MAAP State Conference Financing Education in Minnesota s Alternative Programs Michael Schwartz General Education Funding Kelly Wosika Student Accounting February 7 th 2019 Leading for educational excellence and equity, every day for every one. education.state.mn.us 1
Ten Minnesota Commitments to Equity 1. Prioritize equity. 2. Start from within. 3. Measure what matters. 4. Go local. 5. Follow the money. 6. Start early. 7. Monitor implementation of standards. 8. Value people. 9. Improve conditions for learning. 10.Give students options.
Agenda Agenda State Approved Alternative Programs Criteria Student Cumulative Record Keeping Report School Files Student Files Calculation of Membership Hours Verification MDE Tools for Determining Projected Revenue Leading for educational excellence and equity, every day for every one. education.state.mn.us 3
State Approved Alternative Programs (SAAPS) SAAPs are defined in Minnesota Statutes (M.S.) 123A.05 through 123A.09. All SAAPs are designated Learning Year Programs (LYP) and eligible students can generate up to 1.2 ADM. M.S. 126C.05 subd. 15 Leading for educational excellence and equity, every day for every one. education.state.mn.us 4
State Approved Alternative Programs (SAAPS) 2 All students enrolled in a SAAP must have a Continual Learning Plan (CLP). M.S. 124D.128 All enrollees must meet the Graduation Incentives (GI) criteria. M.S. 124D.68. Leading for educational excellence and equity, every day for every one. education.state.mn.us 5
Student Record Keeping Report Student Cumulative Record Keeping Report See handout for example. The instructions for the record keeping system are on slides 26-27. Program can develop a spreadsheet or data base Or can use a variation of the following sample. 6
Student Cumulative Record Keeping Report 7
Student Cumulative Record Keeping Report Student Sample (Stu Sample) 8
MARSS Is Not the Record Keeping System The record keeping system must: Track individual students across all years of participation and include: Date the student originally enrolled in a learning year program Student s grade level Date of each grade promotion ADM generated in each grade level (by fiscal year) Number of credits/standards earned Number of credits/standards needed to graduate 9
Sources of the Data Items Sync with MARSS Grade level and dates of grade promotions Calendar Membership hours and enrollment dates Transcript Credits earned by year Grade level and grade promotions Shows failed courses that can be repeated and generate funding a second time. Documents the student s membership hours. 10
Additional Data District Records CLP Credits needed to graduate Grade promotions Credits needed to grade promote Classes Eligibility under Graduation Incentives Shows unmet objectives, e.g., credits, assessments, which supports additional ADM and/or continued enrollment beyond one year of 12th grade. 11
Transcript for Stu Sample This student required 2.5 credits to graduate. 12
School Calendar Minimum School Year The SAAP school calendar must provide a minimum number of annual instructional hours for students to be eligible to generate up to 1.0 ADM: 850 hours for full-day, daily kindergarten, no IEP 935 hours for grades 1 6 1,020 hours for grades 7 12 13
School Calendar MARSS School File Instructional Days Instructional Days provided during core school year (typically September late May or early June) Required instructional days for all students Exclude summer term Program must have a calendar showing dates of instruction if any students are reported in a seat-based program. 14
School Calendar MARSS School File Length of Day The length of day during the core, required school year Reported in terms of minutes Exclude meal times Can vary by grade Used with the number of Instructional Days as a basis for calculating ADM and Independent Study membership hours Compute average length of day if it varies during the core, required school year 15
Grade Level Grade level is used to: Assign pupil unit weighting Determine minimum annual instructional hours and ADM divisor Determine eligibility for targeted services Determine required assessments Indicate grade promotions Eligibility for PSEO 16
Grade Levels Elementary Grade level at which students are doing most of their coursework and are assigned for purposes of assessments. Middle school students Grade level at which students have completed coursework and are assigned for purposes of assessments. Secondary students Grade level at which students have attained credits toward graduation. 17
