Annual Program Evaluation for State Compensatory Education (SCE)

1 SCE 6/27/12
San Antonio Independent School District
Program Intent
Annual Program Evaluation for State Compensatory Education (SCE)
SAISD must have a comprehensive evaluation system to evaluate the effectiveness of programs offered through SCE, Title I or other federal
programs so that they can ensure the appropriate use of SCE funds to assist at-risk students in the most productive way. The district must evaluate
and document the effectiveness of the SCE program in reducing any disparity in performance on assessment instruments, or any disparity in the
rates of high school completion between students at risk of dropping out and all other district students. As the district designs state compensatory
education programs and/or services, resources must be identified in the district, department and campus improvement plans. Compensatory
education funds are meant to be supplemental funds, used to enhance or increase the level of funding that is normally available from state and
local sources. SCE funds may not replace other state and/or local funds.
Results of the program evaluation are put in the District Improvement Plan. The SAISD is not required to perform a program-by-program analysis
to determine the effectiveness of each program or strategy; however, the district must develop and implement administrative regulations through
policies and procedures to govern evaluation of all campus-based programs and to measure the individual effectiveness of supplemental programs
for at-risk students.
Each campus and department must conduct an annual evaluation of all programs as a component of the comprehensive needs assessment process.
Statutory Requirements: NCLB Funding Application Provision and Assurances
The SAISD will adopt and use proper methods of administering the program, including enforcing legal obligations for those responsible for
carrying out each program, and correct deficiencies in program operations that are identified through audits, monitoring, or evaluation.
Purpose
The SAISD will conduct an annual evaluation of programs assisted with Compensatory Education (SCE) funds and will use the findings of this
and other evaluations to modify, discontinue or maintain the program. Evaluation results are to be disaggregated within SAISD and campus by the
following populations:
• All Students
• At-Risk
• Major Racial And Ethnic Group
• Migrant
• English Proficiency Status
• Students With Disabilities As Compared To
Nondisabled Students
• Economically Disadvantaged Students As Compared To
Students Who Are Not Economically Disadvantaged
• Gender

2 State Compensatory Education 6/27/12
Objectives
• To evaluate the effectiveness and impact of federal funds on student achievement outcomes.
• To assess the impact of federally funded strategies on campus performance objectives (CPOs).
• To determine the degree to which program funds met the intended purposes.
• To guide future program decisions.
Terminology Description
Identified Needs: Needs listed in the comprehensive needs assessment and reflected in the District Improvement Plan and CIP/DIP.
The CNA aligns with the performance objective listed in the CIP.
Strategies to Address Needs: Strategies and activities assisted with SCE funding and implemented to address identified needs.
Expenditure: Strategies and activities specifically designated with SCE funds.
Data: Data sources used to measure the impact of SCE programs on all students.
Impact: Evaluation of program effectiveness and impact on identified needs and performance objectives related to student achievement.
Recommendations: Committee recommendations to modify, discontinue, or maintain strategies and activities assisted with SCE funds.
State Compensatory Education Program Evaluation Process
SAISD must have a clear understanding that the evaluation is being conducted to:
Column 1:
Column 2:
Column 3:
Column 4:
Column 5:
Column 6:
Column 7:
Column 8:
List all the needs which have designated SCE funds and which are identified within the comprehensive needs assessment.
Using the District Improvement Plan & the CIP/DIP, identify strategies or activities used to address the disparity in
performance on state assessments.
Using the District Improvement Plan & the CIP/DIP, identify strategies or activities used to address the increase in student
performance or achievement.
Write the SCE fund amounts expended to implement the strategy or activity program.
List appropriate compensatory, intensive or accelerated instructional services for students at risk of dropping out, and not
perform at grade level at the conclusion of the next regular school term.
Make recommendations for modifying, discontinuing, or maintaining the strategies or activities.
Conduct a Sate Compensatory Comprehensive Evaluation.
Utilize data source

