ensuring equitable services to private schools l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Ensuring Equitable Services to Private Schools PowerPoint Presentation
Download Presentation
Ensuring Equitable Services to Private Schools

Loading in 2 Seconds...

play fullscreen
1 / 118

Ensuring Equitable Services to Private Schools - PowerPoint PPT Presentation


  • 355 Views
  • Uploaded on

Ensuring Equitable Services to Private Schools Under the Elementary and Secondary Education Act (ESEA) as reauthorized by the No Child Left Behind Act of 2001 (NCLB) Prepared by the Virginia Department of Education (VDOE) Updated October 2009 Private Schools and No Child Left Behind

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Ensuring Equitable Services to Private Schools' - Sophia


Download Now An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
ensuring equitable services to private schools

Ensuring Equitable Services to Private Schools

Under the Elementary and Secondary Education Act (ESEA) as reauthorized by the

No Child Left Behind Act of 2001 (NCLB)

Prepared by the Virginia Department of Education (VDOE)

Updated October 2009

private schools and no child left behind
Private Schools and No Child Left Behind
  • The Elementary and Secondary Education Act (ESEA) as reauthorized by the No Child Left Behind Act of 2001 (NCLB) provides benefits to:
    • private school students;
    • private school teachers; and
    • other education personnel, including those in religiously affiliated schools.
  • Services are considered to be assistance to students and teachers and not to private schools.
  • NCLB requires equitable participation of private school students, teachers, and other educational personnel.

(Sections 1120 and 9501)

table of contents
Table of Contents

PAGE

Part 1: Programs Governed by

The Uniform Provisions of Title IX4

  • Nine Programs6
  • Program Descriptions8
  • Meaningful Consultation67
  • Equitable Participation78
  • Eligibility82
  • Superintendent’s Memorandum85

Part 2: Title I, Part A90

  • Meaningful Consultation97
table of contents4
Table of Contents

PAGE

Part 3:General Information for All Programs 101

  • Timing of Services102
  • Transportation for Nonpublic School Pupils103
  • Tips for Private School Officials104

Resources 107

Guidance Documents109

Contact Information 117

part 1 programs governed by the uniform provisions of title ix
PART 1 Programs Governed by the Uniform Provisions of Title IX

Participation of Private School Teachers, Students, and Other Education Personnel

private school participation under title ix of esea
Private School Participation Under Title IX of ESEA
  • The Uniform Provisions in Title IX of ESEA, Sections 9501-9504, govern the participation of private school students, teachers, and other education personnel in nine NCLB programs.
  • Eligibility and participation requirements differ from program to program.
nine nclb programs under title ix
Nine NCLB Programs Under Title IX

PAGE

  • Title I, Part B (Subpart 1) Reading First9
  • Title I, Part B (Subpart 3) Even Start Family Literacy 15
  • Title I, Part C Migrant Education20
  • Title II, Part A* Teacher and Principal25Training and Recruiting Fund

*Title IX requirements apply to Title II, Part A, for professional development only, with equitable services to private school teachers. [Title IX, Section 9501(b)(3)(B)]

nine nclb programs continued
Nine NCLB Programs (continued)

PAGE

  • Title II, Part B Mathematics and Science 35

Partnerships

  • Title II, Part D Enhancing Education Through 43Technology
  • Title III, Part A English Language Acquisition49
  • Title IV, Part A Safe and Drug-Free Schools 56and Communities
  • Title IV, Part B 21st Century Community 61Learning Centers
title i part b subpart 1 reading first
Title I, Part B (Subpart 1) Reading First

Purpose of Program: (Section 1201)

  • Reading First is designed to significantly reduce the number of children identified with reading problems through early diagnosis and immediate intervention.
  • The goal is that all children will read on grade level by the end of third grade.
  • Funds are provided to states to support scientific reading research-based programs and practices to improve reading instruction.
  • Reading First funds support:
    • increased professional development to ensure that all teachers have the skills they need to teach these programs effectively; and
    • use of screening and diagnostic tools and classroom-based instructional reading assessments to measure how well students are reading and to monitor their progress.

(Guide to U.S. Department of Education Programs 2008, p.155, http://www.ed.gov/programs/gtep/gtep.pdf)

title i part b subpart 1 reading first12
Title I, Part B (Subpart 1) Reading First

Provision of Services to Private Schools:

  • Private school students in the public school division receiving Reading First funds are eligible for services if:
    • private school children reside in the attendance area of a public school receiving Reading First funds, or
    • the location of a private school is in the attendance area of a public school receiving Reading First funds.

(Equitable Services to Private School Students and Teachers, January 2008, http://www.ed.gov/programs/readingfirst/guidance7-06.doc)

title i part b subpart 1 reading first13
Title I, Part B (Subpart 1) Reading First

Receipt of Services in Private Schools:

  • Private school teachers and students in Virginia must comply with the requirements of Virginia’s Reading First plan to participate.
  • The requirements include:
    • establishment of a ninety-minute uninterrupted instructional reading block;
    • use of scientifically-based instructional programs, materials, and strategies;
    • use of approved screening, diagnostic and outcome measures; and
    • required training of all teachers of grades K-3 through the Virginia Teacher Reading Academy.
      • Superintendent’s Memorandum Informational, Number 190, August 15, 2008 on Reading First http://www.doe.virginia.gov/info_centers/superintendents_memos/2008/08_aug/inf190.html
title i part b subpart 1 reading first14
Title I, Part B (Subpart 1) Reading First

Receipt of Services in Private Schools:

  • Services to private school students and teachers* include:
    • reading coach services for private school teachers as long as the coach is a public employee or contractor and is under the supervision of the public school division;
    • purchase of instructional materials, including reading textbooks for the use of private school students (only if their current reading program does not meet Reading First requirements); and
    • stipends for private school teachers who are participating in Reading First professional development activities (outside of regular employment hours).

*Provided the private school students and teachers belong to a private school that is located in the attendance area of a public school receiving Reading First funds.

(Equitable Services to Private School Students and Teachers, January 2008, http://www.ed.gov/programs/readingfirst/guidance7-06.doc)

title i part b subpart 1 reading first15
Title I, Part B (Subpart 1) Reading First

Receipt of Services in Private Schools (continued):

  • The public school division is required to use the same assessment with private school students, if appropriate, that it uses to evaluate the effectiveness of the Reading First program with public school students.

