Transcript PUPIL ACCOUNTING - Eastern Upper Peninsula ISD

September 2014
2014–2015 COUNT DATES
 October 1, 2014
 Materials to Auditors by November 5, 2014
 February 11, 2015
 Materials to Auditors by March 18, 2015
2014-2015 Updates
 Changes/additions to Pupil Accounting Manual
 1 – Required Documentation (10/30 day rule)
 2 – Days & Hours of Pupil Instruction
 3 – Pupil Membership Count Requirements (eligibility)
 4 – Pupil Residency (homeless)
 5D – Homebound/Hospitalized
 5-G-A – Postsecondary (Dual) Enrollment
 5-G-B – Early/Middle College
 5-K – Special Education Early Childhood Programs & Services (separated by age)
 5-L – Special Education Pupil Transition Services
 5-O-A – Virtual Learning, Distance Learning & Independent Study
 5-O-B – Seat Time Waiver
 5-O-C – Cyber Schools
 5-O-D – Section 21f - Expanded Online Learning
 5-Q-A – Section 23a - Dropout Recovery Program
 5-Q-B - Section 25e - Pupil Membership Transfers
 6-B – Peer-to-Peer Elective Course Credit Program
Requirements for Membership
 Pupil must have enrolled in the district prior to or on the
count date. The pupil must be present on the count date
 If absent on the count day, the district must verify the pupil
returned to school for all class periods for instruction
 If the absence was excused –
 Must attend within 30 calendar days
 If the absence was unexcused –
 Must have been enrolled and in attendance prior to count
day and must attend within 10 school days
Required Documentation Reminders
 Building alpha list must be signed by the principal --
in INK
 Attendance must be taken every day
 Seat Time Waiver Documentation:
 2-way communication each week & 10 logins within
the 30 day count period
Enrollment Reminders
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Birth Certificate

Must not refuse to enroll a pupil because parent did
not provide a birth certificate
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Can use a Birth Affidavit --- with other reliable proof
Worksheet A/B
 Worksheet A/B should be generated from your electronic reporting
system
 Total on worksheet be must be checked with MSDS and Alpha list
 Must be printed on COUNT DAY or AS OF DAY = Count Day 
 Section 53 students --- please submit your MDE approval letter with
the Worksheet A documentation
Days and Clock Hours
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The new minimum amount of days is 175
Requirement using 2009-10 is days removed
The required number of hours is still 1,098
PD hours will no longer count towards hours of instruction
 District still needs to offer 5 days of teacher PD annually
 Forgiven days remain at 6 days and the equivalent hours
 Reminder --- bomb threats and funerals are allowed
 2016-17 minimum days increase to 180
KINDERGARTEN ENROLLMENT
 2014-2015 --- Age 5 Before October 1
 2015-2016 --- Age 5 Before September 1
 Waiver is available for parents
 as long as child is 5 by December 1
 Notification cut-off dates: June 1 - in district / August 1
- moving into district
KINDERGARTEN ENROLLMENT
 Reporting Developmental Kindergarten & Kindergarten Retention
 Beginning in 2014-15, MDE will no longer use the term “retention
K”. Instead, it will use “developmental K” to refer to the 1st year of a
2-year kindergarten sequence that occurs prior to students entering
1st grade.
 Students that are developmental K should be Grade 00 and Code
9230 (in their first year) and then Grade 00 in the 2nd year
 For students that attend a regular one-year kindergarten
program, but are then retained in that grade for an additional
year, will be shown in the same grade for two school years (just
like any other student who repeats a grade)
Homeless Students
 Children who lack a fixed, regular and adequate nighttime residence
 Share housing of others (doubled-up) due to loss of housing,
economic hardship or similar reason
 Living in motels, campgrounds, etc. due to lack of alternative
housing
 Living in emergency/transitional shelters
 Awaiting foster care placement (6 months or less)
 Living in cars, parks, public spaces, substandard housing,
abandoned buildings, etc.
