2012– 2013 Student Attendance Accounting Handbook (SAAH) August 23, 2012
Goals • Understand SAAH's purpose • Understand basic attendance accounting rules • Learn what's new in this year's SAAH (*asterisks indicate new information) 2
SAAH Background • The SAAH: • describes the attendance accounting rules school 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 3
Web Location • Available on TEA's Student Attendance Accounting Handbook web page: 4
Web Location
Overview Section 1 6
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 7
Section 1: Overview • *Some reorganization of section this year • 1. 2: *Original documentation must be created at time of attendance it supports • 1. 6: Tells how to use handbook. *See note on links and cross-references CTRL + click to go to cross-referenced section • ALT + left arrow key ( ) to go back • • 1. 7: Table of major changes from last publication 8
Audit Requirements Section 2 9
General Audit Requirements 2. 1 • Attendance records must be provided within 20 working days of written request by TEA o Failure to provide records *will* result in TEA’s keeping 100% of Foundation School Program (FSP) funding for the undocumented attendance o *Undocumented attendance = missing or so inadequate that reasonable person could not conclude from it that attendance occurred • Attendance records, including electronic records, must be kept for 5 years 10
Accounting System Requirements 2. 2 • Attendance accounting systems: • • may be paper-based, partially automated/electronic, or “paperless” must use Public Education Information Management System (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 (2. 2. 5) ensure new software or system updates allow access to previous years' data 11
“Paperless” Attendance Accounting Systems 2. 2. 3 • "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 12
Audit Requirements: Record Recovery 2. 2. 4 • Record recovery in case of disaster • Have disaster recovery plan in place • Example plan: Keep backup records at several locations within district or at off-site storage facility 13
Required Documentation 2. 3 • Student Detail Reports • Campus Summary Reports • District Summary Reports 14
Other Required Documentation 2. 3. 5 • Grade books • Period absence reports (if used), *signed and dated within 1 week of the attendance* • 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 15
General Attendance Requirements Section 3 16
Responsibility 3. 1 • Superintendent: Accuracy and safekeeping of all attendance records • 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) 17
Responsibility 3. 1 (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 18
Average Daily Attendance (ADA) Eligibility Codes 3. 2. 1 • 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 • • • 19
Funding Eligibility 3. 2. 2 • 2 -through-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 20
Funding Eligibility 3. 2. 2 (Continued) • Must be instructional hours • Study hall does not count as instruction • Sign-in does not count as instruction • Repeated courses not eligible for funding (Example: Student takes Algebra I and gets grade of C, retakes Algebra I to earn higher grade) 21
Additional Situations Eligible for Funding • 3. 2. 2. 3: Self-paced courses if: • certified teacher present and • regularly scheduled (not “drop in”) • *3. 2. 2. 4: On-campus online courses not provided through Texas Virtual School Network if: • certified teacher present and • regularly scheduled (not “drop in”) 22
Additional Situations Eligible for Funding • 3. 2. 2. 5: Study program to pass required state assessment to graduate if student: • met all graduation requirements except passing assessment(s) • meets 2 -through-4 -hour rule requirements 23
Age Eligibility: Eligible 3. 2. 3 • 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 24
Age Eligibility: Eligible 3. 2. 3 (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 19 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) 25
Enrollment 3. 3 • 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 26
Enrollment 3. 3 • 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 • You may not ask about citizenship or immigration status 27
Enrollment 3. 3. 1 • 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 28
Enrollment: “Auditing” Classes 3. 3. 2. 1 • A school district or open-enrollment charter school may not permit a student to "audit" classes at the district or school without being enrolled in the district or school
Enrollment: Residency 3. 3. 3 and 3. 3. 4 • 3. 3. 3: A students is entitled to enroll in his or her district of residence. Residency requirements that apply to districts also apply to charter schools for purposes of deciding whether a student resides in a charter school's designated geographic boundaries • 3. 3. 4: Homeless students may enroll in any district; proof of residency not required 30
Enrollment: Immunizations 3. 3. 5 • Department of State Health Services website provides immunization requirements: http: //www. dshs. state. tx. us/immunize/school/default. shtm #requirements • In general, student enrolling must be immunized or have begun required immunizations • Admission for 30 days pending documentation or initiation of vaccinations • Homeless students • Military dependents 31
Enrollment: *Students With GED Certificates 3. 3. 7 • *A student who has a GED certificate or who has been court ordered to obtain one is still eligible to enroll in your district to complete requirements for a high school diploma if the student chooses • *Your district may not deny enrollment 32
Withdrawal 3. 4 • 18 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 33
