ses 2009 2010
TRANSCRIPT
ILLINOIS APPLICATION FOR SUPPLEMENTAL EDUCATION SERVICES
PROVIDERS
Educational Essentials
Chicago
CORPORATE NAME
CITY
NAME COMMONLY USED FOR SES DELIVERY (if different)
8030 S Yale Ave
ADDRESS OF PRINCIPAL OFFICE - STREET ADDRESS
IL
STATE
60620
ZIP CODE
26-1884509
FEIN
For Profit
ORGANIZATION TYPE
4048089710
TELEPHONE NUMBER
FAX NUMBER
CITY
LOCAL ADDRESS OF PRINCIPAL OFFICE (if different) - STREET ADDRESS
STATE ZIP CODE
EMAIL ADDRESS
WEBSITE
M-F 11 am-6 pm Sat 9-12 n
ADMINISTRATIVE HOURS
No
ONLINE PROVIDER
Grade Levels Serviced Total Program Hours Per StudentK-2 3-5 6-8 9-12 Minimum Maximum
Reading 30 104
Mathematics 0 0
Science 0 0
Total Program Hours 30 104
Program
Provider:
Program Year:
Educational Essentials
SES 2009-2010
Program Summary
10
200
Minimum Number Of Students Required To Start Services:
Maximum Number Of Students That Can Be Served
For any program proposing fewer than 30 instructional hours per subject, the applicant must supply specific evidence that the program has resulted in increased student achievement in that subject, including verification from school district administrators in which the program has been previously provided.
Reading Remediation is an intensive intervention program utilizing the Corrective Reading Curriculum, a SRA research based and validated program. It is designed for students in grades 3 and higher to close the achievement gap for students who are performing below grade level. Children who do not learn to read early may never become skilled readers unless focused and intensive reading intervention is provided.
This intervention program utilizes a scripted presentation approach, implementing carefully chosen exercises and examples, and other presentation techniques to engage even reluctant learners. Placement tests are administered to determine where students will enter the program and measure their progress at the conclusion of the program. All materials for program implementation are provided which include student books, workbooks, teacher presentation books and guides. Lessons are structured so students know how to learn as they master increasingly complex skills and strategies. The model includes fully integrated assessments to monitor student progress, assess teacher implementation and facilitate appropriate pacing of an effective program.
There are two major strands: decoding and comprehension. The Decoding programs focus on word attack skills and include isolated sound/word practice, group reading activities to develop accuracy and oral reading fluency, workbook exercises, and opportunities to enrich reading with chapter books aligned with program levels. The Comprehension programs are designed to change the behavior of students who do not understand what they read. They address vocabulary, reasoning skills, and forms of language students need to discern precise meaning and information from text, relate ideas and information, and interpret and infer information from oral and written language.
We offer only instruction in reading and students will be offered a minimum of 30 hours of instruction and possibly more dependent on funding. Typically the program design is 4 hours per week for 13 weeks.
The ratio of instructors to students will vary depending upon the levels of the population served as identified by the placement tests. However Reading Remediation will offer its services at a particular location for no more than 10 students assigned to teacher. The program services are offered at local schools Mondays through Fridays to make the location accessible and minimize the need for any special transportation.
All instructional staff must have completed at least two years of study at an institution of higher education, or have obtained an associate's degree. In addition, they are required to pass a reading, writing, and oral presentation assessment to ensure readiness to be a Reading Remediation instructor. They are required to attend a mandatory 8-hour initial training session to become familiar with the program and its components and 4-hour review training for returning instructors to enhance implementation. Finally, instructors develop a Professional Development Plan to identify their program goals based on their class placement scores and attend a more individualized 2-hour professional development session to facilitate goal attainment.
Can you provide services to limited English proficient (LEP) students?
Language Supported Student Maximum
Spanish 100
Limited English Proficient
100
Will your organization provide SES to students with disabilities in accordance with such student's Individual Education Program under Section 614(d) of the Individuals with Disabilities Education Act and services consistent with Section 504 of the Rehailitation Act of 1973.
Disabilities
Accommodation Description
Format Divide assignments and/or tests into smaller sections of similar questions or problems
Setting Special seating, adjusted student grouping, provision of an in-class school support person
Response Student-dictated responses for verbatim transcription, oral instead of written reports, hands-on products such as posters, panoramas, etc
Presentation Written copies of orally presented materials, verbal and/or written directions
Accommodations
Maximum number of students for whom your organization can provide appropriate services.
Modification Description
Prioritizing Key Concepts Prioritizing the key concepts of a lesson and focusing instruction and assessment on those key concepts, e.g.. "When you have read this chapter, you should be able to list three characteristics of mammals"
Modifications
Educational Essentials
SES 2009-2010
Provider:
Program Year:
Locations
CITY OF CHICAGO COOK CITY OF CHICAGO SCHOOL DIST 299
Service AreasRegion County District
The time(s) that best describes when you deliver services to students.
Before School WeekendsAfter School Summer
Delivery Time
SeptemberJune December
The months of the year when you intend to deliver services to students.
AprilJanuary July October
February AugustMay November
March
Delivery Months
Typically the program structure include the following:Elementary School 13 weeks Grades 3-5 4 sessions per week of one hour per sessionMiddle School 13 weeks Grades 6-8 4 sessions per week of one hour per session
Weekly Schedule
The ratio of instructors to students in your program.
10 students for every instructor.
Student - Instructor Ratio
Location
Public School/District
Proposed Locations of Service Delivery.
Delivery Locations
Occupancy Expenses
Curriculum Development Expenses
Administrative and General Expenses
Profit
Total
$13,600.00
$1,534.00
$500.00
$1,800.00
$1,360.00
$18,794.00
$1,360.00
$153.40
$50.00
$180.00
$136.00
$1,879.40
Program Expenses
$62.65
Number of Students:
Hourly Per-Pupil Cost
30Per-Pupil Total Program Hours
10
DISTRICT
Per-Pupil CostCost
Provider:
Program Year: SES 2009-2010
Educational Essentials
Sample Costs
Part C - Instructional PracticesDescribe how the instructional practices used in the program are high-quality, research-based (citing available research), and specifically designed to increase students' academic achievement in reading, mathematics, and/or science.
