ESEA SEC. 1003 

FUNDING FOR SCHOOL IMPROVEMENT

& 

ESEA SEC. 1003A 

DIRECT STUDENT SERVICES 

JULY 18, 2018
AGENDA

 Overview of Funds for School Improvement- ESEA Section 

1003

– Background

– Funding for school improvement

– Local educational agency (LEA) uses of funds

– Grant-making: awarding funds

– Grant-making: implementation

– State educational agency (SEA) reporting, monitoring, 

evaluation, and oversight of LEA activity

PART 1

2
AGENDA

 Overview of Direct Student Services – ESEA section 1003A

– Optional Reservation & Use of Funds

– Consultation Requirements

– LEA Applications

– Direct Student Services Providers

PART 2

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ESEA Section 1003 

School Improvement Funds
BACKGROUND

 For purposes of carrying out school improvement activities, 

the Elementary and Secondary Education Act of 1965 (ESEA), 

as amended by the Every Student Succeeds Act (ESSA)* 

requires each State to reserve the greater of: 

– 7 percent of the State’s total Title I, Part A allocation , or 

– the sum of the amounts it reserved for fiscal year 2016 

for school improvement under the ESEA, as amended by 

No Child Left Behind (NCLB), and the amount it received 

for fiscal year 2016 for its School Improvement Grant 

(SIG) allocation under NCLB. 

*Throughout this presentation, unless otherwise specified, the 

abbreviation ESEA refers to the ESEA, as amended by the ESSA.

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BACKGROUND

 Special note: the special rule in ESEA section 1003(h) changes 

how the school improvement reservation operates in school year 

2018-2019 (and subsequent years) compared to school year 

2017-2018:

 Starting with school year 2018-2019 allocations, the ESEA 

requires an SEA not to reduce an LEA below its prior 

year’s Title I, Part A allocation in reserving funds for 

school improvement.

 Only LEAs with increases in their school year 2018-2019 

Title I, Part A allocations over school year 2017-2018 will 

contribute to the school improvement reservation. 

 The special rule may prevent some SEAs from reserving the full 

amount. 

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SCHOOL IMPROVEMENT FUNDS

 States must allocate at least 95 percent of funds reserved 

under section 1003 to LEAs with schools identified for 

comprehensive support and improvement or targeted support 

and improvement.

 An LEA with identified schools may receive a school 

improvement allocation even if the LEA did not contribute to 

the school improvement reservation due to the special rule.

 States may set aside up to five percent of their1003 school 

improvement funds to carry out responsibilities with respect to 

those funds (ESEA section 1003(b)(2)).

AWARDS 1003(b)(2) 

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SCHOOL IMPROVEMENT FUNDS

 In a January 2018 Dear Colleague Letter (available here: 

https://www2.ed.gov/policy/elsec/leg/essa/sigflexibilitiesd

ci.pdf), the U.S. Department of Education (ED) granted States 

the flexibility to use remaining SIG funds consistent with the 

SIG final requirements or consistent with section 1003 of the 

ESEA. 

 A State that decides to use some or all of its remaining SIG 

funds consistent with section 1003 of the ESEA may, at its 

discretion, permit an LEA that is currently implementing SIG to 

transition to the requirements of section 1003 of the ESEA 

with its remaining SIG funds. 

FLEXIBILITY FOR SCHOOL IMPROVEMENT GRANTS

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LEA ELIGIBILITY

• States must allocate school improvement funds reserved under 

ESEA section 1003 to LEAs with one or more schools implementing 

comprehensive or targeted support and improvement plans (ESEA 

section 1003(b)(1)(A)).

• Any LEA with a school that is identified for comprehensive support 

and improvement under ESEA section 1111(c)(4)(D)(i) or 

implementing a targeted support and improvement plan under 

ESEA section 1111(d)(2) is eligible to receive school improvement 

funds.

• An LEA may receive 1003 funds for a non-Title I school that is 

identified for comprehensive or targeted support and 

improvement. That school is not required to comply with the ESEA 

requirements for Title I schools, though it is required to meet the 

requirements for identified schools under ESEA section 1111(d) 

and requirements under ESEA section 1003.

1.

SCHOOL IMPROVEMENT FUNDS 1003(b)(1)(A)

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LEA ELIGIBILITY

 An LEA may only receive section 1003 funds for schools that 

meet statutory requirements for the identification of 

comprehensive or targeted support and improvement schools, 

even if a State identifies additional schools for improvement 

beyond those that meet the statutory definitions of 

comprehensive and targeted support and improvement.

