2007-08 Approved Oregon Supplement Education Service Provider

Jefferson CountyESD

Local Education Agency Jefferson CountyESD

LEA Representative

Contact Information:

Name:Barbara Garland, Special Programs Director

Address: 295 S.E. Buff Street Madras Oregon 97741

Street City StateZip

Phone: 541-475-2804 Email: ______

ESD Representative’s Qualifications

  1. Number of Years with the LEA: __2__years __0__months
  1. Describe representative’s role in district arranged parent recruitment meetings and meetings with parents to set goals, timelines and measures of progress in collaboration with parents:

The district representative will inform all parents of the opportunity to receive supplemental educational services. The district representative will be responsible for arranging all meetings between parents and the approved supplemental educational service provider who has been selected to provide service to their child. At the meeting, the district representative or her designee will facilitate the discussion between the parent and the supplemental educational service provider, including the establishment of measurable goals, a timeline for collecting data indicating progress toward the goal as well as the instrument used to collect the data.

  1. Describe experience in providing SES services including, setting student goals, timelines and measuring student progress in collaboration with parents:

The district representative is the special programs director with 28 years experience as a special education teacher, school psychologist, and special programs director as well as experience teaching adults within the university setting. Setting student goals, establishing timelines, selecting measurement instrumentation, as well as collaboration with parents are inherent in the employment history of the district representative.

Describe services representative will provide in program implementation:

The district representative will be responsible for the hiring of qualified personnel to provide direct instruction, establishing curriculum that is evidenced and researched based, data collection to ensure student progress toward goals, access is provided for all students, reporting dates are maintained, and requirements as established by the Oregon Department of Education are met.

1

2007-08 Approved OregonSESP

Jefferson CountyESD

2007-08 Approved Oregon Supplement Education Service Provider

Jefferson CountyESD

Capacity

Service Areas, Capacity for serving students and Content Areas

Name of District / Grade levels / Maximum capacity number to be served in math / Maximum capacity number to be served in reading / Maximum capacity number to be served in ELD - NA / Total by district
JeffersonCountySchool District / K, 1, 2, 3, 4, 5, 6, 7, 8 / 30 / 30 / 60

Program Sessions

Frequency, Length, Times and Location of Sessions

Average number of sessions:__30_____ Average number of sessions per week____2____

Length of each session:____2 hours______Average Cost of each Session____$60.00______

Times of Service

List specific times - Sessions must not be held during regular school hours.

Afternoon / Evening / Summer
3:30 pm – 5:30 pm / N/A / N/A

Location of Sessions:

If services will be provided in district facilities complete the following

District / Name and contact information of Administrator giving permission for use of facilities
JeffersonCountySD / Kay Baker, Superintendent phone: 541-475-6192 email

1

2007-08 Approved OregonSESP

Jefferson CountyESD

2007-08 Approved Oregon Supplement Education Service Provider

Jefferson CountyESD

Program Description

  1. What languages of instruction are available to students? English
  1. What diagnostic assessments are used?

Reading

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Scholastic Reading Inventory (SRI)

Read 180 (diagnostic assessment grades 6,7,8)

Math

Everyday Mathematics Assessments

Writing

Writing Samples scored by the Oregon Writing Scoring Guide

  1. Approximately how long does the diagnostic assessment take for students to complete?

Diagnostic Indicators of Early Basic Reading Skills (DIBELS) – 3 minutes

Stanford Reading Inventory (SRI) – 30 minutes

Read 180 -one hour

  1. What assessments are used to determine student progress?

Standardized assessments as well as assessments included with the evidenced and researched based curriculum materials. Curriculum based assessments are also used to closely monitor on-going progress.

  1. How are student achievement goals measured?

Goals are written in measurable terms. Assessment data are collected utilizing the appropriate instrument as indicated on the student goal.

  1. Please briefly describe a typical tutorial session.

The student signs in indicating attendance in the session. The student has a folder with graph indicating progress toward goals. The folder also has the daily assignment based on the assessment results of the prior session. The teacher introduces the lesson, provides guided practice, and assesses if re-teaching needs to occur. Based on the student’s level of understanding, independent practice of the skill will take place. As the lesson concludes, data is collected indicating the level of proficiency gained.

7. Describe how the program accommodates students with disabilities, on an Individual Education Plan (IDEA) or a 504 plan.

  1. Describe how the program ensures that the program is aligned with the IEP or 504 plan.

The program director will determine if students receiving supplemental educational services are eligible for special education services via an IEP or through a 504 plan. During the collaborative process in determining appropriate goals as well as performance standard, the student’s individual needs will be discussed. Appropriate accommodations and alignment with the present IEP or 504 plans will be discussed. Input will be gathered from the specialist most knowledgeable regarding the child’s performance in the educational setting along with the parent. Data from the supplemental educational services sessions will be incorporated in the present level section of the IEP to reflect progress in other educational settings.