Provider:
Program Year: SES 2009-2010
Educational Essentials
Indicators of Quality
Part A - Required Model for Supplemental Educational ServicesExplain how your program meets the required model for supplemental educational services. In Illinois, all SES programs must:
1. Include an appropriate, nationally recognized diagnostic assessment for use in identifying students' weaknesses and achievement gaps upon which to build an individual student plan and learning goals 2. Use targeted remediation/instruction that is aimed at addressing the individual skill gaps revealed during the assessment and that is based upon an individual learning plan 3. Include a post assessment linked to the diagnostic assessment to determine whether student gains occurred and to further develop a plan for either re-teaching skills or identifying new skills for instruction
You must specify the nationally recognized diagnostic assessment to be used. Your designation of the diagnostic assessment will serve as an assurance to the ISBE that the assessment is a standardized or commercially available criterion-referenced test, meeting the generally accepted standards of validity and reliability set forth in "Standards for Educational and Psychological Testing" (1999) published by the American Educational Research Association, 1230 17th St., N.W. Washington, D.C. 20036.036.
Educational Essentials uses the Corrective Reading curriculum developed by SRA. The Corrective Reading Program uses a diagnostic assessment to determine student placement in the program. The same assessment is used at the end of the program as the post-assessment. Based on student performance on the diagnostic test, students are placed in the program at a specific level. Program placement level allows Educational Essentials to target each student's identified skill gaps, resulting in specific improvements regarding those gaps while also providing general improvement in the standard reading intervention areas of 1) phonemic awareness, (2) phonics, (3) fluency building, (4) vocabulary, and (5) text comprehension.
Part B - Connection to School and District ProgramsDescribe how the instruction and content of your program will be consistent with the academic program a student experiences during the regular school day.
Reading instruction is an integral part of the academic program that all students experience during the regular day. The five areas identified by the National Reading Panel for effective reading instruction: phonemic awareness, phonics, fluency building, vocabulary, and text comprehension are all a part of the Corrective Reading Program. The instruction will provide an extension of learning experiences that are provided during the regular school day. Aside from participating in reading activities as during the regular school day, instructors will assess student progress to monitor learning as consistent with academic programs.
Part E - Communication of Student Progress to School District
Part D - Monitoring Student ProgressDescribe the specific process used to develop, in consultation with eligible student's parents and teachers to develop
* The specific achievement goals in reading, mathematics, and/or science for the student * how the student's progress will be measured * the timetable for improving achievement.
Educational Essentials will administer the diagnostic assessment and analyze the result to determine skill gaps for individual students. We will then arrange for a meeting with parents and district personnel to review these skill gaps and then jointly develop the individual learning plan for each child. The individual learning plan will include a list of those skill gaps we intende to address during tutoring and will indicate the means by which mastery will be deteremined and the intended time we anticipate the student will need to achieve mastery.
Name or describe the curriculum that will be used in all subject areas that will be covered.
SRA Corrective Reading Program
This is an intervention program that utilizes a script presentation approach to engage participation of all learners. It incorporates the five areas the National Reading Panel recommends for effective instruction for intervention programs for struggling readers. They are (1) phonemic awareness, (2) phonics, (3) fluency building, (4) vocabulary, and (5) text comprehension. It includes two major strands, both decoding and comprehension components with lessons structured so that students know how to integrate increasingly complex skills and strategies. Finally, it includes placement tests and integrated assessments throughout the program to monitor student progress and assess teacher implementation to facilitate appropriate pacing of an effective program. The program is designed to close the reading achievement gap for students who are performing below grade level in grades 3 and above.
Each program is a core program. The placement tests are administered individually and are designed to measure relevant skills. All skills and strategies are taught through Direct Instruction. Students are placed at a particular level to develop skills necessary to become successful readers. Each program is based on cumulative skill development. Once a skill is taught, students receive practice in applying that skill until the end of the program. This type of cumulative development consisting of a unique blend of high-frequency practice and review has been demonstrated by research studies to be the most effective method for teaching skills to accelerate learning. The difficulty of material increases gradually but steadily. Corrective Reading includes the components recommended by the National Reading Panel for intervention programs for struggling readers: phonemic awareness, phonics, fluency building, vocabulary, and text comprehension
Each program provides detailed data on student performance. Students, parents, and school administrators can see documentation of students’ improvement as they progress through the program. Results show that Corrective Reading has been proven to advance achievement in classrooms across the nation, serving children in a wide range of grade levels and socioeconomic and ethnic groups (McGraw-Hill and ASCD, 2003). Twenty-eight studies in peer-reviewed journals show Corrective Reading closes the achievement gap for a wide range of students, including students in general education, Title I, Special Education, and alternative settings. Finally SRA Direct Instruction programs received the highest ranking for program effectiveness in an independent analysis conducted by the American Institutes for Research in 2006.
Part F - Communication with Parents and FamiliesDescribe
* the specific procedures used to report student progress to students' parents/families, * how often student progress is reported, and * how information is provided to parents and families in a format and language they can understand.
As part of ensuring program effectiveness, it is necessary to include the parents/families so that they understand their child's weaknesses and how their needs will be addressed in the program. The program design with emphasis on the placement tests, integrated assessments, and individual reading progress charts will be explained to parents at the school's SES Provider meeting/ Open House.
Individual parent conferences will be scheduled after the placement test is administered to share results. In depth information regarding student reading levels, skill deficiencies, and how the program will proceed to help improve their child's reading performance.
Every four weeks, parents will receive a copy of the individual reading progress charts. At the conclusion of the program,students will be administered another placement test to assess progress. The progress will be graphed, reported on the progress chart, discussed and distributed to parents at parent conferences. Students will be included in these conferences so that they too understand their progress.