(Equitable Services to Private School Students and Teachers, January 2008, http://www.ed.gov/programs/readingfirst/guidance7-06.doc)

title i part b subpart 3 even start family literacy
Title I, Part B (Subpart 3)Even Start Family Literacy

Purpose of Program:

  • The Even Start Family Literacy Program provides funding through competitive grants to partnerships of school divisions and other public and private entities to support comprehensive family literacy programs. (Section 1231)
  • Programs target and serve at-risk families who are most-in-need. (Sections 1235, 1236, and 1237)
  • Eligibility is determined by the parent or guardian’s levels of literacy and income. (Section 1235)
title i part b subpart 3 even start family literacy18
Title I, Part B (Subpart 3)Even Start Family Literacy

Purpose of Program (continued):

  • The literacy level of the parent or guardian is indicated by:
    • the absence of a high school diploma or its equivalent; or
    • inability to speak, read, or write in English. (Section 1235)
  • If the parent/family is eligible, the school-age child may be up to age 7 when the family enrolls in Even Start. (Section 1236)
  • The program integrates the following services:
    • early childhood education;
    • adult education;
    • parenting education; and
    • parent-child interactive literacy activities. (Section 1235)
title i part b subpart 3 even start family literacy19
Title I, Part B (Subpart 3)Even Start Family Literacy

Provision of Services to Private Schools:

  • Children from the ages of birth to 7 who attend private schools are eligible for Even Start services if the following apply:
    • their parents are eligible and enrolled in the program; and
    • if the children receive Title I services. (Section 1236)

Receipt of Services in Private Schools:

  • The program requires equitable services for eligible Even Start families.
title i part b subpart 3 even start family literacy20
Title I, Part B (Subpart 3)Even Start Family Literacy

Location of Services:

  • How and where services are provided is determined through consultation with private school officials.
  • The Even Start grantee is responsible for ensuring that timely and meaningful notification and consultation is conducted with appropriate private school officials located within the program’s service area.
  • Notification may be accomplished by inclusion of the school division’s Even Start program in the process undertaken by the Title I office. (Section 1304)
title i part c education of migratory children
Title I, Part CEducation of Migratory Children

Purpose of Program: (Section 1301)

  • The Migrant Education Program provides financial assistance to improve education for migrant students to reduce the educational disruption that results from repeated moves.
  • The program ensures that migrant children receive full and appropriate opportunities to meet the same academic and content standards that all children are expected to meet.
  • States provide services and activities either directly or through subgrants to either school divisions or public or nonprofit private agencies.
title i part c education of migratory children23
Title I, Part CEducation of Migratory Children

Provision of Services to Private Schools:

  • Children who attend private schools are eligible to receive migrant education services if they:
    • meet the definition of a migrant child;
    • meet the priority for services criteria in Section 1304(d) of NCLB; and
    • have specified educational needs identified through the state’s comprehensive needs assessment and service delivery plan.
  • The fiscal agent for a regional Migrant Education Program (MEP) is responsible for conducting the timely and meaningful consultation with allappropriate private school officials located within the regional MEP.
title i part c education of migratory children24
Title I, Part CEducation of Migratory Children

Provision of Services to Private Schools(continued):

  • The local operating agency has the discretion to determine what number of eligible students is too few to serve, so long as this determination is made on an equitable basis (i.e., on the same basis as public schools).
    • If it is feasible and equitable, the agency may adopt alternative methods that are cost-effective to serve small numbers.
    • These methods could include individual tutoring programs, professional development activities with the classroom teachers of eligible migrant students, or other strategies.

(Title I, Part C, Education of Migratory Children, Draft Non-Regulatory Guidance, 2003)

title i part c education of migratory children25
Title I, Part CEducation of Migratory Children

Receipt of Services in Private Schools:

  • The program requires equitable services for private school migrant students and their teachers, and other education personnel in schools located in targeted areas.

Location of Services:

  • How and where services are provided is determined through consultation with private school officials.
    • Based on the outcome of the consultation between the public and private school officials, direct services may be provided at the public or private school, including religiously affiliated schools.

(Title I, Part C, Education of Migratory Children, Draft Non-Regulatory Guidance, 2003)

title ii part a teacher and principal training and recruiting
Title II, Part ATeacher and Principal Training and Recruiting

Purpose of the Program:

  • The program provides assistance for preparing, training, recruiting, and retaining high-quality teachers.
  • The amount of funding available for services to private school personnel is governed by Section 9501(b)(3), which requires equitable services for private school teachers and other education personnel to the extent that the division uses its funds for professional development.
  • Services must be:
    • supplemental, and not supplant, professional development activities already taking place;
    • nonsectarian and nonideological; and
    • based on need and research.

(Office of Non-Public Education, “Benefits to Private School Students and Teachers,” pp. 4-5)

title ii part a teacher and principal training and recruiting28
Title II, Part ATeacher and Principal Training and Recruiting

Provision of Services:

  • Activities may include the following:
    • improving teachers' knowledge in the core academic subjects and effective instructional teaching strategies;
    • technology integration training;
    • training in the methods to:
      • teach students with different learning styles;
      • assist teachers in using assessments to improve instruction and student outcomes; and
      • improve student behavior, identify early and appropriate interventions, and involve parents more effectively in their children’s education; and
    • educational leadership development.

(Title II, Part A, Improving Teacher Quality State Grants, Non-Regulatory Guidance, Section G, October 5, 2006; Title IX, [Section 9501(a)(2)])

title ii part a teacher and principal training and recruiting29
Title II, Part ATeacher and Principal Training and Recruiting

Provision of Services (continued):

  • Examples of non-allowable activities for private schools include the following:
    • salaries for principals, teachers, or substitute teachers;
    • professional development activities with a sectarian or ideological focus; and
    • materials for students.
      • Only materials for teachers to use for professional development purposes are allowable; and
      • The public school division maintains the title to any materials purchased.

(Title II, Part A, Improving Teacher Quality State Grants, Non-Regulatory Guidance, Section G, October 5, 2006; Title IX, [Section 9501(a)(2)])

title ii part a teacher and principal training and recruiting30
Title II, Part ATeacher and Principal Training and Recruiting

Provision of Services(continued):

  • For the purposes of determining the amount of program funds for services to private school teachers, the law "imputes" a minimum amount of program funds devoted to professional development as the total amount spent in fiscal year 2001 for professional development under the predecessor Eisenhower Professional Development Program and the Class Size Reduction Program.
  • The amount of funds to be used in providing equitable services to participating private schools is determined as follows:
    • Set-aside amounts to be used on behalf of private schools are calculated on a per pupil basis within the annual application for Title II, Part A, funds and entered into the overall Title II, Part A, budget.

