2017 - 2018 - Orange County Public Schools · Liza R. Freeman Program Specialist 2002816 [email protected] Title I Staff MAIN LINE: 407-317-3340 UNIVERSAL LINE: 407-317-3200 (EXTENSION)

2017 - 2018

Liza r. freeman, Program Specialist

Kimberly Gilbert, Director

Orange County Public Schools

Title I Services


Non-Public Schools Handbook

Providing Services to Eligible Private School Students


Title I Services Non-Public Handbook


Table of Contents OCPS Vision, Mission & Goals -------------------------------------------------------------- 1 Title I Mission Statement ---------------------------------------------------------------------- 2 Directory --------------------------------------------------------------------------------------------- 3 Program Guide ----------------------------------------------------------------------------------- 4 Compliance Monitoring ---------------------------------------------------------------------- 10 Third-Party Provider /Catapult Learning ---------------------------------------------- 13 Delivery of Services ------------------------------------------------------------------------- 14 Documentation Records ------------------------------------------------------------------- 18 Professional Development ----------------------------------------------------------------- 20 Family Involvement Workshops ---------------------------------------------------------- 22 Person’s GRADE/GMADE ----------------------------------------------------------------- 23 Catapult Dashboard -------------------------------------------------------------------------- 24 Sample Recordkeeping Documents ----------------------------------------------------- 25 Consultation Checklist ----------------------------------------------------------------------- 32 Year at a Glance --------------------------------------------------------------------------------- 34 Frequently Asked Questions --------------------------------------------------------------- 38 Resources ----------------------------------------------------------------------------------------- 39

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OCPS EEO Non-Discrimination Statement The School Board of Orange County, Florida, does not discriminate in admission or access to, or treat-ment or employment in its programs and activities, on the basis of race, color, religion, age, sex, national origin, marital status, disability, genetic information, sexual orientation, gender identity or expression, or any other reason prohibited by law. The following individuals at the Ronald Blocker Educational Leader-ship Center, 445 W. Amelia Street, Orlando, Florida 32801, attend to compliance matters: Equal Em-ployment Opportunity (EEO) Officer & Title IX Coordinator: Jared Brooks; ADA Coordinator: Michael D. Graf; Section 504 Coordinator: Latonia Green. (407.317.3200)


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1 Orange County Public Schools

VISION:

To be the top producer of successful students in the nation.

MISSION:

To lead our students to success with the support and involvement of families and the community.

GOALS:

• Intense focus on student achievement • High-performing and dedicated team • Safe learning and working environment • Efficient Operations • Sustained Community Engagement


Ronald Blocker Educational Leadership Center

445 West Amelia Street

Orlando, FL 32801

407-317-3200


Orange County Public Schools Non-Public Schools Handbook

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Title I Mission Statement

Helping Children Achieve

Purpose

Title I provides flexible funding that may be used to provide additional instructional staff, professional development, extended - time programs, and other strategies for

raising student achievement in high poverty schools.

Guidance with a Purpose

The purpose of this handbook is to provide a clear understanding of Title I Federal requirements for Non-Public school administrators or program contacts as indicated by the No Child Left Behind Act of 2001, the Florida Department of Education, authorizing statute, and applicable regulations by both public and private school officials. Your handbook will provide guidance on program components surrounding provided services, required compliance documents, and resources. This Handbook relates specifical-ly to Title I, Part A services for Non-Public schools within the Orange County Public Schools District.


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Directory

NAME Title/Position Extension E-mail

Kimberly Gilbert Director 2002855 [email protected]

Linda Bowman Senior Administrator 2002858 [email protected]

Liza R. Freeman Program Specialist 2002816 [email protected]

Title I Staff MAIN LINE: 407-317-3340

UNIVERSAL LINE: 407-317-3200 (EXTENSION) FAX: 407-317-3332

The Catapult Team

NAME Title /Position Telephone E-mail

Lisa Mallard Area Manager 407-898-3500 [email protected]

Spring Malone Supervisor 407-898-3500 [email protected]

Eunice Collins Professional Dev. 772-241-7502 [email protected]


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Under Title I, Local Educational Agencies (LEAs) are required to provide services for eligible private school students, as well as eligible public school students. In particular, Title I, Part A of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act (NCLB), requires a participating LEA to provide eligible children attending private elementary and secondary schools, their teachers, and their families with Title I services or other benefits that are equitable to those provided to eli-gible public school children, their teachers, and their families. The Title I program provides supplemental education services so that all children have a fair, equal, and significant opportunity to obtain a high-quality education. Gen-erally, to qualify for assistance under Title I, a student must reside within the attend-ance area of a participating public school located in a low-income area and be failing, or at risk of failing to meet student academic achievement standards. Services are re-quired to be provided above and beyond the standard school curriculum.

The Program

EXAMPLE OF THE STEPS AN LEA USES TO SELECT PARTICIPANTS: LEA and private school officials decided that the criteria for private school students are: (1) Test scores on a national norm-referenced test given annually by the private

school. (2) Teacher referral: the criteria should provide accurate and unduplicated information. (3) The private school principal provides the names, addresses, and grades of the pri-

vate school children meeting the agreed upon criteria. The LEA checks the ad-dresses of the children on the list to determine those who live in participating public school attendance areas. Based on established educationally-related, developmen-tally appropriate criteria, the LEA then selects from among those who are eligible and live in participating public school attendance areas, those private school chil-dren who are failing, or those who are most at risk of failing to meet high achieve-ment standards.


