Prepared by Wisconsin Department of Public Instruction

1
ESEA Consolidated Application 101 for New ESEA
Coordinators
May, 2009
Prepared by Wisconsin Department of Public
Instruction
2
Overview

• The No Child Left Behind Act (NCLB) of 2001
  provides financial support for schools and other
  educational organizations through both formula
  allocations and competitive grants through the
  State Education Agency, and direct access from
  the U.S. Education Department (USED).
• Local Educational Agencies (LEAs) submit the
  completed Elementary and Secondary Education Act
  (ESEA) Consolidated Application annually in order
  to be able to receive the following formula-based
  entitlements

3
ESEA Consolidated Application

• Title I-A Improving Basic Programs
• Title I-C Education of Migratory Children
• Title I-D, Subpart 2 Neglected Delinquent
• Title II-A Teacher Principal Training
  Recruiting
• Title II-D Enhancing Education Through
  Technology
• Title III-A, Subpart 1 English Language
  Acquisition
• Title IV-A, Subpart 1 Safe Drug-Free Schools
  Communities

4
Website
Go to the Department of Public Instruction (DPI)
ESEA website for the ESEA Consolidated
Application which includes American Recovery and
Reinvestment Act (ARRA) Funds http//dpi.wi.gov/
esea/index.html
5
Required Paper Documents

• All documents are required EVERY year
• Assurances (PI-9550-Assurances)
• Certification Covering Debarment
  (PI-9550-Debarment)
• Affirmation of Consultation with Private School
  Officials
• (PI-9550-AC) (Required for each private school
  in the district)
• Consortium Verification (PI-9550-C) for
  consortiums only
• Paper documents are to be mailed to DPI
• (name and address on top of each form)
• Be sure to use current years forms

6
Equitable Participation by Private Schools
Title IX Equitable Participation Requirements

• Title IX, Part E, Subpart 1, Section 9501 of NCLB
  gives specific requirements for equitable
  participation by private schools in Titles I-C,
  II-A, II-D, III-A, and IV-A. Titles I-A
  equitable participation issues are addressed in
  that section of the law.
• LEAs must consult with private schools in a
  timely and meaningful manner and provide
  equitable services or benefits to participating
  private school students and staff.

7
Equitable Participation by Private Schools
Timely and Meaningful Consultation

• Timely
• Before decisions are made about the program, and
  ongoing throughout the year.
• In time for services to be available for private
  schools when services begin in the public
  schools.
• Meaningful
• Must include discussions on student
  identification, needs assessment, instruction,
  assessment, parent involvement, professional
  development, transfer of funds, etc.

8
Extent of Attempts to Consult

• Must contact private schools to confirm the
  participation decision every year.
• Not adequate to merely send letter explaining
  intent of Titles - Invite to meetings for
  explanations, questions, and planning.
• Document all unsuccessful attempts to contact.

9
Written Affirmation Required

• Obtain a signed affirmation from representatives
  of each private school serving students who
  reside in the public school attendance areas,
  stating that timely and meaningful consultation
  occurred.
• Indicate the Titles in which the private school
  wishes to participate.
• Keep affirmations on file at LEA and copies are
  to be submitted by the LEA to DPI.

10
Equitable Participation Documentation

• The ESEA Consolidated Application
• Calculates the amounts of Title I-A funds
  available for equitable participation for private
  schools and
• Displays them in the Equitable Participation
  Summary screen.
• The LEAs must
• Maintain documentation of the actual expenditures
  on the behalf of private schools.

11
Main Menu

• Links to End-of-Year Report
• Submit completed report no later than August 31.
• Application Requirements Checklist.
• Requires explanation if answer is no or n/a.
• If answer is no to a required component, date for
  compliance during the current year is required.

12
Main Menu

• Links to Comparability Report
• Due December 1
• Customer Service Survey (optional)

13
Help Screens

• For information on how to complete the screens,
  click on ? HELP at the top right of any screen.
• All updated information is included in the help
  screens.
• The help screens contain information on who to
  contact at DPI about specific Titles. Click on
  the appropriate email address to contact the
  assigned consultant if you cannot find your
  answer on the help screens.

14
District Contact Information

• ESEA Coordinator
• Contact person for each Title
• Business office contact
• Homeless Liaison

Be sure information is correct for current
year. Double check the email addresses for
accuracy.
Contact list can be filled out before application
is submitted. Remember to update list if
positions change during the year.
15
Transferability Flexible Use of Funds

• It is not necessary to transfer funds into
  another Title if the activity is already allowed
  in the originating Title.
• Remember transferred funds are subject to the
  rules and regulations of the receiving Title.
• Check with appropriate DPI Title Consultant if
  you have questions.

