Supplemental Educational Services (SES)
State Approved SES Providers & Student Eligibility
List of Approved SES Providers & Eligibility
In step 2 of a school improvement program, districts must offer opportunities for additional instruction
designed to increase academic achievement. SES are unique to schools that operate a Title I, Part A program,
and available to students whose families qualify as low income and who rank as lowest-achieving.
Supplemental education services are just that — an extra layer of teaching and learning support that
complements and augments the instruction and curricular resources already present in the classroom. SES
could include tutoring through which remediation and other academic support services — supplemental to the
core programming schools and districts fund through the state’s basic education allocation. For example, SES
could take the form of remedial learning activities — led by a tutor — designed to help students who struggle
with math concepts and reading comprehension.
The law directs us to identify a list of qualified SES providers able to offer remediation in reading, language
arts and mathematics, and instruction able to improve the language proficiency English language learners
(ELL). Parents/guardians select the service they feel is right for their child
All Washington State Districts & Schools Able to Apply to Become an SES Provider
The U.S. Department of Education granted OSPI a waiver, which permits all districts and schools in
Washington state to apply for approval to become a provider of supplemental education services (SES). The
federal education agency sent its approval of the waiver request in a letter dated June 11, 2014.
Students Eligible for Supplemental Educational Services
All students, who attend schools that operate a Title I, Part A program and are in a step of improvement —
2 through 5 — are eligible for the remediation available through SES.
Districts must give priority to the children whose families qualify as low income and who rank as lowestachieving. In the ESEA, Section 1116 go to (b)(10)(C). This section outlines one option for districts who need
to decide which students are in the greatest need for SES.
Page 1 of 6
Supplemental Educational Services
District Role
District Role & Responsibilities
The delivery of supplemental education services (SES) makes specific demands on a school district as the
point-of-contact and communication channel for parents and guardians who must select an SES provider for
their student.
We encourage districts to approach supplemental educational services as stewards — responsible for the
policy and procedure that guides the delivery of these remedial services at the school level.
Equity. If your district cannot serve all eligible students, use a fair and equitable method to serve the
students you can. SES is there for children whose families qualify as low income and who rank as
lowest-achieving.
Notify. Let parents/guardians know about the availability of SES — at least once a year. Here’s what
the law says you must publish prominently on your website: 1) how many students are eligible in your
district for the upcoming school year, and in the following school year, how many received SES, then
2), for the current school year, the SES providers — approved by OSPI — able to work in your district
and where they deliver services.
Help. Many parents will need your guidance as they choose an SES provider. Remember that SES is
available to low-achieving students who come from families who qualify as low income.
Protect. The privacy of students eligible for, or receiving SES, is a district responsibility.
Contract. Establish provider agreements that meet the obligations of federal law.
Set Goals. Work closely with parents and guardians to develop achievement goals for the student.
Detail how you will measure achievement. Build a timetable with milestones that mark progress.
Make sure that plans for students with disabilities are consistent with their individualized education
programs (IEP). More information here, in section 614(d) of IDEA, the Individuals with Disabilities
Education Act, 2004.
Identify. Help OSPI staff identify potential SES providers within your district.
Page 2 of 6
Supplemental Educational Services
Providers — Criteria for Selection & Parental Role
Providers — Criteria for Selection & Responsibilities
At the highest level, every provider must deliver services that meet these criteria.
•
Consistent with the content and instruction used by the district
•
Aligned with the state’s academic standards
•
Services designed to increase student achievement
•
High-quality, research-based instructional strategies
OSPI develops the state requirements for SES providers by working with districts, parents, teachers and
members of the public who are interested in public education and its capacity to support schools and students
reach their full potential. The goal is to offer families a robust set of choices for academic remediation.
In the Elementary and Secondary Education Act (ESEA), Section 1116 go to (e)(4)(A) (ED.gov)
District as SES Provider
Districts and schools can become SES providers. However, law and regulation are clear — all potential
providers must be evaluated by the same criteria and held to the same standards.
Districts, charter schools and public schools that want to deliver supplemental educational services must
complete Washington state’s approval process and receive formal approval through OSPI.
Waiver Request — All Washington State Districts & Schools Able to Apply as SES Providers
The U.S. Department of Education granted OSPI a waiver, which permits all districts and schools in
Washington state to apply for approval to become a provider of supplemental education services (SES). The
federal education agency sent its approval of the waiver request in a letter dated June 11, 2014.
Parent/Guardian Selects the SES Provider
We open an application window for potential SES providers every June and publish a list of approved
providers early August. The list is organized by school district, which makes it easy for parents/guardians to
find and select the provider and service they feel will help their child.
