Grand Prairie Independent School District
State Compensatory Education (SCE)
Campus Program
Operations Guide
CONTENTS:
SCE Purpose Statement ....................................................................................................1
13 At Risk Student Categories ..........................................................................................1
Analyze Data – Plan Strategies – Budget Funds .............................................................2
Coordination Requirements
State Compensatory Education and Title 1 Funds .............................................4
Purchase Order Guidance .................................................................................................5
Campus Operations Calendar ..........................................................................................9
Resources and Links ........................................................................................................22
Attachment Folder
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Under Section 29.081 of the Texas Education Code (TEC), 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 academic
achievement and reduce the dropout rate of these students. The goal of state compensatory
education is to reduce any disparity in performance on assessment instruments administered
under Subchapter B, Chapter 39 TEC or disparity in the rates of high school completion
between students at risk of dropping out of school and all other LEA students.
Texas Education Code §29.081 defines the State criteria used to identify students at risk of
dropping out of school. A student at risk of dropping out of school includes each student who is
under 21 years of age and who:
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;
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;
3. Was not advanced from one grade level to the next for one or more school years;
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 percent of the level of
satisfactory performance on that instrument;
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;
7. Has been expelled in accordance with Section 37.007 during the preceding or
current school year;
8. Is currently on parole, probation, deferred prosecution, or other conditional
release;
9. Was previously reported through the Public Education Information System
(PEIMS) to have dropped out of school;
10. Is a student of Limited English Proficiency as defined by Section 29.052;
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;
12. Is homeless as identified by 42 U.S.C. Section 11302 and its subsequent
amendments; 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.
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Analyze Data – Plan Strategies – Budget/Spend Funds
Planning is an ongoing and cyclical process for identifying needs, updating the Campus
Improvement Plan (CIP) strategies and documenting related expenditures. Legislation and local
Board of Education Policy (BQ Series) require parent and community involvement in this
process, as well as input from instructional staff.
Comprehensive Needs Assessment
- Data Collection
- CIC Analysis
Summative Evaluation
- Data Review
- Documentation Review
- Success Measures
CIP Goals & Objectives
- DIP Review
- CIC Discussion
Quality
Student
Performance
Professional Development
and Sustained Support
- Campus Training Plan
- Documentation Procedures
- Ongoing Formative CIP
Evaluation
Strategies & Activities
- CIP Revision
- SCE Budget Plan
- Title 1 Budget Plan
_
Implementation
- Who? What? When?
- Related Expenditures
- Documentation Procedures
- Ongoing Formative CIP Evaluation
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Analyze Data
Legislation requires a Comprehensive Needs Assessment (CNA) at the campus level. The
Campus Improvement Committee (CIC) serves as the core team for implementing and
documenting this planning process. GPISD has a complete Operations Guide for the
Comprehensive Needs Assessment and the ensuing Campus Improvement Plan. The campus
State Compensatory Education plan must be generated from this planning process.
Current DIP and CIP documents are organized by seven goal areas. They are:
1. Parental and Community Involvement
2. Student Achievement
3. Balanced and Appropriate Curriculum
4. Dropout Prevention
5. Highly Qualified and Effective Teachers
6. Technology Implementation
7. Safe and Disciplined Environment
Program planning for State Compensatory Education programs and expenditures should be
recorded into the CIP in the Dropout Prevention goal area and the Student Achievement goal
area. Often campuses include program strategies in the Parent Involvement goal area as well.
Data sources suggested for review by the CIC during this process include but are not limited to:
 District and campus records and evaluations of parent and community involvement
 Campus records and evaluations of primary strategies such as tutoring or computer based
instructional programs
 State assessment data
 End of course assessment data
 Attendance records, Truancy Officer records
 AEIS reports
 PEIMS at risk data (13 categories)
 Records and data from Counselors, Social Workers and Truancy Officers
 Professional Development documentation and feedback
 STAR technology ratings for the campus
 Discipline referrals
Plan Strategies
The campus plan for SCE funds is an important part of the whole CIP and supporting budget.