16
Transferability Limits

• Up to 50 of Title II-A, II-D, and IV-A
• for purposes of I-A, II-A, II-D, IV-A
• (under the authority of Title VI-A, subpart 2)
• Districts identified for improvement (DIFIs) may
  transfer no more than 30 percent.
• LEAs identified for corrective action may not
  transfer.
• Funds may not be transferred out of Title I-A.
• No transfers in or out of Title III-A.

17
REAP Flex
(Rural Education Achievement Program)

• Small rural schools, as defined under Title VI-B,
  may use funds for any eligible activity
  authorized under any of the following ESEA
  programs
• Title I-A
• Title II-A D
• Title III-A
• Title IV-A B

18
Transferability Resources

• http//www.ed.gov/programs/transferability/finalsu
  mmary04.doc
• http//www.ed.gov/programs/titleiparta/psguidance.
  doc
• http//www.dpi.wi.gov/esea/pdf/bul_0213.pdf

19
Program Plan

• To be jointly developed with all Title
  coordinators and district planning team.
• Based on the five federal goals published in the
• May 22, 2002, Federal Register.
• Each goal
• Describes a critical outcome that federal money
  can be used to address.  
• Includes at least one performance indicator
  which is a description of the data that will be
  collected to determine if progress toward
  achievement of the goal is being made.  

www.ed.gov/legislation/FedRegister/finrule/2002-2/
052202a.html
20
Program Plan Completion

• Information to help you complete the Program Plan
  effectively
• Use of funds from the individual Titles
• Sample program plan in consolidated application
• Principles of Effectiveness
• Sample action verbs

21
Program Plan Activities

• List the activities, strategies, and programs
  planned to meet student needs and increase
  student achievement (identified through the
  comprehensive needs assessment).
• Indicate how much you plan to spend on the
  action from each appropriate Title. This will
  match the Title budget line items in your
  application.

22
Private Schools in Program Plan

• Remember to include actions taken for private
  school equitable participation in the Program
  Plan.

23
Helpful Information on Program Planning

• Principles of Effectiveness
• Use of funds from the individual Titles
• Sample action verbs

24
Principles of Effectiveness

• Principle 1 Conduct A Needs Assessment
• Becomes the foundation of the plan
• Required in all Titles
• Found in the requirements checklist

25
Principles of Effectiveness

• Principle 2 Establish Measurable
  Objectives/Performance Measures
• More than AYP
• Multiple sources of data

26
Principles of Effectiveness

• Principle 3 Effective Scientifically-Based
  Programs needed in all program areas

27
Principles of Effectiveness

• Principle 4 Program Evaluation
• Becoming a greater part of many programs in NCLB

28
Principles of Effectiveness

• Principle 5 Parent Involvement
• Develop and implement the program with
  meaningful, on-going consultation with, and input
  from, parents.
• Clarify parent involvement in the planning.
• Determine how to get input and consultation, but
  must involve parents in the process.

29
Action Verbs

• LIST OF VERBS/TERMS
• from Community Health Education and Promotion A
  guide to program design and evaluation. Aspen
  Reference Group Aspen Publishers, Inc. 1997.
  Less Precise Verbs (Open to many
  interpretationsavoid using these terms)
• Know Value Grasp the significance
• Realize Comprehend Acknowledge
• Fully realize Be aware of Enjoy
• Tolerate Be motivated Experience
• Believe Be familiar with Be informed of
• Understand Desire Be involved in
  Appreciate Feel Feel responsible for
• Have faith in

30
Action Verbs

• More Precise Verbs (Open to few
  interpretationstry to select these or similar
  terms)
• Intellectual Level Feeling Level
• Discuss Recite Challenge
• Evaluate Solve Defend
• Identify Construct Dispute
• List Complete Join
• Diagram Prepare Judge
• Compare and contrast Make Offer
• Translate Run Praise
• Recall and state Draft Question
• Integrate Draw Share
• Illustrate Contract Attempt
• Select Develop Visit
• Interpret Open Accept
• Differentiate Define Support
• Summarize Describe
• Classify Tabulate Behavioral Level
• Predict Answer Apply
• Apply Report Demonstrate

31
All Funds are Supplemental

• Funds under all the Titles may only be used to
  provide additional educational services beyond
  the basic district responsibilities for providing
  educational services to students.
• Called the supplement/not supplant rule.

