2016-2017 Student Attendance Accounting (SAAH) Training Region 3 ESC October, 2016

Welcome Goals Learn how SAAH is organized and where to look for information on a specific topic Understand basic attendance accounting rules Understand SAAH's purpose

SAAH Overview The SAAH — Describes the attendance accounting rules districts and charter schools must follow to generate state funding Has the force of law; it is adopted by reference in the Texas Administrative Code (TAC) Is published yearly to include changes in statute and in other TAC rules

SAAH Overview Available on TEA's Student Attendance Accounting Handbook web page: NOTE – Take the participants to the TEA SAAH website

Section 1: Overview Explains how attendance relates to funding Emphasizes that there is a difference between serving a student and receiving funding Explains how to use the handbook Sec. 1.6: Table describing each section (CTRL + click) Sec. 1.7: Table of major changes from last publication Note: Throughout the Student Attendance Accounting Handbook, references to school days have been converted to minutes in accordance with House Bill 2610 of the 84th Texas Legislature, 2015. Section 1.7 - Pages 23 through 25 CTRL + Click to go to cross-referenced section ALT + left arrow key to go back

Audit Requirements Section 2

Section 2: Audit Requirements Attendance records must be provided within 20 working days of written request by TEA Failure to provide all required attendance records will result in the TEA’s retaining 100% of districts’ Foundation School Program (FSP) allotment for the undocumented attendance. Attendance records, including automated records, must be kept for 5 years 2.1 General Audit Requirements

Section 2: Audit Requirements Attendance accounting systems — May be paper-based, partially automated/electronic, or virtually paperless Must use PEIMS coding Must be able to reproduce required documentation on request for audit purposes District or charter school must — Keep procedures manual for the system (Sec. 2.2.5) Ensure new software or system updates allow access to previous years' data Must be easily retrieved if requested by TEA

Section 2: Audit Requirements "Paperless" systems must — Produce specified reports Use secure passwords for teachers Log dates, times, and user identities Time out after inactivity Allow for confirmation of 100% attendance Paperless system may still require retention of some paper documents 2.2.3 such as doctor’s or parents notes

Section 2: Audit Requirements Record Recovery in Case of Disaster Have disaster recovery plan in place Example plan: Keep back-up records at several locations within district or at off-site storage facility 2.2.4

Section 2: Audit Requirements Required Documentation Student Detail Reports Campus Summary Reports District Summary Reports 2.3 Grade Books: retention for these is one year after entering grades into the student's Academic Achievement Records (AAR) Student schedules document program changes.

Section 2: Audit Requirements Other Required Documentation Grade books Absence reports (if used) Documentation for excused absences Student schedules Official school calendar and approved waivers Updated/corrected copies of reports Any special program documentation Meanings of any locally defined attendance codes

Section 2: Audit Requirements Additional Required Documentation (2.3.5) Your district or charter school must maintain written local board or board approved designee adopted policies that provide specific detailed information on the district’s or charter school’s attendance accounting system. These written local board or board approved designee adopted policies must include the district’s or charter’s written policy for documentation for establishing a student’s residency. (See 3.3.1 Residency). NOTE: Paraprofessional has been added to professional staff and adjunct staff member for a student attending a board-approved activity.

General Attendance Requirements Section 3

Section 3: General Attendance Requirements Responsibility Superintendent: accuracy and safekeeping of all attendance records (either by signature or approval of data electronically) Principal: accuracy of Campus Summary Reports Teacher: accuracy of absence data (s)he records Attendance personnel: accuracy of information submitted (to best of his or her knowledge) 3.1

Section 3: General Attendance Requirements Responsibility (Continued) Attendance personnel should not determine a student's coding information. Special program staff, directors, and/or teachers make coding determinations. Special program staff are responsible for accuracy of special program data. Special program staff are responsible for notifying attendance personnel of changes in a student's services and the effective dates of such changes. Attendance personnel are then responsible for entering changes in the attendance accounting system. At the end of each 6-week reporting period, special program staff should review the Student Detail Report for accuracy.

Section 3: General Attendance Requirements 3.2.1 ADA Eligibility Codes: 0 - Enrolled, Not in Membership 1 - Eligible for Full-Day Attendance 2 - Eligible for Half-Day Attendance 3 - Eligible Transfer Student Full-Day 4 - Ineligible Full-Day 5 - Ineligible Half-Day 6 - Eligible Transfer Student Half-Day 7 - Eligible - Alternative Attendance Program 8 - Ineligible - Alternative Attendance Program 3.2.1 ADA Eligibility Coding Page 38 for examples Charter schools are only approved to serve students in the geographic boundary authorized in the charter school’s charter agreement. Reporting a student with ADA eligibility code 3 would demonstrate that the charter school is serving students outside of its approved geographic boundary and may constitute a material violation of the charter. A charter school should not use ADA eligibility code 3. The information on transferring students included in the previous subsection on code 3 applies for code 6 as well. A charter school should not use ADA eligibility code 6.

Section 3: General Attendance Requirements 3.2.1. *A student who is required to pay tuition to your district as a condition of getting or holding the appropriate student visa is ineligible to generate ADA (ADA eligibility code 4 or 5) (Senate Bill 453, 83rd Texas Legislature)

Section 3: General Attendance Requirements 3.2.2 Funding Eligibility 2–4 hour rule Scheduled for and served for at least 2 hours for half-day eligibility Scheduled for and served for at least 4 hours for full-day eligibility 3.2.2

Section 3: General Attendance Requirements 3.2.2 Funding Eligibility (Continued) Must be instructional hours Study hall does not count as instruction Sign-in does not count as instruction Graduation Repeated courses are not eligible for fundiing A senior who has met all graduation requirements and has attended a graduation ceremony before the end of the school year, and who attends for the last days of the school year only to "sign in" has not met the 2-4 hour requirement for those days…can't claim ADA for those days.

Section 3: General Attendance Requirements Additional situations eligible for funding Self-paced courses IF Certified teacher present AND Regularly scheduled Study to pass required state assessment to graduate IF student Met all graduation requirements except assessment(s) Meets 2-4 hour daily requirement

Section 3: General Attendance Requirements 3.2.3 Age Eligibility: Eligible At least 5 years old on September 1 but less than 21 At least 21 years old but less than 26 and admitted to complete diploma requirements At least 3 years old, has a disability, and meets special ed. eligibility requirements 3.2.3

Section 3: General Attendance Requirements Age Eligibility: Eligible (Continued) 21 years old on September 1 and receiving special ed. services (eligible for services through end of school year or graduation) Has a disability, has graduated under TAC §89.1070(b)(3) , and still has need for special ed. services (may be served through age 21) Eligible for PK and meets PK age requirements by September 1 of school year (half-day funding) 3.2.3

Section 3: General Attendance Requirements 3.3 Enrollment Procedures Student enrolled under name different from documentation Notify Missing Children and Missing Persons Information Clearinghouse Failure to Receive Student Records in 30 days Notify municipal police or sheriff’s department to determine whether student missing

Section 3: General Attendance Requirements 3.3 Enrollment Examples of identity and age documentation Birth certificate Driver’s license School ID, records, or report card Military ID Hospital birth record Adoption records Church baptismal records OR Any other legal document that can establish identity List of documentation begins on 3.3 Enrollment Procedures and Requirements List of residency criteria in 3.3.3 Student Entitlement to Attend School in District of Residence Infants and toddlers birth through 2 who have auditory/visual impairments or both and an individualized family services plan indicating a need for services must be enrolled in the local district or Regional Day School Program for the Deaf.

