FY22 CFA Updates for ESEA - eplan.tn.gov

FOR ALL

l!!ll Department of

IMI. Education

We will set all students on a path to success.

©© 22002200 TTenennnessee Dessee Depepaarrttmmenentt o off EEdduuccaattiioonn

FY22 CFA Updates for ESEA

Federal Programs and Oversight | Spring 2021

© 2020 Tennessee Department of Education

TENNESSEE PUBLIC SCHOOLS WILL BE EQUIPPED TO SERVE THE

ACADEMIC AND NON-ACADEMIC NEEDS OF ALL STUDENTS

W H O L E C H I L D

ALL TENNESSEE STUDENTS WILL HAVE ACCESS TO A HIGH-QUALITY EDUCATION,

NO MATTER WHERE THEY LIVE

A C A D E M I C S

TENNESSEE WILL SET A NEW PATH FOR THE EDUCATION PROFESSION AND BE

THE TOP STATE TO BECOME AND REMAIN A TEACHER AND LEADER

E D U C A T O R S

We will set all students on a path to success.

•

l!!ll Department of 1111 ____ Education

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •


Session Objectives

Outline changes in the FY22 CFA

Identify common mistakes LEAs make when completing the CFA

Discuss tips, expectations, and best practices for all sections of the CFA

Guides and Resources

Questions & Answers

ePlan Walkthrough

l!!ll Departmen; of IMI. Education © 2020 Tennessee Department of Education

Important Thingsto Remember


l!!ll Departmen; of IMI. Education

Important Things to Remember

Ensure that information in different portions of the CFA is consistent.

Parent Involvement Homeless Personnel FTES

-District Set-Aside Page -PPA page -Budget Narratives

-District Set-Aside Page -Homeless Section -Budget Narratives

-Personnel FTES -Personnel Chart -Budget Narratives

Ensure that budgeting of funds is for allowable expenditures and use language that indicates allowable use of funds.





Avoid the following: – Explanations and descriptions that lack specificity or lack the

required language in budget narratives.

– Missing or incorrectly uploaded documents that must be uploaded to support CFA.

– Inaccurate information related to Title I district set-asides and per-pupil amounts (PPAs).



Personnel information within the CFA must be consistent throughout all pages. It is important to keep titles and full-time equivalents (FTE) consistent.

Many sections of the CFA connect to one another: ‒ Automatically (auto-fills, calculations, validations) ‒ As part of the review and approval process

Budget codes/line items: – Some expenditures are best budgeted in a particular line item – Some expenditures must be budgeted in a particular line item

Some descriptions must include key words or phrases because of federal or state requirements.



CFA Budget Tags and Budget Narrative

Requirements




Budget Tags

Some additional budget tags have been added for FY22.

Title I, Part A Title V, Part B

Homeless Parent and family Engagement Non-Public Instructional Non-Public Parent and Family Engagement

Title I, Part A Title II, Part A Title III, Part A Title IV, Part A: Well-Rounded Title IV, Part A: Safe and Healthy Title IV, Part A: Effective Use of Technology Parent and Family Engagement

Budget tags are not mandatory for FY22 but are a best and recommended practice.



Budget Tag Review

Budget tags: Help identify the purpose of a budget item without relying on a

description in a budget narrative. Narrow the focus for why the money is being spent. Track money by tag for the entire grant for all LEAs Save time and effort

LEAs can assign one or more tags to a budget line item, but to take advantage of the full functionality of the budget tags, it is recommended that LEAS use on one budget tag per line item.

For more information on budget tags, see the updated budget tags section of the FY22 CFA Guide.



General Budget Expectations

All proposed expenditures must be: Reasonable: The proposed goods and services are not excessive in

cost and are based on prudent and sound purchasing practices. Necessary: The goods and services are essential for carrying out

the grant program. The need for the goods and services is supported in the needs assessment, District Plans, and School Plans.

Allocable: The goods and services are specifically for the benefit of the grant and meet the program’s intent and objectives.

Consider: Are you providing enough detail in your narratives for reviewers to be able to see that your purchases meet the above criteria?



General Budget Expectations

In practice, this means a LEA should be able to: Explain how the cost helps fulfill the federal

program requirements (i.e. how the cost addresses LEA needs and furthers federal program goals); and

Justify that the amount spent appropriately supports the LEA’s prioritized needs (including being able to show the amount paid constitutes a fair market value).



Budget Narrative Requirements

Budget narratives must be specific enough to determine allowability and reasonableness of expenditures. How is it supplemental? What types of items are being purchased? How many items are being purchased? What activities are being funded? Who will participate in activities? What students are being targeted for the service? When will activities take place? Are services being contracted? Through whom? What specific professional development? How many will

attend?



Budget Narrative Requirements

For personnel: Budget narratives must include position titles and FTEs that

match information throughout program application sections (Do not include staff names) – Program Details – Personnel Details – Uploads in Related Documents

Include details indicating what the staff person will be doing (e.g., after school activities, summer school, class size reduction, preschool), unless the position title makes this clear

Remove

Remove


Account Number Line Item Number Optional Quantity Cost Line Item Total Program Code

71100 - Regular Instruction Program [429 - Instructional Suppl ies & Materials $1 ,soo.001 1 $1,500.00

Narrative Description

B I u ·- ·-- JI - .. - • Arial, Tahoma ... • 2 •

Supplemental supplies and materials for summer bridge program.

