copyright © texas education agency 2006 state compensatory education changes to the program...

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Texas Education Agency 2006

State Compensatory State Compensatory EducationEducation

Changes to the Program 2009-2010

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Copyright and Terms of ServiceCopyright © Texas Education Agency, 2002. The materials found on this website are copyrighted © and trademarked ™ as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions:

1. Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency;

2. Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency;

3. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way;

4. No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.

Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee.

Contact TEA Copyrights with any questions you may have.2

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In 2009, the 81In 2009, the 81stst Legislature made a Legislature made a few (2) changes to few (2) changes to the SCE program.the SCE program.

The 2 specific changes are to: Indirect cost Student identificationDetails noted on the next 4

slidesDetails noted on the next 4 slides

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Indirect CostIndirect Cost ( (slide includes anticipated change to slide includes anticipated change to

indirect cost - effective Fall 2009 - Approval from State Board of indirect cost - effective Fall 2009 - Approval from State Board of Education is pendingEducation is pending))

Indirect costs include expenditures reported under the following expenditure function codes:

3434-Student Transportation;

4141-General Administration;

8181-Facilities Acquisition and Construction; and the

Function 90 Function 90 series of the General Fund, as defined in the TEA Financial Accountability System Resource Guide (FASRG).

The remaining 5555 percent of the SCE allotment must be must be spent on the district’s identified students at risk of spent on the district’s identified students at risk of dropping out of schooldropping out of school.

Refer to the Texas Administrative Code (TAC), Chapter 105. Foundation School Program, Subchapter B - Use of State Funds and Module 9, Section 9.2.4

for direct instruction

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Text of Proposed Amendment to 19 TAC Text of Proposed Amendment to 19 TAC

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5555 percent and Carry Over percent and Carry OverCarry over amounts result when expenditures attributable to the FSP SCE program during a fiscal year are less than 55*55* percent of the FSP SCE allotment for the school year. Carry over amounts are to be budgeted in the first or second subsequent fiscal year. In calculating the carry over amount, the lower of either the preliminary or final earned allotment amount reflected in the district’s summary of finances is compared to the district’s expenditure amount for the respective school/fiscal year.

_____________________________________________________________________________________

* slide includes anticipated change to indirect cost - effective Fall 2009 - Approval from slide includes anticipated change to indirect cost - effective Fall 2009 - Approval from State Board of Education is pendingState Board of Education is pending

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Page 51

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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who: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;NOTE: Do not use previous year’s score for classification.

Change effective the 2009-2010 school Change effective the 2009-2010 school yearyear: adds a provision to §29.081 that changes the compensatory education definition of “student at risk of dropping out of school” by excluding a student who did not advance from PK or kindergarten to the next grade level only as only as the result of the request of the student’s parentsthe result of the request of the student’s parents. . this is this is NOTNOT retroactive retroactive

TEA Financial Accountability System Resource Guide, version 13 (Adopted June 2008) Module 9, Section 9.2.3.1TEC, Sections 29.081 and 28.002(a)(1)

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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:2. Is in grade 7, 8, 9, 10, 11, or 12in grade 7, 8, 9, 10, 11, or 12, and did did

not maintain an average equivalent to 70not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in in two or more subjects in the foundation curriculumthe 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, Sections 29.081 and 28.002(a)(1)TEA Financial Accountability System Resource Guide - Module 9, Section 9.2.3.1

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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:3. Was not advanced from one grade level to not advanced from one grade level to

the next the next for one or more school years. NOTE: Student remains at risk of dropping out of school for the remainder of his/her public school education.

4.4.Did not perform satisfactorily on an Did not perform satisfactorily on an assessment instrumentassessment 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 percent 110 percent of the level of satisfactory performance on that instrument;TEC, Sections 29.081 and 28.002(a)(1)

TEA Financial Accountability System Resource Guide - Module 9, Section 9.2.3.1

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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:5. is pregnantpregnant or is a parentparent;

6.6. has been placed in an alternative education has been placed in an alternative education program in accordance with Section 37.006 program in accordance with Section 37.006 during the preceding or current school year; NOTE: Section 37.006 describes a disciplinary education program not an in-school suspension (ISS) program or a JJAEP. (Use Function Code 95 [indirect cost] to account for JJAEP expenditures.)

7.7. has been expelled in accordance with has been expelled in accordance with Section 37.007Section 37.007, TEC during the preceding or current school year;


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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:8. Is currently on parole, probation, deferred currently on parole, probation, deferred

prosecutionprosecution, or other conditional release;

9. Is was previously reported through PEIMS previously reported through PEIMS to have dropped out of schoolto 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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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:10. Is a student of limited English proficiencylimited English proficiency, as

defined by Section 29.052;Note: The student no longer meets at risk status for this criteria once the student has been exited from this program.

11. Is in the custody or care of the Department or care of the Department of Protective and Regulatory Services of Protective and Regulatory Services or has, during the current school year, been been referred to the departmentreferred to the department by a school official, officer of the juvenile court, or law enforcement official; Now - Department of Family and Protective Services


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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:12. Is homelesshomeless, as defined by 42 U.S.C. Sec. 11302,

and its subsequent amendments; Refer to: McKinney-Vento Homeless Assistance Act of 2001, Sec. 725.

For more information: The Texas Homeless Education Office offers free technical assistance service to any district that needs help in developing and/or implementing its Homeless Education Plan. Call 512-475-9702 or 1-800-446-3142 to speak with a consultant.

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

Also, review and maintain information located in Appendix 17 in the NCLB Federal Application for Federal Funds.

http://www.tea.state.tx.us/nclb/nclbaa/

ap17Homeless0708.pdf TEC, Sections 29.081 and 28.002(a)(1)TEA Financial Accountability System Resource Guide - Module 9, Section 9.2.3.1

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At-Risk Student Eligibility Criteria Includes At-Risk Student Eligibility Criteria Includes each student who is under 21 years of age each student who is under 21 years of age who:who:13.13.Resided in the preceding school year or Resided in the preceding school year or

resides in the current school year in a resides in the current school year in a residential placement facility in the residential placement facility in the districtdistrict, 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.

TEC, Sections 29.081 and 28.002(a)(1)

TEA Financial Accountability System Resource Guide - Module 9, Section 9.2.3.1

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A school district may serve students who meet school district may serve students who meet local eligibility criteria local eligibility criteria if the local criteria was adopted by the board of trustees. However, the number of students receiving services may not may not exceed 10 percent of the number of students exceed 10 percent of the number of students who received services who received services during the preceding school year.