32
Fiscal Agent Options
Most budgets have four choices for fiscal agent
(exceptions are Title I and Title III-A)

• Return Funds to DPI select when the LEA does
  not wish to use the funds.
• Manage Own Funds LEA will complete own budget
  and be own fiscal agent
• Purchased Service Agreement LEA may contract
  with another entity (usually a CESA) to provide
  administrative services
• Consortium Agreement LEA surrenders funds to
  consortium. Consortium completes budgets and
  budget revisions.

33
Consortium Agreement

• Consortium Agreements should be signed by the
  LEA only after
• The participating LEA knows what it will receive
  for its money. Local action steps are to be added
  to the LEAs Program Plan.
• There is agreement on how carryover funds will be
  determined and managed.

34
Budget Summaries

• Budget summaries are similar for all Titles, but
  the way in which the budget details are entered
  vary according to program requirements.

35
Title Budgets General

• Funding
• LEAs may enter their own estimates of both
  allocation and carryover and enter data in the
  application until final allocations are entered
  at DPI.
• Submission is allowed only after the final
  allocation amounts are entered by DPI.
• Transfer Summary
• Summary of funds transferred in or out of the
  Title, with purpose of transfer.

36
Other Budget Issues

• Budget available funds for current needs or it
  will appear that you do not need the money. Large
  amounts of unbudgeted funds require discussion
  with DPI consultants.
• Program coordinators and budget staff should work
  together on the budget and budget revisions.
• Reimbursement claims must agree with the approved
  budget do revisions as needed.
• Significant budget changes require corresponding
  changes to the Program Plan.

37
Budget Revisions
Budget revisions may be needed when

• You need to increase a line item in the budget by
  more than 10 percent.
• Actual carryover amount is known, and it is
  different than the estimated carryover used to
  complete your application.
• Program changes necessitate spending money
  differently.

38
Revising Your Budget
Contact your assigned Title Consultant at DPI
(email from contact list on help screens) or
Marcia Meyers to ask that your application on the
web be unlocked. Marcia Meyers marcia.meyers_at_
dpi.wi.gov [phone]
39
Fiscal Requirements

• Maintenance of Effort (section 9521)
• calculated by DPI
• Supplement/not Supplant
• Claim form PI-1086
• Additional information on Federal Aids Audits

dpi.wi.gov/sms/handbook.html
40
Fiscal Requirements

• It appears that the LEA does not need the funds
  if
• The application is not submitted when due.
• Claims for reimbursement are not submitted on a
  timely, regular basis.
• Perceptions of lack of need may affect future
  availability of funds.

41
ESEA Consolidated End-of-Year Report
The End-of-Year Report is due no later than
August 31.
www2.dpi.state.wi.us/ESEA_EOY/dpi_login/dpi_login.
asp
42
Title I-A Improving Basic Program Grants
43
Title I-A
Improving the Academic Achievement of the
Disadvantaged Basic Programs

• Title I-A is the largest of all ESEA programs.
  Allocations from the USED to school districts are
  based upon the number of children below the
  poverty line.
• LEAs allocate funds to school buildings based on
  the number of children eligible for free and
  reduced lunches (or other accepted methods).

44
Title I-A

• Title I-A funds may be used to fund a variety of
  services and activities for eligible children,
  most commonly for instruction in reading and
  mathematics, but can include other core subject
  areas.
• Services provided with Title I-A funds must be in
  addition to the basic offerings to students in
  the districts schools and must supplement
  instead of supplant non-federal funds.

45
Usual Uses of Title I-A Funds

• In Title I Schoolwide programs, there is
  flexibility to improve services to gain higher
  student achievement for the entire school, while
  providing additional, effective support for those
  students struggling the most to meet the State
  academic standards.

46
Usual Uses of Title I-A Funds
The most common uses of Title I-A funds are
paying salaries and fringes for instructional
staff and purchasing instructional materials and
resources. These staff and resources are used to
provide additional educational services to
eligible schools and students.
47
Restrictions on Use of Title I-A Funds

• May only be used to benefit students, parents,
  and teachers in schools identified as eligible
  and served by Title I-A.
• Districts provide services (NOT money) to
  eligible private school students, parents, and
  teachers. For guidance on private school
  participation, see

www.ed.gov/programs/titleiparta/psguidance.doc
48
Suggested Order

• If working on application before actual
  allocation available, enter own estimate of
  allocation and carryover on Funding Screen
• Enrollment Data
• Choose eligibility option to show eligible
  schools
• Administrative Screen
• Reservations Set-Asides
• Budget Detail

