Grant information

Compass Classical Academy, a Chartered Public School, accepts Federal grant money allocated and managed through the State of New Hampshire Department of Education.

Allocation distribution is determined with immediate, short, and long-term goals in conjunction with the Compass Classical Academy Stakeholder Team. Our Stakeholder Team is made up of insightful members: members of the community, subject area specialists/coordinators, parents, grandparents, and guardians. They are foster parents, elementary and high school teachers, a high school student and administrators.

Below please find the NH Department of Education description of each Title Program from which CCA accepts allocations and CCA specific information. If you have questions or concerns, please do not hesitate to contact the office for more information.

Title I Part A

Formula grants to school districts through Title I, Part A provide opportunities for children to acquire the knowledge and skills to meet the State proficiency standards.

Formula grants to school districts through Title I, Part A provide opportunities for children to acquire the knowledge and skills to meet the State proficiency standards. This purpose is accomplished in two ways: (1) by providing children supplemental support through enriched and accelerated education programs; and (2) by providing instructional personnel in participating schools with substantial opportunities for professional development.

The Title IA program strives to provide an environment that:

  • Promotes a positive attitude toward learning in the core content areas of math and literacy
  • Improves student’s academic success
  • Builds self-esteem and confidence for learners both in and out of classrooms
  • Support the social/emotional health of students
  • Supports parents/guardians in helping their student succeed

In school year 2022/23 the Compass Classical Academy Elementary School: grades K-8 are recognized Title I Part A.

Title One Handbook [PDF]

Title II, Part A 

Preparing, Training and Recruiting High Quality Teachers and Principals

The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified. Through the program, State and local educational agencies (SEAs and LEAs), and State agencies for higher education (SAHEs) receive funds on a formula basis. Eligible partnerships consisting of high-need LEAs and institutions of higher education (IHEs) receive funds that are competitively awarded by the SAHE. 

In exchange, agencies that receive funds are held accountable to the public for improvements in academic achievement. Title II, Part A provides these agencies with the flexibility to use these funds creatively to address challenges to teacher quality, whether they concern teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the need for more capable principals and assistant principals to serve as effective school leaders.

Title IV Part A, Student Support and Academic Enrichment Grants

The purpose of the Title IV-A Program is to improve students’ academic achievement by increasing the capacity of the LEA schools, and local communities to:

  • Provide all students with access to a well-rounded education
  • Improve school conditions for student learning; and
  • Improve the use of technology in order to improve the academic achievement and digital literacy of all students.

LEA, or LEA consortium, applications are developed through consultation with a Title IV-A Stakeholder Team that includes representatives from a variety of stakeholder groups. The Stakeholder Team should include, but not be limited to, parents, teachers, principals, other school leaders, specialized instructional support personnel, students, community based organizations, local government representatives, private school leaders who participate in equitable services, other school leaders, and others with relevant and demonstrated expertise in programs and activities designed to meet the purpose of Title IV-A.
The LEA, or LEA consortium must prioritize the distribution of Title IV, Part A funds to schools that:

  • Are among the schools with the greatest need (as determined by the LEA)
  • Have the highest percentages of low-income students
  • Are identified for comprehensive support and improvement
  • Have consistently underperforming subgroups
  • Are identified as a persistently dangerous public elementary school or secondary school under Section 8532.

There are three Categories for Title IVA allocations:

  1. Well Rounded Education
Well Rounded Educational Opportunities provide an enriched curriculum and education experiences to all students. It includes programs and activities in the content areas as well as other activities that integrate multiple academic disciplines.

  2. Safe and Healthy Schools

Safe and Healthy Students improves school conditions for student learning. When students are healthy and feel safe and supported, they are more likely to succeed in school.

   3. Effective Use of Technology

Effective Use of Technology accelerates, amplifies, and expands the impact of effective practices that support student learning, increase community engagement, foster safe and healthy environments, and enable well-rounded educational opportunities for all students while affording historically disadvantaged students greater equity of access to high-quality learning materials, field experts, personalized learning, and tools for planning for future education.

Compass Classical Academy has made allocations in the following Categories:

SY 2018/19: 100% in Category 1. Well Rounded

SY 2019/20: 100% in Category 2. Safe and Healthy Schools

SY 2020/21: 100% in Category 1. Well Rounded

SY 2021/22: year to date Category 1. Well Rounded

SY 2022/23: year to date Category 1. Well Rounded

Title IVA Public Reporting [External Link]

Title V, Part B Rural Education Achievement Program (REAP)

The purpose of the Rural and Low-Income School (RLIS) program is to provide rural districts with financial assistance for initiatives aimed at improving student achievement. The grant is non-competitive, and eligibility is determined by statute. In order to be eligible school districts must have at least 20% of the children they serve come from families with incomes below the poverty line and be located in a rural area. RLIS funds pay for activities authorized under Titles I-IV of the ESEA, as well as parental involvement activities.