 For example, a State that chooses to identify for 

comprehensive support and improvement any high school with 

a graduation rate of 75% or lower, is only permitted to 

award ESEA section 1003 funds to those schools that meet 

the statutory definition of a comprehensive support and 

improvement school with a graduation rate below 67%. 

SCHOOL IMPROVEMENT FUNDS 1003(b)(1)(A)

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LEA Uses of Section 1003 

Funds & Evidence-Based 

Interventions
LEA USES OF FUNDS

 An LEA may use section 1003 funds for any activity that it 

determines (and the SEA agrees) will help a school identified 

for comprehensive or targeted support and improvement 

have improved student outcomes within the school.

 For example, an LEA may use section 1003 funds to 

implement interventions aimed at improving the school, such 

as professional development, tutoring opportunities to 

increase student achievement in the school, and family 

engagement activities.

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LEA USES OF FUNDS

 Activities supported with section 1003 funds must be 

consistent with a school’s comprehensive or targeted support 

and improvement plan, but need not be included in that plan.

 For example, a comprehensive support and improvement plan 

for an elementary school might include targeted professional 

development related to early education interventions focused 

on improving performance in kindergarten. 

 Section 1003 funds could be used in that school to help 

increase the kindergarten school day from half day to full 

day because that activity would, consistent with its support 

and improvement plan, be aimed at improving the school and 

student outcomes in the school. 

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LEA USES OF FUNDS

 Section 1003 funds may also be used to implement more 

comprehensive reforms aimed at improving student outcomes 

in the school.

 An LEA could, for example, use section 1003 funds to convert 

a school to a charter or close and reopen a school under a 

charter school operator, a charter management organization, 

or an education management organization selected through a 

rigorous review process. 

 An LEA may use 1003 funds to pay for district-level activities 

to support implementation of comprehensive or targeted 

support and improvement plans.

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EVIDENCE-BASED INTERVENTIONS

 A school that is identified for comprehensive or targeted 

support and improvement must implement at least one 

evidence-based intervention as part of its improvement plan. 

 An LEA is not required to implement an evidence-based 

intervention for purposes of ESEA section 1003, however.

 Under ESEA section 8101(21)(B), any evidence-based 

intervention, activity, or strategy that the LEA pays for with 

ESEA section 1003 funds must meet one of the first three tiers 

of evidence under ESEA section 8101(21)(A) (strong, 

moderate, or promising evidence).

 An LEA may not use section 1003 funds to pay for an 

evidence-based intervention that meets the fourth level of 

evidence under 8101(21)(A)(ii), i.e., a rationale that the 

intervention is likely to improve student outcomes or other 

relevant outcomes.

REQUIREMENTS FOR EVIDENCE-BASED INTERVENTIONS

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EVIDENCE-BASED INTERVENTIONS

 For more information on evidence-based interventions, see 

the Department’s non-regulatory guidance, “Using Evidence to 

Strengthen Education Investments” (available at: 

http://www2.ed.gov/policy/elsec/leg/essa/guidanceusesein

vestment.pdf).

REQUIREMENTS FOR EVIDENCE-BASED INTERVENTIONS

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Grant-making: Awarding 

Funds
GRANT-MAKING: AWARDING FUNDS

 The ESEA requires that, to receive 1003 funds, an LEA with 

one or more schools identified for comprehensive or targeted 

support and improvement develop and submit an application 

for the SEA’s consideration. 

 The LEA’s 1003 application is separate from its schools’ 

comprehensive or targeted support and improvement plans. 

– To the extent there is overlap between the application 

requirements and the plan, the State is encouraged to 

streamline the procedures.

 A State may permit an LEA applying for section 1003 funds 

to reference or otherwise link to descriptions or information 

contained in its comprehensive or targeted support and 

improvement plan.

APPLICATION REQUIREMENTS FOR SCHOOL IMPROVEMENT FUNDS 1003(e)

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GRANT-MAKING: AWARDING FUNDS

 States may award section 1003 school improvement funds on 

a competitive or formula basis (ESEA section 1003(b)(1)(A)).

 There is no minimum or maximum grant size for section 1003 

school improvement awards. However, awards must be of a 

sufficient size to enable the LEA receiving the funds to 

effectively implement all proposed interventions (ESEA section 

1003(b)(2)(A)(ii)).

 A State may want to require each LEA applying for funds to 

include its proposed budget indicating how the LEA will 

allocate school improvement funds among the identified 

schools that it commits to serve and a description of how the 

LEA will sustain effective school improvement activities 

following the completion of a section 1003 grant.

