State Compensatory Education Allotment October 2017 Association - - PowerPoint PPT Presentation

State Compensatory Education Allotment

October 2017 Association for Compensatory Educators of Texas

Statutory Purpose

“Funds allocated under this section shall be used to fund supplemental programs and services designed to eliminate any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39,

• r disparity in the rates of high school

completion between students at risk of dropping

• ut of school, as defined by Section 29.081, and

all other students.” [TEC 42.152(c)]

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Statutory Purpose, cont’d.

• Supplement not supplant
• Expenditures must be in addition to any other federal, statutory or local requirement
• Must not replace expenditures that were funded or planned to be funded
• Test: Would you be doing it if SCE were not available?
• Directly serve students who meet at least one of the 13 at-risk

criteria in 29.081 or locally established criteria

• Eliminate disparity on required state assessments
• Designed to increase the achievement of at risk students
• Fully fund accelerated instruction for students who do no

perform satisfactorily on required EOC

• Flexibility to support other programs such as Title I Part A

schoolwide campuses, dyslexia, mentoring and DAEPs

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General Requirements – “Must do”

Conduct an Annual Planning and Evaluation Process

• Comprehensive needs assessment including

analysis of student performance data resulting from state assessment

• Design appropriate compensatory, intensive, or

accelerated instructional services for students that enable them to be performing at grade level at the conclusion of the next regular school term

• Deliver services to students
• Evaluate the impact on assessment scores between

at risk and other students

• Hold a public meeting on program evaluation results
• Assess results and make changes based on results

Assess Design Deliver Evaluate Improve

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General Requirements – “Must do”

If district SCE allotment in prior year was $500,000 or more:

• Submit prior year improvement plans 150 days after the PEIMS mid-year

resubmission date posted on TEA website at https://tea.texas.gov/Reports_and_Data/Data_Submission/PEIMS/PEIMS_Dat a_Standards/2017-2018_PEIMS_Collection_Schedule/

• Submit 2016-2017 plans by Monday, July 9, 2018
• Submit one prior year district improvement plan and two campus

improvement plans

• Choose campuses with highest percentages of at risk students
• Of those, at least one should be for a non-schoolwide campus if a district

has such campuses

• Also submit plans for every campus that did not meet standards during the

prior year

• See the FASRG, Module 9, page 6-7 for instructions
• TEA AUDITS application

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Student Success Initiative (SSI) & Accelerated Instruction

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• TEC 28.0217: Each time a student fails to perform satisfactorily on a required EOC, the

school district in which the student attends school shall provide to the student accelerated instruction in the applicable subject area…

• TEC 29.081(b): “Each district shall provide accelerated instruction to a student who has

taken an end-of-course assessment administered under 39.023(c) and has not performed satisfactorily on that assessment or who meets one or more of the risk criteria”

• Before the next scheduled administration of the assessment
• At no cost to student
• Any subject in which the student failed to perform satisfactorily on a required EOC
• Must separately budget sufficient funds, including SCE allocation funds, for this

purpose

• May not budget SCE funds for any other purpose until the district adopts a budget

to support additional accelerated instruction under 29.081(b)

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To the Administrator Addressed Letter April 9, 2014 http://www.tea.state.tx.us/taa_letters.aspx

Student Success Initiative (SSI) & Accelerated Instruction – Coding and Resources

• Use program intent code (PIC) 24 when coding additional

accelerated instruction expenditures on campuses that are not Title I Part A schoolwide

• Use PIC 30 when coding these expenditures for a Title I Part A

schoolwide campus

Budgeting R g Requirem emen ents and R Refer eren ences es

• 1. Budget for SSI accelerated instruction for students who fail a required

EOC and statutory at risk students – REQUIRED

• Funds must be budgeted for this purpose before budgeting for anything else (29.081 (b-2))
• Districts can use the flexibility offered by SCE statute when establishing budgets on a

schoolwide campus during this step, as long as the budget provides accelerated instruction for all of the required students