Section 3: General Attendance Requirements You may not ask about citizenship or immigration status May ask the following questions to determine student’s PEIMS immigrant indicator code: Is the student 3–21 years of age? Was the student born outside the United States? Has the student attended a US school for 3 full academic years?   Note: The 3 years do not need to be consecutive. If the answer is yes to the first two questions and no to the third question, then the student should have an immigrant indicator code of 1.

Section 3: General Attendance Requirements 3.3. Enrollment Residency Verification Examples of documentation Utility bills Lease information These are indicators but their absence is not conclusive that a student is not a resident

Section 3: General Attendance Requirements 3.3 Enrollment Procedures and Requirements Residency requirements that apply to districts also apply to charter schools for purposes of deciding whether student resides in charter school's designated geographic boundaries (3.3.3) Homeless students may enroll in any district; proof of residency not required (3.3.4) To be eligible for FSP funding, your school district must maintain all proper documentation. List of documentation begins on 3.3 Enrollment Procedures and Requirements List of residency criteria in 3.3.3 Student Entitlement to Attend School in District of Residence Infants and toddlers birth through 2 who have auditory/visual impairments or both and an individualized family services plan indicating a need for services must be enrolled in the local district or Regional Day School Program for the Deaf.

Section 3: General Attendance Requirements 3.3.5 Immunizations In general, student enrolling must be immunized or have begun required immunizations (3.3.5) Admission for 30 days pending documentation or initiation of vaccinations Homeless students Military dependents DSHS website provides immunization requirements: http://www.dshs.state.tx.us/immunize/school/default.shtm #requirements List of documentation begins on 3.3 Enrollment Procedures and Requirements List of residency criteria in 3.3.3 Student Entitlement to Attend School in District of Residence Infants and toddlers birth through 2 who have auditory/visual impairments or both and an individualized family services plan indicating a need for services must be enrolled in the local district or Regional Day School Program for the Deaf.

Section 3: General Attendance Requirements Your district cannot refuse to serve a student who is entitled to enroll. (3.3.6) Go to 3.3.6 – pages 45 & 46 – discuss types of students – bulleted list Also – discuss 3.3.7 Homeless Students

Section 3: General Attendance Requirements 3.4 Withdrawal 19 years old or older, with 5+ absences (will count as a dropout) Student’s whereabouts unknown (local policy sets number of days absent) Not for temporary absences Note: used to be 18, changed to 19 in 15.16 TREx list is in 3.4.4.

Section 3: General Attendance Requirements 3.4.4 Texas Student Records Exchange (TREx) If student previously enrolled in another district, your district or charter school must request the student's records through Texas Student Records Exchange (TREx) Sending district has 10 working days to comply Working days do not include days that the campus or school district administrative offices are close*A student’s Texas Unique Student ID must be included in transferred information TREx list is in 3.4.4.

Section 3: General Attendance Requirements 3.5 Compulsory Attendance PK and kindergarten, if enrolled Age 6 (or younger, if previously enrolled in first grade) and who has not yet reached his or her 19th birthday Age 19 or older, if voluntarily enrolled Offense /Parent contributing to nonattendance subject to compulsory attendance age

Section 3: General Attendance Requirements 3.6.2 Official Attendance-Taking Time 2nd or 5th period Or alternate time (board approved) Selected time may vary from campus to campus Once time selected, cannot be changed during year 3.6.2.2: Campus may adopt alt. time for particular group of students (e.g., dual credit students) Note: The only exception to a classroom teacher taking official attendance and the only method by which a student can take his or her own attendance is by using a fingerprint scanner. All other methods by which a student takes his or her own attendance (such as sign-in sheets) are not allowed under any circumstance. Use of a fingerprint scanner does not require a waiver. The school must be able to produce printable documentation of attendance information that must provide detailed information about the date and time that the student scanned in and out of the system.

Section 3: General Attendance Requirements For official attendance, “excused” and “unexcused” absences do not exist Student is either present or absent at official time Student not in classroom may be counted present if it is documented that student was with campus official Attendance documentation from an electronic, radio-frequency, “smart card,” or similar device is not acceptable documentation

Section 3: General Attendance Requirements 3.6.3 Requirements for a Student to be Considered Present for FSP (Funding) Purposes Dual credit Full-time Texas Virtual School Network Board-approved activity with adjunct staff member, professional/non-professional staff member Short-term class(e.g., 5-day) provided by the TSBVI or TSD Mentorship for Distinguished Achievement Program Religious holy days (+ travel) 3.6.3 Excused absences for state funding purposes The adjunct staff member must have a minimum of a bachelor’s degree and be eligible for participation in the Teacher Retirement System of Texas TSBVI – Texas School for the Blind and Visually Impaired TSD – Texas School for the Deaf

Section 3: General Attendance Requirements Present for FSP (funding) Purposes (Continued) Taps at military funeral Required court appearance (+ travel) Election clerk (+ travel) US citizenship/naturalization ceremony (+ travel) Health care appointments (including for autism) Visiting a university or college Certain absences for students in foster care (appointments, family visitations, court-ordered activities) (See Senate Bill 1404 and House Bill 2619, 83rd Texas Legislature) 3.6.3 Religious holy days: Local policy determines what's accepted as a holy day. Case-by-case decisions permissible. University visits: 2 days junior year, 2 days senior year. District must adopt policy to determine when absence will be excused and a procedure to verify visits.

Section 3: General Attendance Requirements Present for FSP (funding) Purposes (Continued) Election clerk (+ travel) *and student early voting clerk (*limited to 2 days per year; 2 days do not include travel days) (Senate Bill 553, 83rd Texas Legislature) Appearing at government office to complete paperwork for student’s US citizenship application (+ travel) Student’s own naturalization ceremony (+ travel ) 3.6.3 Religious holy days: Local policy determines what's accepted as a holy day. Case-by-case decisions permissible. University visits: 2 days junior year, 2 days senior year. District must adopt policy to determine when absence will be excused and a procedure to verify visits.

Section 3: General Attendance Requirements Present for FSP (funding) Purposes (Continued) is temporarily absent because of a documented appointment for the student or the student’s child that is with a health care professional licensed, certified, or registered by an appropriate agency of the State of Texas 1 to practice in the United States. Visiting a university or college (juniors and seniors; limited to 2 days per year) Certain military deployments (limited to 5 days a year) (Senate Bill 260, 83rd Texas Legislature) 3.6.3 Religious holy days: Local policy determines what's accepted as a holy day. Case-by-case decisions permissible. University visits: 2 days junior year, 2 days senior year. District must adopt policy to determine when absence will be excused and a procedure to verify visits.

Section 3: General Attendance Requirements 3.6.3.1 Early Graduation/Grad. Ceremonies Early graduation: If student has met graduation requirements, no longer eligible to generate ADA Early graduation ceremony: 2–4 hour rule or alternative attendance program rules apply for school days after ceremony No "signing in“ A student must be provided the appropriate number of hours of instruction, be counted absent, or be withdrawn.

Section 3: General Attendance Requirements 3.6.4 Excused for Academic Purposes For any reason acceptable to teacher, principal, or superintendent Not excused for funding purposes Student must make up academic time lost to maintain 90% attendance 3.6.3 Excused absences for state funding purposes

Section 3: General Attendance Requirements 3.6.5 Instruction Outside of Regular School Day Saturday school attendance to make up absences for academic credit may not be counted for funding purposes 3.6.6 Attendance Accounting during Testing Days Student exempt from final is not exempt from the 2-4 hour rule requirement for attendance 3.6.8 "Tardies" Do not exist for state funding purposes Does not nullify previous absence, rather allows for Locally designed codes can be created to note that a student arrived before or after roll call.