PROCESS TO AWARD AND SIZE OF GRANTS 1003(b)(1)(A) 

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GRANT-MAKING: AWARDING FUNDS

 A State may award section 1003 school improvement funds 

to an LEA for up to four years, which may include a planning 

year (ESEA section 1003(c)). 

 If a State awards an LEA funds to support a planning year, 

the State may want to review the performance of the LEA in 

supporting the school during the planning year prior to 

renewing the LEA’s award.

PLANNING FOR IMPLEMENTATION 1003(c)

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GRANT-MAKING: AWARDING FUNDS 

APPLICATION REQUIREMENTS FOR SCHOOL IMPROVEMENT FUNDS 1003(e)

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 To receive section 1003 funds, an LEA must submit an 

application that describes how the LEA will:

– Develop a comprehensive support and improvement plan 

for each school identified for comprehensive support and 

improvement for which the LEA receives school 

improvement funds; 

– Support each school developing or implementing a 

targeted support and improvement plan, for which the 

LEA receives school improvement funds 
GRANT-MAKING: AWARDING FUNDS 

APPLICATION REQUIREMENTS FOR SCHOOL IMPROVEMENT FUNDS 1003(e)

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 To receive section 1003 funds, an LEA must submit an 

application that describes how the LEA will:

– Monitor schools receiving funds under ESEA section 1003;

– Use a rigorous review process to recruit, screen, select, 

and evaluate any external partners, if the LEA partners 

with one or more;

– Align other Federal, State, and local resources to carry 

out the activities supported with school improvement 

funds; and

– As appropriate, modify practices and policies to provide 

flexibility that enables effective implementation of 

comprehensive or targeted support and improvement 

plans.
GRANT-MAKING: AWARDING FUNDS

 If the LEA chooses to use external providers, the ESEA 

requires the LEA, in its application for school improvement 

funds, to describe the rigorous review process it will use to 

recruit, screen, select, and evaluate any external partners 

with which the LEA will partner in carrying out activities 

supported with school improvement funds (ESEA section 

1003(e)(1)(D)). 

 This rigorous review can be used to, for example, examine a 

prospective provider’s reform plans and strategies, review 

past performance, and identify any potential compliance 

issues. 

REVIEW OF EXTERNAL PROVIDERS 1003(e)(1)(D) 

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GRANT-MAKING: AWARDING FUNDS

 An effective screening process might include requiring a 

potential external provider to demonstrate its competencies 

through interviews and documentation, and may include other 

evidence. 

 In conducting its rigorous review process, an LEA should be as 

specific as possible in its request for proposals or other 

documents made available to potential providers regarding 

its expectations for how the provider will perform and be 

held accountable. 

 An LEA should review the performance of external providers 

regularly to ensure that they are on track to meet the LEA’s 

expectations and to inform contract renewal decisions. 

REVIEW OF EXTERNAL PROVIDERS 1003(e)(1)(D) 

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GRANT-MAKING: AWARDING FUNDS

 The ESEA requires that an LEA describe in its application how 

it will modify practices and policies to provide operational 

flexibility, including with respect to school budgeting and 

staffing, “as appropriate.” 

 An LEA is not required to provide operational flexibility unless 

its necessary to enable full and effective implementation of 

comprehensive or targeted support and improvement plans.

 An LEA may determine the appropriate areas for operational 

flexibility.

OPERATIONAL FLEXIBILITY 1003(e)(1)(F) 

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GRANT-MAKING: AWARDING FUNDS

APPLICATION REQUIREMENTS FOR SCHOOL IMPROVEMENT FUNDS 1003(e)

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 We encourage an SEA to require as part of its application 

that an LEA that plans to use the first year of its school 

improvement funds for planning activities to include in its 

application: 

– A description of the activities that will be supported with 

school improvement funds;

– The timeline for implementing those activities; 

– How such timeline will ensure full implementation of the 

comprehensive or targeted support and improvement 

plan; and 

– How those activities will support successful 

implementation of comprehensive or targeted support 

and improvement plans.
GRANT-MAKING: AWARDING FUNDS

EXAMPLES OF PLANNING ACTIVITIES

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 If a State chooses to permit a planning year, consistent with 

ESEA section 1003(c), possible planning activities that an LEA 

may carry out using school improvement funds include:

– Family and Community Engagement

– Rigorous Review of External Providers

– Staffing

– Instructional Programs

– Professional Development and Support
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Grant-making: 

Implementation
GRANT-MAKING: IMPLEMENTATION

 Funds reserved under ESEA section 1003 carry the same 

period of availability as the regular Title I, Part A allocations 

from which they are reserved—27 months from when they 

first become available. 

