Planning for the RAG Application

Our goal is to assist the ISD/ESA in developing an approvable RAG budget in a timely manner to ensure an expedited and meaningful process. ISDs/ESAs should work with their constituent districts to develop RAG service plans and a comprehensive budget that truly reflects data-based decisions and a root cause analysis of school identification status and systemic issues affecting student outcomes.

RAG budgets that are considered approvable are those budgets that are Allocable, Reasonable, and Necessary (EDGAR 2 CFR, 200.403). Review each component of ARN to become familiar with this three-prong test for developing an approvable budget.

Allocable: All budget items must be allowable under Title I guidelines. Requests must be data-driven or identified as the root cause of an obstacle to student achievement and graduation rates.

Reasonable: All budget requests must be considered reasonable. To meet the criteria of this component, use the following guidelines and provide a detailed description in your requests.

1. Is the expenditure based on demonstrated need (data-based or an identified root cause)?
2. Does the requested amount maximize resources?
3. Will the services and/or supplies be used within the current grant cycle?
4. What are the standards that will be covered in this program?
5. Is this a core class for basic credit or supplemental class experience?

Necessary: Every expenditure must connect to and align with the district-level RAG service plan. RAG funds are awarded based on the schools identified for CSI and ATS served by the ISD/ESA but may be used to support schools identified for TSI. Schools that are not identified for CSI, ATS, and TSI cannot be supported with RAG funds. RAG funds are intended to support the implementation of school and district-level plans to improve student achievement and/or graduation rates and address systemic issues affecting student outcomes. Budget requests may be denied when expenditures cannot be connected either directly or indirectly to these plans. Budget requests for expenditures to support schools that are not identified for CSI, ATS, or TSI are unallowable and will be denied without further consideration. 

Review and use the next sections of this document to develop a comprehensive and approvable budget. Apply the ARN test to every budget consideration and the decision to expedite budget approval.

Using RAG funds to hire personnel and staff at the ISD/ESA level can be an approvable direct cost expenditure. RAG recipients are not required to hire an Implementation Facilitator (IF) for each district as part of the grant-funded activities. However, recipients may choose to employ an IF when a district and the ISD agree that the position is necessary to meet the needs of the school and district. 

The Full-Time Equivalencies (FTEs) for the IF are based on the number of districts served by the ISD/ESA and are negotiable. Implementation Facilitator FTEs may be partial or combined. For example, an ISD/ESA may serve only one small district. The ISD/ESA may elect to have a partial FTE from an existing or new position serve the single district. Another ISD/ESA may serve two districts and choose to have a single IF serve both at a 50/50 or another appropriate split. 

Using RAG funds to support other ISD/ESA positions, fully or partially, may also be allowable. This includes secretarial support staff, RAG coordinators, or other consultants or specialists necessary to implement the grant and support your constituent schools. Secretarial support staff requires a position description and will be approved case-by-case. Make sure that requested positions are the result of extensive collaborative conversations with all stakeholders. Positions should be developed based on what the data and research have identified as necessary to help with your efforts in supporting the identified school. Use the guiding questions and examples below to assist with determining appropriate personnel requests.

Guiding Questions

1. If the position already exists, are you requesting additional personnel to support grant implementation, serve identified schools, and/or support CSI/ATS/TSI-identified schools? 
2. If the position does not exist, would it normally be the responsibility of an existing ISD/ESA staff member to perform this work? 
3. What did the data reveal to justify hiring for this position? 
4. How might this position and/or duties of this position be sustained when the grant ends? 
5. Does a position description already exist? 
6. What time and effort documentation will the ISD/ESA collect? 
7. Has the planning team reviewed: 
   • RAG Implementation Facilitator Roles and Expectations 
   • Social Worker License Requirements Guidance 
   • Michigan Department of Education School Social Worker Rules 
   • Michigan Department of Education Certification and Licensure of School Counselors 
   • Michigan Department of Education School Health Services 

Use the lists below to see which positions are typically allowable or not allowable. 

Typically Allowable Positions

• Implementation Facilitator 
• Content Area Coach 
• MTSS Coordinator 
• Behavior Interventionist 
• Guidance Counselor 
• Graduation/Attendance Coach 
• Continuous Improvement Consultant 
• Medical or Mental Health Regional Nurse

Typically Not Allowable Positions

• Security Guard/Security Services 
• Custodian 
• Business Office/Bookkeeping 
• Food Service Personnel 
• Maintenance 
• Pupil Accounting/Attendance

It is important to distinguish school and district positions from ISD/ESA positions. ISD/ESA personnel support the district or school but are employed by the ISD/ESA. District/school staff refers to anyone who is employed directly by the district/school and is identified as a necessary intervention by data and/or root cause analysis. 

Follow these steps to develop an approvable budget for ISD/ESA-employed staff and personnel line items:

Step 1: Provide Position Descriptions 

• Detailed position descriptions are required. Vague or generic position descriptions will require additional information. 
• When positions are combined, be sure that the job description shows the work performed for both the RAG and other responsibilities. 

Step 2: Align Job Duties and Titles 

• Position descriptions must match the position title. For example, submitting a district position description that may state “Behavior Interventionist” when your budget line item states “Intervention Facilitator.” 
• Staff names, position titles, and FTEs MUST align and reflect accurate information. 
• Develop a process for Personnel Activity Reports (PARs) and/or Annual Certifications, if appropriate, to document time and effort. All time and effort documentation must be appropriately signed and dated.

Step 3: Contractors 

• Positions may be hired through contract. Be sure that the contract details the title of the position, scope of work, start/end date, compensation rates, and allowable fees associated with the position. These can be reviewed here: contractor services and positions. 

