Project OneEducational SystemBinder1. Describe the nature .docx
Title i presentation for ps os
1. Information for Private School
Officials (PSO) in By-Passed LEAs in
Missouri
Title I: Equitable Services to
Private School Children
2. Welcome & Introductions
• Welcome, private school officials from the by-passed
LEAs in Missouri. Thank you for your time as you
navigate through this presentation.
• We realize that many of you are unable to attend our
regional consultation meetings for Title I due to other
commitments. The purpose of this presentation is to
give you an opportunity to receive program
information through an alternative method.
• As you go through this presentation please jot down
your questions. There will be POC information for you
to share your questions at the end of the presentation
and a form to complete which verifies consultation
participation.
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3. Overview of the Presentation
• This presentation contains information about
the following topics:
– Background Information about your service
provider and the U.S. Department of Education
Title I contract for by-passed LEAs
– Program Updates and 2013-14 Summary Results
– Required Consultation Topics
– Other program information
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4. Background for Title I By-passed LEAs
• NESI, under contract with the U.S. Department
of Education, administers the program to
provide Title I services to eligible private school
children, families and private school teachers of
Title I students in by-passed LEAs in Missouri.
– Since 2003, NESI has performed the functions of the LEA
for the bypassed LEAs.
– Our administrative project office is located in St. Louis.
– NESI administrative and instructional staff are responsible
for ensuring Title I services are provided in accordance
with the Title I law and the contract for the bypassed LEAs.
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5. Program Updates
• For school year 2014-15, NESI is providing
reading and math intervention services for:
– 859 eligible children in grade spans from pre-
kindergarten to 8th grade
– 76 private schools in 40 LEAs. These service
models include pull-out and extended day.
– NESI has 57 full and part-time certified teachers
serving these students
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6. New for 2014-2015
• An additional option we are offering this year in
LEAs where instructional programs are difficult to
schedule is:
– Providing opportunities for teachers of eligible private
school students to participate in professional
development, which will impact the academic growth of
eligible students.
– Options include online courses, DVD programs and
membership in professional reading organizations. All of
the programs target working with struggling students.
• Many programs have added technology, such as e-
beams, ipads, and educational apps to support the
instructional program. We appreciate your support
with Internet connectivity.
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7. Summary of Last Year’s Program
Outcomes
• Program Goals and Benchmark Results in SY 2013-14
– Served the academic needs of 1153 students at 73 sites in
40 bypassed LEAs
– 96% of 1st grade students and 99% of 2nd grade students in
Reading achieved a minimum growth of 3 instructional
reading levels as measured by Benchmark Assessment
System.
– 82.4% of students in grades 3-5 had an increase of 2 NCEs
or more in their total reading score on a standardized
reading test
– 89.6% of the students in grades 3-5 increased +2NCEs or
more in their total math score on a standardized math test
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8. Summary of Last Year’s Program
Outcomes
• 96.3% of classroom teachers of Title I students pre-K-8th grade
indicated strongly agree/agree on a survey that students had shown
improvement in their regular classwork.
• NESI Title I teachers had at least one face-to-face meeting with 85%
of parents/families of their Title I students
• NESI invited 100% of the private school teachers in LEAS with
Professional Development funding to a minimum of 2 PD activities
– 100% of private school teachers attending PD workshops gave a rating
of agree or greater on 80% of the items on the evaluation of the
workshop
• The full summary report of last year’s results is available as an
web link to this presentation.
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9. Consultation Process
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• What is it?
• When should it occur?
• What are the requirements of
consultation?
8
10. Consultation - What is it?
• Consultations are:
–Two-way discussions between NESI
(acting as the LEA) and private
school officials (PSO) on key issues
that affect the ability of eligible
private school students to participate equitably in Title
I programs. Consultation is annual and ongoing.
• Only after discussing key issues during
consultation with PSOs can NESI make its final
recommendations and decisions with respect to
the Title I services
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11. Consultation - When should it occur?
