your grant and facilitate funding. For example: this is where you would note building closures or grade span changes. I. Click on Save the Page before you leave this page. Helpful Tip: Be sure the applicant contact person is the person who will be communicating with the ISBE for grant information, questions and concerns. III. Title IV Amendments A. Select if this is an original or amended application. B. Indicate amendment number. C. If amended, provide a brief description of the changes as well as function/object codes that have been amended in this submission. IV. Federal Funding Accountability and Transparency Act (FFATA) A. Provide a brief statement that captures the use of funds that supports the activities and actions that meet the purpose of the grant. Helpful Tip: This statement should directly align with items included in Budget Detail. V. Program-Specific Pages A. Title IV Private Schools 1. Yes or No: Indicate whether private schools will participate in Title I V-A. a. If No, check the box and save the page. 44

45 b. If Yes, then: i. Enter enrollment of participating private schools in line ii. This amount must match the enrollment data taken from the consultations forms uploaded in the ESSA section of the grant. iii. Enter the K-12 public enrollment number from the fall enrollment counts (Fall Housing Report) into line 3. This data can be found at c. Line 6 displays the equitable private school share calculated for this grant. d. Save page and proceed. DISTRICTS WITH TITLE IV ALLOCATIONS GREATER THAN $30,000 SHOULD PROCEED TO SECTION VI. DISTRICTS WITH LESS THAN $30,000 SHOULD PROCEED TO BUDGET PAGES. B. Title IV Needs Assessment 1. Districts with an allocation of $30,000 or greater should complete Sections A, B, and C based on needs assessment for Title IV funding. These sections identify stakeholders, indicate assessment tool(s), and specify the dates. 2. In Section D, identify specific subjects, activities, and programs necessary to ensure students have access to a well-rounded education. C. Title IV Program Allocations 1. Districts with an allocation of $30,000 or greater should indicate the amount allocated for program activities. 2. Well-Rounded Education: At least 20 percent of the allocation must be expended in this activity. 3. Safe and Healthy Student: At least 20 percent of the allocation must be expended in this activity. 4. Effective Use of Technology: Of the remaining allocation, no more than 15 percent may be expended in this area. Note: The min/max boxes represent the minimum or maximum amount that may be expended in each area. VI. Budget Pages A. Budget Detail 45

46 1. Review the State and Federal Grant Administration Policy and Fiscal Requirements and Procedures at 2. Ensure activities are substantially approvable, reasonable, and necessary to carry out programmatic goals. Refer to the OMB Circular A-87 at 3. Supplementing vs. Supplanting: When considering items to purchase with Title IV funds, please refer to the guidance on Supplementing vs. Supplanting. If in doubt, please discuss with your principal consultant as some items may not be allowable and would result in an audit finding. 4. Provide enough detail in the Budget description cells to demonstrate appropriate use of funds and compliance with program rules and regulations. a. Staff: Provide FTEs or salary percentage for each position, salary, and building and position assignments. Note: Please do NOT include names, Social Security numbers or FEIN numbers for staff. (For example, 5 Reading $155,000: 1@Fairview, 2@Hill, 2@Washington. 3 Reading $62,000: 1@Fairview, 2@Hill, 2@Washington). b. Benefits: List the percentage rate used to determine benefits as well as the total cost per benefit. (For example, Medicare 46