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Guidelines for Designing Title I Services

Below are the guidelines for implementing your Title I Program:

• Title I students must be address eligible, teacher recommended, and reflect be-low level performance in critical academic areas within Grades K-12.

• Catapult staff is responsible for obtaining the required documentation to identify eligible Title I students. The Title I Office will verify and approve eligible Title I students from each school.

• Based on principals’ needs for their Title I students, Catapult shall provide tutor-ing in Reading, Math, Writing, Science and/or Social Studies. Professional development and parental involvement tools, materials, and workshops will also be provided as indicated on the Service Delivery Plan developed during consulta-tions.

• Title I students may only receive tutoring in the subject that has been identified as below standard. Example: If a student is identified only below level in Reading, he/she can only receive tutoring in reading.

• Principals must designate a separate room for Title I services. These services cannot be conducted in the regular classroom.

• Students may only be pulled from “elective classes” to receive Title I services.

• There should be a maximum of (6) students assigned per tutoring session.

• If applicable, the Catapult teacher will supply the Title I Tutoring Schedule which will be verified by the Principal and LEA as well as visible within each Title I room. Catapult’s tutoring schedule must coincide with the school’s schedule.

• Principals will verify and affirm Catapult provided services or materials through consultation. Also, through consultation, Title I will develop and verify each school Service Delivery Plan.

• Principals shall provide a copy of their master schedule and testing dates to Title I, to identify where the students are being pulled from to receive Title I services.

• Catapult staff shall sign in and out daily through the front office.

• Catapult administration shall notify principals when staff is absent. • Schools should avoid any interruption to Title I services. In the event of an in-

terruption of direct student services or student unavailability, it is recommended that the schools notify the Title I teacher one week in advance to allow sufficient time to plan and readjust services.

If you need additional assistance in designing your Title I Program, please contact the Title I, Program Specialist, Liza Freeman at (407) 317-3200 x2002816.

The Program


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Direct Student (Academic)

Preliminary work on the program design that meets the education needs of the private school participants begins during consultation meetings. The private school officials should attend these meetings and workshops knowing their student needs. Both par-ties, not one party bringing a completed design plan to the second party for approval, should be involved in developing a preliminary design for Title I services. However, the Local Educational Agency (LEA) makes the final decision on the program design for the Title I services, and is responsible for implementing these services, hiring staff members, and paying for services provided. Examples: Small reading or math group sessions, tutoring, or summer school

Private school teachers can provide valuable information about the performance of their Title I children that standardized tests and other measurements cannot provide, such as student performance on daily in-class assignments, homework, and special projects. This information may be used to determine the professional development ac-tivities necessary for private school teachers of Title I eligible students. Professional Development activities offered should reflect not only the needs of the children being served by the Title I program but also the skills and knowledge that private school teachers need in the classroom to better instruct the Title I children. After a year, as-sessment results should determine the content of the next professional development program. Activities must be secular, neutral, and non-ideological. The professional development activities for private school teachers should address how those teachers can serve Title I students better, such as by providing information on research-based reading and mathematics instruction. Funds reserved for this pur-pose may not be used to upgrade the instructional program in the regular classroom of the private school. Examples: Workshops, online courses, or library of resources

STUDENT CENTERED SERVICES

Professional Development




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Parental Involvement

Consultation is the statutorily required basis for determining all services to be provided to eligible private school students. LEAs (Local Educational Agencies) are required to annu-ally discuss key elements of the program and the evaluation of services that allow equita-ble participation of private school students, their parents, and teachers in Title I pro-grams. The key elements are instructional services, professional development, and pa-rental involvement.

A proportional share of these funds must be made available for parental involvement ac-tivities that benefit the families of private school Title I participants. The activities must be designed in consultation with private school officials. Parent or family involvement is more than just surveying parents or bringing them together for a meeting to listen-they also must be given opportunities for meaningful participation and active involvement.

Parents should be asked what they want and need to help their children achieve. Parent involvement activities must be designed and implemented to meet the needs of the parents of Title I participants-not the needs of the LEA or the private school. Parents of the Title I participants should receive training and materials to help them work with their children to improve their children’s achievement. Examples: Title I Annual Parent Meeting, Parent Workshops, or Parent Newsletters

STUDENT CENTERED SERVICES




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Funds generated by private school children from low-income families who reside in participating public school attendance areas shall be used only for instructional costs associated with providing Title I instructional services to private school children who are failing or at risk of failing and reside in participating public school attendance areas. Funds are not provided to private schools for Title I eligible students, teachers or families only services. The number of private school children from low-income families, upon which the generation of funds is based does not need to be the same as the number of at-risk private school children being served, nor do the private school children served need to be those who generated funds.

