title i schoolwide programs
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MARIA GARCIA-MORALESREGIONAL COORDINATOR
DIVISION OF FEDERAL PROGRAMmgarcia-mo@state.pa.us
Title I Schoolwide Programs
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Presentation OverviewPresentation Overview
Brief Overview of Title IProgram RequirementsProgram ComponentsFiscal RequirementsBenefits of Schoolwide ProgramsGuiding Principles and Practices of Effective Schoolwide
ProgramsNew Roles/personnel changesNext Step . . .
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Title I. Part ATitle I. Part A
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Title ITitle I
Largest federally funded education program.Largest federally funded education program. Purpose: To help low achieving students achieve high Purpose: To help low achieving students achieve high
academic standards.academic standards. Supplemental Educational AssistanceSupplemental Educational Assistance
Mainly in Reading & MathMainly in Reading & Math Two main models for servicing students:Two main models for servicing students:
Targeted Assistance ProgramTargeted Assistance Program Schoolwide Programs Schoolwide Programs
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Title I Uses of FundsTitle I Uses of Funds
Instructional ProgramsInstructional Programs In ClassIn Class Pull OutPull Out Extended DayExtended Day Extended YearExtended Year Pre-KindergartenPre-Kindergarten Summer ProgramsSummer Programs Online LearningOnline Learning Take Home ResourcesTake Home Resources TutoringTutoring
Supporting ProgramsSupporting Programs Professional DevelopmentProfessional Development Parent InvolvementParent Involvement Materials/SuppliesMaterials/Supplies TechnologyTechnology School ChoiceSchool Choice Supplemental Educational Supplemental Educational
ServicesServices
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Two - Title I Program Models
Schoolwide-vs-
Targeted Assistance
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Targeted Assistance
Any building with less than 40% low income Eligible students include:
Children identified as “failing”, or most at risk of failing
Students served in the previous two years under the Migrant Program
Any child who participated in Head Start, Even Start, The Early Reading First, within the previous two years.
Any child in a community day program or living in a neglected or delinquent institution
Any child who is homeless
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Targeted Assistance Program
Selection for services is based entirely in low achieving, not low income
Title I may be used to coordinate and supplement services
Maintain documentation showing program expenditures to verify funds were used to meet statutory requirements for such programs & not to supplant non-federal resources
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Students Selected Based on LEA Criteria
Pre K-2 Teacher Recommendation Developmentally
Appropriate Assessment Parent Recommendation
Grades 3-12 Students Performing Below
Proficient on local assessments (formative)
Students Performing Below Proficient on previous year’s PSSA
Attendance/Suspension Retention Report Card Grades Other: Anecdotal Records,
Teacher Recommendations
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Supplement not Supplant Targeted Assistance Program
Requires that federal funds be used to augment the regular education program, not to substitute for funds or services that otherwise would be provided during the time period in question.
It prohibits the use of federal funds to perform a service that would normally be paid for with state or local funds.
Additional programmatic services must be provided to identified Title I students.
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Schoolwide Program
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What is a Schoolwide Program?
A Schoolwide Program (SWP) is a comprehensive reform strategy designed to upgrade the entire educational program in a Title I school; its primary goal is to ensure that all students, particularly those that are low achieving, demonstrate proficient and advanced levels of achievement on state academic standards.
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SCHOOLWIDE
Identification of StudentsSchoolwide programs are not required to specifically
identify eligible Title I students for targeted Title I services. All students are eligible to participate in all aspects of the schoolwide program.
The statute requires the program to particularly address the needs of low achieving children and those at risk of not meeting the state student academic achievement standards.
