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
•
2nd or 5th 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
50
Eligible Days Present
Earned per Week
1 hour
1 day present
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
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.Web
/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:
•
enroll student only in the public school,
•
“dual enroll” student, or
•
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/index4.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 C022)
•
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: V1–V6, 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 = V3
•
*Auditing course not considered CTE participation
for purposes of PEIMS reporting
CTE Contact Hours
5.6
•
Contact hours =
Eligible days present x
contact-hour multiplier
•
Eligible days present must
be recorded in Student
Detail Report
•
78
Total eligible CTE days and
contact hours for each
V code must be recorded in
Campus Summary Report
CTE
Code
V1
Contact-Hour
Multiplier
1.0
V2
2.0
V3
3.0
V4
4.0
V5
5.0
V6
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 ARD committee approval
•
Classes 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 C175 and C176)
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
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 of 5% of students in ADA eligible for
funding
•
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 7th week
For student requiring extended confinement,
eligibility ends:
•
•
when student returns from postpartum confinement
to resume regular classes or
first day of 11th 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 6th 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 6th 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 3rd 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:
•
it is known the student will be staying 10 or fewer days
•
your district and sending district both agree student
will continue enrollment at sending district
•
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
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 (TxVSN)
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
TxVSN Online Schools (OLS) program for grades 3–12
*Three approved TxVSN OLS:
•
•
•
Houston ISD: Texas Connections Academy at Houston
Texarkana ISD: Texarkana ISD Virtual Academy
Texas College Preparatory Academies: Texas Virtual Academy
139
TxVSN: 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
TxVSN: 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
TxVSN Funding and Attendance Reporting
11.9.2
•
Enrollment in TxVSN courses counts toward ADA eligibility
•
High school student will be counted as scheduled for and
receiving instruction for 55 minutes a day for each TxVSN
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
TxVSN 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
•
•
•
•
Definitions
•
Information on weighted funding
Definitions and terms
Index (page 287)
Resources (page 289)
•
•
•
Section 13 - Glossary
•
•
ADA and funding
Links to helpful websites
Change document
FAQs
Additional Information
•
Direct link
• http://www.tea.state.tx.us/index2.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