Consolidated Federal Programs Application

Consolidated Applications Prior Years

• 2019-2020 Consolidated Application
• 2018-2019 Consolidated Application
• 2017-2018 Consolidated Application
• 2016-2017 Consolidated Application

• 2020-2021 Consolidated Application Manual (DOC)
• 2020-2021 Extension Request (DOC)
• 2019-2020 Consolidated Application Post Award Revisions (PAR)

• Regional Contacts
• Training Center
• Grants Fiscal

• ESEA General Assurances
• Contact Us

Balanced Budget

• Funds Allocation
• LEA Profile
• School Profile
• Title I – Title V Funds pages (as applicable)
• Set-Aside Summary
• Budget Locations Totals

Assurances

• Assurances Page
  • Non-public schools' section
  • Neglected and or Delinquent facility (if will be served)
  • Assurance check boxes
• Title I – Title V Fund Pages (as applicable)

*Signature Pages

• Approval and Transmittal Signature Page
• BOCES Sign Over Signature Pages
• School Improvement Retention of Funds Signature Page

On December 10, 2015, the Every Student Succeeds Act (ESSA), which reauthorizes the Elementary and Secondary Education Act (ESEA), was signed into law. The passage of ESSA provides a much anticipated opportunity to improve achievement outcomes for all students by providing effective programs supported with Titles I, II, III, and IV funding. The new law broadens the allowable uses of title funds and our goal is to help ensure that you understand all of the opportunities this funding affords your LEA.

Under the ESSA, state educational agencies (SEAs) are required to collect local education agency (LEA) plans that address the requirements of the law, as well as descriptions of the activities the LEA will implement with its Title I, II, III, and IV allocations. To meet this requirement, the Colorado Department of Education (CDE) has developed, with stakeholder input, a new consolidated application, which includes a set of five cross-program questions, organized around five core elements:

• A comprehensive needs assessment;
• Meaningful, ongoing consultation with parents, teachers and other community members;
• The identification of students in need of additional support;
• Delivery and progress monitoring of evidenced-based student supports; and
• Evaluation of programs and activities funded by the ESSA.

• Based on school and district timelines, conduct a Comprehensive Needs Assessment (CNA) to identify the needs of students and staff in Title I, Part A schools and the district that may be served with Title I, Part A funds
• Continually identify and progress monitor student needs and align supports and services in Title I, Part A Targeted Assistance programs and Title I, Part A Schoolwide programs, as appropriate
• Ongoing evaluation and consultation should be conducted throughout the year to ensure effective supports and services to staff and students
• Conduct required parent engagement activities pursuant to Titles I, Part A
• Submit ESEA Consolidated Application revisions based on ongoing progress monitoring through the Online Platform
• Consult with all new schools (including charter schools) regarding the ESEA funds the school may be eligible to receive in the following school year. Eligible charter schools must be served with Title I, Part A during the first year of operation and in subsequent years in which the school's enrollment expands significantly
• Attend CDE Regional and Virtual Network Meetings See more
• Submit Request for Funds to Grants Fiscal (once final approval of Consolidated Application is granted)

View ESEA Year at a Glance

• August ꟷ September: Identification of English learners must be made within 30 days of the beginning of the school year, including Home Language Survey, W-APT/WIDA Screener, and a BOE to confirm language proficiency; after October 1, must be made within 15 days of enrollment
• August ꟷ September: Parent notifications are sent: Parents Right to Know, Teacher Qualifications, Notices to Parents of English Learners (sent no later than 30 days after enrollment; within 15 days after Oct. 1), Testing Transparency 
• August – September: Ensure distribution of school-level Title I Parent Involvement Policy, including the compact
• August – September: Review and update ESEA personnel lists by building, in order to establish the Time & Effort logs that will need to be completed (monthly or semi-annual)
• August ꟷ October: Review released Performance Frameworks and determine if adjustments need to be made to the Consolidated Application based on this information
• August ꟷ October: Update 4-Week Rule letter for teachers who do not meet applicable Colorado teacher licensure requirements in Title I schools
• August ꟷ November: Provide training/technical assistance as appropriate to sub-grantees on the annual count and CSPR data collections
• August ꟷ November: Gather and analyze performance, process, and perception data (e.g. local student assessments, teacher and principal evaluations, classroom walkthroughs, surveys, technology inventories) to identify needs. Ensure all data is disaggregated to identify the learning needs of all students, including children with disabilities, English learners, and gifted and talented students
• September: Prepare data for submission of Student October Count through Data Pipeline 
• September: USDE releases Rural Low-Income School (RLIS) Grant awards to states
• September: USDE releases Small, Rural Achievement (SRSA) Grant awards to LEAs
• September: Eligible LEAs budget their RLIS funds in the Consolidated Application as post-award revisions
• September 30: Final Expenditure Report (for previous year) due to Grants Fiscal See more
• September 30: Last date to request reimbursement for expenditures attributable to expiring funds See more
• September ꟷ October: CDE will notify districts of any schools identified for comprehensive (CS) or targeted (TS) support and improvement
• September ꟷ October: Title I School List is posted.  Check to ensure schools are accurately listed.  If status of any school is listed incorrectly, contact CDE to have this corrected.  The Title I school list informs other data collections, such as October Count and Human Resources
• September ꟷ October: Attend the ELD Program Requirements training offered by the Office of Culturally and Linguistically Diverse Education
• September ꟷ October: CDE Releases Rural Low-Income School (RLIS) Grant awards to LEAs
• September – November: Review and update needs assessments and plan for evaluation of all funded activities. Ongoing evaluation and consultation should be conducted throughout the year to ensure effective supports and services to staff and students
• September – November: Review, update or conduct a needs assessment to examine needs for improvement of access to, and opportunities for, a well-rounded education for all students; school conditions for student learning to create a healthy and safe school environment; and access to personalized learning experiences supported by technology and professional development for the effective use of data and technology. Note: Needs assessment is required for LEAs that receive an allocation of $30,000 or more. Ongoing evaluation and consultation should be conducted throughout the year to ensure effective supports and services to staff and students
• September – December: Review released performance frameworks and ESEA schools identified for comprehensive (CS) or targeted (TS) support and improvement and determine if adjustments need to be made to the Consolidated Application based on this information
• September – December: Utilize UIP or other needs assessment process to begin planning for how to target funds to schools that have been identified for Compressive Support (CS) and Targeted Support (TS)
• September ꟷ May: Monitor Sub-grantees
• Support and Training: Districts and BOCES may request one-on-one technical assistance from CDE by completing and submitting the SmartSheet Request form or reach out to you ESEA Regional Contact for support.