001Now we will start with the part two program schedules. Firstly, I want to say that uh if you have completed the grant program schedules in the past, uh we always had an additional information or an optional box at the end of each program schedule where you could enter comments. Uh so to facilitate the review and approval processes we have removed the additional information section for each of the program schedules. So now we can start with the first schedule within the consolidated application um that we recommend for you to complete and that is the PS3109 or the rural education program also known as REAp funding transferability schedule. There is a res a resource within the uh program guidelines that we refer you to to have a further understanding of the difference between REAp versus funding transferability.
002So, it's a side by side that um compares title 5 part B subp part one which we call it reflex or AWA which is the alternative funds use authority and it compares that with the requirements under title 5 part A funding transferability. Within the resource, you get a summary, but you also have questions that are answered within the resource as far as who can actually exercise each one of those flexibilities. What funds are eligible for the flexibility? How may LEAs exercise the flexibility um while spending the eligible funds? What rules apply to the funds? Does an LEA need to receive funds under a given program in order to spend eligible funds under the program? What are LEA's responsibilities for providing equitable services under this authority? And what steps does an LEA need to take to
003exercise this flexibility? So, when you get into the PS3109, um, you will, this is what the schedule looks like. There's a part A and part B. Part A is your REAp section. The LEA needs to be eligible for REAP to utilize this flexibility. The funds do not transfer but may be used for local activities authorized under ESSA. Funds are not subject to all rules and requirements. ELEAs do not have to receive fund funds under a program to spend title 2 part A or title 4 part A funds on an allowable local activity. LEAs must provide equitable services relative to title 2 part A or title 4. LEAs must reserve for the benefit of PMP and teachers. Funds for PMP need not be expended under the same programs as for local public schools and should serve
004to meet the needs of PMP. And the eligible programs are title two. You can turn you can do reap from title two part a and title four part a into title one part a title two part a title three part a lea and immigrant title four part a and title four part b 21st century. Now, how do you know whether or not you're reap eligible? under when I went over the resources. One of the resources on grant opportunities is a report that will show you whether or not you're reap eligible or another way to look at it is if you are eligible to receive the small rural schools achievement program, you are considered reap eligible even if you don't apply for the program. As long as you're eligible for SRSA, you are el you are
005considered reap eligible. Okay. Now, how do you complete the reap uh part A or the REAP section of the PS3109? If an LEA does not apply for title 2 or title 4, the system will automatically gray out the row for the respective program. If LEA does apply for title 2 or title 4 and is not eligible to exercise RE flex or is eligible to exercise RE flex but elects not to participate, the LEA selects the does not apply checkbox for each applicable fund source. So for this example, they're not going to apply for I mean they have title four, but they're not going to exercise reflex for title 4. If the LEA does apply for title 2 or title 4 and is eligible to exercise reflex, the LEA elects to participate. LEA enters the percentage
006from the respective program to the receiving program for each program where the LEA exercises reflects the total cannot exceed 100%. So in this example they did 90% from title 2 into title one and 10% from title two to title three. So that would equal the 100%. You notice here even though one flexibility that you have for reflex is you do not have to receive funds under a program to spend funds in to spend title 2 or title 4 funds on an allowable activity. You can see under the funding transferability it'll since this flexibility does not apply. You can see that title three part A ELA is grayed out because they did not apply for title three. But for RE flex you can flex money into title 3 part A ELA if the LEA is eligible
007for reflex. reminder that the purpose of reapflex is to offer that flexibility for our small rural schools that may not have other funds available in order to run a particular program. If the LEA exercises both reap flex and funding transferability for each program, the total cannot exceed 100%. Okay. Now we'll go over funding transferability which is part B. All LEAs are eligible to to uh exercise funding transferability. When an LEA exercises funding transferability, those funds become the become funds of the program to which they are transferred and are subject to the rules and requirements of the program. LEA may only transfer eligible funds into the program the LEA has applied for on the ADC. Funds remain in the original fund source and are reported as expenditures under the original fund source. It is you. It
008is the use of funds that is redirected. LEAs must provide equitable services based on the funds remaining after the transfer. The LEA cannot reserve title 2 or title 4 funds solely to provide equitable services. ELEAS must conduct timely and meaningful consultation with a private school, modify campus or district improvement plans to direct to reflect the transfer and notify TEA of the transfer 30 days before the transfer effective date before transferring the funds. Applicable programs are again title 2 and title 4. And the receiving programs are title one part A, title one part C, title one part D, title two part A, title three part A, ELA and immigrant, title four part A, and title five part B rural and lowincome schools. And that must be uh they must have been eligible or they must be
009eligible for RLIS and must have applied for RLIS in order to uh exercise that flexibility into title 5 part B. Okay. How do you complete uh this section? If the LEA does not apply for title 2 or title 4, the system will automatically gray out the row for the respective program. If the LEA does apply for title 2A or title 4 A and elects not to participate in funding transferability, then the LEA will select that they do not does not apply checkbox for each applicable fund source. If the LEA does apply for title 2 part A or title 4 and elects to participate in funding transferability, the LEA enters percentages from the respective program to the receiving program and for each fundings for each program the LEA exercises funding transferability the total cannot exceed 100%.
010So for the purposes of this this e uh example we brought in what this LEA had done under they were under reflex so they exercise reflex under part A and now under part B since under part A they did not do title 4 part A they are doing funding transferability 100% of title 4 into title on if the LEA exercises both reflex of funding transferability for each program the total cannot exceed 100%. So there was 100% under title 2A under reap flex and they did 100% for funding transferability under for title 4. You are not required to do 100% you just cannot exceed 100%. Now there are those dependencies um that we mentioned earlier on uh PS3109 to some of our program schedules. So funding trans exercising funding transferability ex impacts the available funds to
011uh the program that the funds are being transferred to. And then funds available section under the program schedule you will see a section that will have what your current allocation of funds are and those current year allocation does not include any reallocation or carryover amounts. Sorry, I went too fast. So when you do funding transferability, you will see what the impact of what that funding transferability amount has on this schedule on your program schedule. This will affect title one part A or your PS3101, your title 2 part A um schedule, which is PS3104 and your title 4 part A schedule or your PS3107. The amount that is actually transferred will show up on the program schedule and it'll calculate what that total allocation and transfer amounts are. So another thing that we have found is
012on your PS3109 because there is no validation is if you're doing funding transferability and or reap if you say it does not apply on your PS3109 when you complete your title 2 part a schedule which is your PS3104 title 2 part A or your PS3107 title 4 part A on the PS3109 ensure that if you say does not apply that means you will be required to complete your program schedules. So in your program schedule, if you have does not apply on PS3109, the check box at the top of the program schedule that says the LEA has redirected 100% of title 2, part A or title 4 using REP and funding transferability. So that's that's wrong. So we you will get um we will communicate with you that either you have to uh edit your PS3109
013to show what those funding transferability amounts are or in the reverse uh would be that you would um complete your program schedules to truly reflect what's on your PS3109. N. So the correct way would be that if you're going to do funding transferability and this and when you complete your program schedules, if you do 100% of either title 2 or title 4, this is when you would actually select that does not apply. I mean the LEA has redirected those funds on your program schedules. Now we're going to talk about um the prior year data that are available on your PS3109 sections. I mean it's parts C and part D. Part C and part D are not available on your original submission of your application. The LEA will submit an amendment once the carryover amounts, if
014any, populate on your PS61. This process normally occurs in the spring. This allows the LEA the ability to let TEA know that the intent what their intent is with carryover funds. Then once carryover funds are available on the BES60001 or your budget schedule and LEA has carryover funds in title 2A or title 4A, the prior year section will populate with a PS 3109 data from your prior year application. So for the purposes of 2526 you will it will populate with the the amounts from your 2425 consolidated application. This is this was new to the 2425 consolidated application and that will be also be there for your 2526. So this will be the second year that we utilize this section of the PS3109. and how to complete um section C and D um are available when
015the carryover amount is populated on the BS60001. So on the car on the 601 uh there is a carryover or your carryover amounts are populated on line four which says carryover and uh the prior year data populates on only for the fund sources where there is a carryover amount greater than zero. So in this example, there is carryover amount in title 2 part A but zero in title 4 part A from the prior year. So for title 2 part a the options are you can leave it at 50%. Last year they had 50% from t for title two into title one and then since there is no carryover for title 4 the title 4 was at 100% and that is grayed out. So the option is to for t for the 50% to leave it
016as it is or they can increase that amount uh from at 50%. They can increase for title one part A, but they cannot decrease for any of the other pro. If there were any other programs available that had a carryover amount that they transfer to, they would be able to just either increase or decrease. Title one part A is the only program that will not allow you to decrease. For title four part A, there are no options available since they was no carryover amounts. Now I'll turn it over to Lengus. Good morning. I am Len Gas and I am the PNP unbudsman for private nonprofit school equitable services. This is the PS3099 private nonprofit equitable services part one. And so on this schedule you will see that all all eleas must complete part one. It
