A Guide to State Allocation Calculations

A Guide to State Allocation Calculations State Department of Education Administrative and Financial Services Division IMPORTANCE!!!!! Data = Money The purpose of this presentation is to help you understand the calculations that are found on your school system’s allocation sheet (see sample allocation sheet on the following page). You will find the following items for each line contained on the allocation sheet: 1) 2) 3) How the allocation was computed The origin of the dollar amount Other information relative to the appropriation/allocation This presentation is divided into four (3) sections as seen on the allocation sheet. The sections are: 1) 2) 3) Total Units Total Foundation Program Total State Funds SECTION (1) TOTAL UNITS System ADM “System ADM” (Average Daily Membership) represents the total, average daily enrollment for your system during the first 20 school days after Labor Day as reported to the State Department of Education (SDE) by your system. This ADM information is collected from your district’s student database (STI) by school. Pupil Days for the 20 school days after Labor Day / 20 = ADM Pupil Days for the 20 school days after Labor Day – Absence Days for the 20 school days after Labor Day / 20 = ADA -----Includes the Residential Facilities Bed Counts Teachers “Teachers” represents the total number of state funded teaching units earned at each school in your system. This number of teacher units is determined by dividing the ADM in each grade at each school by the “grade divisor” (see below). A sum is derived from all grades in each school. Grade divisors are approved annually by the State Board of Education to be used in the calculation of state earned teaching units. The current “divisors” are as follows: K-3 = 13.8 4-6 = 21.4 7-8 = 20.4 9-12 = 18.0 The grade divisors include an adjustment for weighting special education and vocational education to reflect increased programmatic costs. The adjustment for special education reflects 5% ADM weighted 2.85 in grades 4-6 and 7-8. All other grades reflect 5% ADM weighted 2.5. The adjustment for vocational education reflects 7.4% ADM weighted 1.4 in grades seven and eight and 16.6% ADM weighted 2.0 in grades nine through twelve. Current policy requires that you place all state funded units at the school where they are earned. Foundation Program Teacher Units 1st 20 school days after Labor Day ADM by school and grade Funding Divisors (FY 2007) K – 3 = 13.80 4 – 6 = 21.4 7 – 8 = 20.4 9 – 12 = 18 Example: A school with grades K thru 3 has an ADM total of 225.50. 225.50 / 13.80 = 16.34 (Tchr. Units Earned)  Unit Analysis Principals, Assistant Principals, Counselors, Librarians, Vocational Education Directors and Vocational Education Counselors Principals, Assistant Principals, Counselors, Librarians, Career Tech Directors and Career Tech Counselors are considered as “Instructional Support Units”. These numbers represent the number of principals, librarians, etc. your system has earned for the current year. The instructional support units are determined by using each school’s ADM and following the recommendation of the Southern Association of Colleges and Schools (SACS) which were approved in the year 2000. (See chart on the following page) Partial units must be placed in the categories in which they are earned, with the exception of librarians, the only category where a partial earned unit may be substituted with an aide. SACS 2000 School Calculations The following calculations are samples of schools based on ADM to show the manual calculation of all earned units.  Special Education weighting and Career Tech weighting make up part of the divisors used School Unit Breakdown Foundation Program Instructional Support Units 20 Days After Labor Day ADM by school and grade SACS standards Area Career Tech Centers Example: Elementary school with an ADM of 225.50 earns: .5 principal 0 asst. principal .5 counselor .5 librarian 1.5 units SECTION (2) TOTAL FOUNDATION PROGRAM The cost of the Foundation computed using four areas: Salaries  Fringe Benefits  Other Current Expense  Classroom Instructional Support  Program is The total of the cost in the four categories is defined as the cost of the Foundation Program for each school. Salaries This number represents the amount of money allocated for the salaries of the state earned units for the current and prior fiscal year for your system. Once the number of state earned units is determined, these units are converted to dollars using a salary matrix. The matrix (or State Minimum Salary Schedule) is specified annually in the Education Trust Fund (ETF) appropriations act. The salary matrix schedule gives consideration to experience, certification and the