nonpublic schools component n.
Skip this Video
Loading SlideShow in 5 Seconds..
Nonpublic Schools Component PowerPoint Presentation
Download Presentation
Nonpublic Schools Component

Nonpublic Schools Component

140 Views Download Presentation
Download Presentation

Nonpublic Schools Component

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Nonpublic Schools Component Presented by: Dr. Magaly C. Abrahante Dr. Eduardo M. Barreiro Mrs. Susy Ramirez Miami-Dade County Public Schools Title I Administration SBAB Auditorium MAY 20, 2011 1

  2. Historical Perspective Courts have upheld Title I provisions – Federal funds benefit the private school student rather than the school. 1997 Agostini v. Felton – No violation of Establishment Clause 2

  3. Major Themes of NCLB. . . Equitable Funding - Reservation of Funds (Set Asides) - Reading Coaches - Parental Involvement 3

  4. Private School Students Collection of Poverty data Proportionality Every 2 years Appeal/Complaint Process 4

  5. Allocation Based on the number of low-income students residing in a Title I public school attendance area; and Utilize the Proportionality Method: Apply the poverty percentage for each public school attendance area to private school children who live in that area. 5

  6. Distribution of Funds Follow the student (Non-Affiliated) Pool the funds (Archdiocese of Miami and Agudath Israel of South Florida) 6

  7. Equitable Services to Private School Students Timely & meaningful consultation Consultation regarding: Amount of funds generated Methods of collecting poverty data Identification/Selection of students to be served Program delivery model and Standards/Assessments Professional Development/Parental Involvement activities Use of 3rd party provider Private school officials’ certification of consultation LEA gives to SEA 7

  8. Private School Students Eligible Students - attend a non-profit private school; - reside in a Title I participating public school attendance area of the LEA; and - be identified by the LEA as failing or at risk of failing to meet the state standards, or other standards relevant to the private school (multiple educationally objective criteria) 8

  9. Program Design and Service Delivery LEA can provide service directly using district personnel; or Can provide services indirectly through contracts with public and private organizations and individuals (Third Party Contractors) 9

  10. Program Design and Service Delivery (continued) Extended-day services Counseling programs Computer-assisted instruction Instruction using take-home computers 10

  11. Accountability Nonpublic school students not required to take the FCAT, however; Alternate standards are to be developed in consultation with private school officials; LEA must use some assessment measure for gauging progress; and LEA maintains title to all property purchased with Title I funds. 11

  12. Program Evaluation Based on student achievement, program delivery, instructional program, and services to teachers and parents; Outcome data will be used to evaluate the program and determine progress; and Recommendations will be factored into the following year’s program. 12

  13. Program Evaluation Need roster of participants to be served and demographic data (race, gender, grade); and Criteria used by private school must be developed in consultation; 13

  14. Nonpublic Component Staff Dr. Eduardo M. Barreiro, District Supervisor 305 995-2331 Mrs. Susy Ramirez, Curriculum Support Specialist 305 995-2855 14

  15. 15

  16. Title IITeacher Training and Recruiting Recruiting and retaining high-qualified teachers and school administrators. Providing training that contributes directly to improving both teaching performance and student achievement.

  17. Major Focus Areas… Design and implementation of professional development that effectively increases individual and institutional capacity to support improved student learning while encouraging reflective practice among instructional personnel and school administrators

  18. Major Focus Area…Highly-Qualified Mandate Provision of add-on certification and alternative professional preparation programs. Teachers meeting Highly-Qualified Requirements

  19. Secondary Focus Areas… Provision for in-service learning and follow-up services focused on improving teacher content knowledge and teaching practice in mathematics, science, reading and writing, particularly at the elementary levels, with such training being of sufficient duration and intensity so as to have a lasting impact on teaching performance and student achievement.

  20. New in 2011-2012 and beyond To assist teachers to meet highly-qualified requirements, courses have been and will continue to be offered to prepare teachers to take and pass the state subject area exams. “Highly Qualified Tutorial” sessions created in a variety of subject areas.

  21. Distribution of Title II Services M-DCPS does not allocate Title II funds directly to schools A menu of PD offerings is developed based on input from stakeholders Menu is advertised on web-based PD Menu and Registration System located at Teachers & administrators may register for the courses offered

  22. We want your input to build the menu… A yearly online survey was sent to all non-public schools in April 2011 (needs assessment is a federal requirement) Only 76 teachers from non-public schools responded – (2% of total respondents) In addition to offering courses for teachers to meet high-qualified requirements, which is major focus of the grant, the survey helps us to build our menu of PD offerings for the school year