• NESI leadership has ongoing discussions with
appropriate PSOs throughout the
implementation and assessment of Title I
services. These discussion must be timely and
meaningful.
– Added emphasis in the Fall and Spring to facilitate
the design of the program.
– Consultation can be in many forms-face to face,
telephone, email, and virtual means.
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12. What are the Required Topics for
Consultation?
1. Data sources to be used to identify children’s needs;
2. Services to be offered;
3. Size and scope of equitable services;
4. How, where, and by whom the services will be provided;
5. How services will be academically assessed and how the
results of that assessment will be used to improve services;
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13. What are the Required Topics for
Consultation?
6. Size and scope of the equitable services to be provided to the
eligible private school children, and the proportion of funds
that is allocated for such services;
7. Method or sources of data used to determine the number of
children from low-income families in participating school
attendance areas who attend private schools (DESE
nonpublic registration site)
8. Delivery of services to private school children;
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14. What are the Required Topics for
Consultation?
9. Needs of private school teachers who teach Title I students
and the professional development program that will be
designed to meet their needs;
10. Needs of families of Title I children and the family
involvement program that will be designed to meet their
needs; and,
11. Complaint process
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We will go into topics 1-8 in more detail in following slides
and into topics 9-11 in following sections
16. Consultation - Discussion
Requirements
1. What are the data sources to be used to identify
children’s needs?
– Private School children who reside in Title I participating
public school attendance areas and are failing or most at
risk of failing to meet standards.
– Students are ranked for greatest need using multiple,
educationally-related, objective criteria; teacher referrals,
academic progress in the classroom; and, achievement test
scores
– Poverty is not a criteria for participation.
– NESI selects participants from names of eligible children
provided by PSOs using the criteria stated above.
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17. Consultation - Discussion
Requirements
2. What types of services are offered?
– Generally small group instruction of 3-5 students in reading and/or
mathematics, primarily during the school day; services cannot be
delivered in the regular classroom through team teaching or
cooperative learning.
– Other options may be available but the options must show
reasonable promise that academic performance of private school
participants will improve
– Title I instruction in reading and math may not supplant the private
school’s reading and math program –Title I may only supplement
instruction in the private school classroom
– Intervention instruction is coordinated with instruction that the
children are receiving in their classrooms-Our goal is to help
children show improvement in their classroom work
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18. Consultation - Discussion
Requirements
3. What determines the size and scope of equitable
services?
– The academic needs of eligible private school children and
the amount of funds available determine the number of
children served and types of services offered
– Through consultation, the decision is generally made to
pool funds within an LEA
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19. Consultation - Discussion
Requirements
4. How, where, and by whom will services be provided?
– Services are generally provided within a space in the private
school which is educationally appropriate and religiously
neutral. The Title I program has exclusive use and control of the
space during the time Title I services are being conducted.
– Instructional services are provided by employees of NESI.
Teachers are certified in appropriate academic areas and meet
background check qualifications. Teachers are paid according to
the LEA teacher pay schedule, per contract, to ensure
equitability with the LEA.
– Services must start by the 3rd Monday in September; however,
all data for eligible students must be received from the private
school officials and private school teachers in order for the
program to start on this date.
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20. Consultation-Discussion
Requirements
5. How will services be academically assessed and
how the results of that assessment will be used to
improve services?
– Program Standards for SY 2014-15 are attached to this
presentation
– What happens if segments of the program do not meet the
agreed upon academic standards?
• In consultation with the private school officials and NESI staff
changes to the Title I model are recommended and adopted to
help students have the best opportunity to meet the academic
standards
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21. Consultation - Discussion
Requirements
6. How are the proportion of funds allocated for the size and
scope of the equitable services to be provided to the
eligible private school children?
– The LEA calculates the per pupil amount (PPA) on the Title I
application, based on the total number of children from low-
income families residing in each attendance area attending
either public or private schools and the available funds
– The number of low-income private school children on the LEA
application multiplied by the per pupil amount (PPA)
determines the amount of funds allocated for instructional
services for eligible private school children in the LEA.