Sending Records Through Texas Records Exchange (TREx) System 3. 3 and 3. 4. 4 • If student previously enrolled in another district, your school district or charter school must request the student's records through TREx • Sending district has 10 working days to comply • Working days do not include days that the campus or district administrative offices are closed • See TREx Data Standards 34
Compulsory Attendance 3. 5 • PK and kindergarten, if enrolled • Age 6 (or younger, if previously enrolled in first grade) through age 18 • Age 18 or older, if voluntarily enrolled • Changes to truancy statutes last legislative session 35
General Attendance-Taking Rules 3. 6 • Students who are on campus and in classroom at attendance time must have attendance taken by the classroom teacher • “Signing in” not acceptable • Each teacher recording attendance must certify that attendance records are correct *by signing and dating the attendance record within 1 week of the attendance recorded* • *Signing/dating hard copy of attendance record is not necessary if automated attendance system can track ID of those entering information and date/time of data entered (i. e. , meets reqs. in 2. 2. 3) 36
Official Attendance-Taking Time 3. 6. 2 • 2 nd or 5 th period • Or alternate time (if board policy allows *or if superintendent procedures allow after board designates authority to superintendent*) • 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) 37
Alternate Time Policy/Procedures 3. 6. 2 • Board policy *or superintendent procedures* may: • allow for each campus to choose an alternate attendance-taking time for campus as whole, • allow for each campus to choose an alternate attendance-taking time for certain groups of students as described in 3. 6. 2. 2, or • allow for both
Alternate Attendance Times for Certain Groups 3. 6. 2. 2 • With board policy/*superintendent procedures*, campuses may choose alternate time for group of students scheduled to be off campus during regular time (e. g. , certain career and tech. ed. students) • Alternate time in effect for the period of days or weeks for which the group is scheduled to be off campus during regular time • Alternate attendance-taking time for a particular group may not be changed
Absences Excused for Funding Purposes 3. 6. 3 • Dual credit (students not scheduled to be on campus at all) • Full-time Texas Virtual School Network (students not scheduled to be on campus at all) • Board-approved activity with adjunct staff member • *Board-approved short-term class provided by Texas School for the Blind and Visually Impaired or Texas School for the Deaf* 40
Absences Excused for Funding Purposes 3. 6. 3 • Mentorship for Distinguished Achievement Program • *Early and Periodic Screening, Diagnosis, and Treatment program participation* • Religious holy days (+ travel) • Taps at military funeral • Required court appearance (+ travel) 41
Absences Excused for Funding Purposes 3. 6. 3 • Election clerk (+ travel) • Appearing at government office to complete paperwork for student’s US citizenship application (+ travel) • *Student’s own* naturalization ceremony (+ travel) • Health care appointments (including for autism) • Visiting a university or college (juniors and seniors, 2 days/year) 42
Absences Excused for Funding Purposes 3. 6. 3 • District must have board policy *or superintendent-established procedures* addressing parental consent for a student to leave campus • *District must distribute policy or procedures to staff and parents 43
Early Graduation/Graduation Ceremonies 3. 6. 3. 1 • Early graduation: If student has met graduation requirements, no longer eligible to generate ADA graduation ceremony: 2 -through-4 -hour rule or alternative attendance program rules apply for school days after ceremony • Early • No "signing in" 44
Absences Excused for Compulsory Attendance (Not Funding) Purposes 3. 6. 4 • Superintendent, principal, or teacher may excuse temporary absence for any reason acceptable to him or her • However, absence excused for compulsory attendance purposes only • Student may not be counted in attendance for funding purposes (unless meets requirements in 3. 6. 3) • Student must make up academic time lost to maintain 90 percent attendance
Attendance Accounting During Testing Days 3. 6. 6 • If standardized achievement tests or final exams are administered during attendance-taking period, take attendance just before, during, or just after exam • *Exemption from taking finals is not an exemption from 2 -through-4 -hour rule • *A student must either be provided appropriate number of hours of instruction or be counted absent
Saturday School/Tardies 3. 6. 5 and 3. 6. 8 • Instruction • outside regular school day Saturday school attendance to make up absences for academic credit may not be counted for funding purposes • "Tardies" • Tardies do not exist for state funding purposes 47
General Education Homebound (GEH) 3. 7 • Eligibility 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 48
GEH 3. 7 • District must have board-approved GEH policy • GEH committee • Campus administrator • Student's teacher • Student's parent/guardian • 3. 7. 2. 1: GEH documentation • 3. 7. 4: *Time on campus taking required state tests cannot count for hours of GEH service for eligible days present* 49
GEH Funding 3. 7. 3 GEH Funding Chart Amount of Time Served per Week Eligible Days Present Earned per Week 1 hour 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 50 1 day present 4 days present (if the week is a 4 -day week) 5 days present (if the week is a 5 -day week)
Calendar 3. 8 • Must provide at least 180 days of instruction, minus any days waived by TEA • Have 2 makeup days built in • Include approximately equal-length reporting periods 51
