Application Steps

A more detailed explanation of what is required will be found in the RFA. This serves to provide a general idea of the process. 

Step 1: Eligibility Verification

Prospective applicants must complete the Letter of Intent & Pre-Application Eligibility Verification form via the UAPCS Federal CSP SurveyMonkey Application Portal. Applicants will be asked to verify that they have  applied to an authorized chartering agency for a new school, expansion, or replication and meet federal definitions for a charter school and developer (ESEA § 4310). Those seeking replication or expansion funding must qualify as a high-quality charter school. Additionally, applicants must have nonprofit status, and must have notified their authorizer of intent to apply. Previous CSP funding recipients for the same purpose are not eligible. UAPCS will verify applicant eligibility within five business days, only applicants who meet the eligibility requirements will receive access to the full application. 

Step 2: Technical Assistance

Attendance at mandatory technical assistance webinars is required. Recordings will be available for reference.

• Training #1: RFA Orientation Webinar (April 14, 2025 @ 5:30 PM via Zoom)
• Training #2: Budget Support Webinar (April 21, 2025 @ 6:00 PM via Zoom)

REGISTER FOR WEBINARS HERE

Anyone working within the Grant must attend, that should include board members and admin teams. 

For assistance, contact csp@utahcharters.org.

Step 3: Application Submission

• Submission Window: Opens April 21, 2025 after Training #2.
• Deadline: Applications must be submitted electronically via the UAPCS Federal CSP SurveyMonkey Portal by June 2, 2025 at 5:00 PM MDT. Late or incomplete applications will not be accepted.
• Confirmation: Applicants will receive an email confirmation within 24 hours. If not received, contact csp@utahcharters.org.

Step 4: Application Formatting & Budget

• Formatting: Standard letter size (8.5” x 11”), 12-point Times New Roman, Arial, or Calibri, 1.15 line spacing, 1-inch margins. Tables may use 11-point font, 30-page limit (excluding executive summary and supporting documents).
• For application content please see the Project Narrative section.
• For a list of items that must be included in the application please see the Required Support Document section. 
• Certifications & Assurances: Signatures from the project manager and board chair must be included in the online application.

For detailed allowable costs, please use ALLOWABLE COSTS GUIDE, SPRING 2025.

ESEA § 4303(h) LOCAL USES OF FUNDS states: An eligible applicant receiving a subgrant under this section shall use such funds to support the activities described in subsection (b)(1), which shall include one or more of the following activities:

1. Preparing teachers, school leaders, and specialized instructional support personnel, including through paying the costs associated with—(A) providing professional development; and (B) hiring and compensating, during the eligible applicant’s planning period specified in the application for subgrant funds that is required under this section, one or more of the following:
   • (i) Teachers
   • (ii) School leaders
   • (iii) Specialized instructional support personnel
2. Acquiring supplies, training, equipment (including technology), and educational materials (including developing and acquiring instructional materials).
3. Carrying out necessary renovations to ensure that a new school building complies with applicable statutes and regulations, and minor facilities repairs (excluding construction).
4. Providing one-time, startup costs associated with providing transportation to students to and from the charter school.
5. Carrying out community engagement activities, which may include paying the cost of student and staff recruitment.
6. Providing for other appropriate, non-sustained costs related to the activities described in subsection (b)(1) when such costs cannot be met from other sources.

All expenditures must be:

• One-time in nature.
• Obligated during the grant project period.
• Correlated to specific grant objectives.
• Excluded from ongoing operational costs.

Examples of allowable costs:

1. Staff Preparation and Professional Development: 
   • Providing research-based professional development for teachers, school leaders, and other staff aligned with national standards.
   • Hiring and compensating teachers, school leaders, and specialized instructional support personnel during the planning period specified in the grant application.
   • Covering travel costs for school leaders, staff, and board members to attend conferences, training, or visit other charter schools for learning purposes.
2. Acquiring Resources: Purchasing supplies, equipment (including technology), and educational materials, including instructional materials or curriculum alignment.
3. Facilities Renovations: Conducting necessary renovations to ensure a new school building complies with applicable statutes and regulations. This includes minor facility repairs but excludes construction. 
4. Transportation Startup Costs: Covering one-time startup costs associated with providing student transportation to and from the charter school, as specified in ESEA § 4303(h)(4).
5. Community Engagement: Funding community engagement activities, including student and staff recruitment, outreach efforts, and developing a robust parent and community engagement plan.
6. Non-Sustained Opening Costs: Addressing other appropriate one-time costs related to opening, replicating, or expanding high-quality charter schools, provided these expenses cannot be covered by other sources.