NESI must do this calculation to determine equitable funds for
eligible private school children annually using information on the
LEA application. Critical to this process is the low income count
you report on the DESE nonpublic school registration website.
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22. Consultation - Discussion
Requirements
7. What are the methods or sources of data used to determine the
number of children from low-income families in participating school
attendance areas who attend private schools? (DESE nonpublic
registration site)
• The information your school provides to the DESE nonpublic school registration site
is extremely important. You need to ensure that you are accurately reflecting the
number of students in participating public school attendance areas in the data you
supply to DESE as these numbers are reflected on the LEA’s Title I application and
are used to determine equitable funds for instruction for eligible private school
children
• Methods the private school may use to collect poverty data include:
– Federally funded free and reduced lunch-this method must be used if you have a
federally funded free and reduced lunch program in your school
– Survey data and extrapolation
– Proportionality (preferred method, if free and reduced lunch data is not available)
– Equated Measures
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23. What are the methods to determine Economic
Deprivation (low-income) Counts?
• Nonpublic school registration on the DESE website is
available during certain time frames for nonpublic
schools to indicate participation for the 2016 Title I
program
• If you indicate on the registration form that you wish to
participate in Title I programs you will need to provide
additional information of enrollment counts by LEA,
public school attendance area and grade level.
• Note: The information you provide on the nonpublic
registration page is very important to determine the
amount of equitable funds available to eligible private
school students.
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24. Using the Proportionality Method-Allocating Funds
for Private School Students
• To use proportionality to determine the low income count,
the school will need to input the addresses and grade levels
into the nonpublic registration website of all students, not just
low-income students residing in the public school attendance
area attending private schools (no names are required)
– To Use Proportionality: 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.
• Example: If the public school attendance area has a 60% low
income count, then 60% of the private school students
residing in that public school attendance area would
proportionally be considered low income students.
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25. Consultation - Discussion
Requirements
8. How is the delivery of services to private school children
determined?
» Consultation occurs with the PSO to determine grade levels and subjects
to be served
» NESI is responsible for planning, designing and implementing the Title I
program for the participating private school children, families and private
school teachers of Title I eligible students
» Instructional services are delivered to eligible private school children who
are selected using educationally related criteria. A program is planned to
address each student’s educational need.
» The program uses research based methods and instructional strategies for
improving academic achievement that have shown to be effective.
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26. Information on the Research-Based
Programs in Title I
• NESI primarily uses the Leveled Literacy Intervention
System (LLI) by Fountas and Pinnell for the
intervention reading program. This program uses
high quality fiction and non-fiction texts with a focus
on deep comprehension, fluency, systematic phonics
and writing. The system includes practical initial and
ongoing assessments and progress monitoring.
• Title I teachers use these programs to support
classroom instruction for reading.
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27. Information on the Research-Based
Programs in Title
• Moving with Math by Topic provides targeted
instruction in a coherent structure of skills
linking standards, pre and post tests, reviews,
and re-teaching. Lessons begin with hands-on
manipulatives, move to pictorial stage and
then to practice at the abstract stage.
• Teachers can differentiate instruction and
reteach based on pre and post test results.
• These programs support the classroom
instruction for math.
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29. Consultation - Discussion
Requirements
9. How are the needs of private school teachers who teach Title I
students and the professional development program designed
to meet their needs?
– Equitable funding for PD is based on whether the LEA set aside funds
for professional development
– If funds were set-aside for public school teachers, a proportionate
amount of funds will be available for professional development for
private school teachers of Title I students
– Programs to address the needs of private school teachers of Title I
students are developed in consultation with PSO and private school
teachers of Title I students
– Surveys and feedback are used to measure effectiveness of the
training and correlation with student progress
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30. Professional Development Reservation
Worksheet Example to Determine Amount
of Title I funds for Equitable Services
Reserved funds for Title I Professional Development Activities (§1119) - LEA must reserve
proportional funds for private school children from low-income families residing in participating
public school attendance areas.
