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​

• December – February: Meet with stakeholders including teachers, principals, paraprofessionals, and charter school leaders to share findings from data analysis and gain input on possible uses of funds in the subsequent school year
• December – March: Students meeting or exceeding CDE guidance are considered for resignation
• December ꟷ March: Initiate consultation for the upcoming school year with non-public schools within district boundaries and establish or review inter-district memorandum of understanding, if applicable See more
• January ꟷ February: ACCESS for ELLs Assessment Window - All students designated as NEP/LEP, including students with parent refusals for services, must be assessed
• January ꟷ March: Create a cross-department team to begin planning for the ESEA Consolidated Application. Use available data (e.g., free and reduced lunch, other low-income data, or a combination of poverty indicators) to determine eligible schools for Title I, Part A services (for next school year)
• January ꟷ March: Consult with all schools (including Charters and Non-Public schools) regarding the ESEA funds the school may be eligible to receive in the following school year., including during the first year of operation of the school and a year in which the school's enrollment expands significantly
• January ꟷ March: Begin planning for Consolidated Application
• January ꟷ April: Coordinate with early childhood centers to plan transition of pre-school students to Title I, Part A schools (Needs to be done before the end of the school year) 
• January ꟷ May: Conduct consultation for the upcoming school year with non-public schools within district boundaries and submit results of consultation to the ombudsman
• February: District program staff meets with business manager to conduct a budget to actual review. Helps to ensure that approved activities are occurring and funds are drawn down
• February ꟷ May: Attend Consolidated Application trainings
• February ꟷ March: For LEAs that received an allocation of $30,000 or more, revisit school/district needs assessment and submit Post-Award Revisions as needed
• March: LEA budget discussions should include staff assignments and distribution of equipment and materials to ensure compliance with Title I, Part A comparability requirements for the following school year
• March ꟷ June: Plan and collaborate with local neglected or delinquent facilities to plan activities for Consolidated Application, if applicable
• 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.