2013–2014 Student Attendance
Accounting Handbook (SAAH)
August 20, 2013
2
Goals
• Understand
SAAH's purpose
• Understand
basic attendance accounting
rules
Overview
Section 1
Section 1: Overview
• Explains
how attendance relates to funding
• Emphasizes
that there is a difference between
serving a student and receiving funding
• Explains
• Major
how to use the handbook
reorganization of section last year
4
Section 1: Overview
• 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
5
1.6 How to Use This Handbook
• Each
section organized using the same
headings for each subsection.
• Eligibility
• Responsibility
• Enrollment
• Withdrawal
• Detail specific to section
• Documentation
• Examples
6
Student Attendance Accounting Handbook
1.6
•
Throughout this handbook, all references to the
Texas Education Code (TEC) are to state law as
documented in the most recent publication of
the Texas School Law Bulletin when the
handbook was printed.
•
All references to the Texas Administrative Code
(TAC) are to the rules adopted by the State
Board of Education or the commissioner of
education as documented in the most
recent publication of the TAC when the
handbook was printed.
7
Audit Requirements
Section 2
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
9
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
10
“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
11
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
12
Attendance System Procedures Manual
2.2.5
Your district or charter school must maintain a procedures manual that provides
specific, detailed information on the district's school attendance accounting
system. This procedure manual must include the following information:
•
•
•
•
•
•
•
•
how and when teachers are to take official attendance,
how attendance is entered into the attendance accounting system,
which position(s) is/are responsible for the coding of special programs (such as
career and technical, special education, Pregnancy Related Services, etc.),
how changes to special programs are to be documented,
how student membership is to be reconciled between the teacher rosters and
the attendance accounting database,
how your district will maintain attendance accounting records
(including computerized records, period absence slips, and
official calendar) after the completion of the school year,
what backup systems are in place to protect the attendance
accounting records, and
which position is responsible for the maintenance and security of the
attendance accounting records.
13
Required Documentation
2.3
Student Detail Reports
• Campus Summary Reports
• District Summary Reports
• Make sure appropriate reports are
signed by superintendent,
principals, and attendance clerk.
•
14
•2.3.4 Reconciliation of Teacher's Roster Information
and Attendance Accounting Records
•
•
•
•
Student membership from the teacher’s roster is to be
reconciled to the attendance accounting records at
the end of the 1st and 4th six-weeks reporting periods.
(doesn’t have to be last day, but no later than the last
six weeks)
Purpose is to verify that “no show” students were purged from
the attendance accounting system.
Must be certified with signature by PEIMS
Coordinator and their supervisor!
Use official attendance period usually second period.
15
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
16
General Attendance
Requirements
Section 3
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)
18
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
19
20
•3.2.2 Funding Eligibility
•
Any student provided instruction by your school district is
considered ENROLLED in the district.
•
MEMBERSHIP is a slightly different number from
enrollment, it does not include those students who are
served in the district for fewer than 2 hours per day.
•
•
Ex: speech only students, jailed student in your district, etc.
To be ELIGIBLE for attendance for FSP purposes
(eligible to generate ADA and thus funding),
Funding Eligibility
3.2.2
•
Students must follow the 2-through-4-hour rule
• Scheduled
for and provided instruction for at
least 2 hours (120 minutes) for half-day
eligibility
• Scheduled
for and provided instruction for at
least 4 hours (240 minutes) for full-day
eligibility
21
•Funding Eligibility
3.2.2
•
OR
be eligible for, enrolled in, and scheduled for and
provided instruction in an alternative attendance
accounting program
• (such as the Optional Flexible School Day Program
(OFSDP) or the High School Equivalency Program
(HSEP).
• See Funding Eligibility Table Section
•
22
23
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
•
•
•
0 Enrolled, Not in Membership
•
Applies to students who do not meet the
requirements for funding eligibility (2-through-4-hour
rule or OFSDP) but whom your district provides
instruction for fewer than 2 hours per day.
•
Ex: high school student who met all graduation
requirements other that passing state assessments.