TITLE V, Small, Rural School Achievement (SRSA) The purpose of the Small, Rural School Achievement (SRSA) program is to provide rural LEAs with financial assistance to fund initiatives aimed at improving student academic achievement. 

CARES Act  ESSER I: Coronavirus Aid, Relief, and Economic Security Act 

The CARES Act was signed into law on March 27, 2020. It includes the Elementary and Secondary Schools Emergency Relief (ESSER) funds to help K-12 educational entities prevent, prepare for, and respond to impacts of COVID-19.

CRRSA ESSER II: Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act

On December 27, 2020, the federal Coronavirus Response and Relief Supplemental Appropriations Act of 2021 (CRRSA Act), Public Law 116-260, was signed into law and provided an additional $54.3 billion nationwide for the Elementary and Secondary School Emergency Relief Fund (ESSER II Fund).

The purpose of the additional funding is to provide direct money to LEAs to assist in safely reopening schools, measuring and effectively addressing significant learning loss, and taking other actions to respond to the impact of COVID-19 on educators, students, and families. Allowable uses include all possible expenditures under CARES ESSER I.  

Overview

In addition to the ESSER I uses of funds, the CRRSA Act ESSER II law highlights three (3) categories of allowable activities that were not specifically identified in CARES Act ESSER I. These include:

  • Addressing learning loss
  • Preparing schools for reopening
  • Testing, repairing, and upgrading projects to improve air quality in buildings

Additionally, there are important distinctions between the CARES Act ESSER I and CRRSA Act ESSER II programs, including the period of fund availability, equitable services to nonpublic schools, and reporting on efforts to measure and address student learning loss.

ESSER II Fund awards to LEAs (including charter schools that are LEAs) are allocated in the same proportion as those funds received under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended, in school year 2020-21. In accordance with the CRRSA Act, LEAs are not required to provide equitable services.

  • A separate program, the Emergency Assistance to Non-public Schools (EANS) was authorized as part of the Governor’s Emergency Education Relief (GEER II) Fund. Additional information regarding EANS will be forthcoming.

It is important to note that CRRSA Act ESSER II funds are not subject to Title I, Part A requirements.

It should also be noted that CRRSA Act ESSER II funding is a one-time appropriation from the U.S. Department of Education (USDE). In developing local plans, LEAs should consider how CRRSA Act ESSER II funding might interact with other federal funding to promote sustainable use.

ARPA ESSER III: American Rescue Plan Act – Elementary and Secondary School Emergency Relief Fund

The American Rescue Plan Act (ARPA) includes a third round of the Elementary and Secondary School Emergency Relief Fund (ESSER III), as well as money for internet connectivity for schools and libraries, the Individuals with Disabilities Education Act (IDEA), and extension of the Pandemic EBT food program for students. Details on each of these provisions follow below.

Federally the ARPA allocates $122,774,800,000 for ESSER III. The New Hampshire Department of Education (NHED) has been allocated $350 million to the State of New Hampshire. 90% of this money was awarded to LEA’s including charter schools. This money will be available through September 30, 2024.   There are no supplement nor supplant or equitable participation requirements. Ninety percent of the funds are again required to be allocated using the Title I formula, a poverty population formula under the Elementary and Secondary Education Act (ESEA). This means if you received funds under ESSER II, the NHED is estimating you will receive twice that amount under ESSER III.

LEAs receiving funds under this program are required to set-aside 20 percent of the funds to address learning loss and are not allowed to reduce per-pupil funding for any high poverty school in fiscal year 2022 or 2023. Additionally, all LEAs receiving funds are required to develop and make publicly available on the LEA’s website.

NHED iGrant [External Link]

Covid relief funds have been instrumental in helping New Hampshire and Compass Classical Academy in their educational needs.                                                                                                          

iGrant is a new dashboard that serves as a fully transparent, interactive online site that details how federal COVID relief funds are being spent in New Hampshire. iGrant is available on NHED’s iPlatform website and includes data such as allocations, spending details, paid reimbursements by school districts and top activities where dollars are being spent by schools.

Each district is highlighted with real-time (weekly updates) ESSER allocations, budgets, approvals, and reimbursements. Funding is categorized by spending on education programs, building improvements, instructional efforts, operations and more, using the Grant Management System Activity, Object and Type codes. 

Non-Discrimination Notice

The New Hampshire Department of Education and Compass Classical Academy does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The Department of Education is governed by Titles VII and IX of the Civil Rights Act of 1964; Section 504 of the Rehabilitation Act, as amended by title IV of the Workforce Innovation and Opportunity Act of 2014; and Title II of the Americans with Disabilities Act.

New Hampshire Department of Education and Compass Classical Academy