Chapter 23 Chapter 23 – FTE Reporting – COUNT 3 23-3 FTE OVERVIEW FTE reporting requires the...
Transcript of Chapter 23 Chapter 23 – FTE Reporting – COUNT 3 23-3 FTE OVERVIEW FTE reporting requires the...
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-1
Chapter 23
FTE REPORTING and CLASS SIZE – Count 3
Submission of data reports to the State of Georgia reporting agencies is required two times
yearly for FTE (Full Time Equivalent) purposes. These reports give a snapshot of
instructional services that each student receives on the day of the count.
Count 3 – ACTIVE STUDENTS ONLY
February 14, 2012 – “10 Days prior to Count Day”
March 1, 2012 – FTE Count Day, which will represent a count report of all
currently active students and CLASS SIZE.
The FTE cycle is a period of time, with a start and end date, in which our school district
submits data required for state reporting at the Georgia Department of Education.
Cycles 1 and 3 collect data used for QBE funding and official enrollment counts. These
collection cycles are required by state law and are somewhat different in population. FTE
Cycle 1 includes both active and withdrawn students; whereas, Cycle 3 only includes active
students. FTE funds are earned based on the program weights and segments reported in
Cycles 1 and 3.
http://www.gadoe.org/Technology-Services/Data-Collections/Pages/2012-FTE-Resources.aspx
Detailed State of Georgia regulations can be found on the DOE website through
the following path:
f particular interest are:
2012 FTE Resources
Reports and Descriptions
General Information
Categories and Weights
Data Elements for cycles 1 and 3
EIP Information
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-2
FTE COUNT 3 INSTRUCTIONS
TABLE OF CONTENTS Page Number
FTE Overview 23-3
FTE General Info 23-4 to 23-8
Things to Remember 23-9
FTE Data Element Dictionary 23-10 to 23-28
Task Checklist Summary 23-29 to 23-30
Phase I - A Level Tasks 23-31 to 23-48
Phase II - B Level Tasks 23-49 to 23-64
Phase III - C Level Task 23-65 to 23-69
Phase IV - FTE COUNT DAY tasks 23-70 to 23-73
State Board Policies Related to FTE Data Collection 23-74
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-3
FTE OVERVIEW
FTE reporting requires the teamwork of school personnel under the leadership of
the Student Information Coordinator with others including, but not limited to:
Student Information Coordinator, Data Clerk, Instructional Support Teacher, TAG
Teachers, Special Education Teachers, School Social Workers, Counselors, ESOL
Teachers, Food Service Managers, Remedial and EIP Teachers, Scheduling Assistant
Principal
General Responsibilities of the Student Information Coordinator include:
Participation in scheduled in-service meetings on enrollment, attendance,
scheduling, FTE, and special education reporting procedures
Training of school personnel involved in FTE and Special Education reporting
Maintenance of necessary preparation forms (if needed) and long-term storage of
working documents and final reports
Distribution of procedural instructions, forms, other information and final reports to
applicable school personnel in a timely manner
Verification of accuracy of all enrollments, attendance, scheduling, FTE, and Special
Education reports prior to submitting data file to district office and State of Georgia
Adherence to reporting timelines developed for enrollment, attendance, scheduling,
FTE and Special Education reporting cycles
Representation of school as contact person for communication purposes
Maximizing FTE funding is an important part of preplanning for your school year. The
following suggestions and procedures for examining your data will be helpful.
Class Size: “Maximum class sizes adopted by the State Board of Education must not be
exceeded for funding eligibility.”
State Board Rules relevant to CLASS SIZE and FTE:
http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-
Education/Pages/PEABoardRules.aspx
List of State Funded Courses – Board Rule 160-4-2-.03
Remedial Education – Board Rule 160-4-5-.01
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-4
FTE GENERAL INFORMATION
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.
FTE (Full-Time Equivalent) reporting refers to the state funding mechanism based on the student enrollment and the educational services local school systems provide for the students. Educational programs are divided into seventeen state-funded categories. A specific funding weight is assigned to each category. The base amount of money received for each FTE student is determined by the Georgia General Assembly. Refer to O.C.G.A. § 20-2-161 for information concerning the QBE formula. FTE FUNDING PROGRAM CATEGORIES
A funding category is a state-authorized instructional program as listed in the QBE Act. The
seventeen program categories for FTE funding are:
Kindergarten Gifted Education
Grades 1-3 Grades 6-12 Remedial Education
Grades 4-5 High School Vocational Laboratories
Grades 6-8 (Middle Grades Program) Special Education Category I
Grades 6-8 (Middle School Program) Special Education Category II
Grades 9-12 Special Education Category III
Kindergarten Early Intervention Program (EIP) Special Education Category IV
Grades 1-3 Early Intervention Program (EIP) Special Education Category V
Grades 4-5 Early Intervention Program (EIP)
FTE PROGRAM WEIGHT
The program weight is the numerical factor used in determining FTE funding. The assigned
weight (value) given to an FTE category/program is determined by the cost of providing the
state-funded courses approved by the Georgia Board of Education. The FTE Weights
Committee, with input from state and local educators, determines the costs assigned to each
FTE category.
UNWEIGHTED FTE
An unweighted FTE is the sum of all segments reported for a given program, divided by six
and rounded to the nearest whole number. It does not represent a particular student. A
particular student may have several different FTE unweighted categories (e.g., Grades 9-12,
Vocational Lab, Gifted) assigned during an academic day. Therefore, the services the
student receives may show up in the totals of different unweighted FTE categories.
Unweighted FTE = Rounded ((Sum All Segments) / 6)
WEIGHTED FTE
A weighted FTE is the unweighted FTE multiplied by the Program Weight:
Weighted FTE = Unweighted FTE X Program Weight
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-5
FTE Funding Criteria Funding for FTE is determined according to the requirements outlined in state law, federal
law and program enforcement.
Some of those requirements include the following:
1. Eligibility for Enrollment in School – Students that have attained age 5 by
September 1, 2011 are eligible for enrollment in the appropriate general education
programs authorized in state law. General education students who have reached the
age of 20 by September 1, 2011 or have received high school diplomas or the
equivalent are not eligible for enrollment. Students with disabilities are eligible for
enrollment through age 21 or until they receive a high school or special education
diploma or the equivalent. In addition, the law notes an exception for students who
were legal residents of another state. See O.C.G.A. 20-2-150.
2. Six Segments – The FTE report must indicate the student‟s specific assigned
program for each one-sixth segment of the school day on the designated reporting
date. See O.C.G.A. 20-2-160. Courses that are identified as non-credit courses,
enrichment courses, or course which require participation in an extracurricular
activity for which enrollment is on a competitive basis, courses in which student
serves as a teacher assistant, office assistant, or library aides, courses for which no
outline of course objectives is prepared or does not dedicate a major portion of the
class time toward meeting state-approved curriculum requirements, or any other
course identified by the Georgia Department of Education are not eligible for FTE
funding.
3. Prior Ten Days – A student must have attended class for at least one of the prior ten
school days before the FTE count date.
4. Enrolled in an Instructional Class – A student must be enrolled in an instructional
program to earn FTE funding for that segment. The student must be regularly
scheduled to receive services on the count day. In other words, schedules should not
be rearranged for the purpose of earning FTE funding. Funding should be based on
the student‟s needs and the ability of the school to regularly schedule those services.
5. Tuition – Students that pay tuition for class enrollment do not earn FTE funding for
that class.
6. Resident Status – FTE funding is earned for students that are residents of a Georgia
public school district. Out of state students do not earn FTE funding.
7. Class Size – Schools must meet Class Size requirements as defined in state law and
state board of education policy. Failure to comply with maximum class size
requirements will result in a complete loss of funding for the entire class out of
compliance.
8. Program Requirements – Various programs have additional program requirements
that must be met in order for students to earn FTE funding.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-6
Data Collected in FTE Cycle 3
FTE CYCLE Cycle THREE
PURPOSE To determine state funding
POPULATION (WHO TO REPORT)
ALL ACTIVE STUDENTS
WHEN Spring
DATA ELEMENTS
Cycle THREE Elements System
Fiscal Year
Report Period
Student ID
School
Grade Level
Prior Ten Days
Resident Status Code
System of Residency
Program Code (Segments 1-6)
Alternative Education Program
Location of Enrollment (Segments 1-6)
Fiscal Agent (Segments 1-6)
ESOL- Itinerant
ESOL Non-Itinerant
Gender
Ethnicity
Race (Indian, Asian, Black, Pacific, White)
Student Status
Environment
Report Type
Date of Birth
Transported (Segments 1-6)
Supplemental Speech (Segments 1-6)
Itinerant Teacher (Segments 1-6)
Inclusion (Segments 1-6)
Primary Area
All IEP
EL (English Learner)
GTID
Gifted Delivery Model (Segments 1-6)
Previous Student ID
Last Name
First Name
Middle Initial
Dual Enrollment Type (Segments 1-6)
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-7
Reporting of Segments
FTE INSTRUCTIONAL SEGMENT
One FTE (Full-Time Equivalent) is equal to six “instructional segments”. An instructional
segment is the service provided to a student during one-sixth of an academic day. For
purposes of reporting FTE, the academic day is thought of as being divided into six equal
segments of instructional time. FTE funding is allocated only for state-approved
instructional programs for the basic six-hour day.
Depending on the grade, a segment consists of:
For Grades PK-8: the minimum number of hours of instruction required for the length of the school day divided by six.
