Title I News

August 2024

Volume 8, Issue 8

"The art of leadership is saying no, not yes. It is very easy to say yes.”

― Tony Blair

As we embark on a new school year, remember how leadership shapes the educational journey. Effective administration is about thoughtful decision-making and setting a purposeful tone from day one.

Your role is pivotal in fostering an environment where students, families and teachers feel supported, inspired and ready to achieve their fullest potential. Embrace the opportunity to lead with vision, strength and wisdom, ensuring a successful year ahead for the entire school community.

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 2023-2024 (FY24) Title I, Part A funds (project 310K) are obligated for activities that occur no later than Sept. 30, 2024. 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 2023-2024 funds may do so no later than Sept. 30 by submitting an email to David Millanti. The email must:

1. State the district requests a waiver of the 15% carryover limitation;
2. Contain the reason for the excess carryover; and
3. Describe plans 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.

In Case You Missed It: Barriers for Foster Care Students

ESEA Now, a publication containing resources related to educational programs in the Elementary and Secondary Education Act (ESEA), published an article on May 16 called “5 Strategies to Remove Academic Barriers for Foster Care Students.”

Students in foster care placement often face academic, social-emotional and behavioral challenges beyond those experienced by their peers. Frequent school changes, trauma-related stress and unstable home environments can create significant barriers to academic success and emotional well-being. By understanding student needs and proactively addressing individual challenges, schools can make a profound difference in the lives of foster care students, ensuring they have the opportunity to achieve their full potential.

In addition to the barriers described in the article, keep these challenges in mind as you prepare to support foster care students in the upcoming school year:

• Identification of Vulnerable Students: Provide professional development to teachers, bus drivers, cafeteria workers, office or other school staff on how to identify and discreetly give extra support to students.
• Incomplete Infinite Campus Credit Data: Develop procedures for calculating partial credit. Work with the child welfare agency and piece together information about where the child came from to obtain transcripts. Contact the previous school/district and give students credit for work completed. Add up credits, including progress grades. Add up all credits earned into half or full credits.
• Disengagement with School: Provide support systems for students to stay on track. For example, mentors, counseling, drop-out prevention services and partnerships with local businesses that will better prepare students for the career or vocation of their interest and ability.
• Financial Barriers: Provide information about scholarship opportunities and dual credit programs. Ensure that any applicable fees charged by the district for students who qualify for free or reduced-price meals are waived per 702 KAR 3:220.
• Lack of Belonging: Create a welcoming culture and provide a sense of belonging to students in foster care by building connections with students and encouraging them to engage in the classroom and in extracurricular activities that pique their interest.

Additional Resources:

• Ensuring Educational Stability for Students in Foster Care Non-Regulatory Guidance
• Supporting Transient Student Credit Accumulation
• Best Practices Clearinghouse

Principal's Perspective: Moving from Involvement to Engagement

The role that families play in the academic success of our students is critical. One purpose of parent and family engagement in Title I schools is to build meaningful relationships with families.

Transactional tasks – such as sending home paperwork and using email blasts, social media posts and newsletters to announce upcoming events – help keep parents informed about what’s going on at the school. Disseminating information is the first step to engaging parents; but it’s not the only step.

Title I parent and family engagement focuses on two-way communication and actively engaging parents in their student's education. Engagement is about creating a genuine partnership between the school and families. Here are some steps your school can take to increase parent engagement to meet Title I requirements:

• Involve parents in decision making: Include parents in school committees or advisory councils, beyond the school-based decision making (SBDM) council. Ensure adequate parent representation at meetings – not just one or two parents, or parents who double as teachers. Survey all families and be prepared to show how you’ve carefully considered their feedback and have used it to shape your school programs.
• Establish two-way communication: Develop regular, two-way communication channels that allow parents to voice their opinions, ask questions and provide feedback. Utilize various methods such as newsletters, phone calls, texts, emails, apps and social media platforms to communicate.
• Practice personalized communication: Don’t overlook the value of home visits, check-in phone calls and one-on-one meetings or conferences. Provide communications in multiple languages to ensure non-English-speaking families are included and informed. Recognize and celebrate the diverse cultural backgrounds of students and families through events and curricula.