Account Number Line Item Number I Optional Program Code

Quantity Cost Line Item Total

71100 - Reg ular Instruction Program I 429 - Instructional Suppl ies & Materials $1 ,soo.001 1 $1 ,500.00

Narrative Description

B I • I Arial, Tahoma ... •I 2 •I] Supplemental supplies and materials for students at Rosewood High School and Monroe High School attending the summer bridge program. Supplies and materials include, display boards and ACT workbooks and study guides.


Budget Narrative Requirements Budget narratives must include, if applicable: Examples of equipment, materials, and supplies to be funded.

Incorrect

Correct


Line Item Number

..

Optional Program Code

C7 Quantity

--------Cost Line Item Total

L S1,30§) $1 ,300.00

ORIGINAL: Funds for two technology coaches from Little ES and Big ES to attend the TN Educational Technology Conference in Nashville. Expenses include: conference registration, millage to and from the conference, hotel, and daily per diem.

l!!ll Department of 1111 ____ Education © 2020 Tennessee Department of Education

Professional Development Budget narratives must include, if applicable: Specific professional development to be supported, staff who will participate

(position titles, not employee names), and expenses to be paid.

Incorrect

Correct



Cover Page—Testing Dates



. O,p r,n I

Education

Fall EOC:

Spring Grade 21 ACH, & EOC:

TCAP-Alt & MSAA:

• April 12 - May 6, 2021

• Tentative: March 15 - April 30,2021

• Tentative: Feb. 17 - April 3, 2021



Testing Dates and Information

Ensure the Assessment URL includes the following: – the name of the test, – the purpose and use of the test, – the grade or class in which the test is to

be administered, – the tentative date or dates on which the

test will be administered, and – how and when parents and students will

be informed of the results of the test


Allocation Section

Updates & Reminders




Allocation Section

Consolidated administration considerations: 20% limit on amount contributed from each program

(Title I, Part A; Title II, Part A; Title I, Part C; and Title V, Part B) 2% limit on amount contributed from Title IV 2% limit on amount contributed from Title III (the administrative

percentage is calculated based on direct administrative costs ONLY—indirect costs are no longer included in the calculation) $100 minimum from each program administered

Limits MUST be calculated based on current fiscal year allocation—do not include carryover or exclude transfers.

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Allocation Section—Consolidated Admin

Note: Funds necessary for the administration of both public and non-public programs must be included in the amounts entered.


Allocation Section-Transferability

A portion or the full allocation may be transferred to the following programs: – Title II, Part A to Title I, Part A – Title II, Part A to Title V, Part B Subpart B – Title IV, Part A to Title I, Part A – Title IV, Part A to Title I, Part D – Title IV, Part A to Title II, Part A – Title IV, Part A to Title III, Part A – Title IV, Part A to Title V, Part B Subpart B

The funds that are transferred take the identity of the award program. Funds transferred are subject to the same fiscal requirements of the

grant receiving funds.

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© 2020 Tennessee Department of Education© 2020 Tennessee Department of Education

Allocation Section—Transferability


Contacts Page


Contacts

Type Contact(s)

ESEA Director (from last TDOIE Approved Consolidated! Applicar on) Se _c1 a eas 1 con ac s )J v 11 L,e.s:s than one year v I

'--------

IDEA Director (1from last IDOE Approved Consolidated ApplicaUon) Se c1 a t least 1 c ntac s) v 11 L,e.s:s than one year v I

'--------

Ti le I-A Contac (irom last TDOE Approved Consolidated Applicarlio11) s ct ai least ·1 corn= s )J v 11 L,e.s:s than one year v I

'--------

Title I: & D Contact (from las TD OE Approv,ed Co 11solidated Application ) [Select at ast oon.tact(s)J v 11 L,e.s:s than one year v I

'--------

Ti le II-A Contact (from las T[) OE Approved Co11solidate d Appltcatio11 ) [Select at ast oo tact(s)J v 11 L,e.s:s than one year v I

'--------

l!!ll Department of

IMI. Education © 2020 Tennessee Department of Education

Contacts Page – Years of Experience

Choose the contact for each positions within the LEA

Indicate the years of experience in the role the contact has in Tennessee (not just the LEA).


ESEA RequirementsReminders




ESEA Requirements

Percentages are automatically calculated based on the amounts identified for consolidated administration in the Allocation section. – If not using consolidated administration percentages must

be entered manually. – Percentages are calculated based on the total amount of

administrative expenses within each program budget. • Budget narratives must indicate these amounts so they can be easily

identified and totaled. • For Title I, the total amount for administration is also entered on the

Allocation Designation page.



ESEA Requirements

If not utilizing consolidated administration: Percentages listed for administration must be equal to

or higher than the total budgeted amounts—they cannot be lower. – Percentages must be in whole numbers. – Percentages may not be more than 2% higher than budgeted

amounts. – Percentages listed cannot be higher than administrative limits

specified (20% Title I, II and V; 2% Title III and IV). – Percentages must be calculated using total budgeted amounts

and current FY22 allocation.


Consolidation Administration

Updates & Reminders



Consolidated Administration

Duties and responsibilities must include references to the administration of all programs that have contributed to consolidated administration.

