Table of Contents
- Eligibility
- Submission, Selection, and Approval Processes
- Provider Profile
- The Appeal Process
- Charging Fees and Funding for SES
- Instruction, Materials, Staffing, Effectiveness, and Evaluation
- Assistance and Resources
- Requirements for Approved Providers
1. Eligibility
- Who is eligible to apply to be a Supplemental Educational Services (SES) Provider?
Eligible applicant organizations must be legally constituted and authorized to conduct business in California. For example, the applicant entity may be one or more of the following: sole proprietor, consortium, non-profit organization, for-profit organization, faith-based organization, community-based organization, institution of higher education, private school, city and county government agency, local educational agency (LEA) not in program improvement (PI), such as a school district, county office of education, and direct-funded charter school. A public school may apply with the approval of the LEA if the school is not in PI.
The applicant organization must have at least a two-year record of effectiveness as a specialized tutoring entity working with students beyond the regular classroom. In the response to the Request for Application (RFA), the entity shall provide a “demonstrated record of effectiveness in increasing the academic proficiency of students” during academic tutoring provided in the past two years. Section 13075.1(d) of the California Code of Regulations, Title 5 (5 CCR) for the SES program requires the demonstration of improved individual student academic performance on state or LEA curricular assessments in English-language arts (ELA), mathematics and/or science. These assessments must have been developed in accordance with the standards for validity and reliability as set forth in The Standards for Educational and Psychological Testing (1999). - Which students are eligible for SES services?
Eligible students are those who attend public schools that have been identified as PI schools in Years 2–5 and who are from a low-income family. LEAs have the responsibility of identifying students eligible for SES. - As a headquarter office, can we serve as a lead applicant on one application to include all our subsidiaries?
No. An affiliate of a company, e.g., a franchise or partnership, must apply on its own and use its own record of effectiveness from two prior years’ tutoring beyond the regular classroom experiences. - If we have not conducted tutoring services as an organization, can we still apply?
No. The applicant organization must have at least a two-year record of effectiveness as a specialized tutoring entity working with students beyond the regular classroom. In the response to this RFA, the entity shall provide a “demonstrated record of effectiveness in increasing the academic proficiency of students” during academic tutoring provided in the past two years. Section 13075.1(d) of the 5 CCR for the SES program requires the demonstration of improved individual student academic performance on assessments in ELA, mathematics and/or science. These assessments must have been developed in accordance with the standards for validity and reliability as set forth in Standards for Educational and Psychological Testing (1999). Note: the record of effectiveness must refer to tutoring services conducted over the past two years. See Element 3 of the Narrative Response of the RFA. - What is acceptable evidence to prove an entity can do business in California?
State or local county/city business license. - Are students attending private schools eligible to be served under this program?
No, even if the student is receiving Title I services within the private school. - May a state prohibit a provider wishing to offer SES in science from applying for and gaining approval to be an approved provider?
The Elementary and Secondary Education Act (ESEA) Section 1111 requires state assessments in, at a minimum, ELA, mathematics and/or science. Applicants who wish to provide SES services in science may apply solely on the basis that they provide services in science.
2. Submission, Selection, and Approval Processes
- How do I request a copy of the RFA?
To obtain a copy of the RFA go to the SES Web page or the Funding Profiles Web page. - Who is going to review the applications?
The applications will be read by CDE professional staff. See Section I, Item E of the RFA. - How long is an approved service period?
The approval is for a two-year period beginning July 1, 2011, and ending June 30, 2013, for SES providers approved by the State Board of Education (SBE) in 2011 as the result of this RFA. - Can the approval period be more than two years?
No. Each approval period is only for two years. - How do I access the list of LEAs that have schools in PI?
The names of the LEAs with PI schools are listed by county on the Title I Program Improvement Status Reports Web page. - What is included in the supporting documentation?
The supporting documentation includes the assurances and five letters of reference (maximum 6 pages) from clients. These letters are supporting letters and not personal references. Other supporting documentation includes evidence that the entity can to do business in California and is fiscally sound. In addition, the documentation must demonstrate fiscal soundness by providing various types of evidence listed in the application. - What can the applicant include in the addendum?
You have the option of providing additional documentation (not new evidence) to support your narrative response. This addendum is counted in the 50-page limit. - What do I do with the checklist for completion?
The application packet includes a checklist for completeness for your use (see Appendix A). Use the checklist to ensure you have completed all the required sections in your application. Do not return the checklist with your application. - How will the application be scored?
Each completed application will be scored based on the rubric included in the application packet. The application must receive a rating of “adequate” on all four elements to be recommended. Do not return the scoring rubric with the application. - What is the meaning of the term “adequate” in the scoring rubric?
