Region XIII State Compensatory Education Planning Guide for Administrators

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Region XIIIState Compensatory Education Planning
Guide for Administrators

• Excerpt

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Changes to the State Compensatory Education
ProgramTEA Content Credit Region XIII Presenting
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Purpose of the SCE Program

• Compensatory education is defined in law as
  programs and/or services designed to supplement
  the regular education program for students
  identified as at risk of dropping out of school.

• The purpose is to increase the academic
  achievement and reduce the drop out rate of these
  students.

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House Bill 3459

• In 2003, House Bill 3459 amended the Sections of
  the TEC that govern the SCE Program, enacting
• additional flexibility, and
• rescinded the annual requirement to submit an
  agreed-upon procedures report to the TEA.

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House Bill 3459

• The bill lowered the required threshold
  percentage for low income students on a campus
  to 40 (or greater), which will permit expanded
  use of the SCE allotment to supplement schoolwide
  components of federal No Child Left Behind
  projects.

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House Bill 3459

• Addition of Subsection 42.152(c)(3)

provides flexibility in use of the SCE allotment
for funding the basic costs of programs that are
specifically designed to service students at risk
of dropping out of school, as described in
D/CIPs, charter school instructional plans.
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House Bill 3459

• The costs of a nondisciplinary AEP are eligible
  to be charged to the SCE allotment, limited to
  services provided to students at risk of dropping
  out of school.

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House Bill 3459 (Module 9, Section 9.4)

• The bill also enacted provisions for an
  electronic reporting and auditing system, which
  will be used by the TEA to assess risk factors
  for noncompliance and/or reporting deficiencies.

• The annual report will not be required for SY
  2002-2003 and subsequent school years, although
  certain school districts and charter schools will
  be specifically directed to obtain a local audit,
  in accordance with the requirements of the FASRG.

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House Bill 3459 (Module 9, Section 9.4)

• The assessment of risk factors by the TEA will
  be the basis for directing certain school
  districts or charter schools to have a local
  audit of SCE programs, in accordance with the
  provisions in the FASRG.

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House Bill 3459 (Module 9, Section 9.4)

• The electronic reporting and auditing system
  assesses the risk that schools did not use the
  SCE allotment
• to fund supplemental programs and services
  designed to eliminate 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, as defined by 29.081, and all other
  students.

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House Bill 3459 (Module 9, Section 9.4)

• The primary purpose of the risk assessment
  activities by TEA staff is to test whether the
  school district or charter school complied with
  this general requirement for the expenditure of
  the supplemental funds from the SCE allotment.

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How would a district know what their SCE
allocation was for 2003-04?

• Go to TEA Web site
• Click on Divisions on upper bar
• Click on the letter S for School Finance
• Click on School Finance
• Scroll down to State Funding
• Click on second bullet,
• School District Summary of Finances and
  Supporting Documents
• Once on School District State Aid Reports page,
  enter school district number in second box,
  2003-2004 Current Near Final Summary Of
  Finances and hit submit box to view
  districts 2003-2004 SUMMARY OF FINANCES  

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So what does this mean to a district?

• Did the district/charter receive a letter dated
  September 2004?
• If YES - a local audit of SCE is required
• Along with the audit, the district will submit a
  copy of their DIP and 2 CIPS and an evaluation of
  their SCE programs, activities and strategies.
• Due 150 Days After Notification

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So what does this mean to a district?

• Did the district/charter receive over 149,999 in
  SCE funds in 2003-04?
• Did the district/charter have a low-performing
  campus in 2003-04?
• Did the district/charter report over 59 at risk
  students in 2003-04?
• If No to all questions the district is not
  required to submit additional information to TEA.

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So what does this mean to a district?

• Did the district/charter receive over 149,999 in
  SCE funds in 2003-04?
• Did the district/charter have a low-performing
  campus in 2003-04?
• Did the district/charter have over 59 at risk
  students in 2003-04?
• If YES to the 1st question only a copy of the
  district plan and two campus plans must be
  submitted to TEA.

Campuses with highest at-risk numbers.
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So what does this mean to a district?

• Did the district/charter receive over 149,999 in
  SCE funds in 2003-04?
• Did the district/charter have a low-performing
  campus in 2003-04?
• Did the district/charter have over 59 at risk
  students in 2003-04?
• If YES to the 2nd and/or 3rd questions the
  plans along with a local evaluation of SCE
  strategies, activities and programs is required
  for submission.

