1. 1 State Compensatory Education Program Requirements and Guidelines For Students At Risk of Dropping Out of School 2012-2013 © 2002–2012 Houston Independent School District. All rights reserved. All text, images, graphics, animation, videos, music, sound, coding, rademarks and other materials on this form or on the Web site are subject to the copyright and other intellectual property rights of the Houston Independent School District in accordance with the United States copyright laws. These materials may not be reproduced, distributed, modified, or reposted to other Web sites without the express written permission of the Houston Independent School District.

2. 2 State Compensatory Education  Texas Education Code TEC §29.081  Compensatory, Intensive, and Accelerated Instruction Services for students at risk of dropping out of school that will enable these students to be performing at grade level at the conclusion of the next regular school term.

3. 3 Purpose of the SCE Program  Compensatory Education is defined in law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school.  The purpose is to increase the academic achievement and reduce the drop out rate of these students.

4. 4 Goal of the Program  The goal of state compensatory education is to reduce 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 students.

5. 5 Student Eligibility

6. 6 Eligibility Criteria includes each student who is under 21 years of age and who: 1. Is in pre-kindergarten, 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; (Do not use previous year’s score for identification.) 2. Is in grade 7-12, and did not maintain an average equivalent to 70 on a scale of 100 in 2 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 2 or more subjects in the foundation curriculum in the current semester;

7. 7 Student Eligibility 3. Was not advanced from one grade level to the next for one or more school years; Note – a student is not considered at risk of dropping out of school if the student did not advance from Pre-K or Kindergarten to the next grade level only as a result of the request of the student’s parent. Student remains at risk of dropping out of school for the remainder of his/her public school education.

8. 8 Student Eligibility 4. Did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110% of the level of satisfactory performance on that instrument;

9. 9 110% Level of Satisfactory Performance Calculations are done automatically in Chancery for the PEIMS Submission if the student has been enrolled in HISD during previous year(s). Students new to HISD from another Texas school district will need to have their scores verified to see if the have met the 110% passing score of a previously failed section of the TAKS. 110% Satisfactory Performance Charts are available on the State Compensatory Education website.

10. 10 Student Eligibility 5. Is pregnant or is a parent; 6. Has been placed in an alternative education program in accordance with TEC §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. 7. Has been expelled in accordance with TEC §37.007 during the preceding or current school year;

11. 11 Student Eligibility 8. Is currently on parole, probation, deferred prosecution, or other conditional release; Note: This is confidential information 9. Was previously reported through the PEIMS to have dropped out of school; Note: Student remains at risk of dropping out of school for the remainder of his/her public school education.

12. 12 Student Eligibility 10. Is a student of limited English proficiency (LEP), as defined by TEC §29.052; Note: Student no longer meets at risk status for this criteria once the student has been exited from this program (including the two year monitoring phase).

13. 13 Student Eligibility 11. Is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official; Note: This is confidential information Now the department is called the Department of Family and Protective Services

14. 14 Student Eligibility 12. Is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; Note: Must have a copy of the current Student Residency Questionnaire as documentation Refer to: McKinney-Vento Homeless Assistance Act of 2001, Sec. 725); (Refer to: McKinney-Vento Homeless Assistance Act of 2001, Sec. 725); or 13. Resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

15. 15 Student Eligibility – Local Criteria In addition to serving students at risk of dropping out of school defined by state criteria, the LEA may serve students who meet local eligibility criteria if the local criteria have been adopted by the board of trustees of the LEA. Students identified using local criteria are not reported through PEIMS.

16. 16 Student Eligibility – Local Criteria HISD local criteria are: 1. students who are identified as dyslexic under general education; and, 2. students who are placed in a Disciplinary Alternative Education Program for reasons other than those in §37.006, such as continued misbehavior in the classroom. ADOPTED BY THE HISD BOARD OF EDUCATION SEPTEMBER 10, 2009

17. 17 PEIMS and CHANCERY SIS

18. 18 PEIMS  Students at risk of dropping out of school must be reported through PEIMS and must meet the state criteria during the fall resubmission.  Schools are responsible for the quality of data on their campus, including keeping data for students at risk of dropping out of school in Chancery on the at risk coding and service panels.  Back-up documentation must be kept for all students who are reported to PEIMS as being at risk of dropping out of school.

19. 19 Chancery Each campus must have an at-risk coordinator/contact person designated to be the person responsible for the at-risk data on their campus. This includes coding and service data. The at-risk coordinator/contact person is responsible for the identification of students who meet the state criteria for being at risk of dropping out of school, ensuring that the supporting documentation is in order and that they are being served.