Duties and responsibilities cannot include administrative responsibilities for programs that are not part of consolidated administration.

FTE must be based on the percentage of time spent on the consolidated administration cost objective.

Identify the other funding sources of staff not paid 100% from consolidated administration.

No additional administrative costs are permitted in program budgets.


Grant Contribution Limits

Percentages entered cannot be higher than administrative limits specified below:

20 percent

• Title I, Part A • Title I, Part A Neglected • Title I, Part C • Title I, Part D • Title II, Part A • Title V, Part B, Subpart 2

2 percent

• Title III, Part A • Title IV, Part A



Title I, Part A

Updates and Reminders




Title I, Part A Program Detail Page, Administration Summary of administration of Title I, Part A: If using consolidated administration

– Check the box stating that administrative funds are being consolidated.

If not using consolidated administration – Check the box stating that consolidated administration

is not being used, and – Provide a summary of how the Title I program is administered,

the staff responsible for the grant administration (titles, no names), the FTE(s) to be supported by Title I funds, and all other funding sources that will contribute to Title I administrative staff salaries/benefits.



Title I, Part A Program Detail Page

LEAs will use check boxes to identify the type(s) of supplemental services and supports to be provided for students with Title I funding.

The list will include, but not be limited to, options such as: – academic interventions, – class-size reduction, – guidance counselors, – instructional software, and – early postsecondary opportunities, etc.



Title I, Part A Program Detail Page

Coordination of funds and services – Funding sources available and services to specific

populations of students must be coordinated with Title I to ensure resources are used effectively and programs are comprehensive, not fragmented.

– LEAs will select ALL funding sources from a checklist. The list includes, but is not limited to, Head Start, Even Start, Career and Technical Education (CTE), and services for youth at risk of dropping out.

– Check N/A if funds are not received by the LEA.



Title I, Part A— Poverty & Allocation of Funds A separate page for this information

Located right before the School Eligibility page

Please note that data entered on this page cannot be changed once the original CFA is approved.



Title I, Part A Low Income Data

Identify the method(s) the LEA will use to identify low-income students: – Free & Reduced-Price Lunch—Month & Year of Data Used – Direct Certification—Month & Year of Data Used – Temporary Assistance for Needy Families (TANF)—Month &

Year of Data Used – Medicaid—Month & Year of Data Used – Census—Month & Year of Data Used



Title I, Part A Method of Allocation of Funds District-Wide Ranking

– Schools are ranked based on poverty percentage and funds allocated to them in that rank order.

Grade-Span Ranking – Schools are ranked in grade-span groups. – Grade spans are prioritized based on academic needs and LEA

priorities. – Funds are allocated within grade span in rank order.

Less than 1,000 students enrolled – No ranking or allocation rules apply.

Single Attendance Area – Only one school in each grade span; all schools are eligible.



Title I, Part A— Identification of Schools 35% Rule

– If selected, all schools at or above 35% poverty are eligible for Title I services. Schools with 40% or more are eligible for school-wide.

District-Wide poverty average – Schools at or above the district-wide poverty average are eligible

for Title I services.

District-Wide grade-span average – Eligibility is determined by grade span, based on each grade span’s

poverty average. – Schools within grade span at or above the grade-span average are

eligible for Title I services.



Title I, Part A School Eligibility

High School Priority – The LEA may prioritize high schools with 50% or more poverty. – High schools with 75% or more poverty are still given priority, but

high schools between 50% and 74% are given priority over all other schools.

School-Wide Waiver (SWW) – LEAs may request a waiver to implement school-wide programs

in one or more schools with less than 40% poverty. – Waiver approval must be uploaded to Related Documents.


Title I, Part A School Eligibility

Additional options for grandfathered schools – School-Wide Grandfathered (SWG) – Targeted Assisted Grandfathered (TAG)



Students ExperiencingHomelessness




Title I, Part A Homeless Students

Two types of funding for students experiencing homeless: – McKinney-Vento Subgrant – Required Title I, Part A homeless set aside

Note: All LEAs must meet the requirements of the McKinney-Vento Act, even if they do not receive funding from the McKinney-Vento subgrant.

2021-22

Total IIllmbe-t 01 homele:ss. students e:nrolle-d n ihe LEA I l Title 1, P.1rt A h orneless set as de am,au nt

I

Tlfle I, Part A homeless set as de pe1 puplt amount I 0_001



Title I, Part A Homeless Students Enter the total number of homeless students enrolled in the LEA. The

homeless set aside amount from the District Set Aside page and the per pupil amount is autopopulated. – All LEAs must set aside funds—this is not just for non-Title I schools. – There is no required set-aside amount; it must be based on the number of

students and their needs. – Enter the set-aside amount on the Title I, Part A District Set Asides and Overview

page – NEW: 2020-21 Total number, set aside, and per pupil amounts auto-populates.



Title I, Part A Homeless Students

New updated question: Does the LEA coordinate Title I, Part A Homeless set-

aside funds with subgrant funds, if any, under the McKinney-Vento Act? – LEAs who receive subgrant funds should choose “Yes” from the

drop-down menu and then provide additional details in the box below.

– LEAs who do not receive subgrant funds should choose “N/A – LEA does not receive McKinney-Vento Subgrant” from the drop-down menu.