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SWP has Three Core Elements:
Comprehensive Needs AssessmentComprehensive PlanAnnual Review of Effectiveness
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Program Requirements
40% poverty threshold (unless waived by PDE)One year of planning prior to implementation (unless
waived by PDE)Annual evaluation of the program effectiveness10 implementation components
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Ten Required Components Ten Required Components of the Schoolwide Planof the Schoolwide Plan
Component 1Component 1 - - Needs Assessment (5 Step Process)Needs Assessment (5 Step Process) 1) Establishing SW planning team
Organizes and oversees the needs assessment Leads staff in developing the SWP Oversees and conducts annual evaluation
2) Clarifying the vision for reform Discusses how their reformed school will look
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Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
Component 1 - Needs Assessment (5 Step Process) Component 1 - Needs Assessment (5 Step Process) (continued)(continued)
3) Creating the school profile Serves as the starting point Will provide a picture of data driven description of the school’s
students, staff, community demographics, programs, and mission
4) Identifying data sources Quantitative Qualitative Dropout rate Graduation rate
5) Analyzing dataThe team analyzes the data and the gaps between the current operating state and the established vision.
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Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
Component 2Component 2 - - Schoolwide reform strategies that:Schoolwide reform strategies that: Increase the amount & quality of learning time (extended
year, before- and after-school) Address needs of all, but particularly low-achieving
Component 3Component 3 - - Instruction by “highly qualified” teachersInstruction by “highly qualified” teachers HQ teachers in all core content areas All instructional paraprofessionals meeting NCLB
requirements
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Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
Component 4Component 4 - - High Quality & Ongoing Professional High Quality & Ongoing Professional DevelopmentDevelopment
PD must be aligned to achieving the goals of the SW program.
PD must be extended to those who partner with teachers to support student achievement.
Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
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Component 5 Component 5 - Strategies to attract high quality - Strategies to attract high quality teachersteachers
The SW plan must describe what strategies it will use to attract and retain HQ teachers.
A statement that your district/charter only hires HQ is not sufficient in a SW plan.
Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
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Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
Component 6Component 6 - Parental Involvement- Parental Involvement SW Plans must contain strategies to involve parents,
especially in helping their children do well in school. Must have at least 1 parent in the planning team.
Component 7Component 7 - Transition from pre-school- Transition from pre-school SW programs are required to implement effective pre-
school transitional programs in order to better prepare students for the kindergarten curriculum.
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Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
Component 8Component 8 - Include teachers in assessment decisions- Include teachers in assessment decisions Provide Professional Development to teachers about
multiple assessments Teachers should know, understand, and be able to use
assessments on a regular basis to inform instruction.
Component 9Component 9 - Timely, effective additional assistance- Timely, effective additional assistance Plans must include regular assessments of all students
and specific plans for what happens when a student is not achieving.
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Component 10Component 10 - Coordination and Integration- Coordination and Integration Coordination and Integration of Federal, state and local
funds, programs and services
Ten Required Components Ten Required Components of the Schoolwide Plan (cont.)of the Schoolwide Plan (cont.)
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Annual Review
Regulations require that SW schools conduct an annual review of the SWP
Annual Review should answer two main questions:
Was the program implemented as the planning team intended?
Was there improvement in student achievement, particularly for the lowest-achieving students?
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DocumentationDocumentation
A school operating a SWP must retain the following documentation for five years:
Documentation related to the three core components:
Comprehensive Needs Assessment
Comprehensive Plan
Annual Review
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Benefits of a Schoolwide Programs
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Benefits of Schoolwide ProgramsBenefits of Schoolwide ProgramsFlexibility
Must meet “intent and purpose” of program Not required to identify particular children: all children
Coordination and Integration Not required to provide supplemental services: can use all resources of the
school
Accountability
Unified Goals
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Guiding Principals and Practices of Guiding Principals and Practices of Effective Schoolwide ProgramsEffective Schoolwide Programs
Numbers in parenthesis correlate with the Nine characteristics of High Performing Schools
1) Redesign of organizational Infrastructure2) Use of meaningful planning process subject to continual review
and monitoring of teaching and learning (6)3) Reform goals that are based on clear focus and shared vision by
stakeholders (1)4) Reform strategies to accommodate a variety of approaches which
reflect high standards and expectations (2)5) Effective school leadership which nurtures an instructional
program conductive to student and teacher growth (3)
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Guiding Principals and Practices of Effective Guiding Principals and Practices of Effective Schoolwide Programs (cont.)Schoolwide Programs (cont.)
