Supplemental Education Service Providers Becoming a Supplemental Education Service Provider.

Slides:



Advertisements
Similar presentations
WASHINGTON STATE PROVIDER APPLICATION Supplemental Educational Services.
Advertisements

Title I: Supplemental Educational Services Regional Technical Assistance Sessions May,2009.
1 Adequate Yearly Progress (AYP) U.S. Department of Education Adapted by TEA September 2003.
Title I, Part A and Section 31a At Risk 101
AYP Regional Meetings In Need of Improvement Schools and Districts MDE School Improvement Division and Regional Service Cooperatives August/September 2010.
NCLB Monitoring Cycle 1 Policies and Procedures. Letter  Explains monitoring process  Lists required documentation  Lists activities  Directions for.
1 The Federal No Child Left Behind Act and the Financial Impact on Manchester Public Schools Fiscal Year
IDEA and NCLB Accountability and Instruction for Students with Disabilities SCDN Presentation 9/06 Candace Shyer.
1 Supplemental Educational Services Office of Elementary and Secondary Education June 2002.
Annual Parent Meeting Klein Road Elementary. © Not for use of distribution without permission. Why are we here?  NCLB law requires that Title I Schools.
RTI and Title I An Overview Facilitated by Tara Black & Dean Richards.
1 ADVOCACYDENVER Special Education 101 Pamela Bisceglia Advocate for Children and Inclusive Policy Implementation August 31, 2011.
Supplemental Educational Service (SES) Proposers Conference June 25, 2007.
No Child Left Behind The Basics Of Title 1 Every Child - Now! Focus on the critical nature of doing what’s right and what’s needed – today - to help every.
New Title III Guidance U.S. Department of Education and U.S. Department of Justice Jointly Released: January 7, 2015 Office of Program Administration.
Title IA Coordinator Tutorial Title IA and Private School Students
What is the Parent Involvement Plan (PIP)? Why do we have a Parent Involvement Plan (PIP)? (PIP) PARENT INVOLVEMENT PLAN 1.
REGIONAL PEER REVIEW PANELS (PRP) August Peer Review Panel: Background  As a requirement of the ESEA waiver, ODE must establish a process to ensure.
CESA 10 February,  Overview of the the legal requirements  Elementary and Secondary Education Act (ESEA) formerly known as No Child Left Behind.
Bibb County Schools Standard 1: Vision and Purpose Standard: The system establishes and communicates a shared purpose and direction for improving.
Title I Technical Assistance Training Federal and State Programs.
NCLB Title I, Part A Parent Notification Idaho SDE Title I Director’s Meeting September 15, 2008 Cathryn Gardner, Senior Program Advisor Northwest Regional.
WASHINGTON STATE PROVIDER APPLICATION Supplemental Educational Services.
U.S. Department of Education Center for Faith-Based and Community Initiatives Becoming a Supplemental Services Provider.
A Parent’s Guide to Understanding the State Accountability Workbook.
1 Title IA Online Coordinator Training School Improvement.
1 Karl Streckewald: SES Program Manager Dr. Jack Clark Allentown School District Implementing SES in the LEA PAFPC Conference 2011.
1 New Jersey State Funded Nonpublic School Programs School Year Nonpublic School Services Division of Charter Schools, School Choice and Educational.
Karen Seay PARENTAL INVOLVEMENT 101 – Writing a compliant policy and compact We’re all in this together:  State Department of Education 
Supplemental Educational Services (SES) Data Collection Process: Roles and Responsibilities of LEAs GaDOE Data Collections Conference August 17, 2011 Athens,
ESEA APPLICATION TRAINING 2013 Equitable Participation Rules for Title I Private School Students Wisconsin Department of Public Instruction 1.
Purpose of No Child Left Behind “…to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach,
PERSONNEL EVALUATION SYSTEMS How We Help Our Staff Become More Effective Margie Simineo – June, 2010.
Title IA Planning, Fiscal, and Parental Involvement Workshops Maine Department of Education Kathryn Manning Jackie Godbout Rachelle Tome May 2006.
Oregon Public Charter Schools Oregon Department of Education August 2007.
NCLB Federal Funding Planning Meeting Private Non Profit Schools LEA Date.
Title I and Families. Purpose of Meeting According to the No Child Left Behind Act of 2001, schools are required to host an Annual Meeting to explain.
Title I and Families. Purpose of Meeting According to the No Child Left Behind Act of 2001, schools are required to host an Annual Meeting to explain.
SES Overview Supplemental Education Services. What is SES? Additional academic instruction that is provided outside of the regular school day Designed.
Title III, Part A: Language Instruction for Limited English Proficient (LEP) and Immigrant Students  The purpose of Title III, Part A is to help ensure.
Title I and Families. Purpose of Meeting According to the No Child Left Behind Act of 2001, schools are required to host an Annual Meeting to explain.
Title I Orientation Title I Programs Support the Katy ISD Mission Katy Independent School District, the leader in educational excellence, together.
1 NCLB Title Program Monitoring NCLB Title Program Monitoring Regional Training SPRING 2006.
July 18, Glover Marietta, Georgia 1.  Federally funded program which provides resources to schools, based on the poverty percent at that school.
Creating a Good Title III Plan Title III & Migrant Directors’ Meeting Lansing, Michigan April 26, 2011 Shereen Tabrizi, Ph.D. Manager, Special Populations.
Oct. 13, 2015 Flagstaff Oct. 14, 2015 Phoenix Oct. 15, 2015 Tucson Arizona Charter Schools Program: Getting Ready for the 2016 Grant Cycle 1.
No Child Left Behind. HISTORY President Lyndon B. Johnson signs Elementary and Secondary Education Act, 1965 Title I and ESEA coordinated through Improving.
1 Title IA Online Coordinator Training Parent Involvement
1 Title IA Coordinator Training Preparing for Title IA Monitoring
SES Provider Application Overview School Year >
Why are we here? All Title I schools are required to hold an annual meeting for Title I parents* for the purpose of informing you of: our school’s participation.
Understanding AMAOs Annual Measurable Achievement Objectives for Title III Districts School Year Results.
Presented By WVDE Title I Staff June 10, Fiscal Issues Maintain an updated inventory list, including the following information: description of.
Distance Learning and Accreditation Heather G. Hartman, Ph.D. Brenau University Online Studies and SACS Liaison.
Interventions Identifying and Implementing. What is the purpose of providing interventions? To verify that the students difficulties are not due to a.
TARGETED ASSISTANCE SCHOOLS 2010 Title I Administrative Meeting Maryland State Department of Education Julia B. Keleher, Ed. D, PMP April 13, 2010.
Oregon Department of Education March 10, 2005 Video Conference Title ID Subpart 2 Formal Agreements with Facilities to Provide Academic Programs.
Accreditation (AdvancED) STANDARD #4: RESOURCES & SUPPORT SYSTEMS
What are the Differences Between Targeted and Schoolwide Title I Programs?
NH Department of Education Developing the School Improvement Plan Required by NH RSA 193-H and Federal Public Law for Schools in Need of Improvement.
October Katy Independent School District, the leader in educational excellence, together with family and community, provides unparalleled learning.
Statewide System of Support For High Priority Schools Office of School Improvement.
Oregon Statewide System of Support for School & District Improvement Tryna Luton & Denny Nkemontoh Odyssey – August 2010.
Title I Annual Meeting What Every Family Needs to Know!
Community Liaison Training NCLB Parental Involvement Requirements “Creating an Audit Trail” October 19, 2007 Eduardo Elizondo, Director Federal Programs.
Information for Parents
School Title I Stakeholder Meeting
Campus Improvement Planning
What is does it mean to be a Title I School?
2019 Title I Annual Parent Meeting
Presentation transcript:

Supplemental Education Service Providers Becoming a Supplemental Education Service Provider

Supplemental Education Service Providers What are Supplemental Education Services? –Additional instruction designed to increase academic achievement –Must be provided outside the regular school day

Supplemental Education Service Providers SES may include –Tutoring –Remediation –Computer assisted learning –Distance learning

Supplemental Education Service Provider Who may be a SESP? Schools, districts, ESD’s Commercial for profit companies Commercial non-profit companies Distance providers

Who may teach SES? –Parents –Teachers –Older students –Must have background check –Demonstrate program improves achievement

How does a group become a SESP? –Apply to Oregon Department of Education –Must meet ODE criteria

Oregon Criteria for Approval A.Organizational Capacity A legal entity License to do business in Oregon Financial audit Certificate of insurance

Oregon Criteria for Approval Documentation of providing SES two or more years

Oregon Criteria for Approval B. Education Services Capacity Demonstrate ability to provide services that increase student achievment

Oregon Criteria for Approval Information on student progress is regularly provided to parents and district personnel as outlined in contract Assessments used are predictive of success on Oregon State Assessments The provider does not disclose information to the public without the written permission of the student ’ s parents/guardians

Oregon Criteria for Approval C. Alignment with Oregon and District Academic Content and Achievement Standards The provider offers programs that are aligned with Oregon and District content and achievement standards and are predictive of student success on OSA. The provider demonstrates the connection between supplemental services and the student ’ s classroom curriculum. Programs offered address the academic needs of all eligible students.

