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Maximizing FTE Funding

2008 GSIS Conference Noralee Deason, Effingham County BOE. Maximizing FTE Funding. Claiming Segments Correctly Scheduling for Maximum Funding Avoiding Common Data Entry Mistakes Training Your Staff Q & A. overview. Claiming funding for everything you are already doing!.

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Maximizing FTE Funding

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  1. 2008 GSIS Conference Noralee Deason, Effingham County BOE Maximizing FTE Funding

  2. Claiming Segments Correctly Scheduling for Maximum Funding Avoiding Common Data Entry Mistakes Training Your Staff Q & A overview

  3. Claiming funding for everything you are already doing! CLAIMING SEGMENTS CORRECTLY

  4. If served in a higher funded program for at least the MAJOR portion of a segment, claim the higher funded program code! KNOW YOUR SEGMENT LENGTHS

  5. At the elementary level, take advantage of extended instructional time, beyond what is required of by Rule 160-5-1-.02: School Day for Students. • If 270 minutes of instruction are required and 335 minutes are actually being delivered, a 7 segment day is basically being offered. You may legally drop the lowest weighted segment! • Think about self-contained students being pulled into regular PE and Music. Claim all 6 segments at the disability-specific code. Drop the “regular” segment if your school day is long enough to allow this. TAKE ADVANTAGE OF EXTENDED INSTRUCTIONAL TIME!

  6. ELEMENTARY 7 Segment day: Example

  7. Know your doubling rules for any A/B, 4x4, or 5-period schedules used by your district. • Do NOT place complete faith in your SIS to double segments correctly. Hand-check all student receiving special education, EIP, remedial, gifted, and ESOL funding! • Remember to also double any inclusion coding if that is the most prevalent or highest funded segment (according to the rules for the schedule type). KNOW YOUR “DOUBLING” RULES

  8. Know the maximum number of segments that can be claimed for all instructional models for Gifted and EIP. Have your principal or instructional supervisor explain the models that are being used by your school. Claim all funding for which students are eligible! FAMILIARIZE YOURSELF WITH INSTRUCTIONAL MODELS FOR GIFTED / EIP

  9. Check with all itinerant teachers: Vision, Hearing, Speech, ESOL, etc. • Have itinerant teachers tell you how many MINUTES they served students. Translating minutes to segments is not necessarily their area of expertise! • Find out what classes students were pulled FROM on count day so you know how to adjust the segments. DON’t FORGET ABOUT ITINERANT TEACHERS!

  10. Other Health Impairment (OHI) is a valid (and highly funded) program code (Y). Teachers should not select an area “most like” as they would for SDD, TBI, and Autism. OHI is OHI!

  11. For Autism, TBI, and SDD, the segment code reported should be what the student is “most like”. Often, teachers have trouble determining this. If they exhibit tendencies of more than one area, look at funding. Autism, Traumatic brain injury, significant development delay

  12. Disclaimer: “The following suggestions are all things that COULD increase FTE funding for your school. However, please disregard these suggestions if they do not make sense instructionally or create bigger problems with the school’s master schedule!” SCHEDULING FOR Maximum funding

  13. Certain areas of disability have their funding levels reduced if they are reported with four or more segments. • Disability-specific codes are used for co-teaching / collaborative services, which are becoming increasingly common. • Bottom Line: In regards to FUNDING, you may lose funding if you use a teacher for inclusion, particularly in the areas of Specific Learning Disability (SLD) and Other Health Impairment (OHI). CATEGORIES THAT CHANGE FUNDING LEVELS

  14. You can claim Inclusion funds for two classrooms served during the same segment, provided inclusion personnel serve each class for 50% of the segment NOTE: This may not be a great practice instructionally but may earn you extra $ for future years. Remember – Funding for positions is usually a year behind FTE reporting. INCLUSION

  15. Serve on the first Tuesday of the month in the Fall. Change to first Thursday of the month after first semester (logical break in school year). CONSULTATIVE STUDENTS

  16. Itinerant teachers (ESOL, Special Ed, etc) should go where they can serve the most students on count days. Itinerant teachers should not try to get to all schools on count day. Time on the road = less total services. The district should ensure that funds earned are spent equally amongst schools. INTINERANT TEACHERS

  17. Try to pull students from the lowest funded segment for pull-outs. • Elementary teachers should consider serving their regular 4th / 5th graders on count days, rather than Kindergarten or EIP classes. Less regular education funds are lost by the school at these grade levels. • Note: This must be balanced with making sure that the teacher also serves as heavy a load as allowed on Count Day. SCHEDULING SPEECH / Other pull-outs

  18. Students who have been absent the entire 10 days prior to count date receive no funding. Be diligent in pursuing hospital / homebound services! • Students who enroll on Count Day receive no funding! As much as within the school’s control, get students registering the day before in a seat at least 50% of the day so funding may be claimed. Don’t ask them to come back the next day ready to attend class. STUDENT ATTENDANCE

  19. Little mistakes can cause major loss of funding! AVOIDING COMMON DATA ENTRY MISTAKES

  20. Verify that all courses or sections are flagged with the appropriate default FTE program codes prior to each FTE cycle. Incorrect program codes on an entire course or class can cost your school major $! DEFAULT SEGMENTS

  21. If you’re doing overrides for EIP, make sure you override all segments for self-contained or reduced class size models (not just one)! Make sure overrides are applied twice if doubling rules apply. OVERRIDES

  22. Making sure your teachers understand how funding is earned Training your Staff

  23. Set aside time to train your special education teachers either as a group or individually. • Ask questions of teachers when reported information doesn’t seem correct. • Provide examples of how funds are earned to make funding real to them. • Bring out the calculators! Have teachers work out funding problems so they can easily see how funding is affected when mistakes are made! TRAINING YOUR STAFF

  24. Questions & answers

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