index purpose of the sce program student eligibility program evaluation district/campus improvement...

IndexIndexPurpose of the SCE ProgramPurpose of the SCE Program

Student EligibilityStudent Eligibility

Program EvaluationProgram Evaluation

District/Campus Improvement PlansDistrict/Campus Improvement Plans

Policies & ProceduresPolicies & Procedures

Supplement Not SupplantSupplement Not Supplant

Allowable ExpendituresAllowable Expenditures

AEPAEP

Support of Title I Schoolwide ProgramSupport of Title I Schoolwide Program

110% Rule110% Rule

PPurpose of the urpose of the SCESCE PProgramrogram

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. §42.152, TEC

and the Dyslexia Programand the Dyslexia Program

and …and …

Mentoring Programs for Students Mentoring Programs for Students At Risk of Dropping out of SchoolAt Risk of Dropping out of School


SCE is funded under a special formula provided in the Foundation School Program funds, or funds that the State gives each district.

These funds are based on the numbers of free- and reduced-lunch student counts from a six-month period.


Money generated from this program can ONLY be spent on identified “at-risk” students (except on a Title I Schoolwide Campus)

Title I Schoolwide Campuses may spend the program funds on identified “at-risk” students or to support the 10 Title I Schoolwide reform strategies.


Even though the program is funded based on free/reduced lunch counts, it is not a criteria for being labeled “at risk”

There are 13 qualifications that determine a student’s at-risk classification. All it takes is one criteria to be considered “at risk”

Eligibility Criteria Eligibility Criteria includes each includes each studentstudent who is who is under 21under 21 years years

of age and whoof age and who::


(Module 9, Section 9.2.3.1 and TEC §29.081)

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;

TEC §29.081


Do not use Do not use previousprevious scores for scores for classification.classification.

Do not use Do not use previousprevious scores for scores for classification.classification.

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;


TEC §29.081

The foundation curriculum includes the following subjects:

English language arts;

Mathematics;

Science;

social studies, consisting of Texas, United States, and World history, government, and geography

TEC, §28.002(a)(1)

The foundation curriculum includes the following subjects:

English language arts;

Mathematics;

Science;

social studies, consisting of Texas, United States, and World history, government, and geography

TEC, §28.002(a)(1)

Student Student EligibilityEligibility

3. was not advanced from one grade level to the next for one or more school years;


TEC §29.081

Student remains at risk of dropping Student remains at risk of dropping out of school for the remainder of out of school for the remainder of his/her public school educationhis/her public school education


4. did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the 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;


TEC §29.081

5. is pregnant or is a parent;

6. has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;


TEC §29.081

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;


TEC §29.081

9. was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;


TEC §29.081



10. is a student of limited English proficiency, as defined by Section 29.052;


TEC §29.081

Student no longer meets at risk Student no longer meets at risk status for this criteria once status for this criteria once the student has been the student has been exitedexited

from this programfrom this program..

Student no longer meets at risk Student no longer meets at risk status for this criteria once status for this criteria once the student has been the student has been exitedexited

from this programfrom this program..

11. is in the custody or care of the Department of Protective and Regulatory 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;


TEC §29.081

Name Change: Now the Department of Family and Protective Services

Name Change: Now the Department of Family and Protective Services

12. is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or

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


TEC §29.081

McKinney-Vento Homeless McKinney-Vento Homeless Assistance Act of 2001, Sec. 725Assistance Act of 2001, Sec. 725

McKinney-Vento Homeless McKinney-Vento Homeless Assistance Act of 2001, Sec. 725Assistance Act of 2001, Sec. 725

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.


TEC §29.081

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.

SCE Program SCE Program EvaluationEvaluation

TEC §29.0819(c) (Module 9, Section 9.2.7)

Districts are required to:

evaluate the effectiveness of their designated SCE program and

include the results of this evaluation in the District Improvement Plan.

SCE Program SCE Program EvaluationEvaluation

(Module 9, Section 9.2.7)

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.

District Improvement District Improvement PlanPlan

Each school district shall have a district improvement plan (DIP) that is developeddeveloped, , evaluatedevaluated, and , and revised annuallyrevised 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 purposepurpose of the DIP is to guide district and to guide district and campus staff in the improvement of student campus staff in the improvement of student performance for all student groupsperformance 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.