6) Collaboration and communication across grade level that accommodates all students populations and community needs (4)
7) Ongoing, focus professional development, based on the share vision and identified student needs (7)
8) Investment of resources to support the emerging system that is supportive of a stimulating learning environment, aligned curriculum, instruction and assessment with standards (5 & 8)
9) Sustainable high levels of communication with, and feedback from families and community members (9)
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Going from Going from Targeted Assistance to SchoolwideTargeted Assistance to Schoolwide
Personnel ReorganizationPersonnel ReorganizationThe school will do the needs assessment to determine
the goals…
The team should analyze how the Title I teachers can take a new role at the school to help you reach your schoolwide goals
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Ideas for new rolesIdeas for new rolesParent Involvement CoordinatorBefore and after school program teacherSummer school teacherRegular classroom teacher (reducing class size for all subjects
or specifically to reduce a specific subject’s class size)Math/Reading coachesAssessment and/or Curriculum coordinatorInstructional facilitatorFamily literacy coordinatorTechnology teacherAny position that will result in the school’s progress towards
achieving the schoolwide goals.
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Interested in Becoming Interested in Becoming a Schoolwide School?a Schoolwide School?
First Steps: Send an intent form to your regional coordinator to lock the
start date for planning (Found in DFP’s website) Is your building less than 40% poverty level?
Submit a waiver request and have it approved by PDE before starting the planning process. (Found in DFP’s website)
Required Application as of 2010-2011 Getting Results
or SWP Template found in DFP’s website
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Title I funding will support
the implementation of your Schoolwide Plan.
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U.S. DEPARTMENT OF EDUCATION
www.ed.gov
AN IDEA BOOK OF PLANNING: IMPLEMENTING SCHOOLWIDE PROGRAMS-VOLUME 1, AND PROFILES SUCCESSFUL PROGRAMS:
IMPLEMENTING SCHOOLWIDE PROGRAMS VOLUME www.ed.gov/pubs/idea_planning
WHAT WORKS CLEARINGHOUSE
http://ies.ed.gov/ncee/wwc/
Resources
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Note: If additional copies of packet or PowerPoint Presentation are needed, please phone or email
Reba at 717-783-6903 or rkansiewic@state.pa.us
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Schoolwide: Legal Resources
Statute: Section 1114
Regulations: 34 CFR 200.25-200.29
Federal Register Notice, July 2, 2004 www.ed.gov/legislation/FedRegister/other/2004-3/070204a.html
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Consolidation
NEW: Non-Regulatory Guidance:“Title I Fiscal Issues,” February 2008 (replacing May 2006)www.ed.gov/programs/titleiparta/fiscalguid.doc Consolidating funds in schoolwide programs,
MOE, SNS, Comparability, Grantbacks, and Carryover
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Designing Schoolwide Programs Guidance: March 2006www.ed.gov/policy/elsec/guid/designingswpguid.doc
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What does it mean to consolidate funds?
Treat funds like a “single pool of funds”Lose individual program identity
School has one flexible pool of funds
“Use to support any activity of the schoolwide program without regard to which program contributed the specific funds used for a particular activity”
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What does it mean to consolidate funds? (cont.)
LEA does not literally need to combine funds in a single account or pool with its own accounting code
“Pool” is used “conceptually”
IMPT: Identify in SWP PLAN: “consolidated” programs and the amounts consolidated from each!
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What does it mean to consolidate funds? (cont.)
EXAMPLE 1: literal consolidation (across district for all SWP schools)
Consolidated schoolwide pool with its own accounting code
The expenditures attributed to that code are charged on a proportional basis If Title I contributed 8%, then 8% of SWP expenses
charged to Title I
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What does it mean to consolidate funds? (cont.)