(Title II, Part A, Improving Teacher Quality State Grants, Non-Regulatory Guidance, G-9, October 5, 2006)

title ii part a teacher and principal training and recruiting31
Title II, Part ATeacher and Principal Training and Recruiting

Provision of Services (continued):

  • The per pupil calculation is based on K-12 enrollments of the school division and participating private schools.
  • The baseline figure to be used to calculate per-pupil amounts is the larger amount of either of the following:
    • the amount awarded to the school division in 2001-2002 for professional development under the Eisenhower Professional Development Program; or
    • the amount of funding in the current year’s application designated for professional development.

(Title II, Part A, Improving Teacher Quality State Grants, Non-Regulatory Guidance, G-5, October 5, 2006)

title ii part a teacher and principal training and recruiting32
Title II, Part ATeacher and Principal Training and Recruiting

Provision of Services (continued):

  • Regarding fiscal issues, the school division and private school should work together to ensure activities are planned and implemented and adequate time is allowed for encumbering and reimbursing expenses.
    • Funds are available as of July 1 of the award year.
    • Funds must be expended within a 27-month timeframe. (For example, 2008-2009 funds are available as of July 1, 2008, and must be encumbered no later than September 30, 2010.)
    • The public school division is responsible for administering all funds.

(Title IX, Part E, Uniform Provisions Subpart 1—Private Schools,

Non-Regulatory Guidance, Section F, August 2005)

title ii part a teacher and principal training and recruiting33
Title II, Part ATeacher and Principal Training and Recruiting

Provision of Services(continued):

  • A private school may not pay for services and request reimbursement from the school division.
  • Materials purchased on behalf of the private school for professional development remain the property of the public school division.
  • If a private school teacher attends an approved professional development activity (consult with local school division prior to enrollment), it is permissible for the school division to reimburse the individual teacher directly for out-of-pocket expenses.

(Title IX, Part E, Uniform Provisions Subpart 1—Private Schools,

Non-Regulatory Guidance, Section F, August 2005)

(Title II, Part A, Improving Teacher Quality State Grants, Non-Regulatory Guidance,

G-12, October 5, 2006)

title ii part a teacher and principal training and recruiting34
Title II, Part ATeacher and Principal Training and Recruiting

Receipt of Services:

  • Teachers and principals in private, nonprofit private schools within the geographic boundaries of the school division are eligible to participate in Title II, Part A, professional development services.

(Title IX, Section 9501(c)(1))

title ii part a teacher and principal training and recruiting35
Title II, Part ATeacher and Principal Training and Recruiting

Location of Services:

  • How and where services are provided is determined through consultation with private school officials and should include:
    • how the needs of children and teachers 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 the equitable services; and
    • how and when the school division will make decisions about the delivery of services.
  • If needs are similar between public and private schools, public and private school teachers may participate jointly in professional development activities.

(Title II, Part A, Improving Teacher Quality State Grants, Non-Regulatory Guidance, Sections F-G, October 5, 2006)

title ii part b mathematics and science partnerships
Title II, Part BMathematics and Science Partnerships

Purpose of Program:(Section 2201)

  • The purpose of the Mathematics and Science Partnership (MSP) program is to improve the academic achievement of students in the areas of mathematics and science by encouraging state departments of education, institutions of higher education, school divisions, elementary schools, and secondary schools to participate in programs that:
    • improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers;
title ii part b mathematics and science partnerships38
Title II, Part BMathematics and Science Partnerships

Purpose of Program(continued):

  • focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers' intellectual growth and upgrades teachers' knowledge and skills;
  • bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers' teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools;
title ii part b mathematics and science partnerships39
Title II, Part BMathematics and Science Partnerships

Purpose of Program:(Section 2201)

    • develop more rigorous mathematics and science curricula that are aligned with challenging state and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and
    • improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.
  • Each state has the flexibility to determine what the priorities will be for each grant cycle.
  • Grants are awarded on a competitive basis in response to a request for proposals issued by the Virginia Department of Education.
title ii part b mathematics and science partnerships40
Title II, Part BMathematics and Science Partnerships

Provision of Services to Private Schools:

  • All partnering institutions, including private schools, must be identified in the grant proposal and include evidence of partnerships.
  • The program requires the equitable participation of teachers who teach in private schools located in school divisions where grants are awarded.
  • The term “eligible partnership” means a partnership that shall include:
    • an engineering, mathematics, or science department of an institution of higher education; and
    • a high-need school division.
title ii part b mathematics and science partnerships41
Title II, Part BMathematics and Science Partnerships

Provision of Services to Private Schools(continued):

  • The eligible partnership may include:
    • another engineering, mathematics, science, or teacher training department of an institution of higher education;
    • additional school divisions, public charter schools, public or private elementary or secondary schools, or a consortium of such schools;
    • a business; or
    • a nonprofit or for-profit organization of demonstrated effectiveness in improving the quality of mathematics and science teachers.
title ii part b mathematics and science partnerships42
Title II, Part BMathematics and Science Partnerships

Receipt of Services in Private Schools:

  • Private schools that have chosen to participate as partners in the grant should receive access to services in the same manner as public school participants.
  • The program allows participation of teachers who teach in private schools located in school divisions where grants are awarded, if the private school has been indicated as a partner.
    • School divisions must apprise private schools of the opportunity and requirements of the grant as they are writing the proposal.
    • Private schools cannot join the grant unless indicated as a partner from the beginning.
  • The grant proposal should outline specific activities and timelines and all partners should be an integral part of designing the program.
title ii part b mathematics and science partnerships43
Title II, Part BMathematics and Science Partnerships

Location of Services:

  • How and where services are provided is determined though consultation with all of the partners in the MSP grant.
title ii part d enhancing education through technology
Title II, Part DEnhancing Education Through Technology

Provision of Services to Private Schools:

  • School divisions and local entities must provide, on an equitable basis, educational services or other benefits that address the needs under the program of children, teachers, and other educational personnel in private schools in areas served by the school divisions and local entities.
  • Expenditures for educational services and other benefits for private school children, teachers, and other educational personnel must be equal to the expenditures for participating public school children taking into account the number of eligible students and educational needs of the children to be served.

(Title IX, Part E, Uniform Provisions, Subpart 1 – Private Schools, Section G, Non-Regulatory Guidance, 2005)

title ii part d enhancing education through technology46
Title II, Part DEnhancing Education Through Technology

Provision of Services to Private Schools (continued):

  • When working with private school officials, school divisions:
    • may use third-party contractors;
    • maintain control of funds;
    • manage implementation and maintain ownership of assets;
    • may pay stipends to private school educators;
    • may not reimburse for goods/services purchased by private schools; and
    • may hire and pay private school teachers to provide federal supplementary services to private school students, but time spent providing such services must be separate from their contract hours with the private school.