017is recommended that you complete PS3109 the reapf funding transferability schedule that dee was speaking about prior to completing the PS3099 schedule. Equitable services do not apply to charter schools. For the part one, all the eleas must check yes or no on private schools being located within their district boundaries or if there are title one part A services that are being provided in the public school. Then the LEA must respond yes or no. if there are any title one part A eligible students that might attend private nonprofit schools that are located outside of the boundary. Part 1B is where the LEA must indicate a response for each of the programs in which they have receive funding. So for title one part A, C, 2 A, 3 A, a English learner or immigrant and title 4 part
018A, all of those programs must be checked yes or no if there are any private schools that plan to participate in any of those programs. and then part C. Those are the asurances that the LEA must uh assure to and have supporting documents for those u asurances in boxes C1 and C2 that it is discussed all consultation requirements and that it also assures the affirmation of consultation will be provided if there are private schools that are participating with any of the equitable services. If there are not private schools participating with equitable services, the LEA would not submit any affirmation of consultation forms. Part two is the section for title one part A. The LEA will enter the lowincome ages 5 through 17 for the public school as well as uh indicate who are the are
019the number of eligible lowincome students that are attending private schools and those students must reside in a title one attendance area. The LEA would also select one of the four options on how they are um what method they're using for determining lowincome status. If a private school does not wish to share any information that would uh that would determine help the school determine lowincome information for the title one part A program, it may not participate in equitable services for title one part A. The LEA would only select one poverty method that they are using for all of the private schools to get that low income meas uh low income amount. If selected part 2A line 10, which is the administration of title one part A, it must match your PS3101 part 1 C line 5.
020On both schedules, you should have the total amount that is set aside for provi for administration for title one part A equitable services. For part two of the title one part C migrant program in line one, the LEA would enter the identified migrant students ages 3 through 21 for the public school as well as the enrollment for the participating private schools. that will help to generate any equitable services amounts for private schools that would be receiving uh migrant services. And that is only eligible for those private schools that are located within the boundary of a public school that has a a title one part C migrant allocation. For the title two part A program, the LEA would complete part C if there are any participating private schools that want to participate on this schedule. The
021private school would enter the student enrollment for the public school and private school of those students ages 5 through 17. Title 2A services may be used for all uh PMP staff within that participating private school. Again, only those schools, private schools that are located within the boundaries of the LEA are eligible to receive title 2 part A services for their staff. In line 8, if there is an amount reserved for direct direct administration, then the LEA would enter that amount there and then the system would calculate the title 2 part A private school reservation for equitable services. For title 3 part A, English language acquisition, the LEA would enter the total identified EL students in the public school as well as in the private school and those are going to be for students ages 3
022through 21. If a school does not receive a title 3 or if an LEA does not receive a title 3 part a grant, this this table will be grayed out. If there is equitable services um that the if there are direct administration that the LEA needs to reserve it is capped at 2% and that amount would go on line 8 and the remaining schedule will be uh calculated for equitable services for those students that are English learners and it would only be for those uh private schools that are located within in the district boundaries. Title 3 part A immigrant students that grant is very is very similar. You will enter ages 3 through 21 as an LEA at the public school and any identified immigrant students ages 3 through 21 for the private school. The
023again the the private school must reside within the boundaries of the LEA. On line eight as it was with the um English learners title 3, you would enter any reservation for direct administration and then the schedule would calculate the amount for title 3 part A immigrant equitable services. Title four part A, the LEA would enter the amount of public the number of student enrollment ages 5 through 17 for the public school as well as the private school. And then they would also enter on uh any administration that is reserved on line 8. And I will make that change on here. It says line seven, but actually line eight is the LEA reservation amount. And now I will turn it over to Vivian. Good morning. Um, I'm going to walk you through the PS 3101, which
024is the title one part A reservation of funds section. in part one. Uh if if the LEA has chosen to reap data or has chosen to reap funds from title two part A or title 4 part A into title one, then those amounts will be reflected in part one A. If the LEA has chosen to use the funds funding transferability option from title 2A or title 4 A into title one, those are going to be reflected in title or in part one uh section B. This amount uh in part B plus the uh title one allocation amount is what will be used to calculate the percentages in uh part C of this schedule. So what we did last year, this is so this is the second year we've done this. Um the way the the
025activities are organized in part C for the for the reservation of funds um the first four items are for activities that are required of eleas if they're applicable. So we'll go through these each one at a time. So the line one is for the district-wide parent and family engagement activities. Eleas with a title one part A entitlement that exceeds $500,000, they're required to reserve at least 1% for parent and family engagement activities. So the for those eleas that have more than $500,000 in an entitlement, they will not be able to click not applicable because they are required to reserve the 1%. Eleas that have a smaller entitlement may reserve funds under this line or they may check the not applicable box, whichever is applicable to them. Line two is for services to homeless students. All
026LEAs are required to reserve some title one part A funds to serve homeless student. So the NA box is not applicable for this particular line. Uh the LEA must document uh that they have uh determined the amount to be reserved based on need. uh we have created a worksheet that will assist homeless students in determining this amount uh so that they can have docu that worksheet as documentation uh for how they figured out how much they needed to reserve. Um the LEA doesn't have to use that worksheet. They can use some other form of documentation, but uh we have provided this to assist in figuring out what that amount is. And I'm going to turn this over to uh Nelly now to talk about the uh post award compliance review that's associated with this particular
027reservation. Thank you, Vivian. Hi there, everyone. Um my name is Nelly Nino. I am part of the postawward compliance unit under the federal fiscal compliance and uh federal fiscal compliance and reporting division. Um, and as Vivian mentioned in the previous slide, completing the entry for the part C line two homeless reservation uh has a new requirement. This new requirement is in response to USD's monitoring visit of TEA. Uh, for this newly incorporated requirement, the postawward compliance team will review a 25% random sample of ESSA applications postawward. That means after you've received your NOGA and the sample of grantees will be asked to submit the completed homeless student reservation worksheet or an equivalent. Uh during our postawward review of the app, the postawward compliance team will be using the homeless student reservation worksheet or its equivalent
028to compare the amount entered on line two of the PS3101 here against the budget and programmatic details. Uh and just for your own information, uh the worksheet that's indicated twice here in the slide are both live links for your use directly to that worksheet. Okay, great. Thank you, Nelly. Okay, so then proceeding on with the other uh requirements that are uh for the reservation of funds. Uh line three is for services to students who are residing in local facilities for the neglected. If the LEA has a local facility for neglected children that uh is located within its boundaries, then part of their title one part A entitlement was based on the number of children who were residing in that facility uh during the previous year's or previous October. So they would been they would have
029been reported by the LEA um as having resided at the facility um on the prior years SC9000. That's a special data collection that collects information related to students who are residing in local facilities for the neglected. So because th that amount is generated by the students who were residing at that facility to keep that portion of the entitlement, the LEA is required to provide title one part A services to the students at that facility. Whether that is through a reservation of funds which would be reflected on this schedule on line three or whether that is through a campus allocation which would have been indicated uh uh on the PS3102 which Herardo will talk to you about in a little bit. So at in some fashion, the LEA has to provide services to students residing at
030that local facility for the neglected either through a campus allocation if the LEA is operating a campus at the facility or through a reservation of funds if the LEA is simply providing services to students at that facility. The fourth requirement for the reservation of funds is for title one part A services to eligible private school students. This is for the equitable services uh amounts that were generated on the PS3099 that Lener talked to you about earlier. So this is going to be in two parts. Um the the equitable services requirement is for the the the direct services to students. So, this would not include administrative costs. Administrative costs are going to be on the uh the allowable or the the authorized reservations that we'll talk about in just a minute. So, lines 5 through 12,
031lines 5 through 12 on this schedule are what we call authorized activities. So they're not necessarily required under the statute, but they are allowable under the statute. They're specifically mentioned as things that are allowable through a district reservation. So line five is where you would record any direct administrative costs that the LEA was incurring to provide the equitable services to the eligible private school students. This is going to be the amount that's uh calculated on the PS399 in part two line 10. Line six is for direct administrative costs for the title one part A program that doesn't include the equitable services. So this would be the direct administrative costs for the title one part A program at the public schools. It would include the direct administrative costs for the title one part A student or
032title one part a program for students at the facilities for the neglected or the delinquent. Line seven is for the program for the services that are being provided to local facilities for negle or sorry for delinquent children. Um it is not a requirement that eleas's use title one part a funds for services to delinquent students. Uh the LEA if it has a facility for the neglect or for the delinquent res uh within its boundaries it's going to have generated title one part D subp part two funds. So the LEA could be providing services to these students through the title one part D subpart 2 program. However, it is allowable for the LEA to use Title One Part A funds to provide additional services to these students uh who are residing in facilities for the delinquent.