Enrollment Date New enrollment record needed when: Student first starts attending Changes Grade level Resident district IEP status, disability or setting PSEO participation State Aid Category (SAC) Resident - 00 Nonresident - 03 18
Withdrawal Date Close enrollment record when: Absent for 15 consecutive school days (3 weeks) during core school year Absent for 5 (1 week) consecutive school days during summer term Graduation Any change as described in Enrollment Date slide including Grade Level 19
MARSS Student File Attendance and membership for all students in the SAAP must be reported in terms of hours. Percent Enrolled indicates to the MARSS programming that attendance and membership are in terms of hours rather than days so that ADM is computed accurately. 20
Percent Enrolled 999 Dual Enrolled Students enrolled only at the SAAP Targeted Services students Students who are full-time at the traditional school and enrolled in SAAP outside the core school day 998 Concurrently Enrolled Students who are part time at the traditional school and enrolled in SAAP SAAP could be evening or during the day 21
Membership Hours Based on: Scheduled seat-time, or Credits and partial credits completed in an Independent Study or Project-Based Learning program. Each membership hour must be associated with a specific credit that is posted to the transcript (secondary). Must be calculated for each enrollment record. ADM is computed for each enrollment record. 22
Calculation of Membership Hours for State Approved Independent Study Graduation requirements at district granting diploma Program Information (for each grade) at SAAP Student Information for each independent study student Average Daily Membership (ADM) 23
Calculation of Membership Hours Template 24
Calculation of Membership Hours Stu Sample 25
ADM for Non-Targeted Services Programs Membership Hours Greater of (Minimum Annual Instructional Hours) or (Program s Annual Instructional Hours) Annual instructional hours must equal or exceed the minimums shown on an earlier slide. The minimums are used to compute ADM if the calendar provides too few hours. Maximum of 1.2. ADM that exceeds 1.0 is Extended Time ADM, up to 0.20 per student. 26
Instructions At the time the student first enrolls in a learning year program, create a Learning Year Record for the student. Update it annually until the student graduates or transfers elsewhere. Forward it to the new school. The information in columns A - E and G - K must match what was reported on MARSS. Annual Instructional Hours = J (Instructional Days) X K (Length of Day in Minutes / 60) ADM = I (Membership Hours) / L (Annual Instructional Hours) 27
Instructions Continued A new enrollment record generates a new row on the Record Keeping System. Enter the Grade Level, Enrollment and Withdrawal Dates, Percent Enrolled, Membership Hours, the credits earned in that time period and the calendar information. Mid-year grade progressions must be reported and generate a new enrollment record. When a student generates more than 1.0 ADM in a grade, the CLP must address what requirements the student failed to meet, accounting for the additional ADM, otherwise students should not generate more than an average of 1.0 ADM per grade level. 28
Verify Reasonableness Did the student generate more than 1.0 ADM per grade level? If so, do the CLP and transcript document why? Did the student generate membership (ADM) for credits not necessary for grade promotion or graduation? If so, reduce the student s membership to include only that needed for graduation or grade promotion. 29
MARSS 17 Report Individual Student Enrollment Report 30
Minnesota Funding Reports From the MDE Home Page: http://education.state.mn.us/mde/index.html Data Reports and Analytics Under School Finance Reports Click on Minnesota Funding Reports (MFR) Use drop down box to select District Select Student as Category Select Fiscal Year Select District School ADM Report 31
Minnesota Funding Reports http://w20.education.state.mn.us/mdeanalytics 32
District / School ADM Report Minnesota Funding Report 33
MARSS 63, SAAP Student Detail for Year End Billing Lists the students that are enrolled at a site in a SAAP 41-Public Area Learning Center (ALC), 42-Public Alternative Learning Program (ALP) or 45-Targeted Services Program. Cooperative that does not have a fiscal host district. Use this report to bill for general education revenue to the resident districts based on the ADM the students generated. 34
MARSS 63 SAAP Student Detail for Year End Billing From MDE home page: https://education.mn.gov Data Center > Secure Reports > Under MARSS Secure Reports > Select MARSS 63 SAAP Student Detail for Year End Billing. 35