• 2. Flexibility to budget for optional allowed activities (42.152(g))
• DAEP under 37.008
• Placing students in a JJAEP under 37.011
• Support a program eligible under Title I of the ESEA at a campus with 40%+ educationally

disadvantaged

• Accelerated reading instruction under Section 28.006(g)
• Program for treating dyslexia or related disorders required by Section 38.003
• Mentoring program under 29.089
• Other allowable activity identified by needs assessment data and articulated in the CIP/DIP

Expend at least 52% of the annual allocation on these program activities

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Budget Requirements, Cont’d…

• All costs must be supplemental to the regular education

program

• All costs must be designed to support the purpose of SCE.

The purpose of the SCE allotment is to eliminate any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39, or disparity in the rates of high school completion between students at risk of dropping out of school, as defined by 29.089, and all other students (42.152)

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Budget Requirements: Allowable – “May Fund”

• Disciplinary alternative education program (DAEP) under

37.008

• Placing students in a JJAEP under 37.011
• Accelerated reading instruction under 28.006*
• Dyslexia or related disorder under 38.003*
• Mentoring services program under 29.089
• Support a “schoolwide program”

*In proportion to the percent of students who meet the at risk criteria Using SCE for other allowable activities does not relieve the district from the requirement to serve all at-risk students and students who failed an EOC with accelerated instruction.

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How can districts use indirect SCE funds?

• The SCE Program provides guidance for direct costs only
• Indirect costs - up to 48% of the annual allotment per 19 TAC §105.11-

may be attributed in the General Fund to the following expenditure function codes:

• 34- Student Transportation
• 41- General Administration
• 81- Facilities Acquisition and Construction
• the Function 90 series of the General Fund
• Financial Accountability System Resource Guide, Modules 1 and 9

At least 52% of the state compensatory education allotment must be spent on the LEA’s identified state compensatory education programs and services.

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Locating SCE Allocation: Summary of Finances

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https://tea.texas.gov/Finance_and_Grants/State_Funding/Foundation_School_Program/Summary_of_Finances/

Direct Link to School District State Aid Reports

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Located in the Summary of Finances

https://tea4avfawcett.tea.state.tx.us/Fsp/Reports/ReportSelection.aspx

Instructions for Accessing Allotments in the Summary of Finances

1. Click on the dropdown for Select Report and click on “Summary of Finances” 2. Click “Select” 3. Click on the dropdown for to select the school year and enter the “County District Number” or “District Name” in the box 4. Click “Submit” 5. From the reports listed for Summary of Finances, find the most recent date and click on the type of report you would like to have (HTML, PDF, EXCEL) 6. In the report, scroll down to Tier I Allotments (Program Intent codes – Allotments) to 24-Compensatory Education Allotment to find your district’s allotment 7. Print report

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State Compensatory Education Allotment

Located under Tier 1 Allotments under PIC Code 24

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Eligibility Requirements for SCE Alternative Reporting

• State law permits districts and open-enrollment charter schools

to generate SCE funding for students who participate in the National School Lunch Program (NSLP) or School Breakfast Program (SBP) at one or more campuses in the district and for students who participate in a locally-funded program at one or more campuses in the district

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http://tea.texas.gov/About_TEA/News_and_Mul timedia/Correspondence/TAA_Letters/(REVISE D)_New_Eligibility_Requirements_for_Compen satory_Education_Alternative_Reporting/

Community Eligibility Provision (CEP)

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To the Administrator Addressed Letter – April 4, 2014 http://www.tea.state.tx.us/taa_letters.aspx

• Texas implemented CEP in 2015-2016.
• CEP is related to child nutrition programs and was created to:
• Improve access to free meals in eligible high poverty local

education agencies and schools and

• Eliminate the administrative burden of collecting

household applications for free and reduced-price meals (these apps are not collected for participating campuses)

Community Eligibility Provision (CEP)

