DELAWARE DEPARTMENT OF EDUCATION
CONSOLIDATED GRANT APPLICATION CHECKLIST – SY 2015–2016
Title III – Language Instruction for Limited English Proficient (LEP) and Immigrant Students
This is for a Consolidated Application pursuant to Section 9305 of the Elementary and Secondary Education Act (ESEA).
As such, sections do not address each planning element that would be required in a program-specific application. Local
Education Agencies (LEAs) are required to comply with all program-specific requirements even if they are not addressed
in this application, and the Delaware Department of Education (DDOE) will oversee compliance through a variety of
mechanisms.
LEA: ________________________________________
Reviewer: ____________________________________
Directions: Use the criteria below to review each LEA Consolidated Grant.
Required Components
Yes
No
N/A
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Comments
Section 2.1 – LEA Consolidated Application Planning Team
1. Does the grant planning team include administrators,
teachers, parents, school nurses, community leaders,
school counselors, law enforcement officers, visiting
teachers, and others?
Section 2.3 – Selection of Federal and State Programs
2. Did the LEA select its intent to participate in the Title III
program?
Section 2.4 – Program Coordinators and Allocations
3. Did the LEA list a coordinator for the Title III program and is
the allocation correct?
Section 3.15 – Title III ELL/Immigrant
4. Did the LEA describe the research-based high-quality
language programs and activities proposed to be
developed, implemented, and administered under the
subgrant? Does the description include identification of
ESL program models used at each school to increase the
English proficiency of EL students? [Section 3116 (b)(1)]
(Question A.1)
5. Did the LEA list the name and number of ESL-certified
teachers providing supplemental language instruction
education programs to LEP children and the number of
paraprofessionals/tutors serving the program per grade
level and school? (Question A.2)
6. Did the LEA describe the ESL-specific high-quality
professional development that will be provided to ESL
teachers and teachers in classroom settings that are not
settings of language instruction programs? (Question A.3)
7. If the LEA has failed to meet AMAs for 2 or 4 consecutive
years, describe how the Title III funds will support the
district improvement plan to address the factors that
prevented the LEA from achieving the objectives. [Section
3122(b)(2)] (Question B.1)
8. Did the LEA describe how they will promote parental and
community participation in consultation with teachers,
school administrators, and parents? [Section 3116(b)(4)]
(Question B.2)
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DELAWARE DEPARTMENT OF EDUCATION
CONSOLIDATED GRANT APPLICATION CHECKLIST – SY 2015–2016
Required Components
Yes
No
N/A
9. For LEAs that receive Title III increase funds for Immigrant
Students: Describe how immigrant increase funds will be
used for activities that provide enhanced opportunities for
immigrant students. [Section 3115€ (1) (A-G)] (Question
C.1)
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10. Is the LEA a school district?
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17. Did the LEA zero out their Title III budget?
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18. Does each budgeted item include sufficient detail?
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19. Are the funding descriptions and account codes appropriate
for each budgeted item?
20. Are all planned expenditures allowable? [2 CFR Part 200]
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21. Are the proposed uses of funds supplemental?
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Comments
a. If no, move to #17.
b. If yes, move to #11.
Section 3.16 – Equitable Services
11. The LEA provided:
a. Number of LEP/immigrant students enrolled in public
school;
b. Number of LEP/immigrant students enrolled in private
school;
c. Proportion of LEP/immigrant students in private school;
d. Title III allocation;
e. Amount of set-aside
(Question A.1)
12. The LEA described their process for notifying non-profit
private schools of their eligibility to participate.
a. The LEA described their process of consulting with
private schools to design, implement, and evaluate
programs for eligible LEP private school students, staff,
and their families. (Question A.2)
13. The LEA described the types of services and who will
provide the services to eligible LEP private school students,
staff, and their families. (Question B.1)
14. The LEA described how they ensure Title III services are
equitable in comparison to Title III services provided to
public school students, staff, and families, and are provided
in a timely manner, are secular, neutral, and non-ideological
for each eligible Title III federal program. (Question B.2)
15. The LEA described the process used to monitor the
provision of Title III services to eligible LEP private school
students, staff, and their families. (Question C.1)
16. The LEA described the process for ensuring that allowable
Title III materials, equipment, and/or property are purchased
and properly maintained and accounted for. (Question C.2)
Section 4.0 – Budget and Distribution of Funds
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DELAWARE DEPARTMENT OF EDUCATION
CONSOLIDATED GRANT APPLICATION CHECKLIST – SY 2015–2016
Required Components
Yes
No
22. Are the budgeted items necessary and reasonable for the
proper and efficient performance and administration of the
Federal award? [2 CFR §200.404]
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23. Did the LEA reserve funds for Indirect Costs?
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Comments
a. If no, move to #24.
b. If yes, is the total reservation 2% or less (including
administrative costs) according to the Indirect
Costs/Admin Costs report in Section 4.0.
Required Components of Implementation Plan and Consolidated Grant
24. Is the LEA classified as an intense or moderate district?
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a. If no, the review is completed.
b. If yes, does the LEA’s Implementation Plan note item(s)
that will be funded with Title III and is the item(s) included
in the grant budget?
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Title III Checklist
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