For Grades 9-12: at least the minimum number of minutes required for earning of a
Carnegie unit
Refer to Georgia Board of Education Rule: 160-4-2-.47 (48) HIGH SCHOOL GRADUATION REQUIREMENTS and 160-5-1-.02 SCHOOL DAY FOR STUDENTS. Each student‟s FTE record must have program codes for all six segments. If a segment is not
coded, the record is rejected when it is processed at GaDOE and the school district will
receive an error message. If the student is not scheduled for a state-approved course, the
segment must be coded as non state-funded (code „O‟). Use the segment code „O‟ for all
regular education pre-kindergarten student segments.
Segment 2
Segment 1
Segment 3
Segment 5
Segment 6
Course Length within School Term
B A S I C D A Y
Lunch break Segment 4
From beginning to end of term, a segment
SHOULD EQUAL the instructional time
needed to earn credit or seat time for a course
NOTE: FTE Segments DO
NOT INCLUDE lunch breaks, recesses, rest times,
or class change time. These
are not considered instructional time.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-8
REPORTING SEGMENTS FOR BLOCK SCHEDULING - TRI CITIES ONLY
If a system uses an alternative student schedule, such as Block Scheduling, which results in
four-period instruction day, that system must report FTE outlined as follows:
For Cycle 3 (Spring Count) the system will report the four classes that are
scheduled on the day before the official state FTE count day as the first four
segments. Segments five and six will be obtained from the day of the official
count day and will consist of one segment reflecting the highest weight code for
the student on that day and one segment reflecting the lowest weight code for the
student on that day.
Rules for determining the highest and lowest weights:
1. If at least two of the codes to choose from include a 4 and an M, N or O (all are
0.00 weight), always choose the 4 to report as the lowest weighted code. This
will allow the SED facility to receive funding even though it is recognized as
0.00 weight.
2. If all codes to choose from have 0.00 weight, but one code is a 4, then report the 4
as the high weight and report one of the other 0.00 weight codes for the low
weight. For Example, assume that FTE PROGRAM CODES for segments 1-4
have already been determined (N, O, O, 4). According to the above rule (No. 1),
the high weight code that is selected is 4 and the low weight code that is selected
is O.
Scheduled Periods FTE Reported Segments 1 2 3 4 1 2 3 4 5 6
N O O 4 N O O 4 4 O
If segments to choose from include M, N or O (all are 0.00 weight), ignore all of
these program codes and choose the lowest code that is actually weighted. For
Example, assume the PROGRAM CODES for segments 1-4 have been determined
(D, N, O, K). The PROGRAM CODE K is selected and reported for the highest
weight and the PROGRAM CODE D is selected and reported for the lowest
weight. The PROGRAM CODE D is the lowest weighted program code because
PROGRAM CODES N and O carry no funding weight.
Scheduled Period FTE Reported Segments 1 2 3 4 1 2 3 4 5 6 D N O K D N O K K D
high
lo
w
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-9
Things to remember in preparation for FTE Reporting:
Copies of all FTE Worksheets and FTE Worksheets Instructions can be found on the
Student Information website under Information, GA Reporting, FTE Worksheets,
and Instructions.
http://www.fultonschools.org/dept/studentinfo/gareporting.html
Instructions for “Itinerant Teacher” reporting can be found on the Student
Information website under GA Reporting, FTE, FTE Worksheets, and Instructions.
The instructions are included when the Special Education and ESOL worksheets are
printed.
Classifications of instruction in the Personal Information screen include:
Blank - Regular Ed
G - Gifted
S - Special Education
R - Remedial or EIP
X - Special Education and Remedial
B - Special Education and Gifted.
In-School Suspensions must be reported as Alternative School Program for students
in ISS on the FTE Count Day.
If a student‟s services change during the school year, make necessary changes to the
Classification field in the Personal Information screen. Never remove the Primary
Exceptionality for the student if he/she was served during the current school year.
If a student is receiving Out-of-School Suspension (OSS) for all 10 days prior to the
FTE count, the “Present 10 days Prior” field will be coded as “N” and the student will
not generate funding. OSS is not considered an Alternative Program.
Night school students (ages 16-21) DO generate funding IF they are not enrolled in
any other school. Students must be Fulton County residents and non-fee paying.
Students who are receiving hospital/homebound services for the minimum three
hours per week during any part of the ten school days proceeding the day of the
count, may report six FTE Segments. The student should be reported with the six (6)
PROGRAM CODES that would correspond to his/her normally scheduled in-school
classes.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-10
FTE DATA ELEMENT DICTIONARY
ALL IEP
The ALL IEP code indicates if a student eligible for special education services is receiving
services via an Individual Education Plan (IEP) or an Individual Service Plan (ISP).
Students eligible for special education services that are reported with a Special Education
Environment Code of “1-9” and have an IEP are reported with an All IEP code of „Y‟.
Students eligible for special education services who are reported with an Special Education
Environment Code of “0” – Parentally Placed in Private School and have an ISP are reported
with an All IEP code of „S‟.
If a student with a disability has an IEP or ISP and is not receiving services during the fall
semester due to scheduling, but will receive services in the spring, then code the student as
receiving the services with IEP (Y) or ISP (S).
Students eligible for special education services who are reported with an Special Education
Environment Code of “0” – Parentally Placed in Private School but are NOT receiving
proportionate share services and do not have an ISP are reported with an All IEP code of „N‟.
General education students must report BLANK for ALL IEP.
Valid codes are: „Y‟ = Yes
„N‟ = No
„S‟ = Service Plan
BLANK (General education students)
AGE
RANGE
SPECIAL
EDUCATION
ENVIRONMENT
CODE
IEP SERVICE
PLAN
ALL
IEP
CODE
VALUE
Ages
6-21 1 to 9 Yes No Y
0 No Yes S
0 No No N
Ages 3-5 A to I Yes No Y
J No Yes S
J No No N
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-11
DATE OF BIRTH
DATE OF BIRTH is the date of the student's birth. It must be in the format MMDDYYYY.
NOTE: “all children and youth who have attained the age of five years by September 1,
2011 shall be eligible for enrollment in the appropriate general education programs
authorized in this part unless they attain the age of 20 by September 1, 2011 or they have
received high school diplomas or equivalent. This shall specifically include students who
have re-enrolled after dropping out and who are married, parents, or pregnant.
Special education students shall also be eligible for enrollment in appropriate education
programs through age 21 or until they receive high school or special education diplomas or
the equivalent; provided, however, they were enrolled during the preceding school year and
had an approved Individualized Education Program (IEP) which indicated that a successive
year of enrollment was needed.
Other students who have not yet attained age 21 by September 1, 2011 or received high
school diplomas or the equivalent shall be eligible for enrollment in appropriate education
programs, provided they have not dropped out of school for one quarter or more. . . .”
O.C.G.A. § 20-2-150 (a).
NOTE: Special education students are eligible for enrollment in appropriate education
programs through age 21 or until they receive a regular high school diploma or equivalent.
DUAL ENROLLMENT TYPE - NEW DATA ELEMENT FY 2012
The DUAL ENROLLMENT TYPE must be reported for students reported who are reported
with a PROGRAM CODE = „M‟. The DUAL ENROLLMENT TYPE code identifies the type
of dual enrollment instruction the student is receiving.
Valid values are: „01‟ - General Education
„02‟ - CTAE/Vocational
ENGLISH LEARNER
ENGLISH LEARNER (EL) [formerly ENGLISH LANGUAGE LEARNER (ELL)] indicates
whether the student has been identified as having limited proficiency in English.
EL students are frequently in the state-funded ESOL program if such a program exists in
the school, but they are not necessarily participating in the ESOL program. If a student is
an ESOL student, then the student must be EL.
By definition, all ESOL students have limited proficiency in English. Some students that
have limited proficiency in English may not be in a state-funded ESOL program.
International Exchange Students must be coded as „N‟.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-12
ENVIRONMENT
The ENVIRONMENT code indicates the type of residential environment in which the
student lives.
CODE DESCRIPTION
1 Resides in a local institution for the
neglected
2 Resides in a local institution for the
delinquent
3 Is homeless
4 Is Unaccompanied Youth
BLANK Does not meet the criteria for 1, 2, 3, or 4
ESOL - ITINERANT
ESOL - ITINERANT represents the number of segments, from 1 to 5, in which the student
spends in ESOL classes taught by an itinerant teacher. (An ITINERANT TEACHER is a
teacher who, on the day of the FTE count, accumulates travel time equal to or greater than
the major portion of one segment of an instructional day and during the week accumulates
travel time of 90 minutes or more during instructional time).
The total number of reported segments for ESOL - ITINERANT plus ESOL - NON-
ITINERANT cannot exceed:
Five („5‟) for grades 9-12
Two („2‟) for grades 4-8
One („1‟) for grades K-3.
NOTE: If ESOL segments are reported, the student must be reported EL = „Y‟.
ESOL - NON-ITINERANT
ESOL - NON-ITINERANT represents the number of segments, from 1 to 5, in which the
student spends in ESOL classes taught by a non-itinerant teacher. Other than the type of
teacher, ESOL - NON-ITINERANT is the same as ESOL - ITINERANT.
FIRST NAME
FIRST NAME identifies the student's first name as it appears on legal documents.
