2014-2015 CRP Application Roll-Out

2016 CRP Application Roll-Out

RIDE’s Consolidated Resource Plan (CRP) Team Members welcome you to our

informational webinar regarding the annual update to the CRP Application.

Today’s Webinar Agenda

• 10:00 - 10:05 Webinar Open – David Luther

• 10:05 – 10:15 Planning for Success – Steve Osborn

• 10:15 – 10:35 Application Basic Concepts – David Luther

• 10:35 – 10:45 Title I (A) – Colleen Hedden

• 10:45 – 10:55 Title II – Mary Keenan

• 10:55 – 11:05 Title III – Jillian Belanger

• 11:05 – 11:15 IDEA: Part B & Preschool – Alice Woods

• 11:15 – 11:25 Uniform Grant Guidance – David Luther

• 11:25 – 12:00 Questions & Answers – CRP Team

Planning for Success

New Planning tool which gives LEAs the ability to track the use of its funds that are budgeted in AcceleGrants to its district strategic priorities.

District priorities should be tied to the District’s Strategic Plan


How does it work?

•Set up before building your budgets

•Go to Improvement Planning link in AcceleGrants

•Set Fiscal Year to 2016

•Create District Plan

– Input Name of Priority

– Describe Priority

– Repeat for additional Priorities

•Identify priorities within each budget (as applicable)


Getting Started

Add a Priority

Creating a Priority

Plan Overview

Identify Priority in Budget

Plan Summary Page

Application Basic Concepts (ABCs)Presented by David Luther

• FY 2016 – Getting Started

• FY 2016 Funding

• Equitable Participation

• Building an Approvable Budget

• Supplement not Supplant

• Excess Cost, EIS, PARs

Getting Started on 2016

• FY 2016 CRP Application will be available to LEAs on or about 4/17/15

• Select Application Year - 2016

• Change Application Status to “Draft Started”

• District System Administrator maintains system user accounts & roles (viewable in address book)

• Password reset located on sign-in screen for user forgotten passwords (reset request - active for 1 hour)

• Inform RIDE about SY 15/16 school (public & private) openings, closings, grade reconfigurations.– Email: [email protected]

• Inform RIDE about Title III Consortium Arrangements ASAP– Designated Fiscal Agent and Member LEAs

Submitting the CRP Application

Due May 22, 2015:Applicants needing substantial approval for summer activities

Due July 1, 2015:Applicants not seeking summer time substantial approval

Applications are submitted when status is changed to: “District Superintendent Approved”

System validation errors can not exist (Warnings are OK)

Mail All Completed Supplementary Forms to RIDE:Assurances Affirmation StatementsDesignation of Program RepresentativesPublic Process for Developing the CRPRequest to Obligate Federal Funds Form 2016Forms Available for Download within the Document Library

Submitting the CRP Application

Project Start Date is the later of:Date Funds Become Available or;Date Application Rec’d in Substantially Approvable Form

Expenditure reimbursement available after application is RIDE final approved (RIDE CRP Coordinator Approved)Expenditures incurred between the project start date and the final

approval date are reimbursable, if approved in final budget

Limited Flexibility within and between approved budget line items

Funding Availability is 27 monthsEx: July 1, 2015 thru Sept 30, 2017

Available Funds = Allocation + Carryover

Carryover = Unapplied + Unspent FundsCaution: Title I (A) Limits (Excess) Carryover

Maximum of 15% of allocated amount after first 15 months

FY 2016 Funding

Preliminary Allocations:

• Average Statewide change in funding as compared to FY 15:– Title I (A): +1.9%

– Title I (D): +1.4%

– Title II (A): (0.3%)

– Title III: (19.2%)

– IDEA Part B: +0.2%

– IDEA Preschool: Level Funded

• Changes for each individual LEA may vary significantly

• Final Allocations will be calculated in January 2016– After Final Allocations are receive from USDE– After October 1st Enrollment and December 1st Special Education Census counts are

updated for New and Expanding Charter Schools– Impacts IDEA Private School Proportionate Share– Impacts EIS Required Reserve Amount

Private School Equitable Participation

Annually, LEAs must determine private schools intent to participate. Timely, meaningful, and ongoing consultation LEA is responsible for maintaining written documentation of entire consultation

process LEA must maintain fiscal control of funds as well as all supplies, materials and

equipment Ownership and responsibility for the use of equipment remains with LEA

LEA must consult with all private schools within district boundaries for Title’ II and III as well as IDEA Part B and Preschool. ALL STUDENTS - Regardless of student’s district of residence IDEA – Conduct Child Find

Exception: Title I (A) – benefits/services follow resident low performing disadvantaged

students including those attending private schools outside district boundaries.

