State Compensatory Education - SCE Program Presentation for ACET Spring Conference
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State Compensatory Education SCE Program Presentation for ACET Spring Conference Updated 04.24.21
What is State Compensatory Education (SCE)?
AGENDA How did HB 3 impact SCE?
Supporting a Title I Program
Click to edit
Student Eligibility
Master title
Other Uses of Funds
or sectionRequired Planning & Submission of Plans
break SCE Expenditures and Program Support Documentation
COVID-19
Ultimate Goal of the Program
State Compensatory Education Program
STATE FUNDS GOAL-
for supplemental Target funds
programs and to close the
services to achievement
55%
support at-risk gap.
and educationally
disadvantaged
students
ANALYSIS of
the school’s PURPOSE –
CNA - to identify to increase
the priority academic
needs achievement
and direction and reduce the
for the SCE drop-out rate.
program
TEC, §29.081 TEC, §48.104 3
HB 3 Impact on SCE TEC, §48.104
SCE program as a result of the passage of HB 3:
Increased overall allotment:
From 0.20 to a range from 0.225 – 0.275 –
Students who are designated as educationally disadvantaged are now eligible to receive supplemental
services paid for with compensatory education funds.
To the Administrator Addressed: House Bill 3 (HB 3) Implementation: SCE Program (July 12, 2019)
Established a new allotment methodology:
accounts for severe economic disadvantage in a student’s neighborhood based on the census block in which
the student resides and the index category of the census block.
Changed spending requirements:
Added childcare services and life skills programs (program for teen parents)
Requires 55% of the allotment be spent on the SCE program
Streamlined reporting
SCE Allotment Advisory Committee
To the Administrator Addressed: House Bill 3 (HB 3) Implementation: Compensatory Ed. Allotment Advisory Committee (Nov. 7, 2019)
Does not prohibit the use of SCE funds that were authorized under former TEC, §42.152.
HB 3 in 30: State Comp Ed HB 3 5
How did the Compensatory Education allotment change?
This tier
also includes
students in
a residential
placement
facility and
homeless
students.
Updated 12/17/20 6
State Compensatory Education Program
July 11th, 2019
Census
Block Group
Tools
Contact State Funding with
questions about the calculation
Presentation on Compensatory Education (PDF) of SCE funding –
Web: State Funding Division
Maps for census block groups (External) Email: sfinance@tea.texas.gov
Phone: (512) 463-9238
Socioeconomic Tiers Report (PDF)
Census Block Tier Mapping for 2021 State Funding (Excel)
This provides an update to the new assigned tiers of the census block group
numbers.
https://tea.texas.gov/texas-schools/general-
https://www.youtube.com/watch?v=PYJ6SJbxsvM&feature=youtu.be information/census-block-group-tools
7
SCE program as a result of the Passage of HB 3
and the Increase of SCE Funds & Use of 55%
This portion of the
55% of the SCE Allotment allocation may fund
This be
…must presentation
used to provide administration,
personnel and
will concentrate
support programs and
other costs that
services that supplement
onregular
the the required
education
are not directly
accountable to
use ofsothe
programs the 55%
intended the SCE program,
beneficiaries can succeed i.e., providing direct
inportion
school. of funds. services to SCE
eligible students.
These expenditures are not recorded in financial
accounting records under PICs 24, 26, 28, 29, 30, and 34.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.3.1.1. Updated 12/17/20 8
TEC §48.104(k)(1-2)
(k) At least 55% of the funds allocated under this section must be used to:
(1) fund supplemental programs and services designed to eliminate any disparity in
performance on assessment instruments administered under Subchapter B, Chapter 39,
or disparity in the rates of high school completion between;
(A) students who are educationally disadvantaged and students who are not
educationally disadvantaged; and
(B) students at risk of dropping out of school, as defined by Section 29.081, and all
other students; or
(2) support a program eligible under Title I of the Elementary and Secondary Education
Act of 1965, as provided by Pub. L. No. 103-832 and its subsequent amendments, and by
federal regulations implementing that Act [, at a campus at which at least 40% of the
students are educationally disadvantaged]. deleted
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.48.htm#48.104 9
SCE funds may now be used for the costs associated with services provided
through a life skills program (program for teen parents).
What are the specific services?
individual counseling, peer counseling, and self-help programs;
day care for the students' children on the campus or at a day-care facility in close
proximity to the campus;
transportation for children of students to and from the campus or day-care facility;
transportation for students, as appropriate, to and from the campus or day-care facility
instruction related to knowledge and skills in child development; and
assistance to students in the program in obtaining available services from government; agencies or
community service organizations, including prenatal and postnatal health and nutrition programs
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.085 TEC, §29.085(b)(1) and (3–7) 10SCE is a State Mandated Program
SCE funds may only supplement the regular
education program for educationally disadvantaged
and at-risk students.
What does “basic program” mean? What does “supplement the basic program” mean?
All students have the right to SCE funds are to be used to support and
receive an education paid for with supplement the basic instructional program for
students at risk of dropping out of school.
unrestricted funds. This includes
a teacher, textbooks, and SCE funds cannot be used to pay for services
instructional materials. and materials that students must have as a part
of their basic educational program.
TEC, §48.104(k)
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.48.htm#48.104
11Let’s Compare Regular Education to a Piece of Cake.
Example: Basic and Supplemental Programs
Regular or Supplemental
Basic Supplemental
Program Plus
Program Program
Your basic program would The
represent the plain cake; frosting
The candles
every student is entitled to a represents
represent even further
regular education, additional support
additional support
in this case, an equal sized piece for the student.
for the student.
of cake.