Nicknames are not allowed. FIRST NAME cannot be null, contain numbers, or selected
special characters. Valid characters are: a-z, A-Z, - ,', ., `, Blank(Space Char). FIRST NAME
is reported in all FTE cycles.
FISCAL AGENT
FISCAL AGENT is the entity responsible for hiring the teacher for a dual enrollment course
taken by a high school student. The FISCAL AGENT is required whenever a dual
enrollment („M‟) segment is reported in FTE.
FISCAL YEAR
FISCAL YEAR is the Georgia fiscal year to which a record corresponds. It must be in the
format YYYY. FISCAL YEAR is reported in all FTE cycles.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-13
GENDER
The GENDER code identifies the student's sex. GENDER is reported in all FTE cycles.
Valid values are Male = „M”; Female = „F‟.
GIFTED DELIVERY MODEL (Segments 1-6)
GIFTED DELIVERY MODEL indicates the model used in the delivery of gifted services for
the particular segment of instruction. To claim funding for gifted services, segment must
meet all of the criteria outlined in the Gifted Education Regulations. (I.E. class size, teacher
credentials, curriculum, student qualifications). If FTE funding is claimed for a gifted
student, information on the type of service delivery and content area of curriculum will be
required in Student Record.
CODE DESCRIPTION
VALID
GRADE
LEVELS
1 Resource Model K-12
2 Advanced Content 6-12
3 Cluster Group K-12
4 Collaborative Teaching K-12
5 Internship/Mentorship 9-12
6 PSO/Joint Enrollment 9-12
7 Approved Innovative Model K-12
GRADE LEVEL
GRADE LEVEL indicates the student's current grade placement. Valid codes are:
CODE DESCRIPTION SPECIAL DEFINITIONS
PK Pre-
Kindergarten
All students being served by the public schools, birth through four years of age,
served prior to the kindergarten program.
UK* Underage
Kindergarten
All students served in kindergarten who have not attained the age of five on or
before September 1. For the current school year, a UK student would have been
born after 9/1/2006. If the kindergarten student was born before this date, the
grade level would be „KK.‟
U1* Underage First
Grade
All students starting first grade for the first time that have not attained the age of
six on or before September 1. For the current school year, a U1 student must have
been born after 9/1/2005. If the student was born on or before this date, the
GRADE LEVEL would be „01.‟
KK Kindergarten (Regular kindergarten)
OTHER REGULAR GRADE CODES
CODE DESCRIPTION CODE DESCRIPTION CODE DESCRIPTION CODE DESCRIPTION
01 Grade 1 04 Grade 4 07 Grade 7 10 Grade 10
02 Grade 2 05 Grade 5 08 Grade 8 11 Grade 11
03 Grade 3 06 Grade 6 09 Grade 9 12 Grade 12
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-14
*Exception to UK and U1 Coding: A child who was a legal resident of a state or
states other than Georgia for a period of two years immediately prior to moving to
Georgia and who was legally enrolled in a public kindergarten or first grade, or a
kindergarten or first grade accredited by a state or regional association, shall be eligible
for enrollment in the appropriate general or special education programs authorized in
this part if such child will attain the age of five for kindergarten or six for first grade by
December 31, 2011 and is otherwise qualified. Authority O.C.G.A. § 20-2-150 (b).
These students should be reported as either kindergarten (KK) or first grade (01).
GRADE LEVEL codes of PK, UK, and U1 must be reported in Cycle 1 and Cycle 3 for
statistical purposes, although they do not earn FTE funding. If these students are
receiving special education services, the special education services must also be reported
in Cycle 1 and 3.
GTID
GTID is the 10-digit student ID assigned by the Georgia Department of Education. It is a
unique testing identifier that is created in the GTID application. All GTID‟s reported for
students must also be found in the GTID application. Students transferring between districts
should already have a GTID
INCLUSION (Segments 1-6)
INCLUSION indicates that a student with disabilities has an individualized education
program (IEP) that identifies the general education classroom as the least restrictive
environment for the delivery of special education services for that course. INCLUSION
includes both supportive instruction and direct special education services provided in the
general education classroom.
Supportive services are specifically designed instruction or supplemental aids or services
provided from personnel such as paraprofessionals, interpreters, job coaches, other assistive
personnel, and other general education teachers that allow the student to receive instruction
in the general education classroom. Direct Special Education Services in the general
education classroom are specifically designed instruction where the special education teacher
works with the identified student and the general education teacher within the general
classroom setting, such as co-teaching, collaborative instruction, and consultative services.
See Board Rule 160-4-7-.07 LEAST RESTRICTIVE ENVIRONMENT (LRE).
Students receiving special education services in a general education setting through
supportive services are reported with a general education PROGRAM CODE and are funded
at the Special Education Level 5 funding weight. Students receiving special education
services in a general education setting through direct special education services are reported
with a disability specific PROGRAM CODE and funded at Special Education Levels 1-4
with a disability-specific weight for FTE funding.
Alternate special education services - where the special education teacher provides
instruction to students in a separate classroom, special school, home environment, hospitals,
or institutions are NOT reported with an INCLUSION code, but are reported with a
disability-specific weight for FTE funding.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-15
SUPPORTIVE SERVICES
The services received must be from personnel such as paraprofessionals, interpreters,
job coaches and other assistive personnel. The indicators are as follows:
Code Personnel
Type
Description
4 Paraprofessional
Personnel employed and/or assigned to provide assistance
to students with disabilities in the general education
classroom. Paraprofessionals provide educational
services for a student with disabilities under the
supervision of a professional. Paraprofessionals may
perform their duties in environments where the following
are provided: classroom instruction; physical education;
speech-language instruction; vocational programs;
community-based instruction, and other types of support
to classroom instruction and related services.
Paraprofessionals not providing services in the general
education classroom are not reported with an inclusion
code.
5 Interpreter
Personnel employed and/or assigned to facilitate
communication between
students who are deaf or hard-of-hearing by interpreting
from spoken English to American Sign Language (or the
reverse) from spoken English to American Sign Language
(or the reverse) and/or transliterating from spoken
English to an English system used on the hands.
6 Job Coach
Job Coach Personnel employed and/or assigned to teach,
support and supervise (i.e., “coach”) specific jobs or
components of jobs to students with disabilities in a
community setting. This includes CTI serving students
on the day of the count that are participating in CTAE
Work based Learning Programs.
7 Assistive or
other personnel
Assistive or other personnel – Personnel other than Job
Coaches, Interpreters, or Paraprofessionals who are
employed and/or assigned to provide assistance to
students with disabilities in the least restrictive
educational environment.
Examples may include therapy or mobility aides.
8
Certified
Teacher
(Not Special
Education)
Personnel who hold teaching certificates from the State of
Georgia Professional Standards Commission.
N Not applicable.
NOTE: Any segment that is reported with one of the INCLUSION indicators of 4, 5,
7, or 8 must have a general education PROGRAM CODE („A‟ through „M‟, or „9‟) in
the corresponding PROGRAM CODE segment.
Any segment reported with an INCLUSION indicator of „6‟ must be reported with
PROGRAM CODE = „K‟.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-16
DIRECT SPECIAL EDUCATION INSTRUCTION
This indicates an instructional model where a special education teacher works with
identified students and the general teacher within the general education classroom.
Cod
e
Personnel Type Description
9
Certified Specified Education
Teacher / Co-Taught /
Collaborative / Consultative
Model
A general and special education teacher teaching in
the same classroom with the special education teacher
being in the classroom at least 50% of an instructional
segment for collaborative and 100% of an instructional
segment for co-taught. See SPECIAL EDUCATION
requirements for reporting consultative services.
ITINERANT TEACHER (Segments 1-6)
ITINERANT TEACHER indicates whether Special Education services are provided by an
ITINERANT TEACHER on the day of the FTE count.
The valid codes are:
„Y‟ = Special Education services are provided by an itinerant teacher
„N‟ = Special Education services are not provided by an itinerant teacher
An ITINERANT TEACHER is a special education itinerant teacher who accumulates travel
time equal to or greater than the major portion of one segment of an instructional day on the
day of the FTE count, and accumulates travel time of 90 minutes or more during
instructional time in a week.
LAST NAME
LAST NAME identifies the student's last name as it appears on legal documents.
Nicknames are not allowed. LAST NAME cannot be null, contain numbers, or selected
special characters. Valid characters are: a-z, A-Z, - ,', ., `, BLANK(Space Char). LAST
NAME is reported in all FTE cycles.
LOCATION OF ENROLLMENT
LOCATION OF ENROLLMENT refers to the place of instruction for a student enrolled in
a dual enrollment program. The location of these services may be on a University System of
Georgia (USG) campus, a Technical College System of Georgia (TCSG) campus, a K-12 public
school campus, a private post-secondary institution, or through a post-secondary online
course. LOCATION OF ENROLLMENT is required for any segment where the program
code is „M‟, „6‟, or „7.‟
MIDDLE INITIAL
MIDDLE INITIAL identifies the first character of the student's middle name as it appears
on legal documents. MIDDLE INITIAL is reported in all FTE cycles.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-17
PREVIOUS STUDENT ID
PREVIOUS STUDENT ID must be entered for students whose ID has been changed or
corrected since the previous collection of student information. See the chart below regarding
when to report previous student id.
COLLECTION TO
REPORT
IF the STUDENT ID
CHANGED SINCE
FTE 1 Student Record
FTE 3 FTE 1
Student Record FTE 3
PRIMARY AREA (Cycles 1 & 3)
PRIMARY AREA indicates the student‟s primary area of exceptionality. Only one
PRIMARY AREA may be reported for each student.