The ESEA places the choice with parents in the opening section of Section 116 (e) SUPPLEMENTAL
EDUCATION SERVICES
(1) In the case of any school described in paragraph (5), (7), or (8) of subsection (b), the local
educational agency serving such school shall, subject to this subsection, arrange for the provision of
supplemental educational services to eligible children in the school from a provider with a
demonstrated record of effectiveness, that is selected by the parents and approved for that purpose by
the State educational agency in accordance with reasonable criteria, consistent with paragraph (5), that
the State educational agency shall adopt.
Page 3 of 6
Supplemental Educational Services
Notification & Outreach
Parent/Guardian Notification Mandatory for Schools & Districts
Strong, responsive family involvement programs ease the path forward for schools and districts in
improvement. This engagement is critical as decisions with the potential to impact families and the
community take effect.
When 2-way communication is the norm, schools and districts are in the best position possible to comply with
the notification and outreach provisions of adequate yearly progress, public school choice and supplemental
educational services.
Parent Notification — District Responsibilities
Parent notification is one of the most important responsibilities a district must fulfill when a school goes into
improvement. As soon as possible, a written communication must reach every parent/guardian that explains
every step of school and district improvement, public school choice and supplemental educational services.
In law, the notification requirement demands that parents and guardians have the benefit of a 14-day window
in which to review the communication and, if they elect public school choice, make arrangements necessary to
change the family schedule.
School Improvement
•
What school improvement means.
•
How the academic achievement of the school compares with other elementary and secondary schools in
the district
•
Why the school went into improvement
•
How parents can help to address the academic issues that led to the need for school improvement.
Public School Choice (PSC)
•
Parents have the right to transfer their student to another district school — not in improvement.
Provide relevant information able to 1) help parents and guardians decide whether or not to exercise
the PSC option, and 2) help parents decide which school is the best choice for their student.
•
Explain that, subject to specific limitations, there is money to pay for transportation to the schools the
district identifies as choice schools. Details in the Code of Federal Regulations 200.37.
•
The U.S. Department of Education recommends, at a minimum, that districts let parents know about
the academic achievement level of the choice school. A description of special academic programming
and facilities, programs that extend the school day, qualifications of the staff who teach the core
content areas and how to get involved with their student’s new school life would also be useful.
Supplemental Educational Services (SES)
Districts must engage families, communicate early and often during the improvement process. Compliance
demands a multi-step and multi-layered process that becomes an essential component of the programming
districts must put into place with supplemental education services.
Page 4 of 6
Supplemental Educational Services
Notification & Outreach
Parent Involvement Leads to Better Outcomes
Strong, responsive family involvement programs ease the path forward for schools and districts in
improvement. This engagement is critical as decisions with the potential to impact families and the
community take effect and students adjust to new remedial academic support systems — SES.
When 2-way communication is the norm, schools and districts are in the best position possible to comply with
the notification and outreach provisions of adequate yearly progress, public school choice and supplemental
educational services.
On our Family Involvement site — Family Involvement for Schools & Districts in Improvement,
http://www.k12.wa.us/TitleI/FamilyInvolvement/SchoolDistrictimprovement.aspx
Page 5 of 6
Supplemental Educational Services
Monitoring & Compliance
Monitoring
Our Consolidated Program Review (CPR) program is the operational arm of the monitoring process.
CPR Checklists, Guidance & More in Development Now
The return to adequate yearly progress (AYP) means that our CPR teams must monitor district- and schoollevel compliance with all the requirements of adequate yearly progress in the 2014-15 school year. The
information and materials that will help you meet the compliance provisions of school improvement are in
development now.
We’ll post these helpful materials here and on our CPR Monitoring Tools page when they’re ready,
http://www.k12.wa.us/ConsolidatedReview/ReviewTools.aspx.
Monitoring & the 20% Set Aside
We monitor all set-aside expenditures to make sure that districts allocate these funds according to federal law.
Underspent districts have 2 choices:
1. Re-allocate and spend the remaining money in the next school year
OR
2. Meet the set-aside provisions of 34 C.F.R. 200.48 (d)(i)(A through C) Funding for choice-related
transportation and supplemental educational services.
By law, we must target for review those districts, which have 1) spent a significant portion of 20% set aside on
other allowable activities, and 2) been the subject of multiple and credible complaints related to PSC and SES.
Regulations here in the Code of Federal Regulations 34 C.F.R. 200.47 (d)(3), section K.
Page 6 of 6