1. Impact Aid Training
September 25, 2017

2. Agenda Purpose Eligibility Survey Documentation Required
Application Process
Use of Funds

3. Purpose Federal grant to compensate LEAs for:
lost local revenue due to tax-exempt federal property
increased expenditures for federally connected children
Section 8003 grants help educate federally connected children. These may be the children of members of the uniformed services, children who live on Indian lands, children who live on federal property or federally subsidized low rent housing, and children whose parents work on federal property. Section 8003 grants include additional payments for children with disabilities for federally connected children who are eligible under the Individuals with Disabilities Education Act (IDEA).

4. Purpose Federally connected children may include:
children of members of the uniformed services,
children who live on Indian lands,
children who live on federal property or federally subsidized low rent housing, and
children whose parents work on federal property.
Section 8003 grants help educate federally connected children. These may be the children of members of the uniformed services, children who live on Indian lands, children who live on federal property or federally subsidized low rent housing, and children whose parents work on federal property. Section 8003 grants include additional payments for children with disabilities for federally connected children who are eligible under the Individuals with Disabilities Education Act (IDEA).

5. Eligibility
As this is our first application for Impact Aid Program funding, we will be evaluated for:
our eligibility to apply for these funds
our eligibility in terms of meeting the minimum threshold of federally connected students.

6. Eligibility
A Local Education Agency (LEA) must have at least 3% or eligible federally connected children in average daily attendance (ADA).
We estimate that 500 eligible federally connected students will allow us to meet this eligibility criteria. (Our projected enrollment for is 17,000.)

7. Collecting Eligibility Data
Parent Pupil Survey Forms- created by CSI and approved by federal IAP contact.
Schools should use the printed survey this year with the plan to consider use of an online survey next year
Source Check Forms – Forms sent to a certifying official to verify lists of children and parent information.
If CSI has students eligible for low-rent housing or Indian lands, CSI will work with your school to confirm eligibility using the Source Check process.
CSI and schools can consider this option in future applications

8. ***October 2, 2017 will be CSI’s survey date.***
Federally connected children enrolled on CSI’s Survey Date are eligible to be included.
***October 2, 2017 will be CSI’s survey date.***
The survey cannot go out to families until the Survey Date
Survey Date must be between the 4th day of school and January 30th

9. CSI Impact Aid Survey Form
Approved by USDoE Impact Aid Staff
Please DO NOT remove anything from this form
Feel free to pre-populate your school name before printing/copying for families
Feel free to include a letter/note to attach to this form to help families understand the purpose/importance of completing this form.
Include your school’s requested *deadline* for families to turn in this form

10. Reviewing Surveys Schools are responsible for:
Reviewing forms for completeness based on child’s eligibility
Organizing surveys (and additional documentation) by eligibility categories
Completing the CSI cover sheet with counts of eligible students by category
Submitting to CSI – initial submission date of December 4th

11. Parent Survey Form

13. Ensure this section is completed in its entirety
Ensure this section is completed in its entirety. Leave 1-3 blank if not applicable.
 Pre-populate this with your school name
before printing/copying
NOTES:
Many housing areas such as Section 8 housing are not eligible for Impact Aid Purposes
A complete list of federal property in Colorado is included as a file in the webinar

14. Ensure one of the sections below is completed in its entirety.

15. Impact Aid Program Webinar – 11/2/2010
Ensure every form has a signature and date. Forms cannot be distributed to families until October 2nd so parents should be signing/dating on/after October 2nd.
Impact Aid Program Webinar – 11/2/2010

16. School Cover Sheet

18. Table 1: Children with disabilities who:
(1) Reside on eligible federal property and have a parent on active duty in the uniformed services of the United States; or
(2) Reside on eligible federal property with a parent who is both an accredited foreign government official and a foreign military officer; or
(3) Reside on eligible Indian lands
For each student with disabilities, in addition to providing the completed survey, please also include the student’s IEP (which shows the student is receiving services on October 2, 2017). The IEP should immediately follow the survey for each student with disabilities.

