Campus Improvement Plan Requirements Critical Documents

1
Campus Improvement Plan Requirements Critical
Documents
2
Goals

• Understand the importance of conducting a
  comprehensive needs assessment before addressing
  district and campus improvement plans
• Review and examine statutory requirements for
  district and campus improvement plans.
• Understand the Texas Accountability System,
  Adequate Yearly Progress, and Performance-Based
  Monitoring Analysis System indicators and
  standards used to measure school effectiveness

3
Goals

• Review and examine the critical components of
  effective improvement plans
• Examine tools and processes in which to review,
  analyze and revise improvement plans annually.
• Review and examine the six (6) responsibilities
  of site-based decision making committees - ISDs

4
CIP Requirements

• Supports DIP
• Improvement of student performance
• Meets state goals and objectives
• Meets federal Performance Goals for NCLB

5
CIP Requirements

• Needs Assessment
• Goals and Objectives
• Activities
• Staff Responsible
• Resources
• Timelines
• Evaluation
• Formative
• Summative

6
CIP Requirements School Improvement Stage 1

• Campus develops or revises,
• within 3 months of identification, a
• 2 year CIP
• Special Comment TEC

7
CIP Measurable Goals

• Core academic subject areas and instructional
  strategies that are grounded in scientifically
  based research
• High quality professional development, including
  provisions for teacher mentoring activities or
  programs

8
CIP Measurable Goals

• Technical Assistance
• Parent Involvement

9
Campus Improvement PlanStage 1

• Who?
• What?
• When?
• Where?
• How?
• Why?

10
Activity Diagram
Adapted from Sandy Duncan Nonprofit Center
11
Campus Improvement PlanStage 1

• Title I, Part A Campus
• AYP Status is Needs
• Improvement Second Consecutive Year

12
Campus Improvement PlanStage 1

• What?
• Must revise CIP
• Who?
• Revise in consultation with
• parents, school staff, LEA,
• outside experts
• LEA approval required

13
Campus Improvement PlanStage 1

• The CIP must
• a-j
• 2. Campus must implement the revised CIP not
  later than the beginning of the next full school
  year following the identification for improvement

14
Campus Improvement PlanStage 1

• The CIP must
• a) Incorporate strategies based on
  scientifically based research that will
• strengthen the core academic subjects in the
  campus

15
Campus Improvement PlanStage 1

• b) Address the specific academic issues that
  caused the campus to receive Needs Improvement
  status
• c) Adopt policies and practices concerning the
  schools core academic subjects
• d) Specify how the campus will spend not less
  than 10 percent of the Title I, Part A campus
  allocation for each fiscal year that the campus
  receives Needs Improvement status

16
Campus Improvement PlanStage 1

• d) Spend.. allocation.. for providing to the
  campuses teachers and principal high-quality
  professional development
• e) Establish specific annual, measurable
  objectives for continuous and substantial
  progress by each group of students

17
Campus Improvement PlanStage 1

• f) Describe how the school will provide written
  notice about the identification to parents of
  each student enrolled in a school receiving NI
  status, in a format and, to the extent
  applicable, in a language that the parents can
  understand
• g) Specify the responsibilities of the school and
  LEAunder section 1120A

18
Campus Improvement PlanStage 1

• h) Include strategies to promote effective
• parental involvement in the school
• i) Incorporateactivities before school, after
  school, during the summer, and during any
  extension of the school year
• j) Incorporate a teacher mentoring program

19
CIPs
Must contain performance objectives for all
appropriate academic excellence indicators for
all students, including special education programs
20
CIPs
Title I, Part A Schoolwide 10 Components Title
I, Part A Targeted Assistance 8 Components
21
Strategies

• Instructional methods for addressing student
  groups not achieving their full potential
• Methods for addressing needs of students for
  special programs
• Dropout reduction
• Integration of technology in instructional and
  administrative programs

22
Requirements

• Assess academic achievement for each student
  using AEIS
• Set campus performance objectives based on AEIS,
  includingspecial needs populationsspecial
  education programs
• Identify how campus goals will be met for each
  student

23
Requirements

• Determine resources needed to implement the plan
• Set timelines for reaching the goals
• Measure progress toward the performance
  objectives to ensure the plan results in academic
  improvements