If there is not a reservation for PD on the Title I application, there are no funds allocated for PD
for families of participating private school students. These funds may not be transferred to
instruction.
Parental Involvement Reservation under Sec. 1119 of ESEA
In participating public school attendance areas:
a. Number of private school children from low-income families = 11
b. Total children (public & private) from low-income families = 1106
Proportion of Reservation (a ÷ b) = 0.0099
Calculate Reserved funds for Title I Professional Development Activities
a. Proportion of Reservation = 0.0099
b. Reservation = $50,266
Reservation for Equitable Services (a x b) = $497.63
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31. Professional Development Initiatives
Some programs offered to private school teachers
of Title I students include:
• Teacher Workshops with a focus on struggling
readers and math
• Membership in national reading associations
• Online courses related to struggling learners
• DVD course materials with emphasis on support
for struggling learners
• All workshops were rated by participants as
strongly agree/agree on 95% of the 8 statements
on the workshop evaluation survey
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33. Consultation - Discussion
Requirements
10. How are the needs of families of Title I children and the
family involvement program designed to meet their needs?
• Equitable funding is based on whether the LEA set aside funds for
parent involvement
• If funds were set-aside, a proportionate amount of funds will be
available for parent involvement
• Programs to address the needs of private school families of Title I
students are offered to families throughout the year to include take-
home electronic devices and websites that offer extended learning for
families
• The effectiveness of the PI program is measured through parent
surveys and feedback
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34. Parental Involvement Reservation
Worksheet Example to Determine Amount
of Title I funds for Equitable Services
Reserved funds for Title I Parent Involvement Activities (§1118) - LEA must reserve proportional
funds for private school children from low-income families residing in participating public school
attendance areas.
If there is not a reservation for PI on the Title I application, there are no funds allocated for PI
for families of participating private school students. These funds may not be transferred to
instruction.
Parental Involvement Reservation under Sec. 1118 of ESEA
In participating public school attendance areas:
a. Number of private school children from low-income families = 11
b. Total children (public & private) from low-income families = 1106
Proportion of Reservation (a ÷ b) = 0.0099
Calculate Reserved funds for Title I Professional Development Activities
a. Proportion of Reservation = 0.0099
b. Reservation = $10,054
Reservation for Equitable Services (a x b) = $99.53
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35. Parental Involvement Initiatives
• NESI website for Parents
– Student work
– Parent resources
• Take-home Nooks http://missourititleibypass.com/
• Take home books, manipulatives, games
• Raz-Kids to practice reading
• Newsletters
• Parent Meetings and Workshops
• Based on a 72% response rate on the parent survey, 99% of
preK-8th grade parents strongly agree/agree that they have
seen improvement in their child’s reading or math skills
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37. Consultation –
Discussion Requirements
11. How do you resolve disagreements or initiate a complaint
process?
» Nonpublic school officials may have recourse, through the
compliant process if they do not believe their eligible
children, teachers or families are receiving equitable
services.
» NESI provides the complaint process annually to the PSOs
» NESI provides an opportunity to resolve issues that are
program related internally.
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39. Thank You
• NESI must maintain and provide to USED a
written affirmation, signed by PSOs that the
required consultation has occurred.
• When you have finished reviewing this
presentation, one of our staff will contact you
to ask if you have any questions and also ask
you to sign the written affirmation.
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40. Equitable Services to Private School
Students
• Any Questions? Please Contact:
• Project Director-Barbara Magrosky
• bmagrosky@nesieducation.org
• Tele.: 314-351-1735
• Instructional Supervisors
– Vicky Yochum-St. Louis metro area and SE Missouri
– Marcia Garland-St. Louis metro area and mid-state
– Jane Marschner-St. Louis metro area
– Rose Judy-Kansas City metro area and west-state area
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41. Web Links to Resources
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• Ensuring Equitable Services to Private School
Children, A Title I Resource Toolkit
• Summary of NESI Program Results for 2013-
2014
• Standards for 2014-15 Title I program
• Written affirmation form for consultation
2015-2016
40
Editor's Notes
At the end of this presentation, you will find the name of a NESI contact person that can answer your questions. There will also be a link to a form for you to complete to verify that you participated in consultation.