 Unaccompanied youth – not in the physical custody of a
parent/guardian
 These children have the right to enroll in school immediately, even if
they do not possess the required documentation (school records,
medical records, proof of residency)
Residency Section Changes
 Residency code in MSDS does not change if resident
student becomes homeless
 Residency code in MSDS does not change if resident
student becomes homeless, relocates out of district
boundaries and continues to attend school of origin
Homebound/Hospitalized
 Must have a note from the Doctor certifying the student has a
medical condition that requires that the pupil be confined to the
home or hospitalized during regular school hours
 Pupils who are able to attend school part-time are expected to do so
and do not qualify for homebound/hospitalized service
 Once notified by parent with note, the district must make
arrangements for homebound service within 3 days. The services
must begin within 5 days
 2 – 45 minute sessions per week
 2 - 1 hour sessions per week if special ed
Homebound/Hospitalized
 FTE calculations
 To claim a full FTE, the minimum amount of instruction
must be provided during each of the 4 weeks of the
count period
 If pupil doesn’t meet requirements under H/H, they
become a part-time pupil and the FTE must be prorated
based on the 4 weeks of count
 Special education students are still all or nothing --there are no partial FTE’s
Home-Based Students
 Students that have been suspended or expelled as a result of
disciplinary action
 If expelled under local district policy:
 Pro-rata FTE based on service provided
 Must provided at least 2 non-consecutive hours of pupil
instruction per week by a certified teacher
 Expelled under Mandatory Expulsion:
 Eligible for full FTE
 Must provided at least 2 non-consecutive hours of pupil
instruction per week by a certified teacher
School of Choice
 Requirements under 105 and 105C are identical, except for enrollment of
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special education students
 105C special ed students require cooperative agreement (even if student
had been in district for years before they became special ed) --- no
agreement, no FTE
No later than 2nd Friday in August, provide notice of:
 Dates of application period
 Grades, schools and special programs, if any, for which applications
will be accepted
 If limited number of positions, how many
Students must be enrolled by end of first week of school
Must complete School of Choice forms
Failure to follow 105/105C guidelines --- subject to forfeiture of 5% of state
aid for the year in question
ISD Center-Based Residency
• If a student is a resident of one of your constituent local
districts, report the student as a resident student using one
of the resident codes (“09”, “11”, “12”, “13” or “14”.) If the
student is a resident of a district that is not one of your
constituent local districts, report the student as code “06”
(Non-resident/all other non-resident students)
Reduced Schedule Students
 For students in grades 9-12
 Parents must sign form stating it is in the student’s best interest
 Must be enrolled in not less than 80% of the minimum hours required
 May not grant a reduced schedule for the following:
 The local school district collectively enrolled an entire class or category of pupils on a
reduced schedule basis. Reduced schedules must be considered on a case-by-case
basis.
 The local school district granted a reduced schedule because the pupil needed less
than the minimum hours to earn enough credits to graduate.
 The local school district established an alternative education program where each
pupil in the program was separately judged to need a reduced schedule. Each
program must offer the minimum required hours, except an alternative education
program may apply to the Department for a waiver of the days and/or hours
requirement.
 A reduced schedule cannot be granted, by a district, because there was an
insufficient number of classrooms or certificated teachers to enroll a group of pupils
in a class.