degree level at which a certificated employee is employed for a standard 187 day contract. The accuracy of the information submitted by your system on the LEAPS report significantly effects the salary allocation that your system receives. Minimum Salary Schedule Why Accurate LEAPS data is Important!!! There are $1,622,070 reasons WHY! Incorrect Submission Correct Submission Foundation Program Salary Calculations Fund Source, Experience, Degree Certificated FTE by System and School Certificated State and Local Fund Source only Units Earned by School Minimum Salary Schedule X = FTE(cell) / FTE(total) (% of total employed) Y = X * Total Units Earned Salary = Y * Salary Amount (Min. Salary Sched.) Salary Calculation Example for the BS Degree with <3 yrs Experience X = FTE(6) / FTE(60) (% of total employed) Y = .10 * Total Units Earned (50) $168,685 = 5.0 * Salary Amount ($33,737) 5 earned would be $ 168,685 Fringe Benefits This number represents the amount of money it will take to fund the fringe benefits relating to the salaries of the state earned units. The fringe benefit costs are computed on salaries for Foundation Program units at rates determined by the legislature in the ETF appropriations act, or as otherwise required by state or federal law. Fringe benefits are computed for FICA, Medicare, matching retirement (TRS), health insurance (PEEHIP), unemployment compensation, and leave (sick and personal). An example of a system’s fringe benefits calculation is as follows: Example County School System Salary Costs = $5,758,000 Example County School System Units Earned = 150 FICA/MEDICARE TRS INSURANCE UNEMP COMP LEAVE = = = = = $5,758,000 x 7.65% $5,758,000 x 9.36% $717 x 12 mo. x 150 (total units) $5,758,000 x.0125 Personal (2), Sick (5) x $ 40.00 x 150 = = = = = $440,487 538,949 1,290,600 71,975 42,000 Other Current Expense (OCE) Other Current Expense is calculated as a fixed amount (determined annually by the legislature) and multiplied times the number of Foundation Program units in your system. This money has more flexibility than some of the other items listed on the allocation sheet, and can be expended for operating expense or salary expense. Common practice is to code support positions (i.e. janitors, secretaries, bookkeepers, aides) to be paid from the Foundation Program OCE, which is used in calculating the annual salary and fringe benefit expenses for the OCE calculation in the subsequent year. All State funded support personnel FTE and Salary (excluding Transportation) and All CNP personnel FTE and Salary are used in calculating fringe benefit and salary increases. OCE funds increases in Support Salary and Fringes and will be added to the previous year OCE base amount. Classroom Instructional Support Classroom Instructional Support costs are calculated for all Foundation Program units in the categories of (1) Student Materials (formerly called Teacher Materials and Supplies), (2) Technology, (3) Library Enhancement, (4) Professional Development, (5) Common Purchase, and (6) Textbooks. All rates are “per unit” with the exception of “Textbooks” which is calculated on a per ADM rate. Rates are determined by the legislature on an annual basis as provided in the ETF appropriations bill. An example of a system’s Classroom Instructional Support calculation is as follows: Example County School System ADM = 2400 Example County School System Units Earned = 150 STUDENT MATERIALS TECHNOLOGY LIBRARY ENHANCEMENT PROFESSIONAL DEV COMMON PURCHASE TEXTBOOKS (ADM based) = $525 x 150 = 350 x 150 = 200 x 150 = 90 x 150 = 200 x 150 = 67.50 x 2400 = = = = = = $ 78,750 52,500 30,000 13,500 30,000 162,000 Instructional Support funds must be budgeted and spent in accordance with the rules and regulations specified in Act # 2005-198, which defines the responsibility of the local school budget committee. School Nurses This appropriation is allocated so that each school system receives funding for one school nurse and additional money is allocated on an ADM basis. In FY07, the State was allocated $26,637,596. The total “School Nurses” appropriation is determined on an annual basis as an amount in the ETF appropriations bill. Total nurses is calculated by allowing each system one nurse at $51,188 which makes the total $6,756,816. The remainder of the allocation is divided by the State ADM to get a per ADM amount to allocate. The amount allocated for one nurse may change from year to year depending on the amount appropriated and the number of nurses earned. This allocation was created by Act No. 1998-672. High Hopes This money is to be used to benefit each student who failed any section of the Alabama High School Graduation Exam. The amount of this allocation is determined by the legislature in the ETF