Students in Foster Care



Foster Care Point of Contact

LEAs are asked to name a foster care POC in the LEA Address Book .

Please ensure that the person listed has the resources and capacity to fulfill this role.

All LEAs are required to have foster care POC, even if they do not currently have any students in foster care.




Update: BID Meetings

NEW for FY22: in addition to indicating the total number of BID meetings, LEAs are required to report how many BID meetings resulted in students remaining in their school of origin. All BID meetings should be documented by the foster

care POC for the LEA.

It is understood that the CFA is completed prior to the conclusion of the school year, please only indicate the number of BID meetings at the time the CFA is being completed.



Transportation Agreements

LEAs are required to upload a signed agreement between themselves and DCS describing how they will ensure educational stability and provide transportation.

LEAs do not need to create a new agreement. If last year's agreement is still valid, they may upload that agreement.

The only exception to this is: – The written agreement was written in such a way that it was only

valid for one year. – The LEA or DCS decides to amend the agreement.


22


Components Required for 2021–

If you are updating your plan or signing a new agreement, please make sure it has the following components.

Timelines for implementation (e.g., meetings, set-up, applicable documentation) – A best interest determination meeting (BID) must occur within

five days of the LEA being notified that a child has entered foster care.

– Transportation must be in place within five days of the BID meeting.



Components Required for 2021-22

Provide a description of the process for how transportation disputes will be handled and how interim transportation will be provided in the event of a dispute along with how costs will be covered in the interim.

How the LEA will provide transportation when there is minimal or no additional cost (i.e., method, responsible party)?

How additional costs will be addressed (Title I set-aside, general purpose fund, etc.)?



Components Required for 2021-22

Both the Department of Children’s Services and the LEA must agree on the plan, and a copy signed by both parties must be uploaded into ePlan in the CFA in the Title I, Part A related documents section.



Resources

Helpful resources and a draft plan are available in ePlan > TDOE Resources > Non-Traditional Educational Programs (NEP) > Title I, Educational Stability for Children in Foster Care.

LEAs are encouraged to use the draft plan.



Resources

If you need further assistance or have questions, contact your regional non-traditional educational program (NEP) consultant:

Erin Christian| West TN [email protected] or (901) 504-9627

Daniel Froemel | East TN [email protected] or (615) 351-1208

Jackie Jacobson | Middle TN [email protected] or (615) 390-4549

mailto:[email protected]




Title I, Part A— District Set-Aside




Title I, Part A, District Set Asides

Funds to support district-wide instructional initiatives: – Benefit to all Title I schools across the LEA – Costs aren’t allocable to schools

Required set asides: – Students experiencing homelessness – Parent & Family Engagement (if LEA receives $500,000 or more

in Title I, Part A)



Other Allowable District Set Asides: – English as a Second Language Programs – Extended School Day & School Year Programs – Family Engagement – Neglected and Delinquent Programs – Preschool Programs – Professional Development Initiative – Reservation of Funds for FY22 (not to exceed 15%) – Salary Equalization – Support for Comprehensive and/or Targeted Intervention and

Support Schools – Non-Public/Private Schools (if applicable)





Parent and Family Engagement 90% of the set aside must be distributed to Title I

schools.

This includes the total non-public & public family engagement. The non-public amount will be displayed on the

Equitable Services page as well.

The 90% amount that goes to Title I schools will be displayed.



Title I, Part A District Set-Aside Page, Parent and Family Engagement Question: ‒ Public Schools: Provide a clear description of how the

parent and family engagement set-aside will be utilized including LEA- and school-level purchases, programming, instructional materials, and professional development.

‒ Non-Public Schools: Provide a clear description of how the parent and family engagement set-aside will be utilized including LEA- and school-level purchases, programming, instructional materials, and professional development.



Title I, Part A District Set-Asides: New Budget Tags and Filtering Tool The Title I, Part A budget page now includes the following

budget tags: – Students Experiencing Homelessness – Parent and Family Engagement ‒ Non-Public Instructional Funds ‒ Non-Public School Parent and Family Engagement

LEAs can use the “Filtering” tool at the top of the budget page to ensure that their district set-aside amounts match what is in the budget throughout the application


Title I, Part A: Related Documents



Title I, Part A: Related Documents

Please upload a copy of: – The LEA’s Supplement Not Supplant Methodology

(required) – Foster Care Transportation (required) – Title I Skipped Schools Letter (if it applies) – Additional Supporting Documents (optional)



Title I, Part A— Neglected




Resources

A comprehensive webinar was held Feb. 4 for LEAs receiving Title I, A—Neglected and Title I, Part D funds.

LEAs may access this presentation for a complete overview of this CFA section.

Any questions can be directed to the assigned NEP team member.


Resources


– Erin Christian | West TN [email protected] or (901) 504-9627

– Daniel Froemel | East TN [email protected] or (615) 351-1208

– Jackie Jacobson | Middle TN [email protected] or (615) 390-4549






Title I, Part C: Migrant Education Program

(MEP)




Title I, Part C: Migrant EducationProgram (MEP) New for FY22: Funds to provide educational and support

services to migratory children and youth will be made available to LEAs. ‒ Application is embedded in the FY22 CFA. ‒ Allocations will be based on 2019-20 migratory student

data. ‒ Gives LEAs ownership of educational programming for

their students. ‒ Identification & Recruitment (ID&R) and data services will

continue to be supported by a state MEP contractor.