 States may not award subgrants of school improvement funds 

for a period of four years from a single year’s Title I, Part A 

allocation.

 To fund an award for longer than 27 months, a State must 

provide continuation grants to each LEA.

FUNDING AWARDS

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GRANT-MAKING: IMPLEMENTATION

 A State may provide improvement activities directly or 

through external entities to improve schools (ESEA section 

1003(b)(1)(B)).

 A State may take advantage of the option to provide 

improvement activities directly only if it has the authority 

under State law to take over the school or, if the State does 

not have such authority, with LEA approval with respect to 

each such school, consistent with ESEA section 1003(b)(1)(B).

DIRECT PROVISION OF SCHOOL IMPROVEMENT ACTIVITIES 1003(b)(1)(B)

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GRANT-MAKING: IMPLEMENTATION

 If a State wants to use external providers, it must use a 

rigorous review process in recruiting, screening, selecting, and 

evaluating external partners that will carry out activities with 

1003 funds (ESEA section 1003(e)(1)(D)), and must ensure 

that any such external partner has expertise in using 

evidence-based strategies to improve student achievement, 

instruction, and schools (ESEA section 1003(b)(1)(B)).

DIRECT PROVISION OF SCHOOL IMPROVEMENT ACTIVITIES 1003(b)(1)(B)

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GRANT-MAKING: IMPLEMENTATION

APPLICANT PRIORITIZATION 1003(f)

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 If a State does not have sufficient school improvement funds 

to make grants to each LEA that submits an approvable 

application, a State must give priority to an LEA that:

– serves high numbers, or a high percentage of, 

elementary and secondary schools implementing 

comprehensive or targeted support and improvement 

plans;

– demonstrates the greatest need for school improvement 

funds; and

– demonstrates the strongest commitment to use such funds 

to enable the lowest-performing schools to improve 

academic achievement and student outcomes.
GRANT-MAKING: IMPLEMENTATION

ADDITIONAL CONSIDERATIONS

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 When prioritizing LEAs, we encourage a State to consider the 

following when determining which LEAs have the greatest 

need or strongest commitment for section 1003 funds: 

– The State’s review of resources among and within LEAs; 

– The current academic achievement and student outcomes 

in the schools the LEA is proposing to serve; and

– The proposed use of evidence-based interventions that 

are supported by the strongest level of evidence 

available and that are sufficient to support the school in 

making progress toward meeting the relevant exit 

criteria.
GRANT-MAKING: IMPLEMENTATION

 A school identified for comprehensive or targeted support 

and improvement must continue implementing evidence-based 

interventions until it exits its status as an identified school. 

 A school may modify or replace the interventions it is 

implementing following the end of support from section 1003, 

but it may not stop implementing required interventions until it 

is no longer identified for comprehensive or targeted support 

and improvement.

 If a school exits its status as an identified school before the 

completion of its 1003 award, it may continue to receive 

those 1003 funds for the remainder of its award so long as it 

continues implementing interventions described in the LEA’s 

application for the funds. 

EXITING STATUS AS AN IDENTIFIED SCHOOL

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SEA Reporting, Monitoring, 

Evaluation, and Oversight of 

LEA Activities
SEA REPORTING REQUIREMENTS FOR SCHOOLS 

THAT RECEIVE SCHOOL IMPROVEMENT FUNDS

 A State must include on its annual report card under ESEA 

section 1111(h)(1): 

– a list of all LEAs, and schools served by those LEAs, that 

received school improvement funds;

– the amount of funds each LEA received to serve each 

school; and

– the types of strategies implemented in each funded 

school.

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SEA MONITORING, EVALUATION, AND 

OVERSIGHT OF LEA ACTIVITY

 A State must evaluate the use of school improvement funds by 

its LEAs. An examples of how this could be don is by:

– Regularly disseminating to LEAs with schools identified 

for comprehensive or targeted support and improvement 

its findings regarding the interventions it evaluates.

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SEA MONITORING, EVALUATION, AND 

OVERSIGHT OF LEA ACTIVITY

 Prior to renewing an LEA’s school improvement award with 

respect to a particular school, we encourage a State to 

evaluate whether:

– The school is making progress on the State’s long-term 

goals, measurements of interim progress, and 

accountability indicators.