If a district chose to use CEP for the 2015-16 school year, the CEP data the district reports to the Texas Dept. of Agriculture (TDA) impacted SCE funding for the 2016-17 school year. TEA will use the count of students eligible for meals fully reimbursed by the TDA in the calculation of students eligible for SCE funding. For campuses not using the CEP, TEA will continue to determine the SCE funding using the TDA-provided prior-year counts of students eligible for free or reduced price lunches. For more information about CEP on the TDA website:

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http://squaremeals.com/Programs/NationalSchoolLunchProgram/CommunityEligibilityProvision.aspx

Community Eligibility Provision (CEP)

Question: How will CEP impact State Compensatory Education (SCE) funding?

Answer: The Texas Education Agency will use the count of students eligible for meals reimbursed by the TDA at the free rate in the calculation of students eligible for SCE funding. As an example, if schools participating in CEP have an identified student percentage of 40%, the number of students that count towards SCE funding would be 64% of total enrollment (.40*1.6).

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Understanding Program Intent (PIC) Codes

PIC 24 – SCE: Accelerated Instruction PIC 26 – SCE: Non-Disciplinary Alt. Ed. (Basic) PIC 28 – SCE: Disciplinary Alt. Ed. (Basic) PIC 29 – SCE: Disciplinary Alt. Ed. (Supplemental) PIC 30 – SCE: Title I Schoolwide Campus PIC 34 – SCE: Prekindergarten

Resource: FASRG Module 1, page 493-502

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https://tea.texas.gov/Finance_and_Grants/Financial _Accountability/Financial__Accountability_System_R esource_Guide/

District and Campus Improvement Plans (D/CIPs)

• Provides documentation for

program and fiscal audits of SCE

• Serves as the primary record

supporting expenditures attributed to SCE programs

• Must be developed, evaluated and

revised annually under TEC Chapter 11 and other guidance from TEA to meet state and federal program requirements

• Includes comprehensive needs

assessment

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D/CIP Minimum Requirements for SCE

• Total amount of SCE funds allocated for allowable

supplemental resources and staff

• Supplemental FTEs for SCE activities at the district and

campus level, as appropriate and allowed

• Actual dollar amounts budgeted for SCE activities or

strategies showing full budget for at least 52% of the SCE allotment (i.e., direct program costs)

• Cumulative summary of program and entire budget in the

District Improvement Plan (DIP)

• Specific campus activities and campus budget in the

Campus Improvement Plan (CIP)

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D/CIP Minimum Requirements for SCE, cont’d.

• Description of specific identified strategies and how they are

aligned with the results of the most recent comprehensive needs assessment

• Measurable performance objectives that support the purpose of

the program and measure progress toward meeting the local needs identified in the plan

• Should be student-level and could also include campus-level
• A specific schedule for program implementation and data

collection

• Use time units such as “every three weeks”, “monthly” or “each semester”

rather than “August though May” or “ongoing”

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Program Evaluation Requirement

• LEAs are required to evaluate the effectiveness of accelerated instruction

programs funded with SCE funds

• Document the effectiveness of the accelerated instruction in reducing any disparity in

performance on assessment instruments or disparity in the rates of high school completion between students at risk of dropping out of school (statutory criteria) and all

• ther district students
• Annually hold a public hearing to consider the results
• Results must be included in the D/CIP or the charter school instructional

plan, as appropriate

• Determines which funded strategies are successful at raising academic

standards.

• SCE resources must be redirected when evaluations indicate that

programs and/or services are unsuccessful in producing desired results for students at risk of dropping out of school

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Program Evaluation Considerations

• 1. Formative evaluation is the assessment of progress during the

instructional program – i.e., Is the student learning, and if not, what needs to be changed?