Code Description Code Description
P Mild Intellectual Disability Y Other Health Impairment
Q Moderate Intellectual
Disability
Z Visual Impairment
R Severe Intellectual Disability 1 Blind
S Profound Intellectual
Disability
2 Deaf and Blind
T Emotional and Behavioral
Disorder
3 Speech-Language Impairment
U Specific Learning Disability 6 Autism
V Orthopedic Impairment 7 Traumatic Brain Injury
W Hearing Impairment 8 Significant Developmental Delay
X Deaf
PRIMARY AREA = '8' must have GRADE LEVEL = 'PK', 'KK', 'UK', 'U1‟,
„01‟, „02‟, „03‟, „04‟ or „05‟.
PRIMARY AREA = '8' must have DATE OF BIRTH such that the student
is less than or equal to 9 years of age as of September 1, 2011.
PRIOR TEN DAYS
PRIOR TEN DAYS - Students must be present at least one of the ten school days prior to
the FTE day, not including the day of the count, in order to earn FTE credit. These PRIOR
TEN DAYS are based on the district‟s calendar of school days. Valid codes are:
„N‟ = Student was absent all ten days prior to the count
„Y‟ = Student was present at least one of these ten days prior to the count
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-18
PROGRAM CODE (Segments 1-6)
PROGRAM CODE represents the type of service received by a student during an
instructional segment. The PROGRAM CODE is assigned a predetermined weight used in
the funding calculation. Some PROGRAM CODES, such as „M‟, „N‟, and „O‟, do not have a
funding weight and do not earn FTE funding for the school.
Georgia Virtual High School - Schools with students participating in the Georgia Virtual
School Program (GAVS) and earning high school credit should report PROGRAM CODE of
„5‟ to indicate segments for each of the following situations:
Block school - 1 unit - earns full credit in one semester - report one „5‟ segment in FTE
Block school – ½ unit – earns ½ credit in one semester – report one „5‟ segment in FTE
Traditional - 1 unit -earns full credit in one semester - report two „5‟ segments in FTE
Traditional – ½ unit - earns ½ credit in one semester - report one „5‟ segment in FTE
Virtual School segments should only be reported if the course is taken as part of
the regular school day.
Middle School Program – The Middle School Program is reported with PROGRAM
CODE = „H‟. Only schools using the state-approved model for middle schools are able to
report students with „H‟ segments. FULTON COUNTY USES the Middle School Program
model.
All other middle schools should use the middle grades PROGRAM CODE („9‟). For more
information on the middle schools program, see Board Rule 160-4-2-.05 MIDDLE SCHOOL
PROGRAM CRITERIA.
Remedial Education Program – Remedial Education is an approved program for grades
6-12. To determine the number of segments that can be reported for a student, see the
Remedial Education Program Guidelines and Board Rule 160-4-5-.01 REMEDIAL
EDUCATION PROGRAM.
Dual Enrollment HOPE Grant - Schools with students participating in the Dual
Enrollment HOPE Grant Program are reported in the same manner as the students
participating in the PSO/Accel program. They are reported PROGRAM CODE = „M‟.
PROGRAM CODE = „K‟ is no longer valid for students taking courses under the Dual
Enrollment HOPE Grant.
Move on When Ready - PROGRAM CODE = „6‟ is used to indicate the student received
instruction at an eligible post-secondary institution which is equivalent to the general
education instruction under the existing PROGRAM CODE = „D‟.
Move on When Ready - PROGRAM CODE = „7‟ is used to indicate the student received
instruction at an eligible post-secondary institution which is equivalent to the vocational lab
instruction under the existing PROGRAM CODE = „K‟.
Students participating in Move on When Ready will take all coursework at or through the
eligible institution or virtual courses approved by the State Board of Education.
The Move On When Ready program allows 11th and 12th grade public school students to
transfer to a college or technical school to complete high school while receiving credit towards
a higher degree.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-19
PROGRAM CODE indicates the funding/weight for the various education programs as
follows:
CODE DESCRIPTION CODE DESCRIPTION
A Kindergarten R Severe Intellectual Disability
B Grades 1-3 S Profound Intellectual
Disability
C Grades 4-5 T Emotional and Behavioral
Disorder
9 Middle Grades Program (Grades 6-8) U Specific Learning Disability
D Grades 9-12 V Orthopedic Impairment
E Kindergarten Early Intervention
Program (EIP)
W Hearing Impairment
F Primary Grades 1-3 Early Intervention
Program (EIP)
X Deaf
G Primary Grades 4-5 Early Intervention
Program (EIP)
Y Other Health Impairment
H Middle School Program (Grades 6-8) Z Visual Impairment
I Gifted education 1 Blind
J Remedial education (Grades 6-12) 2 Deaf and Blind
K Vocational lab 3 Speech/Language
Impairment
M Postsecondary Options (Dual Credit)
4 Georgia Network for
Educational and Therapeutic
Support (GNETS)
N Study hall (no earnings) 5 Georgia Virtual School
Program
O Non state-supported programs 6 Move On When Ready –
General Ed
P Mild Intellectual Disability 7 Move On When Ready –
Vocational Lab
Q Moderate Intellectual Disability
Note: The PRIMARY AREA of „6‟, „7‟ and „8‟ are not used to determine FTE funding.
PROGRAM CODE specifications for students with disabilities are highlighted for the
following populations:
Autism, Traumatic Brain Injury, and Significant Developmental Delay
Community-Based Instruction/Special Education Cooperative Work
Experience
Other Health Impairment
Private School Students
Career Technical Instruction
Speech-Language Impairment
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-20
PROGRAM CODE (Segments 1-6)
POPULATION PROGRAM CODE SPECIAL NOTES / CONDITIONS
Autism, Traumatic
Brain Injury, and
Significant
Developmental
Delay
PRIMARY AREAS of
‟6‟, „7‟, and „8‟ should be
coded using the
PROGRAM CODE in
which the student is
served.
Example: Segments for a five year old
student with significant developmental
delay will be coded according to the
services most similar to one of the codes „P‟
through „4‟ above.
Community-Based
Instruction
Report PROGRAM
CODE that correspond
to the student's
PRIMARY AREA.
Must have PROGRAM CODE that
correspond to the student's PRIMARY
AREA. Each school system shall report
FTE credit in the student‟s area of
disability for the segments of special
education classroom instruction provided
in an approved work-study program, as
well as, the sements of supervised work
experience. However, the total segments
reported for the work-study program shall
not exceed three.
Other Health
Impairment
For purposes of FTE
counting, segments will
be reported as „Y‟
A student reported with PROGRAM
CODE = „Y‟ (Other Health Impairment)
may be served in a variety of special
education settings as determined by IEP
content.
Parentally Placed
Private School
Students
The PROGRAM
CODES for all
segments must = „O‟.
o All segments of the day must have a
PROGRAM CODE = „O‟ non-state
funded.
o These students are funded through
proportionate share.
IEP
Determination
Private School
Students
All six (6) segments for
student are reported
with PROGRAM
CODES „P‟-„4‟.
o Students must be assigned by the local
school system, by IEP determination, to
private placement, either in or out of
state.
Career Technical
Instruction
Consultative,
Collaborative and
Co-taught
Code segments meeting
the requirements for
consultative,
collaborative and co-
taught services with
the PROGRAM
CODES that
correspond with the
student‟s PRIMARY
AREA and with an
INCLUSION CODE =
„9‟.
o The CTI services must be included in
the student‟s IEP and the CTI must
provide regularly scheduled direct
instruction to the student on the day of
the count
o If a student with disabilities is enrolled
in CTAE and CTI does not provide
direct instruction to the student on the
day of the count, then the student
should be reported with CTAE
PROGRAM CODES (PROGRAM
CODE = „K‟).
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-21
Career Technical
Instruction CTAE
Work-Based
Learning
Students participating
in CTAE Work-Based
Learning and receiving
supportive services
from CTI should be
reported with a CTAE
PROGRAM CODE =
„K‟ and INCLUSION
CODE = „6‟ (Job Coach)
o The CTI services must be included in
the student‟s IEP and the CTI must
provide direct instruction to the student
on the day of the count.
o If a student with disabilities is enrolled
in CTAE and CTI does not provide
direct instruction to the student on the
day of the count, then the student
should be reported with CTAE
PROGRAM CODES (PROGRAM
CODE = „K‟).
o The total segments reported for the
work-based program shall not exceed
three.
Career Technical
Instruction - CTI
Work-Based
Learning
Students participating
in CTI Work-Based
Learning should be
reported with
PROGRAM CODES
that correspond with
the student‟s
PRIMARY AREA.
o Report the PROGRAM CODES for the
student's PRIMARY AREA for
segments in an approved CTI work-
based learning program . The total
segments reported for the work-based
program shall not exceed three.
Speech-Language
Impairment
PROGRAM CODE =
‟3‟
(see Conditions =>)
o Only when a student receives speech
services on the day of the count for a
major portion of the segment.
o SUPPLEMENTAL SPEECH is
marked „Y‟ (Yes) when a student is
reported for more than three segments
on the day of the count in a single area
of disability and receives speech for less
than the major portion of one of those
segments.
