Supplemental Educational Services Provider Self-Evaluation Survey Results 2004-2005 Project Period

Supplemental Educational Services (SES) providers were surveyed about the services they provided during the 2004-05 project period which began September 1, 2004 and ended August 31, 2005. Of the 108 agencies approved as providers in 2004-2005 when this survey was disseminated, 97 responded to the SES provider survey. However, only 62 (57 percent) implemented an SES program during the 2004-05 project period. The results provide a picture of how SES was implemented to students in New Jersey.

Ninety-seven providers responded to this portion of the survey. The most challenging issues for the providers during the 2004-05 school year were maintaining the attendance of the students, signing up students for the program and low parent turnout for the provider fairs. The attendance issues may be related to whether the program is located on the school site or off premises where parents are responsible for delivering and picking up the students. Other challenges presented for the providers were communicating with or contacting parents, resolving problems with the district including cash-flow concerns, retaining tutors and staff and communicating with district staff, respectively. It is not clear whether the communication issue with parents was related to getting parents to respond before or after their child was in the program. However, some variation of communicating with parents was listed several times as a challenge.

Despite the difficulties that the providers encountered, there were only two providers (two percent) that self-reported they received complaints. These complaints appeared to be issues of communication rather than service or program issues.

There were 62 providers that responded to this portion of the survey. These providers served 541 schools in 83 school districts. 16,400 students were enrolled in the program, but only 10,482 or 64 percent were reported as completing the program. Of the 16,400 students enrolled in the program, 10,600 attended 80 percent or more of the sessions. Of the total number of students enrolled in the SES services, 1721 or 10 percent were reported to be English Language Learners, 687 or four percent were students with disabilities.

The total number of staff that provided SES services to students during the 2004-05 school year was 2451. 2538 instructional staff received SES training. The additional staff receiving training may reflect providers that trained teachers who did not eventually provide SES. The duplicated count of staff receiving professional development was 3888 by 59 providers. Of the 152 topics addressed in these professional development sessions, the primary topics covered in the professional development sessions were (see Attachment 1): the provider’s program, assessment, behavior management, instructional techniques, curriculum overview, communicating with parents, English language learners, and SES overview.

There were 27 to 30 students per school that participated in the SES program. The teacher/student ratio ranged from seven to eight students per instructor. The average number of tutoring sessions for a student was 29 for approximately 84 minutes per session.

The progress or success of the SES provider was likely to be measured by the state assessments with the exception of the HSPA which was rarely used as a measure. The respondents indicated that they primarily used, in order of frequency: other measures; provider-developed assessments (see Attachment 2); and the Terra Nova. The providers determined that of those students that completed the program, 9224 students (88 percent) demonstrated academic progress in reading/language arts literacy, and 7273 students (79 percent) demonstrated academic progress in math based upon the above referenced measures.

Below is the list of assurances and authorization for continued services. Most responses were affirmative or indicated as not applicable if the provider did not provide SES in the 2004-2005 project period.

Services were provided outside of the regular school day.

Services provided were of high quality and based upon research.

Services provided were consistent with the instructional program of the school district and New Jersey's Core Curriculum Content Standards

Fingerprint requirements for employees, per New Jersey statute, have been met.

Provider's employees were paid accurately and in a timely manner.

Provider offered to its staff the professional development activities stipulated in the SES application submitted to the New Jersey Department of Education (NJDOE).

Educational materials were available to tutors and students at all times to maintain instruction.

Services were provided in locations accessible to individuals with disabilities.

No additional admissions criteria were imposed on eligible students.

Federal funds were not used for religious worship or instruction.

Provider complied with the district/charter school's contractual agreements.

Provider is fiscally sound and able to fulfill all agreements to provide services.

Provider has adequate insurance for liability, property loss, and personal injury involving students.

Provider satisfied all other federal, state, and local health, safety, and civil rights requirements.

Provider will provide any requested information made by NJDOE either in writing, verbally, or during a site visit.

Provider complied with the Education Industry Association's Code of Professional Conduct and Business Ethics for Supplemental Educational Services Providers: http://www.educationalindustry.org/Code_of_Standards_and_Ethics_10-29-04.doc

Provider wishes to continue providing quality supplemental educational services as an approved supplemental educational services provider in New Jersey. In making this agreement, the provider has notified the Office of Title I Program Planning and Accountability of any changes in scope of the supplemental educational services program that differ from their originally approved application.

Provider is aware they be may be removed from the New Jersey Approved SES Provider List if they do not, for two consecutive years, contribute to increased academic proficiency of the students to whom they provide services, and/or do not meet other eligibility requirements or assurances.

Accountability	Program Components	Supplemental Educational Services	School/Family/Community Involvement	Highly Qualified Staff
Funding	Technical Assistance & Resources	Title I Legislation	CAPA	NJDOE - Title I Contacts

	Number	Percentage
Statistics on Services Provided
Number of Providers Implementing SES	62	57%
Number of Providers that did not offer SES	35	32%
Number of Districts Served	83
Number of Schools with Students Served	541
Number of Students Enrolled	16,400
Number of Students Who Completed the Program	10,482	64%
Number of Students Who Did Not Complete the Program	4,250	26%
Number of Students Who Attended SES Program 80% of Time	10,600	65%

Number of ELL Students Served	1,721	10%
Number of Disabled Students Served	687	4%

Number of Students Receiving LAL Instruction Demonstrating Progress	9,224	88%
Number of Students Receiving Math Demonstrating Progress	7,273	69%

Average Number of Tutoring Sessions per Students	28.6
Average Number of Minutes for Tutoring Sessions	84

Number of Instructional Staff	2451

Measures of Progress (ranked)
NJASK3	43
NJASK4	37
GEPA	42
HSPA	4
Terra Nova	24
Other Measurements Used	69

Program Implementation
Summary of Challenges to Providers - Number Responding	97
Signing up Students for the Program	31	50%
Low Turnout for Provider Fair	25	40%
Retaining Staff and/or Tutors	9	15%
Student Attendance	40	65%
Resolving Problems with the District	10	16%
Cash Flow Concerns	10	16%
Billing Issues with the District	8	13%
Location of Services for Students	8	13%
Communicating with Parents	15	24%
Communicating with Teachers and/or Administrators	9	15%

Number of Complaints	2	3%

Professional Development
Number of Providers providing professional development	59
Number of Professional Development Topics Addressed	152
Number of Instructional Staff Trained	2538
Duplicated Count of Instructors Receiving Professional Development	3888