• Determine whether the program needs to be modified
• Allows for intervention when a student is not progressing, which is

especially important for at-risk students

• 2. Summative evaluation occurs after the student completes

participation – i.e., Has the student achieved the desired

• utcome?
• Determine the impact of the strategy on desired outcomes

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SCE Reporting: Plan Submissions

ONLY IF district receives $500,000 or more SCE funds for PREVIOUS year (2015-16)

Upload the 2015-2016 District Improvement Plan (DIP) Upload two 2015-2016 Campus Improvement Plans (CIP)s

1 – T-I Campus 1 – Non-T-I Campus (if applicable)

Due approximately 150 days after PEIMS Midyear Resubmission date Submission date July 11, 2017

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Required File Names for Submission

The file name should be: 999999tx.PDF 999999 = the school district’s (or charter’s) county-district number; t = the alpha designation given this report; x = the last digit of the fiscal year being submitted (for example, 6 for fiscal year 2016, school year 2015-16). Example: The District Improvement Plan for Adrian ISD #180903 for fiscal year 2016, (school year 2015-16) would be named, 180903t6.pdf

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District Improvement Plan

http://tea.texas.gov/Finance_and_Grants/Financial_Compliance/Electronic_Submissions/

Required File Names for Submission

• The file name should be: 999999999px.PDF
• 999999 = the school district’s (or charter’s) county-district

number;

• 999 = the school three digit campus number;
• p = the alpha designation given this report;
• x = the last digit of the fiscal year being submitted (for

example, 6 for fiscal 2016, school year 2015-16).

• Example: The Campus Improvement Plan for Adrian ISD

#180903 for campus 001, for fiscal year 2016, (school year 2015-16) would be named, 180903001p6.pdf

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Campus Improvement Plan

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 1. Is in prekindergarten, kindergarten or grade 1, 2, or 3 and did

not perform satisfactorily on a readiness test or assessment instrument administered during the current school year

• Use current school year score for classification
• Remove at end of school year
• Once a student takes a state-required assessment, use Criterion #4 to

determine at-risk status of the student

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• 2. Is in grade 7, 8, 9, 10, 11, or 12 and did not maintain an average

equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two

• r more subjects in the foundation curriculum in the current

semester

• Intervention should occur during the semester in which the student is

placed on risk for this criterion so that grades improve by end of the following term

• Remove at end of the following school year for this criterion

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http://tea.texas.gov/curriculum/teks/

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 3. Was not advanced from one grade level to the next for
• ne or more years.
• Student remains at risk of dropping out of school for the

remainder of his/her public school education.

• Excludes a student not advancing from PK or K into the next

grade level only as a result of the request of the student’s

• parents. (Maintain documentation of request)

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At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 4. Did not perform satisfactorily on an instrument administered to

the student under Subchapter B, Chapter 39, and who has not in a previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110% of the level of satisfactory performance on that instrument.

• Remove upon a score on that instrument or another appropriate instrument
• f 110%

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Current state assessment requirements and resources are at http://tea.texas.gov/student.assess ment/

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

At-Risk Student Eligibility Criteria:

110% of Satisfactory Performance

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BECAME AT RISK STAY UNTIL 110% GR 3-MATH GR 4-MATH GR 3-READING GR 4-READING GR 4-MATH GR 5-MATH GR 4-READING GR 5-READING GR 4-WRITING GR 7-WRITING GR 5-MATH GR 6-MATH GR 5-READING GR 6-READING GR 5-SCIENCE GR 8-SCIENCE GR 6-MATH GR 7-MATH GR 6-READING GR 7-READING GR 7-MATH GR 8-MATH GR 7-READING GR 8-READING GR 7-WRITING ENGLISH I BECAME AT RISK STAY UNTIL 110% GR 8-MATH ALGEBRA I EOC GR 8-READING ENGLISH I EOC GR 8-SCIENCE BIOLOGY EOC GR 8-SOCIAL STUDIES US HISTORY EOC ALGEBRA I EOC* ALGEBRA I EOC BIOLOGY EOC BIOLOGY EOC ENGLISH I EOC* ENGLISH I EOC ENGLISH II EOC* ENGLISH II EOC US HISTORY EOC US HISTORY EOC

* High school students must take and pass the end-

• f- course exams to graduate. They must pass at

110% to be removed from at risk status. English III and Algebra II have optional EOC assessments, which can be used for this criterion.

