April 12, 2017
10:00 AM to 11:00 AM
C&I, Room 220

Welcome, Introductions and Sign-In
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Background and Purpose
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Overview of Federal Programs
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Title I: Academic Achievement
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Title II: Teacher Quality
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Title III: English Language Acquisition
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Perkins Act: Workforce development
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IDEA: Special Education
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Overview of Services and Consultation
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Questions
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Interest and Affirmation Form
Federal Funding for Private Schools
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Title I requires the LEA to:
• Provide eligible children attending private school, their teachers and
their families with Title I services that are equitable to eligible public
school children, their teachers and their families.
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Public schools are required to:
• Engage in timely and meaningful consultation with Private Schools
about the provision of services to eligible private school students.
• Consultation occurs before any decision is made that impacts the
opportunities for participation (design, development, implementation,
written plan and assessment of services)
 Title
I: Academic Achievement
 Title II: Teacher Quality
 Title III: English Language Acquisition
 Perkins Act: Workforce Development
 IDEA: Special Education
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CCS has 11 Title I Elementary Schools (at or above 50% F/R)
Title I Funds Supplement and do not Supplant local and state
funds
Title I funds may be used for children from preschool age to high
school (5 – 17 year old students who qualify for free and
reduced lunch)
Title I funds support identified Title I Schools
Must serve schools at or above 75% poverty
• or show comparable local/state $ support
Title I Schools are served and funded in rank order of poverty
Decisions should always include input from a variety of
stakeholders
The primary goal is to increase student achievement, with special
attention to students/families most vulnerable in not meeting
standards of proficiency.
 Funds
are typically used for:
• Parent Engagement
• Professional Development
• Supplies and Materials
• Technology
• Additional staff (classroom teachers, tutors,
lead teachers, teacher assistants, etc.)
• Intervention and Enrichment resources
• After school programs
Applies to funds used for professional
development of teachers and staff
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Improving knowledge in one or more core academic
subjects
Integrating technology
Teaching students with differing needs
Instructional teaching strategies, methods, and skills
Behavior management
Involving parents
Leadership development
Purpose:
Provides assistance for helping English Learners to
attain English proficiency.
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Services can be used for increasing the English
proficiency for ELs by providing assistance, such as
professional development and materials for
teachers of English to students that qualify for ESL
instruction.
Services for students and teachers in schools that
are located within the district that receives Title III
funds.
 The
Carl D. Perkins Career & Technical
Education Act of 2006 (Perkins)
provides funding to strengthen the
connection between secondary and
post-secondary education.
 To
receive funding, education
agencies must offer at least one
Career & Technical Education
program of study.
http://cte.ed.gov/initiatives/programs-of-study
Similar to Title 1, federal funds provided
through the Carl D. Perkins Act are designed
to supplement and not supplant state and
local funds.
 Funding is provided through a grant process
from the federal government.
 Local education agencies are sub grantees
through the state government.
 Funds are granted through a formula at the
state level based on poverty level within the
LEA and can be used for students in grades 712.
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http://www.napequity.org/nape-content/uploads/Guide-for-Program-Improvement-Perkins-IV.pdf
Private School Students must:
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Meet the poverty level requirement
Reside in eligible Title I attendance area
Have an educational need as determined by
multiple objective educationally related criteria
*Determining poverty level: free and reduced lunch applications; survey results; use low-income % of
public school attendance area to the number of private school children residing in that attendance
area (proportionality); or other sources of poverty data such as food stamps or TANF (temporary
assistance to needy families).
Ongoing Consultation
• Design, development, implementation,
written plan and assessment of Title I
services/funds
Funding and Compliance
• Fiscal and Compliance oversight by LEA
(monitoring, documentation, budget
approvals, etc.)
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Instructional services under supervision of LEA
Provided by highly-effective staff
Instructional services during the school day
Extended day services
Family literacy programs
Counseling programs
Computer-assisted instruction
Home tutoring
*services can be provided at a private school with a public school teacher,
third party provider, computer assisted lab or at a public school with a public
school teacher.
Professional Development:
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Addresses how teachers can better serve
Title I students (culturally responsiveness,
researched-based strategies/resources,
data analysis and responsiveness to student
deficits)
Parent and Family Engagement
 Sessions
for supporting learning at home
 Communicating with parents/families
(newsletters, academic progress, meetings)
in a language/format they understand
 Two-way communication and decision
making
 Communication regarding student progress
(conferences, phone calls, emails, notes
home, etc.)
Funds:
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Offered to eligible private school children, teachers, and other
educational personnel are equitable in comparison to services
and benefits for public school children.
Are equal to the proportion of funds allocated to participating
public school attendance areas based on the number of
children from low-income families who reside in those
attendance areas and attend private schools.
School-by-School
Pooling Funds
Consolidating Funds
Provide equitable services to
eligible private school children
with funds generated by lowincome families residing in
participating public school
attendance area.
Combine funds generated by all
private school children from lowincome families who live in all
participating areas to create a
pool of funds from which the LEA
provides equitable services.
If the amount of funds generated
by a single federal program is
insufficient to provide equitable
services, consolidation of funds
covered under ESSA is an option.
Example: Per pupil allotment
Example:
Private School #1 = $12,000
Private School #2 = 2,600
Total services to the eligible
children in any private school =
$14,600
If pooling funds, the LEA and
Private School officials must
determine the private schools
students with the greatest
educational need.
Programs include:
Title I, Part C – education of
migratory children
Title II, Part A – Supporting quality
principals and teachers
Title III, Part A – English Language
Acquisition
Title IV, Part A – Student Support
and Academic Enrichment
Title IV, Part B – 21st Century
Community Learning Centers
*For all options, eligible private school children must reside in participating public school
attendance area.
Ongoing consultation includes:
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Services provided to eligible private school children
Services provided to teachers and families of participating
private school children
Identifying the needs of eligible private school children
How and when the LEA will make decisions about providing the
delivery of services in collaboration with Private School Officials
How the LEA will assess the academic impact of services
The size and scope of equitable service (the proportion of funds
that will be allocated)
How the LEA will determine the number of private school
children from low-income families residing in participating Title I
attendance areas
NCDPI Equitable Services Requirements Under the Every Student Succeeds
Act Webinar, Donna Brown and Chris Vecchione, February 9, 2017.
U.S. Department of Ed, Ensuring Equitable Services to Private School Children,
A Title I Resource Toolkit, September 2006