•
a nonpublic school student who receives some
services from your district (e.g., special
education, speech)
24
0 Enrolled, Not in Membership
•
•
•
•
•
Code 0 applies to a student who is provided instruction totally
in a federal Head Start program
Three or four year old students in home-based migrant
program
a student who has graduated but returned to school (for fewer
than 2 hours of instruction per day) to further his or her
education (exception 3.2.2.3 more than 2 hours per day)
a student who receives all his or her special education and
related services through an approved nonpublic school
a parentally placed private school student with a disability, 5
through 21 years of age, who receives special education and
related services through a services plan
25
1 Eligible for Full-Day Attendance
•
Code 1 applies to all students entitled to enroll under the
Texas Education Code (TEC), §25.001, who are provided
instruction for at least 4 hours each school day.
•
•
2
Eligible for Half-Day Attendance
Code 2 applies to all students entitled to enroll under the TEC,
§25.001, who are provided instruction for at least 2 hours but
fewer than 4 hours each school day.
26
3 Eligible Transfer Student Full-Day
• Code
3 applies to a student who is a
nonresident, is legally transferred into your
district, and is provided instruction for at least
4 hours each school day.
• These
students used to be reported through
the now closed Student Transfer System
(STS) at TEA.
27
3 Eligible Transfer Student Full-Day
•
Your district should maintain documentation related
to any transfer locally.
•
Districts must report the transfer status in the PEIMS
fall data submission.
•
Must report campus id of residence where the
student resides.
28
4 Ineligible Full-Day
•
Code 4 applies to students who are NOT eligible for ADA but
are provided instruction for at least 4 hours each day.
•
Types of students who are coded ineligible below:
3.2.1.5.1 Underage:
• children provided instruction in a preschool program for
children with disabilities (PPCD) who are under the
age of 3, except for children with serious visual or
hearing impairments or both
29
4 Ineligible Full-Day
•
children provided instruction in PK who are under the age of 3
on September 1 of the current school year
•
children provided instruction in any grade (K–12) who are
under age 5 on September 1 of the current school year are
ineligible for full-day funding (see 3.2.3 Age Eligibility for an
exception).
However, a 4-year-old who is eligible for PK is eligible for
half-day funding even if the student is provided
instruction in a kindergarten classroom. The student
must be coded with a grade level of PK.
•
30
Exception: 3.2.3.1
•
A 5 year old on or before September 1 is automatically eligible for the first
(1st) grade if the student has completed public school kindergarten or has
been enrolled and receiving instruction in the first grade in a public school
in another state before transferring to a Texas public school.
•
A student younger than 5 years of age is entitled to the benefits of the FSP if
the student performs satisfactorily on the required state assessments
administered to students in the third grade and your district has adopted a
policy for admitting students younger than 5 years of age.
•
A child of a military family who moves to your district from
another state that is a member state of the Interstate Compact on
Educational Opportunity for Military Children is entitled to
continue enrollment at the same grade level, regardless of the child's age.
31
4 Ineligible Full-Day
•
•
•
•
•
•
3.2.1.5.2 Overage:
students who are 26 years old on September 1 of the current school
year
3.2.1.5.3 Other:
nonresident students who have not been transferred into your
district
students served by a juvenile justice alternative education program
(JJAEP) on the basis of an expulsion under TEC, §37.007(a), (d), or
(e), unless specifically authorized in writing by the TEA
students placed in residential facilities in district whose
maintenance expenses are paid in whole or in part by
another state or the United States
32
5 Ineligible Half-Day
Code 5 applies to students who are ineligible for ADA
(for any of the reasons listed in the previous subsection
on code 4) and attend school on a half-day basis.
These students provided instruction for at least 2 hours
but fewer than 4 hours per day but does not meet the
eligibility criteria for the service he or she receives.
Ex: PK Ineligible students
33
34
6 Eligible Transfer Student Half Day
• Code
6 applies to a student who is a
nonresident, is legally transferred into your
district, and is provided instruction for at least
2 hours but fewer than 4 hours each school
day.
• The
student must meet all eligibility
criteria other than residency.
35
7 Eligible-Alternative Attendance Program Participation
Code 7 applies to a student who is eligible for participation in and is
enrolled and provided instruction in an alternative attendance
program, such as the Optional Flexible School Day Program (OFSDP)
(11.6) or the High School Equivalency Program (HSEP)(11.8).