This presentation is broken down into the following components:
Read the bullets.
NESI administers the Title I contract in the Missouri by-passed LEAs for the US Department of Education. NESI has been the contractor for Title I services in Missouri since 2003 and in Virginia since 1979. The program includes services to eligible private school children, their families and the private school teachers of Title I students. We maintain an administrative office in St. Louis. Our staff is responsible for ensuring that Title I services are provided in accordance with the contract and Title I law.
We would like to share with you some program updates for this school year. We are serving 859 children in grade spans from pre-kindergarten to 8th grade in 76 private schools in 40 LEAs. The instructional service models include pull-out during the regular school day and in some smaller locations we offer extended day programs. We currently have 57 part time and full time certified teachers.
Something new for this year for private school teachers of eligible Title I students in LEAs where it is difficult to form cohesive instructional groups is the opportunity to participate in professional development offerings. Our goal is to provide alternate means to support the academic growth of eligible students if the traditional model is not feasible.
Some of the options available for professional development for these schools, and other private schools, include online courses, DVD programs and membership in reading organizations . All of the offerings support and target strategies to work with the private school struggling Title I students.
Also new this year is our technology initiative. Many of our programs have added technology as a component of instruction using e-beams, ipads. and educational software, such as Raz kids, to support the instructional component.
If you have not already received the results from last year’s program we would like to share some of the results.
Read bullets on next 2 slides.
Read bullets and share that the full summary is a link to the presentation at the end.
The second area we will be discussing today is the consultation process.
Consultations are discussions between the LEA, in this case NESI, and private school officials on key issues that explore and explain the ability of eligible private school students to participate equitably in Title I programs. The consultation process is annual and ongoing. NESI schedules individual consultation meetings with private school officials in the Spring and Fall to gather input for the design of the program, such as grade levels and subjects to be served, and how the student referral process works. Supervisors also discuss the school’s methods for data collection for the low income counts.
Consultations occur anytime there are contemplated changes to the program. Consultation can be in any format; however, face to face is preferred. Consultations can be via email, telephone calls or even in this case, virtual.
Even though we are delivering this information virtually, a follow-up consultation call or visit will be made by a NESI supervisor to discuss your questions or concerns.
We have listed the required topics for consultation on the next two slides. We will be discussing each one individually.
Read Bullets
Ok, let’s get started with #1—What are the data sources to be used to identify student needs?
#1-Student eligibility for Title I is identified using two data sources. Students must meet both of these criteria to be eligible for Title I.
First, the private school student must reside in a Title I public school attendance area in a bypassed LEA.
Secondly, the classroom teacher refers a student for academic intervention based on multiple educationally related, objective criteria. Students in grades below 3 grade are selected solely by teacher referral. Students in grades 3 and up may be selected through both teacher referral and a standardized test score below 50%.
Poverty or being from a low-income family is NOT a criteria for selection to participate in Title I programs. However, we will discuss later in this presentation more about the low income counts as they relate to available funding.
#2-What types of services are offered?
In consultation with the private school officials, NESI develops a program design for each program. As the private school official, you decide which grade levels and subject areas you would like to have as the instructional focus for the eligible students in your school. If it is not feasible to form cohesive instructional groups during the school day, we can also look at extended day options. Just to reaffirm the instructional model during the school day is the preferred model and has shown to have the biggest academic benefit for your students.
As you know, NESI teachers cannot supplant the reading or math instruction in your school. The intervention program we offer is in addition to the instruction provided by your staff. Think of it as the second scoop of ice cream on the cone you have already made.
#3 What determines the size and scope of the program for the eligible students in your school?
There are several factors which impact the size and scope of the program. The first is the academic needs of the eligible students that reside in a public school Title I attendance zone and second is the amount of funds available in the LEA for instruction. We will talk more about funding later in the presentation.