appropriations bill. The allocation given to any one system is calculated by dividing the total High Hopes appropriation by the sum of the total number of students failing any section of the Alabama High School Graduation Exam. This “per student” number is then multiplied by the number who failed any section of the exam in each school. That amount is then given to each school system to be used at the schools to provide immediate assistance to the specific students who failed. Transportation Operations This is the amount of money to be used to operate your system’s Transportation Operations for the year. This number is the sum of personnel costs identified as transportation personnel from your system’s LEAPS data which is coded to the 4100 series function, plus all allowable operational expenditures coded to the 4100 series function codes in the financial statement from the previous year. This can also include certain allowable capital outlay expenses charged to Transportation operations, that must have written approval from the State Director of Pupil Transportation and Assistant State Superintendent of Admin and Finance to ensure the expense is eligible for future allocations. Capital Outlay expenditures are not to exceed $50,000 within a given year, per project. Transportation Fleet Renewal Fleet Renewal is an approved amount established by the legislature that is multiplied times the number of route buses that are 10 years or less in age. All fleet renewal funds must be spent strictly for new bus purchases. Example: 30 buses < 10 years old Fleet Renewal allocation = $5,864 30 x $5,864= $175,920 Current Units The Current Units allocation is the amount to be used to pay the salaries of those additional units earned based on the “current” school year’s ADM compared to last year’s ADM. This allocation is allocated on a “per unit” amount and multiplied by the number of additional units your system has earned for the current school year. The actual per unit amount cannot be determined ahead of time because the formula for the amount is based on the total growth state-wide for the next school year. If the growth is larger than the projected amount then the per unit amount will decrease to remain at the total State Allocation. If the growth is smaller than the projected amount then the per unit amount will increase to remain at the total State Allocation. Using a local board’s first 20 days ADM for the current year and the first 20 days ADM of the prior year, current units shall be calculated for each school system. The ADM difference, current year less prior year, for each grade shall be divided by the applicable grade divisor. The total of these calculations in grades kindergarten through grade 12 will be the number of earned current units if the total is a positive number. The number of earned current units multiplied by the average Foundation Program cost per unit shall be the base current unit allotment for each local board earning current units. If the number of current units earned is greater than the number projected, the amount per unit will be prorated to allocate no more ETF funds than have been set aside. If the number of current units earned is less than the number projected, each unit will be allocated at the rate established in the projection. The balance will be distributed to all local boards on the same basis as other current expense in the cost calculations of the Foundation Program. After the first 20 days ADM is finalized and verified, the current unit allocation will be converted to a monthly allocation based on the number of months remaining in the fiscal year, and the local board’s monthly allocation will be appropriately adjusted. At-Risk This is an annual appropriation determined by the legislature and part of the ETF budget. The total appropriation is divided by the total number of At-Risk students. This allocation is used for those students who have been determined to be at risk of dropping out of school, or who are performing at an academic level below current grade placement. Your school system should be successfully moving students from the At-Risk category. Each student moving from At-Risk should be provided At-Risk services for the 2 years following removal from the At-Risk category. Local systems should provide special programs using these dollars to assist these At-Risk students to increase learning opportunities. The At-Risk money is calculated for each school by using the number of students who qualify for free and reduced price lunch at the end of the period (first day of school to the 20th day After Labor Day) and dividing by the ADM period (20 days after Labor Day) of the current school year. The number of students scoring in stanines 1,2,3 or 4 is