1. Equitable Services for Private School Students March, 2012 Consultation Process & Meeting Agenda’s Marcia Beckman, Director Elementary & Secondary Education Act Programs mmbeckman@sde.idaho.gov

2. What is Consultation? Consultation involves communication and discussions between the LEA and private school officials on key issues that are relevant to the equitable participation of eligible private school students, parents and teachers. Consultation involves communication and discussions between the LEA and private school officials on key issues that are relevant to the equitable participation of eligible private school students, parents and teachers.

3. Consultation is NOT…. A unilateral offer of services by an LEA with no opportunity for discussion and/or adequate consultation. A unilateral offer of services by an LEA with no opportunity for discussion and/or adequate consultation. Only after discussing key issues relating to the provision of Title I services should the LEA make its final decisions with respect to the Title I services to be provided to eligible private school children, their teachers, and their families. Only after discussing key issues relating to the provision of Title I services should the LEA make its final decisions with respect to the Title I services to be provided to eligible private school children, their teachers, and their families.

4. Why Consultation? Meaningful consultation provides a genuine opportunity for all parties to express their views, to have their views seriously considered, and to discuss viable options for ensuring equitable participation of private school students, parents, and teachers. Meaningful consultation provides a genuine opportunity for all parties to express their views, to have their views seriously considered, and to discuss viable options for ensuring equitable participation of private school students, parents, and teachers.

5. Who is eligible for Equitable Services from Title I-A Children who reside in the LEA regardless of whether the private school they attend is located in the LEA. Children who reside in the LEA regardless of whether the private school they attend is located in the LEA. If you have private school students who are residents outside of your boundaries you should collaborate with those LEAs. If you have private school students who are residents outside of your boundaries you should collaborate with those LEAs.

6. Who is eligible for Equitable Services from other Title Programs? Children who attend a private school in the LEA boundaries. Children who attend a private school in the LEA boundaries.

7. Consultation (November-December) 1. Title I-A - Annually an LEA must contact officials of private schools with children who reside in the LEA regardless of whether the private school they attend is located in the LEA boundaries. 2. LEA extends an invitation to officials of the private schools and convenes a meeting with them at which time the LEA officials explain the intent of Title I and the roles of public and private school officials and provide opportunities for the private school officials to ask questions. 3. It is not adequate consultation merely to send a letter to officials of the private schools explaining the intent of Title I.

8. Consultation (November-December) 4. Following this first consultation the LEA must complete the Enrollment and Intent to Participate form and send a copy to the Idaho Department of Education. This requires a signature from the private school official. 5. Send these to Lisa Paul at: lpaul@sde.idaho.gov @sde.idaho.gov Note that this form includes all of the Title Programs that require Equitable Services to Private Schools. The LEA should adapt the form to include only those programs for which they receive allocations. The consultation process for these other programs is slightly different.

9. Next Consultation (January-February) 1. Title I-A - Arrange this consultation with any private school officials who indicated that they would like to participate in the district’s program. 2. Agenda should include: Overview of Title I program. Overview of Title I program. Options for service providers: the LEA or a third-party. Options for service providers: the LEA or a third-party. Discussion on the collection of poverty data: What is available from private schools? Is the survey with extrapolation a possibility? Should the LEA consider proportionality? Discussion on the collection of poverty data: What is available from private schools? Is the survey with extrapolation a possibility? Should the LEA consider proportionality? Discussion on possible program designs: Should it be a pullout program or a before or after school program? Which grade levels and what academic subjects should the Title I program encompass? Do the private school officials have space in their schools for the LEA to provide Title I services? Discussion on possible program designs: Should it be a pullout program or a before or after school program? Which grade levels and what academic subjects should the Title I program encompass? Do the private school officials have space in their schools for the LEA to provide Title I services?

10. Additional Consultation (February/March) 1. Review of poverty data collected and the estimated amount of funds available for services. Decide if pooling option will be used. 2. Determination of the multiple, educationally related and objective criteria used to select eligible children who reside in Title I public school attendance areas. 3. Review of options for service providers. 4. Discuss how the Title I program will be evaluated: What standards and assessment will be used? What will be annual progress and what percentage of participants must meet that progress in order for the program to be effective.

11. Additional Consultation (Cont’d) (February/March) 5. Establish the date that Title I services will start. 6. Discuss the professional development needs of the private school teachers of Title I participants based on the most recent student assessment data. 7. Discuss the needs of the parents of participants: How can parents better support their children’s instruction?

12. Writing your Consolidated Plan If you have private schools that have requested Equitable Services for their students for any of the federal programs listed, you must complete the previous consultations prior to writing the Consolidated Plan for the upcoming year. If you have private schools that have requested Equitable Services for their students for any of the federal programs listed, you must complete the previous consultations prior to writing the Consolidated Plan for the upcoming year. Preliminary Allocations for 2012-2013 will be available approximately the end of April 2012. Preliminary Allocations for 2012-2013 will be available approximately the end of April 2012. The LEA will need to complete the Equitable Services to Private Schools portion of the Action Plan in the Consolidated Federal and State Grant Application. The LEA will need to complete the Equitable Services to Private Schools portion of the Action Plan in the Consolidated Federal and State Grant Application.

