Youtube daily Aug 9 2018

In this video I'm going to be sharing tips

I picked up on my Google YouTube insider on how to make the YouTube algorithm work for you

.. To increase watch time, to increase views and to increase engagement on your YouTube content.

Hey fam! How are you guys doing today?

My name is Lateefah and welcome back to my YouTube channel.

I went for the Google for my Nigeria event yesterday

And I went for one of the master classes, which was an invite only YouTube masterclass. So in today's video

I'm going to be sharing some of the things I learned from that master class, from one of the sessions at the master class.

Which was given by a fellow called Bulut Cann.

He works at Google and what he did was he talked to us about the YouTube algorithm.

At yesterday's event Google Nigeria launched something called Google Station which means in 2018

finally in Nigeria that we have free Wi-Fi...

...hotspots in 2018

So now there's I think five or six places in Lagos where you can get free Wi-Fi

Courtesy of Google. So that's a really good thing because what this means is more businesses can go online.

More people can explore opportunities to grow and launch their businesses online.

So come with me guys as I go to the Google for Nigeria event, I'm gonna bring it all the tea.

All the tips and all the good stuff

I'm only going to be sharing with you some of the tips from this particular session not all of it because I don't want to give out wrong information.

So I'm only sharing these tips. I am sure that my ears and my eyes picked up

One of the experts that spoke to us. This was his session. It was a long master class

This session was the YouTube algorithm

That's basically just how to make the algorithm work for you as a YouTube content creator. What he told us was that...

YouTube doesn't favor any creator of over others

YouTube treats every content creator fairly and wants every content creator...

... to succeed on the platform. The area of the algorithm that I'm gonna be speaking about is basically search and discovery.

The goal of search and discovery is to help each viewer find videos that they want to watch and to maximize...

... long term viewer engagement and satisfaction. There are six areas of search and discovery

There's SEARCH, SUGGESTED, HOME, SUBSCRIBERS, TRENDING and NOTIFICATIONS

These are the six ways viewers can find your content. One of the myths that came up was...

..creators who've said that their videos have been fully optimized with titles and description

So why aren't they ranking higher in search

and what we were told was that there's other factors that come into play like watch time.

How long are people consuming your videos for?

How can you...Work around this?

Write robust descriptions in the description box below your video.

I think you're allowed a 5000 word character limit...pretty much use it!

Pretty much write a blog in there. Research into the keywords. You want to rank that video for.

Translating videos into other languages other than the language they recorded it in.

So this video is in English and I feel it will be useful for people who speak Portuguese, Spanish.

I should consider using the translation tool to make it available so that people...

..who speak those languages will be able to consume my content. This is a way to also get your videos seen...

...by more people. Look for opportunities in trending topics and tailor it to your niche.

Develop a search based show

Part of this is creating playlists, having a series so that if they do search for...

...your content , your playlist even comes up.

So it's not just one video of yours that coming up, it's an entire playlist.

Optimizing your channel for your keywords

Because when you search it's not just videos that come up in search, channels come up on search, playlists come up in search.

Making sure your keywords for your niche are optimized in your channel as well as your video content.

Now suggested videos. Suggested videos are the videos that come up on the right.

So if you're watching on the desktop, they come up on the right and if you're watching on your phone or the YouTube app...

...they come up right below the video you are watching.

So the biggest ways that people find your content is through search and suggested videos.

Suggested is number two asides from search. Suggested videos pretty much picks up...

...videos based on the metadata, related content.

Although in suggested you would find the occasional...

...video that has nothing to do with what you're watching. To get on suggested videos make stronger calls to action

So make a call to action

Asking your viewers to watch another video of yours.

Like in this video I said I did another YouTube video about how to monetize your channel, if you've been democratized and you can watch it here.

So something like that is a call to action to another video. Make use of playlists, links in your description...

Links to other videos on your channel and your description. Cards and End screens.

On the long-term he's advised that a great way to get on suggested is to have a series.

So like now on this channel, I have a playlist, it's a series - Instagramming and YouTube hacks.

Another way that viewers can find your content is through the YouTube Home Screen.

Videos on your home screen are personalized based on your viewer preference. These are the ways he advised on getting on the home page

Upload as consistently as you can to keep viewers engaged

Continue what's working on your channel

So if you've tried a couple of things that resonate with your audience keep doing that but also experiment.

But experiment strategically don't just go from making food videos to talking about carpentry

I know a lot of my friends on YouTube have spoken about this, where they'll say YouTube has unsubscribes people from channels.

YouTube said they don't unsubscribe people from channels and if this has ever happened...

It's been a bug and they've addressed it immediately.

What he said is there are spam accounts, right.

YouTube regularly goes through these spam accounts and removes them from the system because they are spam

So if it have spam accounts subscribed to you and it's removed by YouTube your subscriber number would would decrease.

For subscribers, what he's advised for content creators - I mean obviously ask subscribers genuinely to subscribe.

Don't be forceful about it. Don't be salesy about it. He also advised that you let your...

... subscribers know how they will be receiving notifications about your videos.

So will they be receiving it...

Like I get notified by email from channels I'm subscribed to. I also get notified in my YouTube app.

I get notified on my Google Chrome Extension so I get that notification

So maybe just tell them that: hey guys you're gonna be getting notifications from me, if you hit that notification bell...

... you're gonna get a notification whenever I upload a video. Please take some time to watch my video.

He also said it's important to go into your analytics and know when your...

...subscribers and when your viewers are consuming your content the most.

Another good way to grow your subscribers is again, to have a series.

An example of someone who has a series, is the beauty guru - Nyma Tang. She has this darkest shades series.

Where she reviews the darkest shades of foundation.

And it's very popular. So something like that that will keep people coming back

Notifications is the sixth way your viewers can find your content if they click on the notification bell...

...they will get a notification in Google Chrome, on the YouTube app and via email.

So let them know why it's also important they get a notification.

Let them know why their engagement is important. So things like, you know asking that they thumbs up if they like the video.

Asking them if they found the content helpful.

Encourage them to engage - comment, share.

These tips that he gave are ways for youtubers whether big or small to get their content discovered.

I hope I explained that to you really well. I'm feeling really really tired.

I just thought I'd come and share this with you guys quickly

If you guys found this content valuable

Please tell me what about it resonated with you the most? Which ones are these are you going to be concentrating on more?

If you liked this video, please give it a thumbs up.