19. Table 2
Children with disabilities who DO NOT RESIDE ON FEDERAL PROPERTY BUT:
(1) Have a parent on active duty in the uniformed services of the United States; or
(2) Have a parent who is both an accredited foreign government official and a foreign military officer
For each student with disabilities, in addition to providing the completed survey, please also include the student’s IEP (which shows the student is receiving services on October 2, 2017). The IEP should immediately follow the survey for each student with disabilities.

20. Table 3
Children who:
(1) Reside on federal property with a parent employed on eligible federal property located at least partly within the school district; or
(2) Reside on eligible federal property and have a parent on active duty in the uniformed services of the United States; or
(3) Reside on eligible federal property and have a parent who is both an accredited foreign government official and a foreign military officer; or
(4) Reside on eligible Indian lands (no parental employment required)

21. Table 4
Children who reside on eligible federal property but whose parents are NOT employed on federal property

22. Table 5 Children who do NOT reside on federal property but:
(1) Reside with a parent employed on federal property; or
(2) Have a parent on active duty in the uniformed services of the United States; or
(3) Have a parent who is both an accredited foreign government official and a foreign military officer

23. General Documentation
Parent-pupil survey forms

24. Documentation for Children with Disabilities (CWD)
Submit a list of CWD children by name, date of birth, grade, and date IEP was signed
Each child must have a signed active IEP that was signed on or before the survey date
List must be signed by director of special education or other appropriate official (at the school level).

25. Documenting Reserves and National Guard
Must be called up to active duty under Presidential Orders – Executive Order of September 14, 2001, as amended; and Title 10 USC
Must be activated as of the survey date
Documentation required:
Copy of orders for individual OR
Certification from service component for activation of unit listing parents’ names of children claimed and certifying they were called up under Title 10

26. Field Reviews
Documentation Review – Monitoring Process On-site visit or mail-in Approximately 180 applications selected each year CSI WILL be evaluated as this is our first application. Letters sent out in Spring Data reviewed and approved after you apply BUT BEFORE YOU GET PAID

27. School Timeline
On/after October 2: Date to Send out Surveys (use conferences, back to school nights, etc. to promote)
[School Deadline]: Date for Surveys to be Returned to School
December 4: Date for Initial Cover Sheet & Documentation to be Submitted to CSI

28. CSI Application Timeline
January 31, 2018: CSI Application due
June 30, 2018: Amendments may be submitted
Fall 2018: Eligibility determined, and if applicable, funds disbursed

29. Payment
Assuming we are eligible to apply and receive funds, CSI will distribute funds to federal funds to schools on a per pupil basis.
Payments are determined by:
formulas specified in the law
annual appropriation amounts
School districts use Impact Aid for a wide variety of expenses, including the salaries of teachers and teacher aides; purchasing textbooks, computers, and other equipment; after school programs and remedial tutoring; advanced placement classes; and special enrichment programs. Most Impact Aid funds are considered general aid to the recipient school districts and may be used in whatever manner they choose, in accordance with state and local requirements. Although most school districts use Impact Aid for current expenditures, funds may also be used for capital expenditures. Payments for Children with Disabilities must be used for the extra costs of educating these children

30. Payment
Basic support payments may be used as determined by the LEA in accordance with local and State requirements
Examples of allowable expenditures
salaries
textbooks, computers, and instructional materials
special programs like after school, remedial & advanced placement
School districts use Impact Aid for a wide variety of expenses, including the salaries of teachers and teacher aides; purchasing textbooks, computers, and other equipment; after school programs and remedial tutoring; advanced placement classes; and special enrichment programs. Most Impact Aid funds are considered general aid to the recipient school districts and may be used in whatever manner they choose, in accordance with state and local requirements. Although most school districts use Impact Aid for current expenditures, funds may also be used for capital expenditures. Payments for Children with Disabilities must be used for the extra costs of educating these children

31. Questions
Janet Dinnen, , All questions should be coming to CSI. CSI will work with its federal contact as needed.