SCE funds are intended to extend and enrich the full instructional program with specific attention
to the needs of at risk students. Effective plans almost always include instructional personnel as
a priority strategy. Remaining funds may be used for instructional materials or tutoring supplies,
teacher training or parent involvement activities as long as those activities are focused on the
needs of at risk students. An SCE Summary template and example are included in the
attachments.
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Budget/Spend Funds
Campus allocations of SCE funds are figured on the number of students designated as low
income. GPISD focuses SCE funds on supplemental teaching and learning personnel at each
campus. These positions are reviewed annually for compliance and to ensure adherence to the
latest CNA findings and resulting CIP strategies. Remaining SCE funds are then budgeted by
the campus to support related CIP strategies.
Expenditures of SCE funds, and other funds coordinated to improve student achievement such as
Title 1, must be logically connected to CIP needs and strategies. If low student achievement in
math is noted in the CNA and then the CIP includes continued math tutoring, the campus budget
must address pay for tutors and supplemental instructional materials for math tutoring. Tutoring
may also generate costs for professional development or parent activities to support effective
math tutoring. These supplemental costs are allowable for both SCE and Title I funds.
Remember to complete a Pre-Approval for Extra Duty Pay form for extra-duty pay for teachers
and for part-time (i.e., retired) teachers tutoring during the day.
Remaining funds are budgeted at the campus level for purchases of instructional materials and
campus professional development efforts. These materials and activities must be deemed
necessary based on data analysis and logically connected to Campus Improvement Plan
strategies. They should be supplemental expenses that would not be budgeted if SCE funds were
not available. When purchase orders are placed, a reference to a CIP strategy must be noted on
the forms. GPISD also requires a reference to the 5 Plays.
Coordination Requirements
A campus program should be without gaps or duplications of effort or expenditures.
Coordination maximizes the funds and the improvement efforts.
Baseline funding (199) is referred to as general operating money. The most common programs
and related funds to be coordinated at the campus are Title I (211) and State Compensatory
Education (SCE 199 with a 24 or 30 program intent code). The purpose and intent of SCE funds
are closely related to Title I. Both programs have a primary purpose of raising student
achievement. SCE funds are to address dropout prevention through better instruction and
attention to psychosocial needs of the students.
SCE funds are planned and budgeted in a manner similar to Title I. Supplemental personnel,
such as Reading Recovery teachers, are funded and remaining funds are allocated for
instructional materials, professional development and parental involvement activities. To avoid
gaps or duplications, these expenditures should be planned in coordination with Title I following
the same process of analyzing data, planning strategies and budgeting/spending funds.
Purchase Order Guidance
“Can we buy ________ with SCE funds?”
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Many purchase orders are denied because they do not include a clear and logical reference to a
CIP strategy. This common problem can be avoided by following the planning process to ensure
that the SCE Budget Plan is clearly attached to specific CIP strategies and CNA data analysis
from the beginning.
Purchase orders may also be denied if the line code on the order does not match the purchase.
Budget line codes tell a story:
Fund – Function – Object – Sub-object – Organization – Fiscal Year – Program Intent Code –
Local Use Option
Fund – Function – Object – Sub-object – Organization - Fiscal Year – Program Intent Code –
Local Use Option
FUND: SCE is 199 with a 24 or 30 program intent code
FUNCTION: most common for SCE
Function 11 - denotes budgeted amounts for instruction
Function 13 - denotes budgeted amounts for training
Function 61 - denotes budgeted amounts for parent involvement
Function 34 - denotes budgeted amounts for bus transportation
before and after school instructional activities
OBJECT:
6100-6199
Personnel and payroll full or part time
6119- Part time tutors on campus (use subobject TU);
6118- extra-duty pay for teachers
6121- extra-duty pay for paraprofessionals
6200-6299
Contracted services
6299- Contract with service provider, staff development trainer, etc.
6300-6399
Instructional materials
6397- Items that must be tracked/inventoried (such as calculators, computers, etc.)
6399- Instructional materials
6400-6499
Miscellaneous – professional development fees and travel expenses
6411- Staff development training/conference (fees and travel) where travel,
per diem required
6494- Student travel (used with function 34)
6499- Staff development training/conference (fees) where travel, per diem
not required (50 miles or less)
6600-6699
Capital Equipment – items $5,000 and over that require pre-approval
6639- Capital equipment such as a computer lab, etc.