The scoring rubric includes the definitions of what is inadequate, adequate, and advanced, with further descriptions within the rubrics that follow. “Inadequate” means that evidence provided in the applicant’s response does not substantiate program quality requirements. “Adequate” means that evidence provided in the applicant response does substantiate program quality requirements. “Advanced” means that evidence provided in the applicant’s response substantiates program quality requirements at an advanced level of performance. - Does the table of contents in the attachment section count as one page of the 20-page limit?
No. Keep in mind that the entire application is limited to a total of 50 pages. - What is the application due date?
The application package must be received by the California Department of Education (CDE) at the address listed in the RFA by March 25, 2011, by 5 p.m. Pacific Time (PT). - May an application be changed after it is submitted but before the due date of the RFA?
When the CDE receives the application by the deadline, no changes can be made. CDE will apply the entire checklist (Appendix A of the RFA) to confirm completeness of the submission. Incomplete applications will not be evaluated. - May an approved provider subcontract with other agencies to provide services?
No, the approved provider is to provide all services described as the entity and staff in the application that the SBE has approved. - What is the application submission process to establish SES Provider Cohort 2011?
All applicants must submit their applications electronically and in hard copy. The electronic submission includes two products: the SES provider profile and narrative response. Detailed instructions for the online submission are accessible on the SES Web page. Please see Section I, Part E and Section II, Part B of the RFA for more details. In addition, applicants must submit in hard copy two complete sets of the application, one with original signatures. A complete set of the application includes a printed copy of the SES provider profile submitted online, narrative responses to each of the four elements, and all required supporting documents as listed in the RFA Section I, Part D and in Appendix A. CDE must receive both electronic and hard copy submissions by 5 p.m. PT on March 25, 2011. - Do the assurances in the application count as part of the 50-page maximum?
Yes, please download all of the assurances according to the directions provided in the RFA in Section III, Items A and B. All assurances can be downloaded from the SES RFA Web. Sign where required, and include them in your application package as part of the 50-page limit. The checklist (found in Appendix A of the RFA) for completion of the application package is helpful for your use as a review tool before delivering the application package (two sets of the complete application package, one with original signatures) to the CDE. - We will not be submitting an application this year, but are wondering whether CDE releases such an RFA annually?
Yes. Contingent on federal funding, the CDE will release the request for applications to be approved as a SES provider on an annual basis. - What documents must an applicant submit to demonstrate it is fiscally sound?
See Appendix D of the RFA. - Is an out-of-state business license acceptable?
No. A California state business license is required. - May an applicant submit individual tax returns?
Yes, if the applicant is a sole proprietor, this may be a part of the demonstrated evidence of fiscal soundness as required in the 5 CCR, Section 13075.2(c)(7).
3. Provider Profile
- Must we use the same address throughout the application?
Yes, use the same official address of the entity for consistency. - Can approved providers provide services to eligible students in multiple LEAs?
Yes. Applicants must indicate in their application which LEAs they are willing to work with. Once they are approved, they are not allowed to add more LEAs to their service area until the next application cycle. - Where does the applicant list the name of LEAs to be served?
The SES provider profile must provide the names of the LEAs, not just cities, towns, or counties. The names of LEAs with PI schools are listed by county on the Title I Program Improvement Status Reports Web. In the Cohort 2011 RFA, applicants will be selecting the LEAs they are willing to serve from an already populated list in Part B of the online profile. - Can we simply name the county in which we want to provide SES?
The name of the county is not adequate for the required listing of school districts to be served. Name the specific LEAs you plan to serve and the name of the county in which the LEA is located. (See link provided in the previous question as an additional resource). - If we want to serve all of the LEAs in California, can we simply indicate “statewide” for service areas?
No, applicants are no longer allowed to indicate “statewide” due to capacity issues. Readers of the applications will evaluate an applicant’s capacity in relation to the number of LEAs indicated in the applicant’s service area. Applicants must list all the names of the LEAs where they are willing to provide SES. - Are approved providers required to provide transportation for SES students?
Provision of transportation is an option within the provider’s tutoring plan. However, the SES funds do not allow for additional reimbursement to the providers for transportation costs. - How often can approved providers schedule tutoring sessions per week?
Tutoring schedules are proposed in the provider profile, the application narrative, and in the agreement between the provider and the LEA. - Can SES be provided before school, on weekends, or during the summer, instead of after school?
Yes, any time other than during the regular school day. However, the LEA retains discretion on agreements with providers. - Is there a limit on the length for each tutoring session?