The following outlines expenses that are not permitted to be funded through CSP grant funds. It is important to carefully review this list to ensure compliance with grant guidelines and avoid disallowed expenditures.

• Facility construction, renovation, or other capital improvement costs, except as specified in the allowable costs section.
• Food, beverages, alcohol. 
• Incentives, awards, gift certificates.
• Apparel.
• Lobbying activities.
• Student activities.
• Utilities and other facility operating expenses incurred on or after the first day of school.
• Salaries or related fringe benefits for essential staff after the school has opened.

These lists are not exhaustive but provide examples of common expenses that cannot be funded through grant funds. For additional information on allowable and unallowable costs, refer to the OMB’s Uniform Guidance 2 CFR 200 and to the UCSP-Allowable-Cost-Guide-2025.pdf.

For the purpose of the Charter Schools Program (CSP) grant, Utah will align its definition of lottery preferences with the lottery exemptions as determined by the Federal Government. This ensures consistency in enrollment practices and compliance with federal regulations while maintaining equitable access to charter school opportunities.

When applications exceed capacity, schools must use a statistically random method to select students in a random lottery to ensure equitable access. Schools must include a policy or plan for recruiting students that targets all segments of the community and hold one lottery that provides qualified students with an equal opportunity to attend the school.

Lottery exemption categories include the following:

• Students who are enrolled in a public school at the time it is converted into a public charter school; 
• Students who are eligible to attend, and are living in the attendance area of, a public school at the time it is converted into a public charter school; 
• Siblings of students already admitted to or attending the same charter school; 
• Children of a charter school's founders, employees (so long as the total number of students allowed under this exemption constitutes only a small percentage of the school's total enrollment); and
• Students articulating between associated charter schools, as approved by the US Department of Education. 

The subgrantees will conduct a single, unified lottery that provides all qualified students with an equal opportunity to attend, in compliance with CSP grant requirements. No separate lotteries will be held based on gender or any other classification. The admissions process will be open, transparent, and aligned with federal and state regulations to ensure equitable access for all applicants. Students not selected through the lottery will be placed on a waitlist. All admissions must comply with public school anti-discrimination laws to ensure fair and inclusive practices. Where discrepancies exist between federal and Utah state laws, federal regulations take precedence.

Utah law allows charter schools to utilize a weighted lottery (Utah Code §53G-6-502(8)).  The use of a weighted lottery falls within the scope and objectives of the approved grant project, as it serves to enhance fairness and inclusivity in the selection process while maintaining compliance with applicable regulations and funding requirements. To utilize the weighted lottery, the process must be included in the applicant’s authorized charter agreement and be overseen by the authorizer. The weighted lottery gives a slightly better chance of admission to educationally disadvantaged students (ESEA §4303(c)(3)(A), Utah Code §53G-6-502(8)). However, a weighted lottery may not be used to create a school that will exclusively serve a particular subset of students or to guarantee a certain number of seats for a particular subset of students. 

Weight categories may include:

1. Low-income students

2. Students with disabilities;

3. English learners

4. Migrant students;

5. neglected or delinquent students; 

6. homeless students. 

If a weighted lottery is included, please describe the process in its entirety, including the lottery timeline (refer to Lottery Process (vii) in Part 2. Additional Federal or Utah weighted lottery categories may exist; however, for the purpose of this grant, only those categories that overlap between Federal and Utah requirements will be honored.

