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“If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.”
― Chinese proverb
It’s here, the beginning of another school year full of possibility and potential. Your role is crucial in nurturing the seeds of knowledge within your students, empowering them to grow and thrive.
Embrace the opportunity to make a lasting impact, for your dedication and commitment to education will shape the lives of those you serve. Stay determined, stay passionate and remember that your efforts today will cultivate a brighter future for generations to come.
Title I, Part A Carryover Waiver
Section 1127(a) of the Every Student Succeeds Act (ESSA) places a carryover limitation on Title I, Part A funds. No more than 15% of the funds allocated to a district for any fiscal year may remain available for obligation for one additional fiscal year.
Districts must ensure at least 85% of school year 2022-2023 (FY23) Title I, Part A funds (project 310J) are obligated for activities that occur no later than Sept. 30, 2023. As stated in Section 1127(c) of ESSA, this carryover limitation does not apply to districts that receive less than $50,000 in Title I, Part A for the fiscal year.
Section 1127(b) of ESSA allows the state to waive this carryover limitation if 1) it determines a district’s request is reasonable and necessary or 2) supplemental appropriations for this subpart become available. Districts may apply for this waiver once in a three-year period.
Any district wishing to request a carryover waiver for 2022-2023 funds may do so no later than Sept. 30 by submitting an email to David Millanti. The email must:
- State the district requests a waiver of the 15% carryover limitation;
- Contain the reason for the excess carryover; and
- Describe its plan for effectively using carryover funds.
Questions may be directed to David Millanti or your district’s Title I, Part A consultant. Additional information about the carryover limitation is available in the Title I Carryover Information document and the April 2023 Title I Webinar.
Title I Annual Meeting – It's Time!
Back-to-school events in August and early September are the best time to leverage the required Title I annual meeting. Hosting the meeting at the beginning of the school year sets the tone for parent and family engagement throughout the year and ensures that parents are informed of their rights to participate in the activities and culture of the school in a timely manner. Because the annual meeting is an event in which all parents and guardians are invited, this is a rare opportunity to reach multiple family members involved in a child's education.
To help ensure the greatest number of parents receive the Title I information, it is not recommended to host a Title I Annual Meeting as a stand-alone event. Rather, combine your Title I presentation with an event that you know will be highly attended, such as an open house or a back-to-school bash.
Make sure to set a clear time when as many families as possible are in attendance to present the Title I annual meeting information. While Title I information tables and brochures are helpful, remember to directly present families the information as well, and consider incorporating some visuals such as PowerPoint presentations or videos. Remind principals to hold on to evidence that the meeting occurred, such as invitations, sign-in sheets, agendas and presentations.
Plan Ahead for Discussing Compacts at Fall Conferences
Don’t forget that ESSA 1116(d)(2)(B) requires parent conferences at least once a year at the elementary level, at which the parent and family engagement compact is discussed in relation to the individual child’s achievement.
Consider providing training to teachers on how to use the compact as a tool at conference time to have purposeful discussions about shared responsibility and how the compact relates to the individual student’s academic achievement. The compact helps outline how each person’s role in the student’s life can positively impact their academic performance.
Ensure that teachers and principals are prepared to keep valuable evidence that they are in compliance with this requirement. Evidence might include the elementary conference invitation, agenda or signed statement from parents indicating the compact was discussed in relation to their individual child’s achievement during a conference. Documentation of training provided to teachers would further demonstrate a commitment to compliance.
Addressing Discipline Disparities
As you enter a new school year, and in accordance with ESSA 1112(b)(11), districts are encouraged to continue seeking out innovative ways to reduce the overuse of discipline that removes students from the classroom.
Efforts to support students’ social and emotional learning (SEL) is an integral part of education and human development. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy and just communities.
District should be able to document their efforts to reduce the overuse of discipline practices that remove students from the classroom. Evidence the district is working to address identified discipline disparities – such as data and/or detailed meeting agendas and minutes in which discipline trends are discussed – are strongly recommended.
For additional resources and guidance on social-emotional learning, refer to KDE’s Social, Emotional and Behavioral Learning/Health webpage.
National ESEA Distinguished Schools Program and Application for Category 1, 2, and 3
The National Association of ESEA State Program Administrators (NAESPA) – formerly the National Title I Association – selects examples of superior, federally funded school programs for national recognition through the National ESEA Distinguished Schools Program. Every year, states can identify up to two Distinguished ESEA Schools in three possible categories:
- Category 1: Exceptional student performance and academic growth for two or more consecutive years;
- Category 2: Closing the achievement gap between student groups for two or more consecutive years; and
- Category 3: Excellence in serving special populations of students (e.g., homeless, migrant, English learners, etc.).
The Kentucky Department of Education (KDE) is now accepting applications for schools for categories 1, 2 and 3. Schools interested in applying for consideration as a Distinguished School in Categories 1, 2 or 3 must submit a completed application signed by the school principal and district superintendent by Aug. 25. If selected as a finalist, KDE staff will conduct a site visit to interview the principal and selected staff.
Two National ESEA Distinguished Schools (one from Category 1, 2 and/or 3) will be notified by email of their selection in November. For more information, email Tara Rodriguez or call (502) 564-3791, ext. 4042.
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