Please don't forget to subscribe if you like my content and hit the notification bell just so never miss another video

Thank you guys so much for watching and I'll see you in my next video

For more infomation >> YouTube Algorithm 2018: Insider TIPS To GROW Your Channel | Google For Nigeria VLOG | TeefahXOXO - Duration: 10:48.

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ZEKO - PUZZLE (offizielles Musikvideo & short film)+15 Prod.by (IMad Beatz) - Duration: 8:50.

For more infomation >> ZEKO - PUZZLE (offizielles Musikvideo & short film)+15 Prod.by (IMad Beatz) - Duration: 8:50.

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🔥Interior Secretary Ryan Zinke Blames Environmentalists, Not Climate Change, For California Wildfire - Duration: 4:00.

In case you had forgotten, the state of California is currently experiencing the worst wildfire

in the state's history, possibly in the history of the entire United States.

California is burning down right now.

And what is the administration doing about it?

Well, they're blaming the people who are responsible for this, or at least they think they're doing

that.

Earlier this week Donald Trump tweeted out that it is environmental laws that are making

all the water in California go into the Pacific instead of being used to fight the fire, and

we just got to cut down all the trees and then you can't have a fire.

Well, Interior Secretary Ryan Zinke tried to one-up him on that comment this week and

released an op-ed in USA Today where he didn't just blame the fact that, you know, water's

going to the ocean because water flows that direction.

He said, "It is the radical environmentalists that are responsible for this massive forest

fire out there in California."

Specifically, because these environmentalists have been fighting for decades to stop the

clearcut logging that private companies and the Federal Government have sanctioned for

decades.

So, because of that, forests are growing taller, we've got some undergrowth happening here,

and that's just prime time for fires.

It is not because of climate change as all the experts and scientists are telling us

which is making the drought so much worse which creates the perfect conditions for fires,

it's the fact that the trees exist and that's why they're on fire.

That is the argument coming from the Secretary of the Interior this week.

And as always, you kind of got to look below the surface to find the real motives here,

and here's the motive.

The Department of the Interior is actually trying to lease out some of these areas in

California that had been off-limits to logging for decades, and now they've got the perfect

boogeyman.

They're trying to say, "Look, if we don't lease these out for private companies to come

in and make a profit the whole thing is just going to burn down anyway and then all these

trees are useless, we get nothing out of it, the forest is gone, either way, so you may

as well let us come in, hire companies to cut the trees down, sell the wood back to

us, and then there's no fire.

Then nobody has to die, right?

This is a perfect excuse for environmental destruction here in the United States, and

again, some of these areas where they're wanting to go and log, number one, they're not even

on fire.

Number two, these are areas that have been protected since at least the 1970s.

We had finally hit a point in this country where we were planting more trees each year

than we were cutting down.

We were growing our forests back.

We were growing our natural resources back faster than we could use them.

That is what we are supposed to do.

That is what humanity, civilization has done since the dawn of time, and we finally got

back to that point.

And here we have this Administration that is so beholden to corporations that they want

to use any excuse possible to go in there and clearcut these forests so that these companies

can make a profit.

The fire is not caused because the forest is there.

Climate change is directly responsible for the increasingly severe droughts in that area

creating the conditions that spark the fires but this science denying administration will

never admit that, and they will use these fires as an excuse to lease out these areas

of forests that have been growing just fine for 45 years so that corporations can make

a few extra dollars and so that we have a little bit less nice of an environment to

pass on to our children.

For more infomation >> 🔥Interior Secretary Ryan Zinke Blames Environmentalists, Not Climate Change, For California Wildfire - Duration: 4:00.

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Jennifer Lopez On How Madonna, Janet Jackson & More Influenced Her | 2018 Video Music Awards - Duration: 1:40.

You've attended the VMAs, um, several times.

I've sat next to you

Yes!

You know, I sat behind you, you know,

I've seen her at a ton of VMAs

Any of those times you attended did you

ever think you would receive the Vanguard Award?

No, I never thought about it.

To be honest.

And I haven't been in a few years,

to the video, to the Music Awards,

Yeah

I don't know, it's been a few years,

maybe 8 or 9 years since I've been

Oh wow,

So, you know, then you can maybe start having thoughts of it

You don't think about that at all in the beginning,

You're just thinking I'm happy I'm here!

Yes I want to be here, maybe I'll win tonight

Damn I didn't ok.

(Laughs)

But uh yeah, it's a crazy thing.

Some of the past recipients have been Madonna,

I know

Justin Timberlake Yup

Janet Jackson

All my idols

All your idols

How did these artists influence you?

Um, I grew up in the MTV era like I said,

So you know I was watching, all the way back from Tina

Turner and Bruce Springsteen

and Madonna and Janet and Michael, and all of them

You know, they were my inspiration

to even get into the music business to do what I did

Their videos inspired me to do the videos that I did

and now to be 20 years in and here and winning this award

It's just, it's mind blowing to me

I can't, I can't with you right now!

All right! (Laughs)

I can't with you, I can't with you, I can't with y'all!

(Cheering)

For more infomation >> Jennifer Lopez On How Madonna, Janet Jackson & More Influenced Her | 2018 Video Music Awards - Duration: 1:40.

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What happened to the Children? We explore an Abandoned Nursery - Urbex Spain - Abandoned Places - Duration: 11:24.

Welcome everyone to a new video of abandoned places

today we are in what was a totally abandoned nursery or nursery school

after many years in operation they decided to close it in 2014 during the crisis

leaving many fathers and mothers without knowing what to do with their children during the workday

and also leaving many people without their job

its closure was because they wanted to privatize it

since the state was not going to take care of its maintenance

before I start telling you that if you want me to greet you in the next video

leave me written in the comments

good remember subscribe to the channel

activate the bell to receive notifications of all the videos that we are going to upload

hit like if you liked the video

Share it on social networks with your friends

and leave a comment with what has caught your attention

Thank you

this time I'm with Bokine Exploring

in the description box I leave your Youtube channel and Instagram

without more, we started

look at the toy house with which the children played

here we have the hammocks, the chairs where the children sat to eat

look at the cradles where the children slept

did you hear? It seems that someone entered, is that there are people outside with dogs

shhhhhhh !!!! listen out

What was it?

I heard something again

is that someone broke the door

is that I thought someone was coming

this place does not inspire confidence

this should be room number thirteen of the children

Hello!!!

this is very big

Gentlemen, this is huge, look at the corridors, the bathrooms

a classroom

Hello!!

another bathroom

the children's chair

look at this is a list of children from 1 to 2 years of age in the classroom

this is huge look over there

Look at the clothes racks where the children hung their clothes

look at another cradle there in the background they have put a lot of garbage inside

how strong the curtains still

Look how beautiful the mural of the seven dwarfs

Hey man, what a shame it gives all this, right?

