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PROGRAMS
& SERVICES:
EDUCATIONAL
SUPPORT SYSTEM (ESS):
FREQUENTLY ASKED QUESTIONS
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The purpose of an
educational support system (ESS) is to ensure that all students, regardless of their
eligibility for categorical programs, achieve basic skills, meet Vermont standards,
and experience success in the general education environment. It is helpful to think
of an ESS as a safety net of programs and supports around regular education components
like curriculum, instruction, standards and assessments.
View frequently asked
questions about the educational support system:
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- ESS Rquirements
and Responsibilities
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- ESS Resources
and Funding
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- The Relationship
of ESS to Other Initiatives
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GENERAL
ESS INFORMATION
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1.
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Does ESS refer to
programs or people?
Both are vital parts of an educational support system. |
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2.
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How is an educational
support team (EST) different from an educational support system (ESS)?
The educational support team (EST) is one component of a school’s ESS. The job of
an EST is to act as a "think tank" and help solve the puzzle of what is
happening in school for a student and determine what he/she might need to be more
successful. It is also the job of the EST, with the aid of the classroom teacher,
to monitor, review and revise students’ EST plans to ensure that the suggested programs,
supports, and/or accommodations are effective. The focus is on what school staff
can do differently, such as changing strategies, adjusting the environment, and altering
expectations. The EST can also provide data to help evaluate and improve programs.
View a list of frequently
asked questions
about education support teams (ESTs). |
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3.
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What types of supports
might be part of an ESS?
Examples of supports are school breakfast and lunch programs, after school programs,
homework support, remedial reading and math, mentoring programs, and student assistance
counselors, as well as eligibility for specific programs such as special education,
504 or Title 1 supports. |
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4.
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Do all schools have
the same programs and supports?
Supports are developed in response to the needs of students and their families and
vary from community to community. For example, a school with a high migrant population
may need an English as a second language program, while a school that is geographically
distant from services like mental health agencies or SRS could benefit from having
an on-site therapist or home-school coordinator. Many schools have found it beneficial
to develop a guide to the continuum of available educational supports, which lists
and defines all of the internal and external resources available to support students
and their families. |
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5.
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Are all ESS activities
school-based?
No. While many of the components of the ESS will be based in the school building,
others may operate at the supervisory union or regional levels and could involve
collaboration with other school districts and other state and local agencies, such
as SRS or community mental health. |
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6.
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How do we know what
should be part of our school’s ESS?
By examining data such as assessment results, discipline referrals, EST referrals,
and school climate surveys, a school’s Action Planning Team can develop a clearer
picture of the unique needs of their school’s student population. From this analysis,
an Action Plan can then be developed that includes building the programs and supports
necessary to meet those needs. |
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7.
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Are many programs
and supports better than fewer?
No. It is more important to match the supports to the actual needs of students. With
this in mind, schools can continually monitor ESS programs and supports to evaluate
whether they are still appropriate to meet the needs of students. |
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ESS
REQUIREMENTS & RESPONSIBILITIES
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8.
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What are the required
elements of an ESS?
State law and regulations require the ESS to:
- Be supported by a
clear school board policy. A sample ESS model policy is available on Vermont School
Boards Association Web site at http://www.vtvsba.org/policy/G7.htm.
- Be designed to provide
students with needed accommodations and supports.
- Be integrated with
the general education curriculum.
- Provide a clear policy
for managing students who are disruptive and offer opportunities for students to
learn appropriate behavior.
- Include a means to
determine the effectiveness of accommodations and supports.
- Include training
for school personnel to increase the capacity of the general education system to
address students’ needs.
- Include collaboration
with families, community supports and health and human services.
- Be described annually
to all parents.
- Include an effective
Educational Support Team (EST).
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9.
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Who is responsible
for ESS?
Under Act 117 of 2000, superintendents or their designees are responsible for the
ESS and are required to complete and submit annual reports to the Commissioner of
Education. This report outlines the services and supports that are part of the ESS,
how they are funded, and how building the capacity of the ESS has been addressed
in the school’s action plan. While superintendents have ultimate responsibility,
it is important that all school personnel be familiar with the ESS supports of their
school. |
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10.
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How can parents/guardians
be involved in the ESS?
It is important for parents and school personnel to collaborate. Parents need to
be made aware annually of the programs and supports available through the ESS and
how they can help their child. Schools can use several different methods to disseminate
information, including brochures, guidebooks, handbooks, as well as PTA and school
board presentations to provide information about the ESS. |
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11.
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How is the effectiveness
of an ESS evaluated?