RACE/ETHNICITY - The race/ethnicity of an individual is now collected in a two part
format
ETHNIC HISPANIC
ETHNIC HISPANIC is a code that indicates the ethnicity of a student. Valid codes are:
CODE DESCRIPTION INCLUDES
H Hispanic
An ethnicity flag that is used to identify a person of Cuban, Mexican,
Puerto Rican,
South or Central American, or other Spanish culture or origin,
regardless of race.
The term “Spanish Origin” can be used in addition to “Hispanic/Latino
or Latino.”
ETHNIC HISPANIC must be „H‟ (Hispanic) or „N‟ (not Hispanic).
(NOTE: This ethnicity indicator is separate from the race indicators.
Individuals shall have the opportunity to identify themselves as being
of or belonging to more than one race. If an individual identifies more
than one race, and also flags
ETHNIC HISPANIC as „H‟ (yes), that person is counted as Hispanic.
(See also: RACE)
N Non Hispanic
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-22
RACE INDIAN
RACE INDIAN is a code that indicates the race of a student. Valid codes are:
CODE DESCRIPTION INCLUDES
I Indian
One of the five race indicators that can be set to yes or no for a student.
More than one race indicator can apply per student.
RACE INDIAN - a person having origins in any of the original peoples
of North and South America (including Central America), who
maintains a tribal affiliation or community attachment.
RACE INDIAN must be „I‟ (yes) or „N‟ (no).
N Non Indian
RACE ASIAN
RACE ASIAN is a code that indicates the race of a student. Valid codes are:
CODE DESCRIPTION INCLUDES
S Asian
One of the five race indicators that can be set to yes or no for a
student. More than one race indicator can apply per student.
RACE ASIAN – a person having origins in any of the original peoples
of the Far East, Southeast Asia, or the Indian subcontinent including,
for example, Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and Vietnam.
RACE ASIAN must be „S‟ (yes) or „N‟ (no).
N Non Asian
RACE BLACK
RACE BLACK is a code that indicates the race of a student. Valid codes are:
CODE DESCRIPTION INCLUDES
B Black One of the five race indicators that can be set to yes or no for a student.
More than one race indicator can apply per student.
RACE BLACK - a person having origins in any of the original peoples
of the Black racial groups of Africa.
RACE BLACK must be „B‟ (yes) or „N‟ (no).
N Non Black
RACE PACIFIC
RACE PACIFIC is a code that indicates the race of a student. Valid codes are:
CODE DESCRIPTION INCLUDES
P Pacific
One of the five race indicators that can be set to yes or no for a student.
More than one race indicator can apply per student.
RACE PACIFIC - a person having origins in any of the original
peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
RACE PACIFIC must be „P‟ (yes) or „N‟ (no).
N Non Pacific
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-23
RACE WHITE
RACE WHITE is a code that indicates the race of a student. Valid codes are:
CODE DESCRIPTION INCLUDES
W White
One of the five race indicators that can be set to yes or no for a student.
More than one race indicator can apply per student.
RACE WHITE - a person having origins in any of the original peoples
of Europe, the Middle East, or North Africa.
RACE WHITE must be „W‟ (yes) or „N‟ (no).
N Non White
REPORT PERIOD
REPORT PERIOD is the FTE annual reporting cycle. The actual dates are set each year
by the Georgia Department of Education. Valid codes are:
CODE USED FOR
1 FTE Report Cycle 1 in October (State Funding, Enrollment Counts,
Special Education Child Count)
3 FTE Report Cycle 3 in March (State Funding, Enrollment Counts)
REPORT TYPE
REPORT TYPE indicates whether the student is a regular (general) education student or a
special education student. Valid codes are:
R = Regular/General Education Student
S = Special Education Student
Information on Report Type = „S‟
Every student with REPORT TYPE = “S” and ALL IEP = “Y” (served in a special education
program) must have been through due process procedures and have an Individualized
Education Program (IEP). The student must meet both of the following conditions:
meet the eligibility requirements for the area of disability being reported for special
education services AND
be scheduled to receive instruction from a teacher certified in the area of disability
noted in their IEP.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-24
Exceptions to these requirements are as follows:
EXCEPTION PROGRAM CODE TO
USE
CONDITION
Collaborative/
Co-taught or
Departmentalize
d Model
Use codes indicating the
PRIMARY AREA
Student must receive at least one segment
per month from a teacher certified in
student's PRIMARY AREA.
Consultative
Model
Use codes indicating the
PRIMARY AREA
Student receives direct instruction from
a teacher certified in student's
PRIMARY AREA for at least one
segment per month AND
Student must receive such direct
instruction for the majority of a
segment on the day of the FTE count.
Preschool
Special
Education
(AGES 3 and 4)
Use codes
categorically
(PROGRAM
CODES „P‟ through
„4‟) according to the
special education
services received on
the day of
the count.
Use PROGRAM
CODE = „O‟ for non-
special ed segments
Student is served through preschool
special education by categorically
certified teachers or by teachers holding
the “preschool handicapped”
endorsement or the Early
Childhood/Special Education
Interrelated certificate.
The GRADE LEVEL should be coded
„PK‟.
These students do not earn FTE
funds but must be reported
through FTE for other funding.
Preschool
Special
Education
(AGE 5)
Use codes
categorically
(PROGRAM
CODES „P‟ through
„4‟) according to the
services received on
the day of the count.
Student is served through preschool
special education by categorically
certified teachers or by teachers holding
the “preschool handicapped”
endorsement or the Early
Childhood/Special Education
Interrelated certificate.
Student, age 5, whose GRADE
LEVEL = „PK‟ should also be reported
as described for Preschool Special
Education and do not earn FTE funds.
Student, age 5, whose GRADE LEVEL
= „K‟ should also be reported as served
and do earn FTE funds.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-25
Georgia
Network for
Educational and
Therapeutic
Support
(GNETS)
Code segments
involved with
PROGRAM CODE =
„4‟
Any other part of the
instructional day the
student is served by
the local school
system should be
coded accordingly.
Students served in the GNETS
Program do not earn FTE funds, but
must be reported through FTE for other
state funding.
Example: A student, in this program a
portion of the day, ALSO is in an emotional
& behavioral disorders class in the school
system. The SYSTEM reports segments
spent in the emotional & behavioral
disorders class with PROGRAM CODE =
„T‟ (EBD).
PRIMARY AREA
= „6‟ (Autism); or
PRIMARY AREA
= „7‟ (Traumatic
Brain Injury); or
PRIMARY AREA
= „8‟ (Significant
Developmental
Delay)
Should be coded using
the PROGRAM CODE
in which the student is
served.
Students earn FTE funds at the level of the
program in which they are served. For
example, a student with traumatic brain
injury served in a class for specific learning
disabilities for 6 segments would earn at
Level I. In this example, all 6 PROGRAM
CODES = „U‟.
Multisystem Instructor or System Contract
Each school system will report for FTE credit, services received by students on Monday or
Friday only when those services are provided by a part-time instructor who cannot schedule
these students on a regular count day.
The FTE coordinator in the school system must have on file, a signed statement from the
instructor that indicates that these services can only be provided on a Monday or Friday.
For example, a private speech therapist is only available on Mondays for the afternoon.
Students served by this therapist on Monday may be counted on Tuesday of the Fall count.
Students who are served only on Monday before the Fall count by a multisystem instructor
on an itinerant basis or by a part-time individual with a system contract may have those
segments reported on the day of the count (Cycle 1). Students who are served only on Friday
after the Spring count by a multisystem instructor on an itinerant basis or by a part-time
individual with a system contract may have those segments reported on the day of the count
(Cycle 3).
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-26
RESIDENT STATUS CODE
The RESIDENT STATUS CODE indicates whether a student is a resident of your school
system, another school system but attending your school system, or another state. Indicate
residence with the following codes:
CODE DESCRIPTION INCLUDES
1 Resident of your school system
Students who reside in the geographic boundaries of the reporting school system. International Exchange Students and homeless students are also considered residents of the school system in which they are enrolled.
2* Nonresident, in-state, with consent of the system to accept this student with or without tuition
Children of employees who do not reside in the geographic boundaries of the school system, but who are allowed to enroll their children in the school where they are employed, OR in a different school within the same school
system where they are employed RESIDENT STATUS CODE = ‘2’ for these students.
Students enrolled in State or Commissioned Charters Schools should have a RESIDENT STATUS CODE = ‘2’. These students are funded through FTE.
3* Nonresident, in-state, with a contractual relationship between school systems
4* Nonresident, in-state, with a court-ordered desegregation plan
5 Nonresident, out-of-state (not funded through FTE)
Children of employees who reside outside the State of Georgia, but who are allowed to enroll their children in the same school system where they are employed, should have RESIDENT STATUS CODE = ‘5’. These students are not funded through FTE.
6* Nonresident, in-state, with excessive distance provision. (Reference OCGA 20-2-294)
7 Non-Resident, Consent - International Exchange Student
RESIDENT STATUS CODE = ‘7’ for International Exchange Students on a J-1 or F-1 visa.
* NOTE: If the residency code is „2‟, „3‟, „4‟, or „6‟, then SYSTEM OF RESIDENCY must be
reported.
SCHOOL CODE
SCHOOL CODE is 4-character State ID School code that identities the public school in
Georgia.
Students enrolled in alternative programs, GNETS, Career Academies, or other programs
outside the traditional school setting must be reported through the home school for FTE.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-27
STUDENT ID
STUDENT ID is the 9-digit Social Security Number of the student. Refer to Georgia Board
of Education Rule 160-5-1-24 PROCEDURE FOR REQUESTING STUDENT SOCIAL
SECURITY NUMBERS.
