State Compensatory Education (SCE) Program Overview ESC Region 15 - - PDF document

State Compensatory Education (SCE) Program Overview

ESC Region 15

July, 2018

Electronically access all handouts at this link: https://goo.gl/YyWEME (case sensitive)

• r temporarily at www.esc15.net/essahandouts

INTENT AND PURPOSE OF THE SCE PROGRAM

Programs and/or services designed to supplement the regular education program for identified at-risk students

▪

The goal for SCE is to increase achievement and to reduce the disparity in (a) performance on the state assessment and (b) rates of high school completion between students at-risk of dropping out of school and all other district students.

❖

Expenses must directly impact students

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KEY PLAYERS IN THE STATE COMPENSATORY EDUCATION PROGRAM

School Districts Administrators Business Personnel Program Coordinator PEIMS Clerk Counselors Classroom Teachers Parents

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Education Service Centers

SCE Consultants PEIMS Curriculum Specialists Counselors Contact Child Nutrition Specialist Finance Specialist

Legislators Texas Education Agency

SUPPLEMENT, NOT SUPPLANT

❖ Any program activity, program personnel, or program

materials required by federal law, state law, or State Board of Education rule may not be funded with SCE funds.

❖ SCE funds must be used to provide support programs

and/or services that supplement the regular education program so that students at risk of dropping out of school can succeed in school.

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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

• r assessment instrument administered during the

current school year

Note:

Use current year score for classification Remove at end of school year Once a student takes the state assessment, the campus will begin to use Criteria #4 to determine at-risk status of the student

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AT-RISK STUDENT ELIGIBILITY CRITERIA

INCLUDES EACH STUDENT UNDER THE AGE OF 26 WHO:

• 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 or more subjects in the foundation curriculum in the current semester

Note: Intervention should occur during the semester in which the student is placed at 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.

Note: 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.

Note: Remove upon a score on that instrument or another appropriate instrument of 110%

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http://tea.texas.gov/student.assessment/

AT-RISK STUDENT ELIGIBILITY CRITERIA

110% of Satisfactory Performance (see chart)

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AT-RISK STUDENT ELIGIBILITY CRITERIA

INCLUDES EACH STUDENT UNDER THE AGE OF 26 WHO:

• 5. Is pregnant or is a parent

Note: SCE cannot pay for child care expenses of any kind

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http://tea.texas.gov/Texas_Schools/Safe_and_Healthy_Schools/Pregnancy_Related_Services/ https://tea.texas.gov/Texas_Schools/Safe_and_Healthy_Schools/Pregnancy_Related_Services/Pr egnancy_and_Parenting_Education_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 Note:

Only mandatory placements under 37.006 should be coded as at risk Remove at the end of the following 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 placement is mandatory or 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:

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

TEC during the preceding or current school year

• 8. Is currently on parole, probation, deferred

prosecution, or other conditional release

• 9. Was previously reported through PEIMS to have

dropped out of school

Note: 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/Education_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;

Note: "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 the student has been exited from the program. http://tea.texas.gov/TitleIII/PartA/

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• 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

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

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AT-RISK STUDENT ELIGIBILITY CRITERIA

INCLUDES EACH STUDENT UNDER THE AGE OF 26 WHO:

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AT-RISK STUDENT ELIGIBILITY CRITERIA

INCLUDES EACH STUDENT UNDER THE AGE OF 26 WHO:

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

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.

Note: 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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16 https://tea.texas.gov/Texas_Schools/Suppo rt_for_At-Risk_Schools_and_Students/Ed ucation_of_Homeless_Students/

http://www.utdanacenter.org/theo/

AT-RISK STUDENT ELIGIBILITY CRITERIA

INCLUDES EACH STUDENT UNDER THE AGE OF 26 WHO:

• 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: Student cannot be counted by two districts during the same time period

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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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LOCAL STUDENT ELIGIBILITY

Students who meet local criteria do not also have to meet one or more statutory criteria.

➔ Districts must maintain and be able to produce accurate documentation of students identified under local criteria. Expenditures must support the purpose

• f SCE.