EXAMPLE 2: (Single school model)
No single accounting code for SWP For accounting purposes, LEA attributes
expenditures back to specific program REGARDLESS of what services those funds support
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What does it mean to consolidate funds? (cont.)
EXAMPLE 2, cont.
“Expenditures are allowable without regard to whether they support the program that generated the funds so long as they are incurred to support the schoolwide program plan”
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What does it mean to consolidate funds? (cont.)
EXAMPLE 2: Two options for distributing expenditures: 1. Proportion of revenues
2. Sequence charging Charge 100% of all employee and non-employee SWP
expenditures first to state and local sources and then to Title I and other federal until these funds are spent in their entirety or until the maximum carryover amount is all that remains unexpended
Problems with carryover
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Proportional Reporting: LEAProportional Reporting: LEAPrograms Contributing Funds to the Consolidated Schoolwide Pool
Federal Funds
School BuildingTitle I - A
Disadvantaged
Title II-A Improving Teacher Quality
Title IV-A Safe and Drug Free Schools IDEA- B
State and Local Funds
Total for Each Building
A $182,535 $25,000 $10,685 $94,462 $2,048,115 $2,360,797
B 115,455 25,000 20,071 27,709 1,380,884 1,569,119
C 181,780 25,000 23,686 69,272 1,940,161 2,239,899
D 141,900 110,437 22,351 93,202 1,999,902 2,367,792
E 229,460 110,437 27,546 61,715 1,936,291 2,365,449
F 169,860 110,437 23,796 54,158 1,525,307 1,883,558
Total Funds LEA Distributes to Individual Schools 1,020,990 406,311 128,135 400,518 10,830,660 12,786,614
Percent of Total 8% 3% 1% 3% 85% 100%
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Sequential ReportingSequential Reporting
Source of Funds Revenues
Total Expenditures ($950,000) Charged
to Federal, State, and Local Programs
Amount Remaining
Total Included in Schoolwide Consolidated Pool $1,000,000
State and Local Sources 520,000 $520,000
Title I, Part A 240,000 240,000
Title II, Part A -- Improving Teacher Quality 40,000 40,000
IDEA Part B (Special Education) * 50,000 50,000
Title V, Part A 70,000 70,000
Carl D. Perkins Career and Technical Education Act
80,000
30,000
50,000
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What about state accounting requirements?
States require LEAs to identify expenditures by functional categories like salaries, travel, supplies, etc.
“However, an LEA would not be required to track how much it spends on salaries back to a specific program included in the consolidated SW pool”
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What programs CAN be consolidated?
Federal, State, and Local
BUT, the reality. . . . Only federal (if anything!)
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What federal programs can be consolidated?
Federal Register, July 2, 2004
All formula (non-competitive) Except Reading First Includes IDEA, up to cap (but not exempt from programmatic
requirements) Total LEA allocation divided by LEA IEP enrollment multiplied by IEP enrollment in SWP
Migrant; Indian Ed restrictions
All discretionary (competitive) Still must comply with application Need not account separately for specific expenditures
ED only (no School Lunch, Head Start)
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“Intents and Purposes”
A school that consolidates federal funds is not required to meet most of the statutory and regulatory requirements of the specific federal programs Not required to ID particular children or provide
supplemental services
Must meet “intents and purposes” of program
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Recordkeeping in SWP
School operating SWP that consolidates is not required to maintain separate fiscal accounting records, by Federal program, that ID the specific activities supported by each program’s funds
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Can the LEA consolidate only federal in a SWP?
Yes (E-4)
Single Federal consolidated pool
“From an accounting perspective, the funds from the contributing Federal programs lose their individual identity when they become part of a consolidated schoolwide pool and would be accounted for as part of that pool rather than by the individual programs that contribute to the consolidated schoolwide pool”
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On what activities can consolidated Federal funds be used? NEW!!!!!
Activities to address the “educational needs” of the school Identified by needs assessment Articulated in SW PlanE-5, etc.