Waivers 3. 8. 2 • Missed instructional days • Low-attendance days • Early-release days • Dual credit and calendar mismatch between school and college (number of days or start date) • *Remote instruction (covered in Section 11) • Check if waiver granted at http: //mansfield. tea. state. tx. us/Tea. Waivers. We b/Default. aspx 52
Bad Weather/Health and Safety Closures 3. 8. 3 • Chart • Includes examples of situations and agency policies 53
Summer School 3. 8. 4 • Not eligible for state funding • 180 days/year is limit for funding • Except for specific programs authorized by statute • *Only currently funded program is program for providing extended school year services to eligible special education students • *Optional Flexible School Day Program students cannot earn more than equivalent of 180 days 54
Data Submissions and Quality Control 3. 9 and 3. 10 • Data submissions must comply with: • • • PEIMS Data Standards SAAH requirements Quality control • Student Detail Reports = totals in Campus Summary Report • Campus Summary Reports = totals in District Summary Report
Special Education Section 4 56
Special Education: Eligibility 4. 2 • *To be eligible for services, student must be “child with a disability” • *Admission, review, and dismissal (ARD) committee or individualized family services plan (IFSP) committee makes determination
Special Education: Eligibility 4. 2 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 three requirements below: • not 22 on September 1 of current year • received high school diploma under 19 TAC § 89. 1070(b)(3) • returning to school under 19 TAC § 89. 1070(f) Services also must be made available to students 0– 2 with visual/auditory impairments
Special Education: Enrollment 4. 3 Student Not Previously Receiving Services • ARD committee meets to determine student's eligibility and placement, develop IEP, and determine date services will begin • Special education staff provide coding info and effective date to attendance personnel ASAP • Attendance personnel record codes, effective date in attendance system • Effective date is date services begin, not date ARD committee developed IEP
Special Education: Enrollment 4. 3 Student Whose Arrangement/Setting Is Changing • ARD committee meets to review IEP, makes any necessary changes in placement, specifies any necessary coding changes, and determines effective date of changes • Special education staff provide coding info changes and effective date to attendance personnel ASAP • Attendance personnel record codes, effective date in attendance system • Effective date is date services in new placement begin, not date ARD committee developed IEP
Special Education: Withdrawal 4. 4 • Student withdrawn when: • student withdraws from school, • ARD committee determines student is no longer a child with a disability, or • *parent revokes consent for services in writing • *Prior written notice must be provided at least 5 school days before services will be discontinued, unless parent agrees otherwise • ARD committee must provide effective date of dismissal to attendance personnel ASAP
Special Education: Private School Students Eligible for and in Need of Services 4. 5 • *For 3 - or 4 -year-olds eligible for and in need of services, parents may: • • “dual enroll” student, or • • enroll student only in the public school, decline to have student enroll in public school For students 5+ who are eligible for and in need of services, parents may enroll student full-time in the public school • If parents do not, district must make services available as provided in 19 TAC § 89. 1096 (district obligation limited, any services provided under services plan, not an IEP)
*Instructional Arrangement/Setting Codes 4. 7 • *“Table of contents” with hyperlinks added • *Codes now listed in numeric order • *More links to outside references • *More hyperlinked cross-references • CTRL + click to go to • ALT + left arrow key ( ) to go back
*Instructional Arrangement/Setting Codes 4. 7 • *Code 00 section revised for clarity • *Code 01 – homebound section now includes info specific to students under 6 • *Code 40 – mainstream and code 41/42 – resource room/ services sections revised for clarity • *Guidance specific to codes 41– 44 now immediately after those sections (4. 7. 13) • *Codes 81– 89 – residential care and treatment facility section: Statement added that not for use for students in foster family-homes
*Speech Therapy Indicator Codes 4. 8 • *Speech therapy indicator code section revised for clarity • Codes: • Code 0: No Speech Therapy • • Code 1: Speech Therapy “Only” • • Student receives special ed. services but not speech therapy Student receives speech therapy but no other services that are provided through an instructional arrangement/setting Code 2: Speech Therapy With Other Services • Student receives speech therapy as well as other services that are provided through an instructional arrangement/setting
*Preschool Programs for Children With Disabilities (PPCDs) 4. 9 • *New major subsection • 4. 9. 1: Eligibility • 4. 9. 2: State funding • 4. 9. 3: PPCD and prekindergarten programs • *Updated chart: PK-eligible and -ineligible side-by-side • 4. 9. 4: PPCD and kindergarten programs • 4. 9. 5– 7: PPCD and Head Start, preschool, and child care programs • • *Updated chart (4. 9. 8) 4. 9. 9: PPCD and dual enrollment
*Other Special Education Topics 4. 10– 4. 13 • *4. 10: Dedicated section on services for infants, toddlers • *4. 11: Dedicated section on shared services arrangements (SSAs) • Includes info on regional day school program for the deaf SSAs • *4. 12: In “Exceptions to Norm” coding chart, Head Start coding info corrected • *4. 13: Extended school year (ESY) services info revised for clarity