Keep in mind, the school district may not use its school district may not use its SCE allotment to provide the specified SCE allotment to provide the specified supplemental services or supplemental supplemental services or supplemental instruction to students identified as at risk instruction to students identified as at risk pursuant to local criteria on a campus that did pursuant to local criteria on a campus that did not have any students identified as at risk not have any students identified as at risk pursuant to Section 29.081(d).pursuant to Section 29.081(d).

Local Student EligibilityLocal Student Eligibility

TEC Section 29.081(d)

Continued on next slide

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As with all other aspects of a compensatory education program, the school district MUST document the school district MUST document the need for the specific supplemental services or need for the specific supplemental services or supplemental instruction in its comprehensive supplemental instruction in its comprehensive needs assessmentneeds assessment.

Maintain information in the comprehensive Maintain information in the comprehensive needs assessment and the D/CIPneeds assessment and the D/CIP.

Students at risk of dropping out of school Students at risk of dropping out of school reported reported through the PEIMS must meet the criteria set forth in Section 29.081(d); students identified using local criteria are not reported through the PEIMSnot reported through the PEIMS.

Once a need has been identified, the school district may provide the specified supplemental services or supplemental instruction to students identified at risk of dropping out of school pursuant to local criteria.

Local Student Eligibility, continuedLocal Student Eligibility, continued

TEC Section 29.081(d)17

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Module 9 is being updated!Module 9 is being updated!It will be available in a few It will be available in a few

weeks.weeks.The audit risk assessment updatedPlan information requirements emphasized

Specific (mandated in TEC) information required$149,999 SCE requirement will be raised to $500,000

Mentoring clarifiedStudent identification form updatedRelevance of evaluation of program emphasizedAudit information will now include the Full-time Equivalent Staff and Financial Resources report; located in Appendix 2

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So What Hasn’t Changed?So What Hasn’t Changed?Illiteracy rates remain high in the state and nationIntent and purpose of the programProgram intent codesRequired policies and proceduresUse of SCE fundsStudent identificationSupplement not supplantMaintenance of updated and current updated and current district and campus improvement plans as regulated in state law, TEC as regulated in state law, TEC Sections, 11.251-253Sections, 11.251-253

Submission of plansEvaluation of the program Maintenance of appropriate documentation

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Cost of Illiteracy Remains Cost of Illiteracy Remains HighHigh Illiteracy: A Hidden Health Hazard

“As if confusing labels and the high cost of many prescription drugs weren't enough to deter patients from taking their medication as directed, health professionals are starting to realize there's another barrier: a lack of basic a lack of basic reading and language skillsreading and language skills.” http://www.ahealthyme.com/topic/healthliteracy

A study reported in the Archives of Internal Medicine, concluded that education levels have long appeared to play a role in longevity: the study found that people who did not graduate from high school lived an average of nine years lived an average of nine years less than graduatesless than graduates. http://archinte.ama-assn.org/cgi/content/abstract/167/14/1503

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Cost of Illiteracy Remains High, Cost of Illiteracy Remains High, continuedcontinuedAccording to the Literacy Report, released by the National Center for Education Statistics (NCES) http://nces.ed.gov/pubs2006/2006483_1.pdf Literacy statistics and juvenile court

85 percent 85 percent of all juveniles who interface with the juvenile court system of all juveniles who interface with the juvenile court system are are functionally illiteratefunctionally illiterate..

More than More than 60 percent of 60 percent of allall prison inmates are functionally illiterateprison inmates are functionally illiterate.. Penal institution records show that inmates have a Penal institution records show that inmates have a 16% chance of 16% chance of returning to prison returning to prison if they receive literacy helpif they receive literacy help, as opposed to 70% who , as opposed to 70% who receive no helpreceive no help. This equates to taxpayer costs of . This equates to taxpayer costs of $25,000 per year per $25,000 per year per inmateinmate and nearly double that amount for juvenile offenders. and nearly double that amount for juvenile offenders.

Illiteracy and crime are closely relatedIlliteracy and crime are closely related. The Department of Justice . The Department of Justice states, "The link between academic failure and delinquency, violence, states, "The link between academic failure and delinquency, violence, and crime is welded to reading failure." and crime is welded to reading failure." Over 70% of inmates in Over 70% of inmates in

America's prisons cannot read above a fourth grade levelAmerica's prisons cannot read above a fourth grade level .. Many of the USA ills are directly related to illiteracy. Just a few statistics:Many of the USA ills are directly related to illiteracy. Just a few statistics:Literacy is learned. Literacy is learned. Illiteracy is passed along by parents who cannot Illiteracy is passed along by parents who cannot read or writeread or write..

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Intent and Purpose of SCEIntent and Purpose of SCEState Compensatory Education (SCE) is defined in law as programs and/or services designed to supplement the designed to supplement the regular education programregular education program for students identified as at risk of dropping out of school. (Refer to Section 29.081(a) (Refer to Section 29.081(a) of the Texas Education Code) of the Texas Education Code)

The goalgoal of SCE is to reducereduce any disparity in disparity in performance on assessment instrumentsperformance on assessment instruments administered under Subchapter B, Chapter 39 TECChapter 39 TEC, or disparity in the rates of high school completion between students at risk of dropping out of schooldropping out of school and all other LEA students.

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

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When using SCE funds to When using SCE funds to upgrade a Title I, schoolwide upgrade a Title I, schoolwide program:program:

SCE funds are used to support the Title I, Part A schoolwide (SW) educational program must be part of the campus budgetmust be part of the campus budget.

The district/charter maintains documentation that all programs maintains documentation that all programs and strategies are supported by scientifically based and strategies are supported by scientifically based researchresearch.

FlexibilityFlexibility – only for campuses at 40 percent low-incomeonly for campuses at 40 percent low-income--The flexibility does not apply to SW campuses that use the Title I, Part A feeder pattern to meet the 40 percent poverty threshold or the Title I, Part A regulation which allows a campus that has operated as a SW campus the previous year with a 40 percent poverty threshold to continue to operate as a SW campus. In addition, this flexibility does not apply to Title I, Part A SW campuses that are SW because of an Ed-Flex Waiver.

Refer to Module 9, Section 2.4.1 for additional guidance

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When using SCE funds to upgrade When using SCE funds to upgrade a a Title I, schoolwide program, Title I, schoolwide program, continued:continued:

Program Intent Code (PIC) 30Program Intent Code (PIC) 30 – used only for SW campuses at 40 percent using SCE funds to upgrade schoolwide program

SCE expenditures must be tracked back to the SCE PICexpenditures must be tracked back to the SCE PIC, and all generally accepted accounting principles must be followed.

Campus Improvement PlanPlan – follows State and Federal follows State and Federal guidelinesguidelines and indicates the coordination of SCE funds

NOTE: Title I, Part A, districtwide program activities funded activities funded through the central office DO NOT have schoolwide through the central office DO NOT have schoolwide flexibilityflexibility, regardless of whether all campuses in a district are Title I, Part A schoolwide.