This is a car seat for children, right?

look at the chairs where the children ate, there are still many

there are several cribs

How strong that all this is still here

this must be the room where the children were laid after having lunch

we go there that there are many windows

fuck is still full of toys

but they have stirred everything

look at the children's clothes

the caps all

how they have thrown everything

look at a cradle park here

ice bags in the fridge

sure that here they passed the food from the kitchen to the dining room

look at the children's shoes, what a pity

let's go already!!!

Well here's the video today, I hope you liked it

and see you in the next

now I take this opportunity to greet

Álvaro Sosa

Ana Reyes

Marcela Oyarzo

Viviana Alegre López

and Estefany Agreste Dupoint

If you also want me to greet you in the next video let me write in the comments

remember to subscribe to the channel

activate the bell to receive notifications of all the videos that we are going to upload

hit like if you liked the video

Share it on social networks with your friends

and leave a comment with what else has caught your attention

Thank you

For more infomation >> What happened to the Children? We explore an Abandoned Nursery - Urbex Spain - Abandoned Places - Duration: 11:24.

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Nightcore - Hate Me (Lyrics) - Duration: 4:46.

This video includes lyrics on the screen

For more infomation >> Nightcore - Hate Me (Lyrics) - Duration: 4:46.

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Growing Orange Trees From Seed - 14 Months! - Duration: 5:46.

Hey everyone its Rob the backyard gardenerr here and it's been several months

since the last update on my orange trees that I'm going from seed I believe it's

been several months since my last update you'll recall that I planted these

orange seeds right around mid June I think either June 11th or June 17th so

they're sitting right around 14 months now anyway I failed to give you

guys an update because they were kind of just sitting around doing their thing

I've been fertilizing them watering them letting the soil dry out I put them in

pots that were bigger I put them outside and I've been kind of letting Mother

Nature do her thing to help get these guys whipped up into shape well they've

done pretty well lately and they've actually grown roots through the pot and

into the ground let's take a look at what they're doing and get you caught up

so here are the four orange trees that I have in pots you recall that I also have

a couple in the ground over there but it's too hard to get to them the okras

been going crazy I'll tell you they're stunted it seems like the ones in the

ground are not doing as well as the ones in the pots which just goes to the

theory that says with citrus you really need to let the soil dry out completely

before you water now the soil was dry I gave it a little bit of a watering this

morning and it's already starting to dry up a little bit again but it's really

good to not over water your citrus they're prone to root rot let's take a

look at how they're doing the first one right here it's pretty good shape this

is what he looked like the last update just this little tiny piece right

here so he's growing a couple of more shoots and the new leaves look fantastic

so this guy is doing really well and you'll see what I'm talking about the

roots are starting to grow under the pot so I don't want to turn them and twist

them too much but ya doing really well I don't think they've outgrown these pots

yet it's good to keep citrus in small pot so that you can keep control of the

watering however right before winter hits I would put them in bigger pots so

they have a little more protection against the cold that we get out here

now these will go into a outside greenhouse for the winter because as you

know - with citrus it doesn't like freezing temperatures and we get

our fair share here in Texas not a lot of snow but a lot of ice and a lot of

coldness and a lot of freezing days the second one is doing fantastic as well

look at this guy once again we've got some roots coming out on the bottom of

the pot that's to be expected when they're sitting on top of soil but look

at these leaves little crinkling on that one but overall the leaves look healthy

the plant looks pretty vibrant and he too is starting to put on some size the

third one had an issue with coloring but since I fertilized I mean keeping up

with the watering the leaves look so much better look how healthy that guy

looks now and then finally here's the fourth one also doing well I don't plan

on pruning these guys whatsoever we're going to let them grow once they get a

little root bound in these pots we'll be going with the next size up and getting

them in there now we're about another month, month and a half away from getting these

guys some more fertilizer just a light dose and I'll tell you I didn't know

this about these citruses and I don't know if it's something different but

take a look at this guys I just want to show you this this citrus has thorns

okay this citrus has thorns and of course

this one has thorns as well but this one right here doesn't have any thorns so

you'll recall that these seeds were from store-bought oranges they were oranges

claiming to be navel and as you know you can't grow navel oranges from seed - you

have to propagate them so kind of curious as to see what kind of varieties

we get here whenever you grow citrus from store-bought seeds - it's going

to be a hybrid it could be a lemon it could be a kumquat it could be an

orange it could be any type of citrus that could be derived from whatever these

species will become I'll tell you though I did a good job when we had several

shoots coming out of the seeds called polyembryonic it says that you should

always have the main leader is typically the one that's most truest to the

parents of the plant the other ones will be more

hybrids so I made a good selection of choosing the most healthiest tallest

sprout from each of these seeds and that's what you see here I am very

curious though why three have thorns and one doesn't of course you never know

could just be what it is right now and maybe it'll change over time anyway I

know they're a little small for 14 months but like I said we're learning as

we grow with citrus this is my first time growing citrus from seed and

documenting a series on it so I'm really curious as to how they will grow over

the next several months anyway I just wanted a short update with you guys to

show you what they look like to show you that they are healthy that they are

doing well 14 months old well there you have it everyone that's my quick video

just to give you an update on the progress of my orange trees that I

started from seed we'll get more in depth about how we get them prepared for winter

what kind of fertilizer we use and what we do about repotting them and

transplanting them and even keeping them protected from the winter elements in a

later video we're not quite ready for that yet I hope you enjoyed the video if

you're enjoying the series please give it a thumbs up and as always happy

gardening and thanks for watching

For more infomation >> Growing Orange Trees From Seed - 14 Months! - Duration: 5:46.

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Donald Trump Sent The Letter That Could Shut Down Mueller Once And For All - Duration: 3:25.

For more infomation >> Donald Trump Sent The Letter That Could Shut Down Mueller Once And For All - Duration: 3:25.

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Chuck Schumer's Plan To Stop Trump Went Up In Smoke After A Huge Betrayal - Duration: 3:29.

For more infomation >> Chuck Schumer's Plan To Stop Trump Went Up In Smoke After A Huge Betrayal - Duration: 3:29.

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Nghiệp tạo ra số phận. Phật Học - Duration: 10:01.