divided by the ADM for the grades in the school that are included in the prior year SAT testing program. The two quotients computed are averaged and the result is multiplied by the total current year ADM for the school to identify the number of students for every school. Schools with no grades tested on the SAT are assigned 0 for the number scoring in stanines 1,2,3 or 4. The total from all schools within a local school system is used to compute the system At-Risk allocation. The system At-Risk allocation must be used in accordance with the At-Risk Plan submitted by the local board to the State Superintendent of Education. Pre-School This appropriation was originally designated by statute in 1991 (Act No. 1991-474), to provide special education services for children with disabilities. The amount of the appropriation is determined annually by the legislature. Each system reports in December how many children (age 3-4) they have with special needs. This total number is divided into the total appropriation, and the money is allocated by multiplying this number by the number of children in the system. The dollars must be used to provide free, appropriate public education for all eligible children with disabilities. IMPORTANCE!!!!! Data Elements Used Data = Money Thank you for your attention. Have a great day. Any question please call me at 334-242-9269 or email: etaylor@alsde.edu Improvements included in STI Office: Ease of use. Drop-down selections. Business Rules – prevents bypassing the input of critical information. Code descriptions. New error report. We have worked closely with technology coordinators from around the state. Defined processes and procedures used throughout the design, development, and testing of the summer release.    Advised the SDE and STI on essential LEA business practices. Testing of proposed summer release. STI Advisory Board helped facilitate the project plan for implementation. Training document is on the SDE website: http://www.alsde.edu/datacol/ Elementary Core Academic Subject classes must be scheduled using either Option #1 – Self-Contained Elementary, One Class of Students Per Teacher Note: There may be individual students who are pulled out for special classes. Code Primary Teacher to Teacher Role - Primary Teacher Period Subject Local Course Number State Course Number Note Special Education Collaborative Teachers are coded as an additional teacher using: Teacher Role - Special Education Collaborative Teacher AND Subject - 651602 - Collaborative SE: Consultative services / Support services 1 SelfContained Elementary xxx 551010 OR Option #2 – Not Self-Contained Elementary, Multiple Classes Scheduled Per Teacher Note: This is a sample schedule. There may be some variation in subjects included Local Course Number State Course Number Period Subject Note Special Education Collaborative Teachers are coded as an additional teacher using: Teacher Role - Special Education Collaborative Teacher AND Subject - 651602 - Collaborative SE: Consultative services / Support services Same as above Same as above Same as above Same as above Same as above Same as above Core teacher is not HQT in Music Core teacher is not HQT in Fine Arts. 1 Language Arts xxx 555030 2 3 3 4 5 6 7 8 Social Studies Math Science Writing Reading Spelling Music Art xxx xxx xxx xxx xxx xxx xxx xxx 555090 555040 555080 or 555083 555030 555070 555030 555051 or 500902 555011 or 555012 If primary teacher gives the grades for PE/Music/Fine Arts classes then code the PE/Music/Fine Arts teacher as 2 nd primary teacher for that subject. (Option #2 Only) OR If PE/Music/Fine Arts teacher has their own schedule apart from the primary teacher then code that PE/Music/Fine Arts teacher with the appropriate subject and a section for each defined group of students for which grades must be reported (Option #1 or Option #2). The following state subject codes are valid in elementary grades: Subject Codes Description General Education Subjects Any subject with state code beginning in 55 *** 200602 200603 200604 Elementary Subjects Teen Challenges (nine week course) Teen Challenges (semester course) Teen Challenges (yearlong course) Grades 0k-06 Grade 06 only Grade 06 only Grade 06 only Valid Grade 320100 320105 Basic Skills Homebound – Regular Classroom Special Education Subjects Any Grade Any Grade 650401 650601 650801 651001 651301 651501 651602 651608 Gifted Adaptive Physical Education Hearing Impaired Visually Impaired Speech and Language Impaired Early Childhood Special Education Collaborative SE: Consultative/ Support Services SE: Elementary Any Grade Any Grade Any Grade Any Grade Any Grade Grades 0K-03 Only Any Grade Grades 0K-06 *** Exceptions: 555051, 555011, and 555080 – (PK-05) / 555012, 555083 – (6th Grade Only) / 500902 – (06-08) A Regular Teacher or a Resource Teacher cannot have a blank grade unless the subject is in the following list: 1.First two digits equal 99 1. ALL courses (Local) MUST have a corresponding State Subject Code (from Subject and Personnel Codes Manual). 