  23. Survey Results – May 2011… Highest responses from non-public schools to the survey Professional Development requested: differentiated instruction, classroom management, and instructional rigor Data to inform instruction: using data appropriately for interventions, using portfolios of student work to assess learning, using data from state/national assessments to identify strengths/weaknesses Instructional strategies: addressing instructional needs of students with different learning styles, effective use of critical thinking skills, methods for improving student behavior in the classroom Other areas requestedfor professional development: reading and writing strategies across the curriculum, and general instruction strategies 33% responded that they would be interested in taking PD to prepare for a state content area exam

  24. Contact Information Marion Chase Teacher-Director Center for Professional Learning Professional Development 305.887.2002 ext 2201

  25. Title IIISupplementary Instructional Services for English Language Learner (ELL) Students By: Rosa Ugalde, Executive Director Division of Bilingual Education and World Languages Miami-Dade County Public Schools

  26. Required Forms for Private Schools Wishing to Participate in the Title III program: • Florida Department of Education – Office for Private Education Services Non – Public School Intent to Participate in Selected Federal Programs signed and dated by the school principal. • Civil Rights Certificate – Assurance of Compliance with the Title VI Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, and the Age Discrimination Act of 1975 signed and dated by the school principal. • Miami-Dade County Public Schools – Certification of Eligibility, including the Sex/Ethic/Racial Composition Chart of the school principal or Designee. • Evidence of non-profit status. 26

  27. Private Schools • Are English Language Learner (ELL) students in private schools eligible to receive Title III ELL programs, services, and products? • Yes, as long as the ELLs are identified in an appropriate manner and the private school has articulation with the district. • Private schools (non-profit) may not receive funds directly but must make arrangements through the District to receive programs, services, and products. 27

  28. Private Schools (cont.) • Do the state compliance and Title III accountability measures apply to ELLs in private schools? • No, private schools are not required to follow state requirements for ELLs. Private schools are not responsible for meeting the Title III accountability requirements and Annual Measurable Achievement Objectives (AMAOs) will not be computed for private schools. • Should Private school ELLs be assessed annually? • Yes, the English proficiency of private school ELLs should be assessed annually to determine their continued eligibility for Title III services. Districts may use the same instrument used for the initial assessment of private school students (Miami-Dade County Oral Language Proficiency Scale-Revised). In addition, ELLs students must be administered a reading and writing test annually to measure their growth in these two modalities as well. 28

  29. Private Schools (cont.) • Must a Title III program design be the same for both public and private schools? • No, if the needs of the private school are different from those of the public school, the District, in consultation with private school officials, must develop a separate program design that is appropriate for their needs. • Who maintains control of Title III funds and materials? • NCLB Sec. 9501 states that the Districts maintain control of the federal funds used to provide services to private schools. • Does a District report the number of ELLs in Private Schools to the State? • No. But this information will be ready to be provided to the State upon request. 29

  30. Identification • What process should be used to identify Ells in private schools? • The FDOE recommends that private schools make an agreement with the District to use the same procedures used by public schools to identify private school students eligible for Title III services (Education Code sections 52164, 62002). The District is responsible for the oversight and costs of initial identification. The process is as follows: • Identify those students being considered for participation in the Title III program and administer a Home Language Survey (HLS), to be completed by the parent or guardian. Private schools should use the same version of the HLS used by the district. If a language other than English is indicated on the HLS, and English language proficiency assessment must be administered 30

  31. Criteria for Private Schools Wishing to Participate in the Title III Program: • Important!!! All questions in the Title III questionnaire need to be answered. For those that require and explanation, the explanation given should provide sufficient information to give the reader a clear picture about the school and its needs, e.g., specific needs. • Must show evidence and/or have a procedure in place: • To screen and identify English Language Learner students at the time of initial entry; • That an aural/oral instrument is used to assess their language proficiency; • That the progress of English Language Learner students in listening, speaking, reading, and writing is assessed annually; • Has an established criteria to determine when an ELL student is no longer in need of specialized instruction and services, and can be exited from the program and placed in a mainstream classroom. • Are currently providing services to their ELL students that are above and beyond what the regular students in the school receive. • Requested services will be used to supplement and not supplant current services being provided to ELL students. • That ELL students have equal access to all programs and services and that the parents of these students participate in school activities and /or organizations. • Has a minimum of twenty (20) ELL students. 7

  32. Title III Components Available for Private Schools: • Professional Development Component • Bilingual Parent Outreach Component • Instructional Support Component 32

  33. Contact Information for Private Schools: • Ms. Rosa Ugalde, Executive Director (Instructional Support Component)Division of Bilingual Education and World Languages6101 N. W. 2nd AvenueMiami, FL 33127305-756-2901 • Ms. Beatriz C. Pereira, Executive Director (Professional Development Component)6101 N. W. 2nd AvenueMiami, FL 33127305-756-2904 • Ms. Maria Malvar, Coordinator (Bilingual Parent Outreach Component)6101 N. W. 2nd AvenueMiami, FL 33127305-756-3078 33