The LEA needs to maintain documentation to support the local and state at-risk eligibility identification criteria.

➔ 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

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LOCAL STUDENT ELIGIBILITY

• 46. Are school districts allowed to use local criteria for identifying at

risk students?

• Yes. In addition to serving students who meet the state at risk

criteria, school districts may serve (§29.081, TEC) students who meet local eligibility criteria if the local criteria have been adopted by the board of trustees of a school district. However, the number of students receiving SCE services under local criteria during a school year may not exceed 10% of the number

• f students who met the State criteria under §29.081 and who were served in the

SCE program in the preceding school year. Example: If a district served 500 students in school year 2009-2010 that met the state eligibility criteria, the district can serve 50 students in 2010-2011 that meet the local eligibility criteria established by the local board of trustees for school year 2007-2008. A district must be able to document that students identified under local eligibility criteria were added to a listing of students who were identified under TEC, §29.081. To achieve and maintain compliance, all information must be current.

• 47. Are students who meet the local criteria reported to the Public Education

Information Management System (PEIMS) PEIMS?

• No. Only students who meet the state eligibility criteria are reported to PEIMS.

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Frequently Asked Questions

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REVISED NEW ELIGIBILITY REQUIREMENTS FOR

• COMP. ED ALTERNATIVE REPORTING

❖

Changes in the law made by HB 1305 now permit 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_Multimedia/Correspondence/TAA_Letters/(REVIS ED)_New_Eligibility_Requirements_for_Compensatory_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 2017-18 school year, the CEP data the district reports to the Texas Dept. of Agriculture (TDA) impacted SCE funding for the 2018-19 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.

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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

http://www.squaremeals.org/Programs/NationalSchoolLunchProgram/CEPGuide.aspx

❖

Eligibility

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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IMPACT OF CEP ON T-I SW

http://tea.texas.gov/About_TEA/Laws_and_Rules/NCLB_and_ESEA/Title_I,_Part_A_- _Improving_Basic_Programs/Community_Eligibility_Provision/

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CEP and Title I-A intersect in these three ways:

• 1. Rank & Serve - determining campus

eligibility and allocations (SC5000 of ESSA Consolidated Application)

• 2. Equitable Services to Private NonProfit

schools - can impact the calculation of low-income students in the PNP

• 3. Accountability - LEAs must annually report

progress of economically disadvantaged students in meeting State academic achievement standards

Eligibility Form - English Eligibility Form - Spanish

LOCATING SCE ALLOCATION: SUMMARY OF FINANCES

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DIRECT LINK TO SCHOOL DISTRICT STATE AID REPORTS

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Located in the Summary of Finances

• n.aspx

INSTRUCTIONS FOR ACCESSING SUMMARY OF FINANCES

• Click on the dropdown for Select Report and click on “Summary of

Finances”

• Click “Select”
• Click on the dropdown for Select School Year and select the “year” and

enter the “County District Number” or “District Name” in the box

• Click “Submit”
• 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)

• In the report, scroll down to Tier I Allotments (Program Intent codes

– Allotments) to 24-Compensatory Education Allotment to find your district’s allotment

• Print report

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STATE COMPENSATORY ED. ALLOTMENT

Located under Tier 1 Allotments under PIC Code 24

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▪

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❑ ❑ ❑ ❑

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▪ ▪

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BUDGETING FOR STATE COMP ED

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Fund 199 PIC 24 or PIC 30

• SCE funds are part of the local budget that must be

used for supplemental expenses to address the needs of identified at-risk students

PROGRAM INTENT (PIC) CODES

PIC 24 – Accelerated Instruction

SCE on non-T-I campus (only identified at-risk served) SCE on a T-I campus below 40% poverty (only at-risk) Title I, Part C Migrant Services

PIC 26 – SCE: Non-Disciplinary Alt. Ed. (Basic) PIC 28 – SCE: Disciplinary Alt. Ed. (Basic) PIC 29 – SCE: Disciplinary Alt. Ed. (Supplemental) PIC 30 – Title I Schoolwide Activities