13. Getting Ready for the 2010-2011 School Year (April/May) 1. Finalize the designs of the Title I programs—ensure materials have been ordered, LEA personnel who are providing Title I services are in place, and service start date is firm. 2. Finalize professional development programs and activities for private school teachers. Establish a calendar for the next year’s activities. 3. Finalize parent involvement programs and activities for parents of participants. Establish a calendar for next year. 4. Review current year’s assessment data for current year participants to determine if any adjustments to instruction should be made. 5. Provide Affirmation of Consultation forms for signature and send to Lisa Paul at lpaul@sde.idaho.gov @sde.idaho.gov

14. How to determine poverty in a private school. 1. Using the same measure of poverty. If available, an LEA should use the same measure of poverty used to count public school children, e.g., free and reduced price lunch data. 2. Using comparable poverty data from a survey and allowing such survey results to be extrapolated if complete actual data are unavailable.

15. How to determine poverty in a private school. 3. Using comparable poverty data from a different source. If data from the same source used for public school children are not available, an LEA may use poverty data for private school children that are from a different source than the data it uses for public school children so long as the income threshold in both sources is generally the same. For example, an LEA uses free and reduced price lunch data but private school children do not participate in the free lunch program; however, private school officials are able to provide an LEA with a count of children who are from low-income families using other sources of poverty data such as Temporary Assistance to Needy Families (TANF) or tuition scholarship programs. If the different sources use different definitions of low-income, an LEA would need to adjust the results accordingly. For example, an LEA uses free and reduced price lunch data but private school children do not participate in the free lunch program; however, private school officials are able to provide an LEA with a count of children who are from low-income families using other sources of poverty data such as Temporary Assistance to Needy Families (TANF) or tuition scholarship programs. If the different sources use different definitions of low-income, an LEA would need to adjust the results accordingly.

16. How to determine poverty in a private school. 4. Using proportionality. An LEA may apply the low-income percentage of each participating public school attendance area to the number of private school children who reside in that school attendance area. To do this, an LEA will need the addresses and grade levels of those students attending private schools.

17. How to determine poverty in a private school. 5. Using an equated measure. An LEA may use an equated measure of low-income by correlating sources of data—that is, determining the proportional relationship between two sources of data on public school children and applying that ratio to a known source of data on private school children. For example, an LEA uses free and reduced- price lunch data, but those data are not available for private school students. However, if TANF data are available, the LEA could determine an equated measure of poor students in private schools based on free and reduced-price lunch data by correlating the two sets of data as follows: TANF in the public school is to free and reduced price-lunch as TANF in private schools is to “X.” TANF (public) = TANF (private) Free & reduced price lunch (public) X (private) In this example, the LEA may then use the equated number of private school students based on free and reduced-price lunch data (“X”) as the number of poor private school students.

18. Consultation (October) 1. Review the implementation of the program for the first month. 2. Discuss changes in roster of eligible children and the possibility of adding children to the program, as needed, depending on space and time. 3. Review process for coordinating Title I program with classroom teachers. 4. Review implementation of the professional development program. 5. Review implementation of the parental involvement program. *This concludes consultation for this cycle.

19. Resources Private School Resources/Equitable Services to Private School Children Private School Resources/Equitable Services to Private School Children http://www.sde.idaho.gov/site/title_one/ Sample Agendas for Consultation Meetings Throughout the School Year http://www.sde.idaho.gov/site/title_one/docs/toolkit/Tool%201.11- Sample%20Agendas%20for%20Consultation%20Meetings%20Thro ughou.doc Sample Agendas for Consultation Meetings Throughout the School Year http://www.sde.idaho.gov/site/title_one/docs/toolkit/Tool%201.11- Sample%20Agendas%20for%20Consultation%20Meetings%20Thro ughou.doc http://www.sde.idaho.gov/site/title_one/docs/toolkit/Tool%201.11- Sample%20Agendas%20for%20Consultation%20Meetings%20Thro ughou.doc http://www.sde.idaho.gov/site/title_one/docs/toolkit/Tool%201.11- Sample%20Agendas%20for%20Consultation%20Meetings%20Thro ughou.doc Sample Enrollment and Intent to Participate http://www.sde.idaho.gov/site/title_one/docs/private/Sample%20In tent%20to%20Participate%20Form%20Jan%202010.doc Sample Enrollment and Intent to Participate http://www.sde.idaho.gov/site/title_one/docs/private/Sample%20In tent%20to%20Participate%20Form%20Jan%202010.doc http://www.sde.idaho.gov/site/title_one/docs/private/Sample%20In tent%20to%20Participate%20Form%20Jan%202010.doc http://www.sde.idaho.gov/site/title_one/docs/private/Sample%20In tent%20to%20Participate%20Form%20Jan%202010.doc Income Determination Form 2011-2012 http://www.sde.idaho.gov/site/title_one/docs/private/Income%20D etermination%20Form%202009-10_Revised.doc Income Determination Form 2011-2012 http://www.sde.idaho.gov/site/title_one/docs/private/Income%20D etermination%20Form%202009-10_Revised.doc http://www.sde.idaho.gov/site/title_one/docs/private/Income%20D etermination%20Form%202009-10_Revised.doc http://www.sde.idaho.gov/site/title_one/docs/private/Income%20D etermination%20Form%202009-10_Revised.doc