Code 8 Ineligible—Alternative Attendance Program Participation
Funding Eligibility
3.2.2 (Continued)
• Must
be instructional hours
• 3.2.2.1
Study hall does not count as instruction
• Sign-in
does not count as instruction
• 3.2.2.2
Repeated courses not eligible for
funding (Example: Student takes Algebra I and
gets grade of C, retakes Algebra I
to earn higher grade)
36
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
37
Section 12 - Additional Situations Eligible for
Funding
•
12.4: On-campus online courses not provided
through Texas Virtual School Network if:
• certified
teacher present and
• Student regularly scheduled (not “drop in”)
•
12.5 Self-paced courses if:
• certified
teacher present and
• Student regularly scheduled (not “drop in”)
• CTE self-paced courses must have a qualified/
certified CTE teacher to generate addition
CTE funding
38
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
39
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)
40
41
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
Enrollment
3.3
•
Examples of identity and age documentation:
Birth certificate
• statement of the child's date of birth issued for school admission
purposes by the division of the Texas Department of State Health
Services responsible for vital statistics (parent may request for free)
• Driver’s license
• passport
• 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
42
Enrollment -Additional Documentation
3.3
Student new to district under 11 - Texas Code of
Criminal Procedure, Article 63.019 requires person
enrolling student
•
•
provide a certified copy of the child's birth certificate
OR
other acceptable proof of the child's identity and age
(from list) and a signed note explaining why the person
was unable to produce a certified copy of the
birth certificate.
•
•
person has up to 30 days from enrollment
90 days if not born in U.S.
43
•Texas Code of Criminal Procedure, Article 63.019 also
says
• the
school shall:
• request from the person enrolling the child the
name of each previous school attended by the
child
• and request from each school identified the
school records for the child
44
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
•
45
Entry and Reentry Dates
3.3.2
student's entry date is the first day the student is
physically present during the official attendance
accounting period
• A student cannot be absent on either the entry or
the reentry date.
• A student should be enrolled in only one district at a
time, thus eliminating duplicate PEIMS
reporting for a student.
•
46
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
47
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
•
Homeless Liaison – Janet Lawler (325)675-8624
48
3.3.3 A district must admit a student who meets age
eligibility requirements if the student:
•
•
•
•
•
and either parent reside in your school district;
does not reside in your school district but has a parent who
does and that parent is a joint or the sole managing
conservator or possessory conservator of the student;
and the student's guardian or other person having lawful
control of the person under a court order reside within your
school district;
has established a separate residence under the TEC,
§25.001(d);
is homeless, regardless of the residence of the student,
of either parent, or of the person's guardian or other
person having lawful control of the person;
49
3.3.3 A district must admit a student who meets age
eligibility requirements if the student:
is a foreign exchange student placed with a family that
resides in your district by a nationally recognized foreign
exchange program;
• resides at a residential facility that is in your district;
• resides in your district and either is 18 years old or older
or has had the disabilities of minority removed; or
• does not reside in your school district but has a
grandparent who does and who provides a
substantial amount of after-school care
for the student.
•
50
Nontraditional Schools:
Short-Term Residential Placements
10.13
•
•
•
3.3.3.2 Students From Outside Your District Who Will Be in Your
District for 10 Days or Fewer
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
51
52
Enrollment: Immunizations Required upon enrollment
3.3.5
•
Department of State Health Services website provides
immunization requirements:
http://www.dshs.state.tx.us/immunize/school/default.shtm#requi
rements
•
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
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
53
Withdrawal Section
3.4
•
3.4.1 May withdraw 18 years old or older,
with 5+ absences
(will count as a dropout)
•
3.4.3 Student’s whereabouts unknown
(local policy sets number of days absent)
•
May Not withdraw for temporary absences
54
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
55
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
•
Truancy may be filed on the parent or student
depending on statute.
56
57
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 Paperless)
58
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
•
3.6.2.1: Alternate time may be selected for delayed start
of school day
•
3.6.2.2: Campus may adopt alt. time for particular
group of students (e.g., dual credit students)
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
59
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
60
Absences Excused for Funding Purposes – district will
receive ADA when using these codes!
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 a professional staff
member form district or adjunct staff member
•
adjunct staff member must have a minimum
of a bachelor's degree and be eligible for
participation in the Teacher Retirement
System of Texas.
61
Absences Excused for Funding Purposes
3.6.3
•
Board-approved short-term class provided
by Texas School for the Blind and Visually
Impaired or Texas School for the Deaf (travel days do
not count)
•
Mentorship for Distinguished Achievement Program
•
Religious holy days (+ 1 day travel to and
from site)
•
Taps at military funeral
62
Absences Excused for Funding Purposes
3.6.3
•
Required court appearance by law (federal or state) or
court mandates (+ 1 day travel to and from site)
• Absences
to meet with probation officers and other absences
related to court-ordered activities outside the courtroom do
not qualify as required court appearances unless meets
requirements for DFPS below.