24
Requirements

• Include goals and methods for violence prevention
  and intervention on campus
• Provide for program to encourage parental
  involvement at the campus

25
School Districts and Campuses1

• Accountable for meeting the states standards of
  performance for students

26
School Districts and Campuses2

• Accountable for providing educational programs in
  accordance with federal and state statutes and
  regulations

27
State Statutory RequirementsDistrict and Campus

• Responsibilities contained in
• Chapter 11
• Texas Education Code

28
State Law

• District and Campus Plans must be mutually
  supportive

29
DIP, CIP RequirementA

• Accomplish identified objectives for improvement
  of student performance

30
DIP, CIP RequirementB

• Support the state goals and objectives

31
District Policy Must ProvideThat

• All pertinent federal planning requirements are
• addressed through the district- and campus level
• planning process

• (Note Federal planning includes addressing the
• performance of students served in programs funded
  
• through Federal Sources)

32
District and Campus Plan Requirements and
Effectiveness
33
Charter School PlansTEC 12

• DIP/CIP Not Required under Chapter 12
• The Charter must be reviewed

34
Charter SchoolsInstructional Plan Required for
SCE
35
Planning Matrix
36
Comprehensive Needs Assessment Data Reviewed to
Determine Need

• Achievement of state student performance
  standards
• Campus performance on all AEIS indicators
• Accomplishing LEAs measurable goals and
  objectives for reducing drug use, violence, and
  disruptive behavior among the student population

37
Comprehensive Needs Assessment Data Reviewed to
Determine Need

• Analysis of homeless population
• Analysis of screening, diagnostic, and
  classroom-based instructional reading assessments
• Attendance rates disaggregated by student group
  (TEC)

• Discipline referrals
• Dropout rates disaggregated by student groups and
  gender (TEC)
• Evaluation of the level of parental involvement
  (Title I, Part A)

38
Comprehensive Needs Assessment Data Reviewed to
Determine Need

• Involvement of teachers, especially those in
  Title I, Part A campuses, in determining LEA and
  campus needs for staff development and hiring
  (Title II, Part A)
• Number of students in a class, K-4 (TEC requires
  22 to 1 in K-4)

• PEIMS 425 Record Incident Data
• Prevalence of risk and protective factors (Title
  IV, Part A)
• School violence incident data (TEC)

39
Comprehensive Needs Assessment Data Reviewed to
Determine Need

• Student performance data disaggregated by student
  groups and gender (TEC)
• Tobacco, alcohol, and other drug use incident
  data (TEC)

• Evaluation of policies and procedures to ensure a
  positive impact on student performance (TEC)
• Evaluations of professional development
  activities to ensure a positive impact on student
  performance

40
Planning FrameworkRegion XIII
41
State Compensatory Education
42
Purpose of the SCE Program

• Compensatory education is defined in law as
  programs and/or services designed to supplement
  the regular education program for students
  identified as at risk of dropping out of school.

• The purpose is to increase the academic
  achievement and reduce the drop out rate of these
  students.

43
House Bill 3459

• In 2003, House Bill 3459 amended the Sections of
  the TEC that govern the SCE Program, enacting
• additional flexibility, and
• rescinded the annual requirement to submit an
  agreed-upon procedures report to the TEA.

44
House Bill 3459

• The bill lowered the required threshold
  percentage for low income students on a campus to
  40 (or greater), which will permit expanded use
  of the SCE allotment to supplement schoolwide
  components of federal No Child Left Behind
  projects.

45
House Bill 3459

• Addition of Subsection 42.152(c)(3)

provides flexibility in use of the SCE allotment
for funding the basic costs of programs that are
specifically designed to service students at risk
of dropping out of school, as described in
D/CIPs, charter school instructional plans.
46
House Bill 3459

• The costs of a nondisciplinary AEP are eligible
  to be charged to the SCE allotment, limited to
  services provided to students at risk of dropping
  out of school.

47
House Bill 3459(Module 9, Section 9.4)

• The bill also enacted provisions for an
  electronic reporting and auditing system, which
  will be used by the TEA to assess risk factors
  for noncompliance and/or reporting deficiencies.

• The annual report will not be required for SY
  2002-2003 and subsequent school years, although
  certain school districts and charter schools will
  be specifically directed to obtain a local audit,
  in accordance with the requirements of the FASRG.