Resources MARSS Manual Procedure 8, Reporting for State-Approved Alternative Programs (SAAPS) State-Approved Alternative Programs Reference Glossary School Attendance Age Limitations General Education Projection Models, District What If (under Data Reports and Analytics) 36
MDE Tools for determining projected revenue Michael Schwartz General Education Funding Team Member February 7, 2019
The Law Part 1 2017 Minnesota Statutes 123A.05 STATE-APPROVED ALTERNATIVE PROGRAM ORGANIZATION. Subd. 2.Reserve revenue. Each district that is a member of an area learning center or alternative learning program must reserve revenue in an amount equal to the sum of (1) at least 90 and no more than 100 percent of the district average general education revenue per adjusted pupil unit minus an amount equal to the product of the formula allowance according to section 126C.10, subdivision 2, times.0466, calculated without basic skills revenue, local optional revenue, and transportation sparsity revenue, times the number of pupil units attending an area learning center or alternative learning program under this section, plus (2) the amount of basic skills revenue generated by pupils attending the area learning center or alternative learning program. The amount of reserved revenue under this subdivision may only be spent on program costs associated with the area learning center or alternative learning program. 2/5/2019 38
The Law Part 2 126C.10 GENERAL EDUCATION REVENUE. Subd 1.General education revenue. The general education revenue for each district equals the sum of the district's basic revenue, extended time revenue, gifted and talented revenue, declining enrollment revenue, local optional revenue, small schools revenue, basic skills revenue, secondary sparsity revenue, elementary sparsity revenue, transportation sparsity revenue, total operating capital revenue, equity revenue, pension adjustment revenue, and transition revenue. Subd. 2.Basic revenue. The basic revenue for each district equals the formula allowance times the adjusted pupil units for the school year. The formula allowance for fiscal year 2017 is $6,067. The formula allowance for fiscal year 2018 is $6,188. The formula allowance for fiscal year 2019 and later is $6,312. Subd. 2a. Extended time revenue. (a) A school district's extended time revenue is equal to the product of $5,117 and the sum of the adjusted pupil units of the district for each pupil in average daily membership in excess of 1.0 and less than 1.2 according to section 126C.05, subdivision 8. 2/5/2019 39
The Law Part 3 126C.10 GENERAL EDUCATION REVENUE. Subd. 3.Compensatory education revenue. The compensatory education revenue for each building in the district equals the formula allowance minus $839 times the compensation revenue pupil units computed according to section 126C.05, subdivision 3. A district's compensatory revenue equals the sum of its compensatory revenue for each building in the district and the amounts designated under Laws 2015, First Special Session chapter 3, article 2, section 70, subdivision 8, for fiscal year 2017. Revenue shall be paid to the district and must be allocated according to section 126C.15, subdivision 2. (b) When the district contracting with an alternative program under section 124D.69 changes prior to the start of a school year, the compensatory revenue generated by pupils attending the program shall be paid to the district contracting with the alternative program for the current school year, and shall not be paid to the district contracting with the alternative program for the prior school year. (c) When the fiscal agent district for an area learning center changes prior to the start of a school year, the compensatory revenue shall be paid to the fiscal agent district for the current school year, and shall not be paid to the fiscal agent district for the prior school year. (d) Of the amount of revenue under this subdivision, 1.7 percent for fiscal year 2018, 3.5 percent for fiscal year 2019, and for fiscal year 2020 and later, 3.5 percent plus the percentage change in the formula allowance from fiscal year 2019, must be used for extended time activities under subdivision 2a, paragraph (c). 2/5/2019 40
How are revenues generated? Nearly always, there are no additional dollars for operating these programs during the core school day. In a rare case a student in an Independent Study program may generate more membership hours in the core school day. If students are enrolled in a SAAP during the core school day, those hours are deducted from the hours at the traditional high school. Some programs, such as Targeted Services, can only generate dollars OUTSIDE of the core school day. 2/5/2019 41