3 State Compensatory Education 6/27/12
Program Evaluation Tool State Compensatory Education (SCE)
Direction Sheet: Complete the attached chart using the information below. Some columns have comment boxes.
Column 1:
List all needs identified in the CNA which have designated SCE funds attached to them and which are based on
information from data sources below. The CNA aligns with the performance objective listed in the CIP.
Column 2:
Using the District Improvement Plan & the CIP/DIP, identify strategies or activities used to address the disparity in
performance on state assessments.
Choose a response (s) below and write the number (s) in the column on the chart.
1. Provide periodic training for teachers on how to identify difficulties and how to provide assistance to individual students
2. Hold teacher-parent conferences for any student who has not met the standards
3. Provide training for school staff on helping students meet state standards and pass state assessments
4. Provide training for parents on helping their students improve their performance
5. Provide information on additional assistance that is available to the student at the school and community
6. Evaluate the effectiveness of assistance provided to the student
7. Coordinate district and outside resources that support teachers’ efforts to provide effective assistance to students
8. Ensure a well defined operational process to identify students experiencing difficulty mastering the state standards
9. Other, specify
Column 3:
Using the District Improvement Plan & the CIP/DIP, identify strategies or activities used to address the disparity in student
performance or achievement.
Choose a response (s) below and write the number (s) in the column on the chart.
1. Measure student learning regularly to assure timely identification of difficulties
2. Use multiple assessments to evaluate student progress and modify instruction in order to provide every student with appropriate support
3. Provide regular, timely, effective and additional assistance to students experiencing difficulty mastering the state standards
4. Provide differentiated instruction, designed to meet the needs of all students as a regular integrated component of core instruction
5. Provide additional intervention designed to meet individual student needs
6. Provide teacher collaboration time as part of the master schedule for the purpose of data analysis and improving instructional practice to
ensure that all students will meet or exceed proficiency with state standards

4 State Compensatory Education 6/27/12
7. Review the strategies and action steps written in the CIP with the campus staff
8. Use the findings and recommendations to identify the parts of the schoolwide plan that have been/not been implemented effectively, or not
at all
9. Solicit the input of all stakeholders in identifying more effective strategies to achieve the identified goals of students in need
10. Identify any additional training that is needed to improve implementation
11. Determine if additional resources are needed to implement the revised improvement plan and, if so, how they will be obtained
12. Re-establish responsibilities and timelines for implementing the revised plan
13. Communicate to all stakeholders what has been incorporated into the revised plan to meet the needs of at risk students
14. Review the implementation design that was used and make changes as appropriate to reflect plan modifications to meet the needs of at risk
students in preparation for the following year’s evaluation
15. Other, specify
Column 4:
List appropriate compensatory, intensive or accelerated instructional services for students at risk of dropping out, and not
perform at grade level at the conclusion of the next regular school term.
Choose a response (s) below and write the letter (s) in the column on the chart.
A. Specialized reading or mathematics programs and /or materials
B. Specialized software
C. Additional staff and equipment
D. Tutorials
E. Class-size reduction
F. Computer-assisted instruction
G. Specialized staff development to train personnel who are working with students at risk of dropping out of school
H. TAKS/STARR remediation
I. Individualized instruction
J. Extended day sessions for prekindergarten
K. Accelerated instruction
L. Extended day, week, or year programs
M. Field trips
N. Other, specify
Column 5:
List the amount of funds expended to implement the strategy or activity. If the funds are lumped together, give your best
estimate for dollars expended for the strategy or activity. If funds are specifically designated for the strategy or activity, list
that amount in the column.

5 State Compensatory Education 6/27/12
Column 6:
Make recommendations for modifying, discontinuing, or maintaining the strategy or activity.
Choose a response (s) below and write the letter (s) in the column on the chart.
A. Modify
B. Discontinue
C. Maintain
D. Other, specify
Column 7:
Comprehensive evaluation addresses the strengths and weaknesses of the program.
Choose a response (s) below and write the number (s) in the column on the chart.
1. Funding was adequate
2. Funding was inadequate
3. Student performance improved
4. Student performance did not improve
5. Teacher performance improved
6. Teacher performance did not improve
7. Stakeholders participated
8. Stakeholders did not participate
9. Professional development and training was effective
10. Professional development and training was ineffective
11. Strategy, initiative and/or program met the students’ needs
12. Strategy, initiative, and/or program did not meet the students’ needs
13. Timing of the intervention or implementation used was appropriate
14. Timing of the intervention or implementation used was inappropriate
15. Amount of time given for the intervention or implementation was sufficient
16. Amount of time given for the intervention or implementation was insufficient
17. Other, specify

6 State Compensatory Education 6/27/12
Column 8:
Data Sources
Choose a response (s) below and write the number (s) in the column on the chart.
1. District Improvement Plan
2. CIP/DIP
3. Student achievement data
4. State Assessment Data
5. TELPAS and AMAO Results
6. PBMAS and DVM reports
7. SAT/ACT/PSAT results
8. Advanced Course/ Dual Enrollment Data
9. Standardized Tests
10. AEIS and AYP Data Tables
11. Completion Rate
12. Promotion/ Retention Rates
13. Evidence of Program Implementation
14. Surveys
15. Demographic Data
16. ARMS
17. Crystal Enterprises
18. ITTCS
19. I Data Portal
20. Self Assessment
21. Observations
22. Interviews
23. Group Discussions
24. Evaluations
25. Other, specify