If a weighted lottery is included, the process will be conducted in a fair and transparent manner, with a clearly defined timeline in accordance with the Lottery Process (vii) outlined in Part 2. The weighted lottery will be designed to provide a modest advantage to identified student populations while ensuring compliance with both Federal and Utah requirements. The weights will be carefully calibrated to align with the objectives of the approved grant project, slightly increasing the chances of admission for targeted groups without significantly altering overall lottery outcomes. Only those weighted categories that overlap between Federal and Utah requirements will be honored. This approach promotes equitable access while maintaining transparency and adherence to all applicable regulations and funding requirements.

A charter school may not discriminate in the charter school's admission policies or practices on the same basis as other public schools may not discriminate in admission policies and practices, and the lottery may not be used to create a school that exclusively serves a particular subset of students. The authorized public chartering agency will review, approve, or monitor specific lottery practices, including the use of weight amounts.

1. Executive Summary (9 pts.)
   Provide a concise, 1.15 line spacing, executive summary limited to one page that provides a clear and compelling overview of the most critical information and key points. As part of this summary, include a description of how the autonomy and flexibility granted to the charter school align with the definition of a charter school under ESEA § 4310 (2). This summary should effectively communicate how the school’s governance and operational independence support its mission while ensuring clarity and guiding the peer reviewer’s understanding and decision-making process.
2. Educational Model (60 pts.) 

Project Design (15pts.)

• Describe the key components of the school’s educational model that is being proposed, replicated or expanded. Detail supports or strategies related to annually improving median growth percentiles in math and ELA.
• Describe the school’s growth plan. Be sure to address the proposed grades served and projected enrollment by grade level for each implementation year and strategies to ensure enrollment targets are met.
• Describe professional development intended for both the planning and implementation periods. Explain how training will ensure administrator and teacher understanding of your proposed model.  

Project Goals (6pts.)

• SMART Goals: Define 3–5 SMART goals aligned with the project budget and activities, with at least one goal addressing achievement or growth in ELA or Math assessments for educationally disadvantaged students.
• Goal Tracking: Describe the systems for tracking progress toward goals, such as data collection, disaggregated data analysis, and regular progress reviews.

Plan for Serving Student Needs (9 pts.)

• Outline specific strategies to monitor and improve academic outcomes for all populations.
• Describe how the school will identify and address the needs of underserved and educationally disadvantaged students, including students with disabilities, English Language Learners (ELLs), and economically disadvantaged students.
• Detail plans to implement equitable and inclusive practices to support all students.

 Family and Community Involvement (9 pts.)

• Describe how the school will actively engage families and the community to support the school’s mission and success.
• Describe methods to ensure families and communities, particularly underserved populations, have meaningful opportunities to contribute to decision-making.
• Share evidence of pre-operational engagement with families to build relationships, gather support, and foster community buy-in regarding the school’s vision and mission.
• Highlight feedback from stakeholders during the planning process and explain how it informed decision-making.
• Outline how the school’s recruitment, admissions, enrollment, and retention processes will engage families from diverse backgrounds, including English learners, students with disabilities, and students of color. (e.g., holding events outside of standard work hours, providing interpreters and multilingual enrollment information, using accessible formats (e.g., large print, braille, or online resources)

Community Support and Demand (9 pts.)

• Provide information on the proposed charter school’s projected student enrollment and evidence to support these projections, including the needs analysis and methodology/calculations used.
• Include an analysis of the proposed charter school’s projected student demographics compared to the demographics of students attending public schools in the local community and surrounding districts. Utilize the 2025 Demographic Data Calculator in the UAPCS Federal CSP SurveyMonkey Application Portal.  
• Describe strategies to establish and maintain a racially and socio-economically diverse student body, including plans (consistent with applicable legal requirements) for recruitment, admission, enrollment, and retention of a diverse student population.
• Explain how the charter school’s plans will reflect and support the needs of local students and families, addressing:
• Utilization of district or community assets.
• How the school’s location will provide access for the targeted population.
• Outline steps to ensure the school:

• Does not hinder desegregation efforts in the community or districts from which students will be drawn.
• Complies with court orders, statutory obligations, or voluntary commitments to maintain desegregated public schools.
• Aligns operational and instructional plans with legal and community diversity commitments.
• Provide a description of the steps the applicant has taken or will take to ensure that the proposed charter school:
• Would not hamper, delay, or negatively affect any desegregation efforts in the community where the charter school would be located and in the public school districts from which students are, or would be, drawn to attend the charter school, including:
• Efforts to comply with a court order, statutory obligation, or voluntary efforts to create and maintain desegregated public schools.
• Would ensure that all operational and instructional plans align with legal and community commitments to maintaining diverse and equitable educational opportunities.