Section 3: General Attendance Requirements 3.7 General Education Homebound (GEH) Criteria: Expected to be confined at home or hospital 4 weeks (need not be consecutive) Confined for medical reasons only Medical condition documented by licensed physician District required to provide instruction in core academic courses

Section 3: General Attendance Requirements GEH (Continued) School must have board-approved GEH policy GEH committee Campus administrator Student's teacher Student's parent/guardian GEH documentation—See 3.7.2.1 3.7.2 GEH Committee: Make decisions on how to implement instruction for GEH kids. 3.7.2.1 GEH Committee Documentation Requirements

Section 3: General Attendance Requirements 3.7.3 GEH Funding Chart Amount of Time Served per Week Eligible Days Present Earned per Week 1 hour 1 day present 2 hours 2 days present 3 hours 3 days present 4 hours 4 days present (if the week is a 4-day week) 5 days present (if the week is a 5-day week) More than 4 hours 3.7.6 and 3.7.7

Section 3: General Attendance Requirements 3.8 Calendar Your school district or charter school must operate so that it provides for at least 75,600 minutes of instruction, including intermissions and recesses (school days) for students (minus any minutes waived by the TEA in writing [see 3.8.2 Makeup Days and Waivers]), unless your district or charter school has been approved to provide fewer school days to certain students through a program such as the Optional Flexible Year Program. However, even if your district or charter has been approved to provide fewer school days through such a program, under no circumstances may it offer fewer than 71,400 school minutes.

Section 3: General Attendance Requirements 3.8 Calendar To receive full funding, a charter school must offer 75,600 minutes (including intermissions and recesses), minus any minutes waived by the TEA in writing, just as a school district is required to. Also, if a charter school elects to have a calendar that includes fewer than 75,600 minutes with planned staff development days factored in (for example, 175 school days (73,500 minutes) + 3 planned staff development waiver days (1,260 minutes) = only 178 days (74,760 minutes)) and requests waivers for those staff development days, the waivers will not be granted, and funding will not be generated for the days for which waivers were requested.

Section 3: General Attendance Requirements 3.8.2.1 Makeup Days Page 68 HB 2610 Closure on a Scheduled School Day Should have enough minutes built into adopted calendar to make-up missed minutes If not, FSP Funding MAY BE REDUCED PROPORTIONATELY Select practical days – no weekends or national holidays TEA does not grant waivers for low attendance makeup day

Section 3: General Attendance Requirements 3.8.2.2 Missed School Day Waivers District falls short of required 75,600 minutes – weather, safety, or health issues District may apply to TEA for a missed school day waiver Waiver must be submitted through TEA’s automated waiver application system (TEAL)

Section 3: General Attendance Requirements 3.8.2.3 Low Attendance Day Waivers Attendance at least 10 percentage points below the overall average attendance rate for the district District may apply to TEA for a waiver to have the day excluded from ADA and FSP funding calculations Documentation Required – Uploaded as attachments Low attendance for the day, reason for low attendance Prior year’s attendance report showing overall average attendance rate for the year Waiver must be submitted through TEA’s automated waiver application system (TEAL)

Section 3: General Attendance Requirements 3.8.3 Closures for Bad Weather or Other Health and Safety Issues Chart Includes examples of situations and agency policies Pages 70-75

Section 3: General Attendance Requirements 3.8.4 Summer School Not eligible for state funding Except for specific programs authorized by statute Optional Flexible School Day Program (cannot earn more than one ADA, cannot charge tuition) Optional Extended Year Program (**not currently funded**)

Section 3: General Attendance Requirements 3.9 Data submissions must comply with — PEIMS Data Standards SAAH requirements 3.10 Quality Control Student Detail Reports = totals in Campus Summary Report Campus Summary Reports = totals in District Summary Report

Special Education Section 4

Section 4: Special Education 4.2 Eligibility Services must be made available to eligible students — On their third birthday If they are not 22 on September 1 of current year and have no regular high school diploma Who meet all 3 below requirements Not 22 on September 1 of current year Received high school diploma under TAC §89.1070(b)(3) Returning to school under 19 TAC §89.1070(f) Students 0–2 with visual/auditory impairments To be eligible for special education contact hours, students must be served by qualified special education staff. A student with a disability may not be reported with a PEIMS special education instructional setting code before actual service begins. Eligibility Examples on page 74: 4.2.1

Section 4: Special Education 4.3 Enrollment Procedures ARD committee must meet to determine student's eligibility and placement Committee develops IEP Special education staff provide IEP placement/ coding information to attendance personnel District personnel record appropriate codes and effective dates in attendance system (see 4.6 Instructional Arrangement/Setting Codes).

Section 4: Special Education 4.3 Enrollment Procedures (Continued) 4.3.1 Student Not Previously in Special Education ARD committee meets, develops IEP Instructional arrangement/setting code and/or speech therapy indicator code assigned Codes and effective date of service recorded in the attendance accounting system Effective date is date service begins, not date ARD committee developed the IEP Note: ARD committees may determine that the services will begin on the same date as the IEP meeting with agreement from all parties. (see 4.6 Instructional Arrangement/Setting Codes).

Section 4: Special Education 4.3 Enrollment Procedures (Continued) 4.3.2 Changing Instructional Arrangement/ Setting ARD committee meets, changes IEP, includes any changes in instructional arrangement/setting code and/or speech therapy indicator code Codes and the effective date of service recorded in the attendance accounting system Effective date is date service in the new placement begins, not date ARD committee revised the IEP. See note in Section 4.3.1 related to effective date. (see 4.6 Instructional Arrangement/Setting Codes and 4.8.1 Speech Therapy Indicator Codes).

Section 4: Special Education 4.3 Enrollment Procedures (Continued) 4.3.3 New Student Who Was Previously in Special Education 30 school days to conduct official ARD meeting School must provide a FAPE, including services comparable to those in IEP from previous district, until the ARD committee either — adopts the student’s IEP from the previous district or develops, adopts, and implements a new IEP

Section 4: Special Education 4.3.3.1 Transfer of Records (New) A district must transfer a student’s records, including the student’s current IEP, to a requesting district within 10 working days using the Texas Records Exchange (TREx) system.

Section 4: Special Education 4.4 Withdrawal Procedure ARD committee meets and dismisses the student from special education District personnel record the effective date of dismissal in the attendance accounting system Effective date is the date the ARD committee dismisses the student from the special education program

Section 4: Special Education 4.7 Instructional Arrangement/Setting Codes Code used to indicate the setting in which the student is served ARD committee must review at least annually Section 4.7 lists all codes Links to outside references are included Cross-references are hyperlinked CTRL + click to go to hyperlink ALT + left arrow key () to go back

Section 4: Special Education 4.7 Instructional Arrangement/Setting Codes (Continued) Section 4.7.1 Code 00 – No Instructional Setting Removed “pull-out setting” and replaced it with “location other than a general education setting”. Section 4.7.2.1 Homebound Notes The teacher serving a student at home or hospital bedside (“homebound teacher”) while the student is in the special education homebound setting must be a certified special education teacher.