(Title IX, Part E, Uniform Provisions, Subpart 1 – Private Schools, Section G, Non-Regulatory Guidance, 2005)

title ii part d enhancing education through technology47
Title II, Part DEnhancing Education Through Technology

Provision of Services to Private Schools(continued):

  • Federal funds may not be used to purchase textbooks for private school students' use in their regular classroom.
  • Purchases with federal funds must be supplemental and must not supplant what the private school would otherwise provide.
  • Private schools may participate in the school division’s professional development activities and divisions in demonstrating reasonable promise of effectiveness with services that meet the specific needs of private schools.

(Title IX, Part E, Uniform Provisions, Subpart 1 – Private Schools, Section E, Non-Regulatory Guidance, 2005)

title ii part d enhancing education through technology48
Title II, Part DEnhancing Education Through Technology

Receipt of Services in Private Schools:

  • The program requires equitable services for private school students, teachers, and other educational personnel in private schools in areas served by the school divisions and local entities.

(Title IX, Part E, Uniform Provisions, Subpart 1 – Private Schools, Section E, Non-Regulatory Guidance, 2005)

title ii part d enhancing education through technology49
Title II, Part DEnhancing Education Through Technology

Location of Services:

  • The school division or local entity has the responsibility to implement programs for private school students, teachers, and other educational personnel.
  • How and where services are provided is determined through consultation with private school officials.
  • If a school division or local entity contracts with a third-party provider to provide services and benefits to eligible private school students and teachers, the division or local entity remains responsible for ensuring that private school students and teachers receive equitable services and the requirements of the statute are met.

(Title IX, Part E, Uniform Provisions, Subpart 1 – Private Schools, Section G, Non-Regulatory Guidance, 2005)

title iii part a english language acquisition language enhancement and academic achievement
Title III, Part A English Language Acquisition, Language Enhancement and Academic Achievement

Purpose of the Program:(Section 3102)

  • The purpose of Title III, Part A, is to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet.
title iii part a english language acquisition language enhancement and academic achievement52
Title III, Part A English Language Acquisition, Language Enhancement and Academic Achievement

Provision of Services to Private Schools:

  • Limited English Proficient (LEP) children and educational personnel in private schools that are located in the geographic areas served by the school division receiving Title III, Part A, funds are eligible to receive services.
  • School divisions may serve private school LEP students and educational personnel either directly or through contracts with public and private agencies, organizations, and institutions.

(Office of Non-Public Education (ONPE), Private School Participation in Title III Programs)

title iii part a english language acquisition language enhancement and academic achievement53
Title III, Part A English Language Acquisition, Language Enhancement and Academic Achievement

Provision of Services to Private Schools (continued):

  • Services provided to private school children and educational personnel must be secular, neutral, and nonideological.
  • Teachers providing services to private school students, whether school division employees or third-part contract employees, are subject to the requirement that those teachers in a Title III, Part A, program must be fluent in English and any other language used for instruction.

(Office of Non-Public Education (ONPE), Private School Participation in Title III Programs)

title iii part a english language acquisition language enhancement and academic achievement54
Title III, Part A English Language Acquisition, Language Enhancement and Academic Achievement

Receipt of Services in Private Schools:

  • Services provided to children and educational personnel in private schools must be equitable and timely and address their educational needs.
  • Funds provided for educational services for private school children must be equal, taking into account the number and educational needs of those children, to the funds provided for participating public school children.
  • The control of funds used to provide services and the title to materials and equipment purchased with those funds must be retained by the school division.

(Office of Non-Public Education (ONPE), Private School Participation in Title III Programs)

title iii part a english language acquisition language enhancement and academic achievement55
Title III, Part A English Language Acquisition, Language Enhancement and Academic Achievement

Location of Services:

  • How and where services are provided is determined through consultation with private school officials.
  • Consultation with private school officials should include:
    • how the LEP children’s needs will be identified;
    • what services will be offered;
    • how, where, and by whom the services will be offered;
    • how the services will be assessed;
    • how the results of the assessment will be used to improve those areas;
    • the size and scope of services;

(Office of Non-Public Education [ONPE], Private School Participation in Title III Programs)

title iii part a english language acquisition language enhancement and academic achievement56
Title III, Part AEnglish Language Acquisition, Language Enhancement and Academic Achievement

Location of Services(continued):

  • amount of funds available for services; and
  • how and when the school division will make decisions about the delivery of services, including a thorough consideration of the views of the private school officials on the provision of contract services through potential third-party providers.
title iv part a safe and drug free schools and communities act
Title IV, Part ASafe and Drug-Free Schools and Communities Act

Purpose of Program: (Section 4002)

  • The Safe and Drug-Free Schools and Communities Act provides financial assistance to support programs that:
    • prevent violence in and around schools;
    • prevent the illegal use of alcohol, tobacco, and other drugs;
    • involve parents and communities; and
    • are coordinated with related federal, state, school, and community efforts and resources to foster a safe and drug-free learning environment that promotes academic achievement.
title iv part a safe and drug free schools and communities act59
Title IV, Part ASafe and Drug-Free Schools and Communities Act

Provision of Services to Private Schools:

  • School divisions must consult with appropriate private school officials during the design, development and implementation of programs on issues such as:
    • how the children’s and teachers’ needs will be identified;
    • what services will be offered, how, where and by whom the services will be provided;
    • how the impact of the services will be assessed and how the results of the assessment will be used to improve those services;
    • size and the scope of the equitable services;
    • amount of funds available for those services; and
    • consideration and analysis of the views of the private school officials on the provisions of contract services through potential third-party providers.
title iv part a safe and drug free schools and communities act60
Title IV, Part ASafe and Drug-Free Schools and Communities Act

Provision of Services to Private Schools(continued):

  • If the needs of the private school students and teachers are different from those of public school students and teachers, the school division, in consultation with private school representatives, is required to assist the private school in developing a separate program.
  • All programming must follow the Principles of Effectiveness and implement authorized activities (services) that are scientifically-based (also referred to as evidence-based)(Section 4115 –Authorized Activities).
  • Decisions affecting private school students’ and teachers’ participation in Title IV, Part A, programs are made only after consultation has taken place.
  • Funds used to provide services to private school students and their teachers must remain under the control of the division; title to materials, equipment, or property to support services or benefits to private school children must remain with the division.
title iv part a safe and drug free schools and communities act61
Title IV, Part ASafe and Drug-Free Schools and Communities Act

Receipt of Services in Private Schools:

  • Children enrolled in private elementary and secondary schools and their teachers must be provided equitable violence and alcohol, tobacco and other drug educational services or benefits, compared to services and benefits received by the public school children and teachers.

