Transcript Global Desk

2011-2012 Student Attendance
Accounting Handbook
PEIMS ESC Training
September 2011
•Foreward
2011-2012 Student Attendance Accounting Handbook
The submission of Public Education Information Management System (PEIMS) data is required of all public school
districts and open-enrollment charter schools. Student attendance and contact hours will again be reported at the
student detail level, for the entire school year, through the PEIMS. The Student Attendance Accounting Handbook
(handbook) provides districts and charter schools with the Foundation School Program (FSP) eligibility
requirements of all students and the minimum requirements of all student attendance accounting systems.
The handbook —
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describes the FSP eligibility requirements of all students;
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prescribes the minimum standards for all attendance accounting systems, whether manual or automated;
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lists the documentation requirements for attendance audit purposes;
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specifies the minimum standards for systems that are entirely functional without the use of paper; and
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details the responsibilities of all district and charter school personnel involved in student attendance
accounting.
The handbook is for all school district and charter school personnel involved in the student attendance accounting
process. No school district or charter school official (or any other person in your district or charter school) has the
authority, either implied or actual, to change or alter any rules, regulations, or reporting requirements specified in
this handbook.
Commissioner of Education
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TEA : A-Z Index : C – Correspondence from the Agency
http://ritter.tea.state.tx.us/taa/legal072811.html All Public Schools
http://ritter.tea.state.tx.us/taa/legal072811-2.html Charter Schools Addendum
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•2011-2012 Highlights
Student Attendance Accounting Handbook
SECTIONS 1 - 3
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Adjustments to FSP Funding
Repeated Courses
Self-Paced Courses
Sending Records through TREx
Auditing Classes
Alternate Attendance Times
Religious Holidays
Bad Weather/Health & Safety
Closures
SECTIONS 4 - 11
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Special Education
Career and Technical Education
Bilingual/ESL
Prekindergarten
Pregnancy Related Services
Nontraditional Schools
Nontraditional Programs
Section 1.1
Note: An inherent difference exists between your district's being permitted to serve a student in
a particular program and your district's being entitled to funding for that student in that
program. For example, depending on local policy, your school district may serve virtually any
student in virtually any capacity/setting as long as serving the student does not interfere with the
education of funding-eligible resident students. However, the only time a student may be coded
as an eligible participant in a program/setting, thereby generating state funding, is when that
student meets all the eligibility requirements, and all documentation is complete and on file.
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•Attendance Records Retention
Section 1.4
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Information for all FSP attendance reports must be
(made a part of a schools’ permanent records.)
available for audit purposes for five years from the
completion of the school year.
Superintendents, principals, and teachers are
responsible to their school board and to the state
for maintaining accurate and current attendance
records, regardless of the attendance accounting
system in use.
•Adjustments to FSP Funding
Section 2.1
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TEA can now retain up to 100% of your district’s
Foundation School Program (FSP) allotment for
undocumented attendance if it is not provided
within 20 working days of a written request.
The maximum retention of your district’s FSP
allotment was 30%.
2.1 General Audit Requirements
Your district must make available and provide to the Financial Audits Division of the TEA
copies of all required attendance records within 20 working days of written request by the
agency. Failure to provide all required attendance records (specific program[s] and/or
grant[s]) could result in the TEA's retaining 100% of your district's Foundation School
Program (FSP) allotment for the undocumented attendance for the school year(s) for which
records have been requested.
All documentation required for audit purposes is outlined in 2.3 Required Documentation.
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Documentation must —
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cover the entire school year and
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encompass three main data sets: Student Detail Reports for all students by 6-week
reporting period, Campus Summary Reports for all campuses by 6-week reporting
period, and a District Summary Report by 6-week reporting period.
All codes reflected in the attendance reports must be defined in the reports.
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•"Paperless" Electronic Attendance Accounting Systems
Section 2.2.3
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Even with the use of a "paperless" attendance accounting
system, some documentation required for audit purposes,
such as a doctor's note supporting a student's excused
absence or other documentation listed in 2.3.5 Additional
Required Documentation, may necessarily need to be kept in
paper form.
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If attendance data cannot be reproduced in an acceptable
format at the time of an audit, a school district may be held
financially responsible for its inability to reproduce required
documentation.
