N. Jane Fleming, Ed.D.

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Supplemental Educational Services Free Tutoring
and Academic Enrichment Under No Child Left
Behind

• N. Jane Fleming, Ed.D.
• Coordinator
• Comprehensive School Reform and Supplemental
  Educational Services
• Maryland State Department of Education

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• Billy Andrews, M.D.
• The Childrens Bill of Rights

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Marylands Out of School Time Past and Present
with Supplemental Educational Services (SES)

• Background of SES
• SES Goals
• Objectives
• National Implementation
• State Implementation
• Roles and Challenges
• SES Resources

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Background

• Supplemental educational services are free
  tutoring and other educational interventions that
  target students from low-income families in Title
  I schools in need of improvement.
• Supplemental educational services are authorized
  under No Child Left Behind and involve States,
  LEAs, schools, parents and students.
• Supplemental educational services are
  high-quality, research-based programs that are
  offered to students outside of the normal school
  program.

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SES Goals

• To ensure that students increase their academic
  achievement, particularly in the areas of
  reading/language arts and mathematics.
• To provide options to parents to help them ensure
  that their children receive a quality education.
• To provide incentives to schools to improve
  schools in need of improvement.

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Objectives

• Quality Provide students with high-quality
  academic assistance and ensure that providers are
  getting results.
• Access Encourage high demand, make information
  accessible to parents, and increase the number of
  students receiving services.
• Variety Encourage the proliferation of a broad
  range of providers who can meet the unique needs
  of families.

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National ImplementationPast and Present

• 2002-2003 to 2005-2006 Number of SES providers
  doubled
• January 2005 Over 2,600 providers were approved
  around the country an increase of almost 1,000
  providers since January 2004.
• 2005-2006 400,000,000 of federal funds
  provided to SES
• 2005-2006 15-19 participation in SES among
  eligible and fundable children

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Maryland ImplementationPast and Present

• 2002 2 approved providers
• 2007 49 approved providers
• 2002-2003 Nine local school systems required to
  offer SES
• 2006-2007 Six local school systems required to
  offer SES
• 2006-2007 67.7 participation rate

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State Role and Challenges

• Attract a wide variety of providers, particularly
  those who can serve rural areas and special
  populations of students.
• Create a fair and meaningful system to evaluate
  providers focused on results.
• Monitor districts and ensure a level playing
  field at the local level.

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Local Role and Challenges

• Proactively inform parents of their options.
• Create a parent-friendly sign-up process.
• Form a strong, supportive partnership with
  providers.
• Get buy-in from teachers and principals.
• Support alignment between supplemental
  educational services and local instructional
  activities and reforms.

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Provider Role and Challenges

• Provide a high-quality program aligned with State
  and local standards and curriculum.
• Strive to serve remote communities and special
  populations of students.
• Develop a strong partnership with MSDE to provide
  necessary data demonstrating results, and with
  local school systems to support classroom
  instruction and initiatives.
• Focus promotion on the quality of services, not
  inappropriate incentives.

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Resources

• www.marylandpublicschools.org
• Marylands List of Approved Providers
  (application, site visit reports, cost proposals,
  amendments, etc.)
• Toolkit
• Requests for Qualifying Providers
• Data Collection System
• Technical Assistance Documents
• MSDE Office of Innovation and Improvement
  www.ed.gov/nclb/choice
• SES Quality Center www.tutorsforkids.org
• SES Guidance www.ed.gov/policy/elsec/guid/suppsvc
  sguid.doc
• Creating Strong SES Programs
  www.ed.gov/admins/comm/suppsvcs/sesprograms/index.
  html