49
Title I-A Reservations and Set-Asides

• Be sure all set-asides and reservations are
  reflected in

• Budget Details
• Program Plan

50
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51
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52
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53
Title I-A Budget Details

• Any category with other in it will require a
  description.
• Budget details include
• Personnel
• Purchased services
• Non-capital items
• Capital items

54
Equitable Participation Specific to Title I-A

• Equitability
• Includes eligible private school students,
  parents, and teachers
• Funds subject to private school equitable
  participation
• Most Title I funds, including those used for
  non-instructional purposes, not just per pupil
  amounts
• Funds can be transferred to Title I-A from
  another Title

55
Equitable Participation Specific to Title I-A
The LEA must retain documentation that the
appropriate funds have been used for equitable
participation.
56
Equitable Participation Summary

• The equitable participation summary screen shows
  the actual amount for equitable participation of
  private schools.
• This is a read-only screen amounts are
  calculated based on the percent of the total
  funds generated by private school students.

57
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58
Title I-A Enrollment Screen
Low-income data source The computer will
default to Free/Reduced School Lunch for the
method of determining number of low-income
students ages 5-17. If you have used a different
method, click on the appropriate choice.
59
Enrollment Screen
The same method of determining poverty data must
be used for the entire district for the same
data. If the same type of data is not available
for private schools in the attendance area,
document the sources for comparable information.
60
Enrollment Screen
All public schools in the district will be
listed, along with their grade spans. This
information is from the same database as the
Wisconsin School Directory.
61
Enrollment Screen
Enter the enrollment data for each public school
attendance area, the total public and private
enrollment, and number of low-income pupils
enrolled in public and private schools.Enrollment
data is usually taken from the second semester
count in January. If there are extenuating
circumstances, contact your DPI Consultant for
assistance.
62
Title I-A Eligibility Screen

• Service Codes
• Select a Schoolwide code only if the school meets
  the Title I definition of a Schoolwide, including
  the submission of form PI-9551.
• You may select New Schoolwide only if the
  schools poverty is 40 percent or above and has
  completed the planning to become a Schoolwide.
• More information on Schoolwides

http//dpi.wi.gov/titleone/schoolwide.html
63
Eligibility Screen
The process of allocating funds to individual
schools is based solely on poverty levels. A
district may not allocate funds based on the
instructional model, educational need, or any
other non-poverty factor. The responsibility for
selecting participants and designing programs
rests on the school, in consultation with the
district, and is based on the amount of funds
allocated.
64
Which Eligibility Option to Use?

• Use the option that gives your district the most
  flexibility, even if you choose not to serve all
  eligible schools. Use Less than 1,000 Students
  Exemption or One School per Grade Span if
  possible.
• Some programs depend on Title I eligibility.

65
Eligibility Screen
Per Pupil Amounts Determine and enter the per
pupil amount for each attendance area. (See help
screens for more information.) The computer will
not allow you to allocate more per pupil to a
school with a lower poverty level.
66
125 Percent Rule

• Districts serving any school with less than 35
  percent poverty should calculate the per student
  MINIMUM amount before taking any reservations at
  the district level.
• Formula Current allocation divided by total
  number of low-income children enrolled in the
  district, multiplied by 125 percent. This is the
  minimum that must be allocated per low-income
  child in ALL participating attendance areas.

67
Exemptions to Allocating Funds in Rank Order

• Districts with only one school per grade span
• Districts with less than 1,000 students

68
Balance Available Reconciliation

• Balance Available at bottom of Eligibility
  screen should match Balance Available at the
  bottom of the Budget Summary screen.
• May vary by only .5 percent or 1,000, whichever
  is less, or validation cannot occur.

69
Title I-A Guidance

• For more information on Title I-A
• Other Resources
• Designing Schoolwide Programs (federal guidance)
• Wisconsin Title I Guidelines

http//ww.ed.gov/programs/titleiparta/legislation.
html
www.ed.gov/policy/elsec/guid/designingswpguid.doc
http//dpi.wi.gov/titleone/index.html
70
Title I-C Migrant Education Grants
71
Usual Uses of Title I-C Funds

• The goal of the Title I-C Migrant Education
  Program is to ensure that all migrant students
  reach challenging academic standards and graduate
  with a high school diploma (or complete a GED)
  that prepares them for responsible citizenship,
  further learning, and productive employment.

72
Usual Uses of Title I-C Funds

• Most Title I-C Funds are used to identify,
  recruit, and serve students eligible for Title I
  services.