  34. Meeting the Needs of all StudentsIndividuals with Disabilities Education Act (IDEA) Division of Special Education Mr. Will Gordillo, Administrative Director Ms. Rosalia Gallo, Instructional Supervisor 340/13/09 Grants Admin Presentation 34

  35. IDEA Private School Obligations Office 5555 SW 93 Avenue; Miami 33165 Phone: SPED Support Teachers • Melissa Chang • Orema Lee • Giselle Benitez-Garcia • Sharon Fedor • • • • • Rosalia Gallo, Instructional Supervisor • Claudia Leary, Educational Specialist • • 35

  36. IDEA 2004 Individuals with Disabilities Education Act (IDEA) • Although there is no individual entitlement to FAPE for students with disabilities who have been enrolled by their parents in private schools, school districts have an obligation to ensure that such private school students have an opportunity to participate in programs assisted or carried out under Part B of the IDEA. • The child find process must be designed to ensure the equitable participation of parentally-placed private school children, and to ensure an accurate count of such children attending private schools within the school district.

  37. Child Find Procedures

  38. Eligibility Requirements • To be eligible for services under the IDEA obligations: • Schools must be non-profit and listed with the FLDOE at • Students must meet state eligibility criteria for a SPED Program • Students’ parents maintain a current reevaluation, every 3-years with the M-DCPS

  39. Meaningful Consultation Planning meeting for 2010-2011 services is on February 23, 2011 (tentative) • Review and discuss: • Eligible Students • Needs assessment for the 2011-2012 school year • Reevaluation letters to parents • Conducted throughout the year via face-to-face meetings, telephone, email, and site visits. • Two meetings with the various federal entitlement programs • One SPED meeting 39

  40. Calculating the Proportionate Share of IDEA Funds • The proportionate share is based on a per student allocation calculated by dividing the total IDEA part B funds by the totaleligiblestudents (public and private together). • Per student allocation is then multiplied by the number of eligible parentally-placed private school students. • 624 eligible students for 2009-2010 • 695 eligible students for 2010-2011

  41. Who are the eligible students that get counted for the funding calculation? • To be counted toward the proportionate share calculation, students must have been identified by M-DCPS as a child with a disability and must have a current evaluation (3-years) as of December 1. • Students with a reevaluation not current through 12/1/10 will not be included for the purpose of generating funding for 2011-2012 school year. • Students are eligible for services once the reevaluation is updated 41

  42. Who are the eligible students that get counted for the funding calculation? • 2010-2011 Student Enrollment list • Sent via email on 8/6/10 • To be counted toward the proportionate share calculation, students must have been identified by M-DCPS as a child with a disability and must have a current evaluation (3-years) as of December 1. • Students with a reevaluation not current through 12/1/10 will not be included for the purpose of generating funding for 2011-2012 school year. 42

  43. 3-Year Reevaluation Meetings • A reevaluation is a meeting to review the student’s current performance as evidenced by data provided by the parent and the school. • Team determines if any additional data or formal testing is needed to determine if the child continues to have a disability and his/her educational needs. • This does not change or alter the McKay Scholarship Program. • Participants include a school psychologist, special education teacher, parent, and private school teacher. Others may be included as needed. 43

  44. Evaluation/Reevaluation Procedures (yellow handout) • Special Education Evaluation and Reevaluation Procedures for Parentally Placed Private School Students • Gather student data • Contact public school • Deliver data and schedule meeting • Contact the IDEA Private Schools Obligations Office so we may help facilitate the process 44

  45. Next Step After the RT Meeting Further assessments/testing are NOT needed Further assessments/testing ARE needed • Progress is reviewed • Team can brainstorm recommendations for accommodations, etc to be implemented by the private schools • Child is eligible for supports/services under IDEA • Typically conducted within 60 school days • A follow-up meeting is held • Regardless of the results of the reevaluation, the McKay Scholarship does not change. 45

  46. 2010-2011 Services and Supports 46

  47. Laptops & Software • Usage clarification email was sent on 10/1/10 delineating the federal regulations which state that anything purchased with IDEA funds (laptops, software, materials, etc) must be used solely by eligible students. Laptops and software are provided for use by the students with disabilities that are eligible. My Reading Coach, Fluent Reader Trainer, Symphony Math, Ascend Math, Write Brain, Classroom Suite.

  48. Interactive Boards 48

  49. Materials, Equipment, and Supplies Schools pick-up the orders at the IDEA Private School Obligations Office • Materials for universal access to learning and other technology. • $1000 allocation flexible based on students needs • Orders are due by November 17, 2010 • Funds may not be allocated directly to a private school 49

  50. Additional Instructional Workshops Parent Workshops • Parent workshops • Parent Services 305-274-3501 (SPED) • The Parent Academy 305-995-2680 • M-DCPS Instructional workshops • CRISS Strategies Workshop • Tentatively Saturday 1/15/11 and 1/29/11 (2-days) • Participants will receive a book and materials. 50