Section 4: Special Education 4.7 Instructional Arrangement/Setting Codes (Continued) Section 4.7.10.1 Requirements Removed “qualified” & replaced with “certified” special education personnel Added Note: if no special education services are being provided, the student should be dismissed from special education. Section 4.7.11 Code 41 or 42 - Resource Room/Services: Removed “pulled out” wording and replaced it with “special education setting”. Added clarification to “Note that if a student receives special education services and speech therapy, the appropriate resource room code is used, and the speech therapy indicator code is reported as 2.

Section 4: Special Education 4.8 Speech-Language Pathology Services (Speech Therapy) Indicator Codes Includes detailed information on PEIMS 163 record and 405 record reporting Code 0: No Speech Therapy Use when student receives special ed. services but not speech therapy Code 1: Speech Therapy Only Code 2: Speech Therapy With Other Services Removed “qualified” special education personnel & speech pathologist/therapist and replaced with “certified”.

Section 4: Special Education 4.11 Shared Services Arrangements (SSAs) Including Regional Day School for the Deaf SSAs An SSA is an arrangement in which school districts enter into a written contract to jointly operate their special education programs added Note: With the closing of STS, RDSPD SSAs must report students who reside in one district but receive educational services in another district as transfer students. Added “If the RDSPD fiscal agent district reports PEIMS data for students who reside in another district, the student must be reported on the 101 record as a transfer student (attribution code 6 – transfer student). For these transfer students, the district must also report the Campus-ID-of-Residence (data element E093).”. 4.11.1 Regional Day School Programs for the Deaf (RDSPDs) Added 2 additional ADA eligibility codes to chart: 3 – eligible for full-day attendance (note: this also requires that the student be assigned an attribution code of 6 – transfer student on the 101 record). 6 – eligibility for half-day attendance (note: this also requires that the student be assigned an attribution code of 6 – transfer student on the 101 record). 4.12 Coding Chart: Services for Students with Disabilities-Exceptions to the Norm 4.9, page 103

Section 4: Special Education 4.15 Eligible Days Present and Contact Hours 4.15.1 Contact Hours for Each Instructional Arrangement/Setting Code Chart 4.16 Documentation Homebound log, etc. ARD documentation, including IEP Eligibility statements Homebound Hospital class Residential care and treatment facility 4.9, page 103

Section 4: Special Education 4.17 Teacher Requirements Special ed. teachers must meet state special ed. certification requirements for grade level in addition to NCLB requirements If general ed. teacher is highly qualified, the special ed. teacher providing assistance does not have to be highly qualified for that core subject More information at TEA Highly Qualified Teachers page: http://www.tea.state.tx.us/index4.aspx?id=4650&menu_id=798 4.9, page 103

Section 4: Special Education 4.18.4 Code 40 – Mainstream Examples In Example 1: Removed “qualified” special education personnel and replaced it with “certified” special education personnel. In Example 3 added clarification “and receives special education services in the general education setting”. The instructional setting code for this student is 40, mainstream, because the student receives all special education and related services in the general education class. (If this student received physical therapy in a location other than a general education setting, then the instructional setting code would be 41, resource room/services – less than 21%.) Example 5: Removed “pull-out” setting and replaced with “a location other than a general education setting” 4.9, page 103

Section 4: Special Education 4.18.5 Code 41 and 42 – Resource Room/Services Examples In Example 1: Removed “pull-out” setting and replaced with “a location other than a general education setting”. In Example 2 added clarification “A student attends all general classes and receives special education setting, except for 1 hour a week, as documented in the IEP, when the student is pulled out to receive physical therapy in a special education setting”. Example 3: added clarification “The instructional setting code for this student is 41, resource room/service – less than 21%, because the student receives direct, regularly scheduled special education support services in a special education setting”. 4.18.9 Codes 91-98 – Off Home Campus Examples In Example 4: added clarification “A 5-year-old special education student receives full-time special education and related services in a self-contained multidistrict preschool classroom designed for children with disabilities. 4.9, page 103

Section 4: Special Education 4.18.10 Speech Therapy Indicator Code 1 Examples In Example 2 & 3: removed “pull-out” setting & replaced with “a location other than a general education setting”. 4.18.11 Speech Therapy Indicator Code 2 Examples In Example 1, 2 & 3: removed “pull-out” setting & replaced with “a location other than a general education setting”. 4.9, page 103

Section 5: Career and Technical Education (CTE Individual who was issued a School District Teaching Permit in accordance with TEC 21.055 is qualified by the local district. Individual is NOT required to obtain a teaching certificate in accordance with TEC 21.003. Teachers with less than a Bachelors degree are NOT eligible to teach CTE courses that meet graduation requirements.

Section 5: Career and Technical Education (CTE Teacher of record must be reported for each CTE course, except for a dual credit course taught in a non-campus-based setting (i.e. community college) Calendar showing average minutes per day per course Appropriate resources for courses Must offer at least one or more programs in at least three different clusters

Section 5: Career and Technical Education (CTE) 5.2.1 Eligibility of Students for Funding – Grades 9–12 Grades 7 and 8, if students eligible for and enrolled in CTE for the Disabled (CTED) courses 5.2.1

Section 5: Career and Technical Education (CTE) 5.2.2 Eligibility of Courses for Funding Must be approved by TEA List of TEA-approved CTE courses in PEIMS Data Standards (Section 4, Code Table C022) Innovative courses: Must have documentation of local board approval to offer TEA-approved innovative course Allotment must be spent in accordance with maximum allowable indirect costs as defined in rule 105.11 5.2.2 Data Standards: Section 4, Code Table C022

Section 5: Career and Technical Education (CTE) 5.2.3 Earning CTE Contact Hours 6-hour daily limit for funding No contact hours earned for participating for 1 hour in a 2-hour course or for 2 hours in 3-hour course 5.2.3

Section 5: Career and Technical Education (CTE) 5.2.4 Earning CTE Contact Hours in a Non-Campus Based Setting For a student to earn CTE contact hours in any of the following settings the student must: Continue to receive same form of CTE service that he or she was receiving before being placed in a setting Be supervised by a qualified or certified teacher

Section 5: Career and Technical Education (CTE) Special Education instructional setting of homebound (01), hospital class (02), or state supported living center (30) GEH Program PRS or CEHI program

Section 5: Career and Technical Education (CTE) 5.3 Enrollment Procedures: Student enrolls in school and schedule is determined CTE staff members review schedule and assign CTE code Attendance personnel record CTE code in attendance accounting system. CTE staff members review changes in student’s schedule. Student enrolled in a CTE course for entire semester must be reported in PEIMS 410 and 415 records

Section 5: Career and Technical Education (CTE) 5.3.1 Determining the Number of Students to Enroll in a Course District must consider subject to be taught Teaching methodology to be used Any need for individual instruction 5.2.3

Section 5: Career and Technical Education (CTE) 5.4 Withdrawal Procedures 1.Student withdraws from school, or class schedule changes, As a result, student is no longer enrolled in CTE course. 2. Attendance personnel record date of withdrawal in attendance system and eligible CTE days are no longer accumulated. 5.2.3

Section 5: Career and Technical Education (CTE) 5.5 CTE (Contact Hour Codes) 101 Record – Student Demographic CTE indicator code of 0, 1, 2, or 3 410 Record – CTE Attendance V1, V2, V3, V4, V5, or V6, depending on total number of 1-hour CTE periods 5.5—PEIMS Coding 101 Record—5.5.1, see charts 0 = not enrolled in CTE, 1 = enrolled in 1 CTE course, 2 = CTE sequence, 3 = tech-prep program participant 410 Record—5.5.2