All information will be provided in a format and the language most conducive for parents to understand.
Describe
* the specific procedures used to report student progress to students' teachers and appropriate school or district staff * and how often you report student progress.
The results of the initial placement test will be shared with students' teachers and school staff immediately. These results will determine the level students begin the reading remediation program to develop their specific areas of deficiency as diagnosed on the placement test.
Throughout the program, after designated lessons, assessments are administered. These integrated assessments along with the placement test results are recorded on an individual reading progress chart. Every four weeks, student progress will be reported to the appropriate school staff by providing a copy of the individual reading progress chart.
At the conclusion of the program, students will be administered another placement test to assess progress. The progress will be graphed, reported on the progress chart and distributed to appropriate school staff, students, and parents.
Part G - Qualifications of Instructional StaffAll individuals providing services to children must meet, at a minimum, the requirements for paraprofessionals under the No Child Left Behind Act of 2001 (NCLB); that is, they have a high school diploma or equivalent and have completed at least two years of study (60 semester hours or 90 quarter hours) at an institution of higher edcation, or have obtained an associate's degree or higher.
Part G, Section 1 - Qualifications
Describe your staff's reading, mathematics, and/or science qualifications for providing supplemental education services including
* training * licensure * certification * related employment experience * professional development experiences * professional affiliations
Be specific about your staff's content knowledge in reading, mathematics, and/or science.NOTE: This is applicable to the applicants current and future staff.
All instructional staff must have completed at least two years of study at an institution of higher education, or have obtained an associate's degree. In addition, they are required to pass a reading, writing, and oral presentation assessment to ensure readiness to be a Reading Remediation instructor. They are required to attend a mandatory 8-hour initial training session to become familiar with the program and its components and 4-hour review training for returning instructors to enhance implementation. Finally, instructors develop a Professional Development Plan to identify their program goals based on their class placement scores and attend a more individualized 2-hour professional development session to facilitate goal attainment.
Enter the resume of the person(s) overseeing the instructional plan for students. If you employ five or fewer staff members, please include a resume for each person. All resumes must outline employment experience, professional development experiences, and professional affiliations.
Part G, Section 2 - Qualifications of Instructional Staff
Educational Essentials has only one employee, and will have only one employee based on information in Indicators of Quality Part H. That employee's resume is below.
Channey Johnson, Ed. D.437 E. Oakwood Blvd.#46Chicago, IL 60653312-218-3762Email: [email protected]
CURRICULUM VITAE
MISSION
To acquire a position to utilize of my skills as a educator to promote efficiency and excellence in operations leading to improved educational outcomes for youth
EDUCATIONAL BACKGROUND
1998 Ed. D. Educational Administration and Supervision Florida International University Miami, FL
1992 M. S. Computer Education Barry University Miami Shores, FL
1985 B. A. General Science Grinnell College Grinnell, IA
PROFESSIONAL CERTIFICATES
Illinois Teaching Certificate #2262244 Administrative Grades K-12 #2304023 Elementary Grades K-9
Middle School Endorsements: Mathematics General, Biological, & Physical Science Computer Applications
Florida Educator Certificate Educational Leadership All Grades DOE # 571824 Elementary Grades 1-6
PROFESSIONAL EXPERIENCES
2006-2008 Teacher, Chicago Public Schools/North Chicago SD 187 5th Grade, School Site Math/Science Specialist
2001-2006 Educational Consultant, Administrative Training Tools, Teacher Training, Grant-writing, Tutoring, Curriculum Development
2002 Adjunct Professor, Florida International University Department of Educational Leadership and Policy Studies Course Title: The Principalship
2000-2004 Principal, Caribbean Elementary Miami Dade County Public Schools (M-DCPS) PK-5th grades, Title I School, Bilingual School Organization Managed $2.4 million annual budget; supervised 80+ employees
1998-2000 Principal, North Miami Elementary (M-DCPS) PK-5th grades, Title I School, Two Facilities-Main Campus and Annex Managed $2.8 million annual budget; supervised 100+ employees
1997-1998 Assistant Principal, Ammons Middle School (M-DCPS) 6th-8th grades, International Baccalaureate Magnet
1994-1997 Assistant Principal, Gulfstream Elementary School (M-DCPS) PK-5th grades, Exceptional Student Education Center
1988 Adult Education Teacher (English & Math), United Careers Center
1985-1994 Teacher, M-DCPS 3rd, 4th, and 5th Grades; Career Lab (2nd – 5th graders)
1985, 1986 Science Teacher (summers only), Miami-Dade Museum of Science PK-6th Grades
LEADERSHIP EXPERIENCES
Board of Directors, Dr. John A. McKinney Christian Academy, North Miami, FLSchool Accreditation Committee, Dr. John A. McKinney Christian Academy, North Miami, FLCo-Lead Principal, M-DCPS Southridge Feeder Pattern, Region Center 6Harvard University’s Principal Center, Harvard University Leadership: An Evolving VisionBoard of Trustees, New Birth Baptist Church, North Miami, FLEducators in Spain Program, University of GranadaPrincipal Development Institute, Florida Annenberg Challenge InitiativeExecutive Development Program, Collaboration between M-DCPS and Florida International University Executive Training Program, M-DCPSSouthridge Feeder Pattern Young Authors’ Fair Coordinator, Region Center 6Lead Administrator for Science Team Teacher Training, Primary Institute of Science and Mathematics (PRISM), University of California at BerkeleyLeadership Educational Opportunities for Teachers, M-DCPSMulticultural Recruitment, Grinnell CollegeSchool Site Union Steward, United Teachers of Dade
PRESENTATIONS
2007 Teacher Training Workshops: Understanding the Illinois Mathematics Assessment Framework, Scoring Mathematics Extended Response Questions, and Teaching Hands-on Science Instruction, Fulton Elementary, Chicago, IL
2004 Teacher Training Workshops: Communication Styles and Acquiring Personal Power in the Classroom: Management Strategies and Techniques, Dr. John A. McKinney Christian Academy, North Miami, FL
2003 Leadership Institute for Systemic Initiatives, The Evolving Role of Science, Mathematics, and Technology Reform: Strategies for Sustainability, National Science Foundation Conference, Washington, D. C.
