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Please be reminded that there are several federal grants whose period of performance ends on or before September 30, 2025. The funds at risk of being reverted can be identified using the DART PSU Report 103: PSU Remaining Allotment Balance and the list of grants has also been posted to our What's New page. Please review your federal allotments to ensure you have expended those funds before those grants end. This includes ensuring you have recorded all expenditures, and if needed eligible encumbrances, to the appropriate grant year in your system.
Reminder: Grant year reporting means that expenditures and cash draws are all accounted by grant year for the federal grant funds. These must align. Please work with your software vendors if you are still unclear how to appropriately account for these funds using the new grant year code segment in the Chart of Accounts (COA).
If you have general questions, please email allotments@dpi.nc.gov.
Who: ML/Title III decision-makers from across North Carolina
When: Thursday, September 18, 2025 | 12:00 PM – 2:30 PM
Why: To bring together leaders for collaborative conversations that strengthen programs and improve outcomes for multilingual learners across the state.
Do you have a question or topic you'd like to discuss? Let us know here.
Registration
We look forward to your participation as we launch the 2025–2026 school year with shared priorities and fresh momentum.
August 27th from Noon to 3:00 pm for ML Data managers - Registration link
September 11th from 9 am - Noon for all NEW ML Stakeholders - Registration Link
These sessions are ideal for new ML Coordinators, ML Coordinators seeking a refresher, and ML Data Managers who are now using Infinite Campus.
FY26 Professional Development Session Begins in October!
NCDPI’s ML/Title III team is offering a professional development webinar series for the 2025-26 school year, designed for educators working with multilingual learners (MLs). It aims to strengthen instructional practices through collaborative, standards-based approaches.
Connected Teaching: Content, Collaboration, and Continuous Growth: Join us for the first session on October 8th as we explore collaborative, content-rich learning and ongoing reflection. Participants engage in active, work-embedded collaboration through shared planning, peer feedback, and co-teaching to strengthen instructional strategies and support student achievement. The session emphasizes continuous professional growth, creating a supportive community where teachers learn from each other, innovate, and improve classroom practices for ML's together.
Registration
Professional Development Series
The Title I CCIP Simulator (an Excel file) and its two training videos introduced in last week’s Update have been moved to the NCDPI Resources page of CCIP. These resources clarify the rules regarding the Title I dollar amounts in CCIP and allow PSU administrators to determine those entries prior to entering them in CCIP. Utilizing the simulator is not required. If you have any questions, please reach out to your Program Administrator.
This is an important reminder regarding the use of PRC 0105 funds for current CSI identified schools, which is scheduled to conclude on September 30, 2025. As this is an exit year, please note the following important information:
Intent of Funds: PRC 105 funds are intended to be spent in the fiscal year they are received. It is essential that all expenditures align with the goals of supporting schools identified for Comprehensive Support and Improvement (CSI) with exiting CSI status.
Deadline for Expenditure: All funds should be expended by September 30, 2025. Any funds not expended by September 30, 2025 will either (refer to attached PRC 105 allotment policy):
- If one or more schools exit CSI status, the PSU may reallocate unexpended carryover funds, based on need, to any other schools in the PSU that remain in CSI status, or
- If all schools in the PSU exit CSI status, unexpended fund balances as of September 30, 2025 will revert to the State for reallocation to PSUs in accordance with Section 1003 and Section 1126 of the Elementary and Secondary Education Act.
Funds should not be planned or encumbered for salaries, incentives, or any other obligations beyond September 30, 2025. Expenditures after September 30, 2025 will not be permitted until the newly identified list of CSI schools has been approved by the NC State Board of Education.
It is strongly encouraged that your team review all current and planned expenditures to ensure full compliance with these requirements and avoid any loss of funds.
If you have any questions or need clarification, please contact your assigned CSI Program Administrator.
Section 5103(b)(2) of the Elementary and Secondary Education Act of 1965 (ESEA) permits an LEA to transfer funds from the following programs:
• Title II, Part A; and
• Title IV, Part A.
ESEA section 5103(b) allows an LEA to transfer local funds from these programs to any of the following programs:
- Title I, Part A (Improving Basic Programs Operated by LEAs);
- Title I, Part C;
- Title I, Part D (Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At Risk);
- Title II, Part A;
- Title III, Part A (English Language Acquisition and Language Enhancement);
- Title IV, Part A; and
- Title V, Part B (Rural Education).
An LEA may transfer all or a portion of funds allocated under Title II, Part A and Title IV, Part A at any point during the 27-month period of availability of the grant into a grant award for the same fiscal year (e.g., transferring FY 2024 Title IV, Part A funds to FY 2024 Title II, Part A funds at any time during the July 1, 2024, to September 30, 2026, period).
