Title I, Part A District Coordinator Webinar - April 29, 2021

Title I, Part A
District Coordinator
      Webinar
      April 29, 2021

Logistics

 To submit a question, type it into the chat or
  send an email to
  tara.rodriguez@education.ky.gov.
 The webinar will be recorded and posted on
  the Title I Documents and Resources
  webpage.

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Recap from March Webinar

 Parent and family engagement
  requirements
 Common findings in parent and family
  engagement
 Resources

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Agenda

 Changes to FY22 GMAP application
 Updates on equitable services
 Updates on CARES Act/ESSER funds
  monitoring
 Time and Effort

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GMAP Section:
Introduction: District Requirements
 1. Describe how this plan was developed with timely and
 meaningful consultation with teachers, principals, other
 school leaders, paraprofessionals, specialized instructional
 support personnel, charter school leaders (in a local
 educational agency that has charter schools),
 administrators (including administrators of programs
 described in other parts of this title), other appropriate
 school personnel and with parents of children in schools
 served under this part (ESSA Section 1112(a)(1)(A)).
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GMAP Section:
Introduction: District Requirements
2. Describe how this plan is coordinated with other
programs under this Act, the Individuals with Disabilities
Education Act (20 U.S.C. 1400 et seq.), the Rehabilitation
Act of 1973 (20 U.S.C. 701 et seq.), the Carl D. Perkins
Career and Technical Education Act of 2006 (20 U.S.C.
2301 et seq.), the Workforce Innovation and Opportunity
Act (29 U.S.C. 3101 et seq.), the Head Start Act (42 U.S.C.
9831 et seq.), the McKinney-Vento Homeless Assistance
Act (42 U.S.C. 11301 et seq.), the Adult Education and
Family Literacy Act (29 U.S.C. 3271 et seq.) and other Acts
as appropriate (ESSA Section 1112 (a)(1)(B)).                 6

GMAP Section:
Introduction: District Requirements
3. Describe how the local educational agency will
implement strategies to facilitate effective transitions for
students from middle grades to high school and from high
school to postsecondary education including, if applicable,
(A) through coordination with institutions of higher
education, employers and other local partners and (B)
through increased student access to early college, high
school or dual or concurrent enrollment opportunities, or
career counseling to identify student interests and skills.

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GMAP Section:
Introduction: District Requirements
 4. Describe how the local educational agency will support
 efforts to reduce the overuse of discipline practices that
 remove students from the classroom, which may include
 identifying and supporting schools with high rates of
 discipline, disaggregated by each of the subgroups of
 students, as defined in section 1111(c)(2). Those student
 groups are defined as economically disadvantaged
 students, students from major racial and ethnic groups,
 children with disabilities and English learners.
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Introduction: District Requirements
Newly Added for the 2021-2022 SY
 5. If applicable, describe how the local educational agency
 will support, coordinate and integrate services provided
 under this part with early childhood education programs at
 the local educational agency or individual school level,
 including plans for the transition of participants in such
 programs to local elementary school programs.

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Introduction: District Requirements
Newly Added for the 2021-2022 SY
6. If determined appropriate by the local educational
agency, describe how it will support programs that
coordinate and integrate:
A. Academic and career and technical education content
      through coordinated instructional strategies that may
      incorporate experiential learning opportunities and
      promote skills attainment important to in-demand
      occupations or industries in the state, and
B. Work-based learning opportunities that provide
      students with in-depth interaction with industry
      professionals and, if appropriate, academic credit.
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Introduction: District Requirements
Newly Added for the 2021-2022 SY
 7. As applicable, provide any other information about how
 the local education agency proposes to use funds to meet
 the purposes of this part, and that the local educational
 agency determines appropriate to provide, which may
 include how the local educational agency will:
 A. Assist schools in identifying and serving gifted and
      talented students, and
 B. Assist schools in developing effective school library
      programs to provide students with an opportunity to
      develop digital literacy skills and improve academic
      achievement.
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School Personnel and Program
Description Section

In the “Program Description” box, the text will say “FOR
TARGETED ASSISTANCE SCHOOLS ONLY: Describe how the
targeted assistance school will identify those students
most in need of targeted assistance services. No other
school descriptions are required.”

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CARES Act/ESSER Funds
Monitoring Update

 3 districts were monitored as part of a pilot
 Districts will be selected for monitoring during the
  summer
 Districts will be selected according to a risk assessment
 Notifications will be sent in May
 Time and effort will be added to the monitoring tool

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Time and Effort

 2 CFR 200.403 (a) and 2 CFR 200.430(i)
 Any employee funded by federal grants must maintain
  documentation showing that their time is allocable to a
  federal program.
 Documentation must be based on records that
  accurately reflect the work performed.

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Time and Effort Reporting
 Time and effort must be collected for all employees
  whose salaries are paid in whole or in part with federal
  funds.
 If a cost benefits two or more projects or activities in
  proportions that can be determined without undue
  effort or cost, the cost should be allocated to the
  projects based on proportional benefit (2 CFR
  200.405(d)).
 If proportions cannot be determined, the costs may be
  allocated or transferred to benefited projects on any
  reasonable documented basis (2 CFR 200.405(d)).

 Sources: 2 CFR 200.430, 2 CFR 200.405                       15

Standards for Documentation of
Personnel Expenses: 2 CFR200.430(i)(1)
 Charges to federal awards for salaries and wages must be
  based on records that accurately reflect the work performed.
  These records must:
   ●   Be supported by a system of internal control;
   ●   Be incorporated into the official records of the non-federal entity
       (e.g., school district);
   ●   Reasonably reflect total activity for which the employee is
       compensated, not to exceed 100%;
   ●   Encompass both federally assisted and all other activities (i.e.,
       federal and non-federal);
   ●   Comply with established accounting policies and practices of the
       non-federal entity; and
   ●   Be assignable to specific activities or cost objectives.
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Upcoming Webinars

 Thursday, May 27, 10-11 a.m. ET
 Webinars are recorded and posted on the Title I, Part A
  Documents and Resources webpage.

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