Migrant Training PEIMS and Coding in the Summer Presented by: Sergio

Migrant Training PEIMS and Coding in the Summer Presented by: Sergio A. Saenz PEIMS Data Analytics Specialist

Introduction This presentation is intended to provide knowledge and expertise on the coding and timelines that affect the Migrant department.

Training Outline Lesson 1: Summer Reporting of Migrant students What is different from the Fall? Lesson 2: Rules for Migrant Summer Coding How do we code Migrant students in the Summer? Lesson 3: Impact of Migrant Coding on Attendance How does the migrant data affect a district funding —specifically attendance?

Lesson 1: Objectives The Migrant department will become familiar with the requirements from TWEDS for the summer submission. The learner will distinguish the difference of Fall and Summer reporting of Migrants and the different types of Migrant Indicators in SISs.

Lesson 1:Migrant reporting requirements from TWEDS For Submission 3: The MIGRANT-INDICATOR-CODE is reported as MIGRANT-INDICATOR-CODE 1 for a migrant student who has a current Certificate of Eligibility (COE) on file at the district or regional education service center completed and signed by an individual trained by the Texas Migrant Education Program (MEP) as of the last day of enrollment for the student during the school year.

Migrant Indicator on your SIS A B

Lesson 1: Wrap-up Learned what are the Summer data requirements for Migrant population. How the indicators are turned on or off to be reported in a PEIMS submission.

Lesson 2: The Learner will get familiar with the rules for reporting the Migrant population in the summer submission The Learner will also discover some data validation checks for verifying Summer Migrant coding.

Lesson 2:Rules for Migrant Summer Coding How do we code Migrant students in the Summer? Includes all Students for the whole year (except ADA 0 enrolled for less than 2 hours each day). Students should be coded on your SIS as of when Migrant Status is confirmed. If the student withdraws throughout the year and leaves as Eligible Migrant status, leave MIGRANT INDICATORCODE 1 regardless if eligibility expires later in the year. If the eligibility expires during the school year and the student is still enrolled, close the MIGRANT INDICATORCODE 1 with the day their eligibility expires.

What do we check?

Lesson 2: Wrap-up Learned how to get familiar with the rules for reporting the Migrant population in the summer submission. What we can do to validate the summer Migrant data being sent to TEA.

Lesson 3: Objectives Lesson 3: Impact of Migrant Coding on Attendance

Lesson 3: Migrant Migrant student counts in a district have a tremendous impact on school district funding.

Migrant Population and ADA calculation TAC, §129.1021, specifies that we calculate ADA using the best four six-week periods for districts in which the total enrollment contains 5.0% or more students who have certificates of eligibility. §129.1021. Calculation of Average Daily Attendance and FullTime Equivalents for School Districts and Charter Schools with Significant Migrant Population. (a) For each school district or charter school in which the total enrollment contains 5.0% or more students who have certificates of eligibility in the state's migrant student tracking database, the commissioner of education will calculate the district's or charter school's annual average daily attendance (ADA) by using the best four of the six-week periods. In no case may the annual ADA calculated by using the best four of the six-week periods exceed the sum of the number of students who have certificates of eligibility plus the ADA calculated by using all six six-week periods. (b) For each school district or charter school in which the total enrollment contains 5.0% or more students who have certificates of eligibility in the state's migrant student tracking database, the commissioner will calculate the district's or charter school's annual fulltime equivalents (FTEs) as used in the calculation of the special education, bilingual education, and career and technical education allotments by using the best four of the six-week periods for each of the three FTE counts. In no case may

Lesson: 3 What does that mean? The district below met the eligibility of 5% of the student population being Migrant in the Summer report. Therefore they can use their best 4 six weeks of ADA for Funding.

Calculation Average of all six weeks 186,874.585/6 is 31,145.7642 31,555.095 best 4 minus 31,145.7642 average of all six weeks is difference of 409.3308 ADA 409.3308 X basic allotment average is about 6000 dollars per ADA 409.3308 X 6000 is 2,455,984.8

Lesson 3: What about the Money!

Lesson 3: Wrap-up The Migrant department has acquired knowledge on the tremendous impact the Migrant population has on district funding.

Summary 1.We became familiar with Summer reporting of Migrant students. 2. Examined the rules for Migrant Summer coding. 3. We learned the impact of Migrant Coding on district funding.

Further Guidance Contact: Sergio A. Saenz, ESC1 PEIMS Data Analytics Specialist [email protected] Contact: Diana Perez, ESC1 PEIMS Data Analytics Specialist [email protected]