South Carolina Public Charter School District�Federal Programs�Coffee Chat

OCTOBER 19, 2021

WELCOME TO THE OCTOBER FEDERAL PROGRAMS COFFEE CHAT

1. Type in your name, title, and school.

2. Answer one or more of the following questions:

• What is your favorite thing about fall?
• What is your favorite fall food?
• What fall traditions has your family enjoyed or plan to enjoy this season?

AGENDA

• ESSER Updates
• Amendments
• Monitoring and Support
• Financial Updates, Procurement Policy Updates
• Inventory
• McKinney-Vento/Homeless

ESSER�Updates

ESSER UPDATES

• ESSER I: Expires September 30, 2022
• Continue to spend and claim monthly
• Submit amendments by Oct. 15^th and March 15^th (Last opportunity to submit amendment for ESSER I)
• 2021-2022 New Schools: Not eligible for ESSER I
• ESSER II: Expires September 30, 2023
• Continue to spend and claim monthly
• Submit amendments by Oct. 15^th and March 15^th
• 2021-2022 New Schools: Application were due October 11^th
• ESSER III: Expires September 30, 2024
• Awaiting SCDE approval
• Received feedback from SCDE 9/14/2021, Becky will resubmit this week
• Submit amendments by March 15^th
• 2021-2022 New Schools: Application were due October 11^th

QUESTIONS? COMMENTS? CONCERNS?

Amendments

Timelines for Spending and Claiming

AMENDMENTS

FY20 and 21 Grants

• Federal Programs office is currently processing amendments.
• Goal is to submit to SCDE by the end of October.
• Next opportunity to submit an amendment is March 15, 2022. This will be the last opportunity to submit amendments for FY20 grants that expire September 30, 2022, including ESSER I.

FY22 Grants

• FY22 Title I, II, & IV – Still awaiting approval of preliminary applications.
• Received final allocations on 10.14.2021.
• Title I – District received a reduction of $269,643.86
• Title II – District received an increase of $682.50 (increase travel activity at district due to increased site visits)
• Title IV – District received an increase of $168.10 (add to current district activity)

QUESTIONS? COMMENTS? CONCERNS?

Monitoring & Support

MONITORING & SUPPORT

• Purpose

To provide professional development and technical assistance to school leaders and coordinators in the area of federal compliance through the development of a three-tiered system of support to schools.

• Expectations

All schools are expected to follow the rules and regulations as set forth by the Every Student Succeeds Act (ESSA) of 2015 and the Education Department General Administrative Regulations (EDGAR, 4^th edition). The Director of Federal Programs will monitor schools throughout the year using Epicenter to collect compliance documentation and through on-site monitoring visits. Schools are expected to use the SCDE’s Monitoring Instrument and the SCPCSD’s Federal Programs Checklist as a guide to ensure compliance with Title I, II, and IV.

• Support

The district will use a three-tiered level of support system, which is determined by the previous year’s monitoring reported by the SC Department of Education and/or the SCPCSD. The three-tiered levels of support and responsibilities are outlined as follows:

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MONITORING & SUPPORT

18%

(Including new schools)

22%

(2020-2021 Data)

66%

(Including new schools)

78%

(2020-2021 Data)

16%

(including new schools)

0%

(2020-2021 Data)

No Risk

Low Risk

High Risk

• What were your initial thoughts when you saw the results?
• Where do you think your school falls on this graph?
• Why do you think that 78% of the schools monitored last year are in Tier 2?

3 or more years

2 years

1 year or less

No Risk

Low Risk

High Risk

3 or more years

2 years

1 year or less

No Risk

Low Risk

High Risk

No Risk

Low Risk

High Risk

100% on time

90-99% on time

Below 90% on time

No Risk

Low Risk

High Risk

• What were your initial thoughts when you saw the results?
• Where do you think your school falls on this graph?
• What do you think prevented schools from submitting documents on time?
• What can the district and/or schools do to improve the results this school year?

