Ensuring Equitable Services to Private School Children

A Title I Resource Tool Kit

U.S. Department of Education

Ensuring Equitable Services to Private School Children

A Title I Resource Tool Kit

U.S. Department of Education 

Office of Elementary and Secondary Education 

Student Achievement and School Accountability Programs
This tool kit was produced under the U.S. Department of Education’s Contract No. ED04D00061 with 

ESI. Virginia Berg served as the contracting officer’s representative. It contains materials provided by 

public and private entities and organizations outside of the Department. They are presented for the reader’s information and convenience. The views expressed herein do not necessarily represent the positions 

or policies of the U.S. Department of Education. No endorsement of any product, commodity, service, or 

enterprise mentioned in this publication is intended or should be inferred. 

U.S. Department of Education

Margaret Spellings

Secretary

Office of Elementary and Secondary Education

Henry L. Johnson

Assistant Secretary

Student Achievement and School Accountability Programs

Jacquelyn C. Jackson

Director

September 2006

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While 

permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Elementary and Secondary Education, Student Achievement and School Accountability Programs, Ensuring Equitable Services to Private School Children: A Title I Resource Tool Kit, 

Washington, D.C., 2006.

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write to: ED Pubs, Education Publications Center, U.S. Department of Education, P. O. Box 1398, Jessup, MD 20794-1398;

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For more information, please contact the Department’s Alternate Format Center at 202-260-0852 or 

202-260-0818. 
Ensuring Equitable Services to Private School Children iii

Contents

Overview of the Tool Kit.............................................................................................1

1. Consultation.............................................................................................................5

Tools...................................................................................................................................9

2. Equitable Participation of Private School Students .............................................55

Tools.................................................................................................................................63

3. Equitable Participation of Private School Teachers of Title I Participants.........123

Tools.............................................................................................................................. 125

4. Equitable Participation of Private School Families of Title I Participants ..........135

Tools...............................................................................................................................137

5. Standards, Assessments, and Program Modification ........................................185

Tools...............................................................................................................................189

Appendix A: Section 1120 of Title I........................................................................201

Appendix B: Department of Education, 34 CFR Part 200.......................................205

Appendix C: Additional Resources .........................................................................209
iv A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 

Under Title I of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left 

Behind Act (NCLB) (see Appendix A), local educational agencies (LEAs) are required to provide services for eligible private school students, as well 

as eligible public school students. In particular, 

Sec. 1120 of Title I, Part A, 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 eligible 

public school children, their teachers, and their 

families. 

The Title I program provides supplemental educational services so that all children have a fair, equal, 

and significant opportunity to obtain a high-quality 

education. Generally, to qualify for assistance under 

Title I, a student must reside within the attendance 

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.

Secs. 200.62–200.67 of the Title I regulations (see 

Appendix B) detail the requirements to ensure the 

equitable participation of private school children, 

teachers, and families.

Services are considered to be equitable when the 

LEA meets the expenditure requirements in Sec. 

1120(a)(4) and provides a program that meets the 

education needs of Title I participants. 

The Title I services for private school students must 

be developed in consultation with officials of the 

private schools. Consultation with officials from 

private schools is an essential requirement in the 

implementation by an LEA of an effective Title I 

program for eligible private school children, their 

teachers, and their families.

The amount of Title I funds allocated to each participating public school attendance area is determined mainly on the basis of the total number of 

low-income students residing in each area. Once the 

participating public school attendance areas have 

been established, an LEA calculates the per-pupil 

allocation (PPA) for each participating public school 

attendance area. Then, based on the total number 

of children from low-income families residing in 

each attendance area attending either public or private schools, the LEA calculates the total amount of 

funds for each area. From this amount, the LEA designates an amount of funds (equal to the PPA multiplied by the number of low-income private school 

students in the area) to provide equitable services to 

eligible private school participants.

The Title I services provided by the LEA for private 

school participants are designed to meet their education needs and to supplement the educational services provided by the private school. These services 

may be provided by the LEA or by a contractor who 

is independent of the private school and any religious organization. Title I services or benefits must 

be secular, neutral, and nonideological.

The tool kit provides examples of the ways in which 

various LEAs and private school officials have 

addressed Title I requirements to serve eligible private school children. It is intended as a resource to 

supplement the nonregulatory guidance of Title I 

Services to Eligible Private School Children, which is 

available on the Department’s Web site at 

Overview of the Tool Kit
 A Title I Resource Tool Kit 

www.ed.gov/programs/titleiparta/psguidance.doc. 

(see Appendix C for additional resources).

The tool kit is divided into five sections that align 

with the major divisions of this nonregulatory guidance. The tool kit sections are:

Consultation;

Equitable participation of private school students;

Equitable participation of private school teachers 

of Title I participants;

Equitable participation of private school families 

of Title I participants; and

Standards, assessments, and program modification.

Sample tools, including selected practices, are 

located after appropriate sections.

Each section of the tool kit includes key topics, each 

of which contains tools to assist LEAs in meeting 

the requirements of the law.

The tool kit should be used in conjunction with the 

statute, regulations, and this nonregulatory guidance 

listed above. Unless otherwise indicated, forms, letters, and other information provided in the tool kit 

are not official U.S. Department of Education documents and they are not endorsed by the Department. 

Instead, these are documents that LEA and private 

school officials have found helpful in carrying out 

Title I requirements and are willing to share with 

other practitioners. They may be useful to you as is 

or they may need to be adapted to meet your local 

circumstances. 

The tool kit can be reviewed in its entirety or can 

be used to find specific models and examples in 

areas where an LEA has a particular need. The models, examples, and forms provided are in the public 

domain for use in any Title I program. When using 

the examples provided, the reader should carefully 

review the content for appropriateness at the local 

level and adapt to local circumstances.

1.

2.

3.

4.

5.

Purpose of the Tool Kit

Do you recognize yourself in any of the following 

scenarios?

As an LEA Title I coordinator, you would like to 

improve the parent involvement services for private school families, but are unsure of how to 

create meaningful involvement for them. You 

wish you had some models that you could adapt 

for your use.

As an SEA Title I coordinator, you find that your 

LEAs are often operating their programs for private school children in a myriad of ways. You 

could use a document that would help focus a 

discussion of models among your LEA coordinators and lead to uniformity and effectiveness for 

the private school Title I programs in your state. 

As a private school official, you do not feel confident going into the Title I consultation process 

with LEA officials. You would like to see an overview of the Title I program for private school 

children and get a better understanding of the 

program requirements.

The purpose of the tool kit is to provide practitioners 

with models and other examples of how to effectively ensure equitable services to private school 

children, their teachers, and their families under the 

Title I program. It is designed to support efforts at 

the local level and to help all parties enter into the 

consultation process with greater knowledge, practical understanding of the Title I program, and ideas 

for implementation. The knowledge gained from the 

tool kit should enhance collaboration between public 

and private officials, leading to better programs for 

eligible private school children. It also encourages 

public and private school officials to:

Understand the requirements of the law regarding the equitable participation of private school 

children, their teachers, and their families;

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Ensuring Equitable Services to Private School Children 

Become knowledgeable about practices that 

enhance collaboration and help support the process of consultation and provision of services; 

Work together as partners to ensure a fair, equitable, and significant opportunity for private 

school Title I children to reach high academic 

standards; and 

Share best practices and models among colleagues.

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 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 

The consultation process between public and pri

1 -

vate school officials regarding the Title I program 

services should result in a Title I program designed 

to meet the education needs of eligible private 

school children. Consultation must include meetings between LEA officials and appropriate private 

school officials and must occur before the LEA officials make any decision that affects the opportunity 

for private school children to participate. In addition, consultation must occur in a timely and meaningful manner during the design, development, and 

implementation of the program. Ultimately, the 

LEA officials make the final decisions regarding provision of services after consultation has occurred. 

Consultation topics must include at a minimum:

How the LEA will identify the needs of the eligible children. During the consultation process, 

the public and private school officials must discuss how the children’s education needs are 

identified, and what multiple, educationally 

related, objective criteria will be used to determine the private school children who are failing, 

or most at risk of failing, to meet student academic achievement standards.

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

process, the LEA must design and implement services offered by the LEA that address the needs of 

eligible private school children.

How, where, and by whom the LEA will provide 

services. During consultation, the options available for service delivery, including how, where, 

and by whom, must be discussed.

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How the LEA will assess academically the services and how the LEA will use the results of the 

assessment to improve services. Prior to program 

implementation, it is important to determine 

how the program will be assessed and to establish benchmarks for determining the effectiveness of the program.

The size and scope of the equitable services that 

the LEA will provide to the eligible private school 

children and the proportion of funds that is allocated for such services. The funds available for 

the instructional program to serve eligible private 

school children is part of the determination of 

the size and scope of the program being offered.

The method or source of data that the LEA will 

use to determine the number of private school 

children from low-income families residing in 

participating public school attendance areas. 

Determining the poverty count is most effectively done cooperatively by public and private 

school officials. Private school officials should 

know how the poverty data are collected and 

the number of private school children from 

low-income families who reside in Title I public 

school attendance areas.

How and when the LEA will make decisions 

about the delivery of services to eligible children, 

including a thorough consideration and analysis 

of the views of the private school officials on the 

provision of services through a contract with a 

potential third-party provider. Programs for private school students should begin at the time the 

LEA begins the public school Title I program. 

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Consultation
 A Title I Resource Tool Kit 

How, if the LEA disagrees with the views of the 

private school official on the provision of services through a contract, LEA officials must provide in writing to the private school officials an 

analysis of the reasons why the LEA has chosen 

not to use a contractor. To ensure that the views 

of the private school officials regarding provision of services by a third-party provider are 

adequately considered, the LEA must provide a 

written explanation to the private school officials 

if the LEA declines the private school officials’ 

request for a third-party provider.

How the LEA will involve families in the Title I 

program. Families of participating private school 

children should be given a variety of opportunities for meaningful involvement in their 

children’s Title I program. During the consultation process, the program for families of private 

school participants should be designed to help 

parents support Title I instruction.

What professional development activities the 

LEA will offer to the private school teachers of 

Title I participants. A professional development 

program for private school teachers of Title I participants must be designed during the consultation process and the design should reflect the 

needs of private school participants. 

Sec. 200.63 of the Title I regulations requires that 

each LEA must obtain a written affirmation signed 

by the official of each participating private school, 

or a representative of those schools, that the 

required consultation process has occurred. A signature on an affirmation form signifies that the 

private school official is satisfied that an equitable 

program has been designed to meet student needs 

and has a reasonable promise of being effectively 

implemented. The written affirmation form must be 

maintained in LEA records and be provided to the 

SEA. If private school officials do not provide the 

written affirmation within a reasonable period of 

time, the LEA must forward documentation to the 

SEA that the required consultation has occurred. 

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Title I private school participants are provided with 

services that meet their education needs. These 

needs are met through a variety of services delivery mechanisms, discussed during the consultation 

process, such as pull-out models during the regular school day, before or after school instruction, or 

summer school classes. 

There are other stipulations that must be met as well. 

For example, the Title I program must be conducted 

in space used (at the time) exclusively for Title I 

instructional services and the control of Title I funds 

and title to materials, equipment, and property purchased with Title I funds must be with the LEA.

Also, the LEA may provide the services directly 

through a teacher that it employs, or may contract 

with a third-party provider for services to eligible 

private school students. The administrative costs 

of the third-party provider must be reserved from 

the LEA’s total allocation as an administrative cost 

under Sec. 200.77(f) of the Title I regulations before 

determining per-pupil allocations. This ensures that 

the allocation for instruction for the private school 

students is equal to the allocation for instruction for 

the public school students. 

If the private school official does not believe that 

the LEA engaged in timely and meaningful consultation, or that the LEA did not give due consideration to the views of the private school official, 

or disputes the low-income data on private school 

children, or for another reason does not believe that 

the private school children are receiving fair and 

equitable Title I services, the private school official 

may file a complaint with the SEA. The decision of 

the SEA may be appealed to the U.S. secretary of 

education.

If an LEA in a state is prohibited from providing 

equitable services to private school children, or if 

the secretary determines that an LEA has substantially failed or is unwilling to provide equitable 

services, the secretary waives the requirements for 

the LEA to provide Title I services to private school 
Ensuring Equitable Services to Private School Children 

children and arranges for the provision of services. 

This procedure is known as a bypass. In making 

the determination, the secretary must consider one 

or more factors, including quality, size, scope, and 

location of the program, and the opportunity of eligible children to participate.

Selected Practices and Tools

Some SEAs provide forms and guidance for their 

LEAs, which assist LEAs in administering and 

implementing programs for eligible private school 

children. It also assures uniformity in program 

administration throughout the state.

Some private school organizations provide explanations of the consultation process to their officials 

who work with LEAs. This makes the consultation 

process more productive and helps the program 

begin smoothly. Other private school officials identify a formal representative who consults with the 

LEA officials and has the written authority to act 

on the private school officials’ behalf. Some tools 

exemplifying such practices follow.

Some Consultation Activities

Tool 1.1–Example of Public-Private School Title l 

Committee

To enhance the consultation process, some LEAs 

establish a Title I committee comprised of public 

and private school officials who meet regularly to 

discuss the Title I program for eligible private school 

students and foster positive working relationships. 

Tool 1.2–Consultation Timeline Between LEA and 

Private School Officials

This sample timeline can be adapted locally and 

gives month-by-month examples of an LEA’s timely 

consultation activities. 

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Tool 1.3–An SEA’s Guidance to LEA Officials to Help 

Them With Consultation

This excerpt provides details on allowable expenditures for Title I programs, materials, and service providers as well as the location of services.

Tool 1.4–Letter From Selected Diocesan Official to LEA 

Appointing a Private School Representative

This letter identifies the individual who is authorized to act on behalf of a group of private schools 

concerning the Title I program to the LEA. 

Tool 1.5–Checklist of Consultation Topics 

Included in the Title I statute and regulations is a 

list of topics for consultation. This list should serve 

as a checklist of topics to discuss. 

Some SEAs include a “List of Good Practices” in the 

LEAs’ Title I application packages to remind them 

of their obligations to private school children, their 

teachers and their families.

Tool 1.6–A Log to Document Contacts With the Private 

School Officials During the School Year

Log entries will help ensure an accurate account of 

all conversations between relevant parties. 

Title I Calendar 

Developing a Title I calendar is a good way to 

ensure that the private school calendar (for example, testing dates) is integrated into the Title I program activities. 

Tool 1.7–Sample Title I Calendar

This calendar is one that an LEA created with private school officials.

■
 A Title I Resource Tool Kit 

Invitation Letters and Intent to 

Participate Response Form

Annually, LEAs must contact officials of private 

schools with children who reside in the LEA regarding the Title I program. The first step in making 

consultation timely and meaningful is to send an 

informative invitation for the first consultation 

meeting. Some LEAs send letters inviting the private school officials to attend an initial consultation 

meeting regarding the Title I program and include 

with the invitation a response form. Private school 

officials indicate on the form whether their students 

will participate in the Title I program and include 

school contact information. 

Tools 1.8A and 1.8B–Sample LEA Letters With 

Response Form to Private School Officials Within LEA 

Inviting Participation of Private School Students 

Tools 1.9A and 1.9B–Sample LEA Letter With Response 

Form to Officials in Private Schools Located Outside 

the LEA’s Boundaries That May Have Eligible Students 

Residing Within the LEA

Tools 1.10A and 1.10B–Sample LEA Letter With 

Response Form to Private School Official Confirming 

His or Her Intent to Participate in the Title I Program 

and Giving Details for the First Consultation Meeting

Meeting Agendas for the Consultation 

Process

Well-constructed meeting agendas provide road 

maps for well-run and focused consultation meetings. Both public and private school officials should 

have the opportunity to suggest agenda topics. To 

the extent possible, envisioning the consultation 

needs for the school year prior to the first consultation meeting will determine what subjects should be 

covered in order to effectively pace the consultation 

process. The agenda items and timing of the meetings should follow the decisions made and the timeline established respectively at the first consultation 

meeting. 

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Tool 1.11–Agendas for Consultation Meetings

Written Affirmation of Consultation

When Title I was reauthorized by the No Child Left 

Behind Act, a requirement was added for a sign-off 

by private school officials to signify that consultation was timely and meaningful, covered all appropriate topics, and resulted in program designs that 

have a reasonable expectation of success. This written affirmation is an important part of the consultation process. The content of the written affirmation 

should follow the consultation requirements listed 

in Sec. 200.63 of the Title I regulations.

Tool 1.12A–Written Affirmation of Consultation With 

Private School Officials 

This written affirmation form contains all the consultation requirements listed in the Sec. 200.63 of 

Title I regulations.

Tool 1.12B–Written Affirmation of Consultation With 

Private School Officials That Includes Student Selection 

Criteria

In addition to all the consultation requirements 

listed in the Title I regulations, these written affirmation forms contain student selection information.

Complaint Process

Improving the consultation process and opening 

the lines of communication should result in Title I 

programs that are designed to better meet the needs 

of the private school participants. Effective and 

ongoing consultation may deter formal complaints 

to the SEA by private school officials; however, private school officials have the right to complain to 

the SEA. 

Tool 1.13–The Complaint Process

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Ensuring Equitable Services to Private School Children 

Tools
1010 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 11

This is an example of the information that an LEA developed to strengthen the consultation 

process between public and private school officials.

Public-Private School Title I Committee 

Overview 

The public-private school Title I committee is made up of public and private school officials. 

Committee members focus on the goal of providing suggestions and insight regarding the needs 

of the private school participants so that the LEA can design the best possible Title I programs 

that meet the needs of the eligible private school children. Keeping this open channel of 

communication among private school officials, parents, Title I and private school teachers, and 

the public school officials is a key to program success. 

The committee meets monthly throughout the school year to discuss the design, development, 

implementation, and assessment of the Title I programs for private school participants. 

Additional meetings are scheduled as needed. 

Membership 

Private school members include school administrators, teachers, and a parent representative. 

Public school members include the Title I official responsible for the program serving private 

school students and Title I instructional specialists. Other experts are invited on an ad hoc basis, 

as needed. 

Objectives 

Objectives of the committee are to: 

 Develop a consultation timeline; 

 Assist in the collection of data, as needed; 

 Identify the private school children living in participating public school attendance areas who 

are failing or most at risk of failing; 

 Discuss and provide suggestions so that Title I programs for identified children can be 

created that meet those children’s needs; 

 Discuss ways to provide private school teachers with intervention strategies and professional 

development in order to assist the Title I children: 

 Discuss ways to encourage parents to support their children’s Title I instruction; and 

 Review assessment results as a catalyst for instruction change. 

Tool 1.1–Example of Public-Private School Title I Committee
1122 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 13

Example of a Timeline for LEA Consultation 

With Private School Officials*

Month LEA Activity Legal Basis** 

November/December 

in preparation for 

the next school year 

Obtain complete list of all private schools with 

students who are residents of the LEA. 

Meet with private school officials to review 

timeline and consultation process. Establish a 

consultation calendar and procedures for collecting 

poverty data (i.e. data on low-income families). 

LEA uses list to ask all private 

school officials if they want 

their eligible students to 

participate in Title I the next 

school year. 

See §1120(a) of the 

Elementary and Secondary 

School Act. 

December through 

February in 

preparation for the 

next school year 

Obtain from principals or a central office serving a 

group of private schools the following poverty 

data (as appropriate) on private school students: 

• Same poverty measure used to count 

public school students, which is usually 

free and reduced-priced lunch; 

• Survey of private school parents asking 

for income data, address, and grade 

level of children from which the LEA 

must extrapolate these data (see 

Section 2); 

• Alternative poverty data such as 

scholarships, Temporary Aid to Needy 

Families, Medicaid, etc. 

~or~ 

• Decide through consultation to use 

proportionality (see Section 2). 

Private school students from 

low-income families who live 

in Title I participating public 

school attendance areas 

generate funds for 

instructional services. 

See §1120(c)(1) & 

§200.78(a)(2) of the Title I 

regulations. 

February/March 

in preparation for 

the next school year 

Match addresses of private school students 

from low-income families to participating public 

school attendance areas. 

Estimate the amount of funds generated for 

instruction using the same estimated per-pupil 

amount as that used for public school students 

in participating public school attendance areas. 

Meet with private school officials to discuss 

poverty data collected, amount of estimated 

instructional funds generated, and determine if 

funds will be pooled, not pooled, or a 

combination of both options. 

See §1120(b)(1)(f) & (2) and 

§200.64(a). 

* In this example, multiple meetings will be required to cover each LEA activity. 

** This column references Title I, Sec. 1120 and 34 CFR 200.

Tool 1.2–Consultation Timeline Between LEA and Private School Officials
1144 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 15

Example of a Timeline for LEA Consultation 

With Private School Officials (Continued) 

Month LEA Activity Legal Basis 

March/April

in preparation for 

the next school year 

Determine the multiple, educationally related, 

objective criteria to be used to select eligible 

students (educationally needy students who 

reside in Title I attendance areas) in 

consultation with private school officials. 