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Although activities conducted with SCE funds may be used to support the Title I educational programeducational program, the 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.

The use of these funds will be described and evaluatedbe described and evaluated in the schoolwide campus improvement plan.

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, but they must be identified as at risk for but they must be identified as at risk for reporting to PEIMSreporting to PEIMS.

Address how the needs of at-risk students are being metAddress how the needs of at-risk students are being met.

District is responsible for evaluating the SCE programDistrict is responsible for evaluating the SCE program at the district level according to the requirements of Section 29.081(c), TEC.

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When using SCE funds to When using SCE funds to upgrade a upgrade a Title I, schoolwide program, Title I, schoolwide program, continued:continued:

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Support of a Title I, Part A Support of a Title I, Part A ProgramProgram

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 the amount of SCE dollars being used on the amount of SCE dollars being used on the campus to upgrade the Title I, Part A schoowide campus to upgrade the Title I, Part A schoowide educational programeducational program.Indicate “effectiveeffective” strategies being implemented to meet the needs of the at risk students.Indicate howhow the SCE program is implementedprogram is implemented to benefit all students in need.

Schoolwide plans mustmust describe how other local, state and federal resources will be used in conjunction with Title I funds.

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For additional information For additional information regarding regarding

Title I, Part A, view the following:Title I, Part A, view the following:NCLB Program CoordinationNCLB Program Coordination

512-463-9095512-463-9095http://www.tea.state.tx.us/nclb

The USDEUSDE at http://www.ed.gov/programs/titleiparta/index.html also provides valuable information regarding the Title I program.

Designing Schoolwide Programs Designing Schoolwide Programs at http://www.ed.gov/policy/elsec/guid/designingswpguid.doc

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NOTICE: the law states the SCE funds must be used to NOTICE: the law states the SCE funds must be used to supplement the regular education program for at risk supplement the regular education program for at risk

students, students, not the school budgetnot the school budget..

SCE is not a CASH COW, it is a SCE is not a CASH COW, it is a program!program!

Only effective strategies, programs Only effective strategies, programs and activities are supported by the and activities are supported by the SCE allotment.SCE allotment.Any program activity, program Any program activity, program

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

SCE funds MUST be used to provide support programs and/or SCE funds MUST be used to provide support programs and/or services that supplement the regular education program so that services that supplement the regular education program so that students at risk of dropping out of school can succeed in school.students at risk of dropping out of school can succeed in school.

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(a) Each school district shall use the student performance data resulting from the basic skills assessment instruments and achievement tests administered under Subchapter B, Chapter 39, to design and implement appropriate compensatorycompensatory, , intensive, or accelerated instructional intensive, or accelerated instructional servicesservices for students in the district's schools that enable the students to be performing at grade level at the conclusion of the next regular school term.

(b) Each district shall provide accelerated instruction to a studentshall provide accelerated instruction to a student enrolled in the district who has taken the secondary exit-level assessment instrument and has not performed satisfactorily on each section or who is at risk of at risk of dropping out of schooldropping out of school..

(c) Each school district shall shall evaluateevaluate and and document the effectivenessdocument the effectiveness of of thethe accelerated instructionaccelerated instruction in reducing 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 and all other district students.

§29.081(a), TEC

Compensatory, Intensive, and Compensatory, Intensive, and Accelerated Instruction Accelerated Instruction

SCE is a State Mandated Program

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WAIVER REQUIRED!!!WAIVER REQUIRED!!!

Program Intent CodesProgram Intent Codes2424 – Accelerated Education

2626 – Nondisciplinary Alternative Education Programs – AEP Basic ServicesAEP Basic Services

2828 – Disciplinary Alternative Education Programs DAEP Basic ServicesDAEP Basic Services

2929 – Disciplinary Alternative Education Programs DAEP Supplemental SCE CostsDAEP Supplemental SCE Costs

3030 – Title I Schoolwide ActivitiesTitle I Schoolwide Activities Related to SCE & Other Costs on Campuses with 4040%% or More Low-Income Poverty Percentage

EnsureEnsure all the attending students are all the attending students are identified “at-risk” using either state or identified “at-risk” using either state or

local criterialocal criteria.

EnsureEnsure all the attending students are all the attending students are identified “at-risk” using either state or identified “at-risk” using either state or

local criterialocal criteria.

Module 9, Section 9.3.1 30

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Required Policies and Required Policies and ProceduresProceduresDistricts, including charter schools receiving SCE funding, are requiredrequired to have writtenwritten policies & procedurespolicies & procedures to identify:

students who are at riskstudents who are at risk of dropping out of school;

students who are at riskat risk of dropping out of school under under locallocal criteriacriteria & documentation of compliance with the 10% 10% capcap;

how students are enteredentered into the SCE program;

how students are exitedexited from the SCE program

the methodologies involving calculation of 110% calculation of 110% satisfactorysatisfactory performance onperformance on all assessment instruments; and the cost ofthe cost of the regular education programthe regular education program in relation to budget allocations per student and/or instructional staff per student ratio.

Module 9, Section 9.2.3

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Maintenance of At Risk Maintenance of At Risk IdentificationIdentification RecordsRecords

Student At-Risk Identification ProfileStudent At-Risk Identification Profile

This two page document is located in the Module 9, in Appendix 2 – Sample Forms.http://www.tea.state.tx.us/index4.aspx?id=3819

The LEA must use currentmust use current maintain student records verifying the at-risk classification.

The at-risk classification records must indicate must indicate periodic review and verificationperiodic review and verification.

The district decides where records will be maintained.

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What does “basic program” mean? What does “basic program” mean? What does “supplement the basic What does “supplement the basic program” mean? program” mean? • All students have the right to receive an

education paid for with unrestricted funds. This includes a teacherteacher, , textbookstextbooks, and , and instructionalinstructional materialsmaterials.

• SCE funds are to be used to support and support and supplement the basic instructional programsupplement the basic instructional program for students at risk of dropping out of school.

• SCE funds cannotcannot be used to pay for services and materials that students must havemust have as a part of their basic educational program.

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The The candles candles

represent represent even even further additional further additional

support support for the studentfor the student.

Basic and Supplemental Basic and Supplemental ProgramsPrograms

Example:Example:

The The candles candles

represent even further represent even further additional support additional support

for the studentfor the student.

Your basic program would Your basic program would represent the plain cake; represent the plain cake;

every student is every student is entitled to a regular entitled to a regular

education, education, in this case, an equal sized in this case, an equal sized

piece of cake.piece of cake.

