Supplemental Educational Services (SES)
Supplemental Educational Services
What are Supplemental Educational Services?
Under the No Child Left Behind Act of 2001 (NCLB), students from low-income families attending schools that do not make adequate yearly progress for three consecutive years are eligible to receive Supplemental Educational Services (SES). School Districts are responsible for funding these services, which must be provided outside the normal school day, through their Title I, Part A funds. State education agencies must develop and apply objective criteria to create approved lists of SES providers.
What are the Goals of SES?
- To ensure that students increase eligible students' academic achievement, in a subject or subjects included in the state assessment system. Subjects must include reading/language arts, mathematics, and science as well as English language proficiency for students with limited English proficiency.
- To provide options to parents to help them ensure that their children receive a quality education.
- To provide incentives to districts to improve schools in need of improvement.
Who is eligible to receive Supplemental Educational Services?
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 not to make AYP (Annual Yearly Progress) or whether the student is in a grade that takes the statewide assessments as required by Section 1111 of the ESEA.
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.