033And so, if that is the case, the LEA would do that through a reservation of funds. Line eight is for eleas that reserve title one part A funds to support early childhood education services to to low-income students who are below the age of compulsory school attendance. So if the LEA is providing support to those programs um they must ensure that the services that they provide comply with the performance standards that are established under Head Start. The LEA is also required to have uh agreements with these uh these other agencies. So whether it is a Head Start agency that's providing these services or whether it is an other early childhood education uh early early childhood development program um through another agency, the LEA has to have u an agreement a written agreement with those facilities. Um
034we are in the process of creating a template um that will assist eas in ensuring that they have uh the required uh items addressed in these particular u agreements. Um there is also non-regulatory guidance that's available from the US Department of Education that is available through the link that is provided here on this slide. Line nine um is for eleas who wish to use title one part A funds to provide financial incentives and awards to teachers who are serving students who are in title one schools that have been identified for school improvement. Um there is a percentage limitation on this. ELEAs may reserve not more than 5% of their title one part A funds to provide these uh financial and awards and or financial incentives and awards to teachers. So those are for teachers who
035are working in schools uh that have been identified for comprehensive support and improvement activities or for targeted support and improvement activities under the school improvement section of title one. Line 10 is for eleas to reserve funds to uh provide support to other school improvement activities under the uh either the comprehensive support and improvement, the targeted support and improvement or the continued support and improvement um section of the title one statute. Line 11 is uh for coordinated services. This is a little bit of a catch-all uh area. Um it incorporates some of the things that per perhaps the LEA had been accustomed to to lining out um in other um sections when we had the the the previous incarnation of this this particular schedule. Um, it would include things like title one part a summer school.
036If the LEA was operating that at the LEA level for the for title one schools districtwide, um, it would put that under now uh, in the coordinated services line. Um, additionally, another area that could be part of this would be um, for professional development for title one part A teachers. So if they were uh if the LEA had uh teachers on schoolwide campuses or teachers on targeted assistance campuses who were u working with the students who had met the LEA's established criteria for receiving services under targeted assistance um that professional development would go under a coordinated services line. And the last line that we have here is for foster care transportation. Eleas that receive title one part A funds are uh required to collaborate with the state or local child welfare agency um to ensure
037that transportation for children in foster care is provided, arranged, and funded. There are several uh different models that can be used for that. Um and we've provided a link to the USDA's non-regulatory guidance um so that you can have um uh the uh the guidance that the USD has provided uh related to providing the transportation for students in foster care. So for any of these activities that the LEA is going to reserve funds, they would use uh you would use the first column here uh to enter the amount that you're reserving from the current year entitlement. The percentage column is going to automatically calculate the unexpended funds from prior year reservation. This column is not going to be available for any kind of entry on the original application. This column is going to open up
038once uh the carryover amounts are calculated uh usually at the end of February of the following year. Um so so you would see this cal this column open up in February of uh 2026 when the the carryover funds are calculated. Um, for the items that have a required reservation such as the the the parent and family engagement and the private school equitable services, those amounts are have a calculated minimum. Um, if the LEA does not spend or did not spend in the prior year the amount that was required for that program, the LEA would be expected to carry over in this second column for lines one and line four of what that unexpended uh obligation was from the prior year. So that then during the current year the LEA would be expected to spend what
039is in the current year reservation plus what is u in the u unexpended funds from the prior year. But again this last column will not open up until carryover amounts are calculated. Okay. Okay. Now, I'd like to spend a little bit of time on the the SC5000, the Title One Part A campus selection schedule. Um because there's no way that I can actually talk about all of the things that go into this particular schedule during the time frame that we have in this training. Um I do want to invite you to attend um a virtual training that we are having related to the campus eligibility and the SC5000 as well as the title one part A campus allocation determinations. Uh we will be having a three-hour training to cover both of these topics on June
04010th from 9 to noon and you're able to register at the link that is um u shown here on this slide. So though although I'm going to go over the schedule, um it it really needs to have a little bit more attention to it than than we're able to give during the current time frame. If you're wanting more information before the June 10th training, there are video resources that are available um currently online. Uh we recorded last year's training related to the title one part A campus eligibility and the title one part A campus allocations and those video resources are already available on um our website. These links are live so that you can reach them if you're wanting to have them. Um it probably would be a great idea for you to view these
041resources and attend the the June 10th training. Um the subjects are kind of complicated and it can do you a lot of good to hear it more than one time. Um so if you have questions after viewing the resources, maybe it'll be more clear when we do the training or if you still have questions after that, then you can you you you can ask more directed questions um if you have that kind of background already available. So anyway, before starting your SE5000 schedule, before even trying to complete it, um we advise that you create a spreadsheet to capture certain information to help facilitate uh completing the schedule because you're going to have to have all this information sort of at your fingertips to be able to make the schedule completion uh not just like super
042complicated. So on your spreadsheet, you're going to want to have for each campus, you're going to want to have the total number of students enrolled, or if you're using residing data, then you can use that data, but the total number of students enrolled, the total number of lowincome students at each campus. And you're going to want to go ahead and calculate the lowincome percentage. So, you take the total of no low-income students and you divide it by the total number of students enrolled and you'd come up with a lowinccome percentage for each campus. So, you're going to want to um you'll want to to be able to enter the low-inccome percentage on the SE5000. Um, for your sanity, uh, you probably want to sort your low your your spreadsheet by lowinccome percentage while you're figuring
043out which campuses you're going to make title one eligible. If you only have two or three campuses, this is not such a big huge deal. But if you've got anywhere like more than five or six or 10 campuses, you're going to want to sort this by low income percentage so that you can see your campuses in rank order. um it's a whole lot easier to be sure that you're not skipping them um as you determine which campuses you're you're going to serve because you want you're going to want to figure out which campuses are title one eligible. So that's going to be down to either 35% or down to the district average, whichever is lower. Uh you're going to want to determine which campuses can be schoolwide eligible, which ones you want to serve as
044schoolwide campuses. Um, generally the threshold for that is at 40%, although there are waiverss available to go lower than that. Um, and you're going to want to be able to indicate what the campus status is. So, you're going to want to say whether it is schoolwide or targeted, whether you are skipping the campus, in other words, you're you're you're serving campuses that are lower than that campus in rank order. Um, or if you are not serving the campus. If you have this information before you are filling out your SC5000, it will be a little bit easier. So now we're going to to to go through the SC5000 and see how how it works. There there is a resource that may be useful to you. There's a title one part A campus selection and SC5000 handbook.