Special Education: Eligible Days Present and Contact Hours, Documentation 4. 15 and 4. 16 • 4. 15. 1: Chart with contact-hour determination info • 4. 16: Documentation • • • Homebound log, etc. ARD/IFSP committee documentation, including IEP or IFSP Eligibility statements • Homebound • Hospital class • Residential care and treatment facility
Special Education Teacher Requirements 4. 17 • 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/index 4. aspx? id=4650&menu_id=798
Career and Technical Education (CTE) Section 5 70
CTE: *Requirements for Contact-Hour Funding 5. 2 • Each CTE course must have qualified/certified teacher • Exceptions: CTE teachers at charter schools that do not have this requirement in charter and dual credit postsecondary faculty • *Must report teacher of record for each CTE course (except off-campus dual credit course) • Must have documentation showing average minutes per day for each CTE course • Must have appropriate resources to teach course TEKS • Must offer at least one coherent sequence in at least three different clusters
CTE: Grade Levels Eligible for Funding 5. 2. 1 • Grades 9– 12 • Grades 7 and 8, if students eligible for and enrolled in CTE for the Disabled courses
CTE: Courses Eligible for Funding 5. 2. 1 • Must be approved by TEA • List of TEA-approved CTE courses in PEIMS Data Standards (code table C 022) • Innovative courses: Must have documentation of board approval to offer TEA-approved innovative course • Allotment must be spent in accordance with maximum allowable indirect costs as defined in rule
CTE: Earning Contact Hours 5. 2. 3 • • 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 a 3 -hour course
CTE: Enrollment, Withdrawal 5. 3 and 5. 4 • Enrollment • • Student enrolls in school, class schedule determined CTE staff review schedule, determine correct CTE coding Attendance personnel record coding in attendance system Withdrawal/schedule change • • • Student withdraws from school or has schedule change If schedule changes, CTE staff re-review schedule and determine changes in coding Attendance personnel make necessary changes in attendance system
CTE: PEIMS 101 (Student Demographic) Record Coding 5. 5. 1 • CTE indicator codes • 0: not enrolled in CTE course • 1: enrolled in one CTE course • 2: CTE coherent sequence taker (2+ CTE courses for 3+ credits) • 3: • Tech-prep program participant *Auditing a course is not considered CTE participation for purposes of CTE indicator code determination
CTE: PEIMS 410 (CTE Attendance) Record Coding 5. 5. 2 • V code: V 1–V 6, depending on: • • • number of CTE courses average length of each course *Each course reviewed separately to determine average minutes and V code; if multiple courses, V codes for all courses added together Student taking 3 separate 45 -min. CTE courses = V 3 • *Auditing course not considered CTE participation for purposes of PEIMS reporting
CTE Contact Hours 5. 6 • • • 78 Contact hours = Eligible days present x contact-hour multiplier Eligible days present must be recorded in Student Detail Report Total eligible CTE days and contact hours for each V code must be recorded in Campus Summary Report CTE Code Contact-Hour Multiplier V 1 1. 0 V 2 2. 0 V 3 3. 0 V 4 4. 0 V 5 5. 0 V 6 6. 0 Contact Hours = CTE Days x Contact-Hr Multiplier
Career Preparation and Practicum Courses 5. 7 • Career Prep • • • Classroom instruction + time at training site Paid Practicum • • • Classroom instruction + time at training site or in lab Specific to a cluster Paid or unpaid
Career Preparation and Practicum Courses 5. 7 • Both Career Prep and Practicum Courses • District, training sponsor plan/supervise instruction together • Course must span entire school year • Classroom instruction must average one class period per day for every school week • If paid, student must be 16, have valid work documentation • Up to 120 minutes at training site counts toward 2 -through-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, once each grading period
CTE Problems and Solutions Courses (Independent Study) 5. 8 • 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 on first day of enrollment, if written project plan in place within 15 days
CTE for the Disabled (CTED) Courses 5. 9 • Grades 7– 12 • Require • Classes ARD committee approval must be self-contained and serve only special education students
CTE Documentation, Reporting 5. 11 and 5. 12 • *Documentation of students' entry, service, withdrawal • • • CTE teachers’ grade books Each student’s official schedule change document, if student changed schedule during semester PEIMS reporting: Quality control • Record appropriate coding on 101 and 410 records for student enrolled in state-funded CTE course • *415 (course completion) record required for each CTE course student takes unless student drops the course before fall snapshot date
Bilingual/English as a Second Language (ESL) Section 6 84
Bilingual/ESL Section 6 • *All three terms used interchangeably: • Limited English proficient (LEP) student (SAAH) • English language learner (19 TAC Chapter 89 rules) • Student of limited English proficiency (TEC)
Bilingual/ESL Funding Eligibility 6. 2 • Home language survey shows other than English • Test score showing limited English proficiency • Language proficiency assessment committee (LPAC) recommendation • Parental approval
Bilingual/ESL Funding Eligibility 6. 2 • Following are 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
Bilingual/ESL: Enrollment 6. 3 1. Home language survey 2. English proficiency test 3. LPAC placement 4. LPAC written notice to parents 5. Parental approval 6. Student assigned program type code (PEIMS code tables C 175 and C 176)
Bilingual/ESL: Enrollment of Student New to District 6. 3. 1 • LEP identification and enrollment in program must occur within 4 weeks (20 school days) • Cannot code as bilingual/ESL or 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