School environments may be intimidating for some parents or may even hold negative connotations from their past experiences. Engaged parents who feel heard and have a trusting relationship with the school are more likely to understand and support their children’s learning needs, which can, in turn, lead to improved academic performance.

Tune in next month as we explore what it looks like to offer engaging events that empower families to partner with schools in improving the academic success of students.

Open Title I, Part A Projects and Associated Deadlines

Please review the table below and make note of the approaching deadlines regarding the obligation and expenditure of funds from all open Title I, Part A projects.

In This Issue

• Final Federal Cash Request for Fiscal Year 2022
• Fiscal Year 2025 Consolidated GMAP Application
• Title I, Part A Carryover Waiver
• In Case You Missed It: Removing Barriers for Foster Care Students
• Principal's Perspective: Moving From Involvement to Engagement
• Registration Open for 2024 Continuous Improvement Summit
• Coordinator’s Year at a Glance
• Open Title I, Part A Projects and Associated Deadlines

Final Federal Cash Request for Fiscal Year 2022 (Project 310I)

The final Federal Cash Request (FCR) for fiscal year 2022 must be submitted to the Kentucky Department of Education (KDE) by Aug. 30.

Title I coordinators should work with finance officers to ensure all FCRs have been submitted. Please refer to KDE’s Federal Cash Request Procedural Instructions for additional information.  

Fiscal Year 2025 Consolidated GMAP Application Now Open

As a reminder, the fiscal year 2025 Consolidated Application is open in the Grant Management Application and Planning (GMAP) system and is due Aug. 30.

For step-by-step instructions on completing the GMAP application, please consult the GMAP Training Video Series. If you have questions, please contact your Title I, Part A consultant.

Registration Open for 2024 Continuous Improvement Summit

The Kentucky Department of Education (KDE) and Cognia™ invite you to the annual Continuous Improvement Summit on Sept. 23-24 at the Central Bank Center in Lexington. Please join us for an opportunity to explore a variety of topics and engage in conversations that will enrich your understanding of continuous improvement.

Keynote speaker Marck Abraham, the author of “What Success Looks Like,” is a transformational leader with a wealth of experience in education. He is committed to providing a world-class educational experience that ensures all students achieve their goals of post-secondary college and fulfilling careers. His mission has been to create environments that assist students in reaching their maximum potential in life.

During this two-day event, you will enhance your professional learning, make new connections and build upon existing relationships with peers across Kentucky, hear up-to-date information from KDE leaders, and learn how Cognia can help address your unique challenges in your journey of continuous improvement.

To receive early bird pricing, please register before Sept. 2.

Coordinator's Year at a Glance – Suggested Tasks for August 

– Review and update parent/guardian notification materials (testing transparency, teacher qualification request letter). Consider making the information available through a variety of means. For example, a letter on the right to request teacher qualifications could be included with other important paperwork sent home at the beginning of the year and the information could also be incorporated into a parent handbook or posted to the school website.

– Revise and align Grant Management Application and Planning (GMAP) and MUNIS from previous year.

– Develop a system to collect and organize documentation related to the district’s Title I program for state monitoring reviews.

– Consult with district (human resources or finance) staff on comparability requirements (list of federally funded and non-federally funded staff). Please refer to the Kentucky Department of Education’s (KDE’s) Title I Comparability Guide for additional information surrounding this requirement.

– Review and update student selection criteria sheet and student selection procedure for Targeted Assistance Schools.

– Ensure Title I schools have created rank-ordered student selection lists of Title I students in Targeted Assistance Schools.

– Verify that private school services, when applicable, begin at the same time as services begin in public schools.

– Update contact information with KDE (using the Person Role Manager web application), if needed.

Monthly Title I Webinar

The July webinar and accompanying PowerPoint are available on the Title I, Part A Documents and Resources webpage. During the webinar, information centered around the importance and effectiveness of well-written plans and safeguarding assets purchased with Title I, Part A funds.

The August webinar will be held at 10 a.m. ET Aug. 29. A reminder email will be sent before the webinar.

We value your feedback and would like to learn more about what is helpful and what you would like to see more of in the monthly webinars. Anonymous feedback and topic suggestions may be submitted through the optional Title I Monthly Webinar Feedback Survey. The feedback will be used to help ensure the monthly webinars meet your needs.

CONTACTS

Title I District Consultant List