The effectiveness of an ESS is measured by the success of students. School personnel
gather student data, track trends, and make adjustments as needed. |
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12.
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What are teachers
responsible for with regard to the ESS?
Teachers are responsible for being aware of ESS programs and supports, knowing when
and how to refer students to those appropriate programs and supports, and for working
with programs to ensure the success of every student. |
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13.
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How are ESS programs
and supports accessed for students?
There are several ways ESS supports can be accessed. A parent or a teacher can request
that a student participate in an activity such as homework club or mentoring without
a formal referral. An EST can recommend that a student receives ESS supports, or
a student may request supports on his or her own behalf. |
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ESS
RESOURCES
& FUNDING
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14.
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What funding could
we secure/re-allocate to enhance our ESS?
Funds to support an ESS can be accessed from the following sources available in your
particular system:
- Consolidated Federal
Programs - Title 1, Title IIA, and Title V (Innovative Programs)
- Medicaid
- School-based Medicaid
reimbursements
- Success Beyond Six
- Early Periodic Screening
Diagnosis and Treatment (EPSDT)
- Safe and Drug Free
Schools
- Act 60 Poverty and
Limited English Proficiency (LEP) funds
- BEST and Act 230
- Special Education
(see question number 15 for specifics)
This process may involve
periodic re-allocation of funds in response to student assessment and other data
collected by the EST relating to referrals and student and staff needs.
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15.
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Are ESS activities
and programs allowable costs covered by the state special education reimbursement
formula?
Since special education is one part of a school’s educational support system, special
education costs outlined in State Board special education rule (§2366.2.1) are
covered. That includes salaries and benefits of licensed special educators for the
time that they carry out special education responsibilities. It also includes costs
for special educators designated as "core staff" to serve students with
IEPs, students with 504 accommodation plans, and students with EST plans. Additionally,
it is an allowable cost for special educators to serve students without an IEP in
a small group (fewer than eight) so long as the majority of the group has an IEP
calling for the service or support. Costs of more generic ESS activities and programs
are not allowable costs for special education reimbursement. Examples of costs that
are not allowed include home school coordinators, nurses, after school tutorial programs,
and summer school programs. |
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16.
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Can Medicaid IEP reimbursement
funds be used for the ESS?
Yes. According to 16 V.S.A., §2959a, School Based Health Services/Medicaid IEP
reimbursement funds are to be targeted toward prevention and intervention programs
in grades pre-K through 12 which ensure that students achieve state standards for
student learning. Additionally, Act 117 identifies the use of Medicaid IEP reimbursement
funds to increase the capacity of the ESS to meet the needs of more students outside
of special education. It specifically lists preschool through fourth grade literacy,
prevention, and intervention for emotional and behavioral difficulties, and other
prevention and intervention components. |
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THE
RELATIONSHIP OF ESS TO OTHER
INITIATIVES
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17.
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How do Act 230/157/117
relate to ESS?
Act 230 was passed by the legislature in 1990 to help contain special education costs
by developing a comprehensive continuum of supports for students in the regular education
environment and establishing instructional support systems and teams (ISSs and ISTs).
Act 157, passed in 1996, re-authorized and broadened the scope beyond academics,
requiring schools to develop a comprehensive educational support system with the
capacity to provide a range of programs and supports that also include health, social,
and behavioral supports. Accordingly, instructional support teams became educational
support teams. In 2000, Act 117 added greater accountability for implementation and
reporting related to ESS. |
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18.
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How does the federal
No Child Left Behind Act of 2001 (NCLBA) relate to the ESS?
The goals of both NCLBA and ESS are that all students experience success, achieve
standards and graduate from high school. NCLBA further requires that all students
are taught by qualified teachers and paraprofessionals, that student learning is
assessed more frequently than under current state law, and that schools will be held
accountable for student achievement in attaining these goals. |
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19.
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How do Section 504
and special education fit into ESS?
Section 504 and special education are part of a range of supports and remedial services
available to students as part of the ESS. Because special education and Section 504
are categorical programs with specific eligibility requirements, these services are
not available for all students. |
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20.
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How does school action
planning relate to ESS?
School action planning assures that the programs and supports of ESS match the current
needs of students. |
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21.
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What is the relationship
between ESS and regular education?
The ESS is designed to increase the ability of the regular education system to
meet the need of all students. |
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FOR
ADDITIONAL QUESTIONS
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For questions not addressed
by this FAQ document, contact the ESS consultants at doe-essconsultants@state.vt.us or (802) 828-0551/0552.
View a list of frequently
asked questions
about education support teams (ESTs). |
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Educational
Support System FAQs | Educational
Support Team FAQs
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& Regulations
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