There is no regulation limiting the length of each session. However, the provider’s application must describe the program design of the tutoring to be provided that has proven to be effective. This issue needs to be further specified in the agreement/contract with LEAs. - Is there a specific requirement for tutor-student ratio?
There is not a regulation limiting the student-tutor ratio at this time. The provider’s application describes the program design of the tutoring to be provided that has proven to be effective. This issue needs to be further specified in the agreement/contract with LEAs. - Must the tutoring be offered at school sites or can it be offered elsewhere?
It does not need to be at the school of the participating students, but in a safe place proposed by the providers in their approved application and/or specified in the agreement/contract with the LEA.
4. The Appeal Process
- Is there an appeal process for applicants who were not approved?
Yes, please see Section I, Part G of the RFA for details. Applicants not recommended for approval to the SBE may appeal. The request shall include an explanation of the basis for the appeal and any supporting documentation.
5. Charging Fees and Funding for SES
- Provided in Section 1-D are ways in which the applicant shall provide required proof of financial resources to operate as a provider for a minimum of six months after initial approval without receipt of SES provider reimbursement. What amount would be considered adequate?
There is not a required minimum amount. However, evidence needs to show that the entity has sufficient resources to cover all the costs associated with providing SES for six months. Take into special consideration the number of students to be served as described in the application. - Once an organization is an approved provider and begins services to eligible students, is the CDE going to pay for those services?
No. LEAs that have received Title I, Part A funds pay for services provided. The SES providers receive payment for the completion of services directly from the LEA, as specified in the service agreement with the provider. The CDE does not reimburse providers directly. - Is there a different rate of reimbursement for serving students with "special needs?"
No. The SES providers are expected to provide effective services to any eligible student. There is only one per pupil rate within an LEA. Any other unique costs for required modifications will be defined in the LEA and provider service agreement. - Can costs such as "administrative" costs (data collection, project director, evaluation) be charged to LEAs?
No. LEA payments to providers are only for completion of direct tutoring services for eligible students, as described in the service agreement and in the individual student learning plan. SES reimbursement only includes time spent in actual tutoring. - Is there a limit on the reimbursement?
Yes. The amount that a LEA shall make available for each child receiving those services under this subsection shall be the lesser of: the amount of the agency's Title I, Part A allocation, divided by the number of children from families below the poverty level counted under Section 1124(c)(1)(A); or the actual costs of the SES received by the child. [(ESEA Section 1116(e)(7)]
6. Instruction, Materials, Staffing, Effectiveness, and Evaluation
- What academic subjects are allowed for SES?
ESEA Section 1111 requires state assessments at a minimum ELA, mathematics and/or science. SES provider applicants wishing to provide services may apply for any one or all of the identified content areas. - Do we need to provide individual names of each of our tutors in Element 2?
Yes, indicate the specific staff who will be teaching in the SES program and their qualifications by using the chart provided in the RFA. - Are SES providers required to only use tutors who are highly-qualified under ESEA?
Not at this time; however, considering the purpose of SES, you are strongly encouraged to employ tutors with the appropriate credentials and experience working successfully with students in tutoring settings. - How do we respond to the item in the provider profile regarding instructional resources used by our company for tutoring?
If you have multiple resources, please use a chart to list only the major products used by those providing the tutoring program for the applicant entity. Organize the chart with the following headings: grade level, subject (limited to ELA, mathematics, and/or science), title of product, publishing date, and publisher name. - Are you asking applicants to list the names, job descriptions, professional qualifications, and professional development plans for each of our teaching staff who will be providing SES tutoring? If so, can we have the list as an appendix because we have more than 500 tutors in our company? Is there another way of handling this requirement?
Yes to each question. However, you may want to consider grouping staff who share the same responsibilities and qualifications. For instance, the tutors for ELA and math could be in two different groups. Indicate the number of tutors in each of the two groups. For tutor qualifications, you could separate them into groups based on the similarities of qualifications. Use the same method to list your professional development plan(s) and indicate which plan applies to which group. - In terms of testing, what is the minimum that we need to do in order to demonstrate our record of effectiveness?
At a minimum, you can indicate the difference between mean pre- and post-test scores for two years. That means you need to submit by grade level, aggregated pre- and post-test scores that are based on four data points. In each of the two years for which you have submitted data, you are required to have matched pre- and post-test results. (See directions for Element 3, both in the RFA, and in the narrated Information Session on the SES RFA Web page). You will need to complete the charts found in the template for the narrative response to demonstrate a two-year record of academic effectiveness. - Will our use of assessment tools and the post program outcomes measured by these tools meet the SES application assessment requirement?