48
House Bill 3459(Module 9, Section 9.4)

• The assessment of risk factors by the TEA will
  be the basis for directing certain school
  districts or charter schools to have a local
  audit of SCE programs, in accordance with the
  provisions in the FASRG

49
House Bill 3459(Module 9, Section 9.4)

• The electronic reporting and auditing system
  assesses the risk that schools did not use the
  SCE allotment
• to fund supplemental programs and services
  designed to eliminate any disparity in
  performance on assessment instruments, or
• disparity in the rates of high school completion
  between students at risk of dropping out of
  school, as defined by 29.081, and all other
  students

50
House Bill 3459(Module 9, Section 9.4)

• The primary purpose of the risk assessment
  activities by TEA staff is to test whether the
  school district or charter school complied with
  this general requirement for the expenditure of
  the supplemental funds from the SCE allotment

51
SCE Program Evaluation

• Districts and charters are required to
• evaluate the effectiveness of their designated
  SCE program and
• include the results of this evaluation in the
  District Improvement Plan

• The TEC does not specify the minimum standard or
  design for an evaluative process.
• Some examples of recognized standards for the
  design of evaluative processes are described in
  various reports that may be accessed on the
  internet

(Module 9, Section 9.2.7)
52
SCE Program Evaluation

• The SCE program must be evaluated and documented
  by showing the effectiveness in reducing any
  disparity in

• Performance on assessment instruments between
  students at risk of dropping out of school and
  all other district students and
• Rates of high school completion between students
  at risk of dropping out of school and all other
  district students.

TEC 29.0819(c) (Module 9, Section 9.2.7)
53
Did TEA receive our plans? Where can we see
other plans?
Copy and paste the entire web address below into
the address field of your browser and click.

• http//hancock.tea.state.tx.us/audit/PDFviewer.asp
  

This page will then appear on your screen.
54
(No Transcript)
55
(No Transcript)
56
It can be noted that this district submitted 2
CIPs and a copy of their DIP on 9/30/04 at
93921 AM.
002004
002004P12002.PDF 002004P22002.PDF
002004T12002.PDF
57
Additional SCE Questions

• Questions regarding the SCE Program, student
  identification the 110 calculation - Consult
  with your ESC State Comp. Ed. contact
• Questions regarding D/CIPs contact your ESC
  State Comp. Ed. contact
• Call the Division of Financial Audits at
  512-463-9095.
• Questions regarding Title I - Consult with your
  ESC Title I contact or the NCLB Division at
  512-463-9374
• Check the School Financial Audits Web site at

http//www.tea.state.tx.us/school.finance/index.ht
mlaudit
PowerPoint presentations are located under the
Other School Financial Audits Topics section

58
Most Important Advice
Maintain accurate auditable documentation!
59
High Performing Campuses
60
Accountability Systems

• Region XIII ESC
• Spring 2006

61
Accountability
62
Accountability
63
Accountability
64
Accountability
65
Requirements for Each Rating Category
66
Requirements for Each Rating Category
67
Requirements for Each Rating Category
68
Requirements for Each Rating Category
69
Requirements for Each Rating Category
70
Requirements for Each Rating Category
71
Requirements for Each Rating Category
72
Requirements for Each Rating Category
73
The 3 AEA Standards

• AEA Academically Acceptable
• AEA Academically Unacceptable
• AEA Not Rated - Other

74
The 4 AEA Indicators

• Performance on the TAKS
• Performance on SDAA II
• Completion Rate II for the Class of 2005, and
• 2004-05 Annual Dropout Rate for grades 7 through
  12

75
2006 AYP Indicators
76

Requirements for Each Rating Category
77

Requirements for Each Rating Category
78
Requirements for Each Rating Category
79

Requirements for Each Rating Category
80
Adequate Yearly Progress (AYP) TargetsRequirement
s for Each Rating Category
81
Adequate Yearly Progress (AYP) TargetsRequirement
s for Each Rating CategoryNot Determined
82
Performance-Based Monitoring Analysis System
(PBMAS)

• Summary of PBMAS 2005-06
• Indicators of Student Performance 
• PBMAS Programs
• Bilingual Education (BE)/English as a Second
  Language (ESL) Indicators
• Career and Technology Education (CTE) Indicators
• No Child Left Behind (NCLB) Indicators
• Special Education (SPED) Indicators

