This post was provided by Sr. Dale McDonald, PBVM, Ph.D., director of public policy at NCEA.
1)At this point, services should have begun for students receiving benefits under Title I or Title III of ESEA or IDEA services. If the LEA has not begun services, principals or diocesan coordinators should make inquiries as to why not and insist on following the consultation requirements and decisions reached about the timeline.
2) Title II-A funds for professional development for teachers and administrators need to be submitted to the LEA well in advance of activities for which support is requested. By now schools should have been informed on the amount of funding available and should be developing their “sustained and comprehensive secular professional development plan” that is designed to assist with improving students learning outcomes.
2) Title III Toolkit: The U.S. Department of Education has published a Title III (Language Instruction for Limited English Proficient and Immigrant Students) Toolkit that is available on their website. This provides extensive help for those serving ELL students, regardless of whether or not the school is receiving Title III services. Title III includes participation of eligible Catholic schools and should be included in the consultation process for receiving all available benefits.
