2. Index Purpose of the SCE Program Student Eligibility Program Evaluation District/Campus Improvement Plans Policies & Procedures Supplement Not Supplant Allowable Expenditures AEP Support of Title I Schoolwide Program 110% Rule

3. P urpose of the SCE P rogram Compensatory education is defined in law as programs and/or services designed to supplement the regular education program for students identified as at risk of dropping out of school. The purpose is to increase the academic achievement and reduce the drop out rate of these students. §42.152, TEC

4. and the Dyslexia Program and …

5. Mentoring Programs for Students At Risk of Dropping out of School

6. P urpose of the SCE P rogram SCE is funded under a special formula provided in the Foundation School Program funds, or funds that the State gives each district. These funds are based on the numbers of free- and reduced-lunch student counts from a six-month period.

7. P urpose of the SCE P rogram Money generated from this program can ONLY be spent on identified “at-risk” students (except on a Title I Schoolwide Campus) Title I Schoolwide Campuses may spend the program funds on identified “at-risk” students or to support the 10 Title I Schoolwide reform strategies.

8. P urpose of the SCE P rogram Even though the program is funded based on free/reduced lunch counts, it is not a criteria for being labeled “at risk” There are 13 qualifications that determine a student’s at-risk classification. All it takes is one criteria to be considered “at risk”

9. Eligibility Criteria includes each student who is under 21 years of age and who : Student Eligibility (Module 9, Section 9.2.3.1 and TEC §29.081)

10. 1. Is in prekindergarten, kindergarten or grade 1, 2, or 3 and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year; TEC §29.081 Student Eligibility Do not use previous scores for classification.

11. 2. is in grade 7, 8, 9, 10, 11, or 12, and did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester; Student Eligibility TEC §29.081

12. The foundation curriculum includes the following subjects: English language arts; Mathematics; Science; social studies, consisting of Texas, United States, and World history, government, and geography TEC, §28.002(a)(1) The foundation curriculum includes the following subjects: English language arts; Mathematics; Science; social studies, consisting of Texas, United States, and World history, government, and geography TEC, §28.002(a)(1) Student Eligibility

13. 3. was not advanced from one grade level to the next for one or more school years; Student Eligibility TEC §29.081 Student remains at risk of dropping out of school for the remainder of his/her public school education

14. 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; Student Eligibility TEC §29.081

15. 5. is pregnant or is a parent; 6. has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year; Student Eligibility TEC §29.081

16. 7.has been expelled in accordance with Section 37.007, TEC during the preceding or current school year; 8. is currently on parole, probation, deferred prosecution, or other conditional release; Student Eligibility TEC §29.081

17. 9. was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school; Student Eligibility TEC §29.081 Student remains at risk of dropping out of school for the remainder of his/her public school education

18. 10.is a student of limited English proficiency, as defined by Section 29.052; Student Eligibility TEC §29.081 Student no longer meets at risk status for this criteria once the student has been exited from this program.

19. 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; Student Eligibility TEC §29.081 Name Change: Now the Department of Family and Protective Services

20. 12.is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or http://www.utdanacenter.org/theo/ Student Eligibility TEC §29.081 McKinney-Vento Homeless Assistance Act of 2001, Sec. 725

21. 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. Student Eligibility TEC §29.081

22. The SCE program must be evaluated and documented by showing the effectiveness in reducing any disparity in: Performance on assessment instruments between “students at risk of dropping out of school” and all other district students; and Rates of high school completion between “students at risk of dropping out of school” and all other district students. SCE Program Evaluation TEC §29.0819(c) (Module 9, Section 9.2.7)

23. Districts are required to: evaluate the effectiveness of their designated SCE program and include the results of this evaluation in the District Improvement Plan. SCE Program Evaluation (Module 9, Section 9.2.7) The TEC does not specify the minimum standard or design for an evaluative process. Some examples of recognized standards for the design of evaluative processes are described in various reports that may be accessed on the internet.

24. District Improvement Plan developed, evaluated, and revised annually Each school district shall have a district improvement plan (DIP) that is developed, evaluated, and revised annually, in accordance with district policy, by the superintendent with the assistance of the district-level committee established under Section 11.251 of the Texas Education Code. purposeto guide district and campus staff in the improvement of student performance for all student groups The purpose of the DIP is to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards in respect to the academic excellence indicators adopted under Section 39.051 of the Texas Education Code. (Module 9, Section 9.2.3)

25. Campus Improvement Plan Law requires the D/CIP Law requires the D/CIP; it is the primary record supporting expenditures attributed to the SCE program. SCE program must be described in the CIPcampus specific activities SCE program must be described in the CIP to reflect campus specific activities. summary of the total SCE program for the entire district The DIP reflects the summary of the total SCE program for the entire district. TEC §11.252-11.253 ( Module 9, Section 9.2.3)

26. District and Campus Improvement Plans The district and/or campus improvement plan must include the following: The district and/or campus improvement plan must include the following: Total amount of SCE funds allocated for resources & staff (staff listed as FTEs, or Full- Time Equivalents) SCE must indicate the actual dollar amounts for activities and SCE dollars that show 85% of the entitlement DIP shows cumulative summary of program and entire budget CIPs show specific campus activities and campus budget TEC §11.253

27. Planning The district must design the SCE program based on the identified needs of students at risk of dropping out of school. (Module 9, Section 9.2.2)

28. Comprehensive needs assessment A written summary of data usually included in the front of the plan. The summary of data includes an analysis of patterns and trends with a discussion of probable causes of high areas of student needs. May use data from the following sources: May use data from the following sources: Current TAAS/TAKs, RTPE, and SDAA data Current TAAS/TAKs, RTPE, and SDAA data High school completion rates High school completion rates Pass/failure rates Pass/failure rates Data from special program evaluations Data from special program evaluations Plans Must Include: The Comprehensive Needs Assessment is the Driving Force Behind District/Campus Planning.