2. If a local code does not have a corresponding state code use the following: a. Academic Class – 990150 - Other Special Academic Assignments. b. Non-academic classes – 990100 - Other Special Non-Academic Assignments. A schedule record or records is required for every teacher and every student. A new field called “TeacherRole” has been added to the Schedule Table with the following allowable values: Teacher Role 1st Primary Teacher in Classroom 2nd Primary Teacher in Classroom EXPLANATION Teacher who provides primary instruction to class in subject[s] taught during class period – requires HQT endorsement Teacher who provides primary instruction to class in subject[s] taught during class period – requires HQT endorsement Teacher who assists primary teacher by providing help to special education students in a general education classroom – needs collaborative teacher endorsement but does not need subject area HQT endorsement Teacher or aide who facilitates class in a distance learning setting by taking roll, maintaining order, and executing other such supervision functions. A teacher who provides supplemental assistance to the primary teacher. A “Teacher” employed on a temporary basis due to an extended absence or early departure of a regular teacher. Used as a place holder for College or University instructor for Dual Enrollment classes. Used as a place holder for career tech personnel to account for secondary students who are enrolled in secondary subjects at a postsecondary institution. Used as a place holder for personnel to account for scheduling office assistants, library assistants, study hall, and other non-classroom assignments. Special Education Collaborative Teacher Distance Learning Facilitator Resource Teacher Long Term Substitute Dual Enrollment Instructor Career Tech Facilitator Special Assignment Non-Classroom 1.Teacher Role Special Assignment Non-Classroom can only have Class Type Non-Academic special Assignment assigned to it. 2.Roles 1st Primary Teacher in Classroom, Distance Learning Facilitator, Long Term Substitute, Dual Enrollment Instructor, Career Tech Facilitator, and Special Assignment Non-Classroom are valid for the teacher attached to the Master Schedule. 3.Role 1st Primary Teacher in Classroom is the only role invalid for additional teachers (subject to other defined business rules). 4.Distance Learning Facilitator can only have Class Types Distance Learning Class – ACCESS – WEB-based, Distance Learning Class – ACCESS – Receive IVC, Distance Learning Class – ACCESS – Send IVC, Distance Learning Class – IVC within LEA, or Distance Learning Class – Web-based LEA purchased 5.Dual Enrollment Instructor can only have Dual Enrollment Class Type of Distance Learning Class – Dual Enrollment Class taken from a college or university, Dual Enrollment Class taken from a college or university, or Career Tech Dual Enrollment class taken from a postsecondary institution. ALLOWABLE TEACHER / CLASS COMBINATIONS PRIMARY SECONDARY 1st Primary Teacher in Classroom CLASS TYPE 1 ONLY Distance Learning Facilitator CLASS TYPES 2, 3, 4, 5, 6, 7 Long Term Substitute CLASS TYPE 1 ONLY Dual Enrollment Instructor Career Tech Facilitator Special Assignment NonClassroom No Secondary Teacher CLASS TYPE 8 CLASS TYPE 9 CLASS TYPE 10 2nd Primary Teacher in Classroom CLASS TYPE 1 ONLY CLASS TYPE 1 ONLY SE Collab CLASS TYPE 1 ONLY CLASS TYPES 2, 3, 4, 5, 6, 7 CLASS TYPES 1, 2, 3, 4, 5, 6, 7 Resource Teacher CLASS TYPE 1 ONLY CLASS TYPES 2, 3, 4, 5, 6, 7 CLASS TYPES 1, 2, 3, 4, 5, 6, 7 Distance Learning Facilitator CLASS TYPES 2, 3, 4, 5, 6, 7 CLASS TYPES 2, 3, 4, 5, 6, 7 Long Term Substitute CLASS TYPE 1 ONLY Dual Enrollment Instructor CLASS TYPE 8 Career Tech Facilitator CLASS TYPE 9 Special Assignment Non-Classroom CLASS TYPE 10 CLASS TYPES 1 2 3 Standard Class taught by Teacher in Classroom Distance Learning Class – ACCESS – WEBbased Distance Learning Class – ACCESS – Receive IVC* 4 5 6 Distance Learning Class – ACCESS – Send IVC* Distance Learning Class – IVC* within LEA Distance Learning Class – Web-based LEA purchased 7 8 9 10 Distance Learning Class – Dual Enrollment Class taken from a college or university Dual Enrollment Class taken from a college or university Career Tech Dual Enrollment class taken from a postsecondary institution. Non-Academic special Assignment New field added to the master schedule with drop down value selection that will identify the class types. Class Type Standard Class taught by Teacher in