If the parent or student chooses not to provide the Social Security Number, then use one of
the Social Security-like (FTE) Numbers assigned to your system. STUDENT ID is reported
in all FTE cycles.
The following ID types are not acceptable as a STUDENT ID:
1. Parent‟s Social Security Number,
2. Parent‟s Tax ID Number (ITIN), or
3. Student‟s Military ID Number.
STUDENT STATUS
STUDENT STATUS indicates the student's enrollment status. Valid Student Status Code
for Count 3 is :
Code Description Definition Reported in
N Normal Students who must be reported with STUDENT
STATUS = „N‟ (Normal):
All students who are enrolled on the day of the
FTE count
Who were not retained (STUDENT STATUS =
„R‟)
Students reported by other state agencies
(system code > 800)
Cycles 3
SUPPLEMENTAL SPEECH
SUPPLEMENTAL SPEECH indicates whether Speech services are received by a student
for whom REPORT TYPE = „S‟ (Special Education). Valid codes and conditions are:
Code Description Conditions
Y Student receives
supplemental speech
Student can be marked „Y‟ (Yes) ONLY when:
Student is reported with four or more PROGRAM
CODES in a single area of disability AND
SUPPLEMENTAL SPEECH = „Y‟ must be in one of the
more than THREE segments of the same PROGRAM
CODE AND within that same segment:
o Student receives speech services for less than the
major portion of that segment AND
o PROGRAM CODE for those segments cannot be
„3‟ (Speech/Language Impairment);
A maximum of 2 segments can be marked „Y‟ for
SUPPLEMENTAL SPEECH. See example below.
3 or more program codes in a single area: Q Q Q Q 9 9
Supplemental Speech segments: Y Y
N Student does not
receive supplemental
speech
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-28
SYSTEM
SYSTEM is a three digit numeric code that identifies each school district. SYSTEM is
reported in all FTE cycles. Fulton County is „660‟.
SYSTEM OF RESIDENCY
SYSTEM OF RESIDENCY is the home system number of any non-resident student where
the RESIDENT STATUS CODE = „2‟, „3‟, „4‟ or „6‟.
If a student‟s home residence is out-of-state, set the SYSTEM OF RESIDENCY = „800‟. If
RESIDENT STATUS CODE = „7‟, SYSTEM OF RESIDENCY must = „801‟.
TRANSPORTED (Segments 1-6)
TRANSPORTED indicates whether a student with a disability is transported during the
school day from one instructional setting to another as follows:
Code Description Conditions Example
Y
Student is
transported during
the school day
There should be a
Special Education
PROGRAM CODE in
the same segment.
Student who has an emotional and
behavioral disability is being
transported from school to the GNETS
center for segment 3. Mark
TRANSPORTED (Segment 3) as „Y‟
and mark PROGRAM CODE for
segment 3 a „4‟ for GNETS.
N
Student is not
transported during
the school day
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-29
FTE AND CLASS SIZE REPORTING TASKS
A. Phase I Tasks – Data Preparation Tasks
Student Information Coordinator supervises completion of accurate source data in
ESchoolPlus and Encore.
Student Information Coordinator distributes FTE materials to staff.
Student Information Coordinator reviews reporting procedures and instructions with
staff.
Student Information Coordinator will supervise Class Size Data Preparation.
Special Ed, ESOL, Gifted, Remedial, and EIP teachers prepare FTE Worksheets or
reports prior to FTE Count Day.
Student Information Coordinator will supervise the collection of FTE data from staff:
Remedial Education, TAG, Special Ed, ESOL and EIP
TASK A1 Master Schedule Review
TASK A2 Ensure enrollments, withdrawals and schedule changes are current
TASK A3 Identify and Code UK or U1 students.
TASK A4 Update Classification on the personal information page.
TASK A5 Identify/Verify ESOL students
TASK A6 Identify/Verify EIP/Remedial students.
TASK A7 Identify/Verify TAG students.
TASK A8 Identify/Verify Special Ed students.
TASK A9 Identify any Modeled Schedules and “Keep”
TASK A10 Identify/Verify students on the ADA N Calendar
TASK A11 Identify students with missing SSN
TASK A12` Identify/Verify Race and Ethnicity Values
TASK A13 Distribute FTE Worksheets and Instructions.
TASK A14 Verify worksheets are completed and collected
TASK A15 Review Homeless- Environment Code for students
TASK A16 Update Alternative Education Program field.
TASK A17 Search for Program Code “O” in Course file
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-30
B. Phase II Tasks - Data Entry Tasks
TASK B1 Alternate ID data entry if needed in the Ga Student screen
TASK B2 Identify and review Area Served when Prim Exceptionality = 6,7,or 8
TASK B3 KEY ESOL segments on the Ga Student screen
TASK B4 Key Inclusion segments on the Ga Student Course screen
TASK B5 Key Supplemental Speech segments on the Ga Student Course screen.
TASK B6 Key Special Ed Itinerant teachers on Ga Staff Information screen.
TASK B7 Run Re-Calculate Seats
TASK B8 Identify potential “over class size” sections
TASK B9 Enter any Paraprofessionals for CLASS SIZE purposes only.
TASK B10 Key Gifted Delivery Model and Content Areas in Ga State Course.
TASK B11 Key Collaborative and Seminar TAG segments
TASK B12 Key any EIP/REP segments not generated through course numbers.
TASK B13 Key Location of Enrollment, Fiscal Agent and Dual Enrollment Codes
C. Phase III Tasks – Keying Manual Overrides Tasks
TASK C1 Key program code exceptions
C. Phase IV Tasks – FTE Count Day TASKS
TASK D1 Manually key your Residential Students
TASK D2 Enter any ISS program data in for students served in ISS on Count Day
TASK D3 Run your FTE Segment Reports to very ALL FTE data you are reporting.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-31
A. DATA PREPARATION PHASE 1
TASK A1 Master Schedule Review
TASK REQUIRED FOR: Elementary, Middle and High Schools
Refer to the 2011/12 Class Size Guidance for Schools
http://portal.fultonschools.org/departments/Operations/StudentInformation/Documents/Instr
uctions/Class%20Size%202011-12.pdf
Begin now to review your Master Schedule in preparation for Class Size Data Collection.
Scheduling Center > Master Schedule Folder > Master Schedule Screen
Click SEARCH
Perform a search using your building number to give you your school‟s Master Schedule.
After the search completes you will have a Master Schedule List specific to your building.
Click Report
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-32
Select the parameters as shown below and click Run
Once the Master Schedule report has finished running, select the report from “My Recent
Reports” link
Please adhere to the Fulton County Class Size Resolution document to be sure all
class sizes are met.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-33
TASK A2 Ensure entries, withdrawals, schedule course
changes are current
TASK REQUIRED FOR: Elementary, Middle and High Schools
Always process enrollments, withdrawals, and schedule changes on a daily basis.
TASK A3 Reporting UK or U1 Students
TASK REQUIRED FOR: Elementary ONLY
Students reported as UK or U1 require prior approval from your Area Superintendent to be
enrolled. Please note that these UK or U1 students WILL NOT GENERATE any FTE
funding. Refer to UK/U1 definition on page 23-16 and 23-17.
Run the following search looking for underage KK or First graders. Use your
building number in the search.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-34
If the advanced search yields results, you need to determine the following:
Is the grade level accurate for the student?
Does the student potentially meet the “exception to the rule” as defined by
GaDOE board rule 20-2-150- (b)
http://web.lexisnexis.com/research/xlink?app=00075&view=full&interface=1
&docinfo=off&searchtype=get&search=O.C.G.A.+%A7+20-2-150
If the answer is yes to both questions, no further action is required. It is
important to maintain all documents used to determine the students
eligibility to be enrolled when meeting the “exception to the rule” for audit
trail purposes.
If the student is a true “Underage KK or 01” student who will NOT generate FTE Funding,
complete the following steps:
CONTACT your Area Superintendent to report that your school has a
student does not meet the GaDOE Board Rule for age of enrollment and
therefore will not generate FTE funding.
Change the grade level from “KK” to “UK” or ‟01 to “U1” on the
Entry/Withdrawal page for FY 2012.
Check the box to indicate the student is an Underage KK/01 on the
Additional Student Information Page.
PLEASE REMEMBER: If the student meets the exception to Rule for UK or U1 students,
O.C.G.A. 20-2-150 (b) do not mark the student in the “Underage KK/01” field.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-35
TASK A4 Update the Classification
TASK REQUIRED FOR: Elementary, Middle, and High Schools
Run the following searches to verify the current classifications for all active special education
(S, X, B), Gifted (G, B), and EIP/Remedial (R, X) students.
Search for S, X or B:
Search for G or B:
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-36
Search for R or X:
After the lists have been printed, please distribute the student lists to the appropriate
personnel to verify the student‟s classification for this current school year only. Mark off any
student that should not be on the list and add omitted students. Give your personnel a
deadline to return the list to you for coding into eSchoolPlus.
Please Note: Students dismissed from special education, remedial education/EIP, and/or
gifted services must have their Classification field adjusted appropriately.
