Private School Services Mississippi Department of Education Office of Federal Programs MAFEPD June...

Private School Services

Mississippi Department of Education

Office of Federal ProgramsMAFEPD June 2015

To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens

Vision

To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community

Mission

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All Students Proficient and Showing Growth in All Assessed Areas

Every Student Graduates High School and is Ready for College and Career

Every Child Has Access to a High-Quality Early Childhood Program

Every School Has Effective Teachers and Leaders Every Community Effectively Using a World-Class Data

System to Improve Student Outcomes

State Board of Education Goals5-Year Strategic Plan for 2016-2020

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4©MDE – Office of Federal Programs

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• Meaningful consultation• Program Planning

• Determining Poverty of Private School Students• Assessment Requirements• Professional Development • Parental Involvement • Monitoring

• Private School Identifiers• Budget Practices • Questions

Agenda


Section 200.62(b)(1)(i) of the Title I regulation states that “Eligible private school children are children who reside in participating public school attendance areas of the LEA, regardless of whether the private school they attend is located within the LEAs attendance area and has been identified as having an academic need according to section 1115(b).”

Legal Requirement


• Consultation involves discussions between public and private school officials on key issues that affect the ability of eligible private school children to participate equitably in federal programs

• ESEA (Section 1120 (b)) requires all LEAs to consult with private school officials

• Face-to-face meetings that provide “a genuine opportunity for all parties to express their views”

Timely and Meaningful Consultation


• An LEA may not skip the consultation process

• Private School Officials must be asked to weigh in on various topics such as student counts, needs assessments, and/or assessment tools

• Annual April 30 Deadline

Timely and Meaningful Consultation


Timely and meaningful consultation must take place during the design and development of the program(s).

Suggested areas of discussion follow:

– How the needs of eligible children will be identified;– What services will be offered;– How, where, and by whom the services will be

provided;– How the services will be assessed and how the

results of the assessment will be used to improve those services;

§9501(c)(1) of ESEA

Consultation Discussion Issues


Timely and meaningful consultation must take place during the design and development of the program(s).

Suggested areas of discussion follow:

• The size and scope of the equitable services to be provided to the eligible private school children, teachers, and other educational personnel and the amount of funds available for those services; and

• The how and when of service delivery, including a thorough consideration and analysis of the views of the private school officials on the provision of contract services through potential third-party providers.

§9501(c)(1) of ESEA

Consultation Discussion Issues (cont.)


• Consultation must continue throughout the implementation and assessment of services

• Consultation must occur before the LEA makes any decision that affects the opportunities of eligible private school children, teachers, and parents to participate

• The program implemented by the LEA should address the needs of eligible private school students and teachers

• Services do not have to be identical to the program offered to public school students and teachers

• The LEA remains in control of the federal funds and maintains ownership of materials, equipment, and property purchased

Consultation Must…


• Services, materials, and equipment must be secular, neutral, and non-ideological

• Each district must maintain records of meetings and any attempts to communicate (on-site visits, phone calls, certified letters, emails, etc.) with private school officials

• Establish a positive, productive working relationship; remember, you are working together to implement the law for the ultimate benefit of the Title eligible students

• LEA is responsible for the academic services for students that reside within their geographic boundaries

Consultation Must… (cont.)


• Teachers hired by the school district to provide Title I services must be highly-qualified

• Private school services must be targeted assistance; cannot operate a Title I schoolwide program in a private school

• Examples of Title I services follow: instructional services outside the regular classroom, before/after school programs, family literacy, home tutoring, or computer-assisted instruction provided by the Title I teacher

Consultation Must…(cont.)


PROGRAM PLANNING


Title I, Part A Improving Basic Programs

Title I, Part C Education of Migratory Children

Title II, Part A Teacher and Principal Training/Quality

Title III, Part A English Language Acquisition /Emergency Immigrant

Title IV, Part B 21st Century Learning Centers

Eligible Programs


• Suggested Planning Timeline

• Determining Poverty of Private School Students

• Identifying Students to be Served

• Assessment of Private School Students

• Professional Development

• Parental Involvement

• Monitoring/Evaluation

Program Planning


DETERMINING POVERTY OF PRIVATE SCHOOL

STUDENTS20©MDE – Office of Federal Programs

• The LEA must work with the private school officials to obtain poverty data about enrolled students

• To count private school students the LEA

must use the same or a comparable measurement tool to public school students– The LEA must seek input from private school

officials; however, the LEA makes the final determination regarding how eligible students will be counted.

Counting Eligible Private School Children


Five methods of calculating the number of eligible private school students: – Data from the same source – using the same measure of low-

income used to count public school children (e.g., free and reduced-price lunch eligibility).

– Survey, with extrapolation - using the results of a survey that, to the extent possible, protects the identity of families of private school children. Survey results may be extrapolated if complete actual data are not available.

– Comparable data - using comparable poverty data from another source, such as scholarship applications.

– Proportionality - applying the poverty percentage of each participating public school attendance area to the number of private school children who reside in that attendance area.

