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Private School Service Contract

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Private School Service Contract document sample

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									Private School Services
   Review the process of conducting
    meaningful consultation;
   Highlight the elements of Third-party
    Providers; and
   Define timelines and the process for
    effective program planning.
   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.
   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.
Timely and meaningful consultation must take place
during the design and development of the program(s).

Suggested areas of discussion are:

   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
  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
   A third-party provider must be independent of the
    private school and unaffiliated with any religious
    organization.
   The contract between the LEA and a third-party
    provider of Title I services should define:

       How eligible students will be identified;

       Which subjects and grade spans will be served;

       Maximum class size;
   How the program will be evaluated;

   How allocated funds for parental involvement and
    professional development services will be used;

   State the dates services should begin and end; and

   Require the provider to break out administrative,
    instructional, professional development, and parental
    involvement costs on its invoices.
   Consultation must continue throughout the implementation
    and assessment of services.

   Consultation must occur before the LEA makes any decision
    that affect 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.
   Services, materials, and equipment must be secular, neutral,
    and nonideological.

   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.

   The LEA is responsible for the academic services for students
    that reside within their geographic boundaries.
   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 are: instructional services
    outside the regular classroom, before/after school programs,
    family literacy, home tutoring, or computer-assisted
    instruction provided by the Title I teacher.
Program Planning
Title I, Part A
   Improving Basic Programs
Title I, Part B
   Reading First (Competitive)
Title I, Part B
   Even Start Family Literacy (Competitive)
Title I, Part C
   Education of Migratory Children
Title II, Part A
   Teacher and Principal Training/Quality
Title II, Part D
    Enhancing Education through Technology
Title III, Part A
    English Language Acquisition /Emergency Immigrant
Title IV, Part A
    Safe and Drug-Free Schools
Title IV, Part B
    21st Century Learning Centers (Competitive)

Carl Perkins/Career & Technical Education
   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
Suggested Planning Timeline
    Month                  LEA Activity                       Legal Basis

November     Begin consultation                      §1120(a)
             Obtain a complete list of all private
              schools within district’s boundaries
             Establish procedures for collecting
              poverty data

December     Mail “Intent to Participate Form”       §1120(a)

January      Continue consultation about status of
              current programs/services

February     Continue consultation                   §1120(a)
             Conduct meeting with private school
              officials
             Provide planning documents
             Consult /discuss services
             Review timeline

March          Continue consultation                 §1120(c)(1)
               Obtain Poverty data                   §1120(b)(1)(F) & (2)
               Verify addresses                      §200.78(a)(2)
               Meet/discuss data collected
                                                      §200.64(a)
        Month                  LEA Activity                             Legal Basis

April            Continue consultation                      §1115(b)
                 Determine criteria to be used              §1120(b)
                 Obtain names, addresses, grades of         §1120(b)(1)
                  students who meet the criteria
                                                             §200.62(b)
                 Discuss service and location
                                                             §200.62(b)(2)
                 Design service to meet the need
                                                             §200.63(a) and (b)
                                                             §200.64
May                Evaluate programs and services           §1120(b)(1)(D)
                   Determine the standards                  §200.63(b)(5)
                   Assess programs for progress
                   Make modifications if progress has not
                    been met

June             Continue consultation of current           §1120(b)
                  programs/services and planning for next    §200.63
                  school year
                 Determine professional development
                  and parental involvement needs, design
                  activities, and inform private school
                  officials of tentative program
       Month                  LEA Activity                            Legal Basis

July            Inform private school officials about the    §1120(a)(3)
                 readiness of the programs and services       §1120(b)(4)
                Update officials if there are any changes    §200.62(a)(1)
                Provide funding figures for upcoming
                                                              §200.63(e)
                 year
                Complete all necessary reports,
                 affirmation form, hiring, etc.
                Complete plans for programs and
                 services and set dates for when they will
                 begin



August          LEA begins Title I services for identified   §1120(a)(1)
                 students                                     §200.62(a)(1)
                Obtain a list of newly enrolled students     §200.65
                Consult with private school officials on
                 how new students might be
                 accommodated in the program
                Initiate professional development and
                 parental involvement activities based on
                 previous spring’s consultation
    Month                  LEA/Activity                          Legal Basis

September    Continue consultation about current         §1120(b)(2)
              programs and services implementation        §200.63(c)
              and modify as necessary




October      Continue consultation with private          §1120(b)(2)
              school officials about the status of        §200.63(c)
              current programs and services
             Start planning for the next school year’s
              consultation cycle
Determining Poverty of Private School
                             Students
 The  LEA must work with the private school
  officials to obtain poverty data on 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.
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.
   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).
   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 a waiting list.
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.
   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.
Professional Development & Parental
                       Involvement
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.
Title I Professional Development

   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.”
Title II Professional Development

   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:

       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 teacher how to teach students with different needs, including
        students with disabilities or limited English proficiency, and gifted and
        talented students;
Title II Professional Development

   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] children achieve high
academic standards.

      Note: Parent compacts and Parental
      Involvement Policies are not required of private
      schools.
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).
   Test scores of participating students will be
    evaluated; and

   Results will be used to determine program success
    and failures.
Questions?
   Marcus E. Cheeks – Division Director
       mcheeks@mde.k12.ms.us

Betina S. White – Private School Coordinator
          bswhite@mde.k12.ms.us

								
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