•
In conservatorship of the Department of Family and
Protective Services and misses school (1 day for travel
to and from site)
• to
• to
participate in an activity ordered by a court
attend a mental health or therapy appointment
or family visitation as ordered by a court
63
Absences Excused for Funding Purposes
3.6.3
•
Early voting or election clerk (Max 2 days + travel for
election clerk only) with district policy
•
Appearing at government office to complete
paperwork for student’s US citizenship application (+
travel)
•
Student’s own naturalization ceremony (+ travel)
•
Health care appointments for student OR
*student’s child* (including for autism)
•
Visiting a university or college
(juniors and seniors, 2 days/year)
procedures must be in place to verify visit
64
Absences Excused for Funding Purposes
3.6.3
•
Up to 5 days of visitation time for a student to visit
with a parent, stepparent, or legal guardian who is
an active duty member of the uniformed services
and has been called to duty for, is on leave from,
or is immediately returned from continuous
deployment of at least four months outside the
locality where the parent, stepparent, or guardian
regularly resides.
•
no earlier than 60 days before the date of
deployment or no later than 30 days
after the date of return
65
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
66
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"
67
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
68
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
69
70
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
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
• District
must have board-approved
GEH policy
71
72
GEH
3.7
•
Student must be served by certified teacher in all
core academic subjects
•
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*
73
GEH Funding
3.7.3
GEH Funding Chart
Amount of Time
Served per Week
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
•
Under no circumstances may it offer fewer than 170
instructional days.
•
Have 2 makeup days built in
•
Include approximately equal-length reporting
periods
74
Waivers
3.8.2
•
Missed instructional days beyond 2 bad weather
days
•
Low-attendance days 10 percentage points below
the overall attendance rate of your district (or
campus) for the prior year
•
Early-release days must be at least 4 hours
•
Dual credit and calendar mismatch between school
and college (number of days or start date)
•
Remote instruction (covered in Section 12)
•
Check if waiver granted at
http://mansfield.tea.state.tx.us/Tea.Waivers.Web/Default.a
spx
75
Bad Weather/Health and Safety Closures
3.8.3
• Chart
• Includes
examples of situations and
agency policies
76
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
77
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
•
New Six weeks reports should be generated if
changes occur
78
Examples
3.11
•
All Handbook Sections maintain examples
79
Prekindergarten (PK)
Section 7
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
•
Students must be 3 or 4
•
A class may serve both 3- and 4-year-olds
•
State funding is half-day (special ed. exception)
•
Once student qualifies, student is eligible entire
year even if income increases
•
Movers will qualify in new district as long as
documentation accurately qualifies the student,
otherwise must requalify
81
PK Eligibility
82
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
has ever been in the conservatorship of the Texas
Department of Family and Protective Services (DFPS)
(foster care) following an adversary hearing.
•
PK Eligibility
83
7.2
•
7.2.1 PK Eligibility and Age
•
A child who is 3 years old is eligible for PK only if your district
operates a 3-year-old PK program
•
A child who is 5 years of age on September 1 of the current
school year is not eligible for enrollment in a PK class
•
If your district enrolls a 5-year-old student in the PK program the
student shall be coded ineligible for funding and grade level PK
•
A special education student who turns 3 after
September 1 is NOT eligible for PK and therefore
should not have a grade level of PK even if served
in the PK classroom!
Documentation of PK Eligibility
84
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
Homeless
Runaway
Foster
or
•
family income level meets NSLP requirements
85
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
Important: Your district should not make a
copy of DoD identification.
86
87
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.
88
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
89
PK Funding Source Code Example
90
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 special education and eligible for PK being
served appropriately to generate a full day of funding
•
ADA eligibility code = 1
•
Program type code = 3
•
Funding source code = None reported
91
Special Education
Section 4
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
93
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) (needs
more services to meet IEP)
Services also must be made available to
students 0–2 with visual/auditory impairments
94
Special Education: Enrollment
4.3
4.3.1 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
95
Special Education: Enrollment
96
4.3
4.3.2 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: Enrollment
4.3
4.3.3 Student Who Is New to Your District
Receiving Special Education Services
•
a) the parents verify that the student was receiving special
education services in the previous district or
•
b) the previous district verifies in writing or by telephone that
the student was receiving special education services
A free appropriate public education (FAPE)
must be provided to the student same as
previous district until the ARD committee
meets.