Title I, Part C: Migrant Education Program (MEP)

Program Requirement Current Organization Responsible

FY22 Organization Responsible

Identification and Recruitment (ID&R)

Conexión Américas (in collaboration with LEAs)

State MEP contractor (in collaboration with LEAs)

Data Collection and Reporting

Conexión Américas (in collaboration with LEAs)

State MEP contractor (in collaboration with LEAs)

Educational and Support Services Conexión Américas NEW: LEAs



Title I, Part C Program Details

Summary of administration of Title I, Part C If using consolidated administration—

– check the box stating that administrative funds are being consolidated.

If not using consolidated administration— – check the box stating that consolidated administration is not

being used, and – provide a summary of how the Title I, Part C program is

administered, the staff responsible for the grant administration (titles, no names), the FTE(s) to be supported by Title I, Part C funds, and all other funding sources that will contribute to Title I, Part C administrative staff salaries/benefits.




Student numbers for Category 1 and 2 students are auto-populated in the first two charts.

Student Numbers for Priority for Services are auto-populated in the third chart. – Enter the number of:

• migratory students that met the criterion of being more than a year behind, failing, or most at risk of failing in 2019-20.

• migratory students that met the criterion of being a student who dropped out (out-of-school youth) of the LEA in 2019-20.




Individual Needs Assessment (INA): Describe the LEA's process for conducting migratory individual

needs assessments (INA). Include details about (1) who is involved in the needs assessment, (2) the general timeline for conducting the INA, (3) what data is analyzed and how that data is gathered, (4) how the results of the needs assessment are used to impact the educational services being provided, and (5) how the LEA will ensure that needs assessments are monitored and updated at least every 4.5 weeks.

Family Engagement: Describe the LEA's plan and/or process for conducting the LEA-level

migratory PAC. Include in the description potential timelines for meetings, events, or convenings.



Title I, Part C Program Details Programming: Indicate the areas of spending funding will address and provide a

detailed description of the services provided. Address all programming funded through the grant and ensure the

information aligns with the budget. – Instructional support services including direct instruction, online courses,

preschool, tutoring, educational summer programming, and academic and career counseling

– Support services, including but not limited to wrap-around services, advocacy, health and dental care, and outreach

– Transportation, including needed transportation for students and families – Professional development – Family Engagement, including but not limited to, LEA-level PAC activities, parent

resources and training, adult education, and family literacy programs – Transfer of records



Resources & Support

A comprehensive webinar was held Feb. 23 for LEAs.

Weekly MEP office hours will be held Feb. 26–March 31. Resources, including initial guidance and the above

webinar, can be found in ePlan.tn.gov > TDOE Resources > ESSA Information, Guidance, PPTs, & Webinars > Title I, Part C: Migrant Education Programs > Migrant Education Documents & Information.

Direct questions to [email protected].

https://teams.microsoft.com/l/meetup-join/19:meeting_NDdjN2VhZGQtYjA5MS00NjAzLThmMjYtMTZjMTRiNTdlOTcw@thread.v2/0?context=%7b%22Tid%22:%22472445bd-2424-4e8f-b850-df7488e18b4a%22,%22Oid%22:%22476f002e-56d6-4524-a59f-1d677a34d1c4%22%7d

https://eplan.tn.gov/DocumentLibrary/ViewDocument.aspx?DocumentKey=1705593&inline=true


https://eplan.tn.gov/DocumentLibrary/Default.aspx?ccipSessionKey=637474464622453469



Title I, Part D




Resources

A comprehensive webinar was held Feb. 4 for LEAs receiving Title I, A—Neglected and Title I, Part D funds.

LEAs may access this presentation for a complete overview of this CFA section in ePlan > TDOE Resources.

Any questions can be directed to the assigned NEP team member.


Resources—NEP Consultants


‒Erin Christian| West TN [email protected] or (901) 504-9627

‒Daniel Froemel | East TN [email protected] or (615) 351-1208

‒ Jackie Jacobson | Middle TN [email protected] or (615) 390-4549






Juvenile Justice



Juvenile Justice Point of Contact

In the LEA Address Book it asks for LEAs to name a juvenile justice POC.

Please make sure that the person listed has the resources and capacity to fulfill this role.

ALL LEAs are required to have a juvenile justice POC, even if they do not serve high school students.



Title II, Part A Updates and

Reminders




Title II, Part A Program Details

Summary of administration of Title II If using consolidated administration—



being used, and – provide a summary of how the Title II program is administered,

the staff responsible for the grant administration (titles, no names), the FTE(s) to be supported by Title II funds, and all other funding sources that will contribute to Title II administrative staff salaries/benefits.

ogram Description

Identify Ole aclivifies to be s:u~ported IN um ber of Staff Impacted jHeadcoullfl Pr,ovide a concise summary of Ole a:clivi!ies to be v,ith liitle 11 A funding.

eachers p - ~ipa:;s p aprofessron= other su~portedl.