2002 Utilizing Standardized Test Data to Develop Annual School Improvement Plans, ACCESS Center 6 M-DCPS, Miami, FL
2001 Understanding Learning Styles to Improve Teaching and Learning, Caribbean Elementary, Miami, FL
1999 Stanford University First National Conference on Race, African Americans: Research and Policy Perspectives at the Turn of the Century, Stanford, CA
1999 Creating Professional Development Plans, North Miami Elementary, Miami, FL
1996 National Association of African American Studies Conference, Houston, TX
1996 Mathematics and Science Teacher Leaders, M-DCPS, Miami, FL
1993 Using Technology to Enhance Writing Skills, Ludlam Elementary, Miami, FL
1992 Writing Development in the Elementary School, Ludlam Elementary, Miami, FL
SPECIAL PROJECTS
Efficiency Consulting, (2004-2006)Professional consulting to assist individuals and businesses with operations; areas include 501 (c) 3 start-up, business plan development and evaluation, grant-writing assistance, personnel (interviewing techniques
and evaluation rubrics, organization procedures, training, scheduling) and referral services.
Facilitating Better Instructors (FBI), 2001-2003School site initiative to enhance the teaching and learning environment; coordinated monthly professional development activities to enhance teacher collaboration, share best practices, and implement specific activities to promote inter-group relations among staff. Groups served as professional development teams by providing a support network for participating teachers. Teachers were required to maintain a reflection journal and teacher leaders submitted an annual report of activities and reflections.
Student Performance Indicators, 2001-2002One of five pilot schools selected to implement the district-developed Student Performance Indicators Module, a data analysis tool to analyze longitudinal state assessment and achievement data. Conducted teacher-training sessions to facilitate the evaluation of data and use it to guide instructional planning. Coordinated parent sessions to provide them with data regarding their children’s performance on state tests. Participation led to a national conference presentation and regional administrative training to facilitate developing annual school improvement objectives.
Administrative Development Institute (ADI), 2001Designed business model utilizing the SWOT Analysis and other skills acquired from the leadership business institute. The design was created due to the anticipated increase of retirees and new administrators expected in an urban school district; main components included a 2-year program to (1) train newly appointed administrators (2) provide collegial support network, and (3) assign mentors to facilitate implementation of policy and procedures. The business included an e-business component supplemented with handouts, business cards, pamphlets, and a flow chart of the administrative training process.
Total Quality Management (TQM), 1997-1998A School Improvement Project designed to sensitize middle school teachers to work more effectively with low-performing adolescents. Special emphasis was focused on second language learners and special education students. Teacher development workshops were created and implemented to improve the teaching and learning process with emphasis on socio-emotional development of adolescents. They included role-playing scenarios, group collaboration, student data analysis, and techniques to monitor and improve student performance.
AWARDS/PUBLICATIONS
2005 Who’s Who in the World2004 Who’s Who in America (4 years)1998 Principal of the Year Nominee for Miami-Dade Counselor’s Association1997 Assistant Principal of the Year Nominee, Region Finalist1996 Educational Research: Competencies for Analysis and Application Workbook, 5th ed.1996 Instructional Technology Incentive Grant1993 Delores Auzenne Fellow (4 years)1989 Teacher of the Year, Ludlam Elementary1987 Teacher Mini-grant, Blue Lakes Elementary
Describe the professional development activities you and/or your staff use to improve instruction including
* A description of the content * To whom the training was offered * When it was offered
Part G, Section 3 - Professional Development Plan
Part H - Evidence of EffectivenessSubmit evidence demonstrating the effectiveness of the specific programs or services you will be offering in Illinois through either the General Method or the Alternative Method.
Part H - Alternative Method Section 1Supply evidence that your organization has a minimum of three years' experience serving youth in the community where you intend to offer SES, through activities such as tutoring, mentoring or other extracurricular programs.
The 8-hour initial training session will required to provide instructors with an overview of the SRA Corrective Reading Program to understand its philosophy and become familiar with program components. For instructors who have implemented the Corrective Reading Program, a 4-hour review training session is required. While the content design of both of these training sessions are the same, the time modifications are structured based on the needs of the participant's experience and familiarity with program administration and implementation.
The training will include: (1)comprehensive program introductions; (2)in-class video clips of program lessons being delivered; (3) lesson presentations by participations; and (4) student placement testing procedures and sample administrations.
The initial training will be offered annually two weeks prior to the program start. In addition, a 2-hour professional training on developing professional development plans will be offered one-week prior to the start of the program. This training will help instructors with data analysis to enhance their ability to monitor student progress, complete individucal progress charts effectively, and determine their individual instructional goals.
Describe the processes used for
* Recruiting and hiring competent staff * Regularly reviewing their performance by a regular educator
Part G, Section 4 - Recruitment, Hiring, and Evalutation
Classroom teachers and educational support personnel who meet the minimal educational qualifications to serve as an SES tutor will be recruited. Referrals from district staff and consulting with area publishing staff who are familiar with the curriculum will also be a method of recruitin competent staff. Finally, working with local colleges and universities teacher education programs to recruit individuals from teacher education programs who meet the qualifications.
In addition to the educational requirements, potential hirees will be required to pass a reading, writing, and oral presentation assessment to ensure readiness to be effective as a Reading Remediation instructor. A certified educator will regularly review instructional practices through classroom observations, monitor implementation of the Professional Development Plans to assess progress on program goals, and monitor individual reading progress charts to assess student achievment.
