School Year 2012-2013

Farwell ISD
State Compensatory Education
Policy and
Procedures Manual
Modified by Region 16 ESC  

Table of Contents

Section										        Page
I.	Program Overview	1
II.	Student Eligibility Criteria	2
III.	Student Identification Procedures	3
IV.	Provision of Services	4
V.	Exit Procedures	5
VI.	Program Evaluation	6
VII.	Campus-Level Services	8
A.	Farwell Elementary – Table I	 
B.	Farwell Jr. High – Table II	
C.	Farwell High School – Table III	
VIII.	Other Services/Funds Utilized	10
IX.	Summary of FTEs	11
X.	Cost Comparison	12
XI.	Student At-Risk Profile	14

Section I:  Program Overview

Program Purpose
In keeping with the intent and purpose of Section 29.081 of the Texas Education Code addressing Compensatory, Intensive, and Accelerated Instruction, Farwell ISD provides compensatory education services, hereafter referred to as State Compensatory Education (SCE) services, which are supplemental to the regular education program for students identified as at risk of dropping out of school at all campuses, a 40% poverty school-wide.  The Primary has chosen to use its supplemental SCE funds to support the school-wide program for upgrading the entire educational program.  On all other campuses, the district ensures that these funds remain supplemental to those used to implement the regular education program and that the intent and purpose of the SCE Program are met – to increase the academic achievement and reduce the dropout rate of students meeting the State-defined eligibility criteria.

Program Goals
The goals of all Farwell ISD SCE services provided to identified students are to reduce any disparity in performance on assessment instruments administered under Subchapter B, Chapter 39 and to reduce/eliminate any disparity in the rates of high school completion between students identified in at-risk situations and all other district students (§29.081, Texas Education Code and 77(R) SB 702 Enrolled – Bill Text).

General Use of Funds
Farwell ISD uses all SCE funds to supplement services beyond those offered through the regular education program.  The only exception to this ruling is where SCE funds are used to support one or more of the ten components at all campuses, our Title I, Part A school-wide campus, which exceeds 40% low income threshold.  SCE funds do not supplant funds for the Regular Education Program, defined as those basic instructional services to which all eligible students are entitled and which consists of the required curriculum for each school district that serves grades K-12 (e.g., English language arts, mathematics, science, social studies) and enrichment curriculum (e.g., languages other than English, health, physical education, fine arts, economics, career and technology education and technology applications).  

Use of Funds on Title I, Part A Campuses
As appropriate and necessary, SCE funds will be used to support one or more of the ten Title I, Part A Schoolwide Program Components at all campuses, so long as the campus continues to meet, at a minimum, the 40% poverty threshold. The district ensures that all campuses shall continue to receive their fair share of state and local funds for conducting the regular education program and ensures that the intent and purpose of the SCE Program will be met.

Section II:  Student Eligibility

Farwell ISD has adopted the thirteen criteria delineated in Texas Education Code §29.081 and redefined by Senate Bill 702 as the sole criteria used in identifying students who are eligible to receive intensive, supplemental services.  These criteria include the following:
A student at risk of dropping out of school includes each student who is under 21 years of age and who…
1.	Is in pre-kindergarten, kindergarten or grade 1,2, or 3, and did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
2.	Is in grade 7, 8, 9, 10, 11, or 12, and 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;
3.	Was not advanced from one grade level to the next for one or more school years. The exception is a student who did not advance from Pre-K or Kindergarten to the next grade level only as a result of the request of the student’s parents.
4.	Did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, 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;
5.	Is pregnant or is a parent;
6.	Has been placed in an alternative education program in accordance with §37.006 during the preceding or current school year;
7.	Has been expelled in accordance with §37.007 during the preceding or current school year;
8.	Is currently on parole, probation, deferred prosecution, or other conditional release;
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 §29.052;
11.	Is in the custody or care of the Department of Protective and Regulatory 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;
12.	Is homeless, as defined by 42 U.S.C. §11302, and its subsequent amendments; or
13.	Resided, in the preceding school year, or who resides, in the current school year, in a residential placement facility within the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home.