Location of Services:

  • How and where services are provided is determined through consultation with private school officials.
    • Based on the outcome of the consultation between the public and private school officials, services or activities may be provided at the public or private school, including religiously affiliated schools or another mutually agreed upon setting.

(Title IV, Part A, Safe and Drug-Free Schools and Communities Act, Draft Non-Regulatory Guidance for State and Local Implementation of Programs, 2004)

title iv part b 21 st century community learning centers
Title IV, Part B21st Century Community Learning Centers

Purpose of Program:(Section 4201 and Section 4205)

  • The competitive grant program provides for academic enrichment activities, including tutorial services to help students, particularly those who attend low-performing schools, to meet academic achievement standards in core academic subjects, such as reading and mathematics.
  • Additional authorized services, designed to reinforce and complement the regular academic program, include:
    • youth development activities;
    • drug and violence prevention programs;
    • counseling programs;
    • art;
    • music;
title iv part b 21 st century community learning centers64
Title IV, Part B21st Century Community Learning Centers

Purpose of Program (continued):

    • recreation programs;
    • technology education; and
    • character education programs.
  • Services are offered to families of students served for literacy and related educational development.
title iv part b 21 st century community learning centers65
Title IV, Part B21st Century Community Learning Centers

Provision of Services to Private Schools:

  • The grant program provides before- and afterschool activities, as well as weekend, holiday, and summer services to students and their families.
  • Private schools are eligible to apply for local grants provided they meet all statutory and regulatory requirements of the program.
  • A public school or other public or private organization that is awarded a grant must provide equitable services to private school students, and their families (in the area served by the grant).
  • Services and benefits provided to private school students must be secular, neutral, and nonideological.

(Title IV, Part B, 21st Century Community Learning Centers Non-Regulatory Guidance, February 2003)

title iv part b 21 st century community learning centers66
Title IV, Part B21st Century Community Learning Centers

Receipt of Services in Private Schools:

  • Students, teachers, and other educational personnel in private schools in the area served by the grant are eligible to participate in 21st CCLC programs on an equitable basis.
  • In designing a program, grantees must provide comparable opportunities for the participation of both public and private school students in the area served by the grant.

(Title IV, Part B, 21st Century Community Learning Centers Non-Regulatory Guidance, February 2003)

title iv part b 21 st century community learning centers67
Title IV, Part B21st Century Community Learning Centers

Location of Services:

  • How and where services are provided is determined through consultation with private school officials.
    • Grantees must consult with private school officials in the area served by the grant during the design and development of the 21st CCLC program on issues such as the following:
      • how the children's needs will be identified; and
      • what services will be offered.
    • The timeline for consultation is based on the following:
      • deadline for the competitive application; and
      • conducting consultation prior to submitting the application.
nine programs governed by the uniform provisions of title ix68
Nine Programs Governed by the Uniform Provisions of Title IX

Meaningful Consultation as required

for the following nine programs:

  • Title I, Part B, (Subpart 1), Reading First
  • Title I, Part B, (Subpart 3), Even Start Family Literacy
  • Title I, Part C, Migrant Education
  • Title II, Part A, Teacher and Principal Training and Recruiting Fund
  • Title II, Part B, Mathematics and Science Partnerships
  • Title II, Part D, Enhancing Education Through Technology
  • Title III, Part A, English Language Acquisition
  • Title IV, Part A, Safe and Drug-Free Schools and Communities
  • Title IV, Part B, 21st Century Community Learning Centers

Note: Title I, Part A, is not one of the nine programs. Title I, Part A,

requirements are addressed on slides 91-100.

slide69
Requirements for Timely and Meaningful Consultation(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • Occurs between the entity receiving federal financial assistance and private school officials.
  • The goals for consultation include:
    • designing and implementing a program that will provide equitable services; and
    • meeting the needs of eligible private school students, teachers, and other education personnel.
  • Consultation must:
    • occur before any decision is made that could affect the ability of private school students, teachers and other education personnel to receive benefits under ESEA; and
    • continue throughout the implementation and assessment of activities.
consultation process nine programs uniform provisions title ix section 9501
Consultation Process(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • The school division annually contacts school officials representing the private schools located within its boundaries in relationship to the nine programs governed by the Uniform Provisions of Title IX.
  • Division contact may be through an “Intent to Participate” form, inquiring as to their interest in having their students and teachers participate in federal education programs.
    • Possible exceptions: 21st Century Community Learning Centers Program and the Even Start Family Literacy Program
        • may be appropriate to consult with private school officials in the area to be served by the program. 
consultation process nine programs uniform provisions title ix section 950171
Consultation Process(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • Private school officials can facilitate consultation by providing the divisions:
    • the names of the private school officials who should be included, and
    • the roles and levels of authority.
  • School divisions should:
    • enter into consultation with private schools interested in participating;
    • collaborate with private schools on a mutually agreeable meeting date;
    • plan the meeting well in advance in order for appropriate parties to attend;
consultation process nine programs uniform provisions title ix section 950172
Consultation Process(Nine Programs: Uniform Provisions, Title IX, Section 9501)
    • include, where feasible, all title programs at the consultation meeting to avoid private school staff needing to attend several different meetings; and
    • plan consultation before making any decisions (such as ordering materials or hiring staff) that affects the opportunities of private school children, teachers, and other educational personnel to participate in programs requiring their equitable participation.
  • For competitive grants, timely and meaningful consultation should take place during the development of the grant application by the division.
  • Offering services without an opportunity for timely and meaningful consultation does not meet the requirement of the law.
consultation process nine programs uniform provisions title ix section 950173
Consultation Process (Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • A school division makes its final decisions about the services and benefits it will provide to eligible students and teachers after:
    • discussing key issues relating to the provision of services;
    • identifying the needs of the students and teachers to be served; and
    • receiving input from the private school officials.
the consultation meeting nine programs uniform provisions title ix section 9501
The Consultation Meeting(Nine Programs: Uniform Provisions, Title IX, Section 9501)

The agenda for the meeting should include the following:

  • how students’ needs will be identified;
  • what services will be offered;
  • how and where the services will be provided;
  • who will provide the services;
  • how the services will be assessed and how the results of assessment will be used to improve those services;
  • amount of funds available for services;
  • size and scope of the services to be provided; and
  • how and when decisions about the delivery of services will be made.
consultation documentation nine programs uniform provisions title ix section 9501
Consultation Documentation(Nine Programs:Uniform Provisions, Title IX, Section 9501)
  • School divisions may want to document that they have:
    • informed annually the private school officials of the various federal education programs available to their students and teachers;
    • engaged in timely consultation, allowing for meaningful discussion between the school division and the private school officials regarding services and benefits;
    • identified private school students’ and teachers’ needs;
    • discussed funding for services to private school students and teachers that is equal to the per pupil amount for services to public school students and teachers;
consultation documentation nine programs uniform provisions title ix section 950176
Consultation Documentation(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • discussed forms, due dates, reimbursement process, process for encumbering funds, and other fiscal matters with timelines;
  • provided services, programs, materials, and resources;
  • evaluated programs and services for effectiveness; and
  • addressed adequately problems and formal complaints raised by private school officials.
consultation documentation nine programs uniform provisions title ix section 950177
Consultation Documentation(Nine Programs:Uniform Provisions, Title IX, Section 9501)
  • School divisions’ requests for documentation from private schools should not constitute an administrative barrier that is inconsistent with the school division’s responsibility to ensure equitable participation of private school students and teachers.
  • A school division may use a sign-off form with private school officials in order to verify that timely and meaningful consultation has occurred, but there is no statutory requirement to do so.
recommended timeline for consultation nine programs uniform provisions title ix section 9501
Recommended Timeline for Consultation(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • Fall of the current school year:
    • School division sets up consultation timeline for the year
    • School division secures a complete list of private schools
    • School division mails an intent to participate form to all private schools
    • School division collects information from annual superintendent’s memorandum Survey of Private, nonprofit Schools for Federal Program Participation Services for Private Schools
  • Winter of the current school year:
    • School division discusses available funds
    • School division works with officials of private schools to design program (exception: certain competitive grant programs)
    • School division includes, where feasible, all title programs at the consultation meeting
  • Spring of the current school year:
    • School divisioninforms private schools of actions
    • Program is ready to begin in the fall of the next school year
equitable participation nine programs uniform provisions title ix section 9501
Equitable Participation(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • Under the Uniform Provisions, school divisions or other entities receiving federal financial assistance are required to:
    • offer services to eligible private school students, teachers, and other personnel consistent with the number of eligible students enrolled in private elementary and secondary schools in the school division, or in the geographic area served by another entity receiving federal financial assistance.
  • The services and other benefits must be:
    • comparable to the services and other benefits provided to public school students and teachers participating in the program; and
    • provided in a timely manner.
equitable participation nine programs uniform provisions title ix section 950181
Equitable Participation(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • The control of funds used to provide services and title to materials, equipment, and property purchased shall be in a public agency.
  • To ensure equitable participation, the school division or other entity receiving federal financial assistance must:
    • assess, address, and evaluate the needs of private school students and teachers;
    • spend an equal amount of funds per student to provide services;
    • offer services that can be different from those provided to pubic school students and teachers, but must be allowable services under the particular federal program;
equitable participation nine programs uniform provisions title ix section 950182
Equitable Participation(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • provide private school students and teachers with an opportunity to participate in activities equivalent to the opportunity provided public school students and teachers; and
  • offer services that are secular, neutral, and nonideological.
eligibility nine programs uniform provisions title ix section 9501
Eligibility(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • Private school students who are enrolled in nonprofit private elementary and secondary schools, including those in religiously affiliated schools, in the school divisions are eligible to receive services.
  • Some federal education programs restrict eligibility or participation to a particular group of students, such as LEP students, in which case the eligibility or participation of private school students likewise is restricted.
  • School divisions do not have to provide equitable services to students and teachers in private for-profit schools.
eligibility nine programs uniform provisions title ix section 950185
Eligibility(Nine Programs: Uniform Provisions, Title IX, Section 9501)
  • Section 9501(a) of ESEA requires a school division to offer, and if the school accepts, provide equitable services to teachers and students in “private elementary and secondary schools.”
  • Section 9101(18) and (38) of ESEA defines “elementary schools” and “secondary schools” to mean “nonprofit institutional day or residential school(s)” that provide elementary and secondary education.
superintendent s memorandum
Superintendent’s Memorandum

For Nine Programs

Under the Uniform Provisions, Title IX, Section 9501

ensuring private school participation in virginia for programs under title ix
Ensuring Private School Participation in Virginia (for Programs Under Title IX)
  • Annual memo informs school divisions of their obligation to inform officials of private schools located within the division’s boundary that private, nonprofit elementary and secondary schools are eligible to participate on an equitable basis in certain federal programs.
  • The Superintendent’s Memorandum is released in the late summer and is entitled: Survey of Private, Nonprofit Schools for Federal Program Participation Services for Private Schools
informing private schools of eligibility to participate in programs
Informing Private Schools of Eligibility to Participate in Programs
  • Each school division is obligated by lawto inform officials of private schools located within the division’s boundary that private, nonprofit elementary and secondary schools are eligible to participate on an equitable basis in the following federal programs:
    • Title I, Part B, Subpart 1 (Reading First);
    • Title I, Part B, Subpart 3 (Even Start);
    • Title I, Part C (Education of Migrant Children);
    • Title II, Part A (Teacher and Principal Training and Recruiting);
    • Title II, Part B (Mathematics and Science Partnerships);
    • Title II, Part D (Enhancing Education through Technology);
    • Title III, Part A (English Language Acquisition, Language Enhancement, and Academic Achievement);
    • Title IV, Part A (Safe and Drug-Free Schools and Communities); and
    • Title IV, Part B (21st Century Community Learning Centers).
data collection requirements for four of the nine programs
Data Collection Requirements for Four of the Nine Programs
  • In addition to informing private school officials of the eligibility to participate in the nine programs, each school division is responsible for ascertaining the number of students enrolled in private, nonprofit elementary and secondary schools during the school year who are eligible to participate in the following four programs:
    • Title II, Part A;
    • Title II, Part D;
    • Title III, Part A; and
    • Title IV, Part A.
data collection requirements for four of the nine programs90
Data Collection Requirements for Four of the Nine Programs
  • Enrollments for these programs are used for the following purposes:
    • to assist school divisions in determining private schools set-aside amounts for Title II, Part A;
    • to meet reporting requirements for Title II, Part D, and Title III, Part A; and
    • distributing allocations for Title IV, Part A.
part 2 program not governed by the uniform provisions of title ix
Part 2 Program Not Governed by the Uniform Provisions of Title IX