COMPLIANCE DOCUMENTATION�DISTRICT SUPPORT

Federal Epicenter Submissions Due from Schools

10% or less rejected

11-20% rejected

21% or more rejected

No Risk

Low Risk

High Risk

• What were your initial thoughts when you saw the results?
• Where do you think your school falls on this graph?
• What may have caused 75% of schools to have more than 20% of claims rejected?
• What can the district and/or schools do to improve the results this school year?

REIMBURSEMENTS �DISTRICT SUPPORT

• Quick Reference Guide for Submission Type Documentation
• Monthly Federal Programs Coffee Chats – Recorded
• Monthly Newsletters – Sweet News
• Federal Financial Boot Camp – Recorded
• Monthly Penny Patrol from Finance
• Weekly and Monthly One-On-One Meetings
• Up-to-Date Federal Programs Website
• How to Create Amendments Tutorial
• Quick Guide to Function and Object Codes - new
• How to Create Journal Entries – new

No Risk

Low Risk

High Risk

NEW Claiming Criteria from SCDE

How this Impacts Monitoring for Schools

Tier 1 (No Risk): Meets claiming criteria set forth by SCDE

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Tier 3 (High Risk): Does NOT meet claiming criteria set forth by SCDE

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Click here to access rubric.

MONITORING & SUPPORT

• Tier 1 schools will receive rubrics via email.
• Tier 2 schools will receive rubrics during first monthly meeting, which will take place beginning mid-late October. Be on the lookout for an email with meeting dates.
• Tier 3 schools will receive rubrics during first bi-weekly meeting, which will take place beginning mid-late October. Be on the lookout for an email with meeting dates.

What would you like to learn more about?

QUESTIONS? COMMENTS? CONCERNS?

Reimbursement Reminders & Updates

Document Titles

REIMBURSEMENT UPDATES

Salary Agreement/Job Description

• The % of salary should reflect the total % being paid from the grant. The example below should reflect 100%, not 15.8%.

SALARY AGREEMENT

• District template created for all federal programs
• Must be completed for each employee paid out of federal funds and signed by the employee and school leader or designee
• The salary information for each federal program will need to be listed along with the percentage of salary from that program
• The job description for the staff member paid from federal funds is also required to be included per the SCDE

REIMBURSEMENT�COVER SHEET UPDATE FOR TECHNOLOGY

• Example Activity: 100/400 - The school will purchase 39 Chromebooks for student use.
• However, reimbursement request has an invoice that includes the Chromebooks AND the licenses for the Chromebooks.
• This should be two separate activities, one for Chromebooks and one for licenses because they have different budget codes:
• 100/400 - The school will purchase 20 Chromebooks for student use.
• 100/300 – The school will purchase 20 Google Chrome licenses to use with the Chromebooks.
• Since both activities will have the same invoice, schools are allowed to place both the Chromebooks and licenses on one cover sheet.

Chromebooks – 100/400

Service – 100/300

Disclaimer – Snippets used for training only. Be sure to include full pages of supporting documentation. ☺

SUBMISSION REMINDER

• Each activity should have its own submission with one cover sheet.
• Do Not submit multiple cover sheets in one submission.
• Example:
• Supplies and Materials – The school can submit all invoices for that one activity and create one cover sheet that includes the total for multiple invoices (only if all invoices apply to that one activity).
• Exceptions:
• Salary and Benefits – one cover sheet for these two activities
• Technology – devices with subscriptions – one cover sheet for these two activities if on the same invoice

PROCUREMENT UPDATE

• Thresholds for procurement increased to $10,000.
• However, schools must follow the school’s procurement policy.
• The cover sheet has been updated to reflect $10,000 for purchase orders, but a school’s procurement policy can be more restrictive than the district’s policy.
• Reimbursement Review – Claims will be rejected if school does not follow school’s procurement policy.
• Be sure to review and update school’s procurement policy yearly.

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TIME & EFFORT�UPDATE

After-School and Summer School

• PARS are required for after-school and summer school
• Timesheets are sufficient

TITLE II RECRUITMENT & RETENTION BONUSES

• Retention stipends can be given to highly effective teachers. Highly effective teachers are teachers who have received a MET rating on their evaluation.
• Reminder to submit the following:
• Payroll documentation showing that the bonus was paid separately from regular pay
• List of teachers must include the teacher’s name and subject(s) they teach
• NOT ALLOWED: Paraprofessionals, tutors, evaluators

Click here to access our Federal Grants Reimbursement webpage.