After you have indicated that you would like to have Title I services one of the first agenda items we work together is a Design Plan that identifies which students, grade levels, and subject areas will be best in your school. The students you identify must be referred by a private school teacher as struggling to meet academic standards and/or by a qualifying test score.
#4-How, where, and by whom are services offered?
Our Title I contract has specific guidelines we have to follow in order to provide services for eligible students. First, the space provided for Title I instruction in the private school must be religiously neutral and educationally appropriate. NESI teachers must have complete control over the space during the time Title I services are being conducted. Title I materials can only be used by Title I students and the materials and equipment must be stored in a secure location when not being used.
For pull out programs NESI will assign a certified teacher to your school who has a cleared background check and has had child protection training. For extended day programs we generally hire one of the school’s teachers to provide Title I services after school. Teachers are paid according to the LEA schedule for teachers and extended day.
According to our contract services must start no later than the 3rd Monday in September. Your role in providing the NESI teacher your eligibility lists and referrals in a timely way ensures we can meet that deadline.
# 5- How will the services be assessed and how do we use the results to improve services?
Program standards are reviewed annually based on the results of the assessment data collected each year. You can find the program standards for this year in a link at the end of this presentation.
Assessment data is collected through standardized testing, formative assessments, checklists and classroom teacher feedback. Survey data is collected annually from parents, classroom teachers of private school Title I students and private school officials.
We normally survey private school officials in the Fall and Spring. The survey gives you an opportunity to voice your opinions and provide feedback on our services. Your feedback helps us provide a better program for the Title I students, families and teachers of participating Title I students.
If participating students are not progressing based on assessment data, NESI will coordinate with PSO and our staff to modify the design plan to provide a better opportunity for academic growth.
# 6-How is the proportion of funds allocated to deliver the Title I program?
The funding for the eligible students attending your private school is calculated based on the low income student counts you enter into the DESE non-public school registration site for each LEA students represent. Suppose you have students from multiple LEAs attending your private school, you should be entering low income data for each LEA for your school.
NESI must calculate annually the funds available for private school students in each LEA based on the low income data for private and public school students and the per pupil amount. Critical to this process is the data you enter on the DESE website. If you are not entering data correctly or if the data is incomplete on the DESE website, then the amount of instructional funds available for private school students could be impacted. NESI supervisors are available to support you if you have questions about how to determine low income counts.
#7-How do you determine the low income count data for private school children who reside in public school Title I attendance areas?
Before you input data on the DESE website you should be collecting data regarding your low income students. If your school has a federally funded free and reduced lunch program you can use that student count to input by LEA into the DESE website. If you don’t have federally funded lunch program, there are 3 other measures you can use. DESE may allow you to use more than one method if you have students from multiple LEAs.
The three methods are: survey data and extrapolation; proportionality; and equated measures. We don’t have time to go into each method for this presentation. If you are not familiar with how to use these methods please ask NESI supervisors for help in determining how to collect the data and what data you input on the DESE website.
As a quick summary:
The data you enter on the DESE site for nonpublic schools is critical in determining the equitable Title I funding available for eligible students.
The information from your school must be entered into the DESE non-public school registration site during specific time frames. If you miss the deadline your eligible students may not be able to participate in the Title I program .
If you indicate that you want to participate in Title I programs you will need to enter data about grade levels and addresses for public school attendance areas.
If you marked that you want to participate in Title I programs and you have not in the past, a NESI representative should be in contact with you over the summer.
This slide on proportionality is here for your information. This is the method NESI prefers to be used for low income count data if you do not have a federally funded free and reduced lunch program; but, as the Private School Official you have to decide which method is best for your program.
As the representative acting in place of the by-passed LEA it is our responsibility to ensure the data is collected and entered correctly on the DESE non-public registration site.
NESI staff are available to consult with you and help you, as needed.
#8 How do we determined the delivery of services to private school children?