Section III:  Identification Procedures
Responsibilities – Campus Contact 
The Superintendent, in consultation with each campus principal, shall appoint an At-Risk Contact for the district.  Each contact is responsible to…
•	Oversee processes for identification of students
•	Maintain a list of identified students with the qualifying criterion/criteria listed
•	Advise district staff, as appropriate, of the status of identified students 
•	Oversee processes for timely review of student progress to determine the need for continued services &/or continued eligibility
•	Oversee, at a minimum, a semi-annual review of student data to determine the student’s continued eligibility
•	Collaborate with campus administration and staff (SBDM) to ensure appropriate services are available to identified students
•	Plan and conduct, in coordination with the district contact, an annual evaluation of program effectiveness at the campus level 
•	Collaborate with the principal and SBDM or campus staff to provide appropriate staff development sessions
Procedures for Identifying Eligible Students
The district coordinator shall establish uniform procedures for identifying students, utilizing a district-adopted/created document for identifying and monitoring the status of students in at-risk situations according to the criteria outlined by the State (see Section XI of this document).  The district contact shall oversee identification processes and shall ensure that PEIMS data is updated accordingly. 
Periodic Updates and Eligibility Review
The campus contact, in consultation with the district coordinator and the campus principal and/or his designee(s), shall establish procedures to conduct periodic reviews semiannually, at a minimum, to identify additional eligible students, as well as to review the status of previously identified students, ensuring that all students receive services as needed.  
Student data to be reviewed shall include, but may not be limited to, the following:
•	For primary students only – students’ performance on a readiness test or assessment instrument administered during the current school year (e.g., TPRI);
•	For students in grades 7-12 only – student grades in subjects in the foundation curriculum to determine maintenance of grades of 70 or above in a semester preceding the current school year or maintenance within the current school year (failure to maintain less than 70 in two or more subjects qualify students to be identified as At-risk)
•	Retention rates
•	Performance on State assessments, inclusive of STAAR, EOCs, and alternative assessments (failure or lack of mastery equal to 110 percent of the level of satisfactory performance)
•	Parental or pregnancy status (if the child is adopted, then, natural parents are no longer identified at-risk if this criterion is the only qualifying criterion);
•	Alternative education program placement (current or preceding year school year)
•	Expulsion records (current or preceding school year)
•	To the extent possible, data regarding parole, probation, deferred prosecution or other conditional release
•	Previous dropout information
•	LEP status
•	Department of Protective and Regulatory Services(DPRS) referrals (current school year)
•	Homeless status
•	Residential facility placement data (preceding or current school)

Section IV:  Provision of Services
Services
Upon identification of students, the campus contact, in collaboration with appropriate campus staff, shall ensure that identified students are provided appropriate services that address the student’s qualifying criteria.  These services may include, but are not limited to, the following:  
•	Intensive remediation services for State Assessments
•	Extended learning opportunities (e.g., before-, during- &/or after-school tutoring sessions
•	Basic course extensions (e.g., Algebra labs, extended writing labs, content mastery –like services)
•	Counseling sessions
•	Peer, teacher, community-member mentoring sessions
•	ACT/SAT preparation resources are available for identified students
•	Teen parenting sessions 
•	Intensive, supplemental reading programs
•	Study skills sessions
•	Self-esteem enhancement sessions
•	Summer enhancement programs 
•	Individualized instruction
•	Extended early childhood programs
•	Goal-setting sessions
•	Class-size reduction measures
Monitoring
In addition to provision of services, the campus contact, in consultation with appropriate staff and representatives from external agencies, where appropriate, will establish measures for timely monitoring of the student’s progress.  Such measures may include the following:
•	Periodic interviews with service providers
•	Ongoing monitoring of changes in status or situations with students
•	Review of subject area performance
•	Periodic benchmark assessments 
•	Review of six-week failure lists and/or three week progress reports
•	To the extent possible, quarterly &/or other timely consultations with law enforcement agents and representatives from DPRS
•	As appropriate, review impact of counseling services offered to identified students