Multiple, educationally related, 

objective criteria required 

under §1115(b). See 

§200.62(b). 

Obtain from private school officials lists of 

names, addresses, and grades of private 

school students who meet the criteria. 

See §1120(b). 

From these lists, select for Title I services those 

students most at-risk of failing, as decided in 

consultation. 

See §200.62(b)(2). 

Discuss with private school officials the needs 

of selected students, appropriate Title I services 

to serve those needs, and location of services. 

See §1120(b)(1) and 

§200.63(a) and (b). 

Design services that meet participants’ needs 

based on consultation, using the estimated 

amount of funds generated by private school 

students from low-income families, and the 

equitable share of funds reserved for 

districtwide instructional activities. 

See §200.64. 

Determine with private school officials the 

standards and annual assessments for 

measuring progress of the Title I program. 

LEA must assess quality and 

effectiveness of Title I 

program each year. LEA 

modifies the design of 

services if annual progress is 

not met.

Define annual progress. Determine criteria for 

making program modifications when annual 

progress is not achieved. 

Assess the achievement of current year’s 

program using the standards previously agreed 

upon last year. 

After appropriate consultation, make 

modifications to next year’s Title I program, if 

annual progress has not been met. 

See §1120(b)(1)(D) and 

§200.63(b)(5). 

Tool 1.2–Consultation Timeline Between LEA and Private School Officials (continued)
1166 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 17

Example of a Timeline for LEA Consultation 

With Private School Officials (Continued) 

Month LEA Activity Legal Basis 

April/June

in preparation for 

the next school year 

Determine in consultation with private school 

officials the professional development and 

parent involvement needs of private school 

teachers and families of private school 

participants. 

Design activities that LEA will implement the 

next school year (independently or in 

conjunction with LEA activities) for teachers 

and families of participants. 

Equitable services for 

teachers and families of 

participants apply to funds 

reserved under §§1118 and 

1119.

See §1120(a) and §200.65. 

Inform private school officials of tentative 

program designs, service delivery models, 

number of Title I participants, allocations, 

location of services, and estimated costs. 

Provide opportunities for private school officials 

to comment. 

LEAs must provide 

opportunities for consultation 

with private school officials if 

program is modified or private 

school officials request more 

discussion. 

See §1120(b) and §200.63. 

Update private school officials if there are any 

changes. Generate a list of students who will 

receive Title I services beginning in September 

of the next school year. 

Obtain written affirmation from private school 

officials or their representatives that timely and 

meaningful consultation has occurred. 

Consultation must be ongoing, however, and 

should continue throughout the school year. 

See §1120(b)(4) and 

§200.63(e). 

Complete all necessary reports, contract 

negotiations, ordering of materials, hiring of 

teachers, etc. Consultation should be 

completed for the next school year prior to LEA 

submitting its Title I application to the SEA. 

These actions ensure that 

programs will begin at the 

start of the school year. 

See §1120(a)(3) and 

§200.62(a)(1). 

August 

in preparation for 

the beginning of 

school year 

Report on readiness of Title I program for 

private school participants to private school 

officials. 

Private school officials should 

be aware how LEA will 

implement the program in 

September, including staffing, 

number of students to be 

served, location, etc. 

See §1120(b)(2) and 

§200.63(c). 

Tool 1.2–Consultation Timeline Between LEA and Private School Officials (continued)
1

188 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 19

Example of a Timeline for LEA Consultation 

With Private School Officials (Continued) 

Month LEA Activity Legal Basis 

September of school 

year 

LEA begins Title I services for students 

identified the previous spring as participants 

and provides private school officials with their 

names, services to be provided, and names of 

Title I teachers.

See §1120(a)(1) and 

§200.62(a)(1). 

Obtain a list of newly enrolled students who 

meet eligibility criteria. Consult with private 

school officials on how new students might be 

accommodated in the program. 

Initiate professional development and parent 

involvement activities based on previous 

spring’s consultation. 

See §200.65. 

October of school 

year 

LEA provides information about possible 

adjustments and program changes to private 

school officials. 

Start planning for the next school year’s 

consultation cycle. 

See §1120(b)(2) and 

§200.63(c). 

Key issues relating to the provision of Title I services are discussed during consultation, which provides 

an opportunity for the both the public and private school officials to express their views and to have those 

views considered. Ultimately, the LEA is responsible for planning, designing, and implementing the Title I 

program and may not delegate that responsibility to the private schools or their officials.

As a result, private school officials who want services for their eligible students should be aware of their 

roles in the consultation process to ensure that Title I programs designed by the LEA effectively meet the 

needs of their participating children, their teachers, and their families. Roles for the private school 

officials are: 

• Participating in consultation; 

• Providing lists of addresses and grades of low-income families; 

• Providing lists of names, addresses, and grade levels of children who meet the multiple, educationally 

related, objective criteria for participation eligibility: 

• Suggesting ideas, program designs, and modifications that meet the needs of their eligible children, 

their teachers, and their families; and 

• Providing a dedicated space, if appropriate. 

Tool 1.2–Consultation Timeline Between LEA and Private School Officials (continued)
20 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 21

Services to Private School Children: 

Guidelines for Allowable Title I Expenditures 

Timely and Meaningful Consultation 

Sec. 1120(b) of the No Child Left Behind Act and Sec. 200.63 of the Title I regulations require 

that timely and meaningful consultation occur between the local educational agency (LEA) and 

private school officials prior to any decision that affects the opportunities of eligible private 

school children, their teachers, and their families to participate in Title I programs, and shall 

continue throughout the implementation and assessment of activities. 

Allowable Program Expenditures 

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. Counseling programs; 

6. Computer-assisted instruction (CAI) with noninstructional computer technicians who 

supervise computer labs, maintain discipline, and escort students to and from class 

(Their salaries are an administrative cost under Sec 200.77(f) of the Title I regulations 

and may not be charged to funds generated by private school children from low-income 

families, which is for instruction.); 

7. Home tutoring; 

8. Computers and software products; and 

9. Take-home computers (The LEA should ensure that families and students are properly 

trained in computer and software use.). 

Tool 1.3–An SEA’s Guidance to LEA Officials to Help Them With Consultation
22 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 23

Services to Private School Children: 

Guidelines for Allowable Title I Expenditures (continued) 

Allowable Expenditures for Service Providers 

These expenditures include: 

1. Salaries and fringe benefits for highly qualified teachers directly hired by the LEA; 

2. Salaries and fringe benefits for qualified paraprofessionals directly hired by the LEA and 

supervised by highly qualified public school teachers who are located in the same 

building; 

3. LEA contracts with third-party providers (The contract should provide information that 

ensures the LEA that the Title I program contract will be administered in accordance with 

all requirements. The LEA must exercise oversight of the instructional program and 

administrative costs); and 

4. LEA contracts with retired public or private school teachers to teach at the private school 

during the school day and before or after school. 

Location of Services and Equipment 

1. Title I services must be provided in a separate space that is under the LEA’s control when 

Title I services are being provided; 

2. If the services are provided in a library or private school classroom, the space must be 

separate and partitioned off; and 

3. Computer equipment and other supplies purchased with Title I funds may be used only 

by Title I students in the Title I program. 

Tool 1.3–An SEA’s Guidance to LEA Officials to Help Them With Consultation (continued)
24 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 25

In some LEAs, some private school officials have one representative with whom the LEA consults. 

Letterhead 

[Insert Date] 

[Insert School Name] 

[Insert School District] 

[Insert School Address] 

[Insert City, State, and Zip Code] 

Dear _________________: 

For several years the Department of Catholic Schools has appointed one representative to serve 

as a liaison between the Catholic elementary schools in each public school district and staff 

members of the school district in matters pertaining to government programs. Since this practice 

has proved to be mutually beneficial, we will continue to appoint a representative. 

Your district’s representative for the upcoming school year is: 

 [Insert Name], Principal 

 [Insert Name of School] 

 [Insert Street Address] 

[Insert City, State, and Zip Code} 

 [Insert Phone Number] 

 

This representative is authorized to act on behalf of the Catholic elementary schools in your 

district in matters of planning and program operation with respect to all government programs to 

which private school students are entitled. Please feel free to contact me at any time at xxx- xxxxxxx.

Please consider this letter as a formal notification that the schools of the Diocese of 

______________ wish to have their students participate in all programs under the No Child Left 

Behind Act of 2001 that provide for the equitable participation of private school students, their 

teachers and other educational personnel, and their families. 

Sincerely,

Diocesan Director of Federal and State Programs 

cc: Regional Supervisor 

Tool 1.4–Letter From Selected Diocesan Official to LEA Appointing a Private School Representative
26 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 27

LEA Checklist of Consultation Topics 

This list of consultation topics provides the LEA officials with the specific topics that 

must be covered in consultation meetings as required under Sec. 1120(b) of Title I and 

Sec. 200.63 of the Title I regulations. As LEA and private school officials address and 

complete discussions on each topic, the LEA officials may want to check-off each item as 

finished so to create a record for future reference should the need arise.

 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 will make decisions about the delivery of services; 

 How, where, and by whom the LEA will provide services to eligible private school 

children; 

 How the LEA will assess academically the services to private school children in 

accordance with Sec. 200.10 of the Title I regulations and how the LEA will use the 

results of that assessment to improve Title I services; 

 The size and scope of the equitable services that the LEA will provide to eligible 

private school children and, consistent with Sec. 200.64 of the Title I regulations, the 

proportion of its Title I funds that the LEA will allocate for these services: 

 The method, or the sources of data, that the LEA will use under Sec. 200.78 of the 

Title I regulations to determine the number of private school children from lowincome families residing in participating public school attendance areas, including 

extrapolation if a survey is used; 

 The equitable services the LEA will provide to teachers and families of participating 

private school children; 

 The service delivery mechanisms the LEA will use to provide services; and 

 Consideration and analysis of the views of the private school officials on whether the 

LEA should contract with a third-party provider and provide in writing to those 

officials the reasons if the LEA decides not to use a third-party provider. 

Tool 1.5–Checklist of Consultation Topics

Go To Tool >>>

LEA Checklist of Consultation Topics 

This list of consultation topics provides the LEA officials with the specific topics that 

must be covered in consultation meetings as required under Sec. 1120(b) of Title I and 

Sec. 200.63 of the Title I regulations. As LEA and private school officials address and 

complete discussions on each topic, the LEA officials may want to check-off each item as 

finished so to create a record for future reference should the need arise.

 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 will make decisions about the delivery of services; 

 How, where, and by whom the LEA will provide services to eligible private school 

children; 

 How the LEA will assess academically the services to private school children in 

accordance with Sec. 200.10 of the Title I regulations and how the LEA will use the 

results of that assessment to improve Title I services; 

 The size and scope of the equitable services that the LEA will provide to eligible 

private school children and, consistent with Sec. 200.64 of the Title I regulations, the 

proportion of its Title I funds that the LEA will allocate for these services: 

 The method, or the sources of data, that the LEA will use under Sec. 200.78 of the 

Title I regulations to determine the number of private school children from lowincome families residing in participating public school attendance areas, including 

extrapolation if a survey is used; 

 The equitable services the LEA will provide to teachers and families of participating 

private school children; 

 The service delivery mechanisms the LEA will use to provide services; and 

 Consideration and analysis of the views of the private school officials on whether the 

LEA should contract with a third-party provider and provide in writing to those 

officials the reasons if the LEA decides not to use a third-party provider. 

Tool 1.5–Checklist of Consultation Topics

Go To Tool >>>

Ensuring Equitable Services to Private School Children 27

LEA Checklist of Consultation Topics 

This list of consultation topics provides the LEA officials with the specific topics that 

must be covered in consultation meetings as required under Sec. 1120(b) of Title I and 

Sec. 200.63 of the Title I regulations. As LEA and private school officials address and 

complete discussions on each topic, the LEA officials may want to check-off each item as 

finished so to create a record for future reference should the need arise.

 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 will make decisions about the delivery of services; 

 How, where, and by whom the LEA will provide services to eligible private school 

children; 

 How the LEA will assess academically the services to private school children in 

accordance with Sec. 200.10 of the Title I regulations and how the LEA will use the 

results of that assessment to improve Title I services; 

 The size and scope of the equitable services that the LEA will provide to eligible 

private school children and, consistent with Sec. 200.64 of the Title I regulations, the 

proportion of its Title I funds that the LEA will allocate for these services: 

 The method, or the sources of data, that the LEA will use under Sec. 200.78 of the 

Title I regulations to determine the number of private school children from lowincome families residing in participating public school attendance areas, including 

extrapolation if a survey is used; 

 The equitable services the LEA will provide to teachers and families of participating 

private school children; 

 The service delivery mechanisms the LEA will use to provide services; and 

 Consideration and analysis of the views of the private school officials on whether the 

LEA should contract with a third-party provider and provide in writing to those 

officials the reasons if the LEA decides not to use a third-party provider. 

Tool 1.5–Checklist of Consultation Topics

Go To Tool >>>
28 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 29

Title I 

Log of LEA Contacts With Private School Officials 

LEA ___________________________________________________________

Title I Coordinator___________________ Telephone Number___________________ 

Title I Coordinator: Complete an entry for each conversation you had with private school 

officials to create an accurate log of contacts.

Private school Telephone Telephone contact: 

date/time/name Purpose of contact 

Tool 1.6–A Log to Document Contacts With the Private School Officials During the School Year
3030 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 31

Title I Calendar for First Quarter 

The following is an example of a quarterly calendar that a selected LEA and private school 

officials have used to keep track of various activities at the private school. 

August

 11–14 Orientation for Title I teachers 

 18 LEA quarterly meeting with private school principals 

 • Introduction of Title I teachers 

 22 Title I teachers assigned to space in private schools 

 25 Private school classes begin 

September 

 8–12 Iowa Test of Basic Skills (ITBS) test administered to all private school children 

by private school officials 

 11 Title I teachers attend the parent-teacher organization meeting at private schools

 12 Title I classes begin 

October

 2 Professional development activity for private school teachers of Title I 

participants: Adapting scientifically based reading research to Title I instruction 

November

 13 First-quarter report cards distributed to parents at parent-teacher conferences held 

at private school with Title I teachers participating in the conferences 

 14 ITBS testing data available for review by LEA and private school officials 

 20 LEA quarterly meeting with private school principals 

 • Discuss whether new children should be added to Title I program based on the 

ITBS test data? 

 • Begin planning for next year 

 29 Professional development activity: Using student assessment data to improve 

instruction for Title I students in your classroom. 

Tool 1.7–Sample of Title I First-quarter Calendar

Go To Tool >>>

Title I Calendar for First Quarter 

The following is an example of a quarterly calendar that a selected LEA and private school 

officials have used to keep track of various activities at the private school. 

August

 11–14 Orientation for Title I teachers 

 18 LEA quarterly meeting with private school principals 

 • Introduction of Title I teachers 

 22 Title I teachers assigned to space in private schools 

 25 Private school classes begin 

September 

 8–12 Iowa Test of Basic Skills (ITBS) test administered to all private school children 

by private school officials 

 11 Title I teachers attend the parent-teacher organization meeting at private schools

 12 Title I classes begin 

October

 2 Professional development activity for private school teachers of Title I 

participants: Adapting scientifically based reading research to Title I instruction 

November

 13 First-quarter report cards distributed to parents at parent-teacher conferences held 

at private school with Title I teachers participating in the conferences 

 14 ITBS testing data available for review by LEA and private school officials 

 20 LEA quarterly meeting with private school principals 

 • Discuss whether new children should be added to Title I program based on the 

ITBS test data? 

 • Begin planning for next year 

 29 Professional development activity: Using student assessment data to improve 

instruction for Title I students in your classroom. 

Tool 1.7–Sample of Title I First-quarter Calendar

Go To Tool >>>

Ensuring Equitable Services to Private School Children 31

Title I Calendar for First Quarter 

The following is an example of a quarterly calendar that a selected LEA and private school 

officials have used to keep track of various activities at the private school. 

August

 11–14 Orientation for Title I teachers 

 18 LEA quarterly meeting with private school principals 

 • Introduction of Title I teachers 

 22 Title I teachers assigned to space in private schools 

 25 Private school classes begin 

September 

 8–12 Iowa Test of Basic Skills (ITBS) test administered to all private school children 

by private school officials 

 11 Title I teachers attend the parent-teacher organization meeting at private schools

 12 Title I classes begin 

October

 2 Professional development activity for private school teachers of Title I 

participants: Adapting scientifically based reading research to Title I instruction 

November

 13 First-quarter report cards distributed to parents at parent-teacher conferences held 

at private school with Title I teachers participating in the conferences 

 14 ITBS testing data available for review by LEA and private school officials 

 20 LEA quarterly meeting with private school principals 

 • Discuss whether new children should be added to Title I program based on the 

ITBS test data? 

 • Begin planning for next year 

 29 Professional development activity: Using student assessment data to improve 

instruction for Title I students in your classroom. 

Tool 1.7–Sample of Title I First-quarter Calendar

Go To Tool >>>
3

322 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 33

Begin consultation early enough to allow sufficient time to collect poverty data, determine 

student education needs from private school officials, and complete the school district’s 

application to the state by the due date. 

Letterhead 

[Insert Name] 

[Insert Address] 

[Insert City, State, Zip Code] 

[Insert Date] 

Dear [Insert Name]: 

Your students may be eligible for federal education services under Title I, Part A, of the 

Elementary and Secondary Education Act. Title I, Part A, provides services to both public and 

private school children who need additional educational help and who live in Title I public school 

attendance areas. Services can range from reading instruction several times per week during the 

regular school day to mathematics instruction after school to counseling services to a family 

literacy program during the summer. In addition to these student services, Title I can provide 

professional development activities for teachers of participating children and special activities 

for families of Title I students. 

If you are interested in learning more about the Title I program that your eligible students and 

teachers could receive in the next school year, please return the enclosed form no later than 

[insert day at least 10 days after receipt of letter]. You may return the form by fax to [insert fax 

number]. Upon receipt of your form, you will be contacted about our first consultation meeting, 

which is planned for [insert date at least 10 days after form is due]. 

We hope that you will choose to learn about the Title I services for your students, teachers, and 

families. In the meantime, if you have any questions, please contact me at [insert phone number 

and e-mail address]. I look forward to meeting you soon. 

Sincerely,

Title I Director 

Enclosure

Tool 1.8A–Sample LEA Letter to Private School Officials Within LEA Inviting Participation of Their 

Students
3

344 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 35

Private School Officials Interested in Their Students 

Participating in the Title I Program 

Name of Private School_______________________________________________

Name of Private School Official __________________________________________

Title of Private School Official ____________________________________________

Private School Contact (if other than person listed above): 

_____________________________________________________________________

E-mail of Contact _______________________________________________________

Phone Number of Contact ________________________________________________ 

Fax___________________________________________________________________ 

_____Yes, I am interested in my students, teachers, and families participating in Title I 

programs for the 20__–20__ school year. 

_____No, I am not interested in my students, teachers, and families participating in Title 

I programs for the 20__–20__ school year. 

Please return this form by [insert due date] to: 

[Insert name] 

[Insert phone and fax numbers] 

[Insert e-mail address] 

Tool 1.8B–Response Form to Accompany Sample LEA Participation Letter to Private School Officials 

(Tool 1.8A)
3

366 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 37

Letterhead

[Insert Name] 

[Insert Address] 

[Insert City, State, Zip Code] 

[Insert Date] 

Dear [Insert Name]: 

[Insert name of school district] is beginning to plan its Title I program for the next school year 

and needs your help to determine if there are any students who live in our school district and 

attending your school who may be eligible for Title I services. Title I, Part A, authorized under 

the Elementary and Secondary Education Act, provides services to children who need extra 

educational help and reside in Title I public school attendance areas. Services can range from 

reading instruction several times per week during the school day, to mathematics instruction after 

school, to counseling services, to a family literacy program during the summer. In addition to 

student services, Title I provides professional development activities for private school teachers 

of participating children and special activities for families of Title I students.

Under the Title I program, the number of private school students who qualify for free and 

reduced-price lunch (they do not need to be participants) and reside in a Title I public school 

attendance area provide the basis for calculating the amount of funds used to implement the 

program. Students who need extra educational help and reside in a Title I public school 

attendance area are eligible for services.

In order to determine the amount of funds available to support a Title I program that would serve 

children with education needs, please complete the enclosed form. If you have any questions or 

would like to discuss the Title I program, please call me at [insert phone number]. 

