The purpose of the CTE program is to develop more fully the academic knowledge, technical, and employability skills of secondary education students who enroll in CTE programs and programs of study, by:

(1) building on the efforts of States and localities to develop challenging academic and technical standards and to assist students in meeting such standards, including preparation for high skill, high wage, or in-demand occupations in current or emerging professions;

(2) promoting the development of services and activities that integrate rigorous and challenging academic and career and technical instruction, and that link secondary education and postsecondary education for participating CTE education students;

(3) increasing State and local flexibility in providing services and activities designed to develop, implement, and improve CTE;

(4) conducting and disseminating national research and disseminating information on best practices that improve CTE programs and programs of study, services, and activities;

(5) providing technical assistance that-(A) promotes leadership, initial preparation, and professional development at the State and local levels; and (B) improves the quality of CTE teachers, faculty, administrators, and counselors;

(6) supporting partnerships among secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area CTE schools, local workforce investment boards, business and industry, and intermediaries;

(7) providing individuals with opportunities throughout their lifetimes to develop, in conjunction with other education and training programs, the knowledge and skills needed to keep the United States competitive; and

(8) increasing the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities, individuals from economical disadvantaged families, out-of-workforce individuals, youth who are in, or have aged out of, the foster care system, and homeless.

The grants in the Special Education Consolidated Grant Application (Federal) provide financial assistance to local educational agencies to help them ensure that:

• They identify and provide a free appropriate public education to students with disabilities who are eligible for special education and related services.

• They protect the rights of students with disabilities and the rights of their parents.

• They design individualized education programs that meet the needs of students with disabilities and that prepare those students for further education, employment, and independent living. 

IDEA-B Formula

The purpose of IDEA-B Formula is to provide special education and related services to children with disabilities ages 3–21. The regulations implementing IDEA-B define the purpose of the act as a means to do the following:

• Ensure that all students with disabilities have available a free, appropriate public education (FAPE) that includes special education and related services to meet their unique needs.

• Ensure that the rights of students with disabilities and of their parents are protected.

• Assist states and localities in providing for the education of all students with disabilities.

• Assess and ensure the effectiveness of efforts to educate those students.

This allocation (for both planning and final amounts) is awarded by TEA based on three components: base, population, and poverty:

• The base amount is a frozen amount adjusted by statute as varying circumstances occur.

• The population amount is 85% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on the relative number of children enrolled in public and private elementary and secondary schools within the LEA’s jurisdiction.
• The poverty amount is 15% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on relative numbers of children living in poverty. 

Authority: IDEA, P.L. 108-446, Part B, Sec 611; 34 CFR Part 300; EDGAR as applicable; 2 CFR as applicable.

IDEA-B Preschool

In addition to IDEA-B Formula funds, the regulations implementing the IDEA-B Preschool funds define the purpose as a means to supplement and increase services beyond the level of State and local funds expended for preschool students ages 3–5 with disabilities.

This allocation (for both planning and final amounts) is awarded by TEA, based on three components, if funding is available: base, population, and poverty:

• The base amount is a frozen amount adjusted by statute as varying circumstances occur.

• The population amount is 85% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on the relative number of children enrolled in public and private elementary schools within the LEA’s jurisdiction.

• The poverty amount is 15% of the remaining funds available from the Federal government for flow-through funds to the LEAs. This amount is based on the relative numbers of children living in poverty.

Authority: IDEA, P.L. 108-446, Part B, Sec 619; 34 CFR Part 300; EDGAR as applicable; 2 CFR as applicable.

The federal ESSA grant opportunity provides supplemental resources to local education agencies (public school districts) to help schools with high concentrations of students from low-income families. Additionally, the grant funds high-quality education that will enable all children to meet the challenging state academic standards.

Intent and Purpose

Title I, Part A, provides supplemental resources to LEAs to help schools with high concentrations of students from low-income families provide high-quality education that will enable all children to meet the challenging state academic standards. Title I, Part A, supports campuses in implementing either a schoolwide program (SWP) or a targeted assistance program (TAP).

Campuses operating a SWP must conduct a Comprehensive Needs Assessment (CNA) and develop a Campus Improvement Plan (CIP) with the involvement of parents, other members of the community and individuals including teachers, principals, other school leaders, paraprofessionals, administrators, the local educational agency, and to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, and if the plan relates to a secondary school, students, and other individuals determined by the school, who will carry out such plan. The plan must ensure all students are provided opportunities to meet the challenging State academic standards and be regularly evaluated and revised as necessary based on student needs as described in Section 1114, Schoolwide Programs.

Campuses operating a TAP will determine which students will be served on the basis of multiple, educationally related, objective criteria established by the LEA and serve participating students as described in Section 1115, Targeted Assistance Schools.

Intended Program Beneficiaries

The intended program beneficiaries are students who experience difficulties meeting the State’s challenging academic standards.