3. Transportation Plan: (6 pts.)

• Describe the school’s transportation plan that addresses reliable transportation methods and strategies for equitable access for all students, particularly those with disabilities or special needs. This plan must comply with state and federal regulations while providing safe, efficient, and cost-effective solutions. 
• Address how the school’s location, or anticipated location, will facilitate access for the targeted student population, including:
• Access to public transportation or other options (e.g., school buses, other approved means),
• Demographics of neighborhoods within walking distance of the school.
• Transportation plans and costs for students unable to walk or use public transportation.

    4. Lottery Process (6 pts.)

This policy should address the following essential elements:

• Detail how the school will notify or plans to notify the community about the charter school’s opening.
• Include lottery timeline and student recruitment practices. 
• Define staff and the percentage of students allowed to enroll as children of staff members, if applicable.
• Detail procedures guiding how the lottery will be conducted, including how the selection process for available seats will be statistically random.
• Provide information on categories allowed in this RFA will receive lottery exemption (e.g., siblings of current students). 
• Explain how the school will manage a waitlist, including how and when students will be offered seats if they become available.
• If a weighted lottery is included, the applicant must provide a description of the process, including amounts of weights to be applied to each category, rationale for amount of weight to be applied to each category, description of processes utilized to carry out the weighted lottery, and planned timeline for the weighted lottery.
• Explain the student enrollment process after the lottery is conducted.

The school’s lottery policy must be uploaded in UAPCS Federal CSP SurveyMonkey Application Portal. 

Schools must include a plan for recruiting students that targets all segments of the community and hold one lottery that provides qualified students with an equal opportunity to attend the school. Recruitment efforts must not discriminate based on race, color, national origin (including English learners), religion, sex, or disability. UAPCS encourages charter schools to prioritize equitable practices and ensure all families have access to information about enrollment opportunities. 

If waitlists are used, the subgrantee will provide a clear explanation of the process for offering seats to students as they become available. This will include specific timelines for when students on the waitlist will be notified and offered enrollment opportunities. The subgrantee will maintain a fair and consistent method for offering seats, ensuring that all families are informed of their status in a timely manner. This process will be described on the school’s website and other appropriate channels.

5. Governance, Autonomy and Project Administration (12 pts.)          

• Board Member Information: Provide the names, email addresses, and summaries of experience or resumes for each board member, highlighting how they reflect the community the school will serve and provide expertise to oversee charter school operation. Please indicate Board positions/roles/officeholders. 
• If applicable, describe the roles and responsibilities of partner organizations, and charter management organizations, including the administrative and contractual roles and responsibilities of such partners. Describe how the subgrantee will ensure the charter school will exercise full or substantial administrative control over the charter school or the subgrant project. See the Guidance on Educational Service Providers (ESPs) and Key Processes section on pages 13-14 for required documents and responses to be uploaded as a single document in the UAPCS Federal CSP SurveyMonkey Application Portal.    
• Identify the project manager and support team members, including proposed roles and responsibilities. Describe how the team will manage the subgrant to ensure the project meets objectives on time and within budget. Be sure to upload a project timeline with proposed activities and milestones for accomplishing project tasks in the UAPCS Federal CSP SurveyMonkey Application Portal. 
• Describe the administrative relationship between the charter school and its authorizer. Describe services the authorizer will provide the school.
• Describe how the state’s a description of how the autonomy and flexibility granted to a charter school is consistent with the definition of a charter school in ESEA § 4310 (2).
• Describe the quality controls agreed to between the eligible applicant and the authorized public chartering agency involved, such as a contract or performance agreement, how a school's performance in the State's accountability system and impact on student achievement will be one of the most important factors for renewal or revocation of the school's charter, and how the SE and the authorized public chartering agency involved will reserve the right to revoke or not renew a school's charter based on financial, structural, or operational factors involving the management of the school.