•Disaster Recovery
Section 2.2.4
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Disaster or attendance accounting system malfunction or sabotage do not negate
your district's responsibility to produce attendance data required for an audit. Your
district should have in place plans for how it will recover and reproduce data required
for an audit if the primary means of producing the data is threatened by disaster or
by attendance accounting system malfunction or sabotage.
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Storage of duplicate records and/or data at various locations within your district is an
example of a plan that prevents the loss of data if a disaster occurs at the primary
storage facility.
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Your district should document its data recovery plans and ensure that the plans are
available for examination by auditors. The district should also regularly test its data
recovery plans.
•Repeated Courses
Section 3.2.2.2
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Time spent in a course for which a student has already received
credit does not count for FSP funding purposes.
i.e., this time does not count as instructional time for purposes of the 2through-4-hour rule.
Example
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Tex Student receives credit for Algebra I and a grade of C. Tex
Student repeats Algebra I to receive a better grade. Time in this
repeated course would not count for FSP funding purposes.
•Self-Paced Courses
Section 3.2.2.3
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Time spent in a self-paced computer course may be considered
instructional time for FSP funding purposes.
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A certified teacher must be present in the room for the
duration of the course to answer questions and otherwise
assist the student.
The course must be a regularly scheduled course (not
designed as a ‘drop-in’ course).
For a teacher other than a special education or bilingual/ESL teacher, the requirement that a teacher be certified does not apply to an openenrollment charter school unless the school's charter requires that courses be taught by certified teachers. However, under the No Child Left
Behind Act, certain teachers must be “highly qualified” if the open-enrollment charter school receives certain federal funds. Please see the TEA
Highly Qualified Teachers page for more information.
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•Self-Paced CTE Courses
Section 3.2.2.3
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Time spent in a career and technical education (CTE) self-paced computer course
designed for credit recovery may be considered for purposes of computing a student's
CTE contact hours provided that the following conditions are met:
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An teacher appropriately qualified/certified to teach the course, as defined in 19
TAC 231.1(e) must be present in the room for the duration of the course to answer
questions and otherwise assist the student.
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The course must be a regularly scheduled course (not designed as a ‘drop-in’
course).
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All other requirements specified in Section 5 Career and Technical Education must
be met
These are not online virtual courses (11.9 TxVSN) or CTE Independent Study Courses (5.8)
The requirement that a teacher be appropriately qualified/certified does not apply to an open-enrollment charter school unless the school’s
charter states that a CTE course must be taught by a qualified/certified CTE teacher. However, under the No Child Left Behind Act, certain
teachers must be “highly qualified” if the open-enrollment charter school receives certain federal funds. Please see the TEA Highly Qualified
Teachers page for more information.
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•Met Grad Requirements, did not pass TAKS
Sections 3.2.2.4
Changed in November 2010 SAAH change addendum.
Your school district may serve and generate FSP funding for a student
who has met all graduation requirements other than passing required
state assessments and who continues to attend school to participate
in a study program for those assessments, provided all other eligibility
requirements are met. Time spent in the study program is considered
instructional time for FSP funding purposes; i.e., this time counts as
instructional time for purposes of the 2-through-4-hour rule.
Note: Students who have met all graduation requirements other than
passing required state assessments are the only students for whom
time spent in such a study program may be considered instructional
time for FSP funding purposes. For any other student, this time is not
considered instructional time for FSP funding purposes.
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•Enrollment Procedures and Requirement
Section 3.3
Clarification of Residency…
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Residency is not defined by an address on a driver’s license, a signature on a lease,
or the address on a utility bill. These are indicators that may expedite verifying
residency, but the absence of such indicators is not conclusive that the student is not
a resident. The traditional basic residence criteria are living in the district and having
the present intention to remain there.
In establishing whether a student meets residency and age requirements for enrollment in
your district, your district may not ask about the citizenship or immigration status of the
student or his or her parent or other person with legal control of the student under a court
order.
Your district may report an enrolled student it believes to be eligible for FSP purposes as
eligible while awaiting documentation of eligibility from the student's previous school
district or parent or other person with legal control of the student under a court order.
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•Sending Records through TREx
Sections 3.3 and 3.4.4
Clarification of Working Days for TREx purposes
TREx 10 days wording changed from “calendar
days” to “working days”
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A working day does not include days that the campus is
closed.
