What are supplemental educational services?
Supplemental educational services (SES) are additional academic instruction designed to increase the academic achievement of students in schools in the second year of improvement, corrective action, or restructuring. These services, which are in addition to instruction provided during the school day, may include academic assistance such as tutoring, remediation and other supplemental academic enrichment services that are consistent with the content and instruction used by the local educational agency (LEA) and are aligned with the State’s academic content and achievement standards. SES must be high quality, research-based, and specifically designed to increase student academic achievement
[Section 1116(e)(12)(C); 34 §C.F.R. 200.45(a)].
What is the purpose of SES?
Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized by the No Child Left Behind Act of 2001 (NCLB), calls for parents of eligible students attending Title I schools that have not made adequate yearly progress (AYP) in increasing student academic achievement for three years to be provided with opportunities and choices to help ensure that their children achieve at high levels. SES provide extra academic assistance for eligible children. Students from low-income families who are attending Title I schools that are in their second year of school improvement (i.e., have not made AYP for three years), in corrective action, or in restructuring status are eligible to receive these services.
State educational agencies (SEAs) are required to identify entities, both public and private, that qualify to provide these services. Parents of eligible students are then notified, by the LEA, that SES will be made available, and parents may select any approved provider in the geographic area served by the LEA or within a reasonable distance of that area that they feel will best meet their child’s needs. The LEA will sign an agreement with the provider selected by the parent, and the provider will then provide services to the child and report on the child’s progress to the parents and to the LEA.
The goal of SES is to increase eligible students’ academic achievement in a subject or subjects that the State includes in its ESEA assessments under Section 1111 of the ESEA, which must include reading/language arts, mathematics, and science, as well as English language proficiency for students with limited English proficiency (LEP).
What other educational options are available to students and parents under NCLB?
NCLB provides several options for parents. Two options address educational issues and one addresses the issue of student safety.
Students attending Title I schools identified for improvement are given the option of (1) transferring to another public school, or (2) receiving SES, depending on the eligibility of the student and the status of the school. (An SEA may also require non-Title I schools to offer SES and public school choice.) The option to transfer to another public school is available to all students enrolled in Title I schools that are identified for improvement, corrective action, or restructuring. SES, as discussed in this document, are available to students from low-income families who are enrolled in Title I schools in the second year of school improvement and for subsequent years. These options continue until the school has made AYP for two consecutive years. In circumstances where public school choice is not possible (i.e., if all schools at a grade level are in school improvement, if an LEA has only a single school at that grade level, or if schools in an LEA are remote from each other making it impractical to transfer to a new school), we encourage LEAs to consider offering SES during the first year of school improvement. When both options are available, parents of students eligible for SES have the choice of which option they would prefer for their child. For more information on public school choice requirements, go to: http://www.ed.gov/policy/elsec/guid/schoolchoiceguid. doc.
Another educational choice exists for parents when their children are in schools that have been identified as persistently dangerous, or when a child has been the victim of a violent crime on school property [Section 9532]. Such students have the option of transferring to a different, safer public school. States must identify schools that are persistently dangerous in time for LEAs to notify parents and students, at least 14 days calendar prior to the start of the school year, that their school has been identified [68 Fed. Reg. 35671 (June 16, 2003)]. For more information on the unsafe school choice option, go to: http://www.ed.gov/policy/elsec/guid/unsafeschoolchoice.doc.
Who is eligible to receive SES?
Eligible students are all students from low-income families who attend Title I schools that are in their second year of school improvement, in corrective action, or in restructuring. Eligibility is not dependent on whether a student is a member of a subgroup that did not make AYP or whether a student is in a grade that takes the statewide assessments required by Section 1111 of the ESEA.
If the funds available are insufficient to provide SES to each eligible student whose parent requests those services, an LEA must give priority to the lowest-achieving eligible students [Section 1116(b)(10)(C); 34 C.F.R. §200.45(d)]. In this situation, the LEA should use objective criteria to determine which students are the lowest-achieving. For example, the LEA may focus services on the lowest-achieving eligible students in the subject area that resulted in the school being identified for improvement, corrective action, or restructuring. The services should be tailored to meet the instructional needs of eligible students in order to increase their academic achievement. (See Section F for additional information.)
Why is SES important?
The SES program gives low-income families the opportunity to choose free tutoring services for their children. The program offers children who may be struggling in school a chance to get the extra academic help and individual instruction they need.
Studies suggest that academically based programs offered outside the school day can help students improve their achievement and work habits. Tutoring can help children improve achievement by building on the learning that takes place during the school day. Students at risk of academic failure have the most to gain from tutoring programs. Some of these students may not learn well in traditional classrooms and, through tutoring, can learn in different, perhaps more effective ways. Tutoring also provides students a safe, nurturing environment outside of school. Finally, by helping individual students improve, SES can support teachers' and principals' efforts to improve their schools.
SES is offered at the following schools:
Coronado Elementary - See Principal
Edison Elementary - See Principal
Jefferson Elementary - See Principal
Southern Heights Elementary See Principal
Taylor Elementary - See Principal
Will Rogers Elementary - See Principal
You may also contact the Title 1 Office at (575) 433-0100.