Dual Enrollment
 Dual enrollment is now for grades 9-12
 Total number capped at 10, unless written agreement with
school and postsecondary
 Grade 9 = 2+2+2+4
 Grade 10 = 2+2+4
 Grade 11 or 12 = no more than 6/year --- up to max of 10
 Dual enrollment expanded to nonpublic schools students
that meet the same requirements as public school students
Dual Enrollment
 A dual enrolled student must be enrolled and attending at least
one high school course at the district
 Qualifying scores for each subject area component of a readiness
assessment that indicate readiness to enroll in a postsecondary course in
that subject area under this act
 The school district shall pay to the eligible postsecondary institution on
behalf of the eligible student an amount equal to the lesser of the
amount of the eligible charges or the prorated percentage of the
statewide pupil-weighted average foundation allowance, as calculated
under section 20 of the state school aid act
 At the time an eligible student who is enrolled in a school district
enrolls in a postsecondary course under this act, he/she shall
designate whether the course is for high school or postsecondary
credit (or both) and shall notify both his/her high school and the
eligible postsecondary institution of that designation
Dual Enrollment
Eligible courses include:
 Courses offered by postsecondary institution that are not offered by the school
district (including AP and online courses)
 Courses offered by the school district but are determined by the board of the
school district to not be available to the eligible student because of a
scheduling conflict beyond the student’s control
Course limitations – not eligible for tuition support:
 Courses that are a hobby, craft, recreation, PE, religion, etc.
Pupils do not need to “exhaust” the high school’s curriculum before they
are eligible for postsecondary enrollment. However, if the district offers
college level equivalent courses (AP or IB), these courses have precedence
over an entry-level postsecondary course with similar content.
Early Childhood SE Programs
 Requirements for claiming:
 Instruction by certificated special education teacher
 IEP that is on file & effective as of count day
 Must be enrolled in a bona fide special education program listed below
 Classroom programs under Rule 340.1754 (based on 450 hrs)
Minimum
Full Funding
Hours
360
450
Days
144
144
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Non classroom programs under Rule 340.1755
Minimum
Full Funding
Hours
72
180
Days
2/week
2/week
Attendance can be documented
Must meet both days and hours to be counted as a program. These programs are all
or nothing
Speech, Occupational Therapy, Psychological, or Social Work services may not be
counted for FTE
Virtual Learning, Distance Learning &
Independent Study (5-O-A)
 Virtual Learning – computer-based internet-connected learning
 grades K-12
 on-site
with teacher – unlimited courses
• self-scheduled – 2 course limit
 Distance Learning – 2-way communication between teacher of record
& a group of pupils (eg. ITV)
 grades K-12
 unlimited courses
 Independent Study – self-directed learning
 grades 9-12
 2 course limit
•
Virtual Classes
 All students K-12 are allowed to take 2 virtual classes per semester
 Must appear on the Virtual Enrollment form (LL)
 Computer or internet courses provided at the school during the school
day as part of the pupil’s class schedule, while the pupil is in attendance
in the building, poses no problem for pupil accounting because the
pupil is in regular daily attendance
 A certificated teacher employed by the school district must be present
in the classroom
 The number of courses taken, through the computer or the internet, at
the school with the certificated teacher present are unlimited
 The course is counted in the same manner as any other in-district
course
Self-Scheduled Virtual Class
 Must assign an onsite mentor
 Must be enrolled in at least one course offered by the district
where regular daily attendance is required
 Proof of logins no longer required --- student is considered in
attendance if they attend any of their seated classes that day
 Limited to two courses per semester
 District is required to pay any tuition charges or fees
Seat Time Waiver (5-O-B)
Grades 6-12
Teacher-facilitated Instruction:
The district shall select online courses or other credit-bearing
activities that are facilitated by a highly qualified certificated
teacher
The course(s) shall be approved by the district’s local board
and must generate credit toward the pupil’s high school
diploma or grade progression in order to count toward the
pupil’s membership
The course content must be aligned with the Michigan Grade
Level Content Expectations or Michigan Merit Curriculum
STW Attendance Requirements
The attendance requirement can be met by one of the following
:
 Student logs into at least one program-sponsored online course shown on their class
schedule on each count day and 9 additional calendar days during the 30-calendar day
count period
 The school district claiming a pupil under a seat time waiver must produce log-in
records for count day and the login records during the 30 calendar day window
period and make available to the pupil accounting auditor within five (5) business
days of the request
 Student is physically present at school site on count day and attends one period for each