Step 4: RAG Service Plan Alignment 

• Is the position necessary to implement the RAG-funded services detailed in the RAG service plan? 
• Is the position title clearly stated in the service plan?

Step 5: Time and Effort Documentation 

• Time and effort are required documentation that details the percentage of time dedicated to the work funded by the RAG and other funding streams. 

Expediting RAG Budget Approval for ISD/ESA Personnel and Staff 

Use the checklist below to ensure all information, evidence, and supporting documentation are gathered, adequately prepared in detail, and ready for submission. 

Supporting Documentation: 

• Position Description 
• Scope of Work or Services Provided 
• Time and Effort Procedures 
• Alignment with the RAG Service Plan, School or District Personnel and Staff 

Using RAG flow-through funds to compensate the district for school personnel can be an approvable direct cost expenditure. However, RAG funds may only be used for personnel who are working directly to support an identified school and a MICIP plan that addresses the root causes of low student achievement or a low graduation rate. District Assurance documentation must be submitted in the application process to ensure that each RAG-funded district-level position is appropriately placed, teachers are appropriately certified, paraprofessional eligibility has been determined, and background checks have been performed. Review the guiding questions and follow the steps below to develop an approvable budget for school or district personnel and staff:

Guiding Questions

1. Is the individual already an employee of the district or school? 
2. Is the district being reimbursed by the ISD with RAG funds for the position? 
3. Is the position reimbursed with RAG funds as a full-time FTE or partial FTE? 
4. Does the full or partial FTE only support CSI/ATS/TSI-identified schools?
5. Is the employee working outside of their district contractual hours? 
6. Is the personnel request directly related to the implementation of district-level or school-level plan activities? What evidence exists that the activities can be verified based on data/root cause analysis? 
7. Has the position been approved by the school board? 
8. What time and effort documentation does the ISD/ESA collect when reimbursing the district? 
9. Has the planning team reviewed: 
   • School Counselor Professional Development and Renewal Requirements 
   • Social Worker License Requirements Guidance

Step 1: Use the RAG Service Plan to Align Positions with Activities

• All personnel needs must be reflected in the service plan, aligned with district and school plans based on needs or root-cause analysis, and answer the question, “Why is this position necessary?” 
• The ISD/ESA, as the grant recipient, is responsible for determining whether personnel needs are best provided by the ISD/ESA or the school district. However, the ISD/ESA must collaborate with the district to determine position needs.

Step 2: Identify the Positions to be Funded Through the RAG

• Develop a list of the district position titles, individual names, and FTEs supported by the RAG. 
• Verify the position (full or partial FTE as funded) only supports CSI/ATS/TSI-identified schools.
• The ISD must provide assurance for each RAG-funded district-level position. The assurance provides documentation that individuals are appropriately placed, teachers are appropriately certified, paraprofessional eligibility has been determined, and background checks have been performed (see Assurance Document). 
• Develop a process for Personnel Activity Reports (PARs) and/or Annual Certifications, or a similar process if appropriate, to document time and effort.

Step 3: Use Separate Budget Line Items

• Each position should have its own budget line item distinguishing between personnel type, function, or duty. 
• General terminology and using titles are acceptable. For example, if you anticipate a guidance counselor will be employed by the school/district to support CSI/ATS/TSI-identified schools, the budget narrative may reflect “guidance counselor” regardless of how many guidance counselors you employ without providing actual names. 
• Indicate the number of anticipated positions/FTEs. 
• School/district positions are school district employees. ISD/ESA reimbursement to school districts for staff positions is always coded as payments to other Michigan schools, Function Code 411, and Object Code 7000/8000 (Other).

Expediting RAG Budget Approval for School or District Staff

Use the checklist below to ensure that all information, evidence, and supporting documentation are gathered, properly prepared, and ready for submission:

Supporting Documentation:

• Alignment with RAG District/School Service Plan
• Assurance for each RAG-funded district-level position
• Assurance the position only supports CSI/ATS/TSI-identified schools.
• School Board agendas/minutes reflecting Board approvals
• List of RAG-funded employees, FTE/hours, and position titles
• Begin/end dates of employment. Employment dates must align with the RAG application begin/end dates
• Documentation procedure for tracking time and effort
• Data and/or root-cause analyses of needs for the position

Using RAG funds for contracted services is an allowable direct cost expenditure. Contracted services refer to all third-party service providers or vendors that require a written agreement or contract. Use the guiding questions and follow the steps to develop an approvable budget for contracted services line items:

Guiding Questions

1. Are the services the responsibility of the ISD/ESA or the school/district? 
2. Has the planning team reviewed the following co-ops: State of Michigan MiDEAL Purchasing Program or Regional Educational Media Center (REMC)? 
3. Is there a written agreement or contract already in place? 
4. Has the ISD/ESA or school/district developed a position description or scope of work for the contracted position? 
5. Are the services provided to just the CSI/ATS/TSI-identified schools? RAG cannot fund services or initiatives for schools that are not identified for CSI, ATS, or TSI. 
6. Do employees of the contracted service (sub-contractors) possess valid certifications, experience, and qualifications to do the work? 
7. Are the contractor(s) and sub-contractor(s) cleared to provide services paid from federal grants with no suspension/debarment? 
8. How will proof of services be documented for contractors or vendors? 
9. Does the contract align with the grant cycle start/end date? 
10. Do the contracted services exceed the district threshold for competitive bidding or comparative pricing?  
11. Does the contracted service require a noncompetitive procurement process? 