Expenditures for educational services and other benefits to eligible private school children shall be equal to the proportion of funds allocated to participating school attendance areas based on the number of children from low-income families who attend private schools, which the Local Educational Agency may determine each year or every 2 years. The Local Educational Agency (LEA) may provide services under this section directly or through contracts with public and private agencies such as Catapult Learning,

LLC. The amount of Title I funds available for serving private school children who are failing or at risk of failing and who reside in a participation public school attendance area is determined on the basis of the number of the private school children from low income families who reside in participating public school attendance areas. Title I funds are expended to implement academic research-based programs that help students improve their academic achievement in the regular private school classrooms (i.e., reading, mathematics, etc). Title I program expenditures can include the following: 1. Books, materials, and equipment necessary to implement the Title I program. (The

LEA retains title to the books, other materials, and equipment purchased with Title I funds. Materials, etc. purchased with Title I funds may be used only by Title I participants. Each item purchased with Title I funds must be labeled “Property of _________School District.” The labels should not be either easily erased or removable.);

2. Extended-day services; 3. Summer programs; 4. Saturday programs; 5. Computers and software products.




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Equipment purchased with Title I funds cannot be moved without the consent of the Title I office or third-party provider. Property purchased with Title I funds must be housed properly and maintained in good working condition. The LEA or third party contractor must be con-tacted and authorize the repair and/or disposal of any property purchased with Title I funds. The USDOE has stated that, although space may be used for both Title I and non-Title I pur-poses, equipment purchased with Title I funds may not be used for any other purpose, even during other times. Any equipment or materials purchased for the Title I program at the pri-vate school must be properly maintained as the property of the LEA. Each item purchased with Title I funds must be labeled “Property of Title I” or “Property of Orange County Public Schools.” The labels should not be easily erased or removable. All materials will be accessed for Title I eligible students, teachers, and families only with the authorization of the on-site Title I Teacher or private school official. Sign in sheets or logs must be maintained for items which require check-out.


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Title I, Part A: NCLB Monitoring

School Level Review Questions Non-Public Questions to be answered on Private School Level questions encased in yellow DIA-1:

• What steps were taken to ensure compliance with the requirements for timely and meaningful consultation with private school officials about the availability of Title I funds?

• When did initial consultation take place? • Did consultation cover all required issues as outlined in section 1120(b)? • Was the LEA’s process for designing, implementing, and evaluating pro-

grams for private schools discussed in consultation? • How were the results of the program evaluation used to improve Title I

services? • How does the LEA evaluate the Title I program? • Does the LEA understand private school standards, assessments, and

annual progress before any evaluation of the Title I program occurs?

DIA-2: • How did the LEA ensure expenditures for services to eligible private

schools were equitable to the allocation of public schools? • What did the LEA do with unexpended funds set-aside for the education-

al services? • How many private school students were served? • How did the LEA ensure the equitable amount generated to provide edu-

cational services and other benefits for participating private school stu-dents was allocated for services either on a school-by-school basis or through pooling?

• How does the LEA account for students that attend private schools in neighboring LEAs, but whose home attendance area is a participating public school within the boundaries of the LEA?

• How does the LEA account for students that attend private schools in the LEA, but whose home attendance area is in a neighboring LEA?

• How did the LEA identify children from low-income families residing in a Title I attendance area who are enrolled in private schools?


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DIA-3:

• How did the LEA ensure that educational services for eligible private school students were equal to the services provided to public school stu-dents?

• When did the Title I services begin? • How were equitable services determined for students? • If the LEA reserved funds to implement instructional activities at the dis-

trict level, how was the amount of funds calculated for participating pri-vate schools students?

• What was the frequency and duration of activities DIA-4:

• Who provides Title I services at your school? When are the services pro-vided?

• What was the LEA's process for supervising private school services? • Are the services to private school children provided by the LEA or through

contract by the LEA with an individual, association, agency or organiza-tion?

• Are these individuals independent of the private school and/or of any reli-gious organization?

• How are providers of services to eligible private school students deter-mined?

• How did the LEA ensure that services and benefits provided by entities were independent of the private schools?

DIA-5:

• What guidance was provided to the private school regarding property pur-chased with Title I, Part A funds?

• How did the LEA keep track of Title I inventory? • When were the property records reconciled? • When a private school ceases to participate in the Title I program and no

longer receives Title I, Part A funds, what was done with the materials, property, or equipment?

DIA-6:

• Who determined the services to be provided? • How does the LEA ensure that services and materials are secular, neu-

tral, and non-ideological? • Who determined which curriculum was provided through Title I, Part A?


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DIA-7:

• Describe the working relationship between the LEA Title I office and your school.

• What instructional delivery model is used to provide Title I services (e.g., pull-out)?

• How did the school ensure that students don’t miss regular instruc-tion or other learning opportunities, such as PE and Art?

• When and where do Title I services take place? • How are decisions made regarding materials and equipment to be

purchased for your school with Title I, Part A funds?

DIA-8: • What types of parent involvement activities were provided? How

were these determined? • What professional development have teachers received? How were

these activities determined? • Who participated in parent involvement and professional develop-

ment activities? DIA-9:

• How did the LEA determine that a third-party contractor would ren-der the Title I services in the private school?

• What specific services were provided by the third-party contractor in the private school?

DIA-11:

• Did the LEA hire teachers to provide Title I services to private school students? If yes, can the LEA provide evidence that each teacher is highly qualified?

DIA-12: • How did the LEA assist the school in selecting educationally related

criteria to use to determine which private school students receive Title I services?

