Consultation: Ensuring Equitable Services for Students and Teachers


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Ensuring Equitable Services for Private & Religious Schools
The rights of Private & Religious School Students and Teachers
How to Effect the Process Through Timely and Meaningful Consultation

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Consultation: Ensuring Equitable Services for Students and Teachers

  1. 1. Consultation: Ensuring Equitable Services or Students and Teachers Michelle Doyle 1
  2. 2. History of NCLB  Elementary and Secondary Education Act of 1965, as amended (ESEA)  Last reauthorized by Congress and signed into law January 2002 for 5 years  Has been extended while Congress works on reauthorization 2
  3. 3. What is Equitable Participation?  (1) assesses, addresses, and evaluates the needs and progress of public and private school students and educational personnel in the same manner;  (2) provides, in the aggregate, approximately the same amount of services to students and educational personnel with similar needs;  (3) spends an equal amount of funds to serve similar public and private school students and educational personnel; and  (4) provides both groups of students and educational personnel equal opportunities to participate in program activities. 3
  4. 4. Title I—Education for the Disadvantaged 4
  5. 5. Determining Title I funding  The LEA counts the number of public and private school students who qualify as low-income to determine a per pupil amount for allocating LEA funds 5
  6. 6. Determining Low Income  Using the same measure as the LEA uses for public school students  Using a survey of private school students based on the low income criteria of the district  Applying the low income percentage in the public school to the private school  Using an equated measure 6
  7. 7. Title I Funding (continued)  Low-income private school students residing in a Title I attendance area generate Title I funds 7
  8. 8. How Are Funds Used?  Title I funds are used to serve educationally needy students who reside in participating attendance areas  The students receiving services may or may not be poor 8
  9. 9. Determining Educational Need  Multiple, educationally-related measures  Age appropriate  Need not be the same measures as the public school uses for its students • For example, K-2 determinants not the same as 3-6 or 7-8 or 9- 12 • Report cards, test scores, classroom assessments, portfolio, teacher ratings, parent input 9
  10. 10. What Services Can Title I Offer?  Remedial and enrichment activities in reading, math, and other basic subjects  Counseling services  English language acquisition services  Teacher professional development  Parent programs 10
  11. 11. When Can Title I Services to Students be Delivered?  During school hours through a pull-out program  Before or after school  On weekends  During the summer  A combination of times  Must be supplemental 11
  12. 12. Who Delivers Title I Services?  A teacher hired by the LEA to deliver Title I services to private school students  A third party provider contracted by the LEA to deliver Title I services to private school students 12
  13. 13. Title IIA: Teacher Quality 13
  14. 14. Title IIA (cont.)  Purpose of Title IIA is to increase student achievement through improving teacher and principal quality  Based on the needs of the students, provides training and professional development: • In core subjects, • For improving student behavior, and • To integrate technology into the curriculum 14
  15. 15. Teacher Quality  Equitably serves private school teachers and principals  Provides high quality, sustained professional development in core subject areas  Meets the needs of private school students through teacher and principal professional development 15
  16. 16. Determining P.D. Services  Design of the PD program is determined through the consultation process  It is not sufficient for the LEA to simply invite the private school teachers to participate in the LEA’s PD program  The program must be designed to meet the needs of the private school students 16
  17. 17. Professional Development  Equitable portion of PD funds (not necessarily all Title IIA funds)—“Hold harmless” • 2001 PD funds from Eisenhower and Class-Size Reduction • Current year PD through Title IIA • Highest number: apply proportional share 17
  18. 18. Title III—English Language Learners 18
  19. 19. Purpose  Provides funds for teaching English to limited English proficient (LEP) children and helping them to meet State standards.  Funds must be used for increasing the English proficiency of LEP children by providing high-quality language instruction and high-quality professional development. 19
  20. 20. Who Receives Services?  •Services to ‐ LEP and/or immigrant children and youth enrolled in private elementary and secondary schools that are located within the area served by the LEA.  •Services to ‐ Teachers of LEP or immigrant children and youth or other educational personnel. 20
  21. 21. Title III Services  Administration of English language proficiency (ELP) assessment for identification and/or for purpose of evaluation of effectiveness of services (test booklets, teacher training, stipends to teachers to administer assessments);  •Participation in district-sponsored professional development, or professional development organized specifically for the private school teachers; 21
  22. 22. Title III Services  •Tutoring for students after school hours;  •Participation of students in a weekend program; and  •Purchase of supplemental instructional materials and supplies. 22
  23. 23. Determining Title III Services  •Question: How does an LEA determine what Title III services are to be provided?  •Answer: An LEA, in consultation with appropriate private school officials, determines the appropriate Title III services based on the needs of the identified LEP private school students and their teachers or other educational personnel and the amount of funds available for such services, subject to the expenditure requirements under section 9501 of the ESEA. 23
  24. 24. Continued…  The Title III services provided by the LEA for private school LEP students should be designed to meet their educational needs and supplement the educational services provided by the private school.  These services may be provided directly by the LEA or by a third party contractor who is independent of the private school and any religious organization. Title III services or benefits must be secular, neutral, and non‐ideological. 24
  25. 25. Consultation Process 25
  26. 26. What is Consultation?  Consultation is the required, ongoing process of communication between private school officials and public school special education officials on a list of topics 26
  27. 27. Consultation  Timely and meaningful  Before decisions are made  Funds available  Plan future meetings 27
  28. 28. Initiation of Process • LEA contacts private school officials located within its boundaries or—for Title IA—with students residing in the LEA and attending private schools • Extend invitation and convene meeting: give enough notice for meaningful participation 28
  29. 29. Timing of Consultation • Before decisions are made, such as ordering materials or hiring staff • Includes consultation during the design, development, and implementation of program • Early enough to allow for maximum participation of private school students and teachers by the start of the school year 29
  30. 30. Consultation Should… • Describe programs available and allowable activities • Address the specific needs of private school students and teachers • Provide opportunity for meaningful dialogue on program design 30
  31. 31. Consultation Topics • How the children’s needs 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 • Size and scope of equitable services and the amount of funds available for those services 31
  32. 32. Topics (cont.) • How and when the LEA will make decisions about the delivery of services • 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 32
  33. 33. Insufficient Consultation • An offer of services without an opportunity for private school officials to express their views • An offer to participate in the LEA program without regard for the needs of private school students and teachers 33
  34. 34. Continued Examples • A unilateral offer of services, either at a meeting or by a letter • A refusal to discuss the option of a third party provider • Calling a consultation meeting without adequate notice for private school officials to attend 34
  35. 35. Safeguards  Written explanation required of the LEA, giving analysis of the reasons they have for declining request for third party provider 35
  36. 36. Safeguards (cont.)  Sign off (written assurance)—Title I only • Timely and meaningful • Appropriate topics discussed • Views of private school heard • Reasonable expectation of equitable program  Complaint procedure 36
  37. 37. Consultation--Transparency 37
  38. 38. Resources Guidance citations for Title I and Title IX: and e.doc  U.S. Department of Education’s Title I Toolkit: f  Guidance for IDEA Services: 38
  39. 39. Additional Resources No Child Left Behind:  Council for American Private Education (CAPE):  United States Conference of Catholic Bishops NCLB Toolkit:  National Catholic Educational Association: IDEA:  National Catholic Educational Association:  United States Conference of Catholic Bishops: General updates:  39
  40. 40. 40 Thank you!!  Questions: email