73
Title I-C

• Similar electronic process to Title I-A
• Allocations are posted in electronic applications
  in select districts
• Includes separate Needs Assessment Section
• Program Plan needs to include Title I-C
  activities
• Migrant services must be coordinated with other
  services
• Supplement, Not Supplant applies

74
Title I-C

• Addresses unique needs of migrant children
• Offers academic and supportive services
• Reduces educational disruption and other issues
  related to repeated moves
• Overcomes cultural and language barriers
• Overcomes social isolation
• Addresses health-related problems that affect
  school performance
• "Priority for Services" given to most mobile,
  at-risk students

75
Title I-D Prevention and Intervention Programs
for Children and Youth Who are Neglected,
Delinquent, or At-Risk Grants
76
Usual Uses of Title I-D Funds

• Title I-D is comprised of two programs
• Grants made to state agencies responsible for
  serving children and youth in residential and
  non-residential institutions.
• Grants to local agencies that provide services to
  youth residing in local correctional facilities
  who are at risk of educational failure.

77
Usual Uses of Title I-D Funds

• The ESEA provides support to states, local
  agencies, and schools for supplemental programs
  that meet the special educational needs of
  children and youth who are neglected or
  delinquent (N or D) or at-risk.

78
Title I-D

• Only two districts receive Title I-D funds and
  need to complete the Title I-D portion of the
  consolidated application.
• Consultation and coordination with the Title I-A
  coordinator is essential.

79
Title II-A Teacher Principal Training and
RecruitingGrants
80
Title II-A Funds

• Title II-A funds should be used to increase
  student achievement and close the achievement
  gap, by providing professional development in
  core academic areas and hiring highly qualified
  teachers for each classroom.

81
Uses of Title II-A

• Allowed Activities
• Professional development in core academic areas
• PI-34
• Training teachers, principals, and
  paraprofessionals to be highly qualified
• Class-size reduction
• dpi.wi.gov/cal/t2agrant.html
• www.ed.gov/programs/teacherqual/guidance.doc

82
Uses of Title II-A Funds

• All spending must relate to teacher quality
• Only highly qualified teachers can be hired to
  reduce the class size
• Hiring special education teachers for the purpose
  of team teaching
• Hiring Teaching Specialists to increase
  individualized instruction

83
Title II-A

• Carryover of the entire current allocation is
  allowed for additional year
• Private schools must be consulted for all
  activities except the class-size reduction
• Activity 4.2 must be allocated funds if the LEA
  wishes to use the funds to reduce class size

84
Prohibited Uses of Title II-A funds

• Funds cannot be used to hire
• Paraprofessionals
• Tutors
• Principals
• Any non-academic staff such as nurses and
  engineers

85
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86
Title II-D Enhancing Education Through
TechnologyGrants
87
Title II-D Funds

• All spending must relate to technology
• The law requires 25 percent of each allocation to
  be used for professional development
• Other allowable uses can be found at
  dpi.wi.gov/imt/doc/usefnds04.doc
• To have a budget approved, the district applying
  must have a certified technology plan
  dpi.wi.gov/imt/techexp.html

88
Title II-D Requirements

• Districts are required to report the number of
  eighth graders that are technologically literate
  and the number that are not.

89
REMEMBER for EOY Report

• Districts will be required to report the number
  of eighth graders that are technologically
  literate and the number that are not.
• The DPI is collecting data and reporting it to
  the USED as part of the compulsory Education Data
  Exchange Network (EDEN) collection.
• This will show that the district is in compliance
  with the assurances.

90
Title III-A English Language Acquisition Grants
91
Title III-A

• All identified English language learners (ELLs)
  assessed for English language proficiency (ELP)
  with the ACCESS for ELLs TM, with all four
  domains (Reading, Writing, Speaking, and
  Listening), and scored with a composite score of
  less than six, will generate allocations for
  Title III-A.

92
New in Title III ACCESS Test

• Based on interpretation and guidance published by
  the USED in October 2008.
• ACCESS Test ACCESS test costs and related costs
  may not be funded by Title III. This will apply
  in Wisconsin beginning with the 2009-2010
  school-year.

93
New in Title III Supplemental

• Supplemental or Supplant Ensure that your
  proposed activities or services are supplemental,
  not supplanting. That means, Title III funds may
  not be used to fund the core language instruction
  programs for Limited-English Proficiency (LEP)
  students required under Title VI of the Civil
  Rights Act of 1964.

