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Maximizing Your FTE

Remedial and Gifted FTE Scheduling. Maximizing Your FTE. What is FTE?.

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Maximizing Your FTE

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  1. Remedial and Gifted FTE Scheduling Maximizing Your FTE

  2. What is FTE? • FTE is the Full Time Equivalency count that is conducted three times each year. This count, or snapshot, gives the state a picture of what services students are receiving through their local schools. Gifted FTE counts are conducted twice each year. The first FTE count is in the fall and the last FTE occurs in the spring. The state and the county use this data to determine funding for teacher allotments. During FTE students receive different types of codes for each segment (similar to a class period) of the day. Students who receive gifted, remedial, special education and other specific programs earn more money towards teacher allotments because of their specialized needs and reduced class sizes. By ensuring that all students are served according to their needs and are coded correctly, your school will earn the teaching allotments needed for serving your students.

  3. FTE • The Quality Basic Education (QBE) Act requires local school systems to report student enrollment in terms of Full-Time Equivalent (FTE) students. State funding for the operation of instructional programs are generated from FTE data reported by local school systems. Educational programs are divided into seventeen state-funded categories. A specific funding weight is assigned to each category. Funding weights are determined by the category or program in which the students are served. Students receiving gifted services or remedial services earn more FTE than general education students. Therefore, additional teacher allotments are earned in order to serve our gifted and remedial students.

  4. The FTE Cycle

  5. Allotments • October Count Most Important • State Allotments Based on 2Fall 1 Spring (average) • Allotments received in Feb-April are projections

  6. Allotments • ALP and Remedial project allotments • Leadership and Learning assign allotments

  7. Change in Caps • Remedial 20 • Gifted 23 • NO AVERAGING

  8. Remedial Education • State of Georgia: 160-4-5-.01 Remedial Education. • (1) DEFINITIONS. • (a) Remedial educational program – an instructional program designed for students in grades 6-12 who have identified deficiencies in reading, writing, or mathematics.

  9. Eligibility for Remedial FTE Students in grades 6-12 may be eligible for services if they meet two or more of the following criteria: 1. The student has been through the formal student support team process as specified in Rule 160-4-2-.32 and the Student Support Team has documented evidence to support the placement in remedial education. (RTI) 2. The student has failed either a language arts or a mathematics course in grades 6-12. 3. The student is receiving services under Part A of Chapter 1 of Title 1 of the Elementary and Secondary Education Act of l965, as amended by the No Child Left Behind Act of 2001. 4. The student has been recommended by the teacher who has documented any of the following student information: (i) Low performance in reading. (ii) Low performance in mathematics. (iii) Inability to verbally express ideas or to write or dictate a meaningful sentence. 5. Current standardized test information in the student file indicates the student has a score at or below the 25th percentile in reading, writing, or mathematics. 6. Middle School: the most recent CRCT scores indicate the student has a score in the “Does Not Meet” category in reading, or English/language arts, or mathematics. 7. High School: most recent state assessment scores indicate the student has a score in the “Does Not Meet” or “failed” category in reading, or English/Language arts, or mathematics.

  10. Preparing for Remedial FTE • Middle and High Schools: • Be familiar with what is considered a remedial course • Ensure that correct course numbers are used • Cap all remedial courses at 20. Courses over 20 will NOT count for remedial FTE and will revert back to general education funding formulas.

  11. Remedial Packet Information • Packet Review

  12. Gifted FTE Manual • Draft • FTE Basics • Terminology • Preparing for FTE • Coding • Reports • Errors • FAQs

  13. Gifted FTE: Quick Facts • Gifted allotments are earned as ‘additional’ allotments above and beyond your academic teaching allotments • Allotments will vary from year to year • All MS and HS have at least one allotment • All Gifted Students MUST have at least one served segment per day (average in a year) • Served segment = 23 or under, gifted endorsed teacher, differentiated instruction

  14. Gifted Funding Weights

  15. Identification of Gifted Students

  16. Identification of Students • Out of State • Coding in School Max GA240 • Complete eligibilities and enter on GA240 Before FTE • October count most important • HS: better to overload courses 2nd semester than 1st semester

  17. Funded • AC, Honors, AP • MS Math 6/7, 7/8, Math 1 ARE served classes • MS Foreign Language • HS Foreign Language level 3 and above • HS Gifted Electives

  18. Not Funded • Over 23 • Non-endorsed teacher • Teacher out of field • Electives/ Connections • Deep Math (not state recognized AC)

  19. Scheduling • Encourage all academic teachers to get endorsement • Move students between sections to maximize count (one section over 23 the other stays at or below 23) • Create AC / Honors courses that can go over cap in order to ‘save’ or ‘protect’ counted course • Cap at 21 or 22 in computer if others are scheduling: leave yourself wiggle room • Schedule gifted students first: can see if you need more AC classes

  20. Scheduling • If having multiple sections use higher section #s for counted classes… lower section # appear on lists first • Some schools have one person working only on gifted schedules : allows scheduler to focus on school as whole • Compare STBasic list to class rosters to ensure all G students are being served (gifted lead can assist) • FL: Use G endorsed FL teacher, can boost FTE quickly • If room left in G counted sections ask regular level teachers if there are students who should be moved into section

  21. Segments

  22. New Strategic Plan (Draft) • MS will increase student participation in AC courses • HS will increase student participation in H courses • HS will increase student participation in AP/ IB courses • HS will increase AP test participation and scores of 3+

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