Eligibility of Bilingual/ESL for State Funding 6. 4 • Students served full-time by appropriately credentialed staff for bilingual program • Students provided instruction in ESL by appropriately credentialed staff • Must have waiver or exception in place if program does not meet requirements • Ensure appropriate program type code used for each student
Bilingual/ESL: Withdrawal/Reclassification/Exit Procedures 6. 9 • Student is withdrawn if: • LPAC classifies student as English proficient • parent requests removal from program • student withdraws from district (not program)
Bilingual/ESL: Exit Criteria Chart 6. 9. 2
Bilingual/ESL: Evaluation of Exited Students 6. 10 • • Must occur if student fails a foundation curriculum subject in any grading period in first 2 years after exit 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
Bilingual/ESL Teacher Certification Requirements 6. 11 • Grades PK– 5: Must be served by bilingual-certified staff (bilingual program) or ESL-certified staff (ESL program) • Grades 6– 8: Must be served by at least one teacher who is certified in ESL for that grade level and who is responsible for meeting the linguistic needs of the LEP students • Grades 9– 12: May be served by staff members who are not bilingual/ESL-certified, but only if the staff members have received professional development in sheltered instruction • *All grades: All staff serving LEP students must receive training in sheltered instruction
Bilingual/ESL Documentation 6. 12 • • • Home language survey Test results LPAC recommendations and parent approval (denial, if applicable) Proof of service (grade books, class rosters, etc. ) Identification of student as LEP and level of language proficiency Dates of entry into and exit from program Instructional interventions *State assessment participation decisions and any linguistic accommodations Results of monitoring academic success Texas English Language Proficiency Assessment System (TELPAS) writing samples (kept 2 years)
Prekindergarten (PK) Section 7 96
PK: General Requirements Section 7 • Any district may offer PK, but district must offer PK if it identifies 15 or more eligible children who are at least 4 years of age on or before September 1 of current school year • Eligible students cannot be charged tuition for the half day that is FSP funded (state funded) • Eligible students can be charged for the additional half day not funded by FSP • Students must be 3 or 4 • A class may serve both 3 - and 4 -year-olds • State funding is half-day (special ed. exception)
PK Eligibility 7. 2 • Student is: • unable to speak and comprehend English (LEP) • educationally disadvantaged (eligible to participate in National School Lunch Program [NSLP]) • homeless • child of active duty member of US armed forces or reserves ordered to active duty • child of member of US armed forces or reserves injured or killed while on active duty • in foster care or was ever in foster care in Texas
Documentation of PK Eligibility 7. 2 • English proficiency: Home language survey and test results • Educationally disadvantaged: Evidence student eligible for NSLP • Homeless: Documentation that liaison finds student meets NCLB definition of homeless • Military parent: Military ID, statement of service, Department of Defense death certificate, Purple Heart orders or citation, or missing in action documentation • Foster care: Texas Department of Family and Protective Services verification letter
PK Eligibility Based on NSLP Eligibility 7. 2. 3 • Documentation showing student eligible because either: • student is automatically eligible for the NSLP: • • • member of a household receiving benefits from certain federal programs enrolled as participant in Head Start or Even Start migrant child (*see 7. 2. 3 for list) or • family income level meets NSLP requirements
PK Eligibility Based on Homelessness or Parent Being Member of Armed Forces 7. 2. 4 and 7. 2. 5 • Homelessness • • • *Eligible on this basis if local homeless education liaison identifies the student as homeless *Federal definitions appear in glossary Parent member of armed forces • • Acceptable documentation listed in 7. 2. 5. 1 *For student without own military ID, district can verify military member’s ID and doc. showing student is child of military member
PK ADA Eligibility Code 7. 5 • PK ADA eligibility code used on PEIMS 100 and 110 records ADA Eligibility Coding for PK Students Student Age Student eligible for PK and served in PK classroom by PK teacher for ½ day Student eligible for PK and served in PK classroom by PK teacher for full day Student ineligible for PK and served in PK classroom by PK teacher for ½ day Student ineligible for PK and served in PK classroom by PK teacher for full day Student eligible for PK and PPCD, served in PK classroom by PK teacher for ½ day and provided PPCD services for ½ day ADA Eligibility Code 3 or 4 2 half-day 3 or 4 5 ineligible half-day 3 or 4 4 ineligible full-day 3 or 4 1 eligible full-day
PK Program Type Codes • PK program type code used on PEIMS 110 and 400 records Code Meaning 00 Not applicable 01 PK-eligible student participates in a PK program that provides instruction to the student at least 2 hours but fewer than 4 hours each day. 02 PK-eligible student participates in a PK program that provides instruction to the student at least 4 hours each day. 03 PK-eligible student participates in a PK program that provides instruction to the student at least 4 hours each day and receives special education services. 04 PK-ineligible student participates in a PK program that provides instruction to the student at least 2 hours but fewer than 4 hours each day. 05 PK-ineligible student participates in a PK program that provides instruction to the student at least 4 hours each day.