Core School Day Programs Seat Based Membership Hours: Based on entry and withdrawal dates Not based on attendance Students are dropped after 15 days or three weeks- whichever comes first Outcome Based Independent Study, Project Based Learning, etc.) Membership Hours: Based on work completion AND teacher contact time Not based on entry and withdrawal Attendance is based on teacher contact time 2/5/2019 42
Out of School Time Programs (same rules for how membership is generated- seat based or outcome based) During the Core School Year and During the Summer Core school year programs can be before school, after school, during breaks or on the weekends Because Summer programs occur after the last day of class, they generate revenue in the next fiscal, even if the program occurs in June Both regular ADMs and Extended ADMs can be earned Students populate regular ADMs first up to 1.0 Additional Hours above the 1.0 will go towards the extended time.2 cap Just because the program is an extended time program does not mean it cannot generate regular ADMs 2/5/2019 43
Revenue Streams General Education Compensatory Education Title English Leaner Some Examples Transportation Referendum (do not receive) 2/5/2019 44
How can I calculate the revenue that should go to my SAAP? Part 1 To find out how much money your alternative program generated, you have to do a couple of things. First, go to this link: http://w20.education.state.mn.us/mdeanalytics/data.jsp 2/5/2019 45
How can I calculate the revenue that should go to my SAAP? Part 2 Put your district in the drop down list and then in category put students. You do not have to do anything in any of the other boxes. Click on list reports. The very first report listed is FY 17-18 District/School ADM Report. Click on that. It is a pdf file. Tab through it to find all of your alternative programs (school classification 41, 42, 43, 44). Column N gives you the weighted ADMs that are considered extended. Column O gives you the regular ADMs. SAAPs get both. Column Q gives EL ADMS, if any. You will need these numbers to figure out the revenue. 2/5/2019 46
How can I calculate the revenue that should go to my SAAP? Part 3 2/5/2019 47
How can I calculate the revenue that should go to my SAAP? Part 4 Now go back to this link: http://w20.education.state.mn.us/mdeanalytics/data.jsp 2/5/2019 48
How can I calculate the revenue that should go to my SAAP? Part 5 2/5/2019 49
How can I calculate the revenue that should go to my SAAP? Part 6 You are going to use the FY 18 ADM figures in the FY 19 spreadsheet because what was generated in 2018 is a good indicator of what will be generated in 2019 but at 2019 rates. If you want to see exactly what the SAAP generated in a specific year, then use the spreadsheet that matches the ADM figures you are using. For example, use the FY 18 spreadsheet for figures from FY 17-18. When you open the spreadsheet make sure you enable editing and content. 2/5/2019 50
How can I calculate the revenue that should go to my SAAP? Part 7 2/5/2019 51
How can I calculate the revenue that should go to my SAAP? Part 8 So now the first thing you need to do is make this spreadsheet reflect your district. In field A1 put in your district number, in field B1 put your district type (most are 1, except Minneapolis and South St. Paul are 3) and hit enter. It will change to reflect your district. Now in column C of this worksheet, which now has your district info, enter the ADM amounts you found on the first sheet. The spreadsheet will take off the 10% that goes to the district, so the figure it comes up with is the minimum programs should get. Please note that 4.66% is deducted for transportation and that needs to be remembered if there are any transportation costs billed. This does not include EL dollars unless you enter those ADM, nor does it include compensatory education. 2/5/2019 52
How can I calculate the revenue that should go to my SAAP? Part 9 2/5/2019 53
Additional Funds SAAPs get 100% of the compensatory funds they generate. Remember- SAAPs are paid on enrollment not attendance and generate both regular ADMs and extended time ADMs in their core school day program. This is the same for extended day programs. Of course, the core school day will have very few extended ADMs and the extended program will have very few regular ADMs. But each will have some and it is dollars the programs legally need to get. 2/5/2019 54
Thank you! Michael Schwartz Michael.Schwartz@state.mn.us 651-582-8399 Kelly Wosika Kelly.Wosika@state.mn.us 651-582-8855 55