Serving and Assessing the Private School Program

1. On the View tab, click GRIDLINES to help you align your text boxes and images. (The gridlines will not be displayed during your slide show.) Remember to change the date on the Handouts Master and determine whether you want slide numbers to appear on all of your slides. Serving and Assessing the Private School Program 9th Annual Title Programs ConferenceJune 15-16, 2011

2. Presenters Phyllis Conn Georgia Department of Education Title I Education Program Specialist pconn@doe.k12.ga.us (706) 581-1050 Randy Phillips Title I Education Program Specialist rphillips@doe.k12.ga.us (770) 334-8390

3. Workshop Purpose To offer centralized guidance and support to Districts and Private School officials working with Title I Programs Agenda Designing and Delivering Services Administrative and Fiscal Control - Assessing the Private School Program - Standards and Assessment - Annual Progress and Program Modification Sample Goals and Summative Evaluations Summary

4. GUIDANCE

5. Guidance The Elementary and Secondary Education Act of 1965 (ESEA) provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. Section 1120 of the Title I Part A guidelines requires a participating District to provide eligible children attending private elementary and secondary schools, their teachers, and their families with Title I services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their families.

6. Guidance Title I, Part A Aimed at children who are at risk of failing to meet the State’s student academic achievement standards or other more appropriate standards for private school Title l students as determined in consultation.

7. Designing and Delivering Services

8. Designing and Delivering Services Who is responsible for planning and designing service for eligible private school students? Through the consultation process, the District must design a program that meets the needs of the private school and its students. The program must be designed to assist students in meeting the achievement goals established by the private school curriculum.

9. Designing and Delivering Services What are the timelines for consultation? The consultation process spans two years - Planning year – Months 1 to 10 (October – July) - Program year – Months 11 to 20 (August- May) Consultation cycles overlap - Returning private schools are involved in consultation for planning the next fiscal year’s program implementing and evaluating implementation of the current fiscal year’s services

10. Designing and Delivering Services What are the timelines for consultation? The process of consultation begins in October (month 1) Letters are sent to private schools inviting them to participate in the Title I program Districts must contact private school officials with children who reside in the district boundaries regardless of private school location (including out-of-state private schools) Invitation must include the date, time, and place of consultation meeting Invitation must be postmarked three weeks prior to the consultation meeting The District must retain a written returned receipt verifying the contact was made

11. Designing and Delivering Services What are the timelines for consultation? The consultation process for planning the private school program is ongoing through May (month 8) - Detailed information related to consultation timelines and planning can be found in the conference session and powerpoint titled Title I Consultation and Equitable Services.

12. Designing and Delivering Services What are the timelines for consultation? The consultation process continues throughout the implementation of the private school program, August (month 11) through May (month 20) The consultation cycle concludes for a private school program after the school year has closed, the district and private school have assessed the effectiveness of the private school Title I program decisions have been made concerning revisions for future private school Title I programs, May (month 20)

13. Designing and Delivering Services How does a District design a Title I program? Through employing methods and instructional strategies for improving academic achievement that have been shown to be effective through scientifically based research. Through giving primary consideration to providing extended learning time and a high quality curriculum. Through providing an instructional program that complements the private school’s curriculum and classroom instruction.

14. Designing and Delivering Services What are the requirements for teachers and paraprofessionals hired to deliver private school instruction? Teachers and paraprofessionals hired by the District to provide Title I service must meet the teacher and paraprofessional qualification requirements in §1119 of the Elementary and Secondary Education Act of 1965 (ESEA). The District may hire a private school teacher outside of the time he or she is employed by the private school, the private school teacher must be under the direct supervision of the District with respect to all Title I activities, and the teacher must meet the requirements in ESEA, §1119.

15. Designing and Delivering Services What are the requirements for teachers and paraprofessionals hired to deliver private school instruction? continued Teachers and paraprofessionals hired by a third-party provider are not required to meet the requirements in ESEA §1119. A Title I program for private school participants staffed entirely by paraprofessionals is not permitted.

16. Designing and Delivering Services Identifying Students for Services Students receiving service must: Reside in a Title I eligible attendance area within the district Be identified and selected using Multiple Criteria: Achievement Tests; Teacher referrals and recommendations based on objective, educationally-related criteria (Pre-K through 2nd grade are selected solely on teacher-parent assessment); and Grades.

17. Designing and Delivering Services Timing of Services Must begin at the same time as the public program. If not, the District should provide additional services during the remainder of the year and carryover any unspent funds.

18. Designing and Delivering Services What is the role of the district when a third party provider provides service to the Private School? The District - Retains responsibility for supervision of the instructional program. - Retains responsibility for the implementation of The Title I Program. - Retains responsibility for the assessment of the Title I program.