• 5. Is pregnant or is a parent
• SCE cannot pay for child care expenses of any kind

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http://tea.texas.gov/Texas_Schools/Safe_an d_Healthy_Schools/Pregnancy_Related_Ser vices/ https://tea.texas.gov/Texas_Schools/Safe_a nd_Healthy_Schools/Pregnancy_Related_S ervices/Pregnancy_and_Parenting_Educati

• n_Resources/

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 6. Has been placed in an alternative education program in

accordance with Section 37.006 during the preceding or current school year

• Only mandatory placements under 37.006 should be coded as at risk
• Remove at the end of the school year following end of placement
• SCE funds may be used to meet the costs of providing a DAEP program

under Section 37.008, regardless of whether the students are mandatory

• r discretionary [TEC 42.152(c)]
• DAEP is not an in-school suspension (ISS) program or a juvenile justice

alternative education program (JJAEP)

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At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 7. Has been expelled in accordance with Section 37.007, TEC during

the preceding or current school year

• Remove at the end of the school year following expulsion
• 8. Is currently on parole, probation, deferred prosecution, or other

conditional release

• Remove once student is released from justice system supervision
• Coordination with school district or other local law enforcement

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• 9. Was previously reported through PEIMS to have dropped out of

school

• A student remains at risk of dropping out of school for the remainder of

his/her public school education

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http://www.texasstudentdatasystem.org/TSDS/E ducation_Data_Warehouse/PEIMS_Data_Mart/

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 10. Is a student of limited English proficiency, as defined by

Section 29.052

• "Student of limited English proficiency" is a student whose primary

language is one other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English

• A student no longer meets this criteria once exited from the statutory

LEP program Resource: http://tea.texas.gov/TitleIII/PartA/

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At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 11. Is in the custody or care of the Department of Family and

Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official

• All school districts have a designated foster care liaison
• Remove at the end of the school year in which the student is referred OR
• nce the student is released from DPRS custody

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http://tea.texas.gov/FosterCareStudentSuccess/

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

• 12. Is homeless, as defined by 42 U.S.C. Section 11302, and

subsequent amendments.

• Aligns with the McKinney-Vento Homeless Assistance Act of 2001,

Section 725

• Unaccompanied students are not necessarily considered homeless.

Unaccompanied youth will only be reported to PEIMS when they are also identified as homeless.

• Remove once student no longer meets the definition of homeless

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40 https://tea.texas.gov/Texas_Schools/Support_for_At- Risk_Schools_and_Students/Education_of_Homeless _Students/

• 13. Resided in the preceding school year or resides in the current

school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home

Note: The same student cannot be counted by two districts during the same time period.

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At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

At-Risk Student Eligibility Criteria

Includes each student under the age of 26 who:

1. Pre-K through Grade 3 readiness assessment 2. Grades 7-12 and failing two or more classes 3. Not advanced for one or more school years 4. Did not perform satisfactorily on state assessment 5. Pregnant or parent 6. Placed in a DAEP 7. Expelled 8. On parole, probation, or in custody of juvenile justice system 9. Previously dropped out of school

• 10. Limited English proficiency per statute
• 11. Referred to or in custody or care of DPRS
• 12. Homeless
• 13. Residential placement

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Questions?

Local Student Eligibility

• Based on the prior comprehensive needs assessment
• Clearly defined in the DIP or charter school instructional plan
• Formally adopted by the local board of trustees
• Students served may not exceed 10% of the number of students who met

statutory at risk criteria and received services from the district during the preceding school year

• Does not alleviate the requirement to provide accelerated instruction to

students who meet the statutory at risk criteria.

• May be reported in local system, but not reported in PEIMS
• The SCE allotment may not be used to provide services on a campus that

does not have any state identified at-risk student

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Q: Must students who meet local criteria also meet one or more statutory criteria?