12Supporting a Title I Program TEC, §48.104(k)(2)
ESSA and Title I
Provides supplemental funding to state and local educational agencies to
ESSA acquire additional education resources at schools serving high concentrations
Every Student of students from low-income homes. These resources are used to improve the
Succeeds Act quality of education programs and ensure students from low-income families
have opportunities to meet challenging state assessments.
Title I, Part A is a federal program that provides financial assistance to local
Title I school systems and schools with high percentages of poor children to
support the academic achievement of disadvantaged students. Students
Schoolwide
identified as most at risk are given additional assistance. (federal definition)
Student identification is made that renders them eligible or ineligible for services.
Title I Students identified as most at risk of not meeting state academic standards are served.
• Receives Part A funds but is ineligible or has chosen not to operate a Title I SW program.
Targeted • Uses Title I funds to provide services to a select group of children--those identified as failing,
or most at risk of failing, to meet the State's challenging content and student performance
Assistance standards. (federal definition)
Title I
https://www2.ed.gov/policy/elsec/leg/esea02/pg1.html 14What are the services common
to BOTH programs? Must the intent and
purpose of the SCE
Title program be met
I
when SCE funds are
SCE used to support a
Focus on
Continuous
Title I program?
Improvement
& Student Yes, SCE is a state
Success
mandated program.
TEC, §29.081 TEC, §48.104 15What are the services common
to BOTH programs? When SCE funds are used to support
a Title I program, funds must
be part of the campus budget,
Title be tracked back to the SCE fund code,
and
I follow all generally accepted accounting
principles.
SCE funds used to support the Title I
SCE educational program must also
Focus on meet guidelines required by the ESSA,
Continuous be used to incorporate instructional
Improvement strategies that evidence-based research
& Student has shown are effective with teaching
Success low achieving students.
Maintain supporting
documentation. 16When using SCE funds to support Title I program: Program Intent Code (PIC) 30 – used only for SW campuses at 40 percent using SCE funds to upgrade schoolwide program. (Use PIC 24 for other Title I programs) Support – a Title I program as indicated in the most current Consolidated Application for Federal Funds. SCE funds are used to support the Title I program must be part of the campus budget. SCE expenditures must be tracked back to the SCE PIC, and all generally accepted accounting principles must be followed. Campus Improvement Plan – follows State and Federal guidelines and indicates the coordination of SCE funds. The district/charter maintains documentation that all programs & strategies are supported by evidence-based research. Note: Title I districtwide program activities funded through the central office DO NOT have Title I program flexibility, regardless of whether all campuses in a district are Title I campuses. Module 6: State Compensatory Education, Guidelines, Financial Treatment, and an Auditing and Reporting System, Sections 6.2.4.9 & 6.2.8. 17
Maintain Documentation for Each of the Following:
The campus should be able to respond appropriately to and maintain documentation for
each of the following questions to determine whether an expenditure would be allowable:
Is the program, activity, or strategy reasonable and necessary to carry out the intent and purpose of
the Title I program?
Does the program, activity, or strategy address a need previously identified in the campus’
comprehensive needs assessment?
Is the program, activity, or strategy to be funded described in the campus or district improvement
plan BEFORE the decision of whether to pay the expenditure from SCE funds?
How will the program, activity, or strategy be evaluated to measure a positive impact on student
achievement?
If supporting a Title I program, will the program, activity, or strategy upgrade the educational
program on the campus and assist in facilitating student success specifically, the proficiency on
challenging state academic assessments.
How would the program, activity, or strategy, item be funded if the SCE funds were not available?
18Student Eligibility TEC §29.081
For purposes of this section, “student at risk of dropping
out of school” includes each student who is under 26
years of age and who:
1. was not advanced from one grade level to the next for one or more
school years;
2. if the student is in grade 7, 8, 9, 10, 11, or 12, did not maintain an
average equivalent to 70 on a scale of 100 in two or more subjects in the
foundation curriculum during a semester in the preceding or current
school year or is not maintaining such an average in two or more
subjects in the foundation curriculum in the current semester;
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Treatment, and an Auditing and Reporting System, Section 6.2.2.1. 20For purposes of this section, “student at risk of dropping
out of school” includes each student who is under 26
years of age and who:
3. did not perform satisfactorily on an assessment instrument administered
to the student under Subchapter B, Chapter 39 (Public School System
Accountability), and who has not in the previous or current school year
subsequently performed on that instrument or another appropriate
instrument at a level equal to at least 110 percent of the level of
satisfactory performance on that instrument;
4. if the student is in prekindergarten, kindergarten, or grade 1, 2, or 3, did
not perform satisfactorily on a readiness test or assessment instrument
administered during the current school year; (current school year only)
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Treatment, and an Auditing and Reporting System, Section 6.2.2.1. 21For purposes of this section, “student at risk of dropping
out of school” includes each student who is under 26
years of age and who:
5. is pregnant or is a parent;
6. has been placed in an alternative education program in accordance with
Section 37.006 (Removal for Certain Conduct) during the preceding or
current school year;
7. has been expelled in accordance with Section 37.007 (Expulsion for
Serious Offenses) during the preceding or current school year;
8. is currently on parole, probation, deferred prosecution, or other
conditional release; (current school year only)
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.37.htm Treatment, and an Auditing and Reporting System, Section 6.2.2.1. 22For purposes of this section, “student at risk of dropping
out of school” includes each student who is under 26
years of age and who:
9. was previously reported through the Public Education Information
Management System (PEIMS) to have dropped out of school;
10. is a student of limited English proficiency, as defined by Section 29.052
(Definitions); (currently identified)
11. is in the custody or care of the Department of Family and Protective
Services or has, during the current school year, been referred to the
department by a school official, officer of the juvenile court, or law
enforcement official; (current school year only)
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.069 Treatment, and an Auditing and Reporting System, Section 6.2.2.1. 23For purposes of this section, “student at risk of dropping
out of school” includes each student who is under 26
years of age and who:
12. is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent
amendments; (current school year only)
13. resided in the preceding school year or resides in the current school year in a
residential placement facility in the district, including a detention facility,
substance abuse treatment facility, emergency shelter, psychiatric hospital,
halfway house, cottage home operation, specialized child-care home, or
general residential operation; or
14. has been incarcerated or has a parent or guardian who has been incarcerated,
within the lifetime of the student, in a penal institution as defined by Section
1.07 (Definitions), Penal Code. Refer to slides 32 and 33
for additional information.