School Leaders

E~idence 3 5 pro ess·onal I I I I deve".opn ent aciivi ies for 1eac'.her.s, 1Pri eyal araprofession= . and oth school aders

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Title II, Part A Program Description

Identify the type(s) of activities to be supported with Title II funding.


Title II, Part A: Related Documents

Please upload a copy of: – Additional supporting documents (optional)



English LearnerRequirements

Updates & Reminders




English Learner Requirements –Program Details Staff-to-child ratio must be 1:35 or less

– Based on prior October 1 EL count in EIS and LEA-entered staffing data from October

– Number of staff entered for the ratio is an FTE not a headcount • Only state/locally funded ESL certified teachers, providing ESL

services are to be counted

If the staff and/or student data used to determine the ratio has changed significantly since October (more than 10% up or down) – Describe the steps taken to ensure continued compliance with

the required service requirements



English Learner Requirements –Program Details ESL Program – New for FY22 Two Narrative Questions

– What program models are employed within the LEA? – How are students whose parents have waived direct ESL services

supported in their ESL instruction?

Translation and Interpretation Services – What is the LEA’s process for determining the Title III

supplemental translation and interpretation needs of EL and LEP parents?



English Learner Requirements –Program Details Language Instruction Educational Programs – New forFY22 Five Narrative Questions

– Describe the process for identifying potential ELs. Include in the description the questions on the Home Language Survey (HLS).

– How many of your teachers are serving at more than one school? – Are any ESL teachers serving at more than 2 schools in your

district? If so, how many teachers at each school? – Are any teachers being asked to work during lunch or planning

period to provide services within the district to ELs? – Are students transported to another school for ESL services? If

yes, what is the district's justification for that


EL Related Documents Please upload a copy of:

– Home Language Survey (HLS) (required) – Transition Monitoring Form (required) – ESL Teacher Hiring Plan (required) – ESL Program Self-Assessment (2019-20) (required)

• The Tennessee English Language Development Self-Assessment (TELDSA) template is provided; however, other self-assessment forms or methods may be uploaded.

– Immigrant Identification Procedure (required) Optional documents that may be uploaded for review:

– Additional Supporting Documents – Title III consortium MOU – for fiscal agents only – TELDSA Data Collection Document – TELDSA Change Map



Title III, Part A Updates & Reminders




Title III, Part A Program Details

Summary of administration of Title III If using consolidated administration—


If not using consolidated administration – check the box stating that consolidated administration is not

being used, and – provide a summary of how the Title III program is administered,

the staff responsible for the grant administration (titles, no names), the FTE(s) to be supported by Title III funds, and all other funding sources that will contribute to Title III administrative staff salaries/benefits.




Funds must be used for supplemental services to Els after other local, state and federal resources are used to provide services to ELs and state requirements are met.

Ensure narrative budget descriptions sufficiently ensure the Supplement, not Supplant rule is not being violated [ESSA §3115(g)].




Questions: – Describe the planned use of Title III funds and how it is

supplemental to the programs, services, and supports that EL students must receive and are eligible to receive from other state and federal sources.

– Describe the LEA’s process for monitoring activities supported with Title III funds.

– Describe how the LEA will measure the impact that Title III activities had on English language development results.


Title IV, Part A SSAE Updates & Reminders




Title IV, Part A SSAE, ProgramDetails Summary of administration of Title IV If using consolidated administration—



being used, and – provide a summary of how the Title IV program is administered,

the staff responsible for the grant administration (titles, no names), the FTE(s) to be supported by Title IV funds, and all other funding sources that will contribute to Title IV administrative staff salaries/benefits.



Title IV, Part A SSAE, Program Details Title IV funds are distributed to schools based on:

– greatest need, – highest poverty levels, – Priority or Focus school designation, or – persistently dangerous school status.

Three content areas: – Well-Rounded Educational Opportunities, – Safe and Healthy Students, and – Effective Use of Technology.



Title IV, Part A SSAE, Program Details Remember that a separate narrative box will be

available for the four required questions. – Box one: Describe the activities to be budgeted in support of well-

rounded educational opportunities. – Box two: Describe how the proposed use of funds relates to

prioritized needs determined in the LEA needs assessment. Please address all proposed purchases and programming.

– Box three: Describe any partnerships with outside organizations. – Box four: Describe how the effectiveness of all activities will be

assessed.

All narrative prompts must be addressed before anapplication can be approved.



Title IV, Part A SSAE, Program Details LEAs receiving $30,000 or more must: Conduct a needs assessment. Spend at least 20% of funds on:

– Well-Rounded Educational Opportunities – Safe & Healthy Students

Spend a portion of funds (1% or more) on the Effective Use of Technology focus area (with no more than 15% on infrastructure).


Title IV, Part A SSAE, Program Details A special rule within ESSA states that no more than 15

percent of funds in this content area may be spent on technology infrastructure, including: – devices, – equipment, – software applications, – platforms, – digital instructional resources, and/or – other one-time IT purchases.

At least 85 percent of the educational technology funds should be used to support professional learning to enable the effective use of educational technology.