course scheduled
 Each period attended must equate to the period of time that would be required if
the course were delivered in the traditional setting
 Student must also meet the participation requirement
 Mentor teacher must have weekly two-way communication with their assigned seat
time waiver student
 This two-way communication must be educational in nature (course/content
specific)
 Two-way communication must be documented
 The on-site mentor shall be a certificated Michigan teacher employed by the district
 Student must have a course specific class schedule – each course counts as 1 class
STW Mentor Teacher Info
 Participation shall be measured by weekly two-way communication
between the mentor teacher and pupil during the count period. A
week begins on Wednesday and ends on the following Tuesday. There
are 4 distinct weeks in which two-way communication must be
documented
STW Mentor Teacher Info
Sample of mentor teacher questions for two-way communication:
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What is your planned online time schedule this week
Which lesson gave you the most amount of problems this week
Explain why the topic was difficult to understand
Please explain why you didn’t meet your planned online time for your
course
The State is looking more closely at the content of this communication
and this will hopefully initiate more of a response from the students,
instead of a simple “yes” or “no” response
Section 21f – Expanded Online
Learning (5-O-D)
 Courses are provided in an interactive internet-connected learning
environment where students are separated from their teachers by time or
location, or both
 Available to students in grades 6-12 (changed from grade 5)
 Student (with parent consent) may enroll in up to 2 online courses per term,
semester or trimester
 Parent consent is not required if the student is at least 18 or an emancipated minor
 Course must be from the course syllabi published in the statewide online
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course catalog at http://micourses.org
Request must occur prior to active semester, unless newly enrolled in district
Primary educating district pays 80% of the cost at enrollment and the
remaining 20% at completion
Cost can’t exceed 1/12 (8.33%) of minimum foundation allowance
Course appears on class schedule of primary educating district
Section 21f - Expanded Online
Learning
 A district may deny a pupil enrollment in an online course for any of the following
reasons:
 Pupil has previously gained the credits provided from the completion of the online course
 Online course is not capable of generating academic credit
 Online course is inconsistent with the remaining graduation requirements or career
interests of the pupil
 Pupil does not possess the prerequisite knowledge and skills to be successful in the online
course or has demonstrated failure in previous online coursework in the same subject
 Online course is of insufficient quality or rigor. A district than denies a pupil enrollment
for this reason shall make a reasonable effort to assist the pupil to find an alternative
course in the same or a similar subject that is of acceptable rigor and quality
 If cost of course exceeds amount required to pay (unless parent is willing to pay difference)
 Enrollment doesn’t occur within established timeline
 A Pupil denied enrollment may appeal to the ISD superintendent in writing
Section 21f – Expanded Online
Learning
To offer or provide an online course, a district must:
• Provide MVU with course syllabus to be included in the statewide
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online course catalog
Provide on the district website a link to the course syllabi for all online
courses offered by the district and a link to the statewide online course
catalog at MVU
The district decides whether it can accept nonresident applicants and
how many (district must use random draw system if there are more
nonresident applicants than slots available)
Section 25e
Student Transfer Requests (5-Q-B)
 When a student transfers to a new district after the Fall count day but
before the Spring count day, the new district may apply for a pro-rated
FTE through the pupil transfer process
 Report enrollment & attendance information to CEPI (through an SRM
record w/ the Section 25 component) within 30 days after the transfer or
within 30 days after the certification deadline (6th Wednesday after the
October count), whichever is later
 can be submitted no earlier than the 1st day after the certification deadline
for the October count
 The portion of an FTE associated with a student enrolled in Section 21f
courses will not be transferred under Section 25e
Experiential Learning (6-A)
 The pupil must be enrolled in grades 9-12
 The course must be supervised by a certified teacher
 Must be board approved
 The teacher shall not be concurrently teaching
another course
 A grade and credit must be given based upon
assessment
 Attendance must be taken and documented
Peer-to-Peer Program (6-B)
 The Peer-to-Peer (formerly Links) program is available for
all pupils with an IEP - not just for pupils with Autism
Spectrum Disorder (ASD)
 It is a support elective course/credit program that
incorporates applied (experiential) learning in a nontraditional manner
 There are 4 models
 Curriculum is approved by board, instructional objectives