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Treatment, and an Auditing and Reporting System, Section 6.2.2.1. 24To achieve the goals and objectives, the
program requires adherence with the
following practices:
routinely identify students
provide appropriate academic and other
support services
record student at-risk status in PEIMS and
maintain supporting documentation.
Who has been assigned to maintain this information? How often is information reviewed? Where is the information kept?
Maintain supporting
documentation. 25Local Criteria: Supporting Documentation
TEC, §29.081(g) Number may not exceed 10% of identified
at-risk students served last year
Students are not reported through the PEIMS
Adopted criteria must be current and defined in
the D/CIP and/or SCE policies and procedures.*
Need must be identified prior to providing the
specified supplemental services.
*currently being used and within the 10% limit
Who has been assigned to maintain this information? How often is information reviewed? Where is the information kept?
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Treatment, and an Auditing and Reporting System, Section 6.3.2.1. 26Local Criteria: Supporting Documentation
Example of supportive requests and documentation.
The adopted eligibility criteria are defined in the current district/campus improvement plan(s).
Local criteria approved on (date) _________________.
TEC, §29.081(g)
Local criteria added to a listing of children identified under TEC, Section 29.081.
The number of students receiving services during a school year may not exceed 10 percent of the
number of students who met the State criteria under TEC, §29.081, who received services from the
LEA during the preceding school year.
Current supporting documentation regarding the locally identified at-risk students,
documentation indicating compliance with the 10% cap addressed in the district/charter
improvement plan.
Criteria as listed in D/CIP(s) - ________________________________________________________
o Number of at-risk students served SY 2020-2021 __________
o 10% = ________
o What is the timeline for implementation? ____________________________________
o How often will the academic success of the locally identified students be evaluated for
effectiveness? ____________________________________________________________________________
Who has been assigned to maintain this information? How often is information reviewed? Where is the information kept?
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 Treatment, and an Auditing and Reporting System, Section 6.3.2.1. 27Are students identified as Title I, dyslexic, homebound, or enrolled
in the free or reduced-price lunch program also reported to TSDS
PEIMS as at risk based on state criteria?
No. Students must meet one of the state eligibility criteria.
Should students only be identified at one time during the year
(typically just before TSDS PEIMS data are submitted in October)?
No. Identification should take place at any time during the year in
order to identify those students who are eligible for services under the
SCE program. For example, if a student becomes homeless in the
month of March, this student should be identified and served
accordingly, even though the student was identified after the district’s
TSDS PEIMS snapshot report. However, the earlier an at-risk student is
identified, the earlier the student may benefit from the SCE program.
State Compensatory Education Webpage- FAQ
28Are students who are classified as 504 students automatically
considered to be at-risk students?
No. Students must meet at least one of the state eligibility criteria
outlined in the TEC, §29.081.
Are students who live with their grandparents, or any other relative
automatically considered homeless and therefore identified as at-
risk students?
It depends on the specific situation. Homelessness depends on
the student’s living conditions. Refer to the McKinney-Vento
Homeless Assistance Act (42 USC §§11431–11435), which defines
homeless children or youth as those individuals who lack a fixed,
regular, and adequate nighttime residence.
(Contact the school district's homeless liaison for assistance and evaluation.)
For more information about homeless students, please visit COVID-19 FAQ: Guidance for Students
the Texas Education for Homeless Children and Youth website. Experiencing Homelessness 29Is a student considered to be at-risk if the student was placed in the
next grade but was not promoted to the next grade based upon
academic performance?
No. Placement in the next grade is considered advancement to the
next grade.
If a student is currently failing two or more foundation subjects,
should this student be identified as an at-risk student?
Yes, according to state law. Early identification enables the student to
receive timely services and allows the student to pass foundation
subjects during the semester.
If the student has successfully exited the bilingual program and is
now being monitored by the campus, is the student still considered
an at-risk student?
No, this does not meet state criteria.
State Compensatory Education Webpage- FAQ 30How does one determine if a student with disabilities is also
classified as a student at risk of dropping out of school?
The at-risk situation cannot be due to a disability. The student with a
disability would be in an at-risk situation if the student met one of the listed
criteria, not due to the disability.
At what point is a student who does not perform
satisfactorily on a state assessment no longer considered at
risk of dropping out of school?
A special education student that does not perform at the level of progress
established by the Admission, Review, and Dismissal (ARD) Committee may
be considered at risk of dropping out of school. Afterwards, the ARD
Committee will decide when the student has met the assessment goal for
exiting the student from being at risk of dropping out of school based on a
state assessment.