– The school is implementing interventions in accordance 

with the LEA’s application for school improvement funds 

and the requirements for comprehensive or targeted 

support and improvement schools, as applicable.

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RESOURCES

 January 2018 Dear Colleague Letter on the Use of 

Remaining SIG Funds: 

https://www2.ed.gov/policy/elsec/leg/essa/sigflexibilitiesd

ci.pdf

 Using Evidence to Strengthen Education Investments: 

http://www2.ed.gov/policy/elsec/leg/essa/guidanceusesein

vestment.pdf) 

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Questions?
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ESEA Section1003A 

Direct Student Services 
DIRECT STUDENTS SERVICES

 Direct Student Services is a new provision of the ESEA that 

provides the option for a State to reserve and award money to 

districts to support individualized academic services to improve 

student achievement 

OVERVIEW

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Optional Reservation & Use 

of Funds
RESERVATION & USE OF FUNDS

 An SEA may reserve up to 3% of its Title I, Part A funds to 

carry out direct student services.

 An SEA may use up to 1% of the amount it reserves to 

administer the Direct Student Services program.

 An SEA reserves funds by ratably reducing the Title I, Part A 

allocations of all LEAs (unlike the 1003 reservation, which, 

starting in SY 2018-19, only comes from LEAs with an 

increase over their prior year’s Title I, Part A allocation).

SEA LEVEL RESERVATION REQUIREMENTS - 1003A(a)(1)(A) AND (a)(2) 

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RESERVATION & USE OF FUNDS

An SEA that chooses to reserve funds must:

 Ensure that each LEA receiving an award that intends to 

provide public school choice can provide a sufficient number 

of options to provide meaningful choice for parents;

SEA LEVEL REQUIREMENTS – 1003A(e)

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RESERVATION & USE OF FUNDS (CONT.)

An SEA that chooses to reserve funds must:

 Compile and maintain an updated list of State-approved 

high-quality academic tutoring providers;

 Ensure that each LEA receiving an award is able to provide 

meaningful choice of high-quality academic tutoring options 

to parents;

SEA LEVEL REQUIREMENTS – 1003A(e)

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RESERVATION & USE OF FUNDS

A State-approved list of high-quality academic tutoring 

providers must:

 Be developed using a fair negotiation and rigorous selection 

and approval process;

 Provide parents with meaningful choices;

 Offer a range of tutoring models, including online and on 

campus.

REQUIREMENTS FOR HIGH-QUALITY TUTORING PROVIDERS – 1003A(e)(2)

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RESERVATION & USE OF FUNDS (CONT.)

A State-approved list of high-quality academic tutoring 

providers must:

 Include only providers that:

– Have a demonstrated record of success in increasing 

students’ academic achievement;

– Comply with all applicable Federal, State, and local 

health, safety, and civil rights laws; and

– Provide instruction and content that is secular, neutral, 

and non-ideological.

REQUIREMENTS FOR HIGH-QUALITY TUTORING PROVIDERS – 1003A(e)(2)

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RESERVATION & USE OF FUNDS

An SEA that chooses to reserve funds must:

 Develop and implement procedures for monitoring the quality 

of services provided by direct student service providers; and

 Establish and implement clear criteria describing the course of 

action for direct student service providers that are not 

successful in improving student academic outcomes, which may 

include a process to remove academic tutoring providers from 

the State-approved list.

SEA LEVEL REQUIREMENTS – 1003A(e)

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SUBGRANT AWARDS

 Subgrants must be awarded to geographically diverse LEAs

 Priority must be given to LEAs serving the highest percentage 

of schools:

– Identified for comprehensive support and improvement; 

or

– Implementing targeted support and improvement plans

SEA LEVEL REQUIREMENTS – 1003A(b)

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LEA RESERVATION & USE OF FUNDS

LEA use of funds:

 An LEA may use up to 1% of its award for outreach and 

communication to parents about available direct student 

service providers in the LEA. 

 An LEA may use up to 2% of its award for administrative 

costs. 