must be established, course syllabus is provided, daily
attendance is taken, assessment & grading is completed by
teacher of record
Work Based Learning
OVERVIEW
A work-based learning experience is coordinated by a school
district through a contract (training agreement) with an
employer providing an educational experience related to
school instruction (training plan) involving supervised work
(employer) and monitored by a certificated teacher employed
by the district. A pupil earning high school credit in a workbased learning experience may be counted for membership
FTE if the requirements that pertain to that particular
program type are met
Work-Based Learning
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Paid Work-Based Learning
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Unpaid Work-Based Learning – Out of District
Unpaid Work-Based Learning – In District
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CTE Work-Based Learning – Paid
CTE Work-Based Learning - Unpaid
WBL Paid & Unpaid Non-CTE
Requirements of Paid and Unpaid Non-CTE WBL Programs:
*A violation of this item will result in an automatic deduction of the
WBL portion of the FTE for that pupil*
1.Training Agreement * = A written contract that clarifies the specific
responsibilities of the student, the employer, the parents, the
teacher/coordinator, and the school district
a) Student’s personal information: name, home address, telephone
number, date of birth and emergency contact information
b) Employer’s name, address, telephone and contact person
c) Employer, school and student’s responsibilities*
d) Dates of Safety Instruction*
WBL Paid & Unpaid Non-CTE
Training Agreement (continued):
e) Beginning and end dates of agreement*
f)
g)
h)
i)
j)
k)
Daily hours to be worked, including beginning and ending times*
Verification of workers disability compensation and general liability
insurance*
Signatures of the principal/or designee, certificated coordinator,
student, parent/guardian, and employer*
In place on count day*
Statement of assurance signed by employer that student will not be
discriminated against
Statement of assurance that district complied with federal laws relating
to discrimination
WBL Paid & Unpaid Non-CTE
2. Training Plan: In Place for Count Day
a) Verification by certificated teacher that placement relates to career or
b)
c)
d)
e)
f)
education goals as outlined in EDP
For unpaid students, differing specific skills need to be listed for each
45-hour placement*
Identification of related academic course(s) instruction (non-CTE and
General Education only) where student was previously or is currently
enrolled. * http://www.onetonline.org/
Signatures of the principal/or designee, certificated coordinator,
student, parent/guardian, and employer. If the training plan and
training agreement are combined, one set of signatures is sufficient
Grades 9 – 12
Monitored by district-employed certified teacher*
WBL Paid & Unpaid Non-CTE
Training Plan (continued):
g) Student eligible to receive credit for WBL
h) Site visits every 9 weeks (30 days SE)*
i)
j)
k)
l)
m)
Attendance records at work site*
Hours worked must not exceed district maximum and can be no more
than 24 per week when school is in session
Credit towards diploma/certificate
WBL cannot generate > 50% of student’s FTE (not the day)*
Work experience must occur during scheduled classroom time unless a
special exception is documented and certificated teacher must be available
to monitor this experience during the pupils training hours
WBL In-District Placements
In District Placements (placed within school district)
Must Be:
•Directly related to postsecondary career and employment goals in pupil’s
Special Ed Transition Services Plan
OR
•Placement for related State-Approved CTE Program (must identify PSN
for the CTE program)
In-District Placement for all others is not allowed
WBL State-Approved CTE
Requirements of all CTE WBL Programs:
1.Training Agreement – same requirements as Non-CTE program*
2.Training Plan*:
a) Verification by vocationally (CTE) certified teacher coordinator that
placement relates to pupil’s career or education goals in EDP
b) List of performance elements (CTE Standards) used to assess student
progress and established by the Office of Career and Technical Education
Mi CTE Navigator = http://ctenavigator.org/
c) Signatures of CTE certified teacher, pupil, parent/guardian
3.Employer or vocationally (CTE) certificated teacher/coordinator shall
maintain and verify records of pupil attendance*
WBL State-Approved CTE
Requirements of all CTE-WBL Programs (continued):
4.CTE certified teacher shall develop a regular visitation plan, after
first visiting employer to establish training site, that includes visits
every 9 weeks*
5.Monitored by a vocationally (career and technical education/CTE)
certified teacher coordinator employed by the district*
6.Enrolled in a state-approved CTE program and in grades 11 or 12*
7.Pupil eligible to receive credit for the WBL experience*
Training Agreement
 A training agreement MUST be in place by Count Day 
Verification of Worker’s Disability Compensation and
General Liability Insurance
 An important requirement of the training agreement for both paid and unpaid
students is that there must be verification from the employer that they carry
both workers 'compensation insurance and general liability insurance.
