Consolidated Federal Programs Application

2019-2020 Consolidated Application

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The ESEA Office is currently reviewing Consolidated Applications!

Need to know more about the 2019-2020 Consolidated Application? Listen to the recorded webinar!

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Consolidated Applications Prior Years

Overview

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.

October Tasks

October: Submit data for Student October Count through Data Pipeline
October: Conduct eligible neglected and delinquent student count (Annual Count) within selected count window
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 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