31How are the terms “penal institution” and
“incarcerated” interpreted in the definition of
“at risk”?
Penal Code, §1.07(a)(37), defines “penal institution” as “a place
designated by law for confinement of persons arrested for, charged
with, or convicted of an offense.” TEA considers the term
“incarcerated” in the TEC, §29.081, to mean conviction for a criminal
offense and consequent sentencing and confinement to jail or prison.
The juvenile equivalent is adjudication and consequent placement in
a juvenile detention facility.
Conviction - having been declared guilty of a criminal offense by the verdict of a jury or the decision of a judge.
Maintain supporting
documentation. https://statutes.capitol.texas.gov/Docs/PE/htm/PE.1.htm#1.07 32What are TEA’s general guidelines for documenting a
student at risk due to incarceration (criteria 14)?
• Timeline for identification. This begins as soon as the appropriate
school staff is informed of a student’s incarceration or that a
student’s parent or guardian has been incarcerated in a penal
institution in the student’s lifetime.
• Start date. This is the date of disclosure to campus staff.
• End date. The student remains identified as at risk for the remainder
of his/her public-school education.
NOTE: Districts may legally request this information.
Documentation must be maintained and may include a memo to file.
Memo-to-file details the sensitive information you gathered to maintain for documentary purposes.
Maintain supporting
documentation. 33Once a student is identified as at-risk, is the student
always considered at-risk of dropping out of school?
No. Removal from the identification list depends on the specific situation.
Only 3 of the 14 state criteria are considered permanent;
(1) Once a student has not advanced from one grade level to the next,
(2) if the student previously dropped out of school, or
(3) if the student has been incarcerated or has a parent or guardian who
has been incarcerated, within the lifetime of the student, the student
remains at risk of dropping out of school for the remainder of his/her
public education.
EXCEPTION: A student who did not advance from pre-K or kindergarten to the next grade level solely
at the request of his or her parents is not identified as an at-risk student under the TEC, §29.081(d-1).
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081 State Compensatory Education Webpage- FAQ 34Other Uses of Funds TEC, §29.089
First, adopt a budget to support additional
accelerated instruction for EOC:
A district may not budget funds received under TEC, §48.104 for
any other purpose until the district adopts a budget to support
additional accelerated instruction.
Review performance data (or any available data in our current situation)
to design an accelerated program
• to students who failed to perform satisfactorily on an EOC; and
• without cost to the student.
Budget sufficient funds to provide required accelerated instruction
TEC. §29.081(b–b3)
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.48.htm#48.104 Treatment, and an Auditing and Reporting System, Section 6.1.2.2. 36Evaluation and
Public Hearing
A district shall evaluate the effectiveness of accelerated instruction programs under
Subsection (b-3) and annually hold a public hearing to consider the results.
A public hearing is a type of open meeting at which the public must be permitted to respond to or
testify in response to the topic of the hearing. If a district wishes to hold a public hearing outside of
a formal board hearing, it may do so if the meeting meets the basic requirements of a public hearing
listed above.
Evaluate and document the effectiveness of the accelerated instruction in reducing
any disparity in performance on assessment instruments or disparity in the rates of
high school completion between the intended beneficiaries and all other district
students.
TEC, §29.081(b-3) 37Payroll costs attributed to SCE must:
be shown at the summary level (total number of FTEs) in plans;
have payroll documentation, such as class schedules (including
the number of students and number of minutes),
job descriptions, or time and effort to support charges; and
maintain supporting documentation to substantiate the cost
of all SCE-funded FTEs, supplemental contracts, and extra duty
pay.
Note: The federal time-and-effort reporting requirement applies only to employees who are funded in part with federal funds.
Module 6: State Compensatory Education, Guidelines, Financial
Maintain supporting
documentation. Treatment, and an Auditing and Reporting System, Section 6.3.2 38Can SCE funds be used to fund “other” duties, such as
lunch duty, hall duty, or bus duty assigned to
paraprofessionals (supplemental educational aides)?
No. The use of SCE funds for this type of service is not
consistent with the intent and purpose of the SCE program.
For each educational aide funded with SCE dollars, the LEA must
(1) make clear how the educational aide’s duties increase the
opportunities for at risk students to meet the state’s academic
achievement standards and
(2) identify how the duties meet the guidelines listed under
TEC, §48.104.
Note: The federal time-and-effort reporting requirement applies only to employees who are funded in part with federal funds.
State Compensatory Education Webpage- FAQ Becoming an Educational Aide in Texas 39Can SCE Funds be used to pay the
salary for a school social worker?
Yes. SCE funds may be used to pay the salary for a school
social worker. In accordance with TEC, §29.081, SCE funds may
be used for costs of a school social worker to assist a school in
meeting the goals and objectives outlined in TEC, §48.104.
Care must be taken to ensure that school social workers do not perform
administrative duties in the school building. School social workers
funded with 100 percent SCE funds may NOT perform functions that are
not allowed with the direct cost allocation for the SCE program.
Note: The federal time-and-effort reporting requirement applies only to employees who are funded in part with federal funds.
State Compensatory Education Webpage- FAQ 40When supporting a Title I program, should SCE funded
staff (hired to assist in meeting student's educational
goals) follow the same Title I requirements?
Yes. If the Title I program requires that paraprofessionals
meet specific guidelines for employment, SCE funded
paraprofessionals, performing the same duties, must also
meet the Title I requirements.
Specifically, USDE guidance states that the (Title I) requirements
apply to all paraprofessionals in a Title I program, without
regard to whether the position is funded with federal, state, or
local funds.
