Equitable Services Under ESSA The Ombudsman Equitable Services Under ESSA

Georgia Department of Education Virginia Department of Education Facilitators Shaun Owen State Ombudsman Georgia Department of Education Dr. Christopher Kelly Equitable Services Ombudsman Virginia Department of Education

Colorado Department of Education Texas Education Agency Facilitators Colleen Brooks, J.D. ESEA Specialist Colorado Department of Education Cory Green Associate Commissioner Texas Education Agency

Overview Role of the Ombudsman Proactive State Outreach Overseeing the complaint process Consultation and Documentation Developing private school work groups Monitoring process

1. Role of the Ombudsman

Role of the Ombudsman Policy Expert Provide technical expertise for the Department of Education, school districts, and others in interpreting, understanding, and implementing accountability requirements for equitable services Ensure all equitable services reporting requirements are met

Role of the Ombudsman Collaborator and Facilitator Collaborate with federal program staff, including office of special education, on matters related to equitable services   Provide consultation to school districts and private schools, as needed

Role of the Ombudsman Liaison Foster the relationship between public and private schools   Address concerns brought to the state regarding consultation and/or service provisions

2. Proactive State Outreach

Outreach- Proactive Approach Group LEA and Private School Conference Calls (Ongoing) Archdiocese- Principals’ Mtg (Sept ‘17) Association of Christian Schools International (Aug ’17) Federal Programs Conf- LEA/Private School Panel (June ’17) Webinar Technical Assistance Trainings (April/May ’17) GA Compensatory Educational Leaders (Feb ‘17)

3. Overseeing the complaint process

4. Consultation and Documentation

Consultation Timeline CDE developed a timeline for consultation jointly with the Colorado Non-public Schools Working Group Reinforces the premise that consultation is not a one-time meeting, but rather an ongoing series of interactions designed to meet the timely and meaningful requirements in statute and guidance, as well as implement meaningful services for students, families, and staff Identify the rights and responsibilities for each party Provide training to local educational agencies (LEAs) through in-person and virtual Regional Network Meetings Provide training to non-public school administrators and principals through Annual Principal Meetings

Consultation Timeline + If a non-public school has not received communication from the LEA regarding the invitation to participate during the spring, the non-public school should notify the LEA of its interest in participating in Federal programs.   * Assessment of services includes progress monitoring of student academic performance (pre-assessment and midyear) and the evaluation of program implementation. LEAs and private school officials should determine which party will be responsible for the activities within the assessment of services during consultation, the outcome of which should be included in the consultation form that is submitted to the Ombudsman for Equitable Services. ** Preliminary allocations are subject to change; LEAs should update participating non-public school representatives if/when allocations are updated and substantially impact the programming and ability to provide equitable services.

Consultation Form Collected annually as a part of the in-take process for the Consolidated Application for ESEA Funds LEAs must submit Consultation Forms for all known non-public schools prior to receiving substantial approval Colorado’s Consultation Form incorporates the: requirement to submit affirmation of consultation (or indicate that invitation was sent but was either met in decline or non-response), selection of programs in which the non-public school will participate, topics of discussion that must be addressed during consultation, summary of services to be provided, ability for each party to indicate whether they agree to the services describe, requirement to describe reasons for disagreement between the LEA and non-public school, and signature of each party.

Consultation Form

Consultation Form CDE received positive feedback from LEAs and non-public schools The guided consultation form has assisted both parties in understanding their rights and responsibilities under the law, and more importantly, has assisted in relationship building between the LEAs and non-public schools which results in more meaningful and effective services for students

5. Developing private school work groups

Equitable Services Workgroup Established a state-level equitable services working group in 2013 To enhance communication and collaboration Represent private schools, State, and school districts Meets three times a year at various locations and has a web/call-in option The Virginia Department of Education (VDOE) is establishing a state-level private school equitable services working group in 2013 to enhance communication and collaboration among nonprofit private schools, the Department, and school divisions. The group discusses key topics and activities that address issues of mutual interest to Virginia's public and nonpublic school communities. The group plays an important part of Virginia’s commitment to building meaningful partnerships.

Non-public Schools Working Group Developed organically in Colorado out of an interest in the changes under the Every Student Succeeds Act, the need for a more clearly defined communication channel with the non-public school community, and the need to build relationships and transparency between LEAs and non-public schools Currently working to define the responsibilities of the working group, as well as the scope of the work to be addressed Includes representatives from the Colorado Department of Education, LEAs, non-public school administrators and teachers Meet quarterly in-person throughout the year (adding call-in option soon)

8. Monitoring Process

Monitoring Process States are required to monitor school districts for compliance with the provisions of equitable services to private school students and teachers and must include a process for the overseeing complaints by private school officials.

Monitoring Process Process Includes Application Review Technical Assistance Workshops On-site support for consultation Documentation Review Federal Program Monitoring

Resources To learn more about equitable services, visit: Colorado- http://www.cde.state.co.us/fedprograms/equitableservicescolorado Georgia- http://www.gadoe.org/School-Improvement/Federal- Programs/Pages/State-Ombudsman.aspx Virginia- http://www.doe.virginia.gov/federal_programs/esea/title8/index.shtml Texas https://tea.texas.gov/Finance_and_Grants/Grants/Administering_a_Grant /ESSA_Private_School_Equitable_Services/

Contacts Christopher Kelly, Ed.D. Education Coordinator - Equitable Services Ombudsman christopher.kelly@doe.virginia.gov Phone: (804) 225-2122 Shaun Owen Director of Consolidated Federal Initiatives State Ombudsman sowen@doe.k12.ga.us Phone: 404-971-0096

Contacts Colleen Brooks, J.D. ESEA Policy Specialist, Ombudsman for Equitable Services brooks_c@cde.state.co.us desk: (303)866-3897 cell: (720)550-0143 Cory Green Associate Commissioner cory.green@tea.texas.gov Phone: (512) 463-8992

The Ombudsman Federal Program Specialist State Leadership Federal Program Specialist Private School – State Leadership School District Leadership Private School Principals