Digital Learning Department

Rule Text

(7) Enrollment reporting procedures: Effective the 2011-12 school year, the full-time equivalency of students enrolled in an alternative learning experience must be determined as follows:

(a) The school district must use the definition of full-time equivalent student in WAC 392-121-122 and the number of hours the student is expected to engage in learning activities as follows:

(i) On the first enrollment count date on or after the start date specified in the written student learning plan, subject to documented evidence of student participation as required by WAC 392-121-106(4), the student's full-time equivalent must be based on the estimated average weekly hours of learning activity described in the student's written student learning plan.

(ii) On any subsequent monthly count date, the student's full-time equivalent must be based on the estimated average weekly hours of learning activity described in the written student learning plan if:

(A) The student's progress evaluation conducted in the prior calendar month pursuant to subsection (4)(c) of this section indicates satisfactory progress; or

(B) The student's progress evaluation conducted in the prior calendar month pursuant to subsection (4)(c) of this section indicates a lack of satisfactory progress, and an intervention plan designed to improve student progress has been developed, documented, and implemented within five school days of the date of the prior month's progress evaluation.

(iii) On any subsequent monthly count date if an intervention plan has not been developed, documented, and implemented within five school days of the prior month's progress evaluation, the student's full-time equivalent must not be included by the school district in the enrollment count for the month of the evaluation that showed the lack of satisfactory progress.

(iv) Enrollment of part-time students is subject to the provisions of RCW 28A.150.350, and generates a pro rata share of full-time funding.

(b) The enrollment count must exclude students meeting the definition of enrollment exclusions in WAC 392-121-108 or students who have not had direct personal contact with a certificated teacher for twenty consecutive school days. Any such student must not be counted as an enrolled student until the student has met with a certificated teacher and resumed participation in their alternative learning experience or is participating in another course of study as defined in WAC 392-121-107;

(c) The enrollment count must exclude students who are not residents of Washington state as defined by WAC 392-137-115;

(d) The enrollment count must exclude students who as of the enrollment count date have completed the requirements of the written student learning plan prior to ending date specified in the plan and who have not had a new written student learning plan established with a new beginning and ending date that encompasses the count date;

(e) School districts claiming alternative learning experiences students for funding for nonresident students must document the district of the student's physical residence, and shall establish procedures that address, at a minimum, the coordination of student counting for state funding so that no student is counted for more than one full-time equivalent in the aggregate including, but not limited to:

(i) When a resident district and one or more nonresident district(s) will each be claiming basic education funding for a student in the same month or months, the districts shall execute a written agreement that at minimum identifies the maximum aggregate basic education funding each district may claim for the duration of the agreement. A nonresident district may not claim funding for a student until after the effective date of the agreement.

(ii) When a district is providing alternative learning experiences to nonresident students under the school choice enrollment provisions of RCW 28A.225.200 through 28A.225.230 and 392-137 WAC the district may not claim funding for the student until after the release date documented by the resident district.

Comments

This subsection establishes new enrollment reporting procedures for ALE. When a teacher determines a student is making satisfactory progress for the month, there is little change. When a teacher determines a student is not making satisfactory progress for the month, the requirement to count a student's enrollment by their actual hours of learning in the subsequent month is replaced with the requirement of the ALE program to develop, document, and implement an intervention plan designed to improve student performance. The intervention plan must be implemented within five school days of the unsatisfactory progress determination. If the intervention plan is not implemented within those five school days, the student’s FTE must be removed from that month’s enrollment reporting.

Enrollment Reporting Guidance

Below provides guidance for reporting ALE enrollment. Additional guidance can be found on the SAFS page of the OSPI website.

Students Not Making Satisfactory Progress

A student whose progress was unsatisfactory after the monthly evaluation will be required to have an intervention plan in place within five school days of the evaluation. If an intervention plan is in place within five school days, the student may be claimed for that month’s apportionment based on the weekly instruction hours identified in the student written learning plan. If an intervention plan is not in place within five school days of the unsatisfactory evaluation, the student’s FTE must be removed from the count for the month of the unsatisfactory progress. The reporting of actual instructional hours after an unsatisfactory evaluation is no longer required.

Example #1:

On the October 3rd count date, an ALE student was counted and included in the Total K–12 District Enrollment on the P-223 based on the estimated weekly hours identified in the student written learning plan. The student’s monthly progress evaluation on October 20th showed unsatisfactory progress and the required intervention plan was not in place by October 25th, within five school days of evaluation. The student’s enrollment is removed from the October P-223. This student's enrollment should not be reported on the SAFS ALE for October.

Example #2:

On the October 3rd count date, an ALE student was counted and included in the Total K–12 District Enrollment on the P-223 based on the estimated weekly hours identified in the student written learning plan. The student’s monthly progress evaluation on October 31st showed unsatisfactory progress and the intervention plan was not in place by November 4th, within five school days of evaluation. The student’s enrollment is removed from the October P-223. This student's enrollment should not be reported on the SAFS ALE for October.

Reduction of Funding for ALE Programs

Districts whose ALE programs meet the minimum contact time as required under WAC 392-121-182(8) will be funded at 90% of the general apportionment rate. Students who do not meet the required contact time will be funded at 80% of the general apportionment rate.

SAFS ALE Enrollment Reporting

For the 2012-13 school year, SAFS ALE Enrollment Reporting is the sole application for districts to report their ALE enrollment. Districts are no longer required to report their ALE enrollment separately on the P-223/P-223S.

Through the SAFS ALE Enrollment Reporting system, districts report their ALE program enrollment by grade, by month, and by home districts, as well as, enrollment that met or did not meet the minimum contact time requirement. ALE enrollment that generates Skills Center, Secondary Vocational, and Middle School Vocational funding must also be reported.

Since the reporting of ALE enrollment is based on the average weekly contact time, districts must wait until the end of the month to report their ALE enrollment. At the beginning of the month, districts should count and report all the district enrollment on the P-223 in the Total K-12 District enrollment. At the end of the month, districts should look back at the ALE students counted at the beginning of the month and assess whether the minimum contact time was met and report the enrollment accordingly in the SAFS ALE Enrollment Reporting system by the next month's enrollment deadline.

Districts should report their ALE enrollment in its entirety. The 90% or 80% adjustment to funding will be done by the Office of Superintendent of Public Instruction based on the data provided by the district.

Example #3:

On the October count date, the district has 100.0 FTE in an ALE program. For the October P-223, the district includes the 100.0 FTE with their total district enrollment in the Total K–12 District Enrollment. At the end of the month, the district will assess the 100.0 ALE FTE claimed at the beginning and evaluate which students met the minimum contact time. Two students (2.0 FTE) missed their face-to-face meetings and did not meet the minimum contact time. The district will report on the October SAFS ALE Enrollment file 98.0 FTE in the ‘Met Minimum Contact Time’ column and 2.0 FTE in the ‘Not Meeting Minimum Contact Time’ column.

Common Questions

Relevant Forms or Samples

Note: These sample forms were developed by a working group that included representation from WALA, the State Auditor's Office, OSPI, and several ALE programs. They are intended to be used as samples, and use of the sample forms provided is not required.

• Sample Intervention Form #1 (Word .doc)
• Sample Intervention Form #2 (Word .doc)

Reporting guidance:

• Flow Chart - ALE Enrollment Reporting (PDF) - effective 9/1/12
• Changes to the EDS ALE reporting screen (Word .doc)
• Changes to the EDS P-223 screen (Word .doc)

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