Private School Equitable Participation

• Title’s I (A) and III and IDEA funds target and benefit specific student populations including private school students.

• Private School Student Counts and Worksheets for the Title II and the IDEA programs are located in the Document Library.– Title II (A):

• Use Worksheet to determine share of Title II (A) funds to Participating Private Schools within LEA boundaries.

• Funds used to support professional development of teachers in Private Schools.

• Upload completed worksheet into related documents page.

• Revised Worksheet maybe required if LEA increases budgeted amount of PD during the amendment period.

– IDEA Part B and Preschool:• Proportionate Share based upon amount of funds allocated not budgeted.

• If necessary, update out-of-district child counts due to child find process.

• Upload completed worksheet into related documents page(s).

• Revised Worksheets maybe required when allocation is finalized (amendment period).

Building an Approvable Budget

• Budget Details – Make Clear & Concise– Description: (What) is being paid for– Cost Basis: (How) total cost was determined (rate, units, time

frame)– Justification: (Why) describe/link back to program– Identify # of FTE’s for Salaried Personnel and their related

benefits only

• Budget items must be reasonable, necessary, allowable, and allocable.

• Reserves– Identifies use of funds– Reserves are specific to each program– “Unspecified” can only used for some Title I budget line items

• Budgeted Private School = Private School Service Page

Building an Approvable Budget

Combine Benefit Costs for each Compensation line.Include Taxes (FICA/Medicare) on Substitutes & Stipends

# FTE’s Salary = # FTE’s Fringe Benefits

Indirect Cost Rates TBDMust allow for distorting budget items in calculation“Major Subawards” = Grants & Contracts over $25,000Exclude Major Subaward costs over $25,000 in calculation

Budget Copy Function Available (2015 into 2016)

Need additional guidance? Budget and UCOA Guidance Documents are located in Document Library

Supplement not Supplant

Three instances when it is presumed that supplanting has occurred:

•If the LEA uses federal funds to provide services that it was required to make available under other federal, state, or local laws;

•If the LEA uses federal funds to provide services that it provided with non-federal funds in the prior year; or

•If the LEA uses Title I Part A funds to provide services for participating children when it provided the same services with non-federal funds for nonparticipating children.

IDEA Excess Cost Calculator

34 CFR 300.16 of IDEA defines Excess Costs as those that are in excess of the average annual per-student expenditure in an LEA during the preceding school year for an elementary school student or secondary school student, as may be appropriate, and must be computed after deducting specific expenditure amounts.

IDEA Excess Cost Calculator is coming!

Coordinated Early Intervening Services

LEAs that are required to reserve for Early Intervening Services (EIS):

• District Special Education Coordinators should work with Business Managers to identify and track EIS services throughout the year.

• NEW – Districts will be required to report EIS expenditures on final expenditure report (FER).

–Unexpended required reserve amount in carried into next fiscal year.–EIS expenditures over the required reserve is an un-allowed cost and must be absorbed with local funds.

Personnel Activity Reports (PARs)/Time Distribution Record Keeping

Federal regulations require that all employee compensation be properly documented.

Single Cost Objectives:•Semi Annual Time Certifications

– Signed by Employee or Supervisor

Multiple Cost Objectives:•Time & Effort Reporting

– Sign by the Employee

Maintain Supporting Documentation

TITLE I, PART A

CONSOLIDATED RESOURCE PLAN

April 16, 2015

Title I, Part A CRP

There are no major changes in the 2015-16 Title I CRP application. Today’s presentation will highlight key ideas to keep in mind when developing specific sections of the Title I application.

Please know that a Title I specific clinic for Title I Directors for Charter and State Schools was held on April 15, 2015, and a clinic for other LEAs was held on April 10, 2015. At those meetings, additional detail on the Title I CRP application was provided.

Title I, Part A

The purpose of Title I, Part A is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education, and reach, at a minimum, proficiency on challenging state academic achievement standards and state assessments (Title I, Sec. 1001).