Part H - Alternative Method Section 2Supply evidence that the curriculum to be used by the eligible applicant has been demonstrated to have a positive impact on students' achievement in reading, mathematics, and/or science, particularly for low-income, underachieving students, as demonstrated by scores on the State assessment or on a nationally recognized assessment.
Educational Essentials is a new company, and Channey Johnson is its sole employee. This application proposes to use Ms. Johnson's experience as the experience of the entity until such time that the entity has sufficient experience to stand alone. The information below describes Ms. Johnson's experience.
From 2005 to now, I have served in Illinois Public School Districts serving youth in similiar communities where the SES services will be offered. As a sole proprietor, as noted on my resume, I have documented professional teaching experiences and familiarity with Illinois State Standards. In addition, I have worked for two SES Providers; in one capacity as a SES tutor and another as the school site coordinator for approximately 50 student participants. I have also worked as an after school tutor to provide additional instruction of state standards to improve student achievement.
Not only does my organization have experience in delivering instruction, but also in program administrative procedures such as maintaining attendance and ensuring appropriate reporting in STARS, generating progress reports and ensuring appropropriate parent notification and maintaining qualified personnel and all other SES program requirements.
It is from these direct instructional experiences and program administrative experiences that my organization will be able to effectively provide SES services to youth in Illinois Public School Districts.
The Corrective Reading Program has been utilized and demonstrated to improve student achievement in reading. The following information from several states such as: California, Alabama, Texas, Florida, and New Mexico indicate the positive impact the program has on improving students’ reading performance. Aside from data in multiple states, the evidence is based on reading achievement as measured by nationally recognized assessments to include the following: Woodcock Reading Mastery Test (WJRM), Stanford Achievement Test (SAT), Iowa Test of Basic Skills (ITBS), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and the TerraNova Standardized Test.
In San Diego, California, a district evaluated remedial readers' utilization of the SRA Corrective Reading Program as a pullout versus mainstream instruction in a classroom. The results compared the effects of utilizing the program in regular English classes. Subjects were 7th and 8th grade students whose reading scores were at or below the 18th percentile as measured by the Total Reading scores of the Woodcock-Johnson Reading Mastery Test (WJRM). The Corrective Reading group (N = 42, 79% minority) were assigned to levels based on the program’s placement tests. Students received instruction in a pullout program 50 minutes per day for a period of six to nine months, depending on their group placement. The comparison group (N = 13, 62% minority) remained in regular English classes for a period of ten months.
Both groups were administered the Woodcock Reading Mastery Test as a pre- and posttest. With an average of only nine months of instruction, students in the Corrective Reading pullout program made significantly greater gains (2.2 grade levels) than the group in the mainstream program (.4 grade levels) (p < .001).
The effects of Corrective Reading Program was evaluated with 4th grade and 7th to 10th grade at-risk students in Lee County, Alabama by comparing the at-risk students' growth in reading with the average growth of students in the county. Students who scored below the 23rd percentile on the Stanford Achievement Test (SAT) were categorized as at-risk. At-risk students received less than 80 days of instruction (approximately 60 hours) in Corrective Reading. In Lee County, the Stanford Achievement Test is given each spring. The gain scores were calculated from the previous administration of the SAT to the one following the implementation of the Corrective Reading program.
In grade 4, at-risk students in Corrective Reading improved 10.5 percentile points compared to the district average loss of 3.5 percentile points. Sixty-six (80%) of the 83 at-risk students made significant gains and
more than 44 moved out of the at-risk category. The at-risk students in grades 7-10 in Corrective Reading improved 12 percentile points compared to the district average improvement of 1.5 percentile points on the SAT. Sixty-one of the 75 at-risk students showed significant gains. Forty-three (57%) moved out of the at-risk category.
The effects of an 85-day implementation of the Corrective Reading Program on reading achievement of 4th through 6th grade minority students in a large urban school in Texas also demonstrate the positive impact on students’ achievement utilizing this program. The subjects in the Corrective Reading group were 25 black students and one white student in Title 1. Three comparison groups were used: (a) all other Title 1 students in the district, (b) other Title 1 students with similar demographics in the same school, and (c) Title 1 students, average students, and gifted students in a comparable school in another district. Title 1 students are defined as those with scores below the 35th percentile on the Iowa Test of Basic Skills (ITBS).
Students in Corrective Reading were taught utilizing the Decoding A and Comprehension A or Decoding B and Comprehension B programs based on their placement test scores. The group sizes were 1:14 and 1:12 and were consistent with the student-teacher ratio for the comparison groups in other Title 1 classes. The Title 1 comparison classes utilized other reading programs. Each class was taught for one hour a day for four months, from January to May for a total of 85 days.
ITBS scores were used to compare the reading performance of students utilizing the Corrective Reading program with that of all other Title 1 students in the district. On Total Reading the Corrective Reading group gained 1.6 months per month of instruction compared to only .8 month per month of instruction for other Title 1 students in the district. Also, the Corrective Reading group increased their vocabulary 2.1 months per month of instruction compared to .6 month per month of instruction for the Title 1 students.
Andover Elementary School, a K-5 school in Orlando, Florida serving approximately 512 students with 44% qualifying for free or reduced-price lunch, and 16% are eligible for Exceptional Student Services. A specific learning disabilities teacher utilized the Corrective Reading Program with 12 special education grade 3 students. The population was 58% Hispanic, 33% African American, and 8% White. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS), an oral reading fluency test was utilized to measure reading achievement.
After five months of program implementation, students’ oral reading fluency improved as indicated by the results below: Before Program Implementation After Program ImplementationAt Risk 9% 8.3%Some Risk 45% 33%Low Risk 45% 58%
Prior to the implementation of the program, 54% of the students were at risk or some risk, compared to only 41.3% of the students assessed in these categories after program implementation. Likewise, the percentage of students regarded as low risk increased from 45% to 58%.