     6. Financial Management (15 pts.)           

Budget Narrative:

• Detail all expenditures, including a justification for planned activities. Include rationale for personnel costs (i.e., hiring and compensating restricted to planning period).
  • The budget narrative must detail activities slated for the planning vs. implementation period and correspond to project narrative.
  • Delineate planning and implementation budget phases separately in the budget and the budget narrative.
• Accountability for Funds: Explain how the school will ensure accountability for the use of funds, including financial reporting, compliance with grant requirements, external audits, and internal controls.
• Post-grant Sustainability: Explain how the charter school will maintain financial sustainability after the end of the subgrant.

       7. Competitive Preference Priorities (up to 10 pts. Optional)     

• Innovative Charter Model: (1 pt.) Articulate plans for offering a diverse and innovative charter model that serves an unmet need in the target community.
• High-Quality High School Programs: (2 pts.) Detail plans to provide high-quality programs tailored to high school students.
• Rural Needs: (1 pt.) Describe how the school will intentionally meet the unique needs of students in rural geographic areas. The definition of "rural" for consideration of the priority points assigned during the scoring process is as follows: “Rural community" is a community served by one or more local educational agencies (LEAs) (a) with a locale code of 32, 33, 41, 42, or 43; or (b) that include a majority of schools with a locale code of 32, 33, 41, 42, or 43. Applicants are encouraged to retrieve locale codes from the National Center for Education Statistics School District search tool, where LEAs can be looked up individually to retrieve locale codes.
• Educator and Community-Centered Schools:(2 pts.) Explain how the school will promote high-quality educator and community-centered models to support underserved students.
• Charter School/Traditional Public School Collaboration. (4 pts.) Propose a collaboration between the charter school and a traditional public school that is designed to (a) benefit students or families and (b) lead to increased and improved educational opportunities for students. The collaboration may implement one or more of the following:

• Co-developed or shared curricular and instructional resources or academic course offerings, 
• professional development opportunities for teachers and other educators, 
• Evidence-based practices to improve academic performance for underserved students, 
• policies and practices to create safe, supportive, and inclusive learning environments, 
• transparent enrollment and retention practices, 
• shared transportation plan and system that reduces transportation costs, 
• shared special education collaborative designed to address a significant barrier or challenge, 
• a shared English learner collaborative designed to address a significant barrier or challenge, or (9) other collaborations, such as the sharing of innovative and best practices.

• Detail provided should address the following:

• Describe each member of the collaboration and whether the collaboration would be a new or existing commitment; 
• State the purpose and duration of the collaboration; 
• Describes the anticipated roles and responsibilities of each member of the collaboration;
• Describes how the collaboration will benefit one or more members of the collaboration, including how it will benefit students or families affiliated with a member and lead to increased or improved educational opportunities for students, and meet specific and measurable, if applicable, goals;
• Describes the resources members of the collaboration will contribute; and 
• Describe any other relevant information.

Project and Market Analysis Documents:

1. Project Narrative: Detailed explanation of the grant project's goals and implementation.
2. Project Budget Narrative: Description of how funds will be used to achieve project goals.
3. Project Budget: Itemized grant-related expenses.
4. Market Analysis: Analysis of community need and target population.

Charter and Authorizer Documents:

1. Signed Authorizer Charter Contract  
2. Prior 3 years of Student/Proficiency Data available on the Utah State Board of Education Data Gateway Website. 

Financial Documents:

1. Multi-Year Budget:
   1. For New Schools: Proposed budget from the Authorizer Application.
   2. For Expansion/Replication Schools: 3-year budget before the addition of the CSP grant.
2. Board-Approved Financial Policies and Standard Operating Procedures.
3. For Replication and Expansion Schools include Audited Financial Statements (3 years): If the school has operated for less than 3 years, submit as many as are available.
4. For Replication and Expansion Schools include the previous year IRS Form 990. 
5. Project Timeline with proposed activities and milestones.