Campus Improvement Campus Improvement PlanPlan

Law requires the D/CIPLaw requires the D/CIP; it is the primary record supporting expenditures attributed to the SCE program.

SCE program must be described in the SCE program must be described in the CIPCIP to reflect campus specific activitiescampus specific activities.

The DIP reflects the summary of the total summary of the total SCE program for the entire districtSCE program for the entire district.

TEC §11.252-11.253(Module 9, Section 9.2.3)

District and Campus District and Campus Improvement PlansImprovement Plans

The district and/or campus improvement The district and/or campus improvement plan must include the following:plan must include the following:Total Total amount of SCE fundsamount of SCE funds allocated for allocated for resources & staffresources & staff (staff listed as FTEs, or (staff listed as FTEs, or Full-Time Equivalents)Full-Time Equivalents)

SCE must indicate the actual SCE must indicate the actual dollar dollar amountsamounts for activities and SCE dollars for activities and SCE dollars that show that show 85%85% of the entitlement of the entitlement

DIP shows DIP shows cumulativecumulative summary of summary of program and entire budgetprogram and entire budget

CIPs show CIPs show specificspecific campus activities and campus activities and campus budgetcampus budget TEC §11.253

PlanningPlanning

The district The district mustmust design the SCE design the SCE

programprogram basedbased on the on the identified identified

needs of students at needs of students at riskrisk of dropping out of of dropping out of

school.school.(Module 9, Section 9.2.2)

Comprehensive needs Comprehensive needs assessment assessment

A written summary of data A written summary of data usuallyusually included included in the front of the planin the front of the plan. The . The summary of data includes an analysis summary of data includes an analysis of patterns and trends of patterns and trends with a with a discussion of probable causes of high discussion of probable causes of high areas of student needsareas of student needs..

May use data from the following May use data from the following sources:sources:

Current TAAS/TAKs, RTPE, and SDAA Current TAAS/TAKs, RTPE, and SDAA datadata

High school completion ratesHigh school completion rates

Pass/failure ratesPass/failure rates

Data from special program Data from special program evaluationsevaluations

Plans Must Include:Plans Must Include:The Comprehensive Needs Assessment is the Driving Force Behind District/Campus

Planning.

The Comprehensive Needs Assessment is the Driving Force Behind District/Campus

Planning.

Comprehensive needs Comprehensive needs assessment assessment

A written summary of data A written summary of data usuallyusually included included in the front of the planin the front of the plan. The . The summary of data includes an analysis summary of data includes an analysis of patterns and trends with a of patterns and trends with a discussion of probable causes of high discussion of probable causes of high areas of student needs.areas of student needs.

May use data from the following May use data from the following sources:sources:

Current TAAS/TAKs, RTPE, Current TAAS/TAKs, RTPE, and SDAA and SDAA datadata

High school completion High school completion ratesrates

Pass/failure ratesPass/failure rates

Plans Must Include:Plans Must Include:

The summary should also include the following:

indicators of expected and actual indicators of expected and actual outcomesoutcomes for students in special programs that are typically exempt from measures used in the academic excellence indicators, and

predicted needspredicted needs based on projected enrollment, demographic trends, legislative impact, and state and community political and economic events.

The summary should also include the following:

indicators of expected and actual indicators of expected and actual outcomesoutcomes for students in special programs that are typically exempt from measures used in the academic excellence indicators, and

predicted needspredicted needs based on projected enrollment, demographic trends, legislative impact, and state and community political and economic events.

Policies and ProceduresPolicies and Procedures 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 & 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; &

the cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio.

Supplement/Not Supplement/Not SupplantSupplant

a supplemental compensatory, intensive, or accelerated instruction program under TEC §29.081;

an AEP established under TEC §37.008;

support to a Title I, Part A Schoolwide program at a campus which is at least 40% low-income; and

a program specifically designed to serve students at risk of dropping out of school, as defined by TEC §29.081.

SCE funds, other than the indirect cost allotment that may not exceed 15%, may be used only to meet the costs of providing:

(Module 9, Section 9.2.4.1)


tutorials; class size reduction;

(continued)

As districts design state compensatory education programs and/or services, resources must be identified in the campus and/or district improvement plan in summary level detail by campus or organization. Resources may include specialized materials for reading or mathematics, specialized software, additional staff and/or equipment. In addition, some examples of supplemental state compensatory education programs and/or services developed by local districts include but are not limited to:

Allowable ExpendituresAllowable Expenditurescomputer-assisted instruction;

specialized staff development to train personnel who are working with students at risk of dropping out of school;

specialized reading and mathematics programs;

TAKS/SDAA remediation;

individualized instruction;

extended day sessions for prekindergarten;

accelerated instruction; and

extended day, week, or year



State compensatory education 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.