Tularosa Municipal Schools in New Mexico serves more than 1,000 students in three schools. The district’s student population is 47% Hispanic, 32% Caucasian, 20% Native American, and 1% African American with 69% of the children eligible for free or reduced-price meals. Tularosa implemented the Corrective Reading Program in grade 3 during the 2001-2002 school year. Since then, students have made continual progress based on the TerraNova Standardized Test in reading as indicated below:
Year Grade Level % -age of Students at or above grade level2002 Grade 3 32 Students2003 Grade 4 62 Students2004 Grade 5 69 Students
For more information about the success of improving reading achievement utilizing the Corrective Reading Program, you may contact 1-888-SRA-4543.
Part H - Alternative Method Section 4The applicant hereby agrees to limit itself to serving no more than a statewide total of 200 students in Illinois per year during the first 2 years of providing services.
See Hardcopy Attachment
Part H - Alternative Method Section 3At least five but no more than ten signed letters of reference from previous clients (families, districts, or teachers) offering testimonial information on the positive impact of the youth services your organization has provided and including
* Contact information * Starting and ending dates of service provided * School and district names for each reference
Provider:
Program Year: SES 2009-2010
Educational Essentials
Financial Soundness and Organizational Capacity
Part A - Organizational HistoryDescription of your organization, including information such as length of time in operation, number of existing locations, number of staff, etc.
As the program manager for Efficiency Consulting, I have 23 years experience working in the educational arena. This includes six years of experience serving as a principal in an urban community with demonstrated experience of improving student achievement, effective facilities and personnel management, and also fiscal responsibilities in excess of two million. It also includes two years of experience in non profit management, which involved grant-working and business consulting. Finally, I have 15 years teaching experiences working in diverse communities.
I will operate the organization as a sole proprietor for the first year of operations as the only employee at one site. As revenue is generated and sufficient financial resources are available, program operations will expand to include more personnel as time progresses. The projected goal for the 4th year of operations is to provide tutoring to 200 students at no more than five locations in districts with 21 employees. Refer to the management structure for more detailed information.
Part B - Service HistoryA description of your organization's history of providing similar supplemental education services, including the number of previous contracts, the diversity of clients, the number of students served, etc.
In this section, you must demonstrate that your organization has adequate financial, organizational, and technical resources to provider the proposed supplemental educational services and that you have satisfactorily delivered similar services in the past. For purposes of this application:
1. "Organization" means any entity eligible to provide SES; 2. The term "related organization" means an entity that: 1. Directly or indirectly controls, or is controlled by, your organization; 2. Influences, or is influenced by, your organiation in terms of operational policies 3. Is controlled or influenced by another organization that also controls or influences your organization.
1989
Title I Resource Educator-provided after school tutoring services to low-performing students and workshops for parents of Title I students. The population consisted of approximately 50 K-5 students of which 65% were African American, 34% Hispanic, and 1% White/Other. The program operated for two years and was a part of the school improvement plan and resulted in improved student achievement.
1993
Small group tutoring of students grades 2-5 during the school day. The program was implemented for 1-1/2 years serving a population of 240 students of which 72% were African-American, 25% Hispanic, and 3% White/Other.
2001
Coordinated Saturday School tutorial program for underpriveleged minorities to enhance student achievement. The services were provided for two years to a population of 150 students of which 45% were African American, 52% Hispanic, and 3% White. The program was part of a school improvement initiative that supplemented the primary reading and math programs during the school day, of which included the SRA Direct Instruction Reading Program that will be utilized as the SES Provider program. The results documented significant achievement gains.
2004
SES Tutor for 15 3rd grade students of which 7% were African-American, 92% Hispanic, and 1% White/Other for five months. Various administrative functions of SES Program operations i.e. generating progress reports, teaching reading and math, and all other responsibilities as a classroom teacher.
2006
SES School Site Coordinator for 50 students in grades 1-8 of which 94% were African-American and 6% Hispanic. As coordinator, I provided curriculum training, structured class schedules, maintained attendance and generated progress reports in STARS, monitored program implementation, and supervised personnel for five months.
Part C - Management StructureEvidence demonstrating that your organization possesses a sound management structure and adequate organizational resources to supply uninterrupted quality services successfully for the term of the contract with school districts. Such evidence may include business plans or profiles, organization charts, or descriptions of an experienced management team.
Management Structure for Educational Essentials
The program services will be offered at sites with 10 or more participants. There will be a Program Coordinator that monitors and facilitates program implementation and materials management for each site. For sites with four or more teacher/tutors, the position of site coordinator will be established in which the individual would monitor day-to-day program implementation and manage operational procedures. If there are less than 40 student participants at the site, the program coordinator will also provide tutoring services.
A pool of teacher/tutors will be trained to serve as substitutes to facilitate continuity of program operations in the event of teacher/tutor absences. To ensure quality services are provided the program coordinator will meet with an individual from the school site administrative team to establish procedures for program operations. Written procedures of program operations will be developed and communicated to all employees and parents of participating students.
The following information provides an example of the site management structure based on the number of student participants and the number of sites: 10 student participants at 1 site would require 1 employee
Program Coordinator/Teacher/Tutor
20 student participants at 1 or 2 sites would require 2 employees
Program Coordinator/Teacher/Tutor Teacher/Tutor
120 student participants at 3 sites w/40 participants per site would require 13 employees where the site coordinator is also a teacher/tutor
Program Coordinator
Site Coordinator/Teacher/Tutor Site Coordinator/Teacher/Tutor Site Coordinator/Teacher/Tutor
3 Teacher/Tutors 3 Teacher/Tutors 3 Teacher/Tutors
200 student participants at 5 sites w/40 participants per site would require 21 employees
Program Coordinator
Site Coordinator/Teacher/Tutor Site Coordinator/Teacher/Tutor Site Coordinator/Teacher/Tutor
3 Teacher/Tutors 3 Teacher/Tutors 3 Teacher/Tutors
Site Coordinator/Teacher/Tutor Site Coordinator/Teacher/Tutor
3 Teacher/Tutors 3 Teacher/Tutors
Part D - Articles of Incorporation[IF APPLICABLE] A copy of your organizatin's articles of incorporation and corporate bylaws or operating procedures, along with documentation demonstrating that the applicant is qualified to conduct in Illinois (including, if applicable, proof of filing of Form BCA 13.15 with the Illinois Secretary of State http://www.cyberdriveillinois.com/departments/business_services/publications_and_forms/bca.html).