Title I, Part A CRP

Federal law (NCLB Tile I, Section 1112) requires any LEA that receives Title I funds to have an approved plan on file with the state that addresses how the LEA will help low-achieving students meet challenging academic achievement standards.

The Title I CRP serves as the annual plan for Title I, and must be a clear, complete, and accurate description of the program.

Title I, Part A CRP

The Consolidated Resource Plan (CRP) is an opportunity to maximize and coordinate federal resources to improve student achievement. Title I requires that the Title I plan in the CRP be developed in consultation with teachers, administrators, parents, students, private school officials, and community members, and be coordinated with other federal programs.

Title I, Part A Application Document Library

TITLE I, PART A DOCUMENTS

+ Title I, Part A Statute and Regulations

+ Accelegrants Help Documents

+ Title I, Part A Application Program Guidance

Title I, Part A Application Document Library

Title I, Part A Application Guidance includes:

The Title I Application Guide

Creating a Winning Budget+Ranking+Reserves and School Level Allocations+Schoolwide Programs+Targeted Assistance Programs+Parental Involvement+Assistance to Preschool Children+Homeless Children and Youth+Neglected Children and Youth+Services to Eligible Private School Children

Title I, Part A Document Library

Please review the 2015-2016 RIDE Title I Application Guide prior to completing the CRP application. It provides guidance on what information should be included in the responses for each section.

Title I, Part A Application Budget

All budget requests must be allowable under the

federal Uniform Grant Guidance which will be applicable to July 1, 2015 awards.

The Uniform Grant Guidance also places new emphasis on compliance and performance outcomes.

Title I, Part A Application Budget

Allowable costs are:Necessary for the proper and efficient performance of the program.

Reasonable in that it would be a cost that a prudent person would incur under similar circumstance.

Allocable to the program, such that the program must benefit in proportion to the amount charged to the federal program.

Authorized, or otherwise not prohibited, by state and local rules.

.

TITLE I, PART A APPLICATIONCreating A Winning Budget

Reserve: Enter the applicable reserve category for all budget entries. Title I does allow “Unspecified.”

Cost Basis: Provide a “number sentence” to provide detail for the cost.

Description: Indicate the position to be funded, service(s) to be provided, or items(s) to be purchased.

Justification: Describe how the request is specific to the program goals and why it is necessary to implement the program.

Title I, Part ARelated Documents

All supporting documentation for the Title I, Part A application should be uploaded and saved to the Related Documents section of AcceleGrants.

Please name related documents clearly. (e.g. 2015-16 Extended Narrative Response Question #3.)

Related Documents will be saved permanently with the application when it is approved in the AcceleGrants system.

Please contact the Title I Specialist assigned to your district to discuss new Title I schools, new Title I programs, major changes to existing programs, or any questions that you may have.

Title II- Part A Improving Teacher Quality

Presented By: Mary E. Keenan

Office of Educator Quality and Certification

April 16, 2015

Title II, Part A

Goal: Professional Development that improves educator quality for teachers and

administrators Increase teachers’ knowledge of core academic areas Teaching skills to support students meet State standards Improve classroom management skills Instructional strategies that are based on research Developed with teachers, principals, parents and administrators

feedback and participationand as a result, increases the academic achievement of all students

Title II, Part A

Title II-Part A funds originate from the districts

Comprehensive Needs Assessment Process:

Research based-multiple sources of student and educator data

Involvement of teachers, parents and district personnel Focus on student achievement gaps and “non-highly

qualified” teachers

Title II, Part A

Class Size Reduction (CSR):

Any grade level

Must be Highly Qualified Teacher

Selection of Class Size Reduction (CSR) strategy must be research based

Flexible implementation is allowable

Title II, Part A

Who must be Highly Qualified?

