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