Section V:  Exit Procedures
Exit Review
Since some criteria may only temporarily qualify students for SCE services (e.g., performance in subject area curriculum, on readiness tests, on State Assessments, expulsion timeframe, LEP status, residential placement timeframes), the campus contact, in consultation with the principal and/or the appropriate staff, will determine through periodic review of student data the student’s continued eligibility and need for continued services. All decisions for exiting a student from the SCE program will be based upon the review of student data and may include the following:
•	110% level of satisfactory performance on state assessments
•	Promotion records
•	Maintenance of passing grades with a score of 70 or greater
•	Residential placement status
•	Condition of pregnancy or parent status 
•	Alternative education program placement timeframe
•	LEP status

Continued Monitoring
To ensure that previously identified and served students receive timely and appropriate assistance, as needed, the campus contact will establish periodic reviews of students’ performance for those students who have been exited from the SCE Program services. 

Section VI:  Program Evaluation

Required Overall Program Evaluation
The district coordinator will conduct an annual program evaluation, with assistance from the campus-level contacts, to assess the impact of SCE services/programs on the level of disparity between identified students in at-risk situations in relation to all other student populations for the following: 
1.	The disparity in performance on Chapter 39 Assessments; and 
2.	The disparity in the rates of high school completion.

Additional Evaluation Measures 
Other evaluation measures may include a review of evaluation data arising from specific services provided at each of the campuses.  This information will include the campus’ individual assessments of the progress made toward achieving the goals of services provided.  Additional evaluation measures, both formative and summative, may be found in the tables for each campus. 

Specific Program Evaluation
Specifics of the SCE Program evaluation are outlined on the table provided on the next page.  Each year as evaluation results are reviewed, evaluation measures will be modified/enhanced to ensure that the district receives information that accurately assesses the effectiveness of the services provided to identified students and to assess professional development provided to teachers and principals, ensuring that they have the capacities to address the students’ needs effectively and in a timely manner.

Annual SCE Evaluation – School Year 2012-2013
SCE Program Evaluation for School Year 2011-2012	
Service & Evaluation Strategy	Person(s) Responsible	Final Evaluation Conducted By 	Findings	Program Modification	
Extended Day Services-
after-school tutoring. – Semi-annual review of benchmark assessment results for identified students served and State Assessment results	District Coordinator; Campus Contacts	District Coordinator
	Effective use of teachers and programs	High school tutorials before and after school	
Special Classes-
  Reading, English, math, and, science.
 Review 3 and 6 week failure lists for identified students served in special programs and course completions/promotion rates	District Coordinator;
Campus principals	Principals	Effective use of tutorial labs and remediation programs	Additional learning labs for remediation and tutoring purposes	
Credit Recovery program-
Math, Science, English, History	Counselor 	Principal and counselor	Effective use of technology for credit recovery purposes	Added additional elective subjects	

					