Sincerely,

Title I Director 

Enclosure

Tool 1.9A–Sample LEA Letter to Officials of Private Schools Located Outside the LEA’s Boundaries That 

May Have Eligible Students Residing Within the LEA
3

388 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 39

Officials of Private Schools Outside the LEA

Interested in Having Their Students Who Live in the LEA 

Participate in the Title I Program 

Name of Private School_______________________________________________

Name of Private School Official __________________________________________

Title of Private School Official ____________________________________________

Private School Contact (if other than person listed above): 

_____________________________________________________________________

Phone Number of Contact ________________________________________________ 

E-mail address_________________________________________________________

Fax__________________________________________________________________

Please check which applies: 

_____ Yes, I am interested and have data on my students’ qualification for free and 

reduced-price lunch.

_____ Yes, I am interested, but I do not have data my students’ qualification for free 

and reduced-price lunch.

_____ No, I am not interested. 

If you have data on your students’ qualifications for free and reduced-price lunch, 

please provide [insert name of school district] with the address and grade level of all 

students residing in [insert name of school district] and who meet the qualifications. Do 

NOT provide student names. 

Please return this form by [insert due date] to: 

[Insert name] 

[Insert phone and fax numbers] 

[Insert e-mail address] 

Tool 1.9B–Response Form to Accompany LEA Letter to Officials of Private Schools Located Outside 

District Boundaries
40 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 41

Begin consultation early enough to allow sufficient time to collect poverty data, determine 

student education needs from private school officials, and complete our application to the state 

by the due date. 

Letterhead 

[Insert Name] 

[Insert Address] 

[Insert City, State, Zip Code} 

[Insert Date] 

Dear [Insert Name]: 

Your students may be eligible for federal education services under Title I, Part A, of the 

Elementary and Secondary Education Act. Title I, Part A, program provides services to both public 

and private school children who need additional educational help and who live in Title I public 

school attendance areas. Services can range from reading instruction several times per week 

during the regular school day to mathematics instruction after school to counseling services to a 

family literacy program during the summer. In addition to these student services, Title I may 

provide professional development activities for teachers of participating children and special 

activities for families of Title I students. 

If you are interested in learning more about the Title I program that your eligible students and 

teachers could receive in the next school year, please return the enclosed form no later than 

[insert day at least 10 days after receipt of letter]. You may return the form either by fax to 

[insert fax number] or by U.S. mail. When I receive your form, I will contact you about our first 

consultation meeting, which is planned for [insert date at least 10 days after form is due]. 

We hope that you will come and learn about the Title I services available for your students, 

teachers, and families. In the meantime, if you have any questions, please contact me at [insert 

phone number and e-mail address]. I look forward to meeting you soon. 

Sincerely,

Title I Director 

Enclosure

Tool 1.10A–Sample LEA Letter to Private School Official Inviting Their Students to Participate in Title I 

Programs and Giving Details on Consultation Meeting
42 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 43

Private School Officials Interested in Their Students 

Participating in the Title I Program 

Name of Private School_______________________________________________

Name of Private School Official __________________________________________

Title of Private School Official ____________________________________________

Private School Contact (if other than person listed above): 

_____________________________________________________________________

Phone Number of Contact ________________________________________________

E-mail address_________________________________________________________

Fax___________________________________________________________________ 

_____Yes, I am interested in my students, teachers, and families participating in Title I 

programs for the 20__–20__ school year. 

_____No, I am not interested in my students, teachers, and families participating in Title 

I programs for the 20__–20__ school year. 

Please return this form by [insert due date] to: 

[Insert name] 

[Insert phone and fax numbers] 

[Insert e-mail address] 

Tool 1.10B–Response Form to Accompany Sample LEA Participation Letter to Private School Officials 

(Tool 1.10A)
44 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 45

Sample Agendas for Consultation Meetings 

Throughout the School Year 

Agenda for early winter meetings (typically in December or January) in preparation for the next 

school year 

1. Welcome and introduction. 

2. Overview of Title I program. 

3. Options for service providers: the LEA or a third-party. 

4. Discussion on the collection of poverty data: What is available from private schools? Is 

the survey with extrapolation a possibility? Should the LEA consider proportionality? 

5. Discussion on possible program designs: Should it be a pullout program or a before or 

after school program? Which grade levels and what academic subjects should the Title I 

program encompass? Do the private school officials have space in their schools for the 

LEA to provide Title I services?

Agenda for late winter or early spring meetings (typically in February or March) 

1. Review of poverty data collected and the estimated amount of funds available for 

services. Decide if pooling option will be used.

2. Determination of the multiple, educationally related and objective criteria used to select 

eligible children who reside in Title I public school attendance areas. 

3. Review of options for service providers.

4. Plan a program design workshop for private school principals and LEA instructional 

specialists. 

5. Discuss how the Title I program will be evaluated: What standards and assessment will 

be used? What will be annual progress and what percentage of participants must meet 

that progress in order for the program to be effective. 

6. Establish the date that Title I services will start. 

7. Discuss the professional development needs of the private school teachers of Title I 

participants based on the most recent student assessment data 

8. Discuss the needs of the parents of participants: How can parents better support their 

children’s instruction? 

Agenda for late spring meetings (typically in April or May) 

1. Finalize the designs of the Title I programs—ensure materials have been ordered, LEA 

personnel who are providing Title I services are in place, and service start date is firm. 

2. Finalize professional development programs and activities for private school teachers. 

Establish a calendar for the next year’s activities. 

3. Finalize parent involvement programs and activities for parents of participants. Establish 

a calendar for next year.

4. Review current year’s assessment data for current year participants to determine if any 

adjustments to instruction should be made. 

5. Provide affirmation forms for signature. 

Tool 1.11–Agendas for Consultation Meetings
46 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 47

Sample Agendas for Consultation Meetings 

Throughout the School Year (continued) 

Agenda for meeting one month after program has begun (typically in the month of October) 

1. Review the implementation of the program for the first month. 

2. Discuss changes in roster of eligible children and the possibility of adding children to the 

program, as needed, depending on space and time. 

3. Review process for coordinating Title I program with classroom teachers. 

4. Review implementation of the professional development program. 

5. Review implementation of the parental involvement program. 

Tool 1.11–Agendas for Consultation Meetings (continued)
48 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 49

LEA Affirmation of Consultation 

With Private School Officials 

Sec. 1120(b) of the Elementary and Secondary Education Act and Sec. 200.63 of the Title I regulations 

require that timely and meaningful consultation occur between the local 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 implementation and assessment of activities under this section. 

The following topics must be discussed during the ongoing consultation process:

• 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 will make decisions about the delivery of services; 

• How, where and by whom the LEA will provide services to eligible private school children, 

including a thorough consideration and analysis of the views of the private school officials on the 

provision of services through a contract with a third-party provider; 

• How the LEA will assess academically the services to eligible private school children in 

accordance with Sec. 200.10 of the Title I regulations and how the LEA will use the results of 

that assessment to improve Title I instructional services; 

• The size and scope of the equitable services that the LEA will provide to eligible private school 

children and, consistent with §200.64, the proportion of funds that will be allocated to provide 

these services; 

• The method or sources of data that the LEA will use under §200.78 to determine the number of 

private school children from low-income families residing in participating public school 

attendance areas, including whether the LEA will extrapolate data, if a survey is used; 

• The equitable services the LEA will provide to teachers and families of participating private 

school children; and 

• If the LEA disagrees with the views of the private school officials on the provisions of services 

through a contract, the LEA must provide the private schools the reasons in writing why the LEA 

chooses not to use a contractor. 

We agree that timely and meaningful consultation occurred before the LEA made any decision that 

affected the participation of eligible private school children in the Title I, Part A, program. 

______________________________________ ______________________________________ 

Public School Official Date Private School Representative Date 

______________________________________ _______________________________________ 

School District Name of Private School Agency or School 

The LEA must maintain a copy of this form in its records and provide copies to the SEA.

Tool 1.12A–Written Affirmation of Consultation With Private School Officials
5050 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 51

LEA Affirmation of Consultation With Private School 

Officials That Includes Student Selection Criteria 

Name of LEA____________________________________________________________ 

Name of Private School_____________________________________________________ 

To ensure timely and meaningful consultation during the design and development of the LEA’s programs 

under Title I, Part A, the LEA has consulted with private school officials on the following issues: 

• Data sources to be used to identify children’s needs; 

• Services to be offered; 

• How, where, and by whom the services will be provided; 

• How the services will be academically assessed and how the results of that assessment will be 

used to improve services; 

• The size and scope of the equitable services to be provided to the eligible private school children, 

and the proportion of funds that is allocated for such services; 

• The method or sources of data used to determine the number of children from low-income 

families in participating school attendance areas who attend private schools; 

• The delivery of services to private school children; 

• The needs of private school teachers who teach Title I students and the professional development 

program that will be designed to meet their needs; 

• The needs of families of Title I children and the family involvement program that will be 

designed to meet their needs; and 

• Disagreements regarding contract. 

Consultation included meetings with private school officials before the LEA made any decision that affected 

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. 

The following multiple, educationally related, objective criteria are used to determine private school 

student eligibility for the Title I, Part A, program: 

Grade

level Criteria Method to determine greatest need 

I affirm that the required consultation has occurred. 

Signature of private school official Name of private school official Date 

Signature of public school official Name of public school official Date 

Tool 1.12B–Written Affirmation of Consultation With Private School Officials That Includes Student 

Selection Criteria
5

522 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 53

The Complaint Process for

Private School Officials

Under Title I, a local education agency (LEA) is required to provide to eligible private school 

children, their teachers, and their families Title I services or other benefits that are equitable to 

those provided to eligible public school children, their teachers, and their families. Private school 

officials have recourse through the complaint process if they do not believe their eligible 

children, teachers, or families are receiving equitable services. 

Aspects of the complaint process that the private school officials should know:

 A private school official has a right to complain to the state educational agency (SEA) that 

the LEA did not engage in a timely and meaningful consultation process or did not give due 

consideration to the views of the private school officials. 

 Any dispute regarding the accuracy of low-income data for private school students also can 

be the subject of a complaint. 

 The SEA is required to have complaint procedures in place as required by Sec. 34 CFR

299.10–12. Included in these procedures is a reasonable time by which the SEA must 

respond in writing to the complaint. 

 No later than 30 days following the written response by the SEA, or in the event the SEA 

fails to resolve the complaint within a reasonable period of time, the private school official 

may appeal the decision of the SEA to the secretary of the U.S. Department of Education. 

Such appeal must be accompanied by a copy of the SEA’s written response, if available, and 

a complete statement of the reasons supporting the appeal. 

 The secretary must complete an investigation of the complaint and resolve the appeal within 

120 days after receipt of the appeal. 

Tool 1.13-The Complaint Process
5

544 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 55

Under Sec. 1120 of Title I, an LEA is required to pro

2 -

vide eligible children attending private elementary 

and secondary schools Title I services or other benefits that are equitable to those provided by the LEA 

to eligible pubic school children. Sec. 1120(a)(4) 

requires that Title I expenditures for educational 

services and other benefits to eligible private school 

students be equal to the proportion of funds allocated to participating public school attendance 

areas based on the number of private school children from low-income families, which the LEA may 

determine each year or every two years. Thus, 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 participating public school 

attendance area is determined on the basis of the 

number of the private school children from lowincome families who reside in participating public 

school attendance areas. After consultation with private school officials, LEA officials may select one or 

more of the following ways to calculate the number 

of private school children from low income families:

Use the same measure of low income used to 

count public school children, which is usually 

the free and reduced-price lunch count; or

Use the results of a survey that, to the extent 

possible, protects the identities of families of private school students. (Such survey results are 

extrapolated if complete actual data are unavailable.); or

Apply the low-income percentage of each participating public school attendance area to the number of private school children who reside in that 

attendance area (i.e., proportionality); or 

✜

✜

✜

Use an equated measure of low income to compare the count of low-income public school 

children with the low-income private school 

population.

According to Title I, each student from a low-income 

family who resides in a participating public school 

attendance area is assigned a per-pupil amount of 

Title I funds. This amount is the same for public 

and private school students residing in the same 

public school attendance area. Some public school 

attendance areas with high concentrations of lowincome families may have a higher per-pupil amount 

than a public school attendance area with less poverty. In the case of an area with a higher concentration of low-income families, often called a “tier” or 

a “band,” both public and private school students 

from low-income families who reside in the same 

public school attendance area are assigned the higher 

per-pupil amount. Averaging the per-pupil amount 

for public school students to derive a per-pupil 

amount for private school students is not allowed.

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. 

Instructional expenses include such costs as teachers’ salaries, fringe benefits, books, workbooks, 

computers and computer software. 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 pri-

✜

Equitable Participation of 

Private School Students
5

566 A Title I Resource Tool Kit 

vate school children served need to be those who 

generated funds. 

The LEA officials, in consultation with private 

school officials, may pool funds for instruction in 

private schools or groups of private schools, such as 

schools of one religious denomination. The pooled 

funds are used to serve those private school students 

most at risk, as determined in consultation, who 

reside in participating public school attendance 

areas. When funds are pooled, the most at-risk children, as determined in consultation, receive services 

first, regardless of the amount of funds that was 

generated based on the number of children from 

low-income families attending that private school. 

Selected Practices and Tools

Determining Allocations for Equitable 

Services

According to Sec. 1120(c) of Title I, an LEA may calculate the number of private school children who 

are from low-income families and live in participating public school attendance areas in several ways: 

Using the same measure of poverty as for 

public school children. If available, an LEA 

should use the same measure of poverty used 

to count public school children, e.g., free and 

reduced-price lunch data.

Using comparable poverty data from a survey 

and extrapolating such survey results if complete actual data are unavailable.

In order to obtain the number of private 

school children from low-income families, 

an LEA may use a survey to obtain poverty 

data comparable to those used for public 

school children. To the extent possible, the 

survey must protect the identities of families 

of private school children. The only information necessary for an LEA to collect in 

such a survey of private school children is:

■

1.

2.

a.

(1) geographic information verifying residence in a participating public school 

attendance area;

(2) grade level or age of each child; and

(3) income level of parents.

An LEA may not require that the private 

school officials give the names of lowincome families.

After obtaining income data from a representative sample of families with children 

in private school, an LEA must extrapolate 

those data to the entire private school student population if complete actual data are 

unavailable. The LEA officials should take 

care to ensure that the data are truly representative of the private school students in 

the district.

Using comparable poverty data from a different source. If data from the same source used 

for public school children are not available, an 

LEA may use poverty data for private school 

children that are from a different source than 

the data it uses for public school children provided the income threshold in both sources is 

the same. For example, an LEA uses data from 

the free and reduced-price lunch program, but 

private school children do not participate in 

this program; however, private school officials 

are able to provide an LEA with a count of children who are from low-income families using 

other sources of poverty data, such as Temporary Assistance to Needy Families (TANF) or 

tuition programs for needy students. If the different sources use different definitions of lowincome, an LEA would need to adjust the results 

accordingly.

Using proportionality. An LEA may apply the 

low-income percentage of each participating 

public school attendance area to the number 

of private school children who reside in that 

school attendance area. To do this, an LEA will 

b.

c.

3.

4.
Ensuring Equitable Services to Private School Children 57

need the addresses and grade levels of those students attending private schools. 

For example, an LEA calculates the percentage 

of those from low-income families in a public 

school attendance area to be 60 percent. The 

LEA then applies this percentage of the public school attendance area to the number of 

private school children residing in that public school attendance area. So, if the number of 

private school children residing in the public 

school attendance area is 50, then 60 percent of 

50 children or 30 children are considered to be 

from low-income families. The LEA calculates 

the per-pupil amount based on this number 

(i.e., 30 children).

Using an equated measure. LEA officials may use 

an equated measure of low-income by correlating 

data from different sources—that is, determining 

the proportional relationship of data on public 

school children from two sources and equating 

that ratio to a proportion for private school children, using data from one of the same sources. 

For example, an LEA uses free and reduced-price 

lunch data, but those data are not available for 

private school students. However, if TANF data 

are available for both public and private school 

students, the LEA officials could determine an 

equated measure of private school students from 

low-income families based on free and reducedprice lunch data by correlating the two sets of 

data as follows: number of public school students 

in TANF is to number of public school students in 

free and reduced price-lunch as number of private 

school students in TANF is to X: 

TANF (public) = TANF (private) 

free & reduced-price X (private) 

lunch (public)

In this example, the LEA may then use the 

equated number of private school students 

based on free and reduced-price lunch data 

(“X”) as the number of private school students 

from low-income families.

5.

Tools 2.1A and 2.1B–Sample Letters to Parents to 

Accompany Poverty Data Survey Forms 

Tools 2.2A and 2.2B–Sample Poverty Data Survey 

Forms to Be Completed by Private School Families

Tool 2.3–Sample Letter From Selected Diocesan Official 

to LEA Providing Data on Students Meeting the Poverty 

Criteria

Tool 2.4–Sample Form From Private School Officials 

Reporting Information From Poverty Surveys to LEAs 

Extrapolation

When not all surveys collecting comparable poverty data described above are returned, LEA officials 

must extrapolate the data received to the total number of surveys distributed. 

Tools 2.5A and 2.5B—Extrapolating Poverty Data by 

LEA Officials

Reservation of Funds

An LEA must reserve funds from its total Title I 

allocation for specific purposes required under 

Sec. 200.77 of the regulations. The equitable services requirement applies to some reservations. For 

example, Sec. 1120 of Title I requires that the LEA 

provide equitable services to teachers and families 

of private school participants from reserved professional development funds (under Sec. 1119 of Title 

I) and reserved parental involvement funds (under 

Sec. 1118 of Title I), respectively. In addition, if an 

LEA reserves funds from its total allocation for districtwide instructional activities and programs for 

elementary or secondary public school children, or 

both, an equitable share must be allocated for services to similar private school children. The services 

that will be provided with these funds are determined in consultation. Examples of districtwide services for elementary and secondary school students 

include summer school programs and the provision 

■

■
5

588 A Title I Resource Tool Kit 

of reading specialists and mathematics tutors in all 

Title I schools.

The equitable services requirement does not apply 

to some other reservations, such as costs to administer the Title I program, funding for programs for 

homeless, neglected, and delinquent children, and 

costs for school and district improvement activities 

required under Sec. 1116.

Tool 2.6–LEA Worksheet to Calculate Equitable Share 

of LEA’s Reservations

Transferability

The transferability authority under Title VI in the 

Elementary and Secondary Education Act allows LEAs 

to move funds among some federal education programs. If the LEA transfers funds into Title I from 

other federal programs, the funds become, in effect, 

Title I funds and are subject to all requirements applicable to Title I. (Note: An LEA cannot transfer funds 

from Title I.) Thus, the equitability service requirements for the participation of private school children 

apply to these funds. If the LEA transfers funds under 

the transferability authority into Title I programs 

that require equitable participation of private school 

children, the LEA must consult with private school 

officials prior to transferring funds. Funds may not be 

transferred for the sole purpose of meeting the needs 

of the private school children.

Carryover Funds 

An LEA that has not obligated or spent all of the 

funds generated on the basis of the number of 

either public or private school children by the end 

of the current school year may carry over these 

funds into the next year, provided that the amount 

carried over does not exceed 15 percent of the LEA’s 

total Title I, Part A, allocation. Generally, any carryover funds would be part of the LEA’s total resource 

base in the following year. Although LEA officials 

have some flexibility in how they use carryover 

funds, the LEA officials must ensure that private 

■

■

school children are served on an equitable basis. For 

example, an LEA could:

Add carryover funds to its current year allocation 

and distribute funds to participating attendance 

areas and schools in accordance with allocation 

procedures outlined in Sec. 1113 of Title I and 

ensure equitable participation of eligible private 

school children. 

Allocate funds to public schools with the highest 

concentrations of poverty in the LEA, thus providing a higher per-pupil amount to those public schools, but ensuring equitable participation 

of eligible private school children residing in the 

attendance areas of these public schools.

Provide additional funds to any of the activities 

supported by the required reservations in Sec. 

200.77 of the Title I regulations. (Note: If an LEA 

adds carryover funds to a reservation to which 

equitable services apply [e.g., parental involvement], the LEA also must calculate and provide 

equitable services from the carryover funds.) 

However, there may be some cases in which an 

LEA must use unobligated funds generated by lowincome private school children that are available 

for carryover specifically for private school children 

in the following year rather than add them to the 

general resources of the LEA in the following year. 

For example, suppose an LEA experienced a delay 

in implementing an equitable program for eligible 

private school children because of consultation and 

notification issues between private school officials 

and LEA officials. As a result, the LEA could not 

spend all the funds it had available to provide equitable services to private school children in the current year. The LEA would need to use those funds 

that carried over into the next year specifically to 

provide equitable services to eligible private school 

children that next year. These carryover funds 

would be in addition to funds that the LEA would 

otherwise be required to use to provide equitable 

✜

✜

✜
Ensuring Equitable Services to Private School Children 59

services for eligible private school students from the 

LEA’s current year allocation. 

Tool 2.7–Qs and As on Application of Equitable 

Services to Carryover Funds

These questions and answers give examples of the 

conditions under which an LEA is required to apply 

equitable services to carryover funds.