SUB-OBJECT: assigned to denote a specific effort
00 – most commonly used
TU – used to track funds for tutoring whether payroll or instructional materials
ORGANIZATION: each campus has a three digit organization code
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FISCAL YEAR: must match the current school year
3= last digit of the fiscal year FY 2012-2013
PROGRAM INTENT CODE: assigned to denote a specific effort
24 is used for campuses that do not have additional Title I funds
30 is used for Title I Schoowide campuses receiving SCE funds as well
LOCAL USE OPTION: allows districts to assign numbers for additional tracking if needed
(not recommended at the campus level)
A full explanation of all the components of a budget line code is included in the GPISD Finance
Manual.
Approved purchase orders must also include a logical reference to one or more of the GPISD 5
Plays. This common problem can be avoided by making the connections in the planning
timeline.
Play 1: Vertically and Horizontally Aligned Curriculum
CIP strategies attached to this play will most likely be for instruction or
professional development. Instruction falls under CIP Goal 2 and line
codes show function 11. Professional development falls under CIP Goal 5
and line codes show function 13.
Play 2: Engaged Instruction
CIP strategies attached to this play will be for instruction and correlate
with CIP Goal 2 and function 11.
Play 3: Data Driven Management
CIP strategies attached to this play will be for professional development
and will correlate with CIP Goal 5 and function 13.
Play 4: Relational Capacity
CIP strategies attached to this play will most likely be for parental
involvement and will correlate with CIP Goal 1 and function 61.
Play 5: Intentional Leadership
CIP strategies attached to this play will be for professional development
and will correlate with CIP Goal 5 and function 13.
Justification language on the purchase order continues to add auditable documentation. When
referencing the 5 Plays, language from the supporting 5E Model in the justification statement
adds further support for the purchase.
5 E Model
1) Engage
2) Explore
3) Explain
4) Extend / Elaborate
5) Evaluate
The CSCOPE chart giving more detail and language that may be utilized to justify expenditures
is included in the attachments to this document
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The items included in the following Purchase Order Sample Language chart are examples of
justification statements for supplemental SCE purchases, matching CIP strategy language,
GPISD 5 Plays and the core of the correct line code. Use this chart with the CIC when
evaluating the CIP and the related SCE Budget Plan. It is recommended to plan Title 1 funds in
the same manner and at the same time. Some of these examples may match your needs.
Encourage your CIC to create more or different examples based on your Comprehensive
Needs Assessment. A chart like this can serve as documentation of your work, lead you to
necessary CIP revisions and support the GPISD 5 Plays, 5 E Model, your SCE Budget Plan and
your Title 1 Budget Plan.
NOTE: This chart includes purchases that are allowable for SCE funds and Title 1 funds. The
line code notations show examples of both showing how these expenditures should be planned
together to maximize both funds.
Purchase Order Sample Language
Sample
Purchase/Expenditure
Justification Statement
Supplemental
reading/literacy materials to
build and improve fluency
for K-1 students to raise
scores on TPRI/DRA
Supplemental funds for
Reading Recovery teacher.
Sample Matching
CIP Strategy
1 per PO
Implement activities and provide
materials to build and improve fluency
K-1 to raise TPRI/DRA scores. (CIP
Goal 2)
Implement a full Reading Recovery
classroom setting for identified
struggling students.
STEMSCOPES license
Implement computer based
provides supplemental
supplemental instructional and
science instruction to
tutoring materials to improve student
targeted student populations performance on state and local
to improve student
assessments for math and science.
