The goal of the State Compensatory Education (SCE) program is to reduce any disparity in performance on state assessments and in rates of high school completion between students at risk of dropping out of school and all other district students. Expenses must directly impact students. State Compensatory Education programs/services must be accelerated, intensive and focused on students at-risk of dropping out of school according to the State At-Risk Criteria.
State At-Risk Criteria
Subchapter B, Chapter 39, or disparity in the rates of high school completion between students at risk of dropping out of school and all other district students. (d) For purposes of this section, “student at risk of dropping out of school” includes each student who is under 26 years of age and who:
- was not advanced from one grade level to the next for one or more school years;
- if the student is in grade 7, 8, 9, 10, 11, or 12, did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
- did not perform satisfactorily on an assessment instrument administered to the student under Subchapter B, Chapter 39, and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
- if the student is in prekindergarten, kindergarten, or grade 1, 2, or 3, did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
- is pregnant or is a parent;
- has been placed in an alternative education program in accordance with Section 37.006 during the preceding or current school year;
- has been expelled in accordance with Section 37.007 during the preceding or current school year;
- is currently on parole, probation, deferred prosecution, or other conditional release;
- was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;
- is a student of limited English proficiency, as defined by Section 29.052;
- is in the custody or care of the Department of Family and Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
- is homeless, as defined by 42 U.S.C. Section 11302, and its subsequent amendments; or
- resided in the preceding school year or resides in the current school year in a residential placement facility in the district, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, cottage home operation, specialized child-care home, or general residential operation.
- has been incarcerated or has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by Section 1.07, Penal Code.
LISD works to ensure the identification, school enrollment and provision of services and opportunities for academic success of students in homeless situations according to the McKinney-Vento Homeless Education Assistance Act.
If any student or family feels that they are in a homeless situation, information about rights and services is available at each campus, or they make contact LISD’s Homeless Liaison, Lori Traynham at 512-570-0310.
When children cannot live safely at home, and an appropriate non-custodial parent, relative or close family friend is currently unable or unwilling to care for them, the court can give temporary legal possession to Child Protective Services, and that agency temporarily places these children in foster care.
Foster care is meant to be temporary until a permanent living arrangement is found and CPS no longer has legal custody of the child. However, for some children, it can become permanent. CPS strives to ensure quality services for children in foster care. However, children in foster care may have to change placements several times while in foster care due to a variety of factors, such as licensing standards violations, court rulings or changes in the foster home or facility.
CPS consistently works toward increasing placement options to better match the needs of each individual child.
State law requires each school district and open enrollment charter school to appoint at least one employee to act as liaison to facilitate the enrollment in or transfer to a public school of a child in the district who is in the conservatorship of the state.