PK Funding Source Codes Primary and secondary PK funding source codes used on PEIMS 110 and 400 records Code Meaning 1 Tuition fees 2 Local district share funding 3 State grant funding 4 Federal funding 9 Other funding
PK Funding Source Code Example Eligible student (ADA eligibility code 2 – eligible half day) served in a full-day program (PK program type code 02 – full day) • TEA assumes the initial source of funding is state/FSP funding, so that source of funding does not have to be reported • Your district has the ability to report up to two additional sources of funding • • • The primary source of funding would be the first source of funding that allows the district to operate a full-day prekindergarten program The secondary source would be any other additional source of funding Coding: • ADA eligibility code = 2 • Program type code = 2 • Funding source code = Yes (usually 2 [district funds])
Additional PK Coding Examples Student is eligible for special education and eligible for PK • ADA eligibility code = 1 • Program type code = 3 • Funding source code = None reported Student is migrant student served full day in program funded totally by Title I, Part C, migrant funds • ADA eligibility code = 4 • Program type code = 5 • Funding source code = 4 (federal funds)
Gifted/Talented Section 8 107
Gifted/Talented 8. 2 • Maximum funding of 5% of students in ADA eligible for • Student must be served before March 1 to be eligible for funding (transfer exception) • Committee selects students
Gifted/Talented: Local Policies 8. 5 • Local policies must include: • Provisions for ongoing screening and selection • Assessment measures from multiple sources • Procedures that ensure access to gifted/talented assessment and, if identified, services for all • Provisions for reassessment, exiting program, transfer students, and appeals
Pregnancy Related Services (PRS) Section 9 110
PRS Section 9 • PRS are services, including Compensatory Education Home Instruction (CEHI), that a student receives during prenatal and postpartum periods to help her: • • • adjust academically, mentally, and physically and stay in school If district offers PRS: • • CEHI mandatory support services optional
PRS Eligibility 9. 2 • Eligibility for services: Students in prenatal or postpartum period are eligible for services (includes students who are pregnant and/or deliver a live, aborted, or stillborn baby; suffer a miscarriage or death of a newborn; or place a baby up for adoption) • Eligibility for funding: Students who are eligible for ADA and for PRS program services are eligible for PRS funding beginning on date services begin
PRS Eligibility 9. 2 • Eligibility for PRS ends: • • • when student returns from postpartum confinement to resume regular classes at school campus or first day of 7 th week For student requiring extended confinement, eligibility ends: • • when student returns from postpartum confinement to resume regular classes or first day of 11 th week
CEHI During Prenatal Confinement 9. 8 • No limit to the length of time or number of times student may receive CEHI in prenatal period • Documentation for each event of prenatal confinement must be obtained from licensed medical practitioner • District may also provide other PRS support services while student receiving CEHI
CEHI During Postpartum Confinement 9. 9 • If district offers PRS and student has not refused services, district must provide student with postpartum CEHI either: • • until the student chooses to return to school or until the end of the 6 th week from the beginning date • Student is not required to provide medical note indicating a need for confinement to be eligible for or receive postpartum CEHI through 6 th week • CEHI may be extended 4 additional weeks if medical necessity, either for mother or baby
CEHI During Break-in-Service Confinement 9. 9. 3 • May allow student to divide up to 10 weeks of CEHI into two or more periods • For instances in which the infant remains hospitalized after delivery
CEHI Eligible Days Present 9. 10 • 1 hour = 1 day present • Student must have medical release to return to campus to receive temporary, limited support services or take required state assessments • Time on campus cannot count as any part of hours served as CEHI for eligible days present (even if district has waiver)
CEHI and Special Education 9. 12 • Additional service requirements to earn eligible days present
PRS Documentation 9. 15 • Affirmation that eligibility verified • Intake documentation • Medical note for each prenatal and extended postpartum confinement period • Documentation of when pregnancy ended • Documentation for break-in-service • Medical release for return for temporary, limited services • Special education documentation, if applicable • Log of weekly CEHI time
Nontraditional Schools Section 10 120
Nontraditional Schools Section 10 • Nontraditional settings include: • alternative education programs (AEPs) • juvenile justice alternative education programs (JJAEPs) • disciplinary alternative education programs (DAEPs) • in-school suspension (ISS) • out-of-school suspension (OSS) • education programs for incarcerated youth • *Section updated to remove info unrelated to attendance accounting (e. g. , accountability info) • Direct questions about disciplinary issues to Regional Services Division, (512) 463 -9371
Nontraditional Schools 10. 3 and 10. 4 • Calendar must follow same rules as for regular school program • Attendance accounting records must meet same standards as for regular school program
Nontraditional Schools: Residential Alternative Education Programs 10. 6 • Include programs for students in residential facilities such as: • • • detention centers correctional facilities public or private residential care and treatment facilities • Students residing in residential facility are entitled to enroll in and receive educational services from local school district • *Facility is required to notify district of student placed there by 3 rd day of placement, unless student placed by agency that funds, regulates, or contracts with the facility
Nontraditional Schools: DAEPs 10. 7 • Districts must provide for DAEP that: • is in setting other than regular classroom (may be on or off regular campus) • separates DAEP students from other students • focuses on English language arts, math, science, history, and self-discipline • provides for educational and behavioral needs • provides supervision and counseling • employs certified teachers • provides at least the minimum required instructional time per day
Nontraditional Schools: Expulsion 10. 8 • District must adopt student code of conduct that outlines conditions for expulsion in compliance with TEC, § 37. 007, Expulsion for Serious Offenses • Charter school may not expel a student for a reason that is not either 1) authorized by TEC, § 37. 007, or 2) specified in school's code of conduct as conduct that may result in expulsion • Students may be expelled from DAEP for serious misbehavior • See Appendix E of PEIMS Data Standards for more info
Nontraditional Schools: JJAEPs 10. 9 • Mandatory for certain counties with populations over 125, 000 • Must be annual memorandum of understanding between district and juvenile board • Juvenile boards and districts may develop JJAEPs in counties of at least 72, 000 with Texas Juvenile Justice Department (TJJD) approval • Juvenile boards may develop JJAEPs in counties with populations of 125, 000 or less without TJJD approval • School districts cannot develop or create JJAEPs
Nontraditional Schools: JJAEPs 10. 9. 2 and 10. 9. 3 • District required to participate in JJAEP must establish separate campus to track its JJAEP students • JJAEP itself is not eligible to receive FSP funding and does not report student attendance • District in which student was enrolled just before JJAEP placement continues to report student • ADA eligibility coding chart in 10. 9. 3
Disciplinary Removals of Students With Disabilities 10. 10 • Removal for violations of student code of conduct limited to not more than 10 consecutive school days • For removals over 10 consecutive school days, ARD committee must determine whether misconduct was manifestation of disability • Student removed for 10+ school days in same year must continue to receive services • Student removed for fewer than 10 days must also continue to receive services if district provides educational services to students without disabilities who are similarly removed • District may remove student for up to 45 days for misconduct involving weapons, drugs, or serious bodily injury without regard to whether misconduct was manifestation of disability
Nontraditional Schools: Short-Term Residential Placements 10. 13 • Your district is not required to enroll a student from outside of the district who is residing in a detention or other facility if: • • your district and sending district both agree student will continue enrollment at sending district • • it is known the student will be staying 10 or fewer days enrollment will not be shown in your district But your district cannot deny educational services if parent, guardian, or student requests them even if student will not be in your district 10 days
Nontraditional Programs Section 11 130
Nontraditional Programs Section 11 • Nontraditional programs include: • dual credit • Optional Flexible School Day Program • Optional Flexible Year Program • High School Equivalency Program • Texas Virtual School Network • *remote instruction
Dual Credit 11. 3 • With limited exceptions, student: • • • *Exceptions • • • must be at least a junior to enroll in a dual credit course may not enroll in more than two dual credit courses per semester Early College High School student who demonstrates outstanding academic performance and capability *If exception is based on outstanding academic performance and capability, must have documentation • • Local criteria Documentation student meets criteria, approval by high school and college
Optional Flexible School Day Program (OFSDP) 11. 6 • Application required • Funding based on total eligible minutes of instruction time • Fixed or flexible schedules that do not meet traditional 180 -day, 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)
OFSDP: Student Eligibility 11. 6. 1 • For students: • at risk of dropping out • attending a school with an approved innovative campus plan or an approved early college high school program designation or • who, as a result of attendance requirements, will be denied course credit
OFSDP: Funding 11. 6. 2 • 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 (maximum 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 (equivalent of 180 days of attendance in regular attendance program) • *District cannot charge tuition for OFSDP
OFSDP: Attendance Reporting 11. 6. 3 and 11. 6. 6 • Use PEIMS 500 series (flexible attendance) records • 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)
Optional Flexible Year Program (OFYP) 11. 7 • For students who did not or are likely not to pass required state assessments or who would not otherwise be promoted to next grade • Allows district, with approval of commissioner, to: • Provide 170 instructional days to students not at risk and provide 180 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 separate track • Districts are encouraged to communicate with parents and to schedule the 10 OFYP days throughout year
High School Equivalency Program (HSEP) 11. 8 • For students who have been court-ordered to attend GED classes or take GED test or students who meet following: • student is at least 16, • student is at risk of dropping out, • student and parents have agreed in writing to participation, and • at least 2 school years have passed since student first enrolled in grade 9 and student has less than 1/3 of credits to graduate under minimum reqs. • Uses alternative method of attendance accounting; report with PEIMS 500 series records • Student must receive minimum of 45 minutes of instruction on given day for contact time to be recorded (maximum of 600 minutes [10 hours])