Note: The federal time-and-effort reporting requirement applies only to employees who are funded in part with federal funds.
Requirements for Highly Qualified Paraprofessionals
https://www2.ed.gov/policy/elsec/guid/paraguidance.pdf State Compensatory Education Webpage- FAQ 41Can SCE funds be used to fund DAEPs?
Yes. SCE funds may be used to fund a DAEP established under the TEC,
§37.008. Additional guidance is provided in the Financial Accountability System
Resource Guide, Update 16, Module 6: State Compensatory Education, Guidelines,
Financial Treatment, and an Auditing and Reporting System, Section 6.2.4.8.
Can SCE funds be used to fund the cost of the GED program and
testing, or the cost of AP or SAT exams?
No. Expenditures for activities or purposes other than regular public
education may not be paid from the SCE direct cost allocation. SCE funds
must be used to provide support programs and/or services that supplement
the regular education program so that the intended beneficiaries can succeed
in school. Decreasing the achievement gap between at-risk students,
educationally disadvantaged students and their peers and decreasing the
drop-out rate are primary goals of this program.
State Compensatory Education Webpage- FAQ 42TEC §29.089 – Mentoring Services Prog.
(a) Each school district may provide a mentoring services program to students at risk of
dropping out of school, as defined by Section 29.081.
Before an LEA provides a mentoring program, adequate planning and research
must be conducted to assist in designing and implementing a program that will
contribute to the academic success of the intended beneficiaries.
NOTE: Before implementing any mentoring program, an LEA should have
established policies and procedures related to the screening of potential mentors,
including:
• background checks;
• ongoing training and support for mentors and program staff;
• activities for mentors and students; and
• procedures for supervision and monitoring of mentoring relationships.
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.089
Treatment, and an Auditing and Reporting System, Section 6.2.4.6. 43Prekindergarten – HB 3 Changes to SCE
May LEAs continue to use SCE allotment funds to pay for
the second half of a pre-K program including salaries for
staff?
Yes, if the students meet the eligibility for use of the allotment.
Additionally, HB 3 includes the Early Education Allotment, which
LEAs can use to fund the second half of a pre-K education program.
Since LEAs are now required to offer a full day pre-K program for
four-year-olds, they may use other funding sources if students meet
the allowability for use guidelines.
https://tea.texas.gov/about-tea/news-and-
multimedia/correspondence/taa-letters/house-bill-3-pre-k 44Prekindergarten – HB 3 Changes to SCE
What are the pre-K requirements under HB 3?
Is pre-K funded for full day or half day?
In addition to other requirements outlined in a recent To the
Administrator Addressed Letter, HB 3 provides for a full day high quality
pre-K for eligible four-year-olds.
Pre-K still only receives a half day average daily attendance for FSP
funding. However, HB 3 includes the Early Education Allotment, which
provides weighted funding for each student in a district in
kindergarten through third grade who also qualifies for the
compensatory education or bilingual allotment.
https://tea.texas.gov/about-tea/news-and-
multimedia/correspondence/taa-letters/house-bill-3-pre-k 45Prekindergarten – HB 3 Changes to SCE
How is the full-day pre-K for eligible four-year-olds funded?
Districts will receive FSP funding for the first half of the day, as was the case
before HB 3. Additionally, prior to HB 3, districts could devote other sources of
funding, such as SCE, Title I, or Tier II funding. With HB 3, districts will also
receive the Early Education Allotment, which may also be used to fund the
second half of the day. Other increased funding from HB 3 may also be
applicable.
Are districts required to use the Early Education Allotment
towards full day pre-K? If a district has been funding full day pre-
K through local and federal funds, may it continue to do so?
If a district is supporting its full day program with local or SCE funds, it may
continue to do so if the Early Allotment funds are being used to improve
programs and services in language and mathematics for pre-K through
third grade.
https://tea.texas.gov/about-tea/news-and-
multimedia/correspondence/taa-letters/house-bill-3-pre-k 46Per HB 3, all kindergarten through third grade teachers and
principals must attend a teacher literacy achievement
academy by the 2021–2022 school year. Can SCE funds be
used to support reading instruction, including paying for
– HB 3 Changes to SCE
teacher attendance at reading academies?
Reading Academies
Yes. The training and training expense must be:
addressed in the comprehensive needs assessment and D/CIP;
reasonable and necessary as well as beneficial to the SCE program;
• aligned with the needs of at-risk and/or economically
disadvantaged students as specified in the LEA’s needs; and
evaluated for effectiveness.
Reading Academies – FAQ
https://tea.texas.gov/academics/early-childhood-education/reading-
https://tea.texas.gov/sites/default/files/covid/reading_academies_guidance_march_27_2020.pdf
academies-faq (Refer to, District Decision Making, question 2.) 47Required Planning TEC, §§11.251−11.253 TEC, §29.081(b & c)
Required Planning
A
B
C A. Comprehensive Needs Assessment
B. District/Campus Improvement Plan
C. Evaluation
TEC, §§11.251−11.253 49Plans for evaluating and monitoring improvement efforts are a critical
component of the district comprehensive needs assessment.
