1. U.S. Department of Education Center for Faith-Based and Community Initiatives www.ed.gov/faithandcommunity Becoming a Supplemental Services Provider

2. Agenda  Overview of the White House’s Faith-Based and Community Initiatives  Impact of the No Child Left Behind Act  Explanation of Supplemental Educational Services and the application process  Guidance on completing an application to become a provider of supplemental educational services

3. Faith-Based and Community Initiatives Encourage FBCO’s participation in federal and state programs Remove barriers to their participation Address public needs Broaden pool of applicants making process more competitive www.fbci.gov

4. No Child Left Behind Act www.NCLB.gov Greater parental choice More flexibility Proven methods Higher accountability

5. Math Reading Language arts To offer the parents of students attending Title I schools in need of improvement additional sources of academic instruction for their children outside normal school hours in: Supplemental Educational Services Purpose:

6. Schools in Need of Improvement  Title I schools for three consecutive years that have not met Adequate Yearly Progress (AYP)  AYP is defined by the individual states or state education agency (SEA)  Benchmarks used to measure how effective schools are in improving student achievement annually  Goal: 100% of all students being proficient Applies to charter schools receiving Title I funds

7. Eligible Students  Low-income students attending Title I schools in need of improvement  Eligible students prioritized by greatest academic need if providers limited  Students are identified by local school or local education agency (LEA)

8. Eligible Providers  Institutions of higher education (IHE)  Private or public schools—not in need of improvement  For-profit agencies  Non-profits  faith-based  community-based

9. Application Process  Applications developed and reviewed by SEAs  Format/submission dates vary by state  Successful applicants placed on list of approved state providers  Parents select a provider; establish agreement with provider for tutoring services  Provider tutors the student  Provider is paid by LEA

10. Planning Ahead  Thoroughly review application guidelines  Deadlines  Page limits  Required documentation  Application rubric if available  Review state academic standards --benchmarks for grades K-12  Locate schools in need  Determine the schools you can serve  Develop strategy for providing services and marketing your service

11.  Organizational bio page  Name, address, contact person, phone, fax, email, etc  Identify target areas ; entire state or specific schools  Application narrative  10 to 15 pages addressing “Core Criteria”  Signed assurance form  Allowable attachments—brochure, letters of recommendation, sample materials Application Format Contact your SEA for specific details List of Approved Providers Supplemental Services Provider Application

12. Core Provider Criteria  Demonstrated record of effectiveness  Evidence of high quality instructional strategies  Curriculum consistent with state and local standards  Financially sound organization  Services consistent with federal, state, and local health safety standards and civil rights laws Demonstrate how service can improve student performance

13. Overview of Provider Service  Location of tutoring service—describe facilities  Time/Duration: length of each session, number of sessions, days and times when tutoring available  Grade levels and subjects areas served  Ability to serve students with disabilities  Evidence demonstrating tutoring service aligned with state standards and follows local curriculum

14. Staff Profile  Teacher’s certification requirements  see state guidelines for teachers/paraprofessionals  Ability to provide high quality instruction  Appropriate academic and professional experience  Emphasis on ability to communicate and relate to students  See application about including resumes Welcome to supplemental services

15. Staff Considerations Foreign language skills Computer literate Experience with learning disabilities Opportunities for staff evaluation Professional development sessions Passed thorough background check

16. Types of Instruction  Individual Instruction—one teacher one student  Small group—2 to 15; optimum small group learning environment number around 7 students  Classroom style—15 to 25; avoid when and where possible for tutoring  Distance learning—innovative practice utilizing technology to teach students in various locations

17.  Modeling—teacher demonstrates the desired outcome as students watch  Guided Practice—teacher demonstrates behavior as students work on similar activity  Application—students work independently in class or at home Proven Methods

18. Teaching Tips Create a positive learning environment Relate the abstract to the practical Vary the format of the tutoring sessions Utilize technology where appropriate Emphasize reading, reading, reading!

19. Measuring Results  Student achievement is the goal  Character building is important by-product  Evaluate student progress often  Provide specific detail on methods/timelines  Chart weekly  Pre and post tests of students  Regular contacts with students’ teachers  Cite track record in application  Beginners—emphasize the quality of your methods if limited or no previous experience  Keep parents informed

20. Forging Partnerships  Partnership exists between key parties  SEA, LEA, provider, students and their parents  Develop student learning plan together  Communication is vital and should be highlighted in the application  Responsibilities and goals for each party should be well defined and understood  Signed assurance  Partnership Agreement with student’s parent

21. Assurance Form Example Provider certifies following:  Organization meets federal, state, and local health safety standards and civil rights laws  Staff qualifications meet standards under No Child Left Behind  Course content secular, neutral, non-ideological  Organization is financially stable  May require business license, 501C3 paperwork, audit reports, proof of liability insurance Must be included for the application to be complete

22. Partnership Agreement  Specific goals set for improved student performance  Timetable and evaluation method agreed upon  Establish regular times of communication  Details outlining provider’s payment  Termination clause included  Services consistent with applicable civil rights laws  Non-disclosure of student information

23. Privacy Issues Confidential For Your Eyes Only  Student records must be securely maintained  Staff should refrain from discussing students’ performance with others  Remove student indicators from any public advertisements  With permission the provider may use former clients as references

24. Paying the Provider  Providers paid by the LEA  LEA not required to pay for transportation  Provider should clearly detail all costs in application: Tutor salary Technology costs Administrative costs Materials LEAs are required to spend their Title I per pupil allocation or the actual cost of the supplemental services for each student being served which ever is less.

25. Using Funds Correctly  Funds are only to be used to provide supplemental educational services to eligible students  Funds can not be used for religious instruction  Maintain financial records for each student served  Use tutoring records to support financial records  Have a separate account for funds from supplemental services

26. Winning Reminders Understand and incorporate state standards into your tutoring services Utilize up to date scientifically proven methods of instruction Be as flexible as possible in meeting parent’s schedules Get the word out about your service Help students excel in the classroom

27. Best wishes in applying to become a Supplemental Services Provider! 1-800-USA LEARN www.nclb.gov