97
Special Education: Enrollment
4.3.3 Student Who Is New to Your District Receiving Special Education Services
ARD committee has 30 days to either:
adopt the student’s IEP from the previous district
OR
• develop, adopt, and implements a new IEP.
•
•
Special education staff provide coding info changes
and effective date to attendance personnel ASAP
98
99
Enrollment: 4.3.3.1 Transfer of Records
• All
records including the student's current IEP,
should transfer records using the Texas Records
Exchange (TREx) system
•
within 10 working days
Special Education: Withdrawal
4.4
•
Student withdrawn from Special Education 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
100
Special Education: Private School Students
Eligible for and in Need of Services
4.5
•
•
4.5.1 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
4.5.2 For students 5+ who are eligible for and
in need of services, parents may enroll student
full-time in the public school
•
101
If parents do not enroll, district must make services
available as provided in 19 TAC §89.1096
(Any services provided will be under a services plan,
not an IEP. No ADA, but still report in PEIMS)
Interim Alternative Educational Placements
4.6
102
•
When special education student is sent to alternative
placements such as in-school suspension (ISS), disciplinary
alternative education program(DAEP), etc.
•
Students IEP must be provided in that alternative placement to
generate special education contact hours or you turn off the
funding source for that time.
•
If placement is for more than 10 consecutive days a
change of placement ARD may be needed
•
See Section 10.10 Disciplinary Removals of
Students With Disabilities for more guidance
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
103
Instructional Arrangement/Setting Codes
4.7
•
The instructional arrangement/setting code is the source of
funding
•
Student will be coded only one instructional
arrangement/setting at a time, exception speech
•
Any setting may be combined with speech
•
The appropriate code is determined by the percentage of
the instructional day that the student receives direct,
regularly scheduled special education and related
services, NOT the disability
•
IEP’s must be reviewed annually
104
105
No Instructional Arrangement/Setting (Speech Therapy)
4.7.1
•
Code 00 is used when a student is receiving speech therapy services
and is not receiving instructional services through any other
instructional arrangement/setting
•
Speech therapy may be provided in the general education
classroom or in a pull-out setting
•
Student may be coded speech only with any other related service
that is NOT instructional, (i.e.. occupational or physical therapy,
etc.)
•
PEIMS 163 Special Education record IA code = 00,
Speech Therapy code = 1
106
No Instructional Arrangement/Setting (Speech Therapy)
4.7.1
•
If a student receives speech therapy services and another
instructional arrangement/setting (e.g., resource room)
•
PEIMS 163 Special Education(Fall) record IA code shall not be 00,
Speech Therapy code = 2
•
When reported for funding on the PEIMS 405 Sp Ed
Attendance(Summer) record however, your software will report two
lines in order to determine funding for both
•
Code 00 for the speech and
•
The other code through which the student is receiving
instructional services.
•
4.8 Speech-Language Pathology Services
(Speech Therapy) and Speech Therapy Indicator Codes
Code 01 - Homebound
4.7.2
• Eligibility
criteria student aged 6 years or older
• Eligible
for special education and related services as
determined by an ARD committee.
• Expected
to be confined at home or hospital
4 weeks (need not be consecutive)
• Confined
• Medical
for medical reasons only
condition documented by
licensed physician
107
•4.7.2.1 Homebound Notes
•
If the homebound teacher is the teacher of record and is
providing the student with direct instruction in the core
academic subject areas,
•
must be a highly qualified special education teacher
•
If the homebound teacher is NOT the teacher of record and is
serving in a support role by providing the student with only
direct assistance
•
the homebound teacher does not have to be highly
qualified (but must be a certified special education teacher)
•
See 4.17 Teacher Requirements
108
•4.7.2.1 Homebound Notes
•
If the homebound teacher is the teacher of record and is
providing the student with direct instruction in the core
academic subject areas,
•
must be a highly qualified special education teacher
•
If the homebound teacher is NOT the teacher of record and is
serving in a support role by providing the student with only
direct assistance
•
the homebound teacher does not have to be highly
qualified (but must be a certified special education teacher)
•
See 4.17 Teacher Requirements
109
110
Homebound Funding and Homebound Documentation Requirements
4.7.2.5
Homebound Funding Chart
Amount of Time
Served per Week
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)
111
Other Homebound Requirements
4.7.2.1
•
A week starts Sunday and ends Saturday time cannot be
carried forward
•
Log must be kept by teacher each week
•
4.7.2.6 Time on campus taking required state tests
cannot count for hours of service for eligible days
present
•
4.7.2.7 Student transitioning back to classroom
must still receive homebound instruction
until fully transitioned
112
Students With a Recurring Chronic or Acute Health Condition
4.7.2.9
•
Students moving back and forth between the
homebound and a school-based placement must be
coded
•
01, homebound, for those days the student is provided
homebound instruction
and
the code the student is served in while at
school (for example, 40, special education
mainstream) for those days the student
attends school.