LEAs must annually evaluate the outcomes and
the plan’s implementation to determine
whether the: Conclusions can only be
made if it has been
funded strategies were
successful;
determined that strategies
have been
academic achievement
improved;
(a) implemented as
designed and that
goals and objectives
achieved; and
(b) the strategies are
meeting the needs of the
plan is still applicable.
intended beneficiaries.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.2. 50Comprehensive Needs Assessment (CNA)
In addition to the requirements outlined under TEC, §§11.251−11.253, each plan must
also include a CNA. The ultimate goal is increased student performance.
specifies priorities for improving
The assessment:
student achievement and
meeting challenging helps planners focus better on campus
academic standards; issues and link goals with hard data;
builds on the school’s strengths is the centerpiece of the planning process
and focuses on improving areas —the database from which the planning
of weakness; and team develops its vision of the future;
is not a simple enumerated list where proposed strategies or programs are itemized and checked off.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.5. 51Purpose of the Campus Improvement Plan
Is to align goals, objectives, strategies, and actions which will
lead to high levels of performance for all students and
student groups, close achievement gaps, and support
systematic change. Therefore, ensure your campus plans
include goals and strategies that:
are connected to priority needs, the needs assessment, and portray a clear
and detailed analysis of multiple types of data.
sufficiently address the needs of the at-risk and educationally disadvantaged
student population.
are described in sufficient detail and are focused on helping the intended
beneficiaries reach the state’s standards.
address how the school will determine if identified needs are met.
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm#11.251 52TEC, §29.081, requires LEAs to create a SCE
program and to develop the plans for providing
accelerated or intensive instruction to at-risk
students based on student performance data.
But what about now? Students did not take the STAAR exam last year and many
do not plan to take it this school year.
How can you the effectively plan and evaluate your SCE program without STAAR results?
Example, but not limited to:
• number of SCE funded FTEs, (successful?)
• amount expended on students, (efficient?)
• number students identified, served, promoted, graduated, etc.
• effective services, programs and staff - examine and identify all successes and future
strategies.
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm#11.251 Refer to slides 68 & 69 for additional information. 53Ensure your plans address the following key points concerning the
implementation and planning of the SCE program:
Description of results noted in the comprehensive needs assessment
The DIP and
Total amount of SCE funds allocated CIP, and
SCE funds allocated for resources and staff instructional
plan for open-
Identified strategies enrollment
charter schools,
Supplemental financial resources for SCE –
are one of the
approximate dollar amounts for activities and or strategies
primary records
Supplemental FTEs for SCE supporting
expenditures
Measurable performance objectives attributed to
Timelines for monitoring strategies and reaching goals the SCE
program.
Formative and summative evaluation
Refer to slide 66 for additional information.
Module 6: State Compensatory Education, Guidelines, Financial Treatment,
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm#11.251 and an Auditing and Reporting System, Sections 6.3.2.1 & 6.2.7. 54Electronic
Submission
of Plans
TEC, §§11.251−11.253
Module 6: State Compensatory Education, Guidelines, Financial
TEC,
Treatment, and §29.081(b
an Auditing & c) System, Section 6.2.3.
and ReportingInstructions for Submitting the PDF Documents
Refer to Electronic Report Submission Standards (PDF, 1057KB).
District personnel with TEAL Audit application access can: Note: TEA approval of a submitted PDF
1. View a listing of submitted files with submission dates does not certify that submitted
and times documents include various report
2. View status of data feed, and requirements, but only that documents
3. Immediately open submitted PDFs and data feed files. were received for public viewing.
56Who, What, When, and How?
Who? All school districts and open-enrollment charter schools, whose SCE
allotment is $750,000 or more for the previous fiscal year.
DIP SY 2019-2020 NEW
A minimum of two plans for the campuses that had the highest percentage of students at risk of
dropping out of school. Of the two CIPs that must be submitted:
CIP At least one must be for the non-Title I campus, if any, that had the highest percentage of students at
risk of dropping out of school during the school year.
One plan for each campus that received a low-performance rating (an F-Unacceptable Performance
rating) in the Texas Accountability Rating System for the previous school year (2018-2019).
Local evaluation of SCE strategies, activities, and programs is required for a school district or an open-
Evaluation enrollment charter school that:
a. had any F -Unacceptable Performance campuses based on state academic accountability ratings; or
b. reported more than 59 percent at-risk students during the previous school year
on or before the date that falls 150 days after the final PEIMS midyear collection resubmission date.
Due Date The 150th day typically falls mid-to late-July.
Submitted electronically in Adobe Acrobat® pdf file through a TEA Login Environment (TEAL) AUDIT
account. Access to the TEAL system’s AUDIT application is required to upload plans.
Format File naming and submission instructions - in the Electronic Reports Submission Standards document
located on the Division of Financial Compliance web page on the TEA website.
For technical assistance, contact TEA’s Financial Compliance Division at audits@tea.state.tx.us. 57Additional Information – Plan Submission
If you get a receipt, this means that something was received. It does not mean
that the submitted materials can be opened for viewing or if the required
documents were truly submitted.
“One plan for each campus that received a low performance rating in the Texas
Accountability Rating System for the previous school year.” Does this mean that
a campus that received a low performance rating based on 18-19 STAAR/EOC
results would require the submission of its 19-20 CIP? Yes.
Under local submission of evaluation, what school year would the district have
had low performing campuses to require this submission for 2019-2020? Would
this be low performing campuses based on 2019-2020 STAAR/EOC results? Yes.
Under local submission of evaluation, is an evaluation required from a district
that reported more than 59% at-risk students during the previous (2018-2019)
school year? Yes.
For SY, 2019-2020 plans will be submitted no later than July 30, 2021.
58SCE Expenditures and Program Support Documentation
Millions of dollars in state funds flow from TEA
to local districts statewide.
It is the responsibility of all stakeholders to ensure that funds are
used to meet the intended purpose of the program and that fiscal
responsibility is a priority.