Title I (SW campus) SCE on T-I SW campus 40% poverty or above

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DISCIPLINARY ALTERNATIVE PLACEMENT

According to Texas Education Code 42.152:

❖ SCE funds may be used for a disciplinary alternative

education program established under Section 37.008, to pay the costs associated with placing students in a juvenile justice alternative program established under 37.011, or to support a Title I, Part A program…

❖ These funds must still fund supplemental programs and

services…for at-risk students

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2 1 7

• 2

1 8 http://www.statutes.legis.state.tx.us/?link=ED

PROGRAM INTENT CODES: PRE-K EXPENDITURES

PIC Code 34 – Pre-K Compensatory Education

37 http://tea.texas.gov/About_TEA/News_and_Multimedia/Correspondence/TAA_Letters/Program_Intent_Code_for_PreK/

FINANCIAL ACCOUNTABILITY

38 http://tea.texas.gov/Finance_and_Grants/Financial_Accountability//

FINANCIAL ACCOUNTABILITY SYSTEM RESOURCE GUIDE (FASRG)

39 http://tea.texas.gov/Finance_and_Grants/Financial_Accountability/Financial__Accountability_System_Resource_Guide/

FINANCIAL ACCOUNTABILITY SYSTEM RESOURCE GUIDE (FASRG)

Module 1 Financial Accounting and Reporting (FAR) Module 1 FAR Appendices Module 2 Budgeting Module 3 Purchasing Module 4 Auditing Module 5 Site Based Decision Making Module 6 Accountability Module 7 Data Collection and Reporting Module 8 Management Module 9 State Compensatory Education

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M

• d

u l e 9 S C E

MAINTENANCE OF EFFORT

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State Comp Ed Maintenance of Effort is found in Module 9, Update 14

❖

Guidelines include: District and Campus Plan documentation Teacher duty schedules Signed job descriptions Time and effort certifications (for split between state and federal funds) Student schedules

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Programmatic Issues & Coordination with Title I-A

Student Success Initiative & Accelerated Instruction

• Required: All EOCs - TEC 28.0217 (2013) requires that a

student receive accelerated instruction each time a student does not meet standard on an EOC instrument

• Required: EOCs Req’d for Graduation - TEC 29.081 (2017)

mandates that LEAs offer “additional accelerated instruction” - at no cost to the student - for any student failing an EOC required for graduation https://tea.texas.gov/student.assessment/ssi/

SSI & Accelerated Instruction

• Prioritize Accelerated Instruction: SCE funds may not be used for

any other purpose until your LEA has sufficiently funded additional accelerated instruction. LEAs must separately budget and prioritize SCE to sufficiently support cost of Accel. Instr. for EOCs.

• PIC Codes: Use correct PIC when coding additional accelerated

instruction expenditures ○ PIC30 = Title I SW campus truly above 40% Eco Dis. ○ PIC24 = all other campuses

• Evaluation (TEC29.081):

○ LEAs must evaluate effectiveness of Accel. Instr. programs for high school students; ○ Hold annual public meeting to consider results of evaluation

TAA Letter Dated 4/9/14

Evaluating Effectiveness of SCE Program

The Rules

• Evaluations: LEAs must

○ Evaluate the effectiveness of the SCE program ○ Include results of evaluation in DIP ○ Determine which SCE strategies are successful in raising academic standards

• Redirect Funds: LEAs must redirect funds

when evaluations indicate programs/services are unsuccessful.

• All costs must be reasonable & necessary

Evaluating Effectiveness of SCE Program

Why Evaluate?