Allocating Title I Funds, Using School-bySchool and Pooling Options

The amount of funds available to provide Title I services is based on the number of public and private 

school children who are from low-income families and reside in participating public school attendance areas. The funds available for Title I services 

for eligible private school children are based on the 

amount of funds generated by private school children from low-income families. These funds must 

be expended to meet the education needs of eligible 

private school children. In order for meaningful consultation to occur, LEAs should inform the private 

school officials of the amount of Title I funds generated based on the number of private school children 

from low-income families. The determination of 

how funds are allocated is a consultation topic. 

In consultation, the LEA and private school officials 

may choose one or both of the following options 

for using the funds reserved for instructional services for eligible private school children. 

School-by-School Option: Provide equitable services to eligible children in each private school 

with the funds generated by the children from 

low-income families who reside in participating 

public school attendance areas and who attend 

that private school.

Pooling Option: Combine funds generated by all 

private school children from low-income families 

who live in all participating areas to create a pool 

of funds from which the LEA provides equitable 

■

✜

✜

services to eligible private school children who 

are in the greatest need of education services and 

reside in participating public school attendance 

areas. If LEA officials pursue this option, the LEA 

officials, in consultation with officials from the 

private schools, must establish criteria to determine the eligible private school children who are 

most at risk and, therefore, in the greatest need 

to receive services. Under this option, the services provided to eligible children attending a 

particular private school do not depend on the 

amount of funds allocated for children in that 

school. 

Tool 2.8–Example of How an LEA Applies the Schoolby-School and Pooling Options for Allocating Funds

This example details the steps involved in allocating funds generated by private school students for 

instructional services using the school-by-school 

and pooling options. 

Tool 2.9–Sample Chart on the Calculation of Funds 

Available to Provide Title I Services to Eligible Private 

School Children

Determining the Need for Services

To be eligible for Title I services, a private school 

child must reside in a participating public school 

attendance area and must meet the requirements in 

Sec. 1115 (b) of Title I, which states that children be 

identified as failing or at risk of failing on the basis 

of multiple, educationally related, objective criteria. Certain children may be identified as eligible 

solely by virtue of their status; for example, homeless children or children who participated in Head 

Start, Even Start, or Early Reading First within the 

past two years are eligible for Title I services. Children from preschool through grade 2 are selected 

solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally 

appropriate measures.

■
60 A Title I Resource Tool Kit 

The first step is for the LEA officials, in consultation 

with private school officials, to establish criteria for 

determining the children eligible for Title I services. 

Once a pool of eligible children is established by the 

private school officials using the agreed-upon criteria required under Sec 1115(b), the LEA officials, in 

consultation with private school officials, determine 

which children are the most at risk, and, therefore, 

which will receive services. 

LEA officials can make this determination in different ways. For example, LEAs may ask private school 

classroom teachers for specific recommendations 

on which students could benefit from the Title I 

program. Other LEA officials provide private school 

principals and teachers with a ranking sheet that 

rates the skills and abilities of potential students. 

Whatever criteria are used by the LEA and private 

school officials, the criteria must be objective and 

applied uniformly across the district. 

Tools 2.10A, 2.10B, 2.10c, and 2.10D–Sample 

Instruction Sheet and Recommendation Forms to Be 

Completed by the Private School Classroom Teachers 

Tools 2.11A and 2.11B–Sample Referral Forms for 

Determining the Most Educational Needy Children for 

Reading and Mathematics

Tool 2.12–Sample Recommendation Form to Be 

Completed by the Private School Classroom Teacher

Program Design

Preliminary work on the program design that meets 

the education needs of the private school participants begins either during consultation meetings 

or workshops attended by both public and private school officials. The private school officials 

should attend these meetings and workshops knowing their student needs and with suggested strategies for meeting those needs. Both parties, 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 ser-

■

vices. However, the 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. 

The LEA may not delegate these responsibilities to 

the private school officials. 

Tool 2.13–Sample Agenda for a Program Design 

Workshop

Communication With Classroom 

Teachers

To help ensure that the Title I instructional program supports instruction in the regular classroom 

and promotes the achievement of Title I children in 

the regular classroom, some LEAs provide forms to 

record regular contact between Title I teachers and 

private school classroom teachers throughout the 

year. Also, some private school teachers share their 

weekly lesson plans with the Title I teacher so that 

the Title I program is aligned weekly with instruction occurring in the regular classroom. 

Tools 2.14A, 2.14B, 2.14C, and 2.14D–Sample 

Communications Forms for Use Between Private 

School Classroom and Title I Teachers for Classroom 

Instruction 

Instructional Materials and Equipment

Under Sec. 200.66 of the Title I regulations, Title I 

funds may only be used to meet the educational 

needs of participating private school children. The 

LEA may not use Title I funds for the needs of the 

private school or the general needs of the children 

in the private school. The LEA must have control of 

the Title I funds at all times and the LEA must have 

the title to materials, equipment, and property purchased with Title I. 

■

■
Ensuring Equitable Services to Private School Children 61

Tools 2.15A and 2.15B–Certification Forms to Be 

Completed by the Title I Teachers for Title I Materials 

It is important that the LEA have a method to track 

materials, equipment, and property purchased with 

Title I funds and located in the private school.
62 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 63

Tools
64 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 65

Letterhead 

[Insert Date] 

Dear Family: 

We need your help! [Name of private school] has an opportunity for the children who really need 

extra academic support to receive it through the Title I program under No Child Left Behind Act,

but we can’t do it without YOU! These extra services will only come to the children if you fill 

out the attached survey.

In order to determine the funding available for this wonderful program, we must have an 

accurate count of children from low-income families. I want to assure you that your privacy will 

be protected and that no names are required on the enclosed form. Each form has a unique 

identifying number only to monitor the total of surveys returned, and the match between your 

name and the number is confidential. Only the address and grade levels are provided to the 

school district so that its staff members can determine the funding for the Title I program for the 

eligible children. 

Thank you for giving this your immediate attention. If you have any concerns or questions, 

please call me at [insert phone number and e-mail address]. 

Sincerely,

[Private school principal or LEA Title I Coordinator] 

Enclosure

Tool 2.1A–A Sample Letter to Parents From Private School Principal or LEA Title I Coordinator 

Explaining the Need for Poverty Data to Accompany Income Determination Form
66 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 67

Letterhead 

[Insert Date] 

Dear Families, 

Our local school district is responsible for implementing a federal education program entitled 

Title I, which offers instructional services to public and private school children who are at risk of 

failing. The additional instruction provided by the Title I program helps participating children 

acquire the knowledge and skills they need to meet challenging achievement standards. 

We have an opportunity for our children to receive these services, but I need you to complete the 

enclosed family survey form. The information you provide will determine the amount of funds 

the school district has available for these special services. All you need to do is circle the YES or 

NO after each question. Your answers will be strictly CONFIDENTIAL. Only I will use this 

information. To protect your confidentiality, names are not required. 

This information is very important and it will help our children to continue to participate in the 

Title I education program. Please help us help your children. 

Please return your family survey form to my office in the enclosed envelope marked with my 

name and “Confidential Information.” I need them no later than [insert date]. Remember that this 

information is CONFIDENTIAL. I will be the only one to read it. 

If you have any questions please call me at the school office at [insert telephone number]. 

Thank you for all that you do for our children. 

Sincerely,

Principal 

Enclosures

Tool 2.1B: Another Sample Letter From the Private School Principal to Accompany the Family Survey
68 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 69

This form uses free and reduced-price meal income levels as the threshold to determine eligibility. 

Income Determination Form

Family Address_________________________________________________________________ 

Age or grade levels of children living in your household and attending [insert name of private 

school]: _______________________________________________________________________ 

A. Locate your household size and the minimum allowable income earned each month. If your 

monthly income is equal to or less than this amount, please check here: _________________: 

Family size Income earned each 

month*

1 $1,476 

2 $1,978 

3 $2,481 

4 $2,984 

5 $3,486 

6 $3,989 

7 $4,491 

8 $4,994 

For each additional family 

member, add $503 

*The 2006-07 and income guidelines for future school years can be found at 

www.fns.usda.gov/cnd/governance/notices/iegs/iegs.htm.

B. Is your family qualified for food stamps? 

 _____Yes _____No 

C. Are you receiving Temporary Assistance to Needy Families (TANF) Assistance? (Formerly 

Aid to Families with Dependent Children or Public Assistance) 

 _____Yes _____No 

Please return this form to: 

[Insert name and contact information of person who signed the letter.] 

Tool 2.2A–Sample Poverty Data Survey Form to Be Completed by Private School Families
7070 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 71

Family Survey Form

The purpose of this survey is to collect data that will be used to determine the amount of funds available for the 

public school district to provide Title I instructional services to eligible students in our school. Determining the 

number of our students, by public school district of residence, who would qualify for free and reduced-price 

meals, accomplishes this. The information requested below is confidential. It is not necessary to provide your 

family name. Thank you for your cooperation and prompt return of this form. 

(1) Find your family size and look at the annual gross income level listed beside it on the chart printed below. 

Number of Family Members Annual Gross Income for 2005–06* 

1 $17,705 

2 $23,736 

3 $29,767 

4 $35,798 

5 $41,829 

6 $47,860 

7 $53,891 

8 $59,922 

For each additional family 

member, add $6,031 

* If you are paid on a weekly or monthly basis, please multiply that amount by the number of weeks or 

months actually worked each year to determine your annual gross income. 

(2) Answer the following questions:

Is your family income less than the amount on the chart on the line beside your family size? 

_____Yes _____No 

Is your family qualified for food stamps? 

_____Yes _____No 

Are you receiving Temporary Assistance to Needy Families (TANF) Assistance? 

(Formerly AFDC or Public Assistance) 

_____Yes _____No 

3) Please provide the following information: 

Address: _____________________________________________________________________________

Public school district in which you reside: __________________________________________________ 

Grade levels of your children: __________ 

Please return this form to: [Insert name and contact information of person signing the letter.] 

Tool 2.2B: Poverty Form Accompanying Letter From Private School Principal or LEA Official to Be 

Completed by Parents
7

722 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 73

[Letterhead] 

[Insert Date] 

Director of Federal/State Programs 

Union County School District

500 North Main Street 

Suite 700

City, State, Zip Code 

Dear :

Enclosed you will find Title I participation forms from seven Catholic schools. The forms list the 

addresses and grade levels of students attending the schools listed below who meet the Title I 

poverty criteria for the Union County School District. Since the Title I funding is based on where 

these students live, we are sending this information to you so that you can determine if they live 

in participating public school attendance areas. The seven schools are: 

 Our Lady of Assumption [address] 

 Saint Ann [address] 

 Saint Gabriel [address] 

 Saint Matthew [address] 

 Saint Patrick [address] 

 Holy Trinity Middle School [address] 

 Central Catholic High School [address] 

If I can be of assistance in hosting a meeting with the principals of these schools, I am more than 

happy to do that. If there is anything else I can do to help facilitate private school children 

receiving Title I services, please feel free to contact me at any time. 

Thanks for all you do for all children living in the Union County School District. 

Sincerely,

Superintendent of Schools 

Diocese of ________ 

Tool 2.3–Sample Letter From Selected Diocesan Official to LEA Providing Data on Students Meeting the 

Poverty Criteria
7744 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 75

Family Income Eligibility Form 

From Private School Officials

Families Who Meet the Poverty Criterion 

Please use one form for each public school district. Duplicate as necessary. 

Name of Private School________________________________________________

Public School District__________________________________________

Please provide below the grade levels, addresses (including zip codes) of your students whose 

families meet the poverty criteria of [insert here any of the poverty criterion used, e.g., 

enrollment in the U.S. Department of Agriculture’s free and reduced-price lunch program]. Do 

not provide the names of the families or students. More than one grade level can be listed on the 

form as long as there is a separate form for each school district.

Grade Levels Addresses Including Zip Codes

Tool 2.4–Sample Form From Private School Officials Reporting Information From Poverty Surveys to LEAs
7766 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 77

Calculating the Number of Low-income Private School Children 

By Extrapolating Family Survey Data 

Column 1 Column 2 Column 3 Column 4 Column 5 

Public school 

attendance area

No. of resident 

private school 

children

No. of private 

school children 

submitting

surveys

No. of low-income 

private school 

children from 

surveys

Extrapolated no. 

of low-income 

private school 

children

A 150 115 100 130

B 20 10 4 8

Calculations to determine the number of private school children from low-income families using 

extrapolation: 

To determine the extrapolated number of low-income children (Column 5): 

1. Divide the number of low-income private school children from the survey (Column 4) by the 

number of private school children submitting survey (Column 3). 

2. Multiply that number by the number of resident private school children (Column 2). 

For example, in the above chart: 

• For attendance area A, the calculations are: 100/115 times 150 = 130 private school children. 

• For attendance area B, the calculations are: 4/10 times 20 = 8 

Tool 2.5A–Example of Extrapolating Poverty Data
7

788 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 79

Letterhead 

 Title I Report on the Number of Low-Income Private School 

Children Based on Extrapolation of Data 

[Insert Name of School District]

Private School Name ________________________________________________________________________ 

Address __________________________________________________________________________________ 

Phone number ______________________________________________________________________________ 

Total number of private school children enrolled: __________ as of ____________ 

 Date 

Extrapolation from a representative sample of actual data: If complete actual data are not available, an LEA 

extrapolates the number of low-income private school children from actual data on a representative sample of 

private school children. The representative sample size should be large enough to reasonably conclude that the 

poverty estimate is accurate.

Total private school 

 enrollment 

Extrapolated number of = _____________ X Total number of low-income children 

students from low-income Total number on returned surveys 

families of returned surveys 

 

Number of private school students from low-income families as extrapolated from the above information: 

_______________ 

Prepared by: Print Name _____________________________ Signature _____________________________

 Date Prepared ______________________

Tool 2.5B–Sample Form for Extrapolating Poverty Data by LEA Officials

During consultation, the LEA may make this form available to private school officials.
80 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 81

District_______________________________ 

LEA Worksheet to Determine the Amount of

Title I Funds for Equitable Services

1. Districtwide Instructional Program(s) Reservation (does not apply to preschool programs)

In participating public school attendance areas: 

No. of private school children Total no. of children 

from low-income families from low-income families 

_____________________ ÷ ___________________ = _______ Proportion of Reservation 

 _____ (Proportion of Reservation) x $______________Reservation = $___________for Equitable Services 

2. Parental Involvement Reservation under Sec. 1118 of ESEA

In participating public school attendance areas: 

No. of private school children Total no. of children 

from low-income families from low-income families 

______________________ ÷ ___________________ = _______ Proportion of Reservation 

 _____(Proportion of Reservation) x $_____________Reservation = $_______ for Equitable Services 

3. Professional Development Reservation under Sec. 1119 of ESEA

In participating public school attendance areas: 

No. of private school children Total no. of children 

from low-income families from low-income families 

______________________ ÷ ___________________ = _______ Proportion of Reservation 

 ____ (Proportion of Reservation) x $______________Reservation = $___________ for Equitable Services 

Tool 2.6–LEA Worksheet to Calculate Equitable Share of LEA’s Reservations
82 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 83

Questions and Answers on the Application of Equitable 

Services to Carryover Funds Using Specific Examples 

Q. 1. The Carrier School District designed an equitable services program through the 

consultation process with officials from four private schools with eligible Title I children 

residing in the LEA. However, when the teacher assigned to two of the private schools 

resigned, no replacement was found and services stopped for participants in those two 

schools in late January. As a result, $35,000 remains from funds generated by private 

school students from the low-income families. What happens to the funds? 

A. 1. Because equitable services were not provided during the school year, the $35,000 must be 

carried over and added to the next year’s pool that private school students generate. This 

carryover is not added to the total LEA allocation and is not used by the public school 

Title I program. It must be reserved to make up for the lack of equitable services during 

the previous school year. 

Q. 2. The Snowden School District designed an equitable services program through the 

consultation process with officials from four private schools with Title I eligible children 

residing in the LEA. At the end of the school year, $10,000 remained from the funds 

available to serve private school children and $45,000 remained from the funds available 

to serve public school children. What happens to the $55,000 of Title I funds not 

expended? 

A. 2. If the private school officials concurred that their eligible private school children 

received equitable services, the $55,000 remaining from both Title I programs at the end 

of the school year is carried over into the next school year’s budget. In the next school 

year, the LEA reserves funds from the current year funds (for variables such as 

administrative costs, professional development, parent involvement, choice-related 

transportation and supplemental services, homeless children, etc.) in accordance with 

Sec. 200.77 of the regulations. The LEA does NOT include carryover funds when 

determining current year reservations. After the reservation determinations, the LEA has 

several options for allocating the $55,000 carryover funds, including adding it to any of 

the Sec. 200.77 reservations or adding it to the funds for school attendance areas, or both. 

Tool 2.7–Qs and As on Application of Equitable Services to Carryover Funds
84 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 85

How an LEA Allocates Funds for Title I Instructional Services 

For Eligible Private School Children: Example 

There are five public school attendance areas. Three public school attendance areas participate in Title I, 

and two public school attendance areas do not participate. 

There are two private schools that have students from low-income families residing in all five public 

school attendance areas. This example demonstrates how an LEA determines the per-pupil allocation 

(PPA) for the Title I program for eligible private school children. 

Step 1: Determine the number of private school children from low-income families in each public school 

attendance area. The determinations are made on where each child resides and not on the address of the 

private school. In this example, Private School No. 1 has 20 children from low-income families residing 

in Attendance Area A; 20 children residing in Attendance Area B; and two children residing in 

Attendance Area D. Private School No. 2 has 13 children in Attendance Area C and 4 children in 

Attendance Area E. 

Number of Private School Children From Low-income Families 

by Public School Attendance Areas 

Public School 

Attendance Area 

Number of Lowincome Children 

Attending Private 

School No. 1 

Number of Lowincome Children 

Attending Private 

School No. 2 

Per Pupil 

Allocation

($)

Funds Generated 

($)

Public School A 

(Title I Area) 20 0 400 8,000 

Public School B 

(Title I Area) 20 0 200 4,000 

Total Funds Generated by Children Attending Private School No. 1 12,000 

Public School C 

(Title I Area) 0 13 200 2,600 

Public School D 

(non-Title I Area) 2 0 0 0 

Public School E 

(non-Title I Area) 0 4 0 0 

Total Funds Generated by Children Attending Private School No. 2 2,600 

Total Funds Generated by Children Attending Both Private Schools 14,600 

Tool 2.8–Example of How an LEA Applies the School-by-School and Pooling Options for Allocating Funds
86 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 87

How an LEA Allocates Funds for Title I Instructional Services 

For Eligible Private School Children: Example (continued) 

Step 2. Multiply the number of low-income children by the per-pupil allocation (PPA) for each public 

school attendance area in which the private school children reside. In this example, in Attendance Area A, 

with a PPA of $400, the 20 private school children from low-income families generate $8,000 to be used 

for Title I instructional services. Attendance Area B’s PPA is $200; therefore, 20 private school children 

generate $4,000. Attendance Area C’s PPA is $200; therefore, 13 private school children generate $2,600. 

The private school children from low-income families in Attendance Areas D and E do not generate any 

funds for Title I instructional services because these areas are not participating Title I attendance areas 

(and, therefore, their PPAs are $0).

Step 3: After consultation with private school officials, the LEA determines which option it will 

use to fund the Title I programs for eligible private school children. 

Option 1. School-by-School: Use funds generated by private school children from low-income 

families to provide Title I instructional services on a school-by-school basis to eligible private 

school children residing in participating public school attendance areas.

Private School No. 1 Private School No. 2 

20 Low-income Residing in A = $8,000 13 Low-income Residing in C = $2,600 

20 Low-income Residing in B = $4,000 4 Low-income Residing in E = $0

 2 Low-income Residing in D = $0

Total for services to eligible children Total for services to eligible children 

attending private school no.1 = $12,000 attending private school no. 2 = $2,600

Option 2. Pooling: Combine (pool) funds generated by all private school children from lowincome families to be used to provide Title I instructional services to eligible children who reside 

in participating public school attendance areas and attend any private school.

Private School No. 1 = $12,000 

Private School No. 2 = $2,600

Total for services to the eligible children in any private school = $14,600

Tool 2.8–Example of How an LEA Applies the School-by-School and Pooling Options for Allocating Funds 

(continued)
88 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 89

Calculating the Funds Available to Provide Title I Services 

For Private School Children: Example 

Public

School

Attendance 

Areas* 

Per-Pupil

Amount ** 

by Public 

School

Attendance 

Area

Number of 

Public

School Lowincome

Children by 

Attendance 

Area

Number of 

Private 

School Lowincome

Children by 

Attendance 

Area

Total

Allocation

for Each 

Attendance 

Area

(A x [B+C]) 

Amount 

Available for 

Instructional 

Services to 

Private School 

Students 

(A x C) 

Column A Column B Column C Column D Column E 

Mendoza $362 707 21 $263,536 $7,602 

Jara $362 506 10 $186,792 $3,620 

Kirkpatrick $362 379 3 $138,284 $1,086 

Elder $312 990 11 $312,312 $3,432 

Washington $312 395 2 $123,864 $624 

South Hills $260 567 3 $148,200 $780 

Burton Hill $210 282 1 $59,430 $210 

Definitions: 

* Public School Attendance Area is defined as the geographical area from which a public school draws children. 