•
See chart in this section
Homebound: Career and Technical Education (CTE) Funding
Requirements
4.7.2.10
113
•
Student must continue to receive the same amount and
type of CTE service that he or she was receiving before
being placed in the homebound instructional by the CTE
teacher!
•
Most districts will not be eligible for CTE hours in ANY
homebound setting and thus should turn off the funding
source for Career and Technical classes during
the homebound time
•
Ask your local software vendor for instructions
Code 02 - Hospital Class
4.7.3
• student
is provided special education
instruction in a classroom in a hospital facility
or a residential care and treatment facility not
operated by your school district.
114
Code 08 - Vocational Adjustment Class (VAC)
4.7.4
•
participating in a special education work-based
learning program and is employed in a paid full- or
part-time job with regularly scheduled direct
involvement
•
Code 30 - State Supported Living Centers
4.7.5
•
Abilene State Supported Living Center
115
Code 40 - Special Education Mainstream
116
4.7.10
•
student who is provided special education and related services
in the general education classroom in accordance with the
student's IEP.
•
Monitoring student progress in and of itself does not constitute
a special education service. If certified special education
personnel are only monitoring student progress, mainstream
special education funding cannot be generated.
Code 41 or 42 - Resource Room/Services
4.7.11
•
Services in a setting other than general education for less than
50% of the student’s instructional day.
•
Code 41 for less than 21% of the student's instructional day.
•
Code 42 for at least 21% but less than 50% of the student's
instructional day.
•
4.7.13 Additional Guidelines for Instructional
Arrangement/Setting Codes 41–44 Chart!
• Exception:
PK classroom
117
Code 43 or 44 - Self-Contained, Mild/Moderate/
Severe, Regular Campus
4.7.12
•
Services provided in a self-contained class or
classes for 50% or more of the student’s
instructional day, on a regular school campus.
•
Code 43 student is in a self-contained class or
classes at least 50% but no more than 60% of the
student’s instructional day
•
Code 44 student is in a self-contained class
or classes more than 60% of the student’s
instructional day
118
Code 45 - Full-Time Early Childhood (Preschool Program for
Children With Disabilities) Special Education Setting
4.7.14
•
Children aged 3 through 5 years who receive full-time special
education and related services in educational programs
designed primarily for children with disabilities located on
regular school campuses.
•
A student for whom this code is used does not receive any
special education and related services in a mainstream early
childhood setting. (i.e. PK, head start)
119
Code 81, 82, 83, 84, 85, 86, 87, 88, or 89 - Residential Care and
Treatment Facility (Not School District Resident)
4.7.19
•
•
used for a student who is provided special education and
related services, and resides in a care and treatment facility
parents do not reside within the boundaries of the school
district providing educational services to the student.
•
A residential care and treatment facility includes a licensed or
verified foster group home but does NOT include a licensed or
verified foster family home
•
"foster group-home" and "foster family-home"
are defined in 40 TAC §700.1321
120
Code 91, 92, 93, 94, 95, 96, 97, or 98 - Off Home
Campus
121
4.7.20
• Services are provided and meets one of the following criteria:
• The student is one of a group of students from more than one
school district served at a single location in another school district
•
The student is provided instruction by school district personnel in a
facility (other than a nonpublic day school) not operated by a school
district.
•
The student is in a self-contained program at a separate
campus operated by your school district that provides
only special education and related services.
Preschool Programs for Children
With Disabilities (PPCDs)
122
4.9
•
Any child aged 3 through 5 years who is eligible for and
receiving special education and related services through a
school district is considered to be receiving PPCD services.