Section 5: Career and Technical Education (CTE) 5.5.1 Districts Operating Block Schedules If a district operates block schedules use the chart to determine the CTE code. 5.6—Computing Contact Hours CTE Course’s Min Per Day CTE Code 45-89 V1 90-149 V2 150-180+ V3

Section 5: Career and Technical Education (CTE) 5.6 Computing CTE Contact Hours Eligible days present must be recorded in Student Detail Report Total eligible CTE days and contact hours for each CTE code must be recorded in Campus Summary Report CTE Code Contact-Hour Multiplier V1 1.0 V2 2.0 V3 3.0 V4 4.0 V5 5.0 V6 6.0 Contact Hours = CTE Days x Contact-Hr Multiplier 5.6—Computing Contact Hours

Section 5: Career and Technical Education (CTE) 5.7.1 CTE Career Prep. Eligibility Requirements Career preparation course for paid experience only Career prep training must address TEKS Must include career-based training + classroom instruction Course must span entire school year Classroom instruction must average one class period per day for every school week Student must be at least age 16, have valid work doc. Cannot be offered in alternative setting (credit recovery) 5.7.2—Charts specific to coding for career prep

Section 5: Career and Technical Education (CTE) 5.7.2 CTE Practicum Info & Eligibility Requirements Practicum courses are specific to a cluster May be lab-based, paid, or unpaid Course must span entire year, average one class per day for every school week If paid, must include paid training + classroom instruction If paid, student must be 16, have valid work doc. Students unemployed for more than 15 days must be placed in unpaid learning experience. 5.7.2—Charts specific to coding for career prep

Section 5: Career and Technical Education (CTE) CTE Career Prep and Practicum Courses: Additional Requirements Charter school and training sponsor plan/supervise instruction cooperatively Up to 120 minutes at a training site counts toward 2–4 hour rule Written training plan must be on file Teachers must visit training site (paid or unpaid) at least 6 times each school year, one each grading period 5.7.2—Charts specific to coding for career prep

Section 5: Career and Technical Education (CTE) 5.7.3 Training Plan Requirements and Date on Which Students May Earn Contact Hours 5.7.4 Additional Requirements for Students Participating in Paid Learning Experiences 5.7.5 Required Site Visits by Teachers

Section 5: Career and Technical Education (CTE) 5.8 Problems and Solutions (Independent Study) Requirements Classroom instruction and supervised research Equivalent to average of five periods per week Student and teacher meet at least once per week Cooperatively planned Student may be counted for contact hours first day of enrollment, if written project plan on file within 15 days - Required 5.8 -CTE independent study courses provide combination of classroom instruction -cooperatively planned by student and teacher, supervised by teacher, conducted by student w/ guidance from mentor or interdisciplinary team

Section 5: Career and Technical Education (CTE) 5.9 CTE Courses for the Disabled (CTED) Grades 7–12 Require admission, review, dismissal (ARD) committee approval Classes must be self-contained and serve only special education student 5.9

Section 5: Career and Technical Education (CTE) 5.10 Contacting with Other Entities to Provide CTE Instruction 5.10.1 Attendance Reporting Requirements 5.10.2 Student Absences and Contracted CTE Courses 5.10.3 Dual Credit CTE Courses

Section 5: Career and Technical Education (CTE) 5.11 Documentation Must show students' entry, service, and withdrawal Examples: grade book, grade reports, schedule change docs, withdrawal form CTE Allotment (HB 3646, 81st Leg.) $50 for each CTE FTE enrolled in — 2+ advanced courses (total of 3 or more credits) or Tech-prep program advanced course 5.11 Documentation (list) 5.12 Quality Control (provides additional information) (Tech-prep program under TEC, Chapter 61, Subchapter T)

Section 5: Career and Technical Education (CTE) 5.12 Quality Control 5.11 Documentation (list) 5.12 Quality Control (provides additional information) (Tech-prep program under TEC, Chapter 61, Subchapter T)

Bilingual (BE) / English as a Second Language (ESL) Section 6

Section 6: Bilingual (BE)/English as a Second Language (ESL) 6.2 Funding Eligibility Home language survey shows other than English Test score showing limited English proficiency (LEP) Language Proficiency Assessment Committee (LPAC) recommendation Parental approval 6.2 Oral language proficiency test

Section 6: Bilingual/English as a Second Language (ESL) 6.2.1 Eligible for Services but Not Funding Student scoring above test cutoff scores Student who has exited/transitioned out and whose Parents approve continued participation and School wishes to continue services

Section 6: Bilingual/English as a Second Language (ESL) 6.3 Enrollment Home language survey English proficiency test LPAC placement LPAC written notice to parents Parental approval Student assigned program type code http://ritter.tea.state.tx.us/peims/standards/1011/ds4.doc 6.3

Section 6: Bilingual/English as a Second Language (ESL) 6.3.1 Students New to Your District LEP identification and enrollment in program must occur within 4 weeks Documentation and service Cannot code until documentation in place Cannot receive weighted funding until documentation in place Service must begin immediately while waiting for documentation If documents not received in 4 weeks, begin standard ID and assessment procedures to code student as ELL in bilingual education or ESL program. 6.3.1

Section 6: Bilingual/English as a Second Language (ESL) 6.4 Eligibility of Program for State Funding Students served full-time by appropriately credentialed staff for bilingual program Students provided instruction in ESL by appropriately credentialed staff If program approved by TEA under an exception to the Spanish bilingual program or a waiver to the ESL program or served in an approved program for a language other than Spanish for which there is no certificate A TEA-approved exception or waiver is valid for the current year only 6.6 -Staff must be certified or on permit to teach bilingual ed. -Staff must be certified or on permit to teach ESL or bilingual ed.

Section 6: Bilingual/English as a Second Language (ESL) 6.9 Student is withdrawn if — LPAC classifies student as English proficient Parent requests removal from program Student withdraws from district (not program) 6.9.2 Exit Criteria Chart 6.4 -Parent request must be in writing 6.4.2—Exit criteria chart

Section 6: Bilingual/English as a Second Language (ESL) 6.10 Evaluation of Transferred/Transitioned Student Must occur if student fails a foundation curriculum subject in any grading period in first 2 years after Evaluation should consider — Time in bilingual or ESL education program Foundation curriculum grades Additional interventions provided to student Assessment instrument performance High school graduation credits, if applicable Disciplinary actions 6.5 -Purpose of eval: Determine whether student should be reenrolled in bilingual/ESL program -Foundation curriculum = reading/ELA, math, science, social studies -After eval: 1) require intensive instruction OR 2) reenroll

Section 6: Bilingual/English as a Second Language (ESL) 6.11 Teacher Certification Requirements Students in Grades PK - 5 Students in Grades 6 - 8 Students in Grades 9 - 12 6.11

Section 6: Bilingual/English as a Second Language (ESL) 6.12 Required Documentation Home language survey Test results LPAC recommendations Parental approvals Proof of service (grade books, class rosters, etc.) Permanent record documentation (see 6.12.5) 6.11

Prekindergarten Section 7

Section 7: Prekindergarten General Requirements General attendance requirements apply to all program areas including PK District must offer PK classes if it identifies 15 or more eligible children Students must be 3 or 4 on September 1 A class may serve both 3- and 4-year-olds State funding is half-day (special ed. exception)