19. Administrative and Fiscal Control

20. Administrative and Fiscal Control Is the district or the private school responsible for the private school program? Control of Title I funds and title to materials, equipment, and property purchased with such funds shall be in a public agency. [ESEA, §1120 (d): Public Control of funds]

21. Administrative and Fiscal Control How does the District maintain fiscal and administrative control? The District maintains fiscal and administrative control through The Consultation Process - Providing timely and meaningful consultation - Obtaining affirmation of consultation; Teacher hiring and supervision or Contracting with third-party contractors;

22. Administrative and Fiscal Control The district maintains fiscal and administrative control through: Student selection process - District works with private school to complete multiple selection criteria form - District ranks and selects students for the Title I program; Delivery of Instruction - District designs a program that must provide reasonable promise of the private school children achieving the high levels called for by the State’s student academic achievement standards or equivalent standards applicable to the private school children; [CFR 200.64(b)(2)(iii)(B)]

23. Administrative and Fiscal Control The district maintains fiscal and administrative control through: End of Year Program evaluation - Methods and goals determined during consultation - No School Improvement consequences; Providing Equitable Services - The Allocation of Title I Funds - Equitable Participation in Programs; Spending and obligating Title I funds - District authorizes all expenditures - District may not reimburse private schools; and

24. Administrative and Fiscal Control The district maintains fiscal and administrative control through: Supplies, Equipment, and Property - District maintains up-to-date property inventory - District marks all inventory as property of Title I - District conducts inventory verification visit - District removes any excess inventory from private school - District verifies only Title I students use Title I supplies and equipment - District does not charge administrative expenses against the equitable participation funds for private school students.

25. Administrative and Fiscal Control The District is responsible for the private school Title I program and must ensure that the program complies with Title I requirements. The District may not delegate any responsibilities for fulfilling Title I requirements to the private school.

26. Assessing the Private School Program

27. Assessing the Private School Program Guidance for Academic Assessment ESEA Section 1120 (b) CONSULTATION— (1) IN GENERAL – To ensure timely and meaningful consultation, a local educational agency shall consult with appropriate private school officials during the design and development of such agency’s programs under this part on issues such as - - (D) how the services will be academically assessed and how the results of that assessment will be used to improve those services. [The Elementary and Secondary Education Act of 1965]

28. Assessing the Private School Program Guidance for Academic Assessment An LEA must annually assess the progress of the Title I program toward enabling private school Title I participants to meet the agreed upon standards. E-1 In what subjects does an LEA assess private school children? An LEA normally would assess private school children in the subjects in which the LEA provides Title I services to those children [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003]

29. Assessing the Private School Program Guidance for Program Modification Every year the LEA and private school officials must consult on what constitutes annual progress for the Title I program. In measuring annual progress, the LEA has the flexibility to group children in a manner that will provide the most accurate information about their progress. For example, the LEA may decide to group children by Instructional method, grade level, school, or other appropriate basis. If the Title I program for the private school participants does not make the expected annual progress, the LEA must annually make modification to the Title I program. [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003 E. STANDARDS, ASSESSMENT, AND PROGRAM MODIFICATION, paragraph 3]

30. Assessing the Private School Program Guidance for Parental Involvement C-2. How does an LEA provide equitable services for parents of private school students participating in the Title I program? An LEA must provide equitable services to parents of private school participants from the funds set aside for this purpose. Activities for the parents of private school participants must be planned and implemented after meaningful consultation with private school officials and parents. [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003]

31. Assessing the Private School Program Guidance for Parental Involvement C-2. How does an LEA provide equitable services for parents of private school students participating in the Title I program? (continued) Activities that LEAs can provide parents that will assist private school students in achieving high academic standards include a written agreement between the LEA and parents of private school participants regarding the responsibilities of the LEA and parents in the Title I program, parent meetings, communication between the Title I teachers and parents on students academic progress, parent-teacher conferences, and parent education. [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003]

32. Assessing the Private School Program Guidance for Professional Development D-1 How does an LEA meet the equitability requirement for professional development? ….Activities for the teachers of private school participants must be planned and implemented with meaningful consultation with private school officials and teachers. [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003]

33. EVALUATION

34. EVALUATION What is Evaluation? Evaluation is the analysis and comparison of actual progress measured against prior plans, oriented toward improving plans for future implementation. It is part of a continuous management process consisting of planning, implementation, and evaluation; ideally with each following the other in a continuous cycle until successful completion of the activity. [LinguaLinks Library, Version 4.0, published by CD-ROM by SIL International, 1999]

35. EVALUATION What is Evaluation? Evaluation is a systematic, objective process for determining the success of a policy or program. It addresses questions about whether and to what extent the program is achieving its goals and objectives. [BJA Bureau of Justice Assistance, Center for Program Evaluation and Performance Measurement]

36. EVALUATION TYPES OF EVALUATION Two types of evaluation are formative and summative. Formative evaluation assesses current, ongoing program activities, provides a process by which the planned program is compared with the actual program, and measures the progress made toward meeting the program goals. Summative evaluation measures the success of a completed program and is used to make decisions about future programs.

