Written by Dale McDonald, PBVM, Ph.D., vice president of public policy, NCEA, McDonald@ncea.org
In an ever-changing educational landscape, Catholic school principals and superintendents have a significant opportunity to enhance student learning and teacher development through federally funded programs. The Elementary and Secondary Education Act (ESEA), currently known as Every Student Succeeds Act (ESSA), and the Individuals with Disabilities Education Act (IDEA) provide opportunities to supply supplemental services aligned with the school’s mission and students’ needs.
Participation in these programs allows private school students and teachers to access supplemental services paid for with federal funds managed through local educational agencies (public school districts/LEAs). Importantly, these are not grants given directly to the schools; rather, equitable services are provided via the public school district with the allowable funding. This blog aims to clarify what programs are available and how to effectively manage the consultation process.
Federal Programs and Catholic Schools
The two federal education programs most used by Catholic schools are ESSA and IDEA. Both programs require that the LEAs consult with private school officials on how to provide equitable services for eligible students and educational personnel in private schools. These are the programs available:
- Title I (Supporting Low-Income Students): Provides interventions like tutoring and learning support for at-risk students.
- Title II (Professional Development): Offers teacher and principal training that enhances instructional leadership.
- Title III (Language Acquisition): Supports English language learners.
- Title IV (Student Safety & Technology): Funds safe-school initiatives, digital learning and community engagement.
- IDEA: Provides students with disabilities with individualized support and services to meet their needs.
These program benefits are funded by taxpayer dollars to support the educational needs of students and teachers. Private school participation is not optional—it’s mandated by law. Specifically, Section 1011 of ESEA requires private school participation, and Section 612(10)(A) of IDEA emphasizes similar obligations for students with disabilities. While individual private schools may choose not to participate, the LEA cannot exclude them. Concerns about government intrusion often surface, but these concerns are unfounded if the law is followed. Federal aid is meant to be a resource, not a control mechanism. The law explicitly forbids federal oversight over curriculum, administration or personnel decisions at private institutions.
For the success of participation in these programs, private school leaders must be proactive in dealing with the local school district/LEA that controls the funding and access to these benefits. Understanding the law and available guidance documents (which are accessible on the NCEA Public Policy Webpage) empowers leaders to participate effectively in consultation meetings. Effective engagement ensures that students’ and educators’ specific needs are addressed and appropriate services are provided.
Remember that consultation is not a one-off event but an ongoing process, beginning early in the planning cycle, typically spring, and continuing until the program is implemented, evaluated and completed during the following school year. The shorthand mantra: timely and meaningful consultation during the design, development and implementation of the program.
The Consultation Process: Who, What, When and How
The LEA bears the responsibility to contact private school officials to begin the program planning. If the private school is not contacted, it’s vital that the designated officials who will be responsible for consultation reach out to the district and request the Intent to Participate form. This is the official notification to the LEA in which the school(s) indicate all of the available programs it wishes to access. Early outreach allows private schools to share data on student and staff needs, discuss program options and plan for service delivery when the school year begins.
The federal law mandates that the consultation address these topics:
- How student needs are identified. What specific services will be provided.
- How, where, when and by whom services will be delivered.
- How the effectiveness of services will be monitored and improved.
- The scope of the services, including proportion of funds and decision-making processes.
- The role of third-party providers, if any.
- Methods of data collection for assessing impact.
Preparing for Effective Consultation
To make sure things run smoothly as you begin the process of consultation and program implementation for private school students and teachers, it is important for private school officials to lay some groundwork with both the district and with the private school officials who will be engaging in the consultation process. It is also important to keep in mind that public school officials may not be familiar with many differences between administering the processes, procedures and protocols that public schools operate under and those required for private school administration.
To help prepare public school officials to support effective program implementation:
- Identify NCLB programs available in the district for which private school students and teachers are eligible; include potential competitive grant-funding services.
- Identify who will be the district contacts for various federal programs available to private school students and teachers.
- Determine what procedures will be used and who will be involved in the consultation process.
- Make sure the LEA understands the prohibition on providing funding (reimbursement) directly to private schools and the requirements for equitable services.
To help prepare private school officials to support effective program implementation:
- Prior to the initial consultation meeting, assist private school officials in understanding the purposes and requirements for various programs and determine whether the intent of each program matches their program goals.
- Work with private school officials to develop plans that are based on student needs and meet the intent of the law.
- Provide sample plans and some professional development assistance regarding use of data in designing programs and developing evaluation procedures.
With these insights, school leaders can confidently navigate the regulations, advocate effectively and ensure students and teachers receive the benefits they deserve. If you have not begun the process at this point, it is not too late to contact the LEA and request that the consultation begin so that the programs will be implemented at the start of the school year.
While there is some confusion at this point regarding the future of the U.S. Department of Education and how programs will be administered, that should not be a deterrent. ESEA and IDEA existed before the Department was established and will likely continue as they have been through the coming school year. As other options are being discussed going forward, please note that NCEA will be advocating with Congress and the Department for the equitable participation of Catholic schools in whatever format they will be administered.