29. Comprehensive needs assessment A written summary of data usually included in the front of the plan. The summary of data includes an analysis of patterns and trends with a discussion of probable causes of high areas of student needs. May use data from the following sources: May use data from the following sources: Current TAAS/TAKs, RTPE, and SDAA data Current TAAS/TAKs, RTPE, and SDAA data High school completion rates High school completion rates Pass/failure rates Pass/failure rates Plans Must Include: The summary should also include the following: indicators of expected and actual outcomes indicators of expected and actual outcomes for students in special programs that are typically exempt from measures used in the academic excellence indicators, and predicted needs predicted needs based on projected enrollment, demographic trends, legislative impact, and state and community political and economic events. The summary should also include the following: indicators of expected and actual outcomes indicators of expected and actual outcomes for students in special programs that are typically exempt from measures used in the academic excellence indicators, and predicted needs predicted needs based on projected enrollment, demographic trends, legislative impact, and state and community political and economic events.

30. Policies and Procedures Districts, including charter schools receiving SCE funding, are required to have written policies & procedures to identify: (Module 9, Section 9.2.3) students who are at risk of dropping out of school students who are at risk of dropping out of school under local criteria & documentation of compliance with the 10% cap; how students are entered into the SCE program; how students are exited from the SCE program; the methodologies involving calculation of 110% satisfactory performance on all assessment instruments; & the cost of the regular education program in relation to budget allocations per student and/or instructional staff per student ratio.

31. Supplement/Not Supplant a supplemental compensatory, intensive, or accelerated instruction program under TEC §29.081; an AEP established under TEC §37.008; support to a Title I, Part A Schoolwide program at a campus which is at least 40% low-income; and a program specifically designed to serve students at risk of dropping out of school, as defined by TEC §29.081. SCE funds, other than the indirect cost allotment that may not exceed 15%, may be used only to meet the costs of providing: (Module 9, Section 9.2.4.1)

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

33. Allowable Expenditures computer-assisted instruction; specialized staff development to train personnel who are working with students at risk of dropping out of school; specialized reading and mathematics programs; TAKS/SDAA remediation; individualized instruction; extended day sessions for prekindergarten; accelerated instruction; and extended day, week, or year (Module 9, Section 9.2.4.1)

34. Allowable Expenditures State compensatory education funds must be used to provide support programs and/or services that supplement the regular education program so that students at risk of dropping out of school can succeed in school. (Module 9, Section 9.2.4.1)

35. AEP Established Under §37.008 District may use 18% of the district’s SCE allotment to provide the base line program. Any additional SCE funds used at the DAEP must be used to provide supplemental services & programs. Base line program and the supplemental program/services must be described in the D/CIP, as appropriate. An approved state waiver is required to use more than 18% for the base line program. A JJAEP is not a DAEP

36. Support of a Title I, Part A Schoolwide Program SCE funds may be used to upgrade the entire educational program on a schoolwide campus as long as the SCE funds allocated to the campus are supplemental to the costs of the regular education program. N ote: F lexibility does not equal FREE use of SCE money. (Module 9, Section 9.2.4.1)

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

38. Students at risk of dropping out of school under the state at-risk criteria do not need to be identified for services on a Title I, Part A schoolwide campus, they must be identified as at risk for reporting to PEIMS. The district is responsible for evaluating the SCE program at the district level according to the requirements of TEC §29.081(c). Support of a Title I, Part A Schoolwide Program

39. only 40% Flexibility – only for schoolwide campuses at 40% low-income as indicated in the district’s application for federal funding Campus Improvement Plan – follows State and Federal guidelines and indicates the coordination of SCE funds Review  Title I, Part A Schoolwide Program

40. What’s the easiest way for a campus improvement plan to indicate that SCE funds are being used to upgrade the Title I, Part A schoolwide program? Indicate “effective” strategies being implemented to meet the needs of the at risk students. Indicate the amount of SCE dollars being used on the campus to upgrade the Title I, Part A schoolwide program. Review  Title I, Part A Schoolwide Program

41. SCE Program (Module 9, Section 9.2.3) must be redirected SCE resources must be redirected when evaluations indicate that programs and/or services are unsuccessful in producing desired results for students at risk of dropping out of school.

42. Calculation of 110% Satisfactory Performance Step 1 Divide the total TAKS raw score cut (the number of correct responses needed to pass the test) by the total TAKS test items (total number of questions in the particular test). Example: There are 42 questions on a test and the student is required to answer 24 items in order to pass the exam. Therefore, 57.14% of the items must be answered correctly to pass the exam. See next slide

43. Step 2 Multiply the percentage of the total TAKS items needed to be answered correctly by 110%. Example: 57.14% x 110% = 62.86%  Therefore, 62.86% of the items need to be answered correctly in order to meet the 110% requirement. View chart on next slide Calculation of 110% Satisfactory Performance

44. Example GRADEGRADE Total TAKS Items TAKS Raw Score Cut % of Total TAKS Test Items 110% Average 110% Raw Score 110% Raw Score Rounded Up Equivalent Scale Score 6422457.14%62.86%26.4272100 24 ÷ 42 =.571429.571429 x 110% =.628572. 628572 x 42 = 26.40 Number must be rounded up Raw Score Conversion Tables http://www.tea.state.tx.us/student.assessment/scoring/convtables/index.html

45. NOTE:NOTE: Raw Score Conversion Tables http://www.tea.state.tx.us/student.assessment/scoring/convtables/index.html Always check the Student Assessment Web page for changes.

46. Most Important Advice