045Um, in part A, the LEA name will prepopulate. You will have to type in the LEA's lowincome percentage. So that's the lowincome percentage for the LEA as a whole. So you'll take the total number of low-income students in the LEA and divide it by the total enrollment in the LEA and that will give you your total low income percentage. The total enrollment for the LEA is a field that's going to autoc calculate based on the information that the LEA puts in in the rest of the schedule for each campus. So as you complete the campus information, this number for total LEA enrollment is going to change. Sorry, I can't do anything about sneezes. Okay. Um, so for example, I think we filled this out. So you have example ISD. I type in the 42.35% lowincome
046percentage. And truly, you should go ahead and carry out your low-inccome percentages to two decimal places. um that lets there be uh usually no question about ties in terms of whether a campus is higher or lower uh than another campus. Usually by the time you go out to a hundreds position, there's a clear delineation between campuses. Okay. So now we're going to look at part B. Part B is the LEA's campus list. The campus list is pulled from Ask Ted. Uh the information about the campus name, the campus number, and the grade span is going to be pulled from ask TED. Now, this is the LEA's opportunity to use the copy prior year data from the prior year application, but understand that only certain things are going to be pulled from last year's application. They
047will pull the basis of eligibility which is the second column. They will pull the campus status which is this column over here in the middle. And they will pull the information about consolidated funds from the prior year application. Now if the LEA copies prior year data and wants to change it, that's certainly an acceptable thing. So if you pull the data and you think, "Oh no, I'd want to do it differently this year," then the LEA has the option to change that um campus by campus. But understand that if if the LEA has started to complete the application with data and then say, "Oh no, I want to copy prior year data." When you copy the prior year data, what you'd already put in is going to get overwritten. So, you want to be judicious
048about when and if you want to use the copy your copy prior year data button. It's a useful tool, but it can also sort of be a pain. So, you want to be able to if you're going to use it, use it at the right time. Um, also understand that the campus enrollment data and the campus lowincome data will not be copied even if you use the copy prior year data button. That's because the campus enrollment and the campus low-inccome percentage changes from year to year. Okay? So, it really doesn't matter what last year's was. What matters is what this year's is. And so, that's why the LEAs are required to enter the campus enrollment and the campus low income percentage each year. Okay. So we do have a suggested order for completing the data
049for each campus. So we would suggest that you would put in the campus enrollment first that you would enter the campus lowinccome percentage next because please note that we do not actually collect the number of low-income students. That's why the LEA is advised to create its own spreadsheet. Enter the enrollment data. enter the campus lowinccome data and calculate the low-inccome percentage because the what you're going to put on the schedule is the enrollment and the lowinccome percentage. We don't c we don't actually capture the number of low-income students here that's maintained by the LEA at the local level. The third thing would be the basis of eligibility. We'll talk about each one of these things as we go along. This is just the recommended order. Uh then you will enter the um additional title one
050eligibility if that's applicable. And again we'll talk about this a little bit more in detail. The campus status would be the next thing that you would want to complete. Whether the campus had additional schoolwide eligibility issues. So, if you c your campus status was going to be schoolwide program and the LEA uh was lower than 40%, they would need to enter some additional schoolwide eligibility. So, you'd have to say whether it was based on a schoolwide edlex waiver or whether it was schoolwide the previous year. If it was a targeted assistance campus, the LEA would need to enter the number of lowincome students that it anticipated serving on that targeted assistance campus. because obviously if it's targeted assistance, the LEA can't serve everybody. That would be like a schoolwide program. Um the LEA can't even
051serve all of a grade. They would need to be identifying students who are most at risk of failing. Um and then the LEA would determine whether they were consolidating funds on a schoolwide program. So if it was a targeted assistance campus, this wouldn't be an issue. But if it's going to be a a schoolwide program, they would need to indicate whe how they were consolidating funds on the schoolwide program. And we'll talk about that in just a minute. And the the n the other issue would be uh last if there was any other um piece of information that the LEA needed to tell us about a particular campus. Okay. So let's do a little bit of an example. So like for each campus here on our example, we have sample elementary and their total enrollment
052at sample elementary is 527 students. The enrollment at example middle school is students. And we enter the low income percentages for each of these campuses. And we're going to select the basis of eligibility for each of these campuses. So if we were using residing, we would use that. Uh this is a drop- down menu. So it's it these are the things you that the LEA would pick from. So it would be residing, enrollment, feeder pattern, optional method, direct certification or none. So for each of these campuses then we would also select uh the additional title one eligibility. So, for example, this is also a set of radio buttons that that the district can pick from. If the LEA was needing to use a one-year transition, meaning that they had dropped out of title one eligibility
053altogether, and the LEA was was invoking the one-year transition option to have one more year to transition this campus from a title one campus to a non-title one campus, they would indicate that they were using the one-year transition option. um if the LEA was using a gradspan grouping uh to say, "Okay, I'm going to serve all of my or I'm going to serve my middle school campus group first. So, I'm I'm going to group my campuses by gradspan." Um they would use that particular one. Um if the LEA was qualifying a campus using an individual Edlex programmatic waiver, they would use that as an option. Um, let me say right now that nobody in the state has an individual programmatic waiver under Edflex right now. So, this would probably not be something that you were
054doing. Um, unless you are already knowing that you are in the process of developing that waiver application and are about to submit it. Okay. So, like nobody has one right now. Um, or if there there are no additional title one eligibility issues uh that need to be considered, the LEA would select none. So in this particular case for this campus for sample elementary they're obviously eligible because they're over 75%. We have none of these issues because you can't group by grades span over 75%. We don't need an ad flex waiver. We don't need one-year transition. So it's a none. Likewise for the um example middle school it's obviously above 35%. I don't need any of these additional eligibility issues. So, it's a none. Then I'm going to select the campus status. So, it's either going
055to be schoolwide or targeted assistance, not served or skipped. So, in this particular example, um we're selecting uh schoolwide for sample elementary. We're selecting targeted assistance for example middle school. Okay. So now for each campus, if it's schoolwide, I need to indicate if either of these two options is being invoked. So it's above 75%, so I don't need a Netflix flex waiver. I don't have to establish the schoolwide status from the previous year. So I'm not going to select either of those. For every campus that I have selected as a targeted assistance campus, however, I need to indicate the number of students who are served on that campus. So, for example, I'm indicating here on my targeted assistance campus that has an overall campus enrollment of 651, I'm identifying 29 students who are going to
056be served in a targeted assistance program. Okay, so let's talk for a second about this last column over here, the the consolidated funds column. For each schoolwide campus, I need to talk about what funds are going to be consolidated in that schoolwide campus budget. Whether that's going to be title one part A only, whether that's going to be title one part A and some other federal funds, whether that's title two, title 4, uh other federal funds can be consolidated on a schoolwide campus budget to upgrade the entire education program. If that's going to happen, all of those fund sources that are being concluded in that consolidated schoolwide budget need to be indicated as such on this in the inside the schoolwide program plan. So the the the campus needs to say needs to specifically write
057out I'm consolidated title one part A, title two part A, title four part A in my schoolwide campus budget. And in that case they would select here federal funds only. If they were including those federal funds plus state comped plus some local funds then they would indicate the federal state and local category. And I wanted to to point out right here sometimes people get confused about consolidating funds in a schoolwide campus budget and consolidated administrative funds. Those are two separate issues. Consolidated administrative funds happens at the LEA level for administrative funds. Funds that are consolidated on a schoolwide campus happen on each individual schoolwide campus. So they're they're two totally separate issues. So here on this particular schoolwide campus, we're going to indicate that it's schoolwide camp or that it's title one funds only. So
058that's what I'm going to indicate here. Okay. So for um part C, once the LEA has uh completed part B and figured out which campus it's serving how, um it's going to be required to indicate uh that it accepts certain asurances. So if it has indicated schoolwide campuses are being served, the LEA was required to uh indicate that it accepts the schoolwide campus asurances. If it is uh operating any targeted assistance campuses, the LEA would be required to accept this targeted assistance asurances. If the LEA is skipping any of the campuses, that means they are like uh if they're they're they have a campus above 75% and they're going to drop down and serve campuses that are 74%, but they're not going to serve the campuses that were above 75%, they're going to have to
059skip those campuses. there are certain assurances that the LEA is making in those situations. Um likewise, if they are uh using a school an edlex waiver to establish schoolwide eligibility, there are asurances related to that. If they are serving any campuses below 35% poverty, there are uh asurances related to the special uh 125% special allocation rule that kick in. Um each of these asurances in all of these categories is lined out inside the SE5000 5000 handbook um on pages 23 and 24. So that is a resource that you can uh refer to for more detail on that. Um then in part D related to supplement not supplant um the LEA is required to have either a title one neutral methodology for distributing it state and local funds to its campuses or it is required to
060have a valid statement of exemption. Each of those is described in the supplement not supplant handbook. Um there are trainings related to each of those topics that are available also recorded online. Um, and if you want to discuss your particular situation, you're welcome to email me and we can we can talk offline about any of that. And I'll turn it back over to Hime to send us to a break. Hello. Hello. This is Herat Ramirez. I'm the title one party program director and I'll be walking you through the PS3102 which is the schedule for the t1 party a neglected and the t1 party subp part two. All right. So just to start with a little bit um we when we talk about the title one party program we as you have heard us before we
061talk about the ESSA law and within that law we have the establishment of the title one party and there we are given different definitions that we must abide in order to be able to perform the the work within this program. So we have the definition for neglected, delinquent and at risk. It's important to note that facilities need to meet the intended definition as it is in statue. And so here we have the two different definitions for neglected or delinquent. Um so the main thing to know between the two is that they sound similar. For neglected, you have public or private or residential facility other than a foster home that is operated for the care of children who have been committed or placed by state law due to abandonment, neglect or death of parents or guardians.