performance on state and
(CIP Goal 2)
local assessments
STAAR Workbooks and
Utilize supplemental visual and
handheld Elmos,
auditory learning materials for
supplemental visual
individualized and small group
learning materials for
instruction in reading/language arts,
individualized and small
math and science to implement the 5E
group instruction to address Model. (CIP Goal 2)
state assessment goals
SCE Operations Guide – Updated 1/18/13
GPISD
5 Plays
1 per PO
2
Fund,
Function,
Object
211-11-6399
2
199-11-6119
1 or 2
199-11-6399
2
211-11-6399
7
Sample
Purchase/Expenditure
Justification Statement
Cassette recorders/tape
players for individualized
and small group instruction
Sets of 10 titles of
paperback high interest
books and 40 sets of
number cubes,
supplemental reading and
math instructional supplies
to provide parent training
and support home learning
centers
“Teachers are Rock
STAARS” one day
conference in Ft. Worth to
support campus based
teacher training plan for 8
classroom teachers and one
Asst. Principal
Margaret Kilgo training in
Austin for 3 days to support
schoolwide planning and
program implementation for
2 administrators and 2
department chairs (CIP
Goal 3)
Supplemental high interest
math and science software
for tutoring struggling
students, Achieve 3000 and
A-Z Software
5 copies each of Ron
Clark’s “The Essential 55
Workbook” and Eric
Johnson’s “Teaching with
Poverty in Mind” for grade
level book study
SCE Operations Guide – Updated 1/18/13
Sample Matching
CIP Strategy
1 per PO
Utilize supplemental visual and
auditory learning materials for
individualized and small group
instruction in reading/language arts,
math and science to implement the 5E
Model. (CIP Goal 2)
Provide parent training and support
home learning centers with
supplemental instructional materials
for reading/language arts, math and
science. (CIP Goal 1)
GPISD
5 Plays
1 per PO
2
Fund,
Function,
Object
199-11-6399
4
211-61-6399
Implement supplemental professional
development activities based on
campus identified needs. (CIP Goal 5)
5
199-13-6499
Implement supplemental professional
development activities based on
campus identified needs. (CIP Goal 5)
5
211-13-6411
Implement computer based
supplemental instructional and
tutoring materials to improve student
performance on state and local
assessments for math and science to
implement the 5E Model. (CIP Goal
2)
Implement supplemental professional
development activities based on
campus identified needs. (CIP Goal 5)
1 or 2
199-11-6399
5
199-13-6399
8
The items included in the following Campus Operations Calendar are intended to assist campus
administrators with orchestrating an effective program as well as creating auditable
documentation of compliance requirements. Principals are encouraged to add calendar items as
necessary to address more campus specific duties. Auditors often address a lack of written and
signed documentation for planned and required tasks. Auditors also question when tasks or
necessary actions lack a smooth implementation flow and are packed into the end of each
semester. NOTE: All forms/documents for SCE including payroll must have original
signatures. Copies of signed pages or signature stamps are not allowed.
Campus Operations Calendar
AUGUST
NOTES
Review Campus Improvement Committee (CIC) membership.
Establish meeting dates. Note which members have completed their 2
year term. Communicate to staff and parents the need for new
members. Create a full CIC membership roster for the schoolyear.
Post membership on campus website.
Review this Campus Operations Calendar with the CIC to generate
upcoming agenda items and compliance duties. Follow through with
email to CIC members with tentative agenda items for the year.
Review SCE payroll with Finance Department for accuracy and
compliance.
Review the 13 categories for at risk students with counselors, social
workers and full staff. Provide an overview of the purpose of SCE
funds and related programs.
SEPTEMBER
NOTES
Document a full meeting of the CIC for training new members.
Include the Comprehensive Needs Assessment and planning process.
Review PEIMS at-risk data and the AEIS campus report. Take input
from CIC members on additional data needed for review. Stress that
step one is to review data, not to suggest solutions. Effective solutions
come after data analysis. Set up CIC sub-committees as necessary
(math, attendance, parent involvement, etc.) Note for the team the
connection of the needs assessment process to the CIP revisions for
the school year. Set timeline and methods for sharing data analysis
prior to the next meeting. Discuss how the process and work will be
documented for audit – agenda, minutes, notes, emails, etc. Auditors
want to see proof of your work.
Review the SCE budget with the Office Manager/ Secretary and the
CIC. Review existing CIP for strategies that support the budget and
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proposed expenditures (chart examples pages 7-8). Discuss any
difficulties from the previous year of documenting expenditures to CIP
strategies.
Develop proper written communication to teachers for submitting
purchase requests for supplemental SCE funds to the Office Manager/
Secretary.