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Note Accountability Rating

• The 2002-03 SY provides a transition from the
  accountability rating system that used TAAS
  results and annual dropout rates to the new
  accountability rating system that uses TAKS
  results and longitudinal completion rates. ? ?

http//www.tea.state.tx.us/perfreport/aeis/2003/gl
ossary.html
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Note Accountability Rating

• Because state statute requires annual district
  performance ratings (Exemplary, Recognized,
  Academically Acceptable, and Academically
  Unacceptable), district 2002 accountability
  ratings have been carried forward to 2003. ? ?

http//www.tea.state.tx.us/perfreport/aeis/2003/gl
ossary.html
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When should required information be submitted?

• The DIP, CIPs (Instructional Plan for charters)
  and the local evaluations are to be filed not
  later than the 150th day after the last day
  permissibleto send data for the PEIMS data FINAL
  Midyear resubmission 2. (Typically, the last day
  for the PEIMS data FINAL Midyear resubmission 2
  occurs in the latter part of February).
• Due date July 24, 2005

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Assistance on D/CIPs

• Districts may utilize their local regional
  education service centers to assist in the
  development of campus and/or district improvement
  plans.
• ESCs provide technical assistance to school
  districts and can provide a wealth of information
  on best practices and model programs.

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How should required information be submitted?

• The electronic filing requirements in this
  section regarding improvement and instructional
  plans do not apply to a school district or
  charter school that published these documents on
  the Internet.
• The school district or charter school may instead
  submit the URL address(es) for the Internet
  site(s) where these documents may be accessed by
  the public and the TEA.

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How should required information be submitted?

• Submission should be in
• Adobe Acrobat Portable Document Format
  (PDF) electronic format,
• via TEASE account, or
• on CDROM.

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How should required information be submitted?

• Please refer to letter sent to administrators
  dated October 1, 2004 from School Finance
  Fiscal Analysis.
• http//www.tea.state.tx.us/taa/sortf.cgi?commandb
  ydate

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How should required information be submitted?

• The specifications for submitting electronic
  files are provided on the TEAs Internet site at
  
• http//www.tea.state.tx.us/school.finance/audit/e
  lectronic_submission.html
• Please call [phone] to contact Paul
  Morenoin the Division of Financial Audits about
  the electronic submission of reports.

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How should required information be submitted?

• The school or regional ESC employee who is
  responsible for submitting the electronic file(s)
  is to request a user name and password for the
  TEA Secure Environment (TEASE) audit upload
  program (this authorization to access TEASE will
  only apply to files being submitted to the
  Division of School Financial Audits).

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How should required information be submitted?

• The authorization form for the TEASE audit upload
  program is provided on the TEAs Internet site at
  
• http//www.tea.state.tx.us/forms/tease/audit.htm.
  

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How should required information be submitted?

• Individuals who were authorized to submit the
  electronic files for FY 2003 will continue to
  have access to the audit upload site for
  submitting files for FY 2004.

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Regulations Still in Place
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Supplement/Not Supplant
SCE funds, other than the indirect cost
allotment that may not exceed 15, may be used
only to meet the costs of providing

• a supplemental compensatory, intensive, or
  accelerated instruction program under 29.081
• an AEP established under 37.008
• support to a Title I, Part A Schoolwide program
  at a campus which is at least 40 low-income
• a program specifically designed to serve students
  at risk of dropping out of school, as defined by
  TEC 29.081.

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Support of a Title I, Part A Program

• SCE funds may be used to upgrade the entire
  educational program on a schoolwide campus as
  long as the SCE funds allocated to the campus are
  supplemental to the costs of the regular
  education program.

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SCE Program Evaluation

• Districts and charters are required to evaluate
  the effectiveness of their designated SCE program
  and include the results of this evaluation in the
  District Improvement Plan.
• Refer to Module 9, version 12, section 9.2.7

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SCE Program Evaluation

• The TEC does not specify the minimum standard
  or design for an evaluative process.
• Some examples of recognized standards for the
  design of evaluative processes are described in
  various reports that may be accessed on the
  Internet.
• Refer to Module 9, version 12, section 9.2.7

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(Module 9, Section 9.2.7)
SCE Program Evaluation

• The SCE program must be evaluated and documented
  by showing the effectiveness in reducing any
  disparity in

• Performance on assessment instruments between
  students at risk of dropping out of school and
  all other district students and
• Rates of high school completion between students
  at risk of dropping out of school and all other
  district students.

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District Improvement Plan

• Each school district shall have a district
  improvement plan that is developed, evaluated,
  and revised annually, in accordance with district
  policy, by the superintendent with the assistance
  of the district-level committee established under
  Section 11.251 of the Texas Education Code.
• The purpose of the district improvement plan is
  to guide district and campus staff in the
  improvement of student performance for all
  student groups in order to attain state standards
  in respect to the academic excellence indicators
  adopted under Section 39.051 of the Texas
  Education Code.