• What are the objective criteria that were used? • When are these criteria applied?

DIA-13:

• How were changes to individual student's progress made? (i.e., who decided if and when services for a student are changed or ceased?)


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Third- Party Provider

The LEA may provide the services directly through a teacher that it employs, or may con-

tract with a third-party provider for services to eligible private school students. Orange

County Public Schools has contracted with Catapult Learning to provide services to eligi-

ble Title I students, families, and teachers. Both the LEA and third-party provider will use

the consultation process to ensure that the professional development activities, parental

involvement activities, and supplemental services for private schools are designed to help

Title I children. The LEA will make the decisions about the delivery of services to eligible

children with thorough consideration and analysis of the views of private school officials on

the provision of services through a contract with this third-party provider.

These services will be provided directly or through arrangements made with the LEA or

third-party provider. If the LEA contracts with a third-party provider, they must be:

independent of the private school and of any religious organization

under the control and supervision of the LEA

After timely and meaningful consultation under Section 200.63, the LEA must make the

final decision with respect to the services it will provide to eligible private school children.


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DELIVERY OF SERVICES Title I services are delivered to non-public students by CATAPULT LEARNING personnel. Reading: Students will receive supplementary reading instruction by CATAPULT

LEARNING personnel utilizing a balanced literacy approach. The program is implemented based on each school's Service Delivery Plan.

Math: Students will receive supplementary math assistance by CATAPULT

LEARNING personnel utilizing a hands-on activity-based approach. The program is implemented based on each Service Delivery Plan.

INSTRUCTIONAL PROCEDURES The Classroom Teacher:

1) Delivers the initial/core instruction in Reading, Math, Writing, Science and/or Social Studies to the Title I student.

2) Identifies children at risk based on reading and math classroom performance. 3) Meets regularly with Catapult Learning personnel to schedule and coordinate

students' instruction in reading and/or math and to monitor student progress. 4) Documents coordination by signing the communication forms. 5) Documents and maintains signed out Title I property.

The Catapult Learning Personnel:

1) Supports the regular classroom Reading, Math, Writing, Science and/or Social Studies program by providing supplementary instruction.

2) Teaches students in groups not to exceed six (6). 3) Meets regularly with the classroom teacher to coordinate each child's program

and to plan appropriate instructional strategies. 4) Consults with LEA to identify appropriate supplemental materials. 5) Documents and maintains inventory of Title I property 6) Maintains inventory reconciliation on Title I property three times a year.


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DOCUMENTATION RECORDS

ADDRESS VERIFICATION FORMS

These forms document that the student is eligible for Title I services as a result of his/her residence in a Title I public school attendance area

ASSESSMENT RECORDS

a. Grade 1: Standardized tests b. Grades 2-12: Standardized test records.

ATTENDANCE BOOKS

The attendance record documents the number of days each student received ser-vice. The number of days indicated for each student, in most cases, will not repli-cate the days of attendance in school.

STAFF DEVELOPMENT

In-service announcements document that opportunities have been extended to CATAPULT LEARNING personnel to participate in staff development activities. Sign-in sheets for orientation activities at your school site for teachers and/or par-ents document that this service has been provided by CATAPULT LEARNING personnel.

INSTRUCTIONAL GROUP ASSIGNMENTS This form lists students by groups for whom instructional plans are made. Current group assignments need to be updated as needed.

INVENTORY

Keep a current inventory of: 1) equipment/furniture 2) instructional materials; in-ventory of all reading/math materials. 3) Inventory reconciliation reports

MONTHLY COMMUNICATION FORMS

The Quarterly Two-way Communication Forms provide documentation that the classroom teacher has prescribed specific concepts for remediation and that a conference has occurred quarterly between classroom teacher and CATAPULT LEARNING personnel.


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Documentation Records continued

PARENT LETTERS A letter that is sent on school stationary to notify parents of their child's eligibility for Title I services.

PLAN BOOKS

Plan books document that the instructional program has been implemented as written in the project and that instruction has been provided based on the developmental needs of the student

READING/MATH REFERRAL RECORD

The Reading/Math Referral Form provides a part of the documentation needed to verify that the student has reading and/or math deficits. READING/MATHEMATICS ASSESSMENT REPORT

The Reading/Mathematics Assessment Report documents communication of the child's progress to parents. SCHEDULES

Schedules provide records needed to document that the required amounts of services are being provided to eligible target students. STUDENT RELEASE/MONITOR FORMS

Student Release and Student Monitor Forms document the reason for eligible students not receiving Title I services. Appropriate signatures are required. DASHBOARD

Catapult Learning’s Data Browser is designed to enable school administrators to review student progress individually and by subject, grade, and Catapult teacher.


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Most Popular Professional Development Workshops...

Building a Professional Learning Community: Understand the essential components of effective PLCs; Generate shared

mission and vision statements; Create norms for effective collaboration; Draft an action plan for establishing PLCs with a focus

on learning

Developing Effective Teams: Explore the characteristics of an effective team; Determine what is needed for successful col-

laboration; Develop a rubric to chart the team’s progress; Draft a template to structure the team meetings

Crafting Learning Objectives: Explore the purpose of learning objectives and the research supporting their use; Practice

crafting strong learning objectives; Unpack curriculum standards into learning objectives; Plan to assess and provide feedback

on learning objectives; Design a rubric that clarifies what proficiency looks like for set learning objectives.