20. 20 Chancery Information that must be coded and kept on file includes: The number of students coded as at-risk on the PEIMS report; A roster of at-risk students printed from Chancery; Note: The roster of at-risk students should be in each teacher’s possession (Remember: Make sure staff knows that this is confidential information); The reason, start date and/or end date must be coded on the at-risk coding panel; and,

21. 21 Chancery The number of Homeless students. IMPORTANT: It is imperative that all homeless students are coded on the at-risk panel in Chancery under “At-Risk Coding”. An end date of the day after the last day of school must be entered for all homeless students. Homeless must also be recorded in the Homeless Coding Panel.

22. 22 Chancery The services provided must be coded in the at-risk service panel; Back-up documentation must be on file for students coded as at-risk; A PEIMS Edit+ At-Risk Roster printed from HISD Portal and signed by the appropriate staff member; and,

23. 23 Chancery Schools must update and verify the at risk data in the At-Risk Panels. The SIMS/Data Entry Clerk is responsible for inputting the data on the Chancery SIS system. They are NOT to make decisions regarding coding. That is the at-risk coordinator/contact person’s responsibility.

24. 24 Funds and Programs & Services

25. 25 Supplement/Not Supplant  SCE funds, other than the indirect cost allotment that may not exceed 15%, may be used only to meet the costs of providing: 1. A supplemental compensatory, intensive, or accelerated instruction program under TEC §29.081; 2. An AEP (Alternative Education Program - Disciplinary) established under TEC §37.008; 3. Support to a Title 1, Part A Schoolwide program at a campus which is at least 40% low-income; and 4. Mentoring Programs for At Risk Students 5. Supplementing the Dyslexia Program

26. 26 Supplement/Not Supplant All students have the right to receive an education paid for with unrestricted funds. This includes a teacher, textbooks, and instructional materials. State compensatory education costs may only supplement and support the costs of the regular education program and may only be used for costs of programs and/or services that are supplemental to the regular education program and are designed for students at risk of dropping out of school. SCE funds cannot be used to pay for services and materials that students must have as part of their basic educational program.

27. 27 Supplement/Not Supplant Guiding Questions: Are the services or materials the district/campus wants to provide through the use of SCE funds truly an addition to the services the eligible students are already supposed to receive? If the answer is “no”, then it is time to think about whether the funds are really being used properly.

28. 28 Supplement/Not Supplant Guiding Questions: Were these services paid for with local funds in the past? If the answer to this question is “yes”, the district/campus has a textbook example of “supplanting”.

29. 29 Programs and Services  Some examples of supplemental state compensatory education programs and services include, but are not limited to: Tutorials; Class size reduction (including Excess Cost teachers); Computer-assisted instruction; Specialized staff development to train personnel who are working with students at risk of dropping out of school; Specialized reading and math materials; Specialized reading and math programs; TAKS remediation; Individualized instruction; Extended day sessions for pre-kindergarten; Accelerated instruction; and Extended day, week, or year.

30. 30 Alternative Education Program (AEP) Established Under TEC §37.008  The district may use 18% of the district’s SCE allotment to provide the baseline Disciplinary Alternative Education Program (DAEP). Any additional SCE funds, beyond the 18%, used for a DAEP must provide supplemental services & programs and require a state waiver. Baseline program and the supplemental program/services must be described in the DIP/SIP, as appropriate.

31. 31 Support of a Title 1, Part A Schoolwide Program  SCE funds may be used to upgrade the entire educational program only on a schoolwide campus as long as the SCE funds allocated to the campus are supplemental to the costs of the regular education program. NOTE: Flexibility does not equal FREE use of SCE money. (Module 9, Section 9.2.4.1)

32. 32 Support of a Title 1, Part A Schoolwide Program  A SCE Program implemented under the flexibility of a Title 1, Part A Schoolwide program will follow the same rules and regulations that govern the Title 1, Part A program.  Remember, the SCE funds DO NOT lose their “fiscal” identity, and these funds are not fiscally combined with Title 1, Part A for accounting and reporting purposes.  SCE expenditures must be tracked back to the SCE fund code and program intent code (IA30).

33. 33 Support of a Title 1 Targeted Assistance Campus Title 1 Targeted Assistance campuses may use their State Compensatory Education funds to provide programs and services only for students who meet one or more of the 13 state criteria for being identified as at risk of dropping out of school. This is the same for campuses who are non- Title 1, as well.