LEA LEVEL REQUIREMENTS – 1003A(c)(1)-(2)

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LEA RESERVATION & USE OF FUNDS

 Remaining funds must be used for one or more of the 

following direct student services:

– Enrollment and participation in academic courses, 

including:

 Advanced courses; and

 Career and technical education coursework that is 

aligned with challenging State academic standards 

and leads to industry-recognized credentials, 

consistent with the requirements in the Workforce 

Innovation Opportunity Act

– Credit recovery and academic acceleration courses that 

lead to a regular high school diploma

LEA LEVEL USE OF FUNDS – 1003A(c)(3)

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LEA RESERVATION & USE OF FUNDS

– Activities that assist students in successfully completing 

postsecondary level instruction and examinations that are 

accepted for credit at IHEs (e.g., AP and IB)

 May include reimbursement for low-income students 

for costs of fees for examinations

– Components of a personalized learning approach

 May include high-quality academic tutoring

– Transportation to allow a student attending a school 

identified for comprehensive support and improvement to 

attend another public school that has not been identified 

for comprehensive support and improvement

LEA LEVEL USE OF FUNDS – 1003A(c)(3) (CONTINUED)

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LEA RESERVATION & USE OF FUNDS

 An LEA must:

1. First pay costs for students enrolled in schools identified 

for comprehensive support and improvement;

2. Second, pay costs for low-achieving students enrolled in 

schools implementing targeted support and 

improvement plans; and

3. With remaining funds, pay costs for other low-achieving 

students served by the LEA.

LEA PRIORITIES - 1003A(c)(4)

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LEA RESERVATION & USE OF FUNDS

 An LEA may use section 1003A funds for direct student 

services for students in some non-Title I schools. For example 

an LEA may use 1003A funds for direct student services for:

– Any student enrolled in a school identified for 

comprehensive support and improvement based on its 

low graduation rate. 

– Any low-achieving student enrolled in a school identified 

for targeted support and improvement because it has 

one or more consistently underperforming subgroups of 

students or because it has one or more subgroups of 

students performing as poorly as the lowest-performing 

5% of Title I schools identified for comprehensive 

support and improvement.

LEA AWARDS

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LEA RESERVATION & USE OF FUNDS

 If an LEA has section 1003A funds available after serving 

students enrolled in schools identified for comprehensive 

support and improvement and low-achieving students 

enrolled in schools identified for targeted support and 

improvement, it may use those funds to pay the costs of direct 

student services for low-achieving students in other schools 

served by the LEA, including non-Title I schools. 

UNUSED FUNDS

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LEA RESERVATION & USE OF FUNDS

 A “personalized learning approach” may include both inschool and out-of-school activities that help students learn 

real-world skills and competencies that are aligned to the 

State’s challenging academic standards so that all students 

graduate high school college- and career-ready.

 As mentioned previously, this could include high-quality 

tutoring. 

PERSONALIZED LEARNING APPROACH

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LEA RESERVATION & USE OF FUNDS

 For LEAs that do not reserve funds for transportation under 

section 1111(d)(1)(D)(v), 1003A funds may be used to 

provide transportation to allow students enrolled in a school 

identified for comprehensive support and improvement to 

transfer to another public school (including a public charter 

school) that has not been identified for comprehensive 

support and improvement. 

TRANSPORTATION – 1003A(c)(3)(E)

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Consultation Requirements
CONSULTATION REQUIREMENTS

 Before reserving funds, each SEA must conduct meaningful 

consultation with geographically diverse LEAs that include:

– Suburban, rural, and urban LEAs

– LEAs serving a high percentage of schools identified for 

comprehensive support and improvement, and

– LEAs serving a high percentage of schools implementing 

targeted support and improvement plans.

SEA LEVEL CONSULTATION REQUIREMENTS – 1003A(a)(1)

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LEA Applications
APPLICATIONS 

At a minimum, each LEA must submit an application to the SEA in 

which it describes how the LEA will:

 Provide adequate outreach ensuring parents have meaningful 

choice of direct student services for their child’s education;

 Ensure parents have adequate time and information to make 

a meaningful choice prior to enrolling their child in a direct 

student service;

 In the case of an LEA offering public school choice under 

section 1003A, ensure sufficient availability of seats in the 

public schools the LEA will make available for public school 

choice options.

LEA APPLICATION – 1003A(d)(1)-(3)

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APPLICATIONS

 Prioritize services to students who are lowest-achieving;

 Select providers;

 Monitor the provision of direct student services; and

 Publicly report results of direct student service providers in 

improving relevant student outcomes in a manner accessible 

to parents.

LEA APPLICATION – 1003A(d)(4)-(7)

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PROVIDERS

 A provider of direct student services may include one or more 

of:

– The LEA or LEAs;

– Community colleges or other IHEs;

– Non-public entities;

– Community-based organizations; or

– In the case of high-quality academic tutoring, a variety 

of providers that are selected and approved by the 

State and appear on the State’s list.

WHO CAN BE A PROVIDER? 1003A(d)(5)

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Questions