8.Describe how:

  1. the program is aligned with the student’s classroom work.
  2. students are informed of their progress
  3. parents are contacted to report student progress.
  4. parents are contacted to report student attendance.
  5. student’s teachers contacted to report student progress

a. As noted above, the collaborative goal setting session will include those most knowledgeable of the student’s educational level of performance. Input from the parent will also be included. Through the collaborative process, the student’s classroom work and the program are aligned.

b. The student’s will receive progress updates at the end of every session as the data is collected and recorded via a graph that is a part of the student’s working file.

c. Parent’s are provided with end of the session results as well as monthly reports indicating the goal and the progress toward the goal that is being addressed.

d. Attendance is taken at each session and reflected on a student sign in sheet.

Attendance at the sessions is also reported on the monthly progress report that is

sent to parents.

e. The monthly report indicating student progress toward the goals as well as attendance information is sent to the school principal to be distributed to the individual classroom teachers.

9.Will the student work with the same tutor during each session?

If not, how will each new tutor be informed of student needs and progress?

Students will be assigned to the same tutor during each session unless such an arrangement becomes unfeasible. If a student is assigned a new tutor, the program director or their representative will meet with the new tutor in advance of seeing the student to review the goals for the student as well as the progress towards those goals. All involved will work for a smooth transition for the benefit of the student.

Districts may require further program information

Incentives

Attendance and Achievement Incentives

  1. Attendance Incentives
  2. Describe how students qualify for attendance incentives:

Incentives will be used in the classroom consistent with Positive Behavior Support programs that are present within each of the schools.

  1. Describe incentives offered to students to attend sessions:

Incentives will be used in the classroom consistent with Positive Behavior Support programs that are present within each of the schools.

  1. Achievement Incentives
  2. Describe how students qualify for achievement incentives:

Achievement incentives will be consistent with the Positive Behavior Support programs used within the classroom setting.

  1. Describe incentives offered to students to encourage achievement:

Achievement incentives will be consistent with the Positive Behavior Support programs used within the classroom setting.

  1. Program Completion Incentives
  2. Describe how a student qualifies for incentives if they complete the program:

Program completion incentives will be consistent with the Positive Behavior Support programs used within the school setting.

  1. Describe incentives offered to students to complete the program:

Program completion incentives will be consistent with the Positive Behavior Support programs used within the school setting.

  1. Describe any other incentives offered, the purpose of the incentive, how participants qualify for incentive and how participants collect incentive

No other incentives will be offered. All incentives will be consistent with parameters set by the school administration and school staff.

2007-08 Approved OregonSESP

Jefferson CountyESD

2007-08 Approved Oregon Supplement Education Service Provider

Jefferson CountyESD

Required Notification of Progress

Student Progress Reports

Students must be informed of their progress toward meeting Oregon Standards and meeting the agreed upon goals Please complete the following table.

Languages Used to Communicate Progress / Frequency of Reports / Content/Format of Communication to Students
English / Weekly / The goal will be stated and the data will reflect the most current data collected to attain the goal. Information will be reflected in the student file graphically.

Parent Notification of Student Progress

Parents must be kept apprised of student progress toward meeting Oregon Standards and meeting the agreed upon goals in a language and format that are easily understood by the parent. Please complete the following table.

Languages Used to Communicate with Parents / Frequency of Reports to Parents / Content/Format of Communication to Parents
English/Spanish / Monthly / Reports will state the goal and the data supporting the present level of performance. Attendance data will also be reported.

District and Teacher Notification of Student Progress

Districts and classroom teachers must be kept apprised of student progress toward meeting Oregon Standards and meeting the agreed upon goals. Please complete the following table.

Frequency of Reports / Content/Format of Communication
Monthly / Reports will state the goal and the data supporting the present level of performance. Attendance data will also be reported.

Staff Roster, Criteria for Qualifying an Instructor, Role of Instructor

Name / Title (Administrator, Certified Teacher, Instructor) / Qualifications / CurrentCertificationState and Date / Expiration Date
(if Appropriate) / ODE Criminal Records Check Sequence Number
Certified staff from elementary and high school schools. An open application, interview, and hiring process is in place and will be strictly followed / Certified Teachers / All teachers will have Oregon State Certificates and will be highly qualified to teach the subject area assigned / Current certificate from TSPC / Current Certification / Certified teachers must submit to fingerprinting and background checks before being hired.

Before any SESP employee is allowed to have unsupervised contact with students the SESP must submit to participating district (s):

  1. “Staff Roster”, completed to include ODE Criminal Records Check Sequence Number
  2. Any additional documentation required by a district

Parents must be given a copy of Staff Roster of the instructor serving their student,

Describe criteria the company uses to qualify instructors :

All teachers will have a valid Oregon teaching license. All will have completed fingerprinting and background checks. Teachers who are currently employed in the local school district will be eligible to apply as a teacher for the program. The employment opportunity will be posted. An interview and hiring process will be completed. All applicants hired will receive training on the supplemental educational services process and procedures including collaboration with the local school district, parent and student, goal setting, and data collection. Data reporting during specified times will be strictly adhered to.