For more infomation >> Nghiệp tạo ra số phận. Phật Học - Duration: 10:01.

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CNN Said The Democrats 2018 Fate Was Sealed With This Election Result - Duration: 4:04.

For more infomation >> CNN Said The Democrats 2018 Fate Was Sealed With This Election Result - Duration: 4:04.

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Where is Chicky Cartoon 2018 | Funny Cartoon For Kids In English | Episode 5 - Duration: 1:01.

Please Subscribe To My Youtube Channel | Like | Comment | Share | Thanks

For more infomation >> Where is Chicky Cartoon 2018 | Funny Cartoon For Kids In English | Episode 5 - Duration: 1:01.

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How to Mount Ceramic Blocks Building. How to Mount Ceramic Blocks Wall. Ceramic Blocks. ♦DIY CAM♦ - Duration: 2:25.

Hey. With you, "Your country house." On this form you will be told and show how

prepare a warm later mixture for ceramic blocks,

type of apparatus, and also what thickness there must be a bed in the niches and a lot of

small girls. Go. For Preparing a warm mix for you

You need this kind of barrel scene summer is not used but if you have

construction is in spring or eight that water is recommended to be heated

such a temperature cooking warm mix you will need

mix a concrete mixer 13 and a half liters of water and fall asleep 20 kilograms

mixture itself should not too liquid, you will get a mixture

too liquid then the solution will be To penetrate inside the blocks and you do not exit through

horizontally I'll show you how to prepare the mixture, see

fill 13 liters of water

pour out 20 kilograms of the mixture

mixture must be prepared as much how much do you charge for two

that also it should not be too liquid

seam horizontally recommended 12 millimeters if you do it

less then you can not quit If you were born precisely

more than 20 millimeters then you are a bit weakens the styling itself ceramic

blocks have an error somewhere plus minus 6 millimeters and ideally from

this reason is ideal it is 12 millimeters to go everywhere

impossible correspondence is possible plus minus 3 4 5 millimeters in this case

When you increase the shvar, you will not have You can form cold at one

provided if you use a warm treasure that a mixture of butt ceramic block their

It is necessary to check horizontally and vertical on this video, we told

how to cook a mixture and also many nuances subscribe to

our youtube channel and either go to website and ask questions with you was your

outside the city for now

For more infomation >> How to Mount Ceramic Blocks Building. How to Mount Ceramic Blocks Wall. Ceramic Blocks. ♦DIY CAM♦ - Duration: 2:25.

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'독전' 진서연 남편 이창원 - 독전 파격노출 이유 | News KR - Duration: 5:26.

For more infomation >> '독전' 진서연 남편 이창원 - 독전 파격노출 이유 | News KR - Duration: 5:26.

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آخيرااا تحميل فورت نايت على الاندرويد / Download Fortnite Android - Duration: 2:48.

For more infomation >> آخيرااا تحميل فورت نايت على الاندرويد / Download Fortnite Android - Duration: 2:48.

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Imagia at Google Next - Duration: 2:06.

What we would like to talk to you about today is

the initial steps of our journey at Imagia to build a collaboration ecosystem

to help bring AI to healthcare.

Treating cancer is a noble and monumental achievement, but now we must also focus on

minimizing morbidity that comes with cancer.

To transform this delivery of care, we have to treat beyond a given disease, and focus

on developing treatment strategies that can minimize harm to the patient, based on their

unique biological makeup.

As we build our discovery platform to power clinical adoption, it's important to remember

just how imperfect the medical training system is.

Information is constantly evolving in academic silos around the world, and the main medium

for sharing this information is through publications in journals.

As a doctor, I can tell you it's nearly impossible for a physician today to remain

accurately up to date on the latest advances in medical sciences, and it's even more

difficult to actually employ these advances into medical practice.

So, building a platform that makes use of federated medical data across a network will

bring us one step closer to understanding some of the randomness we observe.

To summarize what we've wanted to share with you is our approach to create this collaboration

ecosystem, which is powered by the Google Cloud, where we bring together health experts,

engineering experts, and in a way where… health experts can use AI without the knowledge

of AI, but to do so on a large, impactful scale across a large network.

Thank you very much for your time, and we'd be happy to take any questions.

For more infomation >> Imagia at Google Next - Duration: 2:06.

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알아보기 김지훈....무슨 일이야? | News KR - Duration: 3:55.

For more infomation >> 알아보기 김지훈....무슨 일이야? | News KR - Duration: 3:55.

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Title I, Part A GMAP Training Video Series: Part Four - Duration: 9:40.

Hello and welcome to part 4 of the GMAP

training video series. My name is Erin

Sudduth and I'm a Title 1 program

consultant here at KDE. This video will

cover the School Personnel and Program

Description page as well as the Services

for Private Schools page in GMAP. Once

again I've logged in as a district

coordinator using our test site and

navigated to the School Personnel and

Program Description page. This page

documents the Title 1 funded personnel

working at each Title 1 funded school

as well as a brief description of the

program being implemented at the school.

Every public school receiving Title 1

funds must be included on this page.

Although each school may not have Title

1 funded staff, each school is required

to include the program description. To

complete this page you'll select a

school from the drop-down menu,

so we'll select the high school, then

you'll enter the headcount and FTE of

any Title 1 funded staff working at that

school. Remember, headcount represents the

number of people working there and

should always be a whole number.

FTE represents full-time equivalency and

represents the percentage of that

person's salary that is paid through

Title 1. FTE does not have to be a

whole number but it must be less than or

equal to the headcount number. You'll

notice that some of the most common

Title 1 funded positions are already

listed in GMAP, teachers

paraprofessionals, parent involvement

coordinators, things like that.