062And for delinquent, we have is a public or private residential facility other than a foster home for the care of children who have been adjudicated to be delinquent or in need of supervision. So the main thing here is that when it comes to title one part D sub or part two, the facility needs to be meeting the definition of delinquent. Um and for that we have youth that have been adjudicated. And what that means is that typically a judge is involved. Um and so that you may have pre-adjudication centers or facilities and you have also uh kiddos that are serving the sentence in a facility too. When it comes to neglected, we have um other than it's not a foster care um facility and we have kiddos that have been placed there either to abandon
063and neglect or death of parents. So when you get to the schedule on the PS3102, we have um a couple of things that we would like to cover. First we see that if you have completed the SE9000 which is the student annual count um you will have facilities that are pre-populated on that first line for state agencies that will be this SC910 um and so that will be the same thing when it will be the data that whatever was submitted on the on those special collection tools it will be prepopulated here. Then something that was sort of new last year and then we kind of have been implementing it is this focus on title one part a participation. So we're going to be covering just a little bit more in depth what that will look
064like especially moving from what my colleague Vivian um covered earlier and the uh and the slides. So we have here's a look into a more in-depth what participation one part a. So what this means is that the LEA may provide services that um that are comparable on the title one par a to a facility who is either neglected or delinquent. Now earlier you may heard that there's a reservation and that kind of stuff on the um title one par a. So if the facility is a neglected facility the LEA must provide reservations either through the LEA reservation or the campus allocation. Um if however the facility has declined services meaning they don't want title one part a services then at that point they can select no and check the box where it says decline services.
065If the facility is a delinquent facility then at this point title one part a services are optional and the le respond no which is if you see my cursor at the top um and check the box of decline services. So I know it looks a little bit different cuz I received sort of a question saying well we didn't offer for the lining but remember that is just no it's still there for the client services is more specific for when we talk about neglected facilities. So what does it mean moving forward if you select um the ELEA reservations? Uh then that will check a trigger. It will basically check if you have made a reservation on line three for neglected facility only on the PS3101. Um if you have done um the uh another trigger will
066be for line seven right for delinquent facilities. So again, we go back to back and forth on those uh reservations that were made at PS3101. And this is sort of like a method of being able to check yes, it's a neglected facility. Okay, so depending on how you are servicing this facility and providing title one services, it needs to cross check with the PS3101. a pop-up box explaining what are the sort of like the uh what happens next if the answer is no um will be provided and this is what it looks like. So when um the the facility says I don't want to be involved or the alias says we're not going to service this facility then we have sort of like the ramifications of what that will entail. So here you say we
067see that it says if the facility has declined services the leas one part neglected share might be reduced by the amount generated by the facility. Remember that the student count uh that is provided through the SC9000 or the SC910. Um that is sort of like what generates the annual count and then is then used to generate the funding. Um, remember also that the neglected kiddos are sort of like embedded within your title one part A entitlement and delinquent kiddos are true title one part D sub part two funding and I'll pass it on to my colleague Nelly. Thank you Herado. Uh so if you're required to complete this schedule um to follow up on the information that Herardo just shared with you, some of your information will prepopulate based on your SC9000 such as the
068local facility name in the second column, first column, second column. Anyway, uh the facility status would then also need to be indicated if the facility is new or closed. Um and just if it's closed, were services provided in the current school year. Uh if an agreement with facility has changed and the facility isn't in use anymore, please just mark it closed. Uh next, you'll need to indicate the facility type, neglected or delinquent. Under the participation columns, excuse me, you'll want to indicate yes or no for title one part A for both neglected and delinquent facilities. If the response is yes, you'll indicate whether services are provided through LEA reservation or campus allocation. And if the response is no, the declined services box should be checked indicating that the facility has declined services under title 1A.