Section 7: Prekindergarten 7.2 PK Eligibility Criteria: Student is — Unable to speak and comprehend English Educationally disadvantaged (NSLP) Homeless Child of active duty member of U.S. armed forces or reserves called to active duty Child of member of U.S. armed forces injured or killed while on active duty In foster care or has ever been in foster care in Texas Must meet one of these requirements to be eligible

Section 7: Prekindergarten Once eligibility established, student remains eligible for entire year 3 year old only eligible if district operates a 3-year-old program 5 year old not eligible for PK Students who do not meet eligilibity requirements but are still served should be coded ineligible half-day Example—student who qualifies for PK because the student is eligible to participate in the NSLP is eligible for PK the entire school year even if the family’s annual income increases above the subsistence level during the school year

Section 7: Prekindergarten Documentation English proficiency: home language survey, test results and LPAC identification documentation Educationally disadvantaged: automatic NSLP eligibility or income documentation for NSLP participation Homeless: district’s local homeless liaison identifies student as homeless Military parent: Military ID, Statement of Service, DoD death certificate, Purple Heart orders or citation, or MIA documentation Foster care: DFPS verification letter These are highlights of documentation requirements. More detailed documentation appears throughout 7.2

Section 7: Prekindergarten 7.3 Enrollment Procedures Birth certificate Statement of the child’s DOB issued by Texas Department of State Health Services Passport School ID card, records, or report card Military ID Hospital birth record Adoption records Church baptismal record Any other legal document that establishes identity and age Any of these are acceptable for proof of identity and age Appropriate PK staff members then determine that the student is eligible for PK based on one of the six criteria in 7.2 Eligibility

Section 7: Prekindergarten 7.4 Withdrawal Procedures See 3.4 Withdrawal Procedures in Section 3, on general attendance requirements

Section 7: Prekindergarten 7.5 Eligible Days Present and ADA Eligibility PK is state-funded only as a half-day program Eligible students should be coded eligible half-day (ADA eligibility code 2) Note: 2-through-4-hour rule includes recess and in-class breakfast for funding purposes Student Detail Report must be used for recording eligible and ineligible students days present each six weeks

Section 7: Prekindergarten ADA Eligibility Coding Chart for PK Students (p.193) . ADA Eligibility Coding for Students Served in a PK Classroom   Student Age ADA Eligibility Code A student eligible for PK1 served in the PK classroom by a PK teacher for ½ day 3 or 4 2 half-day A student eligible for PK1 served in the PK classroom by a PK teacher for the full day A student ineligible for PK2 served in the PK classroom by a PK teacher for ½ day 5 ineligible half-day A student ineligible for PK2 served in the PK classroom by a PK teacher for the full day 4 ineligible full-day A student eligible for PK1 and special education (PPCD) served in the PK classroom by a PK teacher for ½ day and served in the PPCD for ½ day3 1 eligible full-day 7.5 Eligible Days Present charts for PK

Section 7: Prekindergarten 7.5.1 Students who are eligible for special education (PPCD) and are served in a PK classroom Should be assigned appropriate instructional setting code **When student is eligible for special education but not PK and is served in a PK classroom, a special education teacher must be in the classroom for the student’s entire instructional day for ADA and weighted funding to be generated.** Student eligible for both special education and PK Student eligible for special education but not PK

Section 7: Prekindergarten 7.6 Examples 7.6.1 A student is served in the PK program but does not meet any of the PK eligibility requirements. 7.6.2 Your school district has two PK classes. One class is held in the morning, and the other class is held in the afternoon. A student is served in both classes for the entire day. The student meets the eligibility requirements for the PK program. 7.6.3 A student is served in the PPCD for half of the day and in PK for the other half of the day. The student meets the eligibility requirements for the PK program. 7.6.4 A student is served in the PPCD for half of the day and in PK for the other half of the day. The student does not meet the eligibility requirements for the PK program. Give examples and ask what ADA eligibility code and grade level should be

Section 7: Prekindergarten 7.6 Examples 7.6.5 A student is served in the PK program for half of the day. The student meets the eligibility requirements for the PK program. The student is also served by a speech therapist for 1 hour a week. 7.6.6 A student is served in the PK program for half of the day. The student does not meet the eligibility requirements for the PK program. The student is also served by a speech therapist for 1 hour a week. 7.6.7 A student is served in the PK program for half of the day. The student is eligible for the PK program because she is LEP. The district in which the student attends PK does not have a PK teacher certified or on permit to teach bilingual education or ESL. The district does not have a bilingual/ESL program under an exception or waiver. Give examples and ask what ADA eligibility code and grade level should be

Section 7: Prekindergarten 7.6 Examples 7.6.8 A student is served in the PK program for half of the day. The student is eligible for the PK program because he is LEP. The district in which the student attends PK has a certified bilingual teacher teaching the PK class. 7.6.9 A student qualifies for PK on the basis of being eligible to participate in the NSLP because the student’s family income level meets requirements for participation in the NSLP. The student moves to a new district. The student’s previous district provides the student’s new district with a copy of the records used to determine the student’s eligibility. The new district reviews the records and finds that the previous district’s determination that the student is eligible for participation in the NSLP and thus for PK is correct. 7.6.10 A PK-age student whose parents are divorced resides in your district with her custodial parent. The student’s noncustodial parent serves in the US military and is stationed at a base in another state. Give examples and ask what ADA eligibility code and grade level should be

Gifted and Talented Section 8

Section 8: Gifted/Talented Maximum of 5% of students in ADA eligible for funding Student must be served before March 1 to be eligible for funding (transfer exception) Committee selects students GT indicator code must reflect the student’s services for each 6-week reporting period 8.2 Gifted/talented committee made up of at least three local district educators with training in the nature and needs of gifted students.

Section 8: Gifted/Talented 8.3 Enrollment Procedures 8.4 Withdrawal Procedures 8.3— 1. GT program staff members determine students who require educational experiences beyond those normally provided by regular school program 2. Attendance personal record GT indicator code 8.4-- 1. The student withdraws from district 2. district decides student must be withdrawn according to local board-approved exit policy 3. parents request student no longer be served

Section 8: Gifted/Talented 8.5 Requirements for Local Policies Provisions for ongoing screening and selection Assessment measures from multiple sources GT assessment and services access Provisions for reassessment, exiting program, transfer students, and appeals 8.5 Gifted/talented student means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: 1. exhibits high performance capability in an intellectual, creative, or artistic area; 2. possesses an unusual capacity for leadership; or 3. excels in a specific academic field.

Section 8: Gifted/Talented 8.9 Examples 8.9.1 A third-grade student is served through the gifted/talented program at Sunshine Elementary for the entire school year. 8.9.2 A seventh-grade student is served through the gifted/talented program at Moonlight Middle School for the first and second 6-week reporting periods. During the fourth week of the third 6-week reporting period, the student’s parent requests that the child not be served in the gifted/talented program any longer. Read examples and ask how they would code that example.

Section 8: Gifted/Talented 8.9 Examples 8.9.3 A second-grade student attends Sunshine Elementary for the beginning of school until the second week of the fourth 6-week reporting period. During that second week, the student moves to Raindrop Elementary. The student is served through the gifted/talented program at both schools. 8.9.4 A first-grade student is tested and identified for the GT services in April. The student will not be served through the GT program until the following school year. Read examples and ask how they would code that example.