To make corrections to a student‟s classification:
Student Center >> Demographic >> Personal Information >> Classification field
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-37
TASK A5 Identify ESOL students
TASK REQUIRED FOR: Elementary, Middle, and High Schools
Working with your ESOL contacts at your school, identify students who are ESL = Y.
Make corrections as necessary. Be sure to use your building number in the search.
Working with your list of ESOL students generated in the search above, please correct any
incorrect data entries for your ESOL students in the GALAN Program screen.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-38
TASK A6 Identify and Verify EIP / REP students
TASK REQUIRED FOR: ES for EIP, MS AND HS for REP
EIP advanced search for ELEMENTARY SCHOOLS
Run the following search using your building number to identify students who have been
coded as EIP and their classification setting. With the results of this search, use the
completed FTE Worksheet for EIP students to make sure that all the EIP students are
accounted for and scheduled accordingly.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-39
REP advanced search for Middle and High Schools
Run the following search using your building number to identify students who have been
coded as REP and their classification setting. With the results of this search, use the
completed FTE Worksheet for REP students to make sure that all the REP students are
accounted for and scheduled accordingly.
Make any needed corrections to open or close a program record for students as necessary.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-40
TASK A7 Identify and Verify TAG students
TASK REQUIRED FOR: Elementary, Middle and High School
All students who are receiving gifted services this school year must be coded with a
classification of G or B and a gifted service code of “1”. Run the following search to identify
those students who are classified as gifted.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-41
TASK A8 Identify and Verify Special Ed students
TASK REQUIRED FOR: Elementary, Middle and High School
Run the advanced search below to identify all students with a classification of S, X, or B and
their Primary Exceptionality. Use the FTE worksheets to be sure that all students have
been identified and coded correctly.
Do not manually enter a Primary Exceptionality for a student. Please work with
your IST to be sure that the data is correct at the source of the data which is
ENCORE.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-42
TASK A9 Identify Modeled Schedules and “Keep”
TASK REQUIRED FOR: Elementary, Middle and High School
Be sure to correct any students who have a „modeled schedule‟ at this time. A „modeled‟
schedule will not allow the calculation of FTE segments and will result in a loss of funding
for your building if not corrected.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-43
TASK A10 Identify and Verify the ADA = N Students
TASK REQUIRED FOR Elementary, Middle, and High Schools
The purpose of this task is to identify students in your building who are on the ADA N
Calendar. Keep this list handy to identify and code any students who will receive
services on FTE count day as they will require „manual‟ entry of FTE segment data.
TASK A11 Identify Missing SSN for students
TASK REQUIRED FOR: Elementary, Middle, and High Schools
Run the Students with no SSN Cognos report.
Public Folders > FCBOE Reports > State Reporting > State Reporting Issues (Errors)
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-44
TASK A12 Identify and Verify Race/Ethnicity Values
TASK REQUIRED FOR: Elementary, Middle, and High Schools
Run the following search looking for missing data elements for Race and Ethnicity values.
Where there is a “U” in the Hispanic field on your report, you must identify is the student
Hispanic or not. Review and correct as needed.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-45
TASK A13 Distribution of FTE Worksheets
TASK REQUIRED FOR: Elementary, Middle, and High Schools
FTE Worksheets are mandatory for use. Worksheets and instructions are found on the
Student Information website at the following link:
http://www.fultonschools.org/dept/studentinfo/gareporting.html
Distribute FTE Worksheets and instructions to any of the following teachers that provide
services that are not reflected in the student‟s schedule as a course:
Special Education Teachers
Gifted Teachers
EIP (Elementary School only)
Remedial Education (Middle and High School only).
ESOL teachers should receive worksheets to identify students and the number of
segments served.
TASK A14 Verification of FTE Worksheets
TASK REQUIRED FOR: Elementary, Middle, and High Schools
Once the FTE worksheets are completed, the Student Information Coordinator will need to
verify the data that has been submitted on the FTE worksheets.
Check that correct FTE program codes have been used and return to teachers for any
updates or changes.
Check with any (FTE defined) itinerant teachers to ensure that they can provide you with
completed FTE Worksheets and schedule for the week of FTE (Detailed instructions can be
found on the Student Information website, Itinerant Teacher Instructions on the ESOL and
Special Education worksheets).
The Student Information Coordinator should collect and retain all FTE worksheets at a
deadline to be determined by them.
TASK A15 Homeless Status, Environment Code TASK REQUIRED FOR: Elementary, Middle, and High Schools
New this school year, ALL coding of homeless students is being done by the district
“Homeless Liaison”. For informational purposes, please run the following search to identify
all students coded as homeless in your building. Direct any questions/concerns to your
school social worker or Sara Blake Smith, the Homeless Liaison at the Jo Wells Center
404-763-5600 ext 216.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-46
TASK A16 Update Alternative Education Program
TASK REQUIRED FOR: Elementary, Middle, and High Schools
This task is specific to North and South Crossroads/Second Chance, McClarin HS,
Independence HS, South Metro and any School Based GNETS programs.
Any students who have enrolled since FTE Count 1 will need Alt Program data entered.
Valid AltProg Types are:
01: Alt Ed (Crossroads/Second Chance, Independence and McClarin)
02: GNETS
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-47
Valid AltProg Codes are:
01A: Alt Ed for disruptive students
01E: Open Campus
02A: GNETS – Center Based
02B: GNETS – School Based
GAPRG – Program Type data entered for any new students since 10/04/2011 in the
program screen.
GAALT – Alt School program data entered for new students since 10/04/2011
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-48
TASK A17 Identify PROGRAM codes of “O” in courses
TASK REQUIRED FOR: CLASS SIZE – ALL LEVELS
1. Scheduling Center > Master Schedule > Master Schedule > Search
Identify courses in the Master Schedule that have program code = “O”
2. To Identify Course sections in the Master Schedule that have “Blank” program codes.
Please note: Homeroom and Advisement sections will all have
„blank‟ program codes which is acceptable. No action required for
those sections.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-49
B. DATA ENTRY Phase II Tasks
TASK B1 Alternate ID field data
TASK REQUIRED FOR Elementary, Middle and High Schools
When it becomes necessary to change the SSN/800/999 number for a student, that number
must be placed in the the Ga Student Screen in the Alternate ID field.
The path is as follows:
Student Center Folder
Demographic folder
Ga Student screen
This is the ONLY place that an alternate id will be entered for state reporting
purposes. Do not use the “Previous ID” field from the personal information page.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-50
TASK B2 Review Area Served for students with
Primary Exceptionality of 6, 7 or 8
TASK REQUIRED FOR: Elementary, Middle and High Schools
In order to generate FTE funding for Special Education students with a primary
exceptionality of 6, 7 or 8, it is necessary to indicate the area served for the students. This
data element is captured on the Ga Student page.
You DO NOT need to key this data manually as the field is populated from Encore nightly.
If data is missing, please work with your IST to be sure the Summary of Services is complete.
The path is as follows:
Student Center Folder
Demographic folder
Ga Student page
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-51
Run the following search to review any student in your building with a primary
exceptionality of 6, 7 or 8. Using the search results, confirm accuracy of the data reported.
If corrections are needed to be made, work with your IST to be sure that the student is
identified properly in ENCORE. DO NOT manually key this data.
Be sure to use your building number in the search.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-52
TASK B3 Key ESOL Segments
TASK REQUIRED FOR: Elementary, Middle and High Schools
The method in which FTE funding is generated for your ESOL students is not done through
the use of a specific FTE Program Code. ESOL segments must be keyed into the Ga Student
screen.
Keep in mind that no matter how many segments the student is actually served in the ESOL
program, the state will only allows a set number of segments to be reported. The numbers
are as follows:
Grades K- 3 = 1 segment
Grades 4 – 8 = 2 segments
Grades 9 – 12 = 5 segments
The students can be served by an Itinerant OR Non-Itinerant Teacher. The ESOL contact
person at your building can assist in identifying ESOL students for the FTE Worksheet.
Using the information from the FTE worksheet, key in the number of segments that each
student is served in the ESOL – Itinerant or ESOL – Non-Itinerant field.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-53
TASK B4 Key Inclusion segments
TASK REQUIRED FOR: Elementary, Middle and High Schools
Special Education students receive instruction based on the directives of their IEP. They can
be served in general education courses or special education courses, in self contained
environments or resource models. To capture the type of “Inclusion Segments” they are
served in, schools must select an inclusion code on the Ga Student Course screen as shown
below.
For each student listed on the FTE Worksheet provided by the IST and/or Special
Ed teacher, you will follow this path to locate the Ga Student Course:
Student Center Folder
Scheduling Folder
Entry page – Student Schedule
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-54
Click on the course name in the student‟s schedule (click on the course number) where the
inclusion services are received.
Click on the District-Defined tab.
From the District-Defined tab, click on the Ga Student Course link:
On the Ga Student Course, in the Inclusion Services field you will select the appropriate code
that reflects the correct inclusion code for the course.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-55
Inclusion codes are:
Refer to page 23-15 Supportive Services for definitions.
TASK B5 Key Supplemental Speech Segments
TASK REQUIRED FOR: Elementary, Middle and High Schools
To report segments for special education students of “Supplemental Speech”, you will key the
data into the Ga Student Course page.
From the student‟s schedule, select the course that represents the time the student would
receive a segment of “Supplemental Speech”.
Refer to page 23-27 for Supplemental Speech definitions and rules.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-56
TASK B6 Key SPECIAL ED Itinerant TEACHERS
TASK REQUIRED FOR: Elementary, Middle and High Schools
ONLY SPECIAL ED Teachers who are classified as an Itinerant teacher need to be coded
as Itinerant on the GA Staff Information page.