Organizational and Governance Documents:

1. Organizational Chart: Clearly display the school's structure, highlighting leadership roles and reporting relationships. The organizational chart should be in pdf format.
2. Resumes and Bios for Board Members and School Leadership Team.
3. Board-approved Conflict of Interest Policy and form that demonstrates procedures for avoiding conflicts and maintaining governance integrity.
4. For any existing or proposed contract between a charter and a for-profit management organization (including a nonprofit management organization operated by or on behalf of a for-profit entity), without regard to whether the management organization or its related entities exercises full or substantial control over the charter school or subgrant, please upload as a single file required documents and process explanations as noted on p 13-14 in Section 1 of the RFA. 

Enrollment and Student Management Policies: New Schools must submit at least a draft of these policies.

1. Enrollment/Lottery Policy: Board-approved policy detailing procedures and compliance.
2. Discipline Policy: Outlining student behavior expectations and disciplinary actions.
3. Retention Policy: Designed to provide comprehensive support systems to help students remain enrolled, engaged, and successful in school. 
4. Transportation Policy: Define the school's approach to student transportation, including eligibility, availability, and compliance with safety regulations.
5. School Closure Policy: Plan for ensuring student records, equipment and other final operations are handled appropriately.

Legal and Operational Documents:

1. Dept. of Commerce Entity Registration (1 year).
2. Lease/Real Estate Agreement (post-award) if applicable.

Vendor and Service Contracts:

ESP/CMO/EMO/Vendor Contracts (if applicable): Include contracts for any educational service providers or key vendors as outlined on page 15 in Section 1 of the RFA.

Enrollment Projections:

Applicants must provide clear and data-driven enrollment projections that align with the proposed charter school’s mission, target population, and operational plans.

As part of the CSP subgrant application process, all applicants must complete a self-risk assessment. This assessment is designed to evaluate the applicant’s capacity to successfully implement the grant and meet compliance requirements. The self-risk assessment will not be accessible to peer reviewers.

Application Phase: Self-Risk Assessment

• All applicants must complete a self-risk assessment as part of their application.
• The assessment will help determine the applicant's operational and financial readiness and
• The level of technical assistance to provide to your school.

As part of the application for the UAPCS CSP grant, the subgrantee will be required to complete a form in SurveyMonkey Apply to certify the following assurances and commitments. These assurances ensure compliance with all relevant federal and state regulations, guidelines, and expectations for the proper use of grant funds. The subgrantee certifies that all information provided in the application is accurate and that the grant funds will be used solely for the purposes outlined in the grant proposal. Additionally, the subgrantee acknowledges their responsibility for adhering to the monitoring, reporting, and evaluation requirements stipulated by the grant program. This portion of the application must be signed by the Project Director and the Board Chair in SurveyMonkey Apply.

1. Subgrantee recipients will participate in all data reporting and evaluation activities as requested or required by the U.S. Department of Education, UAPCS, and the school’s authorizer, including on-site and desktop monitoring conducted by UAPCS (see UAPCS website for monitoring information), annual independent audits required by the state that are publicly reported and include financial statements prepared with generally accepted accounting principles, annual reports, and a final expenditure report for the use of subgrant funds. This section includes participation in any federal or state-funded charter school research or evaluations. Failure to submit required information may result in a withholding of grant funds or a non-renewal of subsequent year(s) funding within the project period.

2. Subgrantee recipients will comply with all Utah laws and administrative rules regarding staff certification and licensure.

3. Subgrantee recipients will comply with federal laws, including but not limited to, the Age Discrimination Act of 1975, Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.), Section 444 of the General Education Provisions Act (20 U.S.C. 1232g) (commonly referred to as the ‘Family Educational Rights and Privacy Act of 1974’), and Part B of the Individuals with Disabilities Education Act. Compliance also includes adherence to federal regulations applicable to the federal Charter Schools Program, such as the Education Department General Administrative Regulations in 34 CFR parts 75-77, 79, 81, 82, 84, 97, 98, and 99, the Office of Management and Budget Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the U.S. Department of Education in 2 CFR part 3485, and The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR Part 200, as adopted and amended in 2 CFR part 3474.