– Correlated measure - using an equated measure of low-income correlated with the measure of low-income used to count public school children.

Counting Eligible Private School Children


• Poverty is not a criterion;

• Students must reside in participating public school attendance area and are failing or most at risk of failing to meet high state academic standards;

• Students are selected on the basis of the multiple, educationally-related, developmentally-appropriate criteria (assessment scores, program assessment, grades);

Identifying Students to be Served


• The LEA must develop a rank order list of eligible students. This process should ensure the students with the greatest academic needs are being served first.

• The rank order list should have a minimum of four components:

• A complete list of all students screened;

• Identify students that score below the cut-off and will not be served;

• Identify students that score above the cut-off and will be served; and

• Identify students that score above the cut-off but are on waiting list.

Identifying Students to be Served (cont.)


ASSESSMENT OF PRIVATE SCHOOL STUDENTS


1. Identify an appropriate standard to measure student progress

2. Identify or create an assessment aligned with the standard

3. Define expected “adequate progress” for students participating in the Title I program

4. Use the results of the assessment to make adjustment to the Title I program

Assessment of Private School Students


• LEAs must assess annually the progress of the Title I program and its ability to enable private school program participants to meet the agreed-upon academic standards

• Title I funds may be used to pay for assessments only if the assessment and its results are used for Title I purposes and Title I eligible students

Assessment of Private School Students


PROFESSIONAL DEVELOPMENT &

PARENTAL INVOLVEMENT 28©MDE – Office of Federal Programs

Title I Professional Development• The LEA must consult with the private school officials prior to

designing and implementing professional development activities. Professional development activities must increase the private school teacher’s skill and knowledge on how to improve the instructional delivery for all Title I eligible children

• Must be secular, neutral, and nonideological

• Title I funds should not be used to “upgrade” the instructional program in the regular classroom of the private school

• LEAs may pay private school teachers a stipend for time spent participating in professional development activities related to the implemented Title I program; however, the professional development must be “reasonable and necessary”

Professional Development


Title II Professional DevelopmentTitle II, Part A program funds may be used to allow private

school teacher, principals, and other educational personnel to participate in professional development activities that include:

– Improving the knowledge of teachers, principals, and other educational personnel in one or more of the core academic subjects and in effective instructional teaching strategies, methods, and skills;

– Training in effectively integrating technology into curricula and instruction;

– Instructing teachers how to teach students with different needs, including students with disabilities or limited English proficiency, and gifted and talented students;



Title II Professional Development (cont.)

Title II, Part A program funds may be used to allow private school teachers, principals, and other educational personnel to participate in professional development activities that include:

– Training in methods of improving student behavior, identifying early and appropriate interventions, and involving parents more effectively in their children’s education;

– Leadership development and management training to improve the quality of principals and superintendents; and

– Training in the use of data and assessments to improve instruction and student outcomes.



The LEA must consult with private school officials when designing and implementing parental involvement activities that assist parents in helping their private school children achieve high academic standards.

Note: Parent Compacts and Parental Involvement Policies are not required of private schools.

Parental Involvement


MONITORING/EVALUATION


• The district and private school officials must consult on what constitutes annual progress for the Title I program. If the Title I program for the private school participants fails to make the expected annual progress, the district must make modifications.

• The LEA establishes the assessment it will use to measure the effectiveness against the agreed upon standards (state assessment or another assessment).

Monitoring/Evaluation


• Test scores of participating students will be evaluated; and

• Results will be used to determine program success and failures.

Monitoring/Evaluation (cont.)


BUDGETARY BEST PRACTICES


Fiscal Agent Cooperative – An LEA draws down Title I, Part A funds through the “Majic accounting System” and must record dollars as federal revenue. When an LEA has Title I eligible students attending a private/nonpublic school outside the school attendance area of residence, funds must be provided for instructional services and a proportionate amount of funds for districtwide reservations from professional development, parental involvement and if applicable district wide initiatives. To ensure proper reimbursement of Title I dollars the fiscal agent district may generate a purchase requisition to initiate and record the transfer of federal dollars between LEAs. When the fiscal agent receives funds from another LEA for Title I, Part A purposes, the fiscal agent district should record incoming dollars in the district maintenance fund as revenue. (Code 1950 – Services provided other LEAs)

Budgetary Best Practices


Contributing Cooperative – As a reminder, the Contributing Cooperative has Title I eligible students attending a private/nonpublic school outside the school attendance area of residence. LEAs must provide funds for instructional services and a proportionate amount of funds for districtwide reservations from professional development, parental involvement, and if applicable district wide initiatives. To ensure proper reimbursement of Title I dollars the fiscal agent, district will send an invoice to request and record the reimbursement for services provided. The amount paid out to the fiscal agent would be expensed as a federal expenditure using the appropriate function and object. An object code in the 400 or 500 range would be most appropriate.

Budgetary Best Practices


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Private School Services Mississippi Department of Education Office of Federal Programs MAFEPD June...

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