Pregnancy Related Services (PRS) Section 9

Section 9: Pregnancy Related Services (PRS) PRS are support services, including Compensatory Education Home Instruction (CEHI), delivered to a pregnant student to help her — Adjust Academically Mentally Physically Stay in school PRS are related services, including Compensatory Education Home Instruction (CEHI) that a pregnant student receives during pregnancy prenatal and postpartum periods.

Section 9: Pregnancy Related Services (PRS) Services are delivered to a student when — The student is pregnant and attending classes on a district campus A valid medical necessity during the pregnancy prenatal period prevents the student from attending classes on a district campus A valid medical necessity during the pregnancy postpartum period prevents the student from attending classes on a district campus PRS are related services, including Compensatory Education Home Instruction (CEHI) that a pregnant student receives during pregnancy prenatal and postpartum periods.

Section 9: Pregnancy Related Services (PRS) If your district offers PRS — CEHI is the mandatory component Other support services are optional components Explain what CEHI is and what support services are available

Section 9: Pregnancy Related Services (PRS) 9.2 Service Eligibility School-age student in prenatal or postpartum period 9.2 Funding Eligibility Begins on date PRS begins for students who are eligible for ADA Ends in the postpartum period on the date student returns to school or on the 1st day of the 7th week (or 11th week, if extended confinement is necessary) 9.2.1 Absences 9.2.2 PRS Eligibiligy and Participation in other state-funded programs

Section 9: Pregnancy Related Services (PRS) 9.2.3 PRS and the Life Skills Program for Student Parents **Funds are not available this year** 9.2.4 Eligibility Eligibility Timeline (pg. 206) 9.2.5 Eligible Days Present Documentation needed in 9.15 9.3 Enrollment Procedures 9.4 Withdrawal Procedures

Section 9: Pregnancy Related Services (PRS) 9.5 PRS and District and Campus Improvement Plans 9.6 Student Detail Reports 9.7 On-Campus PRS Support Services Are optional, but may be necessary to ensure student does not drop out of school District will receive 2.41 weighted funding while being served Campus official must document date of initial contact and that on-campus services are being provided Services must address needs of the student with regular, routine support services.

Section 9: Pregnancy Related Services (PRS) 9.8 CEHI During Prenatal Confinement 2.41 PRS weighted funding May also provide other PRS support services while on CEHI Documentation for each event of prenatal confinement must be obtained from a licensed medical practitioner No limit to the length of time or number of times student may receive CEHI during prenatal period

Section 9: Pregnancy Related Services (PRS) 9.9 CEHI During Postpartum Confinement Required component if district offers PRS. Student not required to obtain medical note indicating need for confinement for postpartum CEHI through end of 6th week May be extended 4 additional weeks subject to the documentation requirement in 9.15

Section 9: Pregnancy Related Services (PRS) 9.9.1 Beginning and Ending of CEHI during Postpartum Confinement 9.9.2 CEHI during Extended Confinement

Section 9: Pregnancy Related Services (PRS) 9.9.3 Break-in-Service Confinement May allow student to divide up to 10 weeks of into two periods For instances in which the infant remains hospitalized after delivery 9.10 CEHI Eligible Days Present 1 hour = 1 day present Determined weekly and may not be carried forward from one week to the next or vice versa.

Section 9: Pregnancy Related Services (PRS) 9.11 Returning to Campus for Support Services A confined student may return to campus to receive temporary and limited support services or to take required state assessments Time spent on campus cannot count as any part of hours served as CEHI for eligible days Must have medical release from licensed medical practitioner

Section 9: Pregnancy Related Services (PRS) 9.12 PRS and SPED 9.12.1 ARD Committee Meetings 9.12.2 SPED, PRS, and Earning Eligible Days Present 9.13 PRS and CTE 9.14 Test Administration during CEHI May earn eligible days present when CEHI instructors administer routing quizzes or exams Limit to earning 1 day present for a minimum of 1 hour or more of testing in 1 calendar day. If takes student more than 1 hour to complete exam, additional contact hours cannot be credited as attendance If takes student less than 1 hour to complete, instructor must complete hour with other instruction to earn 1 day present. See determination chart for PRS on page 215

Section 9: Pregnancy Related Services (PRS) 9.15 Documentation Lists required documentation for each component of PRS/CEHI 9.16 Quality Control 9.17 Examples

Alternative Education Programs and Disciplinary Removals Section 10

Section 10: Alternative Education Programs and Disciplinary Removals Nontraditional settings include — Alternative education programs (AEPs) Juvenile justice alternative education programs (JJAEPs) Disciplinary alternative education programs (DAEPs) In-school suspension (ISS) Education programs for incarcerated youth

Section 10: Alternative Education Programs and Disciplinary Removals Calendars must comply with regular calendar requirements (180 days) Attendance accounting documentation must comply with regular documentation rules (Sections 2 and 3) 10.2.2—As mentioned before, if student is 21+ and engages in misconduct that would normally require placement in JJAEP or DAEP, district must withdraw student. 10.2.4—All students reported as ADA eligible must be served by certified teachers and students receiving special education must be served by teachers certified in special education.

Section 10: Alternative Education Programs and Disciplinary Removals 10.2.1 Double Counting of ADA for students in AEP’S 10.2.2 AEP’s and Special Program Eligibility 10.2.3 DAEP or JJAEP Placement for Students 21 Years of Age or Older 10.2.4 Eligibility and Teacher Certification 10.2.2—As mentioned before, if student is 21+ and engages in misconduct that would normally require placement in JJAEP or DAEP, district must withdraw student. 10.2.4—All students reported as ADA eligible must be served by certified teachers and students receiving special education must be served by teachers certified in special education.

Section 10: Alternative Education Programs and Disciplinary Removals 10.3 School Calendar Requirements and Waivers of These Requirements 10.4 Attendance Accounting Documentation 10.5 AEP’s for Students in Residential Facilities 10.2.2—As mentioned before, if student is 21+ and engages in misconduct that would normally require placement in JJAEP or DAEP, district must withdraw student. 10.2.4—All students reported as ADA eligible must be served by certified teachers and students receiving special education must be served by teachers certified in special education.

Section 10: Alternative Education Programs and Disciplinary Removals 10.5 Residential Alternative Education Programs Includes but not limited to – Juvenile detention centers Detention centers Correctional facilities (TJPC) Substance and alcohol abuse residential treatment facilities Private residential treatment centers State supported living centers or state or federal residential care and treatment centers These students entitled to receive education services from district where facility located 10.10 Expulsion provides chart with consequences for particular actions. Student code of conduct reasons for expulsion must comply with TEC, Section 37.007. Charter school SCCs may include other conditions.

Section 10: Alternative Education Programs and Disciplinary Removals 10.6 Disciplinary Removals and Programs 10.10 Expulsion provides chart with consequences for particular actions. Student code of conduct reasons for expulsion must comply with TEC, Section 37.007. Charter school SCCs may include other conditions.