All teachers in RI public schools, including charters, who teach core academic subjects

Core Content Academic subject areas:

*English/ Language Arts, * Visual and Performing Arts

* Mathematics (Art, Dance, Music, Theatre)

* Reading * Science

* World Languages

* Social Studies

Notification:

Federal law mandates that if a teacher is not Highly Qualified, the parents/guardian must be notified

Title II, Part A

Monitoring and Reporting:

RIDE is charged with monitoring the use of Title II,A funds Highly Qualified Teachers Professional Development series and activities Private Schools Class Size Reduction

• RIDE must report on LEAs activities and progress on an annual basis

• RIDE conducts a Title II, Part A Monitoring Process

Private School Consultation

Requires that LEAs consult with private school officials on:

•how the children’s needs will be identified;•what services will be offered;•how, where, and by whom the services will be provided;•how the services will be assessed and•how the results of the assessment will be used to improve those services;•the size and scope of the services to be provided to the private school children, teachers, and other educational personnel the amount of funds available for those services; •how and when decisions will be made about the delivery of services

Section 9501(c)(1)


Record-keeping responsibility by the LEA:

Knowledge of Title II, Part A services;

Identified needs of teachers were as part of a needs assessment;

Consultation for input into the planning of the LEA's program activities;

Design a project(activities)

Maintain records to resolve any complaints regarding equitability


Notice of Intent or Participation Form•Consultation Form•Record of Complaints•Tracking of Materials and Supplies•Proportionate Share FAQ

Document Library in CRP has guidance documents

Title II, Part A Monitoring Application

Cyclical Review Process

Works in conjunction with Consolidated Resource Plan (CRP)

Approximately, every 5 years

Replaces Site Visit

Process allows LEAs to:o Provide evidence of meeting or working towards

requirements in CRP annual applicationo LEAs notified in October o Evidence of 100% Highly Qualified

Title II, Part ASumming it all up….

Needs Assessment- Foundation of Title II, Part A Budget (Cost basis and justification) – must be specific and

connected to allowable Title II, Part A activities Services and Supplies –used only with educators Must address Highly Qualified Teacher issue Must provide a Professional Development series/activity Must provide research base for CSR and PD activities All Title II A professional development equipment, must be used

ONLY for approved professional development activities LEAs must consult with Private Schools

Title III

Language Instruction for English Language

Learners

Presented By: Jillian Belanger

Supplemental Funds

• Provide services “in addition to and not replace” core ELL programs that are the district’s responsibility.

• Must supplement: • all other Title program dollars

• IDEA dollars

• other federal, state, and local/district requirements

•Required Expenditures:

•Professional development

•and/or

•Extended day, summer, ramp-up or other enhanced instructional support program

•Allowable Expenditures:

•Parent support and information services

•Linguistically appropriate materials

Supplement not Supplant

Activities associated with the core English language instruction program should not be funded by Title III:

• Home Language Survey implementation• Cost related to initial screening of English proficiency

with the W-APT and annual ACCESS assessment. • Salaries of ELL teachers to provide core ELL services• Parent notice (including translations) of program

placement, exit, progress reporting etc. are all required by Ch. 16-54 and therefore not allowable under Title III funding

When is it Supplemental not Supplanting?

• Examine the details of a situation • What is allowable in one district may be

considered supplanting in another district due to specific district requirements and previous use of funding.

• What is allowable one year may be considered supplanting the following year due to new district, state, or federal requirements.

Supplemental Professional Development Activities

Additional professional development that supplements the state required professional development in Ch. 16-54 L-4-12

• Use the description and justification to clarify:– The type of PD and– How it supplements what the district provides with

non-Title III funds

Review of PD materials in the online desk audit will verify supplement/not supplant.

Title III Application

Application Details page - no change• Only one question: how activities are informed by

evaluation of prior year’s activities

Review Details Page• Deleted this year: uploads for private schools,

professional development matrix, and action plan as all will be moved into an online desk audit to be completed at another point in time – tbd

Private school page • No prompt to upload consultation documents: simply

complete this page as is

Related Documents• Consortia districts must upload the following document on

the Related Documents page of the Title III application. – Intent to join consortium only; do not submit PD matrix, action

plan, or private school consult in the grant anymore– any other supporting documents

• Please do not upload these pieces to the Document Library.

• Be sure to use the newest forms provided this year.• Consortia members must send their attachments to the

fiscal agent to upload. • The fiscal agent is no longer responsible for

uploading PD matrices, action plans, or private school consult documents for all member districts.

Private School Funding Consultation Requirements

Contact all private schools in district.

Discuss participation in Title III funded services for ELL students and faculty in their schools.

Note: Private school students and teachers may receive benefits, services, and materials from these programs; they do not receive direct funding from these programs.

The LEA always maintains control of the funds.

Evidence of Private School Consultation

Use the form found in the document library:• describe the private school participation • provide the district plan to evaluate the services provided

to the private school • count of ELL students in the private school by grade level• private school official’s signature with intent to

participate or not participate

Save the completed, signed form on the for the new online desk audit. Do not submit it in the CRP.

