Guide to Funding Resources

A recovery plan is only as strong as the foundation on which it is built.

Build your foundation with KiNVO™.

No recovery plan or intervention will have an impact if students are absent from school. That’s why district leaders around the country are turning to KiNVO first to ensure recovery plans are as effective as possible. KiNVO helps educators, schools, and districts meet attendance, communications, and family engagement needs.

Student Attendance and ESSA

Schools and districts are required to report on chronically absent students.
Many states included chronic absenteeism in their performance measurements.
Solutions adopted by schools and districts should be evidence-based.

Federal Funding

KiNVO and Kinvolved’s Professional Learning Services Qualify as Allowable Uses of Title I, II, and IV Funds.

TITLE I
Improving Academic Achievement for the Disadvantaged

Part A funds help ensure low-income and disadvantaged students have access to an equitable education, which includes showing up to school. Children living in poverty are most at risk for chronic absenteeism. Funds must be used for schoolwide programs to improve academic achievement. Under the 2020 CARES Act, districts can request to waive the requirement that 40 percent of students meet defined poverty criteria. Additionally, 7 percent of each state’s Title I funds are dedicated to improvement for struggling schools. Districts can also use Part A funds for professional development to support programs.

TITLE II
Preparing, Training, and Recruiting High-Quality Teachers and Leaders

The purpose of Part A funds is to increase academic achievement by improving teacher and principal quality and increasing the number of highly-qualified teachers. High-quality professional development and training falls under allowable costs, and the US Department of Education includes in-service training to address chronic absenteeism in its list of recommendations.

TITLE IV
21st Century Schools

Part A funds help ensure low-income and disadvantaged students have access to an equitable education, which includes showing up to school. Children living in poverty are most at risk for chronic absenteeism. Funds must be used for schoolwide programs to improve academic achievement. Under the 2020 CARES Act, districts can request to waive the requirement that 40 percent of students meet defined poverty criteria. Additionally, 7 percent of each state’s Title I funds are dedicated to improvement for struggling schools. Districts can also use Part A funds for professional development to support programs.

Additional Funding

TITLE III
English Learners and Immigrant Students

Under the Title III Immigrant Set-Aside Grant, the Immigrant Student Education Program funds must be used to target eligible immigrant students and their families. Funded activities include parent/family outreach to encourage parents/families to become active participants in the education of their children, acquisition of technologies to be used in the program carried out with the funds, and activities with community-based organizations. Money can be spent on efforts to reduce suspensions and improve student behavior, which often starts with family engagement and reducing student absences. Additional funding is available through Parts B (Community Learning Centers), E (Family Engagement), and F (full-service community schools).

TITLE V
Rural Education Achievement Program

Designed to assist rural school districts, all allowable expenditures under Title 1, Part A are allowable under REAP. 

TITLE I, PART D
Neglected, Delinquent, and At Risk Youth

Purpose 3 provides funds to prevent at-risk youth from dropping out of school.

Funding At-A-Glance

ActivityTitle I, Part ATitle I, Part DTitle II, Part ATitle III, Set-AsideTitle IV, Part ATitle V
Attendance
Communication + Family Engagement
FUNDING OPTIONS

View the Guide to ESSER & GEER Funding Resources

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