Guided Reading: Understand the components of guided reading; Explore the framework for guided reading lessons; Know

how to flexibly group students for effective instruction; Select, introduce, and use leveled texts for guided reading lessons; Plan

a guided reading lesson

Supporting Emergent Writers: Understand the developmental stages of early writers; Determine the qualities of good

writing; Create a classroom environment that supports the development of young writers; Learn to teach the craft of writing as

a process; Design a writing unit of study

Supporting Developing Writers: Understand the developmental stages of developing writers; Determine the qualities of

good writing; Create a classroom environment that supports the development of writers; Learn to teach the craft of writing as

a process; Design a writing unit of study

The Process of Problem Solving: Break down the process of problem solving into clear, manageable steps; Reflect on the

way teachers already practice this process; Incorporate new, effective teaching strategies to help students grow as problem

solvers; Examine a wider range of problem-solving strategies; Intersect problem solving with the “Math Practices” and compare

strong readers to strong problem solvers; Detect and address student errors better

Making Inquiry the Focus of Instruction: Explore the power of questions to spark inquiry in all learners; Investigate the

engineering and mathematical practice standards; Examine the role of inquiry-based learning in both STEM and non-STEM disci-

plines; Make connections between STEM and the school’s curriculum and other programs; Generate a plan for implementation

and transfer to the classroom

...continued on the next page


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Professional Development Cont.

Differentiation to Enhance Learning: Understand the principles of effective differentiation; Determine the teacher’s role

and responsibilities in a differentiated classroom; Learn strategies for differentiating content, process, product, and environment

according to readiness, interest, and/or learning preference; Practice differentiating a lesson

Effective Classroom Management: Understand the factors that contribute to effective classroom management; Explore the

relationships among philosophies, beliefs, values, and behavior; Learn strategies for establishing a positive classroom environ-

ment and preventing behavior problems

Interactive & Engaging Teaching Strategies: Discuss guidelines for establishing and maintaining an “active” classroom;

Identify instructional strategies that will reinforce the higher levels of thinking required for college and career readiness; Under-

stand the teacher’s role in creating learning opportunities that promote inquiry, collaboration, and lively discussion; Design easy-

to-implement yet effective activities to use with students

Bullying on the Schoolyard and Beyond: Define bullying; Identify characteristics of bullying and victimization behaviors;

Recognize the impact of anti-bullying laws and policies; Learn strategies for preventing and responding to bullying

...and much more.


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Orange County Public Schools Title I Services Non-Public Handbook

Date: Dear Parent: Title I, a federally funded program, provides supplemental instructional services for eligible children. This program helps children who need additional assistance in reading and/or math. With the use of Title I funds, instructional personnel are provided through CATAPULT LEARNING to support the classroom teacher and to give each child more individual attention. Title I also provides opportunities for parents to become involved in their children's education. Your child was recommended for screening by his/her classroom teacher and has met the eligibility requirements for Title I services. Your child will be attending CATAPULT LEARNING classes for the subject(s) shown below. The CATAPULT LEARNING instructor will be working closely with your child's classroom teacher so that the best possible supplemental program can be provided. We also need your sup-port. The instructor will be in touch with you periodically to let you know what your child is working on in class and how you can help. Below you will find information concerning your child's classes. Please keep this sheet in case you need to refer to it. Contact ______________at ___________ if you have any questions about CATAPULT LEARNING services or to schedule a conference. We hope you will be pleased with our efforts to supplement classroom instruction to help your child. Your child _______________________, in grade ______, has qualified for reading and/or math assistance. Sincerely yours,

__________________________ ________________________ Principal Title I (Reading)

___________________________ Title I (Math) You Child will be receiving instruction as indicated below:

Monday Tuesday Wednesday Thursday Friday

Reading

Math


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IMPORTANT: YOU MUST MAKE A SELECTION FOR EVERY ITEM!

Catapult Classroom Visit Checklist Program ________________________________ Date: _________________________ School/Teacher: __________________________ Length of Class Period: ___________ Reviewer: ________________________________ Length/Time of visit: _____________

Directions for Scoring: Mark an “X” in the appropriate column. Shaded cells are not applicable to be scored for those criteria.

Rubric Scoring: 3 = All items are present , Meets expectation 2 = Some are present, Needs Attention/Consistent 1 = None of the items are present, Does not meet expectations

(If items are missing it needs to be documented in the Comment Section.) An Improvement Plan needs to be put in place for any category scoring a “2” or below.

Classroom Environment 3 2 1 NA

Title I Sign (If applicable), Classroom Rules and Consequences and Emergency Exit Plan Posted

Customer First Pledge is posted in the Catapult Learning classroom.

Students work is displayed for elementary and middle grades. (a minimum of 5 pieces current within 1 month of visit).

Teacher has materials required to implement the program (e.g.: books, manipula-tives, paper, pencils, etc.) and these materials are neatly organized and accessible.

A safe learning environment is maintained (appropriate furniture, arrangement of furniture is conducive to learning, modulated voices, chalkboard/whiteboard, stor-age, a reliable timekeeping device). Fire extinguisher (on modular) and no safety hazards are present.