Oregon Criteria for Approval Instruction is aligned to district and Oregon Content and Performance Standards Evidence that scientific research supports the particular instructional methods used by the provider

Oregon Criteria for Approval D.Facilities, Equipment and Safety The providers ’ facilities and equipment are regularly inspected to ensure that the facilities and equipment are safe, sanitary, ADA accessible and provide an environment conducive to student achievement.

Oregon Criteria for Approval Copy of inspection reports of compliance with appropriate health and sanitation standards within the last two years. Documentation of inspection reports of compliance with safety standards including Fire Marshall, Oregon-OSHA, Loss Control Professional.

Oregon Criteria for Approval E.Qualified Staff The provider ’ s program and instruction are designed and implemented by staff qualified to assist students, including students with disabilities and English Language Learners, to meet or exceed Oregon ’ s high standards of achievement.

Oregon Criteria for Approval Documentation that all current employees that have student contact have had background checks and have been found to meet the requirement to serve as school employees. Instructors are adequately trained to deliver the supplemental educational services

Oregon Criteria for Approval F.Student Evaluation and Monitoring The provider has processes in place to assure continuous evaluation, monitoring and reporting of student performance.

Oregon Criteria for Approval Students receive constant and systematic feedback on what they are learn. Description of Reports –District –Parents –Students

Oregon Criteria for Approval G. Demonstrated Performance The provider has documented evidence of success in supplying supplemental educational services in all required content areas resulting in student academic achievement

Oregon Criteria for Approval Evidence that scientific research supports the particular instructional methods used by the provider Assessments used are predictive of success on Oregon State Assessments

Oregon Applications Oregon Local Education Agencies Local Private Commercial Oregon Private/Alternative Schools Distance Providers Partnerships

Oregon Applications Oregon Local Education Agencies –Public Schools (not in Title IA Improvement Status) Including Charter Schools –Public School Districts –Education Service Districts –Colleges, Universities, Community Colleges

Oregon Applications All Applications Include: Description of Organization Description of Student populations served Language of Instruction Information of Parents Contact information Description of Services Location of services

Oregon Applications All Applications Include: Staff Qualifications and Roles Parent and District notifications Alignment to Oregon Standards Scientific Basis of Instruction and Materials Demonstrable Record of Effectiveness Program Evaluations

Oregon Applications Staff Qualifications –Need not meet NCLB definition of “Highly Qualified” –Must be qualified to provide services –Qualifications shared with parents

Oregon Applications Alignment to Oregon Standards –Assure ODE that an alignment between instruction and Oregon Standards have been done –List the person/organization completing the alignment –Checked during monitoring or if parent/district/ODE questions alignment

Oregon Applications Scientific Basis of Instructional methods and materials –List name of person responsible for ensuring that all methods and materials are based on scientific research/evidence –Checked during monitoring or if parent/district/ODE questions scientific basis

Oregon Applications Demonstrable Record of Effectiveness –Oregon requires 2 years of demonstrated effectiveness in increasing student achievement –May use Oregon State Assessments –May use valid, reliable assessments –Must show consistent student gains in Reading, Math and/or English Proficiency

Oregon Applications Program Evaluations –Demonstrate Educational Capacity and Record of Effectiveness Organization has evaluated program Process for program evaluation is in place

Oregon Applications Applications are: – Accepted at anytime –Reviewed annually in August Review Panel –District SESP coordinators –ODE staff –Education Organizations representatives

Oregon Applications Late Applications reviewed the following year Extraneous materials submitted –Application will not be read Successful Applicants are posted on the Approved List on ODE website

After Approval SESP approved providers: – Names are on the website –May contact districts –May not receive a list of eligible students –May advertise –Names and descriptions of services provided to parents of eligible students

After Approval Parents will select provider of their choice for their eligible students District will facilitate a contract Funding for SESP is based on a formula calculated by each district Students may leave SESP without penalty SESP are only paid for services rendered

Supplemental Education Service Providers Next Presentation August 2005: –Contracts –Responsibilities of Districts and SESP OACE –District and Parent Roles in SES Available on website: –SESP Monitoring Documents