Complete purchase orders for 6399 funds.
Submit Pre-Approval for Supplemental Pay forms.
OCTOBER
NOTES
Order instructional materials budgeted with SCE funds.
Review documentation processes and procedures for SCE funded
classroom strategies such as Reading Recovery.
NOVEMBER
NOTES
Review completed purchases with SCE funds to ensure proper
documentation and inventory records for items ordered and received.
DECEMBER
NOTES
JANUARY
NOTES
Compile first semester tutoring data for full program regardless of
funding. How many students were served? Break down the numbers
by grade level. Did students consistently attend? What was the
average number of days students attended? What subject matters were
most utilized (math, science, reading/LA, social studies)? How is
student success determined? What weaknesses did you identify in the
tutoring documentation process? Is tutoring working for all students?
Set up data collection methods for second semester tutoring with any
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necessary improvements noted in the first semester review.
Compile first semester data on any other SCE funded effort such as
Reading Recovery. How many classrooms were served? How often?
Why types of classroom assistance are most often needed?
FEBRUARY
NOTES
Distribute the NCLB Report Card information to students and parents.
Review SCE purchases. Ensure that all purchases received are
properly dispersed and decaled if necessary. Auditors may track a
purchase of STAAR Workbooks to a particular tutor. Order any last
minute materials.
MARCH
NOTES
This is your time to check documentation on all aspects of the
implementation of the program.
Are purchases complete? Have materials been received and
delivered to the proper teachers?
Are good records in place for tutoring?
Are SCE funded employees keeping good records of their work with
individual teachers or students?
Meet with the CIC to discuss additional data that may be needed to
begin data analysis for next year and to complete the CIP Summative
Review of services for at risk students.
APRIL
NOTES
Communicate with the CIC that planning preparation should start
now. Ask them to brainstorm data to be reviewed. Tutoring, parent
involvement, AEIS, PEIMS, etc. Schedule sub-committees as
necessary. See instructions from August. Begin the process for
adding or replacing members as necessary.
Review your current SCE Budget Plan with the CIC.
TIP: The CIC planning preparation and the Title I Budget Plan
review influence your preliminary SCE budget. This work should be
noted as a step of formative review for your CIP. Note the date(s) in
the CIP even if no significant changes occur.
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MAY
NOTES
Preliminary SCE Budget Plan for the upcoming school year is due to
the central office. The CIC must sign off on this preliminary plan.
Particularly review the positions funded by SCE.
Continue CIC data review to feed the annual Comprehensive Needs
Assessment (CNA).
JUNE
NOTES
Formalize the Comprehensive Needs Assessment format. Required
items:
 List of all data reviewed such as attendance, PEIMS, AEIS,
tutoring records, parental involvement records etc.
 CIC agendas and sign-in sheets for all meetings showing CNA
work clearly stated.
 CIPs with color coded notations of formative reviews and
changes as necessary
 Chart of justification statements, CIP language as working
document of action from planning (see pages 5-6)
 Overview status statement of each of the CIP categories:
parent involvement, student achievement etc.
JULY
NOTES
Continue work on formal documentation of the CNA and CIP
processes noted in June. Final product should be an electronic and/or
hard copy folder that can be handed to an auditor.
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Resources and Links
Executive Director
Ricky Mitchell
(972) 237-4044
Secretarial Support
Ann Estrada
(972) 237-5522
Finance and Compliance
Ray Wilks
(972) 237-5502
www.gpisd.org/Page/3814
Finance Office
Business Operations Handbook
Grants Manual
Activity Fund guidelines
Budget Revision Request form
Payroll information and forms
Purchasing information and forms
Travel information
www.gsa.gov/portal/category/100120
Hotel and Per Diem rates for travel within the U.S.
www.families-schools.org
Handbook on Family & Community Engagement
www.cscope.us/parentportal
Core curriculum content K-12
www.tea.state.tx.us/index4.aspx?id=8339&menuid=951
No Child Left Behind program guidance
Side by Side Federal Cost Principles
Guidelines Related to Specific Costs
www.ed.gov/programs/titleiparta/legislation.html#policy
NCLB federal legislation and policy
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