Regular or Regular or

Basic Basic ProgramProgram

Supplemental Supplemental ProgramProgram

Supplemental Supplemental Program PlusProgram Plus

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Planning Planning RequirementRequirement

The SCE program SCE program must be must be described in the campus described in the campus improvement planimprovement plan if the

program is implemented at the campus level oror be described in the district described in the district

improvement plan if the state improvement plan if the state compensatory education compensatory education program is implemented program is implemented

districtwidedistrictwide.

Plan – to devise or project the realization or achievement; to have the end in mind

“Plans are only good intentions unless they immediately degenerate into hard work.” Peter F. Drucker – American Educator and Writer

“Would you tell me, please, which way I ought to go from here?"

"That depends a good deal on where you want to get to," said the Cat.

"I don't much care where –" said Alice.

"Then it doesn't matter which way you go," said the Cat.

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A Well Written Plan:A Well Written Plan:The plan includes objectives that are specific, measurable, specific, measurable, attainable, time-boundattainable, time-bound and, most importantlymost importantly, focused on focused on increasing achievement for all students in the schoolincreasing achievement for all students in the school.

Examines the SCE Program evaluationExamines the SCE Program evaluation

By analyzing what is working and what is not working to improve student achievement, LEAs can focus resources on the strategies and goals that will most likely impact student achievement.

Without written goals and specific objectives, the staff members often direct their individual efforts toward slightly different goals, thereby reducing the efficiency of the overall program.

“However beautiful the strategy, you should occasionally look at the results”. Winston Churchill 36

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District Improvement Plan, District Improvement Plan, (DIP)(DIP) Each school district shall have a DIP that is developed,

evaluated, and revisedevised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee established under §11.251, TEC§11.251, TEC.

The purpose of the DIP is to guide districtguide district and campus and campus staff in the improvement ofstaff in the improvement of student performance for student performance for

all studentall student groups in order to attain state standardsgroups in order to attain state standards in respect to the academic excellence indicators adopted under §39.051, TEC.

Module 9, Section 9.2.3

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Campus Improvement Plan, Campus Improvement Plan, (CIP)(CIP)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 theThe DIP reflects the summary of the total SCE summary of the total SCE program for the entire districtprogram for the entire district..

§11.252 – 11.253, TEC Module 9, Section 9.2.3 SCE is a state mandated programSCE is a state mandated program.

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District/Campus Improvement District/Campus Improvement PlansPlans((slide includes anticipated change to indirect cost - effective Fall 2009 - slide includes anticipated change to indirect cost - effective Fall 2009 - Approval from Approval from State Board of Education is pendingState Board of Education is pending))The district/campus improvement plan mustmust include the following:

Total Total amount of SCE fundsamount of SCE funds allocated forallocated for resources resources & staff& staff

ActualActual dollar amountsdollar amounts for activities and SCE for activities and SCE dollars that showdollars that show 55%55% of the entitlementof the entitlement

CumulativeCumulative summary of program and summary of program and entire entire budgetbudget in the DIP in the DIP

SpecificSpecific campus activities and campus budget in campus activities and campus budget in the CIPsthe CIPs

§11.253, TEC

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District/Campus Improvement District/Campus Improvement PlansPlans((slide includes anticipated change to indirect cost - effective Fall 2009 - slide includes anticipated change to indirect cost - effective Fall 2009 - Approval from Approval from State Board of Education is pendingState Board of Education is pending))The district/campus improvement plan must include the following:

Total Total amount of SCE fundsamount of SCE funds allocated forallocated for resources resources & staff& staff

ActualActual dollar amountsdollar amounts for activities and SCE for activities and SCE dollars that showdollars that show 55%55% of the entitlementof the entitlement

CumulativeCumulative summary of program and summary of program and entire entire budgetbudget in the DIP in the DIP

SpecificSpecific campus activities and campus budget in campus activities and campus budget in the CIPsthe CIPs

§11.253, TEC

Financial information must be related to must be related to performance or productivity data.performance or productivity data.

Budgets and D/CIPs should answer should answer questions regarding the achievementsquestions regarding the achievements of both the students and the campusstudents and the campus.

Financial information must be related to must be related to performance or productivity data.performance or productivity data.

Budgets and D/CIPs should answer should answer questions regarding the achievementsquestions regarding the achievements of both the students and the campusstudents and the campus.

What bang did the campus What bang did the campus get for the buck?get for the buck? What bang did the campus What bang did the campus get for the buck?get for the buck?

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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 summary of data . The summary of data includes an analysis of patterns and trends includes an analysis of patterns and trends with a discussion of probable causes of high with a discussion of probable causes of high areas of student needsareas of student needs..May use data from the following sources:May use data from the following sources:

Current state assessments, readiness testsCurrent state assessments, readiness tests

High school completion ratesHigh school completion rates

Pass/failure ratesPass/failure rates

Data from special program evaluationsData from special program evaluations

PLANS MUST INCLUDE:PLANS MUST INCLUDE:Comprehensive Needs Assessment

Driving Force Behind District/Campus Planning

§11.252 – 11.253, TEC Module 9, Section 9.2.5

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Comprehensive needs assessment - conducted to identify the strengths and weaknesses of existing programs, practices, procedures, and activities, and ensures the use of resources is carefully planned, supplemental and cost effective.

The summary should also include the following:The summary should also include the following: indicators of expected and actualexpected and actual outcomes 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.

PLANS MUST INCLUDE:PLANS MUST INCLUDE:Comprehensive Needs Assessment

Driving Force Behind District/Campus Planning

§11.252 – 11.253, TEC Module 9, Section 9.2.5

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Comprehensive Needs Assessment Comprehensive Needs Assessment (CNA)(CNA)

Conducting a needs assessment helps planners focus better on campus helps planners focus better on campus issuesissues and link goals with hard data.

A CNA should be the centerpiece of the planningcenterpiece of the planning process—the database from which the planning team develops its vision of the future.

Through the CNA, a school identifies its strengths and weaknessesschool identifies its strengths and weaknesses and specifies priorities for improving student achievementspecifies priorities for improving student achievement and meeting challenging academic standards.

A needs assessment is a comprehensive evaluation plan comprehensive evaluation plan of a school’s strengths and weaknesses. The concept of the CNA is to build on the The concept of the CNA is to build on the school’s strengths and improve areas of weaknessschool’s strengths and improve areas of weakness.

A comprehensive needs assessment is not a simple check list where A comprehensive needs assessment is not a simple check list where the someone (or a group) checks off probable strategies or programs the someone (or a group) checks off probable strategies or programs that sound like they might work at a district and/or campus.that sound like they might work at a district and/or campus.