Consortium Requirements Under Title III

• If allocation is < $10,000 form a consortium to reach the $10,000 threshold.

• Each member district must submit to RIDE declaration of intent to form consortium

• Fiscal agent applies for consortium funds• Fiscal agent is responsible for ensuring:

– AMAO notification requirements & private school consultation obligations

– upload member consultation forms only in Related Documents

– Individual districts will complete PD requirements, action plans, & evidence of private school consultation in the online desk audit separate from grant.

The IDEA Components of the

FY 2016 Consolidated Resource Plan (CRP)

Presented by Alice WoodsOffice of Student, Community and Academic Supports

April 16, 2015

Today’s Overview

Topics:•Purpose of IDEA •Required:

– Maintenance of Effort– Private Schools– Early Intervening Services (EIS)

•Excess Cost - Allowable, Allocable & Reasonable•Items NOT allowed

IDEA CRP – 2016

IDEA – Free and Appropriate Public Education (FAPE)

Two IDEA funding streams;

two applications:

IDEA Grants to States (“Part B”, Ages 3-21)

IDEA Preschool Grants (Ages 3-5)

IDEA Requirement – Maintenance of Effort (MOE)

Rule: IDEA funds provided to an LEA must not be used to reduce local (or state &local) expenditures for educating children with disabilities to a level lower than the preceding year.

Test: Eligibility for IDEA grant award requires LEA to meet the MOE requirement such that:

The level of the LEA’s non-federal expenditures on special education for the current year must reflect at least 100% of the level for the most recent prior year for which info is available.

IDEA Requirement – Private Schools

• For LEAs with Private Schools in their geographic area

• To provide opportunity for parentally placed private school students w/disabilities (PPPSS) to participate in federally funded activities;

• Private School Reserve– Part B Grant

– Preschool Grant

• Tool: Private School Excel Workbooks– Provided in Doc Library (Part B AND Preschool)

Single worksheet for each grant must be uploaded in designated placeholder on Related Documents page.

IDEA Requirement – Early Intervening Services (EIS)

• Required for districts that have been identified as having significant disproportionality in the identification, discipline, or placement of students with disabilities by race.

• 15% of IDEA total Part B and Preschool.

• Voluntary for districts that have NOT been identified as having disproportionality

• Purpose: To provide Comprehensive Early Intervening Services (EIS) to subgroups of general education students who, even with differentiated instruction or first-tier interventions, are experiencing learning or behavioral challenges. These are specifically identified and targeted students receiving interventions at a “Tier 2 or 3” level.

What are EIS Services?

EIS = Supplemental, targeted or intensive interventions for selected general education students experiencing academic or behavioral challenges at the Tier 2 or Tier 3 level

Not considered EIS:

• core instruction or instructional reforms

• differentiated instructional strategies available to all

• school wide RTI infrastructure development

• school wide PBIS infrastructure development or data systems

EIS reserves may fund only:supplemental, targeted (“Tier 2”) or intensive (“Tier 3”) interventions

and progress monitoring, or professional development to train staff to implement such interventions

and assessments of progress or need for interventions

Early Intervening Services—Related Requirements

Expending EIS reserves: Unspent EIS reserves budgeted in previous year’s grant must be added to current year reserves and expended.

EIS tracking requirement: Each district using IDEA funds for EIS (mandatory or voluntary) must report to RIDE annually re: each student receiving EIS, via enrollment census.

Related Documents required: Each district having significant disproportionality must submit EIS plan outlining how funds will be used.

IDEA Requirement – Excess Cost

• IDEA funds – to be used to partially offset the cost of providing FAPE to students with disabilities.

• Costs in excess of the general education program

• May include items such as specialized staffing, therapies, adaptive equipment, assistive technology

IDEA Requirement – ALL Budget Items

The following criteria must be addressed to demonstrate that each IDEA budget item is allowable, reasonable, and necessary:

“Description”: The provider or item being purchased, or the position being funded, is clearly identified.

“Cost Basis”: The cost breakdown is clearly delineated by dollar amount, hours/days, time period, # of participants, # of sessions, # of schools, cost per unit, etc.