Expenditures of state compensatory education funds must:
1. support the intent and purpose of the program,
2. be allowable under statute and guidance, and
3. be directly related to specific interventions identified in the
appropriate district and campus improvement plans.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.4.3. 60Instructional Services provided should:
services that are
be comprehensive and specific to meet the
offered to individualized needs;
at-risk and be coordinated among LEA staff, partner
educationally organizations, and parents/guardians as
appropriate;
disadvantaged
supplement regular education program by providing
students additional time and or resources; and
provide support personal and social development through
additional supplemental academic, developmental, and
counseling services that are designed to keep the
opportunities to student in school, promote to the next grade level,
be successful in and graduate from high school.
school.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.2. 61SCE Policies and Procedures and Other Resources
LEA Documentation – Polices and Procedures
Compensatory, Intensive, and Accelerated
Instruction
TEC 11.253(a) states that each LEA must
maintain current policies and procedures to:
ensure that effective planning and site-based
decision-making occur at each campus and
direct and support the improvement
of performance for all students.
• Specific requirements must be addressed.
63School districts and open-enrollment charter schools are required
to have local policies and procedures related to:
1. Identifying and documenting students who are at risk of dropping out of school
2. Identifying and documenting locally classified at risk students in compliance with 10% cap
3-4. How students are entered and exited into the SCE program
5. Methodologies - calculation of 110% satisfactory performance on all assessment instruments
6. Methodology used to evaluate and document the effectiveness of the SCE program
7. Frequency and use of the completed evaluation of the SCE program and data
related to the effectiveness of the SCE program
8. Annual public hearing - the evaluation results and effectiveness of the SCE program
9. Cost of the regular education program in relation to budget allocations for compensatory,
intensive, and or accelerated instruction, and or alternative education per student and or
instructional staff per student ratio.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.2.2. 64School districts and open-enrollment charter schools are required
to have local policies and procedures related to:
For and
•1. Identifying accountability
documenting students who areand at riskthe purpose
of dropping out of school of
transparency, ensure
2. Identifying and documenting this
locally classified information
at risk is 10% cap
students in compliance with
currently maintained.
3-4. How students are entered and exited into the SCE program
5. Methodologies - calculation of 110% satisfactory performance on all assessment instruments
• Many6.districts
Methodology used toinclude thistheinformation
evaluate and document on
effectiveness of the SCE program
their district webpage, or in their D/CIP, or
7. Frequency and use of the completed evaluation of the SCE program and data
related to the effectiveness of the SCE program
include with
8. Annual their
public hearing localresults
- the evaluation fiscal policies
and effectiveness and
of the SCE program
procedures.
9. Cost of the regular education program in relation to budget allocations for compensatory,
intensive, and or accelerated instruction, and or alternative education per student and or
instructional staff per student ratio.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.2.2. 65Condensed Requirements for the Compensatory Education Program
Funds: Total amount of SCE allocated
Program Description: Included in both DIP/CIP
for resources /staff
Policies/Procedures
ID At-Risk (State Criteria)
Board Approval: Annually to ensure SCE goals are Amounts: Approximate dollar
mutually supportive amounts for activities and strategies ID At-Risk (Local Criteria)
Entry Process
Comprehensive Needs Assessment (CNA): provides
identified strengths, weaknesses and specifies Exit Processes
priorities for developing and revising plans which FTEs: Listed supplemental FTEs for 110% Methodology
address student achievement outcomes through personnel (district and campus)
challenging academic standards and performance where appropriate Strategic programs &
expectations to determine appropriate allocations services – current list
and expenditures of funds Do your plans include this information? Overall Program Evaluation
Strategies: Specific strategies aligned the CNA – Formative & Summative
Each CIP should: Measurable Objectives: Identify Evaluation
identify how the campus goals will be met for each student; performance objectives for academic
Annual Evaluation
identify staff needed to implement the plan; and improvement
set timelines for reaching the goal. Cost of regular program in
Monitoring Guidelines: Specific relation to per pupil or
Local Criteria: State local at-risk criteria in DIP, if instructional staff per pupil
schedule for data collection
applicable ratio
Formative & Summative evaluation
66Be able to answer any of the following questions to justify an SCE funded (program, position, training) expense. Refer to the two next slides. 67
Each LEA must maintain SCE support documentation that contains the following information to substantiate the
cost of all supplemental SCE programs and or services:
1 State the name of program.
2 State the purpose, goal, and objective.
3 State the amount that will be expended to support this program and the source of funds for the amounts
expended.
4 Indicate the number of students that will be served.
5 Indicate the number of staff members involved.
6 Specify how the program supplements the regular education program. What documentation will the
school district and each campus maintain to verify that this training is supplemental to the SCE program
and not the campus’ entire educational program? TEC, §48.104(k)(1)
7 Specify how the program will reduce the dropout rate.
8 Specify how the program will increase the achievement of SCE students’ rate.
9 Specify how the how evaluations will be conducted to measure the impact of the program on student
performance. In this specific case, specify how this training will be periodically evaluated for
effectiveness. TEC, §11.252(a)(8) and §11.253(d)(7).
Module 6: State Compensatory Education, Guidelines, Financial
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.11.htm#11.253 Treatment, and an Auditing and Reporting System, Section 6.2.6.1. 68Each LEA must maintain SCE support documentation that contains the following information to substantiate the
cost of all supplemental SCE programs and or services:
10 Indicate the research used to support the effectiveness of the staff development. Basically, describe the
settings and populations that have shown improved performance after using this program and
summarize the evidence showing that this training improves student achievement.