•
A student receiving PPCD services may have a grade level
of EE, PK, or K (kindergarten), depending on the
student's age, the location where services are
provided, and whether the student is
eligible for PK.
123
Preschool Programs for Children With Disabilities (PPCDs)
4.9
•
4.9.1: Eligibility
•
4.9.2: State funding ADA 2-4 hour rule
•
4.9.3: PPCD and prekindergarten programs
•
Updated chart: PK-eligible and -ineligible side-by-side
•
4.9.3 PPCD and PK.docx
124
Preschool Programs for Children With Disabilities (PPCDs)
4.9
•
4.9.4: PPCD and kindergarten programs,
•
4.9.4 PPCD and KG.docx
•
4.9.5–7: PPCD and Head Start, preschool,
and child care programs
4.9.8 PPCD and Head Start-Other.docx
If Head Start student is served by PK teacher,
refer to the PPCD/PK Chart!
•
•
•
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,
•
4.13: Extended school year (ESY) services
info revised for clarity reported in PEIMS
Submission 4 Extended Year
125
Special Education: Eligible Days Present and
Contact Hours, Documentation
4.15 and 4.16
•
4.15.1: Chart with contact-hour determination info
•
Spec Ed Contact Hr.docx
•
4.16: Documentation
Homebound log, etc.
• ARD/IFSP committee documentation, including IEP or
IFSP
• Eligibility statements
• 4.17 Special Education Teacher Requirements
•
126
Career and Technical
Education (CTE)
Section 5
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 offered by higher ed)
•
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
128
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
129
CTE: Courses Eligible for Funding
5.2.2
•
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
130
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
•
12.4 On-Campus Online CTE may earn CTE contact
hours if certified person in the room to answer
questions
•
12.5 Self-Paced Computer CTE Course may
earn CTE contact hours if certified person
in the room to answer questions
131
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
132
CTE: Withdrawal Discipline
5.4
•
CTE contact hours may not be claimed if student placed
in a discipline setting is more than 5 consecutive days
and the same amount and type of CTE services are not
provided by a CTE teacher.
•
Must turn of the CTE contact hours from the first day of
the referral. Student may still earn credit for class.
•
However, your district may place a student in a
disciplinary setting for up to and including 5
consecutive days and continue to claim CTE
contact hours even though no CTE services
are provided to the student.
133
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
(defunding in 2011, few students left)
Auditing a course is not considered
CTE participation for purposes of
CTE indicator code determination
134
135
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
•
Total eligible CTE days and
contact hours for each
V code must be recorded in
Campus Summary Report
136
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
Unemployed for more than 15 consecutive school days
no funding
Practicum
•
•
•
Classroom instruction + time at training site or in lab
Specific to a cluster
Paid or unpaid
137
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
138
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
•
A project progress evaluation for each grading period is
required for the student to earn contact hours for that
reporting period.
139
140
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
141
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
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)
143
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
144
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
145
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)
146
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
147
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
148
149
Eligible Days Present and Students Placed in a Disciplinary Setting
6.5.1
•
Bilingual or ESL education program eligible days
present may not be claimed when a student is
placed in a disciplinary setting for more than 5
consecutive days if the same amount and type of
bilingual or ESL education program services are not
provided by a bilingual or ESL education program
teacher.
150
Bilingual/ESL:
Withdrawal/Reclassification/Exit Procedures
6.8
•
Student is withdrawn if:
•
LPAC classifies student as English proficient
•
parent requests removal from program
•
student withdraws from district (not program)
151
Bilingual/ESL: Exit Criteria Chart
6.8.2
2013–2014 English Proficiency Exit Criteria Chart
At the end of the school year, a district may transfer (exit, reclassify, transition) a LEP student out of a bilingual or ESL education program for the first time or a subsequent time if the student is able to participate equally in
a regular all-English instruction program as determined by satisfactory performance in all three assessment areas below and the results of a subjective teacher evaluation.1
For State of Texas Assessments of Academic Readiness (STAAR) English reading and English writing, the performance level for program exit is Level II (Satisfactory Academic Performance) or above.