4. Subgrantee recipients will comply with all provisions of the Charter Schools Program of the U.S. Department of Education, including compliance with the Nonregulatory Guidance for CSP funds.

5. Subgrantees will participate in the required Federal programs in which the school and students are eligible to participate. 

6. Each Subgrantee receiving CSP funding will disclose, as part of the enrollment process, any policies and requirements (e.g., purchasing and wearing specific uniforms and other fees, or requirements for family participation), and any services that are or are not provided, that could impact a family’s ability to enroll or remain enrolled in the school (e.g., transportation services or participation in the National School Lunch Program) (2022 NFP).

7. Subgrantee will provide annual performance and enrollment data for the student body and subgroups of students to UAPCS for grant reporting.

8. It is the responsibility of each subgrantee that receives funds under this grant to comply with all required federal assurances. Any charter school that is deemed to be in noncompliance with federal statute and fails to address areas of noncompliance will not be funded. Funded schools will be expected to cooperate with UAPCS in the development of certain reports to meet federal guidelines and requirements. Funded projects will be required to maintain appropriate fiscal and program records. Funded schools will be required to participate in desktop and on-site monitoring activities. If any findings of misuse of funds are discovered, project funds must be returned to UAPCS. UAPCS may terminate a grant award upon thirty days’ notice if it is deemed that the school is not fulfilling the funded program as specified in the approved project or has not complied with the signed assurances.

9. Subgrantee will ensure that all faculty, staff and governing board members have completed and maintained current criminal background checks in compliance with Utah state law and federal requirements. Background checks will be conducted before a governing board member assumes their role, renewed as required by law or policy, and records verifying successful completion will be maintained and provided upon request for compliance monitoring and auditing.

10. Subgrantee will be aware of and comply with Executive Order 13513, “Federal Leadership on Reducing Text Messaging While Driving,” October 1, 2009, by acknowledging that grant recipients and their personnel are prohibited from text messaging while driving a government-owned vehicle, or while driving their privately owned vehicle during official grant business, or from using government-supplied electronic equipment to text message or email when driving.

11. Subgrantee and its authorizer certify that any CSP subgrant deliverable created in whole, or in part, with federal CSP funds will be openly and publicly licensed, unless otherwise excepted, per 2 CFR part 3474.20(c).

12. Subgrantee is required to adhere to Executive Order 12549, Debarment and Suspension, as implemented as 2 CFR 180.200, which requires that recipients do not employ or use contractors that are indicated on the federal debarment listing.   

Financial Control and Audit Assurances

1. Subgrantee shall maintain accounting records and procedures in accordance with state and federal requirements that ensure proper disbursement of and accounting for federal funds, including evidence pertaining to costs incurred, with the provision that the records shall be kept available by the grantee during the grant period and thereafter for five full years from the date of final payment. The school agrees to submit upon request for audit, review, and inspection its activities, books, documents, papers, and other records relating to the expenditures of CSP subgrant proceeds.

2. Subgrantee will use an independent auditor for annual audits of financial statements that are prepared in accordance with generally accepted accounting principles (GAAP), and ensure that the audits are publicly reported.

3. Subgrantee will ensure that the awarded grant funds will be spent or encumbered by September 30 of each grant year, unless extenuating circumstances warrant an extension request.  

4. Subgrantees are required to keep and maintain all equipment purchased with grant funds in accordance with federal law and regulation (2 CFR 200.313). The subgrantee will ensure that all equipment and assets purchased with subgrant funds are labeled as secured with CSP funds. Should the charter school close, UAPCS will ensure appropriate disposal of assets purchased under this grant. 

5. Subgrantee budget should not exceed the approved budget line items by more than a total of 10 percent of the total project period award. Budget amendments must be approved by UAPCS prior to expenditure or obligation of those funds, or they will not be reimbursed for the excess amount.