069As Herado previously mentioned, for both neglected and delinquent facilities, something must be indicated under the title one part A participation columns, even if it's just to decline the services. In our reviews with the postawward compliance team, no response to the title one part A participation was one of the most amended items needed. For a delinquent facility, you're also going to select yes for title one part D subp part two. Uh if you're reporting on a neglected facility, the title one part D subp part two subp part two boxes will be disabled. Also for delinquent facilities, the written agreement column should have a current date and the written agreement assurance box should be checked. Uh the written agreement date should be before the submission of the application. Now in this example, this facility is a pre-populated
070facility and it's a neglected facility being served with title one part A by LEA reservation. So, an amount should be reserved on line three of the PS3101 and title one part D subp part 2 is grayed out because it's a neglected facility. This uh this facility is a pre-populated delinquent facility. They will not be served with title one part A funds. So the declined services box is checked under the participation for title one part A and yes is indicated for title one part D subp part two funds. the date the LEA verified the October count for title one part A or title one part D and the date the delinquent facility signed excuse me the date the delinquent facility signed the written agreement for title one part D only must be prior to the application
071submission date even if you're asked to amend later and the and the date of the written agreement should be the most current finally the re written agreement assurance box should be checked on the far right. And the last example I want to share with you is if you want to add a new facility under the local facility name column, the new facility name is manually entered. In this example, it's a neglected facility. The new facility will be will be served with title one part A with an LEA reservation. So the title one part D subp part two questions are disabled and because the LEA has indicated that it will serve the new facility through an LEA reservation. This will prompt the trigger validation to enter a reservation on the PS3 101 on line 3 and
072then click the add new facility button to save the entry. Thank you, Nelly. Now, I'll be talking about PS3103, Title One Part C, Migrant Education Program. First we want to talk about uh PS3103 schedule and general instructions. Just know that um this schedule is required if title one part C funds are budgeted on schedule BS60001 from the program budget summary. general instructions um that if on the application designation certification form for the ESSA grant you applied as a fiscal agent or you applied it at own for title one PRC funds this schedule must be completed. Just going back to previously um previous discussions about the application designation certification form the ADC in part one you're going to select the appropriate designation either you're going to apply on own as an independent project district you're going
073to apply as a fiscal agent as part of an SSA or of an SSA or not apply at all um that would be a non-p project district or apply as a member of an SSA that would be an SSA member district. Please note that um the previous part one consultation that has been removed from the application because this is going to now be captured on the PR1200 title one part C compliance report. So looking at now part one required program activities. When you're looking at this you are to check each box to indicate your organization's um acknowledgement of compliance with carrying out the required activities. Now since all these activities are required of all MEPs you must check all active boxes before saving. Um, if all check boxes are not checked, an error message will
074appear stating that all required program activities must be checked. The LEA is responsible for incorporating the migrant education program activities, services, the plans, the guidelines into a migrant specific section of the district improvement plan and updating it yearly. The activities listed in this section are required are required activities um for all Title One Part C programs in Texas. You must maintain documentation of these activities for auditing and monitoring purposes. And please note that additional requirements will be provided in the program specific provisions and asurances. Now we're going to talk about part two priority for service action plan. As a reminder, priority for service PFS migratory students are defined as migratory children who have made a qualifying move within the previous one-year period and who are failing or most at risk of failing to meet the
075state's academic standards or have dropped out of school. And please note that the students are flagged according to information that is encoded into our database which is the TXNGS system. So you are to check the box to indicate your organization's acknowledgement of and compliance with carrying out each required activity in this section. If the box is not checked, an error message will appear stating um that the item in the priority for service action plan must be checked. In addition, in providing services with Title One Part C funds, LEAs shall give priority to PFS migratory children with MEP funds before using migrant funds to address the needs of other migratory children. Not only must services be offered to the PFS students first, but uh LEAs and ESC's must follow up with each students to ensure that
076they're indeed receiving these services and services being provided must meet the actual identified need of each PFS student and not just provided for the sake of providing the service. Just a few reminders. Line one, um, develop a PFS action plan. It must explain the criteria for defining PFS and include timelines and objectives. In line two, you have include the priority for service action plan in the district improvement plan. Then you have run the PFS report from TXNGS system on a monthly basis to identify who the PFS children and youth are and to give them priority access to the MEP services. Here we have part three plan supplemental activities. You are to check the box to indicate the planned activity uh the type at each grade span. If no activities are planned due to justifiable circumstances,
077then you can mark NA and provide an explanation um in the box provided. If no box for any of the grades spans are checked, an error message will appear when marking the plan supplemental activities. In part three, please consider the fidelity of the activities as intended in our state service delivery plan. These activities can be supplemental instructional services, summer programs, or supplemental support services. Some of the supplemental instructional activities can include uh for for example for early childhood through kindergarten. What you can have is um you can have homebased programs for children ages 3 to four. Supplemental support by a teacher for eligible migratory pre kindergarten or kindergarten students performing below the expected level of development for grades five first through fifth supplemental instructional services such as tutorials for example extended day tutoring tutoring in
078the core content areas extended day state assessment tutorials reading instruction by a teacher math instruction by a teacher For grades 6 through 12, we're looking at instructional services that can include educational support such as training and support to eligible migratory students on how to effectively use reading or math resources and tools. You can have extended day statewide assessment tutorials, reading instruction by a teacher, math instruction by a preacher, or even credit acral such as distance learning coursework. Then we're looking at um supplemental activities for summer programs. We have project smart, which is the state initiative for summer school for grades K through 8. Um, and it should be utilized when providing summer supplemental services in mathematics to eligible migratory students andor supplemental support services. For example, providing clothing, providing access to health, nutrition, social service
079providers, or providing migratory families with necessary educational supplies. That's all I have for PS3103. Now I'll hand it over to Herardo. Thank you. Hello again, Lenosi. Um, and I am the title 2 PA program director as well. So I'll be walking you through the PS3 104 also with uh my colleagues from the postware compliance unit. So the title 2 A program schedule is fairly simple. Um if you remember earlier we taught to cover reap and transferability. So if it's a 100% the ch checkbox at the top will be active. All you have to do is check we move on. However, um for anything else, we have sections A, B and C. So section A is for reap information. This is data um is read only and is does not adjust the total total allocation. For
080section B is also this is your transferability and at this point is also just read only. Section C is where most of the items from you guys will be taking place. Um and this is for plan uses of funds based by area of focus. Um, and just remember that all title 2 A activities should fall within one of the areas of focus which are listed in section C. So just to dive into it, we have items 1 2 3 4. Items one, two, three are your areas of focus. And we'll talk more about line four um in a couple more slides. Essentially what happens is that remember as I keep mentioning title 2 a activities must fall between one of the areas of focus which is either line one two three and based on the
081USD monitoring that we uh went through we had um an action requested and so at that point there's been an added assurance for professional development educator and growth that my colleague Nelly will go over. Thanks. So under part C, planned uses of funds by area of focus, at least one activity must be indicated. Uh if PMPPS are being served with title 2 part A funds as designated on the PS3099 then line two professional development and educator growth is the only allowable use of funds for serving those PNPs. And if professional development educator growth online 2 is selected, then the grantee must select the new supplement not supplant assurance radio button and complete the title 2A professional development educator growth worksheet or an equivalent. You're being asked to assure that title 2A funds budgeted for professional
082development are supplemental and do not include state required PD. You're assuring that you'll complete the title 2A professional development educator growth worksheet or an equivalent prior to submitting the grant application and you're assuring that you will maintain the completed worksheet and the applicable supporting financial records and provide them if requested by TEA. This worksheet is associated with the newly added title 2 part A supplement not supplant validation. Oops, too far. Okay, this is an example of the new title 2 part A supplement not supplant worksheet for professional development activities. At the bottom of the worksheet, there are four different tabs. There's a guidance tab, required professional development plan tab, supplemental professional professional development plan, and an example tab. This worksheet is available on the postawward compliance web page as well as the federal fiscal compliance
083and reporting work app dashboard uh at the top link and the bottom link is live directly to the title 2 part a supplement not supplant worksheet. So those are both live links. Keep in mind that you're going to complete the application as per usual uh with the new assurance on the PS3104. Again, you're assuring you've completed the title 2 part a supplement not supplant professional development worksheet or an equivalent. You're keeping it locally and that it will pre it'll be provided upon tea's request. I can tell you that the worksheet will be requested by the postawward compliance team if the grantee is part of the newly added 10% random sample being validated in March of 2026. Uh and just to reassure you all, there is a uh there is a training that will be provided
