2020-2021 Title I, Part A Comparability Report Due Nov. 1
Section 1118 of the federal Every Student Succeeds Act (ESSA) requires districts to provide services using state and local funds to Title I schools that, taken as a whole, are at least comparable to services in schools that are not receiving Title I funds. Districts demonstrate the comparability of services by submitting the required comparability report in each of its schools using general funds.
The 2020-2021 comparability report, the guide for completing it and instructions for submitting the report in GMAP can be found on the Title I, Part A Documents and Resources webpage. The comparability report workbook is in the GMAP district document library. Districts must submit the report for approval in GMAP by Nov. 1.
If needed, you may refer to the Kentucky Department of Education's (KDE’s) Comparability Report Tutorial. Contact your KDE Title I, Part A consultant at (502) 564-3791 for more information about completing or submitting the 2020-2021 comparability report.
Parents Right-to-Know – Teacher Certification
ESSA 1112(e)(1)(B)(ii) requires schools to provide timely notice to parents when their child is taught for four or more consecutive weeks by a teacher that does not meet applicable state certification or licensure requirements at the grade level and subject area in which the teacher has been assigned.
In response to recent inquiries, KDE can advise that a teacher who holds a temporary provisional certificate including those issued pursuant to Option 6 – meets the applicable certification requirements at the grade level and subject area for which the certificate is required and does not require parental notice under ESSA.
Helpful Tips from Districts – Foster Care Students’ Support and Transportation
Jefferson County Public Schools (JCPS)
By Gisselle Danger-Mercaderes
Many children in foster care rely on services received in schools for educational stability, such as early intervention services, access to transportation, food security, health care needs and connection to peers and trusted adults. Having systems and policies in place ensures that each student’s unique needs are being met.
See below for some ways that JCPS works to support the multi-faceted needs of students in foster care:
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Train your staff. This foster care training video, created by JCPS, offers guidance for district and school staff (i.e. registrars, front office staff). The video covers common issues faced by students in foster care, as well as federal and state regulations that are in place to protect students in foster care and ensure they receive needed services.
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Have an attendance policy specifically for students in foster care. Review the policy annually to ensure barriers are removed.
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Whenever possible, protect the student’s school of origin. Students succeed with educational stability. One way to protect that stability for students in foster care is to follow your attendance policy and ensure students remain in his or her school of origin. It is best practice for a student to remain in their school of origin unless a best interest determination is made that indicates it is not in their best interest. During COVID-19, JCPS has collaborated with the Division of Community-Based Services (DCBS) via Zoom to cooperatively discuss the best interests of students. Biological parents are included when possible.
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Assess student need often. JCPS is in the process of incorporating foster care liaisons for each school. Trained onsite liaisons will allow staff to assess education needs such as intervention, transportation, assistance with uniforms and summer school (at the request of parents). Through community partnerships, the district was able to purchase laptops and assist with summer programming and hopes to receive additional assistance in efforts to provide further support to students transitioning to postsecondary education.
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Track your data. JCPS developed an Automatic Notification and Encounter Tool for internal use that has proved helpful for the size of the district and the volume of students served. This tool allows for communication with DCBS and school principals in a timely manner. Notifications alert recipients of several services, such as requests for transportation. The tool also can be used to track best interest meetings.
For more information on how JCPS works to support students in foster care, email Danger-Mercaderes.
About the Author: Danger-Mercaderes has many years of experience in providing education-related services and working with students experiencing homelessness. She currently serves as interim foster care point of contact at JCPS.
If your district would like to share practices for any Title I project management in any area, email Brenda Considine.
Resources are not endorsed by the Kentucky Department of Education and are provided for informational purposes only.
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