37. Standards and Assessment

38. Standards and Assessment Consultation Regarding Standards and Assessment During the consultation process, public and private school officials must discuss what standards will be used to measure the effectiveness of the Title I programs as indicated by the achievement of the private school participants. If LEA officials, in consultation with private school officials, determine the state’s standards are an inappropriate measure for the program’s effectiveness, the LEA must use alternative standards that reasonably promise that the services provided will enable the private school participants to achieve the same high level called for by the state student achievement measures.

39. Standards and Assessment Alternative Standards If the evaluations based on the State of Georgia’s mandated curriculum--the Georgia Criterion-Referenced Competency Test (CRCT), the Georgia High School Graduation Tests (GHSGT), and the End of Course Tests (EOCT)--do not accurately reflect the curriculum of the private school the LEA may use other assessment measures that more accurately reflect the private school curriculum. An assessment aligned with the curriculum of the private school may be a more appropriate measure of the effectiveness of the Title I program. Different standards for different private schools may be necessary to accurately reflect progress based on the curricula of individual private schools.

40. Standards and Assessment Who is assessed? All private school students participating in the Title I program What is assessed? At a minimum, each student is assessed in mathematics and/or reading and language arts. An LEA normally assesses private school students in the subjects in which the LEA provides Title I Services to those children. Students receiving non-instructional type services, such as counseling, must be assessed in mathematics and/or reading language arts to determine if the services the student received, such as counseling, improved academic achievement.

41. Standards and Assessment Funding the Assessment Title I funds may be used to assess private school children if the assessment is used only for Title I purposes. To the extent, however, that an assessment is conducted for other purposes, it may not be paid for from Title I funds. An LEA may not pay a private schoolfor the assessment data of Title I participants [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003]

42. Standards and Assessment Using Private Schools’ Assessment Data Officials of the private schools may provide the LEA with assessment data that the private school has collected on Title I students as part of its testing program. The LEA may use this data to determine progress of the LEA’s Title I program. However, private school officials are not obligated to do this, and refusal of private school officials to provide these data does not release the LEA from its obligation to provide services and assess the progress of the private school participants in the Title I program. [Title I Services to Eligible Private School Children, Non-Regulatory Guidance, October, 2003]

43. Annual Progress and Program Modification

44. Annual Progress and Program Modification Use of Annual Assessment Results The results of the annual assessment are used to determine if the private school participants in the Title I program made expected annual academic progress. The assessment data is also used to assist the public school officials, in consultation with the private school officials, in determining the professional development needs of the private school teachers who teach participating Title I participants and in determining the most appropriate activities for parents for the upcoming year.

45. Annual Progress and Program Modification Establishing Annual Goals Goals should be written in measurable terms and should be developed in the following areas Student academic achievement Title I Program Parental involvement Professional Development Additional goals based on the Title I Program design

46. Annual Progress and Program Modification Assessing and Evaluating Annual Goals Formative assessments should be conducted throughout the school year by the LEA to determine progress being made toward reaching the goals that were established through the consultation process. Summative assessments should be conducted at the end of the school year to determine the success of the Title I program. Modifications to the following year’s Title I program should be made based on the summative assessment.

47. Annual Progress and Program Modification The annual evaluation by the district of the Private School Program must include Measurable goals in the areas of Academic Professional Learning Parent Involvement Measures implemented to meet those goals Evaluation of the results of measures implemented Analysis of the successfulness of measures implemented Program modification for the next year based on the evaluation

48. Annual Progress and Program Modification Reporting annual progress The district may create their own evaluation instrument (a sample format will be provided but the format is not required) Sample Title I Sample Private School Evaluation The final evaluation must include the dates of the consultation meetings The final evaluation must include the date of the final narrative reviewing the effectiveness of the program and modifications for the upcoming school year and the signatures of the Title I Director and the Private School Administrator

49. Annual Progress and Program Modification Reporting Annual progress The final evaluation must be attached to the Consolidated Application Attachment tab prior to June 30 of each fiscal year Affirmation of Consultation forms must be attached to the Consolidated Application Attachment tab prior to June 30 of each fiscal year Affirmation of Equitable Services must be attached to the Consolidated Application Attachment tab prior to June 30 of each fiscal year

50. Sample Goals and Summative Evaluations