Table I  

Farwell Elementary Services Funded by SCE	
Student Eligibility Criteria	Program or
Service	SWP
Comp.	Formative
Evaluation	Formative
Evaluation
Timeline	Summative
Evaluation	Estimated Expense	
Pre-kindergarten, kindergarten, grade 1,2, or 3 did not perform satisfactorily on readiness test	Teachers and Teacher aides to provide additional one-on-one assistance, High school students to aid in reading and math skills	M, HQ, PD	Formative Benchmark assessments, Progress reports	Fall and Spring assesments; Each 3 and 6 weeks progress reports	Review data from Fall and Spring assessments	$55000.00	
:
Non-mastery of content
Not maintaining a grade of 70	Teachers and Teacher aides to provide additional one-on-one assistance to at-risk students (6 aides)	M	Formative Benchmark assessments; Progress reports; Teacher interviews; 6 wks. grades; failure reports
	Each 3 and 6 weeks	Review of disaggregated State Assessment , SDAA, TPRI, and other assessment results	$56000.00	
Student did not advance from grade to another	AT Risk coordinator to monitor student progress and grades	M, PI, 	Progress reports, Teacher Interviews, Student report	Each 6 weeks	Review 6 week and semester grades	
$2000.00	
Did not perform satisfactorily on State Assessment or meet 110 percent	Teachers and Teacher aids to provide additional one-on-one assistance, Extended day tutorials	M, PI, HQ, PD	Formative Benchmark assessment, Progress reports, Teacher interviews, participation in tutorials	Daily, Weekly, 3 and 6 weeks	Review student participation and success on Benchmarks and State Assessment 	
$4500.00	
Student of limited English proficiency	ESL class period to monitor and provide assistance to students	M, HQ, Coord	Progress reports, ESL and mainstream teacher interviews	 Each 3 and 6 weeks 	Evidence of successful student progress in classroom and on tests through oral and visual assessments	
$1500.00	
Transition from 5th to 6th grade	Back to school night orientation involving student, parents, teachers and administrators	HQ, T, PI	Student/Parent survey 	Spring/Summer 	Review survey to determine strengths and weaknesses of transition program	
$200.00	
							
CNA	Comp. Needs Assessment	RS	Reform Strategy	HQ	Highly Qualified Staff	PD  	Professional Development	R/R 	Recruitment & Retention of Cert. Staff	
PI	Parental Involvement	T	Transition	A	Teacher Inv. in Assessment Decisions	M 	Timely assistance for Student Mastery	Coord	Coordination & Integration of federal, local, & state Programs	

*Note:  The column for the SWP Component indicates where the campus is utilizing SCE funds to support the listed SWP Component required for each Title I SWP.  This flexibility is open only to those schools that meet the 40% threshold naturally – no waivers & no feeder pattern – for a school that has been declared a SWP.

Farwell Jr. High Services Funded by SCE	
Student Eligibility Criteria	Program or
Service	SWP
Comp.	Formative
Evaluation	Formative
Evaluation
Timeline	Summative
Evaluation	Estimated Expense	
Non-mastery of content
Not maintaining a grade of 70	Teachers and Teacher aides to provide additional one-on-one assistance to at-risk students	M	Formative Benchmark assessments; Progress reports; Teacher interviews; 6 wks. grades; failure reports
	Each 3 and 6 weeks	Review of disaggregated State Assessment  and other classroom assessment results	$32750.00	
Student did not advance from grade to another	AT Risk coordinator to monitor student progress and grades	M, PI, 	Progress reports, Teacher Interviews, Student report	Each 6 weeks	Review 6 week and semester grades	
$750.00	
Did not perform satisfactorily on State Assessment or meet 110 percent	Teachers and Teacher aids to provide additional one-on-one assistance, Extended day tutorials	M, PI, HQ, PD	Formative Benchmark assessment, Progress reports, Teacher interviews, participation in tutorials	Daily, Weekly, 3 and 6 weeks	Review student participation and success on Benchmarks and State Assessment 	
$3000.00	
Student of limited English proficiency	ESL class period to monitor and provide assistance to students	M, HQ, Coord	Progress reports, ESL and mainstream teacher interviews	 Each 3 and 6 weeks 	Evidence of successful student progress in classroom and on tests through oral and visual assessments	

$800.00	
Transition from 5th to 6th grade and 8th to 9th grade	Back to school night orientation involving student, parents, teachers and administrators	HQ, T, PI	Student/Parent survey 	Spring/Summer 	Review survey to determine strengths and weaknesses of transition program	
$200.00	
							
