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					2012–2013 Student Attendance
Accounting Handbook (SAAH)
August 23, 2012

• Understand   SAAH's purpose
• Understand   basic attendance accounting
• Learnwhat's new in this year's SAAH
 (*asterisks indicate new information)

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

Web Location

           on TEA's Student Attendance
 • Available
  Accounting Handbook web page:

Web Location
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   how to use the handbook

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

      Table of major changes from last
 • 1.7:

Audit Requirements
Section 2

General Audit Requirements

•   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

Accounting System Requirements
•   Attendance accounting systems:
      •   may be paper-based, partially automated/electronic, or
      •   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

“Paperless” Attendance Accounting Systems

• "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

• Paperlesssystem may still require
 retention of some paper documents
Audit Requirements: Record Recovery

• 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

Required Documentation

   •   Student Detail Reports
   •   Campus Summary Reports
   •   District Summary Reports

Other Required Documentation
  •   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
General Attendance
Section 3


   •   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)

 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

Average Daily Attendance (ADA) Eligibility Codes

    •    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

Funding Eligibility

 • 2-through-4-hour     rule
         • Scheduledfor and served for at least
         2 hours for half-day eligibility

         • Scheduledfor and served for at least
         4 hours for full-day eligibility

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)

Additional Situations Eligible for Funding
     • Self-paced courses if:
           • certifiedteacher present and
           • regularly scheduled (not “drop in”)

     •   * On-campus online courses not provided
         through Texas Virtual School Network if:
           • certifiedteacher present and
           • regularly scheduled (not “drop in”)

Additional Situations Eligible for Funding
     • Study program to pass required state
         assessment to graduate if student:
          • met all graduation requirements except passing
          • meets 2-through-4-hour rule requirements

Age Eligibility: Eligible

   •   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

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)


   • Residency        verification
       • Examples      of documentation
          • Utilitybills
          • Lease information

             are indicators, but their absence is
       • These
       not conclusive that a student is not a

  •    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
  •    You may not ask about citizenship or
        immigration status

     •   Student enrolled under name different from
                  Missing Children and Missing Persons
           • Notify
            Information Clearinghouse
     •   Failure to receive student records in 30 days
           • Notifymunicipal police or sheriff’s department
            to determine whether student missing

Enrollment: “Auditing” Classes

•   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

    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

Enrollment: Immunizations

  •   Department of State Health Services website provides
      immunization 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

Enrollment: *Students With GED Certificates

  •   *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


 •    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

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
Compulsory Attendance

  •   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

General Attendance-Taking Rules
•   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)

Official Attendance-Taking Time

  •   2nd or 5th period

  •   Or alternate time (if board policy allows *or if superintendent
      procedures allow after board designates authority to

  •   Selected time may vary from campus to campus

  •   Once time selected, cannot be changed during year

  • Campus may adopt alt. time for particular
      group of students (e.g., dual credit students)

Alternate Time Policy/Procedures

•   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, or
     •   allow for both
Alternate Attendance Times for Certain
•   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

 •   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*

Absences Excused for Funding Purposes

  •   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)

Absences Excused for Funding Purposes
    •   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)
Absences Excused for Funding Purposes

            must have board policy *or
   • District
    superintendent-established procedures*
    addressing parental consent for a student to
    leave campus
            must distribute policy or
   • *District
    procedures to staff and parents

Early Graduation/Graduation Ceremonies

  • Earlygraduation: If student has met graduation
    requirements, no longer eligible to generate

  • Earlygraduation ceremony: 2-through-4-hour
    rule or alternative attendance program rules
    apply for school days after ceremony

  • No     "signing in"

Absences Excused for Compulsory
Attendance (Not Funding) Purposes

 •   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

 •   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

General Education Homebound (GEH)

 • Eligibility   criteria
                to be confined at home or hospital
       • Expected
       4 weeks (need not be consecutive)

       • Confined   for medical reasons only

       • Medicalcondition documented by
       licensed physician

   •   District must have board-approved GEH policy
   •   GEH committee
        • Campus administrator
        • Student's teacher
        • Student's parent/guardian

   • GEH documentation

   •   3.7.4: *Time on campus taking required
       state tests cannot count for hours of
       GEH service for eligible days present*

GEH Funding
                      GEH Funding Chart
        Amount of Time                  Eligible Days Present
        Served per Week                   Earned per Week
        1 hour              1 day present
        2 hours             2 days present
        3 hours             3 days present

                            4 days present (if the week is a 4-day week)
        4 hours
                            5 days present (if the week is a 5-day week)

                            4 days present (if the week is a 4-day week)
        More than 4 hours
                            5 days present (if the week is a 5-day week)


   •   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

 •   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
Bad Weather/Health and Safety Closures

   • Chart

            examples of situations and
   • Includes
    agency policies

Summer School
 • 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

 • *OptionalFlexible School Day Program
  students cannot earn more than
  equivalent of 180 days
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