83
TAKS

• Special Education (SPED) TAKS
• Limited English Proficient (LEP) TAKS
• Bilingual Education English TAKS
• English as a Second Language English TAKS
• Bilingual Education Spanish TAKS
• English as a Second Language Spanish TAKS
• Migrant TAKS
• Career and Technology Education (CTE) TAKS
• CTE SPED TAKS
• CTE LEP TAKS
• CTE Economically Disadvantaged TAKS
• CTE Technology Preparation TAKS

84
Reading Proficiency Test in English
(RPTE)     State Developed Alternative Assessment
(SDAA)     Performance of Exited Students SPED
Year-After-Exit TAKS LEP Year-After-Exit TAKS BE
Year-After-Exit TAKS ESL Year-After-Exit TAKS
85
Annual Dropout Rate

• SPEC Dropout
• LEP Dropout
• Migrant Dropout
• CTE Dropout
•  

86
Indicators of Program Effectiveness

• Participation
• SPEC TAKS Only Participation
• SPEC SDAA Only Participation
• LEP TAKS/SDAA Participation
•  
• Exemption
• LEP Exemption
• Exemption from Statewide Assessments (Locally
  Developed Alternative
• Assessment (LDAA) Takers
•  

87

• Over-Identification (SPED, SPED DAEP)
  (DisciplinaryAlternative Education Programs)
• Over-Representation (SPED)
• Least Restrictive Environment (SPED)
• Discipline (SPED and NCLB)

88

• Non-Traditional Course Completion (CTE)
• Highly Qualified Teachers (NCLB)
•  
•  Recommended High School Program
  (RHSP)/Distinguished Achievement Program (DAP)
  Graduates (SPED, LEP, Migrant)

89
PBMAS Standards Projected Alignment With State
Accountability Standards
90
Planning Tools For Effective Campus Improvement
Plans
91
What Laws/Rules Apply?
Federal Law (20 U.S.C.)
Federal Regulations (34 C.F.R.)
State Law - Texas Education Code (Chapters)
State Rules - Texas Administrative Code (19
T.A.C.)
92
Example BE/ESL Planning Resources, Tools

• TEC 29
• Title 19, TAC, Chapter 89
• 34 CFR 300

• Civil Action 5281
• 19 TAC 101
• TEC 42

93
Overall Coordination
Program Monitoring and Interventions
Performance-Based Monitoring
Program Areas
94
Other Monitoring Coordination
Imminent Risk
Previous history
CA 5281
Governance
OCR/CATE
95
Other Monitoring Coordination
Imminent Risk
Previous history
CA 5281
Governance
OCR/CATE
96
Planning Matrix, Revisit
97
Planning FrameworkRegion XIII
98
State Compensatory Education
99
NEEDS ASSESSMENT
GOALS/OBJECTIVES
STRATEGIES/ACTIVITIES

RESOURCES
RESPONSIBILITY
TIMELINE
EVALUATION
100
(No Transcript)
101
P L A N
B U D G E T
STUDENT PERFORMANCE
EVALUATE
102
Basic Question

• What internal audit trails currently exist to
  ensure that students are enrolled in, attending,
  and coded to the appropriate program?

103
NCLB Redefines the federal role in K-12
education and will help close the achievement gap
between disadvantaged and minority students and
their peers
104
NCLB Basic Principles

• Stronger accountability for results
• Increased flexibility and local control
• Expanded options for parents
• Emphasis on teaching methods that have been
  proven to work

105
General Information on ESEA

• The No Child Left Behind Act of 2001 includes
  ESEA Performance Goals, Performance Indicators,
  and Performance Targets

106
ESEA Performance Goal 1

• By 2013-2014, all students will reach high
  standards, at a minimum attaining proficiency or
  better in reading/language arts and mathematics

107
ESEA Performance Goal 2

• All limited English proficient students will
  become proficient in English and reach high
  academic standards.

108
ESEA Performance Goal 3

• By 2005-2006, all students will be taught by
  highly qualified teachers.

109
ESEA Performance Goal 4

• All students will be educated in learning
  environments that are safe, drug free, and
  conducive to learning.

110
ESEA Performance Goal 5

• All students will graduate from high school.