** Per-Pupil Amount (PPA) is defined as the amount of funds available for instructional services, based on the 

amount an LEA allots to each child who is from a low-income family and resides in a participating public school 

attendance area. 

In order to determine the amount of funds available to provide the Title I services to eligible 

private school children, LEA officials multiply the number of private school children from lowincome families (Column C) by the PPA (Column A). Thus, the 21 private school children from 

low-income families who live in the Mendoza School attendance area generated $7,602 for the 

Title I program for eligible private school children. 

Tool 2.9–Sample Chart on the Calculation of Funds Available to Provide Title I Services to Eligible 

Private School Children

This is a sample chart and is not representative of any specific LEA.
9090 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 91

LEA Procedures for Identifying Eligible 

Private School Students Most in Need of Services 

To Be Used With the Following Referral Forms 

Instructions

1. Explain to private school principals and teachers how to complete the Title I 

referral forms. 

2. Collect forms from the principals and teachers. 

3. Total columns(s) checked. 

4. Delete private school students not eligible by attendance area. 

5. Tally number of eligible students. 

6. Create list of students by ranking number (1 through 9) who are most at risk using 

the procedures for ranking listed below. 

Identifying the Most At-risk Students, Grades 1–8,

Using the Teacher Title I Referral Form 

The first step is to identify students, Grades 1–8, who are qualified to be considered for 

Title I services. If the following columns are checked, the student may be eligible for 

Title I services. 

1. Score on a nationally norm-referenced test. There must be a test score to qualify 

and the score must be at 49 percent or below. 

2. Student Profile – One checked column; 

3. Reading or Math skills – Four or more checked columns in each subject; 

4. Dispositions – One or more checked columns; 

5. Recommend for Title I – Column must be checked. 

Tool 2.10A–Sample Private School Instructions on How to Use the Referral Forms (2.10B, 2.10C, and 

2.10D) to Identify the Most Educationally At-risk Children for Title I Services (Note: The referral forms 

directly follow.)
9

922 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 93

LEA Procedures for Identifying Eligible 

Private School Students Most in Need of Services 

To Be Used With the Following Referral Forms 

(continued)

Procedure for Ranking

Using the information on the Title I referral form the LEA creates a rank ordered list of 

qualifying students by education need. An LEA must serve those students in greatest 

need first.

For kindergarten students: The “Recommend for Title I Class” column must be checked, 

as well as a minimum of five additional columns, in order to receive services. 

For students in grades 1–8 rank for each subject recommended in the following order: 

1 = most at risk; 9 = least at risk. 

1. Checks in the qualification columns in all five areas. 

2. Checks in any three areas and a test score. 

3. Checks in any four areas. 

4. Checks in two areas and a test score. 

5. Checks in any three areas. 

6. Check in any area and a test score 

7. Checks in any two areas. 

8. A test score only. 

9. Check in only one area. 

Tool 2.10A–Sample Private School Instructions on How to Use the Referral Forms (2.10B, 2.10C, and 

2.10D) to Identify the Most Educationally At-Risk Children for Title I Services (continued) (Note: The 

referral forms directly follow.)
9

944 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 95

Teacher Student Referral Form for Title I – Kindergarten Students 

 Date__________________ 

 School ______________________________ Classroom Teacher _________________________ Title I Teacher _____________________ Name Motor Skills 

Perception

(Spatial/Visual) 

Language

Development Reading Skills Mathematical Skills 

Work

Habits Rec.

List student names and check the appropriate column where skills need improvement. Use back or attach sheets to explain more. 

Holding pencil correctly 

Cutting properly with scissors 

Copying, shaping, symbols 

Printing naming 

Recognizing shaping 

Recognizing colors 

Sorting by size 

Knowing directionality-up/down, 

left/right, top/bottom, etc. 

Speaking in sentencing 

Telling simple stories 

Recognizing rhyming 

Recognizing letter sounds 

Reciting the alphabet 

Recognizing the alphabet 

(Upper/lower) 

Knowing letter/sound relationship 

Ordering picturing in sequence 

Recalling facts from story 

Relating words to picturing 

Recognizing simple sight words 

Counting orally to 50 

Recognizing numerals 1–20 

Recognizing number words to 10 

Understanding correspondence 

(numbers to quantities) 

Recognizing simple shapes 

Recognizing money 

(penny, nickel, dime, quarter) 

Telling time to the hour 

Recognizing calendar parts 

Inability to follow directions 

Inability to work independently 

Recommend for Title I class 

Tool 2.10B–Sample Teacher Referral Form to Determine the Most Educationally Needy Kindergarteners
9

966 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 97

Title I Referral Form – Grades 1–8, Reading 

 Date___________________ 

School ______________________________ Classroom Teacher _________________________ Title I Teacher _____________________ Name Student Profile Reading Skills Dispositions Comments Recommendation List student and check the appropriate column. May use back for more comments or attach sheet. 

Standardized test sore 

Classroom performance below Grade 

level 

Report card grade is 

D or below 

Lacks phonemic awareness 

Lacks phonetic skills/ 

structural analysis 

Vocabulary limited 

Reading fluency is limited or lacking 

– poor expression 

Lacks understanding of word 

meanings 

Comprehension skills are limited or 

lacking

Poor oral communication 

Poor written communication 

Poor study skills 

Inability to follow directions 

Inability to work independently 

Frequently off task/lacks focus 

Recommended for Title I class 

Tool 2.10C–Sample Teacher Referral Form to Determine the Most Educationally Needy in Grades 1–8 in Reading
9

988 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 99

Title I Referral Form – Grades 1–8, Mathematics 

 Date______________________ 

 School ______________________________ Classroom Teacher _________________________ Title I Teacher _____________________Name Student Profile Mathematical Skills Dispositions Comments Recommendation List student and check the appropriate column. May use back for more comments or attach sheet.

Standardized test sore 

Classroom performance below 

grade level 

Report card grade is D or below 

Demonstrates poor number sense 

Lacks basic knowledge of facts for 

grade 

Lacks understanding of mathematical 

concepts for grade level 

Exhibits poor problem-solving 

strategies

Unable to communicate mathematical 

concepts 

Lacks proficiency/work is inaccurate 

Mathematical reasoning is below 

grade level 

Unable to relate mathematical 

concepts to authentic tasks 

Inability to follow directions 

Inability to work independently 

Frequently off task/lacks focus 

Recommended for Title I class 

Tool 2.10D–Sample Teacher Referral Form to Determine the Most Educationally Needy in Grades 1–8 in Mathematics
100 100 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 101

Ranking of Private School Children for Title I Services

Private School__________________________________________________

Private School Teacher______________________ Grade_________________

Instructional Area: Reading

Rank child on each ability using the following rating scale: 

1=very low, 2=low, 3=low average, 4=average, and 5=above average 

Last, first name of 

child

Age and grade level 

Sense of purpose for 

reading 

Word recognition and 

analysis 

Vocabulary or 

background for 

required task 

Comprehension of 

written materials 

Range of reading 

strategies 

Awareness of 

audience and purpose 

in writing 

Total

(lowest total is greatest 

academic need) 

Tool 2.11A–Another Sample Referral Form for Determining the Most Educationally Needy Children 

in Reading

Criteria in this sample were developed by one LEA, in consultation with private school officials. 
101022 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 103

Ranking of Private School Children for Title I Services 

 Private School __________________________________________________

Private School Teacher___________________________ Grade_________________ 

Instructional Area: Mathematics

Rank child on each ability using the following rating scale: 

1=very low, 2=low, 3=low average, 4=average, and 5=above average 

Last, first name of 

child

Age and grade level 

Number recognition 

and number sense 

Computation and 

estimation

Measurement 

Geometry 

Probability and 

statistics 

Patterns, functions, 

and algebra 

Ability to write an 

explanation that has 

sufficient details 

Total

(lowest total is greatest 

academic need) 

in Mathematics

Criteria in this sample were developed by one LEA, in consultation with private school officials. 

Tool 2.11B–Another Sample Referral Form for Determining the Most Educationally Needy Children 
101044 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 105

Teacher Recommendations of Students for Title I Program 

School Year 20__ -- __ 

Dear Teacher, 

I would appreciate your recommendation of your academically needy students as we begin 

planning next year’s Title I program. In order to facilitate the identification of students who may 

benefit from the Title I program in the next school year, please list their name(s) and third 

quarter grade. These are the students who are at risk of failing or are failing (e.g., having 

received a D or F in Reading or Math). If a student is at risk of failing or is failing in both 

subjects, please list the information on separate lines. 

Please return this form to the school office as soon as possible, but no later than [Insert date].

This will help with planning and implementing services as soon as possible. Thanks so much! 

Title I Teacher__________________________________________________________________ 

Last name, first name Reading or math Third-quarter

grade

Private School__________________________________________________ Grade__________ 

Teacher_______________________________________________________________________ 

This information will be kept private and confidential.

Tool 2.12–Another Sample Recommendation Form To Be Completed by the Private School 

Classroom Teacher
101066 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 107

Program Design Workshop

A Consultation Meeting Between Public and Private School Officials 

To Design a Title I Programs for [insert school year] 

[Insert Date]

AGENDA

Desired Outcomes: By the end of today’s meeting, participants will have reached consensus on 

their recommendations for how [insert name of school district] will provide services to eligible 

private school children for the [insert school year]. 

8:30 Welcome and Recap of Previous Discussions Title I Coordinator

Previous Discussions: 

• The amount of Title I funding available for instructional services 

• Identifying the needs of eligible children 

• Services that will be offered to eligible children 

9:15 Setting the Stage – Purpose of Today’s Meeting Title I Program Specialist

LEA Curriculum Specialist 

 LEA Assessment Specialist 

Opening Activity 

Brainstorming on the various ways Title I services could be delivered 

List ideas 

Informal Discussion of pros and cons of each idea 

Narrowing the Discussion 

Reducing program options by selecting the top five service models 

Review options to determine if they meet participants’ needs as determined by 

assessment data and if they are researched based. 

Informal discussion on pros and cons 

Closure 

Reaching consensus 

 Select the service model(s) that best meets the participants needs 

12:00 Next Steps, Issue(s) and Meeting Date(s) Title I Coordinator

Tool 2.13–Sample Agenda for a Program Design Workshop
101088 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 109

Title I Program Coordination With Classroom Teachers 

Grade___________________ Unit Dates_______________________________________ 

Name of Private School Teacher______________________________________________ 

Subject: Reading

The key objectives in reading for this unit are: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Books recommended for out of class-time reading: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Key concepts that Title I should reinforce: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Comments on classroom performance of Title I students during the past unit: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

May use the reverse side for additional comments.

Request meeting with Title I teacher: _____Yes _____No 

Tool 2.14A–Sample Communication Form for Private School Teachers to Inform Title I Teachers of 

Classroom Instruction in Reading
110 110 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 111

Title I Program Coordination With Classroom Teachers 

Grade___________________ Unit Dates_________________________________________ 

Name of Private School Teacher______________________________________________ 

Subject: Mathematics

The key objectives in mathematics for this unit are: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Practice needed in these skills: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Key concepts that Title I should reinforce: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Comments on classroom performance of Title I students during the past unit: 

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

May use the reverse side for additional comments. 

Request meeting with Title I teacher: _____Yes _____No 

Tool 2.14B–Sample Communication Form for Private School Teachers to Inform Title I Teachers of 

Classroom Instruction in Mathematics
111122 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 113

Communication Form To Align 

Title I Instruction With Instruction in the Classroom 

Date: __________ 

Title I Teacher_____________________________________________________________ 

Classroom Teacher__________________________________________________________ 

Names of Students: 

_________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Dear Classroom Teacher, 

As the Title I teacher, I have filled in the appropriate information below. Please do the same in 

the areas marked “classroom teacher current objectives.” Please return the form to me by the 

date below so I know if the Title I program is supporting your instruction. You may want to keep 

a copy for your records.

Reading, Phonics, and Word Analysis 

Title I recently taught objectives__________________________________________________ 

___________________________________________________________________________

Classroom teacher current objectives_______________________________________________ 

____________________________________________________________________________

Reading Comprehension 

Title I recently taught objectives__________________________________________________ 

___________________________________________________________________________

Classroom teacher current objectives_______________________________________________ 

Tool 2.14C–Sample Communication Form Between the Private School Teachers and the Title I Teachers
111144 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 115

Communication Form To Align 

Title I Instruction With Instruction in the Classroom 

(continued)

Math Computation 

Title I recently taught objectives__________________________________________________ 

___________________________________________________________________________

Classroom teacher current objectives_______________________________________________ 

____________________________________________________________________________

Math Concepts and Application 

Title I recently taught objectives__________________________________________________ 

___________________________________________________________________________

Classroom teacher current objectives_______________________________________________ 

____________________________________________________________________________

Classroom teacher: Please check here _____ if you would like to meet with me to discuss 

classroom objectives 

Please return this form by ______________________ 

________________________________

Title I Teacher 

Date: ___________

Tool 2.14C–Sample Communication Form between the Private School Teachers and the Title I Teachers 

(continued)
111166 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 117

Classroom Teacher Observation Form 

Title I Student ___________________________________________ Grade_________ 

Teacher__________________________________________ Date__________________ 

Please indicate the student’s current level of academic performance by circling “yes” or “no” for 

the following: 

1. The student follows simple oral directions. Yes No 

2. The student discriminates visual shapes, forms, and letters. Yes No 

3. The student discriminates sound for letters of the alphabet Yes No 

4. The student understands the direction of conventional print 

 and where a word begins and ends. Yes No 

5. The student constructs a simple message using invented spelling. Yes No 

6. The student properly forms manuscript letters. Yes No 

7. The student communicates effectively in one-on-one and

 small group situations. Yes No 

8. The student listens to and can repeat rhymes, finger plays, 

 songs, and poems. Yes No 

9. The student can respond to a story or oral reading by retelling 

 and summarizing a story, recalling important facts and details, 

 arranging events in sequential order, and distinguishing 

 between real and make-believe. Yes No 

10. The student acquires and understands an age-appropriate 

 basic sight vocabulary. Yes No 

Please return to the Title I teacher [insert name, if appropriate] by [insert date]. 

Thank you. 

Tool 2.14D–Teacher Observation Form of Current Academic Progress
111188 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 119

Title I Program for Eligible Private School Students 

Certification of Technology Equipment 

Private School Name __________________________________________

Title I Teacher________________________________________________

By the signature below, the Title I teacher assigned to the program at this private 

school certifies that the technology equipment provided by the LEA (list 

attached) is located at this school site.

Beginning of

School Year_________________________________________________ Teacher’s signature Date 

Midyear____________________________________________________ Teacher’s signature Date 

End of School 

Year________________________________________________________ Teacher’s signature Date 

In the event an inventory update is needed, please check the box below indicating the month 

when you signed and submitted this form with the updated list. 

___ Attached is a list of the updated inventory of equipment, materials, and 

property paid with Title I funds for the month of _________________ for the LEA 

files. I have kept a copy for my files.

Tool 2.15A–Certification Form to Be Completed by Title I Teacher Three Times a Year Verifying the 

Title I Purchased Technical Equipment Located at the Private School

LEA officials should include with this form a list of Title I purchased technology equipment located 

in the private school. If an inventory update is needed, the Title I teacher should add or delete 

equipment no longer located in the private school. 
112200 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 121

Title I Program for Eligible Private School Students 

Certification of Instructional Materials

Private School Name________________________________________________

Title I Teacher_____________________________________________________

By the signature below, the Title I teacher assigned to the program at this private 

school certifies that the instructional materials are located at the school site as 

listed on the attached inventory form. 

Instructional Materials 

_____ Books _____Software 

 (Name of each book is on 

 attached list.) 

_____Math Manipulatives _____Computers 

_____Other (please list):

________________________________________________________________

________________________________________________________________

________________________________________________________________

Beginning of 

School Year _______________________________________________________________________ 

 Teacher signature Date 

Midyear___________________________________________________________________________ 

 Teacher signature Date 

End of School Year _________________________________________________________________ 

Teacher signature Date

Tool 2.15B–Certification Form to Be Completed by Title I Teacher Three Times a Year Verifying Title I 

Purchased Instructional Materials Located at the Private School
112222 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 123

An LEA is required under Sec. 1119 of Title I, Part A, 

of the Elementary and Secondary Education Act (ESEA) 

3

to reserve at least 5 percent of its Title I allocation 

to provide professional development to the public 

school teachers who do not meet the “highly qualified” teacher requirements. An LEA also may reserve 

additional funds from its Title I allocation for other 

professional development activities. The Title I equitable services requirement applies to not only the 

funds that an LEA reserves under Sec. 1119 but also 

to any additional professional development reserves 

not earmarked for district and school improvement. 

The amount of funds available for the LEA to provide equitable professional development services 

to private school teachers of participating children 

must be proportionate to the number private school 

children from low-income families who reside in 

participating Title I attendance areas. It is important 

to note that these funds are not for Title I teachers, 

but are, instead, for the regular classroom teachers 

of private school children receiving Title I services. 

The professional development activities must be 

designed to help private school classroom teachers better meet the needs of private school children who receive Title I services from the LEA, not 

for general professional development needs of the 

teachers or the school. 

Determination of Professional 

Development Needs

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 activities for the 

private school teachers. 

The professional development activities offered to 

private school teachers 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 the first year of a 

program, the student assessment results also should 

determine the content of the next professional 

development program for private school teachers of 

Title I students. Both LEAs and third-party providers 

should use the consultation process to ensure that 

the professional development activities for private 

school teachers are designed to help Title I children 

in their regular classroom. 

To follow are guidelines on allowable professional 

development activities for private school teachers of 

Title I participants.

Professional Development 

Planning Guidelines

As stated above, when an LEA reserves funds under 

Sec. 1119 from its total Title I allocation for carrying 

out Title I professional development activities, the 

LEA must provide equitable services to teachers of 

private school participants from this reservation and 

any other reservation for professional development 

not associated with districts or schools in improvement. As required under Sec. 200.65 of the Title I 

regulations, LEA officials determine the amount of 

these equitable services based on the reserved funds 

in proportion to the number of private school children from low-income families residing in particiEquitable Participation of 

Private School Teachers 

Of Title I Participants
112424 A Title I Resource Tool Kit 

pating public school attendance areas. Activities for 

the teachers of private school participants must be 

planned in meaningful consultation with private 

school officials prior to implementation.

The professional development activities for private 

school teachers of participating students should be 

ongoing and activities should address how these 

teachers can serve better their students who are at 

risk of failing. For example a professional development activity could provide information on 

research-based reading and mathematics instruction for at-risk children. It is prohibited to use Title I 

funds for activities that are designed to upgrade the 

instructional program in the regular classroom of 

the private school or meet the general needs of children in private schools.

LEA personnel or third-party contractors, such as 

those in institutions of higher education or independent education consultants, respectively, may 

provide professional development activities. Activities must be secular, neutral, and nonideological. All 

decisions regarding professional development activities for private school teachers of Title I participants 

are made through timely and meaningful consultation. The final decision is the responsibility of the 

LEA officials.

LEA officials’ evaluations of the professional development activities should include the review of the 

participants’ assessment scores to determine if the 

professional development activities improved student achievement, which is the ultimate goal.

Note: LEA and private school officials also should be 

aware that some professional development activities 

allowed under Title II, Part A, of the ESEA are not 

allowed under Title I of that act.

Selected Practices and Tools 

Tool 3.1A–Cover Memo for End-of-Year Title I Survey 

for Private School Teachers 

Tool 3.1B–End-of-Year Survey for Private School 

Teachers

This is one method of gathering information that 

public and private school officials use to determine 

professional development needs and planning next 

year’s Title I program 

Tool 3.2–Sample of a Completed Needs Assessment 

Worksheet Indicating Proposed Professional 

Development Activities for Private School Teachers

This worksheet can provide an overall assessment of 

teacher needs to help in determining the most effective professional development activities for individual private school teachers.
Ensuring Equitable Services to Private School Children 125

Tools
112626 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 127

Letterhead

Memorandum

To: Principals of Private Schools 

From: [Insert Name], Title I Coordinator 

Date:

Subject: End-of-Year Private School Teacher Survey of Title I Programs 

I am required under Title I to conduct a needs assessment of the eligible Title I children to 

determine the types of Title I programs the district should provide next year based on the 

children’s needs. For that reason, I would appreciate your assistance in distributing the enclosed 

survey to your teachers who have Title I participants. The information they provide will be 

reviewed during consultation and will facilitate our planning for the upcoming school year. 

End-of-Year Private School Teacher Survey: Please have your teachers with Title I participants 

complete the two-page survey. In addition to facilitating planning for the upcoming school year, 

we will use the information to evaluate the program effectiveness. If the teachers need additional 

writing space, they may use the reverse side of the survey. 

This form should be returned to your office and then forwarded to me as soon as possible but no 

later than [insert date]. Please call me when the forms have been returned so we can make an 

appointment to review them together. 

There are so many things to wrap up at the end of the year and I appreciate your help in 

obtaining this information on your Title I students. It has been my pleasure to work with you this 

school year and to visit your school. I look forward to providing Title I services to your eligible 

students during the upcoming school year. As always, please call me at [insert phone number] or 

e-mail me at [insert e-mail address] with any questions or concerns. 

Tool 3.1A–Cover Memo for End-of-Year Title I Survey for Private School Teachers
112828 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 129

End-of-Year Title I Survey for Private School Teachers 

The Title I teachers need input from you, the private school teachers, regarding the effectiveness 

of the Title I services provided to your students. Your comments and suggestions are greatly 

appreciated and will help with future planning.

1. What is your homeroom grade? _______________ 

2. How many students in your homeroom participated in the Title I program? ___________ 

3. In what subjects did your students participate? 

 _________Reading __________Mathematics __________Both reading and mathematics 

4. Have your Title I students improved their reading and mathematics skills, as well as attained 

academic achievement standards? 

_______ Both skills improved and standards met 

 _______ Only skills improved 

 _______ Neither skills improved nor standards met 

 Comments: ____________________________________________________________ 

5. Has this program helped your students improve their view of reading and mathematics in your 

classroom? (Put R for reading, M for mathematics, and B for both on the applicable response line.) 

 __________Very much 

 __________Somewhat 

 __________Not at all 

 __________Unable to determine 

 Comments:___________________________________________________________ 

6. What features of the Title I program did your students seem to enjoy? 

 _____Getting more help for reading or mathematics, or both 

 _____Learning more easily, because there are fewer students in the class 

 _____Participating in a variety of activities 

 _____Having time away from the regular classroom 

 Other feedback:____________________________________________________________ 

Tool 3.1B–End-of-Year Survey for Private School Teachers
130 130 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 131

End-of-Year Title I Survey for Private School Teachers 

(continued)

7. Have the parents of your students asked you about the Title I program? 

 ______Yes _______No 

8. Which subject area should receive priority in providing Title I instruction to academically atrisk students if the school district could only fund one area?

 _________Reading __________Mathematics 

9. In your opinion, what is the strongest feature of the Title I program? 

 _____Extra support for improving reading, or mathematics, or both subjects 

 _____Single subject (reading or mathematics) focus 

 _____Small group instruction 

 _____Other, please explain______________________________________________ 

 Comments___________________________________________________________ 

10. How were you kept informed about your students’ progress in the Title I program? 

 _____In-person conference(s) with the Title I teacher 

 _____Weekly coordination with the Title I teacher 

 _____Sharing of progress reports by the Title I teacher

 _____Other communication (notes, letters, comments on students’ work) 

 Comments____________________________________________________________ 

11. Please share any other comments regarding how Title I services can be improved. 

 Comments____________________________________________________________ 

 _____________________________________________________________________ 

Date survey was completed _________________ 

PLEASE RETURN THIS SURVEY TO THE SCHOOL OFFICE 

NO LATER THAN [insert date] 

Thank you very much for your comments and suggestions. 

Tool 3.1B–End-of-Year Survey for Private School Teachers (continued)
131322 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 133

Worksheet 

Determining Professional Development Activities 

For Private School Teachers Based on Needs Assessments 

LEAs and private school officials can use this worksheet to develop effective professional 

development programs for private school teachers of Title I children. Using the worksheet during 

consultation, LEAs and private school officials can identify: the needs of the private school 

participants and their teacher; the teacher’s strengths; the most appropriate professional 

development to meet the identified needs; and the estimated cost of the professional 

development activity. To follow is a sample completed worksheet. 

Grade

Student

Needs

Teacher

Strengths

Teacher Areas 

of Need 

Proposal for 

Professional

Development

Estimated

Cost

Grade 3 Reading for 

comprehension; 

Increasing time 

on task 

Excellent

classroom 

management; 

creative 

approach to 

learning 

Reading in the 

content area for 

at-risk students 

Local university 

course, “Applying 

New Reading 

Research to 

Instruction in 

Content Areas for 

Low-achieving 

Students”

$1,150

Grade 2 Reading fluency Reading in the 

content areas 

Analysis of and 

correction of 

reading problems 

Quarterly in-service 

training with LEA 

reading specialist 

to develop skills to 

analysis reading 

problems 

$800 per 

person

(when there 

is a class of 

10

individuals) 

Grade 1 Letter

recognition; 

Lack of phonic 

skills 

Reading in the 

content areas 

Phonics-based 

instruction 

Quarterly in-service 

training with LEA 

reading specialist 

or 3-credit course 

at the local 

teachers college 

$800

$900 for 3 

credits 

Tool 3.2–Sample of a Completed Needs Assessment Worksheet Indicating Proposed Professional 

Development Activities for Private School Teachers
131344 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 135

4

Equitable Participation of 

Private School Families 

of Title I Participants

Research shows that parent involvement in the education of their children is a critical factor in improving their academic achievement. If students are to 

attain and maintain grade-level proficiency and 

achieve high academic standards, parents must support their children’s learning.

An LEA reserves at least 1 percent of its total Title 

I allocation for parental involvement activities. A 

proportional share of these funds must be made 

available for parental involvement activities 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. Parent 

involvement activities must be designed and implemented to meet the needs of the parents of Title 

I participants—not the needs of either the LEA or 

the private school. Parents of Title I participants 

should receive training and materials to help them 

work with their children to improve their children’s 

achievement. It is important that the LEA officials, 

along with the private school officials, discuss with 

the parents of private school participants what 

training and materials would help them support 

their children’s academic achievement. Public and 

private school officials should not assume what parents want. Parents should be asked what they want 

and need to help their children achieve. 

Selected Practices and Tools 

Parent Notification Offering Title I 

Services

After LEA officials have identified the private school 

Title I participants, and before any private school 

child is placed in the Title I program, the LEA officials 

should notify the child’s parent(s) in writing to introduce the Title I program and to offer their child the 

opportunity to participate. Parents may or may not 

accept the Title I services offered. If a parent refuses to 

have a child participate, the LEA has no further obligations. The principal of the private school may wish 

to send a follow-up confirmation letter. 

Tools 4.1A and 4.1B–Sample Letters to Parents From 

the Title I Teacher Regarding Placement and Program 

Services for Title I

Tool 4.1C–Sample Follow-up Confirmation Letter to 

Parents From the Private School Principal Regarding 

Placement and Program Services for Title I

Parent Meetings and Workshops 

A meeting with parents early in the school year is 

a traditional way for the Title I teacher to become 

acquainted with the parents of his or her students. 

Parent meetings also should be scheduled throughout the year. When hosting a Title I meeting, the 

invitation should convey the purpose and importance of the meeting. The Title I teacher should 

offer a flexible number of meetings at a time and 

place that is convenient to the parents. Equally 

important is to advertise the meeting in a format 

and, to the extent practicable, in a language the 

parents can understand. The following meeting 

■

■
131366 A Title I Resource Tool Kit 

announcements, agendas, and activities provide 

some ideas as to how to make parent involvement 

effective and interesting.

Tools 4.2A, 4.2B and 4.2C–Sample Flyers for Parent 

Meeting to Learn About the Title I Program

Tools 4.3A and 4.3B–Sample Cover Letter and 

Response Form for Invitation to a Title I Parent 

Information Night

Tool 4.4–Sample Invitation to Parents for Back-toSchool Night

Tools 4.5A and 4.5B–Sample Agendas for Title I 

Program Parent Meeting

Tool 4.6–Sample Sign-in Form for Parent Meetings

Tool 4.7–Sample Form for Parent Evaluation of 

Workshop or Meeting

Examples of Title I Activities for Parents

Activities for parents of Title I children attending 

private schools are an important part of the Title I 

program and should give parents the tools to support their child’s learning activities. Ideally, the Title 

I teacher should be seen by parents as an integral 

part of their child’s education, not as only an “add 

on” to the regular classroom. In addition to special 

Title I activities, the Title I teacher should meet parents at parent-teacher conferences held at the private school.

Tool 4.8–Sample Flyer Inviting Parents to Participate in 

Guest Reader Program

Tool 4.9–Home Reading Contract Between a Title I 

Elementary School Child and a Parent, Guardian, or 

Other Family Member

Tool 4.10–Tips for Parents to Promote Reading

■

Communication With Parents

Regular and meaningful communication between 

the parents of Title I students and the Title I teacher 

helps both parties to be partners in helping the Title 

I participants learn. In addition, parents should 

receive regular reports on the progress of their child 

in the Title I classroom from the Title I teacher. Ideally, these reports should coincide with academic 

reports sent home to parents by the private school 

teachers. The reports should be straightforward and 

easy to understand. They also should show progress 

or lack of progress that a student makes from one 

marking period to the next. 

Tools 4.11A, 4.11B, and 4.11C–Sample Student 

Progress Reports

Parents’ Input on Their Child’s Title I 

Program

The parents of Title I participants can provide valuable information about their children’s Title I program. This information should include the parents’ 

perception of the program and how they see their 

children responding and their children’s impression 

of the services they are receiving. Capturing this 

information from parents of Title I participants is 

easier if the LEA provides an easy format for reporting key information. 

Tools 4.12A, 4.12B, and 4.12C–Title I Program Parent 

Survey 

■

■
Ensuring Equitable Services to Private School Children 137

Tools
131388 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 139

Letterhead 

[Insert Date] 

Dear Parents: 

Your child, ________________________, has been selected to participate in the Title I* 

program. This program will help your child improve his or her proficiency in [insert reading, 

mathematics, or both] to help succeed in school. 

Your child will attend class _____times a week for approximately 40 to 60 minutes. During the 

Title I class, I will be working with your child to develop better skills in [insert reading, 

mathematics, or both]. 

Your child will have an opportunity to work in a small group where he or she will do many 

special activities. Your child will be provided instructional activities to help him or her in the 

areas that need strengthening. In some cases, your child instruction will work on a computer. 

During the year, your child will bring home materials that that he or she will share with you. In 

addition, I will send home, with your child, monthly calendars of daily activities that you may 

employ to help you child succeed in school. 

I also plan to have parent meetings to discuss ways in which you can help your child at home. I 

would greatly appreciate you letting me know what topics you would like covered.

Please sign the approval below and have your child return it to the school office so that I know you 

are aware of its content and agree that your child may participate in this educational opportunity. 

Sincerely,

Title I Teacher 

PARENTAL APPROVAL: I have read this letter and agree that my child may participate in 

the Title I program. 

Child’s name_______________________________________________ 

Parent’s signature: ___________________________________________Date: ______________ 

* The Title I program is a federal program that provides supplemental educational services so that 

all children have a fair, equal, and significant opportunity to obtain a high-quality education.

Tool 4.1A–Sample Letter to Parents From the Title I Teacher Regarding Placement and Program 

Services for Title I
114400 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 141

Letterhead 

[Insert Date] 

Dear Parents: 

Your child, ________________________, has been selected to participate in the Title I* English 

as a second language program. This program will help your child improve his or her proficiency 

in English to help succeed in school. 

Your child will attend class _____times a week for approximately 40 to 60 minutes. During this 

class, we will be working on the skills of listening, speaking, reading, and writing English. 

Your child will have an opportunity to work in a small group where he or she will do many 

special activities in English. Your child also will read many books, study special dictionaries to 

learn new vocabulary, and have an opportunity to learn English skills to help him or her in the 

work in the regular classroom. In some cases, your child will work on a computer. 

During the year, your child will bring home special materials such as library books, 

audiocassettes, dictionaries, interesting booklets to complete at home, monthly calendars, and 

also suggested family activities that he or she will share with you. 

We also plan to have parent meetings to discuss ways in which you can help your child at home. 

I would greatly appreciate you letting me know what topics you would like covered.

Please sign this letter below and have your child return it to the school office so that I know you 

are aware of its content and agree that your child may participate in this educational opportunity. 

Sincerely,

Title I English as a Second Language Teacher 

Parental Approval: I have read this letter and agree that my child may participate in the 

Title I program. 

Child’s name ______________________________________________ 

Parent’s signature: ___________________________________________Date:_____________ 

* The Title I program is a federal program that provides supplemental educational services so 

that all children have a fair, equal, and significant opportunity to obtain a high-quality education. 

Tool 4.1B–Sample Letter to Parents from the Title I Teacher Regarding ESL Placement and Program 

Services for Title I
114242 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 143

Letterhead 

[Insert Date] 

Dear Parents: 

Through the Title I program,* some children in our school are entitled to special services from 

the [Insert name of school district]. I am happy to report that this year our students will have a 

Title I teacher from our local public school district assigned to the Title I program at our school. 

I hope you will join me in welcoming our Title I teacher to our school. 

A number of our children in grades 1 through 8 will be receiving one-half hour of additional help 

in reading, math, or both each day. With your permission, your child will be included in this 

program and will, I am sure, profit from the extra time spent with a teacher in a small group. 

Title I teachers always work closely with our classroom teachers to be sure that the children are 

getting the help they most need in order to succeed in the classroom. This program will not 

replace any existing services the children are receiving but, instead, will complement them. 

Thank you very much. As always, please call on me if you have any questions. 

Sincerely,

[Insert name], Principal 

* The Title I program is a federal program that provides supplemental educational services so 

that all children have a fair, equal, and significant opportunity to obtain a high quality 

education.

Tool 4.1C–Sample Follow-up Confirmation Letter to Parents From the Private School Principal 

Regarding Program Services for Title I
114444 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 145

Mark your calendar! 

Plan to join the Title I staff

for a parent meeting.

Where:

When:

Meet other families. 

Learn about the Title I program. 

Meet the Title I staff. 

Bring home learning activities. 

Free book to all families participating! 

Snacks served! 

Babysitting available! 

We need YOUR input—Please join us! 

Your student will bring more information home 

Tool 4.2A–Sample Flyer for a Parents Meeting to Learn About the Title I Program
114646 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 147

[Insert name of school] School 

Announces

The first school year meeting of the 

Grandparents Support Group! 

Time: 8:30 a.m.–10:30 a.m. 

When: Thursday, Oct. 21, 2005 

Where: [Insert meeting location] 

Topic: Grandparents as Parents

Come to learn practical tips that you can take home and 

implement and learn about community resources available to you. 

Call [insert name] for questions and to confirm your attendance. 

[Insert phone number] 

We Need You! Please Come! 

Sponsored by the Title I Program. 

Tool 4.2B–Sample Flyer for a Meeting to Learn About the Title I Program
114848 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 149

MOTHERS AND DAUGHTERS NIGHT OUT 

Fourth-, Fifth-, and Sixth-Grade Girls

and Their Mothers 

Just a reminder for you about our meeting 

at 7 p.m. on Tuesday, Oct. 26, 2005 

Held at [insert meeting location] 

Spend a fun evening together on reading and math 

activities that both of you can do together. 

Homework Passes Will Be Given

To Students Who Attend! 

Refreshments will be served. 

Please send in any suggestions or concerns you would like to discuss. 

There is no need to sign your name. 

Any questions? 

Call [insert contact’s name and phone number] 

Sponsored by the Title I Program. 

Tool 4.2C–Sample Flyer for Mother-Daughter Night Out
150 150 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 151

Letterhead 

[Insert Date] 

Dear Parents and Guardians, 

I hope you can join us for a Title I Program Parent Information Night on [insert time and date] at 

[insert location]. This will be a wonderful opportunity for you to meet your child’s Title I 

teacher, learn more about the Title I program, and learn activities that you and your child can do 

together at home to improve his or her reading and math skills. 

At the meeting, you will: 

• Meet your child’s Title I teacher; 

• Review your child’s Title I instructional materials and learn about Title I activities; 

• Have the opportunity to ask questions about the program and what you can do to support 

your child’s learning; 

• Meet other families of Title I students; 

• Learn fun activities that you and your child can do together at home; and 

• Have an opportunity to express any concerns about the program. 

Please plan to join us! To reserve your place at the meeting, return the enclosed form to your 

child’s Title I teacher no later than two days before the meeting. Refreshments will be served and 

free child care will be provided. Finally, if you need assistance with transportation, please 

indicate that on the enclosed form. 

We look forward to meeting you. 

Sincerely,

Title I Director 

Enclosure

Tool 4.3A– Sample Cover Letter for Invitation to a Title I Parent Information Night
151522 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 153

Response Form for Title I Parent Night 

Name of Parent___________________________ Child’s Name ________________ 

_____Yes, I plan to attend the Title I Parent Information Night on [insert date] 

_____ No, I do not plan to attend because____________________________________ 

_____________________________________________________________________

_____________________________________________________________________

Do you need child care? _____Yes _____No 

If yes, please list the names and ages of the children: 

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Do you need transportation assistance? _____Yes _____No 

If yes, what assistance do you need?________________________________________ 

_____________________________________________________________________

Please return this form with your child to the Title I teacher by [insert date]. 

We look forward to meeting you! 

Tool 4.3B– Sample Response Form to the Invitation for a Title I Parent Information Night (Tool 4.3A)
151544 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 155

Letterhead 

[Insert date] 

Dear Parents, 

Your child’s school is holding its annual back-to-school night on [insert date]. As your child’s 

Title I* teacher, I am looking forward to meeting and working with each and every one of you. 

As a parent, you are your child’s first teacher and I want to support you in this role. 

At that time, I will be available during each of the sessions to meet you and share with you 

information on our Title I program, such as the exciting activities we have planned for your 

child.

Please stop by and introduce yourself. I have very much enjoyed working with your child over 

the past few weeks and look forward to meeting you. 

Sincerely,

Title I Teacher 

* The Title I program is a federal program that provides supplemental educational services so that 

all children have a fair, equal, and significant opportunity to obtain a high-quality education.

Tool 4.4–Sample of Invitation to Parents for Back-to-School Night
151566 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 157

Title I Parent Involvement Program 

Homework Help and Study Skills Development 

7:00 p.m., Wednesday, Oct. 13, 2004 

1. Introductions of presenters and parents 

2. Why do teachers assign homework? 

3. Solving homework problems 

• Small group activity to identify specific homework problems 

• What works and what doesn’t work for solving problems 

4. Making homework less STRESSFUL for everyone 

• Creating an environment 

• Homework “survival kit” 

What is it? 

How do I use it?

5. Homework contract between the student and the parent 

What should it contain? 

What do I do to individualize it? 

6. Wrap-up (Questions and Answers)

Tool 4.5A– Sample Agenda for Title I Parent Meeting on Homework
151588 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 159

Parent Meeting Agenda 

[Insert time, date, and location] 

Agenda

1. Welcome 

...Private school principal and Title I coordinator

2. Introduction of Title I teacher(s)

...Title I coordinator 

3. Instruction: curriculum, schedule, and materials 

...Title I teacher(s)

4. Questions about the Title I program

...Parents and guardians 

5. Group work on reading and mathematics activities to take home

...All participants 

6. Refreshments and meeting other families 

...All participants 

Tool 4.5B– Sample Agenda for Title I Program Parent Meeting
116600 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 161

Title I Program Parents Meeting 

Parents, Please Sign In Below. Thank You! 

Name

Address and 

Phone Number 

Student’s

 Name and Grade Level

Tool 4.6–Sample Sign-in Form for Title I Program Parents Meetings
116262 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 163

Title I Program Evaluation of 

Today’s Workshop or Meeting 

Topic: _________________________________________________________ 

Name of Private School: ________________________________________________________ 

Session Date: _________________________________________________ 

Presenter(s): _______________________________________________________ 

Strongly Strongly 

Disagree Agree 

1. The content of the session was worthwhile. 1 2 3 4 5 

2. The session leader was well prepared. 1 2 3 4 5 

3. The information was effectively presented. 1 2 3 4 5 

4. The materials were useful and appropriate. 1 2 3 4 5 

5. The workshop added to my skills. 1 2 3 4 5 

6. I plan to use the techniques, skills, and 1 2 3 4 5 

 information presented to help my child. 

7. I have more confidence in my skills to 1 2 3 4 5 

 help my child as a result of this workshop. 

Comments: 

Tool 4.7–Sample Form for Parent Evaluation of Workshop or Meeting
116464 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 165

Inviting All Title I Parents! 

April Is Title I Month—Show Your Support

For Your Child’s Efforts and Have Some Fun -

We are looking for parents to volunteer to be guest readers in the Title I 

classroom. You can do this by selecting a favorite book to read to your child’s 

Title I class. No classroom experience is required! Our students love to hear 

stories.