• Resources are limited - make the

best use of funds

• Making progress?
• Achieving results?
• Evidence helps support

continued funding

Evaluating Effectiveness of SCE Program

How to Use Evaluation Data

• Change the SCE program, as needed
• Determine tools used implement &

evaluate program

• Identify major successes
• Determine if plans for services

will continue

SCE: Upgrading a Title I Schoolwide Program

• SCE funds must be part of campus budget
• LEA maintains documentation that all funded programs &

strategies are supported by scientifically based research

• SW campus must be identified in the most current ESSA

Application at 40% low income or higher (Schedule SC5000)

• Flexibility - ONLY for Title I campuses at TRUE 40% low income
• r higher
• Does not apply to

○ SW campuses using Feeder Pattern ○ SW Previous Year ○ Ed-Flex waiver ○ A district or an ESC

SCE: Upgrading a Title I Schoolwide Program

SCE FAQ #9

• SCE may be used to upgrade the educational program

using instructional strategies that scientifically-based research has shown are effective in teaching low-achieving students

• SCE may be used to support a SW program eligible under

Title I - LEA may use the funds to act with (i.e. coordinate) Title I, Part A to implement the SW program

• LEA will still need to adhere to the fiscal requirements

stipulated in TEC 42.152 (nutshell: law that SCE is to serve at-risk) and the program requirements mandated in TEC 29 Subchapter C (special allotments)

Example of SW Coordination

Supplemental Math Class

(in addition to required core math class)

Twenty students enrolled

• 10 At-Risk students
• 10 Non-At-Risk students

May fund the class at 50% SCE /50% Title I-A

*Allowable to pay for non at-risk students with Title I-A funds and coordinate services between the programs

Supplemental Math Class

(in addition to required core math class)

Twenty students enrolled

• 20 At-Risk students
• 0 Non-At-Risk students

May fund the class at 100% SCE

*Not allowable to have students who are not at-risk in the class if SCE funds are used.

Schoolwide Campus

(40%+ Poverty)

Non-Schoolwide Campus

SCE: Upgrading a Title I Schoolwide Program

CIP can demonstrate how SCE dollars are being used to upgrade the Title I program by:

• Indicating the amount of SCE dollars used on campus to

upgrade SW program

• Indicating “effective” strategies being implemented to meet

needs of at-risk

• Indicating how SCE program is implemented to benefit all

students in need

• Describing how other local, state and federal resources will be

used in conjunction with Title I funds (*requirement for SW plans)

Small School Flexibility

LEAs @ 500 or fewer total enrollment

• No Time & Effort required
• May charge at-risk proportion of basic services to SCE

Campus At-Risk Population = 5% Cost of Basic Services = $100,000 $100,000 x 5% = $5,000 may be charged to PIC24/PIC 30 $100,000 x 95% = $95,000 will be charged to PIC11 Documentation required: LEA/Campus must be able to show the allocation methodology used to derive the amount charged to SCE

No need to demonstrate that activities are SCE related, supplemental, etc. *See 6/16/18 email from TEA*

Small School Flexibility, Con’t

LEAs @ 500 or fewer total enrollment

Clarifications:

• No Time & Effort required

(except federally split-funded employees)

• Must evaluate SCE program
• Must provide accelerated instruction
• Must include activities & estimated cost in CIP
• FTEs must be reported

Documentation

Documentation

• District & Campus Plans - D/CIPs are the

primary source of documentation for SCE program.

• Teacher duty schedules - *primary record

to support payroll

• Signed job descriptions
• Campus staffing formulas
• Time & Effort certifications (for split

between state/federal funds)

• Student schedules

Documentation, Con’t

Considerations:

• Timeline for monitoring & updating documentation for

at-risk students

• Notification of teachers & stakeholders
• Timeline for identification process
• Existing district policies and procedures
• Retention of records
• Storage of records
• Access to records

Requirements for D/CIPs

• Comprehensive Needs Assessment - identify

strengths/weaknesses of existing programs/strategies; ensure use of resources is carefully planned, supplemental cost-effective

• Total amount of SCE funds allocated for resources & staff
• Actual dollar amounts for activities & SCE funds that show

52% of allotment (Direct costs)

• Cumulative summary of program & entire budget in the DIP
• Specific campus activities & campus budget in the CIP

Requirements for D/CIPs

• Supplemental FTEs (Full Time Equivalents) for SCE -

shown for SCE activities involving personnel at both district & campus level

• Total amount of SCE funds allocated for resources & staff
• Supplemental financial resources for SCE - indication of

approximate dollar amount for activities & strategies

• Specific strategies aligned to CNA

Requirements for D/CIPs

• Measurable performance objectives - based on

CNA; stated in terms that are measurable/observable to ensure the plan is improving academic performance

• Monitoring timelines - specific schedule for data

collection; use incremental units (i.e. every three weeks, every month) instead of “August through May” or “ongoing”.