• No. Districts must maintain and be able to produce accurate documentation of

students identified under local criteria. Expenditures must support the purpose of SCE.

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Q: Does the LEA need to maintain documentation to support the local and state at-risk eligibility identification criteria?

• Yes

 Districts must have a documented process in place to identify, in a timely and routine manner, students who meet one or more statutory or local criterion for being at risk of dropping out of school.  Districts must be able to produce documentation that supports the at risk designation.  The district must be able to produce a current, accurate listing of at risk students at each campus, including students placed under local criteria, along with processes and procedures for adding and removing students from the at risk status

Q: What is Schoolwide Flexibility?

• The SCE allotment may support the federal Title I Part A schoolwide program
• SCE funds used to support a Title I, Part A program must be part of the campus budget and all SCE

expenditures must be tracked back to the SCE fund code (199), and all generally accepted accounting principles must be followed. As with Title I funds, SCE funds used to upgrade the educational program must also meet the same guidelines required of the No Child Left Behind Act Every Student Succeeds Act. (FASRG)

• Using statutory flexibility does not eliminate other SCE requirements
• Districts must separately budget funds for and provide accelerated instruction under 29.081(b-1) for students

who failed to perform satisfactorily on an EOC or who meet the statutory at risk criteria and enable at risk students to perform at grade level at the conclusion of the next regular school term

• Expenditures must be supplemental, and not supplanting other expenditures
• For allowable supplemental services on a schoolwide campus, districts can use the proportion of at risk students
• n the campus to determine staff salary charged to SCE (see FASRG 9.3.2.)
• Districts must be able to provide sufficient supporting evidence that expenditures are allowable and support the

purpose of the program

• The schoolwide campus must continue to receive its fair share of state and local

funds for conducting the regular education program, and the intent and purpose of the SCE program must still be met

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• Q. On a schoolwide campus, can SCE funds

be used for students who are not at risk?

• A district must not use SCE funds to meet federal program requirements and

it must not use SCE funds to meet local or state requirements. In most cases, expenditures will be supported by accurate updated student records, board- approved campus improvement plans, time and effort records, job descriptions, teacher schedules, and other similar generally-acceptable supporting documentation. In most cases, every student served by the state compensatory education allotment will meet one or more statutory or local adopted criteria.

• The services must be part of delivery of academic instruction supplemental

to the regular program and be reflected in the comprehensive needs

• assessment. In contrast, programs such after school tutoring for students at

risk of dropping out of school would qualify. Additionally, all costs must be reasonable and necessary.

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How can tutorials be charged to SCE on a schoolwide campus?

• Supplemental accelerated instruction or tutoring
• On a non-schoolwide campus, districts can charge salary only for actual time

spent providing instruction to at risk students.

• On a schoolwide campus, districts may choose to charge salary in proportion

to the percent of at risk students on the campus.

• This flexibility does not eliminate the requirement under 29.081(a) that districts design

and implement services for identified students that enable them to be performing at grade level at the conclusion of the next regular school term or the requirement that districts provide accelerated instruction under 29.081(b-1) for students who failed to perform satisfactorily on an EOC or the requirement that districts shall separately budget sufficient funds, including the SCE fund allocation, for that purpose.

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Q: Must a district-wide Title I program document student’s at-risk status?

• Yes. Districts must identify at risk status of students, evaluate

the impact of the program on these students in comparison with students who are not at risk, etc.

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Is Is it allowable t to fund D Dyslexia w with l local, T Title 1 1 an and SCE SCE f funds?

• TEC 42.152 states that the SCE allotment may be used to fund, in

proportion to the percentage of students served by the program that meet statutory and local criteria, “a program for treatment of students who have dyslexia or a related disorder as required by Section 38.003.”

• All SCE expenditures must be clearly supported in the campus and district

improvement plans.