Step 1: Identify the Contracted Service

• Identify the needs of the ISD or identified school. 
• Develop a scope of work for each contractor. 
• Provide a detailed explanation for how the contractor was selected. For example, provide documentation of multiple quotes, single-source, or a competitive bid process. 
• Requires a SAMS check or certification statement that the contractor may receive federal funds. 
• Require that contracted services coincide with the current grant cycle. All contracts must end by September 30th of any given grant cycle.

Step 2: Develop a Proof of Service Process

• Develop/maintain a process for documenting the contractor’s proof of services. Collect agendas, sign-in/out sheets, attendance, flyers, and session descriptions.

Step 3: Connect to the RAG Service Plan

• Include the contractor’s scope of work in the RAG service plan.

Expediting RAG Budget Approval for Contracted Services

Support documentation is necessary to prepare for an itemized RAG budget line-item submission for contractor positions. Below is a sample of the necessary types of support documentation.

Supporting Documentation:

• Detailed scope of work 
• Contract or agreement that details the RAG-related services 
• MICIP Plan 
• RAG District Service Plan 
• Calendar of events/activities, if applicable 
• School Board minutes with approvals 
• Data and/or root-cause analyses of needs 

Equipment is defined by MDE as items costing $100 or more per unit with a useful life of more than one year, including computing devices and technology systems, and approved case-by-case. The nature of educational equipment, such as computers and other technology, is to assist the teacher/student in accomplishing a learning task. Equipment such as tech carts and shelving units may also be used to provide classroom organization and an orderly learning environment. 

Using RAG funds for purchasing equipment must be aligned with a data-based need or root cause analysis that conclusively shows the equipment is necessary to address low student achievement, graduation rates, and/or identification status. 

Note: Requests for classroom furniture and student calming/safe-space furniture are typically not allowable with RAG funds. 

Use the guiding questions and steps below to develop approvable budget line items for purchasing RAG-funded equipment.

Guiding Questions

1. Does this equipment already exist somewhere in the district system?
2. Has the planning team reviewed Regional Educational Media Center (REMC) for purchasing technology/equipment?
3. Is the technology/equipment more than $100 per unit?
4. Does the need for this equipment align with student achievement/improved outcomes for higher graduation rates?
5. Will the equipment be maintained beyond the life of the RAG cycle?
6. Does the ISD/ESA or district/school have the infrastructure and maintenance in place to support equipment purchases?
7. Does the ISD/ESA or district/school have procedures in place to appropriately replace or dispose of technology equipment?
8. Is the request for new equipment to replace previously RAG-funded technology, laptops, or Chromebooks? Note: Replacement equipment must be stated as replacement and pre-approved by MDE.

Step 1: Identify the Needed Equipment

• Determine equipment needs based on data or root cause analysis.
• The ISD/ESA submits an itemized budget line item, which must include quantity, model, make, and unit costs.
• The ISD/ESA must maintain an inventory with an itemized description/type of the equipment, which includes the quantity, style, model, serial number, source of funding, acquisition date, stored location, unit cost, use and condition, and date of disposition.

Step 2: Provide Justification

• How does the requested equipment improve student learning, achievement, outcomes, and/or increased graduation rates?
• Submit the justification as an attachment in NexSys under the budget support documentation section if necessary.

Expediting RAG Budget Approval for Equipment

Use the checklist below to ensure that all information, evidence, and supporting documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Needs or root cause analysis for equipment purchases
• Itemized budget description of the equipment
• Detailed list of specifications
• Written justification for the equipment request
• Inventory policy and procedures

Supplies and Materials are an allowable budget item request that must align with the district service plan and be approved by MDE. RAG funds may be used to provide supplies and materials for approved activities that support increased student achievement and graduation rates. Use the following guiding questions and steps below when submitting budget requests for supplies and materials.

Guiding Questions

1. Do the supplies and materials support RAG-funded positions or student achievement/outcome initiatives at the ISD/ESA or identified school?
2. Has the planning team reviewed Regional Educational Media Center (REMC)?
3. Do the supplies and materials align with the needs analysis?
4. Do the supplies and materials support RAG-funded activities?
5. Will the supplies and materials be used only to support CSI/ATS/TSI-identified schools?
6. Are the supplies and materials consumable?
7. Does the purchase include technology/computing devices such as computers, Chromebooks, or laptops?
8. Does any technology/computing item cost over $100 per item? If so, it is considered equipment, but still charged to supplies and materials.

Step 1: Provide Itemized Detail

• Budget items listed under supplies and materials must include an itemized description that details the quantity, costs, and the activity or initiative the items support.
• Placeholder language like “etc., such as misc., and for example” is not acceptable and will be returned for clarification.
  • Large purchases such as calculators and cell phones/services that are not considered equipment should be placed on a separate budget line item in the application. Establishing an inventory of this type of large purchase is considered a best practice.
• Not all supplies and materials can be listed as separate line items. However, the ISD/ESA must submit individual line items for the corresponding positions, professional learning, office use, or other activities.
• Books and/or technology/equipment should be listed as separate budget line items from the supported activity and include how many and the cost per unit.

Step 2: Computers, Laptops, iPads, and Other Electronic Equipment

• Electronic or technology items must be pre-approved by the MDE consultant based on district/school analysis of needs (pre-approval form).
• Computers and other technology items should be listed under the object code for supplies and materials.
• Any electronic or technology item should align with the district/school service plan with supporting root-cause data analysis.
• Electronic or technology items are considered durable goods and are required to be inventoried every two years. Best practice would be an annual inventory.
• The ISD/ESA must develop and maintain an itemized description of the technology, including the quantity, style, model, serial number, source of funding, acquisition date, stored location, unit cost, use and condition, and date of disposition for audit purposes.
• The ISD/ESA submits an itemized budget line item, including quantity, model, make, and unit costs.