94
Private School Participation and Title III

• Private schools receiving Title III services must
  establish a consistent and reasonable process for
  identifying and testing ELLs.
• As in participating public schools, ELLs must be
  assessed annually in all the domains with the
  state approved test, ACCESS.
• Local school districts, in consultation with
  private schools are responsible for administering
  the ACCESS test annually.
• In addition, the LEA and the private schools need
  to have a mechanism in place for measuring
  English language proficiency progress for ELLs.

95
Title III-A EOY Report

• Title III Data to be collected with the 2007-2008
  EOY report will include
• The number of certified/licensed teachers serving
  eligible (i.e., students with an English language
  proficiency level 1-5 as determined by ACCESS for
  ELLs TM) students in language instruction
  educational programs (see Help screen for
  descriptions of such programs).
• Methods used by the district to determine a
  teachers language fluency in English and any
  target language used in instruction

96
Title III-A EOY Report (cont.)

• Types of professional development activities
  funded by Title III and the numbers of
  participants by role.
• In general LEAs are responsible for collection
  of data, but data will be reported by
  subgrantee (i.e., by LEAs managing their own
  allocation and by consortia fiscal agents).

97
Annual Measurable Achievement Objectives (AMAOs)

• With two years of student-level data, we are now
  able to follow cohorts of students as required by
  Title III, NCLB.
• The Individual Student Enrollment System (ISES),
  based on ACCESS composite scores, will calculate
  AMAOs by district and by subgrantee to determine
  if the AMAOs related to English language
  acquisition have been met.
• The AMAOs need to be met in three areas
• AMAO (1) Students progress from one language
  level to another
• AMAO (2) Students exit become proficient
• AMAO (3) Students meet the AYP criteria
• Parental notification of AMAOs status by schools
  need to be in place

98
For Districts serving ELLs through Bilingual
Programs

• Other Language Name of the language of
  instruction, other than English, used in the
  program.
• Percent Language of Instruction Average
  percentages of English and the other language
  used as a language of instruction in the program.
• OLOI Other Language of Instruction used in the
  bilingual language instruction educational
  program.

99
Sample table on language use
100
Title IV-A Safe and Drug Free Schools and
Communities Grants
101
Title IV-A
Safe and Drug-Free Schools and Communities
Common Title IV-A Activities For a complete
list, go to
dpi.wi.gov/sspw/safedrgfr.html
102
Measurable Objectives

• This is a new slide and procedure, with pull down
  menus.
• This will simplify your completion of the
  measurable objective, and will assist with the
  approval process.

103
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105
Title IV-A Science Based Programs Selections
are available of Science Based Programs from the
dropdown menu on the budget page

• Most commonly used Science Based Programs in
  Wisconsin schools
• This link provides a detailed spreadsheet with
  the most common used Science Based Programs
  dpi.wi.gov/sspw/xls/sdfsmodelprograms.xls

106
Title IV-A Waivers

• If a district chooses not to use a Science Based
  Program, they must apply for a waiver.
• Waivers are good for two years
• To continue the waiver after two years, they will
  need to provide evaluation information in
  question 5
• Waiver programs must be evaluated and approved
  every two school years to be funded through Safe
  and Drug-Free Schools and Communities (SDFSC).

107
Title IV-A Waiver

• The next slide shows the new page developed with
  the pull down menus for the waiver applications.
• This will simplify the completion of a waiver,
  and will assist with the approval process.

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Title IV-A Waiver Evaluations

• Reporting results of waiver evaluation
• In the 2009-10 application open any waiver dated
  2007-08.
• Answer question 5 including data on changes in
  student attitude, behavior, knowledge, or skill.
• Check the renew box to continue the waiver for
  the next two years. This will populate a new
  waiver with the same information from the
  original.
• If changes to the renewed waiver are needed
• Open the waiver dated 09-10 (renewed)
• Modify as needed
• DPI consultant will approve/deny the waiver

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Program Plan

• Should include actual District activities that
  address Title IV-A objectives and their costs
• The program plan and budget should align

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DPI TITLE IV-A CONSULTANTS (Grants Management
Assignments)

• Brenda Jennings CESAs 2, 10, and 11
• Joan Lerman CESAs 5, 6, 8, and 12
• Ken Wagner CESAs 1, 3, 4, 7, and 9

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Questions? Need Assistance?
Please ask us if you need help. Send specific
questions to the appropriate DPI consultant.
Contact information is found in the HELP screens
within the ESEA Consolidated Application, or at
www.dpi.wi.gov/esea/pdf/contacts.pdf