Special Education: Eligibility

•   *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
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
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
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
•   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
•   *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

 •   *“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

•   *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
•   *Speech therapy indicator code section revised for clarity
•   Codes:
      •   Code 0: No Speech Therapy
               •   Student receives special ed. services but not speech therapy
      •   Code 1: Speech Therapy “Only”
               •   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
•   *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: Dedicated section on services for infants, toddlers
•   *4.11: Dedicated section on shared services arrangements
      •   Includes info on regional day school program for the deaf
•   *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

•   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:
Career and Technical
Education (CTE)
Section 5

CTE: *Requirements for Contact-Hour Funding
  •   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

  •   Grades 9–12
  •   Grades 7 and 8, if students eligible for and
      enrolled in CTE for the Disabled courses
CTE: Courses Eligible for Funding

•   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

  •   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
  •   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

•   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

•    Contact hours =                CTE         Contact-Hour
     Eligible days present x       Code          Multiplier
     contact-hour multiplier
                                    V1                1.0
•    Eligible days present must     V2                2.0
     be recorded in Student
     Detail Report                  V3                3.0
                                    V4                4.0
•    Total eligible CTE days and
     contact hours for each         V5                5.0
     V code must be recorded in     V6                6.0
     Campus Summary Report
                                          Contact Hours =
                                   CTE Days x Contact-Hr Multiplier

Career Preparation and Practicum Courses

 •   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
•   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)

 •   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

 •   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

 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

 •    Home language survey shows other than English
 •    Test score showing limited English proficiency
 •    Language proficiency assessment committee (LPAC)
 •    Parental approval
    Bilingual/ESL Funding Eligibility

•   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

 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)
Enrollment of Student New to District

•   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

  •   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
Withdrawal/Reclassification/Exit Procedures

•   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
Bilingual/ESL: Evaluation of Exited Students

 •   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
 •   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
•   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

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
•   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

•   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
•   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)
     •   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
     •   *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
 •   PK ADA eligibility code used on PEIMS 100 and 110 records

                          ADA Eligibility Coding for PK Students

                                                           Student Age    ADA Eligibility Code

 Student eligible for PK and served in PK classroom by
                                                             3 or 4      2 half-day
 PK teacher for ½ day
 Student eligible for PK and served in PK classroom by
                                                             3 or 4      2 half-day
 PK teacher for full day
 Student ineligible for PK and served in PK classroom by
                                                             3 or 4      5 ineligible half-day
 PK teacher for ½ day
 Student ineligible for PK and served in PK classroom by
                                                             3 or 4      4 ineligible full-day
 PK teacher for full day
 Student eligible for PK and PPCD, served in PK
 classroom by PK teacher for ½ day and provided PPCD         3 or 4      1 eligible full-day
 services for ½ 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
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)
Section 8


 •   Maximum of 5% of students in ADA eligible for

 •   Student must be served before March 1 to be
     eligible for funding (transfer exception)

 •   Committee selects students
    Gifted/Talented: Local Policies

•   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

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
•   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
PRS Eligibility
•   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

•   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
•   If district offers PRS and student has not refused services,
    district must provide student with postpartum CEHI
      •   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
CEHI During Break-in-Service Confinement

•   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

•   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

•   Additional service requirements to earn eligible days present
PRS Documentation
•   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

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

•   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
•   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
      •   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

•   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

•   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
•   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
•   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
•   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

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
•   With limited exceptions, student:
      •   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
•   *Exceptions
      •   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)

•   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

•   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

•   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)

•   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)
•   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)

•   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

TxVSN: Student Eligibility
•   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:
               otherwise eligible to enroll in a public school in this state or
            • is

            • 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

TxVSN: Eligibility for Full-Time Enrollment

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;
   •   the student:
         • isa 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

TxVSN Funding and Attendance Reporting
•   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
    *Remote Instruction

•   Instruction provided through a technology that allows for real-
    time, 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
•   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
•   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
•   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
•   Remote homebound instruction: Special education
     •   Eligible student at home or hospital receives individualized
         remote instruction through special education homebound
     •   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

•   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

•   Agreement among member states to abide by common set of
    rules related to the education of military children
•   Texas became member in 2009
•   Child of military family who moves here from
    another member state is entitled to continue
    enrollment at same grade level
Additional Information

 •   Section 12 - Appendix
       •   ADA and funding
             •   Definitions
             •   Information on weighted funding
 •   Section 13 - Glossary
       •   Definitions and terms
 •   Index (page 287)
 •   Resources (page 289)
       •   Links to helpful websites
 •   Change document
 •   FAQs
Additional Information

•   Direct link

•   Student Attendance Accounting Handbook Listserv
Contact Information

 Belinda Dyer
 (512) 475-3451

 Nicole Schuessler
 (512) 475-1632

 Beth Davis
 (512) 463-4554

 Attendance mailbox:

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