A working day does not include days that the district
administrative office is closed.
•Auditing Classes
Section 3.3.2.1
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A school district or open-enrollment charter school may not
permit a student to "audit" classes at the district or school
without being enrolled in the district or school.
•Attendance Times
Sections 3.6.2 and 3.6.2.2
Your campus may select an official attendance-taking time that is not during the second or fifth
instructional hour of the day if your local school board has adopted a district policy allowing for recording
absences in an alternate period or hour. The policy may —
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allow for each campus to choose an alternate attendance-taking time for the campus as a
whole,
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allow for each campus to choose an alternate attendance-taking time for certain groups of
students as described in 3.6.2.2, or
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allow for both of these circumstances.
Campuses may choose an alternate attendance-taking time for a group of students scheduled to be off
campus during the regular attendance-taking time.
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The school board must adopt a district policy allowing for an alternate attendance-taking time.
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The alternate attendance-taking time will be in effect for the period of days or weeks for which
the group is scheduled to be off campus during the regular attendance-taking time.
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The alternate attendance-taking time for a particular group and period may not be changed.
•If student’s absence is FSP excused:
Section 3.6.3
• Twelve reasons to excuse a student’s absence for FSP
(Off campus dual credit; board approved activities; mentorship for Distinguished
Achievement Program; Medicaid-eligible in Early and Periodic Screening and Diagnosis
Treatment; observing religious holy days; grades 6-12 sounding “Taps”; required court
appearance; election clerk; Apply for US citizenship; participate in US naturalization oath
ceremony; temporary absence for health care appointment and Jr or Sr higher ed days).
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If excused for one of above reasons, must allow a
reasonable amount of time to make up school work
missed.
School must keep documentation related to absence
on file for audit purposes. Need a local policy
describing what constitutes acceptable
documentation for each of the types of absences.
•Holy Days
Section 3.6.3
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School districts and Open-Enrollment Charter Schools are
responsible for determining what constitutes a holy day.
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The day should be one generally recognized by the
student’s religious denomination as a holy day that is
required to be observed by all members of that
denomination.
Church retreats, camps, mission trips, and individual
religious rites (baptisms, christenings, bar mitzvahs, etc.)
are not considered holy days.
•Health Care Professionals
SAAH Frequently Asked Questions (April 13, 2011)
The Texas Health and Safety Code, §105.003, requires the statewide health coordinating
council to collect information on the following professionals, any of which would be
considered examples of health care professionals
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audiologists
chiropractors
licensed professional counselors
licensed chemical dependency
counselors
dentists
dental hygienists
emergency medical services
personnel
marriage and family therapists
medical radiologic technologists
licensed vocational nurses
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registered nurses
certified nurse aides
occupational therapists
optometrists
pharmacists
physical therapists
physicians
physician assistants
psychologists
social workers
speech-language pathologists
•Makeup Days; Bad Weather/Health & Safety Closures
Sections 3.8.2.1 and 3.8.3
3.8.2.1: TEA encourages district to select practical makeup days…
3.8.3 New Chart
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Provides guidance for closures due to bad weather and for
health and safety issues.
Describes common situations and provides agency policy.
Not meant to cover extreme situations – such as hurricane.
Examples 3.11.29 - 31
3 additional General attendance examples added
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•Special Education
Section 4.6.2.3
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The section related to Special Education Homebound Services
and Pregnancy Related Services has been replaced with a
reference to an updated Section 9, Pregnancy Related Services.
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Updated references and added clarifications:
“licensed physician – footnote reference to Texas Medical
Board’s searchable database
Reference : Related Services http://www.tea.state.tx.us/index2.aspx?id=2147496881
Updated examples at end of section.
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•Career and Technical Education (CTE)
Section 5
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Section 5.2 – requires one program and at least three different clusters to
generate CTE contact hours instead of at least three programs in three different
clusters.
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Section 5.2.2 – refers to the Texas Administrative Code, which changes the
maximum allowable indirect cost rate.
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Section 5.7 – rearranges all Career Preparation information into one subsection.
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Section 5.7 – updates and revises information for career preparation and
practicum courses.
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5.7.1 Career Prep courses cannot be offered in settings such as credit recovery,
disciplinary programs, or any other setting that does not allow a student to be enrolled
the entire school year.