Detai l Narrative Description

Account Number: 17221!0 - Support Serv ices/Regula r Instruction Program "' I ~ WE B I !l ~= •- ._ A • ~ • "Times New .. . •

Title I

Optional Program Code

Location Code

Quantity

Cost:

Budget Detail Tota l:


\Nell-rounde cl Educational Opportunities Safe and Healthy Students Effective use of Technology

$,0 001

$0.00



Title IV, Part A SSAE, Budget Page

To document the required spending requirements within the budget: – Use budget tags to identify each line item number’s focus area:

• Well-Rounded Educational Opportunities • Safe and Healthy Students • Effective Use of Technology



Title IV, Part A SSAE, Budget Page

When utilizing the new budget tags, please use only one budget tag per line-item number entry. – e.g.: If you are utilizing line-item number 524 (In-service/Staff

Development) for both the Well-Rounded Educational Opportunity area and the Safe & Healthy Students area, please create two separate entries (a 524 for Well-Rounded and a 524 for Safe & Healthy) so that only one budget tag is listed per entry.

This helps LEAs track Title IV spending and ensures that all spending requirements are being met (see assurance on the next slide).



Title IV, Part A SSAE Carryover Assurance An LEA who receives $30,000 or more in Title IV, Part A

funds must meet the required minimums for each focus area – (20% for Well-Rounded Educational Opportunities, – 20% for Safe and Healthy Students, and – a portion [1% or greater] of funds for the Effective Use of

Technology) based on the allocation for that fiscal year.

When funds are carried over, the LEA assures that there are processes and internal controls to track unspent required minimum funds from the prior fiscal year, in addition to the current year’s required minimums.


Title IV, Part A SSAE Related Documents Please upload a copy of:

– Additional Supporting Documents (optional)



Title V, Part B, Subpart 2Updates & Reminders




Title V, Part B Program Details

Use the checkboxes to indicate the selected program(s) to be supported with Title V, Part B funds. – Title I, Part A – Title II, Part A – Title III, Part A – Title IV, SSAE – Parent & Family Engagement (Parent & family Engagement for

Title I schools should be placed under Title I, Part A.)

For each program selected, answer the narrative prompts in full. – Titles III and IV require more information than other programs. Be

sure to read the narrative prompts carefully.



Title V, Part B Program Description

Note: If you use Title V, Part B as Title IV, Part A: – You must meet all Title IV, Part A spending obligations – New: Use the checkbox to indicate if more than $30,000 is being

placed in this area. If so, all applicable Title IV, part A spending rules apply (20%/20%/portion of funds).

• If more than $30,000 is being placed in this area, provide a breakdown of how much is being spent in the three Title IV, Part A focus areas: Well-rounded Educational Opportunities, Safe & Healthy Students, and the Effective Use of Technology.

– If spending less than $30,000: LEAs must spend funds in at least one focus area


Class Size Reduction (CSR)


ll Grade CSIR Projected .Acrual Statei l ocal TIUe I Proj;ed:ed State Act1111 II State ar1 d Grade Sp1111 Grnde Grade Spa Grnde G rn die Span Proje-cted Name Teacher Grade Grnde Funded CSR and Local Local Student to CSIR Sp11111 StarteJLocal Span Title State 11 nd Loca I

Wil li Serve En rollment IEnro lment Teacll,ers Tead1ers Teacher to Teacfiller Ratio Teacher Projected Fund ed ICSR Teacher to Student Stud e1r1t 1R11tiI0 Wil li Serve Enrol llrnent Teachers Teachers Ratio

~ I Tl I I I I I I I Tl I I I I



Class Size Reduction(CSR)Teachers Page (Titles I, II, & V) For each school with Class Size Reduction (CSR) teachers, paid with

Title I, II, or V funds, complete the following information in the chart: – name of the school and school number – the grade span of the school – select the grade the CSR teacher will serve – the projected enrollment of the grade – the projected enrollment of the grade – the state/local funded teachers



Class Size Reduction(CSR)Teachers Page (Titles I, II & V) Questions to answer: Is there a favorable effect on the use of CSR?

– Select either Yes or No.

Was the use of CSR implemented in a setting similar to yours (e.g., rural, urban, grade span, etc.)? – Select one of the following: Very much, Somewhat, A little, or Not at all.

Was the use of CSR implemented with populations similar to yours (e.g. English language learners, low socio-economic status, and specific ethnicity)? – Select one of the following: Very much, Somewhat, A little, or Not at all.


Equitable Services forNon-Public Schools

Updates & Reminders




Non-Public/Private Schools Page

ePlan populates this page with a summary of the results of the Non-Public School Survey conducted earlier in the year to help determine allocation amounts for Titles I (Parts A and C), II, III, and IV.



Equitable Services for Non-PublicSchools Title I, Part A non-public participants: Non-public

low-income students from the LEA Title I attendance areas

Title I, Part C, non-public participants: Number of migratory students enrolled at non-public

Title II non-public participants: Non-public total enrollment

Title III non-public participants: Number of ELs enrolled at non-public

Title IV non-public participants: Non-public total enrollment


- Equitablle, Servi,ces foll' Non-public S,choolls.

Non-Public/Private Schools

Program Detaills- Titl e I-A

Program Details- Titl e 1-C

Program Detaills - Titlle II -A

Program Details - Title 11 1

Program Detaills- Titlle IV

Assurances

Related Documents

Equitable Services ProgramDetails Pages New: Each eligible ESEA program has its own Program

Details page: ‒ Title I, part A ‒ Title I, Part C ‒ Title II, Part A ‒ Title III, Part A ‒ Title IV, Part A

Each page will contain program specific: ‒ Allocation formula calculation boxes ‒ Applicable narrative questions/prompts




Equitable Services ProgramDetails Pages Each program’s page contains an N/A box at the top.

