Transcript TUSD Title I and Private Schools

Title I & II and
Private Schools
Spring Meeting
March 21, 2013
Equitable Services
The Elementary and Secondary Education
Act (ESEA) of 1965 requires that public
school districts provide equitable
educational services to eligible private
school students, teachers, and principals.
 Title
I = Improving the Academic
Achievement of the Disadvantaged
 Title
II = Preparing, Training, and Recruiting
High Quality Teachers and Principals
Other Title Services available
through TUSD:
Title III = Language
Instruction for ELL and
Immigrant Students

Please contact the
TUSD Language
Acquisition Dept. at
225-4600. They can
provide testing,
materials, and training.
Exceptional Ed

Please contact the
TUSD Exceptional
Education office at
225-6610 to arrange
for testing and services.
“Private School” Defined:
The law requires that public school districts
provide equitable services only to private
“nonprofit” elementary and secondary
schools.
NCLB defines “elementary” and
“secondary” schools to mean only
“nonprofit institutional day or residential
school(s)”.
Within Arizona, this is K-12 and excludes
preschool and anything beyond 12th grade.
Timely and Meaningful
Consultation
 Timely
= Consultation with private school
officials must occur before TUSD makes
any decision about services.
 Meaningful
= TUSD must genuinely
consider the recommendations of private
school officials.
Consultation Timeline
Month
Activity
August
• Fall Private School meeting
• Collect Student Selection forms and begin services
September October
• Consult with private schools and modify services as necessary
• Send out “Intent to Participate” forms to all private schools for
following year
• Monitor tutors through observations
NovemberDecember
• Consult with private school officials about the status of current
programs and services
• Send out participation forms for next year to responding schools.
January
• Continue consultation with private school officials about current
programs and services.
February March
• Spring Private School meeting
• Distribute Needs Assessments to begin planning for the next year.
• Monitor tutors through observations
April-May
• Evaluate programs for the current school year making
suggestions for modifying programs that will be implemented again
• Provide funding figures and complete plans for next year’s
programs and set dates for when they will begin
June
• Finalize actions related to programs and services
• Inform private school officials about the readiness of programs
and services for the upcoming school year
Title I – Improving Academic
Achievement
 Instructional
Services
 Professional
Development
 Parent
Involvement
Title I – Improving Academic
Achievement
Instructional Services

Supplemental instruction provided by either
a TUSD “highly qualified” teacher or third
party contractor.

Can be pull-out during the school day (but
not from core classes), after school, on
Saturdays, or a summer program.

Instructional services must supplement and
not supplant the services that are available
to private school students.
Title I – Improving Academic
Achievement
Professional Development

Funds must be used to enhance the
capacity of private school teachers to
serve Title I students.

Training must be secular, neutral, and nonideological. Training provided by a religious
organization will be funded at the
percentage of overall content determined
to be secular.
Title I – Improving Academic
Achievement
Professional Development Title I funds…

cannot be used to upgrade the instructional
program in the regular classroom.

cannot be used to reimburse a private school
for professional development training.

cannot pay for substitutes.

cannot pay for private school teachers to
attend trainings or conferences operated by
the private school if the training is required of all
private school teachers.

can pay a private school teacher a stipend.
Title I – Improving Academic
Achievement
Parent Involvement

Annual Parent Meeting is required to
explain Title I services, introduce tutors, and
give opportunity for questions.

Other activities for parents over the year
must meaningfully enhance their ability to
help their children meet challenging
academic standards (e.g. seminars, parent
meetings, parent education, etc.)
Title I – Improving Academic
Achievement
Parent Involvement Required Documents:
 Annual
Parent Meeting invitation, sign in
sheet, and agenda
 Permission Forms for student participation
 School Compact detailing student, parent,
and school commitments and responsibilities
 School Policy including school statement of
purpose, calendar of events, and other
policies
 Annual Evaluation involving parents to
evaluate past year and plan coming year
Title I – Improving Academic
Achievement
Determining Allocation and Student Eligibility:

Allocation is based on Student Address* and
Low Income Status (free/reduced lunch)

Student Eligibility for services is based on
Student Address* and Academic Need
(* must reside within a TUSD Title I school boundary)
Title I – Improving Academic
Achievement
Forms for determining allocation:

Family Income
Eligibility Form
(list of grades and
addresses of low
income private
school students
who live within
TUSD boundaries)
Title I – Improving Academic
Achievement
Forms for determining allocation:

Enrollment Survey
(tally of low income
private school
students by TUSD
home school)
Title I – Improving Academic
Achievement
Forms for determining eligibility (students
who receive services):
List all students eligible for Title I services (eligibility is based on residing in TUSD Title I school boundary & academic need).
Students selected for services must be the most academcially at risk.
Home Street Address
Zip
Code
857-
Gender
(M) (F)
Grade
Level
English Learner? Place a check mark in this column if the student needs help with language acquisition
Rank each student for level of academic proficiency, active learning, and socio-emotional 1 - Substantially
Evidence:
development
Below
Selection:
Place a check mark in this column if the student is selected to participate.
Socio Emotional
Student First Name
1 high need - 4 low need
Math Evidence
Student TUSD Title
I Home Boundary
School
Student Last Name
Student
Rank
Active Learning
Selection
Form
Private School Name:
English
Language
Learner?
Literacy
Evidence
 Student
2012-2013 Title I
Student Selection List
Selected
for T-1
Services

2 - Below Expectation
4 - Exceeds
3 - Meets Expectation Expectation
Title II – Teacher and Principal
Training
Activities to be carried out for private school
personnel (teachers, principals) must be:

Based on a review of scientifically based
research

Expected to improve student academic
achievement
Title II – Teacher and Principal
Training
Professional development activities may
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
Title II – Teacher and Principal
Training
Professional development activities may
include:

Training in how to teach students with
different needs, including students with
disabilities or limited English proficiency, and
gifted and talented students

Training in methods for improving student
behavior, identifying early and appropriate
interventions, and involving parents more
effectively in their children’s education
Title II – Teacher and Principal
Training
Professional development activities may
include:

Leadership development and
management training to improve the
quality of principals and superintendents

Training in the use of data and assessments
to improve instruction and student
outcomes
Title II – Teacher and Principal
Training
Title II funds cannot be used…

to pay any portion of a private school
teacher’s salary or benefits

to pay for substitute teachers who replace
private school teachers while they attend
PD activities

to cover administrative costs for PD
programs for public or private school
teachers (must come out of set-aside)

to pay for any PD that is part of a private
school’s contract with its teachers
Title II – Teacher and Principal
Training
Title II funds can be used…

to pay for a private school teacher’s
attendance at a professional development
conference sponsored or conducted by a faith
based organization at the percentage
determined by TUSD to represent secular PD

to pay stipends to private school teachers
participating in a PD program as reasonable
and necessary, e.g. to compensate teachers for
their participation outside their regular
employment hours (must be on same basis as
public school teachers)
Title II – Teacher and Principal
Training
Determining Allocation:

Based upon total student enrollment count
(for same day used by public school district)

Can only be received through the public
school district in which the private school
resides
Arranging for Title I or Title II
Professional Development
Three paths of requisition (after consultation):
(1) Register for a conference (usually at
a convention or conference center)
(2) Contract with a vendor (usually at
your site)
(3) Use a TUSD trainer or training event
Arranging for Title I or Title II
Professional Development
Purchase Order or Reimbursement?

Purchase Order – usually requires 2-3 weeks
(requires 4-6 weeks lead time if it involves
arranging travel).

Reimbursement – requires incurring expenses and
submitting original receipts to be to Title I office.
(please refer to Travel Policy for Private School document)
Other Important Info:

Federal Guidelines require that Public School
Districts retain control of all Title funds (and
never write checks directly to private schools).

Valid Purchase Orders must be obtained
before goods or services may be ordered.

Even when planning on being reimbursed,
private schools must get permission and
provide information for the TUSD Title I office
to complete Work Time Release Forms for all
participants.
Title I & II Program Design
Planning for both Title programs is based upon
each private school’s Needs Assessment.
Needs Assessments must identify:





Greatest areas of student academic needs
Data used to identify areas of need
Areas of need ranked in order of priority
Topics for teacher training based on
student needs
Measurable goals for increased student
achievement and plan for program
evaluation
Private School Officials
Roles and Responsibilities:





Participating in consultation
Providing lists of addresses and grades of low
income students
Providing lists of names, addresses, and grade
levels of children who meet the multiple,
educationally related, objective criteria for
participation eligibility
Suggesting ideas, program designs and
modifications that meet the needs of your
eligible children, your teachers, and your
families
Providing dedicated space, if appropriate
Review of Key Terms/Ideas:
 Equitable
Services (based upon the same
“per pupil” allocations as public schools)
 Timely
and Meaningful Consultation
 Supplemental
 Secular,
 Fiscal
(not supplanting)
Neutral, Non-ideological
and Administrative Control remains
with public school district
Website Help
The TUSD Title I website has several very helpful
tabs. I have updated and expanded the
Private School Support section which is replete
with helpful information.
Please visit at:
http://www.tusd1.org/contents/depart/title1/
privateschool.asp
Any Questions?
Thanks for coming!
Bill Glad
Title I Program Coordinator Private Schools
Tucson Unified School District
1010 E. 10th Street
Building A, Room 221
Tucson, AZ 85719
520.225.6290 Phone
[email protected]