Title I, Part A

Improving the Academic Achievement

of the Disadvantaged*

*All Title I, Part A, requirements relating to providing equitable services

to eligible private school children and their teachers and families also

applies to the Title I, Part A, American Recovery and Reinvestment Act

of 2009 (ARRA).

title i part a improving the academic achievement of the disadvantaged
Title I, Part AImproving the Academic Achievement of the Disadvantaged

Purpose of Program:

  • Title I, Part A, has its own provisions governing participation requirements under its portion of the law and is not governed by the Uniform Provisions in Title IX. [Title I-A, Section 1120]
  • The program provides supplementary instruction by public school teachers or through a third-party contractor to students who are educationally disadvantaged and failing or most at risk of failing to meet high academic standards, and who live in Title I attendance areas.
title i part a improving the academic achievement of the disadvantaged93
Title I, Part AImproving the Academic Achievement of the Disadvantaged

Purpose of Program (continued):

  • Instruction may take place during the school day, before or after school, or in the summer.
  • Funds are generated on the basis of the number of students from low-income families who reside in participating public school attendance areas and attend private schools.
title i part a improving the academic achievement of the disadvantaged94
Title I, Part AImproving the Academic Achievement of the Disadvantaged

Provision of Services to Private Schools:

  • The law requires equitable services for private school teachers of Title I students in professional development activities and of parents of Title I students in parent involvement activities.
  • School divisions are also required to maintain a written affirmation, signed by an official for each participating private school, that the required consultation has occurred.
bypass and title i part a
Bypass and Title I, Part A
  • Bypass is a means by which the U.S. Department of Education (USED) directly provides Title I, Part A, equitable services to private school students and teachers through a third-party provider.
  • The USED implements bypass if a state education agency or local education agency has substantially failed or is unwilling to provide, or is prohibited by law from providing, the required equitable Title I, Part A, services for private school children. (Title I-A, Section 1120(e)(1-3)]
  • Virginia is one of two bypass states; Missouri is the other.
bypass and title i part a96
Bypass and Title I, Part A
  • Title I, Part A, services to private schools in 14 school divisions are offered through a third-party contractor.
    • The third-party contractor provides Title I, Part A, services to eligible private school students that reside in eligible and participating attendance areas in the 14 bypassed school divisions.
    • All other school divisions must provide meaningful consultation with private school officials and obtain written affirmation from private schools that such consultation has taken place. (Title I-A, Section 1120(b)(1)]
bypass and title i part a97
Bypass and Title I, Part A
  • Divisions in Bypass in Virginia:
    • Arlington County Public Schools
    • Fairfax County Public Schools
    • Henrico County Public Schools
    • Prince William County Public Schools
    • Stafford County Public Schools
    • Alexandria City Public Schools
    • Chesapeake City Public Schools
    • Falls Church City Public Schools
    • Lynchburg City Public Schools
    • Newport News City Public Schools
    • Norfolk City Public Schools
    • Portsmouth City Pubic Schools
    • Richmond City Public Schools
    • Virginia Beach City Public Schools
slide98

Title I, Part A

Meaningful Consultation

(for Title I schools not in the

Title I, Part A, Bypass)*

*All Title I, Part A, requirements relating to providing equitable services

to eligible private school children and their teachers and families also

applies to the Title I, Part A, American Recovery and Reinvestment Act

of 2009 (ARRA), including consulting with private school officials prior

to deciding how to use its Title I, Part A, ARRA funds.

meaningful consultation title i part a not in the bypass
Meaningful ConsultationTitle I, Part A, Not in the Bypass
  • Timely and meaningful consultation with nonpublic school officials is a requirement to receiving federal dollars. [Title I-A, Section 1120; Title IX, Section 9501; Regulations 200.63]
  • The goal is to design and implement a program that will provide equitable services and meet the needs of eligible private school students and/or teachers.
  • To ensure timely and meaningful consultation, a school division must consult with appropriate private school officials prior to the division making any decisions that affect the opportunities of eligible private school children or teachers to participate in programs.
meaningful consultation title i part a not in the bypass100
Meaningful ConsultationTitle I, Part A, Not in the Bypass
  • The obligation to initiate the consultation process lies with the school division that is responsible for providing equitable services.
  • Consultation generally must include discussion on such issues as the following:
    • how children’s needs will be identified;
    • what services will be offered;
    • how and where the services will be provided;
    • who will provide the services;
    • how the services will be assessed;
    • how the results of the assessment will be used to improve those services;
meaningful consultation title i part a not in the bypass101
Meaningful ConsultationTitle I, Part A, Not in the Bypass
    • the amount of funds available for services;
    • the size and scope of the services to be provided; and
    • how and when decisions about the delivery of services will be made. (Title I-A, Section 1120; Title IX, Section 9501)
  • Consultation includes discussing the additional topics of parental involvement and professional development.
  • Public schools must maintain a written affirmation of consultation signed by an official of each participating private school. (Title I-A, Section 1120)
  • If consultation with private schools results in a desire for direct Title I services, the school division should contact the Virginia Department of Education’s Title I office for guidance in meeting the requirements for serving private school teachers, students, and principals as required in Section 1120(b)(1).
part 3 general information for all programs
Part 3: General Information for All Programs

Nine Programs Under the Uniform Provisions, Title IX, Section 9501

and

Title I, Part A

timing of services for all programs
Timing of ServicesFor All Programs
  • Services for private schools must begin at the same time as public school programs.
  • Expenditures should be allowed throughout the school year (July 1 through June 30).
  • If private schools have not been given the opportunity to start their services in a timely manner, the school division should provide additional time for private schools to spend their funds (allowance of carryover as permitted under federal law).