Requirements for D/CIPs

• Formative evaluation - takes place during instruction

○ Is the student learning? If not, what needs to change? ○ Purpose: to guide instruction & enable intervention as needed

• Summative evaluation - takes place after instruction

○ Has the student learned? ○ Purpose: to judge or grade success of the strategy

Optional Tools for Tracking Payroll Required Policies & Procedures

LEAs receiving SCE are required to have written policies & procedures to identify:

• Students at-risk of dropping out of school
• Students at-risk of dropping out of school

under local criteria and documentation of compliance with the 10% cap

• How students are entered into the SCE

program

*See At-Risk Policies & Procedures Template*

Required Policies & Procedures, Continued

LEAs receiving SCE are required to have written policies & procedures to identify:

• How students are exited from the SCE

program

• The methodologies involving the calculation
• f 110% satisfactory performance on all

assessment instruments

• The cost of the regular education program in

relation to the budget allocations per student and/or instructional staff ratio of the SCE program

Optional Checklist

*See handouts*

Additional Documentation

Job Descriptions - duties & responsibilities, as well as employee’s acknowledgement

• Duties listed in job description are the

responsibility of the employee

• Information contained on job description

is accurate

• The signer (employee) has full knowledge
• f and can support listed activities, if

requested.

Time & Effort

Per Sunny Sadler’s email 7/7/17

▪ In lieu of time and effort documents, LEAs may use other documentation to support SCE charges: ▪ class schedules, ▪ job descriptions, and ▪ lesson plans ▪ Substitute System - may be used (if LEA applied). *Note: class schedules, job descriptions & lesson plans are still required* ▪ Time & Effort Not Required for: ▪ Title I Schoolwide campuses (truly at 40%+) ▪ LEAs with <500 total enrollment

Time & Effort, Con’t

Per Sunny Sadler’s email 7/7/17

▪ D/CIP - supplemental FTEs and fiscal resource amounts allocated to SCE must be disclosed in D/CIPs ▪ CNA - Comprehensive Needs Assessment must support SCE plans ▪ Allocation Methodology - clearly disclose methodology used for splitting allocated costs to SCE program ▪ Reminder - SCE services must: ▪ Supplemental - supplement the regular education program for at-risk students ▪ Intent & Purpose - meet the intent/purpose of SCE: to reduce disparity in performance between at-risk and non at-risk students

SCE REPORTING: PLAN SUBMISSIONS

❖

ONLY IF district receives $500,000 or more SCE funds for PREVIOUS year (2016-17) ❑ Upload the 2016-2017 District Improvement Plan

(DIP)

❑ Upload two 2016-2017 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 9, 2018

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TEASE – SUBMISSION OF PLANS

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Submit Plans

http://tea.texas.gov/About_TEA/Other_Services/Secure_Applications/TEA__Secure_Applications_Information/

SUBMISSION PROCEDURES

72 Electronic Submissions: http://tea.texas.gov/Finance_and_Grants/Finan cial_Compliance/Electronic_Submissions/

COMMON AUDIT FINDINGS FOR SCE

• Funds 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,
• r disparity in the rates of high school completion between students at risk
• f 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

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COMMON AUDIT FINDINGS FOR SCE

• Expenditures supplanted, and did not supplement, the regular

educational program

• Lack of significant documentation (D/CIP, purchases)
• Student’s At-risk status was not identified
• No Program Evaluation
• No indication of At-Risk program

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RESOURCES

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• 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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Laura Strube

laura.strube@esc15.net 325-658-6571

Tami Knight

tami.knight@esc15.net 325-481-4067

Carol Stevens

carol.stevens@esc15.net 325-481-4047

Henri Gearing

henri.gearing@esc15.net 325-481-4027