Epicenter Due Dates

• All Grants
• Reimbursement requests due 20^th of each month

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• Title I
• Notices to Parents Regarding Teacher Certification Status – at least 10 days after letter is sent
• November 16^th:
• Annual Title I Meeting Documentation
• Procedures for Processing Parent Suggestions
• Home-School Compacts
• Parent and Family Engagement Policy

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Click here to access Federal Epicenter Submissions Due from Schools.

Title II

• November 16^th:
• Parents’ Right to Know
• Updated Hiring Procedures/Policy
• Screenshot from Website of Most Recent School Report Card

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GEER Funding

(Does not apply to new 2021-22 schools)

• Application due October 19^th
• Click here to access resources.

QUESTIONS? COMMENTS? CONCERNS?

Inventory

INVENTORY FOR FEDERAL PROGRAMS ��PHYSICAL INVENTORY LISTING

• Also known as Equipment and Inventory Control Log
• All schools must have Federal Programs Equipment and Inventory Control and Tracking Procedures. Click here to access district procedures.
• The Physical Inventory Listing must include equipment and inventory that is non-consumable with a life of more than one year and with a value of more than $100.
• Items that would not be included on the physical inventory listing are books, classroom libraries, classroom/office supplies, workbooks, maps, charts, globes, etc.
• Items that must be included are printers, computers, digital cameras, laptops, office/classroom furniture.
• Ensure that items are added to the physical inventory list throughout the year as invoices are processed.
• Physical inventory listing must be reconciled at least once per year.

INVENTORY FOR FEDERAL PROGRAMS ��RECONCILIATION

• Reconcile at least once per year
• Ensure that all items purchased within the year have been added to the physical inventory listing
• Make notes of any lost, stolen, damaged, or disposed items
• Complete appropriate forms for lost, stolen, damaged, or disposed items
• Person conducting reconciliation must sign, date, and save a copy for auditing purposes
• Title I schools submit in Epicenter August 15^th of each year
• Be mindful that ESSER I, II, & III have many activities that include equipment. Be sure to add to the log as invoices are processed.
• Ensure that all items have been tagged with grant year and grant name used to purchase item
• Schools may use their own labels or request labels from the district by emailing tsweet@sccharter.org with the name of grant, grant year, and number of labels needed

INVENTORY FOR FEDERAL PROGRAMS��RESOURCES

• Lost, Stolen or Missing Inventory Form
• If stolen, must attach a copy of the police report
• Inventory Disposal Form
• Transfer Form
• Inventory Check-Out Form – see sample below

McKinney Vento/ Homeless

MCKINNEY-VENTO/ HOMELESS PROGRAM

School responsibilities include the following:

• Identifying homeless children and youth;
• Enrolling homeless children and youth, including unaccompanied homeless youth, immediately; and
• Providing services for and linking them to services to support their academic success.

MCKINNEY-VENTO/ HOMELESS PROGRAM

Following are some common ways schools support the education of homeless students:

• Assisting the family with obtaining records for enrollment;
• Assessing the children’s academic needs and provide tutoring or other support to ensure success;
• Ensuring the children have needed school supplies;
• Providing time and space for a child or youth who does not have a proper study environment outside of school to complete homework or work on school projects;
• Ensuring that a homeless child is not punished for behavior related to his or her homelessness, such as tardiness or not completing homework, and providing support to address the behaviors;
• Waiving fees and removing barriers to students’ participation in extracurricular activities;
• Discussing needs of the family, children, and linking them to community services;
• Developing a resource or referral list to provide to families and youth who may not be familiar with the community resources; and
• Maintaining the family’s, children’s, or youth’s confidentiality related to their living situation.

WHO IS HOMELESS?