11 What data will the campus use to evaluate the success of the new program as it relates to increased
student achievement in the areas in need of improvement? (results of evaluation) TEC, §29.081(c)
12 How will the campus monitor the implementation of the training into the classrooms? Who will be
responsible for mentoring and monitoring the implementation? What is the timeline for
implementation? Specific dates and times must be provided.
13 Indicate how the cost of the training is reasonable and necessary.
14 Identify the page number(s) of the DIP and CIP for school districts and instructional plans for charter
schools that describes the planned strategies, activities, services and/or functions that will be
implemented in support of this program.
15 The proposed use of SCE and federal funds must be disclosed in the applicable CIP. This disclosure
must relate to the applicable line item in the approved budget.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.6.1. 69When faced if whether SCE may be used to provide support
certain positions, programs and or services that
programs, strategies or supplement the regular education
activities may possibly be program so that students at risk of
dropping out of school and educationally
funded with SCE dollars, disadvantaged can succeed in school.
the LEA must keep in mind
that purpose of the SCE Therefore, all SCE funded expenses must
program is to improve relate specifically to the SCE program
and must be adequately documented.
student performance
through supplemental Furthermore, LEAs must be able to
programs and services to demonstrate SCE programs were cost
the intended beneficiaries. efficient and program effective.
Module 6: State Compensatory Education, Guidelines, Financial
Treatment, and an Auditing and Reporting System, Section 6.2.6.1. 70So, when asked whether a certain position, program, item, or
activity may possibly be funded with SCE funds, ask the
following:
Will it further the goals of the program?
Will it support the SCE strategies identified in the campus improvement plan?
Does it have a clearly demonstrative and legitimate purpose?
Can it be evaluated for program effectiveness?
Is the cost reasonable and necessary?
The more removed services are from the student, the more the resources are
diluted and the more difficult it becomes for the school district to defend the use of
the grant funds and justify the effectiveness of the program in improving student
performance.
71State Compensatory Education
Improved academic success. Improved graduation rate.
Close the achievement gap. Reduce the dropout rate.
Delivery of effective supplemental programs and services.
72Coronavirus COVID-19 Support and Guidance Pertaining to State Compensatory Education Program as of October 2020
What actions do districts need to take to ensure
55% spending requirement for special programs?
• Districts should make every good faith effort to ensure
additional weighted special program funds continue to be spent
in support of student needs.
• TEA will wait until the final expenditure data is reported to
the agency before making a determination about waiving
the 55% expenditure requirements.
• The agency will continue to support flexibility where possible,
but districts should remember that salaries make up the vast
majority of district operating budgets and since funding will be
uninterrupted it is the agency’s expectation that those salaries
for special program personnel will continue to be paid and
coded to the proper program intent code. Refer to SCE FAQ for
additional information.
https://tea.texas.gov/sites/default/files/covid/general_state_funding_faqs_5.7.pdf State Compensatory Education Webpage- FAQ Updated 12/17/20 74Is there any guidance pertaining specifically to
SCE expenditure limitations?
• Districts should continue to code expenditures the way they
were coded prior to COVID-19 even if students are in a
different setting.
• So, at home learning program costs can be paid for
using SCE funds, but the 55% spending requirement
remains.
• …school boards can adopt a local criteria for classifying
students as eligible for SCE.
• Document new expenditures for COVID-19 as described in
the Cost Reimbursement FAQ found in the Waivers &
Funding section of the Coronavirus web page. Refer to FAQ & slide 83 for
additional information.
https://tea.texas.gov/sites/default/files/covid/general_state_funding_faqs_5.7.pdf State Compensatory Education Webpage- FAQ 75Given the circumstances and potential for students
to fall behind, can we ask for exception to spend
state comp ed dollars on all students at home?
• Districts should continue to make every effort to serve students
that are part of the program.
• SCE funds are supplementary funds.
• The district has the option of using 45% of the funds to
spend on other students, which means the district would
not code expenses to PIC 24 or PIC 30 for these expenses.
• Please keep in mind, regarding this requirement, even if the
55% is waived, auditors will still review/test for compliance.
LEAs should still make every effort to spend their SCE funds
and all other state funds appropriately.
Refer to SCE FAQ for
additional information.
https://tea.texas.gov/sites/default/files/covid/general_state_funding_faqs_5.7.pdf State Compensatory Education Webpage- FAQ Updated 12/17/20 76Refer to the General State Funding FAQs for more information.
https://tea.texas.gov/sites/default/files/covid/general_state_funding_faqs_5.7.pdf
https://tea.texas.gov/sites/default/files/covid/general_state_funding_faqs_5.7.pdf tea.texas.gov/coronavirus 77Additional Information
FASRG
Version 17
Proposed
Module Updates
https://tea.texas.gov/finance-and-grants/financial-
accountability/fasrg/fasrg-version-17-proposed-
module-updates
SCE FAQ
https://tea.texas.gov/sites/default/files/State%20C
Texas Education Code, Section 29.018
Texas Education Code, Section 48.104
omp%20Ed%20-%20FAQ.pdf
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm#29.081
https://statutes.capitol.texas.gov/Docs/ED/htm/ED.48.htm#48.104 79Division of Financial Compliance Mailing List
A Division of Financial Compliance
mailing list has been established to
provide e-mail notifications of
important deadlines and website
updates.
TEA Agency To subscribe, go to the TEA email
updates page, enter your e-mail
Updates address, and select Financial Audits
from the list on the next page.
https://public.govdelivery.com/accounts/TXTEA/subscriber/new 80You can also read