Section 10: Alternative Education Programs and Disciplinary Removals 10.6.2 Disciplinary Removals for Students with Disabilities

Nontraditional Programs Section 11

Section 11: Nontraditional Programs 11.2 General Requirements 11.3 Dual Credit 11.3.1 provides student eligibility requirements 11.3.2 provides chart showing different dual credit programs and their requirements

Section 11: Nontraditional Programs 11.3 College Credit Programs (Dual Credit Programs) College or university classes for which student receives both HS and college credit Law provides that students must have opportunity to participate in dual credit and must have access to free education Districts can claim ADA even if students are required to pay tuition, fees, or textbook costs unless the course is an Early College HS (ECHS) program 11.3 Dual Credit 11.3.1 provides student eligibility requirements 11.3.2 provides chart showing different dual credit programs and their requirements

Section 11: Nontraditional Programs 11.3.1 Dual Credit 11.3.1 For your district to receive FSP funding for a student taking a college course, the district must have an agreement between the district and the college 11.4 Gateway to College Program 11.3 Dual Credit 11.3.1 provides student eligibility requirements 11.3.2 provides chart showing different dual credit programs and their requirements

Section 11: Nontraditional Programs 11.5 Optional Extended Year Program (OEYP) NOT BE FUNDED for 2016-2017!!!! 11.4 OEYP 11.4.1 OEYP Attendance Accounting: Attendance recorded in 4-hour increments. Use 407 OEYP Student Record

Section 11: Nontraditional Programs 11.6 Optional Flexible School Day Program (OFSDP) Funding based on total eligible minutes of instruction time For students — At risk of dropping out Attending a school with an approved innovative campus plan or with an approved early college high school program designation or Who, as a result of attendance requirements, will be denied course credit (HB 1297, HB 3646) 11.5 OFSDP Student and student’s parent must agree in writing to participation. 11.5.1 Student Eligibility

Section 11: Nontraditional Programs OFSDP (Continued) Fixed or flexible schedules that do not meet traditional 75,600 minutes 5-days-per-week rules OFSDP instruction arrangements include — Weekend or night classes Extended day classes Classes offered throughout the year Flexible schedules Credit recovery classes (may be offered in summer) District may not charge tuition for participating in an OFSDP 11.5 OFSDP (One ADA limit) Application required. See 11.5.4 Application Process

Section 11: Nontraditional Programs 11.6.2 OFSDP Funding Not a competitive grant; provides alternative method of attendance accounting Student must receive minimum of 45 minutes of instruction on a given day for contact time to be recorded (max of 600 minutes [10 hours]) For summer credit recovery, funding limited to attendance needed to recover credit Funding limit of 1 ADA per 12-month school year 11.5.2 OFSDP Funding

Section 11: Nontraditional Programs 11.6.3 Participation in the OFSDP and the Regular Attendance Program 11.6.4 Application Process 11.6.5 FSP Funding Elgibility for Students 21 through 25 Years of Age 11.5.2 OFSDP Funding

Section 11: Nontraditional Programs 11.6.6 OFSDP Reporting Requirements Use 500 series records on PEIMS OFSDP students may receive instruction and earn attendance in both — Classes held during regular school day and Classes specifically designed for OFSDP Attendance may not be reported simultaneously on both 400 series record and 500 series record (must be one or other-PEIMS) 11.5.3 Participation in OFSDP and Regular Attendance Program 11.5.6 Reporting Requirements 11.5.8 More Info

Section 11: Nontraditional Programs 11.7 Optional Flexible Year Program (OFYP) For students who did not or are likely not to perform successfully on the required state assessments or who would not otherwise be promoted to the next grade level To participate your school district must submit a application that is available on the TEA OFYP web page 11.6 OFYP

Section 11: Nontraditional Programs OFYP (Continued) Allows district, with approval of commissioner, to — Provide 170 or (71,400 minutes) instructional days to students not at risk and provide 180 (75,600 minutes) instructional days to those at risk Use for instructional purposes no more than 5 days that would otherwise be used for staff development or teacher preparation OFYP students should be reported on a separate instructional track 11.6 OFYP District must submit application.

Section 11: Nontraditional Programs 11.8 High School Equivalency Program (HSEP) For students age 16 and over who are at risk of not graduating and earning a diploma Purpose is to prepare students to take GED See 11.8.1 for eligibility requirements Flexible attendance (see 11.8.2) Attendance reported in 45-minute increments Attendance reported using 500 series records District must keep log of contact time for each student 11.7 HSEP: HSEP also known as In-School GED Program Student and student’s parent/guardian must agree in writing to participation.

Section 11: Nontraditional Programs 11.9 – Interstate Compact on Educational Opportunity for Military Children This compact is an agreement among member states to abide by a common set of requirements related to education of military children This section provides information related to attendance accounting

Section 12: Virtual, Remote, and Electronic Instruction 12.2 Texas Virtual School Network (TxVSN) Student eligibility younger than 21 or younger than 26 years of age and entitled to the benefits of the Foundation School Program has not graduated from high school and is otherwise eligible to enroll in a public school

Section 12: Virtual, Remote, and Electronic Instruction TxVSN Full-Time enrollment eligibility Enrolled in a public school in the preceding year Placed in foster care, regardless of whether student was enrolled in public school in the preceding school year. A dependent of a member of the United States military previously enrolled in high school in the state of Texas, and does not reside in the state as a result of military deployment or transfer

Section 12: Virtual, Remote, and Electronic Instruction School districts and charter schools previously participating in the Electronic Course Pilot (eCP) Grades 3-11 for 2012-2013 school year offer the full-time program and not instruction in individual content areas Will not offer their program in the TxVSN catalog

Section 12: Virtual, Remote, and Electronic Instruction TxVSN Funding Enrollment in TxVSN courses count towards ADA eligibility Students will count be counted as 55 minutes a day of attendance for each virtual course taken through the TxVSN Funding will be earned for each course successfully completed by earning credit for the course

Section 12: Virtual, Remote, and Electronic Instruction 12.3 – Remote Instruction That is Not Delivered Through TxVSN “Remote instruction” means instruction provided through a technology that allows for real-time, two-way interaction between a student and teacher who are in different physical locations 12.3.1 Remote Conferencing-Regular Ed Students Approval of waiver request 12.3.2 Remote Conferencing-Special Ed Students

Section 12: Virtual, Remote, and Electronic Instruction 12.3.3 Remote Homebound Instruction-Regular Ed Students Approval of waiver request 12.3.4 Remote Homebound Instruction-Special Ed Students 12.3.5 Distance Learning Does Not require a waiver

Section 12: Virtual, Remote, and Electronic Instruction 12.4 On Campus Online Courses Not Provided through the TxVSN 12.5 Self Paced Computer Courses

Section 13 Appendix- ADA Definition of ADA Explanation of how ADA calculated Explanation of weighting School Days Section 13 Glossary, page 231 Index, page 241 Resources, page 243

Changes Change Document FAQs Page (see main SAAH web page)

Additional Information Where can I find the SAAH online? Funding School Finance Other Topics http://www.tea.state.tx.us/index2.aspx?id=7739&menu_id=645&menu_id2=789 Student Attendance Accounting Listserv www.tea.state.tx.us/list

Additional Information (cont’d) Word version of SAAH CTRL + click on index link to go to that section PDF Version of SAAH Accessible School Finance 101 http://www.tea.state.tx.us/index2.aspx?id=7022&menu_id=645 Glossary, Index, and Resources

Region 3 ESC Contact Information Mary Beth Matula mbmatula@esc3.net (361) 573-0731, ext 257 Dawn Cummings Becky Pullin bpullin@esc3.net (361) 573-0731, ext 279) Casey Newman cnewman@esc3.net (361) 573-0731, ext 261 Maggie Strieber mstrieber@esc3.net (361) 573-0731, ext 267 Charlyn Sciacca (part time) sciacca@esc3.net (361) 573-0731, ext 271

TEA Contact Information Chanda Williams Chanda.Williams@tea.texas.gov (512) 475-2012 Yolanda Walker Yolanda.Walker@tea.texas.gov (512) 463-0947 Attendance Email : attendance@tea.state.tx.us