When an LEA considers transferring some or all of its funds under the two eligible programs, the ESEA requires the LEA to:
- Engage in timely and meaningful consultation, in accordance with section 8501 of the ESEA, with appropriate private school officials (ESEA section 5103(e)(2));
- Determine the program(s) from which funds are to be transferred and to which funds are to be transferred;
- Determine the amount, and Federal fiscal year, of funds to be transferred;
- Establish the effective date for the transfer;
- Notify the State educational agency (SEA) of each transfer at least 30 days before the effective date of the transfer (5103(d)(2)(C)); and
- Submit, not later than 30 days after the date of such transfer, a copy of the LEA’s modified plans or applications for all programs affected by the transfer to the SEA (ESEA section 5103(d)(2)(B)).
For more information on the ESEA’s transferability authority, please see pages 3-5 of this document.
Dates to Know:
- June 2, 2025: Consolidated Application Opens (pending allotment being synced into CCIP)
- July 21, 2025: Consolidated Application can be moved to Draft Completed and through to Chief Administrator Approved (tentative date for remaining funds to be synced with CCIP)
- August 31, 2025: Consolidated Application is due (applications are fully submitted when in Chief Administrator Approved status)
Updates:
Please review the video link below and the attached PDF for updates to the FY-26 Consolidated Application in CCIP.
Video Link: FY-26 CCIP Consolidated Application Updates-20250531 1408-2
Password: 97BdMcQb
The indirect cost rates for FY26 have been posted on the What's New website and are being loaded into the BAAS system this week for the vendors. Thank you for your patience. If you have questions please email School Financial Reporting at SchoolFinancialReporting@dpi.nc.
Each year, (for Title III sub-grantees only) LIEPs must be reviewed and approved by Marshall Foster prior to uploading the LIEP into the consolidated application within CCIP. Once your LIEP is complete, email the completed LIEP to Marshall.Foster@dpi.nc.gov.
Please see the links and resources below to help you complete your LIEP.
LIEP instructions:
- Read the guidance document
2. Review the sample chart
3.Complete the LIEP service plan chart using the template. If needed, use this Rubric to help you complete the LIEP.
Note! The LIEP Service Plan Chart must be submitted and approved by Marshall Foster before it can be included in the Consolidated Application as a related document.
LIEP webinar slide deck
ELD Website
Please contact Marshall.Foster@dpi.nc.gov with any questions.
Each year, PSU’s accepting Title I funds and who operate an elementary program must have an PSU/Head Start Memorandum of Understanding which must be reviewed and approved by the OFP-PK team prior to uploading the MOU into the consolidated application within CCIP. Once your MOU is complete, email the completed MOU to the reviewer assigned to your region. The MOU must be submitted and approved by the regional reviewer before it can be included in the Consolidated Application as a related document.
PK MOU Regional Reviewer
Please see the links and resources below to help you complete your PK MOU.
PK MOU instructions:
- Reference the guidance document below.
- Use the guidance document ensuring your PK MOU includes the seven (7) coordination requirements.
- Submit completed PK MOU via email to your regional reviewer.
For questions related to the PK MOU submission process, please contact the State Title I Pre-K Coordinator Jody.Koon@dpi.nc.gov
Who is required to complete this data collection?
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State Operated Programs receiving Title I, Part D, Subpart 1 funding (PRC 0047)
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NCDPS Juvenile Education Services-998
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DAC Education Services-996
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PSUs receiving Title I, Part D, Subpart 2 funding (PRC 0107)
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Guilford County Schools- 410
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Moore County Schools- 630
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Madison County Schools- 570
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Swain County Schools- 870
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Iredell-Statesville - 490
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To evaluate the program's impact
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Data collected is used in the Consolidated State Performance Report (CSPR) II
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Data is manually entered in APEX
How do I enter the data in APEX?
When is the data collection due?
- Due on or before August 31, 2025
If you have any questions or concerns regarding this data collection, please contact Laura Popp
NCFEPA has scheduled their annual fall conference for October 6-9, 2025. Our plans include a half-day new Directors’ support meeting on October 6. This meeting is designed to support both new and not-so-new federal program directors. It will be facilitated by veteran directors who will provide an overview of topics from the field as well as tips and tricks veterans have found that new directors can use. October 7-9 will feature keynotes, breakout sessions, and federal updates from Washington, DC and Raleigh.
