Prince William County Schools- To be in compliance with NO CHILD LEFT BEHIND
WHAT ARE SUPPLEMENTAL EDUCATIONAL SERVICES?
The No Child Left Behind Act of 2001 (NCLB) requires school divisions to identify for Title I School Improvement any elementary or secondary school served under Title I that, for two consecutive years, does not make Adequate Yearly Progress (AYP) in the same subject area. These schools are designated as in Year One Title I School Improvement Status and must offer the public school choice option to parents. Title I schools that do not make AYP for three consecutive years in the same subject area must continue to offer public school choice and, additionally, provide supplemental educational services (SES) to eligible students. These schools are designated as in Year Two Title I School Improvement Status.
The Unted State Department of Education can give you more information on SES. U. S. Department of Education webpage
WHAT ADEQUATE YEARLY PROGRESS OR AYP?
Adequate Yearly Progress (AYP) is academic progress made on an annual basis from a defined starting point that results in all students being proficient on state tests by 2013-2014. Some of the important features of AYP include:
- AYP requires 95% tested by content
- Applies to all students and subgroups
- Race/Ethnicity
- Disadvantaged/poverty
- Special Education
- LEP
- AYP is applied to individual schools, districts, and states
- Rewards and sanctions will be applied to schools on the basis of making or not making AYP. The sanctions for Title I schools are more severe. The first sanction for Title I schools is to offer school choice in Title I schools that fail to make AYP for two consecutive years.
| Area | FY02 |
FY03 |
FY04 |
FY05 |
FY06 |
FY07 |
FY08 |
FY09 |
FY10 |
FY11 |
FY12 |
FY13 |
FY14 |
Point |
Goal |
Goal |
Interim
Goal |
||||||||||
| Reading | |||||||||||||
| Mathematics | |||||||||||||
| Graduation Rate |
|||||||||||||
| ADA |
THE REQUIREMENTS OF SUPPLEMENTAL EDUCATIONAL SERVICES
Supplemental educational services are additional academic instruction designed to increase the academic achievement of students in low-performing schools. These services may include academic assistance such as tutoring, remediation and other educational interventions, provided that such approaches are consistent with the content and instruction used by the local educational agency (LEA) and are aligned with the State’s academic content standards.
Supplemental educational services must be provided outside of the regular school day.
Supplemental educational services must be high quality, research-based, and specifically designed to increase student academic achievement.
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 adequate yearly progress (AYP) for three or more years), in corrective action, or in restructuring status are eligible to receive these services.
The State is required to identify organizations, both public and private, that qualify to provide these services. Parents of eligible students are then notified by the LEA that supplemental educational services will be made available, and parents can select any approved provider that they feel will best meet their child’s needs in the area served by the LEA or within a reasonable distance of that area. The LEA (usually a school district) will sign an agreement with providers selected by parents, and the provider will then provide services to the child and report on the child’s progress to the parents and to the LEA.
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 the student is a member of a subgroup that caused the school to not make AYP yearly progress or whether the student is in a grade that takes the statewide assessments.
If the funds available are insufficient to provide supplemental educational services to each eligible student whose parent requests those services, the LEA must give priority to providing services to the lowest-achieving eligible students. In this situation, the LEA should use objective criteria to determine the lowest-achieving students. For example, the LEA may focus services on the lowest-achieving eligible students in the subject area that caused the school to be identified. The services should be tailored to meet the instructional needs of eligible students in order to increase their academic achievement.
Updated 10/25/06