“Justification”: The entry clearly (a) explains the way in which the position, contractor, or item will be utilized and (b) explains how the expenditure meets the test of either a special education excess cost, an EIS, or private school service. Must answer: What is being provided to whom? Which students/faculty are participating/benefiting?

Disallowed Uses of IDEA Funds

Prohibited:

• Capital expenditures

• Funding basic educational provisions to students with disabilities that are otherwise available to all students

• Partially paying (pro-rating) for whole-school or whole-district reforms, initiatives, and other endeavors designed to benefit all students

Assistance is available

• Instructions and guidance are posted in the Document Library.

• Please contact grant reviewer for your district

Thank you!

UNIFORM GRANT GUIDANCE

What is the Uniform Grant Guidance?

A Government-wide framework for grants management.

Goal is to streamlines existing OMB guidance to increase the efficiency and effectiveness of

Federal awards.

Supersedes and Streamlines

A-102: Administrative Rules State and Local Govts

EDGAR Part 80

A-110: Administrative Rules IHEs and Nonprofits

EDGAR Part 74

A-87: Cost Principles – State and Local Govts

A-21: Cost Principles – IHEs

A-122: Cost Principals – Nonprofit Orgs

A-133: Audit Rules

A-50 Single Audit Follow Up

Uniform Grants Guidance

Who is Covered:

All “non-federal” entities expending federal awards Including Pass Through and Sub-Grantees

Effective Date:

•Funds awarded by a Federal Entity on or after December 26, 2014

Most Significant Changes

• The uniform grant guidance has a MAJOR emphasis on “strengthening accountability” by improving policies that protect against waste, fraud and abuse.

• Shift from focus on compliance to focus on PERFORMANCE!!!– Auditors and Monitors (Federal and State

Pass-Through) must look more to “outcomes” than to “process”

Structure of Uniform Grant Guidance

2 CFR Part 200

•Subpart A: Definitions•Subpart B: General Provisions•Subpart C: Pre-Award Requirements•Subpart D: Post-Award Requirements•Subpart E: Cost Principles•Subpart F: Audit Requirements

Audits & Fiscal Monitoring

Raises Single Audit threshold from $500,000 to $750,000

Emphasis on Fiscal Monitoring

Risk Assessment of Sub-grantees by the SEA: Prior Audit Findings Experience of Staff Unspent & Returned Funds Delinquent Reporting

Use of Special Award Conditions to reduce risk

Policies and Procedures

Written Documentation

New or revised provisions will likely need written

Internal policy changes for recipients in the areas of:

•Internal Controls and Business Management•Financial Management and Accounting Records•Procurement•Time and Effort•Travel

Selected Items of Cost

Prior OMB Circular had 43 specific costs•Expanded to 55 specific items of cost

– Describes allowable and unallowable costs to the federal award.

•New: family-friendly policies•Dependent care costs (200.474) must be consistent with entity’s documented travel policy•Travel costs must be reasonable and in accordance with entity’s written policy

New: Direct vs. Indirect Costs 200.413

Salaries of administrative and clerical staff should be treated as “indirect” unless all of the following are met:

1.Such services are integral to the activity

2. Individuals can be specifically identified with the activity

3.Such costs are explicitly included in the budget

4.Costs not also recovered as indirect

Required Certifications 200.415

New: Official authorized to legally bind the non-federal entity must certify on annual and final fiscal reports or vouchers requesting payment:

“By signing this report, I certify to the best of my knowledge and belief that the report is true, complete and accurate and the expenditures, disbursements and cash receipts are for the purposes and objectives set forth in the terms and conditions of the federal award. I am aware that any false, fictitious, or fraudulent information or the omission of any material fact, may subject me to criminal civil or administrative penalties for fraud, false statements, false claims, or otherwise.”

Mandatory Disclosures 200.113

• New: Non federal entity must disclose in writing in timely manner to federal agency or pass-through all violations of federal criminal law involving fraud, bribery or gratuity violations potentially affecting the federal award.

Conflict of Interest 200.112

• New: All non federal entities must establish conflict of interest policies, and disclose in writing any potential conflict to federal awarding agency in accordance with applicable Federal awarding agency policy.

Finding it (2 C.F.R. § 200)

• Links provided in Document Library of AcceleGrants:

– Electronic Code of Federal Regulations• Provides the most up to date revision of the

Uniform Guidance

– U.S.D.E. - Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards• Provides Crosswalk from Existing Guidance to

Final Guidance

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