Role of Instructor

Please describe the role of instructors in the program:

The role of the instructor in the program is to collaboratively (with parents, teachers, and other specialists as appropriate) identify and set program goals for each individual student. The goals must be measurable and attainable. The instructor is responsible for providing quality instruction utilizing evidenced and researched based materials. Data collection and reporting to the key stakeholders is another responsibility. The instructors must also build rapport with the student, motivate and challenge the student to reach their goals.
Student Achievement

Measurable Achievement

All providers must measure student achievement and report progress toward meeting Oregon Standards to parents and the school district

Assessments used to Determine Student Progress:

Name of Assessment / Publisher / Source of Scientific Research Stating Assessment is Valid and Reliable / Content area Assessed
Math, Reading / Grade Level Assessed with This Instrument
Dynamic Indicators of Basic Early Literacy Skills / University of Oregon / University of Oregon / Reading / Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8
Scholastic Reading Inventory / Scholastic / Scholastic Technical Manual / Reading / 6, 7, 8
Read 180 / Scholastic / Over 10 years of continuous research to support program is reliable and valid / Reading / 6, 7, 8
Oregon Writing Scoring Guide / Oregon Department of Education / Oregon Department of Education / Writing / Kindergarten, 1,2,3,4,5,6,7,8
Everyday Math Assessments / Wright Group / University of ChicagoSchool of Mathematics Project / Math / Kindergarten, 1, 2, 3, 4, 5, 6

Student Achievement in Reading and Math

The Jefferson County Education Service District serves four school districts: JeffersonCounty, Culver, Black Butte, and Ashwood. The JCESD does not provide Reading or Math services directly; however, information from the districts served is available.

The Jefferson County Education Service District has applied to provide Supplemental Educational Services for the past two years. No student or parent has elected to use JCESD as a supplemental educational service provider. However, the JCESD is committed to remain available to provide this service to constituents if they so choose to avail themselves of this service. At this time, the only school in School Improvement status is Warm Springs Elementary. The reason for Warm Springs Elementary no meeting AYP is attendance. AYP was met at each grade level for the academic areas of Reading and Math.

English Language Development N/A

2007-08 Approved OregonSESP

Jefferson CountyESD

2007-08 Approved Oregon Supplement Education Service Provider

Jefferson CountyESD

Instruction and Materials

Scientific Research Based Instruction and Materials

NCLB requires that instruction and materials used by providers are based on scientific research. List the person/organization responsible for ensuring all instruction and materials are designed using scientific research. Include contact information to be used in verification of the design. The SES provider assures that the program is based on scientific research. (Do not send the alignment or any extraneous materials with the application. )

Name:Barbara Garland

Address: 295 S.E. Buff StreetMadras Oregon 97741

Street City State zip

Phone number: 541-475-2804 Email address:

Qualifications for determining instruction and materials are scientifically based

In her role as an administrator of special programs Ms. Garland has selected programs and materials for a variety of programs in Oregon districts using standards designed to ensure materials and instruction are based on scientific research

Instruction and Materials aligned to Oregon Content Standards

NCLB requires that instruction and materials are aligned to Oregon Content Standards in Reading and Math. List the person/organization completing the alignment process. Include contact information to be used in verification of the alignment. The SES provider assures that the alignment has been done and is available immediately on request by the ODE, a district or parent. (Do not send the alignment or any extraneous materials with the application.)

Name:Barbara Garland

Address: 295 S.E. Buff StreetMadras Oregon 97741

Street City State zip

Phone number: 541-475-2804 Email address:

Qualifications for determining instruction and materials are aligned to Oregon Content and Achievement Standards.

In her role as an administrator of special programs Ms. Garland has aligned programs and materials, for a variety of programs in Oregon districts, with Oregon Content and Achievement Standards.

2007-08 Approved OregonSESP

Jefferson CountyESD

2007-08 Approved Oregon Supplement Education Service Provider

Jefferson CountyESD

Program Evaluation

ODE is required to monitor all Supplemental Education Service Providers to determine that students receiving services are progressing toward meeting Oregon Achievement Standards. A program evaluation completed by the provider is used, along with evaluation by the district and parents receiving services, to determine that students are making progress. Describe the components and result of the program evaluation currently used to determine the strengths and weaknesses of the program.

The strength and the weaknesses of the program will be determined based on input from all stakeholders. One of the most important components of the evaluation will be the results of data collected on student’s meeting goals based on individual needs. Assessment data collected via the Oregon Achievement Standards assessment will also be used to determine if the supplemental educational services are providing the needed intervention to enhance student achievement growth.

Satisfaction surveys to all stakeholders including a comment section will assist in providing continued customer approval. Comments for improvement will be utilized to enhance future services.

2007-08 Approved OregonSESP

Jefferson CountyESD