Classroom Distance Learning Class – ACCESS – WEB-based Approved online course provided by and scheduled through ALSDE ACCESS Distance Learning Approved IVC* course taught by a teacher from another location. The course is provided by and scheduled through ALSDE ACCESS Distance Learning. Approved IVC* course taught by local LEA teacher and transmitted to other sites through ALSDE ACCESS Distance Learning. IVC* Courses provided by, scheduled through, and delivered to schools within the same LEA. These are not provided by ALSDE ACCESS Distance Learning. Online Course not provided by ALSDE ACCESS Distance Learning. Description Distance Learning Class – ACCESS – Receive IVC* Distance Learning Class – ACCESS – Send IVC* Distance Learning Class – IVC* within LEA Distance Learning Class – Web-based LEA purchased Distance Learning Class – Dual Enrollment Class taken from a college or university Dual Enrollment Class taken from a college or university Career Tech Dual Enrollment class taken from a postsecondary institution. Non-Academic special Assignment *IVC – Interactive Video Conference Teacher Role must be Special Assignment Non-Classroom The Completion-Exit Type Indicators are as follows: Completion-Exit Type Indicators Not Applicable to student Note Graduate – Alabama High School Diploma Graduate – Alabama High School Diploma with Advanced Endorsement Non Graduate – a. Completed required Credits but failed to pass all parts of the AHSGE. b. Failed to complete credit requirements but passed all parts of AHSGE. Non-Graduate - Exited with a document other than a diploma Special Education – Graduation Certificate Graduate - Special Education – Alabama Occupational Diploma Graduate – Alabama High School Diploma with Career Tech Endorsement Graduate – Alabama High School Diploma with Advanced Career Tech Endorsement Graduate – Alternate Adult High School Diploma Non Graduate - Exited with a document other than a diploma – GED Non Graduate – Foreign Exchange – This is a foreign exchange student who is not working toward an Alabama high school diploma and does not count in determining graduation rate. Non Graduate – Retained in 12th Grade (Special Education ONLY) Allowed only if student is flagged as a Foreign Exchange Student not working towards a diploma. Allowed only if student grade = 12 and student has not exited Special Education Program Allowed only if student has not exited Special Education Program Allowed only if student has not exited Special Education Program Career Tech Course Completion Status for each Career Tech Class for a given student is required using the following codes: Course Completion Indicator Withdrew from Class Completed and Passed Class Note Subject must be in Career Tech Area. Subject must be in Career Tech Area. Failed the Class Subject must be in Career Tech Area. A student’s Primary Home Language must be indicated using one of the following codes: Primary Home Language Indicator English Spanish Vietnamese Korean Arabic Laotian Cambodian Russian Japanese French Portuguese Tagalog Other Language LEP Indicators are as follows: LEP Indicator Not Limited English Proficient LEP1: Limited English Proficient student who is in first academic year in a United States school. LEP2: Limited English Proficient student who is in second academic year or more in a United States school FLEP1: Student has exited the LEP program and is in their first year of monitoring. FLEP2: Student has exited the LEP program and is in 2nd year of monitoring. FLEP: Students have successfully completed 2 years of monitoring and are no longer LEP LEP – Waived Title III services Foreign Exchange indicator will be one of the following values: Foreign Exchange Indicator Non-Foreign Exchange Student Foreign Exchange Student working toward a diploma Foreign Exchange Student not working toward a diploma 1.New students entered into a school will default to Non-Foreign Exchange Student. SIR 11 •SIR 11 will be reported for incidents that require at least ONE FULL DAY of In School Suspension only. •SIR 11 can only be in whole day increments. SIR 12 This Disposition will behave exactly as a standard suspension (SIR1) with the following exceptions: •Must be resolved by the end of the school year and changed to: • a standard Suspension Disposition (SIR1) • a standard Suspension Disposition (SIR1) plus the appropriate Supplemental Disposition (i.e. SIR3, SIR4, SIR8). •Must ensure by final SIR report (9th Month) that all "Suspended - Pending Due Process" dispositions (SIR12) are resolved. The following are the only valid Special Education LRE Codes: LRE CODE MEANING TO BE USED FOR CHILDREN 6 - 21 YEARS OF AGE ONLY 01 02 03 04 100%-80% of the Day Inside The General Education Environment No Longer Used At This Time 