Step 3: Align to Current Demographics (Supplies & Materials)

• When requesting technology purchases, ensure that your request includes the following:
  • Student classroom/enrollment numbers
  • Number of RAG-funded staff members
  • Number of classrooms serviced
  • Number of units purchased

  For example, if your student enrollment in the CSI/ATS/TSI-identified schools is 250 students and your request is for 400 units, and the justification you provide is that you want to make sure you have extra just in case they are lost and/or damaged, your request would not be reasonable and therefore, not allowed.

Expediting RAG Budget Approval for Supplies and Materials

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Data and/or root-cause analyses of needs
• RAG District/School Service Plan
• Itemized list of supplies/materials by topic or category aligned with allowable activities or positions
• Itemized list of large purchases of technology, office equipment, and cell phones 

Using RAG funds for student books and/or technology may be an allowable expenditure when data/root-cause analysis shows not providing student books and technology will contribute to low achievement or a low graduation rate and CSI/TSI/ATS status. Student books are defined as printed resource materials that support an approved RAG activity. Student technology is defined as laptops, iPads, Chromebooks, smart boards, and whiteboards that support an approved RAG classroom activity. For more resources on technology readiness, visit techplan.org. 

Use the following guiding questions and steps below when submitting budget requests for student books and technology.

Guiding Questions

1. Did data show that providing student books or technology will address the root causes for low achievement or a low graduation rate that contributed to CSI/ATS/TSI status and/or systemic issues affecting student outcomes? 
2. If so, how will providing student books or technology positively impact students? 
3. Are the books or technology used for student resources within the classroom (targeted population), general population classroom/grade level, or schoolwide library/media services? 
4. What type of tech infrastructure does the district/school already have to support student technology? (IT Dept., Internet connectivity) 
5. What inventory system will the district/school utilize to track student books and technology?

Step 1: Identify and Define the Process for Student Books or Technology

• Which student population will qualify? Is it a targeted or general population? Schoolwide or grade level? 
• How does providing student books and technology support the approved RAG activities within the school and/or district program?

Step 2: Connect Directly to School/District Improvement Plans and the RAG Service Plan

• How is the need for student books and technology addressed in the school/district improvement plan?
• Identify RAG Service Plan support Category/Type.

Step 3: Provide Details

• Provide an itemized description for district student books and technology in NexSys. 
  
  Example: Student books, school name, RAG allowable activity, name of books, and itemized breakdown, i.e., ABC School, XYZ Activity, 100 books (name of books) at $30 each = $3,000.

Step 4: Develop an Inventory System

• Ensure that the ISD/ESA and district are maintaining appropriate tracking and inventory for student books and technology.

Expediting RAG Budget Approval for Student Books and Technology

Use the checklist below to ensure that all information, evidence, and supporting documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• The name of the district/CSI/ATS/TSI-identified school receiving supports 
• Itemized description of the books or technology requested
• Description of the activity supported by the books or technology
• Data and/or root-cause analyses of needs 

Instructional programs are intended as supports for classroom instruction that address student achievement, student success, and/or graduation rates. Instructional programs supplement classroom curriculum-related activities and must align with the MICIP Plan and the RAG District Service Plan. Subscriptions for instructional programming are an allowable RAG expenditure.

Use the following guiding questions and steps below when submitting budget requests for Instructional Programs.

Guiding Questions

1. Does the data support the need for the chosen instructional program?
2. Does the instructional program require contracted services or ISD/school district FTE?
3. Does the instructional program exceed the district threshold for competitive bidding or comparative pricing? Will the program require a single source justification?
4. What additional supplies and materials are necessary to support the instruction?
5. How will you ensure programming is limited to CSI/ATS/TSI-identified schools?

Step 1: Coordinate and Align with the RAG District Service Plans

• All CSI/ATS/TSI-identified schools supported with RAG-funded instructional programs must be described and referenced by name or title in the RAG district-level service plan.

Step 2: Itemize Expenses

• Most instructional programs are complete packages. Be sure to include itemized costs, including the name of the provider, vendor, and/or service.
• Multi-year subscriptions must be prorated for reimbursement during the current RAG year, October 1, 2024, through September 30, 2025.
  • Multi-year subscriptions must not exceed the identification cycle (not more than three years or the length of time the identified schools has left in the current identification cycle). The length of the subscription contract must not exceed the time the district/school is eligible for RAG services.
• Each instructional program and corresponding component costs should have its own itemized budget line item.

Expediting RAG Budget Approval for Instructional Programs

Use the following checklist to ensure that all information, evidence, and supporting documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• District data/root-cause analysis of district needs
• Instructional program description/justification
• Documentation of cost analysis for the instructional program based on monetary thresholds
• RAG district service plan
• Detailed Budget of all costs associated with the instructional program activities 

Using RAG funds to provide and support professional learning activities and conferences is allowable. Professional learning is a major component of the continuous improvement process and works with instructional strategies and student data.

Use the following guiding questions and steps below when submitting budget requests for professional learning.