General Program Requirements

Local Educational Agencies (LEAs)

Each LEA that receives Title I, Part A, funding must do the following:

• Disseminate the state, LEA, and campus-level report cards to the following:

o All LEA campuses;

o Parents of all enrolled students; and

o Make the information widely available through public means such as posting on the Internet, distribution to the media, or distribution through public agencies.

Title I, Part A, participating LEAs are required to annually submit comparability data by conducting comparability testing on an electronic form provided by TEA: The Title I, Part A Comparability Computation Form (CCF).

In accordance with Section 1112 Local Education Agency Plans, the LEA must develop a plan to ensure all children receive a high-quality education and to close any achievement gaps [Section 1112(b)] and provide assurances that the LEA will:

1. Ensure migratory children and formerly migratory children eligible to receive services are selected to receive services on the same basis as other children [Section 1112(c)(1)].

2. Provide services to eligible children attending private schools in accordance with section 1117, and timely and meaningful consultation with private school officials [Section 1112(c)(2)]. 11 SAS #ESSAAA24 2023-2024 ESSA Consolidated Federal Grant Application Program Guidelines

3. Participate, if selected, in the National Assessment of Educational Progress in reading and math in grades 4 and 8 [Section 1112(c)(3)].

4. Coordinate and integrate services with other services for English learners, children with disabilities, migratory children, American Indian, Alaska Native, and Native Hawaiian children, and homeless children and youths to increase program effectiveness, eliminate duplication, and reduce fragmentation [Section 1112(c)(4)]. LEAs are encouraged to include students in foster care.

5. Collaborate with State or local child welfare agencies [Section 1112(c)(5)].

6. Ensure all teachers and paraprofessionals working in Title I, Part A, supported programs meet applicable State certification and licensure requirements [Section 1112(c)(6)].

7. For LEAs using Title I, Part A funds to provide early childhood education services to low[1]income children, ensure that services comply with performance standards of the Head Start Act [Section 1112(c)(7)].

8. Notify the parents of each student attending any school receiving Title I, Part A funds of the Parents’ Right-To-Know [Section 1112(e)(1)].

9. Notify the parents of each student attending any school receiving Title I, Part A funds of Testing Transparency [Section 1112(e)(2)].

10. Implement an effective means of outreach to parents of English learners [Section 1112(e)(3)(C)].

Schoolwide Programs (SWP)

An eligible school operating a schoolwide program shall develop a comprehensive CIP that:

1. Is developed during a one-year period [Section 1114(b)(1)].

2. Is developed with the involvement of parents, other members of the community and individuals including teachers, principals, other school leaders, paraprofessionals, administrators, the local educational agency, and to the extent feasible, tribes and tribal organizations present in the community, and, if appropriate, specialized instructional support personnel, technical assistance providers, school staff, and if the plan relates to a secondary school, students, and other individuals determined by the school, who will carry out such plan [Section 1114(b)(2)].

3. Remains in effect for the duration of the school’s participation in the SWP and is regularly monitored and revised as necessary based on student needs to ensure all students are provided opportunities to meet the challenging State academic standards [Section 1114(b)(3)].

4. Is available to parents and the public, and the information contained is in an understandable and uniform format and, to the extent practicable, provided in a language parents can understand [Section 1114(b)(4)].

5. If appropriate and applicable, is developed in coordination and integration with other Federal, State, and local services, resources, and programs [Section 1114(b)(5)].

6. Is based on a Comprehensive Needs Assessment (CNA) of the entire school taking into account information on the academic achievement of children in relation to the challenging State academic standards, particularly the needs of children who are failing, or at-risk of failing, to meet the challenging State academic standards [Section 1114(b)(6)].

7. Includes a description of strategies the school will be implementing to address school needs [Section 1114(b)(7)(A)].

8. Includes a description of, if programs are consolidated, the specific State educational agency and LEA programs and other Federal programs that will be consolidated in the SWP [Section 1114(b)(7)(B)].

9. For schoolwide programs, LEAs may consolidate with other Federal, State, and local funds to upgrade the entire educational program of a school [Section 1114(a)(1)]. All 12 SAS #ESSAAA24 2023-2024 ESSA Consolidated Federal Grant Application Program Guidelines grants in the ESSA Consolidated Application may be consolidated on a schoolwide campus with the exception of Title I, Part C-Migrant. LEAs must have special permission from the Agency to add Title I, Part C-Migrant, to the consolidation. There are some other federal and state grants that have restrictions with consolidation; please read grant rules and regulations before consolidating these grants.

Targeted Assistance Schools (TAP)

A Title I, Part A, TAP must 1) determine which students will be served; and 2) serve participating students identified as eligible children by [Section 1115(b)]:

1. Using resources to help eligible children meet the challenging State academic standards necessary to provide a well-rounded education [Section 1115(b)(2)(A)].

2. Using methods and instructional strategies to strengthen the academic program of the school [Section 1115(b)(2)(B)].

3. Coordinating with and supporting the regular education program which may include transition from early childhood education programs to elementary school programs [Section 1115(b)(2)(C)].