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•Bilingual/ESL
Section 6 general language “Bilingual and ESL education programs”
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Sections 6.4.1 & 6.12 – clarify the effective date of withdrawal.
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For a student who withdraws from the district, the date the student withdraws is considered the effective date
of change.
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For a student who has been classified by the LPAC as English proficient at the end of the school year, the first
day of the following school year is considered the effective date of change. District personnel record the
effective date in the attendance accounting system, and eligible bilingual/ESL days are no longer
accumulated from that date forward. It is rare to change LEP-related codes during the school year.
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Section 6.4.2 – updates the exit criteria chart. Visit the TEA Bilingual Education web page at
http://www.tea.state.tx.us/index2.aspx?id=4098&menu_id=720 for the most current exit criteria
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Section 6.5 – clarifies the evaluation of students transferred out of bilingual or ESL programs.
During the first 2 years after a student has met criteria to transfer out of a bilingual or ESL education program,
the LPAC must monitor the student's academic progress. During this time, the LEP codes of F and S are used to
reflect the first and second years of monitoring. Program type codes other than 0 and parental permission
codes should not be present, as the student is no longer LEP and no longer served.
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•Bilingual/ESL
Section 6 general language “Bilingual and ESL education programs”
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Section 6.6 –updates bilingual/ESL program funding eligibility.
A TEA-approved exception or waiver remains valid for the current year only
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Section 6.8 – updates required services adding language on
changes under new graduation requirements (March 2010) and
LEP student completing ESOL I or II.
Section 6.9 – clarifies teacher certification requirements.
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6.9.1 – PK – 5th Must be ESL-Certified for funding of ESL;
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6.9.3 9th – 12th funding eligible if at least one teacher is ESL certified for
grade level…
Section 6.11.3 – revises LPAC recommendations and
parental approvals information.
•Prekindergarten (PK)
Section 7
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Moved the information about when PK must be offered to the beginning of the section.
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Section 7.2.4 – updates the definition of ‘homeless’ based on the federal definition.
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Section 7.5 – provides direction on where to find information about the new PK program
type codes for PEIMS.
ADA Eligibility Coding for PK Students1
Student Age
A student eligible for PK services2 served in the PK
classroom by a PK teacher for ½ day
3 or 4
2 half-day
A student eligible for PK services2 served in the PK
classroom by a PK teacher for the full day
3 or 4
2 half-day
A student ineligible for PK services served in the PK
classroom by a PK teacher for ½ day
3 or 4
5 ineligible half-day3
3 or 4
4 ineligible full-day3
3 or 4
1 eligible full-day
A student ineligible for PK services served in the PK
classroom by a PK teacher for the full day
A student eligible for PK services2 and the PPCD
served in the PK classroom by a PK teacher for ½ day
and served in the PPCD for ½ day1
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Section 7.5.1 – indicates that PK Early Start Grant funding is not
currently available.
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ADA Eligibility Code
•PK Eligibility & Age
Section 7.2.1
This is not new – FREQUENTLY ASKED QUESTION and TEA Audit issue.
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A child who is 3 years old is eligible for PK only if your district operates a 3-year-old
PK program. A child who is 5 years of age on September 1 of the current school year
is not eligible for enrollment in a PK class. It is the position of the Texas Education
Agency (TEA) that children who reach age 5 on September 1 are most appropriately
served in kindergarten, and that the law specifically established the PK program to
serve students who have not reached age 5. Given the intent of the law, if your
district enrolls a 5-year-old student in the PK program, the student must be reported
as ineligible for average daily attendance (ADA) (ADA eligibility code 4 or 5).
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Students under 5 years of age who do not meet eligibility requirements but are still served in
the PK program should be coded ineligible half-day (ADA eligibility code 5). Your district should
ensure that serving students who are not eligible for the program does not interfere with
serving students who are eligible for the program.
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•Pregnancy Related Services (PRS)
Section 9
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This entire section has been revised and updated for clarity.
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Special Education homebound and PRS has been moved from
Section 4 to Section 9.
9.2.3 : Life Skills Program for Student Parents (PEP) will not be
funded for 2011-2012 or 2012-2013.
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•Nontraditional Schools
Section 10
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Section 10.6 – updates at-risk definition to include how students
perform on assessment instruments.
Section 10.7 – revises information on alternative education
campuses of choice and residential facilities with alternative
evaluations to reflect coming accountability system changes.
Section 10.9 – revises DAEP and JJAEP information to reflect
statutory changes.
Section 10.12 – updates and consolidates information related to
disciplinary removals for students with disabilities.
Section 10.13 – updates the out-of-school suspension
(OSS) section to reflect statutory changes.
•Nontraditional Programs
Section 11
• Section 11.3 – allows state funding for students taking dual credit
and paying their own tuition and fees, unless ECHS
• Section 11.3.1 – updates the chart of student eligibility for dual
credit courses.
• Section 11.4 – clarifies the eligibility of developmental courses for
state funding.
• Section 11.5 –Optional Extended Year Program (OEYP): no funding
• Section 11.6 – clarifies the Optional Flexible School Day Program
(OFSDP) enrollment and withdrawal policy.
• Section 11.7 – clarifies days NOT eligible as Instructional days for
Optional Flexible Year Program (OFYP). (early release, makeup days and
before 4th Monday in August (except charters))
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TEA strongly encourages parent and student notification of program.
Section 11.9 – refers to the TxVSN website – statutory changes.
•Attendance Audit Concerns 2011
David Loseke
(512) 463-9095
[email protected]
Calendars
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All calendars are required to have six six-week periods of
approximately 30 days each and 2 emergency days. Both emergency
days must be used before other days will be waived.
The minimum amount of days including waivered days is 170 days.
Charter schools can have less days but funding will be adjusted for
less than 180 day minus waivered days.
District or charter school should have a “paper” calendar for every
track that they report.
Any changes to the calendar should result in a change to the “paper
calendar” that is retained for audit purposes.
•Attendance Audit Concerns 2011
David Loseke
(512) 463-9095
[email protected]
Early Education
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Special education services will never make a student eligible for the
prekindergarten program.
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Monitoring a special education student is not providing special education
services.
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The special education services must be regularly scheduled in that a specific
amount of time is scheduled at least weekly in the IEP. Services must not be
scheduled on an as-needed basis. (The audit Division regularly finds once a
month as to what is put on the ARD.)
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In many instances, the Audit Division will find ARD services pages that show
100% of instruction as being in regular education, grades determined by
regular education, and an instructional setting of mainstream.
•Attendance Audit Concerns 2011
David Loseke
(512) 463-9095
[email protected]
Optional Flexible Year Program (OFYP)
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OFYP program was intended to allow students additional time
if they were at risk of not passing TAKS or passing their grade
level.
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If the extra days are placed throughout the year then there
isn’t a concern as to where in the six weeks the days are
added. However, when in doubt, make the change at the
being of a six-week period.
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The wrong way to use OFYP program is to run a track of 170
days that all students attend; then follow it with a track of 10
days in the sixth six-weeks that has all of the students needing
additional study moved to it. (This method results in the
possibility of generating more than one ADA per student.)
•Attendance Audit Concerns 2011
David Loseke
(512) 463-9095
[email protected]
Dual Credit Courses
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Dual Credit courses allow the student to earn college credit while completing their high school
requirements.
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Students with a class ranking of at least junior are allowed to take up to two dual credit courses per
semester.
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Exceptions to this requirement for students with demonstrated outstanding academic performance
and capability (as evidenced by grade-point average, PSAT/NMSQT scores, PLAN or other assessment
indicators) may be approved by the principal of the high school and the chief academic officer of the
college. Students with less than junior year high school standing must demonstrate eligibility.
See the SAAH “11.3.1 Student Eligibility for Dual Credit Courses”
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High school students must not be enrolled in more than two dual credit courses per semester.
Exceptions to this requirement for students with demonstrated outstanding academic performance
and capability (as evidenced by grade-point average, ACT or SAT scores, or other assessment
indicators) may be approved by the principal of the high school and the chief academic officer of the
college.
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Contact Information
Mary Beth Matula
ESC3 PEIMS Coordinator
[email protected]
(361) 573-0731 ext 257
www.tea.state.tx.us
TEA website: A-Z Index: S – Student Attendance Accounting
Handbook
http://www.tea.state.tx.us/index2.aspx?id=7739
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