Guiding Questions

1. Is the professional learning directly connected to and aligned with the instructional programs and strategies identified in the school or district service plan?
2. What action steps will be developed to ensure that individuals are implementing new learning?
3. How will the identified school ensure that the new professional learning will be job-embedded?
4. If staff is attending an off-site conference or on-site professional learning, what is the protocol for sharing the new learning with other staff members
5. If staff is attending in-house professional learning activities, does the district or ISD/ESA collect agendas and sign-in/out sheets for participants?
6. How will you ensure participants are only staff from CSI/ATS/TSI-identified schools, or are ISD/ESA or district personnel directly supporting identified schools?
7. Is the professional learning taking place within the state of Michigan, or is it an out-of-state travel request? Out-of-state travel requests must be pre-approved by MDE and submitted on the Pre-Approval Amendment Form.
8. Can the ISD/ESA schedule a speaker or program to present on the relevant topics locally to serve more Michigan teachers and education leaders?
9. How does the ISD/ESA and identified school implement/transfer professional learning to impact continuous improvement, graduation rates, and student achievement?
10. Will food be a part of the professional learning activity? Food is not an allowable RAG expenditure when planning professional learning activities.
11. Higher education coursework is no longer allowable as professional learning or as retention/incentives for administrative positions within the ISD/ESA or identified schools.
12. If the activity is an in-house professional learning session, does the ISD/ESA have a detailed budget for speakers, speaker expenses, supplies & materials, substitute teachers, and participant compensation?  If registration fees are requested for identified schools, the ISD/ESA must itemize what the registration fees cover.

Step 1: Ensure Alignment with the RAG District Service Plan

• Update the RAG District Service Plan to include changes throughout the grant cycle.
• Use the continuous improvement process to assess needs and/or root-cause analysis to determine if the professional learning addresses needs.
• Monitor and evaluate the effectiveness of professional learning. 

Step 2: Develop a Timeline for Implementation

• Determine when each of the professional learning activities will start and when each will be fully implemented.
• All professional learning activities must take place during the current grant cycle, October 1, 2024, through September 30, 2025.
• With prior approval, some activities can be dated to July 1, 2024, for planning purposes.

Step 3: Document the Professional Learning Activity

• Create a calendar(s) that show professional learning days, the expected topics, and the vendor or presenter.
• Include the name and date of the activity, sign-in/sign-out sheets, actual time spent in professional learning, and participant signatures.
• Include agendas with the date, name of the vendor and/or presenter, and a description of the goals, objectives, or knowledge to be learned.
• All in-house professional learning activities are required to maintain agendas and sign-in/sign-out sheets.

Step 4: Create Protocols and Expectations for Implementing New Learning

• Develop protocols for staff that detail the expectations for sharing and implementing the new learning.

Step 5: Provide Details on Travel and Registration

• When traveling to attend professional learning, whether in-state or out-of-state, provide an itemization of potential expenses.
• Use the district-approved per-diem rates. In the absence of district-approved rates, use the recommended rates from the IRS.
• Itemization should include registration fees, transportation*, parking, meals purchased, overnight lodging, incidentals, and website links.
• Travel expense reimbursement for meals is an allowable RAG expense.
  *Note: Transportation includes mileage, airfare, train fare, bus, cab, and other commuter fare.

Step 6: Limit Requests for National or Out-of-State Conferences

• All out-of-state professional learning must be pre-approved by MDE.
• Be purposeful when planning requests for national and/or out-of-state conferences, checking first for closer or virtual options.
• Limit national and/or out-of-state conference attendance to 2 people from the ISD/ESA and 3-4 people from each district.
• Use the Service Amendment Request form when submitting out-of-state travel requests.
• Describe in detail how attending this event is significant to the overall goal of the school or district plan and how it addresses a data-driven need or was identified through root-cause analysis.

Typically Allowable Professional Learning

• Job-embedded professional learning, i.e., coach & specialist
• Materials for book studies
• Before and after school and summer professional events
• Vendor/Speaker fees and expenses
• Conferences with relevant content
• National or out-of-state conferences (MDE prior approval required)
• Workshops
• Train-the-Trainer
• Membership that is included in the registration fee
• ISD/ESA-provided professional learning sessions
• Professional Learning Communities (PLCs)
• Peer walk-throughs

Expediting RAG Budget Approval for Professional Learning

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Updated RAG district service plan
• Professional Learning websites, flyers, and agendas.
• Vendor contract/proposal for in-house professional learning (if applicable)
• Itemized travel expenses to include topics, dates, cost of registration, materials, mileage or airfare, meals, incidentals, and overnight accommodations
• Service Amendment Request form for out-of-state travel requests
• Itemization for registration fees for identified schools. 

RAG funds may be used for recruitment, retention, and incentives for teachers, para-pros, and school leaders if data or root-cause analysis determines a lack of qualified staff is a reason for student low achievement or low graduation rate. Use the guiding questions below when using RAG funds for recruitment, retention, and incentives.

Guiding Questions

1. Is there an identified need to offer recruitment, retention, and/or incentives to attract certified teachers and/or administrators in the district? If not, how will you and the district construct a collaborative plan specific to CSI/ATS/TSI-identified schools?
2. Is there a recruitment plan in place in the district? If not, how will you and the district construct a collaborative plan specific to identified schools?
3. Is there a district merit pay system in place? If so, is it available to all teachers and administrators in all schools, including CSI/ATS/TSI-identified schools?
4. Is there a plan for sustaining merit pay, incentives, or retention funds once the district/school is no longer eligible for RAG funds?
5. Does the district/school maintain policies and procedures for teacher/leader recruitment, retention, and/or incentives?
6. Does the school district have a collective bargaining agreement in place?

Create Individual Plans for Recruitment, Retention, and Incentives.

Step 1: Recruitment

• Identify how your RAG funds will be used to recruit certified teachers and highly qualified para-pros and building administrators.
• List the type of recruitment activities that will occur (job fairs, signing bonuses, hiring a recruitment company).