If the position you need is not listed

on this page please list it in one of

the other columns. If no Title 1 funded

personnel work at this school just leave

those spaces blank. The program

description is not a list of items the

schools will be purchasing with Title

1 funds, it functions more like a mini

needs assessment. A brief summary of what

each program should include can be found

at the top of the page. You can also

check out Help for Current Pages for

additional details on what should be

included in the program. The description

for each schoolwide program must

include, at a minimum: the instructional

areas of need including gap areas; a

description of how the entire school

will address the areas of instructional

need by grade level; a description of

school reform strategies that will be

used and levels of interventions that

will be implemented for students not

meeting achievement standards; and a

description of the needs addressed by

staff listed as other, if applicable. The

description for each targeted assistance

program must include, at a minimum: the

instructional areas of need, including

gap areas; a description detailing how

the school will identify those students

most in need of targeted assistance

services; a description of the Title 1

supplemental services provided by each

Title 1 funded staff such as teachers

or paraeducators and/or any other Title 1

funded staff; you must also address these

identified needs for Title 1

participants by grade level; and a

description of the Title 1

participants' needs that will be

addressed by staff listed as other, if

applicable. This process should be

repeated for all public A1 schools

receiving services. Click "add row"

to add a space for each school. Once

you've entered information for all your

schools you'll select save and go to

next page. Experienced coordinators will

notice that the Services for Private

School page looks very different from

last year's application. Most of these

numbers will be automatically populated

by GMAP based on the information

provided on previous pages. The only

amount that can be edited by the

coordinator is the cost of equitable

services administration. This cost is

optional and refers to administrative

costs for the direct oversight of

private school services. This amount must

be reasonable, discussed with private

schools during the consultation, and must

be proportionate to the amount of time

spent working with the direct

administration of private school

services. Please note that private

schools do not receive any funds from

Title 1 Part A, only agreed-upon

services based on your consultation. If

your district does not have any

participating private or non-public

schools

please check the box labeled "no

participating private schools" and move

on to the next page, which will be

covered in the next video.

Looking at our private school section,

this part is similar to the School

Personnel and Program Description page.

In the chart you'll enter the name of

each participating private school as

well as the name of the consulted

private school official. This should be

the person at the private school who

consulted regarding Title 1 services.

Enter the number of low-income students

attending each private school that

otherwise would have attended one of the

public schools receiving Title 1 funds

and services. This number should match

the number entered on the School

Eligibility page. The number of students

determines the number of funds for the

private school,

however these students are not

necessarily the same students who will

receive services. The next column is the

method used to calculate the number of

students. The method used to calculate

these students should be the same method

used to count public school children

whenever possible. For example, free and

reduced-price lunch.

You'll see that GMAP has automatically

calculated the total instructional and

professional learning amounts as well as

the parent and family engagement funds

for private school amounts. I should

mention in the method to calculate the

number of students, if the same poverty

measure cannot be used the measure must

be comparable to that of the public

school. Pages 11 through 13 of the Title

1 Services to Eligible Private School

Children Non-Regulatory Guidance

provides examples of other methods to

collect poverty data for private school

children. The parent and family

engagement funds column will populate

only if the district the district's

total allocation is greater than 500,000.

The Title 1 funded teachers or

paraprofessional columns function

exactly like we've covered on previous

pages. You'll enter the headcount and the

FTE for those staff members.

ESSA section 1115(c)(1)(b) states that

students must be selected for service

using multiple educationally related

objective criteria. The non regulatory

guidance issued by the US Department of

Education lists some acceptable criteria

as achievement tests, teacher referrals

and recommendations based on objective

educationally related criteria, as well

as grades. This list is not exhaustive

but it does cover the main methods of

selection criteria. Please note that

low-income status cannot be used as

selection criteria. So in this space

you'll identify and describe that

criteria that you use to select your

most at-risk students for services. One

method of selection is not sufficient. So

you may include something like "students

were selected for service based on

achievement tests and grades." The final

column on this page is the description

of Title 1 services, which is similar

to the program description entry on the

previous page. Describe the Title 1

supplemental services for eligible

private school students. The description

may be the same for all schools awarded

with services. Be sure to include the

grade levels for each service at each

school and remember that services must

occur in a pull-out setting. The

description of services should reflect

the information found in the Equitable

Services Consultation Packet.

And just like on the previous page you

can click "add row" to include as many

private schools as necessary. When you've

entered all the information for

participating private schools select

save and go to next page to move forward.

in our next video we will be discussing

the final two pages of GMAP. Thank you

for watching part four of the GMAP

training video series.

For more infomation >> Title I, Part A GMAP Training Video Series: Part Four - Duration: 9:40.

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Title I, Part A GMAP Training Video Series: Part Two - Duration: 16:41.

Hello and welcome to part 2 of the GMAP

training video series. My name is Erin

Sudduth and I'm a Title 1 program

consultant here at KDE. This video

includes instruction on the District Set-

Aside page as well as the Personnel

Details Districtwide page in GMAP Once

again I'll be logging into GMAP as a

district coordinator so that our pages

look the same. This is done using the K

DE GMAP test site. Your KDE consultant

can use this test site to log into your

application, troubleshoot any issues you

may be having, all without using your

password or saving work over work you've

already done. So let's go ahead and login.

So I'm in GMAP, I've navigated to the

current Consolidated Application which

was explained in the first GMAP

training video. I'm on the Sections page.

I can see at the top of the page that my

application status is "draft started"

meaning I'm able to work on my

application. We've already covered the

Introduction: District Requirements page,

so we'll move on to the District

Set-Aside page. As always if you have any

questions about this page click "Help for

Current Pages" on the navigation menu.

Remember, you can open GMAP in two

browsers to view both the Help for

Current Pages and your application at

the same time. On the District Set-Aside

page I can see all of the categories

where a district could reserve funds at

their level. Title 1 allows for limited

set-asides at the district level.

Districts must consult with principals,

teachers, pupil services personnel, and

parents of children in participating

schools when determining these district

set-asides. Now many of these are

optional but there are some requirements

on this page that apply to all districts.

Remember district set-asides cannot be

used to intentionally benefit one Title

1 school over another. This would

effectively circumvent

the per-pupil amounts allocated to Title

1 schools. Personnel working at only

one school and any instructional

supplies for those schools must come

from the school's allocation, not district

set-asides. Any set-aside where funds

have been reserved requires a narrative.

The narrative should be a description of

services provided, not a list of items to

be purchased. These Title 1 funds must

supplement not supplant general or state

and local funds. Title 1 funds cannot

take the place of general funds and

cannot be used to meet state or other

federal program requirements. Let's

review each set-aside category. First is

Foster Care, this set-aside is optional.

The district may reserve funds to pay

for additional cost needed to transport

children in foster care to their schools

of origin. Prior to ESSA, funds reserved

for homeless children could be used for

this purpose, however this is no longer

the case and any funds needed for

transporting foster children must be

reserved here. The Homeless set-aside is

a requirement for all districts. All

districts are required to reserve an

adequate amount of funds for homeless

children at both Title 1 and non-Title 1

schools. For example, depending on how

many identified homeless children you

have $5,000 might be an adequate amount.

Within the narrative you must provide a

methodology of how the amount reserved

was determined. There's no set formula

for determining the district's set-aside

for homeless children, but several

options can be found on the Help for

Current Pages. The methodology

methodology excuse me should in some way

consider the number of identified

homeless children. The narrative should

also describe the services that will be

provided to the children. Those services

must be comparable to those provided to

children in Title 1 schools.

Our next set-aside is the McKinney-Vento

Grant set-aside. This only applies to

districts receiving the Mckinney-Vento

Grant. Help for Current Pages includes a

list of recipient districts and the

required amount to be reserved from

Title 1 Part A. These amounts represent

the Title 1 funds the district promised

to use to supplement their

McKinney-Vento Grant. Next is Locally

Operated Neglected Institutions. This

only applies to districts with those

institutions. Districts with neglected

institutions must provide supplemental

services to children in the institutions.

The amount must be sufficient to ensure

services are provided that are

comparable to the district's Title 1

schools. When using this reservation,

include the names of neglected

institutions and services provided in

the narrative. Locally Operated

Delinquent Institutions is another

optional set-aside. Districts may provide

supplemental Title 1 Part A services to

children who are in locally operated

delinquent institutions or community day

school programs. Districts using this

reservation must include the names of

the institutions and the services

provided in the narrative. Completion of

the Parent and Family Engagement

set-aside is required for all districts.

Districts with allocations larger than

$500,000 must reserve at least 1% of

that allocation for parent and family

engagement. 90% of that reserved 1% must

then be allocated to served Title 1

schools. You'll see that GMAP

automatically calculates 1% of the total

allocation for all districts regardless

of their allocation amount. Districts

wishing to spend more than 1% can

increase the amount at their discretion.

However, if your district allocation is

over $500,000 and you enter an an amount

that is less than 1% you will receive an

error message and be unable to submit

the application.

Districts with allocations of $500,000

or less are not required to allocate

that required 1%. Those districts may

choose to reserve additional funds for

parent and family engagement or reduce

this number at their discretion. All

districts, regardless of the size of

their allocation and funds reserved, must

include a narrative in the set-aside. The

narrative must describe how parent and

family engagement requirements will be

met even if no funds are required to be

reserved. Next is the Professional

Development set-aside, this is optional.

Districts may reserve funds for

professional development for Title 1

funded staff and other appropriate staff

who work in Title 1 schools. If you're

reserving funds in this set-aside your

narrative must clearly describe the

district-wide instructional initiative

being supportive with these funds. The

description should also include the

following: justification for personnel to

be supported, the district-wide focus of

professional development as appropriate,

and the district need the initiative is

supporting. Districts paying for

substitutes for Title 1 funded teachers

participating in professional

development should place those funds

here. Your School Extension Program

set-aside is also optional. Districts

districts excuse me may provide before

school, after school, summer school, and

intersession programs for Title 1

schools. The district must evaluate all

Title 1 schools and determine if there

are sufficient funds to serve all the

schools. If there are not sufficient

funds for all schools then the district

may set limits or priorities such as

serving the highest poverty schools or

serving the most at-risk students. The

Preschool Program set-aside is also

optional. The district may reserve funds

to serve eligible preschool students in

the district as a whole or for a portion

of the district. If using this set-aside

the narrative must describe the

supplemental services provided to

preschool programs.

Participating schools may use their

Title 1 funds to serve a preschool

program within their buildings.

Next is the English Learners set-aside.

This contains both an optional and a

required element. Districts are not

required to reserve funds in this set-

aside, however all districts must provide

a description of specific services and

materials provided. ESSA section 1112

(e)(3) requires each district implement an

effective means of outreach to parents

of English Learners as well as

notification of a child's placement in a

language instruction educational program.

This can be done using Title 1 or Title

3 funds. If the district does not have

any English Learners please indicate how

the requirements will be met should

English Learners enroll in the district

during the school year. For example I

might add something like, "the district

does not currently have any English

Learners. General funds will be used to

meet the requirements for any English

Learners that enroll mid-year." The next

set-aside is the Assessment set-aside.

This is also optional. Districts may

reserve funds for their supplemental

assessments above those required by

statute or regulation. This narrative

must state that these assessments are

supplemental and the assessments were

only purchased for Title 1 schools.

Administrative Costs refers to both

direct and indirect administrative costs.

This is another optional set-aside.

Direct administrative costs may include

salaries and fringe benefits for

district staff working with Title 1 Part

A such as your program coordinator,

administrative staff, etc., and

professional learning for the program

coordinator, administrative supply

supporting the Title 1 program,

or the Title 1 portion of the single

audit. Indirect costs may be claimed to

defray administrative expenses incurred

by the Board of Education in the

implementation of the Title 1 Part A

program. If indirect costs are charged

the program coordinator's salary is the

only other allowable direct

administrative cost that may be reserved.

The FTE, or full-time equivalency, must be

included in the narrative. Let's say that

this district wants to reserve $75,000

in this set-aside for one full-time

program coordinator and a part-time

Title 1 bookkeeper. The Substitute

Salary set-aside does not require funds

be reserved but it does require a

narrative. Funds may be reserved to pay

substitute salaries for Title 1 funded

staff when they're taking sick or

personal leave. Remember, as mentioned

earlier, substitutes for Title 1 funded

staff participating in professional

development should be in the

professional development set-aside. If

the district pays for substitutes for

all staff this must be stated in the

narrative. This could be as simple as, "all

substitutes are paid for using general

funds."

Sick Pay for Retiring Title 1 Funded

Staff is another optional set-aside.

Districts may cover up to 30% sick pay

toward teacher retirement for Title 1

funded staff proportionate to their

number of years in Title 1 services. An

equation to calculate the appropriate

amount can be found in Help for Current

Pages. If you're using this set-aside you

must maintain records of using the

calculation to determine the amount

reserved. You can include the calculation

right here in your narrative. Variations

in Personnel Costs is another optional

set-aside. When serving Title 1 schools

there may be variations in personnel

costs due to things like seniority pay

and fringe benefit differentials. The

district may reserve funds to cover

these variations rather than using the

school's allocation. The use of this

provision must align with district

policies and procedures. Our last set-

aside category is the Other District Set-

Aside. This refers to activities that do

not fit into another category. These

activities need to be Title 1

allowable, supplemental, and must benefit

Title 1 schools only. Your narrative

must thoroughly describe the activities

to be implemented through this

reservation. Please consult with your KDE

program consultant prior to reserving

funds in the other category. After you've

entered all of your set-asides you'll

see that GMAP calculates the total

amount of set-asides right here at the

bottom of the page. Then the amount of

set-asides is subtracted from the total

public school allocation. The remaining

amount at the bottom of the page is the

amount to be divided amongst the Title

1 served schools. Since I finished this

page I'll select Save and Go To next

page.

The Personnel Details Districtwide page

relates directly to the District

Set-Aside page. This page documents all

personnel funded through district set-

asides. These individuals must work at

multiple schools and includes people

employed at the district office such as

the program coordinator. Staff working at

one school must be paid from the

school's allocation. Document the

headcount and FTE

for all district level staff paid with

Title 1 Part A funds. Headcount

represents the number of employees and

must always be a whole number.

FTE stands for full-time equivalency

and represents the percentage of the

individual's salary that is paid with

Title 1 Part A. For example, a Title 1

program coordinator paid completely with

Title 1 funds would have a head count of

1 and an FTE of 1. Now someone working

part-time, like the Title 1 bookkeeper we

listed on the District Set-Aside page,

would be a headcount of 1 and an FTE of

0.5 because they're only half-time. sorry

If the other category is used for a

personnel role that is not already

listed on the page such as the Title 1

bookkeeper you must list that person's

title here in the other row. Anyone

documented on this page must be

referenced on the District Set-Aside

page. Please leave blank any rows with no

Title 1 funded personnel. That covers the

District Set-Aside and Personnel Details

Districtwide pages. The next video will

focus on the School Program Description

page, School Eligibility page, and Per

Pupil Amount pages. Thank you for

watching part 2 of the GMAP training

video series.

For more infomation >> Title I, Part A GMAP Training Video Series: Part Two - Duration: 16:41.

-------------------------------------------

Title I, Part A GMAP Training Video Series: Part Three - Duration: 18:54.

Hello and welcome to part three of the

GMAP training video series. My name is

Erin Sudduth and I'm a program consultant

here at KDE.

This video includes instruction on the

School Program Description page, School

Eligibility page, and Per Pupil Amount

pages in GMAP. Once again I've logged

into GMAP through our test site as a

district coordinator and I've navigated

to the School Program Description page.

Navigating pages was covered in a

previous video. The School Program

Description page covers the measures

used to determine which schools are

eligible to receive Title 1 services.

First you're going to select the measure

used to determine poverty as well as the

date that the data was pulled. The date

must be a date from the previous school

year that school was in session. For our

demonstration we're going to select free

and reduced lunch and we will enter a

date of April 18th 2018. At least one

low-income measure must be selected. Two

measures may be selected if the district

has some schools participating in the

Community Eligibility Provision, also

known as CEP, and some schools not

participating in CEP. If two measures are

selected they must be comparable and the

date the data was pulled must be the

same for each measure. A district in this

situation may use one of the following

options: use counts of directly certified

students for all schools; or use free and

reduced-price lunch data for non-CEP

schools and directly certified students

plus the 1.6 multiplier for CEP schools;

or, finally, use directly certified

students and the 1.6 multiplier for all

schools.

Questions 14 and 18 in the CEP

Non-Regulatory Guidance should be

consulted for more information on the

use of CEP data for rank and serve

purposes. For our next question, you must

select either yes or no regarding high

school prioritization. Under ESSA,

districts may opt to prioritize high

schools with poverty levels between 50

and 75 percent. Selecting yes means the

district will serve those high schools

before serving schools with higher

poverty rates that are also between 50

and 75 percent poverty. If you're not

doing this

select no. The Method of Allocation of

Funds determines how the district will

distribute Title 1 funds to

participating schools. Districtwide rank

means the schools are ranked by poverty

percentages within the district as a

whole, from highest to lowest poverty.

Gradespan rank allows, for example, a

district to serve the schools within a

particular grade span despite a few

schools with other gradespans having a

higher rank. Within the gradespan group

schools will be served in rank order

from highest to lowest poverty. Finally,

rank and serve requirements do not apply

to districts with under 1,000 students

or a single school in each gradespan.

Those districts should select the

exception option. We'll be selecting

districtwide rank.

The Method of Qualification of

Attendance Areas in schools determines

each school's eligibility for Title 1

service. The 35% rule means that any

school at or above 35% is eligible to

receive an allocation. Districtwide

poverty average takes the average

poverty percentage of all schools in the

district and only schools at or above

that average are eligible for an

allocation. Districtwide grade span

poverty averages may be used if the

district is using gradespan rank as

their method of allocating funds. However,

using gradespan rank does not require

you to select this method. With this

method a school within that gradespan

that is at or above the poverty average

of the gradespan is eligible to receive

an allocation. If you select this option

you must complete the grade span poverty

averages chart below. We're going to

select the 35% rule. The last item on

this page is Alternative Funding. This is

an ESSA provision in which a district

may elect not to serve an eligible

school attendance area or eligible

school that has a higher percentage of

children from low-income families if

that school meets the following

requirements: one, the school meets ESSA

comparability requirements; two, the school

is receiving supplemental funds from

other state or local sources that are

spent according to Title one Part A

requirements; and three, the supplemental

funds equal or exceed the amount that

would be provided under Title 1 Part A.

If you're using this option you must

complete the school name, funding source,

and amount chart located at the bottom

of the page. That completes the School

Program Description page and as always

remember to select Save and Go To next

page to move forward.

The School Eligibility page is closely

related to the School Program

Description page. It is important to know

that the poverty factor, method of

allocation, method of allocation

qualification, excuse me, and other

selections relating to how schools will

be ranked and served from the previous

page are to be followed. All public

schools in the district are listed on

this page including any alternative

schools or preschools. A service type

must be selected for each school. This

selection must align with the

qualification method selected on the

previous page. And as you can see there

are eight different service options.

Targeted Assistance Eligible No Program.

This means that the school's poverty

percentage is less than 40 percent

and its poverty percentage is at or above

35 percent or the district's

poverty average. This school is eligible

for a targeted assistance program but it

is not served with an allocation.

Targeted Assistance Program. Again, the

school's poverty percentage is less than

40 percent and at or above 35

percent or the district's poverty

average. This school receives an

allocation and implements a targeted

assistance program. Only identified

students receive services in this

program. Schoolwide Eligible Targeted

Assistance Program. The school's poverty

percentage is at or above 40 percent

or the district's poverty average. The

school is eligible for a schoolwide

program, however a Targeted Assistance

Program is implemented and only

identified students receive services.

Schoolwide Eligible No Program.

This school's poverty percentage is at or

above 40 percent or the district

poverty average. The school is eligible

for a schoolwide program but not served

with an allocation. Schoolwide Program.

The school's poverty percentage is at or

above 40 percent or the district's

poverty average. The school receives an

allocation and implements a schoolwide

program. All students are eligible to be

served with Title 1 Part A funds,

however services are focused on those

most academically at-risk. Schoolwide

Program Under 40 percent.

Schools eligible to run a targeted

assistance program may request a waiver

from KDE to run a schoolwide program.

The waiver must be requested and

approved prior to making this selection.

Not a Title 1 School. This is a school

not eligible to receive Title 1 Part A

funds because it is not at or above the

selected qualification method or the

school is a non-A1 school and is not

served. The final service option is

Alternate Funding. This school is skipped

based on the information provided on the

School Program Description page

regarding alternate funding. You'll

select the service method for each

school even if the school is not being

served with Title 1 funds. The poverty

factor selected must match the poverty

factor selected on the School

Description page. Remember, on the

previous page we indicated free and

reduced-price lunch as our method of

qualification so we need to select that

on this page. Non A-1 schools not being

served with Title 1 funds will need a

selection of other.

As a reminder if a district has a mix of

CEP and non-CEP schools, two poverty

factors may be selected in this column.

Next we'll enter the enrollment numbers

for each A1 school. You'll enter 0 for

non-A1 schools such as alternative

schools and preschools. So the first 2

are alternative schools, we'll leave

those blank and enter our enrollment

data in the remaining schools. Next we'll

enter the number of low-income students

for each A1 school to be served with

an allocation and the number of

low-income students from participating

private schools.

[Music]

Finally we'll enter the number of

private school students being served.

[Music]

Now I'm going to select Save and Go To

current page. GMAP has now calculated

the following columns: we have the

adjusted public number; the percent,

meaning the poverty percentage; and the

adjusted percent. The adjusted number and

adjusted percent columns only apply if

the school is using the 1.6

multiplier as a poverty factor. You'll

also notice that GMAP has reordered the

schools on the page based on their

poverty percentage. Districts may

manipulate this order using the sort

column. You might choose to manipulate

the order based on gradespan grouping,

things like that. Please remember that

all rank and serve rules apply

regardless of any alternate order the

schools are placed in. The eligibility

for service column will automatically

populate based on the poverty percentage

and your selection on the previous page.

The final column on this page is

eligible by other factors, there's only

two reasons to use this column. One is if

the school is eligible for service with

a feeder pattern. For example, a middle

school not eligible for service may take

an average poverty percentage of the

elementary schools that feed into their

school and use that average as the

middle school's poverty percentage. The

second option is the grandfather clause.

This is available for a school which

received Title 1 Part A funds in the

previous year that has dropped below the

district's selected qualification method.

When this happens the school can operate

a Title 1 program for one additional

year.

Now that I have my poverty percentages

on this page I can go ahead and select a

service type. Since we selected the 35%

rule on the previous page you can see

that all our A1 schools are eligible

for service as they're all above 35%

low-income. So we'll be selecting a

schoolwide program for each of those

and we'll be leaving the alternative and

preschools as not a Title 1 school.

That concludes the School Eligibility

page, we will move on to the Per Pupil

Amount page. PPA stands for per pupil

amount and refers to the amount of the

allocation spent per student at each

school. Only schools being served will

appear on this page, as you can see here

our alternative schools have been

removed. You'll also see that the

low-income percentage and number of

low-income students has also been pulled

over to this page by GMAP. GMAP

automatically calculates a PPA

for districts. This is based on the

information provided on the School

Eligibility page. If all schools served

are above 35%, districts are not required

to use this PPA calculation. You'll see

that GMAP has indicated this is the

average PPA. For districts serving

schools below 35%, the PPA calculated by

GMAP is the minimum PPA that may be

used and GMAP will indicate this as the

minimum PPA. Of course our schools were

all above 35%, so this is an average.

Districts must serve all schools with a

poverty percentage of 75% or higher in

rank order by poverty. So the first

school on our list has a percentage of

77.27

and must be served. The PPA can be the

same for all schools, however schools

with poverty of 75% or higher must be

served with a PPA that is not lower than

the schools ranked below them. If the

district is using the high school

prioritization option mentioned earlier,

the high schools with poverty

percentages between 50 and 75 percent

should have PPAs greater than or equal

to the elementary and middle schools

with poverty percentages below 75%. The

district may then continue serving

schools either straight down the poverty

line or by gradespan grouping based on

the previously selected method of

allocation. As discussed earlier in the

video gradespan rank allows a district

to serve, for example, all elementary

schools despite a middle or high school

that falls in the middle of ranking. If

using this option, districts must serve

schools in rank order within that grade

span. Again the PPA may be the same for

all schools within the gradespan. For

districts using direct certification and

the 1.6 multiplier for ranking

schools, this may cause some of your

poverty percentages to be at 100

percent. In this situation, the district

must use the direct certification data

alone without the 1.6 multiplier in

order to ensure the proper ranking and

serving of those schools. On the School

Eligibility page this is the percent

rather than the adjusted percent. As you

assign PPAs to each school the remaining

balance will decrease.

[Music]

Once each school has been assigned a PPA

the remaining balance must be as close

to zero as possible without being

negative. The general will rule of thumb

is a remaining balance of under $5. For

example, if I enter a PPA of $800 at

every school you'll see that my

remaining balance is negative and must

be addressed. The amount of funds

available on the PPA page is directly

related to the amount reserved on the

District Set-Aside page. So if you have

negative $5 on the PPA page you can go

to the District Set-Aside page and

reduce one of your set-asides by $5. This

will free up that money to be used in

the school allocations. Conversely, if you

have a positive balance on your PPA page

you could increase one of your district

set asides by this amount. This op this

option is often much simpler than

reworking every PPA until the page

balances out. So for example I have 81

cents removing, that's well below $5, it's

not negative, it would be absolutely fine

for me to leave this here. However if I

wanted it to be zero, I could increase

one of my district set-asides by 81

cents. Although the US Department of

Education does not specify minimum or

maximum PPAs the non-regulatory guidance

does state that the PPA at each school

must be adequate to run a Title 1

program. Once you've assigned PPAs to all

your schools being served remember to

select Save and Go To next page to move

to the School Personnel and Program

Description page. In the next video we'll

discuss the School Personnel and Program

Description page as well as the Services

to Private Schools page.

Thank you for watching part 3 of the

GMAP training video series.