From the Registration Center
Staff Information Page
Select Teacher Name, then select the District-Defined tab
From this page, click on the GA Staff Information link
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-57
TASK B7 Run Re-Calculate Seats
TASK REQUIRED FOR Elementary, Middle and High School
Run “Re-Calculate Seats” to ensure the accuracy of “available seats” and “used seats.”
Scheduling Center > Student Scheduler > Re-Calculate Seats
TASK B8 Identify Classes Over Class size
TASK REQUIRED FOR Elementary, Middle and High School
Scheduling Center > Master Schedule > Master Schedule > Search
Note: Modify query as needed for each class/program/size specified.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-58
Contact Eulonda Washington, if classes are over the maximum indicated and there are no
seats available in other sections to relieve the classes at risk of funding losses. See 2011/12
Class Size Resolution.
[email protected] or 404-763-5537
TASK B9 Identify Classes using Paraprofessionals
for CLASS SIZE purposes ONLY
TASK REQUIRED FOR Elementary, Middle and High School
Scheduling Center > Master Schedule > GA State Course > Search for course/courses
Click on the resulting course link(s) to see the GA State Course page.
Number Paraprofessionals = Populate this field to specify the number of
paraprofessionals in the class for class size purposes only.
For questions regarding this task contact Phyllis Large-Deeb.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-59
TASK B10 Gifted Delivery Model Coding
TASK REQUIRED FOR Elementary, Middle and High School
Go to: Scheduling Center > Master Schedule > GA State Course > Search
Generate the Search below to identify all scheduled gifted classes:
Click Search to generate a listing of all Gifted Courses in your BUILDING:
Click on each course section generated to code the gifted delivery model/content
area on the GA State Course page.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-60
Identify and code the Gifted Delivery Model, Gifted Content Area, for each applicable
course as shown in the fields below.
Note: All elementary schools will have a gifted delivery model=”1” and gifted
Content Area = “blank” unless approved for “cluster grouping” by Amy Barger in the
TAG department.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-61
TASK B11 Coding Collaborative and Seminars
segments
TASK REQUIRED FOR High School ONLY
In the high schools, gifted instruction for TAG students can come from individualized
projects/seminars when these students are pulled from “Non-TAG courses in order to
received gifted instruction. These courses will not generate a program code of “I” and
therefore the program code will need to be coded for each student individually.
GA Student Course Screen – Collaborative/Seminar-Gifted Courses
Identify students receiving gifted services through collaborative/seminar settings.
Demographic > Scheduling > Entry > Search
Identify the student,
Go to the Entry (Schedule) page
Click on the course title of the class in which services are received (non-.2 courses)
Click the District Defined tab
Click GA Student Course.
Darken “Gifted Delivery Collaboration” if the student receives services for the non-tag
class. This will generate a segment of “I” in the FTE segment for those courses/students
selected.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-62
TASK B12 Coding EIP/REP segments when
segments are not automatically
generated.
TASK REQUIRED FOR Elementary, Middle and High School
Code individual Remedial/EIP students in classes that do not generate a remedial/EIP
segment automatically.
Student Center folder > Scheduling folder > Entry Screen click on Search
Identify the student,
Go to the Entry (Schedule) page
Click on the course title of the class in which services are received (only if a remedial
segment is not automatically generated)
Click the District Defined tab
Click GA Student Course
Darken the“Remedial Segment” field if the student receives services for EIP/REP in
classes that do not have a remedial/EIP program code. This will generate a segment of
Remedial/EIP in the FTE segment for those courses/students selected.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-63
TASK B13 Code Location of Enrollment,
Fiscal Agent and Dual Enrollment Code
for courses generating “M” segments
TASK REQUIRED FOR High School ONLY
Scheduling Center > Master Schedule > GA State Course
Search for the courses that generate “M” FTE funding and code each course with the location
of enrollment, the fiscal agent and the dual enrollment code.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-64
Location of Enrollment: Select the “Location of Enrollment” for each PSO course.
REPORTED for courses generating a „M‟, „6‟ or „7‟ FTE program code.
The Location of Enrollment refers to the place of instruction for a student enrolled in a Dual
Enrollment program.
1 – K-12
2 – TCSG
3 – USG
4 – Online Course
5 – Private PSO Institution
Fiscal Agent: The entity responsible for hiring the teacher for a dual enrollment
course.
ONLY REPORT this for dual enrollment courses generating a “M” FTE program
code.
1 – K-12
2 – TCSG
3 – USG
4 – Private
Dual Enrollment Code: Select the type of Dual Enrollment when a „M‟ segment is
reported for student.
01 – General Education
02 – CTAE/Vocational
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-65
PLEASE do not KEY data into the Download Summary until you
have been directed to do so by Student Information, not adhering to
this request could result in a loss of data and having to rekey data at
a later time.
C. KEYING MANUAL OVERRIDES – PHASE III TASKS
TASK C1 Key Program Code Exceptions
TASK REQUIRED FOR Elementary, Middle and High Schools
Once you have been notified by the Student Information department begin to complete
any manual program overrides that cannot be resolved through the students schedule (the
source of the FTE data) and the calculate FTE segment function.
For those instances where the program code associated with the course number does not
accurately report the actual instruction received by a student you have the ability to
“override” a segment.
This page functions in a similar manner as the FTE Segments tab in SASI.
The page is named “Download Summary” and can be found at this path.
Student Center Folder > State Folder > Student Download Summary > FTE
General Tab
Select the 2012 – 3 FTE cycle from the drop down menu.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-66
Student Center Folder > State Folder > Student Download Summary > FTE
General Tab
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-67
Student Center Folder > State Folder > Student Download Summary > FTE
Segments Tab
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-68
Keying in “overrides” on the FTE General Tab will be done, by clicking Edit link. The
window will appear as seen below. Make changes and click SAVE.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-69
For keying overrides on the FTE Segment tab when the data is not accurately populated
through district extract build. Click edit.
As needed, you will key in correct data elements on the FTE Segments page and click SAVE.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-70
D. FTE COUNT DAY TASKS
FTE COUNT DAY – 03/01/2012
TASK D1 Key Residential Students Program Codes
TASK REQUIRED FOR Elementary, Middle and High School
Schools who have students who based on their IEP are served in a Residential Facility will
not generate segments, therefore these students FTE segments will be manually entered in
the download summary on the FTE Segments Tab.
Your school‟s IST will be able to assist you in identifying these students should you have one
enrolled in your building.
TASK D2 Students in IN-SCHOOL SUSPENSION
TASK REQUIRED FOR Elementary, Middle and High School
For those students who have been scheduled for “IN SCHOOL Suspension” on count day,
please code them as follows:
Student Center folder
Demographic folder
Programs page
Select the GAPRG – Program Type link
In the Program Type field,
1. Key the FTE Count Date in the Start Date. 03/01/2012
2. Select “01” as the value field.
3. Key the FTE Count Date as the End Date. 03/01/2012
4. Click SAVE.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-71
TASK D3 Run Student Download Searches
TASK REQUIRED FOR Elementary, Middle and High School
From the Student Center, State Folder use the Student Downloads Search to look at various
data elements. All data elements that are reported for FTE can be searched on using this
search feature.
Feel free to generate your own searches to become familiar with the data being sent up to the
GaDOE for FTE Count 3.
To begin, select the Record Type you wish to search on. For FTE, you have FTE_SEG
which represents the segment data being reported in the extract or FTE_GEN which
represents the general demographic data being reported in the extract.
Search Options available to select, for FTE you will only have two choices.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-72
1. Search the FTE General table for students with Prior Ten Days = N
Correct in the Download Summary Screen, on the FTE General Tab if you find
students who are incorrectly reported as “N” for Prior Ten Days. Change the “N”
value to “Y”.
2. Search the FTE Segments table based on a student‟s classification:
Remember, you can search on any element that is found in the FTE General or
FTE Segments tabs by using this tool.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-73
TASK D4 Run COGNOS FTE SEGMENT REPORTS
TASK REQUIRED FOR Elementary, Middle and High School
Run the FTE Segment reports to keep documentation for your records.
12/14/2011 Chapter 23 – FTE Reporting – COUNT 3 23-74
State Board Policies Related to FTE, Class Size and EIP
Rule AF School Day for Students (160-5-1-.02)
Rule EF(1) Identification and Reporting of Schools (160-5-1-.03)
Rule EF(2) Student Data Collection (160-5-1-.07)
http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.03.pdf Courses/Curriculum
Rule IDDB Remedial Education (160-4-5-.01)
Rule IDDC Hospital/Homebound Instruction (160-4-2-.31)
Rule IDDD Educational Program for Gifted Students (160-4-2-.38)
Rule IDDF(07) Least Restrictive Environment (LRE) (160-4-7-.08)
Rule IDDF(06) Individualized Education Program (IEP) (160-4-7-.09)
Rule IDDG Language Assistance: Program for Limited English Proficient (LEP) Students (160-4-5-.02)
Rule IED(2) Postsecondary Options (160-4-2-.34)
Rule IFGBD Georgia Virtual School Program (160-8-1-.01)
Rule JB Student Attendance (160-5-1-.10)
Rule JBC(2) Procedure for Requesting Student Social Security Numbers (160-5-1-.24)