To verify workers’ compensation
 Call the Michigan Department of Energy, Labor and Economic Growth,
Workers’ Compensation Agency at 1-888-396-5041 or access the web site at
www.michigan.gov/wca and click on “insurance coverage look up”.
 The above website does not provide general liability insurance, this
information must be verified directly with the employer.
Visitation Plan
Every 9 weeks visitation by a certified teacher must be made.
At the visitation:
• Monitor the progress of the pupil’s skills
• Verify the pupil’s attendance
• Evaluate the site in terms of health, safety, and welfare of the
pupil
Audit Interviews
 Interviews are required as part of the field audit and will
now include other staff members (not just teachers)
 The purpose of the interview is to inquire whether they
are aware of any inappropriate alterations of attendance
records
 The % of staff interviewed will be based upon the
Population 1 sample
AUDITING TEACHER CERTIFICATION
 As part of our audit process we must now verify teacher
certifications with every desk audit (10% sample)
 Salary deduction for period of non-certificated
employment
 FTE adjustment for all students associated with this
teacher
 Also includes mentor teachers
 counselors
 administrators
GAD
Appealable graduation & dropout rates come out in mid-August.
Review these in the GAD application to verify their accuracy
The Graduation Rate Appeals Window remained open in the MSDS
through Wednesday, September 17, 2014 at 11:59 p.m. EDT
The window for ISD auditors will open from October 20, 2014
through December 5, 2014
GAD
Submit any necessary Primary Education Providing Entity (PEPE) change
requests, cohort year or status change requests and exit status corrections in the
MSDS.
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There must be corresponding submission records to support the request (i.e. PEPE
changes cannot be approved for entities that have never reported the student)
If you reported a student with an incorrect exit status during the 2013-2014 school year
or the student is a summer graduate, then you MUST report the student in the SRM
Collection. Once you certify the SRM Collection, each student’s PEPE and cohort status
will update automatically
Ensure that you have reported all of your end-of-summer graduates in the SRM
Collection if they were not reported in the EOY 2014 General Collection. In order for
students to be considered “on-time graduates,” the “As Of Date” and “District Exit Date”
for the student records must be on or before August 31, 2014
Only your intermediate school district (ISD) auditor can make exit status updates for
students who exited prior to the 2013-2014 school year, as these data have been
previously audited. Submit proper documentation to your auditor and he/she will
submit an audit finding during the exit status audit window
GAD
If a student exited to a cyber/virtual school:
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Determine whether the cyber/virtual school is in-state or out-of-state by
searching for the school in the Educational Entity Master (EEM) at
http://www.michigan.gov/eem. If the school does not exist in the EEM, it
is considered an out-of-state school... report the student with District Exit
Status code “14” (enrolled in home school)
If the cyber/virtual school does exist in the EEM, it is considered an instate school, and it will be listed as either a public or nonpublic school.
Exit the student with code “08” for public school or “15” for non public
When you receive a ‘Request for Records’ for a student that you have
reported previously as a dropout, submit an SRM record revising that
dropout
Questions?