§11.252(a), TEC 43

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Components of Campus Components of Campus Improvement PlanImprovement PlanIDENTIFIED IDENTIFIED STRATEGIESTRATEGIESS

SUPPLEMENTSUPPLEMENTAL FINANCIAL AL FINANCIAL RESOURCESRESOURCES

SUPPLEMENTASUPPLEMENTAL FULL-TIME L FULL-TIME EQUIVALENT EQUIVALENT (FTEs)*(FTEs)*

MEASURABLE MEASURABLE PERFORMANCPERFORMANCE OBJECTIVESE OBJECTIVES

TIMELINES TIMELINES FOR FOR MONITORING MONITORING STRATEGIESSTRATEGIES

FORMATIVE FORMATIVE EVALUATIOEVALUATIONN

SUMMATIVE SUMMATIVE EVALUATIOEVALUATIONN

A strategy is a A strategy is a plan of action plan of action designed to designed to achieve a achieve a particular goalparticular goal..

Planned methods or techniques for facilitating and enhancing learning

Strategies are Strategies are aligned with the aligned with the comprehensive comprehensive needs needs assessmentassessment..

The activities/strategies should be specific.

The activities/strategies should be evaluated (formatively) at increments during the school year. Note: August—May is not an increment

The formative evaluation and the time increments should be specified as well as indicating who will be responsible for monitoring the activity.

Indicate the actual dollar amounts for activities and/or strategies.

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

MeasurableMeasurable student student performance performance objectivesobjectives based on based on the needs the needs assessment data.assessment data.

Objectives stated stated in terms of what in terms of what the student or the student or learner will do, learner will do, rather than what rather than what the campus or the campus or instructor will doinstructor will do.

Measurable goals do not contain words that can't be measured such as demonstratedemonstrate, understandunderstand, comprehendcomprehend, improveimprove, etc.

How will you know if a child understands? Has improved? Comprehends? You will measure it by observing a behavior, thus the behavior should be stated in the goal.

More information regarding “measurable goals” is on the next slide.

Schedule for data collection during the school year

Timelines should indicate when progress toward the objective will be monitored. This should be written in incremental units such as every three weeks, every month, (not August though May or “ongoing”) each semester, etc.

Effective strategies are key.

Used to control, assure or improve the quality of performance or delivery

Includes periodic measures that are utilized during the actual implementation of the interventions or strategies.

Example: Collecting continuous feedback from participants in a program in order to revise the program as needed – concerned with program improvement

Examples: weekly check of lesson plans, weekly and/or six weeks evaluation of student projects and/or subject grades, regular inspection of attendance records, examination of semester passing rates, etc.

Summative evaluations provide overall effects & program accountability

These measures summarize the cumulative results for the year; is a method of judging the worth of a program at the end of the program activities.

Analysis of the outcome is conducted – concerned with the final judgment of success.

Examples: summaries of annual performance reports, summaries of parent surveys, summaries of staff development evaluations, pass/failure rates, attendance/drop summary reports, etc.

§§ 11.252 – 11.253, TEC Module 9, Section 9.2.5

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Identified Strategies

Measurable Goals Measurable Goals By establishing measurable goals, a campus clearly

articulates the purposes and intended outcomes of its improvement plan.

In addition, the goals provide a means of tracking the campus’ progress over the school year of the plan.

Course goals are broad statementsgoals are broad statements indicating what the student will learn. Course objectivesobjectives are easily are easily

measurablemeasurable and often include specific skills that the student can demonstrate.

1. Students will learn conversational Spanish.2. Students will write four sentences in Spanish. 3. Students will use fifty vocabulary words in a conversation

with another student. 4. Students will learn Spanish grammar.

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So what’s the difference So what’s the difference between formative and between formative and summative evaluation?summative evaluation?

●The purpose of formative evaluation purpose of formative evaluation is is to validate or ensure to validate or ensure that the goals of the instruction are being achieved and to that the goals of the instruction are being achieved and to improve the instructionimprove the instruction, if necessary, by means of identification and subsequent remediation of problematic aspects. Weston, Mc Alpine, and Bordonaro, (1995)

●Formative evaluation is conducted to provide program staff conducted to provide program staff evaluative information useful in improving the programevaluative information useful in improving the program. Worthen, Sanders, and Fitzpatrick, (1997)

●"When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative." Robert Stakes

●Summative evaluation is typically quantitative, using numeric scores or letter grades to assess learner achievement; it helps you know whether the product ; it helps you know whether the product teaches what it is supposed to teachteaches what it is supposed to teach.

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Did your CIP address what helped the students learnDid your CIP address what helped the students learn??

Answer should lie in the plan.● D/CIPs are required by TEC, Section 11.251● D/CIPs important fiscal documents because they:

Identify needs and objectives Describe strategies and activities Place expenditures in context

Successful schools don't just happen – they Successful schools don't just happen – they must be continually shaped and guided.must be continually shaped and guided.

Are your plans a true reflection of Are your plans a true reflection of your district, campus, teacher, your district, campus, teacher, parent, and community parent, and community expectations?expectations?

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Ensure your D/CIPs address the Ensure your D/CIPs address the following:following: The school documents, in the plan, how it conducted the

needs assessment, the results it obtained, and the conclusions it drew from those results.

Goals are connected to priority needs, the needs assessment, and portray a clear and detailed analysis of multiple types of data.

The goals sufficiently address the needs of the at-risk student population.

Strategies are described in sufficient detail and are focused Strategies are described in sufficient detail and are focused on helping at-risk students reach the state’s standards. on helping at-risk students reach the state’s standards.

The plan sufficiently addresses how the school will determine if these needs are met.

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Plan Submission – When?????Plan Submission – When?????The district improvement plan, campus improvement plan(s) (for school districts) or instructional plan (for charter schools) and the local evaluations (for both school districts and charter schools) are to be submitted not later than the 150th day after the last day permissible to send data for the PEIMS data FINAL Midyear resubmission 2. The 150th day falls late February; the due date for the submission for plans and evaluations will thus fall late July. The agency will therefore accept plans through the last Friday of the last Friday of the month of Julymonth of July.

Submit your 2008-2009 plans by the Submit your 2008-2009 plans by the last Friday of July 2010last Friday of July 2010.

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Submission of Plans in PDF only! Submission of Plans in PDF only! File naming and submission instructions are outlined in the Electronic Reports Submission Standards which can be found on the Financial Audits web page: http://www.tea.state.tx.us/index4.aspx?id=3968

The PDF formatted plans should be uploaded using a TEA Secure Environment (TEASE) Audit account.

No TEASE Audit Access – apply for it online by following the instructions at the following link:http://www.tea.state.tx.us/webappaccess/HelpIntroToPaperless.doc

Contact Paul Moreno for additional guidance at 512-463-9095.