(Title I-A, Section 1120; Title IX, Section 9501;Regulations 200.66,200.67,200.78)

transportation for nonpublic school pupils for all programs
Transportation for Nonpublic School PupilsFor all programs
  • Section 22.1-176.1 of the Code of Virginia relates to agreements to provide transportation for nonpublic school pupils.
  • Local school boards may enter into agreements with nonpublic schools within the school division to provide student transportation to and from such schools under such terms and conditions as the local school boards deem appropriate and responsible.
  • Such terms may include, but are not limited to, arrangements relating to cost-sharing, fees, insurance, and liability.
slide105
Tips

For Private School Officials

tips for private school officials
Tips for Private School Officials
  • Provide accurate enrollments and data on numbers of eligible students.
  • Designate a contact person to work with school divisions on services to be provided on behalf of students and teachers.
  • Be prepared, at initial consultation meeting, to discuss the following:
    • current needs of teachers and students, and
    • potential ideas on services that would be helpful.
  • Work with school divisions to determine a timeframe for implementation of services.
  • Maintain a list of any materials purchased on your behalf from federal funds.
tips for private school officials107
Tips for Private School Officials
  • Submit reports and respond to inquiries in a timely manner.
  • Ask questions.
  • Maintain open lines of communication with school divisions.
resources
Resources
  • The Elementary and Secondary Education Act as reauthorized by the No Child Left Behind Act of 2001:http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=107_cong_public_laws&docid=f:publ110.107.pdf
  • Education Department General Administrative Regulations (EDGAR), Parts 74-86 and 97-99 (See Participation of Students Enrolled in Private Schools Sections 76.650 – 76.677):http://www.ed.gov/policy/fund/reg/edgarReg/edgar.html
  • Code of Federal Regulations (CFR), Title 34, Part 200, Title I, Improving the Academic Achievement of the Disadvantaged:http://www.access.gpo.gov/nara/cfr/waisidx_04/34cfr200_04.html.
resources109
Resources
  • Code of Federal Regulations (CFR), Title 34, Part 299, Subpart E-Services to Private School Students and Teachers:http://frwebgate.access.gpo.gov/cgi-bin/get-cfr.cgi?TITLE=34&PART=299&SECTION=6&YEAR=2000&TYPE=TEXT
  • The No Child Left Behind Act of 2001: Benefits to Private School Students and Teachers (Publication):http://www.ed.gov/nclb/choice/schools/privbenefits/index.html
  • U. S. Department of Education: Office of Non-Public Education http://www.ed.gov/about/offices/list/oii/nonpublic/index.html

Title IX, Part E, Uniform Provisions, Subpart 1—Private Schools

Non-Regulatory Guidance, Revised March 2009

http://www.ed.gov/policy/elsec/guid/equitableserguidance.doc

guidance documents
Guidance Documents
  • The purpose of the guidance documents is to provide states and school divisions, private school officials, and the private school community with information to assist them in understanding the scope of federal education services and benefits available to private school students, teachers and, in some programs, parents under the No Child Left Behind Act of 2001 (NCLB).
  • The guidance also provides responses to frequently asked questions concerning private schools and federal education programs.
guidance documents111
Guidance Documents
  • The guidance represents the United States Department of Education’s current thinking on these topics.
  • The guidance does not create or confer any rights for or on any person.
  • The guidance does not impose any requirements beyond those set forth under applicable laws and regulations.
guidance documents112
Guidance Documents
  • Title I Services to Eligible Private School Students Guidance: http://www.ed.gov/programs/titleiparta/psguidance.doc
  • Title I, Part B, Reading First Guidance: http://www.ed.gov/programs/readingfirst/guidance.doc
  • Title I, Part B (Subpart 1), Reading First: http://www.ed.gov/policy/elsec/leg/esea02/pg4.html
  • Equitable Services to Private School Students and Teachers, January 2008 (Reading First):

http://www.ed.gov/programs/readingfirst/guidance7-06.doc

guidance documents113
Guidance Documents
  • Title I, Part B (Subpart 3), Even Start Family Literacy Program Guidance: http://www.ed.gov/policy/elsec/guid/evenstartguidance02.doc
  • Title I, Part C, Education of Migratory Children Guidance:http://www.ed.gov/programs/mep/mepguidance2003.doc
  • Title II, Part A, Improving Teacher Quality State Grants Guidance:http://www.ed.gov/programs/teacherqual/guidance.doc
  • Title II, Part D, Enhancing Education Through Technology Program Guidance: http://www.ed.gov/programs/edtech/guidance.doc
guidance documents114
Guidance Documents
  • Title III, Part A, English Language Acquisition, Language Enhancement and Academic Achievement Program Guidance: http://www.ed.gov/programs/sfgp/nrgcomp.html
  • Fact Sheet on Title III, Part A: http://www.ed.gov/about/offices/list/oii/nonpublic/title3-factsheet.html
  • Title IV, Part A, Safe and Drug-Free Schools and Communities Act Guidance:http://www.ed.gov/programs/dvpformula/guidance.doc
  • Title IV, Part B, 21st Century Community Learning Centers Guidance: http://www.ed.gov/programs/21stcclc/guidance2003.doc
contact information
Contact Information
  • Title I, Part A, Improving the Academic Achievement of the Disadvantaged

Contact: Shady Clark at Shady.Clark@doe.virginia.gov (804) 225-2901

  • Title I, Part B (Subpart 1), Reading First

Contact: Thomas Santangelo at Thomas.Santangelo@doe.virginia.gov (804) 225-3203

  • Title I, Part B (Subpart 3), Even Start Family Literacy

Contact: Cheryl Strobel at Cheryl.Strobel@doe.virginia.gov

(804) 371-7578

  • Title I, Part C, Migrant Education

Contact: Megan Moore at Megan.Moore@doe.virginia.gov

(804) 786-9935

contact information116
Contact Information
  • Title II, Part A, Preparing, Training, and Recruiting High-Quality Teachers and Principals

Contact: Carol Sylvester at Carol.Sylvester@doe.virginia.gov

(804) 371-0908

  • Title II, Part B, Mathematics and Science Partnerships

Contact: Paula Klonowski at Paula.Klonowski@doe.virginia.gov

(804) 371-0249

  • Title II, Part D, Enhancing Education through Technology

Contact: Mark Saunders at Mark.Saunders@doe.virginia.gov

(804) 786-0307

contact information117
Contact Information
  • Title III, Part A, Language Instruction for Limited English Proficient and Immigrant Students

Contact: Judy Radford at Judy.Radford@doe.virginia.gov

(804) 786-1692

  • Title IV, Part A, Safe and Drug-Free Schools and Communities Act Contact: Joann Burkholder at Joann.Burkholder@doe.virginia.gov

(804) 371-7586

  • Title IV, Part B, 21st Century Community Learning Centers

Contact: Duane Sergent at Duane.Sergent@doe.virginia.gov

(804) 371-2929

contact information118
Contact Information
  • General Information

Contact: Diane Jay at Diane.Jay@doe.virginia.gov

(804) 225-2905

  • Arlington and Richmond Dioceses

Contact: Diane C. Elliott

Special Services Coordinator

Office of Catholic Schools

Diocese of Arlington

E-mail: d.elliott@arlingtondiocese.org

Phone:  (703) 841-2519          

Contact: Miriam Cotton

Assistant Superintendent

Office of Catholic Schools

Diocese of Richmond

E-mail:  mcotton@richmonddiocese.org

Phone:  (804) 622-5116