• This allowance does not eliminate the requirement under 29.081 (a) that

districts design and implement services for identified students that enable them to be performing at grade level at the conclusion of the next regular school term or the requirement that districts provide accelerated instruction under 29.081(b-1) for students who failed to perform satisfactorily on an EOC or the requirement that districts shall separately budget sufficient funds, including the SCE fund allocation, for that purpose.

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Time and Effort

When is time and effort required?

Time and effort is required for any position partially funded by SCE (FASRG 9.3.2)

Can we use our federally-compliant substitute system for SCE?

According to the FASRG 9.3.2, districts may implement general policies in accordance with federal requirements for time and effort records. (e.g., substitute systems) It is the district’s responsibility to ensure that such systems also provide sufficient documentation for tracking salary expenditures of SCE to allowable cost objectives.

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• For allowable supplemental services on a schoolwide campus, districts can use

the proportion of at risk students on the campus to determine staff salary charged to SCE (see FASRG 9.3.2.)

• Personnel paid with SCE funds must have payroll documentation, such as a class

schedule (should include number of students and number of minutes), job description or time and effort to support charges (FAQ #53)

• Time and effort must be maintained for positions that are not 100% funded by
• SCE. This is stated in several places throughout the FAQ document available on

the TEA program website at http://tea.texas.gov/Texas_Schools/Support_for_At- Risk_Schools_and_Students/State_Compensatory_Education/.

• Auditable supporting documentation for payroll is required in accordance with

the TEA Financial Accountability System Resource Guide, which can also be accessed via the same website.

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What are the documents and information needed for time and effort?

Time and Effort

• Time and effort records are the primary records for documenting

payroll charges for staff that work in multiple cost objectives

• Time and effort must be maintained for split-funded SCE positions
• Auditable documentation must substantiate the cost of all SCE funded

FTEs, supplemental contracted staff and extra-duty pay

• Frequency – each payroll period using SCE funds
• See the FASRG Section 9.3.2. at

http://tea.texas.gov/Finance_and_Grants/Financial_Accountability/Fi nancial__Accountability_System_Resource_Guide/

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Job Descriptions: Payroll Documentation

• Records documenting the duties and responsibilities and

employee’s acknowledgement of their understanding of their duties and responsibilities

• Accordingly, the following is being acknowledged:
• 1. That the duties contained on the job description are the

responsibility of the employee.

• 2. That the information contained on the job description is

accurate.

• 3. That the signer (the employee) has full knowledge of and can

support listed activities, if requested.

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Is professional development allowed?

• Only to the extent that is required in order to deliver the service. It

must be a supplemental PD and not required in order to be in compliance with any other state or federal requirement.

• Proportionate to the percent of at risk students or time and effort

charged as applicable.

• Must be included in the D/CIP

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Common Audit Findings for SCE

• Funds were not used to meet the SCE mandate
• Funds allocated under this section shall be used to fund supplemental

programs and services designed to eliminate any disparity in performance

• n assessment instruments administered under Subchapter B, Chapter

39, or disparity in the rates of high school completion between students at risk of dropping out of school, as defined by Section 29.081, and all other students.” [TEC 42.152(c)]

• Spending less than 52% of allotment annually
• Salary paid was not related to direct instruction
• Expenditures supplanted, and did not supplement, the

regular educational program

• Lack of sufficient documentation (D/CIP, purchases)
• Student’s at risk status was not identified
• No program evaluation

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Resources

• TEA’s SCE web page houses links to statutes, district and campus

improvement plan guidance, the FASRG Modules 1 and 9, state funding allocation methods, and frequently asked questions

http://tea.texas.gov/Texas_Schools/Support_for_At- Risk_Schools_and_Students/State_Compensatory_Education/

• TEA staff are available to help you when questions arise:
• Program questions: Christine.McCormick@tea.texas.gov
• Technical questions about the TEA AUDIT system (naming conventions,

access, etc.): Paul.Moreno@tea.texas.gov

• Financial audit questions and SAMP:

financialaccountability@tea.texas.gov

• Your Education Service Center is also a resource!

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