Instructions for uploading the files can be found in the Electronic Report Submission Standards at the following link:http://www.tea.state.tx.us/school.finance/audit/elec_rpts_sub_stds_r1.doc

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TEA Financial Accountability System Resource GuideModule 9, Section 9.1.2 and 9.4

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Program Evaluation is Program Evaluation is RequiredRequired

In an era where resources for educational programs are limited, programs that can document their success in having an impact on their students and in using resources efficiently and effectively will be at an advantage for ongoing funding.

How do we know if the SCE program is:• Making progress and • Achieving results

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SCE Program EvaluationSCE Program Evaluation

The SCE Program Evaluation is The SCE Program Evaluation is NOTNOT A list of TAKS results stapled to the front of the plan; or

A survey without analysis of results.

The evaluation should be a thorough assessment of the district’s actual supplemental program or programs implemented for at-risk students.

Evaluation provides formative feedback that helps guide a program as it is being implemented.

It also provides summative data that clearly demonstrates that the program is accomplishing its stated goals and objectives.

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Evaluation and MonitoringEvaluation and MonitoringThe evaluation and monitoring improvement efforts are a critical componentcritical component of the LEA comprehensive needs assessment.

Inferences about the effectiveness of strategies and interventions can only be accurately made if it has been determined with a reasonable degree of certainty that strategies have been implemented as designed.

SCE resources must be redirected 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.

TEA Financial Accountability System Resource Guide, Module 9, Section 9.2.3

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SCE Program EvaluationSCE Program EvaluationThe program’s evaluation measures how successful the school has been in addressing identified needs, and meeting the goals of the plan.The SCE program The SCE program mustmust be evaluated and be evaluated and documented by showing the effectiveness in documented by showing the effectiveness in reducing any disparity inreducing 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.

Also, evaluate the effectiveness of the designated SCE program and include the results of this evaluation in the DIP.TEC, Section 29.081 and TEA Financial Accountability System Resource Guide, Module 9, Section 9.2.7

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SCE Program EvaluationSCE Program Evaluation

Be able to describe how implementation of the at-risk (at both district and campus level) program will be evaluated and adjusted as needed.

Be able to ensure that an annual evaluation of progress toward reaching the district/campus goals takes place.

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Example Independent School District

Are TAKS Scores Analyzed for Every Are TAKS Scores Analyzed for Every Test in Your District?Test in Your District?

Grade Test Subject Tests

District At Risk

State At Risk

Difference

3rd Reading 85% 80% 5% over State

3rd Math 70% 72% 2% below State2% below State

4th Reading 74% 68% 6% above State

4th Writing 85% 83% 2% above State

4th Math 61% 71% 10% below State10% below State



5th Science 50% 56% 10% below State10% below State

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Grade Test Subject Tests

District At Risk

State At Risk

Difference

3rd Reading 85% 80% 5% over State

3rd Math 70% 72% 2% below State2% below State


4th Writing 85% 83% 2% above State




5th Science 50% 56% 10% below State10% below State

Example Independent School District

Are TAKS Scores Analyzed for Every Are TAKS Scores Analyzed for Every Test in Your District?Test in Your District?

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Without effective evaluation, the program staff may fail to document important impacts the program has on its participants.

Program staff may also fail to recognize how different components in the program are affecting the student success.

The evaluation helps focus staff efforts and project resources on the specific goals of the program.

Without effective evaluation, the program staff may fail to document important impacts the program has on its participants.

Program staff may also fail to recognize how different components in the program are affecting the student success.

The evaluation helps focus staff efforts and project resources on the specific goals of the program.

Where are the concerns?

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Grade

TAKS Subject Tests

2006 2007 Gain

3rd Reading 85% 89% +4

3rd Math 70% 70% 00

4th Reading 74% 80% +6

4th Writing 85% 88% +3

4th Math 61% 62% +1

5th Reading 66% 72% +6

5th Math 58% 58% 00

5th Science 50% 50% 00

Where are the concerns for the campus?

Have gains or losses been analyzed?

Campus State Compensatory At Risk Student Performance for

ABC Elementary School

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Grade

TAKS Subject Test

2007 State Compensatory Education Budget

3rd Reading 85% $ 9,000

3rd Math 70% $36,000

4th Reading 74% $ 4,000

4th Writing 85% $ 9,000

4th Math 61% $45,000

5th Reading 70% $10,000

5th Math 58% $47,000

5th Science 50% $30,000

Campus State Compensatory Education Budgetand At Risk Student Performance for ABC Elementary School

Based on the analysis of test results and recommendations made by the

planning committee, where would SCE funds be focused?

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Would your SCE Would your SCE evaluation be able to evaluation be able to answer the following?answer the following?

How well is the SCE program doing what it is intended to dodoing what it is intended to do?

What is it costingcosting to achieve the SCE program’s purpose?

Do independent evaluations show that the SCE strategies are effective and efficienteffective and efficient?

Is there information demonstrating the ability of the program to Is there information demonstrating the ability of the program to use resources (e.g., time, effort, money) effectively?use resources (e.g., time, effort, money) effectively?

By analyzing what is working and what is not working to improve student achievement, LEAs can focus resources on the strategies and goals that will most likely impact student achievement.

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Districts Should be Able to Provide Districts Should be Able to Provide the Following Information, the Following Information, continued:continued:

Name and description of each major State Compensatory Education program provided. For each of the programs/services provided: WhereWhere each program/service is offered;

Current funding amount funding amount for eacheach program/service;

Number of students served students served and/or staff members involved;

Professional staff development (topicstopics) relevant to the SCE program;

CoordinationCoordination with other programs and funding sources;

Description indicating how the SCE program or service supplementsupplement the regular education program; Section 42.152(c) and (q), TEC

Description indicating how the SCE program or service how the SCE program or service reduced the dropout ratereduced the dropout rate and/or increases the achievement of studentsand/or increases the achievement of students identified as being at risk of dropping identified as being at risk of dropping out of schoolout of school;

Description indicating how evaluations were conducted to measure the impact of the Description indicating how evaluations were conducted to measure the impact of the SCE program on student performance; Sections11.252(a)(8) and 11.253(d)(7), TEC;SCE program on student performance; Sections11.252(a)(8) and 11.253(d)(7), TEC;

Results of the effectivenessResults of the effectiveness of the listed SCE program as measured through evaluations and supporting data (results of evaluation); Section 29.081(c), TEC61

Maintain this information for Maintain this information for your planning committee, your planning committee,

program staff, parents, and program staff, parents, and your auditors. your auditors.

Maintain this information for Maintain this information for your planning committee, your planning committee,

program staff, parents, and program staff, parents, and your auditors. your auditors.

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BUT WAIT! BUT WAIT! Don’t forget the importance of “Buy-Don’t forget the importance of “Buy-In”In”Before the district invests in any program it must have “buy-in”. Why?