The Federal McKinney-Vento Homeless Assistance Act defines children and youth who lack a fixed, regular, and adequate nighttime residence as homeless. This includes children and youths who:

• share the housing of other persons due to loss of housing, economic hardship, or a similar reason (sometimes referred to as “doubled-up”);
• live in motels, hotels, trailer parks, or camping grounds due to lack of alternative adequate accommodations;
• live in emergency or transitional shelters;
• are abandoned in hospitals;
• have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings;
• live in cars, parks, public spaces, abandoned buildings, substandard housing (e.g., housing that lacks any one of the fundamental utilities, does not have working a kitchen or plumbing, is overcrowded, or infested), bus or train stations, or similar settings; and
• Migratory children who qualify as homeless because they are living in circumstances described above.
• Unaccompanied youth who qualify as homeless because they are living in circumstances described above.

DETERMINING ELIGIBILITY

• Step 1: Gathering information about the child’s or youth’s situation
• Example – housing questionnaire that asks about the child’s living arrangements as part of the enrollment paperwork
• Avoid using the word “homeless” (stigma and some may not consider themselves homeless even though their living arrangement meets the definition)
• Step 2: Analyze the facts
• Determine if living arrangement meets the McKinney-Vento definition of homeless
• If not, consider whether the student’s living arrangement would be considered homeless because it is not fixed, regular, and adequate.
• Step 3: Determine needs
• Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held.

FLOWCHART FOR DETERMINING ELIGIBILITY� �Click here to access

FLOWCHART FOR DETERMINING ELIGIBILITY� �CLICK HERE TO ACCESS

HOMELESS FUNDS REQUEST FORM��CLICK HERE TO ACCESS

1. Once a student has been identified, determine any barriers that may prevent the student from being successful.
2. If there are needs that require funding, first seek out public or private sources, such as local organizations, churches, PTO, etc. (Title I homeless funds must be used only as a last resort when funds or services are not available from other public or private sources.)
3. Complete Homeless Funds Request Form.
4. Submit in Epicenter and email Director of Federal Programs with high importance.
5. Director of Federal Programs will review and provide feedback via Epicenter and/or email.

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USE OF FUNDS EXAMPLES

• Clothing to meet necessary dress or uniform requirement
• Clothing and/or shoes necessary to participate in physical education classes
• Student fees necessary to participate in general education classes
• Personal school supplies
• Birth certificates necessary to enroll in school
• Immunizations
• Food – for immediate needs such as fire
• Medical and/or dental services
• Counseling services to address anxiety related to homelessness that is impeding learning
• Extended learning times
• Tutoring services
• Transportation
• Other

TRANSPORTATION FOR HOMELESS STUDENTS

• If a school determines that remaining in the school of origin is in the best interest of a child or youth who becomes homeless, the school must provide transportation to and from the school at a parent’s or guardian's request.

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• Title I, Part A funds cannot be used to provide transportation for homeless children to remain in the school of origin. That would be considered supplanting.

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• However, there may be unique circumstances in which Title I funds may be requested. Example: parent’s car breaks down, student needs temporary transportation

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• Charter schools are not required to admit homeless students if there is not availability due to enrollment caps.

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FREE MEALS AND SNACKS FOR HOMELESS STUDENTS

• Homeless students are automatically eligible for free meals if the school participates in the National School Lunch Program (NSLP).
• If the school does not participate in the NSLP, the school is not obligated to provide free food.
• However, since there is a strong correlation between adequate nutrition and academic achievement, many charter schools that do not participate in the NSLP choose to provide homeless students with food using the following strategies:
• Business partnerships with local restaurants, food pantries, or faith-based organizations
• Link families with food banks so that they may send meals and snacks to school with their children.

OTHER MCKINNEY- VENTO RESOURCES

• Click here to order FREE NCHE copies of publications to schools.

OTHER RESOURCES

• SCPCSD Federal Programs Website
• Title I
• Title II
• Title IV
• McKinney-Vento/Homelessness
• ESSER I
• ESSER II
• Federal Programs Timeline

CONTACT INFORMATION

Tracie M. Sweet

Director of Federal Programs

Phone: 803-960-8609

Email: tsweet@sccharter.org

Please complete the evaluation survey here.

Becky Huggins

COVID Impact Coordinator

Phone: 803-608-1091

Email: rhuggins@sccharter.org