111
ESEA Performance Goal and LEA

• LEAs applying for funds under the NCLB must
  adopt, at a minimum, the same five goals to
  enable the state to make progress toward the goals

112
ACTIVITY

• DRAWING CONCLUSIONS
• Using your campus data

113
Site-Based Committee ResponsibilitiesTEC 11.251

• School district is required to have a
  district-and campus-level decision-making and
  planning process

114
SBDM Committee Roles, Responsibilities

• Planning
• Curriculum
• Staffing Patterns

• Budget
• Staff Development
• School Organization

115
SB 976, Section 1Adds Section 11.255, Education
Code
1

• Campus and District committees will analyze
  information related to dropout prevention for
  junior, middle, and high school campuses

116
SB 976, Section 1Adds Section 11.255, Education
Code
2

• Committees shall use the information reviewed to
  develop district and campus improvement plans
• 2004 2005 school year

117
SB 976, Section 1Adds Section 11.255, Education
Code
3

• Schools will need to change their policies and
  procedures regarding the role of district- and
  campus-level planning and decision-making
  committees

118
District-Level Planning and Decision MakingSB
976, Section 1Adds Section 11.255, Education Code
1

• Campus and District committees will analyze
  information related to dropout prevention for
  junior, middle, and high school campuses

119
District-Level Planning and Decision Making SB
976, Section 1Adds Section 11.255, Education Code
2

• Committees shall use the information reviewed to
  develop district and campus improvement plans
• 2004 2005 school year

120
District-Level Planning and Decision Making SB
976, Section 1Adds Section 11.255, Education Code
3

• Schools will need to change their policies and
  procedures regarding the role of district- and
  campus-level planning and decision-making
  committees

121
Special Programs

• Special Education
• Bilingual Ed/ESL
• Career and Technology
• Dyslexia
• Federal Title Programs
• Gifted and Talented
• Optional Extended Year
• Pre-kindergarten Notification
• State Compensatory Education

122
Program Focus Areas for Campus Improvement Plans

• CATE (Carl D. Perkins)
• Special Education
• Grants
• Local

• Federal Title Programs
• Title I
• Title II
• Title III
• Title IV
• Title V
• Title VI

123
Continuous Effectiveness Compliance

• Develop an action plan with timelines
• Develop/review policies and administrative
  procedures for SBDM
• Evaluate SBDM process, self-evaluate
• Review planning processes
• Review communication processes
• Self-audit program compliance
• Share information with parents, staff and
  community communicate
• Complete Evaluation - Biennial

124
Evaluation

• Process and Product
• Reflections
• Next Steps
• Resources

125
Planning Matrix Theme
126
Planning Model For Success
127
(No Transcript)
128
Activity Diagram
Adapted from Sandy Duncan Nonprofit Center
129
District and Campus Plans

• Must contain performance objectives for all
  appropriate academic excellence indicators for
  all students, including special education programs

130
District Plans StrategiesA

• Instructional Methods for addressing student
  groups not achieving their full potential

• Methods for addressing
• needs of students for
• special programs
• Suicide prevention
• Conflict Resolution
• Violence Prevention
• Dyslexia treatment programs

131
District Plans StrategiesB

• Dropout Reduction

• Integration of technology in instructional and
  administrative programs

132
District Plans StrategiesB1

• Dropout records will be audited
  electronically by the Agency
• (HB 3459, Section 27, 61, 71)
• September 1, 2003

133
Planning FrameworkRegion XIII
134
Risk Indicators

• View Risk Indicators for Electronic Auditing
  Submission of School Districts and Charters in
  section 9.4 of module 9 in the Financial
  Accountability Resource Guide.
• See link below
• http//www.tea.state.tx.us/school.finance/audit/re
  sguide12/comped/comped-43.htmlP779_97325

135
So what does this mean to a district?

• Campus improvement plans must be filed for each
  campus that received a low-performing rating, if
  applicable (if two or more campuses were rated
  low-performing, then submitting these campus
  improvement plans will satisfy this requirement).
  

• Did the district/charter receive over 149,999 in
  SCE funds in 2003-04?
• Did the district/charter have a low-performing
  campus in 2003-04?
• Did the district/charter report over 59 at risk
  students in 2003-04?
• If YES to the 1st question only a copy of the
  district plan 2 campus plans must be submitted
  to TEA.

• Refer to Module 9, Sec. 9.4, for additional info.

