By the Numbers: The First Six Weeks

by Coy Holcombe.  

As mentioned in previous entries, EISD monitors the attendance and special program numbers at the end of each six weeks. These numbers are compared with the numbers used in the budget. This comparison allows EISD to monitor the amount of state aid that we are earning against the amount of state aid that we are being paid. Most importantly, it allows us to adjust our spending with respect to our adopted budget.

Below are the numbers from the first six weeks compared with the numbers used for budgeting:

                            1st Six Weeks                              Budget

ADA                       1437.7414                                  1443.09

High School ADA     439.41                                       420.7

Special Ed FTEs      54.518                                       65.174

Mainstream ADA      53.517                                       56.748

CATE                         82.046                                       59.113

GT Students               81                                             72.15

Compensatory         1040.2                                       1010

Bilingual                   11.00                                        15.03

A couple of notes:

First, the numbers for the budget were, for the most part, the numbers with which we ended the 07-08 school year. For the first six weeks, our overall attendance rate was 97.58%, which is a great number. However, our enrollment has dropped from the first of the school year and so our overall ADA has dropped also.

We receive special funding for our high school ADA. Currently, even though the district’s enrollment is down from previous years, our high school enrollment is up. This explains why our current ADA in the high school is greater than the budgeted amount.

Our special education FTEs are considerably less than our budget. Several factors explain this difference: first, as our enrollment decreases, our special education enrollment also decreases; second, changes in special education rules have moved more special education students into the category of mainstream; third, changes in special education rules have changed how students are identified for special education services. Districts must now show that they have tried numerous intervention strategies before referring a student for special education testing.

Mainstream ADA refers to students that are under the special education umbrella but attend all regular education classes. Our mainstream ADA has increased dramatically in the past couple of years.

CATE refers to our career and technology classes. Last year, we had a substantial drop off in our CATE numbers. Part of this drop off occurred because of the new graduation requirements: students did not have the opportunity to take as many electives as in previous years. To compensate for the new requirements, our high school went to an 8 period schedule that allowed students greater flexibility in their course selection. As you can see, our CATE numbers are up substantially.

The GT students provide the number used in calculating our gifted and talented funding from the state; however, a district cannot receive GT funding for more than 5% of the overall students in the district.

As discussed in a previous entry, the compensatory number is the average of the six highest months of the total number of approved free and reduced lunch applications from the previous fiscal year. At the time of the budget, our best average was 1010; however, when we figure in the numbers from August and September, this number increased to 1040. This number will not change for the rest of this fiscal year.

Eustace ISD does not have enough bilingual students to offer a true bilingual program. We do offer an ESL (English as a Second Language) program. This number represents the ADA of students in the ESL program.

A few more notes: As stated above, the budget numbers come from the numbers at the end of the previous year. There may be some modification to certain numbers based on known circumstances; however, for the most part these numbers are fairly consistent with the end of the year numbers from 07-08.  

Even though the numbers used in the budget are based on prior years, they are still estimates. The overall enrollment affects all the numbers listed above.

While our budget numbers are fixed, the numbers that we are actually earning will change as the year progresses. These numbers will be updated throughout the school year. As you can imagine, an overall increase or decrease in our enrollment will affect all of these numbers dramatically.

Tomorrow, we will look at how these numbers affect the amount of money we are earning versus the amount of money that was budgeted.

 

 

Leave a Reply