34. 34 School Improvement Plans

35. 35 School Improvement Plans  The state compensatory education program must be described in the school improvement plan.  Law requires the district/campus improvement plan; it is the primary record of supporting expenditures attributed to the state compensatory education program.  The school improvement plan indicates coordination of SCE funds.  Campuses must indicate effective strategies being implemented to meet the needs of at risk students.

36. 36 School Improvement Plans  In addressing the needs of students at risk of dropping out of school, the campus improvement plan must include the following: Total amount of SCE funds allocated for resources and staff Actual supplemental SCE dollar amounts for activities Supplemental full-time equivalents (FTEs) Comprehensive needs assessment Identified strategies Measurable performance objectives Timelines for monitoring strategies Formative and summative evaluation criteria

37. 37 School Improvement Plans A Well Written Plan: Includes objectives that are specific, measurable, attainable, time-bound and, most importantly, focused on increasing achievement for all students in the school.

38. 38 School Improvement Plans Questions to ask: Is the program, activity, or strategy to be funded described in the D/SIPs before the decision of whether to pay the expenditure from SCE funds? How will the program, activity, or strategy be evaluated to measure a positive impact on student achievement? Will the program, activity, or strategy raise academic standards for the intended beneficiaries? Is the program, activity, or strategy supplemental to other non-federal programs or federal programs?

39. 39 School Improvement Plans Lack of supporting documentation in the D/SIPs Just because it’s listed in the plan does not make a program, activity or strategy allowable! Consider the following questions: Is the program, activity, or strategy reasonable and necessary to carry out the intent and purpose of the program? Does the program, activity or strategy address a need previously identified in the campus comprehensive needs assessment?

40. 40 School Improvement Plans School Improvement Plan Addendum Checklist ___ Total Amount of SCE Funds ___ Supplemental FTEs )including Excess Cost teachers) for SCE ___Description of the Use of Funds ___* Required Statement for Title 1 Schoolwide Campuses *“These supplemental State Compensatory Education funds are being used to enhance the Title 1 Schoolwide Program at our campus.”

41. 41 SCE Program Evaluation By analyzing what is working and what is not working to improve student achievement, campuses can focus resources on the strategies and goals that will most likely impact student achievement.

42. 42 Planning & Staff Development Districts/campuses MUST be able to demonstrate that school personnel have received staff development designed to assist students 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.

43. 43 What Does “Reasonable” Mean? A cost is reasonable if, in its nature and amount, it does not exceed that which would be incurred by a prudent (sensible, making sound judgment) person under the circumstances prevailing at the time the decision was made to incur the cost. Cost is not Extreme or Excessive Module 9, Section 9.2.5

44. 44 What Does “Necessary” Mean? Necessary – essential to accomplish the objectives of a project. “Necessary to accomplish the objectives of the project” – the project will not be successful without the expenditure of funds for certain items/purposes/activities. “ Necessary” does not mean “Nice to Have”.

45. 45 Common Audit Findings Incorrect use of SCE funds Incorrect Coding At-risk students incorrectly identified No evaluation of the SCE programs or services Lack of supporting documentation in the district/school improvement plans Lack of documentation for expenditure of funds SCE funds used for questionable positions and purchases Funding state mandated rules, programs, or positions Funds not 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 or field trips SCE funds used for entertainment, door prizes, and meals SCE funds used for positions that are NOT related to direct instruction SCE funds used for unsupported high dollar equipment or basic supplies

46. 46 IMPORTANT REMINDERS! When faced with the question of whether a certain position, program, or service may possibly be funded with SCE dollars, keep the following in mind:

47. 47 IMPORTANT REMINDERS!  The purpose of the SCE program is to improve student 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 and campus to: l Defend the use of the SCE funds, and l Justify the effectiveness of the program in improving student performance.

48. 48 Always remember the NEWSPAPER Test! If your school’s expenses were made public, would the public understand and agree with the budget? Would some expenses “appear” questionable? Is there documentation (a paper trail) to justify expenses and to ensure program dollars were spent effectively for students at risk of dropping out of school? Does your campus have supporting documentation to ensure program dollars were spent effectively?

49. 49 Keep In Mind: Only effective strategies, programs and activities are supported by the SCE allotment. 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.

50. 50 Keep In Mind (con’t): Any program activity, program personnel, or program materials required by federal law, state law or State Board of Education rule may not be funded with SCE funds. SCE funds must be used to provide support programs and/or services that supplement the regular education program so that students at risk of dropping out of school can succeed in school.

51. 51 CONTACT INFORMATION Bernadette Cardenas Senior Special Populations Program Specialist State Compensatory Education 713-556-6906 bcardena@houstonisd.org