136
When should required information be submitted?

• The DIP, CIPs (Instructional Plan for charters)
  and the local evaluations are to be filed not
  later than the 150th day after the last day
  permissible to send data for the PEIMS data FINAL
  Midyear resubmission 2. (Typically, the last day
  for the PEIMS data FINAL Midyear resubmission 2
  occurs in the latter part of February).
• Due date July 21, 2006

137
Assistance on D/CIPs

• Districts/charters may utilize their local
  regional education service centers to assist in
  the development of campus and/or district
  improvement plans.
• ESCs provide technical assistance to school
  districts/charters and can provide a wealth of
  information on best practices and model programs.
• (Module 9, Section 9.2.3)

138
How should required information be submitted?

• Please refer to letter sent to administrators
  dated October 1, 2004 from School Finance
  Fiscal Analysis.
• http//www.tea.state.tx.us/taa/finacct100104.html

139
District Improvement Plan

• Each school district shall have a district
  improvement plan (DIP) that is developed,
  evaluated, and revised annually, in accordance
  with district policy, by the superintendent with
  the assistance of the district-level committee
  established under Section 11.251 of the Texas
  Education Code.

The purpose of the DIP is to guide district and
campus staff in the improvement of student
performance for all student groups in order to
attain state standards in respect to the academic
excellence indicators adopted under Section
39.051 of the Texas Education Code.
(Module 9, Section 9.2.3)
140
Campus Improvement Plan

• Law requires the D/CIP it is the primary record
  supporting expenditures attributed to the SCE
  program.
• SCE program must be described in the CIP to
  reflect campus specific activities.
• The DIP reflects the summary of the total SCE
  program for the entire district.

(Module 9, Section 9.2.3)
TEC 11.252-11.253
141
District and Campus Improvement Plans

• The district and/or campus improvement
  plan must include the following

• Total amount of SCE funds allocated for resources
  staff
• SCE must indicate the actual dollar amounts for
  activities and SCE dollars that show 85 of the
  entitlement
• DIP shows cumulative summary of program and
  entire budget
• CIPs show specific campus activities and campus
  budget

TEC 11.253
142
Planning
The district/charter must design the SCE program
based on the identified needs of students at
risk of dropping out of school. (Module 9,
Section 9.2.2)
143
Plans Must Include

• Total amount of SCE funds allocated for resources
  staff
• SCE must indicate the actual dollar amounts for
  activities and SCE dollars that show 85 of the
  entitlement

• DIP shows cumulative summary of program and
  entire budget
• CIPs show specific campus activities and
  campus budget

l
TEC 11.253
144
Plans Must Include
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.

• Comprehensive needs assessment
• A written summary of data usually included in the
  front of the plan. The summary of data includes
  an analysis of patterns and trends with a
  discussion of probable causes of high areas of
  student needs.
• May use data from the following sources
• Current TAAS/TAKs, RTPE, and SDAA data
• High school completion rates
• Pass/failure rates
• Data from special program evaluations

145
Plans Must Include

• The summary should also include the following
• indicators of expected and actual outcomes for
  students in special programs that are typically
  exempt from measures used in the academic
  excellence indicators, and
• predicted needs based on projected enrollment,
  demographic trends, legislative impact, and state
  and community political and economic events.

• Comprehensive needs assessment
• A written summary of data usually included in the
  front of the plan. The summary of data includes
  an analysis of patterns and trends with a
  discussion of probable causes of high areas of
  student needs.
• May use data from the following sources
• Current TAAS/TAKs, RTPE, and SDAA data
• High school completion rates
• Pass/failure rates

146
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
Measurable Performance Objectives
Timelines forMonitoring Strategies
Identified Strategies
TAKS
Supplemental FTEs
147
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
The activities/strategies should be specific. The
activities/strategies should be evaluated
(formatively) at increments during the school
year. The formative evaluation and the time
increments should be specified as well as
indicating who will be responsible for monitoring
the activity.
Identified Strategies
TAKS
148
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
SCE must indicate the actual dollar amounts for
activities and/or strategies.
Identified Strategies
TAKS
Supplemental Financial Resources
149
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
FTEs must be shown for SCE activities involving
personnel at both the district and campus level.