Step 2: Retention/Incentives/Merit Pay

• Provide sufficient detailed justification explaining how RAG funds will be used to supplement district efforts to retain certified teachers and highly qualified staff.
• Retention incentives may be in the form of lump sums at the end of each year of service or enhanced salaries based on a one, two, and three-year increase or decrease.
• Incentive Compensation to employees based on performance must follow 2 CFR 200.430(f) and be determined to be reasonable and paid or accrued pursuant to an agreement before the services are rendered.
• Best practice is for the merit pay system to follow Section 380.1250 of the Michigan Revised School Code in that it is reflective of essential components such as student achievement and/or student growth:
  • Achievement data does not always have to be State level assessments. Using local assessment systems is a viable way to develop merit pay.
  • Remember, if there is a merit pay system in place at the district level, RAG funds may only be used to “supplement” the merit pay that is applicable to all eligible district employees.
• Retention, incentives, and merit pay must be coded under the function code for the position.
• Retention, incentives, and merit pay must be disbursed in the same manner as the employee’s regular pay. This means appropriate taxes, fees, insurance, and retirement/401k are applied.
• Gift cards are not an allowable form of retention, incentive, or merit pay using RAG funds.
• Higher education coursework is not allowable as retention/incentives for administrative positions within the ISD/ESA or district/school.

Expediting RAG Budget Approval for Recruitment, Retention, and Incentives

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

• An applicable district plan (Recruitment, Retention, Incentives) and a brief narrative/justification explaining how RAG funds will act as a supplement where such plans exist.
• The ISD plan is specific to meeting the needs of CSI/ATS/TSI-identified  schools, including how it adheres to the Code of Federal Regulations (CFR) and other applicable state and federal laws, regulations, and guidance.
• Itemized list of people, positions, eligibility/criteria scale, and disbursement schedule for retention incentives

RAG funds can be used to provide substitute teachers to allow full-time teachers to attend professional learning and other allowable RAG activities. Use the guiding questions below and follow these steps when substitute teachers are an expenditure.

Guiding Questions

1. Do the activities require participation by the full-time classroom teacher? 
2. Is the substitute being hired so the classroom teacher can participate in allowable RAG-funded activities?
3. How does the ISD/ESA plan to reimburse for substitute teacher expenditures? 

Step 1: Identify the Allowable Activity

• Identify allowable RAG-funded activity in which the teacher will be required to participate.
• Determine how many teachers/days will need substitutes in the classroom.

Step 2: Align the Substitute Request with the District Service Plan

• Substitute teacher requests should align with the RAG district service plan.

Step 3: Provide Details

• Provide itemized, detailed information to ensure that sub-requests align with the corresponding activity.
  Example: Activity Name, School Name, five substitutes at $120.00/per day for five days to cover teachers attending cooperative learning train the trainer on April 5-10, 2025. $3,000.

Step 4: Create Separate Line Items

• To avoid confusion, submit substitute budget requests for each activity in separate line items.
• Each separate line item should correspond with the RAG-funded event if applicable. For example, if subs are used to release teachers for PLCs or professional planning, this request may be submitted as one line item. However, if teachers are attending various conferences and/or workshops, a line item for substitute teachers should be created that corresponds with each request.

Step 5: Develop a Thorough Documentation System

• Develop a tracking system that includes documentation of how the substitute teachers are paid by the district.
• An itemized tracking system should include the date of substitute service, how many hours/days, and who was paid for the sub position by name.

Typical Allowable Activities that Require Substitute Teachers

• Staff professional learning
• Conference/workshop/training
• Released to work on the leadership team
• Released to work on RAG-related projects
• Professional Learning Communities

Expediting RAG Budget Approval for Substitute Teachers

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Itemized description in the NexSys application budget line item
• Separate line items submitted to match the RAG-funded allowable activity
• Brief explanation of the sub/teacher documentation process 

Using RAG funds for dual enrollment may be an allowable expenditure when data/root-cause analysis shows not having a dual enrollment program contributes to low achievement or a low graduation rate and CSI/ATS/TSI status and/or systemic issues affecting student outcomes. RAG-funded dual enrollment provides higher education expenses for high school students, such as community college tuition, fees, and books. Districts must first utilize any available funds under the Post-Secondary Enrollment Options Act.

Use the guiding questions below and follow these steps when planning for dual enrollment with RAG funds.

Guiding Questions

1. Has the district exhausted all resources available for dual enrollment under the Post-Secondary Enrollment Options Act?
2. Has the planning team reviewed MDE Guidance on dual enrollment?
3. What students are eligible for dual enrollment programs?
4. Did data show that having a dual enrollment program will address the root causes for low achievement or a low graduation rate that contributed to CSI/TSI/ATS status and/or systemic issues?
5. Is the dual enrollment within the current RAG grant cycle?
6. How will dual enrollment positively impact participating students?
7. How will students get to/from classroom or educational settings? 

Step 1: Identify and Define the Dual Enrollment Process

• Has the district expended all possible funding under the Post-Secondary Enrollment Options Act before considering RAG funding?
• How does dual enrollment align with existing school and/or district programs?
• What students qualify for dual enrollment?
• What post-secondary institution(s) will dually enroll the students?
• What transportation needs do students have to participate in a dual enrollment program?
• Does the District have policies and procedures for student transportation? 

Step 2: Connect Directly to the RAG Service Plan

• Identify the RAG Service Plan support Category/Type in the RAG district service plan.

Step 3: Provide Details

• Provide detailed information in the dual enrollment NexSys budget line item.
  Example: School Name, five students at $500 each, Fall 2024 and Winter 2025, to attend XYZ Community College at $2,500 total.

Step 4: Develop a Tracking System

• To avoid confusion, ensure that the ISD/ESA and district are maintaining appropriate documentation for dually enrolled students.
• Develop a brief explanation of how that documentation will be processed.

