Private School Services Mississippi Department of Education Office of Federal Programs MAFEPD 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 2

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 Goals 5-Year Strategic Plan for

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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 5 ©MDE – Office of Federal Programs

Section (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 6 ©MDE – Office of Federal Programs

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 7 ©MDE – Office of Federal Programs

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 8 ©MDE – Office of Federal Programs

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 9 ©MDE – Office of Federal Programs

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.) 10 ©MDE – Office of Federal Programs

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… 11 ©MDE – Office of Federal Programs

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, s, 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.) 12 ©MDE – Office of Federal Programs

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.) 13 ©MDE – Office of Federal Programs

PROGRAM PLANNING 14©MDE – Office of Federal Programs

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 15 ©MDE – Office of Federal Programs

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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 19 ©MDE – Office of Federal Programs

DETERMINING POVERTY OF PRIVATE SCHOOL STUDENTS 20©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 21 ©MDE – Office of Federal Programs

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 22 ©MDE – Office of Federal Programs

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 23 ©MDE – Office of Federal Programs

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.) 24 ©MDE – Office of Federal Programs

ASSESSMENT OF PRIVATE SCHOOL STUDENTS 25©MDE – Office of Federal Programs

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 26 ©MDE – Office of Federal Programs

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 27 ©MDE – Office of Federal Programs

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 29 ©MDE – Office of Federal Programs

Title II Professional Development Title 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; Professional Development 30 ©MDE – Office of Federal Programs

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. Professional Development 31 ©MDE – Office of Federal Programs

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 32 ©MDE – Office of Federal Programs

MONITORING/EVALUATION 33©MDE – Office of Federal Programs

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 34 ©MDE – Office of Federal Programs

Test scores of participating students will be evaluated; and Results will be used to determine program success and failures. Monitoring/Evaluation (cont.) 35 ©MDE – Office of Federal Programs

BUDGETARY BEST PRACTICES 36©MDE – Office of Federal Programs

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 37 ©MDE – Office of Federal Programs

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 38 ©MDE – Office of Federal Programs

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