Identified Strategies
TAKS
Supplemental Financial Resources
Supplemental FTEs
150
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
Measurable Performance Objectives
Measurable student performance objectives based
on the needs assessment data.
Identified Strategies
TAKS
Supplemental Financial Resources
Supplemental FTEs
151
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
The timelines should indicate when progress
toward the objective will be monitored. This
should be written in incremental units such as
every three weeks, every month, each semester,
etc. Do not indicate time in general statements
such as, ongoing or August-May. Effective
strategies are key.
Measurable Performance Objectives
Timelines forMonitoring Strategies
Identified Strategies
TAKS
Supplemental Financial Resources
Supplemental FTEs
152
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
Formative Evaluation Periodic evaluations of
strategies are conducted. Examples weekly check
of lesson plans, weekly and/or six weeks
evaluation of student projects and/or subject
grades, regular inspection of attendance records,
examination of semester passing rates, etc.
Measurable Performance Objectives
Timelines forMonitoring Strategies
Identified Strategies
Formative Summative Evaluation
TAKS
Supplemental Financial Resources
Supplemental FTEs
153
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
Summative Evaluation These measures summarize the
cumulative results for the year. Analysis of the
outcome is conducted. Examples summaries of
annual performance reports, summaries of parent
surveys, summaries of staff development
evaluations, pass/failure rates, attendance/drop
summary reports, etc.
Measurable Performance Objectives
Timelines forMonitoring Strategies
Identified Strategies
Formative Summative Evaluation
TAKS
Supplemental Financial Resources
Supplemental FTEs
154
The Comprehensive Needs Assessment is the
Driving Force Behind District/Campus Planning.
Measurable Performance Objectives
Timelines forMonitoring Strategies
Identified Strategies
Formative Summative Evaluation
TAKS
Supplemental Financial Resources
Supplemental FTEs
Focus on the needs of at risk students
155
Policies and Procedures

• Program planning and decision making MUST include
  the principal and superintendent.
• School districts MUST be able to demonstrate that
  school personnel have received staff development
  designed to assist students at risk of dropping
  out of school.

156
Additional SCE Questions

• Questions regarding the SCE Program, student
  identification the 110 calculation - Consult
  with your ESC State Comp. Ed. contact
• Questions regarding D/CIPs contact your ESC
  State Comp. Ed. contact
• Call the Division of Financial Audits at
  512-463-9095.
• Questions regarding Title I - Consult with your
  ESC Title I contact or the NCLB Division at
  512-463-9374
• Check the School Financial Audits Web site at

http//www.tea.state.tx.us/school.finance/index.ht
mlaudit
PowerPoint presentations are located under the
Other School Financial Audits Topics section

157
Most Important Advice
Maintain accurate auditable documentation!
158
Review ? Title I, Part A Schoolwide Program

• Whats the easiest way for a campus improvement
  plan to indicate that SCE funds are being used to
  upgrade the Title I, Part A schoolwide program?
• Indicate effective strategies being implemented
  to meet the needs of the at risk students.
• Indicate the amount of SCE dollars being used on
  the campus to upgrade the Title I, Part A
  schoolwide program.

recommendation
159
Program Intent Codes

• 24 Accelerated Education
• 26 Nondisciplinary Alternative Education
  Programs AEP Basic Services
• 27 Nondisciplinary Alternative Education
  Programs AEP Supplemental SCE Costs
• 28 Disciplinary Alternative Education Programs
  DAEP Basic Services
• 29 Disciplinary Alternative Education Programs
  DAEP Supplemental SCE Costs
• 30 Title I Schoolwide Activities Related to
  SCE Other Costs on Campuses with 40 or More
  Low-Income Poverty Percentage

Make sure all the attending students are
identified at-risk .
(Module 9, Section 9.3.1)
160
Module 9, version 12
Where can a copy of the most recent Module 9 be
located on the TEA Web site?
The most current copy is in the Financial
Accountability System Resource Guide, Update 12.0
- December 2004.   To view the most recent copy
of Module 9, please click on the web address
below. If that does not work, copy and paste the
entire web address into the address field of your
browser.
http//www.tea.state.tx.us/school.finance/audit/re
sguide12/index.html
161
Contact Information

• Craig S. Henderson
• craig.henderson_at_esc13.txed.net

162
Content Credit

• Region XIII is responsible for the accuracy of
• the content.
• Texas Education Agency appreciate
• information from the Agency