Classroom Environment Score 0.00%

Comments:

Overall Room Environment: Lighting, ventilation, paint, floors and window covering

Comment if not an appropriate environment


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Instruction 3 2 1 NA

Lesson Plan Book

Objective (O), strategy (S), materials (M), phonics lesson number (PL#), and skill (Level/lesson number is included if using scripted lessons) Lesson plans are legible.

Lesson plans reflect objectives identified on the PEP, Group Grid Sheet and follow a sequence based on the group’s instructional needs. (In the case of HS Tutorial Models, objectives reflect skills identified on Two-way Communication Forms and, if possible, the Group Grid.

Skills from Two-Way Communication Form are incorporated into lessons. These skills are indicated by an asterisk or highlighting in the plan book.

Lesson Delivery

Instruction begins and ends on time (within 5 minutes)

Instruction reflects adherence to Catapult Learning Lesson designs/format accord-ing to the curriculum. If applicable, manipulatives are used appropriately.

Students are given adequate time to respond to questions (wait time).

Teacher rephrases questions, as needed, to get expected responses and encour-age critical thinking.

Teacher individualizes instruction during the lesson when appropriate.

Teacher displays enthusiastic attitude and motivates students with positive rein-forcement.

Effective behavior management is evident.

Transitions are smooth and pacing is appropriate to complete lesson within class period.

Teacher/lab tech utilizes computer model appropriately.

Instruction Score 0.00%

Comments:

Nonpublic Site Visit Checklist Continue

Record Keeping 3 2 1 NA

Classroom Schedules: Generated by STARS and posted. Classes from which Title I students are pulled are listed on the schedule.

Staff Sign-In sheet is up to date and posted or available in the school office.

Student attendance is up to date in STARS.

All Student Plans are generated in STARS.

All student data is appropriately entered in STARS, including eligibility and diag-nostic test data, as required by the program.

Group Diagnostic Portfolios: Group Grid Sheet, Academic Growth Plans (if applicable), Initial Classroom Teacher Meeting Form, and Two-Way Communi-cation Forms are updated according to program requirements. Math scripted programs have the additional Math Group Skill Sheet.


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Record Keeping Continues 3 2 1 NA

Student Portfolios : Left Side: Computer Goal Card and Student Computer Lab Reports with com-ments (PlusTech) Right Side: Student's work with names and dates (for scripted programs, the right pocket should also include samples of completed math work-sheets, DLAs, MBAs and reading graphic organizers. If math worksheets are bound, the bound booklet should be in the right pocket.) A minimum of one sam-ple per month should be present in each student portfolio.

Copyrighted materials must be used appropriately. All reproducible books must be on site. Internet source permission must be kept on file. Teacher created activity sheets and assessments should be noted with name and date.

School Files (current)

School Information Folder (school calendars, Academic Growth Plan lists or documentation to support why no list, Title I Rosters/Eligibility list, STARS Class List, standardized test info, school newsletters, etc.)

Parent Involvement Folder: parent conference logs, Title I/Catapult Learning Month information, Title I Annual Meeting Information (sign in sheet, agenda, handouts), newsletters, etc.

Parent Consent Folder (current year) - contains consents for every student on schedule and class list. NJ = NA

Progress Reports for current year - updated in STARS or hard copies are filed (updated according to program requirements).

Student Audit files (cumulative) Parent Consents, assessment information, Progress Reports; previous years prior to the 2011-12 school year: Data Entry Forms, Student Plans OR required documentation is filed as described in the Nonpublic Teacher Training Manual. For New Jersey: 407-1s, documentation, test results, progress reports, TRECS, Title I consents.

Comments

Total Score (Weighted) Title I Items Only (Unweighted) 0.00%

Nonpublic Site Visit Checklist continues


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Agenda for Beginning-of-Year Principal Meeting Catapult Learning Teacher (s): _____________________________ Date: _________ Principal: ________________________________ School: _____________________ ______ Discuss days and times of service. ______ Discuss preference for scheduling (grades/subject). ______ Discuss faculty meeting date (refer to program highlights). ______ Discuss initial student testing. (set up a time to share PEP's when completed) ______ Ask how often the principal would like to meet to share information. ______ Discuss professional development needs of staff

______ Discuss parent engagement opportunities, possible dates, and subject matter.

Comments/concerns _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Please return this form by the October staff meeting,

Orange County Public Schools Title I Services

Non-Public Handbook


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Orange County Public Schools Title I Services

Non-Public Handbook

Agenda for Mid-Year Principal Meeting

Catapult Learning Teacher(s):_________________________ Date:______________ Principal: _____________________________ School:_________________________ _____ Interview principal and record any pertinent information or requests below. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ _____ Show a few representative PEP's and Group Grid Sheets to the principal, explain results of testing program, PEP development and format. (Unless already done.) _____ Explain the progress reports. Share any pertinent information on specific students who are of interest to the principal. (Principal will be given a cumulative copy of this form at the end of the year.) _____ Give principal a revised schedule (if necessary).

Please return this checklist to supervisor by the February staff meeting.