Analysts and educators have all noted that one of the most important ways to achieve the benefits of a well-designed program is to make sure that those who will use it--teachers and other school staff--are fully committed to the program before its implementation.

Many districts have learned--often the hard way--that even the most effective programs can fail to raise student achievement if poorly implemented.

Why? Because one of the most important elements for achieving this "well-founded confidence" in a program is to make sure that school staff have played a substantial role in its selection and implementation.

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Staff DevelopmentStaff DevelopmentSchool districts MUST be able to demonstrate that school personnel have received staff development designed to assist staff development designed to assist students at risk of dropping out of schoolstudents at risk of dropping out of school..

Effective programs rely on adequate and pertinent staff development.

Training and training expense must be reasonable and necessary and training MUSTMUST be related and beneficial to the at-risk program.

• Ensure that training is not a “one time” event. Documentation Documentation must be maintained that training was evaluated for must be maintained that training was evaluated for effectivenesseffectiveness.

• Ensure your district has established thoroughly written established thoroughly written policies regarding attendance of staff developmentpolicies regarding attendance of staff development.

TEA Financial Accountability System Resource Guide, version 13 (Adopted June 2008)

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Keep in Mind:Keep in Mind:Only effective strategies, programs and activities are supported by the SCE allotment.

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

SCE funds MUSTMUST 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. NOTICE: the law states the SCE funds must be used to NOTICE: the law states the SCE funds must be used to

supplement the regular supplement the regular educationeducation program, program, not the school not the school budgetbudget.

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May SCE funds be used to fund or supplement the following?

No. The The services must be part of delivery of academic instruction supplemental to the regular services must be part of delivery of academic instruction supplemental to the regular programprogram andand be reflected in the comprehensive needs assessmentbe reflected in the comprehensive needs assessment. . In contrast, programs such after school tutoring for students at risk of dropping out of school would qualify.

NOTE: all costs MUST be reasonable and necessary.

• Banquets, ceremonies, celebrations, door prizes, proms, pep rallies or food?• Drug dogs, drug testing, drug treatment, red ribbons, PA systems, security mirrors, cameras

or defibrillators?• Furniture, door mats, murals, banners, display cases, clinic/nurse supplies, rock climbing

walls, bike racks, or custom or outdoor signs?• Library equipment, library supplies or yearly campus library budget?• Entertainment, recreation, social events or proms?• Gifts, promotional items, memorabilia, or souvenirs (such as T-shirts, caps, tote bags, key

chains, imprinted pens)?• Athletics, PE teachers, PE aides, PE or gym equipment, sport uniforms or megaphones?• “Supplemental” positions or duties not associated to intensive instruction of the foundation

curriculum? • Student handbooks, year books, school newspaper or campus marquee? • Trips to amusement parks, swimming pools or theater?• UIL, music, cheerleading or athletic events?• Day Care? School Nurses or supplies for the clinic? Additional counselors or principals?

The 55%The 55%

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Unallowable Costs? Unallowable Costs?

Field tripsProfessional developmentFlat screens for all principals and administratorsSmart boardsDoor prizesAnimals, feeding of or breeding of drug dogs Duplicating paperFiling Cabinets, FurnitureAudio visual equipment for school board roomSchool marqueeElectrical rewiring of buildingAthletic expensesMealsTrophies and PlaquesAll State Choir or Band costsProm Dresses, Prom “lock-ins”Hall Passes, Student IDsWashers and DryersBreak room furniture and equipmentWalkie Talkies, PA systemsMonitoring the district’s attendance rateTrophies/plaques used for“ student of the month”, A/B honor roll, “A” honor roll and all end of year events

Water coolers, Ice MachinesIndoor/Outdoor PaintMoonwalks, Clowns, Parade FloatsDefibrillators, Drug Testing or Treatment Lawn equipment, landscaping, pest controlAllowance of personnel’s children in LEA’s PK programsRoller skates, skate boards, bicyclesSpecial dietary expenses for special education studentsFloral arrangements, aquariumsStaff development for administrative staff’s certification requirementsCosts associated to “Play Off” gamesCultural EventsFish Fry for CommunityClothing vouchers lacking paper trailCoffee and pastries for teacher’s loungeReligious Event-speakersUpdating Local Policy and Attendance CodeMaintenance of computer hardware for the districtLaminating machines

How can the following expenditures be used to help at-risk students pass the state assessment? Does the LEA maintain documentation?

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Lack of supporting documentation in Lack of supporting documentation in the D/CIPsthe D/CIPs

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Just because it’s listed in the plan (or on a schoolwide Just because it’s listed in the plan (or on a schoolwide program) does not necessarily make the activity allowable! program) does not necessarily make the activity allowable! Always consider the following questionsAlways consider the following questions.

Is the program, activity, or strategy reasonable and necessaryreasonable and necessary to carry out the intent and purpose of the program?

Does the program, activity, or strategy address a need previously address a need previously identified in the campus comprehensive needs assessmentidentified in the campus comprehensive needs assessment?

Was the program, activity, or strategy to be funded, described in the Was the program, activity, or strategy to be funded, described in the D/CIPs or charter improvement plan D/CIPs or charter improvement plan beforebefore the decision of whether to the decision of whether to pay the expenditure from SCE funds?pay the expenditure from SCE funds?

How will the program, activity, or strategy be evaluatedevaluated to measure a positive impact on student achievement?

Will the program, activity, or strategy raise academic standards Will the program, activity, or strategy raise academic standards for the intended beneficiaries?for the intended beneficiaries?

Is the program, activity, or strategy supplementalsupplemental to other nonfederal programs or federal programs?

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Consider the following Consider the following scenario:scenario:Campus X wants to use SCE funds ($7,000 – includes installation$7,000 – includes installation) to

purchase a merry-go-roundmerry-go-round for their summer program for at risk students. The principal and teachers believe that this purchase will raise student attendance and student moral.

Is this purchase reasonable and necessaryreasonable and necessary to carry out the intent and purpose of the SCE program?

Does the merry-go-roundmerry-go-round address a need a previously identified in the address a need a previously identified in the campus’ needs assessmentcampus’ needs assessment?

Was the use of the merry-go-roundmerry-go-round, described in the D/CIPs or charter improvement plan beforebefore the decision of whether to pay the expenditure from SCE funds?

How will the use of the merry-go-roundmerry-go-round, be evaluatedevaluated to measure a positive impact on student achievementstudent achievement?

Will the purchase of the merry-go-roundmerry-go-round raise academic standardsraise academic standards for the at risk students?

Is the purchase of the merry-go-roundmerry-go-round supplementalsupplemental to the basic instructional program? 68

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Does the campus maintain Does the campus maintain auditable documentation to auditable documentation to ensure a ensure a positivepositive response response

to to eacheach of the previous of the previous questions?questions?