Expediting RAG Budget Approval for Dual Enrollment

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Detailed explanation in the NexSys application budget line item
• Brief explanation of the enrollment tracking process
• Policy and procedures for student transportation (if applicable)

Using RAG funds for student transportation may be an allowable expenditure when data/root-cause analysis shows not providing student transportation contributes to low achievement or a low graduation rate and CSI/ATS/TSI status. Student transportation applies when transporting students to RAG-funded activities outside of the regular bussing schedule. Use the guiding questions below and follow these steps when using RAG funds for student transportation.

Guiding Questions

1. Does data show that providing student transportation will address the root causes for low achievement or a low graduation rate that contributed to CSI/TSI/ATS status?
2. How will providing student transportation positively impact students?
3. How will the ISD/ESA monitor student transportation services?
4. Does the district/school have policies and procedures for student transportation?

Step 1: Identify Eligible Students

• How many students will qualify for transportation?
• How does providing student transportation support existing school and/or district RAG-funded activities?

Step 2: Connect Directly to School/District Plans and the RAG Service Plan

• How/where is the need for student transportation addressed in the RAG district service plan?
• Identify the RAG Service Plan support Category/Type.

Step 3: Provide Details

• Provide an itemized description, including the date or date range, for district student transportation in the NexSys budget line item.
  Example: Student Transportation for a summer school program, School Name, 3 buses/3 drivers = $750 per bus/per day, 4 weeks = $45,000.

Step 4: Develop a Tracking System

• Ensure that the ISD/ESA and district are maintaining appropriate documentation and accountability for student transportation.
• Provide a brief explanation of how that documentation and accountability will occur.

Expediting RAG Budget Approval for Student Transportation

Use the list below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Detailed explanation in the NexSys application budget line item
• Brief explanation of the student transportation tracking system
• Policy and procedures for student transportation outside the regular bus schedule

Using RAG funds for student childcare services may be an allowable expenditure when data/root-cause analysis shows not providing student childcare services contributes to low achievement or a low graduation rate and CSI/ATS/TSI identified schools’ status and/or systemic issues affecting student outcomes. Student childcare services provide childcare to teenage students enrolled in school who have infants or young children. Use the guiding questions below and follow these steps when using RAG funds for student childcare services.

Guiding Questions

1. What students are eligible for student childcare services?
2. Did data show that providing student childcare services will address the root causes for low achievement or a low graduation rate that contributed to CSI/ATS/TSI identified schools’ status and/or systemic issues?
3. How will providing student childcare services positively impact students?
4. How will the ISD/ESA document, track, and monitor student childcare services and payments?
5. Is the childcare service provider eligible to receive federal funds?
6. Does the district have policies and procedures for student childcare services, including proper childcare licensing?

Step 1: Identify Eligible Students

• What students will qualify?
• How does providing student childcare services support existing school and/or district programs?
• What transportation needs do students have to participate in childcare services? 

Step 2: Connect Directly to the RAG Service Plan

• How/where is the need for student childcare services addressed in the RAG district service plan?
• Identify RAG Service Plan support Category/Type.

Step 3: Provide Details

• Provide an itemized description, including the date or date range, for identified school(s)' student childcare services in the NexSys budget line item.
  Example: Student Childcare Services, January-June 2024, School Name, one student(s) at $300 per week for 30 weeks to attend XYZ district/school = $9,000.

Step 4: Develop a Tracking System

• Ensure that the ISD/ESA and district are maintaining appropriate documentation and accountability for student childcare services and expenses.
• Ensure that the childcare service provider is eligible to receive federal funds.
• Provide a brief explanation of how that documentation and accountability will occur.

Expediting RAG Budget Approval for Student Childcare Services

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Detailed explanation of the NexSys application budget line item
• Brief explanation of the tracking and accountability system

Using RAG funds for community activities may be an allowable expenditure when data/root-cause analysis shows not providing community activities will contribute to low achievement or a low graduation rate and CSI/ATS/TSI identified school status. Community activities include but are not limited to parent engagement activities and after-school parent/community meetings.

Use the guiding questions below and follow these steps when using RAG funds for community activities.

Guiding Questions

1. Did data show that providing community activities addresses the root causes for low achievement or a low graduation rate that contributed to CSI/ATS/TSI identified school status and/or systemic issues affecting student outcomes?
2. Has the planning team reviewed MDE Resources for Family Engagement?
3. How will providing community activities positively impact students?
4. Are the identified schools activities geared toward parents or community members, or both?
5. If the identified schools develops activities for the community, what is the allowable RAG activity?
6. How does the identified schools propose to invite parents and/or community members to pre-scheduled activities?
7. Will the identified schools provide transportation for parents or community members to/from the activity?
8. What follow-up to community service activities will the district/school engage in (Surveys/evaluations, follow-up activities, letters, emails.)?
9. Will staff be compensated for participating in after-school community activities?
10. Will food or refreshments be provided for parent/community activities? 

Step 1: Identify and Define the Process for District/School Community Activities

• What community activity process does the identified schools already have in place?
• What needs and/or gaps were identified by the identified schools that will determine future community activities?
• Will the identified schools provide food or refreshments during the community activity?
• How will the identified schools invite parents or community members?
• How will the identified schools follow up with parents or community members?

Step 2: Connect Directly to the RAG Service Plan

• Is the need for community activities addressed in the RAG district service plan?
• Identify RAG Service Plan support Category/Type.

Step 3: Provide Details

• Provide an itemized description, including the date or date range, for community activities in the NexSys application budget line item.
  Example: Afterschool Parent Meeting, School Name, date/date range, materials, snacks, and refreshments for 30 parents, $5 per person = $150.

Step 4: Develop a Tracking System

• Ensure that the ISD/ESA and district are maintaining appropriate documentation for both staff and community members, including dates, agendas, purpose for the activity, and participant sign-in sheets.
• Provide a brief explanation for how community activities and follow-up will be documented.