The conference will be held at the Embassy Suites by Hilton Greensboro Airport. Visit this link to register for the conference, book your hotel reservation, and submit a proposal for presenting during a break-out session.
We look forward to seeing you in October. As a reminder, hotel reservations must be made before September 26, 2025, to receive the conference rate. Please feel free to reach out to Crystal Hamby at crystal.hamby@mcdowell.k12.nc.us if you have any questions regarding the conference.
The US Department of Education has released Non-Regulatory Guidance for the following areas. Please download for your reference as you plan for your use of federal funds. Please contact your Consolidated Program Administrator with any questions.
Report Card Guidance 2025
Parent And Family Engagement 2025
Title II Part A 2025
Building and Sustaining Inclusive Educational Practices 2025
Guidance on Serving Preschool Children Through Title I, Part A of the Elementary and Secondary Education Act, as Amended (Revised February 26, 2024)
Title I Administrative Costs to Support Equitable Services
No more than 12% of the current year (FY26) proportionate share amount may be used for administrative costs to support equitable services for Title I. Consequently, the amount coded at site 860 in FY26 PRC 0050, for non-administrative services, may be between 88% and 100% of the calculated proportionate share. If site code 860 is funded at less than 100% the difference must be included in the administrative costs coded at sites 000 (indirect admin costs) and/or 810 (direct admin costs). These funds will be in addition to the administrative cost declared in Line 6 of the Set-asides page, which support district schools. For this reason, the total administrative cost in the PRC 0050 budget may be slightly more than the Line 6 total to allow for the admin costs associated with equitable services. For the current year (FY26) budget, the total admin costs (for district and private school services) may not exceed 12% of the current year allotment.
Equitable Services - Entering Student Counts in the Building Eligibility Page
The column labeled “Total Low-Income Students in Private Schools” is for counting students who affect your Title I proportionate share. Enter the numbers of students residing in your district who would have attended Title I schools if they had not gone to private schools (i.e., because they attend private schools in your district or outside of your district). Students who reside outside of your district are not counted here, as they would be the responsibility of their local districts, regardless of which schools they attend.
QUESTIONS or FEEDBACK? Contact Talbot Troy at Talbot.Troy@dpi.nc.gov or 984-236-2797. Or visit the DPI Equitable Services web page.
The North Carolina Department of Public Instruction, Office of Federal Programs, recognizes and supports the significance of partnerships among public school units (PSUs), family members, community members, and external agencies.
Strong implementation and utilization of evidence-based practices with Parent, Family, and Community Engagement (PFCE) Programming at the school level can boost student achievement, attendance, and pro-social behaviors, and help drive comprehensive school improvement. The 7 Essential Components: A Guide for Strategic Planning and Program Improvement with Parent and Family Engagement can help PSUs utilize evidence-based practices and develop robust programming with a strategic plan at its core, enabling the achievement of organizational goals, building capacity, and enhancing outcomes.
The NC DPI PFE webpage provides additional tools and resources to help PSUs align and meet compliance with the Every Student Succeeds Act (ESSA), specifically Section 1116, Parent and Family Engagement, and Section 1112(e), Parents' Right-to-Know.
Access the updated PFE Policy - 1-Page Guidance Doc. (June 30, 2025) to enhance PFE policies at the district and school levels, ensuring compliance with best practices in content and with activities.
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Take advantage of practical and engaging professional learning
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In case you missed it, you have access to 12 free self-paced workshops! Grab your laptop, gather your colleagues who work with multilingual learners and dive into practical and engaging learning opportunities. The following self-paced workshops are available through August 31, 2025.
- Developing Language for Learning in Mathematics
- Engaging Multilingual Learners in Science: Making Sense of Phenomena
- Exploring the WIDA PreK-3 Essential Actions
- Let’s Play! Multilingual Children’s Joyful Learning in PreK-3
- Making Language Visible in the Classroom
- Teaching Multilingual Learners Social Studies through Multiple Perspectives
- Reframing Education of Long Term English Learners
- Newcomers: Promoting Success through Strengthening Practice
- The WIDA ELD Standards Framework: A Collaborative Approach
- Reading Comprehension Across Content Areas with Multilingual Learners
- WIDA Español: Desarrollando el español: Las expectativas del lenguaje
- WIDA Español: Evaluaciones del desarrollo del lenguaje a nivel de salón - Classroom assessment for language development
Visit the WIDA Self-Paced Workshop webpage to view the workshop descriptions, estimated time to complete each course and more! Self-Paced Workshops are available to educators in participating WIDA Consortium member states.
If you have any questions, please reach out to Marshall Foster. Marshall.Foster@dpi.nc.gov
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