See Hardcopy Attachment
Part E - Tax Returns
[IF APPLICABLE] A copy of your organization's tax returns for the past two years. For non-profit organizations, copies of IRS Form 990 for the past two years.
See Hardcopy Attachment
Part F - Audited Financial Statements[IF APPLICABLE] A copy of an audit or audited financial statement that has been completed within the last two years and that has no substantive findings that would compromise the financial and organization soundness of your organization.
See Hardcopy Attachment
Part G - Legal MattersInformation as to whether any lawsuits have been filed against your organization or a related organization during the last five years for educational and/or fiscal mismanagement, civil rights violations, criminal act(s), or other reason(s). Indicate the outcome of each instance.
Does Not Apply
Part H - Activities in Other StatesInformation as to whether your organization or a related organization has been denied the ability to provide SES, removed from a State-approved SES provider list, or denied the ability to conduct other business in any state and indicate the reason(s) for such denial or removal.
Does Not Apply
Information as to whether your organization or a related organization has been approved as a supplemental education services provider in another state. Specify such state(s).
Does Not Apply
Part I - Debarment or SuspensionInformation as to whether your organization or a related organization has been debarred or suspended from doing business with any local government, state, or the federal government.
Does Not Apply
Part J - Proof of Insurance
[Applicable to non-governmental entities only] Your organization must proof of insurance in sufficient amounts to protect ISBE and the districts in which you operate from liability for acts of your organization and risks and indemnities assumed by your organization. Such policies shall include, without limitation, the following minimum coverages:
1. A broad form Commercial General Liability Insurance policy written with a combined single limit of liability of not less than $1,000,000 for each occurrence of bodily injury and/or property damage and an annual aggregate of liability of not less than $1,000,000 for bodily injury and/or property damage, and an annual aggregate of liability of not less than $1,000,000 for Completed Operations and Products Liability. 2. A Comprehensive Automobile Insurance Policy providing coverage for all owned, hired, rent, leased and non-owned automobiles, written with combined single limit of liability of not less than $500,000 for each occurrence of bodily injury and/or property damage. 3. A Workers' Compensation Insurance Policy in an amount not less than the statutory limits (as may be amended from time to time), including Employer's Liability Insurance with limits of liability of not less than 1. $500,000 for bodily injury by accident, each accident 2. $500,000 for bodily injury by disease, each employee 3. $500,000 aggregate liability for disease
The policies specified above shall be placed with insurance coverages reasonably acceptable to ISBE, and shall incorporate a provision requiring the giving of notice to ISBE at least thirty (30) days prior to the cancellation, non-renewal or material modification of any such policies. Unless otherwise agreed to in writing by ISBE, your organization will cause all of its subcontractors to purchase and maintain insurance coverages identical to those required of your organization hereunder.
See Hardcopy Attachment
Part K - Safety RecordInformation on the safety procedures and safety record of your organization.
There have been no major injuries sustained by participants in organizations under my jurisdiction. While there have been unforeseeable injuries, with established procedures, the potential for accidents are reduced. Appropriate supervision is a critical component of safety when working with children. Then establishing procedures and communicating this information to staff, students, and parents facilitate effective safety procedures. This includes emergency evacuationprocedures and a practice drill to determine efficiency or need for modifications. It is necessary to establish a location for all students to report to for program participation after dismissal from the regular school day. Security and staff will supervise students. Tutors will escort students to their assined locations for tutoring session. At the end of the tutoring sessions, tutors will bring the participants back to this centralized location for dismissal/parent pick-up.
Emergency contact information for students will be maintained to notify parents/family members in the event of an accident or an emergency. Families will be provided with contact information on how to contact organizations during and after tutoring hours for concerns of urgent information to include procedures for early pick-up from the program.
Establishing procedures, conducting drills, communication and maintainence of records to document incidents, comprise the basic component of safety procedures that will be adhered to for this SES Program.
Information on any injuries leading to death or hospitalization sustained by participants in an SES program administered by your organization or a related organization in other jurisdictions at any time over the last three years.
N/A
Part L - Financial Resources
Proof of financial resources to operate as a provider for a minimum of 6 months after initial approval, including a description of how the organization receives funding (e.g., grants, fees-for-services,etc.) separate from reimbursement for provider services.
As a sole proprietor and only employee during the first year of operation, the financial resources to operate the program will be provided by the individual. The organization owns many of the books and workbooks requiring expenses to purchase supplemental materials, assessment tests, personal computer equipment and office equipment that will be utilized.
The amounts needed for six months of operation includes approximately $200 for snacks and $2250 for occupancy expenses. A minimal of $2000 in savings will be allocated and supplemented with a 100% business grant for $4000 total cash available to cover the first six months of operating costs. The financial resources to cover these expenses will come from grants, donations, and personal expenses. The fees for the provider services that are reimbursed by the state will be utilized to continue operations and purchase replacement materials utilized during the first year.
Part M - Background ChecksAs required by the Illinois School Code 105 ILCS 5/10-21.9 (f), will you conduct criminal background checks on all employees before hiring?
Do you as an online provider intend to use tutors who are non-residents of the United States of America?If "YES", describe briefly how you will supply criminal background check information for tutors who are non-residents of the United States of America that are equivalent to American FBI and state police background check reports.
Not an online provider.
Part A
Part B
A1 Your organization will successfully supply uninterrupted quality services for the term of the contract with the District (LEA)
A2 All instruction and content are secular, neutral and nonideological.
A3 Your organization agrees to promptly provide (if requirested) additional informatino and clarification to ISBE and districts in which you wish to serve; this information will become part of your application.