Expediting RAG Budget Approval for Community Activities

Use the checklist below to ensure that all information, evidence, and support documentation are gathered, properly prepared, and ready for submission.

Supporting Documentation:

• Detailed explanation of the NexSys application budget line item
• Brief explanation of how community activities will be documented
• Brief explanation for identified schools follow-up 

• MDE Statewide System of Support 
• Resources for Schools Identified for CSI, ATS, or TSI
• Michigan Integrated Continuous Improvement Process (MICIP)
• MISchool Data
• Every Student Succeeds Act of 2015
• Code of Federal Regulations (CFR)
• NexSys – Next Generation Grant, Application, and Cash Management
• State of Michigan MiDEAL Purchasing Program
• Regional Educational Media Center (REMC)
• MiMTSS Fiscal Guidance for Implementing a Multi-Tiered System of Supports (MTSS)
• Michigan Department of Education Graduation Rate Guidance

Supplies, equipment, technology, and travel expenses to support the position(s) are charged to the corresponding position function code.

Instruction-Related Positions, Basic Programs

Instruction-related positions (Basic Programs, 111, 112, 113, 118, 119; Targeted instruction is 125, Summer-targeted instruction is also 125) 

• Employed/contracted by the ISD

Truancy & Absenteeism Position, Function Code 211

• Any position that addresses student truancy or absenteeism

Guidance Counselor Position, Function Code 212

Support Services Pupil – Guidance Services 

• High School counselor and Graduation Coach positions
• Career counselor and positions
• Any position that serves in a student counselor role 

School Health Services Position, Function Code 213

• Any position that addresses student medical, dental, nursing, occupational therapy, or other health services

School Social Worker, Function Code 216

Support Services Pupil – Social Work Services

• Includes Behavior Interventionist
• Any position that serves in a student social worker role
• Works directly with students and families

Coaches: Instructional and Non-instructional, Function Code 221

• Any Coach providing job-embedded professional learning

Program Administrator, Function Code 226

Supervision and Direction of Instructional Staff

• Includes RAG Coordinator Position
• Employed/contracted by the ISD
• Professional learning is charged to FC 283

ISD Intervention Facilitator (OR ISD/ESA Identified Equivalent), Function Code 226

Supervision and Direction of Instructional Staff

• The lead for RAG info, services and supports to the district
• Employed/Contracted by the ISD
• Professional learning is charged to FC 283

Administrative Support Position, Function Code 226

Supervision and Direction of Instructional Staff

• Support position for SSoS and RAG activities
• Office, clerical, and administrative support position
• Budget office responsibilities are charged to indirect costs.
• Employed/Contracted by the ISD

District Planning/Research/Evaluation Consultant, Function Code 281

Planning, Research, Development, and Evaluation 

• External consultant/vendor for needs analysis or continuous improvement
• System-wide, associated with planning, research, development, and evaluation
• Any ISD position or contract that provides consultation to districts/schools on building or district-level data

Instruction-Related Positions, Function Code 411

• Instruction-related district/school positions assigned to a CSI-designated school during the regular school year and reimbursed by the ISD 
  • Employed/contracted by the school district
  • Function Code 411, Object Code “Other Expenses” 7000,8000
    (Sub-Grantee / Flow through Disbursements)
• District-level positions require an assurance for appropriate placement for each individual who fills a position. 

Supports for Instruction-Related Positions

Professional learning for instruction-related positions, Function Code 221  (non-instruction-related PD use FC 283)

• Compensation for substitute teachers during PD
• Stipends for Instructional staff outside of contractual hours for PD

Supplies and materials that support instruction-related staff professional learning (includes books)

Supports for Non-Instruction Related Positions 

Administrative Support, Function Code 226

• Supplies, equipment, technology, and travel expenses to support non-instruction-related position(s),
• Professional learning is charged to FC 283

Staff/Personnel Services, Function Code 283

• Professional learning for non-instructional related positions: counseling staff, social workers, all professional coaches, administrators, support staff (instruction-related PD use FC 221)
• Professional learning for all ISD-level staff
• Higher education coursework is no longer allowable as retention or incentives for administrative positions within the ISD/RESA or district/school 

Schoolwide Student Books and Technology

111 Classroom Libraries Schoolwide – Basic Programs – Elementary
112 Classroom Libraries Schoolwide – Basic Programs – Middle School
113 Classroom Libraries Schoolwide – Basic Programs – High School

• For general population classroom or grade level
• Use FC 125 for targeted student groups

118 Classroom Libraries Schoolwide – Basic Programs – Pre-K

Classroom Student Books and Technology

125 Student Resource and Classroom Textbooks and Technology

• Compensatory Education
• Intended for classroom and targeted population use – not schoolwide.
• If not a targeted student group, then use Basic Programs (FC 111, 112, 113, 119)

Schoolwide Library/Media Center

222 Educational Media Services

• Printed Materials Only
• Intended for schoolwide use

Schoolwide Student Technology

225 Instruction-Related Technology

• Intended to be used schoolwide.
• Computer Labs, Technology for Distance Learning Programs
• Subscriptions to services and equipment warranties can only be contracted or pro-rated for the life of the current RAG cycle.

Definitions

• Books (printed material) – Resource Books to supplement an approved RAG activity.
• Technology (equipment) – laptops, iPads, Smart Boards, etc., to supplement an approved
  RAG Activity. Includes accessories for printing, transmitting, and receiving or storing
  electronic information.
• Object Code under Supplies & Materials (5000)

2023-24 MDE – RAG Submission Date Requirements

2024-25 MDE – RAG Submission Date Requirements