AEP Established Under AEP Established Under §§37.00837.008

District may use 18% of the district’s SCE allotment to provide the base line program.

Any additional SCE funds used at the DAEP must be used to provide supplemental services & programs.

Base line program and the supplemental program/services must be described in the D/CIP, as appropriate.

An approved state waiver is required to use more than 18% for the base line program.

A JJAEP is not a DAEP

Support of a Title I, Part Support of a Title I, Part A Schoolwide ProgramA Schoolwide ProgramSCE 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.

Note: Flexibility

does not equal FREE use of SCE money. (Module 9, Section

9.2.4.1)

A SCE Program implemented under the flexibility of a Title I, Part A Schoolwide program will follow the same rules and regulations that govern the Title I, Part A program.

Support of a Title I, Part Support of a Title I, Part A Schoolwide ProgramA Schoolwide Program

Students at risk of dropping out of school under the state at-risk criteria do not need to be identified for services on a Title I, Part A schoolwide campus, they must be identified as at risk for reporting to PEIMS.

The district is responsible for evaluating the SCE program at the district level according to the requirements of TEC §29.081(c).

Support of a Title I, Part Support of a Title I, Part A Schoolwide ProgramA Schoolwide Program

Flexibility – onlyonly for schoolwide campuses at 40%40% low-income as indicated in the district’s application for federal funding

Campus Improvement Plan – follows State and Federal guidelines and indicates the coordination of SCE funds

Review Review Title I, Part A Title I, Part A Schoolwide ProgramSchoolwide Program


What’s the easiest way for a campus improvement plan to indicate that SCE funds are being used to upgrade the Title I, Part A schoolwide program?

Indicate “effective” strategies being implemented to meet the needs of the at risk students.

Indicate the amount of SCE dollars being used on the campus to upgrade the Title I, Part A schoolwide program.



SCE ProgramSCE Program (Module 9, Section 9.2.3)(Module 9, Section 9.2.3)

SCE resources mustmust be be redirectedredirected when evaluations indicate that programs and/or services are unsuccessful in producing desired results for students at risk of dropping out of school.

Calculation of 110% Calculation of 110% Satisfactory Satisfactory PerformancePerformance

Step 1Divide the total TAKS raw score cut (the number of correct responses needed to pass the test) by the total TAKS test items (total number of questions in the particular test).

Example:There are 42 questions on a test and the student is required to answer 24 items in order to pass the exam. Therefore, 57.14% of the items must be answered correctly to pass the exam.

See next slide

Step 2 Multiply the percentage of the total TAKS items

needed to be answered correctly by 110%.

Example:57.14% x 110% = 62.86% Therefore, 62.86% of the items need to be answered correctly in order to meet the 110% requirement.

View chart on next slide

View chart on next slide

Calculation of 110% Calculation of 110% Satisfactory Satisfactory PerformancePerformance

ExampleExampleG

R

A

D

E

Total TAKS Items

TAKS Raw

Score Cut

% of Total TAKS Test

Items

110% Average

110% Raw

Score

110% Raw Score

Rounded Up

Equivalent Scale Score

6 42 24 57.14% 62.86% 26.4 27 2100

24 ÷ 42 =.571429

.571429 x 110% = .628572

.628572 x 42 = 26.40

Number must be rounded

up

Raw Score Conversion Tableshttp://www.tea.state.tx.us/student.assessment/scoring/convtables/index.html

http://www.tea.state.tx.us/student.assessment/scoring/convtables/index.html


NOTE:NOTE:NOTE:NOTE:

Raw Score Conversion Tableshttp://www.tea.state.tx.us/student.assessment/scoring/convtables/index.html

Always check the Student Assessment

Web page for changes.

Always check the Student Assessment

Web page for changes.



Most Important AdviceMost Important AdviceMost Important AdviceMost Important Advice

index purpose of the sce program student eligibility program evaluation district/campus improvement...

Documents