If you are working with the results of the California Standards Tests for ELA, mathematics, and/or science, the CDE is already aware that the state assessments have been developed to meet required standards for validity and reliability; however, you are still required to complete and submit the Template for Quality Verification of Testing Instrument. Make sure other assessments you use have been developed in accordance with the standards for validity and reliability as set forth in The Standards for Educational and Psychological Testing (1999). See the RFA for more details in Section III, Element 3. Complete the template for Quality Verification of Testing Instruments available for download on the SES RFA Web page. - Can we use test instruments that were not developed in accordance with The Standards for Educational and Psychological Testing (1999) but which are based on our long experience of testing students and determining their academic needs? We feel that our tests are sufficiently valid and reliable and would accurately assess the two-year academic gains required in the RFA.
It is not our intent to prevent you from using your set of diagnostic tests to determine student strength and weakness for the purpose of designing an academic program. However, we cannot accept testing instruments that have not been developed in accordance with The Standards for Educational and Psychological Testing (1999). Procedures delineated in The Standards for Educational and Psychological Testing (1999) reflect the most current thinking on test validity and reliability, as well as testing protocols appropriate for students with disabilities and English learners. Testing instruments that have met the high standards specified in The Standards for Educational and Psychological Testing (1999) are ones that the CDE can be assured accurately measure academic progress and are not subject to curricular or statistical biases that would influence results one way or another. For each assessment instrument referenced in your application, please download, complete, and submit the Template for Quality Verification of Testing Instruments found on the SES RFA Web page.
- What is an experimental design and why would I want to use it to demonstrate our record of effectiveness? The experimental design is the most rigorous research design because, when implemented correctly, you are able to isolate the effect of your program from other potential causes or reasons for the outcome. You are not required to use an experimental design for the purpose of demonstrating a two-year record of effectiveness. At a minimum, you can submit the aggregated results of pre-/post-test data for two years that are based on four data points. In the case of the tutoring program, implementing an experimental design would determine whether the tutoring program had exclusively been instrumental in improving the academic performance of those students served by the program. If your research were correctly carried out as evidence of a record of effectiveness, you would receive credit for this element of the RFA.
- Once we have completed the chart that demonstrates a record of effectiveness, do you want a narrative response added as well, or just an addendum with the appropriate evidence that the assessment instrument(s) used was valid and reliable, and developed consistent with The Standards for Educational and Psychological Testing (1999)?
Yes, we do want a narrative response as well. Please follow the instructions found in the RFA for Element 3. - Must the demonstrated record of effectiveness cover a two-year period of time?
Yes, in Element 3, prospective applicants are required to demonstrate a record of effectiveness that demonstrates that the proposed tutoring program increased student academic performance. This requirement is very clearly identified in the 5 CCR copied for your convenience in Appendix E. The applicant will need to provide an analysis of the demonstrated records of academic progress over a two-year span of tutoring services in the subject area(s) for which the application is submitted. The analysis can be as simple as comparing the difference between the group scores of students served or as complicated as putting together an experimental design with a control group. In any case the test instrument that you use must be valid and reliable. - How do I ensure that my testing instrument is valid and reliable?
To ensure your testing instrument is valid and reliable, complete the form called for in the instructions for Element 3, the Template for Quality Verification of Testing Instruments. - Where in the application do I enter my data to show a record of effectiveness?
You must complete the Record of Effectiveness table described in the Section III, Element 3 of the RFA. The table allows you to summarize the key elements of any analysis that substantiates the effectiveness of the program. You are asked to provide the following aggregate or group data for the students you are testing: grade level, subject matter, number of students, year tested, group pre- and post-test results, and the name of the test instrument. The section on pre- and post-test difference or level of significance is designed to provide you with a number of options which can include a simple difference between pre- and post-tests to more complicated analysis that could involve trend analysis or the use of experimental or quasi-experimental designs. To recap, you must use the Record of Effectiveness template found within the application narrative which can be downloaded on the SES RFA Web page. You must aggregate test results and not provide data for individual students. You can enhance your discussion by providing charts that illustrate the positive effects of your tutoring program.
- What resources are available to assist applicants?
The SES RFA includes a list of Web-based resources in Section IV, Appendix G. If you have questions, please contact the School Support and Title I Basic Office by sending an e-mail to ses@cde.ca.gov and include your contact information.
8. Requirements for Approved Providers
- Are there additional requirements for providers after they complete their services and receive payments for such services?
Yes. As required by 5 CCR, approved SES providers must submit to CDE an annual SES Accountability Report by October 1 for the prior year of service.