4. Providing professional development with resources to school personnel who work with eligible children in TAP or in the regular education program [Section 1115(b)(2)(D)].

5. Implementing strategies to increase the involvement of parents of eligible children [Section 1115(b)(2)(E)].

6. If appropriate and applicable, coordinating and integrating Federal, State, and local services and programs such as violence prevention, nutrition, housing, Head Start, adult education, career and technical education and comprehensive support and improvement activities or targeted support and improvement activities [Section 1115(b)(2)(F)].

7. Providing assurance to the LEA that the school will [Section 1115(b)(2)(G)]:

• help provide an accelerated, high-quality curriculum;

• minimize the removal of children from the regular classroom during regular school hours; and

• on an ongoing basis, review the progress of eligible children and revise the targeted assistance program.

Allowable Activities and Use of Funds

Title I, Part A, funds must be expended for programs, activities, and strategies that are scientifically based on research and meet needs (identified in the campus’ comprehensive needs assessment process) that are listed in the comprehensive plan. Funds may be used to increase the per-pupil amount allocated to each Title I, Part A, campus or to serve new Title I, Part A, campuses. Regardless, a campus with a lower low-income percentage may not receive a higher per-pupil allocation than a campus with a higher low[1]income percentage.

There are exceptions to the allocation instructions in the paragraph above. If necessary, the LEA should contact TEA to discuss its situation and to determine if approval for an exception is appropriate.

SWPs

On SWP campuses, you may use Title I, Part A, funds for activities that are part of the comprehensive plan to improve student performance and upgrade the entire educational program. Funds must be expended for allowable uses based on the type of consolidation 13 SAS #ESSAAA24 2023-2024 ESSA Consolidated Federal Grant Application Program Guidelines (Title I, Part A, funds only; federal funds only; or state, local, and federal funds) of funding the campus has chosen to implement on the schoolwide campus.

TAPs

In targeted assistance schools, you may only use Title I, Part A, funds to meet the needs of children identified as being in the greatest need of services. Students must be selected using multiple, educationally-related, objective criteria established by the LEA.

Use of Funds

Regardless of which types of Title I, Part A, program you operate (SWP or TAP), it is possible that some Title I, Part A, administrative, professional development, parental involvement, or even instructional activities are conducted through the central office. For all Title I, Part A programs, the LEA must be able to respond appropriately to and maintain documentation for each of the following steps and requirements to determine whether an expenditure would be allowable:

1. The campus in question must be a Title I, Part A campus.

2. LEAs must have a valid Supplement Not Supplant methodology for allocating State and local funds, or Statement of Exemption. [Note: For funds reserved at the LEA level, the LEA must ensure that it is using State and local funds that are retained at the LEA level in a Title I neutral manner. Then any Title I, Part A funds that are reserved at the LEA level are also considered to be supplemental in nature, although they must be used only for Title I, Part A purposes, as indicated in the LEA’s approved ESSA Consolidated Federal Grant Application. Any Title I, Part A funds that are reserved at the LEA level must be used for activities that meet the intent and purpose of Title I, Part A, as well as items 3-5, below.] For additional guidance concerning the Title I, Part A Supplement, Not Supplant requirement, refer to the Supplement, Not Supplant Handbook.

3. LEAs should ensure that activities and/or resources are:

     • Identified in the Comprehensive Needs Assessment;

     • Included in the Campus Improvement Plan;

a. The plan addresses how the activity/resource identified will be evaluated; and

b. The plan addresses how the needs of students at risk of not meeting State Standards are being met.

      • Reasonable;

      • Necessary to carry out the intent and purpose of the Title I, Part A program;

      • Allocable; and

      • Allowable under Title I, Part A 4. The LEA assures that the expenditure(s) meet all EDGAR requirements.

5. The LEA assures that all district policies and procedures were followed.

The federal Nita M. Lowey 21st CCLC program supports the creation of community learning centers that provide academic and enrichment opportunities, during non-school hours for students, particularly students who attend high-poverty and low-performing schools. The program helps students meet state and local student standards in core academic subjects, such as reading and math; offers students a broad array of enrichment activities that can complement their regular academic programs; and offers literacy and other educational services to the families of participating children. Title IV, Part B, specifies that 21st CCLC funds are to be used to provide opportunities for communities to establish or expand activities in community learning centers that do the following:

• Provide opportunities for academic enrichment, including providing tutorial services to help students, particularly students who attend low-performing schools, to meet the challenging state academic standards.
• Offer students a broad array of additional services, programs, and activities, such as youth development activities, service learning, nutrition and health education, drug- and violence-prevention programs, counseling programs, arts, music, physical fitness and wellness programs; technology education programs, financial literacy programs, environmental literacy programs, mathematics, science, career and technical programs, internship or apprenticeship programs, and other ties to an in-demand industry sector or occupation for high school students that are designed to reinforce and complement the regular academic program of participating students.
• Offer families of students served by community learning centers opportunities for active and meaningful engagement in their children’s education, including opportunities for literacy and related educational development.

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