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
Current
School Year
Oral =
Listening &
Speaking
Scored Fluent on
English OLPT2
Scored Fluent on
English OLPT2
Scored
Fluent on
English OLPT2
Scored
Fluent on
English
OLPT2
Scored
Fluent on
English OLPT2
Scored
Fluent on
English OLPT2
Scored
Fluent on
English
OLPT2
Scored
Fluent on
English OLPT2
Scored
Fluent on
English
OLPT2
Scored
Fluent on
English
OLPT2
Scored Fluent on English
OLPT2
English
Reading3
Norm-Referenced
Standardized
Achievement Test2
(Rdg./Lang.)
40th percentile or
above
Norm-Referenced
Standardized
Achievement Test2
(Rdg./Lang.)
40th percentile or
above
STAAR
STAAR
STAAR
STAAR
STAAR
STAAR
STAAR4
STAAR4
Norm-Referenced
Standardized Achievement
Test2 (Rdg./Lang.)
40th percentile or above
English
Writing3
Agency-Approved
Writing Test2
Agency-Approved
Writing Test2
AgencyApproved
Writing Test2
STAAR
AgencyApproved
Writing Test2
AgencyApproved
Writing Test2
STAAR
AgencyApproved
Writing Test2
STAAR5
STAAR5
Agency-Approved Writing
Test2
Subjective
Teacher
Evaluation
Assessments, anecdotal notes, portfolios, etc.
1
19 TAC §89.1225(h)
2
In the 2013–2014 List of Approved Tests for Assessment of Limited English Proficient Students available on the following web page: http://www.tea.state.tx.us/index2.aspx?id=4098
3
For STAAR, English reading and English writing refer to the grade-level tests in grades 3–8 and to the applicable end-of-course English I and II reading and writing assessments.
4
Exception: Texas English Language Proficiency Assessment System (TELPAS) Reading Advanced High will be used for all students with the Texas Assessment of Knowledge and Skills (TAKS) as their graduation requirement
under state policy.
5
Exception: An agency-approved writing test from the 2013–2014 list of approved tests will be used for all students with the TAKS as their graduation requirement under state policy.
Note: LEP students may be exited only after the end of first grade based on 19 TAC §89.1225(i).
Note: LEP students for whom the LPAC has recommended linguistic accommodations on the STAAR reading or writing test may not be considered for exit.
Bilingual/ESL: Evaluation of Exited Students
6.9
•
•
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
152
153
Bilingual/ESL Teacher Certification Requirements
6.10
•
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
6.11
•
•
•
•
•
•
•
•
•
•
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)
154
Gifted/Talented
Section 8
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
156
157
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
159
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
160
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:
•
•
•
For student requiring extended confinement,
eligibility ends:
•
•
•
when student returns from postpartum confinement
to resume regular classes at school campus or
first day of 7th week
when student returns from postpartum confinement
to resume regular classes or
first day of 11th week
Exception, break in services confinement due
child being hospitalized. Eligibility ends after
confined for a total of 10 weeks or the school
year ends.
161
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
162
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
163
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
•
Allows for CEHI during recovery after delivery and
•
Student may attend school until baby is released,
then finish CEHI days to stay home the
additional weeks of the 10 weeks with child
164
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)
165
CEHI and Special Education
9.12
•
Additional service requirements to earn eligible days present
166
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
167
Nontraditional Schools
Section 10
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
169
Nontraditional Programs
Section 11
Nontraditional Programs
Section 11
•
Nontraditional programs include:
•
College Credit Programs –Dual and Early College
•
Gateway to College
•
Optional Flexible School Day Program
•
Optional Flexible Year Program
•
High School Equivalency Program
•
Interstate Compact on Educational Opportunity for
Military Children
171
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
172
173
Interstate Compact on
Educational Opportunity for Military Children
11.9
•
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
Virtual, Remote, and Electronic
Instruction Programs
Section 12
Virtual, Remote, and Electronic Instruction
Section 12
•
Includes:
•
Texas Virtual School Network
•
Remote instruction
•
On-Campus On Line
•
Self Paced Computer Courses
175
Remote Instruction: Distance Learning
176
12.3.5
•
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
Additional Information
•
Section 13 - Appendix
•
•
•
•
Definitions
•
Information on weighted funding
Section 14 - Glossary
•
•
ADA and funding
Definitions and terms
Index (page 293)
Resources (page 297)
•
Links to helpful websites
177
Additional Information
•
Direct link
• http://www.tea.state.tx.us/index2.aspx?id=7739
•
Student Attendance Accounting Handbook Listserv
http://miller.tea.state.tx.us/list/
•
178