CAN	Comp. Needs Assessment	RS	Reform Strategy	HQ	Highly Qualified Staff	PD  	Professional Development	R/R 	Recruitment & Retention of Cert. Staff	
PI	Parental Involvement	T	Transition	A	Teacher Inv. in Assessment Decisions	M 	Timely assistance for Student Mastery	Coord	Coordination & Integration of federal, local, & state Programs	
Table II
Table III
Farwell High School Services Funded by SCE	
Student Eligibility Criteria	Program or
Service	SWP
Comp.	Formative
Evaluation	Formative
Evaluation
Timeline	Summative
Evaluation	Estimated Expense	
Non-mastery of content
Not maintaining a grade of 70	Teachers and Teacher aides to provide additional one-on-one assistance to at-risk students	M	Formative Benchmark assessments; Progress reports; Teacher interviews; 6 wks. grades; failure reports
	Each 3 and 6 weeks	Review of disaggregated State Assessment  and other classroom assessment results	

$20500.00	
Student did not advance from grade to another	AT Risk coordinator to monitor student progress and grades	M, PI, 	Progress reports, Teacher Interviews, Student report	Each 6 weeks	Review 6 week and semester grades	
$1000.00	
Did not perform satisfactorily on State Assessment or meet 110 percent	Teachers and Teacher aids to provide additional one-on-one assistance, Extended day tutorials	M, PI, HQ, PD	Formative Benchmark assessment, Progress reports, Teacher interviews, participation in tutorials	Daily, Weekly, 3 and 6 weeks	Review student participation and success on Benchmarks and State Assessment 	
$31600.00	
Student of limited English proficiency	ESL class period to monitor and provide assistance to students	M, HQ, Coord	Progress reports, ESL and mainstream teacher interviews	 Each 3 and 6 weeks 	Evidence of successful student progress in classroom and on tests through oral and visual assessments	

$1500.00	
Student is pregnant  or a parent	Teacher, Counselor, AT-Risk coordinator, and Nurse to monitor student needs 	M, PD, HQ, PI	Monitor student absences, Progress reports, 6 weeks grades, Counseling reports 	As needed, daily, weekly, 3, and 6 weeks	Student reports, Review of teacher progress reports and Student success on State Assessments 	
$750.00	
Student is homeless	Teachers, Counselor, AT-Risk coordinator, Nurse and Principal to monitor and provide one-on-one assistance to homeless student	M, PD, HQ, T, PI, Coord	Monitor student absences, Ensure student is eating in cafeteria, Progress reports, Teacher interviews, Student report	As needed: daily, weekly, 3 and 6 weeks	Review progress reports and 6 week grades,  Student does not have excessive absences.	
$1000.00	

CNA	Comp. Needs Assessment	RS	Reform Strategy	HQ	Highly Qualified Staff	PD  	Professional Development	R/R 	Recruitment & Retention of Cert. Staff	
PI	Parental Involvement	T	Transition	A	Teacher Inv. in Assessment Decisions	M 	Timely assistance for Student Mastery	Coord	Coordination & Integration of federal, local, & state Programs	

Section VIII:  Other Services/Funds Utilized

In addition to the strategies listed within the campus tables included, Farwell ISD draws on other fund sources to support services to address the needs of students identified in at-risk situations.  In particular, local and special grants support our goals to provide our teaching staff with the most current effective staff development, a required component of State Compensatory Education.  Please refer to the staff development plan located within the District Improvement Plan.  As well, other special state and federal funds support additional initiatives designed to support all students, especially those in greatest need. 