The book you read can be an old childhood favorite of yours or a new favorite 

of your child’s. Or it could be one that you and your child are reading for the 

Title I home reading contract. Also, your child’s Title I teacher can recommend 

a book that the class might enjoy. 

If you would like to have this wonderful opportunity to read to the class while 

also getting an understanding of your child’s Title I experience, please fill in the 

section below and send it in with your child. Your child’s Title I teacher will 

call you to make arrangements. 

________________________________________________________________

Yes! I want to be a guest reader! 

Book(s) I would like to read: ________________________________________

________________________________________________________________

Child’s name: ____________________________________________________

Parent’s name: ___________________________________________________

Phone number: ___________________________________________________

A good time to call me: ____________________________________________

Tool 4.8–Sample Flyer for Inviting Title I Parents to Participate in Guest Reading Program
116666 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 167

Title I Program 

Home Reading Contract Between Book Buddies 

This is an agreement between _______________________(insert name of student) 

and _______________________________________(insert name of Book Buddy). 

We agree to become Book Buddies. We know that reading with someone is a good way to 

become a better reader. 

We promise to read together every day for 15 minutes. We will read out loud to each other or 

silently to ourselves. 

During silent reading, we may read our own reading materials, but we must agree to read. 

We also promise to talk about what we have read together. 

Student’s signature_______________________________ Date______________ 

Book Buddy’s signature___________________________ Date_______________ 

*****************************************************************************

Directions:

1. Write in the dates for any given month. 

2. Put a check mark also in a box for each day you and your Book Buddy read together for at 

least 15 minutes. 

3. Return the completed calendar to your Title I teacher within three days of completion. 

If you and your Book Buddy read together for a minimum of 20 days, you will receive a special 

certificate!

 Sun. Mon. Tues. Wed. Thurs. Fri. Sat. 

Week 1 

Week 2 

Week 3 

Week 4 

Week 5 

Tool 4.9– Home Reading Contract Between a Title I Elementary School Child and a Parent, Guardian, or 

Other Family Member
116868 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 169

Helping Your Child Develop Reading Skills 

Choose the best books! 

Need help choosing books for your child? Contact the local public library or your child’s school 

library and ask a librarian for help in order to choose books that are the most appropriate with 

respect to reading level and subject matter. 

Create a love of reading! 

With the rise in technology, children now have interactive gaming, television, computers and the 

Internet to occupy their free time. It’s no wonder that children today have no time left for reading 

books.

As a parent, you can inspire your child to read. There are many things you can do to encourage 

your child and to help create a love of reading: 

• Read aloud to your child; 

• Take your child to the library; 

• Obtain a library card for your child; 

• Create a home library for your child 

• Restrict TV, video games, and computer time; 

• Provide opportunities for new experiences; 

• Develop an awareness of printed language; 

• Find reasons for your child to write, such as thank-you notes for parties and gifts or grocery 

lists to help you shop; and 

• Be a good reading role model by reading in front of your child daily.

Tool 4.10–Tips for Parents to Promote Reading
170 170 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 171

Student Progress Report 

Title I Program Operated at

_____________________School 

For [insert school year] school year 

Date_________________________

To the parents or guardians of ______________________________________________ 

This report is a review of the progress your child is making in the Title I program. Your child is 

currently being served in: 

_____Reading

_____Mathematics 

_____Both reading and mathematics 

Comments: 

________________________________________________________________________

________________________________________________________________________

_________________________________________________________________________

__________________________________________________________________________

_________________________________

Title I Teacher 

Enclosure(s)

Tool 4.11A–Cover Sheet for Title I Student Progress Report to Parents and Guardians
171722 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 173

Title I Program 

Student Progress Report 

Reading

Student name______________________________Grade______________Year_____________ 

Title I reading teacher____________________________________________________ 

Reporting period (circle one): 1 2 3 4 

Dear Parents, 

Your child is attending a special reading class to increase his or her ability and confidence in 

reading, writing, and other language arts skills. While your child may not have reached grade 

level in all areas, he or she has demonstrated the following skills. (Note: If a skill is not checked, 

in any of the three columns, it is a skill that has not yet been taught). 

Reading Skills 

Shows 

some

progress

Shows 

satisfactory 

progress

Has

mastered

skill

Identifies individual sounds in words 

Recognizes rhyming patterns 

Uses letter-sound relationship to figure out new words 

Recognizes by sight often-used words 

Decodes words not recognized 

Uses the content to identify words and their meanings 

Reads different books 

Identifies types of texts read 

Sets a purpose for reading 

Asks questions about what is read 

Recalls sequences of a story 

Comprehends what is read 

Summarizes what is read 

Knows parts of a fictional story 

Makes predictions about what is read 

Determines what is important about what was read 

I would be very happy to discuss your child’s work with you. I am available [insert times and days]. I 

am also available by phone [insert phone number], if these times are not convenient for you. 

_____________________________________________________________

Title I Teacher Date 

_____________________________________________________________

Parent signature—I have read this report. Date

Tool 4.11B–Sample Title I Student Progress Report for Reading
171744 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 175

Title I Program 

Student Progress Report 

Mathematics

Student name______________________________Grade______________Year_____________ 

Title I mathematics teacher________________________________________________ 

Reporting period (circle one): 1 2 3 4 

Dear Parents, 

Your child is attending a special mathematics class to help increase his or her ability and 

confidence in mathematics. While your child may not have reached grade level in all areas, he or 

she has demonstrated the following skills. (Note: If a skill is not checked, in any of the three 

columns, it is a skill that has not yet been taught). 

Math Skills 

Shows 

some

progress

Shows 

satisfactory 

progress

Has

mastered

skill

Understands number concepts 

Knows addition facts 

Knows multiplication facts 

Knows division facts 

Can add numbers 

Can subtract numbers 

Can multiply by a 1-digit multiplier 

Can multiply by a 2-digit multiplier 

Can divide by a 1-digit multiplier 

Can divide by a 2-digit multiplier 

Understands fraction concepts 

Can add and subtract fractions 

Understands decimal concepts 

Can add and subtract decimals 

Can relate fractions to decimals 

Can use measurements 

Understands and solves word problems 

I would be very happy to discuss your child’s work with you. I am available [insert times and days.] I 

am also available by phone [insert phone number.] if these times are not convenient for you. 

_____________________________________________________________

Title I Teacher Date 

_____________________________________________________________

Parent signature—I have read this report. Date

Tool 4.11C–Sample Title I Student Progress Report for Mathematics
171766 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 177

[Letterhead] 

Memorandum

To: Private School Teachers of Title I Students 

From: [Insert name], Title I Coordinator 

Date: [Insert date] 

Subject: Title I Program Parent Survey 

Enclosed are parent survey forms for the Title I program. Thank you for your input and 

suggestions during the drafting stage. Please distribute these to your students who are Title I 

participants and ask that they give it to their parents. The parents should return the surveys to you 

as soon as possible, but no later than [Insert date]. If forms are returned to you later than this 

date, please accept them as well. However, any encouragement to have the forms returned as 

soon as possible will be appreciated. Please send returned forms to the school office each day. 

Thank you for your help. The input from these surveys will help us to best meet the needs of 

your Title I participants. 

Please contact me at [insert phone number] if you have any questions. 

Tool 4.12A–Memo to Accompany Title I Program Parent Survey
171788 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 179

Title I Program Parent Survey 

[Insert school year] 

To better serve the students of our school, we would like your opinion about your child’s 

experience in the Title I program. Your time, comments, and suggestions are greatly appreciated! 

1. My child attends __________________________________________School. 

2. My child is in grade______________during the current school year. 

3. My child receives Title I supplemental instruction in: 

_____Reading

_____Mathematics 

_____Both reading and mathematics 

4. The Title I program helped improve your child’s skills in 

 Reading _____Yes _____No Mathematics _____Yes _____No 

 Comments_____________________________________________________________ 

5. What does your child like about the Title I program? (Check all that apply) 

 _____Getting more help with reading and/or mathematics 

 _____Learning more easily because there are fewer students in the class 

 _____Participating in a variety of activities 

 _____Having time away from the regular classroom 

 _____Other (Explain)_____________________________________________________ 

 Comments______________________________________________________________ 

6. What does your child dislike about the Title I program? (Check all that apply) 

 _____Having to do additional work 

 _____Missing regular classroom work 

 _____Leaving the classroom 

 _____Other (Explain)_____________________________________________________ 

 Comments______________________________________________________________ 

Tool 4.12B–Title I Program Parent Survey
118800 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 181

7. In your opinion, what is the best feature of the Title I program? 

 _____Extra support for improving reading, mathematics or both 

 _____Single subject (reading or mathematics) focus 

 _____Small group instruction 

 Recommended improvements__________________________________________________ 

8. How did the Title I teacher keep you informed of your child’s progress in the Title I 

program? (Check all that apply.) 

 _____In-person conference(s) 

 _____Telephone conversation(s) 

 _____Progress report(s) 

 _____Parent-teacher meeting (s) at school 

 _____Other written communication (notes, letters, comments on student work) 

 _____I was not informed. 

 Comments_____________________________________________________________ 

9. Which of these strategies would you use to help your child practice reading, mathematics, or 

both at home? (Check all that apply.) 

 _____Take home books from school 

 _____Take home video cassettes with activity books 

 _____Take home activities to do on a computer 

 _____Attend parent involvement meetings or workshops at school 

 _____Volunteer in the Title I program to observe the Title I teacher’s methods 

 Comments______________________________________________________________ 

10. When would you most likely be able to attend a parent-teacher meeting at school? (The times 

below are approximate and would coincide with the school schedule.) 

 _____At the beginning of the school day 

 _____Around lunchtime 

 _____In the afternoon, before the end of the school day 

 _____In the afternoon, at the end of the school day 

 _____Early evening 

 _____Weekend 

 Comments_____________________________________________________________ 

Please return this survey to your child’s classroom teacher as soon as possible, but no later 

than [insert date]. Thank you for helping us to improve the next year’s Title I program. 

Tool 4.12B–Title I Program Parent Survey (continued)
118282 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 183

[Letterhead] 

 [Insert date]

Dear Parent/Guardian: 

We would like your comments on the Title I program in your child’s school. When you have 

completed this form, simply seal it in the envelope provided and return it to your child’s Title I 

teacher by [insert date]. Thank you! 

 [Insert signature] Title I teacher 

Title I Program 

Parent Survey 

 [Insert school year] 

School my child attends: ___________________________________ Grade: ___________ 

Directions: Please circle one answer for each statement below. 

1. The Title I program has helped my child 

gain confidence. 

Strongly 

Agree Agree Disagree Strongly Disagree 

2. I was given information on my child’s 

progress. 

Strongly 

Agree Agree Disagree Strongly Disagree 

3. My child is doing better in reading since 

attending the Title I program.

Strongly 

Agree Agree Disagree Strongly Disagree 

4. My child is doing better in math since 

attending the Title I program.

Strongly 

Agree Agree Disagree Strongly Disagree 

5. My child enjoyed participating in the 

Title I program. 

Strongly 

Agree Agree Disagree Strongly Disagree 

6. Overall I was satisfied with the Title I 

program.

Strongly 

Agree Agree Disagree Strongly Disagree 

Please share any comments you may have about the Title I program for your child. 

Tool 4.12C–Title I Program Parent Short Survey
118484 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 185

5Standards, Assessments, 

And Program Modification

Sec. 1120(b)(1)(D) of Title I requires that LEA officials consult with private school officials on how 

Title I services will be academically assessed annually and how the results of that assessment will 

be used to improve services. Under Title I, public 

school students who participate in Title I programs 

must be held to the same challenging state content 

and student achievement standards that is expected 

of all public school students. Private school students 

who participate in Title I should be held also to the 

same high standards. 

Standards and Assessments 

During the consultation process, public and private 

school officials must discuss what standards will 

be used to measure the effectiveness of the Title I 

programs as indicated by the achievement of the 

private school participants. If LEA officials, in consultation with the private school officials, determine 

that it would be inappropriate to measure program 

effectiveness and student achievement in relation to 

the state’s standards, the LEA must use alternative 

standards that reasonably promise that the services 

provided will enable the private school participants 

to achieve the same high level called for by the state 

student achievement measures. It may be more 

appropriate for the standards to be aligned with the 

curriculum of the private school and it may be necessary to use different standards for different private 

schools given the curricula of the private schools 

differ from one another. The LEA may use the state’s 

assessment system or other assessment measures 

that more accurately reflect the curriculum of the 

private school.

During the consultation process, public and private 

school officials also must discuss what assessments 

will be used to measure the effectiveness of the Title I 

program and the achievement of the Title I participants against the agreed-upon standards. All students 

receiving Title I services, including students receiving noninstructional type services, such as counseling, are assessed on their progress in meeting these 

agreed-upon standards each year. At a minimum, 

achievement in mathematics and/or reading and 

language arts must be assessed. (For those recieving noninstructional services, this is used to determine if counseling, for example, improved academic 

achievement.) The LEA officials have the authority 

to make the final decision on what assessments will 

be used. An appropriate assessment may be the one 

already in use at the private school. 

The Title I program also must be assessed. The 

assessment should evaluate the effectiveness of the 

program against the agreed-upon standards, as discussed in consultation, so that the public and private school officials can determine if the needs of 

the private school participants have been met, gaps 

in knowledge have been closed, and achievement in 

the regular private school classroom has improved. 

This information also should be used to plan an 

effective Title I program for the next school year.

It should be noted that the LEA officials, after consultation with private school officials, determine the 

standards and assessments for the Title I program 

provided to private school children. SEA officials 

cannot impose standards, achievement levels, or 

assessments on an LEA program for private school 

students. The LEA officials determine these through 
118686 A Title I Resource Tool Kit 

timely and meaningful consultation with the appropriate private school officials. 

Annual Progress and 

Program Modification

Every year, the LEA officials and the private school 

officials must consult on what constitutes progress 

for the Title I program. If the private school participants in the Title I program do not make the 

expected annual progress, the LEA officials must 

make modifications annually to the Title I program, in consultation with private school officials. 

The LEA may make modifications more often, if 

needed. In addition, the assessment data will assist 

the public and private school officials in determining the professional development needs of the private schools teachers who teach participating Title I 

participants and determining the most appropriate 

activities for their parents. 

An Example of Consultation on Standards, 

Assessment, and Modifications: In consultation, 

public and private school officials have agreed 

upon a standard that will determine whether or 

not the Title I program for private school students 

is successful. Further, they have agreed upon an 

assessment that will be administered by the LEA 

to measure achievement of the Title I participants 

against these standards. 

Both parties also have agreed that the Title I program will be successful if at least 80 percent of the 

students achieve a proficient or better score on the 

agreed-upon reading assessment. However, if less 

than 80 percent receive a proficient or better score, 

public and private school officials agree that the 

program design needs to be reconsidered and modifications made, if appropriate. 

Public and private school officials review the assessment results together and, based on the percentage 

of students scoring at the proficient level or higher, 

determine the next steps to improve the program or 

to ensure the program’s continued success.

Selected Practices and Tools

Determining the Assessment Instrument 

for Annual Progress

The Title I program for private school children must 

be assessed annually by means of either the state 

assessment or an appropriate assessment instrument 

as determined in consultation between the LEA and 

private school officials. 

Tool 5.1–Sample Reading Achievement Chart Used to 

Make Modification Decisions

This tool shows an LEA chart listing assessments 

instruments by grade levels and the annual progress goals developed during the consultation process 

that private school participants must make in order 

to be considered proficient. This chart models how 

to use data to make modification decisions.

Summary Form of Assessment Data

It is important for the LEA officials to present the 

assessment data on private school Title I students 

in a manner that is clearly understood by private 

school officials, private school classroom teachers, 

and families. 

Tool 5.2–Sample Title I Assessment Data Summary 

Chart With Analysis 

This tool shows assessment data presented in a 

chart. In addition to the chart, the LEA can provide 

the private school officials with interpretations of 

the assessment scores listed. The public and private 

school officials determined the reading proficiency 

levels listed in the chart during prior consultation. 

Thus, these levels may differ for each private school 

with Title I participants. 

■

■
Ensuring Equitable Services to Private School Children 187

Program Modifications

The results of the assessment should be the primary 

resource used to plan the following school year’s 

instructional, professional development, and parent involvement programs. Therefore, the results of 

the assessments should be available to the private 

school officials in a timely manner, before the Title 

I program for the following school year is finalized. 

Once the results of the assessment are available, 

public and private school officials should meet to 

review the assessment results to determine whether 

there is a need to make program modifications and 

other improvements in the next school year. In 

addition to reviewing the overall percentage of students failing, passing with proficient scores, and 

passing with advanced scores, the public and private school officials should review the skill sets and 

the achievement of participating students within 

these sets. Lack of significant student achievement 

may indicate a need to redesign the entire program, 

improve particular program elements, or strengthen 

professional development and parent involvement 

activities. 

Tool: 5.3–Sample Program Modifications Based on 

Grade 2 Assessments

This example demonstrates how an LEA officials, 

in consultation with private school officials make 

program modifications for reading and mathematics instruction, professional development, and parent involvement activities using assessment data to 

determine student needs and program goals. 

■ Evaluation Plan

LEA officials may develop an annual evaluation 

plan that lists by private school or groups of private 

school the standards and assessments agreed upon 

in consultation that will be used to measure the 

effectiveness of the program and the achievement 

of the participants. 

Tool 5.4–Sample LEA Procedures for Using Title I 

Assessment Information to Develop a Program 

Evaluation Plan That Includes Annual Progress and 

Program Modifications 

This form provides information on the assessment 

instrument, the student performance level, the 

annual progress measure, and the percentage of students achieving the annual progress measure by the 

end of the school year. In addition, the LEA lists the 

strategies it will use to improve the Title I program 

if annual progress is not met. 

■
118888 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 189

Tools
190 190 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 191

Sample Reading Achievement Chart for Title I K–6 Students and 

Subsequent Program Modification Discussions 

LEA Chart of the Instruments, Annual Progress Reading Goals, and Percentage of 

Title I Students Achieving Goals by Grade Level 

Reading Achievement of Title I Students

Grade Level(s) Instruments* Annual Progress 

Reading Goals* 

Percentage of Title I 

Students Achieving 

Reading Goals 

Kindergarten Kindergarten checklist 100% will master each 

item on the checklist. 92

Grades 1–2 

Publisher’s test from 

private school reading 

series 

100% will read at 

grade level. 75

Grades 3–6 

Standardized test 

taken by all private 

school students 

100% will score at the 

60th percentile or 

above.

70

*Note that the instruments used and annual progress goals for student reading achievement were 

determined in consultation between public and private school officials. 

Using This Chart to Make Decisions on Modifications to the Title I Program 

The percentage of children achieving the annual progress goals necessitates the public and private school 

officials to ask: Is the percentage of Title I students achieving the annual progress goals acceptable? 

• In kindergarten, 92 percent of the students master every item on the checklist. What strategies 

did the LEA use to achieve this goal? What additional approaches should the LEA use for the 

8 percent of the students who did not make the goal? 

• In grades 1–2, 25 percent of the students are not at grade level in reading. Should the LEA 

modify the Title I program or should the LEA continue the program with no changes? 

• In grades 3–6, almost one-third of the students (30 percent) scored below the 60th percentile. 

Should the LEA modify the Title I program or should the LEA continue the program with no 

changes? 

Tool 5.1–Sample Reading Chart Used to Make Modification Decisions
191922 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 193

Sample Title I Assessment Data Summary Chart With Analysis 

This summary chart presents four years of assessment data for Title I programs serving private 

school children. The proficiency levels listed are directly tied to grade-level standards that all 

participating children are expected to meet. These results are used each year by public and 

private school officials to improve the Title I program of instruction and to plan professional 

development and parental involvement activities. 

This type of assessment data summary chart and its analysis is critical to future planning and 

should be updated on an annual basis and examined during the consultation process about the 

subsequent year’s Title I program. 

Four-year Title I Assessment Data Summary: 

Percentage of Participating Private School Students 

At Each Proficiency Level, by School Year 

Reading School Year 

Proficiency Levels 

for Grade 2 02–03 03–04 04–05 05–06

Fail 23% 15% 11% 9%

Pass—Proficient 53% 62% 32% 22%

Pass—Advanced 24% 23% 57% 69%

Academic achievement standards for each grade and content area combination must include at least three achievement levels, 

which the LEA may label “proficient,” “advanced,” and “basic.” Of these levels, proficient and advanced must represent high 

achievement and basic must represent achievement that is not yet proficient. These labels may vary depending on decisions made 

in consultation. In addition to these levels, the LEA’s academic achievement standards must include descriptions of the contentbased competencies associated with each level. The LEA officials, in consultation with private school officials, should determine

which specific scores on the LEA assessments distinguish one level from another.

