3. Implement compensatory, intensive, or accelerated instructional services that enable students to be performing at grade level at the conclusion of the next regular school term Shall offer additional accelerated instruction to each student in any subject in which the student failed to perform satisfactorily on a required EOC assessment Directly serve students at risk of dropping out of school with activities that supplement the regular education program

4. Reduce the disparity in: Student performance on state assessments Rates of high school completion Sets at-risk criteria Allows for local eligibility criteria

5. To fund supplemental programs and services designed to eliminate any disparity in performance on assessment instruments or disparity in the rates of high school completion between students at risk of dropping out of school, as defined by Section 29.081, and all other students.

6. Costs of compensatory education program under 29.081 Costs of a Disciplinary Alternative Education Program (DAEP) under 37.008 Costs of placing students in a juvenile justice education program (JJAEP) under 37.011 Support programs eligible under Title I ESEA on a campus with at least 40% educationally disadvantaged Local eligibility criteria

10. 2.In grade 7, 8, 9, 10, 11, or 12, did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester

11. 3.Did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument

15. 7.Has been expelled in accordance with TEC Section 37.007 during the preceding or current school year 8.Is currently on parole, probation, deferred prosecution, or other conditional release

18. 11.Is in the custody or care of the Department of Family and Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official. NEW! - Foster Care and Student Success Resource Guide -District Foster Care Liaisons -PEIMS Code for Foster Care Students -DFPS required to inform schools -Schools required to enter status into PEIMS

22. Must be criteria adopted by the local Board of Trustees Number served during a school year may not exceed 10% of all students served during the previous school year The need must be documented prior to providing the specified instruction to locally identified at-risk students. Must document the need in the comprehensive needs assessment and the D/CIP Must clearly define the program in the D/CIP, or instructional plan for charter schools

23. The SCE allotment may not be used to provide services on a campus that does not have any students that meet the statutory definition of being at risk to drop out of school Students identified using local eligibility criteria are not reported through PEIMS

24. https://wfspcprdap1b16.tea.state.tx.us/Fsp/Reports/ReportSelection.aspx Select ‘Summary of Finances’ from the dropdown box Select the school year and enter either the County District Number or District Name

25. Select the most recent date from the list and then select the format in which you want to download the report: HTML, PDF, or Excel In the report, scroll to Tier I Allotments The district’s SCE allotment is listed under ‘24-Compensatory Education Allotment

27. Email: financialaccountability@tea.state.tx.us From TEA’s Home Page, click on Funding Then click on FASRG

28. FAR Guide – See Section 1.4.15.4 for PICs. SCE PICs start on Page 493 Module 9: SCE

30. PIC 24 is for direct supplemental services to at-risk students for accelerated instruction On a non-Title I campus On a Title I campus that is not schoolwide For students under the Title I, Part C Migrant program PIC 30 is for allowable activities on a schoolwide campus Supporting Title I Any allowable PIC 24 expenditures that are on a schoolwide campus

31. Refer to the Financial Accountability Reporting (FAR) Guide, Section 1.4.15.4, Compliance Monitoring – Program Intent Codes, for guidance regarding the types of costs to be recorded to each PIC.

33. A district shall evaluate the effectiveness of accelerated instruction programs Annually hold a public hearing to consider the results Each district shall evaluate and document the effectiveness of accelerated instruction on reducing disparity in performance on assessments or disparity in the rates of high school completion between at risk and other students Identify successful strategies Redirect resources from unsuccessful strategies Include results in the district improvement plan

34. Documents the program’s effectiveness on increasing student achievement Demonstrates the efficient use of resources Informs administrators regarding progress and results Tool for program improvement Required by TEC 29.081(b-3)

35. Written policies and procedures include: Identifying students who are at risk of dropping out of school – what are your processes? Entrance and exit processes for SCE programs Documenting 10% expenditures cap on local criteria Selecting students that meet local criteria

36. Lack of program documentation, including policies and procedures regarding SCE program operations, clear job descriptions, public comment notices, etc. No evaluation of SCE program Incorrectly identified at-risk students Lack of supporting documentation in district and campus improvement plans

37. Expenditures do not meet the intent of SCE Expenditures on job positions not related to direct instruction Supplanting state-mandated expenditures by using SCE funds Expenditures that do not supplement the basic education program Insufficient purchase order documentation

39. Frequently Asked Questions document found here on TEA’s website