Texas Virtual School Network (Tx. VSN) 11. 9 • Provides access to online courses that address Texas Essential Knowledge and Skills and meet national standards for quality online courses • *Includes: • • • Statewide catalog of online courses for grades 9– 12 Tx. VSN Online Schools (OLS) program for grades 3– 12 *Three approved Tx. VSN OLS: • • • Houston ISD: Texas Connections Academy at Houston Texarkana ISD: Texarkana ISD Virtual Academy Texas College Preparatory Academies: Texas Virtual Academy 139
Tx. VSN: Student Eligibility 11. 9. 1 • Student eligible if: • the student, on September 1: • is younger than 21 or • is younger than 26 and has been admitted to complete diploma reqs. ; • • the student has not graduated from high school; and the student: • is otherwise eligible to enroll in a public school in this state or • meets the following requirements: • is a dependent of a US military member, • was previously enrolled in high school in Texas, and • no longer resides in Texas as a result of a military deployment or transfer 140
Tx. VSN: Eligibility for Full-Time Enrollment 11. 9. 1. 1 Student must meet one of following three criteria: • the student was enrolled in a Texas public school in the preceding school year; • the student has been placed in substitute care in this state; or • the student: • is a dependent of a US military member, • was previously enrolled in high school in Texas, and • no longer resides in Texas as a result of a military deployment or transfer 141
Tx. VSN Funding and Attendance Reporting 11. 9. 2 • Enrollment in Tx. VSN courses counts toward ADA eligibility • High school student will be counted as scheduled for and receiving instruction for 55 minutes a day for each Tx. VSN course taken and passed (five courses = full-time) • *Grade 3– 8 student (only OLS) will be counted as receiving full-day instruction as long as successfully completes Tx. VSN program and is promoted to next grade • Assign ADA eligibility code assuming student will pass all courses/successfully complete program; adjust ADA eligibility code as needed before PEIMS Submission 3 reporting 142
*Remote Instruction 11. 10 • Instruction provided through a technology that allows for realtime, 2 -way interaction between student and teacher in different locations (e. g. , interactive video conferencing) • Includes: • • remote conferencing (attendance based on 2 -through-4 -hour rule) remote homebound instruction (attendance based on hours of individualized instruction and homebound funding chart) distance learning Waiver required (except for distance learning)
*Remote Instruction: Remote Conferencing 11. 10. 1 • Remote conferencing: Regular education • Student at off-campus location able to virtually participate in classes provided on the student’s campus • Must be unable to attend school because of a temporary medical condition documented by physician • Attendance based on 2 -through-4 -hour rule and whether student virtually present at attendance time • Remote conferencing is not the same as homebound instruction
*Remote Instruction: Remote Conferencing 11. 10. 2 • Remote conferencing: Special education • Situation in which: • student at off-campus location able to virtually participate in classes provided on the student’s campus or • student at on- or off-campus location receives instruction or services from an appropriately credentialed individual who is at a different location (e. g. , speech therapy) • ARD committee must determine appropriate • Attendance based on 2 -through-4 -hour rule and whether student present/virtually present at attendance time • Remote conferencing is not the same as homebound instruction
*Remote Instruction: Remote Homebound 11. 10. 3 • Remote homebound instruction: Regular education • Student at home or hospital receives individualized remote instruction through homebound program • All program requirements except in-person instruction must be met • Attendance based on number of hours of individualized homebound instruction student receives and homebound funding chart • Remote conferencing ≠ remote homebound instruction
*Remote Instruction: Remote Homebound 11. 10. 4 • Remote homebound instruction: Special education • Eligible student at home or hospital receives individualized remote instruction through special education homebound program • All program requirements except in-person instruction must be met; ARD committee must determine appropriate • Attendance based on number of hours of individualized homebound instruction student receives and homebound funding chart • Remote conferencing ≠ remote homebound instruction
*Remote Instruction: Distance Learning 11. 10. 5 • Only form of remote instruction that does not require waiver • Student physically located at his or her home campus participates in a class provided at another campus in same district or another district at which students and a teacher are physically present
Interstate Compact on Educational Opportunity for Military Children 11. 11 • Agreement among member states to abide by common set of rules related to the education of military children • Texas became member in 2009 • Child of military family who moves here from another member state is entitled to continue enrollment at same grade level
Additional Information • Section 12 - Appendix • ADA and funding • • • Definitions and terms Index (page 287) Resources (page 289) • • Information on weighted funding Section 13 - Glossary • • Definitions Links to helpful websites Change document FAQs
Additional Information • Direct link • http: //www. tea. state. tx. us/index 2. aspx? id=7739 • Student Attendance Accounting Handbook Listserv • www. tea. state. tx. us/list
Contact Information Belinda Dyer belinda. dyer@tea. state. tx. us (512) 475 -3451 Nicole Schuessler nicole. schuessler@tea. state. tx. us (512) 475 -1632 Beth Davis beth. davis@tea. state. tx. us (512) 463 -4554 Attendance mailbox: attendance@tea. state. tx. us
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