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"Becoming is better than being."
― Carol Dweck (originator of the term growth mindset)
In Title I work, success is never static. It’s a continual process of becoming stronger advocates, deeper thinkers and more effective leaders for the educators and students who need us most.
This edition of our newsletter is here to fuel that growth, with targeted support, actionable resources and learning opportunities that empower you to lead with confidence and purpose. We're here to help you navigate the challenges and lead with clarity, purpose and impact.
Reminder: 2025-2026 Comparability Report Deadline is Nov. 3
As a reminder, districts must submit the 2025-2026 comparability report for approval in GMAP by Nov. 3.
The 2025-2026 comparability report checklist, the guide for completing it and instructions for submitting the report in the GMAP system can be found on the Title I, Part A Documents and Resources webpage. The comparability report workbook is in the Grant Management Application and Planning (GMAP) system district document library. Information about the comparability report also was included in the September Title I webinar.
If needed, you may refer to the KDE Comparability Report Tutorial. Contact your KDE Title I, Part A consultant at (502) 564-3791 for more information about completing or submitting the 2025-2026 comparability report.
Unlocking the Power of Professional Learning
As leaders who support some of Kentucky’s most vulnerable learners, Title I coordinators play a vital role in shaping school success. One of the most impactful ways to strengthen that role is by seeking out and embracing high-quality professional learning opportunities.
According to 704 KAR 3:035, professional development in Kentucky is much more than a one-time workshop. It is defined as an ongoing, collaborative process that:
- Aligns with state standards and school or district goals;
- Focuses on both content and pedagogy;
- Builds on continuous improvement;
- Is facilitated by educators; and
- Provides ongoing support for transferring new learning into practice.
When thoughtfully selected, professional learning empowers educators to better serve students by ensuring it is relevant, research-based and measurable. Effective professional learning connects directly to your instructional responsibilities, your school or district improvement plan, and your own professional growth goals.
Consider your own professional goals this year as a Title I coordinator. When you actively pursue professional learning, you not only build your own capacity but also strengthen the systems of support that drive achievement and collaboration across schools. By engaging in sustained and meaningful professional learning, you are investing in more than your own growth – you are advancing educator effectiveness and student success across your district.
Now is the time to lean into these opportunities. Explore, participate and lead by example. Your commitment to continuous learning is a powerful catalyst for change.
Check out the training catalog on the Kentucky Learning Hub for an assortment of free professional learning opportunities, including the newly created “Title I, Part A for Schools.” Principals and other administrators working in schools served by Title I, Part A will benefit from this virtual, self-paced course that provides an overview of program basics and school level requirements.
The newly designed Professional Learning Bulletin Board (PLBB) is another great resource for exploring options for professional learning. The PLBB provides Kentucky educators with access to post or search for professional learning opportunities offered by KDE or other education partners.
Principal's Perspective: Sharing Student Progress with Parents
Submitted by Denise Harover, Title I, Part A Consultant
In a continuation of our focus last month on section 1116 of the Every Student Succeeds Act (ESSA), we are talking about engaging parents and families in our schools to improve student achievement. In addition to using the compact as a tool for teachers to share the responsibility for student success with families, there are other tools that can be used that include all students but are geared more toward the secondary grades. This is when our children are experiencing more independence and are less likely to voluntarily share information that is sent home from school.
ESSA 1116(d)(2)(B-D) requires schools to provide frequent progress reports, reasonable access to classroom staff and activities and ensure there is meaningful and ongoing two-way communication between schools and families. This sounds easy enough, but once classes get going and all the other responsibilities start adding up, these requirements can get overlooked and can become overwhelming. Infinite Campus (IC), Kentucky’s statewide student information system (KSIS), has core tools that are designed to help schools meet these requirements.
IC is used by Kentucky public schools and provides many parent communication tools. The availability of these tools will vary from district to district, depending on the features they choose to activate. Most districts use IC Parent Portal to provide access to progress reports, missing assignments, graded assignments and classroom assessments. Parents should also be encouraged to check attendance records regularly and report any discrepancies to the school.
When districts use IC for online registration, parents can choose their preferred method of communication. The IC message center allows schools to send messages to individual parents, specific classes or the whole school in multiple languages. Parents may choose to receive updates through email, text or push notifications that allow frequent and accessible information in the language chosen by the parent.
For these tools to be used successfully parents and families may need some extra training in addition to the IC Parent & Campus Student Help Center. You may want to consider hosting a parent/family engagement tech night to teach all parents how to access and navigate the Parent Portal and activate the translation services. These events should go beyond simply showing parents how to log in and navigate the platform. Schools should ensure that parents understand how to read and analyze the reports available within IC. Consider using the portal usage reports to identify families that may need extra outreach support, and it is recommended to make sure all school educators and administrators are using IC to document all contact made with parents.
KDE and IC provide in-depth training on the use of the platform. Visit the Infinite Campus training portal at Campus Community and Campus Passport for more Kentucky-specific training opportunities. See directions for accessing Campus Passport on-demand courses and reference KDE’s KSIS Training website for upcoming and past training details.
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.
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Fiscal Year (FY)
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Period of Award
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85% Obligation
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All Funds Spent or Encumbered
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Final Federal Cash Request
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FY2024
(Project 310K)
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July 1, 2023 - June 30, 2026
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Sept. 30, 2024
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June 30, 2026
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Aug. 31, 2026
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FY2025
(Project 310L)
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July 1, 2024 - Sept. 30, 2026
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Sept. 30, 2025
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Sept. 30, 2026
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Nov. 13, 2026
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FY2026 (Project 310M)
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July 1, 2025 - Sept. 30, 2027
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Sept. 30, 2026
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Sept. 30, 2027
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Nov. 12, 2027
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