•	Title I, Part A
•	SSI
•	Credit Retrieval Program

Section IX:  Summary of FTEs

Campus	Personnel	Position	Salary/Benefits	FTE	SCE Funds	
						
High School						
	Schilling, Karen	At Risk Coordinator	$42645.00	40%	$17058.00	

						

Jr. High						
	Read, Traci	Reading	$65447.00	39.39%	$25780.00	

Elementary						
	Cain, Sherry	Elem. Aide	$12500.00	100%	$12500.00	
	Coburn, Laura	Elem. Aide	$14344.00	100%	$14344.00	
	Reyna, Adrianna	Elem. Aide	                 $13792.00	100%	$13792.00	
	Ruiz, Isabel	Elem. Aide	$14344.00	100%	$14344.00	
						
Primary						

						

						

					$97818.00	
Note: Salaries include benefits				

Section XI:  At-Risk Student Profile
FARWELL ISD At-Risk Student Profile
																	
PEIMS ID #		Student ID#		Last Name		First Name		MI		DOB		Grade		School Year		Current Yr Enroll Date	
Student Performance/Identification Criteria
PK-3 Criteria				20 _ State Assessment Scores		Core Subject Grades (7-12 only) Previous Semester	Core Subjects Grades (7-12 only) Current Semester	
Readiness on TPRI	Score:			State Assessment – Rdg. 					
  (PK-3 only)				State Assessment – Math			Math			Math		
				State Assessment – Write			Science			Science		
Readiness TPRI Test	Date:			State Assessment – Sci			ELA			ELA		
  (PK-3 only)				State Assessment – SS 			Social Studies			Social Studies		
At risk criteria	documentation	
Place a “Y” in the box for each questioned answered, “Yes”.  A “Yes” response to any question qualifies the student as “At-Risk.”	Check all that apply.  Documentation for each applicable item must be kept in student’s At-Risk Folder.	
	1.	Did not perform satisfactorily on Readiness Test? (PK-3 only -- TPRI)		Copy of Readiness Test (PK-3)	
	2.	Failed 2 or more core subjects during a semester in preceding or current school year or is not maintaining a 70 in 2 or more subjects in the current semester?  (Grades 7-12)		Grade Record or failure list	
	3.	Was not advanced from one grade to the next for one or more school yrs.?		Grade Record	
	4.	Did not perform satisfactorily on state assessment? Or has failed State Assessment in prior year, and currently has passed; however, has not passed by the 110% rule? (Please circle)		Copy of State Assessment or EOC reports 	
	5.	Is pregnant or is a parent?		Copy of Doctor’s report confirming pregnancy or records proving parenthood	
	6.	Is/Was in AEP (preceding or current year)?  Section 37.006		Copy of hearing record indicating placement in AEP due to appropriate cause	
	7.	Is/Was expelled in preceding or current school year?  Section 37.007		Copy of expulsion records indicating cause of expulsion	
	8.	Is currently on parole, probation, deferred prosecution, or other conditional release?		Copy of legal document confirming parole, probation, deferred prosecution, or other conditional release	
	9.	Was previously reported to PEIMS as a dropout?		Copy of PEIMS report classifying student as a dropout	
	10.	Is a LEP student?		Copy of LPAC profile indicating LEP status	
	11.	Is in custody or care of Dept. of Protective & Regulatory Services or has in current school year been referred to DPRS by school official, officer of juvenile court, or officer of the law?		Copy of DPRS documentation confirming custody or referral	
	12.	Is homeless, as defined by 42 U.S.C. §11302, and its amendments?		Copy of records indicating homeless status	
	13.	Resided in preceding or current year in a residential placement facility in the district, including a foster group home?		Copy of documentation indicating residential placement in detention or substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home	

Student is At-Risk (Please Circle):  Yes     NO     												                         	
						         Person Completing Form                                	               Principal’s Signature				Date

Monitoring Record

Date	Monitored
by	Service
Provided	DATA REVIEWED	Recommendation to Exit	Recommendation to ModifY services
(Explain)	Principal’s
Initials	
				Yes	NO			

								

								

exit record

Date exited from sce services:				

Reason for Exiting student:															

EXIt Review Conducted by: 							

											
Principal’s signature:									Date: