Germantown School District reviews grant portfolio, explains private-school set-asides

Germantown School District staff reviewed the district’s grant portfolio at a finance committee meeting, walking board members through how federal grants are allocated, monitored and used to support services such as special education, school meals and career-technical programs.

The presentation, led by Sarah Vera, explained that grants fall into two categories—formula grants (allocated by statute or enrollment formulas) and competitive grants (districts apply and are ranked). "Grants are typically pretty restricted in the use of funds," Vera said, noting they support targeted student populations, pilot programs and services beyond core funding.

Why it matters: Although federal and state grant dollars represent a small share of the district’s total revenue, staff said grants can be strategically deployed to relieve pressure on the general fund—particularly for special-education staffing and services.

The presentation covered key federal titles: Title I (academic support for low-income students), Title II (teacher and principal development), Title III (English-language learners) and Title IV (well-rounded education, student health and technology). Staff also described IDEA flow-through and preschool entitlements as the district’s largest special-education funding streams, and the Perkins grant for career and technical education.

Staff cited regional context from the Wisconsin Department of Public Instruction and said Germantown’s formula allocations are similar to peer districts, with differences driven by enrollment and student-demographic factors. The presentation also included National School Lunch Program mechanics and current federal reimbursement rates.

On private schools and set-asides, Vera explained that when the district receives federal title funds it must consult with private schools in the district, perform a needs assessment and determine a calculated set-aside; the district remains responsible for ensuring those funds are used according to federal rules. Vera also said private schools may decline to participate—"they have that right," she said—sometimes because of administrative burden.

A board member raised whether the district is reimbursed for staff time spent managing private-school purchases and services. Mr. Mizak asked whether the district "fronts" employee time for private schools and if that labor is reimbursed. Staff responded that the district performs time-and-effort reporting to document how much staff time is charged to grants, but that reporting is for accountability and does not produce an additional reimbursement for clerical work.

The committee also discussed accountability and compliance: Uniform Grant Guidance (cost principles, procurement and allowable costs), EDGAR (education department regulations) and single-audit thresholds. Staff said these rules guide allowable purchases, documentation and audit steps once grant dollars are awarded.

Board members requested the presentation be added to the committee packet and posted on the district website; staff agreed. Members suggested an end-of-fiscal-year report (proposed for July) showing how federal funds were used to offset general-fund costs for programming and staff development.

The committee did not take formal action on any item during the presentation; staff will follow up with requested calculation details for private-school set-asides and post the slide deck to the committee materials.