Is the information Is the information clearlyclearly reflected and addressed in reflected and addressed in

the district and campus the district and campus improvement plans?improvement plans?

Does the campus maintain Does the campus maintain auditable documentation to auditable documentation to ensure a ensure a positivepositive response response

to to eacheach of the previous of the previous questions?questions?

Is the information Is the information clearlyclearly reflected and addressed in reflected and addressed in

the district and campus the district and campus improvement plans?improvement plans?

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When faced with the question of whether a certain When faced with the question of whether a certain position, program or activity may possibly be position, program or activity may possibly be funded with SCE dollars, funded with SCE dollars, keep the following in mindkeep the following in mind::

The purposepurpose of the SCE program is to improve student to improve student performance through direct instructional services performance through direct instructional services to students at risk of dropping out of school.

The more removed services are from the student, the more the resources are diluted and the more difficult it becomes for the school district to defend the use of the SCE funds and justify the effectiveness of the program in improving student performance.

LEA’s are prohibitedprohibited from using FSP SCE resource from using FSP SCE resource allocations allocations for students at risk of dropping out of school to to

supplant supplant resource allocations for the regular education resource allocations for the regular education programprogram.

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Common Audit FindingsCommon Audit FindingsLack of documentation verifying that 55 percent 55 percent of the district’s SCE allotment was earmarked for the SCE program

Incorrect Coding

At-risk students incorrectly identified

No evaluation No evaluation of the SCE program

Lack of supporting documentation in the district/campus plansLack of supporting documentation in the district/campus plans

Incorrect use of the 55 percent portion of SCE funds

Funding state mandated rulesFunding state mandated rules, programs or positions (this is unallowable)

Funds not used to meet intent and purpose of SCE programnot used to meet intent and purpose of SCE program

Expenditures not related to supplementing the basic educational program

SCE funds used for questionable travel expenses and/or field trips

SCE funds used for entertainment costs, door prizes, banquets, trophies, meals, SCE funds used for entertainment costs, door prizes, banquets, trophies, meals, athletics, UIL, and school board expenses athletics, UIL, and school board expenses

SCE funds used for positions that are NOT related to direct instructionNOT related to direct instruction

SCE funds used for unsupported high dollar equipment or basic suppliesunsupported high dollar equipment or basic supplies

Purchase orders lacking important documentationPurchase orders lacking important documentation

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A Florida school's spending questioned

By Christopher CurryStaff writerPublished: Friday, January 30, 2009 at 6:01 a.m.

Last Modified: Thursday, January 29, 2009 at 11:12 p.m.

Debit card purchases at Victoria's Secret and Lovely Nails and

credit card charges, including $200 for a dinner at Dragonfly

Sushi & Sake, have school district officials investigating a

"number of irregularities" in the finances of Gainesville

charter school Hoggetowne Middle School.FRIDAY, MAY 16, 2008TEARING AT THE INADEQUATE SPENDING PIE IN NEW JERSEYCalls for Accountability, Not Posturing, on School Spending

Ohio auditor questions $3.7M in spending By Associated Press POSTED: 04:35 p.m. EDT, Oct 13, 2009 The questioned spending involves federal funds that lacked proper documentation, violated federal law or were determined to be unreasonable.

Chippewa Valley School Spending under ReviewSunday, February 1, 2009 By Mitch Hotts, Macomb Daily Staff Writer

Complaints from a pair of self-described watchdogs have resulted in a state review of spending by Chippewa Valley Schools, including a $600,000 purchase of land along with gift baskets sent to employees and catered meals.

Thursday, October 22, 2009

New York's School Spending

Is Questioned

Administrators within the central board's

bureaucracy wonder why the seven

board members, serving in part-time

posts, need to have private cars, some

chauffeured, at public expense. Four of

the members have equipped their cars

with cellular telephones.

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Ensure that positions funded Ensure that positions funded with SCEwith SCE:: ● provide direct instruction/services to at-risk students

associated with the foundation curriculum ● are supplemental to the basic instructional program; not not

the basic fund allotmentthe basic fund allotment and● are indentified in the D/CIP and meet a need indentified

in the comprehensive needs assessment.

• If your school’s expenses were made public, would the public understand and agree with the budget?

• Would some expenses “appear” questionable?

• Does the district/charter school maintain sufficient documentation (a paper trail) to justify ALL expenses?

• Does your district have supporting documentation to ensure program dollars were spent efficiently and effectively?

Always remember the NEWSPAPER Test!Always remember the NEWSPAPER Test!

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Additional WEB LinksAdditional WEB Links Summary of Finances – http://www.tea.state.tx.us/index4.aspx?id=3819

Financial Accountability System Resource Guide Version 13.0– www.tea.state.tx.us/school.finance/audit/resguide13/index.html

NCLB Program Coordination - www.tea.state.tx.us/nclb/

Texas Education Code – http://www.statutes.legis.state.tx.us/

Texas Homeless Education Office – www.utdanacenter.org/theo/

TEA – www.tea.state.tx.us/

Regional Education Service Centers (ESCs) – www.tea.state.tx.us/ESC/

Chapter 37 Discipline - Law and Order - http://www.tea.state.tx.us/safe/resourceslinks.html

Q and A on SCE - http://www.tea.state.tx.us/index4.aspx?id=3819

Dropout Prevention Site - http://www.tea.state.tx.us/dpchse/

A complete list of dropout prevention and recovery programs and strategies is located on the Texas Education Agency’s Web site at: http://www.tea.state.tx.us/index4.aspx?id=4721.74

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Additional SCE QuestionsAdditional SCE Questions SCE Program, student identification and the 110 percent

calculation – consult with your ESC At-Risk contact D/CIPs – contact your ESC SCE contact SCE audits – contact Alma Obregon in the Division of

Financial Audits at 512-463-9095 D/CIPs submission – contact Paul Moreno in the Division of

Financial Audits at 512-463-9095 SCE Funding Allocations – contact the Division of State

Funding at 512-463-9238 Questions regarding Title I – consult with your ESC Title I

contact or the NCLB Division at 512-463-9374 Questions regarding SCE – consult with your ESC SCE

contact or the Division of Financial Audits at 512-463-9075

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Thorough Documentation is Thorough Documentation is Essential!Essential!Do you know where your district maintains this required information?

State at-risk criteria Local criteria and information regarding 10 percent cap Entrance and exit policies Calculation of the 110 percent satisfactory performance on all assessment instruments District and campus needs assessment District and campus improvement plans

Chinese Proverb - The palest ink is better than the best memory.

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If a nation expects to be ignorant and free,

in a state of civilization, it expects what never was and never will be.

Thomas Jefferson

Education is Education is FreedomFreedom

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