084by the postawward compliance team on June 10th from 12:30 to 1:30 on utilizing the title 2A supplement not supplant professional development worksheet. The date and time in this slide is a live link to register for this training. Sorry. Uh for the title 2 part A supplement not supplant professional develop random validation a communication will be sent out in January of 2026 to the 10% random sample of grantees with specifics on the newly added title 2 part A supplement not supplant professional development random validation and training for that validation process will take place in February of 2026. 6 with TEA's validation process taking place in March of 2026. This slide offers links to certificate renewal requirements for several positions that may be helpful to you when completing the worksheet, as well as the Title 2A programmatic
085guide. All right. Thank you, Nelly. I appreciate you. So, now let's dive into now that we cover line two and more in depth, let's talk about line three, which is evidence-based activities. Here we have uh in the past when it comes to evidence-based activities, what we have seen is mostly used for class size reduction. So if you are conducting an EV evidence base just keep in mind that evidence base means there's research attached to it. There's different levels of research which is uh low moderate and exceptional and there's more information on that on the program guide and the non-regulatory guidance for title 2 par a that we have on our title 2 par a uh t web page. So if you want some light reading about how this research present um there's some resources for
086you as well. Line four has been just a little bit of a mix and that's because in the past we have had other allowable activities um as a line four and based on what we have seen on the last few years as we pull data from what um you guys have been put into that field box uh what we see is sort of like this more need for a more specific line and description of it. So as a reminder as I keep saying if you there's anything you want to remember from our talk today is that all activities must fall within the areas of focus one of the three areas of focus. So that makes basically only one other thing that's allowable and that's the administrative uh administration of the title 2a program direct administrative
087costs will be considered allowable as long as the amount is reasonable and necessary as per your local policies and procedures. And with that, I'll pass it on to my colleague Ricky. All right. Thank you. Okay. All right. So, I'm going to go over the title three um part A um PS 3106 or ELA. Okay. So when you get here and you are filling this out, there are three parts. Okay? And we're going to look at the first one which which is letter A. So letter A is talking about the supplemental activities that are going to be supplemental above and beyond of those that you are already doing to oversee implement your state's mandated bilingual education program models and and that's going to include all six the two DLI dual language ones the transitional um bilingual
088and then your ESL which is your content base and your pull out. So, we're thinking about above and beyond leveraging your title three funds. So, after you complete your needs assessment, you're going to go here into letter A and you have eight different options. Okay. Um, now to kind of help you understand the difference between number one and number two because I get this question a lot. um because you have to select at least one of the options within one and eight through one and eight. Okay. But how do you know if you're selecting one um number one or number two? Well, number one is one that you would select if you are transitioning your your bilingual education program and you are in a sense building ahead the runway knowing that we're going to be
089changing and enhancing our program model. So say you are implementing a content base and you've now hit the threshold to be required u in the future to offer the bilingual program. Well, you can go ahead and start leveraging your funds to build capacity before you get to required before you're required by state policy to implement you start building that capacity ahead. Okay. So number one is selected if you are going to be planning to change your program model. Number two you would select if you are not changing but you're going to be enhancing what you're currently offering. Now it is possible for you to select one and two because I know some of you all um for example may be implementing a uh dual language program maybe in your primary elementary grades and you are
090not yet implementing into your secondary so you're offering say ESL. Um, so it's possible you're you're still enhancing your um dual language program at the elementary, but then you're substaining your ESL at the secondary, which would require you to most likely check both one and two. Um, in the next section, which is going to be letter B, addresses the supplemental um engagement components within title 3. We know in statute we have the three engagement components. We have parent engagement, family engagement and community engagement. So these are going to be those activities that are above and beyond other um local state funded engagement activities but also recognizing for title 3 these engagements should be truly tied to linguistic um development um supporting families in that way. Now all boxes must be checked in this particular section
091because it is required of all those who have applied for title 3 funds for the ELA. It it is one of those requirements you have to complete. So in a sense this is more of an assurance just to remind you that one two and three all need to be completed um during this academic year. So once again, these are above and beyond and should be meeting the linguistic needs of um your identified emerging bilingual students. Now going into C, I'm actually going to pass it over to my colleague Nelly to walk us through the professional development piece. Thanks Ricky. Um, so just as I shared in the previous slides for title 2 part A, for title 3 part A, ELA, a supplement not supplant assurance has been newly added under part C supplemental activities professional
092development. The LEA must select the newly added supplement not supplant assurance radio button and complete the title 3 part A ELA professional development activities worksheet or an equivalent. You're asked to assure that title 3 part A ELA funds budgeted for professional development are supplemental and they don't include any local, state, andor other federally required PD professional development. Um, you're assuring that you will complete the title 3 part A professional development activities worksheet or an equivalent prior to submitting the grant application. And you're assuring that you will maintain the completed worksheet and the applicable supporting financial records and provide them if requested by TEA. Again, this is an example of well, not again because the first one was the title two part A supplements not supplant worksheet. This is the title three part A supplement not
093supplant worksheet for professional development activities. At the bottom of the worksheet, there are four different tabs. Guidance required professional development plan, supplemental professional development plan, and an example of how to complete those. This worksheet is available on the postawward compliance web page as well as the federal fiscal compliance and reporting work app dashboard through the first live link as well as a link directly to the title 3 part a ELA supplement not supplant professional development worksheet. Things to think about. uh you're going to complete the application as you normally would with the new assurance on the PS3106. You are assuring that you've completed the title 3 part A supplement not supplant professional development worksheet or an equivalent. You're assuring you're keeping it locally and you're assuring it will be provided upon tea's request. The worksheet
094will be requested by the postawward compliance team if the grantee is part of the newly added 10% random sample being validated in March of 2026. Again, I want to reassure you all that a training is going to be provided by the postawward compliance team on June 10th from 1:45 to 245 on utilizing the title 3A supplement not supplant professional development worksheet. uh and the date and the time in the slide is a live link to register for this training. As for the title 3 part A ELA supplement not supplant professional development random validation, a communication will be sent out in January of 2026 to the random sample of grantees and training for that validation process will take place in February of 2026 with TEA's validation taking place in March of 2026. This slide offers live
095links to several resources that may be helpful to you when completing the worksheet such as a fazrag, the supplement not supplant handbook, and the title 3A English language acquisition, language enhancement, and academic achievement act. Thank you, Ricky. Uh, thank you. All right. Okay. So for for you all who happen to meet the eligibility because you have reported a significant increase of students who have met the definition as an immigrant student. Um you potentially are eligible for additional title 3 funds which are awarded through the title 3 part 8 immigrant. And so that is going to be PS um 3114. Now, like I said, for you who are completing this still based off of a needs assessment, um because we're still thinking above and beyond, um I do want to say that, you know, we see
096here there are seven radio buttons that need to be selected. um you are going to have to select at least one here because there's not an option of an NA under letter A. Okay, so there are seven supplemental activities. But keep in mind that many of our um students who do meet the definition as an immigrant student potentially are dual identified also as an emerging bilingual or English learner. So when we are supporting with supplemental activities already through your title 3 ELA, it's also good to think about those students who may already be receiving those supplemental activities and what are the additional activities when completing this schedule. So once again, something has to be selected out of letter A, one of these radio buttons. Now when you get to section B which is very much
097parallel to the ELA side this is referring to your engagement component under B here still supplemental above and beyond. Now, if you have been able to meet the needs of families um through your ELA for the majority, say all of your identified immigrant students are dual identified also as an EB, then it's possible that you could select number four, which is NA, as in there's no need to expend any of these funds for this because it's being met through your ELA schedule. Now letter C you can see that there are once again above and beyond beyond act supplemental activities and supporting personnel who have been trained or being trained to provide services to immigrant children and youth. Now there are two targeted personnel here. We have teachers and pair professionals. Now you take each row
098and we go for example teacher there is the column of recruitment the column of training and then you have the column for NA. So if you are not planning to expand based off of the needs assessment any funds on recruiting um specialized personnel who have been trained to help support um teachers then you know supplemental teachers supplemental staff there then you would then select for example NA if that's not the um the need but then you look at pair professional you look at that row and you go through each of those columns again um so for example Maybe you are um going to be uh spending funds for recruiting uh pair professionals who specialize in a need for immigrant children, maybe a particular language, then you would check that off um for this particular one.