Analysis of Title I assessment data summary: 

• Most children received a passing score, either pass-proficient or pass-advanced, in all 

four years; 

• The percentage of children receiving passing scores increased from 76 percent in first 

year to 91 percent in fourth year.

• The percentage of children failing to meet the annual progress goals has steadily 

decreased over the past four years. 

• The percentage of children achieving pass-advanced scores has dramatically increased 

(188 percent) over the past four years. 

Public and private school officials should examine the Title I program to determine the strategies 

and approaches that the LEA used to have the Title I students achieve these results. 

Tool 5.2– Title I Assessment Data Summary With Analysis
191944 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 195

Sample Chart of Title I Program

Modifications for Grade 2 Reading and Math 

Title I Program, Grade 2: 

Using Assessment Results to Modify 

Instruction, Professional Development, and Parent Involvement 

READING

Student 

Needs Program Goals 

Program 

Assessment 

Results 

Modifications to 

Instructional

Program 

Modifications to 

Professional 

Development 

Modifications to 

Parental 

Involvement 

Phonetic 

awareness 

Students will 

recognize and 

pronounce all 

phonetic sounds 

and blends. 

85 percent of 

the students 

assessed met 

this standard. 

Retain phonetic 

elements in the 

instructional 

program. 

Review of 

strategies for 

teaching phonics 

to at-risk students 

Provide additional 

phonics review for 

parents. 

Reading in the 

content areas 

Students will read 

and understand 

grade-level 

passages in 

science and social 

studies.

42 percent of 

the students 

assessed met 

this standard. 

Add content area 

vocabulary to 

daily curriculum in 

reading. Provide 

increased 

opportunities for 

reading in content 

areas. 

Reading 

instruction in the 

content area for 

at-risk students 

Provide sample 

reading passages 

or books to 

parents to read 

with students at 

home. 

MATHEMATICS

Student 

Needs Program Goals 

Program 

Assessment 

Results 

Modifications to 

Instructional

Program 

Modifications to 

Professional 

Development 

Modifications to 

Parental 

Involvement 

Application of 

appropriate 

math 

functions to 

everyday 

problems 

Students will 

correctly choose 

the appropriate 

math function 

when working 

grade-level word 

problems. 

54 percent of 

the students 

assessed met 

this standard. 

Place increased 

emphasis on 

work problems in 

each math 

instructional 

module. 

Math applications 

for at-risk 

students 

Conduct Make-it 

take-it Workshop 

to construct word 

puzzles for parents 

to work on with 

students at home. 

Tool: 5.3–Sample Program Modifications Based on Grade 2 Assessments
191966 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 197

Sample: LEA Procedures for Using Title I Assessment Information to Develop 

a Program Evaluation Plan and Subsequent Program Modifications 

Title I Program Assessment

• After the assessment and analysis of the appropriate data, priorities will be 

established that meet the needs of students. 

• A program model and schedule will be aligned with the established priorities. 

• An instructional program will be designed to supplement the private school’s core 

curriculum. 

• The private school uses ___________________________ reading materials for the 

core curriculum. 

• The private school uses ___________________________ mathematics materials for 

the core curriculum. 

Evaluation Plan

• LEA officials must assess annually the progress of the Title I program toward enabling 

private school participants to meet the agreed-upon standards. Student performance 

results will be reviewed annually. When the standardized test information is available, the 

Title I teacher(s) and the private school official(s) will meet to analyze the assessment 

results for the participating students. Their goal is to determine whether or not the level 

of student performance, as measured by the standardized test, has met or exceeded the 

desired outcomes agreed to in consultation. 

• Based on consultation, the effectiveness of the Title I program at each private school will 

be measured through comparing the targeted percentage of students reaching the 

established performance-level standard and the agreed-upon year-end percentage of 

students achieving the performance level. 

• In the event the Title I program fails to meet the annual progress target, consultation will 

occur to examine the student performance data to determine whether modifications are 

required.

Tool 5.4–Sample LEA Procedures for Using Title I Assessment Information to Develop a Program 

Evaluation Plan That Includes Annual Progress and Program Modifications
191988 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 199

Sample: LEA Procedures for Using Title I Assessment Information to Develop 

a Program Evaluation Plan and Subsequent Program Modifications 

(continued)

Determining Annual Progress Measure

Agreed-upon performance levels (standards) used to determine the annual progress of the Title I 

program at the private school are: 

Reading/Language Arts 

Instrument Student Annual Progress Measure Year-end

Performance Level (Percentage of students Percentage 

 achieving performance level) Achieving 

 

Gr. K–2: _______________________ _ ____________________ __________________________ _____________ 

 

Gr. 3–12: _______________________ ______________________ __________________________ _____________ 

 

 Mathematics 

Instrument Student Annual Progress Measure Year-end

Performance Level (Percentage of students Percentage 

 achieving performance level) Achieving 

 

Gr. K–2: _______________________ _____________________ __________________________ _____________ 

 

Gr. 3–12: _______________________ ______________________ __________________________ _____________ 

Program Modifications 

• If the program fails to meet the annual progress target, consultation will occur to examine 

the student performance data to determine needed modifications. To improve student 

achievement, the modifications will include, but will not be limited to: 

o Increased Title I teacher time; 

o Implementation of Title I services for extended day or extended year, or both; 

o Increased focus or time or both for specific grade level(s), if a need is demonstrated; 

and

o Evaluation of supplemental materials for effectiveness in improving student academic 

achievement. 

• Also, the consultation process will include a review of the performance standards for 

program evaluation in the following year. 

• The standards and progress measures will be modified, as necessary. 

Tool 5.4–Sample LEA Procedures for Using Title I Assessment Information to Develop a Program 

Evaluation Plan That Includes Annual Progress and Program Modifications (continued)
2200 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 201

A

Appendix A:

Section 1120 of Title I

As Reauthorized by the 

No Child Left Behind Act of 2001

Sec. 1120. 

Participation of Children 

Enrolled in Private Schools.

(a) GENERAL REQUIREMENT—

(1) IN GENERAL—To the extent consistent with 

the number of eligible children identified under 

section 1115(b) in the school district served by a 

local educational agency who are enrolled in private elementary schools and secondary schools, 

a local educational agency shall, after timely 

and meaningful consultation with appropriate 

private school officials, provide such children, 

on an equitable basis, special educational services or other benefits under this part (such as 

dual enrollment, educational radio and television, computer equipment and materials, other 

technology, and mobile educational services and 

equipment) that address their needs, and shall 

ensure that teachers and families of the children 

participate, on an equitable basis, in services and 

activities developed pursuant to sections 1118 

and 1119.

(2) SECULAR, NEUTRAL, NONIDEOLOGICAL—

Such educational services or other benefits, 

including materials and equipment, shall be secular, neutral, and nonideological.

(3) EQUITY­—Educational services and other benefits for such private school children shall be 

equitable in comparison to services and other 

benefits for public school children participating 

under this part, and shall be provided in a timely 

manner.

(4) EXPENDITURES—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.

(5) PROVISION OF SERVICES—The local educational agency may provide services under this 

section directly or through contracts with public 

and private agencies, organizations, and institutions.

(b) CONSULTATION—

(1) IN GENERAL—To ensure timely and meaningful consultation, a local educational agency shall 

consult with appropriate private school officials 

during the design and development of such agency’s programs under this part, on issues such as — 

(A) how the children’s needs will be identified;

(B) what services will be offered;

(C) how, where, and by whom the services will 

be provided;

(D) how the services will be academically 

assessed and how the results of that assessment will be used to improve those services;

(E) the size and scope of the equitable services 

to be provided to the eligible private school 

children, and the proportion of funds that is 
22022 A Title I Resource Tool Kit 

allocated under subsection (a)(4) for such services;

(F) the method or sources of data that are used 

under subsection (c) and section 1113(c)(1) to 

determine the number of children from lowincome families in participating school attendance areas who attend private schools;

(G) how and when the agency will make decisions about the delivery of services to such 

children, including a thorough consideration 

and analysis of the views of the private school 

officials on the provision of services through 

a contract with potential third-party providers; and

(H) how, if the agency disagrees with the 

views of the private school officials on the 

provision of services through a contract, the 

local educational agency will provide in writing to such private school officials an analysis of the reasons why the local educational 

agency has chosen not to use a contractor.

(2) TIMING—Such consultation shall include 

meetings of agency and private school officials and shall occur before the local educational agency makes any decision that affects the 

opportunities of eligible private school children 

to participate in programs under this part. Such 

meetings shall continue throughout implementation and assessment of services provided under 

this section.

(3) DISCUSSION—Such consultation shall 

include a discussion of service delivery mechanisms a local educational agency can use to provide equitable services to eligible private school 

children.

(4) DOCUMENTATION—Each local educational 

agency shall maintain in the agency’s records 

and provide to the State educational agency 

involved a written affirmation signed by officials 

of each participating private school that the consultation required by this section has occurred. 

If such officials do not provide such affirmation 

within a reasonable period of time, the local educational agency shall forward the documentation 

that such consultation has taken place to the 

State educational agency.

(5) COMPLIANCE—

(A) IN GENERAL—A private school official 

shall have the right to complain to the State 

educational agency that the local educational 

agency did not engage in consultation that 

was meaningful and timely, or did not give 

due consideration to the views of the private 

school official.

(B) PROCEDURE—If the private school official 

wishes to complain, the official shall provide 

the basis of the noncompliance with this section by the local educational agency to the 

State educational agency, and the local educational agency shall forward the appropriate documentation to the State educational 

agency.

(c) ALLOCATION FOR EQUITABLE SERVICE TO PRIVATE SCHOOL STUDENTS—

(1) CALCULATION—A local educational agency 

shall have the final authority, consistent with 

this section, to calculate the number of children, 

ages 5 through 17, who are from low-income 

families and attend private schools by — 

(A) using the same measure of low income 

used to count public school children;

(B) using the results of a survey that, to the 

extent possible, protects the identity of families of private school students, and allowing 

such survey results to be extrapolated if complete actual data are unavailable;
Ensuring Equitable Services to Private School Children 203

(C) applying the low-income percentage of 

each participating public school attendance 

area, determined pursuant to this section, to 

the number of private school children who 

reside in that school attendance area; or

(D) using an equated measure of low income 

correlated with the measure of low income 

used to count public school children.

(2) COMPLAINT PROCESS—Any dispute regarding low-income data for private school students 

shall be subject to the complaint process authorized in section 9505.

(d) PUBLIC CONTROL OF FUNDS—

(1) IN GENERAL—The control of funds provided 

under this part, and title to materials, equipment, and property purchased with such funds, 

shall be in a public agency, and a public agency 

shall administer such funds, materials, equipment, and property.

(2) PROVISION OF SERVICES—

(A) PROVIDER—The provision of services 

under this section shall be provided— 

(i) by employees of a public agency; or

(ii) through contract by such public agency 

with an individual, association, agency, or 

organization.

(B) REQUIREMENT—In the provision of such 

services, such employee, individual, association, agency, or organization shall be independent of such private school and of any 

religious organization, and such employment 

or contract shall be under the control and 

supervision of such public agency.

(e) STANDARDS FOR A BYPASS—If a local educational agency is prohibited by law from providing 

for the participation in programs on an equitable 

basis of eligible children enrolled in private elementary schools and secondary schools, or if the Secretary determines that a local educational agency has 

substantially failed or is unwilling, to provide for 

such participation, as required by this section, the 

Secretary shall— 

(1) waive the requirements of this section for 

such local educational agency;

(2) arrange for the provision of services to such 

children through arrangements that shall be subject to the requirements of this section and sections 9503 and 9504; and

(3) in making the determination under this subsection, consider one or more factors, including 

the quality, size, scope, and location of the program and the opportunity of eligible children to 

participate.
22044 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 205

B

Participation of Eligible Children in Private Schools

Sec. 200.62 Responsibilities for providing services 

to private school children

 (a) After timely and meaningful consultation with 

appropriate officials of private schools, an LEA must--

 (1) In accordance with §§200.62 through 200.67 

and section 1120 of the ESEA, provide special educational services or other benefits under subpart A of 

this part, on an equitable basis and in a timely manner, to eligible children who are enrolled in private 

elementary and secondary schools; and

 (2) Ensure that teachers and families of participating private school children participate on a basis 

equitable to the participation of teachers and families of public school children receiving these services in accordance with §200.65.

 (b)(1) Eligible private school children are children 

who--

 (i) Reside in participating public school attendance areas of the LEA, regardless of whether the 

private school they attend is located in the LEA; and

 (ii) Meet the criteria in section 1115(b) of the ESEA.

 (2) Among the eligible private school children, 

the LEA must select children to participate, consistent with §200.64.

 (c) The services and other benefits an LEA provides under this section must be secular, neutral and 

nonideological.

Sec. 200.63 Consultation.

 (a) In order to have timely and meaningful consultation, an LEA must consult with appropriate 

officials of private schools during the design and 

development of the LEA’s program for eligible private school children.

 (b) At a minimum, the LEA must consult on the 

following:

 (1) How the LEA will identify the needs of eligible 

private school children.

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

 (3) How and when the LEA will make decisions 

about the delivery of services.

 (4) How, where, and by whom the LEA will provide services to eligible private school children.

 (5) How the LEA will assess academically the services to eligible private school children in accordance with § 200.10, and how the LEA will use the 

results of that assessment to improve Title I services.

 (6) The size and scope of the equitable services that 

the LEA will provide to eligible private school children, and, consistent with §200.64, the proportion of 

funds that the LEA will allocate for these services.

 (7) The method or sources of data that the LEA 

will use under §200.78 to determine the number of 

private school children from low-income families 

residing in participating public school attendance 

areas, including whether the LEA will extrapolate 

data if a survey is used.

 (8) The equitable services the LEA will provide to 

teachers and families of participating private school 

children.

 (c)(1) Consultation by the LEA must--

 (i) Include meetings of the LEA and appropriate 

officials of the private schools; and

 (ii) Occur before the LEA makes any decision that 

affects the opportunity of eligible private school 

children to participate in Title I programs.

Appendix B:

Department of Education, 34 CFR Part 200

Title I—Improving the Academic 

Achievement of the Disadvantaged

Office of Elementary and Secondary Education

Final Regulations: Dec. 2, 2002 (Vol. 67, No. 231)
22066 A Title I Resource Tool Kit 

 (2) The LEA must meet with officials of the private schools throughout the implementation and 

assessment of the Title I services.

 (d)(1) Consultation must include--

 (i) A discussion of service delivery mechanisms 

the LEA can use to provide equitable services to eligible private school children; and

 (ii) A thorough consideration and analysis of 

the views of the officials of the private schools on 

the provision of services through a contract with a 

third-party provider.

 (2) If the LEA disagrees with the views of the officials of the private schools on the provision of services through a contract, the LEA must provide in 

writing to the officials of the private schools the reasons why the LEA chooses not to use a contractor.

 (e)(1) The LEA must maintain in its records and 

provide to the SEA a written affirmation, signed by 

officials of each private school with participating 

children or appropriate private school representatives, that the required consultation has occurred.

 (2) If the officials of the private schools do not 

provide the affirmations within a reasonable period 

of time, the LEA must submit to the SEA documentation that the required consultation occurred.

 (f) An official of a private school has the right to 

complain to the SEA that the LEA did not--

 (1) Engage in timely and meaningful consultation; or

 (2) Consider the views of the official of the 

private school.

Sec. 200.64 Factors for determining equitable participation of private school children.

 (a) Equal expenditures. (1) Funds expended by 

an LEA under subpart A of this part for services for 

eligible private school children in the aggregate 

must be equal to the amount of funds generated by 

private school children from low-income families 

under paragraph (a)(2) of this section.

 (2) An LEA must meet this requirement as follows:

 (i)(A) If the LEA reserves funds under §200.77 to 

provide instructional and related activities for public elementary or secondary school students at the 

district level, the LEA must also provide from those 

funds, as applicable, equitable services to eligible 

private school children.

 (B) The amount of funds available to provide 

equitable services from the applicable reserved 

funds must be proportionate to the number of private school children from low-income families 

residing in participating public school attendance 

areas.

 (ii) The LEA must reserve the funds generated by 

private school children under § 200.78 and, in consultation with appropriate officials of the private 

schools, may--

 (A) Combine those amounts, along with funds 

under paragraph (a)(2)(i) of this section, if appropriate, to create a pool of funds from which the LEA 

provides equitable services to eligible private school 

children, in the aggregate, in greatest need of those 

services; or

 (B) Provide equitable services to eligible children 

in each private school with the funds generated by 

children from low-income families under §200.78 

who attend that private school.

 (b) Services on an equitable basis. (1) The services 

that an LEA provides to eligible private school children must be equitable in comparison to the services and other benefits that the LEA provides to 

public school children participating under subpart 

A of this part.

 (2) Services are equitable if the LEA--

 (i) Addresses and assesses the specific needs and 

educational progress of eligible private school children on a comparable basis as public school children;

 (ii) Meets the equal expenditure requirements 

under paragraph (a) of section; and

 (iii) Provides private school children with an 

opportunity to participate that--

 (A) Is equitable to the opportunity provided to 

public school children; and

 (B) Provides reasonable promise of the private 

school children achieving the high levels called for 

by the State’s student academic achievement standards or equivalent standards applicable to the private school children.
Ensuring Equitable Services to Private School Children 207

 (3)(i) The LEA may provide services to eligible 

private school children either directly or through 

arrangements with another LEA or a third-party 

provider.

 (ii) If the LEA contracts with a third-party provider--

 (A) The provider must be independent of the private school and of any religious organization; and

 (B) The contract must be under the control and 

supervision of the LEA.

 (4) After timely and meaningful consultation 

under §200.63, the LEA must make the final decisions with respect to the services it will provide to 

eligible private school children.

Sec. 200.65 Determining equitable participation of 

teachers and families of participating private school 

children.

 (a)(1) From applicable funds reserved for parent involvement and professional development 

under §200.77, an LEA shall ensure that teachers 

and families of participating private school children 

participate on an equitable basis in professional 

development and 

parent involvement activities, respectively.

 (2) The amount of funds available to provide equitable services from the applicable reserved funds 

must be proportionate to the number of private 

school children from low-income families residing in 

participating public school attendance areas.

 (b) After consultation with appropriate officials of 

the private schools, the LEA must conduct professional development and parent involvement activities for the teachers and families of participating 

private school children either--

 (1) In conjunction with the LEA’s professional 

development and parent involvement activities; or

 (2) Independently.

 (c) Private school teachers are not covered by the 

requirements in §200.56.

Sec. 200.66 Requirements to ensure that funds do 

not benefit a private school.

 (a) An LEA must use funds under subpart A of 

this part to provide services that supplement, and 

in no case supplant, the services that would, in the 

absence of Title I services, be available to 

participating private school children.

 (b)(1) The LEA must use funds under subpart A 

of this part to meet the special educational needs of 

participating private school children.

 (2) The LEA may not use funds under subpart A 

of this part for--

 (i) The needs of the private school; or

 (ii) The general needs of children in the private 

school.

Sec. 200.67 Requirements concerning property, 

equipment, and supplies for the benefit of private 

school children.

 (a) The LEA must keep title to and exercise continuing administrative control of all property, 

equipment, and supplies that the LEA acquires with 

funds under subpart A of this part for the 

benefit of eligible private school children.

 (b) The LEA may place equipment and supplies 

in a private school for the period of time needed for 

the program.

 (c) The LEA must ensure that the equipment and 

supplies placed in a private school--

 (1) Are used only for Title I purposes; and

 (2) Can be removed from the private school without remodeling the private school facility.

 (d) The LEA must remove equipment and supplies from a private school if--

 (1) The LEA no longer needs the equipment and 

supplies to provide Title I services; or

 (2) Removal is necessary to avoid unauthorized 

use of the equipment or supplies for other than 

Title I purposes.

 (e) The LEA may not use funds under subpart A of 

this part for repairs, minor remodeling, or construction of private school facilities.
22088 A Title I Resource Tool Kit 
Ensuring Equitable Services to Private School Children 209

C

Title I Services to Eligible Private School Students Guidance 

www.ed.gov/programs/titleiparta/psguidance.doc

Code of Federal Regulations (CFR), Title 34, Part 200, Title I, 

Improving the Academic Achievement of the Disadvantaged

www.ed.gov/legislation/FedRegister/finrule/2003-4/120903a.html

The Elementary and Secondary Education Act 

as reauthorized by the No Child Left Behind Act of 2001

http://ed.gov/policy/elsec/leg/esea02

U.S. Department of Education

400 Maryland Ave., S.W.

Washington, D.C. 20202

www.ed.gov

Student Achievement and School Accountability Programs

www.ed.gov/about/offices/list/oese/sasa

Office of Non-Public Education

www.ed.gov/about/offices/list/oii/nonpublic

Appendix C:

Additional Resources


Our mission is to ensure equal access to education and 

to promote educational excellence throughout the nation.

www.ed.gov