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Catapult Learning School Visit

School:________________________________ District:______________________

Date of Visit:___________________________________

Attendee for school: ____________________________

Catapult Representative(s):_________________________________________

Content of conversation, specific concerns, services needs, level of satisfaction with CL

Staff, etc.

Examples: transition from year to year, satisfaction with communica-tion, satisfied with equipment, ways we can support your new initia-

tives, the academic goals you have set for Title I students.

Catapult Learning Action Needed (include action, person responsible, and date by which it

is to be completed).

Additional Services requested:

Did you renew your Customer First Pledge? (If yes, check box)


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Section 1120(b) of the Elementary and Secondary Education Act and 34 CFR, Part 200, Section 200.63 require that timely and meaningful consultation occur between the Lo-cal Education Agency (LEA) and private school officials prior to any decision that affects the opportunities of eligible private school children, teachers, and other educational personnel to participate in programs under this act. Consultation shall continue throughout the implemen-tation and assessment of activities under this section. The following topics must be discussed during the ongoing consultation process:

Timeline of consultation with private school officials regarding the Title I program and the development of the Title I, Part A application and other Title I funded activities.

Method(s) for feedback from private school officials.

The method, or the sources of data, that the LEA used (under 34 CFR, Part 200, Section 200.78) to determine the number of private school children from low-income families re-siding in participating public school attendance areas, including whether the LEA extrapo-lated data if a survey was used.

The size and scope of the equitable services that the LEA provides to eligible private school children and, consistent with 34 CFR, Part 200, Section 200.64, the proportion of its Title I funds that the LEA allocates for these services and the amount of funds that the LEA reserves from its Title I allocation for the purposes listed in 34 CFR, Part 200, Sec-tion 200.77.

How the LEA will identify the needs of eligible private school children.

What services the LEA will offer to eligible private school children.

How and when the LEA makes decisions about the delivery of services.

How, where, and by whom the LEA provides services to eligible private school children.

How the LEA assesses academically the services to private school children in accordance with 34 CFR, Part 200, Section 200.10, and how the LEA uses the results of that assess-

ment to improve Title I services.

The services the LEA provides to teachers and families of participating private school children.

The LEA and state complaint policy and/or procedures.

The LEA policy and/or procedures regarding equipment, property, and materials pur-chased with Title I funds.

Consultation with private school official regarding LEA-wide activities.

Discussion of service delivery mechanisms the LEA will use to provide services, and

Thorough consideration and analysis of the views of the private school officials on wheth-er the LEA should contract with a third-party provider. If the LEA disagrees with the views of the private school officials on that issue, the LEA must provide in writing to those officials the reasons why the LEA has chosen not to use a third-party contractor.

Title I Services

Consultation Checklist


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Consultation

Consultation includes meetings with private school officials before the LEA makes any decision that affects the opportunities of eligible school children to participate in Title I, Part A programs. Such meetings will continue throughout the implementation of the program and will include assessment of services provided.




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Year at a Glance

Tentative Timeline of Activities Ongoing Activities: Professional Development (PD), Parental Involvement (PI), Principal Consultation Meetings As Needed, Formal Site Visits for Program Monitoring, Distribution of Student Progress Re-ports, Staffing Schools As Needed July • Conclude collecting and approving SDPs, PD & PI requests; schedule follow-up consul-

tation meetings with principals • Plan Fall Whole-Group Principal Consultation Meeting for Non-Public Principals August • Title I/Catapult Pre-Service Collaborative Meeting for upcoming school year and data

chat regarding previous school year’s student achievement data. • Catapult staff meeting and teacher in-service training • Catapult teachers in schools to set up classrooms and schedule private school teacher

orientations September • Catapult teachers gather student referrals, develop student schedules, and deliver Title I

Orientation to school staff • Finalize Service Delivery Schedule • Pearson’s GRADE/GMADE Diagnostic Assessment Pre-Test administered • Parents receive a letter notifying them student’s entry into Title I Program • Catapult teachers schedule and begin providing open house meetings for parents October • Catapult teachers continue scheduling and providing open house meetings for parents • Principal data meetings at schools • Affirmation of Services Form is signed by school principals during site visits • Title I/Catapult Collaborative Meeting for program monitoring and data chat regarding

recent pretesting results November • Catapult teachers continue scheduling and providing open house meetings for parents • Affirmation of Services Form is signed by school principals during site visits • Prepare for and host Fall Whole-Group Principal Consultation Meeting December • Catapult teachers continue scheduling and providing open house meetings for parents • Affirmation of Services Form is signed by school principals during site visits




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Ongoing Activities: Professional Development (PD), Parental Involvement (PI), Principal Consultation Meet-ings As Needed, Formal Site Visits for Program Monitoring, Distribution of Student Pro-gress Reports, Staffing Schools As Needed January • Affirmation of Services Form is signed by school principals during site visits • Plan spring Consultation Meeting for Non-Public Principals • Prepare for District-Wide Federal Grants Initial Consultation Meeting for ALL nonpub-

lic schools February • Affirmation of Services Form is signed by school principals during site visits • Attend District-Wide Federal Grants Initial Consultation Meeting • Distribute and collect Title I Intent to Participate Forms for upcoming school year March • Affirmation of Services Form is signed by school principals during site visits • Distribute and collect Title I Intent to Participate Forms for upcoming school year • Student rosters due • Determination of eligibility and allocation process begins • Prepare for Spring Whole-Group Consultation Meeting for Non-Public Principals April • Pearson’s GRADE/GMADE Diagnostic Assessment Post-Test administered • Prepare for and host Spring Whole-Group Consultation Meeting for Non-Public Prin-

cipals May • Title I Awareness Month activities • Principal data meetings at schools • Final closeout of Title I program & services June • New Principal Consultation Meetings at school site • Summer programs begin, if applicable • Final Service Delivery Plans, PD and PI requests due • Prepare for and submit Title I grant documentation to the state’s application website

Year at a Glance


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Consultation

Are all private schools eligible to participate in Title I?