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Campus Improvement Plan

• Law requires the D/CIP it is the primary record
  supporting expenditures attributed to the SCE
  program.
• SCE program must be described in the CIP to
  reflect campus specific activities.
• The DIP reflects the summary of the total SCE
  program for the entire district.

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Campus Improvement Plan
The district/charter must design the SCE program
based on the identified needs of students at
risk of dropping out of school. (Module 9,
Section 9.2)
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Campus Improvement Plan

• The district and/or campus improvement plan must
  include the following

• Total amount of SCE funds allocated for resources
  staff (Please include this information in dist.
  each plan)

• Comprehensive needs assessment

• Identified strategies

• Supplemental financial resources for SCE

• Supplemental FTEs for SCE

• Measurable Performance Objectives

• Timelines for monitoring strategies

• Formative and summative evaluation criteria

11.253 of the Texas Education Code
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Campus Improvement Plan

• The district and/or campus improvement plan must
  include the following

• Total amount of SCE funds allocated for resources
  staff
• SCE must indicate the actual dollar amounts for
  activities and SCE dollars that show 85 of the
  entitlement
• DIP shows cumulative summary of program and
  entire budget
• CIPs show specific campus activities and campus
  budget

11.253 of the Texas Education Code
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Campus Improvement Plan

• The district and/or campus improvement plan must
  include the following

• Comprehensive needs assessment
• A written summary of data usually included in the
  front of the plan. The summary of data includes
  an analysis of patterns and trends with a
  discussion of probable causes of high areas of
  student needs.
• May use data from the following sources
• Current TAAS/TAKs, RTPE, and SDAA data
• High school completion rates
• Pass/failure rates

11.253 of the Texas Education Code
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Campus Improvement Plan

• The district and/or campus improvement plan must
  include the following

• Identified strategies
• The plan should have activities/strategies that
  are specific.
• The activities/strategies should be evaluated
  (formatively) at increments during the school
  year.
• The formative evaluation and the time
  increments should be specified as well as
  indicating who will be responsible for
  monitoring the activity.

11.253 of the Texas Education Code
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Campus Improvement Plan

• The district and/or campus improvement plan must
  include the following

• Supplemental financial resources for SCE
• State Compensatory Ed. must indicate the actual
  dollar amounts for activities/strategies.

• Supplemental FTEs for SCE
• FTEs must be shown for SCE activities involving
  personnel at both the district and campus level.

• Measurable Performance Objectives
• Measurable student performance objectives based
  on the needs assessment data.

11.253 of the Texas Education Code
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Campus Improvement Plan

• The district and/or campus improvement plan must
  include the following

• Timelines for monitoring strategies
• The timeline should indicate when progress
  toward the objective will be monitored. This
  should be written in incremental units such as
  every three weeks, every month, each semester,
  etc.
• Please do not indicate time in general
  statements such as, ongoing or August-May.
• Effective strategies are key

11.253 of the Texas Education Code
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SCE Program (Module 9, Section 9.2.3)

• 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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Policies and Procedures

• (Module 9, Section 9.2.3)

• Districts, including charter schools receiving
  SCE funding, are required to have written
  policies procedures to identify

• students who are at risk of dropping out of
  school
• students who are 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
• how students are exited from the SCE program
• the methodologies involving calculation of 110
  satisfactory performance on all assessment
  instruments and
• the cost of the regular education program in
  relation to budget allocations per student
  and/or instructional staff per student ratio.

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Policies and Procedures

• Program planning and decision making MUST include
  the principal and superintendent.
• School districts MUST be able to demonstrate that
  school personnel have received staff development
  designed to assist students at risk of dropping
  out of school.

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Campus Improvement Plan

• Law requires the D/CIP it is the primary record
  supporting expenditures attributed to the SCE
  program.
• SCE program must be described in the CIP if the
  program is implemented at the campus level or the
  DIP if the SCE program is implemented
  districtwide.
• Improvement plans must be developed, evaluated,
  and revised at least once each school year.
  (TEC 11.253)

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Student Eligibility Criteria

• 13 state criteria did not change refer to TEC
  29.081 or 9.2.3.1 in module 9 of the Resource
  Guide and/or your ESC

Module 9, version 12
Financial Accountability System Resource Guide
Update 12.0 - November 2004http//www.tea.state.t
x.us/school.finance/audit/resguide12/index.html
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State Compensatory EducationESC Contact
craig.henderson_at_esc13.txed.net

• __________________________