N/A for Title I, Part A: – No non-public schools in the LEA, and – no known low-income students from their Title I attendance

areas are enrolled in participating non-public schools

N/A for Title I, Part C: No non-public schools in the LEA

N/A for Title II, Part A: No non-public schools in the LEA

N/A for Title III, Part A: No non-public schools in the LEA

N/A for Title IV, Part A: No non-public schools in the LEA



Equitable Services for Non-PublicSchools Related Documents Applicable LEAs must upload an Affirmation of Meaningful Non-Public

School Consultation form for each participating non-public school to the Related Documents page.

NEW: LEAs have two affirmation forms to choose from: – Combined affirmation and final agreement form (Affirmation of

Meaningful Non-Public School Consultation and Final Agreement) • Covers initial consultation process and final agreement • One form uploaded to CFA; no additional forms needed

– Traditional form (Affirmation of Meaningful Non-Public School Consultation):

• Covers initial consultation process • Non-public final agreements will need to be uploaded to the LEA Document

Library by Aug. 1, 2021




Resources, Contacts,

and UpcomingDates-to-Remember




Additional Resources

Two Informative Guides for CFA completion Federal Funds Guide—The “What”

– aligns to the Strategic Plan– provides a clear explanation and starting point for each fund

Consolidated Funding Application Guide—The “How” – guides users to complete the CFA step-by-step – reflects ePlan changes– aligns with “Help for Current Page” in ePlan

R



TDOE Resources

TDOE Resources will be updated to reflect FY22 information.

ESSA/IDEA Consolidated Funding Application Reference Documents Consolidated Funding Application Training Materials Consolidated Funding Application Guides

New Items in the FY22 CFA Federal Spending Handbook: Coordinated Spending Guide FY22 FY22 CFA ESEA Spring Training Presentation FY22 CFA IDEA Spring Training Presentation

11 7






Middle

ESEA: Joann RunionIDEA: John Stults

East

ESEA: Henry LaFolletteIDEA: Melanie Lamberson

20 Districts with Largest Enrollment

ESEA: Heather FarleyIDEA: Trudy Hughes

West

ESEA: Lynn DotsonIDEA: Michelle Mansfield

West

ESEA: Lynn Dotson IDEA: Michelle Mansfield

Middle

ESEA: Joann Runion IDEA: John Stults

East

ESEA: Henry LaFollette IDEA: Melanie Lamberson

20 LEAs with Largest Enrollment

ESEA: Heather Farley IDEA: Trudy Hughes



Fiscal Regional Consultant District Map

OBION

WEAKLEY

DYER GIBSON

HAYWOOD

FAYETTE SHELBY

TIPTON

HENRY

CARROLL HUMPHREYS

HENDERSON

MADISON

HARDEMAN McNAIRY HARDIN

HOUSTON

STEWART ROBERTSON

MONTGOMERY

DICKSON

PERRY

HICKMAN

WILLIAMSON

DAVIDSON

MAURY

LEWIS

WAYNE GILES

SUMNER

MACON

WILSON

BEDFORD

LINCOLN

SMITH

DEKALB WHITE

PUTNAM

JACKSON

CLAY

COFFEE

FRANKLIN

OVERTON

CUMBERLAND

WARREN

GRUNDY

MARION

SCOTT

MORGAN

CAMPBELL

ROANE

LOUDON

RHEA

McMINN

POLK

MONROE

BLOUNT

SEVIER

KNOX

CLAIBORNE

JEFFERSON

HAWKINS

SULLIVAN

CARTER

GREENE

COCKE

UNION

1 2 3 4 5 6

Cindy Smith Brad Davis Rob Mynhier Brian Runion Dustin Winstead Robert Gill









Upcoming Virtual Work Sessions

East TN: – Wednesday, April 8, 2020, 9–11 a.m. EST – Wednesday, April 22, 2020, 9–11 a.m. EST

Middle TN: – Wednesday, April 15, 2020, 9–11 a.m. CST – Thursday, April 16, 2020, 9–11 a.m. CST

West TN: – Thursday, April 2, 2020, 9–11 a.m. CST – Friday, April 17, 2020, 9–11 a.m. CST – Thursday, April 23, 2020, 9–11 a.m. CST



Other Dates to Remember

March 1: FY22 CFA Opened

May 1: CFA due in ePlan

July 1: All CFAs must be approved by the department



Fraud, Waste or Abuse Citizens and agencies are encouraged to report fraud, waste,

or abuse in State and Local government.

NOTICE: This agency is a recipient of taxpayer funding. Ifyou observe an agency director or employee engaging in any

activity which you consider to be illegal, improper orwasteful, please call the state Comptroller’s toll-free Hotline:

1-800-232-5454

Notifications can also be submitted electronically at:

http://www.comptroller.tn.gov/hotline


http://www.comptroller.tn.gov/hotline

FY22 CFA Updates for ESEA - eplan.tn.gov

Documents

Transcript of FY22 CFA Updates for ESEA - eplan.tn.gov