No. The LEA must consult with all non-profit private schools registered with the Florida De-partment of Education with a tax-exempt identification number that serves students who live in the LEA. Registered private schools within the state of Florida are listed on the offi-cial list of private schools which is maintained by the Office of Independent Education and Parent Choice. LEAs may find the list of private schools within their LEA and their tax-exempt identification number status by viewing the official list of private schools for the state of Florida, located on the Office of Independent Education and Parental Choice web-site (http://www.floridaschoolchoice.org/).

Which private schools must LEAs consult with?

The LEA must consult with all private schools with a non-profit status that serve students who live in the LEA.

Expenditure

Does the equitable services requirement in Section 1120(a) of the Title I statute apply to LEA set-asides for preschool programs?

No. The equitable services requirement does not apply to children attending private pre-school programs, since Florida does not consider preschool to be part of elementary education. Eligibility Are private school children from low-income families automatically eligible for Title I services?

No. Student eligibility for Title I services for private school children is determined by (1) res-idence in a participating public school attendance area, and (2) educational need. Poverty is not a criterion.

Frequently Asked Questions




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Eligibility (continued) If a school in the attendance area in which private school students reside is operat-ing a school wide program, may private school students be offered a school wide program also?

No. Since private schools are not eligible for Title I services, school wide programs may not be operated in private schools. However, eligible private school children residing in an area served by a school wide public school program must be offered equitable services. If the funds allocated for private school children are not sufficient to provide in-structional services, may the funds be used to provide other services, such as pro-fessional development or counseling?

Yes. After consultation with private school officials, an LEA may provide Title I services other than direct instruction if the provision of services, such as counseling, staff develop-ment, and parental involvement is appropriate to assist those children identified as failing or most at risk of failing to meet high student academic achievement standards. The LEA must measure the effect of the services on the academic achievement of participating chil-dren. Delivery of Instructional Services

What types of services are available for private school participants?

Services, determined in consultation, may include a wide range of allowable activities such as the following: • Books, materials, and equipment necessary to implement the Title I program • Extended-day services • Summer programs • Saturday programs • Computer-assisted instruction (CAI)

Frequently Asked Questions Continued


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Delivery of Instructional Services (continued) Where may Title I services take place? Title I services for private school participants may be provided at various locations, in-cluding the private school, neutral sites, or public schools. LEA officials must consult with private school officials before any decision is made about the location of Title I services. If appropriate space is available, the least disruptive and least expensive location will be the private school that the participating children attend. The following conditions must be met:

• Title I services must be provided in a separate space that is under the LEA’s control when Title I services are being provided;

• If the services are provided in a library or private school classroom, the space must be separate and partitioned off; and

• Computer equipment and other supplies purchased with Title I funds may be used only by Title I students in the Title I program.

May Title I, Part A, services be provided in the regular private school classroom through aides or joint (or team) teaching? No. Although the Supreme Court did not specifically rule this out, the USDE strongly recom-mends that LEAs not provide these kinds of services. The Supreme Court in Agostini em-phasized that the Title I, Part A program was totally separate from the private, nonprofit school’s educational program and under the sole control of the LEA. Providing Title I, Part A instruction as part of private school classes raises significantly different issues and increases the risk that such services would be unconstitutional.

Frequently Asked Questions Continued


LRF/march 2017


Resources and Additional Guidance

Orange County Public Schools Title I Federal Programs Website: https://www2.ocps.net/departments/title_i Catapult Learning Website: www.catapultlearning.com Florida Department of Education-Private School Directory: http://www.floridaschoolchoice.org/Information/PrivateSchoolDirectory/ Office of Innovation & Improvement: Every Student Succeeds Act (ESSA): https://innovation.ed.gov/what-we-do/non-public-education/essa/ Office of Non-Public Education (ONPE)

https://www2.ed.gov/about/offices/list/oii/nonpublic/index.html

Office of Non-Public Education General Issues Frequently Asked Questions Related to Non-public Schools: http://www.ed.gov/about/offices/list/oii/nonpublic/faqgeneral.html?src=preview#9 Complaint Process and form: https://app1.fldoe.org/FederalProgramComplaint/SESComplaint.aspx

Note: All Web sites on this page were last accessed on March 23, 2017.

http://www.catapultlearning.com

http://www.floridaschoolchoice.org/Information/PrivateSchoolDirectory/

http://www.ed.gov/about/offices/list/oii/nonpublic/faqgeneral.html?src=preview#9

http://www.ed.gov/about/offices/list/oii/nonpublic/faqgeneral.html?src=preview#9