Page 108 - HCSD SOPandIC Manual

8. How, if the district disagrees with private school officials regarding provision of equitable services
through a contracted third-party provider, the district will provide notice and analysis, and reasons why to
private school officials;

9. Whether the agency shall provide services to eligible students directly, through a separate government
agency, consortium, entity, or third-party contractor;

10. Whether to provide funding through a “pool” or “pool of funds” derived under the mandatory formula
or with the proportion of funds allocated under this section;

11. When, including the approximate time of day, services will be provided;

12. Whether to consolidate and use Title I, Part A funds in coordination with funds from other ESEA
programs that are dedicated to providing equitable services to private school students.

In addition, meaningful consultation will include discussions and implementation of parent and family
engagement activities, professional development, and all aspects of the private/non-public school’s
participation in other grants, i.e., Title II, Title III, Title IV, Homeless, etc.

At the time of each meaningful consultation, private school officials will be given the opportunity to
assert in writing if timely and meaningful consultation has or has not occurred, and the program design is
not equitable with respect to eligible private school children. (See MCAPS, MDE Document Library,
Private Schools Information and Documents, 2018 folder for Participation and Meaningful Consultation
forms.)

The FPD will use the MDE approved documents/forms for Equitable Services and comply with all
regulations and requirements as set forth by the MDE.

Calculating Equitable Services- N2
Prior to any allowable expenditures or transfers of funds, HCSD will determine the proportionate share of
Title I funds available for equitable services as follows:
Step 1 – Conduct meaningful consultation with private schools and area private school consortium
districts to determine participation by the private school and the number of low-income children residing
in the participating Title I public school attendance areas who attend private schools. Other school
districts who have eligible HCSD students attending private school(s) in their respective school district
should provide information to HCSD Office of Federal Programs by the date set by MDE, usually a day
in March of the preceding school year.
Step 2 – Determine the percentage of low-income students from private schools by dividing the total
number of private school low-income students from participating Title I schools by the total number of
low-income public and private school students in participating Title I schools. Multiply the district’s
total allocation by this percentage, then divide by 100 to get the private school’s equitable share.
Example of Determining the Amount of Title I Funds for Equitable Services – Grant Allocation -
$1,000,000
Public School Attendance Number of Public Number of Private Total Number of Low-
Area School Low-Income School Low-Income Income Students
Students Students
School A 500 52 552
School B 875 43 918
School C 1050 35 1085
School D 425 20 445

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