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On what activities can consolidated Federal funds be used? NEW!!!!!
OMB Circular A-87 applies“Cost Principles for State, Local and Tribal Governments”
Applies to all federal funds – not education specific
General: “necessary and reasonable”
Specific: Allowability of salaries/wages (time and effort records), equipment, and alcohol
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If Title I is not consolidated with other federal, state, and local, then how must the LEA use Title I funds?
E-7
On the “educational needs” of schoolIdentified in needs assessmentArticulated in SW Plan
OMB Circular A-87 applies
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If Title I not consolidated (cont.)
All kids may participate
Need not be supplemental
** “Must account for and track the Title I funds separately, identifying the activities the Part A funds support”
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If Title I not consolidated (cont.)
What is the impact on other federal programs (not Title I)?
Still have to meet all the requirements of those programs – not just “intents and purposes”
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What if the LEA consolidates federal, state, and local??
“When Title I Part A funds are consolidated with State and local funds. . . . they lose their identity” E-8
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REMINDER: The Plan!
The SWP Plan tells the auditor:What programs have been consolidated
How much from each program
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Supplement not Supplant
Statute 1114(a)(2)(B): Title I must supplement the amount of funds that would, in the absence of Title I, be made available from non-federal sourcesE-18
The actual service need not be supplemental
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Supplement not Supplant
Guidance: School must receive all the state and local funds it would otherwise need to operate in the absence of Federal fundsIncludes routine operating expenses such as
building maintenance and repairs, landscaping and custodial services
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Can Title I $ be used for basic operational expenses?
If only federal combined –No, must be for educational needs
If federal and non-federal combined –No, but impossible to determine which is federalBe sure sufficient state and local funds allocated
to school to meet basic operational needs
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What is “educational need”?
Not addressed in guidanceInstruction – yesInstructional support – probably yesAdministration – possibly yesOperational – no
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Reporting Expenditures
Proportional basis Example: If 25% of combined funds are from Title I,
then report 25% of expenditures as Title I expenditures
Use for identifying: Reporting expenditures back to State or USDE Carryover of Title I Part A Amount unused non-federal funding MOE
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Fiscal Requirements in SWP
Set-Asides10% for School Improvement Portion of 1% for parent involvement – follow all
requirements“An amount equal to”; Need not be Title I $
Carryover15% cap still applies on LEA level, regardless of
whether allocation from SWP or TAS
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Time and Effort Records
OMB Circular A-87: Compensation for Personnel Services: If federal funds used for salaries, then “time
distribution records” are required
Must demonstrate= If employee paid with federal funds, then employee worked on that specific federal program/ cost objective
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If employee works . . . 100% on single cost objective . . .
Semi-Annual Certification Signed every six months by supervisor or
employee
“From January 1, 2010, until June 30, 2010, Don McCrone spent 100% of his time on Title I administration”
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If employee works . . . On multiple cost objectives
Personnel Activity Reports (PAR)Signed every month by employee
“For the month of September 2005, I spent my time 50% on Title I program services and 50% on non-federal programs”
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If federal, state, and local funds consolidated. . .
Employees paid with consolidated funds are not required to file T&E records
“There is no distinction between staff paid with Federal funds and staff paid with State or local funds”
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If federal funds kept separate from state and local. . .
Employee who works on single cost objective (i.e., a single Federal program whose funds have not been consolidated or Federal programs who funds have been consolidated but not with State and local funds) must furnish a semi-annual certification
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If federal funds kept separate from state and local. . .
Employee who works on multiple cost objectives (i.e., in part on a Federal program whose funds have not been consolidated in a consolidated SW pool and in part on Federal programs supported with funds that have been consolidated in a pool or on activities funded from other revenue sources) must maintain monthly PARs
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“Blanket” Semi-Annual Certification
Single cost objective (semi-annual cert)
Multiple employees
Signed by supervisor with first-hand knowledge (principal)
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Closing thoughts
The SWP is VERY important!Targeted versus SWP which is better?
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