A4 The program/service design submitted herein, along with the information included in the section showing the evidence of efectiveness and the supporting research, is the program to be offered to students. If the program present for instruction to students is not the same as submitted herein, ISBE reserves the right to remove your organization from the approved list of providers. Your organization will immediately notify ISBE if any of the information of assurances contained in this application are no longer accurate, true and correct.
Provider:
Program Year: SES 2009-2010
Educational Essentials
Overall Assurances
A5 With the exception of instructions delivered on-line, applicants will not deliver supplemental education services in a private residence.
A6 You understand that your status as an approved provider is non-transferable.
B1 Parents of children receiving services and their children's school will receive academic achievement progress reports in reading, mathematics, and/or science in an understandable format and language in accordance with the schedule set forth in your agreement with the district.
B2 Your organization agrees to be accountable for tracking and documenting enrollment, attendance, academic progress, and supplemental services provided to students enrolled in your SES program. Your organization has access to a computer and the Internet and will utilize ISBE's tracking system to provide required information on students served on no less than a weekly basis.
B3
A7 The program/service design submitted herein are aligned to Illinois Learning Standards in reading, mathematics, and science available at www.isbe.net/ils.
Part C
Part D
B4 Your organization will grant representatives of ISBE full access to any site at which you offer SES for purposes of observing and monitoring program activities.
Your organization agrees to provide auditable documentation of services provided to each student, including attendance. You and your contractors will maintain books and records relating to the provision of SES and if necessary to support amounts charged to districts for SES. Books and records, including information stored in databases or other computer systems, will be maintained by you and your contractors for a period of five years after the date of final payment under the district's agreement. Books and records required to be maintained hereunder will be available for review or audit by representatives of ISBE during normal business hours, with or without notice from ISBE. Your organization and its representatives will fully cooperate with any such review or audit.
B5 Your organization will not disclose to the public the identity of any student who is eligible for, or receiving, supplemental services without the written permission of the parents of the student.
B6 Your organization will respect the confidentiality of student records and share this information only with parents and appropriate school personnel.
B7 All documents contained in or submitted with your application shall become the exclusive property of Illinois State Board of Education and may be distributed in any manner deemed necessary by the agency.
C1 All individuals providing services to children must meet, at a minimum, the requirements for paraprofessionals under the No Child Left Behind Act of 2001.
C2 Pursuant to 105 ILCS 5/10-21.9, evidence will be provided to the District (LEA) that individuals providing services to children have successfully completed a criminal background check.
C3 Pursuant to 105 ILCS 5/24-5, evidence will be provided to the District (LEA) that individuals providing services to children are in good health, and are free of communicable disease.
C4 Your organization will be responsible for payment of all payroll taxes and fees resulting from payment from LEAs for services.
D1 Your organization agrees to comply with all applicable health, safety and civil rights laws and will not discriminate against any individual because of his or her race, color, religion, sex, national origin, ancestry, age, marital status, physical or mental handicap, military status, sexual orientation or unfavorable discharge from military service. In providing services to any student with a disability, will provide such services in accordance with the student's individualized education program under Section 614 of the IDEA or the student's individualized services under Section 504.
D2 Your organization agrees to comply with all requirements set forth in 23 Ill. Adm. Code 675 including, but not limited to, the SES Provider Code of Ethics set forth in 23 Ill. Adm. Code 675.30. Your organization agrees to participate in the monitoring, evaluation and corrective action processes developed by ISBE pursuant to such administrative rules.
D3 Your organization is duly organized, validly existing and in good standing under the laws of the state of incorporation, and duly qualifed to do business in Illinois.
D4 Your organization agrees, to the extent necessitated by the choices of parents, to enter into contracts with the District (LEA) that may include such terms as the District (LEA) reasonably deems necessary to ensure the safe, efficient and effective delivery of supplemental educational services, and to provide such information as the District (LEA) reasonably deems necessary to inform parents of eligible providers and develop contracts for services.
D5 If you will operate multiple sites, you agree to provide services only at individual sites that meet all criteria independently. All sites used for SES must meet all applicable federal, state and local health and safety laws.
D6 Your organization agrees that it is an independent entity separate from the State of Illinois and ISBE.
D7 Your organiation will not consider selection as an ISBE endorsement or a guarantee of work, if selected as a provider. You understand that ISBE does not guarantee payment by a district (LEA).
D8 Your organization is not a school or district (LEA) identified in school improvement status as defined by NCLB.
D9 You understand that pursuant to provisions of the NCLB and the regulations set forth in 23 Ill. Adm. Code 675, your organization may be removed from the approved Supplemental Educational Services Provider List.
D10 Your organization agrees to immediately notify ISBE and school districts of any grievances received by parents or teachers.
D11 Your organization agrees to the mandatory reporting requirements of the Abused and Neglected Child Reporting Act (ANCRA), and understands the penalties associated with failure to report.
D12 Your organization has full legal right and authority to use any and all equipment, software, data, materials, products, trade secrets and intellectual property used in connection with the program.
D13 To the fullest extent permitted by law, your organization agrees to indemnify, defend and hold harmless ISBE, the State of Illinois, and their respective agents, officers and employees from and against any and all claims, demands, suits, liabilities, injuries (personal or bodily), property damage, causes of action, losses, costs, expenses, damage or penalties, including, without limitation, reasonable defense costs, reasonable legal fees, and the reasonable value of time spent by the Attorney General's Office, arising or resulting from, or occasioned by or in connection with
1. Any bodily injury or property damage resulting or arising from any act or omission to act (whether negligent, willfull, wrongful or otherwise) by your organization, its subcontractors, anyone directly or indirectly employed by them or anyone for whose acts they may be liable. 2. Failure by your organization or its subcontractors to comply with any laws or regulations applicable to the performance of SES. 3. The breach of any representation or assurance provided by your organization in this application. 4. Any act of infringement of any existing patent or copyright or any unauthorized use of any trade secret.