79% to 40% of the Day Inside The General Education Environment Less Than 40% of the Day Inside The General Education Environment 05 06 07 08 09 10 11 40 Private School (Parentally Placed) – MUST ALSO ENTER A SECONDARY LRE CODE Separate School - Public Day School Greater Than 50% of the Day Separate School - Private Day School Greater Than 50% of the Day Homebound Hospital Public Residential School Greater Than 50% of the Day Private Residential School Greater Than 50% of the Day Short Term Detention (Community or Residential) or Correctional Facilities TO BE USED FOR CHILDREN 3 - 5 YEARS OF AGE ONLY 12 13 14 15 At Least 80% of Time Inside Regular Early Childhood Program or Kindergarten Less than 40% of Time In Regular Early Childhood Program or Kindergarten Home: Not Attending a Special Education Program or a Regular Early Childhood Program or Kindergarten 40% to 79% of Time In Regular Early Childhood Program or Kindergarten 16 17 18 19 Residential Facility: Attending a Special Education Program--Not Attending a Regular Early Childhood Program or Kindergarten Separate School: Attending a Special Education Program--Not Attending a Regular Early Childhood Program or Kindergarten Separate Class: Attending a Special Education Program--Not Attending a Regular Early Childhood Program or Kindergarten Service Provider Location: Not Attending a Special Education Program or a Regular Early Childhood Program or Kindergarten Improvements that we have discussed today: Ease of use. Drop-down selections. Business Rules – so as not to bypass critical information. Code descriptions. New error report. We have worked closely with technology coordinators from around the state. Define processes and procedures used throughout the design, development, and testing of the summer release.    Advised the SDE and STI on essential LEA business practices. Testing of proposed summer release. STI Advisory Board helped facilitate the project plan for implementation. Training document is on the SDE website: http://www.alsde.edu/datacol/ The document has 41 pages, but many of those are screen-shots. 1. Snapshot Coordinator to perform “Official” snapshot once data is prepared. 4. Upon Approval by Superintendent a. Data tables would then be locked as “Official” snapshot b. Data Package (Tables, PDFs, etc.) Transferred to SDE for processing. LEA Coordinator 2. Notification of Readiness Coordinator will inform Superintendent of readiness of snapshot to be approved STI District Server (Secure) VPN Tunnel Superintendent ALSDE Accumulator 3. Review and Sign Off a. Data will be validated by Superintendent b. Once validated Superintendent will “Approve” snapshot 5. Validate and Process a. Once received by the state data will be validated against current and previous data to ensure accuracy. b. Once validated the data will be joined / appended to state table in ACES. c. If errors found SDE would be sole entity to “Unlock” “Official” data for additional / re-processing. APPROVED DATA COLLECTIONS THRU STI  ATTENDANCE     20-Day After Labor Day AYP – First Week of March AYP – First Week of April 9th Month Funding Schedules  LEAPS     Special Education Child Count Student Incident Report [SIR] 20 Day After Labor Day Attendance Official Statistics Calculated in Extract and Approved by Superintendent  ADM     ADA and Percent ADA    Grade Level School Level System Level Grade Level School Level System Level • Free and Reduced Lunch - School Level - System Level • Enrollment - School and Level - By Ethnicity by Grade 20 Day After Labor Day Attendance     Official Enrollment for 2007-2008 Official ADM for 2007-2008 Official Percent ADA for 2007-2008 Official Free and Reduced Lunch for 2007-2008 Official Statistics are calculated in the District SDE Extract Once the Superintendent Approves this Collection, the Official Statistics are replicated to the SDE Use of Official Statistics  These statistics will: Be the source of ADM for Funding  Be the source for the Percent ADA used as the Additional Academic Indicator for AYP in Elementary and Middle Schools  Superintendent’s Report Card 2006-2007 Superintendent Review  July 23 – August 10    October 15 – November 2 November 12 - 23   School Profile Information Student Performance Information Financial Information and Final View of Card Superintendent’s Report Card Publication and Release Schedule       SDE is creating the PDFs PDFs will be delivered to publisher on December 5th Public Release in mid December Public Posting of PDFs in mid December Publication in December thru February Delivery to School Systems January thru February Thank you for your attention. Have a great day. Any question please call Dom Martel (334)-353-5878 dmartel@alsde.edu Or Patsy Eiland (334)-242-9895 peiland@alsde.edu