Consultation occurs with private school officials in late Spring to update the design plan and again in the Fall to re-confirm selections for grade levels to be served and subjects. A list of eligible students should be provided in Fall. If you have qualifying test scores those should be included on the eligibility list. NESI staff will then begin distributing and collecting referral forms from the classroom teachers. Students are ranked according to greatest academic need using academic criteria. Eligible students must live in a public school Title I attendance zone to qualify in addition to academic need.
The program is planned to address each participating student’s academic need.
The reading intervention program uses primarily the researched based Leveled Literacy Intervention System by Fountas and Pinnell. This program focuses on deep comprehension, fluency, systematic phonics and writing with ongoing assessments and monitoring using fiction and non-fiction texts.
Our intervention program integrates the teacher communication feedback on classroom work with the intervention program, which supports student success in the classroom.
As noted in the teacher feedback surveys, Title I students have consistently shown improvement in their classroom reading or math subjects.
Most of the programs have selected reading as the area of greatest need. However, in some locations we offer a math intervention program. NESI primarily uses Moving with Math as our curriculum source for teaching math. The program offers the students opportunities to use hands on manipulatives as they progress to more abstract thinking for math.
In this section of the presentation we are going to discuss the professional development opportunities available to private school teachers of Title I students.
Equitable funds for professional development for private school teachers of Title I students is based on whether the LEA set-aside funds for professional development for public school teachers. If the LEA did set-aside funds then a proportionate amount of funds are available for private school teachers of Title I students.
NESI has designated a PD Coordinator to design the PD program through consultation with private school officials and teachers of Title I students.
participant’s Surveys and feedback about the offerings indicate a high level of satisfaction with the training and its impact on their teaching of the Title I students in their classes.
This slide represents how the equitable funding for professional development is calculated using information from the LEA Title I application.
If you have individual questions about the professional development program please contact our office.
After consultation the PD Coordinator develops a program to address the specific needs of the private school teachers of Title I students. Some of the types of offerings include:
Read bullets. Useful and relevant
In this section of the presentation we are going to discuss the parent involvement opportunities available to private school families of Title I students.
If the LEA sets aside parent involvement funds in the Title I application then a proportionate amount will be available for families of private school Title I students.
These funds are used to address the needs of private school families of Title I students. Programs are offered to support families to extend their child’s learning at home through take-home electronic devices with educational software; through reading programs online; and, websites to support their child’s learning.
Parent satisfaction is measured through end of year surveys. Last year’s survey indicated that 99% of parents felt that their child’s reading or math skills had improved.
This slide represents how the equitable funding for parent involvement is calculated using information from the LEA Title I application.
If you have individual questions about the parent involvement program please contact our office.
Some of the initiatives we offer that support our Title I students’ families include:
Read bullets.
The last section of this presentation includes basic information about the complaint process NESI follows.
Resolution of complaints starts with our Project leadership.
If you, as a private school official, have questions or concerns about the program in your school, please share those concerns with the Instructional Supervisor first for quick resolution. If the IS can’t resolve the issue, then the Project Director will become involved to resolve or mediate the issue. We have found that most program complaints can be resolved by following these simple steps. You can contact the IS or PD by phone, email or during an on-site visit. Please follow-up with any concerns you have so they can be resolved and not allowed to expand.
If you have concerns about receiving equitable services for students, families or your teachers , the complaint process is in the written policy you receive at the beginning of every school year.
We are at the end of our presentation. We hope that the information we have presented provides you a clear overview of the required topics and consultation process. If you have questions about any of the topics we discussed please contact us for more information. The following slides provide the Title I program leadership staff’s names and contact information for the Project Director. The last slide provides links to resources for Title I.
Consultation is a two way process and our goal is to design an intervention program that meets the needs of your eligible students, teachers and families.
Thank you again for your time.
As part of our required processes for documentation, one of our NESI supervisors will be contacting you to inquire if you have any questions about the content and also ask you to sign the Affirmation of Consultation form, which is a link to this presentation.