099Now, if you see and you look at this screen, you'll see that there's an NA for B and there's NA options for letter C. So it's possible that you selected all your NA's in B and C but that is why letter A if you recall there was not an NA. So because there has to be something a supplemental activity selected on this schedule between A B and C. Okay? If not you'll receive an error and won't be able to move forward. But once again think about your needs assessment. What do you need that's already you know above and beyond even for those who are dual identified through your ELA. All right, passing it back to you. Good afternoon everyone. This is Lenitra reporting back and this afternoon we're going to start off with the PS
1003107 which is the title 4 part A program student support and academic enrichment for the PS3107 part one we have the plan use of funds in this area the districts um will check the the first box at the top to say if the LEA has redirected 100% of its title 4 funding or not uh using the re or funding transferability. If the LEA elects to use the reflex flexibility from 2A funds or to redirect title 4 funds, the amounts will be prepopulated on this schedule. And so you will not need to uh make you're not able to make any changes to part one A. And so for part B, it will end you will have the current year allocation of funds uh in the entitlement plus any of the funds that LEA is either transferring
101in or transferring out of the funding transferability for title 4. I am going to stop for a minute and turn it over to De Garcia to talk about reaping funding transferability. Thank you, Lenitra. Um, I'm going to further explain what Lenitra said on the REAp and funding transferability. Um on part B for funding transferability, the current year allocation of funds is the current year allocation as it's shown on your BS61. And then you've got the transfer in and transfer out from title 4A and um into um either transfer in from title 4 or transfer out of title 4. Um so that is what the next two lines are. Then you have the total allocation and transfer amounts and that amount includes all the transfer in and transfer out into title 4 and that is what
102is going to be used for the thresholds for the second part of of the schedule. But one thing I I want to to clarify for funding transferability is h how it actually works. Um, for funding transferability, the amount that is allocated on your budget schedule stays with title 4. Even if you transfer let's say 100% or any amount that you transfer out of title 4 or into title 4 and you budget that total allocation on your BS60001 you know when you are actually the the intent and purpose of how you use the funds is what's a little bit different on the expenditure side you will budget everything with title 4 any reporting expenditures stay within this program. The same thing with title 2. Uh what is different is how you use the funds is so
103if anything is transferred or the ex for example if you if you transfer out of title 4 into title one which is the most common um those funds now become title now become title one but for reporting purposes they still remain with title 4. It's the use that that transfers to title one. Therefore, those funds are being considered for reservations. They are also being looked at for carryover in the next year to see whether or not you meet the 15% allocation um the 15% uh limitation. So it is only the use that transfers and for funding transferability for both like title one and title 4. Um they also now um take the the they are now bound to the requirements for the program that the the funds are transferred to. So if you transfer into
104title one then now those fund those extra funds now take on the requirements of title one. The same thing with title 4. If you're under the say the threshold for title 4 that 30,000 then if you add if you transfer money into title 4 we the system will look at that total allocation and transfer amount. So that could push a district either above or below the threshold. So I So that's all I have to say about TR funding transferability information on funding transferability. Okay, moving back to uh the PS3107 schedule title 4. This is what you'll see for part 1 C. On this part of the section, the plan use of funds. The LEA identifies which areas it plans to use the title 4 uh part A funds in. And if it's for administration, there
105is a cap of 2% a direct administration for the title 4 program. If the LEA has at least $30,000 in of an entitlement for title 4, they must select and enter the activities for safe and healthy students, well-rounded education, as well as supporting effective use of technology. So, those districts would have a percentage of funding in lines 2, three, and four. When it comes to line five, that is a technology infrastructure. And for title four, regardless of your title 4 allocation, the LEA may not use more than 15% of the amount that has already been indicated in line 4 for technology infrastructure. on part 2 A. This is our comprehensive needs assessment asurances. And so for a district that has an out an entitlement that is greater than $30,000, they must select box one, which
106is stating that the LEA has conducted a comprehensive needs assessment. And it has that needs assessment on file. It's documented. It's dated. it has the required uh stakeholders for the title 4 program that have provided input. If the entitlement is less than 30,000, then the LEA is not required to have a comprehensive needs assessment even though it is highly recommended. However, they are still required to consult with the stakeholders on determining how they will prior prioritize the title 4 use of funds. And just as a reminder, the LEA must keep documentation of the comprehensive needs assessment and the uh stakeholder meetings on file locally and available in the event that there is a request by TEA or auditors to provide that documentation. For part 2B, this is the area in which the all districts that
107um have that title 4 entitlement must assure that the distribution of funds have been prioritized. And in the title in the title 4 statute, it lists the areas of pri um that an LEA must prioritize the distribution of funds before those funds could be used for other programs and services. And so here you see just a snapshot of some of those um prioritization requirements. And the full document is uh for prioritization is posted in our title 4 FAQ document online as well as the program guide. But the LEA must assure that the distributions have been prioritized and check the assurance box. And then they need to ensure that the activities has identified um the following. It must be reasonable and necessary to carry out the purpose of the program. Uh considered a priority to address
108the schools with the greatest needs. Um be measurable, designed to have a positive impact on student student achievement and be supplemental to other non-federal programs. So going into this uh new school year, you must ensure that anything that is a state mandate as of September 1st, the district will not be able to use any title 4 funds for that particular service that may be related to title 4 program areas. For part C, the district must ensure that the Title 4 funds are supplemental and not supplanting any of those required state mandates. So, the district must select both boxes and ensure that it's being supplemental with the use of funds. for parts D, E, and F, those are additional um boxes where the LEA that has that entitlement of at least $30,000 or more, they must
109select all three because they must have activities and programs that are represented through the three content areas that you see here. However, if it's a district that only has uh that has less than a 30,000 entitlement, they are only required to select one area of focus. However, they can still use all three areas. But for um for t for those with a $30,000 entitlement, they must have programs and activities documented for all three areas and select all three assurance boxes. And now I'm going to turn it over to title one. Hey, thank you, Lenra. Okay, I'm going to talk to you about the uh WV 401 schedule, which is related to the title one part A carryover waiverss. Um, this schedule is a little bit different from the others because you won't be dealing with
110it on your original application. It only comes into play after carryover amounts are calculated and released, probably in February of the next year. So, you probably won't be dealing with this schedule at all until February or March of 2026. Um, the other difference about this and the other schedules is that this schedule is uh usually uh uh started by grants administration staff. So let me let me talk to you a little bit about those situations. So there's a provision in the title one statute that says that not more than 15% of the title one part A funds that the LEA receives in any fiscal year can stay uh can be carried over into the next fiscal year. So there's the that's where the the 15% limitation comes from. Um the statute says that the state
111can wave this provision once every three years. So uh that's where that's where the the uh frequency of this particular the statutory waiver comes from. So once every 3 years the LEA can carry over more than 15% of its current year entitlement. Um there is an exclusion from this. Uh the limitation doesn't apply if the LEA gets less than $50,000. So if the LEA is receiving less than $50,000 from in Title One Part A funds for the fiscal year, then uh it doesn't have to worry about the 15% limitation. Um, where the LEA does need to realize is that if it's transferring funds in from title two or title four and it has less than $50,000 in title one funds, those additional title two or title four funds that are coming into the title one
112program through funding transferability could push the LEA over this 50 $50,000 limit. So, it could make the LEA have to worry about whether it needed to apply the 15% threshold. [Music] Um so the procedures for this make my cursor to behave. The procedures for this is once the um title one final amounts are determined and the LEA can figure out what 15% of that is um then they will know then we will know whether or not uh the LEA is carrying for um over more than that amount from the prior year. Um if the LEA is eligible for the 15% uh limitation for the waiver for that um the LEA is going to get a survey from TEA to complete. Uh the superintendent will be sent a survey via the email. Um and the survey
113will ask questions like does the LEA wish to request a carryover waiver or the full amount of the funds that are available? Um and the LEA will be asked for at least one justification for the reason why the carryover funds exceeded the 15%. And then uh they will be asked also to identify what at least one option about how the LEA plans to use those funds uh and how they're going to reduce the carryover so that in uh future years they will have less than that amount. So once the LEA submits the survey, um they'll get a confirmation that we've received the survey and that it's been complete. Um and then the LEA will be instructed to start an amendment uh to complete the WV 401 schedule. So um you would need to to say
114in the purpose of the amendment that you're you're budgeting the carryover funds. Uh and then the amendment will stay in a draft status while tea completes the WV 401 schedule for the LEA. Um once that's done, the LEA will then get another email letting them know um to go ahead and budget those funds and to complete the submission of the amendment. So that's for the statutory waiver, the once every 3 years waiver. If the LEA is not eligible for the statutory waiver, meaning that they used it last year, so they can't use it this year, they can't use it next year, um TEA will look at whether the LEA received an increase in its title one entitlement amount between the planning amount and the final entitlement amount. If the LEA got an increase between the
115planning and final, then the LEA would be eligible for an EDFlex waiver for the statutory limitation. And in that case, the grant staff would then initiate the waiver schedule in the consolidated federal grant application um and would note that it would be an edflex waiver as opposed to the statutory waiver. But in either case, um TEA would be the one to uh instigate uh the waiver request. And I'll turn it over to