u.s. department of education center for faith-based and community initiatives becoming a...
TRANSCRIPT
U.S. Department of EducationCenter for Faith-Based and Community Initiatives
www.ed.gov/faithandcommunity
Becoming aSupplemental
Services Provider
Agenda Overview of the White House’s Faith-Based and Community Initiatives
Impact of the No Child Left Behind Act
Explanation of Supplemental Educational Services and the application process
Guidance on completing an application to become a provider of supplemental educational services
Faith-Based andCommunity Initiatives
Encourage FBCO’s participation in federal and state programsRemove barriers to their participation
Address public needs
Broaden pool of applicants making process more competitive
www.fbci.gov
No Child Left Behind Act
www.NCLB.gov
Greater parental choice
More flexibility
Proven methods
Higher accountability
Math
Reading
Language arts
To offer the parents of students attending Title I schools in need of improvement additional sources of academic instruction for their children outside normal school hours in:
Supplemental Educational Services
Purpose:
Schools in Need of Improvement Title I schools for three consecutive years that have not met Adequate Yearly Progress (AYP)
AYP is defined by the individual states or state education agency (SEA)
Benchmarks used to measure how effective schools are in improving student achievement annually
Goal: 100% of all students being proficient
Applies to charter schools receiving Title I funds
Eligible Students Low-income students attending Title I schools in need of improvement
Eligible students prioritized by greatest academic need if providers limited
Students are identified by local school or local education agency (LEA)
Eligible Providers Institutions of higher education (IHE)
Private or public schools—not in need of improvement
For-profit agencies
Non-profits faith-based community-based
Application ProcessApplications developed and reviewed by SEAs
Format/submission dates vary by state
Successful applicants placed on list of approved state providers
Parents select a provider; establish agreement with provider for tutoring services
Provider tutors the student
Provider is paid by LEA
Planning Ahead Thoroughly review application guidelines
Deadlines Page limits Required documentation Application rubric if available
Review state academic standards --benchmarks for grades K-12
Locate schools in need
Determine the schools you can serve
Develop strategy for providing services and marketing your service
Organizational bio page Name, address, contact person, phone, fax, email, etc Identify target areas; entire state or specific schools
Application narrative 10 to 15 pages addressing “Core Criteria”
Signed assurance form
Allowable attachments—brochure, letters of recommendation, sample materials
Application Format
Contact your SEA for specific details
List ofApprovedProviders
SupplementalServices Provider
Application
Core Provider Criteria Demonstrated record of effectiveness
Evidence of high quality instructional strategies
Curriculum consistent with state and local standards
Financially sound organization
Services consistent with federal, state, and local health safety standards and civil rights laws
Demonstrate how service can improve student performance
Overview of Provider Service Location of tutoring service—describe facilities
Time/Duration: length of each session, number of sessions, days and times when tutoring available
Grade levels and subjects areas served
Ability to serve students with disabilities
Evidence demonstrating tutoring service aligned with state standards and follows local curriculum
Staff Profile Teacher’s certification requirements
see state guidelines for teachers/paraprofessionals
Ability to provide high quality instruction Appropriate academic and professional experience
Emphasis on ability to communicate and relate to students
See application about including resumes
Welcome to supplemental services
Staff Considerations• Foreign language skills
• Computer literate
• Experience with learning disabilities
• Opportunities for staff evaluation
• Professional development sessions
Passed thorough background check
Types of Instruction Individual Instruction—one teacher one student
Small group—2 to 15; optimum small group learning environment number around 7 students
Classroom style—15 to 25; avoid when and where possible for tutoring
Distance learning—innovative practice utilizing technology to teach students in various locations
Modeling—teacher demonstrates the desired outcome as students watch
Guided Practice—teacher demonstrates behavior as students work on similar activity
Application—students work independently in class or at home
Proven Methods
Teaching Tips Create a positive learning environment
Relate the abstract to the practical
Vary the format of the tutoring sessions
Utilize technology where appropriate
Emphasize reading, reading, reading!
Measuring Results Student achievement is the goal
Character building is important by-product
Evaluate student progress often Provide specific detail on methods/timelines Chart weekly Pre and post tests of students Regular contacts with students’ teachers
Cite track record in application Beginners—emphasize the quality of your methods if limited or no previous experience
Keep parents informed
Forging Partnerships Partnership exists between key parties
SEA, LEA, provider, students and their parents
Develop student learning plan together
Communication is vital and should be highlighted in the application
Responsibilities and goals for each party should be well defined and understood
Signed assurance Partnership Agreement with student’s parent
Assurance Form ExampleProvider certifies following: Organization meets federal, state, and local health safety standards and civil rights laws
Staff qualifications meet standards under No Child Left Behind
Course content secular, neutral, non-ideological
Organization is financially stable May require business license, 501C3 paperwork, audit reports, proof of liability insurance
Must be included for the application to be complete
Partnership Agreement Specific goals set for improved student performance
Timetable and evaluation method agreed upon
Establish regular times of communication
Details outlining provider’s payment
Termination clause included
Services consistent with applicable civil rights laws
Non-disclosure of student information
Privacy Issues
Confidential
For Your
Eyes Only
Student records must be securely maintained
Staff should refrain from discussing students’ performance with others
Remove student indicators from any public advertisements
With permission the provider may use former clients as references
Paying the Provider Providers paid by the LEA
LEA not required to pay for transportation
Provider should clearly detail all costs in application:
Tutor salary Technology costs Administrative costs Materials
LEAs are required to spend
their Title I per pupil allocation or the actual
cost of the supplemental services for each student
being served whichever is less.
Using Funds Correctly Funds are only to be used to provide supplemental educational services to eligible students
Funds can not be used for religious instruction
Maintain financial records for each student served
Use tutoring records to support financial records
Have a separate account for funds from supplemental services
Winning Reminders Understand and incorporate state standards into your tutoring services
Utilize up to date scientifically proven methods of instruction
Be as flexible as possible in meeting parent’s schedules
Get the word out about your service
Help students excel in the classroom
Best wishes in applying to become
a SupplementalServices Provider!
1-800-USA LEARNwww.nclb.gov